Romeo and Juliet Act 3 Scene 5 Essay Example

Romeo and Juliet: Act 3 Scene 5 Essay Juliets situation at the being of act 3 scene 5 is complicated because of the feud between the Capulets and the Montagues and the fight in scene 1 of this act. Tybalts death has led to Romeos banishment. Following the secret marriage between Romeo and Juliet they share their first night together before Romeo must go to Mantua. On the morning after their first night of marriage, it could be argued that she is loved completely by Romeo and also the nurse who always sides with Juliet. She is then forced to find her own inner strength as she is isolated from her family.In act 2 scene 2 we get the impression that Juliet is someone who is decisive and free from the prejudice of her family proving she has an independent mind. The impression is formed because she has her own views on the Montague and Capulet feud.Juliets question to Romeo is an attempt to persuade him to stay longer by saying are you leaving and its not day. The imagery associated with night and day begins to create tension because at the start, Juliet wants Romeo to stay and we know if he gets caught he will be killed. This shows he is being sensible but then they swap roles and Romeo wants to say. After hearing what Romeo has said she changes her mind and wants him to go. Our impressions of Juliet contrast here with her decisive character in earlier scenes showing she is young and doesnt know what she wants. We see her trying to grow up quickly so she becomes more independent and builds up more inner strength. The entrance of the nurse again increases the suspense in this scene because initially we dont know who it is and if Romeo is caught he will be killed. This is an important reminder to us Juliets complete trust in the nurse at this point because she is looking out in order that they dont get caught. The language Romeo and Juliet use to each other attempts to reassure each other of their continuing love which refers back to the phrase loved completely.The words Juliet uses at their parting reveals dramatic irony because when she says methinks I see thee now, thou art so low, as one dead in the bottom of a tomb because it predicts the future tragedy, Because Romeo has climbed down from the balcony into the orchard, she refers to him as dead in the bottom of a tomb, foreseeing the future. Juliet wishes that fortune may prove fickle regarding Romeo because its sent him away so she hopes it will send him back.We already know that Lady Capulet is more distant from her daughter than the nur se because when Lady Capulet wants to talk to her daughter earlier on in the story she asks the nurse to leave but then she found it hard to talk to Juliet because she doesnt know her that well and is very nervous so she calls the nurse back in. This was typical for noble ladies in those times because she would had been very young herself when she had children. Juliet was crying because Romeo had to leave but Lady Capulet though she was crying because of the death of her cousin Tybalt. She tries to talk Juliet out of her grief by saying a moderate grief, shows much of love, but excessive grief shows lack of sense.The villain in Lady Capulets opinion is Romeo because he killed her nephew. She says she would like to take vengeance upon him by sending someone to Mantua, where that same banished fugitive wretch lives and to give him poison. We can see Juliets resourcefulness when she uses clever language towards her mother in order to disguise her love for Romeo by saying she will never be satisfied until she see him-dead- is my poor hart. This is Ambiguity because her mother will think she will never be satisfied until Juliet sees him dead but what Juliet is really saying is that her heart is dead because shes not seeing Romeo. Juliets words on lines 96-102 extend the dramatic irony of associating Romeo with poison and at the same time disguising her love for him by saying if you could find to one to sell me a bottle of poison I would temper it.Lady Capulet brings news from her husband that Juliet is going to get married and Lady Capulet feels this will help cheer Juliet up. A Shakespearian audience would not have found it unusual for a 14year old girl to marry at this age especially in noble families. It was manly done as a business arrangement between families not for love. A Shakespearian audience would have still felt sympathy for Juliet but would understand more than a modern audience. This produces a forceful reaction in Juliet because she doesnt want to ma rry Paris because she is married to Romeo.Were she to get married to Paris she would be committing bigamy. In her religion if you were married to two people you would lose your soul because its a sin. She again uses clever language to disguise her love for Romeo and to prevent the marriage by saying she would rather marry Romeo. Juliet says this because Lady Capulet thinks Juliet hates Romeo more than anyone else in the whole world and she couldnt put it any more strongly that she doesnt want to marry Paris.Following the entrance of Capulet Shakespeare again uses dramatic irony in the words by which Lady Capulet sides with her husband rather than her daughter by being sarcastic. She does this by saying ay, sir, but she will none, she gives you thanks which means in modern English she wont have anything to do with it, thank you very much. When Juliet turns to her mother her words extend the dramatic irony earlier used by her mother; she unconsciously anticipates her tragic outcome. L ady Capulet, although shocked at the force her husbands anger still refuses to offer Juliet any support showing she is being deserted by everyone.Our first impressions of Capulet as a father are formed when he is first approached by Paris in act 1 scene 2 lines 9-10 and 14-19. We see him showing consideration for Juliet. This shows she was loved completely. We have also formed impressions of Capulet during the banquet when Tybalt insists that Romeo is removed. He is probably enjoying the party and doesnt want any trouble in his house, showing he likes to be in charge and likes to rule the household.He compares Juliet to a storm when he first makes his entrance believing that Juliet is crying for her dead cousin. He is also shown being authoritarian when he arranges the marriage without Juliets knowledge or consent. The word decree which means decision changes his outlook because he says have you told her our decision. Capulets tone and choice of words change dramatically as he meets Juliets refusal of his plans because he gives Juliet abusive treatment by calling her names like tallow-face and baggage. In his final threat to Juliet he says if you dont meet our decision you can beg, starve, die in the streets.In a sense Capulets conforms to a typical attitude of his day in families of the rich by wanting to make a good match for his daughter. Capulet tries to justify his choice of Paris by revealing the economic advantages this would bring. Capulets angry words to Juliet and those before his exit which were Ill not be foresworn remind us of the patriarchal stance that he wont be gone against. Juliet shows her strength of character and determination by saying if you dont delay this marriage for a month, make the bridal bed a coffin. One might not expect these words from a young girl during this abusive treatment by her farther particularly given the expectation of her family and of these times.Juliet now turns to her trust for some comfort. Up to this moment the nurse has been Juliets confidante. There are two points in the play where the nurse has been emotionally close to Juliet by acting as her confidante. One of these is where the nurse is sorting out the marriage, and she tells Romeo that if he is to marry Juliet he has to treat her write. The second time is when the nurse tells Juliet to go to Friar Lawrences cell where her husband to be will make her a happy wife.When Juliet says my husband is on earth, my faith in heaven: how shall that faith return again to earth which when brought up to date means my marriage vow is registered in heaven, and so as long as Romeo is alive, I cannot be released from it. This would remind a modern audience of the important role of religion in those times because they are criminal offences in our modern day. A Shakespearian audience would have understood this to be a terrible dilemma for Juliet because they were all religious. The nurse showed support for Juliet during the fierce argument with Capulet by sticking up for her to a point. She advises Juliet to compromise but Juliet exhibits moral superiority.The nurse then advises Juliet to marry Paris. The nurse totally betrays Juliet emotionally as her trusted confidante and both morally and spiritually as a responsibly adult by saying Romeo is a dishrag by comparison with Paris. We now she Juliets inner strength as she says you have comforted me a lot to disguise her true reaction to the nurses judgement. Juliet gives the impression that she is going to make confession and to be absolved when she tells the nurse shes going to visit Friar Lawrence. Juliets short soliloquy now reveals forceful language towards the nurse because she is being immoral by saying she should marry Paris thus committing bigamy.Juliet also accuses the nurse of hypocrisy towards Romeo because in the beginning the nurse says hes an honest gentleman, and a courageous, and a kind, and a handsome and at the end of the play she says hes nothing compared to Pari s. The idea of being deserted by everyone connects with Juliets views that the nurse is no longer her trusted confidante because Juliet says I will no longer confide my inmost secret thoughts with the nurse.The statement deserted by everyone is not true in every sense because Juliet now turns to Friar Lawrence. If there is no remedy Juliet considers killing her self which gives the scene its final dramatic irony. Our impressions of Juliet at the beginning of this scene contrast with the way in which is has stood up to her parents and rejected the nurses advise, because it seems like shes trying to make everything go her own way and so she will benefits from it. I think this because she tells Romeo at the being of the scene to stay because she doesnt want him to leave her, but she knows if hes stays and gets caught he will be killed.Now I think shes making everyone desert her by going against them. By doing this she will be benefiting because she will get to be with Romeo. Juliet now finds the strength of her decisive character in order to stand alone, despite the expectations of her family by confiding in Friar Lawrence who is outside her family. In my own opinion she didnt make the appropriate moral choice because if she and Romeo fail she will have no family to turn to.This scene has huge dramatic impact on the rest of the play, setting the scene for everything that follows. Shakespeare uses a variety of different language to put across different moods. At the start of the scene, the language and mood is very light and happy. This shows off Romeo and Juliets love for each other. Shakespeare uses the language very cleverly here, putting across the playful and happy attitude of the two and then changing it suddenly to a dark mood as Romeo leaves, because Juliet wants him back. We will write a custom essay sample on Romeo and Juliet: Act 3 Scene 5 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Romeo and Juliet: Act 3 Scene 5 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Romeo and Juliet: Act 3 Scene 5 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Seven Faces of Persuasion Essays

Seven Faces of Persuasion Essays Seven Faces of Persuasion Essay Seven Faces of Persuasion Essay Essay Topic: Persuasion Chapter 1 notes Seven Faces of Persuasion- Interactive media – media in which the receiver is able to actively participate in the communication process. Cultural diversity – the increasing numbers of persons from other cultural backgrounds, races, ethnicities, sexual preferences, educational levels, political and religious beliefs, etc. Propaganda – set of messages designed to influence large numbers and warns that it is selective and that it â€Å"†¦presents facts selectively in order to†¦produce an emotional rather than a rational response to the information provided†. Advocacy – to promote a given belief or course of action. â€Å"arguing on behalf of a particular issue, idea, or person. † Response-ability – your ability to wisely and critically respond to the persuasion you encounter and to make wise choices and ethical decisions when you both process and craft persuasion. Doublespeak – NCTE defined as deliberate miscommunication and which the American Heritage Dictionary defines as â€Å"evasive, ambiguous, high-flown language designed to deceive. Scam – A fraudulent business scheme- a swindle. To deprive by deceit† The typical scam relies heavily on persuasion first in convincing the person to be scammed that the persuader or scammer is credible or believable. Identity theft – Most commonly accomplished by phishing or representing oneself as a trustworthy financial institution in order to gain sensitive information that can be used to masquerade as someone else. Self-protection – Rhetoric Aristotle defined rhetoric as â€Å" the faculty of observing in any given case, the available means of persuasion. † Artistic proof the choice of evidence, the organization of the persuasion, style of delivery, and language choices. Inartistic proof – includes things not controlled by the speaker, such as the occasion, the time allotted to the speaker, and the speaker’s physical appearance. Ethos – The sources credibility, the character of the speaker. Pathos – emotional appeals, usually found in the kinds of colorful language and imagers used by the persuader or in the emotional level of evidence cited. Logos – using logical or rational appeals. Aristotle defined this as a persuasive tactic as well as the use of statistics on behalf or against a given policy of government or a brand or other issue. Common ground – Shared beliefs, values, and interests between persuaders and persuades that could be established by all of the tactics. Enthymemes – defined as â€Å" a form of argument in which the first or major premise in the proof remains unstated by the persuader and, instead, is suppli9ed by the audience. † Identification – Burke believed that if receivers feel they are being spoken to in their â€Å"own language† and hear references to their own beliefs and values, they will develop a sense of identification with the persuader, believing that the persuader is like them. Co-creation – this definition implies that persuasion requires intellectual and emotional participation between both persuader and persuade that leads to shared meaning and co- created identification. Self-persuasion – (ELM) Elaboration Likelihood Model – is a theory that serves as an organizational model of persuasions and has resulted in significant changes in the way theorists view persuasion. Central information processing route – one of two routes taken from the ELM, the receiver consciously and directly focuses on the persuasive communication while mentally elaborating on the issues and actively seeking more information. This requires significant effort on the part of the receiver. Peripheral information processing route – one of two routes taken from the ELM, information may be processed almost instantly or just by the senses, without direct focusing on or researching of the decision. SMCR model : A source (S) (or persuader), who or which is the encoder of the message. The code can be verbal, nonverbal, visual, or musical, or in some other modality. A message (M), which is meant to convey the source’s meaning through any of the codes. A channel (C), which carries the message and which might have distracting noise. A receiver (R) (or persuade), who decodes the message, trying to sift out channel noise and adding his or her own interpretation. Influence – refers to the ways in which some kinds of things alter a person’s attitude or behaviors. Coercion – another form of influence, always uses some level of force-physical or psychological- to gain compliance. Propaganda – is also another form of influence-usually psychological versus logical. Hugh Rank’s model of persuasion – this gives four major persuasive strategies and six associated tactics frequently used by persuaders which critical receivers can identity. 1. Intensify their own good points 2. Intensify the weak points of the opposition 3. Downplay their own weak points 4. Downplay the good points of the opposition The six tactics are: Repetition, association and composition to intensify their own good points or the bad points of the opposition Omission, diversion, and confusion are used to downplay their own bad points or the good points of the opposing brands, candidates, causes, or ideologies.

Love and like (comparison and contrast Essay Example | Topics and Well Written Essays - 500 words

Love and like (comparison and contrast - Essay Example When someone loves someone, the former is overwhelmed with the thoughts of the latter. Love throws a curtain over the drawbacks of the beloved. The lover can only see the good qualities in the beloved. A mother loves her child. Even if the child is not very beautiful, he/she might be the most beautiful child to her mother among all the children in the world. A mother has so intense feelings for her children that she can even sacrifice her own life for her children. Such power only reflects in a relationship which is grounded in love. An individual may not have a very rational reason to love someone. Love just happens even; sometimes, even without a reason. To like is to appreciate someone. People like others because they see some qualities in them that they appreciate. They can tell others why they like someone. An individual does not necessarily have to get anything in return for liking someone. While liking is sufficient to cultivate friendship, it does not suffice to cultivate a marital relationship. On the other hand, love is too powerful a feeling to be between friends. While friendship is also a very important relationship and many people often use the word â€Å"love† to describe the feeling they have for their friends, yet it is often a misinterpretation and overstatement of the feeling. However, friends rarely have feelings of love for each other as well. Liking is a more suitable way of rationally judging an individual than love. Both words â€Å"love† and â€Å"like† are used in positive sense. Both words are the names of feelings. However, the two terms differ in that love demands sacrifice whereas liking does not. It is for the very reason that while a marriage can sustain when there is love, there are good chances of its breakage when there is only liking between the marital partners. People generally have more rational reasons to like others than they have to love others. To conclude, â€Å"love† and â€Å"like†

Research Proposal on Training Lab Example | Topics and Well Written Essays - 1250 words

On Training Lab - Research Proposal Example This requires them to adapt to the new reign of automated, technologically driven and digital society which has its own principles and which subjugates its people to leave aside their old ways and conform to the new order. In this regard, it is easier for some groups to adapt to this change quickly; to others, it comes with some difficulty. These groups face some hindrance in the process of adaptation to these new lifestyles due to many reasons. It can be due to their vulnerability to other material conditions such as poverty or unavailability of resources, which may lead to deprivation of secondary pleasures such as technology, or it can be because of their own built-in features like age or inclination towards conservatism or liberalism that affects this adaptation. Based on this notion, one group that finds it extremely difficult to adapt to the technological shift of twenty first century is the elderly or the senior citizens (Robinson, 2009). Speaking of technology, the invention and prevalence of computers have been so far the most intriguing. Not only did computers take over the simple tasks of mails and writing, but also replaced man in areas of communication, documentation, book keeping and much more. From children to adults, farmers to gynecologists and elite to middle-class, most people have access to computers in one setting or another and they utilize its efficiency as much as they can (Fogg, 2003). However the elderly people, in many settings, especially in countries like USA, where nuclear family systems are most popular and the elders live separately, it is common for these aged people to lag behind and lose touch with the society and fall into isolation. Thus, in order to bring the elderly people on a par with other age groups and to save them from falling into depression and isolation, teaching them how to use computers is an essential way to go. This proposal entails essential outline of the research that will study the set-up of computer train ing labs for the elderly. It discusses, for the most part, the intricacies of the study itself and for the other, the issues related to the study. To put it precisely, the project undertaken is of establishing computer literacy center for the elderly in a small locality inhabited by mostly Catholic Christians in Upper West Side, NY. The locality is primal for the project for it is a residence of a major chunk of NY’s population. The demographics also suggest that the residents of the Upper West Side range from upper-middle to middle class. This is a positive trait for the study since it caters to the right sub-group of people; the elderly in this financial standing are usually more deprived in comparison to elders of the elite class since they have fewer resources to afford learning and using computers, both monetary and non-monetary. For this purpose, this research aims to find out the teaching methods most productive in teaching computer to the senior citizens. Methodology The research will comprise two phases: primary and the secondary searches. The primary research will definitely entail the interviews and surveys conducted in the locality with the participants, which will include the senior citizens, their guardians and the teachers and educationists. The secondary research, on the other hand, will entail the study of literature on the subject (Hamilton, 2004). There has been a huge discourse on the subject of pedagogy

Some Factors That Lead to Success in College Essay Example for Free

Some Factors That Lead to Success in College Essay What should we do to make a good impression at a job interview? Last year, my cousin, Jake, went to a bank to apply for a job. As you know, when you apply for a job, you must be ready to answer a lot of question. Some of the questions that an interviewer may ask you include: educational background, previous jobs, and salaries you earned. The problem with Jake was that he was not prepared for the questions. The interviewer asked Jake a lot of things that he could not answer. Because Jake was not prepared for the interview, he did not get the job. If you do not want to be in that situation, you may want to follow these steps. As you can see, it is necessary to be well prepared for the job interview. Having the answer ready, being properly dressed, and being on time can all help to make a good impression on the interviewer. If you follow these steps, you will soon find yourself sitting behind the desk at that coveted job. Topic:Career you choose after leaving school October 21st, 2010Leave a comment Go to comments Career you choose after leaving school What career would you like to choose after leaving school? (Teacher) Today, it is not easy to choose a career. Hundreds of students pass various examinations every year and compete with one another for positions in the various professions which are not so many as there are applicants. I would, however, like to choose teaching as my career. There are several reasons to consider teacher an interesting job. Being a teacher, we have to learn more. If we teach History or Geography, it is important to read many books to make our teaching lessons more interesting to our students. We therefore gain more knowledge of the subjects that we teach than what we can get from the text books. A large amount of text books for the subjects we teach are not likely enough to help us to become an exciting teacher. In other words, a good teacher often reads many other books which are not related to the subjects he or she is supposed to teach. The large extent of knowledge on different fields make students admire the teacher and love the subject of which he or she is in charge. A teacher has to speak well and clearly so  that students can be able to understand instructions and lectures. This would be a motivation to improve our powers of expression. Even our pronunciation of words will be much better. Moreover, a teacher has more free time to read, learn and take some examinations to acquire more qualifications. Finally, as a teacher we are respected as educated persons. Others will show their respect to teachers and have their great regard for them and opinions that teachers give. For the reasons mentioned above, being a teacher can help me to live a happy meaningful life.

Entrepreneurship and Need of Achievement :: Risk-Taking, Creativity

Risk-taking is one of the chief dimensions of entrepreneurship. Entrepreneurs are found to be more risk takers than the managers and salaried employees, such that, they are willing to put their homes on mortgage, jobless and can work for years without any earning (Burns, 2011; Masters & Meier, 1988). According to (Moore & Gergen, 1985), entrepreneurs always take calculate risk and always analyse the situation. Cognitive Psychology supports that the risk taking ability is just limited to their area of expertise (Sjà ¶berg, 1978, Heath & Tversky, 1991). According to (Heath & Tversky, 1991), entrepreneurs take more risk in the area of their interest and expertise and not in those area, they have little knowledge about. But even then also, they take more risk than general population. Studies have found that there is a deep link between Entrepreneurship and Need of Achievement. According to Begley and Boyd (1987), those who have founded their own companies had a higher need for achievement than non-founders or owner managers. Also, (Stewart et al., 1998) responded that need for achievement is higher in entrepreneurs than the corporate manager and owner managers. Need for Achievement is usually high in entrepreneurs than the general population. It provides them with motivation to go ahead and achieve their next target easily. Entrepreneurs showing this tendency usually are good planners, sets their goals, always look for information and learning (Miner, 2000). They accept success and failure of their work and this need of achievement help them to overcome failure, obstacles and setbacks. Another important characteristic it measures is the locus of control. It is an ability by which an individual makes a perception about the underlying main causes of events in his life. If individual believes that he/she has control over the outcomes though their own abilities such as attributes, hard work and decision making then it is known as internal locus of control whereas, In case of external locus of control, individual believes that they don’t have any influence on the outcomes and believes in external forces such as fate and luck (Rotter 1966). According to (Rotter 1966), individual who has higher achievement motivation show more characteristics of internal rather than external locus of control. Creativity is a key part in the entrepreneurial process. It is the ability to invent something new or change something (Webster, 1976). According to (Cromie, 2000), Creative people show some particular characteristics. They find problems very interesting and are not afraid of obstacles; rather, they try to find out the solution of those problems. Entrepreneurship and Need of Achievement :: Risk-Taking, Creativity Risk-taking is one of the chief dimensions of entrepreneurship. Entrepreneurs are found to be more risk takers than the managers and salaried employees, such that, they are willing to put their homes on mortgage, jobless and can work for years without any earning (Burns, 2011; Masters & Meier, 1988). According to (Moore & Gergen, 1985), entrepreneurs always take calculate risk and always analyse the situation. Cognitive Psychology supports that the risk taking ability is just limited to their area of expertise (Sjà ¶berg, 1978, Heath & Tversky, 1991). According to (Heath & Tversky, 1991), entrepreneurs take more risk in the area of their interest and expertise and not in those area, they have little knowledge about. But even then also, they take more risk than general population. Studies have found that there is a deep link between Entrepreneurship and Need of Achievement. According to Begley and Boyd (1987), those who have founded their own companies had a higher need for achievement than non-founders or owner managers. Also, (Stewart et al., 1998) responded that need for achievement is higher in entrepreneurs than the corporate manager and owner managers. Need for Achievement is usually high in entrepreneurs than the general population. It provides them with motivation to go ahead and achieve their next target easily. Entrepreneurs showing this tendency usually are good planners, sets their goals, always look for information and learning (Miner, 2000). They accept success and failure of their work and this need of achievement help them to overcome failure, obstacles and setbacks. Another important characteristic it measures is the locus of control. It is an ability by which an individual makes a perception about the underlying main causes of events in his life. If individual believes that he/she has control over the outcomes though their own abilities such as attributes, hard work and decision making then it is known as internal locus of control whereas, In case of external locus of control, individual believes that they don’t have any influence on the outcomes and believes in external forces such as fate and luck (Rotter 1966). According to (Rotter 1966), individual who has higher achievement motivation show more characteristics of internal rather than external locus of control. Creativity is a key part in the entrepreneurial process. It is the ability to invent something new or change something (Webster, 1976). According to (Cromie, 2000), Creative people show some particular characteristics. They find problems very interesting and are not afraid of obstacles; rather, they try to find out the solution of those problems.

Following Conditional Construction Following Conditional Construction

ZERO CONDITIONAL A. Sample sentences If interest rates fall, company profits rise. If prices don't go up, people buy more. B. Form (condition)(result) If sales increase,we make more profit. ZERO CONDITIONAL C. Uses The sentences of Zero conditional are general facts or things that are always true, i. e. the consequence always follows the event. Statements in this form commonly appear in factual discussions or scientific and technical material. In the condition clause there can be a variety of present forms. †¢When you fly business class, you get much more legroom. present simple)   Ã¢â‚¬ ¢If interest rates are rising, bank loans become more expensive. (present continuous) †¢When you’ve finished the course, you get a certificate. (present perfect). ZERO CONDITIONAL In the result clause there can be a present simple (last examples) or an imperative. †¢When you fly business class, don’t drink too much of the free alcohol. Notice that we can use either if o r when(ever) where the meaning is every time. CONDITIONAL   I A. Sample sentences †¢If I do an MBA, I’ll improve my job prospects. †¢If our main competitor goes bankrupt, we’ll increase our market share.B. Form (condition) (result) †¢If you increase your order,we’ll give you a bigger discount. †¢If anyone from Head Officesay I’m in a meeting. calls, CONDITIONAL   I C. Uses 1. In Conditional I the speaker sees the event as a real possibility, i. e. , if-clause is used to talk about future events that are reasonably likely and their results. The if-clause states the condition, and the other clause states the result: †¢If sales don't go well this year (condition), we won't increase our profits. (result) With all types of conditionals the if-clause can come second. We’ll make more profit if sales increase. CONDITIONAL   I 2. if and unless Unless often replaces if †¦+ negative expression:†¢If you don’t wea r a suit and tie, you won’t be allowed into the club. †¢You won’t be allowed into the club unless you wear a suit and tie. Conditional statements can function as either promises, warnings or threats. But note that unless cannot be used to make a promise. †¢If you order now, you’ll get a free gift. (promise) †¢We won’t be able to do business with you unless you comply with our ethical policy. warning) †¢Unless we receive payment by the end of the week we will be forced to consider legal action. (threat) CONDITIONAL   I 3. In Conditional I, the imperative, or modal verbs can be used in the main clause, e. g. may, can or must, instead of will + infinitive: †¢If you hear from Anne today, tell her to give me a call. †¢If the traffic is bad, I may miss the appointment with our supplier. †¢If we sign the contract today, we can start production at the end of next week. †¢If Mr. Porter rings, you must ask him to leave his number.CONDITIONAL   I 4. We do not use will in the if part of the sentence even when the meaning is future: †¢If the goods will arrive tomorrow, I will collect it. (? ) †¢If the goods arrive tomorrow, I will collect it. (? ) Will is only possible in such cases if it is used to express not future time but willingness or invitations (the style is formal), e. g. †¢If you will sign this agreement, I will let you have the money at once. †¢If you will come this way, Mr. Jones will see you now.CONDITIONAL   I 5. In formal written documents, e. g. egal contracts or agreements, one may find the following conditional construction in Conditional I: †¢Should the agent default on the contract, we will take legal action. †¢Should the unions accept new productivity agreements, the employers will meet their wage demands. †¢Should + infinitive is an inverted construction in place of â€Å"If the agent defaults†¦Ã¢â‚¬  or, â€Å"If the unions acceptâ₠¬ ¦Ã¢â‚¬ . †¢!!! Note that only should, never would, is used in this way. CONDITIONAL   II †¢Sample sentences †¢If trains were more reliable, more people would use them. †¢If I had as much money as Bill Gates, I would retire.B. Form †¢If you wanted a quantity    you would have to order discount,    at least 1,000 units. †¢If I knew her number,      I would send her a fax. CONDITIONAL   II C. Uses 1. We use the Conditional II to refer to an action or state we imagine, i. e. , the speaker sees the event as a remote possibility: †¢If these machines were not so expensive, we would buy them. (But they are expensive, and we are not going to buy them. ) †¢If he lost his job tomorrow, he would move to London to find another one. (He doesn't think he will lose his job, but he understands the possible consequences.CONDITIONAL   II 2. It is also possible to use could or might instead of would: †¢If we hired a factoring agency, we coul d recover our debts more easily. †¢If every piece of mail was personalised with your company logo or message, your customers might be very impressed. CONDITIONAL   II 3. We do not use would in the if part of the sentence: †¢If trains would be more reliable, more people would use them. (? ) †¢If trains were more reliable, more people would use them. (? ) But, in the sentences †¢We would be very grateful if you would send us the information as soon as possible. I would be very grateful if you would put your address on the back of the cheque. would is not part of a conditional tense here. It is a modal verb, and represents a more polite form of will as used in conditional clauses in Conditional I. It introduces the idea of â€Å"yourâ€Å" agreeing, or being willing, to do what is suggested.CONDITIONAL   II 4. In formal written documents, e. g. legal contracts or agreements, one may find the following conditional construction in Conditional II: †¢Were the agent to default on the contract, we would take legal action. Were Alice to apply for the post, she would get it. †¢Inverted constructions are in place of â€Å"If the agent defaulted†¦ † and â€Å"If Alice applied for†¦Ã¢â‚¬ . Conditional II ?What would you say to a friend who asked you which faculty to go to? ?What would you do if you were ?the Prime Minister ?the Dean of the Faculty of Economics? CONDITIONAL   III †¢Sample sentences †¢If I had done an MBA, I would have had more opportunities. †¢If we had anticipated the crash, we wouldn’t have lost so much money. B. Form If the price had been lower,sales would have been higher.If we had made a better offer,we would have won that contract.CONDITIONAL   III C. Uses †¢We use Conditional III to imagine the opposite situation. If what actually happened was negative, we use a positive form, and vice versa. If what actually happened was positive, we use a negative form: ?We didn't put up our prices (-), so we kept our market share (+). ?If we had put up our prices (+), we would not have kept our market share (-). ?We promoted him (+) and he didn't give his notice (-). ?If we hadn't promoted him (-), he would have given his notice (+).CONDITIONAL   III . In Conditional III the speaker recognizes that the event is an impossibility, i. e. cannot be fulfilled: †¢If we had waited a few more months, we would have saved a great deal of money on the new faxes. (But we didn't wait a few more months; so, we didn't save money on the faxes). †¢If you had sent the letter by airmail, it wouldn't have been delayed. (But, you didn't send the letter by airmail, so it was delayed). CONDITIONAL   III 3. We can use could or might instead of would: †¢The merger could have succeeded if the management styles hadn’t been so different. The presentation might have been better if she had felt more confident.CONDITIONAL   III 4. You may find the following con ditional construction in Conditional III: †¢Had we made a better offer, we would have won that contract. †¢Had the shop packed the goods properly, they wouldn't have got damaged. Inverted past perfect is in place of â€Å"If we had made †¦Ã¢â‚¬  and â€Å"If the shop had packed †¦Ã¢â‚¬ . !!! We do not use would in the if-clause. †¢If the interview wouldn't have been a success, they would not have given me the job. (? ) †¢If the interview had not been a success, they would not have given me the job. (? )