The Crucible Summative Assessment (100 points, Writing standard)
Using your knowledge of Puritanism and its connection to oppression in The Crucible, you will write a
character analysis to compare or contrast two characters choosing ONE of the following prompts.
Prompt 1:
Is selfishness the primary cause of oppression? Compare two characters from The Crucible and argue
how their selfish actions cause both the oppression of others and the oppression of themselves.
Prompt 2:
Are our internal motivations the catalyst for oppression? Compare or contrast two characters’ motivations
(fear, pride, hypocrisy, power, etc.) throughout the play and how that motivation is connected to
oppression.
Prompt 3:
Is a good name more important than the truth? Choose two characters from The Crucible and examine
how they struggle with deceit and reputation: how does that struggle relate to their oppression?
Prompt 4:
John Proctor’s death is brought about by many circumstances. Discuss the two characters you feel are
most responsible for Proctor’s tragic death and explain why. How does their responsibility in his death
connect to the theme of oppression?
Your paper must include the following:
-
A strong introduction citing at least three (3) key details of Puritanism
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A detailed thesis that directly addresses your chosen prompt
-
Strong analytical body paragraphs with a minimum of two (2) pieces of direct evidence to
support your claim for EACH character.
-
A conclusion that directly answers the thematic connection between the play and oppression.
-
Proper MLA formatting, grammar, spelling, punctuation and a minimum of two (2) underlined
PrPPs and one (1) AbP.
Typed, final draft DUE: ________________________
Please submit characterization chart worksheet with paper.
ELACC11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content. ELACC11-12W4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELACC11-12RL1: Cite strong and
thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain. ELACC11-12RL2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how
they interact and build on one another to produce a complex account; provide an objective summary of the text
Before you write:
 Read the prompt carefully so you understand exactly what you are being asked to do.
 Consider the topic, task, and the audience.
 Think about what you want to write – go over your organizers or create your own (like a Venn diagram!)
As you write:
 Maintain a clear and consistent position or claim in your thesis; each topic sentence should directly address an
aspect of that thesis.
 Include specific details! Make sure that direct evidence is always wrapped (like a pig in a blanket! Like a jelly
donut!) with your assertion.
 Use a variety of well-constructed, complete sentences.
 Make sure you transition from one idea to the next to prove your greater claim.
After you write:
 Did you support your ideas with specific details?
 Do the point of view and tone of the essay remain consistent?
 Check for capitalization, spelling, sentence structure, punctuation, usage errors and MLA formatting.
Remember, a proper analytical BODY paragraph will have:
Topic Sentence (no direct evidence, only associations and relationships that help to prove your thesis.)
Transition (focuses on the first idea that proves your topic sentence…which proves the thesis…)
Assertion Statements (more than one sentence! Write until you’ve analyzed the evidence completely! Begin with
the idea you want to be your focus; Blend in evidence ; End with the idea you want your reader to have)
Commentary (adds your voice, talks about the importance of your assertion/claim)
Transition (focuses on the first idea that proves your topic sentence…which proves the thesis…)
Assertion Statements (more than one sentence! Write until you’ve analyzed the evidence completely! Begin with
the idea you want to be your focus; Blend in evidence ; End with the idea you want your reader to have)
Commentary (adds your voice, talks about the importance of your assertion/claim)
(continue transition – assertion – commentary until you’ve completely elaborated upon the ideas within the topic
sentence)
Conclusion (wraps up the ideas from your topic sentence and helps address the questions: so what? Why should I
care? What’s the bigger connection here? )
Rubric:
Ideas: Coherent thesis that clearly establishes a connection to the prompt and demonstrates an understanding of both
Puritanism and oppression in The Crucible; topic sentences with assertions that make a substantial claim and are supported
by strong and thorough textual evidence (30)
Voice: Claims and evidence are supported by analysis and reaches beyond plot summary to reveal thematic insight (25)
Organization: Word glue and topic strings allow for logical transitions to maintain focus and coherence (20)
Mechanics: proper grammar, spelling, syntax, punctuation, and formatting (25)