A Feminist Perspective of Hero in Much Ado About Nothing Unlike the title of this piece suggests, Hero did not undergo her transformation in Much Ado About Nothing through magic. Rather, Hero was a victim of the double standards and illogical fears that the men of Shakespeare’s plays commonly held. The following quote sums it up quite well: In the plays female sexuality is not expressed variously through courtship, pregnancy, childbearing, and remarriage, as it is in the period. Instead it is narrowly defined and contained by the conventions of Petrarchan love and cuckoldry. The first idealizes women as a catalyst to male virtue, insisting on their absolute purity. The second fears and mistrusts them for their (usually fantasized) infidelity, an infidelity that requires their actual or temporary elimination from the world of men, which then re-forms [sic] itself around the certainty of men’s shared victimization (Neely 127). Hero’s plight in Much Ado About Nothing is a perfect example of how the skewed male perspective can turn a sweet and innocent girl into a scheming strumpet in no time. The main problem is young Count Claudio. He is immature when it comes to matters of love, and it shows when he hints of his growing feelings for Hero when he asks Benedick what he thinks of her (I.i.161). Claudio cannot come out and just say that he has feelings for Hero, he has to seek approval from his male counterparts first. While talking to both Benedick and Don Pedro, Claudio describes his feelings as passion first (I.i.219-220), and then he says, “That I love her, I feel” (I.i.228), indicating that he knows he feels something for Hero, but he is unsure of exactly what his feeling... ... middle of paper ... ... Ironically, this has occurred because of the folly of the men, almost making up for the double standards exercised in the beginning…But not quite. Hero should not have had to depend on the men to regain her honor. Works Cited Much Ado About Nothing. Directed by Kenneth Branagh. Samuel Goldwyn Company and Renaissance Films, 1993. Much Ado About Nothing. The Riverside Shakespeare, 2nd ed. Boston: Houghton Mifflin Co., 1997. 366-398. Neely, Carol Thomas. “Shakespeare’s Women: Historical Facts and Dramatic Representations.” Shakespeare’s Personality. Ed. Norman N. Holland, Sidney Homan, and Bernard J. Paris. Berkeley: University of California Press, 1989. 116-134. Ranald, Margaret Loftus. “ 'As Marriage Binds, and Blood Breaks': English Marriage and Shakespeare” Shakespeare Quarterly 30, (1979): 68-81.
Much Ado About Nothing. Directed by Kenneth Branagh. Samuel Goldwyn Company and Renaissance Films, 1993.
Approaching Emily Dickinson’s poetry as one large body of work can be an intimidating and overwhelming task. There are obvious themes and images that recur throughout, but with such variation that seeking out any sense of intention or order can feel impossible. When the poems are viewed in the groupings Dickinson gave many of them, however, possible structures are easier to find. In Fascicle 17, for instance, Dickinson embarks upon a journey toward confidence in her own little world. She begins the fascicle writing about her fear of the natural universe, but invokes the unknowable and religious as a means of overcoming that fear throughout her life and ends with a contextualization of herself within both nature and eternity.
"Poetry is the revelation of a feeling that the poet believes to be interior and personal [but] which the reader recognizes as his own." (Salvatore Quasimodo). There is something about the human spirit that causes us to rejoice in shared experience. We can connect on a deep level with our fellow man when we believe that somehow someone else understands us as they relate their own joys and hardships; and perhaps nowhere better is this relationship expressed than in that of the poet and his reader. For the current assignment I had the privilege (and challenge) of writing an imitation of William Shakespeare’s "Sonnet 87". This poem touched a place in my heart because I have actually given this sonnet to someone before as it then communicated my thoughts and feelings far better than I could. For this reason, Sonnet 87 was an easy choice for this project, although not quite so easy an undertaking as I endeavored to match Shakespeare’s structure and bring out his themes through similar word choice.
In the Bontemps poem, he uses the metaphor of reaping and harvesting to express the bitterness felt by African Americans in a racist America. The metaphor explains that no matter how hard African Americans work, their reward will always be less than that of a White American. Bontemps feels that African Americans have labored long and hard enough for White Americans, and that it is time for all Americans to receive equal reward for equal work. In lines 11 and 12 Bontemps says "Small wonder then my children glean in fields / They have not sown, and feed of bitter fruit." These lines are a great example of the extended metaphor used throughout Bontemps poem, and show that he believes that no matter how hard he works to bring change, his children have already tasted the "bitter fruit" (line 12) of racial prejudice. Cullen also uses the extended metaphor of reaping and harvesting as evident in lines 1 and 2: "We shall not always plant while others reap / The golden increment of bursting fruit". Cullen uses these lines to express his pride in his race and to promote equality. He also says "So in the dark we hide the heart that bleeds, / And wait, and tend our agonizing seeds" (lines 13 and 14) to say that change will not happen overnight and that the wait for equality will be painful and
...rney from an insecure and paranoid boy to becoming a man worthy for woman such as Hero. He started the play as a vain young man mostly concerned about his appearance and his own selfish love and the perks that came with it. However, people learn from their mistakes and this is evidently true in Claudio’s case. The plays ends as all of Shakespeare’s comedies do, with Claudio and Hero dancing with the rest in the harmonious dance of life. In Much Ado About Nothing Claudio begins the play with a tendency to be very gullible and paranoid about everything, and he continues to show his immaturity by seeking revenge when he is upset; Claudio finally matures when he accepts that he was wrong and is willing to take the punishment that goes with his mistakes.
Berger makes his attempt to inform an audience with an academic background that there is a subjective way that we see things all around us every day and based on our previous experiences, knowledge, and other things that occur in our lives, no two people may see or interpret something in the same way. In the essay Mr. Berger uses art as his platform to discuss that we should be careful about how people look at things. Mr. Berger uses rhetorical strategies such as ethos, pathos, and logos. These rhetorical strategies can really help an author of any novel, essay, or any literature to truly get the information they desire across to the audience in a clear and concise
One of Emily Dickinson’s greatest skills is taking the familiar and making it unfamiliar. In this sense, she reshapes how her readers view her subjects and the meaning that they have in the world. She also has the ability to assign a word to abstractness, making her poems seemingly vague and unclear on the surface. Her poems are so carefully crafted that each word can be dissected and the reader is able to uncover intense meanings and images. Often focusing on more gothic themes, Dickinson shows an appreciation for the natural world in a handful of poems. Although Dickinson’s poem #1489 seems disoriented, it produces a parallelism of experience between the speaker and the audience that encompasses the abstractness and unexpectedness of an event.
The great playwright Christopher Marlowe also wrote one of the most famous lyrical poems in British literature, "The Passionate Shepherd to His Love." In this pastoral portrait, Marlowe reveals the shepherd's desire for a certain young lady to be his love. In "The Nymph's Reply to the Shepherd," Sir Walter Raleigh voices the young lady's answer to this invitation. The two poems share the identical structures of rhyme scheme and meter. Also, the speakers share a similar desire for youthful love. However, these similarities are overshadowed by the differences in the author's backgrounds which, in turn, influence the starkly different characteristics of the speakers of the poems--their view of reality and their motive for love.
Clark, W. G. and Wright, W. Aldis , ed. The Complete Works of William Shakespeare. Vol. 1. New York: Nelson-Doubleday
In the poem, “It was not Death, for I stood up,” Dickinson uses words to describe the sense of hopelessness she feels as she tries to pinpoint the source of her anguish. In the first two stanzas, she uses specific sensory details to convey her chaotic feelings to tell the reader what her condition cannot be. A repetition of “it was not” (1) is then followed by a reason of why she eliminated the possibility, using the senses of sound or touch. She merges together the conditions she had eradicated and through her chaotic state, her thoughts turn toward funerals. This causes her to think about her death and her current state of mind. She feels her “life were shaven” (13), so that the only emotions left were despair and terror with the feeling of hope lost. She also “could not breathe without a key” (15); terror does not directly affect a person’s breathing, but it sometimes causes a person to feel as if he were suffocating, unable to breathe. Her “key” that she needs is to understand what she is feeling, but she cannot figure it out (15). The last stanza in the poem expresses an overwhelming feeling of bleakness, there is no opportunity for rescue, “like Chaos— Stopless— … / Without a Chance… / Or even a Report of Land—” (21-23). In the last line, there is a paradox, that since there was no possibility of hop...
Throughout Emily Dickinson’s poetry there is a reoccurring theme of death and immortality. The theme of death is further separated into two major categories including the curiosity Dickinson held of the process of dying and the feelings accompanied with it and the reaction to the death of a loved one. Two of Dickinson’s many poems that contain a theme of death include: “Because I Could Not Stop For Death,” and “After great pain, a formal feeling comes.”