Act 2 Scene 2

Original Text / Modern Text
Romeo
30 / [Aside] She speaks.
O speak again, bright angel, for thou art
As glorious to this night, being o'er my head,
As is a winged messenger of heaven
Unto the white-upturned wond'ring eyes
Of mortals that fall back to gaze on him,
When he bestrides the lazy puffing clouds,
And sails upon the bosom of the air. / (to himself)She speaks.
Oh, speak again, bright angel. You are as glorious as an angel tonight. You shine above me, like a winged messenger from the heaven. He who makes mortal men all turn their eyes to look up at the sky, lie on their backs and watch as he walks on the clouds and sails through the air.
Juliet
35 / O Romeo, Romeo, wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet. / (doesn’t knowROMEO can hear her)Oh, Romeo, Romeo, why do you have to be Romeo? Forget your father and change your name. If you won’t, just swear you love to me and I will stop being a Capulet.
Romeo / [Aside] Shall I hear more, or shall I speak at this? / (to himself)Should I keep listening, or should I speak up now?
Juliet
40
45 / 'Tis but thy name that is my enemy;
Thou art thyself, though not a Montague.
What's Montague? It is nor hand nor foot,
Nor arm nor face, nor any other part
Belonging to a man. O be some other name!
What's in a name? That which we call a rose
By any other word would smell as sweet;
So Romeo would, were he not Romeo call'd,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name,
And for thy name, which is no part of thee,
Take all myself. / (still doesn’t knowROMEOcan hear her)It’s only your name that is my enemy. You will still be yourself if you weren’t a Montague. What’s a Montague? It’s not a hand, a foot, an arm, a face or any other part of a man. Oh, be another name! What does a name mean? A rose with any other name would smell just as sweet. Romeo would still be perfect if he was not called Romeo. Romeo, lose your name. Trade your name – which is not really a part of you – and take me in exchange.
Romeo / I take thee at thy word:
Call me but love, and I'll be new baptis'd;
Henceforth I never will be Romeo. / (toJULIET)I trust your words. Call me your love, and I will take a new name. From now on I will not be Romeo again.
And from now I will be Romeo no longer.
Juliet / What man art thou that thus bescreen'd in night
So stumblest on my counsel? / Who are you? Why do you hide in the darkness and listen to my private thoughts?
Romeo / By a name
I know not how to tell thee who I am.
My name, dear saint, is hateful to myself,
Because it is an enemy to thee;
Had I it written, I would tear the word. / I don’t know how to tell you who I am through a name, for I hate it, dear saint. Because my name itself is your enemy. If I had it written down, I would tear the paper.
Juliet / My ears have yet not drunk a hundred words
Of thy tongue's uttering, yet I know the sound.
Art thou not Romeo, and a Montague? / Though I haven’t heard you say a thousand words yet, I recognize your voice. Aren’t you Romeo, a Montague?
Romeo / Neither, fair maid, if either thee dislike. / I am neither of them, if you dislike them both.

Romeo and Julietby William Shakespeare, is one of his more famous tragic comedies, a foreshadowing sonnet is the introduction, which is placed in the setting of Verona, where two “star-crossed lovers” (Prologue 6), who’s “fearful passage” (Prologue 9) not only leads to their death but also resolves an “ancient grudge” (Prologue 3) between the “two households” (Prologue 1).Lines 25 to 63 of act two, scene two is when Romeo Montague - after meeting Juliet Capulet at a party (hosted by her father, Lord Capulet) - he was lovesick and could not bear the thought of being without her, so he rushes back to find her, whilst his cousin and friends leave calling him mad - for they still think he likes Rosaline and that he is still chasing her down. When he finds her, Romeo hears her voice talking about him and her feelings for him, so he decides not to speak up yet. Juliet’s love speechwas supported by the atmosphere and mood, language and symbols, the issues and different points of view in this scene, to make it one of the most memorable in the whole play, as are the two famous quotes which are in it.

To create a romantic, sailing “upon the bosom of the air” (II ii 32)mood anda light, soft atmosphere, Shakespeare - through the voice of Romeo - describesJuliet as a “glorious” (II ii27) “bright angel” (II ii 26) and “winged messenger of heaven” (II ii 28). As Romeo keeps talking, his words are of euphony sounds; which support the comparison that is being made of her as the radiant, graceful beauty above his head. Moreover, this contrasts with the dark night, and creates an even larger glow around Juliet, who is now the center of attention as Juliet speaks of her; she is like the sun, shining even more brightly against the black backdrop of night.By using hyperbole to show Romeo’s love for Juliet, Juliet’s speech to herself – unknowingly that Romeo could hear every word – was full of hate, opposing with all the love and had a lot of cacophony sounds which make her seem even more angry, “deny” (II ii 34), “refuse” (II ii 34), “wilt” (II ii 35). Finally, fore shadowing not only hints how they will both give up their names, and introduces the actual plot which suggests both will do anything to be together.

The opposing situations of both characters reiterate the feelings between Romeo and Juliet from before, making this scene interesting to read. Romeo is a romantic, poetic and his actions are driven by love, he jokes around; Juliet is the total opposite. Though Juliet is just as emotional and can keep up with his literary skills, more specifically she is a very practical, serious and realistic person (who is against the fact that a name is everything). This oxymoron changes the language and tone of this whole scene, for they both have contrasting thoughts at the moment. In addition personification of the meaning of a name, conveys how Juliet hates that they are of conflicting families, “’Tis but thy name that is my enemy” (II ii 38); the next extract reinforces her opinion as she states “Thou art thyself, though not a Montague.” (II ii 39). As a reply to her, Romeo says, “Call me but love, and I'll be new baptis'd”, this hyperbole connotes his relationship with Juliet, implying that he would do anything for her love and in this example he will be newly baptized and he “never will be Romeo” (II ii 52). Confused, Juliet asks him a question, “Art thou not Romeo, and a Montague?” (II ii 62), not only asking that isn’t he Romeo, but also why was he there, at her house and wasn’t it dangerous?

Shakespeare constantly uses figurative language to convey and illustrate the message, the passage where Juliet is talking to herself and her conversation with Romeo are evidence and can also be used as a reference to explain how much she cares about the feud between the two families. By repeating the name “Montague” (II ii 39 - 40) and “Romeo” (II ii 45, 47), which are both words of cacophony sounds, Juliet starts of sounding like she is insulting where a name stands in her society (hierarchy), how important it can be (showing ranking/ class, how rich you are, way you are treated, how to act…). On the other hand, by comparing it to a rose a name is shown as a beautiful though lethal like the thorns on the very flower. Although she keeps talking the words uses have more of a euphony sound because she starts to describe his “perfection” (II ii 46). At the end of this speech she says he should trade in his name and take her in exchange, by having Romeo reply “I take thee at thy word:” to complete the iambic pentameter of this line show their connection (as Romeo shows himself). One the other hand Romeo’s reply emphasizes on his hatred towards his name because Juliet feels that way. Shakespeare uses cacophony sounding words, and personification when saying that his name “is an enemy to” Juliet (II ii 58). As if to say her opinion is his, Romeo’s reply to Juliet’s question of if he was Romeo or Montague, was “Neither, fair maid, if either thee dislike.”(II ii 63).

In conclusion this scene is basically a recap of Romeo’s and Juliet’s feelings when they met, and how they felt when they found out one was a Montague and one was a Capulet. Though Romeo knows he must be worried about the risks of meeting Juliet and being with her, but he is head of over heels in love and has pushed that aside. Whilst Juliet, being the practical person she is, she questions him “Art thou not Romeo, and a Montague?” (II ii 39) not just about his name (and being), but hinting why he was there. However when talking to herself, unaware of Romeo, she says that even though he changed his name, Romeo would still “retain that dear perfection” (II ii 46). FurthermoreShakespeare created a romantic atmosphere to build up to how they both would do anything for each other, fore shadowing implies that love will lead them to a path where sacrifices will be made, but at what cost will they go to keep their love alive?

Commentary Marking Criteria

A: CONTENT (10)

/ B: ORGANIZATION (10) / C: LANGUAGE (10)
1-2 /
  • The student demonstrates very limited understanding of the poem. Commentary is mainly narration / repetition of the text.
  • Ideas are mainly insignificant and/or irrelevant.
  • The work lacks detail, development and support. References mainly irrelevant / inappropriate.
  • The student’s response to literature demonstrates little or no awareness of the author’s intention and techniques
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  • The student’s work is generally disorganized and confused.
  • Arguments are not presented in a logical manner.
  • Quotations rarely if ever integrated appropriately / referenced and/or show little thought about selection.
  • Transitions are rarely used effectively or absent.
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  • The student employs a very limited range of appropriate vocabulary, idiom and sentence structure.
  • There are very frequent errors in grammar and syntax, which persistently hinder communication.
  • There is little or no evidence of a register and style that serve the context and intention.
  • There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication.

3-4 /
  • The student demonstrates a limited understanding of the poem. Commentary is mainly a paraphrase.
  • Ideas are sometimes irrelevant. Many unsubstantiated generalizations.
  • The work displays insufficient detail, development and support. Some relevant references.
  • The student’s response to literature sometimes demonstrates an awareness of the author’s intention and techniques.
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  • The student’s work shows the beginnings of organization but lacks significant logical order.
  • Arguments lack consistent logical presentation.
  • Quotations sometimes integrated and/or referenced appropriately. Selection shows some thought.
  • Transitions are sometimes used effectively.
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  • The student employs a limited range of appropriate vocabulary, idiom and sentence structure.
  • There are frequent errors in grammar and syntax, which hinder communication.
  • There is some evidence of a register and style that serve the context and intention.
  • There are frequent errors in punctuation and spelling/writing, which hinder communication.

5-6 /
  • The student demonstrates sufficient understanding of the relevant aspects of the poem.
  • Ideas generally relevant and analysis is adequate.
  • The work displays adequate detail, development and support. Relevant references to the text.
  • The student’s response to literature demonstrates an awareness of the author’s intention and techniques.
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  • The student’s work is basically organized, clear and coherent.
  • Arguments are presented in a logical manner.
  • Quotations show some thought in selection and are generally referenced and integrated seamlessly.
  • Transitions are generally used effectively.
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  • The student generally employs a range of appropriate vocabulary, idiom and sentence structure.
  • Grammar and syntax are generally accurate; occasional errors sometimes hinder communication.
  • The student often uses a register and style that serve the context and intention.
  • Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder communication.

7-8 /
  • The student demonstrates a good understanding of the relevant aspects of the poem.
  • Ideas are relevant and analysis is generally detailed.
  • The work displays substantial detail, development and support. Detailed and appropriate references.
  • The student’s response to literature demonstrates a good appreciation of the author’s intention and techniques.
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  • The student’s work is generally well organized, clear and coherent.
  • Arguments presented in a thoughtful logical manner.
  • Quotations correctly referenced and integrated for the most part seamlessly.
  • Transitions are consistently used effectively.
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  • The student employs a range of appropriate vocabulary, idiom and sentence structure.
  • Grammar and syntax are accurate; occasional errors rarely hinder communication.
  • The student consistently uses a register and style that serve the context and intention.
  • Punctuation and spelling/writing are accurate; occasional errors rarely hinder communication.

9-10 /
  • The student demonstrates a perceptive understanding of the relevant aspects of the poem.
  • Ideas are clearly relevant and include appropriate personal response. Analysis is detailed.
  • The work consistently displays illustrative detail, development and support. Detailed and well-chosen references.
  • The student’s response to literature demonstrates a sophisticated analysis of the author’s intention and techniques.
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  • The student’s work is consistently well organized, clear and coherent.
  • Arguments are presented in a perceptive and persuasive manner.
  • Quotations are carefully selected, referenced and integrated seamlessly on a consistent basis.
  • Transitions are consistently used in a sophisticated and effective manner.
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  • The student employs a wide and effective range of appropriate vocabulary, idiom and sentence structure.
  • Grammar and syntax are accurate; very infrequent errors do not hinder communication.
  • The student demonstrates mastery of a register and style that serve the context and intention.
  • Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication.

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