Crucible Moral Stages Essay English 11 (CP/AP) DUE DATE: SATURDAY, October 5th, 11 PM VIA SCHOOLOGY.

Lawrence Kohlberg, a developmental psychologist, identified six developmental stages of human moral reason. In The Crucible, Arthur Miller portrays all six stages through his characters. Your charge, in this the first major essay of 2012, is to write an essay based on the following topics: You are to have AT LEAST five paragraphs: An intro/thesis, three body paragraphs (with CORRECT MLA CITATION WITH EVIDENCE FROM THE PLAY and discussion of that evidence), and a short conclusion. Paragraphs should have at least 130 words per body paragraph with some exceptionplease e-mail or see Mr. Tyler about this exception! 1) Regular: Using the Kohlberg moral stages, examine Abigail, Mary Warren and Elizabeth (these would be your three body paragraphs and how each reflects the moral stages. Provide direct evidence for your arguments 2) Regular: Discuss John Proctor through Kohlbergs moral stages. This will mean that you may have two of the stages per body paragraph or you may have shorter paragraphs for each stage. However, you must have at least one piece of direct evidence for each moral stage you use! 3) Regular or AP: Who is the most admirable OR despicable character in the play, and why? What is the larger message that Miller sends through this character? Discuss this characters Kohlberg moral stages and how he/she exemplifies the thematic significance of the title (You will need to know the definition of Crucible to answer this). 4) AP: Argue whether John Proctor OR Reverend Hale is the tragic hero of the play. Discuss the characters strength(s)/noble quality (or qualities) and tragic flaw(s), how his flaw(s) lead to his downfall and/or death, and the larger message that Miller conveys through this character. Also discuss how the character transforms by applying Kohlbergs moral stages, and how this change is related to the title of the play. Furthermore, consider how forces beyond his control combine with his own inner flaw(s) to cause his downfall/death.

This essay, done fairly well, will net at least 15 extra credit points.
Writing on Literature Rubric: Accomplished Competent provides an adequate interpretation of a specific major issue dealing with the reading selection(s) illustrates adequate control over the elements of effective writing (unity, coherence, order, topic development, topic scaffolding, introduction set up, conclusion set up)

Extraordinary provides a convincing interpretation of a specific Interpretation major issue dealing with the reading selection(s) illustrates consistent control over the elements of effective writing (unity, coherence, order, topic development, topic scaffolding, introduction set up, conclusion set up)

Unsatisfactory does not provide an interpretation of a specific major issue dealing with the reading selection(s) illustrates little control over the elements of effective writing (unity, coherence, order, topic development, topic scaffolding, introduction set up, conclusion set up)

provides a basic interpretation of a specific major issue dealing with the reading selection(s) illustrates control over most of the elements of effective writing (unity, coherence, order, topic development, topic scaffolding, introduction set up, conclusion set up)

Control

Analysis

demonstrates the writer's demonstrates the writer's ability to read with ability to read with understanding and some perception and analysis analysis expresses ideas with clarity and skill always proves points with apt and specific references to such factors as Kohlbergs Stages of Morality and DIRECT evidence from the play. shows evidence of real engagement to the text expresses ideas with clarity most of the time proves points with apt and specific references to such factors as Kohlbergs Stages of Morality and DIRECT evidence from the play. shows evidence of some engagement to the text

demonstrates the writer's does not demonstrate the ability to read with some writer's ability to read with understanding and some perception and analysis analysis expresses ideas with clarity does not expresses ideas most of the time with clarity and skill sometimes proves points with apt and specific references to such factors as Kohlbergs Stages of Morality and DIRECT evidence from the play. shows evidence of basic understanding of the text seldom proves points with apt and specific references to such factors as Kohlbergs Stages of Morality and DIRECT evidence from the play. shows no evidence of real engagement to the text

Style

Proof

Engagement

The six stages of moral thinking, according to Kohlberg, are briefly described below: A. PRE-MORAL OR PRE-CONVENTIONAL STAGES: Behavior motivated by anticipation of pleasure or pain. STAGE 1: PUNISHMENT AND OBEDIENCE: Judging and deciding on what to do is based on fear of punishment and/or obedience to someone in authority, just because he or she is the authority. The physical consequences or results of doing, or not doing something determines whether something is right or wrong, or good or bad. Human consequences as opposed to physical consequences are not considered. Response: Avoidance of physical punishment and deference to power. Punishment is an automatic response of physical retaliation. The immediate physical consequences of an action determine its goodness or badness. Example: The atrocities carried out by soldiers during the holocaust who were simply "carrying out orders" under threat of punishment, illustrate that adults as well as children may function at stage one level. STAGE 2: INSTRUMENTAL EXCHANGE (EXCHANGE OF FAVORS): Judging and deciding what to do is based on what satisfies ones own needs first: Ill help you if you help me; or "You scratch my back, I'll scratch yours." The individual does what is necessary, makes concessions only as necessary to satisfy his own needs. Right action consists of what instrumentally satisfies one's own needs. Doing what is right pretty much depends on what one gets out of it personally. People are valued in terms of their utility. B. CONVENTIONAL MORALITY: Acceptance of the rules and standards of one's group. STAGE 3: INTERPERSONAL CONFORMITY (GOOD BOY/GOOD GIRL): Judging and deciding what to do is based on that which pleases or helps others and is approved by them. The individual acts to gain approval of others by fitting in. There is conformity to what one imagines the majority wants one to do. What is deemed right is conformity to the behavioral expectations of one's society or peers. Good behavior is that which pleases or helps others within the group. "Everybody is doing it." One earns approval by being conventionally "respectable" and "nice." Retribution, however, at this stage is collective. Individual vengeance is not allowed. Forgiveness is preferable to revenge. Punishment is mainly for deterrence. Failure to punish is "unfair." "If he can get away with it, why can't I?" STAGE 4: AUTHORITY, LAW AND ORDER: Judging and deciding what to do is based on fixed rules, maintaining order, and obeying authority. It is different from Stage 1. Stage 1 authority is obeyed because of fear of punishment, while in Stage 4, authority is not obeyed because of fear of punishment, but just because it is authority. Deciding on what to do is based on moral issues. There is a respect for rules, laws and properly constituted authority and a defense of the given social and institutional order for its own sake. There is a responsibility toward the welfare of others in the society. "Justice" normally refers to criminal justice. Justice demands that the wrongdoer be punished, that he "pay his debt to society," and that law abiders be rewarded: "A good day's pay for a good day's work." Injustice is failing to reward work or not punishing those who break the law. Right behavior consists of maintaining the social order for its own sake. Authority figures are seldom questioned. "He must be right. He's the Pope (or the President, or the Judge, or God)." Consistency and precedent must be maintained. C. POSTCONVENTIONAL OR PRINCIPLED MORALITY: Ethical principles STAGE 5: SOCIAL CONTRACT AND HUMAN RIGHTS: Moral action in a specific situation is not defined by reference to a checklist of rules, but from logical application of universal, abstract, moral principles. Individuals have natural or inalienable rights and liberties that are prior to society and must be protected by society. For example, everyone has a right to live. Right action tends to be defined in terms of general individual rights, and in terms of standards that have been critically examined and agreed upon by the whole society--e.g. the Constitution. The freedom of the individual should be limited by society only when it infringes upon someone else's freedom. The individual acts out of mutual obligation and a sense of public good. At this stage, retributive justice is repudiated. Justice is distributed proportionate to circumstances and to the need. This is called "Situation ethics." The statement, "Justice demands punishment," which is a self-evident truism to the Stage 4 mind, is just as self-evidently nonsense at Stage 5. Retributive punishment is neither rational nor just, because it does not promote the rights and welfare of the individual. Only legal sanctions that fulfill that purpose are imposed--protection of future victims, deterrence, and rehabilitation. STAGE 6: UNIVERSAL ETHICAL PRINCIPLES: An individual who reaches this stage acts out of universal principles based upon the equality and worth of all human beings. Having rights means more than individual liberties. It means that every individual is due consideration of his interests in every situation, those interests being of equal importance with ones own. This is the "Golden Rule" model. A list of rules inscribed in stone is no longer necessary. For example, at this level, there is no need for a list of rules like the Ten Commandments. The rules are right because they are true and just, not just because it is God who authored it.

The Five-Paragraph Essay/Planner (in-class)

Literary Analysis Outline
Introduction Relevant background information: Provide any necessary information that will give the reader additional information about the subject (general themes the author typically explores, the structure of the work, the authors general philosophy, the authors treatment of characters, setting, etc.). The novels author and title: (can be stated in the opening statement or in the thesis; authors full name should be written the first time and then the last name used throughout the rest of the paper) Clear thesis statement: Single declarative sentence with a three-point plan of development Last sentence of introduction Body: Supporting Paragraphs Transition + topic sentence Words such as First, Second, Initially, In addition toare used in connection with the topic sentence. The topic sentence must state the main idea of the paragraph; it must also reflect the first point of your plan of development in the thesis. Support Usually, the support comes in the form of a general statement or assumption made about the topic and is followed by a specific example to illustrate the point. For adequate support, it is best to use at least three general statements followed by a specific example for each. Sometimes it is necessary to offer a clarification statement regarding the example, particularly if the example contains a quote incorporated from the main source text. It should not be assumed that the reader understands the connection between the point you wish to make and the quote that is being used. A statement of elaboration should follow any example statement whenever necessary. Usually, the following words should be used within the paragraph to allow for a unified and coherent transition from one idea to the next: Also, Next, Further, Furthermore, In addition, Since,

Concluding sentence (clincher sentence) The concluding sentence should summarize the ideas or restate the main idea of the paragraph or prepare the reader for the next paragraph.

Because, Although, After, While, Another, Besides, In like manner, Likewise, Similarly, Then too, Too, As a result, At the same time, Hence, In fact, Nevertheless, Otherwise, On the contrary, Accordingly, At any rate, After all, For example, etc.

Concluding Paragraph Transition + restatement of the thesis Summarize the ideas in the paper in different words. Provide a personal insight, personal opinion about the topic, something logical that can be deduced from the evidence provided in the paper. (Do not say I think, or I believe.) Reminders about Style Use present tense verbs (sees, learns, resolves, etc.) Use third person (he, she, it, they) Use formal language (somewhat interested, not kind of interested) Avoid the use of words like a lot and things. Make sure all pronouns are clear (no use of this without a clear noun following it). Make sure all pronouns have a clear antecedent and that the pronouns and antecedents agree in number. Use a variety of sentence structures; Pay particular attention to varying sentence beginnings; make an effort to use sophisticated syntax (limit number of simple sentences) Use good diction (consult a thesaurus if you find yourself overusing one wordmake sure the word is an appropriate synonym)

From They Say, I Say: Frame Every Quote

Since quotations do not speak for themselves, you need to build a frame around them in which you do that speaking for them. You need to make a quotation sandwich * Introduction-quotation-explanation]. Introduce the quotation adequately by explaining who is speaking and setting up what the quotation says. Then follow up with explaining why you consider the quotation important and what you take it to say. [ The () represents the placement of your in-text citation.]

For introducing quotations (You do not have to introduce your quotes in your dialectical journals, but I do expect you

to use proper introduction when writing essays and essay paragraphs).

MLA (See Mr. Tyler for APA and Chicago approaches) In Xs view, ________ (page #). X agrees when she writes, ______ (page #). X disagrees when he writes, _________ (page #). X complicates matters further when she writes, ___________ (page #). For explaining quotations Basically, X is saying ______. In other words, X believes _____. In making this comment, X argues that ________. X is insisting that _______. Xs point is that _______. The essence of Xs argument is that _________.

For Use in Introductions:

INTRODUCING WHAT THEY SAY A number of sociologists have recently suggested that Xs work has several fundamental problems. Is has become common today to dismiss Xs contribution to this field of sociology. In their recent work, Y and Z have offered harsh critiques of Dr. X for _________. INTRODUCING STANDARD VIEWS Americans today tend to believe that _________. Conventional wisdom has it that _________. Common sense seems to dictate that _________. The standard way of thinking about topic X has it that _________. It is often said that _________. My whole life I have heard it said that _________. You would think that _________. Many people assumed that _________.