11SS_U6_cruc342
5/6/01
5:05 PM
Page 318
A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Name _____________________________________________________
A T
Date ___________________
The Crucible, Act II, by Arthur Miller
Build Vocabulary
Spelling Strategy For verbs that are complete recognizable words ending in er, add the
suffixes -ent or -ence to form adjectives or nouns, respectively. Thus, differ becomes different,
confer becomes conference, and defer becomes the Word Bank word deference.
Using the Suffix -logy
The most common meaning of the suffix -logy is “the science or study of.” The suffix derives
from a Greek word meaning “reason” or “word,” and you can see how “science or study of”
might evolve from that meaning.
A. DIRECTIONS: Use a dictionary to discover and define the root of each of the following words.
Then write the meaning of the root of each, and explain how the suffix -logy combines with the
meaning of the root to make the word.
1. psychology ______________________________________________________________________________
2. ontology _________________________________________________________________________________
3. entomology ______________________________________________________________________________
Using the Word Bank
pallor
ameliorate
avidly
base
deference
theology
quail
gingerly
abomination
blasphemy
B. DIRECTIONS: Each item consists of a word from the Word Bank followed by four lettered
words or phrases. Choose the word or phrase most nearly similar in meaning to the Word Bank
word. Circle the letter of your choice.
1. pallor: a. ease b. majesty c. paleness d. sitting room
2. ameliorate: a. nourish b. improve c. criticize d. plot
3. avidly: a. rapidly b. loftily c. enthusiastically d. coolly
4. base: a. degraded b. faded c. safe d. planned
5. deference: a. distinction b. citation c. delay d. respect
6. theology: a. study of legal issues c. study of life forms
b. study of religious philosophy d. study of ancient books
7. quail: a. cringe b. subdue c. reassure d. seek
8. gingerly: a. hotly b. appreciatively c. profanely d. cautiously
9. abomination: a. suddenness b. mysteriousness c. depravity d. astonishment
10. blasphemy: a. explosion b. illness c. sorcery d. sacrilege
318 Selection Support
© Prentice-Hall, Inc.
11SS_U6_cruc342
5/6/01
5:05 PM
Page 319
A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Date ___________________
The Crucible, Act II, by Arthur Miller
Grammar and Style: Commas After Introductory Words
Certain mild interjections or other interrupters sometimes introduce the rest of a sentence.
In spoken language, most of us use such introductory words commonly: “Hey, I wish I
had known that.” These introductory words serve to heighten the illusion of speech in a
written sentence.
When writing sentences with introductory words, use a comma to set them off from the rest
of the sentence.
A. Practice: Identify which of the following sentences, some of which contain introductory interrupters, are correctly punctuated. Indicate a correct sentence by placing a C on the line to
the left of the sentence. If the sentence is incorrect, place an I on the line, and correct the
punctuation of the sentence.
____
1. “Oh, it is a black mischief.”
____
2. “Why then it is not as you told me.”
____
3. “Why, thank you, it’s a fair poppet.”
____
4. “What, did she do to you?”
____
5. “Mr. Proctor in open court she near to choked us all to death.”
____
6. “Aye, but then Judge Hathorne say, ‘Recite for us your commandments!’ ”
____
7. “Oh, the noose, the noose is up!”
____
8. “No, man may longer doubt the powers of the dark are gathered in monstrous attack
upon this village.”
B. Writing Application: Use each of the following as an introductory word in a sentence about
an event or theme in The Crucible.
1. Oh
2. Yes
3. Well
4. Now
© Prentice-Hall, Inc.
The Crucible, Act II
319
Unit 6: Prosperity and Protest
(1946–Present)
Name _____________________________________________________
11SS_U6_cruc342
5/6/01
5:05 PM
Page 320
A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Name _____________________________________________________
A T
Date ___________________
The Crucible, Act II, by Arthur Miller
Reading Strategy: Read Drama
When we read drama, we don’t have the same experience as we do when we watch a play on
stage. Actors interpret the lines for us. Staging and direction also shape our experience.
When we watch a play, however, we may not see exactly what the author intends. In the
written play, we are shown precisely the instructions and information the author has in mind.
We also get to “cast” the play ourselves. What does John Proctor look like? If you attend a performance of The Crucible in which John Proctor doesn’t look strong enough to you, or cackles
when he should be laughing bitterly, the play may not have its maximum effect. When you read
drama, pay careful attention to stage directions and the text itself, even punctuation. You can
get a sense of what the author wants from the actors. At the very least, you can have your own
interpretation, for your imaginative mind will have a role in the creation of the play.
DIRECTIONS: Each of the following items presents a stage direction from Act II with emphasis
added. What is the importance of the emphasized part of the stage direction? Write your interpretation in the space provided.
1. The common room of
PROCTOR’S
house, eight days later.
2. He continues on to the fireplace, . . . lifts out the ladle and tastes. He is not quite pleased.
3. . . . she takes up his plate and glass and fork and goes with them to the basin. Her back is
turned to him. He turns to her and watches her. A sense of their separation rises.
4.
PROCTOR,
scoffing but without conviction: Ah, they’d never hang—
5.
MARY WARREN:
I am sick, I am sick, Mr. Proctor, Pray, pray, hurt me not. Her strangeness
throws him off . . .
6. It is MR. HALE. He is different now—drawn a little, and there is a quality of deference,
even of guilt, about his manner now.
7.
ELIZABETH, with great fear: I will fear nothing. She looks about the room as if to fix it
in her mind.
320 Selection Support
© Prentice-Hall, Inc.
11SS_U6_cruc342
5/6/01
5:05 PM
Page 321
A TSI Graphics—Prentice Hall Literature Gr.11 Selection Support R
Date ___________________
The Crucible, Act II, by Arthur Miller
Literary Analysis: Allusion
An allusion is a reference to some well-known thing or idea. In our society, for example, people often allude to sports phenomena: “This project is the Super Bowl for us.” Common allusions
often take their reference from the surrounding society, so it’s little wonder that the Salem Puritans allude to their religion as knowledgeably and as frequently as we allude to sports.
DIRECTIONS: Use a dictionary or other reference work to explain the italicized allusion in each of
the following items.
1. At the beginning of Act II, a kind of cold war exists between John and Elizabeth because of
past events.
2. Although an honest and strong man, John Proctor has an Achilles heel—his relationship to
Abigail.
3. Something between a siren and a harpy, Abigail proves to be Proctor’s undoing.
4. Reverend Hale brings an ivory-tower approach to his examination that ill fits the world
he finds.
5. With the sword of Damocles above his head, Proctor flusters and cannot remember the
Ten Commandments.
6. Even a person with the patience of Job, however, would grow angry at the injustice of innuendo as evidence.
© Prentice-Hall, Inc.
The Crucible, Act II
321
Unit 6: Prosperity and Protest
(1946–Present)
Name _____________________________________________________