The Crucible †Comparing Play And Movie Essay Research Paper Example For Students

The Crucible – Comparing Play And Movie Essay Research Paper Arthur Millers play, The Crucible, and the movie with the same name have many differences and similarities, all of which contribute to the individual effectiveness of each in conveying their central message. There are several additions and variances in the movie. First of all, the scene where the children and Tituba are dancing in the forest is never seen in the forest; we simply learn of it from dialogue. This scene was most probably added in the movie for a dramatic effect: foreshadowing. Along the same lines, there are many scenes included in the movie that are outdoors, however; there were no such scenes in the play. All of the action in the play was indoors. The director, in this case, was simply using the advantages of movie making. It is difficult to replicate an outdoors scene in a theatre. Also, some of the techniques used when filming outdoors create a symbolic message. A portion of the scenes before the beginning of the witchcraft trials is seen in a downpour of rain, possibly foreshadowing doom and dreariness to come. There were some scenes added or adapted in the movie as opposed to the play. First, the large group of stricken girls, which indeed had a greater number than did the group in the play, left the church meeting at the beginning of the movie to see about Bettys condition. Betty seemed to be much more violent in the movie and she tried to jump out of the window, which did not occur in the play. These details were most likely added to augment the id ea of mass hysteria. A scene was added in the movie, showing the hangings and cheers of the crowd watching, also to add to that effect. We will write a custom essay on The Crucible – Comparing Play And Movie Research Paper specifically for you for only $16.38 $13.9/page Order now Next, Tituba was not whipped into confession in the play, whereas she was in the movie. This was most indefinitely added to show that the profession was typically not made willingly. One had to be forced one way or another into confessing, to save their skin or their life. Also, around the time of this scene is one where Abigail and John Proctor have a conversation. In the movie, Abigail kisses John Proctor and he throws her off of him, which did not occur in the play. This was no doubt inserted to show the audience that Abigail was oddly and obsessively lusting over the man while he was making a sincere attempt to get over her. Another significant change is in the character portrayal. In the play, Parris seemed to be overly egocentric and self-conscious. He is still thus in the movie, but is more whiny, and annoyingly so. Putnam, also, seems to have a personality change. In the play, his personality is not so domineering as in the movie, where he is bordering on psychotic. His role seems to be made larger and more significant in the movie, which presumably accounts for the change in character representation. Another difference is the presence of three judges in the movie, whereas in the play there were only two, both of whom where made out to be bad guys. One additional judge is added in the movie possibly to show that it was not the entirety of the Church that was unjust, cruel, and nearly ignorant. I wonder how much the Puritans paid the director off for that little extra. The Proctor children were never present in the play. We know of their existence, apparently sleeping upstairs, when Elizabeth is arrested for witchcraft. They appear to cry, and hug their mommy, and make the scene extremely sentimental. Their whole purpose was to show people how devastating these witch-hunts were to families, especially children. .u69d65d8f3741e9a10285c17656cd489a , .u69d65d8f3741e9a10285c17656cd489a .postImageUrl , .u69d65d8f3741e9a10285c17656cd489a .centered-text-area { min-height: 80px; position: relative; } .u69d65d8f3741e9a10285c17656cd489a , .u69d65d8f3741e9a10285c17656cd489a:hover , .u69d65d8f3741e9a10285c17656cd489a:visited , .u69d65d8f3741e9a10285c17656cd489a:active { border:0!important; } .u69d65d8f3741e9a10285c17656cd489a .clearfix:after { content: ""; display: table; clear: both; } .u69d65d8f3741e9a10285c17656cd489a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u69d65d8f3741e9a10285c17656cd489a:active , .u69d65d8f3741e9a10285c17656cd489a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u69d65d8f3741e9a10285c17656cd489a .centered-text-area { width: 100%; position: relative ; } .u69d65d8f3741e9a10285c17656cd489a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u69d65d8f3741e9a10285c17656cd489a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u69d65d8f3741e9a10285c17656cd489a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u69d65d8f3741e9a10285c17656cd489a:hover .ctaButton { background-color: #34495E!important; } .u69d65d8f3741e9a10285c17656cd489a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u69d65d8f3741e9a10285c17656cd489a .u69d65d8f3741e9a10285c17656cd489a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u69d65d8f3741e9a10285c17656cd489a:after { content: ""; display: block; clear: both; } READ: Virus Invaders EssayA scene that was added to the movie was one where Parris opened his door and found a large knife stuck in it. This is to show how much Parris was despised in the community. In the section of the movie where Mary Warren goes to confess that she has seen no spirits, there are a few changes. First of all, the girls never came after Mary in the play, while, on the contrary, they did in the play. This is simple foreshadowing, showing that further on the girls will unite against Mary. Next, the girls never ran into the water after the bird scene, obviously because there were no outdoor scenes in the play. I believe the purpose of their running into the ocean was that the girls needed to cleanse themselves of the evil spirits. The accusation of John Proctor practicing witchcraft comes when he is standing in the water to his mid-thigh, possibly meaning that, although he has sinned less than some, he still needs to be baptized (in a sense) completely to be free of his misdoings. The final three differences all have to do with Abigail. First of all, she is seen stealing money from her uncle where in the play we only hear of it second-hand. Second, in the movie, Abigail visits John Proctor in jail, which never occurred in the play. Lastly, Abigail accuses the Reverend John Hales wife of witchcraft, and is told by Judge Danforth that she is mistaken. This did not happen in the play, but helps in the movie to more clearly define Abigail as one of the bad guys in the movie. Personally speaking, I prefer the movie to the play. Granted, the play may have deep, underlying meanings, but to me, it wasnt very moving or emotional. The additions made in the movie help to more clearly define the roles of good and evil, and play on the hidden feelings people have. I think most of the additions, if not all, were appropriately made and were quite successful. I enjoyed both the movie and our reading of the play very much, but again, I would have to say that I prefer the movie.

The Art of Writing Poetry

The Art of Writing Poetry Anyone who has attempted to write poetry knows that the process can either be rewarding or excruciating, depending on ones reason for writing. Writing a poem for an assignment, especially for those who do not consider themselves poets, can seem like a dreadful task. However, with a few simple tricks and general knowledge of what makes words become poetry, writing a poem can be easier than you ever anticipated- possibly even enjoyable!There are a few simple exercises you can do to write a poem quickly, meeting all of the standards usually assessed by teachers when grading a poetry assignment. Teachers generally look for two things: 1.) That youve followed the assignment guidelines concerning the type of poem, rhyme scheme, meter, etc.; and 2.) That youve been creative in your writing and word choice, using visual language and unique approaches.First, lets discuss assignment guidelines. Just as there are over thirty different types of poems (sonnet, quatrain, couplet, haiku and elegy t o name a few), there are practically limitless ways in which these formats can be manipulated and changed to produce different effects. Be sure to ask your teacher the guidelines on the forms of poetry chosen for an assignment, and if those requirements are set in stone if you find the urge to circumvent them during the creative process. Simply put: you need to know how much creative license your teacher will give you when he or she is grading your paper. For example, if the poem is especially unique or creative, will issues such as hard rhyme vs. soft rhyme be an issue? Or, if the poem relies heavily on visual language and word choice (which most should), will points be deducted if the meter is not what is traditionally expected within, say, an Elizabethan Sonnet form.As for what is generally expected regarding creativity in writing poetry, keep these ideas in mind: poetry that is thought-provoking, strange, controversial, or otherwise unsafe tends to seem more creative. For exampl e, if you choose cyborg love as a topic for a romantically inclined poem, youll most likely be given a better response from your reviewer. Youve taken a step toward the enigmatic, and walked out on a limb in your writing attempt- two traits many poetry teachers and English professors tend to revere. A million poems have been written about the love between a man and a woman; doing something different automatically sets your poem apart from writing that is considered mediocre.The creativity you use should be most focused, however, on your word choice. The topic of a poem is generally shadowed by the words. A poets words are his or her power, and should be the most careful consideration of the poem itself. With this in mind, one of the best resources any poet (or student being forced into writing a poem) could have is a thesaurus. Most word processing programs come with a built-in thesaurus, and websites abound with free thesaurus and synonym-finder tools. These resources come in most handy when you are attempting to make your poem seem more poetic.Take for example the following assignment: Write a free verse poem about love. The student, in consideration of the first suggestion, picks the topic of cyborg love, and writes the poem with a sci-fi slant. A first draft might read like this:In dark corners of the room,On an operating table lies your heart- Cold and unbeating beneath my handsAnd waiting for my touchTo find life.Okay- the topic lends a certain mystery to the poem, and immediately there is an analogous relationship drawn between this science fiction element and real, human love. Such multiple layers of meaning are one of those things that professors look for when grading your work. So what is the next step? Pay attention to your words by finding more intriguing synonyms. Remember, the connotation of words is important in writing, especially in poetry. Another word choice might offer better connotation to draw more depth from your writing.In dim corners o f the room,An operating table exposes your heart- Distant and dead beneath my handsAnd paused for my touch,To find existence.While these changes might not be monumental, they are enough to pull an air of mystery into the poem, making it more visually and aurally appealing to the reader. This exercise can go as far as you want to take it, as you use words that might be completely obscure or easily taken out of context. For example, changing touch to probing in the above example creates a more sexual connotation to the verse, and this one simple change brings an entirely new level of meaning in your poem.If your teacher allows it, using nontraditional words and rhythms can be one of the easiest ways to make your poem more creative. As an example, some writers choose to break a line into two in an unexpected place:Her voice called from the darkness, wishing unspoken things with unspoken words.Keep in mind while writing that poetry is intensely personal, and as one reader might adore on e poets style, another might loathe it. If you are writing for a grade, the most logical conclusion might be to find out what style your teacher enjoys (e.g., modern, traditional, free verse, stream-of-consciousness) and seek to emulate it. Your own experimentation in writing can happen as often as youd like after youve passed the class.

Analysis of the Political Propaganda Image Essay

Analysis of the Political Propaganda Image - Essay Example The image is a type of political propaganda; this is because the words used on it are of hatred and targeting certain nations. The words used are a clear indication that they are not humble, instead, they portray both blackmail and threats. The reason why the words used are in form of threats is due to the term â€Å"Shut Your Mouth!† In my opinion, this is an order, whereby the image is declaring that the US is the only nation in control and nobody can oppose its decisions (â€Å"Political Propaganda†). The warplanes are many on the image and this shows the nation’s dominance in matters of war. This image is a direct target to the Middle East nations such as Afghanistan and Iraq that the US has been at war with for many years. Although the US is ever attacking nations from the Middle East in the name of curbing terrorism, the truth of the matter is that the US wants to be in control of these nations due to their vast richness especially in terms of petroleum production. Apart from threatening, the image also portrays blackmail, this is due to the saying, â€Å"†¦you are either with us or you are with the terrorists†¦Ã¢â‚¬  The reason why the message is blackmail is that it is indirectly stating that it is either nation back the US attacks to Arabic nations or they too be treated as terrorism supporters. The words at the top are in an uppercase form and bold, this is in a move to catch the attention of anybody that will have a glimpse of it. The first word at the top, â€Å"YOU†, apart from its exclusion from the others, it appears in a much bigger font than the rest (â€Å"Political Propaganda†). The main colors used on the image are red, blue and white.

Culture of Deaf Students Assignment Example | Topics and Well Written Essays - 750 words

Culture of Deaf Students - Assignment Example The standard curriculum is designed with teaching-learning taking place to large extent through the spoken word. Teachers mainly give instruction through the spoken word which is inaccessible for many DHH children even with developments in assistive technology (Humphries, et al., 2014, p. 1, C 2,3. line 11-13). The curriculum needs to be adjusted to include more of other modes of learning such as learning by doing to ensure that DHH learners become more engaged in the learning process. It has been proven that learning takes place best when the learner is actively involved. The DHH learners need to have access to communication modalities in the educational setting and beyond. Hearing aids, cued speech, cochlear implants, sign language, sign language interpreter, and other ways of facilitating communication should be incorporated into the learning process extensively (Szymanski, Lutz, Shahan, & Gala, 2013, p. 4, line 14-21). The learners will in this way be actively engaged in the lear ning process. Assistive technology can also be used to enhance access to information in the classroom. Language development is a critical matter in cognitive abilities of DHH learners. Before the age of five, children must be exposed to an accessible language on a frequent and regular basis to facilitate their development of full language competence (Humphries, et al., 2014, p.2, C 1,2. line 2-5). Deprivation of language leads to various cognitive deficits since language is the mode of transfer of information. The curriculum should for this purpose, introduce sign language in the educational curriculum from an early stage; preferably before five years of age. In so doing, the learners become proficient in a language that they will have to use for their entire learning lives.  

Woodspurge Analysis Essay Example for Free

Woodspurge Analysis Essay â€Å"The Woodspurge† is a sixteen-line poem divided into four-line stanzas that describe a grief-stricken narrator in an outdoor setting. In his depressed state, the narrator emotionally observes the details of the woodspurge, a species of weed that has a three-part blossom. The poem’s first stanza presents a countryside and begins to suggest the narrators’s state of mind. The narrator is not walking toward a specific destination; he moves in the direction the wind is blowing and once the wind ceases, he stops and sits in the grass. The fact that his walking and stopping are guided merely by the wind indicates aimlessness and passivity The narrator’s posture in the second stanza indicates that he feels exceedingly depressed. Sitting on the grass he is hunched over with his head between his knees. This shows that he is insecure. His depression is so severe that he cannot even groan aloud or speak a word of grief. His head is cast down, as is his soul – so much that his hair is touching the grass. He remains in this position for an unknown length of time but long enough that he â€Å"heard the day pass†. In the third stanza, â€Å"My eyes, wide open, had the run† let the readers know about the sudden changes in his attitude. He finally accepts what had happened and knows that he has to move on. From his seated position, he says there are â€Å"ten weeds† that his eyes can â€Å"fix upon†. This reflect that he sees his problem and becomes aware of it. He realises that the â€Å"weeds† (his problem) are in his way and the hardiness of the â€Å"weeds† tells that the problem that he faced are hard to be rid of. Out of that group, a flowering woodspurge captures his complete attention and he is dramatically impressed by the detail that it flowers as â€Å"three cups in one†. The narrator attributes his depressed state to â€Å"perfect grief† in the final stanza. He then comments that grief may not function to bring wisdom and may not even be remembered. He implies that he himself learned nothing from his grief that day and can no longer remember its cause. However, â€Å"One thing then learnt remains to me†: He had been visually overwhelmed by the shape of the woodspurge and consequently, its image and the fact that â€Å"The woodspurge has a cup of three† have been vividly burned into his memory forever. Themes and Meanings Although the cause of the narrator’s sorrow is never specified, the poem was written in the spring of 1856 when Rossetti was in an anguished state. He was experiencing intense strife with Elizabeth Siddal over the issue of her desire for marriage. Rossetti was also tormented at that time about relationships with other women and what he perceived as lost of artistic opportunities. However, nothing in the poem points to these specific issues. By leaving the cause of the narrator’s depression unspecified, Rossetti gives universal expression to the psychological phenomenon of acute mental awareness and heightened sensation simultaneously with mental and emotional distress. Although â€Å"The Woodspurge† has a plant’s name as its title, the poem does not have nature, or even the woodspurge itself, as its subject. Nature does play an indirect role in the poem, but it is not the focus here or in other works by Rossetti. Both in his painting and poetry, the function of nature is to act as a background for the presentation of human action and emotion. The depiction of details from nature is not meant to draw attention to nature itself but to mirror an inner experience. In conclusion, â€Å"The Woodspurge† is about the narrator’s grief and that an insignificant detail or image can remain vivid after emotional pain is forgotten. It concentrates on creating emotional effect, accuracy of detail and the use of nature as a framework for the expression of the mental and emotional state of the narrator.

Nuggets of Wisdom :: essays research papers

Nuggets of Wisdom   Ã‚  Ã‚  Ã‚  Ã‚  My family and I often take vacations during the summer for relaxation, or to visit family, etcetera. On one such vacation, I learned a valuable lesson. Parents were created to teach their children little nuggets of common sense, but it is up to the children to listen.   Ã‚  Ã‚  Ã‚  Ã‚  We were visiting the Central American country of Honduras. It was a bright, sunny, and hot summer day. Taking a break from sight seeing, and the heat, we took refuge in a tropical style restaurant for lunch. It was a two-story restaurant over the ocean. Along the walls, there were beautiful green foliage that plump, colorful flowers sprung from. Also, throughout the restaurant were wooden poles, painted blue, that hammocks were hung on.   Ã‚  Ã‚  Ã‚  Ã‚  The waiter escorted my family and I to our table on the second floor. My parents sat at the table, but I chose a nearby hammock. The hammock was next to the open side of the restaurant. As I lay there, I began to study the ocean. I looked down and watched as the waves rippled, broke, and crashed to the shore. A salt-water smell permeated through the restaurant. A nearby fan oscillated back and forth, blowing a refreshing breeze across my face. All these elements caused me to relax, and slowly I began to sway in the hammock.   Ã‚  Ã‚  Ã‚  Ã‚  Soon after I got in that comfortable position, the waiter delivered the meal. My parents had ordered fish, and had begun nibbling. Since I was not hungry, I only ordered a drink, which I took back to the hammock to sip on. I began to sway, more vigorously than before, and I closed my eyes to enjoy the sounds. My father looked up from his meal and watched as I swung back and forth. He raised an eyebrow, and with a glint of humorous, wisdom in his eyes my father said, â€Å"David, that hammock is loose. Rock too hard, and you will go flying.† Of course, I paid him no attention. I was thirteen years old, and thirteen year olds know everything.   Ã‚  Ã‚  Ã‚  Ã‚  Acting as a typical teenager, I began to swing once more despite my father’s warning. My head was in the clouds, as I watched the waves, and the birds. How could something go wrong when everything was so perfect? I did not notice the creaking noise the rope made as its knot came lose. Nor did I realize what was happening when my drink hit the floor causing the glass to break with a deafening sound.

Relative Rates: Free-Radical Bromination

BroIn this experiment of the relative rates of free-radical chain bromination, we were expected to be able to determine the relative reactivates of the many types of hydrogen atoms involved toward bromine atoms. Bromination is defined to be a regioselective reaction meaning bromine has preference of making or breaking a bond over all other directions that it may have had available.In this case, Markovnikov’s rule is revealed to be the case in this situation that states that adding a protic acid represented as HX to an alkene (sp2 hybridized), the hydrogen from that HX would be attracted to a carbon with the least alkyl groups and the halide (X) would become more attracted and will attach to the carbon containing more alkyl groups. Within the intermediate stage of the bromination reaction, the bromine radical will have already formed and the electronegatively charged radical will have a choice of how to protonate in order to create a stable carbocation.In order to determine the se sp3 hybridized carbons stability, it can be determined by knowing that while comparing, if there are less alkyl groups attached to a carbocation, then there would not be enough electrons to slightly mask over the positive charge on that certain carbocation. Due to this, the more alkyl groups that are attached, the more stable the carbocation would be due to the fact that the electron flow in the electron cloud slightly donates to the carbocation making it almost completely stable.During the experiment, we were expected to organize two groups of tubes with methylene chloride with their respective hydrocarbon (10 drops) as well as the addition of a small amount of bromine. One group of tubes was set in the light and one was set in the dark and when compared, you were already able to see that the ethylbenzene and toluene were the fastest to react in both situations.Due to this fact we can tell since they were the fastest reacting, they can be associated with the fact that they were more than likely secondary and primary benzylic carbons due to their excellent stability and fast reactions. The only other tube that reacted through observation (by eye) by the end of the experiment was the methylcyclohexane; and we could tell that it had slightly reacted by it’s slight orange color, but was not still completely red like the others(sign of bromine).The next most stable carbocation form would be the tertiary aliphatic carbon, so we will infer that this is what has occurred in this case. Due to the fact that methylcyclohexane is sp3 hybridized, we can pin point that our assumption that the bromination is tertiary aliphatic because it is stable with there being three alkyl groups present which means that the electrons within these groups are delocalized and are contained within an orbital that extends over the adjacent atoms involved. The last two tubes to react within the group were cyclohexane and t-butylbenzene in that order.When first added the bromine, the se two were the only ones that seemed to remain red longer and remained the same shade of red even after all of the other tubes had reacted. The reaction of cyclohexane however was expected to react slightly more than the t-butylbenzene due to the fact that the positive charge on the carbocation is delocalized â€Å"better† when there are more alkyl groups involved. This will match up the two with secondary (cyclohexane) and primary aliphatic (t-butylbenzene) bromination.