Part of The Student Room Group

  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Henry V - Act 1 Scene 2 - Act 4 Scene 3 - Compared

Extracts from this document...

Introduction

Act 1 Scene 2 - Act 4 Scene 3 - Compared In both scenes, Henry has different purpose, audience and structure. There are many comparisons between the lectures. Henry has two different situations in both speeches. The aspect of Act 1 Scene 2 is to avenge the Dauphin of his mockery, but the Act 4 Scene 3 is to bequeath more confidence in his men. The dialogue directed to the Dauphin shows more anger in Henry. With comparison to the other dialogue, which has a more friendly approach. This might indicate that Henry desires to use antagonism to eliminate the confidence in the Dauphin. Henry requires capturing the Dauphin's confidence because of the humiliation gift of tennis balls from the Dauphin himself to suggest Henry should go and play games 'play a set.' ...read more.

Middle

The second lecture he uses the imagery of honour and the honour they will have if they win the war with less men, 'and if to live, the fewer men, the greater share of honour.' Additionally Henry can create vivid picture in the imagination of both the Dauphin and his men on the subject at hand. In the dialogue with his men Henry offers them fame and immortally, 'he that outlives this day.' In the other communication with the Dauphin Henry only offers a game of tennis reference to war in the courts of France, 'that all the courts of France will be disturbed.' The first similarity that was spotted, is he uses God in both lectures, but the word God is used in two different terminologies. In the first conversation with the Dauphin, Henry uses God as if he is God and God himself is on his side and guarantees a victory, 'by God's Grace.' ...read more.

Conclusion

Henry wants the speeches to have effect on his audience. The effectiveness of the first one is to humiliate the Dauphin by taking up the theme of tennis, but the second is to give confidence to his soldiers to fight beside him and give assurance they will win. The assurance and boosting morale in his speech has made it unique, but also has been manipulated and interpreted by many leader now days. In conclusion, both speeches have much effective terminology. The contrast of the two speeches has shown that the audiences are different, purpose is unusual and the structure has anger in one and emotion in the other. The only similarity is that both have reference to the superior being, 'God.' Henry has put God in the light, so he will be able to use God as a weapon and an inspiring person. The main assumption drawn is that both verbal communications have effectiveness, structure, language and imagery. Vimalraj Arumugam 9P English H/W 10/05/2007 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Henry V section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

or


Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Henry V essays

  1. Henry V Speech Analysis

    " Dishonour not you mothers" He now changes tack from praising their forefathers to saying. Are you a worthy son? " That those whom you called fathers did beget you" By using these insults he is rousing their anger which he now channels towards charging the breach.

  2. The character of Henry V act 1 scene 2

    This means Henry requests, if has the right to have a claim to the French throne. Ruthless, angry and vengeful all comes under the same category for Henry. He has all these features to make his the lead soldier in the war.

  1. With reference to all of the scenes in Acts 1 & 2 explore how ...

    In the second scene of the first act, King Henry makes his first appearance. He is presented as an intelligent, caring and efficient statesman who has a regal presence with a commitment to act on what he believes is right.

  2. A comparison of William Faulkners "A Rose For Emily" and Louise Erdrich's "Red Convertible".

    young men her father had driven away, and we knew that with nothing left, she would have to cling to that which had robbed her, as people will." (207) To this day, I struggle with the notion of fitting my father's mold...being the perfect woman.

  1. How does Henry demonstrate his skills as an orator in his speeches at Farfleur ...

    So this is encouraging them not to give up. To enforce the points he makes, he uses alliteration. "But when the blast of war blows in our ears, Then imitate the action of a Tiger". By using the alliteration for when the war begins Henry explains that they must act like Tigers - Angry and ferocious.

  2. Consider the different ways in which war is presented in Henry V.

    The whole play he is shown as a patriotic, active leader. Having studied earlier works by Shakespeare on Henry, we know that this new, powerful king is different from his former self, the Harry he was in his youth. In this play, Henry seems to have grown up in the King he was destined to become.

  1. Henry V in Act 1 and 2

    Shakespeare also portrays Henry as pious, as Henry says "God to whom I make this claim". With this sentence Henry is saying that he makes his claim to God and not to the French King, as if it is up to God to decide and not the two armies.

  2. How does mise-en-scene and cinematography construct meaning and involve the audience in the chosen ...

    This shot is ironically humorous to the audience as she is seen looking paranoid herself, biting her nails with her sunglasses on. They both enter a shopping mall and the cameras next shot shows them 2 hours later as they leave.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work