The Crucible and 12 Angry Men are two plays with the same theme of justice that is expressed differently throughout each play. From their differing time periods and setting, both plays explore the justice system within society and the role people play within the system. Both 12 Angry Men and The Crucible have similarities, both plays have main characters that are attempting to right wrongs that they see being committed in their respected plays. Once the authors introduced the characters to us they then showed us how they implement the justice system in their plays and the effect it had on the plays societies. The outcome of these stories are different and they express varying effects the justice system can have on society.
In “Junito,” by Luis Negron, the narrative purposely switched back and forth from first person and second person narrative in order to effectively present a personal anecdote to then follow up with some advice of his own. This helped create a very realistic tone throughout the entire piece. In regards to “How to Date a Browngirl” by Junot Diaz, the narration of the piece remained in second person. As a result of this, the commands presented to the latino male came across as humorous or ridicule, creating a satire piece. Although both pieces carried different messages and were presented differently, they were done so
The study aimed to examine the relationship between humor production and coping effectiveness. The Humor Orientation Scale (Booth-Butterfield and Booth-Butterfield, 1991) was used to measure an individual’s tendency to use humor in social interactions. Coping with humor was assessed using the Coping Humor Scale (Martin and Lefcourt, 1983). Coping Effectiveness Scale (Wanzer, Booth-Butterfield and Booth-Butterfield, 2005) was used to assess an individual’s tendency to perceive one’s ability to cope with stressful events. According the researchers, humor orientation has been referred to as the extent to which an individual uses humor and is effective in using it.
This question is essentially a test to the audience to distinguish where they may fall on the personality spectrum: is the audience still at the Id stage, where the answer may contain a lie, or has the audience progressed to the Ego stage, where they can make a decision on what is morally right or wrong and to follow the guidelines that they have been taught. According to Freud, the Ego is “the part of the personality that maintains a balance between our impulses (our Id) and our conscience (our SuperEgo). The theme that pleasure is only temporary would not be understood by a child without adult supervision and assistance. Therefore, to say that The Cat and the Hat is only about not allowing a stranger into the house is too simple. The child reader of audience has to decide a moral question: to lie or to be
These are so significant to understanding the work, that a reader of this script can recognize them, even if he or she has never seen a production of A Doll’s House. This story could not be conveyed properly without including the significant examples of spectacle in a production. According to Aristotle, there are six elements of drama. In simplest terms, they are referred to as plot, character, diction, music, thought, and spectacle. Spectacle is essentially what the playwright intended to be seen during the performance of a play.
Joseph Pitt: The Silent Progression What is progress? How do we measure progress? Who has the answers for these questions? Tony Kushner’s Angels in America helps give the reader insight on these questions. Through the use of characters that he creates in his play, Kushner is able to help kindle the curiosity in the reader and helps generate thinking.
Response to Elemeno Pea The University of Tennessee at Chattanooga’s production of Molly Smith Metzler’s Elemeno Pea was a comedic yet thoughtful portal into modern class structures, personal values, and interpersonal relationships. The program promised that the play, a recent rewrite of the original version, would challenge audiences “to question what we might be missing through our quick judgements of each other,” and the show delivered; with the playwright’s portrayals of complex characters, situations, and issues, the audience was allowed and encouraged to examine and reexamine their first impressions before the show ended and left viewers with their final thoughts on the events that had transpired within the Martha’s Vineyard estate. It
Mrs.Kidd Oral Reflective Statement on Cyrano de Bergerac My understanding of this play was most enhanced by the presentations of Jeniveve, on the actual real life of Cyrano de Bergerac, and Ester’s presentation on Rostand which consisted of who he was and how he wrote. I think both of the presentations do help each other in explaining who Cyrano actually was, and why certain changes were made. In Jeniveve’s presentation, the focus was towards how did the real Cyrano de Bergerac compare with the fictional one from the text itself. She discussed his origins and personality, as well as some of his descriptors that inspired these seemingly fictional events. For example, de Bergerac, while being of low nobility, was also renowned as an excellent
Development Before we started to write scripts we mind mapped ideas and scenarios that could happen in our scene and then we started to improvise scenes as a group which helped us gain better knowledge about our characters and their personality traits. We improvised the scene 5 part 2 where Todd meets the Dr.jenkins which helped me write the realistic dialogue for my scene. The scene I wrote was scene 5 part 2 because I had a great concept for this scene where Todd seeks help and I also help further develop other scenes as well. When writing my scene, I wanted to create a personality for my characters in order for the audience to get a better understanding of my demonstrating of roles. My scene also explored the themes of honesty, confusion
A Deeper Analysis on Character Foils of Hamlet in Hamlet Character foils often allow the reader to better understand a protagonist’s personality and desires. In the play, Hamlet, by William Shakespeare, Horatio, Claudius, and Laertes are exemplar character foils for the protagonist, Hamlet, and under further examination, the play suggests that these character foils help the reader to really resonate with Hamlet and depict the contrasts and similarities between Hamlet and other characters in the play. These character foils are important and significant in highlighting another character’s flaws and traits in which they may not have, compared to another character in the play. To begin with, Horatio plays a huge role in being the character foil for Hamlet. Although Hamlet and Horatio have a really close relationship, they do contrast from each other but have some similarities as well.
Within this article, Konkle analyzes the quote, “Good, better, best, bested”, from the play and its relevance to George’s character in society. Konkle’s analysis is effective through the multitude uses of critics’ quotes and quotes from the play. Critic quotes are useful because they can show that someone else reached the same conclusion as the argument’s author. This leads to readers trusting the claims more and more. Quotes from the play show that the person analyzing the play had effectively understood what the author meant by the line of the play.
This data helps to form conclusion about the individual’s personality. The Thematic Apperception Test is generated to believe that the responses given from the stories reflect concerns, hopes, fears and desires within them (Cohen et al., 2013). Another projective test is the hand test, which consists of nine cards to reflect what the hands are doing and also the famous Rozenzweig Picture- Frustration study that consists of cartoons depicting frustrating situations. The responses are scored based upon the type of reactions triggered and the hostility expressed (Cohen et al., 2013). Both objective and projective tests can be confusing when applied to personality assessment instruments.