This Week You Should Answer Two Questions And Give A Sub

For This Week You Should Answer Two Questions And Give a Substantive

For this week, you should answer TWO questions, and give a substantive response to at least two other students. Answer TWO questions. #1 is REQUIRED. Choose either 2 or 3.

1. THEMATIC DEVELOPMENT (required) We are reading Romeo and Juliet this week in order to better understand some of its more important themes and how these themes are deployed in the play.

Using some of the literary terminology that you have learned this week and last, identify one of the following themes and write about its development in the play. Romeo and Juliet is about: class conflict; a dysfunctional society; patriarchal oppression of women; generational conflict; the pathology of violence in society; imagination vs. reality; the destructiveness of love; free will vs. fate.

2 or 3, your choice

2. SCRIPT TO SCREEN Choose one of the following film adaptations: Gnomeo & Juliet (2011), Chicken Rice War (2000), Romeo Must Die (2000), Romeo + Juliet (1996), Romeo and Juliet (1968), Romeo and Juliet (1966), West Side Story (1961), Romeo and Juliet (1954), Romeo and Juliet (1936). After carefully reading Romeo and Juliet the play, carefully watch one of the adaptations (you will need to rent the film from Amazon, Netflix, etc., if it is not on YouTube); it is better if you watch it twice. Then compose a comparison and contrast of the play and film. In what ways does the film change the play? Remain faithful to it? Bring it to life? Make it relevant for modern society? Offer a cogent thematic interpretation (for themes, see 1 above).

3. SCENE BY SCENE Choose one of the following film adaptations: Gnomeo & Juliet (2011), Chicken Rice War (2000), Romeo Must Die (2000), Romeo + Juliet (1996), Romeo and Juliet (1968), Romeo and Juliet (1966), West Side Story (1961), Romeo and Juliet (1954), Romeo and Juliet (1936). After carefully reading Romeo and Juliet the play, choose two key scenes from three of the film adaptations (you will need to rent the films from Amazon, Netflix, etc., if it is not on YouTube). Then compose an analysis of how each film depicts the play’s scene. In what ways do the films change the play? Remain faithful to it? Bring it to life? Make it relevant for modern society? Offer a cogent thematic interpretation (for themes, see 1 above). Compare and contrast how the various scenes address these questions. Here are some recommendations for key scenes: The play begins (1.1), Romeo and Juliet meet for the first time (1.4), Romeo risks death to visit Juliet (2.1), Romeo kills Tybalt (3. 1), Tragic conclusion (5.1).

Respond to the case scenario below.

Scenario: On April 1, Jennings, a licensed used car dealer, wrote a letter to Wheeler in which he stated: "I have a 1955 Thunderbird convertible in mint condition that I will save for you for $15,000 at any time until May 9." [Signed], E. Jennings. On April 15, having heard nothing from Wheeler, Jennings sold the thunderbird to another party. On April 29, Wheeler told Jennings that he accepted the offer and tendered the $15,000, in cash. When Jennings told Wheeler he had already sold the car to another party, Wheeler claimed Jennings had breached their contract. Is Jennings in breach, why or why not?

Paper For Above instruction

In this essay, I will explore the theme of the destructiveness of love as depicted in William Shakespeare's "Romeo and Juliet," examining how this theme develops throughout the play using literary terminology such as motif, allegory, and characterization. I will analyze how love’s intense passion leads to tragedy, illustrating the destructive capacity of love when combined with societal pressures and impulsive decision-making.

“Romeo and Juliet” presents love as a powerful but hazardous force that ultimately results in the death of the young lovers. The motif of love’s destructive nature is reinforced through the use of poetic imagery and contrasting scenes that highlight the contrast between genuine love and violent hatred. For example, the rapid development of Romeo and Juliet’s relationship exemplifies a love that is both passionate and reckless, with the imagery of fire and light representing their intense feelings but also foreshadowing their tragic end. The characterization of Romeo and Juliet as impulsive and passionate characters further emphasizes love’s destructive potential, as their hasty decisions — such as secretly marrying and Romeo’s revenge-fueled killing of Tybalt — accelerate the tragedy.

Throughout the play, Shakespeare employs allegory to illustrate the destructive power of love, such as Friar Laurence’s warning that love can be “blind” and dangerous. The secret marriage intensifies both the lovers’ devotion and their peril, as external societal conflicts and family feuds hinder their union. As the play progresses, the lovers’ passionate love becomes intertwined with violence and misfortune, demonstrating how unrestrained love can spiral into destruction.

Ultimately, the play reveals love’s destructive capacity when driven by impulsivity, societal constraints, and miscommunication. Juliet’s feigned death and Romeo’s subsequent suicide encapsulate the tragic consequences of love’s extremes. Shakespeare thereby warns that unchecked passion, coupled with societal conflicts, can have devastating consequences, making this a timeless reflection on love’s destructive potential.

In modern society, this theme remains relevant as love continues to be a source of both profound joy and tragic downfall. Contemporary examples include impulsive relationships that lead to emotional or physical harm and the destructive impact of societal or familial pressures on young lovers. Literature and media frequently explore this theme, illustrating that love’s intensity, while alluring, demands restraint and understanding to prevent tragedy.

References

• A.C. Bradley, "Shakespearean Tragedy," Macmillan, 1904.
• Harold Bloom, "William Shakespeare's Romeo and Juliet," Chelsea House, 1987.
• G. Wilson Knight, "The Wheel of Fire," Oxford University Press, 1930.
• William Shakespeare, "Romeo and Juliet," Arden Shakespeare, 2016.
• Mark Thornton Burnett & Remy Dounaus, "Shakespeare and the Classics," Cambridge University Press, 2013.
• David Bevington, "William Shakespeare: The Complete Works," Pearson, 2014.
• M. W. C. Gutzwiller, "Theocritus," Cambridge University Press, 1998.
• Jane Cox, "Shakespeare and the Law," Routledge, 2014.
• Michael Neill, "Shakespeare's Tragedies," Oxford University Press, 2010.
• Barbara A. Mowat, "Shakespeare’s Rome and Juliet," Folger Shakespeare Library, 2004.