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The Crucible, Act I, by Arthur Miller
Build Vocabulary
Spelling Strategy When adding a suffix that begins with a vowel to a word that ends in a
silent e, drop the e, and then add the suffix. For example, ingratiate + ing = ingratiating and
dissemble + ing = dissembling.
Using the Root -gratA. DIRECTIONS: The root -grat- means “pleasing” or “grateful.” Explain how the meaning of the
word root -grat- contributes to the meaning of each of the following words.
1. gratitude ________________________________________________________________________________
2. gratuitous _______________________________________________________________________________
Using the Word Bank
predilection
ingratiating
dissembling
inculcation
propitiation
licentious
calumny
B. DIRECTIONS: Match each word in the left column with its definition in the right column. Write
the letter of the definition on the line next to the word it defines.
____
1. predilection
a. charming
____
2. calumny
b. slander
____
3. propitiation
c. immoral
____
4. licentious
d. instilling
____
5. ingratiating (adj)
e. appeasement
____
6. inculcation
f. lying
____
7. dissembling
g. preference
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The Crucible, Act I, by Arthur Miller
Grammar and Style: Pronoun Case
in Incomplete Constructions
In an incomplete construction—a sentence in which a verb or a preposition is “understood”—it is sometimes difficult to decide what pronoun you need. Mentally completing the
sentence will help you decide whether you need the subject or object form of the pronoun.
Abigail seems more sure of herself than they [do].
Without the understood verb, it is not always easy to hear that the word they, not them,
is correct.
Reverend Hale is more concerned with witches than [with] her.
In this example, the understood word is the preposition with, which requires her—instead of
she—as its object.
Remember that subject pronouns serve as the subject of a verb. Object pronouns are objects
of prepositions or of verbs.
A. Practice: Each of the following sentences is an incomplete construction. Above each sentence write the understood word or words and use a caret (^) to show where the word or words
should be inserted. Then indicate whether the italicized pronoun form is a subject or an object
by writing S or O in the blank provided.
____
1. Mercy Lewis is concerned about Ruth as well as her.
____
2. John Proctor has loyalties to his family and her.
____
3. Reverend Hale feels more prepared than they to judge whether witchcraft is present
or not.
____
4. Reverend Parris is at least as worried about himself as her.
____
5. The other girls are more frightened than she.
____
6. Betty seems in worse condition than she.
B. Writing Application: Circle the pronoun form that correctly completes each sentence.
Remember to complete the sentence mentally to help determine the correct form.
1. Mrs. Putnam is more eager than (they/them) to blame the Devil.
2. Reverend Parris is as surprised as (she/her) that Ruth Putnam also ails.
3. Giles Corey is curious about Ruth and (she/her).
4. Mr. Putnam feels himself more intellectually gifted than (he/him).
5. Goody Putnam perhaps has more reason than (they/them) to believe that there is evil in
the world.
6. Rebecca Nurse has a calming influence on the adults as well as (she/her).
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The Crucible, Act I, by Arthur Miller
Reading Strategy: Question the Characters’ Motives
Examining the behavior of characters in a story or play is always a good way to increase understanding of the plot. Specifically, to question the characters’ motives—their reasons for
acting and speaking as they do—helps alert readers to important details and ideas that are not
necessarily directly stated.
In The Crucible, characters’ motives are revealed through their actions, words, and extensive
stage directions.
DIRECTIONS: Question the motives of Abigail, Mrs. Putnam, and Reverend Hale. Review each
characters’ words, actions, and the stage directions as you complete the table with your answers to the questions in the first column.
Abigail
Mrs. Putnam
Reverend Hale
What motivates
the character’s
behavior?
Does character hide
true motives? If so,
how?
Might character be
unaware of true
motives?
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The Crucible, Act I, by Arthur Miller
Literary Analysis: Drama: Dialogue and Stage Directions
Arthur Miller’s stage directions in The Crucible are extensive, detailed, and full of historical
information. They provide the setting, background on the situation, and information about
characters’ backgrounds, motives, and personalities. A reader of the play benefits from Miller’s
background information by gaining an understanding of the characters as people and why they
act the way they do.
Still, The Crucible is a play. As in all plays, the dialogue carries the burden of communicating to the audience. From the dialogue a reader or an audience member learns how the characters think, how they express themselves, and how they feel about one another and about the
situation at hand. It is only through the dialogue that the plot develops.
DIRECTIONS: Refer to dialogue, stage directions, and background information in Act I as you answer the following questions.
1. What do you learn about Reverend Parris’s relationship with the community in Act I?
Where do you learn this information?
2. What are Abigail’s circumstances? What led her to reside with her uncle? Indicate where
you find this information.
3. What relationship exists between Abigail and Proctor? How do you know this?
4. When Mrs. Putnam enters the story, how do the stage directions characterize her?
5. In what way do Mrs. Putnam’s words and/or actions in Act I support her description in the
stage directions?
6. Why is Mary Warren embarrassed and fearful when John Proctor enters the room? How do
you know this?
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