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The crucible

Part 3
Text-Analysis Response ( The Crucible)
Your Task:Closely read the text provided and write a well-developed, text-based response of two to three
paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing
strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and
thorough evidence from the text to support your analysis. Do not simply summarize the text.
You may use the margins to take notes as you read and scrap paper to plan your response.
Guidelines:
Be sure to:
• Identify a central idea in the text
• Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical
device) develops this central idea. Examples include: characterization, conflict,
denotation/connotation,metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism,
theme, tone, etc.
• Use strong and thorough evidence from the text to support your analysis
• Organize your ideas in a cohesive and coherent manner
• Maintain a formal style of writing
• Follow the conventions of standard written English
I.Introduction:
I.
III.

● ● ● ●
● Title/author
● background about the play
● Thesis statement:
Body #1:
● Central idea
● Explain it
● quote to support it
● commentary tying quote to the central idea ● wrap up sentence
Body #2:
Literary technique/device?
Explain it
Quote to demonstrate it.
Commentary tying quote to what you said Miller is trying to say. Wrap up sentence

Sample Solution

work with goslings. Lorenz believed that A breakdown in the relationship with its mother led to a disruption in the development of a bird’s normal social behaviour, supporting his theory that the first relationship a bird experiences determines the bird’s future. Likewise, John Bowlby claimed that a disruption in the child’s attachment to its mother had grave consequences for his or her adult personality (Vicedo, 2009). It is my understanding that in Bowlby’s attachment theory, an anxious attachment style has a prolonged, more complicated effect upon grieving, a person with an anxious style of attachment may experience deeper levels of depression, contrary wise a secure attachment to the deceased, may indicate less depression and aid the transition through grieving and the recovery from it. This may be that in an anxious state of attachment the deceased may not have been emotionally available to the bereaved, and therefore the bereaved person may over-activate their grief response. There are several limitations to Bowlby’s attachment theory the first being that the model was based upon young children utilising momentary separations, which were stressful for the child, more understanding could come from an observation of how parents interact with the child and what they provide for each other during natural, non-stressful situations. How children interact with their parents in a non-stressful situation may provide more information on how the attachment model works than how the child acts when the mother leaves and then returns. Secondary to this the observations took place utilising only the primary caregiver, for example, the mother and other family attachments may not be characterised by similar reactions. Finally, the father or a sibling may have the same attachment with the child at the same time, relating directly to adults having more than one primary attachment, such as significant other and their children. This shows that attachment is not merely confined to infancy but experienced countless times throughout life including adolescence, early adulthood and beyond. There are several models of grieving that can be explored in relation to disenfranchised grief, firstly the five stages of grief Kubler-Ross (2005) states that the five stages of grief, have evolved since their introduction and have been very misunderstood over the past decades. She goes on the say that they were never meant to help tuck messy emotions into neat packages. We can apply some of the stages of grief to C in that she has experienced anger, mainly at herself for putting her children in a position where violence was occurring in her relationship and being in a place emotionally where she felt she needed drugs and alcohol to cope but mainly not being the parent that her children deserved. She has experienced an initial denial when the children were first placed with social services and again when they were put up for adoption and she has experienced depression. In relation to the baby that died the stages of grief can be seen although not in their entirety, some denial or disbelief may have been present when she received the diagnosis of Edwards syndrome, however, from her disclosures it seems quite matter of fact, the baby was ill and a deci
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