Comparing 9 sample comparative essay2

Reading & Creating Texts – Unit 1

TASK: Write a detailed essay comparing the presentation of ideas, issues and themes in Twelve Angry Men to those in The Crucible, discussing important similarities and differences, and exploring how they deal with related ideas, issues or themes from different perspectives.

Prompt: Twelve Angry Men and The Crucible both argue that compassion is essential for justice, though the authors of each text suggest this in different ways.

Compassion is displayed in the play Twelve Angry Men, by Reginald Rose and The Crucible, directed by Nicholas Hytner but they each take a different approach when referring to justice. Compassion involves the sympathetic pity and concern for the sufferings and the misfortunes of others which is mainly shown through the characters Juror number 8 in Twelve Angry Men and John Proctor in The Crucible but whereas Juror number 8 succeeds in convincing the other jury members to include compassion to inform their vote of guilty or not guilty, John Proctor is not effective in using compassion to persuade the ruling judge, Deputy Governor Danforth to comprehend the truth behind the accusations of witchcraft.

Through the use of a small set – just one jury room and a washroom, Rose builds the tension between the twelve jurors who start off as angry but ultimately become compassionate and sensible as the weight of their verdict becomes too heavy to put in a vote of guilty. Whether this vote of ‘not guilty’ actually results in justice, is not revealed – Rose never confirms whether or not the boy murdered his father or not. It is however, argued that compassion is absolutely essential for any resemblance of justice to prevail. The 8th Juror explains that “It’s not easy for me to raise my hand and send a boy off to die without talking about it first.” He has compassion for the accused that he could possibly die without a conversation as to why and the audience is also encouraged to following the thinking of Juror 8, even without the revelation of the accused’s name or many details about him.

In contrast, Jurors number 3 and 10 has no sympathy for the defendant. Number 3 has projected his own situation with his son onto this case and Number 10 has a bigoted attitude towards people of the same background as the accused. Rose emphasises this lack of justice by including a long diatribe by Juror 10, juxtaposed with the short, succinct dialogue of the rest of the play. In this diatribe, it is obvious that the 10th Juror is not being fair and just, instead he is aggressive and prejudiced. “That kid on trial, his type, they’re multiplying five times as fast as we are….

They’re against us, they hate us, they want to destroy us.” The lack of compassion is exposed through his constant yelling, as opposed to Juror 8’s calm composed arguments.

VCE ENGLISH UNIT 1&2

1

Reading & Creating Texts – Unit 1

The compassion shown in The Crucible does not lead to justice but the text still argues that it is needed for justice to prevail. The initial incident of naming witches, led by Tituba and Abigail, does not involve sympathy for the accused.

The accused seem to be people in the community who don’t have a very strong impact, and therefore, although the audience knows they are falsely accused, there is not much concern for them. A turning point for both the audience, John and Elizabeth Proctor and, to an extent, Reverend Hale is when the notoriously ‘good’ Rebecca Nurse is accused. It is then obvious that justice is not transpiring. “Rebecca Nurse have murdered children, Mr. Hale? Are you still believing this?” John is clearly outraged and it also becomes clear that the reason she is suffering is due to Goody Putnam’s inability to cope with the death of her offspring.

The setting of Salem with its strict Puritan religion increases the tension. Reputation and intolerance of anything ‘different’ is highlighted as the town is whipped into the hysteria of punishing people for being accused of witchery.

At first the townspeople are extremely joyous as the first public hangings occur. From the outside looking in, it seems very strange that they would clap and cheer and smile at these deaths and this does not look like justice. Slowly, they become more sympathetic, compassionate and troubled by the punishments. The main characters that are without compassion are Abigail Williams, Reverend Parris, Thomas Putnam and Deputy Governor Danforth. All characters portrayed as being corrupt and not representative of justice, although they claim to be. The ulterior motives of Abigail, Parris and Putnam being jealousy or revenge are foreshadowed but mostly revealed by Hytner through a montage of accused residents of Salem. During the scene, eerie, fast music is played, overlaid with children shouting while the town becomes frenzied and corrupt. Danforth’s lack of compassion is demonstrated by his relentless pursuit of his version of religious justice. He believes he is ridding the community of evil. “Now, by God’s good grace, the good folk and the evil entirely separate.” His justice is demonstrated as unfair because of his lack of compassion. The death of John Proctor, Martha Corey and Rebecca Nurse unearth compassion in all characters except Danforth.

Twelve Angry Men and the Crucible make comment on the importance of compassion in the search for what is right by using highly considerate characters who fight for justice and both texts foreshadow the difficulty in finding the truth. “Prejudice obscures the truth,” spoken by Juror number 8 and “She wants me dead, John, you know it” spoken by Elizabeth Proctor. Both texts also contrast these champions of justice with corrupt characters who are blind to it and who focus instead on their own motives.

VCE ENGLISH UNIT 1&2

2

Reading & Creating Texts – Unit 1

2016 Unit 1 English

READING & COMPARING

Twelve Angry Men by Reginald Rose & The Crucible dir. Nicholas Hytner

Marking Criteria Student name: ……………………………………………………………………………………………………….

1. KNOWLEDGE OF IDEAS, CHARACTERS AND THEMES

Mark

Achieved

Thorough and insightful understanding of the ideas, characters and themes in both texts.

9-10

Thorough knowledge of the ideas, characters and themes in both texts.

7-8

Knowledge of the ideas, characters and themes constructed and presented in both texts.

5-6

Some knowledge of the ideas, characters and themes in both texts.

3-4

Limited knowledge of the ideas, characters and themes in both texts.

1-2

2. ANALYSIS OF HOW THE AUTHOR CONSTRUCTS MEANING

Mark

Achieved

Complex discussion and critical analysis (using correct metalanguage) of the structures, features and conventions used by each author to construct meaning.

Well-developed discussion and critical analysis (using correct metalanguage) of the structures, features and conventions used by each author to construct meaning.

Discussion and some analysis (using correct metalanguage) of the structures, features and conventions used by each author to construct meaning.

Generalised discussion (using some metalanguage) of the structures, features and conventions used by each author to construct meaning. Little analysis.

Minimal, if any, appropriate identification of the structures or features or conventions used by the authors to construct meaning.

9-10

7-8

5-6

3-4

1-2

3. INTERPRETATION

Mark

Achieved

Construction of a sophisticated, precise comparison and argument: ideas are ordered into a logical structure and links are made between paragraphs/ideas.

Construction of a well-developed, careful comparison and argument: ideas are ordered into a logical structure and usually links are made between paragraphs/ideas.

Construction of a somewhat pedestrian comparison and argument: ideas may be expressed in paragraphs and sometimes link.

Generalised comparison of both texts. Ideas are ordered into paragraphs but do not make links between each idea/argument.

Little evidence of an ability to analyse and compare texts. Retelling rather than analysis.

9-10

7-8

5-6

3-4

1-2

4. SUPPORTING EVIDENCE

Mark

Achieved

Considered and accurate use of textual evidence to justify the interpretation.

9-10

Careful use of textual evidence to justify the interpretation.

7-8

Suitable use of textual evidence to justify the interpretation.

5-6

Some use of textual evidence to justify the interpretation.

3-4

Limited reference to the text.

1-2

5. EXPRESSIVENESS AND FLUENCY

Mark

Achieved

Highly expressive, fluent writing with sophisticated control of the conventions of written English.

9-10

Expressive, fluent writing with good control of the conventions of written English.

7-8

Generally expressive, fluent writing with reasonable control of the conventions of written English.

5-6

Coherent writing with some control of the conventions of written English, though there may be numerous errors.

3-4

Simple expression of ideas and limited control of the conventions of written English. Not fluent.

1-2

Total:

/50

Marks

Grade

A+

A

B+

B

C+

C

D+

D

E+

E

UG

Comments:

VCE ENGLISH UNIT 1&2

3