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

How does Shakespeare explore the theme of there being a generation gap between the play's main characters? You should focus on the language used during conversations, involving main characters.

Extracts from this document...

Introduction

How does Shakespeare explore the theme of there being a generation gap between the play's main characters? You should focus on the language used during conversations, involving main characters. An example of the language Shakespeare uses to prove the generation gap between the characters, is this line from the play said by Juliet, 'Is there no pity sitting in the clouds, that sees into the bottom of my grief?' This shows well how Capulet and Lady Capulet don't understand their daughter's grief at the time and don't understand her wish not to marry Paris. Her language shows desperation and she craves for comfort from the Nurse, who replies 'I think it best you married with the County.' This example shows how Shakespeare explores the theme of there being a generation gap and the difference is opinions between the different generations. The generation gap between Lady Capulet and her daughter, Juliet is first shown significantly between these two characters, which can be seen in the language in Act 1 Scene 3. This is shown when both characters are introduced; Juliet enters by saying 'Madam, I am here.' The use of the word 'Madam' shows Juliet's obedience and respect for her mother and also highlights the generation gap. The use of this word, instead of the word 'Mother', could mean how detached Juliet and her mother are and the greater generation gap caused because of this. ...read more.

Middle

However, the Nurse's language shows that there is an apparent generation gap between them in Act One Scene Three, 'For even the day before she broke her brow.' The Nurse gives a speech on how she raised Juliet and how she remembers the small details about her 'The pretty wretch left crying.' This shows the generation gap between them as Nurse fulfils the typical role of a mother boasting about her child. But in some instances during the play, the generation gap between the two characters is ignored, like in Act Two Scene Five. In this scene, the Nurse has arrived from visiting Romeo, with information to Juliet. The Nurse teases Juliet and keeps her in suspense, so Juliet flatters her by saying 'good, good Nurse,' in order to hasten the slow process of telling her about the marriage plans. But the nurse teases her again and says, 'an honest gentleman, and courteous...-Where is your mother?' This teasing and jovial language represents how bonded these two characters are, and shows the generation gap at this stage is not so large. Later on in the play, the generation gap becomes much clearer. By Act Three Scene Five, whilst Juliet remains tortured by Romeo's banishment and Tybalt's death, she looks to the Nurse for comfort and advice, 'O God - O Nurse, how shall this be prevented?' But the Nurse replies by saying that it would be better to marry Paris and how 'Romeo's a dishclout to him.' ...read more.

Conclusion

Romeo is frenzied and panics due to this and starts becoming hysterical about his banishment, 'Tis torture, and not mercy.' At this stage of the play, Friar Lawrence sense Romeo's desperation and grief and tells Romeo to act like a proper husband, 'Thy tears are womanish.' The Friar and Romeo's generation gap widens as he takes on a more paternal role, 'Thou hast amaz'd me...I thought thy disposition better temper'd.' But his language becomes gentler and more supportive 'Ascend her chamber - hence and comfort her.' This shows that although both characters are from different generations, they are both respectful to each other. Shakespeare has shown that the relationships between Romeo and Juliet and their parents, have been quite strained and shows that the generation gap is much wider between them, which is shown when Capulet speaks about Juliet '...we have a curse in having her.' But later on in the play, after the death of Juliet he realises how harsh he was to her and how detached they were from each other, when he says 'O child! O child! My soul and not my child!' His language conveys the sorrow he feels for the loss of his daughter, which is shown by the exclamation marks and how he Juliet meant so much to him. Using such language, Shakespeare has created the idea of there being a generation gap between the characters and how the difference in generations has led to misunderstanding and different perspectives of love, 'Poor sacrifices of our enmity!' Sasha Payagala 11s ...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 Romeo and Juliet section.

Found what you're looking for?

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

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 Romeo and Juliet essays

  1. Discuss the role of the Nurse in 'Romeo and Juliet'. You may wish to ...

    The Nurse here proves not to be afraid and she is portrayed as quite a strong woman; 'If ye should lead her in a fools paradise, as they say, it were a very gross kind of behaviour...' (Act 2, scene 4, L136)

  2. How does Shakespeare explore the theme of there being a generation gap between the ...

    Nurse, come back again," These are the first signs that the audience can tell that Lady Capulet doesn't know her daughter and then the Nurse has a long speech about Juliet. This speech shows a lot of affection and this shows that the Nurse has more of a close relationship with her.

  1. romeo and juliet the impact of characters, language, theme, and structure on the audience

    The quick and immediate love at first sight between Romeo and Juliet, where everything happens very quickly, This marks out the time between the years of history and quick actions of the play, where a lifetime's action takes place over a few days, places emphasis on the haste and confusion of the play, making it very exciting to watch.

  2. How does Shakespeare explore the theme of Love in his play Romeo and Juliet?

    But meeting Juliet and having his first kiss with her. "Have not saint lips but holy palmers too?". Paris is another character in the play that illustrates the symptoms of unrequited love. He proposes to Juliet, but she has a negative response - so negative in fact, that she kills herself in the end to avoid having to marry him.

  1. "Romeo and Juliet's love is not the main focus on the play; the feud ...

    The start of the play (I,i) opens with a fight between Montague and Capulet, this fight doesn't exactly break out straight away into death but it does present us with the feud between Montague and Capulet even before love is mentioned.

  2. How does Shakespeare explore the theme of love in Rome & Juliet?

    that Romeo has been banished so she promises to find Romeo to comfort her. In Act 3 Scene 1, there is also another fine example of family love where Romeo replies peacefully to Tybalt's verbal abuse and attempts to make peace with him.

  1. Explain how Shakespeare's language conveys the main characters' views about, and experiences of, love.

    Shakespeare used a sonnet form because it is a bold device to emphasise devoted love, as it is the most widely used form of love poetry. Romeo and Juliet's conversation in an extended image shows that he views Juliet as heavenly and angelic and compares her to a shrine or saint.

  2. How does Shakespeare guide our responses to the main characters in Romeo and Juliet?

    This shows just how confused he really is. At this point in the play we almost feel that Romeo is pathetic and unworthy of respect, because we have a more cynical view of love but an Elizabethan audience would most likely feel different and show great sympathy for him.

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