Analyse the Dramatic Presentation of Romeo in Act 1 Essay Example

Analyse the Dramatic Presentation of Romeo in Act 1 Essay Romeo and Juliet is possibly one of the most well known plays in Britain. It was written by William Shakespeare possibly between 1594 and 1596 during his time as a playwright. It is one of Shakespeares most tragic plays. The play is about the on-going feud between the Montague and the Capulet households, set in the Italian city of Verona. The son and daughter of the opposing households fall in love but because of the feud, they are forced to keep their love and marriage a secret. All of this deception eventually leads to a tragic end to both their lives. The Montague and the Capulet households have been feuding for a very long time. The prologue to the story opens by saying, From ancient grudge break to new mutiny which shows us that they have been fighting for a very long time and they are continuing with no indication that either of them are going to stop. The opening scene of the play jumps straight into a fight scene to emphasise the feud between the two families and the extent of the rivalry, as even the servants get involved. Romeo although a member of the Montague household, is not as violent as the rest of the family and tries to avoid fighting when possible. Romeo chooses to not get involved in the fighting as much as the other characters such as a Tybalt and Benvolio that I think are put in the play to show how Romeo is a lot different to everybody else. We will write a custom essay sample on Analyse the Dramatic Presentation of Romeo in Act 1 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Analyse the Dramatic Presentation of Romeo in Act 1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Analyse the Dramatic Presentation of Romeo in Act 1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer There are no specific statements in the play that suggest the values on family, love, society etc but instead I feel the audience are made to make there own minds up about what the play is about which may help them to establish a better understanding of the play and therefore appreciate it more which is maybe one of the reasons that Romeo and Juliet has become such a successful play. He seems to be more involved in his own problems to actually be bothered about the family feud. A good example of this is when he is talking to Benvolio who has just been in a fight with the Capulets and shows his lack of interest by saying yet tell me not, for I have heard it all before, showing that he is getting annoyed and maybe he feels that the fighting is getting a bit tedious. I think that Romeo is only involved in the fighting because he is a Montague; if he was part of any other household I dont think that he would take any notice of the fighting. The only time that he gets in fights is when on e of the Capulets starts on him he tries to avoid the fighting whenever he can. At the start of the play, he seems to be distant from every other character and it is only really until the party that you see him interacting with others, and then even at the party he seems to leave everyone alone. The main four themes in the play are love, death and violence, star-crossed lovers and the individual versus society I think that Romeo fits in very well with each and everyone of these themes and by doing so summarizes the play. The following explanations are how I think he fits into these themes. We learn that Romeo is upset and not being himself before we even meet him in the play. Just before Romeo enters, the play Benvolio and Romeos father Montague are talking about him not saying what is wrong with him but giving. They say that he has been acting very strange for example they say he has concealed himself in his room, that he has been crying. and also setting up the next scene they say things like away from light steals my heavy son, and my noble uncle do you know the cause?, I neither know it, nor can learn of him meaning that he doesnt know what is wrong with Romeo and that he cant work out what is wrong with him either. This sets up the next scene and leaves the audience guessing and thinking about what is going on in the play, which also keeps them concentrated on the play and thinking that they are almost part of the play. The first time that Romeo speaks, he is talking about his love/infatuation for Rosaline and that she will not return his love, he is frustrated by this and says that she sworn a life of chastity. Within this speech, it becomes apparent that Romeo is confused, Shakespeare uses complex language to show this, and in this particular piece, he uses oxymorons o heavy lightness, serious vanity, misshapen chaos of well-seeming forms, he then goes on to say this love feel I, that feel no love in this, this is an example of Shakespeare using pun which was very common in Elizabethan times, meaning that is love is misplaced because there will never be a returned love. The oxymorons that Shakespeare uses are not just about Romeos supposed love for Rosaline, they sum up the whole play so far. As the oxymorons, also represent the opposites of the Capulet and Montague households. Another way to describe Romeos infatuation towards Rosaline would be described as courtly love, which is a modern term, u sed to describe a set of medieval concepts regarding the nature and conduct of love relationships, in which members of nobility engage in love affairs according to specific rules. The language that Shakespeare has given Romeo to say also says a lot about the character and his values. For example, his use of religion is a very strong thing to put to someone to say and by doing that makes sure that Romeo does come across to have very strong feelings and mentality towards different things. An example of this would be [To Juliet] If I profane with my unworthiest hand, this holy shrine, the gentle sin is this, My lips, two blushing pilgrims, ready stand, To smooth that rough touch with a tender kiss I think that this is a very good example of Romeos language as it has aspects of everything that he stands for, on the most part love and religion in a combination that is very effective in seducing Juliet which was his goal. I think that Mercutio and Benvolio are good loyal friends of Romeo especially Mercutio, he was the one that was there when Romeo was upset and was the only one that cheered him up enough to get hi to come out of his room an get on with his life. Romeo is not in a party mood and he tells us thus by saying, Give me a torch, I am not for this ambling and I have a soul of lead. The first quotation is saying that he wants to go home, as he doesnt feel like the bother of gate crashing a party; the second quotation is that he is feeling downhearted and is certainly not in a partying mood. Mercutio tries to cheer up Romeo becoming fanciful until Romeo can take no more and he stops him by saying peace peace Mercutio peace! Thou talkest of nothing. Mercutio was successful in trying to cheer Romeo up and eventually Romeo reluctantly agrees to go to the party. Before Romeo agrees to go the party, he reveals that he has had a premonition that he will die a premature death Other people in the play do respect Romeo and this is best shown through Capulet (the head of the Capulet household), as he says, even being the head of the opposite rival house that Romeo says that A bears him a portly gentleman; and to say truth, Verona brags of him to be a virtuous and well governed youth. A portly gentleman is someone who is dignified. In that quotation, it also explains to us that the city of Verona think very highly of him as well this is possibly because he is one of the only people out of the two families who doesnt necessarily agree with the fighting. Although Capulet was being very nice about Romeo this was probably influenced a great deal by the situation that he was in, if any fights broke out between the households it would be his head on the line by declaration of the death penalty. Romeos attitude towards Juliet is very different from that of his feelings for Rosaline. His use of language towards Rosaline was depressive and downhearted for example out of her favor where I am in love and This love feel I, no love in this which is not something that you would expect from someone who apparently says they are deeply in love with them. On the other hand, when he meets Juliet he is much happier and determined too get her, where he just gave up with Rosaline. He says things about Juliet like sin from my lips? O trespass sweetly urged! Give me my sin again. [kissing her again] and it is my lady, o it is my love: o that she knew she were!. When Romeo is speaking about Juliet, he uses rhyming couplets, in Elizabethan times rhyming couplets were identified as being something important and so when Romeo starts to use this, the audience pay closer attention, as they know a key part of the story is being spoken. This helped Shakespeare get his plays across, as it was often h ard to keep everybody concentrated at a play. Examples of these rhyming couplets in his speech are bright and night, ear and dear, crows and shows and stand and hand. When Romeo first says this, the audience may be shocked as they thought that he was devoted to Rosaline and to suddenly change his mind to Juliet would have seemed odd. As well as rhyming couplets, Shakespeare uses a lot of imagery in his plays to make the audience feel more involved and let there imaginations take over which helps them to understand the play more. Examples of this would be in Romeos speech about Juliet, he says things like as rich as a jewel in an Ethipos ear which means she stands out from the crowd. All of this helps the audience imagine what she looks like and just from this Romeo is telling us that she really is beautiful. When Romeo does speak with Juliet Shakespeare uses another form of poetry but this time it is a sonnet, this also signifies to the audience that something important is being said but is a little more specific. Sonnets were generally associated with love, and so by including a sonnet as they speak allows the audience to know that love is becoming an issue between these two characters. In addition, Shakespeare uses words like shrine, pilgrim, sin and purged which all have a religious meaning. By using these sorts of words, Shakespeare is telling the audience how Romeo and Juliet feel for each other but not in a blunt straightforward sort of way. The use of religious words may signify that they are devoted to each other just as people are devoted to a certain religion. This would have worked a lot better in Elizabethan times as there was much more religious belief and people were generally associated with religion more and so would cotton on to these hints with a lot more ease and effec t. There is a certain amount of dramatic irony in this play. The audience already knows that Romeo is a Montague and that Juliet is a Capulet, whereas the characters themselves do not. The audience already knows about the ancient and on-going feud between the two families and can therefore see the trouble that is obviously going to be caused from the two characters supposedly loving each other. When Romeo eventually does find out that Juliet is a Capulet he does not change his feelings for her, as many would assume, he does not take to the news well as it is a major burden but he does not give up faith. He says O dear account! My life is in my foes debt this means that he does love her but his fate remains in the arms of the Capulets. Juliets reaction could be another of Shakespeares clues that Romeo an Juliet do feel the same way as Juliet did not change her opinion of Romeo as soon as she found out the news her reaction was my only love sprung from my only hate which shows that she do es have very strong feelings for Romeo as it has overcome her hatred of the Montagues. At this point, the audience will be feeling very sympathetic towards the two characters especially because of their troubled love being spawned between the close and very competitive rivalry between the houses. At this time, the future of the couple is looking very bleak, and in the minds of the audiences, it may seem to be a pointless relationship that will only bring more fighting and violence, whereas other people may be thinking that this is just what the households need to bring them together. Romeo is in and out of love very often in this play and the love that he has is often violent, ecstatic and an overpowering force. It seems that all Romeo ever thinks about is his love problems, which distances him from the other violence that happens around him. Death and violence play a big part in the play and I dont think that Romeo fits in with this as much as he did the love aspect of the play. However, in saying that Romeos love is one of the main reasons that there is an enticed an ger and violence between the two houses. In saying that he loves Juliet, Tybalt vows that he will kill him. Star-crossed lovers is the third theme of the play and is maybe the most important of all four of the themes. The inevitability of the fate of the two characters (not necessarily the death of) as a very big part of the play and it was the build up to the end, which actually made the play even though everybody knew already what was likely to happen. The scene was set with the ancient grudge between the two households and as soon as the audience found out that, the love of Romeo and Juliet was between Montague and Capulet they all knew that it was going to be a tragic and interesting story that inevitability ends. Sympathy towards the two characters is what Shakespeare is trying to make you feel throughout the whole play and I think that he achieves this with a great deal of success. Romeos individuality thorough-out the play is very important. He is always trying to stop the feuding between the families whether this is through not taking part in the fighting or trying to defy the conflict by having a love affair with a member of the opposite house, either way Romeo is creating conflicts though maybe inadvertently for example by not fighting Tybalt the untimely end to Mercutio and Tybalt comes about as Tybalt gets very frustrated and tries to fight and cause conflict anyway.

A Collection of Famous Quotations About Love

A Collection of Famous Quotations About Love What do Victor Hugo, Carl Jung, John Lennon, Louisa May Alcott, and Socrates have in common? The answer is that they have all commented on the ways of love. Saints, philosophers, psychologists, playwrights, and poets have left their  views of love for us to read. From ancient scrolls to classic plays, modern films, and songs, love is a timeless subject. Explore these  famous love quotes. Carl Jung Where love rules, there is no will to power; and where power predominates, there love is lacking. The one is the shadow of the other. Sigmund Freud Love and work are the cornerstones of our humanness. Victor Hugo The greatest happiness of life is the conviction that we are loved. Dante Alighieri He loves but little who can say and count in words, how much he loves. George Bernard Shaw Love is a gross exaggeration of the difference between one person and everybody else. John Barrymore Love is the delightful interval between meeting a beautiful girl and discovering that she looks like a haddock. Sigmund Freud We are never so helplessly unhappy as when we lose love. Lord Alfred Tennyson He that shuts love out, in turn, shall be Shut out from love and on her threshold lie, Howling in outer darkness. Louisa May Alcott Love is a great beautifier. Nat King Cole The greatest thing you ever learn is just to love and be loved in return. William Makepeace Thackeray It is best to love wisely, no doubt; but to love foolishly is better than not to be able to love at all. Socrates The hottest love has the coldest end. Henry Drummond You will find as you look back upon your life that the moments when you have really lived are the moments when you have done things in the spirit of love. John Lennon Love is the flower youve got to let grow. Thomas Moore But theres nothing half so sweet in life As loves young dream. George Moore The hours I spend with you I look upon as sort of a perfumed garden, a dim twilight, and a fountain singing to it. You and you alone make me feel that I am alive. Other men, it is said have seen angels, but I have seen thee and thou art enough. William Shakespeare If love be rough with you, be rough with love. Prick love for pricking you and beat love down. Margaret Atwood The Eskimos had fifty-two names for snow because it was important to them: there ought to be as many for love. Gloria Gaither Line by line, moment by moment, special times are etched into our memories in the permanent ink of everlasting love in our relationships. Nicholas Sparks You are every reason, every  hope, and every dream Ive ever had. Elisabeth Elliot You are loved with an everlasting love. And underneath are the everlasting arms. From the movie Twilight: Breaking Dawn Part 1 No measure of time with you will be long enough. But lets start with forever. If you enjoy reading popular quotes, see  Drake love quotes and Bob Marley quotes.

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Instructional Communication Essay Example for Free

Instructional Communication Essay Instructional Communication Instructional Communication can be best explained as the transfer of information in a teaching environment. There are a lot of aspects that is associated with Instructional Communication. The contexts that are most relevant to my career are teacher to teacher communication, teacher to student communication, comprehension of information, and technology used in the setting. These four aspects make up my career as a public affairs instructor for the Department of Defense. Instructional communication is very important to the field of communication. Instructional communication is implemented everyday all around the world. It is implemented in schools and in job settings. This type of communication is how we relate information to new people on the job or students in a classroom. In order to determine the depth of comprehension we have to analyze formal and summative assessments of the students. 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Evaluation of a live Production Blood Brothers Blood Brothers was written by Willy Russell, It was first performed at the Liverpool Playhouse in January 1983. It is a musical / comedy drama set in Liverpool in the 1980’s. We went to see it at the Phoenix Theatre. When we were on our way to see the production I was quite excited and was looking forward to it very much as I had been told by some pupils at my school it was very good. When we arrived at the theatre and sat down in our seats the stage and layout looked very big. There seemed to be a lot of space for the actors to perform on. The play takes place in Liverpool, it is based on two twins who are separated at birth, as the mother cannot afford to keep them both. One of the twins is given away to a very wealthy family and the other stays with its real mother, who is ‘working class’. The two brothers meet when they are young, without realising they are twins, and become best friends. They grow up together but gradually class and the difference in the way they were raised comes between them, ending in both ...

Duties of A Teacher Essay

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WE ENCOURAGE YOU, HOWEVER, TO ENGAGE YOUR STUDENT TEACHERS IN ONGOING CONVERSATIONS ABOUT YOUR PRACTICE AND TO ENCOURAGE THEM TO ASK QUESTIONS, TO THINK FOR THEMSELVES, TO SHARE WHAT THEY OBSERVE ABOUT YOUR CLASSROOM AND PRACTICE WITH YOU, AND TO BE WILLING TO SUGGEST TO YOU AND TRY OUT STRATEGIES AND METHODS THEY HAVE LEARNED WITH WHICH YOU MIGHT NOT BE FAMILIAR. OVER TIME, AS STUDENT TEACHERS GET TO KNOW YOU, YOUR CLASSROOM, AND YOUR STUDENTS, WE ASK THAT YOU INCREASE THEIR CLASSROOM AND INSTRUCTIONAL RESPONSIBILITIES UNTIL THEY CAN  BECOME PARTNERS WITH YOU IN TEACHING YOUR STUDENTS. YOU DO NOT NEED TO SURRENDER YOUR CLASSROOM TO YOUR STUDENT TEACHER (NOR SHOULD YOU). WE EXPECT YOU TO WORK COLLABORATIVELY AND PRODUCTIVELY TOGETHER TO OFFER ENRICHED INSTRUCTION AND OPPORTUNITIES FOR INDIVIDUAL ATTENTION TO YOUR STUDENTS. WHEN THE COLLABORATION BETWEEN COOPERATING TEACHER AND STUDENT TEACHER WORKS WELL, THE STUDENTS BENEFIT THE MOST. PLANNING FOR THE ARRIVAL OF THE STUDENT TEACHER 1. THE COOPERATING TEACHER WELCOMES THE STUDENT TEACHER THE INITIAL DAYS OF STUDENT TEACHING ARE CRUCIAL FOR THE STUDENT TEACHER. EACH  COOPERATING TEACHER SHOULD ENSURE THAT THE STUDENT TEACHER FEELS WELCOME. INTRODUCTIONS TO TEACHERS AND STAFF MEMBERS, AS WELL AS OTHER PERSONNEL EMPLOYED IN THE SCHOOL, ARE IMPORTANT. THE STUDENT TEACHER SHOULD KNOW ABOUT THE BUILDING AND GROUNDS, MATTERS OF SCHOOL ROUTINE, AND APPROPRIATE WORKING RELATIONSHIPS WITH OTHER MEMBERS OF THE SCHOOL STAFF. 2. THE COOPERATING TEACHER INTRODUCES THE STUDENT TEACHER INTO THE CLASSROOM A DESK OR TABLE IS ALWAYS USEFUL FOR THE STUDENT TEACHER. THE STUDENT TEACHER SHOULD BE INTRODUCED TO THE STUDENTS IN A WAY THAT ENCOURAGES THEM TO RESPOND TO THE  STUDENT TEACHER AS A CLASSROOM TEACHER. Importance of NCBTS AS A PRACTICE TEACHER, KNOWING AND UNDERSTANDING THE NCBTS IS VERY IMPORTANT. THE NCBTS DEFINES WHAT IS EFFECTIVE TEACHING AND WHO IS AN EFFECTIVE TEACHER. THIS MEANS THAT I SHOULD USE THE NCBTS AS MY GUIDE IN MY PRACTICE TEACHING. IF I USE THIS AS A GUIDE, IT WILL HELP ME IMPROVE HOW I MAKE MY LESSON PLANS AND TEACH MY PUPILS. ALSO, THE NCBTS CAN ALSO SERVE AS MY BASIS IF I AM DOING THE APPROPRIATE THINGS IN MY LESSONS AND FOR MY PUPILS. I MAKE USE OF THE NCBTS BY ANALYZING FIRST ON ITS CONTENTS THEN TRYING TO APPLY IT IN REAL TEACHING. FOR EXAMPLE, SHOWING COURTESY AND RESPECTING EVERYONE AT ALL TIMES. I DO THIS BY ACKNOWLEDGING THAT CTS HAVE MORE EXPERIENCES IN HANDLING DIVERSE PUPILS AND LOOKING TO THEM AS MORE KNOWLEDGEABLE THAT THEY DESERVE HIGH REVERENCE FOR THEIR WORK. ON THE OTHER HAND, I DO THIS TO MY PUPILS BY NOT HUMILIATING THEM IN CLASS. I RESPECT THEIR ANSWERS AND OPINIONS IN DISCUSSIONS AS NCBTS WAS A PART OF THE BENCHMARK OF PRACTICE TEACHING, I WILL ALSO USE IT AS MY BENCHMARK IN MY TEACHING FIELD. I WILL TRY MY BEST TO APPLY THE COMPETENCIES AND FOLLOW THE RULES OR TIPS STIPULATED IN IT. I WILL USE IT AS MY GUIDE IN TEACHING AND IN MANAGING THE CLASS. FOR THE PROBLEMS THAT I MAY ENCOUNTER, I WILL USE IT AS MY â€Å"KEY ANSWER† IN SOLVING MY PROBLEMS. NCBTS WILL HELP ME TO BE AN EFFECTIVE AND EFFICIENT TEACHER. THESE WILL HELP ME TO TEACH HOW TO LEARN, PROBLEM SOLVE, AND SYNTHESIZE THE OLD WITH THE NEW. THESE WILL SERVE AS MY GUIDE AND MY BASIS. I MAKE USE THE NCBTS AS MY FRAMEWORK IN MY REMAINING PRACTICE TEACHING BY TAKING IN-DEPTH THE CONTENTS OF IT THEN PERFORM THE NECESSARY INDICATORS OF EACH DOMAIN. THE IMPORTANT CONCEPTS MUST BE IN MIND ALWAYS AND ABLE TO PORTRAY IT. FOR EXAMPLE, I DEMONSTRATE PUNCTUALITY IN ALL ASPECTS IN THE FIELD SUCH COMING TO SCHOOL BEFORE THE CALL TIME AND PASSING OF REQUIREMENTS; ESTABLISH AND MAINTAIN A GOOD ATMOSPHERE INSIDE THE CLASSROOM DURING THE TEACHING-LEARNING PROCESS AS WELL AS TO THE RELATIONSHIP BETWEEN PUPILS TO PUPILS, PUPILS TO TEACHERS AND TEACHERS TO TEACHERS BY BEING A GOOD ROLE MODEL TO EVERYONE AND ACT PROFESSIONALLY; AND TEACH EFFECTIVELY AND EFFICIENTLY TO ATTAIN THE HIGHER LEARNING OF EACH PUPILS BY USING VARIED STRATEGIES AND ACTIVITIES WHICH CAN ASSESS, EVALUATE AND TEST THEIR HIGHER ORDER THINKING SKILLS. I MAKE USE OF NCBTS AS: †¢ MY GUIDE FOR ME TO BE EFFECTIVE IN DELIVERING MY LESSONS †¢ MY BENCHMARK IN PLANNING, CREATING AND PUTTING INTO ACTIONS ACTIVITIES AND STRATEGIES THAT PROMOTES EQUALITY AMONG MY DIVERSE LEARNERS †¢ MY CHECKLIST OF THE THINGS I NEED TO DO FOR ME TO DEVELOP AND GROW AS A TEACHER †¢ MY DAILY REMINDER OF THE THINGS I SHOULD AND I SHOULDN’T DO AS A FUTURE TEACHER. IT REMINDS ME OF MY DUTIES AND RESPONSIBILITIES AS A PRACTICE TEACHER †¢ MY IMPROVEMENT/ DEVELOPMENT METER AS I VENTURE THE WORLD OF PRACTICE TEACHING How to Improve your Oral Communication Skills 1. BE SURE OF YOURSELF. YOU SHOULD BE CONFIDENT BEFORE YOU START TALKING. 2.. BE CONCISE AND CLEAR. DO NOT ADD IRRELEVANT STUFF IN YOUR SPEECH. 3.. READ A LOT. IF YOU HAVE KNOWLEDGE YOU CAN TALK ABOUT ANYTHING AND EVERYTHING. 4.. MAKE SOME MENTAL NOTES FIRST. YOU SHOULD BE PREPARED ABOUT WHAT YOU ARE GOING TO TALK ABOUT. THERE MUST BE A RELATION BETWEEN YOUR MIND AND YOUR WORDS. IT WOULD NOT LOOK GOOD IF YOU STOP BETWEEN A CONVERSATION AND START TO THINK. 5. TRY TO ADD HUMOR. BUT IT SHOULD BE UP TO THE MARK. VULGAR JOKES CAN BE A GREAT TURN OFF. 6. RELAX. YOUR BODY LANGUAGE SHOULD BE RELAXED. YOU SHOULD NOT STIFFEN UP. DO NOT SPEAK IN HURRY, AS IT WILL MAKE THE LISTENER THINK THAT YOU ARE CONFUSED OR YOU HAVE CRAMPED THE SPEECH. 7. MAKE EYE CONTACT. IT IS SO IMPORTANT. BUT IF YOU ARE FACING A CROWD YOU SHOULD NOT LOOK AT ONE FOR MORE THAN 5 SECONDS. ACTIVE LISTENING – THIS IS A KEY ELEMENT OF ORAL COMMUNICATION. ACTIVE LISTENING IS PROACTIVE RATHER THAN PASSIVE. IT INVOLVES LISTENING TO AND UNDERSTANDING WHAT IS BEING SAID – AND WHAT IS NOT BEING SAID. IT PICKS UP ON VERBAL COMMUNICATION, THE SPOKEN WORD, AND NON-VERBAL COMMUNICATION SUCH AS BODY LANGUAGE. IT LISTENS TO THE STORY BEING TOLD  AND ALSO TO THE FEELINGS AND EMOTIONS EXPRESSED; IT INVOLVES READING BETWEEN THE LINES, IDENTIFYING WHAT HASN’T BEEN SAID, AND ATTEMPTING TO UNDERSTAND WHY. DEAF PEOPLE CAN BE EXCELLENT LISTENERS EVEN THOUGH THEY MAY NOT BE ABLE TO HEAR; IN ADDITION TO LIP READING, THEY HAVE TO PAY PARTICULAR ATTENTION TO BODY LANGUAGE, GESTURES AND FACIAL EXPRESSIONS TO DETERMINE THE MEANING OF WHAT IS BEING SAID. PRESENTATIONS – TAKE OPPORTUNITIES TO PARTICIPATE IN GROUP AND INDIVIDUAL PRESENTATIONS DURING YOUR COURSES AND EXTRACURRICULAR ACTIVITIES. THE ABILITY TO PERFORM IN PRESENTATIONS IS A SKILL HIGHLY VALUED BY MANY EMPLOYERS. DISCUSSIONS – DEVELOP THE CAPABILITY OF DISCUSSING IDEAS AND OPINIONS IN MEETINGS AND OTHER WORK SETTINGS. YOU CAN LEARN TO PUT FORWARD YOUR IDEAS IN A PERSUASIVE AND STRUCTURED FORMAT BY PARTICIPATING IN DEBATES AND BY JOINING COMMITTEES SUCH AS UNIVERSITY SOCIETIES. INTERVIEWS – YOU WILL HAVE TO DESCRIBE YOUR EMPLOYABILITY SKILLS IN JOB INTERVIEWS. TO DEVELOP INTERVIEW SKILLS AND CONFIDENCE, YOU SHOULD PARTICIPATE IN MOCK INTERVIEWS AND SEEK GUIDANCE FROM YOUR UNIVERSITY CAREER SERVICE. ALWAYS SEEK FEEDBACK ON YOUR PERFORMANCE AFTER AN INTERVIEW – EVEN IF YOU ARE OFFERED THE JOB.