Analytic Essay-The Idea of Fate

Introduction

Romeo and Juliet is an enlightening play that entices the human brain with its many metaphorical language. This essay will explore and explain how fate is used in the brilliant play Romeo and Juliet by answering this question. The question is ‘How does Shakespeare explore the idea of fate in his play Romeo and Juliet?’ The main points this essay will be explaining are the following: is the chances of meeting Juliet at the party and falling in love, the Chorus and finally through the characters metaphorical language, then finally concluding with a conclusion.

Paragraph 1-The Chorus

What is fate? Fate is planned out journey for someone or something. Also fate is connected to religion. In Shakespeare’s time everyone was Christian back then. Shakespeare was the God of Romeo and Juliet world. Right at the beginning, we understand the plot of Shakespeare’s Romeo and Juliet because of the Chorus. In connection to the other point made, the only real point of the play existing is how it all happened and what happened in-between. Another piece of Shakespearian magic is the art of coincidence. The art of coincidence is used to draw back to the Chorus, and explain why each event happened. For example: when Romeo killed Tybalt he was exailed from Verona. By coincidence if Romeo was not exiled then Juliet wouldn’t have to create a plan that ended up in her eternal death. The Chorus is the first person to speak in the play, so the audience or reader knows what is going to happen. It is like the mouthpiece for Shakespeare.  This connects to fate because their lives and story is already planned out ahead of them.They cannot control anything whatsoever. For example Line 6 and 7:

A pair of star-crossed lovers take their life;
Whole misadventured piteous overthrows.

As you can see from this passage, we already know the fate of the lovers, Romeo and Juliet are going to commit suicide because of conflict between the two families, that left the two families desolated and isolated without their loved ones. This essay will explain what metaphorical language they used to connect back to the Chorus and the fate of their lives. Overall the Chorus predetermines the fate of Romeo and Juliet, the plot of the play and because we know what the fate of Romeo and Juliet are the Chorus is connected to fate.

Paragraph 2-The Chances of meeting each other (R+J)

Romeo and Juliet both stumbled upon each other at Capulet party. Interestingly the only reason Romeo even knew about the Capulet party was, because Peter a servant of the Capulet family, could not read the invitation and Romeo had to read it (Act 1 Scene 2). Remember coincidence, that is why Romeo even knew about the Capulet party, so he could meet and romance with Juliet. He was still moping over his lost love Rosaline so he decided to attend the party to forget about Rosaline and to have a good time. That inclines that Romeo and Juliet were going to fall in love (Chorus). They romanced each other and fell in love. It was not until Juliet’s mother called her that Romeo realized the horror of Juliet being a Capulet. This takes us back to the Chorus because it has been predetermined that Romeo and Juliet were going to die because of family conflict. They both knew the consequences of dating each other, they both feared the worse, but there love for each other was too strong. Nothing could stop and destroy the strength of their love. This connects to fate because they were destined to meet each other.

Paragraph 3-Metaphorical Language

Some consequences yet hanging in the stars

One of the reason why Shakespeare was so popular and successful was because of his enchanting metaphors. The metaphors were mentioned many times, out-going, in the play. This sheer brilliance draws the reader or audience to imagine the situation into many different, dazzling forms. This is one of many examples of metaphorical language used in Romeo and Juliet. This speech by Romeo actually means there is a deadly consequence waiting for Romeo in the sky. Romeo said ‘hanging in the stars’. This means God had a consequence in hand for Romeo, and people stereotype God as being in the stars or sky. This connects to fate because it has been predetermined for Romeo to die in the Chorus and the consequence from God is death.

Thou desperate pilot, now at once run on

‘Thou desperate pilot’ means the small pilot boat is desperate to escape. (The pilot boat steers the bigger ship to safety) Romeo refers God as the pilot of his ‘bigger ship’ or life. Romeo says that God cannot help and control his life anymore, and also refers to God as ‘running away’ (‘now at once run on’) from his chaotic life. Overall Shakespeare’s mystical metaphors has absolutely rocked the play in many different ways because of the metaphorical language.

Paragraph 4-Conclusion

Many valuable points have been made in this essay to support that there is fate in Romeo and Juliet. This analysis on fate shows that every-time Shakespeare has mentioned about fate, there has been a obstacle to stop and change the path on somebody’s life. Most people views and thoughts on Romeo and Juliet, is about love and tragedy. However, unless thoroughly reading ‘in between the lines’ fate would be oblivious to the reader. The topic of fate is not used in many tragedy plays and films, but when used in the same way Shakespeare has done, the reader and audience are given 10 times more they needed. They will need to ponder and decode the metaphors, but when done they find the true meaning to Shakespeare’s brilliance.


14 Responses to “Analytic Essay-The Idea of Fate”

  • Christopher Waugh Says:

    Reading this after reading Harry’s essay, I’m interested to note that you both used the metaphor “drenches the story’s juices..”

    I’m not sure who wrote it first, but perhaps we can discuss this together on Thursday?

    Here is the feedback I gave him about using such elaborate figurative language in what should be an analytical essay (and thus generally a lot more formal):

    This piece of writing shows such creativity and a genuine engagement with the task. It breaks some of the ‘rules’ of formal writing, but I’m wondering if we could discuss the idea that I might adjust the task for you a little bit so you can write like this – of perhaps you’d like me to help you bring your writing back in line with the more precise formality of literary essays.

    In the body of your essay you’ve correctly identified the presence of the chorus and the idea that by telling the audience of what is toc ome in the play, he is in fact invoking the idea of fate – as this makes everything ‘pre-determined’.

    At times, especially in paragraph 2 (you call it paragraph 1), your writing becomes a little too convoluted: Avoid starting your sentences with ‘so’, instead try to make each sentence self-contained. Make each point once and remember that the more clear you can be, the better. The basic purpose of essay writing is to communicate complex ideas in a way that is the most simple to understand.

    Try to build your quotations into your paragraphs by keeping them small, and including them to exemplify every individual point you make.

    Have a look at the work of Year 10 student Kamrul to see how a clear, simple structure and language can be used to communicate sophisticated ideas:

    http://the_great_one.student.edutronic.net/2012/12/16/controlled-assessment-spoken-language-study/

    (your interest in creative writing and figurative language will get it’s chance, when we come to creative writing)

    Mr Waugh

    • Gabriel Says:

      Thank you sir for taking the time for reading my essay. Harry was the one who wrote it first on Monday when I read his work. I did not think that I copied word for word but I did and I will change it. After Tuesday horrific accident with the loss of more than 100 words the pressure is really climbing on me. I understand fate in Romeo and Juliet but I have not written formal writing in a long time.

      GO

    • Gabriel Says:

      Good Afternoon sir. This has nothing to do with my essay, but what ideas can you give me for my lesson to the class?

  • Christopher Waugh Says:

    I’m sure losing those words was quite disheartening for you, Gabriel. I’m more than happy to extend the deadline if you run out of time. The time pressure will be on next time in the investigative journalism programme – but for this, I’d prefer you gave the job the time it needs.

    I think in this case you might have been set a little wrong by reading Harry’s work – your instincts to go forward with something a little more formal are the right ones for this project.

    I’ll keep an eye out to see how your work progresses, and let you know if you get off track in any way.

    CW

  • Christopher Waugh Says:

    Try reading it aloud, Gabriel – the overly-complex or unclear parts will reveal themselves that way. If that doesn’t help at all, come and see me and we can go through it.

    Mr Waugh

  • Gabriel Says:

    Sir, because I’m in the school play on Thursday and Friday I don’t think I will finish in time?

  • Christopher Waugh Says:

    I suggest you chose an aspect of the language of the play – iambic pentameter, rhyme, dialogue, metaphor – that you feel comfortable with and develop a lesson around that.

  • Christopher Waugh Says:

    Now I will mark it with everyone else’s!

  • Christopher Waugh Says:

    You can run the lesson tomorrow morning.