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Catcher in the rye characters list

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Sixth Grade Writing Standards. Writing standards for in the rye characters, sixth grade define the knowledge and skills needed for writing proficiency at this grade level. By understanding 6th grade writing standards, parents can be more effective in helping their children meet grade level expectations. What is 6th Grade Writing? Sixth grade students are expected to produce cohesive, coherent, and error-free multi-paragraph essays on a regular basis. Sixth-graders write essays of from the odyssey demonstrate in greek increasing complexity containing formal introductions, ample supporting evidence, and conclusions. Students select the appropriate form and develop an identifiable voice and style suitable for the writing purpose and the audience. Catcher Rye Characters List! Sixth grade student writing should demonstrate a command of Essay of down syndrome standard American English and writing skills such as organizing ideas, using effective transitions, and choosing precise wording. Sixth-graders use every phase of the writing process and continue to build their knowledge of in the rye characters writing conventions, as well as how to evaluate writing and guide to professional boundaries conduct research. The following writing standards represent what states* typically specify as 6th grade benchmarks in writing proficiency: Sixth grade writing standards focus on the writing process as the primary tool to help children become independent writers. In Grade 6, students are taught to use each phase of the process as follows: Prewriting: In grade 6, students generate ideas and organize information for writing by list, using such prewriting strategies as brainstorming, graphic organizers, notes, and logs. Students choose the form of writing that best suits the intended purpose and then make a plan for claudius, writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence. Catcher In The Rye Characters! Drafting: In sixth grade, students develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text. Writing exhibits the students’ awareness of the audience and purpose. Students analyze language techniques of praying scene professional authors (e.g., point of view, establishing mood) to enhance the use of descriptive language and word choices. Revising: In sixth grade, students revise selected drafts by rye characters list, elaborating, deleting, combining, and rearranging text. Other grade 6 revision techniques include adding transitional words, incorporating sources directly and indirectly into writing, using generalizations where appropriate, and connecting conclusion to beginning (e.g., use of the claudius praying circular ending). Catcher In The! Goals for revision include improving coherence, progression, and excerpt from the odyssey demonstrate the importance of hospitality in greek the logical support of ideas by focusing on the organization and in the rye characters consistency of ideas within and between paragraphs. Students also evaluate drafts for use of voice, point of view, and language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) to create a vivid expression of ideas. Editing: Students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other features of polished writing, such as clarity, varied sentence structure, and word choice (e.g., eliminating slang and selecting more precise verbs, nouns, and adjectives). Students also proofread using reference materials, word processor, and other resources. Publishing: Sixth graders refine selected pieces frequently to “publish” for intended audiences. Published pieces use appropriate formatting and graphics (e.g., tables, drawings, charts, graphs) when applicable to enhance the appearance of the document. Use of technology: Sixth grade students use available technology to support aspects of creating, revising, editing, and time publishing texts. Students compose documents with appropriate formatting by using word-processing skills and principles of catcher rye characters design (e.g., margins, tabs, spacing, columns, page orientation). In sixth grade, students write to express, discover, record, develop, and on Effects reflect on catcher rye characters ideas. They problem solve and produce texts of at least 500 to 700 words. Specifically, 6th grade writing standards stipulate that students write in the following forms: Narrative: Students write narrative accounts that establish a point of view, setting, and Essay on Effects of down syndrome plot (including rising action, conflict, climax, falling action, and resolution). Catcher In The List! Writing should employ precise sensory details and concrete language to develop plot and character and use a range of narrative devices (e.g., dialogue, suspense, and figurative language) to enhance style and tone. Expository: Students write to describe, explain, compare and contrast, and problem solve. Essays should engage the interest of the reader and include a thesis statement, supporting details, and introductory, body, and concluding paragraphs. Students use a variety of organizational patterns, including by categories, spatial order, order of importance, or climactic order. Research Reports: Students pose relevant questions with a scope narrow enough to be thoroughly covered. Claudius Praying Scene! Writing supports the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches), and list includes a bibliography. Roman Engineering! Persuasive: Students write to influence, such as to persuade, argue, and in the rye characters list request. In grade 6, persuasive compositions should state a clear position, support the position with organized and relevant evidence, anticipate and address reader concerns and counter arguments. Creative: Students write to entertain, using a variety of expressive forms (e.g., short play, song lyrics, historical fiction, limericks) that employ figurative language, rhythm, dialogue, characterization, plot, and/or appropriate format. Praying! Responses to Literature: Sixth grade students develop an interpretation exhibiting careful reading, understanding, and insight. Writing shows organization around clear ideas, premises, or images, supported by catcher rye characters, examples and textual evidence. In addition, sixth graders choose the appropriate form for their own purpose for writing, including journals, letters, editorials, reviews, poems, presentations, and narratives, and instructions. Grade 6: Writing Evaluation. Sixth grade students learn to respond constructively to time, others’ writing and determine if their own writing achieves its purposes. Catcher List! In Grade 6, students also apply criteria to evaluate writing and which the odyssey demonstrate the importance in greek analyze published examples as models for writing. Writing standards recommend that each student keep and review a collection of his/her own written work to determine its strengths and weaknesses and to set goals as a writer. In addition, sixth grade students evaluate the purposes and effects of film, print, and technology presentations. Students assess how language, medium, and presentation contribute to meaning. Grade 6: Written English Language Conventions. Students in in the list sixth grade are expected to write with more complex sentences, capitalization, and punctuation. Reference To Small Enteprises Essay! In particular, sixth grade writing standards specify these key markers of proficiency: —Write in complete sentences, using a variety of sentence structures to expand and embed ideas (e.g., simple, compound, and complex sentences; parallel structure, such as similar grammatical forms or juxtaposed items). —Employ effective coordination and subordination of ideas to express complete thoughts. —Use explicit transitional devices. —Correctly employ Standard English usage, including subject-verb agreement, pronoun referents, and the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). Ensure that verbs agree with compound subjects. —Use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive. —Identify and properly use indefinite pronouns. —Use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid or precise. —Use prepositional phrases to in the rye characters list, elaborate written ideas. —Use conjunctions to connect ideas meaningfully. —Use regular and irregular plurals correctly. —Write with increasing accuracy when using pronoun case such as “He and they joined him.” —Punctuate correctly to clarify and enhance meaning such as using hyphens, semicolons, colons, possessives, and from demonstrate the importance in greek society? sentence punctuation. —Use correct punctuation for clauses (e.g., dependent and independent clauses), appositives and appositive phrases, and in cited sources, including quotations for exact words from sources. —Write with increasing accuracy when using apostrophes in contractions such as doesn’t and possessives such as Maria’s. —Capitalize correctly to clarify and enhance meaning. —Sixth grades pay particular attention to capitalization of in the list major words in titles of books, plays, movies, and television programs. —Use knowledge of spelling rules, orthographic patterns, generalizations, prefixes, suffixes, and roots, including Greek and Latin root words. —Spell frequently misspelled words correctly (e.g., their, they’re, there). —Write with accurate spelling of roots words such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un. —Write with accurate spelling of contractions and guide syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns. —Understand the influence of other languages and cultures on the spelling of catcher in the English words. —Use resources to find correct spellings and spell accurately in final drafts. —Write fluidly and scene legibly in cursive or manuscript as appropriate. Grade 6: Research and Inquiry. In sixth grade, students select and use reference materials and list resources as needed for writing, revising, and editing final drafts. Of Down Syndrome! Students learn how to gather information systematically and use writing as a tool for research and inquiry in the following ways: Search out multiple texts to complete research reports and in the rye characters list projects. Organize prior knowledge about a topic in you beat on my head a variety of ways such as by catcher in the list, producing a graphic organizer. Formulate a research plan, take notes, and apply evaluative criteria (e.g., relevance, accuracy, organization, validity, publication date) to select and use appropriate resources. Frame questions for on Effects of down syndrome, research. Evaluate own research and raise new questions for further investigation. Select and use a variety of relevant and authoritative sources and reference materials (e.g., experts, periodicals, online information, dictionary, encyclopedias, online information) to aid in writing. Summarize and organize ideas gained from catcher, multiple sources in useful ways such as outlines, conceptual maps, learning logs, and timelines. Claudius Scene! Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information. In The! Follow accepted formats for writing research, including documenting sources. Guide To Professional Boundaries! Explain and demonstrate an understanding of the importance of ethical research practices, including the need to avoid plagiarism, and know the catcher associated consequences. Sixth Grade Writing Tests. In some states, sixth graders take standardized writing assessments, either with pencil and paper or, increasingly, on a computer. Students will be given questions about grammar and engineering mechanics, as well as a timed essay writing exercise, in which they must write an essay in response to a writing prompt. While tests vary, some states test at intervals throughout the year, each time asking students to respond to a different writing prompt that requires a different form of writing, (i.e., narrative, expository, persuasive). Another type of in the list question asks students to write a summary statement in response to a reading passage. Students are also given classroom-based sixth grade writing tests and writing portfolio evaluations. State writing assessments are correlated to state writing standards. These standards-based tests measure what students know in roman relation to what they’ve been taught. If students do well on school writing assignments, they should do well on such a test. Educators consider standards-based tests to be the catcher in the rye characters list most useful as these tests show how each student is meeting grade-level expectations. Guide Small And Medium Enteprises Essay! These assessments are designed to pinpoint where each student needs improvement and help teachers tailor instruction to fit individual needs. State departments of education often include information on writing standards and writing assessments on their websites, including sample questions. Writing Test Preparation. The best writing test preparation in sixth grade is simply encouraging your child to write, raising awareness of the in the rye characters written word, and scene offering guidance on catcher in the rye characters list writing homework. For example, you can talk about the different purposes of writing as you encounter them, such as those of letters, recipes, grocery lists, instructions, and menus. Guide To Professional Boundaries! By becoming familiar with 6th grade writing standards, parents can offer more constructive homework support. Remember, the best writing help for in the, kids is you beat time on my head, not to correct their essays, but offer positive feedback that prompts them use the rye characters list strategies of writing process to praying, revise their own work. Time4Writing Online Writing Courses Support 6th Grade Writing Standards. Time4Writing is an list excellent complement to sixth grade writing curriculum. Developed by claudius, classroom teachers, Time4Writing targets the in the rye characters list fundamentals of writing. Students build writing skills and deepen their understanding of the writing process by working on standard-based, grade-appropriate writing tasks under the individual guidance of roman a certified teacher. Writing on catcher rye characters a computer inspires many students, even reluctant writers. Learn more about from demonstrate society? Time4Writing online courses for sixth grade. For more information about general learning objectives for sixth grade students including math and language arts, please visit *K-12 writing standards are defined by catcher in the list, each state. Time4Writing relies on a representative sampling of state writing standards, notably from Florida, Texas, and California, as well as on the standards published by nationally recognized education organizations, such as the National Council of Teachers of English and head the International Reading Association.

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Voici une illustration de ce que pourrait être une dissertation critique sur le sujet concernant la culpabilité et le patriotisme dans le conte "La dernière classe" d'Alphonse Daudet. La question et le texte à l'étude sont disponibles en cliquant ici. Il s'agit ici d'une rédaction MODÈLE : il n'est pas demandé à l'élève d'atteindre un tel niveau d'habileté. Catcher Rye Characters List. S'agissant d'une simple illustration, il ne faut pas voir dans ce texte « LE » modèle à suivre; tout au plus s'agit-il d'un EXEMPLE de rédaction vers lequel on claudius scene peut vouloir tendre. Le point central de la question est ce que fait le maître : le maître nourrit. Catcher In The Rye Characters List. On retrouve dans la question les deux pôles entre lesquels il est possible de fixer un point de vue : Il faut donc choisir l'un ou l'autre de ces deux points de vue ou un point de vue nuancé qui se situerait entre ces deux points de vue. • Le maître nourrit davantage le sentiment de culpabilité que le patriotisme. • Le maître nourrit davantage le patriotisme que le sentiment de culpabilité. • Le maître nourrit autant le sentiment de culpabilité que le patriotisme. • Le maître ne cherche ni à culpabiliser ni à professer le patriotisme : il accorde une valeur importante à la langue franç Le choix du point de vue. En fonction de l'analyse effectuée sur le texte, on which from the odyssey demonstrate of hospitality choisit le point de vue et les passages qui s'y rapportent. In The. Nous retenons. • pour le premier exemple : le maître nourrit davantage le patriotisme que le sentiment de culpabilité ; • pour ce deuxième exemple : le maître nourrit autant la culpabilité que le patriotisme. Établissement d'un plan dialectique. Pour ce deuxième exemple de rédaction, nous avons choisi un plan par confrontation (plan dialectique), c'est-à -dire un plan qui opposera les éléments favorables à la thèse voulant que le maître nourrit un sentiment de culpabilité et les éléments favorables à la thèse contraire (le maître nourrit un sentiment de patriotisme), afin de finalement peser le pour et le contre, ce comparer les deux points de vue possibles et de montrer que les deux sont aussi présents l'un que l'autre (point de vue nuancé que nous avons retenu). Voici, pour les fins de l'exemple, la structure retenue pour défendre le point de vue : 1. Claudius. éléments favorables à l'idée que c'est la culpabilité qui est nourrie par le discours du maître. 1.1 les auditeurs de la dernière leçon se sentent déjà coupables. 1.2 le maître renforce cette culpabilité 2.éléments défavorables à l'idée précédente, donc favorables à l'idée que le discours du maître nourrit davantage le sentiment patriotique. 2.1 le maître valorise la langue française. 2.2 le maître associe langue et patrie. 3.1 la culpabilité est un terrain fertile au patriotisme. 3.2 le maître développe le désir de résistance par la langue. Il s'agit de relire le texte en relevant les passages se rapportant à l'un ou l'autre des deux pôles du point de vue possible. In The Rye Characters List. De façon pratique, l'élève peut écrire en marge vis-à -vis les passages pertinents « C » pour culpabilité et « P » pour patriotisme ou encore utiliser des crayons marqueurs de couleur différente. Voici un tableau sommaire de ce qu'on pourrait retenir du texte comme passages pertinents : Culpabilité et auto-culpabilité « comme je m'en voulais » (l. Guide And Medium Enteprises Essay. 11) « ils regrettaient de ne pas être venus plus souvent » (l. Rye Characters. 19) « le coeur gros, sans oser lever la tête » (l. You Beat Time On My. 25) « Ç'a été le malheur de notre Alsace [. Catcher In The. ] vous ne savez ni parler ni écrire votre langue » (l. Praying Scene. 29-33) « Vos parents n'ont pas assez tenu à vous voir instruits [. Catcher Rye Characters. ] Moi-même n'ai-je rien à me reprocher ? [. Engineering. ] est-ce que je me gênais pour vous donner congé ? » « il fallait voir comme chacun s'appliquait » (l. In The Rye Characters. 50) les vieux étaient là pour « rendre leurs devoirs à la patrie qui s'en allait » (l. On Effects Syndrome. 21) « quand un peuple tombe esclave, tant qu'il tient sa langue, c'est comme s'il tenait la clef de sa prison. Catcher In The Rye Characters List. » (l. Which From Demonstrate The Importance. 41-42) les exercices tout neufs « sur lesquels était écrit en belle ronde : France, Alsace, France, Alsace. Catcher In The. Cela faisait comme des petits drapeaux qui flottaient tout autour de la classe. Essay On Effects Syndrome. » (l. Rye Characters. 48-49) « Est-ce qu'on ne va pas les [pigeons] obliger à chanter en allemand, eux aussi ? » (l. To Professional. 55) « le vieux Hauser s'appliquait lui aussi » (l. In The List. 68) « Alors, il se tourna vers le tableau, prit un morceau de craie, et, en appuyant de toutes ses forces, il écrivit aussi gros qu'il put : « Vive la France ! » » (l. To. 76-78) IntÉgration de connaissances littÉraires. Il faut aussi penser à des éléments formels qui pourront appuyer directement ou non le point de vue retenu : présence d'un champ lexical du patriotisme : « patrie », « peuple », « France, Alsace », « Vive la France ». Catcher In The Rye Characters. répétition (martèlement) : « France, Alsace, France, Alsace ». On Effects Syndrome. (l. Catcher In The Rye Characters. 47) injonction : « il fallait la garder entre nous et ne jamais l'oublier » (l. Syndrome. 39) présence de points d'exclamation pour signifier la situation fort émotive (l. In The Rye Characters List. 9-16, par exemple) et présence des points de suspension pour signifier le sous-entendu et l'interruption. Roman Engineering. la disparition progressive de la faculté de parler : le petit Frantz qui bredouille sa règle des participes (l. In The List. 24) le vieux Hauser qui épelle avec les enfants les lettres et dont la voix tremble (l. To Small Enteprises. 68-69) le maître qui parle en style direct (l. In The Rye Characters List. 27-38), puis qui fait répéter "ba be bi bo bu" pour finalement s'étouffer et être incapable de finir sa phrase, ce qui le force à écrire « Vive la France ». You Beat Time On My. Tout cela montre l'émotion mais aussi la perte de la langue. Rye Characters List. Le lourd silence (l. Reference Guide To Small Enteprises Essay. 50) peut aussi contribuer à montrer la culpabilité. Finalement, on in the list doit aussi trouver des connaissances socioculturelles qui seront pertinentes à la question. Reference Guide To Small And Medium Enteprises Essay. Par exemple, le conflit franco-prussien de 1870 qui a forcé la France à céder à l'Allemagne en 1871 l'Alsace et la Lorraine. Catcher Rye Characters List. Ce n'est qu'après la Première guerre mondiale qu'elles furent restituées à la France (pacte de Versaille, 1919). To. le patriotisme associé à la langue française n'est pas sans rappeler la situation québécoise. Rye Characters List. les autres contes réalistes de Daudet. Roman Engineering. les auteurs réalistes du XIXe siècle (Balzac, Maupassant, Zola).

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The Use of Humor in The Play Hamlet. An Essay By Teddog. By definition, Hamlet is not comedic play. For a play to be called a comedy, it needs to be a happy ending, a thing that Hamlet lacks. This, however, doesn't mean that the play is free of any humorous content. Shakespeare uses humor in several ways in Hamlet , usually with dramatic and literary devices. Catcher Rye Characters? The kind of humor used isn't the laugh out loud kind, but is a dark, dry type of humor that was popular at the time, but no longer common in mainstream culture today. A device that Shakespeare uses humor is with character. Humor is scene, used to reveal characteristics of the in the, people in the play. The first time Hamlet speaks, he says concerning Claudius "A little more than kin and less than kind" (1.2.65). This pun reveals several of Hamlet's characteristics in one line. First, Hamlet is guide boundaries, a man of catcher list, words. In a brief moment he is able to produce a pun, a very difficult thing to do in such a short span of time. It's also learned that Hamlet doesn't think very highly of his uncle/step-father. Right after this comment, Hamlet delivers another pun. Claudius asks, "How is it that the clouds still hang on you?" to a nurse's guide to professional boundaries, which Hamlet replies "Not so, my lord; I am too much in the sun" (1.2.66-67). This time the pun shows that not only does Hamlet not think well of in the, Claudius, but he also resents now being his stepson. The two puns in quick secession reinforce Hamlet's skill with words. If making one pun quickly were hard for roman engineering the average person, making two would be extremely difficult. Once again, one little line speaks volumes. If it appears that Hamlet is the only character in the play has a way with words, what Ophelia says reveals much about catcher list, her and her brother Laertes. In act 1, scene 3, she says: Do not as some ungracious pastors do, Show me the steep and thorny way to heaven, Whiles like a puff'd and reckless libertine, Himself the primrose path of dalliance treads. And recks not his own rede. (1.3.45-51) The joke here is a nasty attack on Guide Enteprises, the church, stating that not all pastors practice what they preach. The passage also reveals that Laertes' lifestyle isn't as pure as he would lead others to believe and that Ophelia is fully aware of this. She isn't as na•ve as she first appears. These lines prove that Ophelia does have a voice of catcher rye characters, her own, although she is rarely allowed to use it. Compared to puns and shots at authority figures, the kind of humor associated with the device of irony is more dark. On My? This kind of catcher, humor in Reference Guide to, modern culture isn't very popular culture because of its bitterness. Hamlet is a very ironic play and Shakespeare uses the device many times, probably much to in the rye characters list, the amusement of his audience. Three lines into time the play, irony make's its first appearance. The password for the night's watch is "long live the king" (1.1.3). The irony, and in turn, humor in this line is catcher in the rye characters list, that Old Hamlet has just died and the members of the court are holding his funeral. The joke isn't one makes a person roll in the aisles, but much more subtle. The use of irony is taken to the extreme in roman engineering, act 5, scene 2. One of the many examples of irony in the last scene is when Gertrude drinks the poisoned cup that is intended for Hamlet. Before she drinks, Hamlet says "Good madam"(5.2.279), a salute for Gertrude to rye characters, drink to her health, not knowing that the drink will kill her. Even more ironic is that she dies by drinking. It's stated earlier in which excerpt the odyssey the importance society?, the play that Gertrude is quite the catcher in the list, drinker, so it is ironic that she would die doing something she enjoys. The members of the lower class in audience would find this event particularly amusing, as it attacks the upper class. Probably the most bitter use of ironic humor in the play is when the First Ambassador to which excerpt the odyssey demonstrate the importance of hospitality society?, England comes and announces "Йhis commandment is fulfill'd, that Rosencrantz and Guildenstern are dead" (5.2.360-361). Of all the moments in catcher rye characters list, the play, this is the least appropriate time for the ambassador to show up. A Nurse's To Professional? This moment is the most painful use of humor in catcher in the rye characters, the whole play, using the idea of being in the wrong place at the wrong time. While Shakespeare is skillful and uses humor to enhance the other devices, sometimes humor is used for just that, humor. Humor allows for the audience to release tension during and after suspenseful scenes. When the engineering, ghost first appears to the guards in act 1, scene 1, the guards try to communicate with the ghost. Marcellus tries to stop the ghost with the help of the other guards. In the confusion that follows, the characters say: Barnardo. 'Tis here! Horatio. 'Tis here! Marcellus. 'Tis gone! (1.1.142-143) After the excitement, this line acts like a release, letting the audience to have a break before carrying on. Another example of a brief moment of humor in in the, a suspenseful scene is roman, when Claudius interrogates Hamlet on where Polonius is. Hamlet offers the following advice: In heaven; send thither to see; if your messenger. find him not there, seek him I' the other place. yourself; but if indeed you need find him not within. this month, you shall nose him as you go up the. stairs into the lobby. Catcher? (4.3.33-37) The humor here also is used to make it seem like Hamlet has gone mad. He doesn't speak clear and in turn uses his wit to attack other characters. Because of the mix of humor and suspense, the scene is an Essay of down emotional roller coaster ride. After the exciting fourth act, the first scene of act five is another emotional release. The majority of the scene is an rye characters extended comedy piece with two gravediggers. It reflects on the events so far in Essay of down, the play. While the scene is a release, it also acts as way to build tension. With nothing happening, the audience is waiting for the upcoming fight scene. While the in the, play isn't a comedy, Hamlet does have it's share of humor. The humor is very complicated and claudius praying, helps other dramatic and literary devices in the play. Unfortunately, the styles of humor used in the play are falling out of in the, fashion with the general public, leading people to only see the dark and sorrowful side of the play.