Rebuttle

______________Proponents of teaching Romeo and Juliet in public school, like Gordon Bartley, fervently claim that, “the variety of literary styles and elegant imagery [Shakespeare] worked into his poems are regarded as some of the greatest expressions of life and beauty (Bartley, Yahoo.com),” and that, “[Shakespeare’s] insight into human behavior is accurate and persuasive (Yahoo.com).” While I couldn’t agree more with those statements, people like Gordon seem to miss a crucial point of the argument against teaching Shakespeare in school. Though I personally do not have anything against the artful works of William Shakespeare and believe that scholars should still try to implant Shakespeare’s creations in the minds of youths, I think that professors should wait to teach the material in those plays until a later date. Instructors could just as easily teach the contents of Shakespeare’s masterpiece during the college career of an undergraduate, and, at this point, the schoolchild would also better understand the essential and insightful matters of Romeo and Juliet too. Since students of teenage years will not appreciate the striking conceptions of the aforementioned great poet, advocates of schooling learners about Romeo and Juliet and other plays like it simply waste their time and effort when they endeavor to achieve their goal. For my part, I hold the belief that the people who encourage the instruction of Shakespearean plays in school should instead devote their time to a more-worthwhile cause that would have a better effect on students and teachers alike. However, you may also find it reassuring to learn that actions exist which you can do to in order to inspire your community leaders to remove Shakespeare’s works from the school curriculum.

Body 2

______________High school students should not have to read and take examinations on their comprehension of this play because many teens do not possess the mentally capabilities which would them to come to terms with the themes which Romeo and Juliet contains. While many people can easily understand some of the subject matter of this tragedy, like the theme of blinding love the quote, “Did my heart love till now? Forswear it, sight! For I ne’er saw true beauty till this nigh (Shakespeare and Crowther 62),” other themes prove far harder to interpret and appreciate. Therefore, due to the complex nature of this literary work’s content and the immaturity of many grade school students, Shakespeare’s work now looks even more unappealing and boring to the average freshman, sophomore, junior, or senior. As I myself know, if adolescents become bored with a topic or book, they will stop caring and doing the work associated with it, and, if an already antiquated literary piece contains content which teenagers are incapable of figuring out, then they will most certainly cease to read or be concerned about it. Since, as stated in the above paragraph, children and young adults should learn from the material which the schools teach them, then the school does not fulfill its purpose if a class’s pupils refuse to do the assigned work, and, consequently, do not learn the material. Because this very thing happens whenever human beings “teach” Romeo and Juliet” in a classroom, only failure awaits those who attempt the pointless task of attempting to instill knowledge about the writings of Shakespeare into the minds of a course group, and they might as well have the students throw bananas at each other given that this would produce better results than trying to teach Shakespeare in a high school class. However, although you should now realize that Romeo and Juliet should obviously not be taught in high school classes, other people still beg to differ.

Body 1

______________Owing to the fact that all of the speaking in the play consists of Old English, the current and upcoming generation struggle to comprehend or care about the majority of the content of this work. For example, phrases like, “Gregory, on my word, we’ll not carry coals (Shakespeare and Crowther 4),” and, “Tis well thou art not fish. If thou hadst, thou hadst been poor-john (6),” appear particularly difficult to decipher and appear to have meanings completely opposite the thoughts which Shakespeare intended his characters to convey. Therefore, due to the incomprehensibility of large parts of Romeo and Juliet, a good number of young adults have no idea what happens in many scenes of this work.  In fact, when I asked a few intelligent adults to help me understand the discussions in this theatrical production, even they were unable to help me out because they too could not grasp what was going on in that particular scene. Since lots of individuals my age cannot follow the actions of the characters of this distinct example of Shakespeare’s creations, I see no point in teaching Romeo and Juliet in grade school since hardly anyone will realize specific information about it or realize the goal of their lessons. Given that all schools need to educate students about a variety of things, I struggle to see the benefit of forcing pupils to read Romeo and Juliet if the learner does not gain anything from the lesson. Subsequently, administrators should not require high schoolers to take exams on something pointless that they don’t have a handle on since they will surely fail and only bring down their grade. However, even though making students read something that they cannot follow look cruel, many more reasons exist to why school officials should not require educators to teach Romeo and Juliet in high school.

PP Intro Paragraph

The Scourge of High School Literature

______________As most any well-informed individual will know, Shakespeare’s Romeo and Juliet is a tragedy written in the late 1500s about two young star-crossed lovers whose deaths ultimately unite their feuding families. It is among Shakespeare’s most popular archetypal stories of young teenage lovers, and it is widely considered by many people to be one of the greatest plays ever composed. Furthermore, most adults believe that Shakespeare’s work is a vital and indispensable piece of literary history which has helped shape many aspects of the world today. However, as a teenager myself, I can attest to the fact that most adolescents think otherwise and feel that this literary work should not be taught in high school, and for good reasons too. Shakespeare’s Romeo and Juliet shouldn’t be included in high school curriculums since the piece’s dialogue is difficult to comprehend and is tedious to teens, because many young people aren’t mature enough to understand the deep and meaningful themes which are central to this play, and because there is a superior time to teach the materials which Shakespeare’s work exhibits than in the high school period. I myself fully agree with this statement and know that many other students my age and older do as well, even though there are some people who do not. Despite the irrefutable fact that there are many potent reasons to why teachers shouldn’t be required to teach Romeo and Juliet in their classes, I’ll only include two, the first of which is that the text and contentof the play are antiquated and unexciting to many high schoolers.

Persuasive Paper Completed Rough Draft

Swartz 1

Alex Swartz

Mr. Neumann

7

2/24/12

The Scourge of High School Literature

As most any well-informed individual will know, Shakespeare’s Romeo and Juliet is a tragedy written in the late 1500s about two young star-crossed lovers whose deaths ultimately unite their feuding families. It is among Shakespeare’s most popular archetypal stories of young teenage lovers, and it is widely considered by many people to be one of the greatest plays ever composed. Furthermore, most adults believe that Shakespeare’s work is a vital and indispensable piece of literary history which has helped shape many aspects of the world today. However, as a teenager myself, I can attest to the fact that most adolescents think otherwise and feel that this literary work should not be taught in high school, and for good reasons too. Shakespeare’s Romeo and Juliet shouldn’t be included in high school curriculums since the piece’s dialogue is difficult to comprehend and is tedious to teens, because many young people aren’t mature enough to understand the deep and meaningful themes which are central to this play, and because there is a superior time to teach the materials which Shakespeare’s work exhibits than in the high school period. I myself fully agree with this statement and know that many other students my age and older do as well, even though there are some people who do not. Despite the irrefutable fact that there are many potent reasons to why teachers shouldn’t be required to teach Romeo and

Swartz 2

Juliet in their classes, I’ll only include two, the first of which is that the text and content of the play are antiquated and unexciting to many high schoolers.  

            Owing to the fact that all of the speaking in the play consists of Old English, the current and upcoming generation struggle to comprehend or care about the majority of the content of this work. For example, phrases like, “Gregory, on my word, we’ll not carry coals (Shakespeare 4),” and, “Tis well thou art not fish. If thou hadst, thou hadst been poor-john (Shakespeare 6),” appear particularly difficult to decipher and appear to have meanings completely opposite the thoughts which Shakespeare intended his characters to convey. Therefore, due to the incomprehensibility of large parts of Romeo and Juliet, a good number of young adults have no idea what happens in many scenes of this work.  In fact, when I asked a few intelligent adults to help me understand the discussions in this theatrical production, even they were unable to help me out because they too could not grasp what was going on in that particular scene. Since lots of individuals my age cannot follow the actions of the characters of this distinct example of Shakespeare’s creations, I see no point in teaching Romeo and Juliet in grade school since hardly anyone will realize specific information about it or realize the goal of their lessons. Given that all schools need to educate students about a variety of things, I struggle to see the benefit of forcing pupils to read Romeo and Juliet if the learner does not gain anything from the lesson. Subsequently, administrators should not require high schoolers to take exams on something pointless that they don’t have a handle on since they will surely fail and only bring down their grade. However, even though making students read something that they cannot follow look cruel, many more reasons exist to why school officials should not require educators to teach Romeo and Juliet in high school.   

            Swartz 3

High school students should not have to read and take examinations on their comprehension of this play because many teens do not possess the mentally capabilities which would them to come to terms with the themes which Romeo and Juliet contains. While many people can easily understand some of the subject matter of this tragedy, like the theme of blinding love the quote, “Did my heart love till now? Forswear it, sight! For I ne’er saw true beauty till this nigh (Shakespeare 62),” other themes prove far harder to interpret and appreciate. Therefore, due to the complex nature of this literary work’s content and the immaturity of many grade school students, Shakespeare’s work now looks even more unappealing and boring to the average freshman, sophomore, junior, or senior. As I myself know, if adolescents become bored with a topic or book, they will stop caring and doing the work associated with it, and, if an already antiquated literary piece contains content which teenagers are incapable of figuring out, then they will most certainly cease to read or be concerned about it. Since, as stated in the above paragraph, children and young adults should learn from the material which the schools teach them, then the school does not fulfill its purpose if a class’s pupils refuse to do the assigned work, and, consequently, do not learn the material. Because this very thing happens whenever human beings “teach” Romeo and Juliet” in a classroom, only failure awaits those who attempt the pointless task of attempting to instill knowledge about the writings of Shakespeare into the minds of a course group, and they might as well have the students throw bananas at each other given that this would produce better results than trying to teach Shakespeare in a high school class. However, although you should now realize that Romeo and Juliet should obviously not be taught in high school classes, other people still beg to differ.

Swartz 4

Proponents of teaching Romeo and Juliet in public school, like Gordon Bartley, fervently claim that “the variety of literary styles and elegant imagery [Shakespeare] worked into his poems are regarded as some of the greatest expressions of life and beauty (Bartley, Yahoo.com)” and that “[Shakespeare’s] insight into human behavior is accurate and persuasive (Bartley, Yahoo.com).” While I couldn’t agree more with those statements, people like Gordon seem to miss a crucial point of the argument against teaching Shakespeare in school. Though I personally do not have anything against the artful works of William Shakespeare and believe that scholars should still try to implant Shakespeare’s creations in the minds of youths, I think that professors should wait to teach the material in those plays until a later date. Instructors could just as easily teach the contents of Shakespeare’s masterpiece during the college career of an undergraduate, and, at this point, the schoolchild would also better understand the essential and insightful matters of Romeo and Juliet too. Since students of teenage years will not appreciate the striking conceptions of the aforementioned great poet, advocates of schooling learners about Romeo and Juliet and other plays like it simply waste their time and effort when they endeavor to achieve their goal. For my part, I hold the belief that the people who encourage the instruction of Shakespearean plays in school should instead devote their time to a more-worthwhile cause that would have a better effect on students and teachers alike. However, you may also find it reassuring to learn that actions exist which you can do to in order to inspire your community leaders to remove Shakespeare’s works from the school curriculum.  

            School officials should not require educators to teach Shakespeare’s historical tragedy Romeo and Juliet in grade schools. High schoolers find this play mind-numbing and

Swartz 5

monotonous and cannot appreciate the material in the literary work in the first place so those beings that struggle to get Shakespearean products and other arrangements like it taught in the high schools of this country merely squander their time when they do so. Due to the unquestionable point that bidding to instruct Shakespeare in teenage-level educational institutes does not achieve any educational goals, you should endeavor to change the curriculum of high school classes in which people promote teaching Shakespeare. I encourage you to petition and write your school district representatives and explain to them your viewpoints about teaching literature like Romeo and Juliet in the public school system. Instead, suggest to the educational officials of public schools and colleges to have the lessons of Shakespeare moved to university classes. By waiting until a later date to instill the material of theses classical Elizabethan Era theater production into the minds of students, the learners will not only better grasp the material, but they will also appreciate it more. So, go out and work to change the world for the better because I know you will find the results both beneficial and pleasing to you and to your community.   

 

 

 

 

 

 

 

 

 

Swartz 6

Bartley, Gordon. “Education: The Importance of Teaching Shakespeare.” Yahoo.com. (2008): n. page. Web. 29 Feb. 2012. <Education: The Importance of Teaching Shakespeare>.

 

Shakespeare, William, and John Crowther. Romeo and Juliet. United States: Spark Publishing, 2003. 4,6,62.

Romeo and Juliet Mock Film Review

Alex Swartz

2/8/12

7

Romeo + Juliet

                Dread, aversion, and anguish. These are the thoughts that people usually have when they think about reading Shakespeare, and for good reasons. In this modern age, the once exhilarating works of the aforementioned famous poet now seem dated and overwrought. However, prominent Australian director Mark Anthony “Baz” Luhrmann seeks to abolish the trepidation which the average person feels about Shakespeare’s works with his recently-released romance movie, Romeo + Juliet, which is based on the original Romeo and Juliet play written between 1591 and 1595. At first glance, Luhrmann seems to be on the right track, as his new film takes place in much more modern times in a sunny beach city which resembles Venice Beach California, a town known for its modern cultural scene. Furthermore, well-known stars such as Leonardo DiCaprio and Claire Danes have active roles in this picture, further increasing the movie’s star power and curb appeal. Additionally, despite the extensive overhaul of the original work of literature, the production staff of this particular flick has still managed to keep the integrity of the play’s famous scenes, such as the fight scenes, the legendary balcony scene, and the overall animosity between the two feuding families, intact. Nonetheless, the many similarities between the film and the original play, along with the movie’s other appealing elements, do not necessarily make this motion picture worthwhile since, as with many other things, there is more to it than meets the eye.

                The similarities between this picture and Shakespeare’s prior work are instantly apparent in the movie’s opening scene where, like in the play, a fight erupts between the Capulet and Montague servants whose masters have been fighting for countless years. Although nobody wins this fight, it sets the tone for the rest of the movie and portrays the two families as rival gangs.  In the aftermath of the fight, the police commissioner who fills the role of the prince of the original play in this contemporary version makes a decree stating that members of the two families caught fighting in the streets again will be killed. Later, in a series of separate events, one of the main characters, Romeo (Leonardo DiCaprio) who is a Montague, and his friend Benvolio decide to attend a Capulet ball that night so that Romeo can find himself another girlfriend to fill the place of the one he had recently lost. At the ball, Romeo and Juliet (Claire Danes) meet for the first time and both instantly fall in love. However, upon discovering that they are each from the opposite fighting family, they both experience great despair. After the party, Romeo secretly renters the Capulet Mansion and confronts Juliet. The two discuss their love for awhile before departing. The next day, Romeo hurries to see his friend and confessor Friar Lawrence, who, after some persuading, agrees to marry the young lovers in secret since he sees in their love the possibility of ending the age-old feud between Capulet and Montague. The subsequent day, Romeo and Juliet meet at Friar Lawrence’s cell and are married. Juliet’s friend and nurse, who is privy to the secret, procures a ladder, which Romeo will then use to climb into Juliet’s window for their wedding night. In the next part of this film, Benvolio and another Montague servant, Mercutio, encounter Tybalt who is Juliet’s cousin. Tybalt saw Romeo attend the Capulet feast the previous night and is still enraged at him for his supposed wrongdoings. The belligerent Tybalt then challenges Romeo to a duel, and, when Romeo appears, he refuses to fight Tybalt since they are now kinsmen. Disgusted with Romeo’s plea for peace, Mercutio says that he will fight Tybalt himself so the two begin to duel, but Romeo tries to stop them by leaping between the combatants. Tybalt stabs Mercutio under Romeo’s arm, and, as a result, Mercutio dies. In a rage, Romeo then hunts down Tybalt and kills him. In fear, Romeo flees from the scene, and, soon after, the police commissioner declares Romeo forever banished from Verona Beach for his crime. Next, Friar Lawrence arranges for Romeo to spend his wedding night with Juliet before he has to leave for Mantua the following morning in order to avoid death. Elsewhere, Juliet discovers that her father has arranged for her to marry a suave gentleman named Paris who she doesn’t really care for.  Juliet then hurries to Friar Lawrence who she presents her plight to. The friar consequently concocts a plan for Juliet so she won’t have to marry Paris and can run off and live with Romeo in Mantua away from her family’s fighting. Although Juliet executes the plan flawlessly, complications soon arise which eventually lead the two lovers to their inevitable demise.   

                As anyone who has read the original Romeo and Juliet story will know from reading the above paragraph, this movie’s plot is nearly identical to the Shakespeare play on which it is based. In fact, the other major aspects of the film, like the screenplay and stage directions, are very similar too. The words which the characters speak are still in old English and the ways in which the characters react to events in the movie are parallel to boot. Due to these similarities, this modern-day flick has a distinctive old-time flair and is still unmistakably Shakespearean. However, all of these old-fashioned remnants of the famous poet’s work are still somewhat offset by the up-to-date touches which the director has added to his work in order to broaden Shakespeare’s appeal.

                The main ways in which this new movie differs from the theatrical production which it is based on is that the setting of the film, the dress of the characters, and the technology present to the characters have all been updated to suit modern times. For example, the people in the movie now use guns instead of swords, and they now all wear ostentatious floral print shirts in place of the traditional and more conservative attire of the 1500s. Furthermore, some of the occupations and social functions of Shakespeare’s time have been replaced by more current ones, and evidence of this can be seen in that much of the movie now occurs along a bar-studded beach instead of throughout the narrow streets of an ancient city. The prince of the original play has also been replaced by a police commissioner played by Vondie Curtis-Hall who has many of the same duties as the prince but who is definitely more contemporary.  Still, regardless of the updated touches to this film, there is still much which the producers of this movie leave to be desired.

                After having read the entire play and after having seen the movie, I can testify that,even though this movie seems to be on the right track at first glance, it is, in reality, a poorly-executed and underdeveloped endeavor to rewrite a classical piece of literature.  Perhaps this flick would have been more enjoyable if the creators of this work had still kept the original play’s plot but had changed the script like they did with movie’s setting. However, due to the use of the outdated phrasing of Shakespeare’s time, the words which the characters speak have a cheesy tone which makes the movie almost unbearable, and it doesn’t help that the acting is bad and excessively embellished either. Furthermore this film takes place almost exclusively in the ghetto, and this fact detracts from the visual experience of watching this movie. Lastly, the dress and general attitudes of the characters in this cinematic work are grossly overdone to the point where they’re almost nauseatingly lurid. A clear example of this is how all the male characters of this film, including the priest, are always wearing garish, unbuttoned floral print shirts which expose their chest. So, owing to this flick’s lack of class and quality, I would recommend that you avoid watching this Hollywood atrocity at whatever cost, even if it requires you to jump out of second story window since this movie is, in fact, that bad.