Literature study during high school can be a time-consuming task that needs perseverance and the capacity to analyse. Teachers evaluate the ability of a student to exhibit reading skills. One of the most typical projects for philology students is “The Crucible” by Arthur Miller. Essays, analytical pieces, literary critiques, and other written assignments may be assigned to them. Students may purchase research articles or other forms of written work from a range of writing services to assist them. If you want to compose your own crucible essay, this article should assist you.

The Crucible is a drama by Arthur Miller, an American dramatist and writer. “All My Sons” and “Death of a Salesman” are considered his most renowned masterpieces. The Crucible is a drama following the events of 1692 in Salem. At that time, numerous ladies were accused of conspiring with the devil, performing witchcraft, and sending spoilage to man and livestock, as per the locals. As a result, the convicted women were sentenced to death. One of the plotlines follows the progression of the Salem witch trials and the tragedies of those women who are unable to defend themselves, not because they were guilty, but because irrational biases and superstitions guided the authorities.

Example of the Crucible Essay

Miller chooses the prominent Salem event from American history, a tragic epic in 1692 in the little traditionalist town of Salem, Massachusetts. The individuals were among the continent’s initial colonizers.

The rise of McCarthyism in the late 1940s and early 1950s inspired Miller to compose the piece. Mistrust, allegations against one another for non-existent misdeeds, and a desire to defame and settle disputes with individuals who, for varied purposes, became a hindrance to accomplishing strictly personal aims started to occur between Joseph McCarthy’s sympathizers. McCarthy’s forefathers used allegations of witchcraft, treason, and apostasy to justify their actions. Yet, along with them, the drama depicts people having a solid commitment to ideals, a profound sense of honour and responsibility, and who have fought the negative powers of reaction for the sake of truth.

In The Crucible, one of the characters remarks, “We have no truth left in Salem.” “Paradoxically, we are in the same grip, and there is no hope that we will be able to resolve the problems we face,” Miller writes in his plays, explicitly addressing the audience.

The destiny of the main protagonists, John and Elizabeth Proctor, lies at the heart of Arthur Miller’s drama. Abigail Williams, John Proctor’s previous servant and mistress, accuses several of the residents of Salem, including John’s wife Betty, of being involved in witchcraft. She wants to be able to get married to John after the execution of Betty. However, Abigail is merely a tool in the arsenal of Salem’s shrewd and vicious rulers, who are focused on maligning honest people and exploiting their land, possessions, and social position.

John Proctor, who has escaped suspicion so far, cannot accept the idea that innocent individuals have been falsely accused and put to death. How could a vengeful bunch of individuals have managed to assassinate the noblest of Salem’s residents? He courageously defends them, resulting in a malicious claim. Accepting the justice of the allegation in the devil case might rescue him from execution. However, regarding the innocent people, such a confession would constitute treason. He would prefer to die than compromise his values.

The dramatist validates everyone’s potential to reach a goal in The Crucible. He not only reveals the reaction, but he also asks for a battle to be waged against it. The protagonist John Proctor, an ordinary person, represents great honour, dedication to duty, honesty, and individual rights. However, Miller emphasizes that these beliefs must be preserved by all means, even if it means sacrificing one’s life.

Miller openly answers this topic in the play’s final remarks. “First, the inhabitants of this town are to blame for this: “… they were responsible for what happened – their strife led to slander and denunciations … there were those who were not only victims but also informers“.

The conclusion is so crucial to the creator that he defies the rules of play by explicitly addressing the reader to make it perfectly evident. This is how the drama “The Crucible” reveals its symbolic meaning: the link between America’s history and the present.

Writing the Crucible essay.

The section will provide you with helpful hints when preparing the Crucible essay.

1. Your writing should be a conceptually consistent, coherent combination of ideas, thoughts, and inferences about a topic. The first step is to gather as much information as possible. So, you must read and understand The Crucible; merely reading this will not suffice! There are also other The Crucible essay examples available that you can look at.

Make a mental note of the following:

• Concerns with the work.
• Position of the author.
• Proofs offered by the author.
• Concept and implementation.
• Your perspective on the issue.
• Evidence provided by you

The responses will assist establish the direction of the writing of the Crucible essay.

2. Even if the essay showcases originality and ingenuity, it must adhere to a specific framework: introduction, main body (thesis, reasoning), and conclusion. Here’s an example of how each of the Crucible essay elements may look:

Introduction: Miller stated with Theatre Arts magazine that “he would never have had created this drama at any other moment than now.”

Body paragraph: It’s noteworthy that when the author found himself in the shoes of John Proctor, he did exactly what his character did in the drama. Miller declined to become a traitor when he was questioned by the Anti-American Activities Commission to speak against his friends’ “criminal anti-American activities.” He has never spoken against anyone he’s met in his life. The instance from the playwright’s history highlighted the coherence of Miller’s perspective as a human and a creator.

Conclusion: The author has always been troubled by a commitment to honour and responsibility principles, support of human dignity, and clear condemnation of treason in all its forms.

3. As arguments, use vivid, socially meaningful, and evocative instances. Consider the following scenario:

Miller’s dedication to the welfare of regular Americans did not always bring him acclaim and money. During the Cold War period in the early 1950s, the US government supported the surveillance of communist sympathizers. The play “The Crucible” (1953) was a reaction against the “Red Scare,” in which the operations of the Commission to investigate the “Anti-American” actions of the US House of Representatives are likened to the Salem witch trials of the seventeenth century. The first and second, according to Miller, were examples of baseless mass panic.

In 1953, “The Crucible” received the Tony Award, but Miller was later invited to testify in 1956 and defend his work before the Commission to Investigate Un-American Activities. However, Miller refused to get involved with the Committee, citing his right to free speech as justification, and was charged with contempt of Congress.

4. Excerpts from the work to back up your perspective:

“We burn a fire here; it melts down all concealment,” Danforth trusts in the court’s capacity to find out the truth.

Some characters undergo significant transformations by the close of the play. For example, although he came here to look for witches, Reverend Hale is beginning to alter; he now recognizes that there are flaws with the court: “There is a prodigious fear of this court in the country.”

“Excellency, you surely cannot think to let so vile a lie be spread in open court!” said Reverend Parris, who didn’t even believe Mary Warren never saw a ghost.

As he voiced worry over Martha’s reading, Giles Corey felt bad for tarnishing her prestige: “I have broke charity with the woman, I have broke charity with her.”

5. Ensure there are no problems in spelling, grammar, or style. In addition, the Crucible essay should be free of plagiarism.

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