The Crucible consider how Miller uses Character Essay Example for Free

The Crucible consider how Miller uses Character Essay The tension is released and this is the point where John shows he is willing to blacken his name and destroy his reputation to prove that Abigail and the girls were all lying. John is clearly broken by his words and realises fully the extent of what he has done and how damaging they are. This builds up more tension and suspense in the audience as to whether John will admit his adultery to the court. In the proper . . . see it now John explains his and Abbys affair to Danforth, Danforth receives the story in horror, as he cannot take in all the new issues and starts to believe that the girls were all lying. Abigail cant believe that she is so close to being found out so angrily lashes out at Danforth who then decides to bring Elizabeth into the court to back up what John had said, she is an honest woman so why would she lie this would prove if the girls were lying or not. The tension mounts highly as the court proceeds and Elizabeth enters. Danforth gives Elizabeth orders not to look at Abigail or Proctor just him and questions her about Abigail, the suspense is unbearable by the time Elizabeth Is asked the question, Is your husband a lecher? a brief silence is held and then she answers, No sir. Danforth then tells Elizabeth to be taken away again and John calls out to her to tell her that he had already admitted to it. Hale tries desperately to explain why Elizabeth said that her husband didnt commit adultery but it does no good and before he can finish justifying Elizabeths actions Abigail falls again into a little scene where Marys spirit is attacking her and the girls. Mary screams at Abby to stop but it does not work, Danforth asks why the girls are repeating everything she says but Mary is so overwhelmed by it all that she feels powerless against them. The brief silence is a important aspect of this episode as it builts up dramatic tension and leaves the audience in a lot of suspense not knowing what Elizabeth will do, lie for her husband or not. In the play Mary runs away to the sea, which is symbolic of washing away your sins, John calls out to her today to say that god damns all liars but in the play they all stay in the courtroom. John reaches out to Mary and she backs away from him and screams, Dont touch me-dont touch me! like he is the devil or evil. This takes Proctor by surprise as Mary carries on, youre the devils man! Parris and the girls start screaming, Praise God! over and over again and mass hysteria takes over them. This whole episode is creating more and more tension in the audience as it is very dramatic. Hysteria is a key dramatic device used in The Crucible Mary tells them all of how John made her write in the devils book and that she must help him overthrow the court. She looks at John with disgust and declares her love of God. John then stands in the middle of the courtroom or sea in front of everyone and screams, God is dead! This silences everyone for a moment including the audience as the tension that has mounted throughout the whole scene has been added to until breaking point. The silence is kept until Parris screams, hear it, hear it! Proctor insanely laughs at the comment and declares all his feelings about the whole trials. He has no respect anymore for the church and trials and shows it when he screams, You are pulling down Heaven and raising up a whore! here, Proctor is sticking up for his wife saying that by believing Abigail the court will be raising up a whore, and personifys his wife as heaven satin that you are pulling down heaven. Proctor goes on to say its a whores vengenance This quotation is taken from Act III, when Proctor finally breaks down and confesses his affair with Abigail, after trying, in vain, to expose her as a fraud without revealing their liaison. Proctor knows from the beginning that the witch trials constitute nothing more than a whores vengeance Abigails revenge on him for ending their affair but he shies away from making that knowledge public because it would lead to his disgrace. This scene, in the Salem courtroom, marks the climax of the play, in which Proctors concern for justice outstrips his concern for his reputation. This re-prioritization of values enables him to do what is necessary. But he finds, to his horror that his actions come too late: instead of Abigail and the witch trials being exposed as a sham, Proctor is called a liar and then accused of witchcraft by the court. His attempt at honesty backfires and destroys him. This more or less ends the scene, bringing into the next scene tension and suspense and worries in the audiences mind about Johns mind. I denounce . . . this court At the end Hale quits the court as he has lost all faith in it. Miller wrote this play for two main reasons; one was to show how hysteria takes over people and how different people react to situations posed to them, Scene 3 is the scene where all the hysteria takes place, it bears a lot of resemblance to events of today and throughout the past 100 years. The first main events are the world wars where a hysteria swept through young men and women to sign up for the services or to help out with the war effort; that was hysteria that was used for good but there have been incidents especially in the 1980s with the football riots where hysteria did a lot of damage and cost peoples lives. The play would bear quite a lot of relevance to todays audience especially now as war is pending and people will be feeling a certain hysteria. At the anti-war protests hysteria will have been felt amongst the people building them up to a state of dislike for the politicians involved and the people for war. Hysteria also brings people to form small minded, bigoted opinions of the things they are against like in the cases of Danforth, Parris and Putnam. The second reason why Miller wrote this play was because of the McCarthy trials were taking place at the time. These were trials that took place in the early 1950s after World War Two and anyone with leftwing sympathies should be investigated and make themselves known at persecuting public hearings. People were encouraged to inform on those they suspected which may be where Miller got the idea of Abigail from as he had seen what rumours and gossip could do as he was one of the accused in the McCarthy trials. Miller chose the Salem Witch trials to put his play into the context of because like the McCarthy it was a true event that happened in American history. In Salem, Massachusetts in the 17th century the in habitants very much believed in the devil and knew of his powers so thought that all witchcraft should be hunted out. They were puritans, which meant that none of their habits and activities were very strict and no entertainment was permitted. Miller did a lot of research into the inhabitants of Salem then so many of the characters are based on real people their actions however and words were not spoken as Miller made the people his own in the play. Miller writes Act 3 very cleverly so that the audience know information that the judges do not, this is a way of making the tension and intrigue in the crowd rise. This form of audience participation is used often by great play writers such as Shakespeare even though their styles are completely different it still has the same effect of dramatic tension and makes their plays interesting and exciting for all the members of the audience. 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section. Download this essay Print Save Not the one? Search for

The Punishment Suits The Crime For Dante :: Dante Alighieri Inferno

The Punishment Suits the Crime   Ã‚  Ã‚  Ã‚  Ã‚  In the Inferno, Dante takes us on a journey through Hell. Dante describes the sins and the punishment in great detail. He puts the severity of the sins in a particular order, where the further one goes down, the more severe the sin. The order that Dante puts the sins in are: incontinence, violence, fraud, and betrayal. This paper will discuss two groups of sins, incontinence and fraud, and how severe the punishment for each sin is determined. In particular, it will compare the sin of gluttony in the third circle and divining in the fourth pouch of the eight circle.   Ã‚  Ã‚  Ã‚  Ã‚  The first group of sins are the incontinent sins. These are located in the second through fifth rings. These sins are primarily concerned with sins of the body. These sins also show a lack of restraint.   Ã‚  Ã‚  Ã‚  Ã‚  The sin of gluttony is found among the incontinent sins. Gluttony, by definition, is excess, such as food and drink, for example. God has given us all that we need on Earth, but that doesn't mean that we are supposed to have excessive gratification. When Dante and Virgil enter the third Circle where the gluttons are found, Dante acknowledges that it is "a realm of cold and heavy rain-a dark, accursed torrent eternally poured with changeless measure and nature" (Inferno, p. 45). The harsh and endless rain may be connected to the sin of gluttony. Since these sinners experienced excess on Earth, then they too are punished with an excess of rain in Hell. Dante also notices that "the soil they drench gives off a putrid odor" (Inferno, p. 45). The punishment of wallowing filth may also be connected to the sin of gluttony. Since they indulged in filth on Earth, then they shall wallow in filth for all eternity in Hell. The gluttons are also tortured by the three-headed dog Cerberus, the mythological guardian of Hell.   Ã‚  Ã‚  Ã‚  Ã‚  Dante meets a sinner named Ciacco while in this third circle. He says to Dante, "Your city, so full of envy that the sack spills over.

A Personal Educational Philosophies

My personal philosophy of education is holistic, and focuses on the role of the teacher as a facilitator of students. This personal philosophy is important in guiding my future career goals to become a better educator. I believe that teaching and learning are concepts that often cannot be easily teased apart. Often, we learn even as we teach, as in the case of a new teacher who learns a great deal about the importance of keeping the attention and respect of children as she teaches her very first real kindergarten class. In addition, we teach as we learn, as in the case of a child who shares his family's Christmas traditions with a class who is learning about holidays throughout the world. Students, in my opinion, are active participants in the teaching process. Often, professional educators see themselves as teachers, and focus strongly on their teaching skills, abilities, philosophies, and plans. I see teachers instead as facilitators of learning among students. This belief takes the emphasis off the importance of the teacher as the authority who imparts knowledge to children, and instead focuses importance on the learner's role in acquiring knowledge or skills. My personal philosophy of education encompasses a little bit from each of the five philosophies of education. The five philosophies are: Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism. While many in the educational community tend to attach themselves strongly to one philosophy, and discount the others, I believe there is a lot to be learned from each of the theories. That said, the philosophies of Existentialism and Perennialism have special appeal for me. Existentialism places a strong focus on the unique development of the student, with the teachers role to † help students define their own essence by exposing them to various paths they may take in life and creating an environment in which they may freely choose their own preferred way† (Shaw, Existentialism). Perennialism also holds as strong appeal, which espouses the â€Å"the notion that some ideas have lasted over centuries and are as relevant today as when they were first conceived, Perennialism urges that these ideas should be the focus of education† ((Shaw, Perennialism). I strongly feel that the ability to learn, rather than simply rote learning of facts or beliefs, is absolutely worth knowing. Enabling students to become critical thinkers, who can learn on their own, in a number of different environments, is the most important facet of teaching. This is especially true today, in a world that is brimming with information. Individuals in our society, more than ever before, need to be able to obtain knowledge from the multitude of information in the world today. It is impossible to know everything in the world today, and this is often even true among specific specialties. As an example, who among us would be arrogant enough to say that he or she knows everything there is to know about education? The key components of my personal philosophy of teaching follow: A teacher is simply the facilitator of learning. All educational philosophies have some important ideas. The ability to learn, rather than simply rote learning of facts or beliefs, is absolutely worth knowing. Teaching and learning are concepts that often cannot be easily teased apart. Taken together, these components form my personal philosophy of teaching. I plan to use these beliefs to become a better teacher, who focuses strongly facilitating learning in students. I will use these beliefs as the key basis of my instructional practice. Personally, I plan to use these beliefs to empower my friends and family (and myself) to become active learners. In conclusion, my personal philosophy of teaching focuses on the student, rather than the teacher. I see myself as a facilitator of learning, whose job it is to empower students to learn on their own. I also see a valuable role in a holistic view of teaching, with much to be learned from each of the five educational philosophies.

Class Structure Of Victorian England - 1130 Words

The difference in class structures of Victorian England was dependent on the lifestyles and jobs of individuals. The Victorian era of England lasted from 1837 to 1901. The Victorian England hierarchy was divided into three different classes; the upper, middle, and lower class and was reliant of occupational differences. The hierarchy was very rigid and there was little social mobility, because of the fact that normally a person was born into their class and even their future career. In Great Expectations, Charles Dickens displays the model of class structure through the character Pip Pirrup. Pip struggles to find his place within the hierarchy. Throughout the novel, Dickens writes about the different classes in England. Pip belongs the working class due to his family and is set to be a blacksmith, but finds himself in the societal shift that occurred in England in the nineteenth century. Pip wants to achieve his great expectations and change the path that his life was going o n. He wants create a better life for himself than what he would have had if he followed in the footsteps of his family. Dickens also creates various characters in the different classes to expose the relationship between each class. An individual’s class was a dominant factor in creating an identity. People of the upper classes thought very little of the people â€Å"below† them. Throughout his journey, Pip reveals information about how the different social classes lived and how members of eachShow MoreRelatedThe Social Class Structure Of Victorian England Essay1817 Words   |  8 Pagessocial class structure of Victorian England. I do not believe that Doyle’s true objective was to depict Holmes as upholding the traditional state of affairs of that time, as class inequality was a very prominent thing. 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