Romeo and Juliet - Shakespeare creates Essay Example for Free

Romeo and Juliet Shakespeare creates Essay In the play, Shakespeare creates in his two lead characters, not merely a love based on physical attraction, but, as his choice of language shows, a meeting of minds and souls. Discuss the dramatic effect of this in your choice of key scenes. The play Romeo and Juliet was written in the 16th century. It expresses how two star crossd lovers show that their love is merely more than just a physical relationship, as suggested in the spoken language they are made in heaven a union? The lovers, Romeo, a Montague and Juliet a Capulet come from two house holds both alike in dignity who are powerful feuding families. Both Romeo and Juliet are powerful characters. We first sense Romeos compelling frustration when Shakespeare uses oxymoron O brawling love! O loving hate! this implies that love is a scrap and you are desperately trying to fight against it. The loving hate means that you dont want to fall in love but you cant help it. We discover Juliets quick wit early in the play. It is an honour that I dream not of. This conveys that Juliet knows exactly what she wants and she will not let anybody influence those ideas. Juliet also shows how she can sophistically answer people in a polite manor and not in the typical teenage language. The quote For saints have hand that pilgrims hands do touch, suggests that the language rapidly becomes similar culminating in the beginning. During act 1 scene 1 Romeo again questions the meaning of love with Benvolio love is a smoke with the fume of sighs. In this section Romeo is talking about the sad aspects of love, and smoke implies that love is unclear. Shakespeare uses language that makes Romeo sound clever and intelligent. Not having that which, having makes them short. Here Romeo cleverly and wittingly quips that the possession of something makes a person happy, suddenly makes time run quickly. In the same scene Romeo plays with words and the meaning of love as he speaks with Benvolio. Romeo is a very clever 16 year old, he is mature within his inner feelings, however many people believe he is not mature and clever. Although Juliet doesnt say much in act 1, what she does say is spoken in volume and shows propriety. it is not an honour I dream not of. This implies that Lady Capulet and Juliet are having an in depth conversation about how Juliet is to be married. However Juliet expresses her feelings in a mature and polite manor. During the conversation, Lady Capulet asks the question Speak briefly, can you like of Paris love? Juliet again answers in a mature manor, Ill look to like, if looking liking move. This means that if Juliet likes the look of Paris she will try to like him. It also shows how she can use her language in a sophisticated way. In the prelude before the Capulets feast Mercutio tries to persuade Romeo to dance at the feast, but Romeo insists that he is too love lorn to do anything but hold a torch Give me a torch I will bear the light. this means that he wouldnt do any dancing and wouldnt wear a mask. He is being a party pooper, why? He is depressed and is questing love. In his quote however, he does emphasise the word light. The reason why the word light is enforced is because he sees Juliet as the best and that she represents light. In act 1 scene 4 Rome has a premonition of some doom hanging in the future. I fear too early; for my mind in the stars In this quote Shakespeare shows how Romeo and Juliets language entwines and blends together, this suggests just not how their minds think alike but it is a meeting of minds met by fate. Act 3 scene 5 shows Juliet also has a premonition of the future Me thinks I see thee so low in the bottom of the tomb. Juliets vision is similar to Romeos in act 1 scene 4. Again Juliet is pessimistic and words such as bottom of a tomb confirms this. Elizabethans felt that fate played a vital part in the way people lived because God was very important and people believed that fate was due to this. During the feast in Act 1 scene 5 Romeos speech shows smitten with Juliets beauty. O, she doth teach the torches to burn bright. Romeo conveys that her beauty is brighter than the blaze of any torch and that her presence enlightens the whole room. This also means that Juliets beauty is radiant and enriches everything. Romeo says a few more things to enforce her beauty. He then makes his plan. When the dance is over, he will note where she is, then make his way to her and touch her hand. Ill watch her place of stand, and, touching hers, make my rude hand. Romeos speech is a iambic pentameter and it in 5pairs of rhyming couplets: O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night As a rich jewel in an Ethiops ear: Beauty too rich for use, for earth too dear! So shows a snowy dove trooping for crows, As yonder lady oer her fellows shows. The measure done, Ill watch her place of stand, And, touching hers, make blessed my rude hand. Did my heart love till now? Forswear it, sight! For I neer saw true beauty till this night. This poetic speech would have been a grand example of his social position and high breeding, which Elizabethans would understand and appreciate the poetry. During lines 92 109 Romeo and Juliet play the game of blending together and using poetry to portray this. With Tybalts threat still echoing in our ears, we now see Romeo holding Juliets hand and wittily offering to kiss it. He says, If I profane with my unworthiest hand Romeo sounds sharp, but hes not. The popular love poetry of the time often portrayed the lover as one who worshipped his beloved with religious devotion. Romeo is willing to pay the penalty (fine) for touching Juliets hand (this holy shrine) by kissing it. Juliet willingly joins in Romeos game. Showing her own wit, she tells him that theres nothing wrong with his hand and that hes showing proper devotion by holding her hand-a kiss is not required. She adds, For saints have had that pilgrims hands do touch meaning that its allowed to touch the hand of a saint. The grander design of his poetry rushes onto us when Romeo and Juliet meet. The poetic thread of language joins both characters as he says one line and she finishes the next. Theyre both poetically entwined, and Shakespeare does this artistically by adding rhyme, which additionally blends the language together giving movement. The language relates to the couples relationship as Romeo and Juliet both use the same devices and their language mingles. This suggests that the two are growing increasingly closer and stronger as a pair. Act 2 Scene 2 is one of the most important and dramatic scenes in the play. Romeo over hears Juliets thoughts and feelings over him. O Romeo, Romeo! Wherefore art thou Romeo? Deny thy father, and refuse thy name; Or if thou wilt not, be but sworn of love And Ill no longer be a Capulet. Here Juliet expresses her feelings towards Romeo. She suggests that if he tells her that he loves her she will no longer be a Capulet. She also implies that she is in love with the words. Be but sworn of love. Without this in distraction their romance could not progress as quickly. During this scene there is a lot of dramatic imagery It is the east, and Juliet is the sun. This enforces how powerful Juliets appearance is, pursued by Romeo. As the dramatic imagery and poetic language enfolds between Romeo and Juliet the audience senses that the two star crossd lovers are perfectly matched. Shakespeares language in this scene is shown to be un realistic as it is stage language. The reason for thinking this is because in every day speech the language is not as always expressive, poetical and full of imagery and dramatic irony. Juliet then suggests defiance, an ability to fly in the face of conversation when she calls on him to doff his name. This quote by Juliet, expresses her feelings towards Romeo and she suggests that Romeo can have her and she will be his. Juliet then explains how he is the man she loves, not the name, its only the name that is the enemy and that even if he gets rid of his name, he will still be the same person. I believe that the term the name is the enemy relates to Romeo being a Montague. Shakespeare again uses oxymorons in his language, this time Juliet uses the device in her parting line parting is such sweet sorrow. Shakespeare is finishing a very powerful and dramatic scene with the thought of Romeo and Juliet on the edge of meeting fate. After Act 2 scene 2 the lovers only meet on two further occasions, their wedding and when they part. During these two happenings the mood of the language is changed as it is made precise and compact making each scene seem very short. The reason for this is because if the audience gets confused the whole plot of the play could be lost. Throughout Act 3 scene 5 both, Romeo and Juliet use imagery between themselves. Juliet uses opposites and Romeo starts his replies with personification. Juliet: Wilt thou be gone? It is not yet near day: It was the nightingale, and not the lark, That piercd the fearful hollow of thine ear; Nightly she sings on yon pomegranate tree: Believe me, love, it was the nightingale. Romeo: It was the lark, the herald of the morn, No nightingale. Look, love, what envious streaks Do lace the severing clouds in yonder east. Nights candles are burnt out, and jocund day Stands tiptoe on the misty mountain tops. I must be gone and live, or stay and die. These two quotes show the personification and opposites used by the two lovers. The language is very poetic and has a slight rhythm to it. This allows flow to the language. On the other hand as this section enfolds their language becomes close. The audience can see that Juliet intends to carry on and to compare the music to represent them parting. Their division, which is sweet and the fate, that is to tear them apart. some say the lark makes sweet division this doth not so, for she divideth both. As fate compels the two star crossd lovers they are never to meet again in life. Romeo and Juliets parents are both punished by their beloved childrens death. Yet, fate is seen as a double punishment: through their very words Romeo and Juliet are evidently a perfect union. Some shall be pardond and some punished for never was a story of more woe than this of Romeo and Juliet

A man without feeling :: essays research papers

A Man Without Feeling   Ã‚  Ã‚  Ã‚  Ã‚  Is Hamlet capable of feeling? In Shakespeare’s Hamlet the author creates a world of appearance vs. reality. Part of this world is Hamlet who becomes perplexed by what he must do: which is to avenge his fathers’ death. However Hamlet is incapable of experiencing the feelings he should. Thus has to put on an act for everyone around him to appear normal. Another endeavor Hamlet has to deal with is his relationship with Ophelia. He chooses to disregard the relationship by pretending that there is no basis for it and that it was based on false pretences. He is forced to act this way because he has no other choice. Hamlet cannot experience any true emotions and so he does not know what he truly feels towards Ophelia. In the end Hamlet has to make the ultimate sacrifice to maintain his appearance as a good and noble prince- his life. He avenges his father’s death and returns everything to how it once was. However Hamlet does not do this because he kn ows it is what should be done or because he truly feels compelled to do it by his passion or his reason, but because it is what would be expected and what others would do. Hamlet cannot feel and therefore has to put on an act during the entire play.   Ã‚  Ã‚  Ã‚  Ã‚  A predominant theme in this play is how appearance contrasts with reality. Where reality represents the truth an true emotions and appearance has the connotation of deception and false emotions or a lack there of. All of the characters put on an appearance except those who have nothing to hide, in this case everyone except Horatio and Fortinbrass. Now Hamlet admits that he is putting on an act during the play, and in numerous scenes his deception of those around him can clearly be noted. Yet if Hamlet is suppose to represent a hero why does he put on an act, since he should have nothing to hide? He does this for the simple reason that he does not know what he should do based purely on what he feels, since he feels nothing. The way he acts is navigated by those who Hamlet views as noble leaders, Fortinbras, Alexander the Great, Caesar and of coarse his father. â€Å"I find thy apt;/ And duller shouldst be than the fat weed/ That roots itself in ease on Lethe wharf ,/ Wouldst thou not stir in this.

Business Travel Booking Market Trends & Forecast Essay

†¢The report examines reasons, other than lower ticket prices, that are most likely to influence business travelers to opting for one airline over another †¢The report identifies key factors, other than lower rental costs, that are most likely to make business travelers choose one car rental company over another †¢The report assesses the importance of travel meta-search options for creating business travel plans, and identifies popular travel meta-search websites used by business travelers in the last six months. †¢The report identifies key factors that are decisive for hotel bookings †¢The report examines how companies manage business travel bookings †¢The report identifies key reasons for cutbacks in premium travel plans †¢The report examines the staying patterns of executive when a business trip is extended to a leisure trip †¢The report assesses executives’ viewpoints about cutbacks in group incentive travel programs Complete Report Available at http://marketreportsstore. com/changing-trends-in-business-travel-booking/ . Scope The report features the opinions of travel and tourism industry respondents about the changing trends in business travel booking covering the following aspects: †¢Companies’ approaches to business travel booking †¢Key factors for airline selection †¢Decisive criteria for airline booking †¢Key parameters for car rental company choices †¢Factors influencing hotel-booking decisions †¢Extension of business trips for leisure purposes – additional days’ leisure spend †¢Extension of business trips for leisure purposes – staying preferences †¢Significance of travel meta-search options †¢Popular travel meta-search websites. †¢Cutback expectations for group incentive travel programs †¢Reasons for cutbacks in premium travel plans Inquire for discount @ http://marketreportsstore. com/discount/? rname=14250 . Reasons to buy †¢The report highlights companies’ approaches to business travel bookings, enabling travel operators to restructure their business travel plans. †¢The report enables readers to take strategic decisions by understanding the relevance of travel meta-search options, and identifying popular travel meta-search websites used by business travelers. †¢The report examines key factors influencing executives’ airline and hotel-booking decisions. This will help companies to improve customer service and implement development strategies. †¢The report provides cutback expectations about group incentive travel programs, which are likely to influence growth prospects. †¢The report highlights staying preferences during extensions of business trips to leisure trips, along with the number of extra days spent for leisure purposes. This will help to gauge consumer behavior. Buy a Copy of the Report at http://marketreportsstore. com/purchase? rname=14250 For more reports on Travel, Tourism & Hospitality Click here Contact sales@marketreportsstore. com / Call +1 888 391 5441 for further information on â€Å"Changing Trends in Business Travel Booking† report OR for any other market research and intelligence needs you may have for your business.

Stigma of Hiv/Aids - 1812 Words

Stigma of HIV/AIDS It goes without saying that HIV and AIDS are as much about social phenomena as they are about biological and medical concerns. From the moment scientists identified HIV and AIDS, social responses of fear, denial, stigma, and discrimination have accompanied the epidemic. Discrimination has spread rapidly, fuelling anxiety and prejudice against the groups most commonly affected, as well as those living with HIV or AIDS. One of the main reasons for this is the lack of education and misconceptions that have developed about the disease. Some individuals affected (or believed to be affected) by HIV have even been rejected by their families, their loved ones, and their communities. This rejection holds as true in the rich†¦show more content†¦Rejection caused by discrimination, as well as the negative stigma that accompanies AIDS, is proving itself to not only be a major problem in rich countries like the US, but also poorer countries like Thailand. In an October 2006 issue of the New York Times, author Seth Mydan states that, â€Å"Thailand has made little headway in easing a harsh stigma that was fed by its successful campaign against the disease. As more people are living longer, more are becoming outcasts in a family-based society where it is difficult to blend into the crowd.† Discrimination against those who have survived on medications is leading many victims into isolation. In an attempt to form unity among these people, survivors have formed various self-help networks where they can be happy among friends and not have to worry about being discriminated against. Also, with the support of the government, intensive-care wards have been set up at different locations around Thailand giving the people who are infected with HIV/AIDS somewhere to go to be treated with medications and loving care. In response to the major discrimination that most HIV/AIDS victims face, the national government, as well as local and state agencies, has developed laws to help stop major discrimination. On the national level there are two federal laws that protect persons living with HIV/AIDS from discrimination. These laws include the Americans with Disabilities Act (ADA) and the Rehabilitation ActShow MoreRelatedStigma Of Hiv And Aids918 Words   |  4 PagesWith the recent passing of World AIDS day on December 1st, 2015, which followed Charlie Sheen’s recent disclosure of him being HIV-positive, revealed sad realties about society’s relations to HIV and AIDS. So it seems opportune that this paper shed some light on the issue of stigma in relation to HIV and AIDS. This paper supports the notions that although stigma around HIV status has come a long way since its inception as an infectious disease in the 1980s, HIV stigma has not yet come to an end. AsRead MoreThe Stigma Of Hiv / Aids1921 Words   |  8 Pagesknown as AIDS were diagnosed in the early 1980s, people with HIV/AIDS have been stigmatized. Over time, there have been many misconceptions about this disease. Even though there have been many discoveries, and treatments for HIV have improved over time, there are still many people who understand very little about this disease. This lack of understanding, along with fear, misinformation about how the disease is transmitted, and â€Å"moral† judgments made about the types of people who contract HIV, all haveRead MoreHiv/Aids Stigma and Discrimination1338 Words   |  6 PagesCepeda Social Psychology HIV/AIDS Stigma and Discrimination Strayer University November 19, 2011 Internationally, there has been a recent resurgence of interest in HIV and AIDS-related stigma and discrimination, triggered at least in part by growing recognition that negative social responses to the epidemic remain pervasive even in seriously affected communities. 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It will explain how people with HIV/AIDS can be affected by stigma. It will then look at the key characteristics found in stigma and explain why people with HIV/AIDS are stigmatised. It will further look at how stigma may have affected a person with HIV/AIDS in the 1980’s compared to how it may affect a person postRead MoreDeveloping A Health Advocacy Campaign For Hiv Stigma Reduction899 Words   |  4 Pagesa health advocacy campaign for HIV stigma reduction. In our project, we illustrate the significant impact of the stigma towards the population infect ed with HIV/AIDS and suggest a potential advocacy campaign to reduce the stigma and incidence of this epidemic. Through this project, I learned what a lot of people don’t understand, is that anyone can be affected at anytime if they put themselves in a situation where they could be at risk. People identified as being HIV positive, go through a tremendousRead MoreThe Effects of HIV Related Stigma 790 Words   |  3 Pagesto control the HIV/AIDS epidemic. The fact is that poor understanding of the related issues of stigma, discrimination and denial has hampered national and international programs. (3,4,5) HIV/AIDS is not merely a medical problem, but a social problem as well (1). Stigma and discrimination are as central to the global AIDS challenge as the disease itself. (2) HIV-related stigma and discrimination can be described as a devaluating process of PLWHA where discrimination is enacted stigma comprising unfair

Jane Eyre s Inner Conflict - 884 Words

Jane’s Inner Conflict In the novel Jane Eyre, Jane is often taken forced to make life changing decisions. Her decisions not only affect her own life and those around her, but also provide a model of a modern woman who is free from the social expectations for women living in her era. From a young age, Jane was taught the mindset that she must be independent and fight for her place. She was neglected as a child while living at Gateshead and often left to fend for herself. She was frequently locked by herself in a room for hours on end and continually accused of being a liar. From fighting John Reed to leaving Rochester moments before their marriage, Jane always emerges as an individualistic figure that refuses to conform to anyone’s wishes except her own. The tough decisions she makes for herself end up benefitting her in her pursuit to break the cultural norm of women in society. Jane Eyre, though often oppressed and looked down upon by figures in authority over her, em erges as a symbol of freedom albeit facing manifold obstacles in her life. Throughout the novel, Jane proves her worth with her intellect and desire for independence. The book portrayed in the drawing represents Jane’s education and how it allows her to have a respectable job as a governess. Since she received an education at Lowood, Jane allowed for herself more opportunities to remain less dependent on others and allow herself to make her own decisions. If she was not educated, she most likely would haveShow MoreRelatedJane Eyre Essay1323 Words   |  6 Pagesâ€Å"I am no bird; and no net ensnares me; I am a free human being with an independent will.† (Bronte, Jane Eyre). This quote expresses Charlotte’s beliefs on women’s equalities. Charlotte Bronte was born in 1816. She was one of six children and lived in Yorkshire County England. She first worked as a governess in the Sidewick family then in the White family for only nine months. Charlotte wanted more for herself, and none of her jobs satisfied her ambitions. When she moved back home, she discoveredRead MorePresentation of Conflict in Hard Times1343 Words   |  6 PagesIn â€Å"Hard Times† by Charles Dickens, conflict is presented as the outcome of industrialisation, material prosperity and a strict utilitarian way of life. In the 1850’s when the novel was written in instalments in ‘Household Words’, Victorian England was in the age of reform, which was creating new tensions between social classes, and creating a new type of ‘master’ represented by characters such as Mr. Gradgrind and more particularly Mr. Bounderby. Conflict is shown between nature and the increasingRead MoreVictorian Values in Jane Eyre Essay2309 Words   |  10 PagesQueen Victory died in 1901. 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At one point, Williams states, ?Is a lifetime long enough to hold the regret that I have for that fantastically aborted but crazily sweet love-affair (Williams 33) Williams later moved to New Orleans to strengthen his writing career, but he mentions his regret for leaving his lover behind. In a conversation with Professor William S. Gray, Williams stated, ?Read MoreThe Love and Hate in Wuthering Heights5240 Words   |  21 PagesArnold Kettle, the English critic, said, Wuthering Heights is an expression in the imaginative  terms of art of the stresses and tensions and conflicts, personal and spiritual, of nineteenth-century capitalist society.† The characters of Wuthering Heights embody the extreme love and extreme hate of the humanity. 1.1 Introduction of the auther Emily Jane Bronte was the most solitary member of a unique, tightly knit, English provincial family. Born in 1818, she shared the parsonage of the town

Clarences Speech in William Shakespeares Richard III Essay

Clarences Speech in William Shakespeares Richard III The speech I am going to be examining is from one of Shakespeares plays, Richard III. It is the part of the play where George, Duke of Clarence is explaining a prophetic nightmare he had whilst being locked in the Tower of London. Richard III was a real king of England, but had been killed in battle, around 100 years prior to when Shakespeare wrote this play. At the time of writing, in 1594, the queen was Elizabeth I, a Tudor. One of the Queens ancestors, Henry VII, had killed Richard III on Bosworth Field. Shakespeare, to make sure he was in favour with the Queen, made Richards character into a complete villain, as well as physically†¦show more content†¦This helps to build up drama and create a vivid picture in the minds of those watching the plays. This was especially important in the Elizabethan times, as stages had limited scenery and special effects. The beginning of Clarences speech is full of warnings and phrases that suggest death. He begins his speech telling Brackenbury that, in his dream, he thought he had broken from the Tower and was on a ship to Burgundy with Richard. He says Richard tempted him to walk over the deck. The word tempted is a word often used when talking of the devil as the devil tries to lure people into sin. When Clarence uses this word to describe Richards actions, it is like if Richard is being described as devil-like. He then says that he and Richard looked towards England, and recalled a thousand heavy times, during the wars of York and Lancaster, that had befallen us. A thousand is an exaggeration, but it shows that Clarence is being warned of more bad things to come. This sets the mood of the speech. It is full of warnings and sentences suggesting bad times. Clarence says Methought that Gloucester stumbled, and in falling, struck me. This is a forewarning that Richard is going to cause Clarence to suffer in the future. When Clarence says methought it shows that he is a bit doubtful as to whether it was an accident or not. He thinks that it was an accident when heShow MoreRelatedFilm Review of Richard Loncraines Adaptation of William Shakespeares Richard III1221 Words   |  5 PagesFilm Review of Richard Loncraines Adaptation of William Shakespeares Richard III Civil war divides the nation the first caption we see at the onset of this adaptation of Shakespeares Richard III sets the tone for scenes to come later in the movie. It starts by focusing on Shakespeares underlying tone regarding Richard as somewhat an outlandish character to be mocked and amused by. Enter Richard to stab Edward in his war room at Tewkesbury in his tank. He then fills Edward full ofRead MoreAnalysis of Richard Iiis Winter of Discontent Speech937 Words   |  4 PagesWilliam Shakespeare’s Richard III is a historical play that focuses on one of his most famous and complex villainous characters. Richard III or The Duke of Gloucester, who eventually becomes king, is ambitious, bitter, ugly and deformed. He manipulates and murders his way to the throne and sets the tone for the whole play with his very first speech, which is the opening of the play. Richard opens with the lines â€Å"now is the winter of our discontent made glorious summer by this son of York, andRead MoreThe Household in Richard III and Arden of Faversham: Mosby and the Duke of Gloucesters Struggle for Power2821 Words   |  11 PagesThe â€Å"household† in Richard III and Arden of Faversham: Mosby and the duke of Gloucester’s struggle for power Table of contents 1. Introduction: the concept of household and the overthrown of established authority in the plays Richard III and Arden of Faversham..............................3 2. Reasons to overcome the established power......................................................3 3. Strategies to overthrow the status quo 3.1. Lies and deceit..........................Read MoreLooking for Richard Transcript11989 Words   |  48 PagesLooking For Richard Script - Dialogue Transcript Voila! Finally, the Looking For Richard script is here for all you quotes spouting fans of the Al Pacino movie about the making of Richard III.   This script is a transcript that was painstakingly transcribed using the screenplay and/or viewings of Looking For Richard. I know, I know, I still need to get the cast names in there and Ill be eternally tweaking it, so if you have any corrections, feel free to drop me a line. You wont hurt my feelings

Importance of Critical Thinking for Students-Samples for Students

Question: How can critical thinking be learned and demonstrated by higher education students? Answer: This article is based on the description of how critical thinking can be linked with cognitive science. It provides a new and fresher perspective to the generalist specifist debate to make progress in the structure of interventions for teaching and developing critical thinking in the students. It describes the ways by which cognitive theories circumvent human tendencies toward less rational and less effortful thought. The article gives an insight how the cognitive science contribute in enhancing higher education teaching students to develop their critical thinking skills. The article described the methods of cognitive science in developing critical thinking in the students pursuing higher education. It suggests practices and principles to engage students in deeper critical thinking by examining skepticism, higher-order thinking, problem solving, metacognition and many more. This paper rejects the informal logic for critical thinking as it is too much biased and do not follow the cogn itive mechanism necessary for critical thinking. According to this article, the students can learn and demonstrate their critical thinking if it is taught with the help of cognitive science, though it is more difficult to implement the methods than the informal logic. It provides an idea, why there are limitations exist in learning of critical thinking and how it can be addressed. The paper presents an investigation under controlled laboratory condition after breaking down the components of critical thinking among the students. This paper identifies the importance of critical thinking for students pursuing higher education to make effective contribution in the global market. The first half of the article provides insight of the existing assessments and their psychometric qualities. It uses the critical thinking assessment to identify the challenges surrounding the current design and implementation of those designs. The second half on the other hand, uses the data and proposes the next generation critical thinking frame that needs to be implemented in order to help the students in learning and demonstrating in the world workplace. The article is of critical importance for the institutes that are planning to design or adopt an assessment of critical thinking. The institutes which already have an critical thinking program can also use this article to develop their current program for a better result and outcome. Contexts, structural features, item formats, task types and accessibility are discussed in the arti cle while designing the critical thinking of next generation. Advantages of the proposed framework is also identified and described in the article with assessment consideration. It clearly shows the complications of designing a new and better critical thinking assessment and demands the collaboration between domain experts, measurement experts, faculty members, assessment developers and institutions. An absolute need of coordination is required in this process of assessment development which is clearly identified in the article. From the above discussion, it can be concluded that both the article focuses on the next generation critical thinking approach that needs to be implemented in the higher educational institutions in order to develop the critical thinking of the students. It is crucial, as the students need a more critical thinking in the workplace and the present approaches has many loop holes that needs to be avoided. The first article can be considered more effective as it focuses on using the cognitive science to increase the efficiency of the present approaches. As the critical thinking is a cognitive phenomenon, use of cognitive science can have more impact in the future approach of learning and demonstrating of the students. References Lodge, J. M., OConnor, E., Shaw, R., Burton, L. (2015). Applying cognitive science to critical thinking among higher education students. InThe Palgrave Handbook of Critical Thinking in Higher Education(pp. 391-407). Palgrave Macmillan US. Liu, O. L., Frankel, L., Roohr, K. C. (2014). Assessing Critical Thinking in Higher Education: Current State and Directions for Next?Generation Assessment.ETS Research Report Series,2014(1), 1-23.