ENGLISH 101
Romeo and Juliet
The story of Romeo and Juliet is widely known for it is full of emotion of the love between Juliet and Romeo. The book was written by an author known as William Shakespeare. The main characters in the book are only Romeo and Juliet. The book explains the love witnessed between the two partners in their life up to the grave. Romeo and Juliet are said to be of Italian origin.
In the story, Romeo and Juliet meet at a party that the family of Juliet family had invited Romeo too. Romeo fell in love with Juliet even though Juliet was to be engaged by another guy. They agreed they would meet later after the party which happened. They were happy being in love with each other. Juliet knew she was to be ma
ied to a king's son, but she refused and chose to love Romeo forever. Their love was secret, and only a few people could know that they were in love.
The king's son realizes that Romeo has stolen his lover; he is unfortunate because he is the one supposed to ma
y Juliet, and instead, Romeo steals her. Romeo is supposed to be killed for the act of taking Juliet. He flees from the palace to avoid being killed by the king. He spends the night in Juliet's room for the whole night he fled from the palace.
The wedding between Juliet and the Prince is a
anged and supposed to happen. Romeo pleaded with Juliet not to get ma
ied to the Prince in honor of their love. Juliet pleads with her mother for her ma
iage to be postponed, but her mother refuses.
When the mother refuses to allow the wedding to be postponed, Juliet plans with Friar Laurence to help her escape the ma
iage by taking a fainting drug that will make her be in a coma for two days and forty hours. Laurence is supposed to inform Romeo about their plan, and Juliet is not dead, but he is late to inform Romeo. This is a planned escape for Juliet to avoid being ma
ied to another man other than Romeo.
On the night before the wedding day, Juliet takes the drug and falls into a coma. When the family members realize the condition Juliet, they take her to the family crypt. They think that she is dead, so they have to preserve her body before the burial.
The messenger was sent to inform Romeo that the death was not actual. She had only taken a drug to avoid the wedding, which could destroy their ma
iage plan. Instead, Romeo learns about the death of Juliet, and he takes poison and travels to Capulet to mourn the death of Juliet. When he a
ives, he finds the price, had also come to mourn the death of Juliet. From anger, he attacks and kills the Prince. He believes that Juliet has committed suicide because he was forced to ma
y the Prince.
In his mind, Romeo thinks that Juliet is dead and she is gone forever, and for love, he had for Juliet, and he decided to drink the poison to die like his partner. Romeo dies after taking the poison. Juliet wakes after the days for the coma elapses and realizes that her partner has died. She sees nothing important in her life without Romeo, and she takes poison and kills herself. The love they showed in the book has never been experienced again.
Youths should be advised on the effects of love. The love between Romeo and Juliet caused their death, something they could have avoided by not dating. The love between Romeo and Juliet also caused the death of Prince. Murder and suicide are witnessed throughout the story.
FINAL ESSAY OUTLINE
INTRODUCTION PARAGRAPH
General Statement:
Definition:
Introduction to Literature/Film:
THESIS STATEMENT:
Example:
General Statement:
Long necks in the Pa Dong Tribe, blue tattooed lips on Maori women, tiny feet in China and thin bodies in America are all elements of the same perception: beauty.
Definition:
Standards of beauty, although changing and evolving over time, have also been a prominent social issue.
Introduction to Literature:
Both Toni Mo
ison’s The Bluest Eye and Nathaniel Hawthorne’s “The Birthmark” incorporate the perception of beauty, and the longing to be beautiful, to reveal social aspects of each society, respectively.
THESIS STATEMENT:
In each of their texts, Mo
ison and Hawthorne implicitly demonstrate that beauty is simply an illusion that enforces power constructs and fosters a prejudice environment which denies individuals the opportunity to build positive and subjective identities.
GOOD COPY:
Long necks in the Pa Dong Tribe, blue tattooed lips on Maori women, tiny feet in China and thin bodies in America are all elements of the same perception: beauty. Standards of beauty, although changing and evolving over time, have also been a prominent social issue. Both Toni Mo
ison’s The Bluest Eye and Nathaniel Hawthorne’s “The Birthmark” incorporate the perception of beauty, and the longing to be beautiful, to reveal social aspects of each society, respectively. In each of their texts, Mo
ison and Hawthorne implicitly demonstrate that beauty is simply an illusion that enforces power constructs and fosters a prejudice environment which denies individuals the opportunity to build positive and subjective identities.
BODY PARAGRAPH #1
Topic Sentence
Transition word,
POINT 1
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Transition word,
POINT 2
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Transition word,
POINT 3
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Concluding sentence
BODY PARAGRAPH #2
Topic Sentence
Transition word,
POINT 1
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Transition word,
POINT 2
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Transition word,
POINT 3
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Concluding sentence
BODY PARAGRAPH #3
Topic Sentence
Transition word,
POINT 1
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Transition word,
POINT 2
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Transition word,
POINT 3
PROOF
(specific example/quote from the text/film)
CONNECT
(refer back to your thesis statement)
Concluding sentence
CONCLUSION
Restate THESIS
Plot outcome discussion
Global Connection
(Discuss the topic in reference to society.)
FINAL ESSAY
English 10
It’s finally here! The task you’ve been working towards – your final essay. Throughout this course, we’ve been working on the components of an essay separately: thesis statement, claims, proof, and how to formulate a properly structured paragraph. Now, it’s time to put it all together in your final critical essay.
WHAT IS AN ESSAY?
· A critical essay is a form of academic writing that analyzes, interprets, and/or evaluates a text. In a critical essay, an author (YOU!) makes a claim about how particular ideas or themes are conveyed in a text, and then supports that claim with evidence from the text.
WHAT IS THE BASIC FORMAT OF AN ESSAY?
· 5 full paragraphs:
· INTRODUCTION: introduces topic, introduces author, title, characters, includes your thesis statement
· 3 BODY PARAGRAPHS: presents claims that defend your thesis, and proof/evidence that support your claims. All of it has to relate back to your thesis.
Do NOT include your opinion on the subject, your opinion about how the characters act/feel, or a summary of the text.
· CONCLUSION:
iefly summarizes what you explored in your body paragraphs, restates your thesis statement, and answer all questions.
Do NOT ask new questions or
ing in new information.
TIPS FOR WRITING AN AMAZING ESSAY
· SHOW, don’t tell. Don’t use “This essay will explore…”, or “In this essay I will talk about…”, etc.
· Use the PRESENT TENSE (The author states…) not the past tense (The author stated…) and definitely not the progressive tense (The author is stating…)
· Avoid contractions. Spell out the word! (Won’t – Will not)
· Avoid personal pronouns.
I, me, you, we, us (NEVER use these!)
It, they, him, her, them (TRY to avoid, but sometimes they can be acceptable.)
· Key words you can use in your THESIS:
The author asserts / declares / argues / states / defends / advocates / claims / suggests / proclaims / demonstrates / proves / insists / illustrates / reveals / proposes / communicates / conveys / expresses / stresses / etc.
· THESIS statements should be one complex sentence, which includes author and title
In his novel, The Catcher in the Rye, J.D. Salinger…
In the play, Romeo and Juliet, William Shakespeare…
In the poem, “Still I Rise,” Maya Angelou…
· Use TRANSITION words to connect your claims and ensure that your essay flow. Examples: first, additionally, secondly, finally, further, furthermore, moreover, likewise, conversely, on the other hand, due to, as a result, consequently, therefore, etc.
· Incorporate QUOTES smoothly into your essay in order to support your claims. Dropping quotes like
icks into the middle of the paragraph is not okay. You must provide context for the reader to understand why you chose to use this quotation and what your analysis means.
Good embedding helps the reader understand:
1. Who said the quote?
2. Who is she/he talking to?
3. What was happening in the text when she/he said this?
4. Why is this quote important in the story and relevant to your thesis?
Unacceptable example of context:
“Sleep tight, ya morons” (Salinger 52).
Weak example of context:
As Holden is leaving Pencey, he calls out, “Sleep tight, ya morons” (Salinger 52).
Acceptable example of context:
As Holden is leaving Pencey, he calls out, “Sleep tight, ya morons” to the rest of the students in the dorm (Salinger 52).
Excellent example of context:
As Holden is leaving Pencey, he calls out, “Sleep tight, ya morons” to the rest of the students in the dorm, showing his dislike for the students one last time (Salinger 52).
ESSAY TOPICS
Step #1:
Review the texts and the themes we studied this year. Highlight a few that interest you.
“The Lottery” – the power and price of tradition, the nature of mob mentality
“Through the Tunnel” – determination and the will to persevere, the desire for a sense of belonging, the value of self-confidence
“The Bicycle” – the effects of exterior pressure on self-identify, the value of individual choice, the challenges of growing up and maturing
“Still I Rise” – the will to survive, dealing with adversity, transcending discrimination
The Catcher in the Rye – the pressures of conformity