9th grade essay on romeo and juliet

Exemplar Essay: Fate

How does Shakespeare present the theme of fate?

Read this extract from Act 5 Scene 2 of Romeo and Juliet and then answer the question that follows. At this point in the play the Friar John has returned unsuccessfully from trying to deliver Friar Laurence’s letter to Romeo.

Going to find a bare-foot brother out

One of our order, to associate me,

Here in this city visiting the sick,

And finding him, the searchers of the town,

Suspecting that we both were in a house

Where the infectious pestilence did reign,

Seal'd up the doors, and would not let us forth;

So that my speed to Mantua there was stay'd.

FRIAR LAURENCE

Who bare my letter, then, to Romeo?

I could not send it,--here it is again,--

Nor get a messenger to bring it thee,

So fearful were they of infection.

Unhappy fortune! by my brotherhood,

The letter was not nice but full of charge

Of dear import, and the neglecting it

May do much danger. Friar John, go hence;

Get me an iron crow, and bring it straight

Unto my cell.

Starting with this extract, explore how Shakespeare presents fate as a force that controls the characters.

Write about:

• how Shakespeare presents fate in this extract.

• how Shakespeare presents fate in the play as a whole.

AO4 [4 marks]

Romeo and Juliet is about how strong emotions have tragic consequences. Through the theme of fate, Shakespeare invites his audience to question how far the characters’ tragic deaths were predetermined and how far they were decided by Romeo and Juliet’s impulsive actions. He also invites the audience to consider how far their future is decided by societal norms - not fate.

In the extract, Shakespeare implies that fate has prevented the letter from reaching Friar John. In lines 5-8, Shakespeare has Friar John state that he was unable to deliver the letter due to an ‘infectious pestilence’, which resulted in the doors of Mantua being ‘sealed’. While Shakespeare does not state explicitly that it is fate that has caused the plague to hit Mantua at the very moment that Friar John needs to deliver an important letter to Romeo, his Elizabethan audience, strong believers in the power of the stars and planets to predetermine our futures, would have seen this as more than an unhappy coincidence. It does therefore seem that fate is working against Romeo and Juliet.

In the extract, Shakespeare also suggests that Friar Laurence blames fate for this unfortunate event. In line 14, Shakespeare has Friar Laurence cry ‘unhappy fortune!’. In other words, Friar Laurence is stating that it is terribly bad luck that the letter has not reached Romeo. Shakespeare’s use of the word ‘fortune’ implies that Friar Laurence blames a higher power for this coincidence. Friar Laurence’s words could echo the Elizabethan audience’s fears that fate has already decided Romeo and Juliet are doomed. Shakespeare’s choice for the letter to be undelivered creates tension for the audience, as they begin to wonder if Romeo and Juliet are drawing ever-closer to their tragic deaths.

In the prologue, Shakespeare makes clear that Romeo and Juliet are doomed to die. The first time the audience is introduced to Romeo and Juliet, Shakespeare describes their love as ‘death-marked’, which immediately tells the audience that the lovers will die tragically. An Elizabethan audience, who believed in fate, would have believed it possible for Romeo and Juliet’s fate to be decided from birth. By introducing Romeo and Juliet to the audience in this way, perhaps Shakespeare invites the audience to closely scrutinise the actions taken by all of the characters and decide for themselves how far fate is to blame for the tragic deaths.

However, in the play as a whole, Romeo acts impulsively, which contributes to his tragic downfall. The moment he meets Juliet, Romeo forgets Rosaline, his previous love, and asks ‘did my heart love till now?’. This surprising and impulsive change of mind is a stark example of the tragic flaw that leads Romeo towards his death, and is just the first of many similar actions: Romeo marries Juliet the day after meeting her; he murders Tybalt without thinking of the consequence threatened by Prince Escalus; he rushes to Verona with poison and takes it before Juliet wakes. Shakespeare’s presentation of Romeo in this way indicates that Romeo’s depth of passion and emotion are partly to blame for the speed at which he and Juliet are catapulted towards their deaths. If Romeo had been able to think more clearly and rationally rather than rushing to action before considering the consequences, perhaps some of the tragedy could have been avoided.

Also in the play as whole, Shakespeare explores how the restrictions of arranged marriage force Juliet closer to her tragic death. Unlike Romeo, whose impulsive actions are within his control as a man in the Elizabethan era, Juliet’s future is out of her hands. Before the audience meets Juliet in person, we witness a discussion about her between Lord Capulet and Paris. Although Lord Capulet is protective over Juliet, urging Paris to wait for two more years as Juliet is still a ‘stranger in the world’, he does consent to Paris wooing Juliet before asking Juliet’s views. It is clear, therefore, that Juliet has limited say in her future. The audience cannot help but wonder how the marriage between Romeo and Juliet can end happily, given that she has chosen her own suitor and has gone as far as to choose the son of her father’s arch-enemy. Later in the play, when Lord Capulet decides to speed up the marriage, Juliet is pressured to take action. Knowing that she will ‘hang, beg, starve, die in the streets’ if she refuses to marry Paris, Juliet feels she has no option but to consent, and plan an escape. Perhaps if Lord Capulet had not chosen to bring the marriage forward by two years, Juliet may have had an opportunity to be reunited with Romeo. Shakespeare could therefore be challenging traditional patriarchal attitudes to marriage, in which the daughter has limited say over her husband, because this is arguably a contributing factor in Juliet’s death.

In conclusion, it is clear that there are many references to fate within the play that indicate a higher power could be dictating Romeo and Juliet’s future but Shakespeare’s presentation of Romeo’s tragic flaw and arranged marriage certainly invite the audience to consider how far events may have played out differently if the characters had made different decisions.

In the extract, Shakespeare suggests that fate has prevented the letter from reaching Friar John. In lines 5-8, Shakespeare has Friar John state ‘Where the infectious pestilence did reign, Seal'd up the doors’. In other words, Friar John is saying that he couldn’t deliver the letter because he wasn’t allowed into Mantua dye to the plague. Although Shakespeare does not state that fate has stopped Friar John from delivering the letter, it is hinted at. His Elizabethan audience, who believed that the stars and planets could decide their futures, would have believed that fate stopped Friar John from delivering the letter. Therefore it does seem that fate is working against Romeo and Juliet.

In the extract, Shakespeare also suggests that Friar Laurence blames fate. In line 14, Shakespeare has Friar Laurence cry ‘unhappy fortune!’. In other words, Friar Laurence is stating that it is very bad luck that the letter has not reached Romeo. Shakespeare’s use of the word ‘fortune’ implies that Friar Laurence blames a higher power for this. The Elizabethan audience would have understood why Friar Laurence blames a higher power because they believed in fate. Shakespeare’s choice for the letter to be undelivered creates tension for the audience because they begin to wonder if Romeo and Juliet will soon die.

In the prologue, Shakespeare makes clear that Romeo and Juliet are doomed to die. The first time the audience is introduced to Romeo and Juliet, Shakespeare describes their love as ‘death-marked’, which immediately tells the audience that the lovers will not lead long and happy lives. An Elizabethan audience, who believed in fate, would have believed it was possible for Romeo and Juliet’s fate to be decided from birth. Shakespeare could have described Romeo and Juliet as ‘death-marked’ because he wanted his audience to think very carefully about the actions the characters take and decide if it was fate or their own choices that caused them to die.

However, in the play as a whole, Romeo acts impulsively, which contributes to his death. When Romeo sees Juliet at the Capulet ball, Shakespeare has him ask ‘did my heart love till now?’. This question is very surprising because moments earlier Romeo was claiming to be madly in love with Rosaline. This reveals that Romeo is impulsive and quickly changes his mind. We also see that Romeo is impulsive when he kills Tybalt and when he takes the poison at Juliet’s tomb. Shakespeare presents Romeo as impulsive because he wants to show how dangerous it can be when you act quickly on your feelings without thinking about the consequences. It could be argued that Romeo’s impulsive actions are the cause of his death rather than fate.

Also in the play as whole, Shakespeare presents Juliet’s arranged marriage as a cause of her death. Unlike Romeo, Juliet is not able to choose who she marries. When Juliet refuses to marry Paris, Shakespeare has Lord Capulet order her to ‘hang, beg, starve, die in the streets’. Shakespeare’s use of violent language demonstrates how trapped Juliet is because, if she chooses not to marry Paris, she will be thrown out and left to die. As a result of Lord Capulet rushing the marriage, Juliet asks for Friar Laurence’s help to fake her own death. Because of her faking her own death and the letter not reaching Romeo, he thinks she is actually dead and kills himself. Maybe if Juliet hadn’t been told she was going to marry Paris straight away, she might have had time to reunite with Romeo properly, which could have stopped her death. Shakespeare could therefore be suggesting that Juliet’s arranged marriage caused her death, rather than fate. Perhaps he wanted to challenge traditional views towards marriage in the Elizabethan era.

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FULL MARKS ROMEO & JULIET GCSE ENGLISH ESSAY GRADE 9

Subject: English

Age range: 14-16

Resource type: Other

Last updated

10 January 2022

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GCSE English Grade 9 Romeo and Juliet essay, given full marks (34/34, including AO4 marks).

“Starting with this speech [Act 3 Scene 2] explore how Shakespeare presents attitudes towards love in Romeo and Juliet. Write about: how Shakespeare presents attitudes towards love in this speech, and how Shakespeare presents attitudes towards love in the play as a whole.”

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Curriculum  /  ELA  /  9th Grade  /  Unit 11: Romeo and Juliet  /  Lesson 1

Romeo and Juliet

Lesson 1 of 23

Readings and Materials

Target task, key questions.

Explain the function of the prologue in Romeo and Juliet . 

Analyze the conflict in act 1, scene 1.

Play:  Romeo and Juliet by William Shakespeare  — Prologue (p. 7); Act 1, Scene 1 (pp. 9–15)

Movie: Romeo and Juliet (Directed by Baz Luhrmann, 1996)  — Prologue

Excerpt:  Street Love by Walter Dean Myers  — Prologue

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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Multiple Choice

The prologue develops the theme of fate by (select the best two):

What is the main effect of the filmmaker’s choice to use a news anchor to deliver the prologue?

Writing Prompt

How does Walter Dean Myers use his prologue to convey the theme of star-crossed love? In what ways is his prologue similar to and different from Shakespeare’s?

What are the most important things we learn about the conflict of the play in this first scene? Explain using evidence from the text.

Questions about the text that will help guide the students understanding

• What do we learn about the setting from the prologue? What is the significance of the play being set in Italy, not England?
• What do we learn about the plot? Themes? Conflict?
• Why does Shakespeare reveal so much about the play in just these few short lines? What might be his purpose in sharing so much from the very beginning?
• Who are Gregory and Sampson? Why does Sampson “bite his thumb” at Abram?
• What do we learn about the feud between the Montagues and Capulets through these characters and their interactions?
• What do we learn about masculine honor in Verona through the interactions of these characters?
• Who are Benvolio and Tybalt? What role do they play in the brawl?
• What does the prince proclaim? Why?
• Read “Harlem,” the prologue to Street Love . How does Myers use the prologue to establish the setting? The conflict? How is his prologue similar to Shakespeare’s? Different? How does he draw on Shakespeare here?

Suggestions for teachers to help them teach this lesson

• Elizabethan beliefs in astrology could help students understand the importance of the phrase “star-crossed lovers” on the plot of the play. Consider having students read an excerpt  as a Do Now.
• The setting of the play is Verona, Italy, likely in the 1300s, but lack of specifics about the actual setting make it possible for stage and film directors to be creative about the specific setting. The key detail being the presence of violence in the society in which it is set.
• Romeo and Juliet — Prologue (p. 7); Act 1, Scene 1 (pp. 9–15)
• Romeo and Juliet — Prologue
• Street Love — Prologue
• Romeo and Juliet — Act 1, Scene 1 (pp. 17–25)
• “If No Love Is, Oh God, What Fele I So”
• “Petrarch”

Analyze Shakespeare’s characterizations of Romeo and Benvolio.

Analyze how Shakespeare continues to develop the theme of fate in act 1, scene 2.

Analyze Shakespeare’s characterization of the three female characters introduced in act 1, scene 3.

Analyze Shakespeare’s characterization of Mercutio and describe his relationship with Romeo. 

Analyze Shakespeare’s characterization of Romeo.

Explain in a well-crafted essay how Shakespeare and Luhrmann each create mood in act 1, scene 5.

Explain how the interactions between Romeo and Juliet develop the themes of the play.

Analyze how the interactions between Romeo and Friar Lawrence develop the conflict of the play.

Examine the differences between Romeo the lover and Romeo the friend.

Analyze how Shakespeare develops the theme of young love in act 2, scenes 5-6.

Identify instances of foreshadowing in act 2, scenes 5-6.

Analyze how the events of act 3, scene 1 further communicate the theme of fate.

Analyze the events of act 3, scene 2 and the impact they have on the plot development.

Compare Romeo’s and Juliet’s reactions to his banishment and analyze what these reactions reveal about character and theme.

Analyze the connections drawn between love and death in act 3, scene 5.

Analyze Juliet’s character development in act 3, scene 5.

Analyze Juliet’s actions and motivations for her actions in act 4, scenes 1–3.

Analyze how Shakespeare develops the theme of young love in act 4, scenes 1-3.

Explain how Myers draws on and transforms ideas from Romeo and Juliet to develop the themes, characters, and/or conflict of Street Love .

Analyze the individual characters’ reactions to Juliet’s death.

Identify how the tone shifts in act 4, scene 5.

Analyze how Shakespeare uses the plot to develop the theme of fate in act 5, scenes 1–2.

Analyze the degree to which fate shaped the deaths of the protagonists.

Develop an opinion about the significance of the final scene and its relationship to earlier scenes.

Discussion & Writing

Discuss and debate the essential thematic questions of the unit.

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Romeo And Juliet Essay for Students and Children

500+ words essay on romeo and juliet.

Romeo and Juliet is the most famous love tragedy written by William Shakespeare. This is a story of love and fate. Furthermore, the basis of this tragic love story is the Old Italian tale translated into English in the sixteenth century. The story is about two young star-crossed lovers whose death results in reconcile between their feuding families. Moreover, Romeo and Juliet is among the most frequently performed plays by Shakespeare .

Lessons of Love from Romeo and Juliet

First of all, Romeo and Juliet teach us that love is blind. Romeo and Juliet belonged to two influential families. Furthermore, these two families were engaged in a big feud among themselves. However, against all odds, Romeo and Juliet find each other and fall in love. Most noteworthy, they are blind to the fact that they are from rival families. They strive to be together in spite of the threat of hate between their families.

Another important lesson is that love brings out the best in us. Most noteworthy, Romeo and Juliet were very different characters by the end of the story than in the beginning. Romeo was suffering from depression before he met Juliet. Furthermore, Juliet was an innocent timid girl. Juliet was forced into marriage against her will by her parents. After falling in love, the personalities of these characters changed in positive ways. Romeo becomes a deeply passionate lover and Juliet becomes a confident woman.

Life without love is certainly not worth living. Later in the story, Romeo learns that his beloved Juliet is dead. At this moment Romeo felt a heart-shattering moment. Romeo then gets extremely sad and drinks poison. However, Juliet was alive and wakes up to see Romeo dead. Juliet then immediately decides to kill herself due to this massive heartbreak. Hence, both lovers believed that life without love is not worth living.

Get the huge list of more than 500 Essay Topics and Ideas

Legacy of Romeo and Juliet

Romeo and Juliet is one of Shakespeare’s most popular plays. Furthermore, the play was very popular even in Shakespeare’s lifetime. Scholar Gary Taylor believes it as the sixth most popular of Shakespeare’s plays. Moreover, Sir William Davenant of the Duke’s Company staged Romeo and Juliet in 1662. The earliest production of Romeo and Juliet was in North America on 23 March 1730.

There were professional performances of Romeo and Juliet in the mid-19th century. In 19th century America, probably the most elaborate productions of Romeo and Juliet took place. The first professional performance of the play in Japan seems to be George Crichton Miln’s company’s production in 1890. In the 20th century, Romeo and Juliet became the second most popular play behind Hamlet.

There have been at least 24 operas based on Romeo and Juliet. The best-known ballet version of this play is Prokofiev’s Romeo and Juliet. Most noteworthy, Romeo and Juliet have a huge impact on literature. Romeo and Juliet made romance as a worthy topic for tragedy. Before Romeo and Juliet, romantic tragedy was certainly unthinkable.

Romeo and Juliet are probably the most popular romantic fictional characters. They have been an inspiration for lovers around the world for centuries. Most noteworthy, the story depicts the struggle of the couple against a patriarchal society. People will always consider Romeo and Juliet as archetypal young lovers.

Q1 State any one lesson of love from Romeo and Juliet?

A1 One lesson of love from Romeo and Juliet is that love brings out the best in us.

Q2 What makes Romeo and Juliet unique in literature?

A2 Romeo and Juliet made romance as a worthy topic for tragedy. This is what makes it unique.

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Romeo and Juliet: Romeo Analysis (grade 9)

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Grade 9 Romeo and Juliet Essay Question Model Answer ( WJEC Eduqas GCSE English Literature )

Revision note.

English Content Creator

Grade 9 Romeo and Juliet Essay Question Model Answer

Component 1 of the Eduqas GCSE asks you to write two essays on the Shakespeare play you have been studying. 

Question 1 is an essay based on an extract from the play you have studied

Question 2 is what’s known as a “discursive” essay question, and the question does not give you an extract to work from

Here you will find an annotated model answer for Question 2, the discursive essay question. “Discursive” can be interpreted as a discussion on wider ideas, so examiners are looking for a sustained argument that thoroughly covers a range of points. This means you will need to refer to different parts of the play throughout your answer to explore the development of Shakespeare’s themes or ideas. 

How am I assessed?

The discursive essay is marked out of 25. You are offered 5 marks for spelling and grammar. Here is how the marks are divided:

Grade 9 Romeo and Juliet essay question model answer

Below you will find an example answer for a past Eduqas GCSE Romeo and Juliet essay question. This Romeo and Juliet model answer includes annotations that show where and how this answer has met the above assessment objectives. It’s a sample answer to the following question:

Annotated Grade 9 Model Answer

Shakespeare, William. Complete Works of William Shakespeare . Edited by Peter Alexander, HarperCollins, 1994. Accessed 26 March 2024.

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Author: Sam Evans

Sam is a graduate in English Language and Literature, specialising in journalism and the history and varieties of English. Before teaching, Sam had a career in tourism in South Africa and Europe. After training to become a teacher, Sam taught English Language and Literature and Communication and Culture in three outstanding secondary schools across England. Her teaching experience began in nursery schools, where she achieved a qualification in Early Years Foundation education. Sam went on to train in the SEN department of a secondary school, working closely with visually impaired students. From there, she went on to manage KS3 and GCSE English language and literature, as well as leading the Sixth Form curriculum. During this time, Sam trained as an examiner in AQA and iGCSE and has marked GCSE English examinations across a range of specifications. She went on to tutor Business English, English as a Second Language and international GCSE English to students around the world, as well as tutoring A level, GCSE and KS3 students for educational provisions in England. Sam freelances as a ghostwriter on novels, business articles and reports, academic resources and non-fiction books.

Discovering the Versatility and Health Benefits of Food Grade Diatomaceous Earth

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How it works

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PapersOwl.com. (2024). Discovering the Versatility and Health Benefits of Food Grade Diatomaceous Earth . [Online]. Available at: https://papersowl.com/examples/discovering-the-versatility-and-health-benefits-of-food-grade-diatomaceous-earth/ [Accessed: 19 Jun. 2024]

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PapersOwl.com. (2024). Discovering the Versatility and Health Benefits of Food Grade Diatomaceous Earth . [Online]. Available at: https://papersowl.com/examples/discovering-the-versatility-and-health-benefits-of-food-grade-diatomaceous-earth/ [Accessed: 19-Jun-2024]

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Home — Essay Samples — Literature — Romeo and Juliet — Grey’s Anatomy: Similarities Between Romeo And Juliet

Grey's Anatomy: Similarities Between Romeo and Juliet

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In William Shakespeare’s iconic play Romeo and Juliet, Tybalt plays a crucial role in propelling the tragic events that unfold. Despite his relatively brief appearances on stage, Tybalt’s fiery temperament and vengeful nature [...]

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