Personal Narrative: Romeo And Juliet

When Juliet finds out that Tybalt has been killed and Romeo is in exile, for killing Tybalt, Juliet feels both passionate about Romeo and disappointed in both Romeo and herself, which reveal her inner struggle. In Act 3, Juliet’s Nurse comes back with this news that Tybalt is dead and that Romeo is such an awful person for killing him. Juliet fights back at the Nurse, and herself, for speaking bad about Romeo. She claims, ““Shall I speak ill of him that is my husband? Ah, poor my lord, what tongue shall smooth thy name, When I, thy three hours' wife, have mangled it? But wherefore, villain, didst thou kill my cousin? That villain cousin would have killed my husband.” (3.2.99-101). This shows that Juliet is passionate about Romeo, because first of all, she says that she was wrong to say bad things about her husband.

If you have ever fallen in love then you must know what Romeo and Juliet felt, right? Well according to the definition of true love your do not relate to Romeo and Juliet. Romeo and Juliet come from similar families that are mortal enemies, but despite that, they fall in love for each other. Romeo went from loving Rosaline to Juliet very quickly and Juliet was already going to marry Paris. True affection involves: your sense of self has grown through knowing this person, You’re addicted to the person, you celebrate this person’s triumphs, you really miss this person when you are apart. Romeo and Juliet may have thought they were in love, but falling in love with someone cannot happen in an instant.

In the tragedy 'Romeo and Juliet', Shakespeare presents the inner struggles of Romeo and Juliet, the two protagonists as one of the main themes. This is clearly shown at the end of Act 3 Scene 2 when Juliet receives the news that Romeo has been banished and Tybalt has been killed. Juliet is distraught at the conflict of her loyalties. Should she express love for her family or should she express love for Romeo? By using many different language features, such as oxymorons, paradox, antithesis and dramatic irony, Shakespeare effectively displays Juliet's conflicting emotions. Later in the play, Shakespeare uses the betrayal by adults to again show the inner struggles of Romeo and Juliet.

‘Shakespeare intends the audience to see that the tragedy of Romeo and Juliet was destined to happen’

In many literary works, there are methods that authors use to make a story better. In The Tragedy of Romeo and Juliet by William Shakespeare, dramatic irony is the driving method. Dramatic irony is something in which characters do not know something, but the reader or audience knows what the true reality is. According to some researchers, “A staple of Elizabethan and Shakespearean drama was dramatic irony” (Halio 25). Furthermore some researchers also belive that dramatic irony is very prominent in the play, “ One of the more prominent literary devices in the play is irony” (Sauer 673). Romeo and Juliet, and also their friends and families face a lot of instances of dramatic irony in the story. Dramatic irony creates suspense and adds to

“For never was a story of more woe, than that of Juliet and her Romeo”.

It turns out that the development of the brain through a teenagers life, greatly impacts the way they react to situations and the choices they make, whether it be good or bad. For example, when Romeo and Juliet fell in love, they didn’t exactly stop to think if the consequences would be bad or not, most logically explained by the ongoing development of the brain. Romeo and Juliet must have been using the amygdala, the part of the brain that is responsible for guiding instinctive reactions, to substitute as the prefrontal cortex, which would fundamentally describe Romeo and Juliet's behavior and why they decided to get married way to early. The development of the brain gives the brain no choice but to process information through a different part of the brain called the amygdala. The amygdala definitely helps to substitute for the prefrontal cortex, however it can also be responsible for reacting to a situation without thinking of the outcomes, which is why teengers, like Romeo and Juliet, sometimes make negligent and careless alternatives, which end up in bad consequences. The author of an article noting the development of teen brains explains how “[e]ven though the brain [of a teenager] is almost physically mature, the grey matter in the thinking part of the brain (pre-frontal cortex) is still making

William Shakespeare's Romeo and Juliet is one of the most well known pieces of literature. Not only is it a beautiful story, it’s also used as a metaphor for star-crossed lovers, who fall victim to the unavoidable blow of fate. But is that completely true? Is there a possible way they could have escaped their so called “inevitable” death. Although in the original story, Romeo and Juliet do fall victim to fate, there may have been a way to change their fate.

It is numerously expressed through the play that fate intervenes multiple times and makes the plot completely change in direction. It is quite clear that fate plays an undeniable part in the story by using different points. Points such as the role of women at the time,love vs lust, and the role of fate and destiny. In William Shakesperare’s tragedy, Romeo and Juliet, fate shows itself to be a key point in the play, causing many shifts in the plot and building central themes. One of the keys themes or subjects that is touched throughout the play is the role of women at the time.

Romeo- (to himself) Oh, blessed, blessed night! I’m afraid all this is just a dream, too good to be true.

Narrative voices are used to express romantic emotions towards female characters, and they first express their emotions of attraction to that woman by use of meaningful words. “Michelle” is a song written by John Lennon and performed by Paul McCartney. The song is about man that is trying to express his affections to Michelle, who does not understand the same language. Therefore, he must put the words he wants to express in a way she could comprehend. The Tragedy of Romeo and Juliet, is a play that was written by William Shakespeare. This tragedy is about two young lovers that are separated by a barrier that their families are sworn enemies. The character Romeo uses his words to express his love towards Juliet, and many events in the

First I wanted to apologize if I came off flippant with my answers. Unlike my sister I have very little experience dealing with court issues. Last evening I was thinking about the question "How is your relationship with your sister?". I felt the need to explain my answer. In the past years things were fine until there was a falling out with our parents. The problem with this was she would cause problems between my mom and dad. But I'm sure that you are aware of the issues this caused.

The play of Romeo and Juliet is different from William Shakespeare’s other tragedies in that there is not a clear distinction of individual heroes. The two protagonists are more passive than active; both are naïve and lacking understanding. The hero is often thought to be the romantic, yet often hysterical, Romeo. But Romeo’s immoral background, emotional outbursts, mishap murders, and foolish actions make him a poor candidate for a hero. Juliet proves to be more innocent than Romeo because she possesses more rigorous moral ethics. Juliet is also more successful in overcoming the obstacles that she is faced with throughout the play. While both characters

Cleopatra and Mark Antony, Lancelot and Guinevere, and Paris and Helena are some of the best and most know love stories of all time. Romeo and Juliet by William Shakespeare stands far above all of these, and is definitely the greatest love story ever written. This play is renowned for its passion and is one of the most viewed plays ever, being republished twice in Shakespeare's lifetime. This story also contains several different kinds of love.

There are interesting thematic overlaps between my learning objectives and school site. Ultimately, I’m asking students to understand the motivations of characters who live in conflicting communities. Like some of the characters in Romeo and Juliet, my students traverse the social lines of many communities on a daily basis as they travel to school, interact with students and teachers, participate in extracurriculars, and return to their families. Students need to manage “transitions between various social settings… [and] employ cultural knowledge acquired from their family, peer, and school worlds in social settings and contexts” (Phelan, Davidson, Cao: Students’ Multiple Worlds, 1991). Many researchers, including this study by