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A thesis might also focus on the power of one person to create false accusations in a community.Based in Los Angeles, Jana Sosnowski holds Master of Science in educational psychology and instructional technology, She has spent the past 11 years in education, primarily in the secondary classroom teaching English and journalism.There are a number of different direction you could go...
| |The Role of Sexuality and Sexual Repression |How does the tension between spiritual desires and physical desires shape The Crucible? Follow the MLA guidelines for typing an essay, which include: • All drafts must be typed • Double-spaced • Times New Roman or Arial, Pt.
| |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. Size 12 • Correct parenthetical citation formatting 4.
Comparisons between those who hold varying social statuses, including ministers and servants, may be developed into theses about social stratification and truth.
While "The Crucible" depicts Puritan society during the witch trials, Miller's experience with the Communist red scare of the 1950s, including the House Committee on Un-American Activities, is often said to be the basis for the hysteria portrayed in the play.
The town-wide hysteria of the play also presents a theme for discussion, as Miller himself acknowledged the dangers of hysteria.
The idea of hysteria may be developed into a thesis about human nature and the need to follow along with the masses or how standing up against the larger group presents problems for the individual.
Theses focusing on the characterization of each can look at the perceived gender roles of the Puritan era.
Additionally, Proctor and Williams can be compared in terms of their acceptance of responsibility for their actions and how that ultimately manifests into the conclusion of the play.
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. (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.
| | | |thesis statement that clearly |sentence thesis statement |unclear. Set up the paragraph’s topic (the first topic in your Thesis Statement). Summarize any plot events you need to (one or two sentences—no more! First piece of Evidence (a quote from The Crucible) 4.