The religious metaphors involved Juliet being a saint and Romeo as a pilgrim who wanted to erase his sin. He tried to get her to kiss him, by saying that only through a kiss can he be released from his burden. She, eventually took the sin from him. During their first kiss, she was
William Shakespeare’s “Romeo and Juliet,” discusses how people have both a monstrous and honorable side. Shakespeare demonstrates this by using syntax and figurative language in the soliloquy, “Romeo and Juliet”. In the soliloquy, a monk by the name Friar Laurence, talks about how everybody has a guilty and innocent side. In the story, the Montague and Capulet family are fierce rivals. The rivalry shows the dark side while the love of Romeo and Juliet shows light side of both families.
“Learn to appreciate what you have before time forces you to appreciate what you had” (Unknown). In Act Three, Scene Three of William Shakespeare’s Romeo and Juliet, Friar Laurence expresses his distress towards Romeo’s recent behavior. In this monologue, the Friar believes Romeo should be thinking rationally to be appreciative of what he has. The use of figurative language in this outburst reveals how foolish and ungrateful Romeo has been.
Shakespeare shows the strained and adversarial nature between the Capulets and Montagues by presenting the consequences that would transpire if the Capulets noticed Romeo's presence. As the writer explains, Juliet would “not for the world if they saw thee here”. Through this use of a litote, which is a rhetorical device that involves the understanding or negation of the opposite to emphasize a point, the audience gains the impression of the consequences’ severity. Foreshadowing the difficulties Romeo and Juliet will face in the future when they encounter each other at Juliet’s abode, due to their family feud. While implying that Juliet will adamantly oppose Romeo discovering, to the point that she would not relent under any circumstances, showing her loyalty and affection towards Romeo.
Shakespeare develops the two characters Romeo and Juliet by using figurative language, especially metaphors, to develop how the two characters love each other and obsess over each other. An example of figurative language in this scene of Romeo and Juliet is where Juliet is speaking to herself about Romeo, unknowing that Romeo is there listening. She describes Romeo as a rose, in which even if the name was changed to, for example, a spoon, it still would be a rose even if it was called a spoon (47, 48). This means that even if Romeo had a different name than what he did then, if he changed his name for Juliet so that they could love each other, then she would still love him the same as she did before. This advances the plot and also develops her character, since it shows how she wants him to change his name, telling her desires for whom she wishes to love, and advances the plot in the same.
Shakespeare uses the form of a sonnet to set up the dialogue between Romeo and Juliet. The contrasting imagery in the sonnet suggests that even though Romeo and Juliet are physically attracted to each other Shakespeare implies that their love is pure and innocent in comparison to the previous views of love expressed by the Nurse and Mercutio. Firstly, the imagery in the sonnet is highly romantic and religious, yet often physical. For instance, in line 3-4 Romeo says “This holy shrine, the gentle sin is this: / My lips, two blushing pilgrims, ready stand. ” In this passage, Romeo says many religious terms such as holy, shrine, gentle, sin, blushing, pilgrims, this portrays that Romeo and Juliet 's love is very innocent and pure as there are many religious allusion.
In ACT II, scene 2 of the poem Romeo and Juliet, the author, William Shakespeare, utilizes many elements such as syntax, diction, and figurative language to create a mood for the balcony scene. Within analyzing the scene, it seems that the atmosphere is a passionate-burning love for the significant other between the characters Romeo and Juliet. Shakespeare attempted to create a passionate-loving atmosphere between Romeo and Juliet by using syntax as the first puzzle piece. When Juliet asks Romeo, “Do you love me? I know you’ll say “yes,” and I will believe you.
Shakespeare used oxymoron, paradox, pun, and juxtaposition to indirectly characterize his characters and make his story more dramatic. Each character said, did, or thought something which uniquely stood them out from the rest of the characters. Shakespeare like to tell the reader about his characters without directly telling them. Romeo, Juliet, and Friar Laurence were all indirectly characterized in Shakespeare's play. In the play, Romeo and Juliet, William Shakespeare included figurative language to make his characters more complex.
Juliet has altered Romeo's desires, reminding the audience that love does not last indefinitely. Shakespeare's words convey Romeo's “old desire doth lie in his deathbed”, foreshadowing the future events that could happen to Romeo. Further on in the scene, perhaps his infatuation for Rosaline is described as a dying person. By utilizing the technique of dramatic irony, implying that the audience acknowledges the situations that happen next, while the characters in the play do not. The use of this technique creates a sense of tension and suspense, as the audience is aware of situations that the characters don’t have awareness of.
The “gentle sin” section also demonstrates the religious motif as he elevates the mistake of beseeching Juliet to the level of an offense due to his spiritual values. Later on, during the balcony scene, when Romeo stumbles upon Juliet’s room, he references faith in religion once again. As Juliet expresses her love for Romeo and her hatred for his name, Romeo jumps out from behind the bushes and impulsively yells, “call me but love, and I’ll be new baptized” (2.2, 54-55). Here the idea of baptism connects distinctly to the ideas of church, sanctity and divinity. While Romeo and Juliet’s love is expressed through religious faith, another part of the church represents a significant part of their
Romeo and Juliet has been a part of ninth grade material for many years, however its worth in a classroom setting is controversial. Romeo and Juliet contains many aspects of Old English and many figurative language examples that are perfect for learning the terms. These things are the reasons for this old classic to be kept in the curriculum, however some say that the struggle for teens to understand and truly benefit from the writing outweighs the benefits. Romeo and Juliet should not continue to be included in ninth grade curriculum as teens struggle with the unfamiliar language structure, the unfamiliar terminology and spelling, and themes that may not be suitable to show to students as far as a scholarly setting goes. To begin to address
As we see Romeo and Juliet talk, we see Shakespeare using a religious semantic field, an example of such is when Romeo says “ O, then, dear saint, let lips do what hands do. They pray; grant thou,lest faith turn into despair”. By using a semantic field of religion and using words such as “saint”, “shrine”,and ”pilgrim”, Shakespeare shows that Romeo is presenting his love in a mature way in comparisons to when he was moping around and presenting his love as if he would never see his lover again. In addition, it makes us as the audience question the change in maturity, it’s as if when he started talking to Juliet, he is presented as a whole new person with a new personality and character. As we go on, we see Shakespeare’s semantic field continue, Romeo later says “thus from my lips,by thine, my sin is purged” this is only one other example of Shakespeare’s 20 line religious semantic field between Romeo and Juliet that establishes the newfound maturity inside of
In this scene Romeo confesses his love for Juliet in a very poetic manner. Shakespeare is using the form of a blason (love poetry) The Elizabethan would have constantly realised when Romeo proclaimed such lines such as ‘Juliet is the sun.’ This suggest that she is bright, powerful and that she is perhaps dangerous. Juliet comes out on to the balcony not realising that Romeo is out there and calls out ‘O Romeo, Romeo, wherefore art thou Romeo?
In the play, Romeo and Juliet dance together, and instantly fall in love. Romeo starts talking about how beautiful Juliet is. “If I profane with my unworthiest hand, this holy shrine, the gentle sin is this: My lips, two blushing pilgrims, ready stand to smooth that rough
In act two, scene two of the play The Tragedy of Romeo and Juliet, written by William Shakespeare, the two main characters are in love, and Shakespeare is trying to convey that to the audience. Romeo, one of the two main characters, is hiding in the garden of his enemy, watching his love, Juliet, stargazing from her window. Once she starts speaking, he is mystified by her beauty, and she’s analyzing the possible pros and cons of their relationship. Romeo is driven purely by pathos (feelings and emotions), while Juliet is very analytical, most of her actions being lead by both ethos and logos (ethics and logic, respectively). In this scene, we have Romeo gazing at Juliet, who is leaning out of her window to look at the sky and think.
