crucible essay questions hsc

Essay Prompts

The crucible.

‘There are wheels within wheels in this village, and fires within fires!’ – Ann Putnam. Is this an accurate statement concerning the nature of the Salem witch trials in Miller’s text?

The citizens of Salem rely too much on subjectivity and superstition in their course for justice. To what extent to you agree?

Proctor confesses that he ‘regards himself as a kind of fraud’. Discuss deception and pretense that occurs in the text.

Danforth is the most unforgiveable character within the play. To what extent do you agree?

‘I cannot stop my mouth; it’s God’s work I do.’ – Abigail Williams. Abigail and the girls are justified in their actions condemning the citizens of Salem. Do you agree?

By demonising the justice system in 17th century Salem, Miller celebrates the goodly citizens as well. Discuss.

Discuss the presence of diversity and discrimination within The Crucible.

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How to Analyse ‘The Crucible’ for the HSC English Common Module

Studying HSC English? Need to do an in-depth analysis of ‘The Crucible’ to craft a Band 6 worthy essay? We’re going to walk you through a summary of The Crucible with its context, themes and more to help you with your analysis.

PLUS we’ll provide you with a sample analysis table (also called a TEE table ) and a sample Band 6 paragraph for The Crucible!

Also, before we get started, we should mention that our HSC English Tutors across the Hills District and wider Sydney know this text inside and out and can provide the personalised support you need! Get in touch!

It’s time to ace your analysis of The Crucible — let’s go!

The Crucible Summary Context of The Crucible Characters in The Crucible Key Ideas in The Crucible Linking to Texts and Human Experiences How to Analyse The Crucible in 4 Steps Sample Band 6 Paragraph and Analysed Examples

Check out our analysis of ‘The Crucible’ below!

Summary of The Crucible

The Crucible takes place in a town called Salem where a girl called Abigail and her friends are found dancing in the woods naked, and are accused of witchcraft.

Abigail points the finger at her friends, taking the blame away from herself. This sets off a series of events which leads to mass hysteria and panic in the town and false accusations against many of its members.

John Proctor, who previously had an affair with Abigail, takes a stand against the corrupt court system which is making false and illogical allegations of witchcraft. Proctor himself is inevitably accused, and in response, he agrees to confess to his guilt so that he will not be hanged.

At the last minute, he changes his mind, choosing to sacrifice his own life, rather than be complicit in a system built on lies.

Context of The Crucible

The Crucible by Arthur Miller is based upon the real life event of the Salem witch trials which took place between February 1692 and May 1693. These trials led to the execution of 20 people and the death of five others (two infants) while in prison.

Miller uses these trials in his play as an allegory for McCarthyism.

McCarthyism refers the false accusations which were made without regard to evidence, against “communists” in America in the 1940s and 1950s.

The McCarthy Era was characterised by accusations towards people in the entertainment industry, academicians, and labour-union activists . Those accused were often asked to make lists of their friends and colleagues who they believed to be communist.

Miller himself was asked to make such a list, but he refused, saying, “I could not use the name of another person and bring trouble on him.” Miller was subsequently given a fine, a prison sentence, was blacklisted and denied a US passport.

Character Analysis in The Crucible

In Arthur Miller’s “The Crucible,” the characters undergo intricate developments driven by their inherent traits and responses to the Salem witch trials.

John Proctor Initially depicted as a morally principled yet flawed individual due to his affair with Abigail Williams, Proctor’s development centres on his inner conflict and quest for redemption. His struggle with guilt and his eventual decision to uphold integrity over a false confession signify his transformation into a symbol of resistance against societal pressures and maintaining a reputable image.

Abigail Williams Portrayed as manipulative and vengeful, Abigail’s character remains consistent in her pursuit of power and control. Her unwavering ambition, fuelled by her fixation on John Proctor, drives the hysteria. Her lack of moral growth highlights the consequences of unchecked ambition and deceit.

Reverend Hale Reverend Hale evolves from a fervent supporter of the witch trials to a disillusioned skeptic. Initially confident in his expertise, Hale questions the trials’ legitimacy as he witnesses the unjust accusations. He transforms into a voice of reason, advocating for truth and repentance, symbolising the dangers of unchecked authority and the importance of moral courage amidst societal turmoil.

Elizabeth Proctor Her character’s development revolves around the complexity of forgiveness and moral integrity. Despite her husband’s betrayal, Elizabeth demonstrates strength by forgiving him, showcasing the internal conflicts between honesty and protection of loved ones.

Judge Danforth Serving as a symbol of rigid adherence to the law and authority, Danforth’s character lacks significant development. However, his unwavering commitment to the court’s righteousness highlights the dangers of moral inflexibility and its detrimental impact on justice.

Mary Warren Initially influenced by peer pressure and Abigail’s manipulations, Mary’s character development mirrors the struggle between personal integrity and societal expectations. Her initial attempt to speak the truth contrasts with her eventual capitulation to conformity, showcasing the challenges individuals face in confronting societal pressures.

Access ‘The Crucible’ Downloadable Sample Band 6 Paragraph and Analysed Examples

Key Themes in The Crucible

Now, we’ll walk you through some of the key themes from ‘The Crucible’ and help you identify their link to ‘human experience’ for your analysis!

The key themes include:

• The conformity of the masses through mass hysteria and mob psychology
• The importance of the individual and critical thought
• Corrupt power structures
• The use of fear to manipulate others

How The Crucible Links to Texts and Human Experiences

Before you begin your analysis of The Crucible, it’s a good idea to read up on what the Common Module: Texts and Human Experiences is about so you know how to relate to the module in your assessment.

Let’s take a look at the syllabus!

In short, this module is about deepening your understanding of how texts represent the individual and collective human experience . This can include examining how texts represent human qualities and emotions associated with, or arising from human experiences.

Need help finding a related text? We list the top 5 related texts. 

Link #1: Collective human experience of mass hysteria

Mass hysteria.

The Crucible deals with the collective human experience of mass hysteria. This is closely related to the human emotion of fear .

Mass hysteria refers to the ways in which a group of people perceive a great threat in society through rumours or fear.

In The Crucible, the people of Salem become irrationally afraid of witches in their midst , leading to the false accusations and subsequent executions of a number of people in the town.

Mob Psychology

M ass hysteria is also seen through examples of mob psychology.

Mob psychology  is a process by which people lose their individuality and their perspectives and beliefs are altered by a crowd.

This is seen particularly in Act 3 when Abigail convinces the girls in the courtroom that there is a yellow bird above them preparing to attack . We are told all the girls scream and shield their eyes, although the audience can see that the bird is imagined.

Miller suggests that mass hysteria and mob psychology are dangerous human emotions and experiences because they stifle truth.

Link #2: Paradoxical characters from The Crucible

The Crucible is full of paradoxical characters, making it easy to discuss anomalies, paradoxes and inconsistencies in human behaviour and motivations.

A paradoxical character is a character whose actions are seemingly absurd or contradictory.

Abigail is paradoxical as she is both a victim and a perpetrator. We all know that Abigail is a perpetrator, as her lies act as the driving force which leads to all of the false accusations and imprisonments in the town.

However, her character is not entirely one-dimensional, as she is also a victim of John Proctor’s love and subsequent rejection, her uncle Parris who makes her feel worthless and the patriarchal and theocratic society which she lives in.

John Proctor

John Proctor’s complex morality also makes him a paradoxical character. His immorality is highlighted throughout the play through his adultery and poor treatment of Mary Warren.

However, in contrast, he becomes the moral exemplar of the text when he chooses to sacrifice himself in order to be truthful and challenge the corrupt theocracy of the court.

The Townspeople 

Finally, the behaviours and actions of the paranoid townspeople is self-contradictory in that their self-preservation ultimately endangers them. People in the town of Salem are quick to falsely accuse their neighbours in order to avoid being accused themselves.

However, this creates a culture in which lies thrive and no one is safe from the accusations, rumours and paranoia that permeate society , ultimately making their “self-preserving accusations” self-defeating.

Link #3: The anomaly of pursuing truth rather than self-preservation

John proctor .

John Proctor is an anomaly in the town of Salem, in that the natural human response to fear is to act in a way that seems to preserve oneself, even if it endangers society.

Proctor, instead of conforming to the paranoia of the town, refuses to falsely accuse his neighbours. This culminates at the end of the play, when Proctor has been convinced to falsely sign his name, admitting his own guilt, saving his life, but condemning himself by lying.

Proctor, at the last minute changes his mind, deciding that telling the truth is more important than saving his own life.

A similar situation occurs with Giles, who is stoned to death for choosing to stand up for the truth, rather than conform to mass hysteria and false accusations. These actions by Giles and Proctor can be interpreted by an audience in two ways.

Firstly, it might suggest the futility in standing up for what is right, as these actions merely led to the deaths of characters .

On the other hand, Miller may be suggesting that a person always has the choice to do the right thing , and that ultimate goodness is to sacrifice one’s life for goodness and truth.

The best essay responses will involve a student making their own interpretation of these characters’ deaths, and arguing their interpretation convincingly.

How to Analyse The Crucible in 4 Steps (Essay Analysis)

Often students will try to start with their thesis when trying to answer an essay question. Instead, start with your analysis! You need to equip yourself with the knowledge of your text before you can answer anything about it.

After you’ve analysed your text, you can draw ideas from it, then you can build your thesis!

We’re going to walk you through an how to analyse a piece of evidence from The Crucible within the theme of individuality in 3 steps using the passage below!

If you need more help analysing the Crucible, we provide English tutoring at our Hornsby Campus, tutoring at our Castle Hill campus, or in your home or online across Australia!

Step 1: Choose your example

As we’ve chosen to analyse the idea of individuality and critical thought, it’s important we choose an example that is relevant to it!

That’s why we’ve chosen the quote below:

“[Mary Warren] and all the girls run to one wall, shielding their eyes . . . they let out a gigantic scre am.”

Step 2: Identify techniques

When trying to find a technique within your example, it’s not about finding the fanciest technique or just any old technique for that matter!

It’s about identifying a technique which will enable you to say something about your idea that’s interesting and can contribute to your argument and analysis . 

For example, in this excerpt, s tage direction is a technique but it doesn’t contribute to an idea or your analysis, therefore you should look for a stronger technique.

We’ve identified synecdoche and heightened emotions as useful literary techniques in this passage:

• Synecdoche: a literary device in which a part of something represents the whole, or it may use a whole to represent a part.
• Heightened emotions:  feelings that increase in intensity

Access ‘The Crucible’ Downloadable Sample Band 6 Paragraph and Analysed Examples!

Step 3: carry out your analysis of the crucible.

Now that you’ve identified your techniques, you need to conduct some analysis!

Did you know the key to good analysis is starting with a technique? You focus on the technique and identify what it reveals about an idea.

Good analysis involves using a technique to say something in addition to what the quote says .

Bad analysis is using a technique to restate what happened in the quote.

It usually sounds something like this: “ Therefore [technique] shows [your idea]”, without going into any real depth. 

So, what do the techniques of synecdoche and heightened emotion reveal about The Crucible in this passage?

Through synecdoche, the eyes represent the whole — the e yes show how the girls can’t see the truth and aren’t thinking for themselves.

The girls are making a choice to not look and therefore give up their individuality. 

The decision to close your eyes means you’re choosing to not see things critically — you think how everyone else is thinking, not based off the fact of what you see in front of you. 

Heightened emotion

Heightened emotion can be used to show how easily humans can be manipulated by emotions into doing what people tell them what to do.

Mob psychology is what brings everyone together such that they lose their individuality. 

Mob psychology: once you tend to be in a group, there’s a bandwagon effect. When one person does something, you go with it within a group out of fear of being different!

Now, let’s organise our analysis by placing it in a TEE table like below!

What’s a TEE table?

The TEE in TEE table stands for Technique, Example and Effect . They’re a great tool you can use to analyse your text.

All you have to do is include your pieces of evidence under ‘example’ then identify the technique in the ‘technique’ column and carry out your analysis.

If you’re analysing a few themes, it’s a good idea to have a separate TEE table per theme. For example, for The Crucible, you may want to keep all your pieces of evidence that relate to individuality in one table.

Step 4: Link to the question

Finally, it is important to establish that we do not recommend fully memorising an essay paragraph like this to go into your exam. Your analysis, examples and ideas will always change based on the essay question.

However, it is helpful to have paragraph plans like this one which you can use to answer an essay question if the ideas fit.

This paragraph could not be used directly to answer the 2019 HSC question, “ To what extent does the exploration of human experience in The Crucible invite you to reconsider your understanding of love?” Some of the ideas from it, however could be used. 

You could talk say something like, “The hypocrisy of judicial and religious leaders in professing their love for God, allows one to reconsider the authenticity of love.”

You could then go on to talk about how it was the hypocritical ways in which Danforth and Parris talk about the love of God that is used to manipulate society into conforming. In contrast, you could discuss that Proctor has a genuine love for morality. 

So there you have it guys! That’s the step by step to crafting your analysis. 

Want to get ready for your exams? Learn how to ace HSC English Paper 1 for the Common Module with our step-by-step guide!

Sample Band 6 Paragraph and Analysed Examples for The Crucible

We’ve analysed another two examples using TEE tables that relate to the theme of individuality in The Crucible that you can access below!

We’ve also got a sample Band 6 paragraph that you can read over in our downloadable guide below!

Need some help with your essay analysis of other texts aside from The Crucible?

Check out other texts we’ve created guides for below:

• Billy Elliot
• Keats and Bright Star
• The Crucible
• King Henry IV Part 1
• All the Light We Cannot See
• The Union Buries its Dead
• I Am Malala
• How to Analyse Pygmalion for HSC Standard English

Looking for some extra help with HSC English and your essay analysis of The Crucible?

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We can help you master your HSC English text and ace your upcoming HSC English assessments with personalised lessons conducted one-on-one in your home or at one of our state of the art campuses in Hornsby or the Hills! Ace your Crucible assessment and the HSC with your personalised North Shore English Tutor who can help you keep on track!

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To find out more and get started with an inspirational HSC English tutor and mentor, get in touch today or give us a ring on 1300 267 888! Looking for personalised support on The Crucible? Epping tutoring is here to make sure you ace all your assessments! Wollongong English tutoring is also available! Get personalised feedback on your Crucible essays with Mosman tutoring  or specialised HSC English tutoring in Hurstville !

Brooklyn Arnot has a Bachelor of Arts majoring in English Literature with Honours at the University of Sydney. She scored an HD average and has even received the Dean’s award for excellence! Brooklyn teaches our English classes at Art of Smart and has over 5 years of experience supporting Year 11 and 12 students throughout their HSC. She’s also a new Syllabus expert and studied 4U English in high school.

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Common Module: The Crucible Part 1 – Dos and Don’ts

Struggling with Miller's "The Crucible" for Common Module? Don't worry, we've got you covered. Read our Dos and Don'ts to ace your responses.

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What are the dos and don’ts of studying The Crucible for the Common Module: Texts and Human Experiences? The Common Module wants you to think about how texts represent human emotions and experiences. To get a Band 6 response for the Common Module you have to demonstrate a comprehensive understanding of Arthur Miller’s The Crucible (1953) and connect it to the requirements of the Module.

Often students don’t understand how their text relates to the Module; what the concerns of the text are; or what the Module asks them to do. So, to help you out, in this post, we will give an essential overview of Miller’s The Crucible and its themes and then explore how to connect it to the Common Module with some handy dos and don’ts.

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What is The Crucible about?

Miller’s four-act play is a tragedy that represents the Salem Witch-Trials of 1693 and the consequences they had on the town’s community and political structure.

While all of the characters in the text are historical figures, Miller has taken artistic license to combine several historical figures into one of the texts’ characters (for example, there were more many girls in the original trial, but Miller has combined them for dramatic purpose).

The play’s protagonist is John Proctor, a man who attempts to stop the Salem Witch Trials after his wife, Elizabeth, is accused of witchcraft by their former maid, Abigail. To complicate matters, Proctor has had an affair with Abigail and he and his wife are keeping it a secret to protect his reputation.

The town’s reverend, Parris, and the Deputy Governor of the New England Province, Danforth, and their allies begin trying townspeople for Witchcraft, and so Proctor challenges their authority to halt the trials.

He fails and is hung.

Central to the narrative is the political structure of the town and the relationships and tensions that exist among the community.

What kind of place was Salem?

Salem was a theocracy – a society that operates under religious law and rule. The village of Salem was run as a collective under the guidance of their spiritual leader, Reverend Parris. Parris was chosen to be the head of the village by the villagers, but aspects of his life and practice had created sceptics and critics out of some of the Salem parishioners.

This means that Parris answered to the governor and judges of the province, including Judge Hathorne and Danforth. Arguably, Danforth is the most powerful figure in the text and the one with the most to lose. Abigail is the most subversive and provocative.

Salem was a small close-knit community. Estimates put the town population at 500-600 people and the total for the surrounding areas at 2,000 people. In a community of this size, you might not know every single member of the town, but you’d know most of the families.

In a small religious community, people would pitch in to help each other and gather regularly for community events. However, rumours would travel quickly and disputes would simmer.

What are The Crucible’s genre and form?

You must make note of the text’s genre in your responses, this is an important part of the composer’s representation. The Common Module rubric makes the following points:

• Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms , modes and media .
• They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures.
• They make increasingly informed judgements about how aspects of these texts, for example, context, purpose, structure, stylistic and grammatical features, and form shape meaning.

How can we connect these to the play?

The genre of The Crucible

Miller’s The Crucible is a tragedy set during the Salem Witch-Trials of 1692-93.

Tragedies depict the downfall of the protagonist due to a central flaw, or hamartia, that they possess. Tragedies usually result in the death of the protagonist, and sometimes others.

In The Crucible , the common flaw is pride (a concern with reputation). For example, many of the characters are overly concerned with their own reputations, or those of their neighbours, leading to the collapse of the Salem community and the deaths of many of its members.

• Do : Refer to the text as a tragedy rather than a play. Eg, “Miller’s 1953 tragedy represents the events of Salem that led its inhabitants to turn on one another.”
• Do : Explain what your understanding of a tragedy is. You need to discuss how form and genre can develop meaning. Eg. “ The Crucible adheres to the conventions of tragedy where the heroic protagonist’s hamartia – Proctor’s pride – leads to their downfall.”
• Don’t : Refer to The Crucible as just a ‘play’ or ‘drama’.
• Don’t : Call The Crucible a ‘tragedy’ in your essay without explaining why it is a ‘tragedy’.

The form of The Crucible?

It is important to discuss the text’s form .

The Crucible is a four-act tragedy interspersed with essays that define the setting and characters. These compositional choices shape the meaning that the audience can draw from the text. This means that your study of The Crucible is limited by Miller’s decision to include historical essays as part of the script. This casts a narrow perspective on the text’s action.

Miller uses the essays to carefully shape your perspective of the characters. Some plays leave the characterisation of the characters ambiguous. This allows the actors and directors to develop a particular reading of them and the text (i.e. they can focus on a specific flaw or behaviour). Miller’s use of essays and detailed stage directions demonstrates that he wants to use a very rigid perspective on his characters.

• Do : Refer to Miller’s essays. They contain crucial information and evidence for your responses. For example, ‘When Miller notes that “[Proctor] is a sinner, a sinner not only against the moral fashion of the time, but against his own vision of decent conduct,” he is characterising Proctor and foreshadowing his tragic flaw.
• Do : Refer to stage directions. For example, ‘Miller’s uses the stage direction that “Mary Warren, utterly confounded, and becoming overwhelmed by Abigail’s – and the girls’ – utter conviction, starts to whimper, hands half-raised, powerless, and all the girls begin whimpering exactly as she does,” to convey the power of fear and peer pressure to compel individuals to tragically turn on those whom would protect them.’
• Don’t : Ignore Miller’s essays as if they are not part of the text.
• Don’t : Ignore the stage-directions. Stage directions are part of the process of representing action on the stage. This Module is Texts and Human Experiences. So, all aspects of the text that reflect human emotion and human experience are relevant to your response.

Understanding the representation of of Human Experience in The Crucible

Miller has chosen to represent the historical events of Salem, Massachusetts 1692 and comment on the events of America during the House Un-American Committee Hearings. What does this mean?

• The Crucible depicts a community’s social and governmental collapse as its becomes crippled by accusations, paranoia, and tyrannical rule.
• However, while Miller makes the connection to HUAC, he has stated the play is not purely a representation of America under the Cold War “witch-hunts.” Instead, it is a critique that “fits anywhere” where democracy unravels. Thus, we can say that ‘Miller represents the paradoxes and inconsistencies of human nature that emerge as one’s community collapses.’

Video: Interview with Arthur Miller (Copyright the Inge Centre. Video produced at the William Inge Center for the Arts at Independence Community College, interviews with playwrights produced and directed by Mike Wood, digital management production and publication by Tony Wood and Midwest Computer Solutions LLC with assistance from Greg Blackman. www.ingecenter.org)

What is meant by human experience.

The key word that recurs in this Module is “Human Experiences.” It is important to be clear that this is not a contextual study, but a study of the human experiences represented in the texts. You need to be aware of context, but it shouldn’t drive your reading of the text.

The things you want to focus on in your study are:

• Individual experiences
• Collective experiences
• The representation of human qualities
• The representation of emotions
• Human motivations
• Paradoxes and inconsistencies of human behaviour and motivation
• The role of storytelling that reflects particular lives and cultures

To get to grips with these points, let see where they come from in the Common Module Rubric.

Connecting the Common Module rubric to The Crucible

To better understand how to approach Miller’s representation, let’s examine the key phrases from the Common Module Rubric:

Let’s unpack these concepts:

• They examine how texts represent human qualities and emotions associated with, or arising from, these experiences – You need to explore what issues of the human condition are being depicted in The Crucible . How does Miller convey the emotions of Salem’s inhabitants? For example, what internal emotional struggles does Miller represent? What issues do the characters face and how do they respond or deal with these? Ask yourself – how is this character’s emotions and changes in character a response to the experiences they undergo?
• Students explore how texts may give insight into the anomalies, paradoxes and inconsistencies in human behaviour and motivations, inviting the responder to see the world differently, to challenge assumptions, ignite new ideas or reflect personally -You need to consider how the character’s behaviours are sometimes counter-intuitive or go against their own beliefs or best interests. For example, consider Proctor he is a pious man who believes in honesty and integrity, but has had an affair with Abigail and lied about it until it is too late. This is paradoxical to his own beliefs and values. When he does confess he is too late and acts against his best interests.
• They may also consider the role of storytelling throughout time to express and reflect particular lives and cultures – Miller’s use of essays and historical portraits makes this text more than a theatrical depiction of the events in Salem. You want to consider how  Miller’s representation of the events in Salem in 1693 reflect the values of Miller’s context. For example, how does  Proctor’s anagnorisis relate to the confessions and realisations of those caught up in HUAC and similar purges elsewhere in the world.

If you want a comprehensive run-down on the Common Module and its rubric, read our Year 12 English Study Guide article: Common Module: Texts and Human Experiences .

A good idea is to structure your notes into a table where you can compile these ideas and the evidence you feel supports them:

• Do : Ask yourself, “How is Miller representing this experience or emotion?”
• Do : Connect the plot to the themes that Miller is exploring. For example, ‘Miller represents the events in Salem to show how people can submit to dangerous or corrupt political perspectives to protect themselves and their loved ones. The events of The Crucible convey how neighbours and friends can be compelled to turn on and betray one another. This illustrates how individual experience, and a sense of self-preservation can very quickly trump community and collective experience.’
• Do : Make connections to the concern being represented and broader aspects of human experience that Miller is exploring. For example, ‘Miller’s tragedy presents representations how emotions like fear can compel a community to turn on itself out of self-preservation and punish the weak and the defenceless while protecting the powerful.’
• Don’t : Ask yourself only, “What or who is Miller representing here?”
• Don’t : Recount the plot.
• Don’t : Get sidetracked discussing the Salem Witch trials and the context of 17th Century New England.
• Don’t : Focus on the connection to the HUAC hearings.

Considering individual & collective experiences in The Crucible

You must discuss the various individual and collective experiences Miller has depicted and how he was represented them.

To do this:

• You need to consider how Miller depicts the varying perspectives of the girls, the judges, and the villagers.
• You need to comment on the representation of the characters’ motivations and the consequences these have on their actions and on the community.
• You need to discuss how the community reflects collective experience.
• You need to consider how Miller is using story-telling to give insight into the sorts of motivations and social failures that led to the collapse of a devout and once caring community. You need to consider how Miller depicts the varying perspectives of the girls, the judges, and the villagers. For example, consider how different characters turn on their loved ones to protect themselves or score points in the eyes of the community.
• You must remember that you are not trying to discuss the representation of the Salem Witch-Trials or the HUAC hearings, but Miller’s representation of social and governmental collapse. For example, one of the key ideas in the text is that The Crucible represents how tyranny emerges in society and the consequences this has on the community.
• Do : Explore the various perspectives shared by the various characters in the text. As part of your study notes create a table that compares the individual experiences of the characters in the text and how their experiences and relationships change or remain the same throughout the action of the play:

• Don’t : Discuss the text as Miller’s perspective on the HUAC commission. This is not a Module A response.
• Don’t : Treat the perspectives of the girls or of the townsfolk as being unified. There are important distinctions between the views of, say, the Putnams and Parris that mark them as being motivated by different things. For example, the Putnams want to increase their holdings (this is the perspective suggested by Proctor). While Parris’ perspective of witchcraft is driven by a desire to protect his reputation and position in the town. This is a crucial consideration for human experiences.

Need help analysing The Crucible?

Now you know what to do and what not to do, you need to think about analysing the text. We’ve got you covered! Come and  check out our post: Common Module: The Crucible Pt.2 Textual Analysis.

Written by Matrix English Team

© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.

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HSC Texts and Human Experience Sample Essay & Essay Analysis: The Crucible

Subject: English

Age range: 16+

Resource type: Other

Last updated

21 September 2021

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This is a three-part resource for students undertaking the NSW HSC Common Module Texts and Human Experience.

A generic essay plan shows students how to compose an essay suitable for Stage 6, progressing them from the simpler PEEL/TEAL models of Stage 4 and 5.

A sample essay for the prescribed text, Miller’s The Crucible, answers a sample question for this module.

There is also a second copy of the essay, marked up to show how it follows the plan, and with five short questions which require students to engage critically with the essay and its form.

Pair it with The Crucible Study Notes for even more depth.

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Common module essay questions: the crucible practice questions.

Here are some text specific common module essay questions on The Crucible. These are questions for the more capable student – if you are not feeling confident in your understanding of the prescribed text or feel a bit insecure about your essay writing skills generally, it is better to start practising with the generic essay questions . They are the first port of order for skill building and developing your preliminary understanding of the topic. 

Text specific questions are a bit more advanced. These essay questions require a holistic understanding of the novel and may prompt students to focus on any aspect of the text whether it is a specific theme, character, event or textual element (i.e. dramatic devices, etc) So if you haven’t read the play, you may feel somewhat bewildered upon reading some of these questions…

Writing essays are an important bit of practice for your HSC exams and while an essay only requires a focus on two or three ideas and approximately 8 – 12 quotes, students will need to increase their understanding and general knowledge of the overall text in order to adapt well to text specific questions.

These questions can also be a creative exercise for improving your pre-existing arguments and testing the adaptability of that pre-existing argument.

Here are those questions.

• Through the act of storytelling, authors question the ability of individuals to resist oppression. To what extent is this statement true of the study of your The Crucible ?
• To what extent does The Crucible represent the human qualities and emotions that arise from pursuits of truth?
• HALE: Woman, plead with him! [He starts to rush out the door, and then goes back to her .] Woman! It is pride, it is vanity. [ She avoids his eyes and moves to the window. He drops to his knees .] Be his helper! – What profit him to bleed? Shall the dust praise him? Shall the worms declare his truth? Go to him, take his shame away! ELIZABETH [ supporting herself against collapse, grips the bars of the window, and with a cry ]: He have his goodness now. God forbid I take it from him! [ The final drumroll crashes, then heightens violently. HALE weeps in frantic prayer, and the new sun is pouring in upon f her face, and the drums rattle like bones in the morning air .] THE CURTAIN FALLS From The Crucible , Arthur Miller 
• In what ways does the quote above contribute to a lasting impression of the complex nature of human experiences represented in Arthur Miller’s The Crucible ? 
• To what extent does the exploration of human experience in The Crucible invite you to reconsider your understanding of love? (NESA, 2019)
• Analyse how the representation of identity in your prescribed text shapes your understanding of human experiences. (North Sydney Girls, 2019)
• Write a personal reflection on the insights this drama gave you into John’s human qualities and emotions. Base your reflection on John’s experience with Elizabeth and ONE other person. (Catholic Paper, 2020)
• How does The Crucible illuminate the role of hysteria in the human experience?

Do you have any interesting questions that are not given here? Why not post them in the comments and share them with everyone else? 

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20/20 Common Module Trial Essay - 'The Crucible'

The Crucible' essay about meaningful connections within the human experience, received 20/20 as a trials essay

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Draft Essay On The Crucible

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Resource Description

‘Storytelling hints at human imperfections. Where there is perfection, there is no story to tell.’

Use Statement to consider how stories about the human experience can challenge assumptions or ignite new ideas. Discuss with close reference to The Crucible (Essay only talk about Crucible).

Consider: Representation, what human experiences? 

The human experience is a term for the realities of human existence including the mental, emotional, spiritual and physical characteristics of human life.

Paradoxes, abnormalities, inconsistencies – -> motivations, beliefs, attitude

Categories of human experiences : spiritual, physical, intellectual, cultural, emotional

Human Imperfections are part of the human experience

What Human imperfections were displayed in the Crucible?

Righteousness (Christian context? Current definition: the quality of being morally right or justifiable . )

– Rebecca Nurse, Reverend Hale, John Proctor, Elizabeth Proctor, Corey Giles

These people are considered righteous yet there are imperfections as they may be ‘unrighteous’ for the sake of loved ones, conscience, morals, etc. John Proctor ultimately had a righteous nature but did not commit unrighteous deeds such as adultery with Abigail, but he did show righteousness by forsaking his pride, image, reputation in an attempt to prove the innocence of Elizabeth. He also refused to sign the confession which states he had dealings with the devil although it would have saved his life but would have tarnished his name and his children ‘s. Corey Giles refused to expose the man that gave him proof of why his wife was innocent of witchcraft, in order to protect him from persecution from the court. Giles was then also lead into the accusations of witchcraft; even in death, Giles refused to ‘confess’ to witchcraft so his sons could inherit his farm and was pressed to death. Reverend Hale had a genuine desire to rid Witchcraft from Salem but after realising the fraud that the girls were, he realised that he had contributed to the killing of innocent people. In an attempt to salvage the last of his conscience he attempts to make Rebecca Nurse, Maria Giles and John Proctor lie about witchcraft. In some ways he was righteous in his intent but failed to be righteous in his actions, his attempt to save people can also be interpreted as a way to compensate for his own misdoings. He did stand up to Danforth and Parris in an attempt to convince them to not kill innocent people but to no avail. Rebecca was all around a righteous woman and she displayed the injustice of the court when she was arrested and convicted to death. Elizabeth Proctor was similar as she had mainly lived and thought righteously but lied to the court believing she was protecting her husband’s image.

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