Newman 10H
The Crucible
MAJOR ASSIGNMENT: In-class essay
Exam Date: Wednesday, March 2 (p.1) / Thursday March 3 (p. 2 and p.6) [will also submit rubric and
outlines this day]
Task: For this exam, you will be given one of the following prompts, and then asked to, in 90 minutes, write a
well-developed, multi-paragraph analytical essay in response. You will not know which prompt will appear
on your exam beforehand. Should you create an outline ahead of time, you will be allowed to use this outline
on the final exam. You will need to write your essay with particular attention to the following:
 Formal, academic tone
 Cited, relevant textual evidence
 Stylistic fluidity and eloquence (varied sentences and vocabulary)
 Clear, arguable thesis statement
 Organization of body paragraphs that effectively supports and proves the thesis
This will be an “open-book” exam in that you will be allowed to use the two following tools:
 Copy of The Crucible
 Pre-created outlines that appear in formal, alphanumeric outline format ONLY – to be approved
on the day of the exam immediately prior to the exam
Prompts:
1. Arthur Miller wrote his celebrated play The Crucible as a critique of McCarthyism in the 1950s, but it
has continued to be produced throughout the world because, as Miller says in his essay “Why I Wrote
The Crucible,” it is “still pumping out the same darkly attractive warning that it did in the fifties.” In an
analytical essay, make an argument about how the structure and theme of The Crucible make the play
continually relevant as a piece of political and social criticism.
2. Thirty-second president of the United States of America Franklin Delano Roosevelt famously said that
“the only thing we have to fear is fear itself.” In Arthur Miller’s The Crucible, fear of the unknown
drives much of the action. In an analytical essay, explain how Miller explores this topic in order to
develop a theme.
3. American transcendentalist Ralph Waldo Emerson wrote that “nothing is at last sacred but the integrity
of your own mind.” The Merriam-Webster defines integrity as “the quality of being honest and fair,”
and “the state of being complete or whole.” In an analytical essay, explain how Arthur Miller’s The
Crucible explores the concept of integrity in order to develop a theme.
4. Henry David Thoreau, another American transcendentalist, wrote that “generally speaking, a howling
wilderness does not howl: it is the imagination of the traveler that does the howling.” In an analytical
essay, explain how Miller’s use of the wilderness in The Crucible reveals his attitude toward Puritan
society in order to develop a theme.
See the attached rubric for grading scales and expectations for this assignment.
In-Class Essay Rubric
Writing Process
Meets Standard – 5 pts
Exceeds Standard – 6 pts
Approaches Standard - 4.5 pts
Does Not Meet Standard - 3.5 pts
Introduction
Introduction provides a compelling hook, relevant
context which refers specifically to the work and
author an addresses the topic directly, and ends with a
clear, compelling thesis statement.
Introduction provides a hook, context which refers
specifically to the work and author an addresses the
topic, and ends with a clear thesis statement.
Introduction attempts to provide a hook, context which
may be slightly off-topic, or which may only refers
only to the work or the author, and ends with a thesis
statement which may be slightly unclear or incomplete.
Introduction does not provide a hook, context may be
absent or entirely off-topic, or which does not refer to
the work or the author, and ends with a weak,
incomplete thesis statement.
Organization
Body paragraphs are organized in a logical sequence
which effectively or creatively proves thesis. Body
paragraphs contain clear, argumentative topic
sentences, an effective balance between evidence and
analysis, and insightful, purposeful analysis that clearly
relates to the evidence it follows and, in turn, proves
the thesis. There are clear, effective transitions between
ideas within paragraphs, as well as between
paragraphs.
Body paragraphs are organized in a logical sequence
which proves thesis. Body paragraphs contain
argumentative topic sentences, a balance between
evidence and analysis, and analysis that clearly relates to
the evidence it follows and, in turn, proves the thesis.
There are clear transitions between ideas within
paragraphs, as well as between paragraphs.
Body paragraphs are organized in a sequence which is
confusing, or there are no paragraphs whatsoever. Body
paragraphs do not contain topic sentences, there is not a
good balance between evidence and analysis within
paragraphs and the analysis does not interpret or relate to
the evidence it follows, or to the paper’s overall thesis.
There are no transitions, either within or between
paragraphs.
Evidence
Evidence is significant, and chosen with clear
precision, purpose, and insight into the text. Evidence
is clearly, persuasively analyzed and/or explained, and
its relevance to the paper’s overall thesis then clearly
detailed. Evidence is eloquently blended or
paraphrased, and appropriately cited.
Evidence is significant purpose and insight into the text.
Evidence is clearly analyzed and/or explained, and its
relevance to the paper’s overall thesis then detailed.
Evidence is blended or carefully paraphrased, and
appropriately cited.
Body paragraphs are organized in a sequence which is
at times confusing, or ineffective. Body paragraphs
contain topic sentences, but these may be weak or nonargumentative. The balance between evidence and
analysis within paragraphs is, at times, off, and the
analysis does not always interpret or clearly relate to
the evidence it follows. It may only weakly or unclear
relate to the paper’s overall thesis. Transitions between
ideas are choppy or weak, both within and between
paragraphs.
Evidence is mostly relevant, though at times may not
be the best-chosen example, or chosen imprecisely.
Evidence is analyzed and/or explained, though
inconsistently and not always clearly, and its relevance
to the paper’s overall thesis is at times unclear or
incompletely explained. Evidence is awkwardly
blended or paraphrased, and appropriately cited.
Style
Essay is written with a high level of eloquence.
Writing uses a sophisticated and engaging writing
style, with varied, precise, and effective sentence
lengths, structures, word choice, and transitional
devices. Writing is a clear portrayal of the author’s
personal voice, and a highly effective vehicle for the
author’s ideas.
Conclusion is an eloquent, purposeful summation of
the broader significance of the essay’s topic and thesis.
Conclusion effectively reinforces the essay’s major
points, the thesis, and insightfully connects these to
society or the world on a broader scale, answering the
“so what?” question with originality and insight.
Essay is written eloquently. Writing uses an engaging
writing style, with a good degree of varied sentence
lengths, structures, word choice, and transitional devices.
Writing is an effective vehicle for the author’s ideas.
Writing is somewhat choppy or awkward. Writing
tends to be monotonous or repetitive, lacking variation
in sentence length, structure, word choice, and/or
transitional devices. Word choice is, at times,
inaccurate, imprecise, or informal. Choppiness at times
clouds author’s meaning.
Writing is choppy, awkward, or difficult to follow.
Writing is monotonous and repetitive, completely
lacking variation in sentence length, structure, word
choice, and/or transitional devices. Word choice is poor,
inaccurate, or exceedingly informal. Choppiness clouds
author’s meaning.
Conclusion is an eloquent summation of the essay’s
topic and thesis. Conclusion reinforces the essay’s major
points, the thesis, and connects these to society or the
world on a broader scale, answering the “so what?”
question.
Conclusion attempts to sum up ideas contained within
the essay’s topic and thesis. Conclusion attempts to
reinforce the essay’s major points and the thesis, but
may do so awkwardly or incompletely. Conclusion
makes a feeble or incomplete attempt to connect these
to society or the world on a broader scale, and does not
answer the “so what?” question.
Conclusion fails to sum up ideas contained within the
essay’s topic and thesis, introduces totally new or offtopic ideas, or is totally off-topic. Conclusion fails to
reinforce the essay’s major points and thesis. Conclusion
does not answer the “so what?” question.
[0 pts] Intro is missing a thesis statement entirely.
Conclusion
Evidence is irrelevant, or imprecise. Evidence is not
adequately or is incorrectly analyzed and/or explained,
and its relevance to the paper’s overall thesis is
unexplained. Evidence is not blended, or not
appropriately cited.
[0 pts] Evidence is missing entirely.
[0 pts] Essay has no conclusion.
Content
Exceeds Standard 60 pts
The essay effectively makes an argument that provides a
perceptive, insightful, nuanced, and/or original response to all
parts of the question. The content is clearly composed of original
analytical thought.
Meets Standard 51 pts
The essay makes an argument that provides a perceptive
and/or solid response to all parts of the question.
Approaches Standard 45 pts
Does Not Meet Standard 36 pts
The essay struggles to make an argument that provides a
response to all parts of the question, answering some, or
touching on all but incompletely or ineffectively. Response is
at times rote, obvious, or lacks originality or careful thought.
The paper fails to make an argument that provides a
response to the question, or fails to make an argument at all
and is instead heavily based on summary. Much of the
essay is inaccurate, unoriginal, or off-topic.
[0-35 pts] Essay is completely off-topic.
Exceeds Standard 10 pts
The paper contains only minor errors relative to the length
of the piece according to standard English conventions, and
in fact wields conventions (punctuation, grammar, etc.) with
skill and finesse to more effectively convey message.
Standard English Conventions
Meets Standard 8.5 pts
Approaches Standard 7.5 pts
The paper contains few errors relative to the length of
the piece according to standard English conventions.
The paper contains several or significant errors relative to
the length of the piece according to standard English
conventions.
Does Not Meet Standard 6 pts
The paper contains excessive errors relative to the
length of the piece according to standard English
conventions, and meaning is sometimes or often
clouded because of such errors.
[0 pts] The paper is carelessly, egregiously full of errors
according to standard English conventions.