Thesis Statement Of The Crucible

To avoid punishment, several young girls caught conjuring spirits in the woods blame a slave woman for corrupting them. These girls also accuse other women in Salem of practicing witchcraft. With no one knowing who is and isn't a witch, despite no evidence that anyone is practicing witchcraft, the residents of Salem are soon gripped by fear and demand the accused be put on trial. "The Crucible" draws from the McCarthy hearings of the 1950s, where U.S. Senator Joseph McCarthy oversaw large-scale investigations into Americans accused of being communists.

These witch hunts hide several hidden agendas, much like the McCarthy hearings did. For example, Thomas and Ann Putnam use the paranoia in their community to increase their landholdings. They accuse their neighbors of witchcraft and buy their land after their executions. Abigail Williams, who spearheads the initial accusations, does so after her lover, John Proctor, ends their relationship. By accusing his wife, Elizabeth Proctor of witchcraft, Abigail clears the way to resume her relationship with John and ultimately marry him.

John Proctor is one of a few people who doubt the accusations. He worries about coming forward because he knows that Abigail will reveal their affair. He also fears her accusing him of witchcraft. He represents a common fear during the McCarthy era, where people feared retribution for coming forward and clearing the names of their neighbors.

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Literary Analysis Theme Essay Prompt and Cover Sheet Do not lose this; you will need to turn it in! ESSAY PROMPT: What does Arthur Miller say about one of the following topics through The Crucible? What would the Puritans think about his choices? Please select one of the topics below: |Appearance v. Reality |Is this play sexist or fair about gender? | |Human Cruelty in the Name of Righteousness |Compare the characters of Abigail and Elizabeth—how does Miller use each? |The Idealized v. Scorned Woman |What is Reverend Hale’s change over the course of the play meant to communicate? | |The Role of Sexuality and Sexual Repression |How does the tension between spiritual desires and physical desires shape The Crucible? | |Explain how the title of The Crucible is a good metaphor for |Explain how John Proctor is or is not a hero for today’s reader. |Miller’s play | | Remember that these are only topics. In order to be considered a theme, the analytical writer must make a statement about these topics, explaining their relevance to the central meaning of the work. Points to remember: 1. Your essay must provide an insightful thesis, with thorough explanation. No thesis, no grade. 2. The minimum number of paragraphs is four. 3.

Follow the MLA guidelines for typing an essay, which include: • All drafts must be typed • Double-spaced • Times New Roman or Arial, Pt. Size 12 • Correct parenthetical citation formatting 4. Body paragraphs must contain a minimum of two pieces of evidence (direct quotation from the text). Puritanism Essay Yes-Test All items must receive a “yes” in order for your essay to be graded. 1st time pass: no deduction 2nd time pass: 10% deduction 3rd time pass: 25% deduction A paper that does not pass the yes-test on the 3rd submission will receive a zero. Correct MLA page setup and formatting |Yes ( |No ( | |Clearly stated thesis | | | |Essay includes an intro, body, and concluding paragraph(s) | | | |Body paragraphs contain evidence from the text | | | |All in-text citations are included and are formatted according to MLA guidelines | | | We will have some time in class dedicated to working on these, but you will not be able to finish the whole essay during class time. Grading Rubric Traits Represented | | | | | | |Exceeds standard |Meets standard |Progressing to standard |Below standard | |Content |Focus |Maintains exceptional focus on |Maintains consistent focus on|Provides inconsistent focus on |Demonstrates little or no | | |(20 pts) |the topic; has a one sentence |the topic & has a one |the topic & thesis statement is|focus & no thesis statement. | | | |thesis statement that clearly |sentence thesis statement |unclear. | | | | |answers the prompt. |that answers the prompt. (12,13) |(11 and below) | | | |(17,18,19,20) |(14,15,16) | | | | |Concrete Details/ |Provides ample evidence |Provides adequate evidence |Includes some evidence, but may|Includes inconsistent or | | |Supporting |(17,18,19,20) |(14,15,16) |include extraneous or loosely |little evidence which may | | |Evidence (20 pts) | | |related material |interfere with the meaning of | | | | | |(12,13) |the text | | | | | | |(11 and below) | | |Commentary/Analysi|Relevance of evidence clearly |Relevance of evidence clearly|Meaning of evidence |Little or no analysis on | | |s |and effectively explained in |explained most of the time |occasionally explained |evidence | | |(20 pts) |all cases |(14, 15, 16) |(12, 13) |(11 and below) | | | |(17,18,19,20) | | | | |Organizatio|Coherence |Organizational pattern is |Organizational pattern is |Achieves little completeness & |Little evidence of | |n |(15 pts) |logical &; conveys completeness|logical; conveys completeness|wholeness though organization |organization or any sense of | | | |& wholeness |& wholeness with few lapses attempted |wholeness & completeness | | | |(14, 15) |(12,13) |(11) |(10 and below) | | |Transitions |Provides transitions that |Provides transitions which |Provides transitions which are |Uses poor transitions or fails| | |(5 pts) |eloquently serve to connect |serve to connect ideas |weak or inconsistent |to provide transitions | | | |ideas |(4) |(3) |(2 and below) | | | |(5) | | | | |Style |Word Choice |Uses effective language; makes |Uses effective language & |Limited & predictable |Has a limited or inappropriate| | |(5 pts) |engaging, appropriate word |appropriate word choices for |vocabulary, perhaps not |vocabulary for the intended | | | |choices for audience & purpose |intended audience & purpose |appropriate for intended |audience & purpose | | | |(5) |(4) |audience & purpose |(2 and below) | | | | | |(3) | | | |Sentence Fluency |Sentences/phrases appropriately|Sentences/phrases somewhat |Shows limited variety in |Has little or no variety in | | |(5 pts) |varied in length & structure |varied in length & structure |sentence length & structure |sentence length & structure | | | |(5) |(4) |(3) |(2 and below) | | |Conventions |Consistently follows the rules |Generally follows the rules |Generally does not follow the |Does not follow the rules of | | |(10 pts) |of Standard English for |for Standard English for |rules of Standard English for |Standard English for | | | |conventions, including MLA |conventions, including MLA |conventions, including MLA |conventions, ncluding MLA | | | |formatting |formatting |formatting |formatting | | | |(9,10) |(7,8) |(6) |(5 and below) | |Total |Glows: |Grows: | Essay Template: What should be included, paragraph by paragraph: Introduction Hook (use TUPAC to draw your reader in) Background Information (briefly sum up the book’s plot) Thesis Statement (one sentence statement of your paper’s main idea and the three topics of your body paragraphs) Body Paragraph One 1.

Set up the paragraph’s topic (the first topic in your Thesis Statement). 2. Summarize any plot events you need to (one or two sentences—no more! ) 3. First piece of Evidence (a quote from The Crucible) 4. Analysis Sentences-two or more sentences of clearly and insightfully explaining how your quote proves the topic of your paragraph 5. Second piece of Evidence (a quote from The Crucible) 6. Analysis Sentences-two or more sentences of clearly and insightfully explaining how your quote proves the topic of your paragraph 7. Transition sentence to next topic Body Paragraph Two 1. Set up the paragraph’s topic (the second topic in your Thesis Statement). 2.

Summarize any plot events you need to (one or two sentences—no more! ) 3. First piece of Evidence (a quote from The Crucible) 4. Analysis Sentences-two or more sentences of clearly and insightfully explaining how your quote proves the topic of your paragraph 5. Second piece of Evidence (a quote from The Crucible) 6. Analysis Sentences-two or more sentences of clearly and insightfully explaining how your quote proves the topic of your paragraph 7. Transition sentence to next topic Conclusion This should be four or more sentences long, analyzing what the actual real-life Puritans would think of Arthur Miller’s take on the topic you chose.

Make specific reference to their lifestyle and beliefs! End with what lesson the modern reader can take from this essay. Thesis Statement Workshop: What is a thesis statement? It is one sentence that gives the Main Idea of your paper and your Topics in one sentence. Why have a thesis statement? The thesis statement is a clear indication of what the essay will explore and in what order. It acts as a roadmap for your reader, letting them know the organization of your essay. Where does my thesis statement go in my essay? Your thesis statement will be the last line of your introduction. How do I make a thesis statement? Put your Main Idea and three Topics in one sentence! Example: Main Idea |Topics | |Arthur Miller uses The Crucible to that individual|From the beginning John Proctor follows his own heart, not what authority tells him | |freedom is more important than strict control and |The attempts to bring “order” leads to more chaos and limits freedom | |order |John’s choice at the end values individual freedom over order | |Thesis Statement: | |Although societies usually lend itself to conformity, Arthur Miller uses The Crucible to show that individual freedom is more important than strict | |control and order. | Your Turn: |Main Idea (What does Miller believe about the topic you chose? ) |Topics | | |1. | | | | | | | |2. | | | | | | | | |3. | | | |Thesis Statement: | | | | | | | | | | | | | | | SHOW ME YOUR THESIS STATEMENT BEFORE YOU MOVE ON! Body Paragraph One |What is happening in the play at this point? no more than two sentences) | |Topic Sentence (this should be the first topic from your Thesis Statement): | | | | | |CD/EVIDENCE 1: (Quote proving your second topic) |CM/Analysis: How does this piece of Evidence prove Arthur Miller’s opinion? (two+ sentences) This explains not what happens, but how | | |what happens shows what the author thinks! | | | | | | | | | | | | | | | | | | | | | | | | | | | |Page Number | | |CD/EVIDENCE 2: (Quote proving your second topic) |CM/Analysis: How does this piece of Evidence prove Arthur Miller’s opinion? two+ sentences) This explains not what happens, but how | | |what happens shows what the author thinks | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Page Number | |

If you fill out this sheet effectively, you have your paragraph almost done! Body Paragraph Two |What is happening in the play at this point? (no more than two sentences) | |Topic Sentence (this should be the second topic from your Thesis Statement): | | | | | |CD/Evidence 1: (Quote proving your second topic) |CM/Analysis: How does this piece of Evidence prove Arthur Miller’s opinion? two+ sentences) This explains not what happens, but how | | |what happens shows what the author thinks | | | | | | | | | | | | | | | | | | | | | | | | | |Page Number | | |CD/Evidence 2: (Quote proving your second topic) |Cm/Analysis: How does this piece of Evidence prove Arthur Miller’s opinion? two+ sentences) This explains not what happens, but how | | |what happens shows what the author thinks | | | | | | | | | | | | | | | | | | | | | | | | | | | |Page Number | | If you fill out this sheet effectively, you have your paragraph almost done! Introduction Workshop The introduction is the set up for your whole paper! If you do not grab your readers here and set them up for an exciting ride, your essay will seem flat! Introduction components: 1. Hook Just like the chorus of a song, the hook grabs your readers. GET THEIR ATTENTION! Think about using TUPAC to get attention. These strategies can all work—try them out! T ell a story U se a quote P resent a fact

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A sk a question C ause a stir 2. Background Information This gives brief information about the text, in this case The Crucible. Give a brief summary of the play and mention Arthur Miller’s name so that readers who have not read it have some information to go on. 3. Thesis Statement Your thesis statement should be the last line of your introduction. It is a clear statement of your position for your paper. Take your thesis statement from earlier in the packet. |Hook | | |Which TUPAC strategy| | |did you use? | | | | | | | | | | | | | |Background | | |Information | | | | | | | | | | | | | | |Thesis Statement | | | | | | | | | | | | | | Conclusion Workshop The conclusion is the final taste of your paper. Just like how a rotten bite of food after a good meal can ruin it, a poor conclusion can drag down the rest of your essay. Conclusions can be hard; to make it easier, I am giving you a specific goal. Your conclusion must analyze how the Puritans would feel about Miller’s opinion. You must include specific references to the Puritans’ beliefs: Tenets of Puritanism (1620 – 1720) | |Subject Matter | Attitudes/Beliefs | |Preoccupation with sin and salvation |Original Sin | |Religion |Human beings exist for glory of God and to fulfill God’s will | |History |Predestination | |Didactic |Hard work and discipline lead to salvation | |Autobiography |Spiritual application to all events | |6. Hymns |Strong belief in education | | |Plain style of writing was best | The Puritans would agree/disagree with your thesis about The Crucible because… | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 1. Compare the roles that Elizabeth Proctor and Abigail Williams play in The Crucible. 2. What role does sex, and sexual repression, play in The Crucible? 3. Why are Danforth, Hathorne, and the other authorities so resistant to believing the claim that Abigail and the other girls are lying? 4. What kind of government does Salem have? What role does it play in the action? 5. Analyze Reverend Parris. What are his motivations in supporting the witch trials? 6. Discuss the changes that Reverend Hale undergoes in the course of the play.

Author: Eva Dockery

in The Crucible

The Crucible and Thesis Statement

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