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I can write a nuanced response on societal expectations in 'Romeo and Juliet'.

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Licence

This content is © Oak National Academy Limited (2023), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

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Key learning points

An essay should have a strong central argument.
Use an evaluative or critical thesis to “hang” your essay on and support with clear topic sentences.
Analysis of writer's methods should be interwoven and used to support each other.
Context should be highly selective and used to add to your argument.
Essays should focus on the writer’s intentions - the conclusion is an opportunity to summarise this.

Common misconception

Using counter-arguments throughout your essay makes it a stronger argument.

You should have one clear, critical response to the question that informs your whole essay.

Keywords

Intention - something that you want and plan to do; an aim
Evaluative - making an informed judgment based on careful analysis and consideration of the text
Nuanced - has subtle details that make it complex and interesting
Critical response - a thorough explanation of your understanding of a text
Societal expectations - the beliefs and norms that a society holds about how individuals should behave and act

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Hello, everyone.

It's lovely to see you here today.

My name's Dr.

Clayton.

I'm going to guide you through learning journey today.

So today's lesson is called \"Romeo and Juliet: writing a nuanced response on societal expectations.\" So we're going to first think about how we can respond to the question, how does Shakespeare links societal expectations to the tragedy of \"Romeo and Juliet\" by gathering some ideas and thinking about how we might start to interpret those ideas to create a nuanced argument.

Then we're gonna talk about how we can construct effective elements of a nuanced response before we end the lesson with you writing your own response.

So if you're ready, grab your pen and laptop, everything, for this lesson, and let's get started.

So by the end of the lesson, you'll be able to write a nuanced response on societal expectations in \"Romeo and Juliet.\" So we have five words today we're going to be using as our keywords.

They've been identified in bold throughout the learning material, and I've tried to point out as well, so you can see them being used in context.

So first keyword is intention, which means something you want and plan to do, and aim.

We're going to be thinking about how nuanced response always brings the argument back to the writer's intentions.

Our second keyword is evaluative, which means make an informed judgement based on careful analysis and consideration of the text.

We're going to be thinking about deeper analysis is characterised by an evaluative response to the ideas in the text.

Our third keyword is nuanced, which means has subtle details that make it complex and interesting.

And our fourth keyword is critical response, which means a thorough explanation of your understanding of a text.

Throughout this lesson, we're going to be thinking about how you can construct your argument, so it presents a nuanced, critical response to the question.

Our final keyword is societal expectations, which means the beliefs and norm society holds about how individuals should behave and act.

We're specifically thinking today about how Shakespeare represents societal expectations of Elizabeth in England as contributing to the tragedy of \"Romeo and Juliet.\" So I'll just give you a moment to write down those keywords and their definitions.

So pause the video, write them down now.

Fantastic.

Let's get started with the lesson.

So we have three learning cycles on our lesson today.

For our first learning cycle, we're going to think about the question itself, what initial thoughts we have in response to the question.

Then we're gonna think about how we can start to use those ideas to develop a nuanced response to the question.

For our second learning cycle, we're gonna talk through how we might plan our response to the question.

We're using a multi-paragraph outline.

So we're gonna talk through each of the elements of the plan and what an effective element might look like.

Then for final learning cycle, you are going to write your response to the question, how does Shakespeare links societal expectations to the tragedy of \"Romeo and Juliet\"? So as I said, the question we're going to be focusing on today is, how does Shakespeare links societal expectations to the tragedy of \"Romeo and Juliet\"? Now, societal expectations, one of our keywords, means the beliefs and norms a society holds by how individuals should behave and act.

So how the beliefs and norms of society link the tragedy of \"Romeo and Juliet.\" So what I'd like you to start off by thinking about is what ideas could you explore when thinking about the idea of societal expectations in \"Romeo and Juliet.\" Pause the video, take a few moments to think about it.

Welcome back, everyone, some great ideas there.

Let's talk through some of the things you might have said.

So you might have thought that gendered societal expectations linked to the tragedy, the expectation that violence and honour should be an integral part of a man's identity, that women should be obedient and submissive.

You also might have thought about parental authority.

So the expectation that children should behave and act in the way their parents want them to.

You also might have said the influence of religion.

So the way we see Friar Laurence influenced the play, for example.

You also might have thought about the conflict of individuality and traditional authority.

So we see the characters seeking to act as individuals and how this goes against judicial structures of authority.

So now let's think about what notes you could make about some of those ideas of societal expectations.

So we're going to start with gendered societal expectations and the expectation of parental authority.

So pause the video, think about how those expectations link the tragedy of \"Romeo and Juliet.\" Welcome back, everyone, some fantastic ideas there.

Let's talk through what you might have said.

So let's think about gendered expectations first.

So Romeo and Juliet both conform to and subverts stereotypes.

We might suggest that Romeo begins the play by subverting expectations because we see him being emotionally vulnerable.

However, Romeo then conforms to masculine stereotypes in Act 3, Scene 1, where he reacts with anger and kills Tybalt, and that's arguably the catalyst for the tragedy.

For Juliet, we might see her fake death as a catalyst of tragedy as well.

In that moment, we might see a Juliet subverts expectations of a daughter because she refused to marry the man her father wants her to.

But she is conforming to the expectations of how wife should behave by being loyal to Romeo, her husband.

So now let's think about parental authority.

So Elizabethan period, children would've been expected to obey their parents.

Now we might see Romeo and Juliet subvert expectations by marrying in secret.

They should have been expected to marry according to their family's wishes.

Their love also subverts parental expectations, except defies the feud.

Individuals were seen as extensions of their social network, they would've expect to respect and adhere to the feud.

So now let's do the same thing with the influence of religion and the idea of individuality and traditional authority.

So pause the video, think about how they linked societal expectations in \"Romeo and Juliet.\" Welcome back, everyone, some fantastic ideas there.

Let's talk through some of the things you might have said.

So in terms of the influence of religion, we see the influence of Friar Laurence throughout the play.

How he not only emphasis the events by marrying Romeo and Juliet, and giving Juliet the potion to fake her own death, but also how he promotes gender stereotypes by telling Romeo that showing his emotions as not masculine.

We also might interpret Romeo and Juliet's marriage as religiously sanctified because Juliet states that God joined them, and we see this religious language in their first meeting.

So arguably, this could influence Juliet's perception of bigamy as the greatest sin than taking her own life.

Now, in terms of individuality versus traditional authority, the tragedy of \"Romeo and Juliet\" could be read as consequences of following individual desires.

Arguably, Romeo, Juliet, Mercutio, Count Paris, and Tybalt, all challenge traditional authority, and they all lose their lives within the play.

So now for a quick check for understanding, what I'd like you to do is tell me whether the following statement is true or false.

So is it true or false that Shakespeare considers societal expectations throughout \"Romeo and Juliet\"? Pause the video, take a few moments to think about it.

The correct answer is true.

Now I'd like you to tell me why it's true.

So pause the video, take a few moments to think about it.

Welcome back, everyone.

You might have said, arguably, Shakespeare writes about ideas of gendered societal expectations, the influence of religion, the conflict between individuality and traditional authority, and the conflict in autonomy and parental control.

So, very well done if you've got those right.

Amazing work, everyone.

And now the first task of the lesson.

Now I want us to take those ideas we had from this learning cycle and think about how we can begin to develop a nuanced, critical response.

So response that's complex and interesting, that really shows your understanding of the text.

So I'd like you to answer the following questions.

So question one, how do you think Shakespeare relates the concept of societal expectations to the tragedy? And question two, do you think Shakespeare intended \"Romeo and Juliet\" to be a cautionary tale, so a story that gives a warning, of what happens when individuals don't conform to societal expectations or is it a critique of pressures of societal expectations? Pause the video, answer the questions now.

Welcome back, everyone, some fantastic work there.

Now what I'd like you to do is think about Izzy's ideas, and whether or not you agree with Izzy.

So question one, how do you think Shakespeare relates the concept of societal expectations to the tragedy? And Izzy said, \"The way the characters respond to the events unfolding around them is influenced by societal expectations.

I think we see those expectations as a catalyst to the tragedy.

Roman and Juliet's decision to take their own lives is influenced by societal expectations of gender, by religious influence, and by the conflict between autonomy and traditional authority.\" So pause the video, think about whether or not you agree with Izzy's ideas.

Welcome back, everyone.

Now I think there's a general consensus.

We can see societal expectations as linked to the tragedy.

What you might want to think about is which societal expectation do you think is the most related to the tragedy? Then you can start to reach conclusions by what Shakespeare might have been saying about society through that.

So now let's think about Izzy's response to question two.

So question two was, do you think Shakespeare intended \"Romeo and Juliet\" to be a cautionary tale? So a story that gives a warning of what happens when individuals don't conform to societal expectations or is it a critique of the pressures of societal expectations? And Izzy said, \"Personally, I think Shakespeare intended \"Romeo and Juliet\" as a cautionary tale.

I think the tragedy is specifically caused because the characters did not conform to societal expectations and that Shakespeare is advocating for social order and the status quo to be maintained.\" So pause the video, think about whether or not you agree with Izzy's ideas.

Welcome back, everyone.

Now remember, there's no right or wrong answer to this question.

It's completely open to your interpretation of the text, and that it really cuts the heart of how we see Shakespeare as a writer.

Do we see him as a conservative writer that's writing a cautionary tale.

What happens when individuals don't conform to the status quo? Or is he a progressive writer who's criticising society? Amazing work, everyone.

And now to our second learning cycle.

We're going to plan out our response to the question, how does Shakespeare link societal expectations to the tragedy of \"Romeo and Juliet\"? Now, one way you might create a plan for your response is to use a multi-paragraph outline.

Now this consists of making a plan of where your overall thesis statement will be.

The topic sentence, the supporting detail, and the concluding sentence each paragraph will contain, and notes on your overall conclusion.

This will allow you to see how your whole argument fits together and ensure it's cohesive.

So we're going to talk through each of those elements in this learning cycle, then end the learning cycle with you creating your plan.

So let's begin by thinking about your thesis statement, which should be an initial introduction to your essay.

Now thesis statements are, the overarching argument of the entire essay, and they're supported by the entire text.

So an example of a thesis statement might be, Shakespeare depicts a subversion of societal expectations as the cause of the tragedy throughout \"Romeo and Juliet,\" perhaps a cautionary tale to the audience.

So here, we can see the overall argument of the essay.

We know it's going to argue that Shakespeare's writing a cautionary tale of what happens when individuals don't conform to societal expectations.

We also know it's gonna be supported by evidence from the entire text because it tells we can see the argument throughout \"Romeo and Juliet.\" So now let's think about topic sentence.

Topic sentences should be the opening sentence of each individual paragraph.

They explain the purpose of the individual paragraph and are supported by moments in the text.

So an example might be, \"Arguably, Shakespeare depicts Juliet's decision in Act 4, Scene 1 regarding the nature of sin as a consequence of societal expectations.\" So here, we can see it explain the purpose of the paragraph.

We know it's going to focus on the nature of sin and how Juliet's decision regarding sin relates to societal expectations.

We can also see it supported by specific moment in the text, 'cause it tells we're gonna focus on Act 4, Scene 1.

So now for a quick check for understanding, what I'd like you to do is tell me which of the following is a topic sentence.

Is it A, \"Throughout 'Romeo and Juliet,' Shakespeare depicts the conflict between individuality and societal expectations,\" or B, \"Arguably, Shakespeare depicts Romeo as experiencing the consequences of individuality.\" So pause the video, take a few moments to think about it.

Now the correct answer is B.

Now I'd like you to tell me why it's B.

So pause the video, take a few moments to think about it.

Welcome back, everyone.

You might have said, sentence A makes an observation about the whole text.

It tells that Shakespeare explores individuality and societal expectations throughout the whole of \"Romeo and Juliet,\" whereas sentence B conveys an argument the paragraph will focus on.

It focus on a specific character, and he specifically face the consequences of the individuality.

So, very well done if you've got those right.

So now let's think about the supporting details.

So supporting details are, an analysis of writer's methods.

Now this might be an analysis of language, form, or structure.

They support the topic sentence, so the evidence connects the argument of the paragraph.

They come from across the play.

So to make a convincing argument, you want to make sure you have a wide array of evidence to support your argument.

It also includes relevant context.

Now this can be a really effective supporting detail, but it must be focused and linked to the argument.

So an example might be, where the topic sentences, arguably, Shakespeare depicts Romeo has experienced the consequences of individuality and the supporting details are, \"O, where is Romeo? So, Romeo has positioned as separate to the fighting, which were unstereotypical, as men were supposed to be dominant and violent.

\"Under love's heavy burden do I sink,\" so Romeo is depicted as emotional, which again, would've been unstereotypical, as men were supposed to be strong and invulnerable.

\"Stole into the covert of the wood,\" so Romeo has socially isolated because he's physically separating himself from others.

\"Thus with a kiss I die,\" so Romeo's death, arguably, is a consequence of following his individual desires.

So, here, we can see an analysis of the methods 'cause it's showing the effect of the language on the reader.

The language shows Shakespeare positioning Romeo as separate to the fighting, and Shakespeare depicting Romeo as emotional.

We can see the supporting detail link to the topic sentence 'cause it demonstrates how the language shows the consequences of Romeo's individuality.

There's isolation and his tragic death.

We can see the supporting detail coming from across the text.

So as we see quotations of Act 1, Scene 1, Act 1, Scene 4, and Act 5, Scene 3.

So from the very start of the play, at the very end of the play.

We also see an effective use of relevant context.

It links a supporting detail to stereotypes of masculinity and how Shakespeare presents Romeo as unstereotypical, and how that links to his individuality.

So now for a quick check for understanding.

So what should you ensure when selecting supporting details for an essay? Is it A, your supporting details link to the topic sentence.

B, your supporting details come from across the text.

Or C, your supporting details are one-word quotations.

So pause the video, take a few moments to think about it.

Welcome back, everyone.

Now supporting details can be one-word quotations, but they don't have to be.

So the correct answers are supporting details should link to the topic sentence and they should come from across the text.

So, very well done if you've got those right.

So now let's think about concluding sentences.

So concluding sentences should make it clear through discourse markers that paragraph has reached its conclusion, they should focus on the writer's intentions, and they should summarise the paragraph without repeating the topic sentence.

So an example might be, \"Ultimately, Shakespeare reveals the devastating consequences of Romeo following his individual desires rather than conforming to stereotypical masculine expectations and adhering to familial duty.\" So here, we can see the concluding sentence beginning with the discourse marker, ultimately.

That makes it clear the paragraph has reached its conclusion.

The phrase Shakespeare reveals demonstrates its focus on the writer's intentions.

Then, we can see what summarises the paragraph by saying that Shakespeare reveals the devastating consequences of Romeo following his individual desires rather conforming to stereotypical masculine expectations and adhering to familial duty.

Crucially, this is not just repeating the topic sentence.

We're expanding on it by specifically saying that Romeo's individuality comes from not conforming to masculine stereotypes and not adhering to familial duty.

So now for a quick check for understanding.

So which of the following would serve as a strong concluding sentence for an essay on societal expectations in \"Romeo and Juliet\"? Is it A, as I said in my topic sentence, Shakespeare explores societal expectations in \"Romeo and Juliet.\" B, thus, through the depiction of societal expectations, Shakespeare is perhaps examining the relationship between individuality and society.

Or C, this brings me on my next point about the character of Juliet and what Shakespeare's intentions with this character are.

So pause the video, take a few moments to think about it.

Welcome back, everyone.

Now sentence A just repeats the topic sentence.

Sentence C, sentence can move on to another point.

So it's not clearly showing its conclusion of the paragraph.

Sentence B is the correct answer because it opens with the discourse marker thus to show we've reached the conclusion of the paragraph, that it summarises the paragraph while thinking about the writer's intentions.

So, very well done if you've got that right.

So now let's think about the overall conclusion to your essay.

Now an effective conclusion might be structured like this.

It starts with a specific response to your thesis.

It then focus on the writer's overall intentions and ends by thinking about the impact of the text today.

So it starts off quite narrow and then becomes wider in its focus.

So an example might be, \"Throughout 'Romeo and Juliet,' Shakespeare arguably presents the devastating consequences of not conforming to societal expectations.

Specifically, Shakespeare's presentation of the subversion of societal expectations as the catalyst for the tragedy could be seen as a means of maintaining the status quo of social order and traditional authority.

Through this, we're advised to consider our own relationship to societal expectations.

Are we acting autonomously or how society's conditioned us to behave?\" So here, the conclusion begins with a focus on the thesis.

Consequences in the tragedy of Romeo and Juliet is due to them not conforming to societal expectations.

The focus on the writer's intentions, by just Shakespeare's presentation is linked to maintaining the status quo and traditional authority.

It then ends by suggesting the impact of the text today might be to invite us to consider our own relationship with societal expectations.

Now they might influence our behaviour.

So now for a quick check for understanding.

So which section of the conclusion is missing? Pause the video, take a few moments to think about it.

The correct answer is impact of the text today.

So, very well done if you've got that right.

Amazing work, everyone.

Now onto the second task of the lesson.

So what I'd like you to do is create a multi-paragraph outline to answer the question, how does Shakespeare links societal expectations to the tragedy of \"Romeo and Juliet\"? Now remember to create a thesis statement that explains your overall argument that's supported by the whole text.

Create topic sentences for each paragraph that explain the focus of that paragraph with specific references to moments in the text.

Create supporting detail for each paragraph that shows an analysis of the methods that link the topic sentence and includes relevant context.

Create a concluding sentence for each paragraph that summarises the paragraph and considers the writer's intentions.

And create an overall conclusion that shows a specific response to a thesis statement, a focus on the writer's overall intentions, and a consideration of what the impact of the text might be today.

So pause the video, create a multi-paragraph outline now.

Welcome back, everyone, some fantastic work there.

What I'd like you to do is read back through our plan and self-assess it.

So did you include the following, a thesis which presents the overarching argument, topic sentences that explain the individual focus of your paragraphs, a range of supporting detail from a variety of scenes, context as part of your supporting detail, concluding sentences that summarise the paragraph and link back to Shakespeare's intentions, a conclusion that focus on Shakespeare's overall intentions and what the impact of the text might be today.

So pause the video, self-assess your plan now.

Welcome back, everyone.

It was great to see people making alterations and edits where they needed to.

Now we're going to move on to our third learning cycle, where you are going to use your plan to write a response to the question, how does Shakespeare link societal expectations to the tragedy of \"Romeo and Juliet\"? Amazing work, everyeone.

We're now at the third learning cycle.

We're going to think about what deeper analysis looks like before you write your response to the question, how do Shakespeare links societal expectations to the tragedy of \"Romeo and Juliet\"? So as I said, let's just take a moment to think about how you can take a surface-level understanding and turn it into deeper analysis.

So surface-level understanding is where you have a point of view about the text.

To turn that to a deeper analysis, you want to show a nuanced understanding with a critical response.

So show a complex and interesting response.

Surface-level understanding has a clear argument that you stick to.

To turn that to deeper analysis, you want to have an evaluative or critical response to hang your argument on.

So you want to show a judgement about the text, what it's saying about society.

Now in a surface-level understanding, your argument shows you understand the plot, characters, and the writer's purpose.

To turn that to deeper analysis, a razor-sharp focus on the writer's central message and how the plot and characters support this.

So constantly bring your argument back to the writer's message and what they want the reader to understand through the text.

In a surface-level understanding, your ideas show an understanding of the conventional interpretations of the text.

To turn that to deeper analysis, you want to show your interpretation of the text rather than make a case for someone else's interpretation.

Now, a surface-level understanding shows you can identify the writer's language choices using accurate terminology.

To turn that to deeper analysis, you want to select terminology that enhances your argument.

So every piece of evidence you use supports and enhances your argument.

A surface-level understanding shows you can comment on form and structure, as well as language.

For a deeper analysis, you want to show an interwoven analysis of language, form, and structure.

So thread it into your argument rather than dealing with it separately.

A surface-level understanding shows your comments focus on the effective language, form, or structure.

For a deeper analysis, all the comments should link tightly to the overarching argument, to show how the effect of those methods builds up your argument.

In a surface-level understanding, use of context is appropriate and you avoid general comments.

So context used to support analysis is not bolted on.

For a deeper analysis, you want a highly selective use of context used used to evaluate different interpretations and supports the overarching argument.

So think about what the writer is saying about society through your use of context and how it relates to your argument.

So now for a quick check for understanding, what I'd like you to do is select two criteria you would expect in a response containing deeper analysis.

Is it A, interwoven analysis of language, form, and structure.

B, use of contextual information is appropriate.

Or C, use of contextual information is highly selective and linked tightly to the argument.

So pause the video, take a few moments to think about it.

Welcome back, everyone.

The correct answers are interwoven analysis of language, form, and structure, and use of contextual information is highly selective and linked tightly to the argument.

So, very well done if you've got those right.

Amazing work, everyone.

And now the final task of the lesson.

So what I'd like you to do is write your response to the question, how does Shakespeare link societal expectations to the tragedy of \"Romeo and Juliet\"? Now remember to include, an introduction with a thesis that explains the overarching argument, at least two analytical paragraphs which have clear topic sentences, judicious use of embedded quotations, analysis of methods which is tightly focus to your argument, context interwoven throughout with a sharp focus on Shakespeare's purpose, a conclusion that considers Shakespeare's overall intentions and what the impact of the text might be today.

So pause the video, write your response now.

Welcome back, everyone, some fantastic work there.

What I'd like you to do is read back through your work and assess your work by identifying the following.

So where have you included a clear thesis statement, used clear topic sentences, offered inferences which show a nuanced understanding of the text, used embedded quotations judiciously, included analysis of methods which is focused on your argument, used subject terminology to enhance your argument, interwoven your analysis of methods, interwoven context with a sharp focus on Shakespeare's purpose, included a conclusion which summarises your thesis and has a sharp focus on Shakespeare's message? So pause the video, read back through your work now.

Welcome back, everyone.

Now this lesson was focused on Shakespeare's \"Romeo and Juliet.\" You can take these ideas about how to construct a nuanced response and use them in your writing going forward.

You all did amazingly well today, everyone.

Here's a summary of what we covered.

An essay should have a strong central argument.

Use an evaluative or critical thesis to hang your argument on and support clear topic sentences.

Analysis of writer's methods should be interwoven and used to support each other.

Context should be highly selective and used to add to your argument.

Essay should focus on the writer's intentions.

The conclusion is an opportunity to summarise this.

I really hope you enjoyed the lesson, everyone.

I hope to see you for another lesson soon.

Goodbye.

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