The Crucible a Literary Analysis - 1275 Words

The Crucible: A Literary Analysis In 1692, Salem was populated by Puritans who believed in black-and-white lines between good and evil. The powers of darkness were real forces to them, which could wreak havoc and destruction on society if unleashed. The system of government was that God was the true leader of society, and he expressed his will through the actions of men and women. In the Old Testament, we hear stories of how God led directly through Moses; Salem, likewise, was led through men who were supposed to be directly connected to God. In theory, if you believe in a loving God, this should work; but in practice, men lust after power regardless of their principles. This meant that God’s power was mediated through men, and men†¦show more content†¦As the witch hysteria moves through the village, more and more women are arrested as witches. Their trials are swift and speedy and almost all are convicted. If they confess, however, they are released. Soon, however, t he girls stop pointing the finger at the town’s less reputable citizens and begin accusing the religious and respectable Rebecca Nurse and Martha Corey. Elizabeth warns her husband to put a stop to it by telling the court what he heard Abigail say. But she’s too late. When Abigail sees her chance to accuse Elizabeth, she takes it. After observing Mary Warren make a doll (poppet) and stick a needle in it during one of the trials, she later claims that somebody stuck a needle in her. She says it is Elizabeth Proctor’s spirit that has done it, and proof will be found in the poppet in her house. Indeed, the poppet is found and Elizabeth is arrested. John Proctor tries to get his wife released from jail by appealing to the court. His confessions of adultery with Abigail, and the failed testimony of Mary Warren, bring things to the boiling point. Proctor brings Mary Warren to court, where she confesses that she was lying and never saw spirits. Unfortunately, she canâ €™t reproduce her fake hysteria without the other girls doing it, too. Abigail and the other girls begin to pretend that Mary Warren herself is bewitching them, even as they all stand there. All seems lost until ProctorShow MoreRelatedThe Crucibles Literary Analysis963 Words   |  4 PagesMichelle Burlaza Mr. Coons American Literature 23 April, 2013 â€Å"The Crucibles† Literary Analysis In the Drama â€Å"The Crucibles† by Arthur Miller, creates an intensifying and motivating situation that keeps readers on their toes eager to find out what happens next. Miller gives a dramatical attitude and emotion in the situation that is scattering in Salem. Miller emphasizes the plot/situation in the text through a few specific characters, their conflicts, and transition of the plot in every actRead MoreLiterary Analysis : The Crucible 1195 Words   |  5 PagesSalem witch trials in the late 1600’s, all the way to the recent civil rights movements in the 1950’s and 60’s. Social history uses personal stories to show how class/status and race played a part in the way people were treated in America. In â€Å"The Crucible†, a play about people being accused of witchcraft in 1692, both class and race played a part in who was accused and executed. The play began when the minister, Parris, catching local girls including his daughter, Betty, dancing at night with theRead MoreThe Crucible By Arthur Miller998 Words   |  4 Pagesand spite. The Crucible is a four-act dramatic play production that was first performed on January 22, 1953. Arthur Miller used dialogue within the characters to cover the multiple themes; conflicts and resolutions, plus the few directions for the different actions of the play. The Salem Witch Trials were intended to be performed as the play however, when read, it can be more carefully examined and broken down to analyze the techniques. Miller, the playwright, uses literary technics suchsRead MoreThe Crucible with Related Text865 Words   |  4 PagesThrough analysis of The Crucible by Arthur Miller and the feature article, A Dangerous mind offers an insight into the concept of belonging as it is presented and substantiated through the use of literary devices. In The Crucible, belonging is explored through a theme of persecution, whereby one must conform to the rules of society in order to belong. The alternative is ali/enation and displacement. The central aspects of reputation and empowerment are explored through a variety of literary techniquesRead MoreAccusation And Defense Of The Salem Witchcraft Trials1658 Words   |  7 PagesWitchcraft Hysteria in Arthur Miller s The Crucible and Caryl Churchill s Vinegar Tom. The Article published in the journal of Journal of History, Culture Art Research / Tarih Kà ¼ltà ¼r ve Sanat Arastirmalari Dergisi published by Neslihan Demirkaya on Jun 2015 follows an analysis of the event in relation to the history of scapegoating. The narrative follows the works of Arthur Miller and Caryl Churchill on Salem Witch Trial. Miller s play The Crucible and Churchill s play Vinegar Tom are basedRead MoreAnalysis Of The Crucible And A Scene by Arthur Miller Essay1254 Words   |  6 PagesAnalysis Of The Cruc ible And A Scene by Arthur Miller The Crucible was first produced in 1953 during the McCarthy political witch-hunt. The Crucible is governed around, the corrupted degeneration of society during this sombre period. Arthur Miller saw many parallels in this period with the witch hunt in Salem, Massachusetts in 1692. Most significantly the naà ¯ve yet extremely unjust accusations, the forced confessions and ultimately the growth of such a diminutiveRead MoreThe Scarlett Letter, And The Crucible986 Words   |  4 Pagesfictitious there was a similar scandal that Hawthorne was referring to. The life of the Puritans has been a subject of interest for years, with works of literature such as The Scarlett Letter, and the Crucible that depict this time period of extreme conservatism and harsh punishment. After further analysis and research it has come to my attention that the Scarlett Letter is actually categorized as a Gothic Romance novel. It shouldn’t be that difficult to believe since Pearl was the result of passionateRead MoreA Cultural Critical Reading Of The Scarlet Letter Essay1711 Words   |  7 PagesThrough a Cultural Critical reading of the Scarlet Letter by Nathaniel Hawthorne, it is evident that it is not only great piece of American literature, but also an analysis of Hawthorne’s 18th century knowledge about the culture and society of Puritans. The Scarlet Letter is not really an accurate representation of Puritan culture; however, it does represent how Puritan culture was seen in the 18th century, and to the people in Hawthorne’s period, they were harsh towards women, children, and cruellyRead More Catherine Carbone, a Study of Her Personality and an Analysis of Her1581 Words   |  7 PagesCatherine Carbone, a Study of Her Personality and an Analysis of Her Interaction with Other Characters Throughout the Play Arthur Miller was born in New York City, America, on October 17th 1915. His father, Isidore Miller, was a ladies-wear manufacturer and shopkeeper who was ruined in the depression. The sudden change in fortune had a strong influence on Miller. The family moved to a small frame house in Brooklyn. He spent his boyhood playing football, baseball and reading adventure storiesRead MoreNathaniel Hawthorne s The Mind1900 Words   |  8 Pagesthe reader s attention. Nathaniel Hawthorne and Sigmund Freud both share an amazing writing technique, they like to rely on dreams and their imagination to create their famous stories. Psychoanalysis is said to have several different meanings. For literary purposes the best definition as described by Robert Mollinger would be â€Å"a theory of the mind that can serve as an explanatory model for literature†. Nathaniel Hawthorne and Sigmund Freud had the same style of writing, they enjoyed exploring their

The Sources of Legislation That Are Binding in Scots Law

1) The sources of legislation that are binding in Scots law are: European Union UK Parliament Scottish Parliament The European Union (EU) is economic and political union which is located in Europe in Brussels. It consists of 785 members representing the 492 million citizens of the 27 Member States of The European Union. Countries which join EU are Austria, Bulgaria, Belgium, Czech Republic, Greece, Hungary, Portugal, Cyprus, Estonia, Luxembourg, Denmark, Finland, Slovakia, France, Italy, United Kingdom, Germany, Ireland, Lithuania, Latvia, Malta, Netherlands, Poland, Spain, Romania, Slovenia and Sweden. EU is elected every 5 years throughout all the Members States. 5 Institutions serve the European Community: Council of†¦show more content†¦It must be possible to extract the ratio decidendi of the precedent. The ratio decidendi (reason for a decision) is the point of law on which the previous decision was based. Obiter dicta are remarks of the judge, which are not essential for the disposal of the case. They tend to be hypotheses indicating what his preferred decision would have been if the facts had been slightly different. The doctrine of judicial precedent is less rigid in the criminal courts. At present the most important decisions of the Scottish courts are published in the series known as â€Å"Session Cases† Examples are: a) Donaghue v. Stevenson, 1932 S.C. (H.L.) 31; b) H.M. Advocate v. Kirkwood, 1939 J.C. 36; c) Smith v. Oliver, 1911 S.C. 103. 3) Lawyers in the 17th and 18th centuries (called institutional writers ) wrote books setting out the principles on which Scots law is based. Many of these principles were based on Roman law. Lawyers in Scotland today still look at what the institutional writers said about the law and apply these principles to modern day situations. Their authority is always less than that of legislation and case-law, and so the court must always apply the legislation or the binding precedent in the event of a conflict. The most notable institutional writings are: a) Sir Thomas Craig b) Sir George Mackenzie c) Viscount Stair d) Lord Bankton e)Show MoreRelatedDifferent Political Sysytems1710 Words   |  7 Pageshigh degree of flexibility of the devolution settlements and a political nature of the UK’s constitution, which favours resolution of intergovernmental disputes by means other than courts. 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History turns to be an invaluable source for the researchers to tackle properly the term. But history was written by the conquerors. The truth is probably in-between. In The importance of not being English, David McDowall states that national identity nowadays might have different perceptions. â€Å"A Canadian recently touring Britain discovered, in his own words, ‘There’s no such thing as the British, only English, Irish, Welsh and Scots.’ Ethnic minority communities apart, there is considerableRead MoreUK - Analysis Report31935 Words   |  128 Pagesthe prime minister, the bicameral legislature and the judiciary, and that there is a system of checks and balances in place. As the governance indicators illustrate, the UK is one of the most successful nations in terms of the application of rule of law, control of corruption, government effectiveness and regulatory quality. Furthermore, according to the World Bank s governance indicators for 2008, the country was given a high percentile rank of 94.3 on government effectiveness. The heavy involvementRead MoreEssays for the American Pageant, 14th Ed.11068 Words   |  45 Pagesfrom Native American life to a greater extent and relied mostly on trade for economic gain. 2. Evaluate the extent of settlement and influence of three of these groups of non-English settlers in North America before 1775. French Dutch Scots Irish German African Response Strategy It is important to point out that English settlers were a definite majority of those in North America during the entire eighteenth century. However, the proportion declined from about twenty to oneRead MoreBhopal Gas Disaster84210 Words   |  337 PagesConciliation (Amendment) Bill to bring in a more comprehensive legislation. The Bill was introduced in Parliament in 2003. Union Defence Minister and Cabinet spokesperson Pranab Mukherjee said the Bill was being withdrawn as a Parliament Standing Committee had recommended a long list of changes in it. The Government thought that instead of introducing the change in the Bill, it would be better to withdraw it and bring in a new legislation that incorporated the recommendations. The Cabinet also gaveRead MoreMarketing Mistakes and Successes175322 Words   |  702 Pagesremained small. If the business could not be reasonably profitable, they could hardly maintain their vision of vast information available to users without charge. With licensing its search technology to businesses proving to be such a limited revenue source, they finally were forced to consider allowing advertisers access to their multitude of users. Brin and Page could see a relationship between their search engine and the television networks: those offered entertainment and news for free, while charging

When It All Began Free Essays

When I began kindergarten I was able to print my name in large letters. But the school was teaching me to write from scratch. I was put into advanced writing because the school linked writing to reading, and I was an advanced reader. We will write a custom essay sample on When It All Began or any similar topic only for you Order Now I was not an advanced writer. At that age, I lacked the small-muscle control for precise penmanship, and I usually found my writing lessons an unpleasant, frustrating struggle. I squeaked through without being singled out as a poor student, but I began to dislike and feel anxious about writing. In my first and last week of first grade, I learned what it meant to fall behind. We were no longer in reading and writing groups. Before recess one day, everyone in class was assigned to write their name ten times. With my usual care and diligence, I began to work. When it was time for recess, I was the only student who hadn’t finished. Doing a half-ass job just to be done on time had never occurred to me. In my six-year-old view of life, doing something meant doing it as best as I could, there were no other options. Seeing my unfinished work, my teacher jumped to the worse conclusion. While the other kids went out for brief chance to play, she and her aide kept me inside for a lecture on how I needed to work harder. They assumed I had no finished because I had not tried, and when I told them I couldn’t work faster, the ignored this as if it must be a lie. As so often happens to student in schools, I was presumed to be lazy, dishonest, and driven by the worst intentions. At age six, all I understood from my teacher’s lecture was that I had done very badly on my assignment and should have been able to do much better. She and her aide even made me promise that I would finish all my future assignments on time, a promise that, as I told them and they wouldn’t believe, I didn’t think I could keep. Their intense disapproval and this need to make false promise upset me deeply, and made me doubt my own abilities in a way that I never had before. If they were so certain that only lazy people write as badly as I did, yet I knew I wasn’t lazy, I could only conclude something was wrong with me. It must be that I’m no good at writing. And since my deficiency had earned me such disapproval, I was ashamed of it. My parents took me out of school that week, but my belief that I was a bad writer lasted for years after my last school day. I was afraid to write because I was sure I would fail. With most of what I did, I had no concept of failure, only of needing to improve or try again or take a different approach. Being out of school, with its flexibility and lack of external judgments, rarely involves failure. Someone out of school who doesn’t understand a math concept has no more failed than a baby who falls down while trying to walk, she simply hasn’t learned it yet. As my family began homeschooling, writing was the only subject I wanted to avoid. Through my school lessons and failure had only been with penmanship, I also feared composition, it was all writing, and I had developed a mental block against anything under that name. My mother worried, she could see that all other aspects of homeschooling were going smoothly, but what about this one important life skill that I hated and feared. Believing that she had to keep me from falling behind, she tried making me do writing assignments. She didn’t give them to me often, for they were miserable ordeals for the both of us. But every few months or so she would start worrying that she wasn’t teaching her daughter to write, and would try giving me an assignment or a series of them. Sometimes she tried to find ways to make writing fun. She had me practice penmanship by writing favorite phrases in pretty colors. She asked me to write short stories twice, I never finished either one, and fo r a while she had me keep a journal. None of it worked. Even the fun assignments were only fun for a few minutes, then the fun wore off and fear, frustration, and resentment took over. When I did other projects, I was enthusiastic and full of ideas, but whenever I had to write, I became listless, uninspired, and uncreative. I brought nothing to the assignment, she had to lead me, or drag me all the way because I was only working toward her expectations, not my own ideas. I wrote badly. I could tell how poor my work was, which reinforced my belief that I couldn’t write. My style and content were unrelentingly dull and generic. I was too afraid of writing to be able to put my imagination or my identity into it. I did not progress. To progress, one has to analyze what one is doing and look for ways to improve, and I was frozen in the glare of my knowledge that I was a bad writer. Since every writing assignment only made matters worse, my mother tried the only other possibility. She allowed me no to write, she neglected the subject. She let me fall behind a grade level. She removed the pressure and gave me a chance to outgrow and forget my fear. Except for thank-you notes, I wrote nothing at all. When I was almost twelve, after some years of no writing, Mom again suggested that I try keeping a journal. Unlike the previous journal, which had been an assignment for educational purposes, she made it clear that this one was entirely my decision and that writing skills wouldn’t be an issue. If I wanted to do it at all, I would be free to scribble any old illegible and incomprehensible mess I chose. Furthermore, she wouldn’t expect to see any more of it than I felt like showing her, a few years earlier, I wouldn’t even had consider taking such a suggestion without being pushed into it, but my time away from the dreaded subject had taken the edge off of my fear. I was intrigued by the idea of keeping a record of my life that I could look back on later. This idea was safe enough, with its complete lack of outside pressure and no need to even think about whether my writing was correct, that I felt comfortable giving it a try. I wrote in my journal daily, enjoyed it, and put no effort at all into the quality of my writing. Nearly the whole journal consists of two kinds of sentences, the short, simple kind I had use in my assigned writing, and long monotonous run-ons that I had never used before. The run-ons, some of which went on for pages, came from my completely ignoring the technical side of writing and, for the first time in my life, simply rambling unselfconsciously. Then I decided to write a book. I had been keeping the journal for a year when I had the idea. My inspiration was TV, light reading, and daydreams. For the first time in my life, I was planning a serious writing project that I eagerly wanted to work on. It arose from my own ideas and interest, which was on overwhelmingly important aspect that has to occur at its own moment. Giving children assignments tied to their interests is a poor substitute for letting them follow those interests into whatever learning comes naturally. My mom had tried giving me writing assignments on things that interested me. But being interested in the subject doesn’t mean I want to write about them, so such attempts to tie assignments to interests are often ineffective. When I started writing, I worked slowly, carefully, and well. No one minded, no one checked up on me to see what I was accomplishing. My parents showed friendly interest, as they would if I had a new toy or a new playmate, but they never expressed interest. Motivated wholly by desire to express my ideas, I was energetic and creative. Instead of captive forced to struggle with a hated duty, I became an artist at work, passionate, inspired, striving toward an ideal that had come from my own thoughts. At last I opened my mind and let myself be influenced by all the good writing I had seen. I had, after all, been reading profusely for nearly my whole life. All those years, I had seen and enjoyed good writing again and again yet never imitated it. Now with me writing my book, I considered style for the first time and followed the examples of the authors I had read. As I gathered my observations together and used them without fear, I gained my first solid evidence that I had been wrong for seven years, I could write. I worked on my book on and off for several months before I got absorbed in other things and lost interest. When I wrote, I was very slow, because, with my lack of experience, it took a long time to do the sophisticated work I wanted to do. In the end, I only wrote a total of three pages. But however little I had put down on paper, I had learned a tremendous amount and found confidence in my ability to write. After abandoning the book, I did not write seriously for the next three years or even continue with the journal. This was very different from my old no writing days, though, I was only uninterested, not afraid. Writing a thank-you note or an occasional letter to Grandma was now pleasant and non-threatening. I wasn’t writing compositions every week, but who cares. I had already gained as much as a student needs to, adequate writing skills, confidence in my ability, and knowledge that I would be able to learn more about writing anytime I chose. At age sixteen, at an outdoor concert, I picked up a political flier urging people to write to Congress in opposition to welfare. I felt strongly about this issue and wanted to influence the outcome, so I quickly decided to write. I let ideas for what to say in the letter float through my mind for a couple of days. I was writing because I had an idea that I wanted to express, and again, I drew on my reading experience as I attempted to express myself well. This time I used the writing style I had seen in the political commentary pieces I read in the magazines and newspapers. With that letter, I found that I loved the process of writing. I developed a passion for putting words together to express my thoughts and feelings, and I been writing ever since. After the welfare letter, I began to write profusely on a variety of topics. I was starting fresh, seeing my college writing assignments simply as what they were, a set of requirements that I voluntarily agreed to so I could get help with my work, instead of linking them to my grade-school nightmare. How to cite When It All Began, Essay examples