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The Crucible By Arthur Miller

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The CrucibleBy

Arthur Miller

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The Crucible: Author BiographyArthur Miller (1915-2005)

Known and respected for his intimate and realistic portrayal of the working class, Arthur Miller remains one of the most prolific playwrights of his time. At the peak of his career immediately following World War II, American theater was transformed by his profound ability to capture the heart of the common man and make his audience empathize with his plight as he attempts to find his way in an often harsh and unsympathetic world.

Arthur Miller was born in 1915 in New York, into a middle-class Jewish immigrant family. His father was a clothing manufacturer and store owner who experienced significant loss after the Stock Market Crash of 1929. Miller attended Abraham Lincoln High School in Brooklyn, and was a gifted athlete and an average student. After being rejected the first time, Miller was finally accepted into the University of Michigan in 1934, where his studies focused on drama and journalism. He graduated in 1938 with a Bachelor’s degree in English. Two years later, he published his first play, the relatively unsuccessful The Man Who Had All the Luck and married his college girlfriend Mary Slattery, with whom he later had two children, Robert and Jane.

Miller’s first prominent play was All My Sons (1947), a tragedy about a factory owner who knowingly sold faulty aircraft parts during World War II. All My Sons won the Drama Critics Circle award and two Tony Awards. His 1949 play Death of a Salesman was also an enormous critical success, winning the Drama Critics Circle Award, the Pulitzer Prize, and several Tony Awards, including Best Play, Best Author, and Best Director. To this day, Death of a Salesman remains his most famous and respected work.

In 1950, Miller’s troubles began. After directing a production of Henrik Ibsen’s An Enemy of the People, Miller began getting negative attention for his very public political and social commentary. In 1953 The Crucible opened on Broadway, depicting a deliberate parallel between the Salem Witch Trials and the Communist Red Scare that America was experiencing at the time. This production brought more suspicion onto Miller at a very unstable time in American history, and in June of 1956, he was called to testify in front of the House Committee on Un-American Activities (HUAC), for which he was found in contempt of court for his refusal to cooperate and identify names of Communist sympathizers. This ruling was later overturned by the United States Court of Appeals, but damage to his reputation had taken place nonetheless.

That same year, he divorced his wife and married actress and American icon Marilyn Monroe; however, his marriage to Monroe did not last long – they divorced in 1961. His plays After the Fall (1964) and Finishing the Picture (2004) are said to loosely depict their turbulent and unhappy marriage. After divorcing Monroe, Miller married Inge Morath, with whom he had a son, Daniel, in 1962 and a daughter, Rebecca, in 1963. There have been unconfirmed reports that Miller’s son Daniel was diagnosed with Down syndrome shortly after he was born and that Miller institutionalized Daniel and never saw or spoke of him again, even in his poignant autobiography Timebends: A Life (1987).

Miller’s other plays include Incident at Vichy (1965), The Price (1968), The Creation of the World and Other Business (1972), The American Clock (1980), The Ride Down Mount Morgan (1991), Broken Glass (1994), and Resurrection Blues (2002). He also wrote a novel, Focus (1945), a book of short stories in 1967, several screenplays and television movies, and Echoes down the Corridor (2000), a collection of essays. In addition, he collaborated with Inge (who was a photographer) on several books. He received the Tony Award for Lifetime Achievement in 1999 and the National Book Foundation’s medal for his contribution to American literature in 2001. Arthur Miller died of heart failure in February 2005 at his Connecticut home. He was 89 years old.

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Based on the Arthur Miller’s bio, answer the following questions in your notebook:

1. What is the author’s purpose for writing this biography about Arthur Miller?

2. Based upon the information given in paragraph 3, the reader can assume that:

3. Which event happened the same year that Miller was called to testify before the House Un-American Activities Committee?

4. In which paragraph would it be most appropriate to insert information about Miller’s connection with Elia Kazan, a friend and former member of the Communist party?

5. Read the following sentence: His father was a clothing manufacturer and a store owner who experienced significant loss after the Stock Market Crash of 1929. Which word or words BEST replace the underlined words in the sentence above?

6. Which of the following would be LEAST likely to fit in the article?

7. Which of the following questions would be MOST appropriate to ask Miller if you were a reporter who had been granted an interview with him?

Arthur Miller with Marilyn Monroe

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Elements of Drama: Literary Terms to Know

Drama is a form of literature designed to be performed in front of an audience. There are two main types of drama: comedy and tragedy. Like fiction, dramatic works have a plot (action of the story), characters (those who take part in the action of the story), setting (the time and location of the story), conflict (the struggle[s] within a story), and a theme (the lesson or moral of the story). It is essential to know the elements of drama when reading a dramatic work.

1. act: a division within a play, much like the chapters of a novel

2. aside: lines that are spoken by a character directly to the audience

3. cast of characters : a listing of the characters who appear on the stage

4. comedy : a humorous work of drama

5. dialogue : conversation between two or more characters

6. drama : a work of literature designed to be performed in front of an audience

7. dramatic irony : when the audience or reader knows something that the characters in the story do not know.

8. foil : a character who is much like another character in class, rank, and background, but has opposite traits which provide a contrast and conflict between the two characters

9. monologue: a long speech spoken by a character to himself, another character, or to the audience

10. scene: a division of an act into smaller parts

11. stage directions: italicized comments that identify parts of the setting or the use of props or costumes, give further information about a character, or provide background information

12. tragedy: a serious work of drama in which the hero suffers catastrophe or serious misfortune, usually because of his own actions

13. tragic hero: a protagonist with a fatal flaw which eventually leads to his demise.

Your Job: Using the words from the list above, create a 10-question Multiple-Choice quiz. You must use the information/definitions from this page, but you may also add your own knowledge to create your questions. Be sure to create an answer key and keep it on a separate piece of paper. For example:

1. The two main types of drama are:a. Plays and monologuesb. Comedies and tragediesc. Histories and biographiesd. Monologues and soliloquies

Next class: Give you quiz to partner, grade, and turn in.

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The Crucible: Terminology to Know

Although Arthur Miller wrote The Crucible in the 1950s, he wrote in the archaic language of the 1600s, giving a more authentic feel to the play. Some vocabulary may be unfamiliar to you or may be used in a way in which you do not normally see it used, but were commonly understood words of the English language in the 17th century. As you come across these words, use the list below to aid your comprehension of the play.

Act One1. hearty – well2. bid – told3. aye – yes4. opened – been honest5. nay – no6. sport – a game7. Goody – Mrs.8. blink – pay no attention to9. naught – nothing10. mark – listen to; remember11. clapped in the stocks – placed in the stocks

(a punishment device in which the offender was secured by the hands and feet or head and hands and was left outside to be publicly humiliated or abused.)

12. wintry – unfriendly13. charge – accusation or reason14. writ – a court order15. pray – please16. incubi and succubi – (plural form for

incubus and succubus) male and female demons, respectively, who were believed to have intercourse with people while they were asleep

17. irons – iron restraints

Act Two1. strip – cut into smaller pieces; disassemble2. would – wish; wish to3. bewitchin’ – putting a curse on; using

magic or other supernatural force against 4. fraud – lie or person who lies5. let you – you should6. be – were; are7. weighty – important8. base – immoral9. how comes it – why is it10. quail – show fear or apprehension11. text – pretext; a made-up reason or excuse

Act Three1. broke charity – broke trust; turned against2. put upon – treated badly3. ipso facto – because of that very fact4. suck a scream – accuse5. what say you? – what do you have to say?

Act Four1. with child – pregnant2. marked – scheduled3. bridegroom – groom or male suitor

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Act One: Character Relationships

Directions: Complete the following chart with the correct names of each character, according to what you have learned about their relationships in Act One.

servant tomarried to

had an affair with

accuses

niece of

drank a charm to kill

slave to

accusesaccuses

father of

sent for help from

accused of killing the babies of

married to

servant to

father of

Slaps in an attempt to “wake up”

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Act One: Comprehension Check

Directions: Write the answers to the following questions in your notebook. Please use complete sentences.

1. What is wrong with Betty Parris?2. How does Tituba react to Betty’s condition?3. What news does Susanna bring from the doctor?4. What rumor is circulating about Betty?5. How does Abigail initially defend the girls’ behavior in the woods?6. Why is Reverend Parris so worried about his reputation?7. What did Parris see in the woods?8. What does Abigail claim is the reason she was discharged from the Proctor household?9. In what condition is Ruth Putnam?10. Briefly describe Thomas Putnam?11. Why did Mrs. Putnam enlist Tituba’s help?12. Why did Abigail drink blood?13. How does Abigail threaten the other girls?14. Briefly describe John Proctor.15. What happens when John and Abigail are left alone?16. What does Rebecca Nurse say about Betty and Ruth’s sickness?17. Why is Reverend Parris dissatisfied with his job in Salem?18. About what are Proctor and Putnam fighting?19. Describe Reverend Hale. For what reason has he been called to Salem?20. What is Giles Corey’s complaint about his wife?21. Why does Tituba finally “confess”? What do you think of her actions? What do you think will

happen as a result?22. Why do you think the girls begin their accusations when they could have just let Tituba take the

blame for everything?23. What does the girls’ behavior tell you about the youth of Salem?

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Act One: Character Analysis

In order to understand a plot and its significance, it is important that you understand the characters and their relationships. In every story, each character has a motivation, which are forces and reasons that give the character a reason to act the way they do, or make the decisions they make. We can learn about a character’s motivations and personality from the author’s use of direct and indirect characterization.

Direct characterization is when the author or narrator directly tells the reader what a character is like. For example, “Jennifer is a fiery red-head with the tenacity of a mule.” Indirect characterization is when the author gives information about a character and allows the reader to draw his or her own conclusions about that character. Two of the ways we can learn about a character through indirect characterization are:

The character’s own thoughts, feelings, and actions What other characters say or feel or how they act towards another character

Conflict is the struggle between opposing forces. A character’s motivation and a character’s conflict are closely related. For example, if you wanted to buy a candy bar to get an energy boost while studying, that would be your motivation. Your conflict would be the fact that you do not have any money. How you respond to wanting that candy bar and not having any money would reveal a lot about your personality. If your choice is to say “Oh, well, maybe next time,” then we learn that you are rational, and able to set aside your desires. If your choice is to borrow money from a friend, we may learn that you are resourceful and possibly trustworthy, since your friend is willing to lend the money. If you decide to steal the candy bar, we may learn that you are impulsive, selfish, and immoral.

Directions: For each of the following characters, use both direct and indirect characterization from Act One of the play to identify:

1. the character’s main motivation2. the character’s main conflict3. what the character’s motivation and conflicts reveal about his/her personality4. how this character and his/her motivations have affected the plot so far

Write your work in your notebook.

Here is an example:Abigail

1. Main motivation: to be with John Proctor2. Main conflict: she is unable to be with John because he and Elizabeth are still married; Abigail

wants to get rid of Elizabeth3. Personality: conniving, lustful, vengeful, controlling, manipulative4. Effect on plot: After Tituba is forced to confess, Abigail jumps in an starts accusing others

because she is selfish, controlling, and conniving.

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Act Two: Comprehension Check

Directions: Write the answers to the following questions in your notebook. Please use complete sentences.

1. What is the mood at the beginning of Act Two? Why?2. What do we learn about John and Elizabeth’s relationship at the beginning of the act?3. What does Mary give Elizabeth?4. What news does Mary Warren bring from court?5. What does Elizabeth mean when she says: “Oh, the noose, the noose is up!”?6. What does Elizabeth want John to do in town? What will everyone find out if he does this?7. Why has Reverend Hale come to the Proctor house?8. To what is John referring when he says “… it tells me that a minister may pray to God without

he have golden candlesticks upon the altar.”?9. What does Hale ask John to do? What happens?10. What is ironic about this omission?11. What news do Giles Corey and Frances Nurse tell John Proctor?12. On what basis are they accused?13. What is the significance of the poppet? How does this serve as “proof” for Elizabeth’s

accusation?14. What does John mean when he says “I’ll tell you what’s walking in Salem – vengeance is

walking in Salem.”?

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Act Two: Interpreting Text

For each of the following quotes, determine both context and analysis for each. Remember that the context is the background information (who is speaking to whom, what are they talking about, what is going on in the scene, where are they, when is it in the story, etc.) and the analysis is your interpretation of the text (what does this mean, why is it important, what does it imply and why, how does it impact the story, etc.).

Here is an example:“I want to open myself! . . . I want the light of God, I want the sweet love of Jesus! I danced for the Devil; I saw him, I wrote in his book; I go back to Jesus; I kiss His hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil!”

Context: This is Abigail speaking to everyone in the final scene of Act I. Tituba, the slave, has just confessed to witchcraft. For most of Act I, Abigail worried desperately about the possibility of being disgraced for having cast charms with her friends in the forest. Even though she performed this “witchcraft” in the forest, she did not want to get into serious trouble. At the end of Act I, it is clear that the people in Salem are taking witchcraft very seriously.

Analysis: Tituba’s confession (to save her own life) offers Abigail an example of a way out of getting into trouble, and Abigail takes it. She “confesses” to consorting with the Devil, which according to the theology of Salem, means that she is redeemed and free from guilt. Then, as the next step in absolving herself of sin, she accuses others of being witches. This shifts the burden of shame from her shoulders to those she names – it also provide her with more credibility in the eyes of the town leaders. Seeing Abigail’s success, the other girls follow suit, and with this pattern of hysterical, self-serving accusations, the witch trials get underway. This is a turning point in the story, in which childish games and selfish motivations become misunderstood and punished severely.

1. “Spare me! You forget nothin’ and forgive nothin’.”2. “I do not judge you. The magistrate sits in your heart that judges you.”3. “I must tell you, sir, I will be gone every day now. I am amazed you do not see what weighty

work we do.”4. It is her dearest hope, John, I know it. There be a thousand names; why does she call mine?”5. “It does, sir, it does; and it tells me that a minister may pray to God without he have golden

candlesticks upon the altar.”6. “I nailed the roof upon the church, I hung the door –“7. “Adultery, John.”8. “Why, I meant no harm by it, sir.”9. “Why -- ! The girl is murder! She must be ripped out of the world!”10. “She’ll kill me for sayin’ that! Abby’ll charge lechery on you, Mr. Proctor!

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Act Three: Comprehension Check

Directions: Write the answers to the following questions in your notebook. Please use complete sentences.

1. When the act begins, who is on the stand, and of what is she accused?2. Who bursts into court, and why?3. What does Mary Warren tell the court?4. What does Cheever say that Proctor did when they came to arrest Elizabeth Proctor?5. What do we learn about Elizabeth Proctor?6. How many people signed the deposition? Who are the people who signed, and to what are they

testifying?7. Why is Giles Corey arrested?8. How many death warrants has Hale signed?9. What do the men of the court want Mary Warrant to do on command?10. What does Proctor confess?11. What does Proctor say about his wife that eventually works against him?12. What do the girls pretend to see in the courtroom?13. What does Mary claim Proctor made her do?14. What does Hale do at the end of the act? Why?15. In our court system today, the accused in innocent until proven guilty. In what ways does the

court of Salem ignore the “innocent until proven guilty” clause?16. If you were a lawyer defending one of the accused today, what arguments would you make to

defend your client? Compose a one-page speech which defends the innocence of John Proctor. Be sure to use examples from the text to make your case.

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Act Three: Understanding and Interpreting Irony

One of the most powerful elements of The Crucible is Miller’s use of irony. There are several examples of irony in Act Three of the play.

Irony is an inconsistency between appearance and reality. There are several types of irony: Verbal irony is when a speaker or writer says one thing but actually means the opposite. For

example, when your mom walks into your filthy bedroom and says, “I see you’ve cleaned your room!” Sarcasm is a common type of verbal irony.

Situational irony is when the outcome of a situation is inconsistent with what we expect would logically or normally occur. An example of situational irony would be if a thief’s house was broken into at the same time he was robbing someone else’s house.

Dramatic irony is when the audience or the reader is aware of something that a character does not know. For example, when Romeo believes Juliet is dead, but the audience knows that she has only been given a potion to sleep.

Direction: Answer the following questions using complete sentences in your notebook.

1. What was John’s intention in publicly admitting his affair with Abigail? How is this ironic? What type of irony is this?

2. What was Elizabeth’s intention when lying about John’s affair? What is ironic about Elizabeth’s lie? What type of irony is this?

3. What is ironic about the beliefs of the Puritan community and the events of the play so far?

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Act Four: Comprehension Check

Directions: Write the answers to the following questions in your notebook. Please use complete sentences.

1. What is Reverend Hale doing at the jailhouse?2. What is happening to the farms and animals in the town of Salem? Why do you think this is

happening?3. What has happened to Abigail and Mercy Lewis?4. What happened in the town of Andover? Why is Parris afraid of this news?5. What does Parris suggest to Danforth? Why does he make this suggestion?6. What other indications does Hale give that the town is falling apart?7. What does Hale mean when he says, “There is blood on my head! Can you not see the blood on

my head”?8. Why does Danforth refuse to postpone the executions?9. How long has passed since the trials first began?10. What do Hale and Danforth beg Elizabeth to do? Why?11. What does Elizabeth say happened to Giles Corey?12. What has Proctor been contemplating doing? What is Elizabeth’s response to this?13. What do Danforth and Parris plan to do with Proctor’s confession?14. Why does Proctor refuse to sign the confession?15. What does he do with the confession, and what happens to him as a result?16. What does Elizabeth mean by: “He have his goodness now. God forbid I take it from him.”?17. What lessons do you think Arthur Miller wanted readers and audiences to learn from his play?

What do you think are the most important themes of the play?18. Do you think the story would have been as effective as a novel rather than a play? Why or why

not? Why do you think Miller decided to tell the story of the Salem Witch Trials as a play rather than a novel?

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Act Four: Tragedy and the Tragic Hero

Over 2,300 years ago, the Greek philosopher Aristotle wrote his definition of a tragedy. According to Aristotle: “Tragedy, then, is an imitation of an action that is serious, complete, and of a certain magnitude; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions.” In other words, to be a true tragedy, a play must make the audience pity the characters and make them fear the same consequences the character (usually the protagonist) experiences.

Similarly, Aristotle defined the concept of a tragic hero. A tragic hero is a protagonist with a fatal (also called tragic) flaw which eventually leads to his downfall. The Aristotelian tragic hero is introduced as happy, powerful, and privileged, and ends up dying or suffering immensely because of his own actions or mistakes. The tragic hero must have four characteristics: goodness (a moral or ethical person), superiority (such as someone with supreme or noble authority or control), a tragic flaw (will eventually lead to his own demise), and the eventual realization that his decisions or actions have caused his downfall (faces death or suffering with honor). Usually, the realization of tragic flaw results in an epiphany, or a sudden realization by the character, audience, or both, and a catharsis, or a release of emotions, which makes the audience feel more at peace.

Directions: Many scholars feel that John Proctor is the classic tragic hero. Analyze the character of John Proctor and the play as a whole by answering the questions below. Please write your answers in full sentences in your notebook.

1. In your opinion, what is John Proctor’s tragic (fatal) flaw?2. When John is first introduced, is he “happy”? Why or why not?3. How might John be considered a superior or privileged person?4. In your opinion, is John a moral and/or ethical person? Support your response with textual

evidence.5. At what point does John realize he is facing his own demise? What is his reaction? How is /

isn’t this consistent with the characteristics of the tragic hero?6. Do you feel John Proctor is the ideal tragic hero? Why or why not? Explain how he fits or does

not fit the definition of a tragic hero.7. According to the definition, is The Crucible a tragedy? Why or why not? Support your response

with evidence from the play. Do you feel pity for the characters, especially John Proctor? Did you experience a catharsis because you did not suffer the same fate as John and the others who were accused of practicing witchcraft? Why or why not?

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The Crucible / Sample Body Paragraph / Literary Analysis Essay

The Salem Witch trials were not necessarily caused by a young girl’s deviant desire for

revenge, as Miller’s play might portray, but rather were born out of a failing theocratic system of rule.

The government of the early Puritan settlements in Massachusetts was based on the idea of a

theocracy, the belief that the church and state were one. The Puritans believed that there should be no

difference between religion and government, that the state and church should be governed by the same

laws. In The Crucible, theocratic rule and authority was in the hands of several very powerful

characters, including Reverend Parris, Reverend Hale, Judge Hathorne, and Judge Danforth. In Act III

of the play, court proceedings were in session and the characters in power were adamantly pursuing

their truth – that the accused men and women on the list were in fact turning against God and

consorting with the devil. As the judges in power used persuasive and threatening techniques to force

innocent people into fabricated confessions, Judge Danforth proclaimed, “You must understand, sir,

that a person is either with this court or he must be counted against it, there be no road between. This is

a sharp time, now, a precise time – we live no longer in the dusky afternoon when evil mixed itself

with good and befuddled the world. Now, by God’s grace, the shining sun is up, and them that fear not

light will surely praise it.” (p. _____) This statement aptly sums up the attitude of the authorities

toward the witch trials. In his own right, Danforth is an honorable man, but, like everyone else in

Salem, he sees the world in black and white. Everything and everyone belongs to either God or the

Devil. The court and government of Massachusetts, being divinely sanctioned, necessarily belong to

God. Thus, anyone who opposes the court’s activities cannot be an honest opponent. In a theocracy,

one cannot have honest disagreements because God is infallible. Since the court is conducting the

witch trials, anyone who questions the trials, such as Proctor or Giles Corey, is the court’s enemy.

From there, the logic is simple: the court does God’s work, and so an enemy of the court must,

necessarily, be a servant of the Devil. Therefore, it is also follows that the mere system and process of

a theocracy, rather than any one particular character, was the true cause of this Salem tragedy.

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The Crucible – Final Essay

Please choose one of the essay topics below. Write a well-developed analysis (5-paragraph minimum) using textual evidence to support your thinking.

1. Analyze the character of Reverend Hale. What is his role in the prosecution and deaths during the witch-hunt? How does his role change? Is he to blame for their deaths? If so, explain. If not, who or what is responsible for the tragedy?

2. A significant theme in The Crucible is the need to take responsibility for one’s decisions. Argue whether John Proctor or Abigail Williams is to blame for the tragedy because they did not take public accountability for their actions.

When examining Proctor’s character, focus on why he chooses not to report Abigail’s confession that she and the girls were dancing in the forest.

When examining Abigail’s character, investigate why Abigail refuses to confess to dancing in the woods, and on how she chooses to accuse her neighbors of witchcraft.

3. Fear plays a prominent role in motivating characters’ actions in The Crucible. Not only do various characters cry “witch” out of fear, but some of them use people’s fear of witches to their advantage.

Select 3 characters from The Crucible and explain how: a) fear motivated their actions b) they used fear to their advantage

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Rubric for Analysis EssayVaughn

Category Criteria Poor RATING ExemplaryTh

esis

and

or

gani

zatio

n 1. Essay is structured around a valid, insightful, and convincing argument. 5 6 7 8 9 10

2. Thesis is easily identifiable and clearly articulated; it is neither broad nor vague. 5 6 7 8 9 10

3. Thesis is consistently supported with main ideas and details from the text. 5 6 7 8 9 10

Ana

lysi

s

4. Relevant textual evidence is prevalent throughout the essay’s supporting arguments. 5 6 7 8 9 10

5. Analysis of textual evidence and literary elements is concise, accurate, and insightful. 5 6 7 8 9 10

6. The student uses an effective balance of personal interpretation and outside criticism. 5 6 7 8 9 10

Styl

e

7. The introduction and conclusion compellingly utilize all required essay elements. 5 6 7 8 9 10

8. The essay contains sophisticated transitions to set up ideas and quotations. 5 6 7 8 9 10

Usa

ge 9. The essay is virtually free of grammar and usage errors. 5 6 7 8 9 10

10. The essay follows proper MLA format and submission guidelines. 5 6 7 8 9 10

TOTAL: __________

Comments: