Paradoxes In Romeo And Juliet By William Shakespeare

One technique that Mack uses to advance his argument is his use of rhetorical devices. Lines 7-8 Mack used a rhetorical question “I don’t get it; is it really worth the effort?” Asking this question is meant to grab the freshmen’s attention. Although I feel like asking this rhetorical question is ineffective, due to the fact that if someone has no interest in Shakespeare a rhetorical question will go through one ear and out the other. Lines 34-42 Mack used the rhetorical device logos. “The editors, john Heming and henry Condell” said there self that to read Shakespeare you have to read “again and again”. Although Mack tried to include facts in his speech, his facts are ineffective. Proving that Shakespeare is hard to understand doesn’t make someone let alone freshmen want to read.

Micheal Mack’s Why read Shakespeare did it appeal to his audience? Mack’s produced an argument that is very well written and informative for the Catholic University of America in Washington DC, in september, 2008, but does it appeal to the audience? Mack produces an effective/ineffective argument that although reading Shakespeare is difficult it is well worth the effort through his use of rhetorical devices and evidence.

First of all that Mack uses to advance his argument is his use of counterclaims. One of the CounterClaims that Michael Mack used to ask his college freshmen was from lines (3-5). The Obvious argument to the contrary is that reading shakespeare is hard-working not particularly Rewarding.

In this essay I shall be explaining why William Shakespeare's Romeo and Juliet belongs in the ninth-grade curriculum. Romeo and Juliet should attend the ninth-grade curriculum because of these three reasons. The first reason is that ninth-graders are at the age where they start to catch feelings for each other and if they read Romeo and Juliet they can stop and think about the people they are catching feelings for. The second reason is that the book has lots of inspirational quotes that I think students can learn from. Finally, William Shakespeare is a great writer and deserves more people to read and learn from his novel.

First and foremost, Mack uses a wide variety of counterclaims to connect with his audience comprised mostly of college students. It’s difficult to convince a group of young adults to read something as old and abstract as Shakespeare, so why not have the group of young adults come to it? Mack refers to an array of different yet everyday people such as a “normal guy” with “bowling buddies” or a student who is looking into something more “professional” (line 59). By doing so, he effectively

Laurence Olivier describes Shakespeare as “the nearest thing incarnation to the eye of God” ; but is it really worth the read? College professor, Michael Mack presents a speech to his students convincing them to read Shakespeare. Mack fashions an effective argument that reading Shakespeare is worth the effort through his use of rhetorical devices and counterclaims.

“Shakespeare isn’t worth my time!” A common phrase said by college students. Michael Mack gathered a large freshman class and delivered a speech called “Why Read Shakespeare?” noting that the value of reading Shakespeare must, from time, be articulated. Mack generated an effective argument that’s purpose is to persuade people that Shakespeare is indeed difficult to read, but he is worth the effort through his use of rhetorical devices and counterclaims.

The effect the feud has on the play is that we can already see that

Throughout Romeo and Juliet the theme of conflict is conveyed in many forms, mostly through physical violence; reflected in the era of the Renaissance where there was political turmoil and many European nations were at war. Shakespeare presents the theme in other forms as well; family versus family, sacred versus profane, parent versus child and language versus inner conflict. Conflict is a key in the structure of the play; it is highlighted in the beginning, middle and end. As an audience we are constantly being reminded of conflict which is reflected within the era the play was written in. The Renaissance was the 'rebirth ' of classical learning and was also the time when Science challenged many traditional Christian beliefs which resulted in Catholics fighting Protestants; the Gunpowder plot and the Spanish Armada. Shakespeare chose to dramatise conflict as it was the context in which he was writing plays. It is therefore arguable that this period was characterised by irreconcilable opposites in politics, religion and art. Nothing in the world can exist without its opposite- just as love cannot exist without hate, violence cannot exist without peace.

While reading the write up of this play, students are in a constant state of confusion with the complicated language used. “O Romeo, Romeo, wherefore art thou

Shakespeare uses many literary devices in Romeo and Juliet. One example of this is his use of paradox, a type of figurative language, which is a contradictory statement that is true. Shakespeare uses paradoxes to add to the play Romeo and Juliet by building on the plot and adding to the themes.

The morals and values presented in his works speak to the audience, often offering a new perspective on the world in which they live. Students are affected by the powerful and complex characters and are rewarded with profound insights into human nature and behavior.I firmly believe that Shakespeare's works, like no other literature in the high school curriculum, challenge and invigorate the minds of students. Because of the complex characters, difficult vocabulary and style in which he writes, students must elevate their level of learning to grasp a clear understanding of his works. Shakespeare's plays hold intricate meanings and messages. His

In the story of Romeo and Juliet, Shakespeare develops the idea that a lack of maturity can be the cause of ignorant decisions in the face of young love through the relationship of Romeo and Juliet.

“I can’t change the direction of the wind, but I can adjust my sails to always reach my destination.” When he said this, Jimmy Dean meant that nothing could hold him back from his goals, and that he would change to accomplish them. If our goal, or our “destination,” is to understand Shakespeare’s original texts, then a modernized version can hold the key to comprehending them. In addition, Shakespeare should be modernized because even in Shakespeare’s time, his texts were difficult to understand, the context is not the same as it was 400 years ago, and most importantly because it is the preference of many students and teachers to help them to understand the original.

II. Sallis concludes from Book V that the very creation of this city in speech is paradoxical – and thus comedic – for both its inability to adequately account for the humanity of its proposed occupants and for placing over it to rule a philosopher, despite the inability of the city to produce or include philosophy due to that lack of humanity; specifically, due to a lack of consideration given to ἔρως in the formation of the city. Sallis notes that the rhetoric used in Book V consisting of comical terms – explicitly stating, “laughed at,” (Sallis, 373) and Glaucon responding on occasion with laughter (451 B) – suggesting that there may be an overall comedic tone to Book V. Further, there is the somewhat comedic imagery of the results of ignoring ἔρως, chiefly with regards to the gymnastic program (452 A-E) and the imagery of three progressively more tumultuous waves constituted of manifestations of ἔρως which Socrates must overcome – made even more comedic by Socrates’ suggestion of waiting for a dolphin to pick he and his interlocutors up on its back to rescue them (453 D). This evidence all supports Sallis’ claim on its most basic level, that the text itself throughout Book V is presented such that it includes comedic elements.