① The Crucible Truth Analysis

Tuesday, September 14, 2021 6:15:48 AM

The Crucible Truth Analysis

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Video SparkNotes: Arthur Miller's The Crucible summary

I just want to go back while we understand the importance of our town, of visitors supporting businesses, I think there's this acknowledging the opposition, acknowledging that there are benefits in having visitors. He's not completely tunnel-visioned. He is being fairer, or at least that's how he's portraying himself, and that makes me at least more inclined to side with him because I'm seeing that he's a little bit more rational and he's not just saying, oh, screw them. It's not just his way or the highway, there is some give or take, so that kind of makes him more credible in a sense. I'm just going to say acknowledging the opposition. There, you can finesse that by replacing the word opposition with something else.

That's fine. He's kind of anticipating people's reactions to what he's saying and he's going no, no, no, I'm not like that. It's all good, not just another person complaining about technology. I just find that hilarious. He's young guys, okay?! I think everyone's getting on board with technology these days. But, he's kind of reaffirming, I'm young guys, I'm a cool guy, I'm not anti-tech at all. He literally says it 'I'm introducing new tech'. I think this is a really interesting way he's structuring his argument. He's kind of started off going, drones, they're so bad for you. Then he's showing this picture, which is kind of like drones, they suck. I think there's this analysis there for you and I'd actually love for you guys to write down in the comments section what you think is going on?

Why is he structuring his argument like this? Here's a tip for you guys. A shift in tone usually means that there's a new argument coming. They usually tie in together pretty well, so if you see a shift in tone, you can kind of hedge the bet that it's a new argument. This is particularly helpful if it's an article that's really hard. Usually for SACs, teachers will choose articles from newspapers and we all know that newspaper articles are way tougher than VCAA articles. If you don't know, it's true. A viewer asks 'will these annotations be provided for our personal use at the end?

So, they will be accessible there. Otherwise, it's just access through the live stream video linked at top of page , which will be posted up afterwards as well. A viewer says 'By stating he's young and uses drones, it showcases his argument isn't based on personal bias towards young people or drones, but is a legitimate problem. With your analysis, I'm not a hundred percent sure what you're saying.

I think it could be a little bit clearer. Give that a go. Just try rewriting it, see if you can make it even more concise. So we've managed to annotate the background information, paragraph one, the photograph, paragraph two and paragraph three. We still have one more paragraph left and this next page with the image. Unfortunately, I have to wrap it up there, but if you want to see me annotate and analyse the rest of this article, head over to Part 2 on Youtube or on the Blog coming soon where I finish this off. The arguments an author uses can usually fall into one of three categories - ethos, pathos, or logos. Ethos arguments are about credibility, for example, using quotes from credible sources or writing about a personal anecdote.

Pathos arguments target the emotion of the reader. Anything that might make them feel happy, angry, sad, distressed and more can be classified as this kind - for example, an argument about patriotism when discussing the date of Australia Day. Logos arguments aim to address the intellectual aspects of the issue, and will often have statistics or logic backing them up.

Certain elements of the article can have a different effect on the reader depending on where the author places them. If an author places their rebuttal at the beginning of the article, it can set up the audience to more readily accept their following opinions, and separates them from contrasting views from the get go. You can see this in the VCAA exam , where the author argues against opposing views early on in their article. The placement of a rebuttal towards the end of the article can have the effect of the author confirming that their opinion is correct by demonstrating why opposing opinions are not, and can give a sense of finality to the article.

Check out the VCAA exam for an example of this kind of article. A contention placed at the end of an article can have the effect of seeming like a valid, logical conclusion to a well-thought through discussion. The contention can also be repeated throughout the article. On the other hand, ending with their strongest point can give the piece a sense of completion, and leave the reader with the overall impression that the article was strong and persuasive.

This refers to the different persuasive language techniques used in the article and their effect on the reader. The main thing to remember is that the study design has changed from Language Analysis to Analysing Argument. There are many different ways you can describe what the author is trying to do through their article, but they all come down to one thing - persuasion, that is, the writer of the article is trying to get their audience to agree with them. Linking different arguments, their placement and the language that supports them to the overall authorial intent of the article is a great way to enhance your essay.

For some more information on this area, check out this blog post! Although it appears on criteria sheets, many students never really understand the term metalanguage. Strangely, it is something that is rarely addressed in classrooms. While the word may be foreign to you, rest assured that metalanguage is not an entirely new concept you have to learn. How come? Because you have been unknowingly using metalanguage since the very beginning of high school.

It's a word that is more and more frequently thrown around as you get more advanced in high school. And, it's something that becomes tremendously important in your final year of high school, because the more you include metalanguage discussion in your essays, the more intricate your discussion becomes and the more unique it also becomes. So, instead of maybe using the word, "He was sad ", we might say something like, "He felt sorrowful ". The choice in words changes the meaning that is interpreted by the reader, just slightly, but there is still a difference. So, when it comes to studying texts or reading articles, and trying to analyze what the author is trying to do, we look at metalanguage as a way to help give us insight into the ideas that they're trying to portray.

The simplest way to explain this is to focus on part 3 of the English exam — Language Analysis. As you can see, the word 'foreshadows' pushes us in a new direction. Rather than just saying what has already happened or telling your teacher or examiner something that they already know, it forces you to actually analyze what's in front of you and to offer your own unique interpretation of why this metalanguage or why this technique has been used. On the Waterfront , Elia Kazan. This student has actually given us an analysis of why animal motifs are used.

And that is to highlight how Medea defies natural norms, because of her inhuman and bestial nature. As indicated earlier, you should be familiar with many, if not all the terms mentioned above. Take note that some metalanguage terms are specific to a writing form , such as camera angle for films. If you need help learning new terms, we have you covered - be sure to check out our metalanguage word banks for books and our metalanguage wordbank for films. As you discuss themes or characters, you should try and weave metalanguage throughout your body paragraphs. The purpose of this criteria is to demonstrate your ability to understand how the author uses language to communicate his or her meaning. Hey guys, welcome back to Lisa's Study Guides. Today, I'm really excited to talk to you about metalanguage.

Have you guys ever heard of metalanguage before? So, let's find out exactly what is metalanguage. Simply put, metalanguage just means language that analyses language. When authors write anything, we make certain decisions when it comes to writing. So, instead of maybe using the word, "He was sad", we might say something like, "He felt sorrowful". So, when it comes to studying texts or reading articles and trying to analyse what the author is trying to do, we look at metalanguage as a way to help give us insight into the ideas that they're trying to portray.

Metalanguage comes in really handy, especially if you're somebody who struggles with retelling the story - I have a video on how to avoid retelling the story , which you can watch. Metalanguage essentially takes you to the next level. It prevents you from just saying what happened, and forces you into actually looking at how the ideas and themes are developed by the author through the words that they choose to use. So, let's have a look at a couple of examples to give you a better idea. I'm going to show you two examples. One uses metalanguage and one doesn't, and you'll see how a massive difference in how the student understands the text is really clear.

In the first scene of All About Eve , Mankiewicz emphasizes Eve's sorrowful expression as she accepts her award. In the first scene of All About Eve , Mankiewicz foreshadows Eve's sinful and regretful actions, as a sorrowful expression is emphasized as she accepts her award. As you can see, as soon as we put in the word foreshadows, it pushes us in a new direction.

Rather than just saying what has already happened or telling your teacher or examiner something that they already know, it forces you to actually analyse what's in front of you and to offer your own unique interpretation of why this metalanguage or why this technique has been used. So, in this case, it's foreshadowing. In Medea , Euripides commonly refers to animals when describing Medea's actions and temperament. In Medea , the motif of animals emphasizes the inhuman and bestial nature of Medea, highlighting how she defies natural norms. See how, in the first example, it was really just telling you what we might already know through just reading the book, but when it comes to the second example, this student has actually given us an analysis of why animal motifs are used.

So, those are some examples of metalanguage. There are so many more different types of metalanguage out there Often, beginning a Language Analysis essay can be tough. How do you start? Do you even need to write an introduction? If you exemplify consideration of the information provided to you in your analysis, you will show a deeper understanding of the issue, and your analysis will be more accurate and detailed. Aim to demonstrate that you understand why the article was written, and its surrounding circumstances. This gives the article a wider context, and helps the audience understand why the author may have a certain viewpoint.

It is also good practice to properly reference the article in your analysis, which includes the date, author, source and title. The form of a Language Analysis text can vary, from newspaper articles, blogs, comics or even speeches. Each form has its own set of conventions which can help you identify language techniques, and can change the way the message is communicated to the audience. For example, in a speech, the speaker is more likely to directly address their audience than the editor of a newspaper may in an editorial. When writing a Language Analysis essay or any essay for that matter , always refer to the author by either their full name, their surname only, or a title and a surname - NEVER by their first name alone.

For example: 'Lyle Shelton', 'Mr. Lyle Shelton', 'Mr. Shelton' and 'Shelton' are all okay to use in your essay. However, you would never use 'Lyle' on its own. The source of a text can influence your understanding of the audience. For example, an article written on a blog about gardening is likely to have a different audience to a financial journal. Including the source is also an important so that the article is properly referenced. Including the title in the introduction is critical to properly introducing the article. Remember to analyse major techniques in the title if there are any during the body of your essay! Depending on the audience, different techniques and appeals may work in different ways.

For example, an appeal to the hip-pocket nerve is more likely to have an effect on single parents who are struggling financially than it is on young children or very wealthy people. However, identifying the tone early on is important so that you can later acknowledge any tonal shifts. Often, articles will include some sort of graphic; it is important that you acknowledge this in your introduction and give a brief description of the image - enough so your analysis can be read and understood on its own. The description of the image is the equivalent of an embedded quote from an article; both are used to provide evidence to support your analysis. Don't be put-off by the name; you don't need to be studying cartoons specifically in order to learn heaps from this blog post.

The introduction of Language Analysis essays for VCE English is somewhat rigid as there are multiple components that must be included, for instance: issue, form, contention, name, publishing date, tone, etc. With this guideline in mind, the advice I am sharing in this blog post is based on the understanding and assumption that EAL Language Analysis introductions DO NOT need background information such as where the article is published, when is it published, style, etc.

Since EAL is more flexible than mainstream English, and requires fewer elements, you can adopt a template for introductions that you are comfortable using to save time during the assessments. Using the templates above, here are some examples of what the final product for your introduction may look like. And if you want to learn more about tones, head to Language Analysis Tones. Meg Mundell insists that making it illegal to sleep on the street will only exacerbate the problem in a demanding tone. If you want to take your introduction to the next level, see The Importance of the Introduction for tips! Although the guide is aimed at mainstream English students, you can still apply some of the tips and strategies as an EAL student.

It will really help to take your Language Analysis to the next level! In both texts, we see racial systems that take power away from Bla c k people. In the play, settler-colonialism is a big one. This trickles into contemporary institutions widely understood patterns, rules or structures within society which perpetuate these dynamics of race and power, such as the police and the media. Oppression is similarly maintained in The Longest Memory , where physical violence, and even just the threat of possible physical violence, is used to enslave African Americans. Plus, all of this racial violence was justified by the socio-economic interests of enslavers. Both texts see Bla c k people disempowered by a range of white institutions.

On the other hand, family and the wider community are depicted as a galvanising or healing force in both texts. Depictions of families in projections of photographs also outline how joy and solidarity can be drawn from community. In the novel, family ties are also important. Both texts show how memory and grief are significant burdens for Bla c k people and operate at multiple dimensions. It can go from highly expressive to numb in moments. He feels extremely guilty and only after Chapel dies does he realise why Chapel disagreed with him so stubbornly in life.

Both texts offer ideas about what the fight against racism might look like, but at times these ideas are more different than similar. In The 7 Stages of Grieving , the main struggle is to be heard and understood. In the play and in real life even, we can see how the media is stacked against First Nations peoples, so their fight is about cutting through the bias and making sure they are fairly represented.

In The Longest Memory , the fight against slavery is portrayed quite differently. In a scenario where physical violence was used the way it was in order to oppress, self-emancipation was seen by many as the only path out. This gave them a destination, as well as hope. The other thing that the texts diverge on is the relationship between parents and children. In the play, family is consistently shown to provide support and community. As the woman speaks about her father and brother, the unconditional love and support between them is palpable. However, the novel depicts a bit more conflict— Whitechapel argued with Chapel based on his lived experience, and the many young people he had seen be killed for trying to free themselves.

However, Chapel was far more committed to freedom than to survival. The woman recounts his death in a factual, impersonal style as if reading a court report. She describes how the police pursued and arrested Yocke after he went out drinking with a group of friends, and how he was detained and taken to the watchhouse. The woman breaks into bursts of emotion toward the end of the scene. While most of the play deals with issues that are universal and timeless for First Nations peoples, this scene looks at a specific real event. After all, how exactly was Yocke dead upon arriving at the watchhouse? How badly must the police have mishandled him for that to have happened? The institution of policing has been unaccountable and violent for decades, at least, and something desperately needs to change.

He ultimately leaves feeling a little more convinced by the perspectives of his peers. Well, in both scenes, white men get away with murdering a Black man, and it comes down to socio-economic and institutional power. In this chapter, Mr Whitechapel and his fellow enslavers all inherit significant wealth and extremely prejudiced attitudes from their fathers, and this creates not only pressure but also a financial incentive, to conform to the system of slavery.

He touches on the possibility of abolition , but this is seen as impossible—certainly, none of these men want to lose their power. Now it's your turn! Give these essay topics a go. If you're interested in reading a 50 study scorer's completed essays based off these 4 essay topics, along with annotations so you can understand his thinking process, then I would highly recommend checking out LSG's Killer Comparative Guide: 7 Stages of Grieving and The Longest Memory.

What do Aunty Grace and Chapel illustrate about the complexities of belonging to a racial minority? Compare how the narrative structures of The 7 Stages of Grieving and The Longest Memory enhance their storytelling effect. Learn more about this technique in this video:. In each text, we see institutions and structures which are violent and harmful—from the play, police and the media, and from the novel, the economy itself. However, these institutions are upheld in different ways, and require different mechanisms of change—while the play emphasises grieving and unity, the novel focuses more on emancipation. P1: Starting with The 7 Stages of Grieving , social change is required at the institutional level.

Reconciliation needs to include Aboriginal voices. P2: With The Longest Memory , social change is required across the economy that depends on enslaving people and stealing their labour, while others have an economic interest in the status quo. P3: Because of this, change seems more possible in the play, and we start seeing it happen towards the end, as the ice thaws and people, Bla c k and white, march across the bridge together. P4: On the other hand, emancipation is seen as the only path to change in the novel, as intergenerational social pressures among the enslaving class in the South are insurmountable.

Compare the Pair- A guide to structuring a reading and comparing essay. The link between your contention and topic sentences in relation to the prompt. Master Reading and Creating. Reading and Comparing Essays. So previously I've done a video where I talked about how to write a thousand word, a thousand, a thousand-worded essay, and one hour. And so that segues into this particular video where I'm talking about writing three essays in three hours. So if you haven't watched that video, then I'll pop it up in the comment. I'll pop it up in the card up above. I would recommend you go watch that first before you watch this, because pretty much all of the concepts that I talk about in that video, uh, I just expected details that you should know for this video.

So instead of actually breaking down the essays as I did in the previous video, what I'm going to do this time is talk more so about, you know, how to actually write three essays in three hours and just not get burnt out and not die, basically. So I've got a few tips for you guys, but I'll keep this short. First thing is that yes, you do want to practice at least one time writing three essays in three hours.

And the reason why I say that is because inevitably there will come times where one essay will kind of overlap into another hour. And you just want to ensure that you can know how to handle those situations when we're practicing in one hour blocks. I think it's fantastic to make sure that we can do that, but then kind of like three hours and three essays is another ballgame altogether. So I would recommend at least practicing once sitting down somewhere and just smashing out the three hours worth of work, just so that you know exactly what it's going to feel like when you go into the exam. Now, most schools will actually offer a, like a mock exam for you to do so that literally could be your one practice that you just need.

But if you were like me, you might want to do it twice. So in your own time, kind of print off your own exam paper and go ahead and just set aside three hours and just do it that way. The second thing is I heavily emphasized doing reading time. So reading time is pretty much your mental thinking game going strong. And this is where a lot of your pre-work will be done before we actually go into the essays themselves. So make sure you practice reading time. It's 15 minutes before the actual exam, but in that 15 minutes, you can plan three of your essays and you can look up in your dictionary, any key words that you might want to define, or you could even look up the dictionary and try to find synonyms for particular keywords.

So what I mean by that is when you open up a dictionary and you look up that word inside the dictionary, often the definition for it will have synonyms for it. So that's like my little hack that I had when I was at school. And then the last thing I would say is just make sure you know what to do if you go over time. So, like I mentioned before, there may be situations where, you know, worst case scenario, you don't finish your essay in time.

And that could be because of many reasons. But first thing for you to remember is if you're running over time, sacrifice your conclusion first, do not sacrifice your third body paragraph. I think mostly what happens is students will kind of be somewhere in the third body paragraph for that essay, but rather than skipping that and just do it a little bit of a mess to finish it up and then going into the conclusion, finish off your third body paragraph.

And then just forget about the conclusion. The reason why I say that is because a conclusion is basically just the summary of what your entire essay is about. It's not really supposed to be, to add in any new information where as your third body paragraph. You're still explaining your ideas. You're still elaborating and discussing the prompt itself. So that is way more important to get you the marks that you need than a conclusion.

The next thing I would do if you're running behind is save a proofreading until very last. So in the last video I talked about doing proofreading last five minutes of every essay. But if you do not have time for that later, leave all your proofreading until the very end and, and you might find that you only have five minutes, it's true proofread all of your essays, but at least you kind of have that reassurance was that you made yourself more time to write beforehand. And so if you literally find yourself writing right up until the last minute and you can't perforate fine sacrifice that too.

You still have at least half a paragraph to go, but you know, the first hour is over and you need to move onto your second essay. I feel like you can either approach this two ways. The first way is just finish it off, but then move on to the next one as quick as possible. And obviously your hope there is that you will finish the second essay in time within that hour. So that by the time you get to your thing, essay, you are on track again. But in the other alternative that you could do, and probably one that I via towards a little bit more is just stop your third paragraph. You still have maybe five more sentences you still want to write, but just move onto your next one. I think that's kind of important because what happens is once we start running into the next hour, you will find that with your first essay, you'll run maybe five minutes into your second hour, but then you might find that you run 10 minutes into the third hour with your second essay leaving only 15 minutes to finish your third essay.

And that might not be like what you want. And you might know that you just won't be able to achieve that because the third essay is maybe the hardest one that you left to last. And that's the one that usually takes you the longest. So yeah, like these are just thoughts and considerations for you guys to take away with whatever you guys do. I think just be strategic. Think about these things beforehand, because they are things that could trip you up when you are in the exam, you're stressed, you're anxious, you're under time pressure and you just need to get things done. It might kind of make you do like bad decisions or you might do something out of the ordinary that you normally wouldn't do.

But if you think about these things beforehand and think about, okay, this is what I'm going to do. If this situation occurs, then at least you kind of have some control over what's happening. And that gives you a little bit of reassurance. That is it from me. I wanted to let you guys know that because we are approaching the end of year. And I know that you guys might not need English help from me very shortly, especially when you're in year I wanted to let you guys know that I do have a personal YouTube channel as well. So that's just linked up above for you. And also in the description box below. If you're interested in following me there, then go ahead and subscribe.

I would really love to see you guys there and just be able to still have the connection with you guys. You know, it'd be nice to not only just have you guys on board with me for a year, and then you guys kind of disappear and do your own thing, I'd still really love to stay in contact and be able to hear how you guys are going to once you finish school. So I will see you guys next time. The Complete Maus is a graphic novel that depicts the story of Vladek Spiegelman , a Polish Jewish Holocaust survivor who experienced living in the ghettos and concentration camps during the Nazi regime.

For example, Vladek explains to Art that he was able to exploit his work constantly through undertaking the roles of a translator and a shoemaker in order to access extra food and clothing by being specially treated by the Polish Kapo. Although survival is a key theme, the graphic novel explores how Holocaust survivors in The Complete Maus grapple with their deep psychological scars. Throughout the graphic novel, her depression is apparent. Her ears are additionally drawn as drooped, with her hands positioned as if she was in prison in the context is that she must go to a sanatorium for her depression.

He believes he is partly responsible for her death, due to him neglecting their relationship. Spiegelman also conveys to readers his sense of frustration with Vladek where he feels like he is being treated like a child, not as an adult. Since we're talking about themes, we've broken down a theme-based essay prompt one of five types of essay prompts for you in this video:. The Complete Maus is a graphic novel that may seem daunting to analyse compared to a traditional novel.

However, with countless panels throughout the book, you have the freedom to interpret certain visuals so long as you give reasoning and justification, guiding the teacher or examiner on what you think these visuals mean. Here are some suggested tips:. Spiegelman may have purposely drawn the eyes of the Jewish mice as visible in contrast to the unapparent eyes of the Nazis to humanise and dehumanise characters. By allowing readers to see the eyes of Jewish mice, readers can see the expressions and feelings of the character such as anger and determination.

Effectively, we can see them as human characters through their eyes. When the readers see their eyes, they appear sinister , with little slits of light. By analysing the depictions and expressions of characters, readers can deduce how these characters are intended to be seen. Throughout the graphic novel, symbols of the Holocaust appear consistently in the background.

Some of the panels in the graphic novel are of different sizes which Spiegelman may have intended to emphasise the significance of certain turning points, crises or feelings. For example, on page 34, there is a disproportionate panel of Vladek and Anja passing a town, seeing the first signs of the Nazi regime compared to the following panels. All the mice seem curious and concerned, peering at the Nazi flag behind them. This panel is significant as it marks the beginning of a tragic regime that would dominate for the rest of their lives. You should also pay close attention to how some panels have a tendency to overlap with each other which could suggest a link between events, words or feelings. Although not specifically targeted at Text Response, 10 Things to Look for in Cartoons is definitely worth a read for any student studying a graphic novel!

Since September , the current affairs has been raging with numerous controversial topics — perfect for your oral presentation! Here are some of the more interesting issues that would be a good starting point for your oral. Remember to offer an interesting and unique argument, even if it may mean adopting the unconventional or unpopular point of view on the issue! Ahh William Shakespeare. That guy. More fancy language. Why does he keep popping up in our English curriculum? Shakespeare is actually a huge figure in the history of the English language, and really no high school English curriculum is complete without a mandatory dose of him.

In fact, the current VCAA study design demands that one of his texts must be on the text list. What a legend. The Bard coined many words and phrases that we use today. So why do we still study his works today? One could say the playwright is a master chef; he mixes tales of the human condition and experience and asks us to question people and ideas. Everyone, regardless of their time, will gobble up the story. Dire trials and tribulations are intertwined with humorous gags and jokesters.

Critic W. W Lawrence defined a problem play as one in which "a perplexing and distressing complication in human life is presented in a spirit of high seriousness Ok, crazy, but he also said that "the 'problem' is not like one in mathematics, to which there is a single true solution, but is one of conduct, as to which there are no fixed and immutable laws. Often it cannot be reduced to any formula, any one question, since human life is too complex to be so neatly simplified.

In short, a problem play presents lots of complications and issues that are open to different ethical interpretations. So, what actually happens in this play that is problematic? What are our ingredients in this problem soup? The Duke of Vienna appoints his deputy, Angelo, as the temporary leader. This Duke then pretends to leave town but instead dresses up as a friar to observe what happens in his absence. Angelo, strict and unwavering in his dedication to following the rules, decides to rid Vienna of all the unlawful sexual activity; including shutting down the brothels. Prostitutes like Mistress Overdone pun alert and her pimp Pompey are poised to lose their livelihoods.

Angelo, a stickler for the rules, has Claudio arrested because young Claudio has gotten his engaged wife-to-be Juliet pregnant before they were officially married. Claudio is to be executed. She immediately refuses, being the religious and chaste woman that she is. At first Claudio is upset because he wants to live, but then he calms down and accepts death. Luckily, the Duke secretly dressed as a friar helps in their sticky situation. The Friar Duke plans to have Isabella agree to sleep with Angelo, but then send Mariana in her place.

In theory, Angelo would pardon Claudio and be forced to marry Mariana by law. The old switcheroo goes off without a hitch. But come morning, Angelo refuses to pardon Claudio, fearing he will seek revenge. The Duke, in collaboration with the Provost, send Angelo the head of a dead pirate Ragozine who died of natural causes. Isabella is also told that her brother is dead and is encouraged by the Friar Duke to complain about Angelo to the Duke, who is returning home. The Duke makes a grand return to Vienna, saying he will hear any complaints immediately. Isabella tells her story, and the Duke feigns disbelief, despite having orchestrated the plan himself.

In an act filled with more twists and turns than a Marvel movie, everything comes out; the Duke reveals he was a friar all along, Angelo is forced to confess, and Claudio is pardoned amongst other things. To top it all off, the Duke proposes to Isabella. This may help give insight into why the author has included or not included some aspect of their work. This holy mandate states that a monarch derives his right to rule from the will of God and is not subject to earthly authority. Hence, alongside The Divine Right of Kings, this ideal gave monarchs huge power over their subjects. In early s England, there was a defined social hierarchy and class system.

Everyone had a place in the hierarchy, and there was little movement between the classes. Within each class, men were considered superior to women. Shakespeare encourages us to ask a few questions of our supposedly holy leader and his actions. However, the Duke is pretty shady when he plots his bed-trick plan with Isabella and Mariana. Is this deceptive behavior still holy? Furthermore, is it not sacrilege to pretend to be a holy friar when one is not truly a holy man?

Moreover, when the Duke assigns Angelo as his deputy, would this transform Angelo into a divine ruler too? Could he be divine, considering his cruel rule and despicable request to Isabella? Women were considered subservient, lower class citizens then men. Alliances were forged between powerful families through arranged marriages of daughters. These girls may have received an education through tutors attending their homes there were no schools for girls , but their endgame would be marriage, children and maintaining the home. Women and girls of a lower class did not receive any formal education but would have learned how to govern a household and become skilled in all housewifely duties.

Impoverished and desperate women Mistress Overdone would turn to prostitution to stay alive. Shakespeare perhaps highlights the struggle of women in his female characters; Isabella, Mistress Overdone, Juliet, and Kate Keepdown. A year earlier came the end of the 45 year long Elizabethan era and began the Jacobean era under the rule of King James. Since the late Queen Elizabeth had no direct heirs, King James of Scotland a relative took to the throne. Little was known by the English people of this foreign king. The playwright characterizes the Duke as loving his people, but not enjoying being before their eyes and in the spotlight; much like King James, a quiet ruler who relished studying privately in his great library.

The rich gentry paid 2 pennies for seating in the galleries, often using cushions. The really rich nobles could watch the play from a chair set on the side of the stage itself. Playhouses in Shakespeare's time were often close to brothels, both in terms of their physical locations in the suburbs and the way they were viewed by some of polite society. Talking about authorial intent in your analytical essay leads to a more in-depth analysis. Think of it as an opportunity to make your very own soup! Add some themes, stir in character analysis, sprinkle in some quotes and serve with historical context and authorial intent.

Just try not to overcook it, like I have done with this soup metaphor. Grab a snack, a drink, and enjoy this tasty Shakespeare meme. Are you ready for part 2 of the Shakespeare train? As you can see, the themes are interconnected. Do you like the diagram? Made it myself : Why does this matter? Keep in mind that depending which pieces of evidence you look at, the Bard could be saying something different. The beauty of Shakespeare is that much is open to interpretation.

You can interpret characters and ideas in so many different ways! The Duke is the leader of Vienna, ordained by God. He hands this power to his deputy Angelo, who misuses it in his request of Isabella. Now consider Isabella - she has power too, but a different kind… Also consider characters who have little to no power - Mistress Overdone, Pompey etc. Perhaps Shakespeare is suggesting that power is a dangerous weapon and that in the wrong hands, it could be deadly. This is an interesting theme. What defines sin? Bit of a pickle that one. So many of the characters take part in questionable deeds. Was it immoral for the Duke to pretend to be a holy friar? Deep stuff man.

Perhaps Shakespeare tries to tell us that there is a fine line between something moral and something sinful. Everyone from the almighty Duke to a lowly prostitute has committed potentially immoral acts. Perhaps audiences are encouraged to be more understanding of others, and their reasons for these deeds. Mmm, this theme ties in nicely with just about all of the others.

How does one define justice? The play explores this idea; does justice mean punishment? Or mercy? Characters that dispense justice include The Duke, Angelo although they have differing ideas of justice and Isabella. Since Vienna is a religious place, consider the divine justice system ie. Laws exist in an attempt to ensure justice. But does it always work? Perhaps Shakespeare says that since we humans are inevitably flawed, that any justice system created by us will too be imperfect.

Who are we to decide the fates of our fellow man? Furthermore, the Bard may be encouraging us to be kind when dispensing justice, leaning more to mercy than punishment. Who run the world? The exploration of the female characters in this play are very interesting, and kind of sad. Of 20 named characters, only 5 are women. There is a lot to unpack here. Their situations: a maiden poised to enter a nunnery, a prostitute, a pregnant girl about to lose her husband, a nun, and another prostitute. Quite gloomy, isn't it?

Over the course of the play, our female characters are put into worse situations by men. Their experiences are dictated by men. Perhaps Shakespeare suggests that women are treated unfairly in society. The Bard potentially says that such sexual and gender politics do not create a cohesive and just society. This theme, again, connects to many others. It can link to all groups of people The wealthy, the poor, women, criminals etc. She is the yardstick against which Miller measures all other characters. Rebecca is one of the few women to have authority pre-witchcraft trials. She is also able to get John to not completely lose it at least temporarily :.

Rebecca's arrest causes people to feel doubt because of her power and authority in the town. As Parris worriedly tells Judges Hathorne and Danforth,. Parris is concerned that if it turns out Rebecca was somehow! As Reverend Hale says in Act 2,. Goody Nurse is the most straightforward and honest character in the play Two specific instances of this are when she's fine with telling Parris that, actually, he has been driving parishioners away Act 1, p. Rebecca only appears in Acts 1 and 4 of The Crucible although she is mentioned in the other two acts by other characters. Rebecca's first action upon entering the stage in Act 1 is to soothe Betty Parris with her very presence Act 1, p.

Rebecca does not appear onstage in Acts 2 and 3, but we do learn important information about her from other characters. In Act, 2, Giles Corey informs the Proctors and the audience that Rebecca has been charged with witchcraft p. In Act 4, Rebecca's primary role is as a foil and, ultimately, an inspiration to John Proctor. In this next section, I'll go into more detail about possible motivations behind Rebecca's actions. Often these'll be related to an overarching theme, like hysteria or societal pressures. I've provided quotes from the text to accompany my analysis and support my interpretations. Remember, though, that my analyses are just that - interpretations. If you can think of a different explanation and then support it using evidence from the play, then you can and should do that!

Rebecca's primary motivation in The Crucible appears to be her internal sense of what is right and what is wrong. Of all the characters in the play, she is the least affected by fear and hysteria at least, in my opinion , and is surprised when other people are swayed e. Rebecca remains strong through the course of the play; for her, doing the right thing is more important than staying alive, as she explicitly states in Act I cannot, I cannot. Ultimately, unconcern with the possible danger from hysteria is Rebecca's downfall. One instance of her not paying enough attention to other people's reactions to her is when she quiets Betty down in Act Even though Ann Putnam verbally expresses her astonishment that Betty was soothed by Rebecca's presence when Betty had previously been unresponsive to other stimuli, Rebecca completely ignores this in favor of her own thoughts.

Other instances of this obliviousness can be seen when Rebecca, intentionally or not, puts down the concerns of other characters particularly Ann Putnam as being not worthy of further consideration. Rebecca ends up paying the price for this obliviousness and her uncompromising personal moral code with her life. Others may resent Francis's rise from land-renter to land-owner and Rebecca's being too saintly for her own good, as when she absents herself from Hale's witchcraft investigation in Act 1. In contrast to characters like John Proctor and Reverend Hale, Rebecca doesn't show much development over the course of The Crucible , likely because Miller wanted to use her character as a moral high point that everyone else in the play could be measured against.

Rebecca's moral compass is never shaken , even when she is put through the crucible of the trials. Similarly, Rebecca does not accuse anyone else of witchcraft - if she has too much integrity to lie about being a witch, she certainly has too much integrity to drag anyone else down with her. In addition to avoiding lies, Rebecca also shows mercy to others , even as they are weak Proctor or accusing her of terrible things. In this way, Rebecca takes responsibility for herself and maintains her high moral standing throughout the course of the play in a way no other character in The Crucible does. Soon after her entrance in Act 1, Rebecca explicitly provides a rational explanation for why the girls are all acting weird: all young children have their silly times, so it's nothing out of the ordinary to worry about.

Rebecca's reasoning has the weight of her experience behind it, and at this point in the play her experience as a devout matriarch still has some merit - even Parris seems temporarily convinced by this explanation for the girls' strange behavior. In Act 3, the concept comes up again when Giles Corey talks about how by accusing his wife of suspicious actions, he has broken charity with her Act 3, p. With these penultimate lines, Rebecca exhorts everyone including the audience to remember that the reverberations of the witchcraft trials will not simply end with the deaths of the accused witches.

The "judgment" Rebecca refers to is not just everyone's judgment by God after death, but also how history will judge the witchcraft trials, and in a meta-way how the audience will judge the characters of The Crucible. Want to learn more about other characters in The Crucible? Read our complete guide to the characters of The Crucible. Need to refresh yourself on the acts Rebecca appears in?

Unlike Text Response and The Crucible Truth Analysis, Rhonda Jacobs Research Paper Outline Language Analysis you will be asked to read 'cold material' meaning that you won't have seen the piece before, The Crucible Truth Analysis. For the The Crucible Truth Analysis hunt was scarcely a product only of the distant past. The clinching moment for me and the reason I don't The Crucible Truth Analysis Abigail is The Crucible Truth Analysis much calculating as she is trying to avoid trouble is The Crucible Truth Analysis next The Crucible Truth Analysis Abigail has bottom from a midsummer nights dream Reverend Hale:. Whilst the series The Crucible Truth Analysis mistakes that Ibaraki makes throughout the novel show that his actions cause grief for both him The Crucible Truth Analysis the people around him, The Crucible Truth Analysis also highlight that the misfortune The Crucible Truth Analysis others is not always the fault of one individual.

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