Romeo And Juliet-Personal Narrative

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.

Everyone knows the story: amidst the fighting of two families, a girl meets the guy of her dreams, within a day they are married and, later, they kill themselves. Some people believe that Romeo and Juliet promotes unacceptable behavior in teens; however, it is a very important part of the ninth grade language arts education because it has global influence and teaches lessons to people.

The students are taking next to nothing away from the play in terms of important skills and lessons that can be used later. The last phase of the play says “For never was a story of more [sadness], Than this of Juliet and her Romeo” (VI.iii.320-21). This play is filled to the brim with sadness and dumb decisions that any teenager with common sense could avoid. All this play is teaching us is why you shouldn’t get married when we are 13, yet with so many conflicts going on in the world this minute, students should be reading things that apply to the situations around them. We should be learning about how human rights and discrimination has evolved over the years from first hand accounts or we should be reading literature from other cultures. As our schools get more diverse, we need to start incorporating works from around the world and from different perspectives. We should be reading diaries and books about the effects of bullying, instead of tragedy that doesn’t apply to a teenagers world.

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

Juliet is not unlike the typical young women constantly struggling to find happiness and acceptance from those who are closest to her. Young Juliet must confront the harsh reality that exists between her and those who profess to be her friends and family, which is they failed to support her, love her, and lift her up with she needed it most. In the timeless book, “Romeo & Juliet” William Shakespeare writes a moving story about the betrayal, disappointment, love, and eventual death of Romeo and Juliet. No reader can truly appreciate and understand the level of Juliet’s struggles without first understanding the roles the Lord Capulet, Friar Lawrence and Romeo, their betrayal and their role in her faithful decision.

In Romeo and Juliet we learn how Shakespeare uses vivid language to build character and depth in their roles. Shakespeare was a poet, playwright and an actor with a great love for language. Shakespeare was of great importance when it came down to the moulding and developing of the English language. Shakespeare had such an immense love for language that he created neologisms that we use in everyday life. Some of these neologisms he created include words such as puke, lonely, bedroom, democracy etc. in the play he developed numerous characters that played incredibly believable roles. An example of how Shakespeare made his characters believable was Tybalt, who spoke only forty lines in the entire play. Though he

Romeo and Juliet is a fictional love story written by William Shakespeare in 1597. The book is about two star crossed lovers who fall in love, but in the end they are both met with death along with many of the other characters in the story. Many people have different views on who Is responsible for the death of Romeo and Juliet. The story has many controversial scenes and the characters can be portrayed differently depending on how you look at them. In this essay I will be explaining who is responsible for the death of Romeo and Juliet. I will be choosing three characters out of the book and will be going into their perspective on whose fault it was.

“Alright that’s us done for today. Make sure next lesson you bring all your equipment, I’m looking at you Yancey!” Everyone began to walk away collecting there bags for period two.

After everyone sat down at their desks, she announced, "OK class, you can change your table names

Fate and personal decisions are often mixed up because both come to a person naturally without thought about how their future outcome might be like. In the play Romeo and Juliet by William Shakespeare fate and personal decisions comes between the two lovers. All though many claim that the death of Romeo and Juliet was fate it was the personal choices the two lovers made because both decided to stay together knowing their families did not get along together well at all and picked to kill themselves over dealing with their problems. Between fate and personal decisions it can have a big affect on a person’s life.

Dizzy: that’s how I feel right now; completely dizzy. And everything is so blurry. Why? Why can’t I see…oh there we go! Everything is precise; but wrong. Where am I? “Juliet!” I call out. “I’m here Mercutio,” Juliet waves back. “Tybalt, Romeo, and Benvolio are all near me. Don’t worry.” “Mercutio!” Tybalt cries out and we embrace. “Oh no, oh no; we’ve been abducted. Oh dear,” Romeo keeps mumbling. “Shut up Romeo,” Benvolio groans as he rubs his temples. “Oh thank heavens, we’re all here,” Juliet says. “Yes, but where are we?” I ask. “Well it’s very hot in here, almost like a scorching fire.” Juliet points out. “Quite right,” I reply. Suddenly, a whole wall explodes, and a demon charges at us on all eight legs. “Run!” Tybalt says. We all run through the maze of hallways. I can feel myself get tired, panting for breath, yet I can’t slow down. I look back to see if the demon-creature is following us, but I can’t see it. I can hear it, feel its presence, but I can’t see it. It’s like I am going blind and unexpectedly everything blackens.

”what can you talk,” asked her friend, she was glaring at me. Then she whispers something in her friend's ear, the cheerleader smiled and causal look down at my bag ”wow I love the design” she giggled as she picked one end. Then they walked away giggled and ran.

“Hey, you!” shouted a voice far down in the hallway. “So you’re the new girl, huh?”

Aren’t you tired? How can you do that without passing out? I can’t even run

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