The Crucible Project
Option 1: Select ONE character from The Crucible
and write a thorough literary analysis explaining how
that character developed over the course of the play.
Remember: an analysis is not just a recap of the
character and his/her role in the story. Rather, an
analysis forces you evaluate a particular character trait
and the motivations behind his/her actions.
You should consider direct characterization as
well as indirect characterization. Consider some or all of
the following questions in your analysis: What personal
qualities did the character possess? What motivated the
character? What choices did the character make and
why? What options did the character have, given the
circumstances? Did the character “deserve” his or her
fate? Why or why not? What “universal” qualities
(vices/virtues) does the character exhibit, if any?
•
•
•
•
•
•
•
•
•
•
•
•
Possible Character Choices:
Reverend John Hale
John Proctor
Abigail Williams
Elizabeth Proctor
Rebecca Nurse
Giles Corey
Reverend Samuel Parris
Steps for a Successful Writing Experience:
Select a character you want to write about
Brainstorm various traits you might consider
using in your paper
Brainstorm events that support a particular trait
Don’t take on more than one trait---Pick one
that you can really support
Brainstorm the motivations the character had
for acting a certain way
Paper Requirements




Proper MLA format
Must have an original title
Body paragraphs must include quotations
and proper in-text citation if needed
500 word minimum
Option 2: The word “crucible” does not appear
anywhere in the play, however Miller chose to use that
as the title.
Write an essay explaining why the title of the
play is appropriate. Use examples from the play to
support your thesis.
Steps for a Successful Writing Experience:
Look up the definition of the word “crucible” in
a variety of different dictionaries so you
understand what it means
• Choose one or more definition(s) to discuss in
your paper
• Decide how the definition(s) you chose relate to
the play as a whole (plot) and the characters
• Hint: Danforth says: "we burn a hot fire here, it
melts down all concealment,“ in act III. What
does he mean by this? How does this relate to
the play as a whole?
•
Option 3: Choose ONE of the following themes
from the play:
• EMPOWERMENT
• REPUTATION
• HYSTERIA
• HYPOCRISY
• SACRAFICE
Discuss (a) how your chosen theme is evident in the
play and (b) what specific point Miller is making about
that one word theme.
Steps for a Successful Writing Experience:
Be sure you know what each theme means
A theme is usually presented as a statement.
Turn these one-word general ideas into an
arguable statement related to the play and life
in general.
• Choose quotes/characters/situations from the
play to support your statement of theme.
•
•
Submit: _________________________________________________________
Thinking
Development of
ideas; clear purpose
Exemplary
Commendable
Writer generates
original ideas,
provides a compelling
thesis, synthesizes
complex concept, and
offers keen insights.
Writer demonstrates
evidence of original
thinking, offers a clear
thesis, synthesizes
concepts, and displays
insight.
Content
Supporting Details
29
28
27
Writer's choice of
supporting evidence is
rich and substantive;
sources are integrated
in a sophisticated
manner.
Organization
Arrangement and flow
of logic
Writer demonstrates general
awareness of purpose, but
central thesis is missing; no
evidence of original
thought.
Not Effective
Comments:
Writer shows little or
no understanding of
purposes; thinking
lacks coherence.
26
25
24
Writer's choice of
content is interesting
and meaningful, with
effective details and
integration of sources.
23
22
21
Writer uses correct
information and sufficient
details to support focus,
but content does not
enhance meaning/impact.
20
19
18
Information is generally
correct, but writing lacks
sufficient details and/or
some details fail to support
focus.
≥17
Writing contains
details that are
confusing, irrelevant
or repetitive; no
integration of sources.
/25
25 24 23 22.5
Diction
Use of language;
sentence structure
Writer attempts analysis,
but demonstrates little or
no original thought or
insight; thesis is present
but weak.
Approaches Effective
/30
30
22
21
20
19
18
17.5
Writer's theme/thesis
and supporting
evidence are presented
clearly and artfully,
enhancing impact.
Writing contains clear
focus and flow of
logic, including an
effective introduction
and conclusion, and
skillful transitions.
20 19 18
17 16
15 14
Writer’s voice is clear.
Varied and elegant
sentences enhance
impact. Rich, effective
vocabulary and
figurative language.
Writer demonstrates
an awareness of the
value of good sentence
variety and generally
rich language in
enhancing meaning.
Writing contains some
sentence variety, correct
word usage, and
acceptable vocabulary, but
lacks richness.
15
Mechanics
Spelling, punctuation and
formatting
Effective
14
Writing contains very
few or no errors. Use
of mechanics enhances
meaning. Writer
"breaks rules" artfully.
10
9
13
12
Writing is generally
focused; some attempt at
flow of logic, but with
limited success; adequate
but "formulaic"
introduction/conclusion.
11
17
16
15
Writer's focus is either
limited or too broad;
organization is awkward
and/or inconsistent;
ineffective introduction
and/or conclusion.
13 12
Lack of sentence variety,
limited vocabulary, and/or
errors in usage (ref., S/P,
V.T., inappropriate use of
first or second person).
10
9
≥14
Writer's focus is
unclear, with poor
organization, lack of
transitions;
introduction and/or
conclusion is missing.
≥10
/20
Writing contains no
sentence variety, some
sentence fragments
and/or run-on
sentences; simplistic
vocabulary.
≥8
Writing contains few
errors, sophisticated
use of grammar and
punctuation, and
effective paragraphing
Writing features generally
correct spelling, paragraph
structure and grammar.
Errors do not interfere with
meaning.
Writing contains errors -- in
spelling, grammar and/or
Errors do not interfere with
punctuation -- that interfere
with meaning,
Writing contains many
errors in spelling,
capitalization,
punctuation and/or
paragraphing. Errors
seriously interfere with
meaning.
8
7
6
≥5
/15
/10
/100