The Bridge of San Luis Rey and The Crucible

13 Jun The Bridge of San Luis Rey and The Crucible

Question
17 pages..long order

The essay should be taken with lot of serious since it counts a part of my final grade.Apa format and you have to download the movies mentioned otherwise don’t work on it.I I will give a tip.Have paid it heavily so submit substancial work.Thanks

Assignments

1. Read the following works:

a. The Bridge of San Luis Reyby Thornton Wilder

b. Our Town by Thornton Wilder

c. “A Rose for Emily” by William Faulkner

d. “Hills Like White Elephants” by Ernest Hemmingway

e. Short Story of your choice by F. Scott Fitzgerald

f. Five poems of your choice written by Langston Hughes

2. The last lines of The Bridge of San Luis Reyare:

a. “But soon we shall die and all memory of those five will have left the earth, and we ourselves shall be loved for a while and forgotten. But the love will have been enough; all those impulses of love return to the love that made them. Even memory is not necessary for love. There is a land of the living and a land of the dead and the bridge is love, the only survival, the only meaning.”

b. In a 1-2 page essay, explain how this theme is developed in the novel.

3. Pick one of the following essay prompts to write a 1-2-page essay for each prompt about The Bridge of San Luis Rey.

a. Thornton Wilder said that he wrote the novel to ask the follow question, “Is there a direction and meaning in lives beyond the individual’s own will?” According to the novel, what conclusion if any does Wilder reach? If he does not reach a conclusion, then why not?

b. Choose a character from the novel and discuss the nuances that contribute to the character’s development.

c. Was Brother Juniper an objective researcher? Explain your answer.

d. Consider the following quote:

i. Now he discovered that secret from which one never quite recovers, that even in the most perfect love one person loves less profoundly than the other. There may be two equally good, equally gifted, equally beautiful, but there may never be two that love one another equally well.

ii. Use examples from the book to defend, qualify or challenge this assertion.

4. Write one 4-5-page essay on the following topic: These works deal with the issues of disillusionment with old ideas and ideals. How do we see this disillusionment in these works?

5. Watch the movie The Crucible(I have a copy that you can borrow – please note this movie is PG-13, and it does have some very brief nudity in it). Then write a 2-3 page essay comparing and contrasting the movies with the play. This essay should address some of the following questions:

a. How are the themes of the book represented in the movies? How does this enhance, change, or diminish the meaning of the book?

b. How does the director interpret the book? How do these interpretations enhance, change, or diminish the meaning of the book?

c. What stylistic choices (lighting, cinematography, music and sound effects, and/or other special effects) did the director make? How do these choices enhance, change, or diminish the meaning of the book?

d. How were the characters similar to/different from how you interpreted them in the book? How does this enhance, change, or diminish the meaning of the book?

e. What was added to the movie that was not in the book? What was in the book but not in the movie? How does this enhance, change, or diminish the meaning of the book?

6. Pick one of the following essay prompts to write a 1-2-page essay for each prompt based on the play The Crucible.

a. Critics disagree about whether John Proctor or Abigail is the protagonist of this play. Adhering to the definition of the term, argue and support your choice of John Proctor or Abigail as the true protagonist.

b. A foil is a character in literature who highlights certain traits of the main character by contrasting them. For example, a coward helps show the hero’s bravery in a stronger light. Choose two characters who are foils and explain what character traits they reveal about each other and why that is important to plot/themes of the play.

c. Pick one of the characters and analyze his/her motivation throughout the story. Why does he/she do the things he/she does? How does this motivation change throughout the story?

7. Pick one of the following essay prompts to write a 1-2-page essay for each prompt based on the play The Crucible.

a. At the end of the play, Proctor begs, “I have given you my soul; leave me my name.” When Judge Danforth refuses, Proctor rips his confession, knowing that he will be hanged. Was this the right decision? Defend, qualify, or challenge the morality of Proctor’s actions using examples from the play to support your thesis.

b. At the end of the play, when Hale begs Elizabeth to convince Proctor to confess, Elizabeth says, “He have his goodness now. God forbid I take it from him!” Was this the right decision? Defend, qualify, or challenge the morality of her actions using examples from the play to support your thesis.

8. Pick a theme from one of the works that you have read, and then create a video in which you explore the theme, synthesizing multiple sources including but not limited to the novels and short stories you have already read.

Essay Rubric

9–8These essays offer a well-focused and persuasive analysis of the topic. Using apt and specific textual support, these essays fully explore the topic and demonstrate what it contributes to the meaning of the work as a whole. Although not without flaws, these essays make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Generally, essays scored a 9 reveal more sophisticated analysis and more effective control of language than do those scored an 8.

7–6These essays offer a reasonable analysis of the topic. They explore the topic and demonstrate what it contributes to the meaning of the work as a whole. These essays show insight and understanding, but the analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of those in the 9–8 range. Generally, essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do those scored a 6.

5These essays respond to the assigned task with a plausible reading, but they tend to be superficial or underdeveloped in analysis. They often rely on plot summary that contains some analysis, implicit or explicit. Although the essays attempt to discuss the topic and how it contributes to the work as a whole, they may demonstrate a rather simplistic understanding of the work. Typically, these responses reveal unsophisticated thinking and/or immature writing. They demonstrate adequate control of language, but they may lack effective organization and may be marred by surface errors.

4–3These lower-half essays offer a less than thorough understanding of the task or a less than adequate treatment of it. They reflect an incomplete or oversimplified understanding of the work. They may not address or develop a response to how that relationship contributes to the work as a whole, or they may rely on plot summary alone. Their assertions may be unsupported or even irrelevant. Often wordy, elliptical, or repetitious, these essays may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and demonstrate inept writing.

2–1Although these essays make some attempt to respond to the prompt, they compound the weaknesses of those in the 4–3 range. Often, they are unacceptably brief or are incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. The ideas are presented with little clarity, organization, or supporting evidence. Particularly inept, vacuous, and/or incoherent essays must be scored a 1.

0These essays do no more than make a reference to the task.

Content

Organization

Style

Creativity and Presentation

Overall

Effectiveness

Creative Project Rubric

(Literary Response)

4 ü+
Exceeds the standard

Shows a high level of understanding and critical thinking.

Skillfully uses multiple specific details (examples, images, anecdotes, etc.) to show insight into the text’s plot and/or main themes.

Shows a high degree of personal engagement with the text.

Provides a clear and precise interpretation of elements of the text.

Is engaging and easy to follow.

Demonstrates a superior ability to communicate with clarity and flair.

Is fluent, varied, precise, and vivid in expression.

Follows the conventions of standard written English.

Interprets the text with a high degree of creativity (including humor), without sacrificing accuracy or clarity.

Meets or exceeds all expectations and require­ments creatively.

3

ü

Meets the standard

Shows sound understanding and critical thinking.

Contains minimal inaccuracies.

Uses multiple specific details in responding to the text’s plot and/or main themes.

Shows some personal engagement with the text.

Provides a clear interpretation of elements of the text.

Is easy to follow.

Demonstrates a sound ability to communicate clearly.

Follows the conventions of standard written English, with minor errors in grammar and usage.

Interprets the text with some creativity, without sacrificing accuracy or clarity.

Meets all or nearly all expectations and require­ments.

2

ü-

Approaches the standard

Shows basic understanding but little critical thinking.

Responds to the text in a generic or superficial way.

Contains several inaccuracies.

Uses a few specific details relevant to the text’s plot and/or main themes.

Shows minimal personal engagement with the text.

Provides a rendering of elements of the text that is mostly clear.

Is fairly easy to follow.

Demonstrates an inconsistent ability to communicate clearly.

Includes multiple errors in use of standard written English.

Interprets the text with some creativity, but may lack accuracy or clarity.

Adequately meets some but not all expecta­tions and require­ments.

1

–

Below the standard

Demonstrates serious misconceptions about the text.

Uses very few specific details relevant to the text’s plot and/or main themes.

Demonstrates minimal personal engagement with the text.

Rendering of elements of the text is unclear or confused.

Demonstrates a weak ability to communicate clearly.

Includes multiple major errors in use of standard written English.

Demonstrates little or no genuine effort to be creative.

Fails to meet many or most expec­tations and require­ments.

0