Comparison paper assignment: The Crucible by Arthur Miller and “Young Goodman
Brown” by Nathaniel Hawthorne
Initial work done in class: brainstorming individually and then sharing ideas, writing
freely for one half hour comparing the two pieces of literature. (12/10-12/14)
Final paper due Wednesday January 3, 2013
Worth 125 points
We know the two pieces, The Crucible and “Young Goodman Brown,” were written
a little more than one hundred years apart in time, they are written in two different
genres, and they each look at the Puritan belief in witchcraft from different angles – one
historical and one imaginary. But Hawthorne and Miller had much in common when
illustrating the effects such beliefs had on individuals, families, and communities
especially when mixed together with other human psychology. You are to write your
thoughts as you compare these two pieces to one another.
The final draft of your work should have a cover page that declares it is your final draft.
Title your paper. Include your name, the class and teacher’s name, and the date.
Attach all your prewriting and drafts under the final draft.
Formatting: 25 points
Typed:
 Double spaced
 One inch margins
 Times New Roman font
 12 point type size
 Final copy neat and clean
Handwritten:
 Front of paper only
 Black or dark blue ink
 Do NOT skip lines
 Neat and readable
Cover Page: same as above. Staple, please, do not give me folders as covers unless you
have too much drafting to be easily stapled.
Attach all prewriting and drafting behind final draft.
Below you will find a description of an A+ paper:
The writer presents an intriguing and supportable thesis which shows thought about and
consideration of the two texts. The reader is satisfied the writer thoroughly understands
both pieces of literature.
The style of the essay keeps the reader’s attention and presents a flowing, logical
structure. Paragraphs successfully deal with one idea then transition logically and
smoothly into the next paragraph. Sentences vary in length and structure as is needed to
express simple, as well as complex ideas. The writer successfully uses figurative
language, as needed, to explain ideas to the reader. The writer has moved beyond
competence into an authentic expressive tone.
The writer chooses the best quotes from the texts to illustrate his/her support for the
thesis. Paraphrases of sections are accurate to the meaning of the text. The writer
provides details to support generalizations.
The conclusion arises from the thesis and its support to offer a clear sense of a completed
structure, of an inevitable final statement.
There are no errors of spelling, grammar, or mechanics to be found in a first or second
reading of the paper.
The whole package is neat, clean, and presentable (except for the inevitable clutter,
smudging, etc. of prewriting and draft pages.)
Below is a description of a B paper:
The writer presents a supportable thesis which shows some thought concerning the two
texts. The reader is satisfied that the writer has some understanding of both pieces of
literature.
The style of the essay keeps the reader’s attention. Paragraphs deal with one idea and
generally transition logically into the next paragraph. There is some variation in sentence
length and structure. The writer occasionally uses figurative language to express
complex ideas.
The writer chooses appropriate quotes from the texts to illustrate his/her support for the
thesis. Paraphrasing is generally accurate to the meaning of the text. The writer provides
details to support generalizations.
The conclusion arises from the thesis and its support. There is a clear sense of ending.
There are few errors of spelling, grammar, or mechanics to be found in a first or second
reading of the paper.
The whole package is neat, clean, and presentable (except for the inevitable clutter,
smudging, etc. of prewriting and draft pages.)
Below is a description of a C paper:
The writer presents a supportable thesis, though this thesis does not show depth of
thought concerning the two pieces of literature. The writer shows some understanding of
the two texts, though this understanding is at a surface level.
The style of the essay is grade level writing and does present a logic that can be followed
by the reader. Most paragraphs transition easily from one idea to another. Sentences
seldom vary in length or structure. There is little or no use of figurative language to
develop complex ideas for the reader.
The quotes chosen to illustrate support for the thesis do their job, but are not the best
choices. Paraphrases sometimes are not accurate to text’s meaning. The writer
occasionally supports generalizations with details.
The conclusion, while arising from the thesis and support, is awkward and has a slightly
tacked on feel for the reader.
There are some errors of spelling, grammar, or mechanics that should not appear in a
piece of writing at this grade level. These errors are easily noticed on a first reading.
The whole package is neat, clean, and presentable (except for the inevitable clutter,
smudging, etc. of prewriting and draft pages.)
Below is a description of a D paper:
The writer presents no obvious thesis or a thesis which is not supportable using details
from the two texts. The writer shows little understanding of these two texts.
The style of the essay is stilted and lacks a logical structure. Paragraphs are not
developed around one topic and/or do not transition from one idea to the next in a way
which leads the reader to understanding of the writer’s point. Sentences do not vary in
length or complexity. There is little or no use of figurative language to express complex
ideas. The writer shows little or no attempt to go beyond an early drafting stage.
The writer uses few quotes or poorly chosen ones to illustrate support for a thesis.
Paraphrases show little understanding of text’s meaning.
The conclusion is absent or minimal and may seemed tacked on or abrupt.
There are many errors of spelling, grammar, or mechanics to be found and these errors
interfere with the reader’s understanding of the essay.
The general presentation of the paper and its attachments is not neat and clean.
Below is a description of an F paper:
The writer presents no thesis or a shallow thesis which does not show grade level ability.
The style of the essay shows little or no attention to logic that would communicate an
idea to a reader. Paragraphs are not developed around one topic. There are few or no
transitions between paragraphs. Sentences are simple.
There are no quotes or quotes do not support the thesis or any generalizations made in the
paper. Paraphrasing is inaccurate. The writer does not support generalizations.
There is no conclusion or sense of closure.
There are many errors of spelling, grammar, or mechanics to be found and these errors
interfere with the reader’s understanding of the essay. These errors show a lack of grade
level ability.
The presentation of the paper and its attachments shows an excessive lack of care.
If no paper is turned in, then the student will receive zero points.