Romeo and Juliet

Thesis Essay

Using devices to affect mood

In order to fully engage his audiences, Shakespeare utilizes many literary devices to further the plot and affect the mood of his play Romeo and Juliet. In a four paragraph essay, you will analyze how certain literary techniques create a comical, silly, or lighthearted mood (developing idea #1) while others are used to enhance the serious, romantic, or dramatic mood (developing idea #2). You should consult your device charts (HW #12 and #13) if you prepared them. You should also review your homework and class notes. Each developing paragraph should offer two different devices, with lead-ins that offer context and analysis that discusses the purpose of those devices in the scene. Your closing paragraph will offer some insight as to why playwrights, especially in Shakespeare’s time, used figurative language to affect the mood rather than state the mood in an obvious way. You should make a connection to devices or tools directors use today.

Main Idea- using devices to affect the mood and enhance audience enjoyment

Complete Identification-William Shakespeare’s Romeo and Juliet

Developing Idea #1—devices that create a comical, silly or lighthearted mood

Developing Idea #2—devices that create a serious, romantic, or dramatic mood

While some techniques are more often used specifically for comedic effect or specifically for dramatic effect, others can be used for both. You must carefully study the context in which the techniques were used to determine whether Shakespeare meant for the scene to be comical or serious and WHY. Thus, your analysis will explore the purpose of that particular device.

Learning Goals:
To read purposely for literary techniques
To write effectively, persuasively, and articulately.

Assigned-March 12

Due-March 21

Added Requirements: No more than 3 BL words per page.

At least 2 vocab words from our lists in essay

Mood Essay Rubric
Teacher Name: Ms. Fennelly / Rubric Attached?______
Turnirin.com?______
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Structure (Organization) / The opening is interesting and articulate. It previews the structure of the paper with a clear main idea (MI), complete identification (CI) and clear developing ideas (DIs). / The opening clearly states the main topic, CI and DIs, but is not particularly inviting to the reader. / The opening states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. / There is no clear introduction of the main topic or structure of the paper.
Evidence / Relevant, telling, quality examples give the reader important information that goes beyond the obvious or predictable. / Supporting details and information are relevant, but not all examples support the developing idea. / Some relevant examples present, but several examples seem unconnected to the developing idea. / Supporting details and information are typically unclear or not related to the topic.
Analysis / Each example is analyzed in a clear, articulate way. The author thoughtfully connects examples to the thesis statement, showing a mastery of material and critical thinking. / Each example is analyzed in a clear way. The author connects examples to the thesis statement, showing a mastery of material and some critical thinking. / Each example is analyzed. The author does not always connect examples to the thesis statement, showing an uncertainty of some of the text. Minimal critical thinking. / Each example is not analyzed. The author does not connect examples to the thesis statement, showing little knowledge of text. Analysis resorts to generalizations or repetition of evidence.
Sentence structure
and
Diction / Varied sentence structure throughout-employs a mature writing style. Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced.
Little to no blacklisted words. (2 +vocab words used correctly) / Some varied sentence structure-writing style meets expectations.
Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. Minimum blacklisted words on almost all pages. (2 words used correctly). / Sentence structure needs improvement- writing style approaches expectations.
Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. Exceeds minimum on blacklisted words on more than one page. (2 words used-but always correctly). / Sentence structure weak- writing style does not meet expectations. Writer uses a limited vocabulary that does not communicate strongly or captures the reader's interest. Jargon or clichés may be present and detract from the meaning. Blacklisted words throughout. Vocab requirement not met.
Capitalization & Punctuation (Conventions) / Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. / Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. / Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. / Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Conclusion (Reach for Significance) / The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." Articulate and mature RFS. / The conclusion is recognizable and ties up almost all the loose ends. RFS is clearly understood. / The conclusion is recognizable, but does not tie up several loose ends. RFS weak or obvious. / There is no clear conclusion, no RFS, the paper just ends.

Comments/Grade