Conversation C: The private conversation between John Proctor and Abigail in Betty's bedroom (pages 21-24).
In this scene, Abigail, the daughter of Reverend Parris, converses with John Proctor on the topic of their history. The two had an affair while John was married. Abigail is still strongly connected to John and wants him to feel the same way she does toward him. John Proctor's main goal in this conversation is to get Abby to respect his marriage and move on from the past. In Betty's bedroom Abigail is kneeling beside Betty's sleeping body, waiting for a single movement. Although she is worried about Betty, her thoughts are consumed with John Proctor as he has not shown a sign of interest for her. As Marry Warren, John Proctor's worker, enters but is struck with fear as she sees Abigail and John alone with Betty. Abigail: Oh John. sighs. It is wonderful to see you. I've been thinkin' quite a bit lately and it ain't about what's been goin on around this town. John Proctor, Completely ignoring all that is said: What seems to be the matter with Ms. Betty? Abigail, tone starting to become stern: Oh for heavens sake John she has been struck with mental illness. It's nothin to worry about and certainly nothin to devote your attention to. John Proctor: That doesn't seem to be how everyone in the town that's mumblin' witchcraft is thinking. with a faint smile Some people be convinced that this is far from Betty just goin silly. Abigail, creeping closer to John with a quiet voice: We were dancin' in the woods last night and my uncle caught a glimpse and got her all worried. sighs. Thats all. John Proctor: Oh really? looks at Abigail talking with a smile, first time showing interest in the conversation. Looks a like you're wicked aren't ya! Abigail comes closer toward him now where he can feel her breathing on his neck. You'll be a goner before you even reach twenty. John leaning toward the door to go elsewhere, Abigail takes a leap clinging onto him. Abigail: Come on John! Just a word, a word you know you want to give me. Her infatuation wipes his smile off his face now looking stern into her eyes. John Proctor: Abby no! It is over Abby. No more of this. ( When you want something done, speak firmly and simply) Abigail, with a sense of ridicule.: Oh John, you mean to tell me you come all this way to see a girl gone mad. I don't think so. John Proctor, putting her firmly out of his way: I will not say it again. We are nothin and this primordial subject must end. You and I are absolutely nothin Abigail. I have only come to see the mischief that your own uncle has stirred up around here. Abigail, with sorrow: I understand you and Elizabeth are married and she is a wonderful woman (Concession) I just will not listen to you tell me that you don't feel passionate toward me. she speaks confidently. I can give you what she can not. John Proctor: Abigail you must understand this by now. You have feelings for me which I do not feel towards you (Chiasmus) . I am simply a married man that has asked for forgiveness for the sins I have sinned. A psalm is being sung in a low voice as the words, "going up to Jesus" are heard, Betty shoots up in a abrupt fashion and begins to scream.
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The research topics I am considering are both trending topics in society right now. One of my topics is on whether or not the new weight loss trends of juice cleanses, fat suction, and intermittent fasting are actually beneficial to your body. Every new year comes with many people trying to lose body fat, and this year the craze consist of drinking organic juices as a substitute for food, training your body not to get hungry for a time being, and even suctioning the fat straight from the body. Although these topics are very popular right now, they are not new, meaning that the information about them will be abundant on most platforms.
My second topic of research focuses on the process of gaining citizenship in the United States and if it needs to be modified making it easier to pass. This topic is also very prevalent right now because of the presidents view on immigrants and the wall being built on the border of the US. The subject can become a very bias argument but there is also a great deal of facts that can substantiate these arguments. Issues have revolved around this topic for years and it would not be a problem to find the evidence I needed to support my claim. 1. Dweck claims that students can grow their brain's capacity to learn and to solve problems by being taught with different techniques, such as being "praised wisely, not being praised for intelligence or talent because that has shown to fail" (Dweck 5:58-6:04).
2. The authors purpose is to encourage teachers to use different strategies when it comes to telling students that they didn't do well or that they need help. Using the strategy of grading with "not yet" is intended to boost students individual confidence and motivate them to want to learn from their mistakes. Creating a growth mindset classroom will lead to over all equality. 3. Dweck, who is a college professor at Stanford University, gave her speech on December 17, 2014 when she was doing her research on "the power of believing you can improve". 4. Dweck's argument is prompted by the research she did after the fact that she discovered a high school in Chicago that gave the grade "not yet" if a student didn't pass a course. This provoked her to do some research and experiments because she believed that having a growth mindset environment in classrooms would push students to do their very best and to want to succeed. 5.The intended audience of this video is most likely teachers or influencers that are working with people that need motivation and a little extra push toward success. 6. Dweck arranges her ideas by beginning with where her research idea originally came from and how she came to making her claim. Then she proceeds to give the audience more examples of experiments that have been conducted to give evidence of the effectiveness of a growth mindset. Finally she explains that "once we know that abilities are capable of such growth, it becomes a basic human right for children to live in places that create that growth" (Dweck 9:40-9:51). 7. One type of evidence Dweck uses to back up her claim was the research she did at the elementary school and saw the two types of kids in the way they think when given "challenging problems that were probably too hard" (Dweck 1:30-1:34). Another experiment she did at a high highschool showed the effect of the "not yet" grading style and what it did to the students confidence. 8. When it comes to the type of mindset I would say that I have a growth mindset. When I am ever stuck or struggling with anything no matter what it is, I can't give up or it would only bother me even more. Questions 1-10:
1. The authors main claim is that using your words can get you almost anything you want through the form of rhetoric persuation and there are three types. 2. Langston chose this claim to show the true power and effectiveness of using your words in the right way to get what you want can benefit all people in some way. 3. The tone of this video is very informational making sure to cover everything that the audience needs to know about rhetoric. However Langston did not just make a boring, four minuet video defining what rhetoric is. She used a happy and uplifting voice to not only keep the audience engaged but also to try and prove a point that rhetoric is a very positive and powerful tool. 4. The intended audience for this video is really for anybody who is interested in learning how to "get what you want using just your words" (Langston 0:06-0:10). Even though the age of Langston's audience might vary all the way from thirteen to eighty, she makes sure to define all the words that people might need help understanding (ex: ethos, pathos, logos). 5.Langston arranges her ideas by starting out with a "hook" to get the audience interested in what her lesson is about to go through, like you would when writing a paper. She knows that everyone likes it when they get what they want so she makes it sound like the way she is teaching it is super easy to do. Then she proceeds to introduce her topic, rhetoric, as a whole and then divides it into the types of rhetoric and what they are used for. While she is doing all of this she is incorperating significant times in history-that most everyone is familiar with-to give examples of when rhetoric has worked very well. For example, "like when Ronald Reagan warned that medicaid would lead to a socialist future" (1:06-1:12). She ties it all up with informing the audience how important and helpful it can be to know your audience and also to be aware of when rhetoric might be being used on you! 6. Langston first establishes creditability by posting her video to a very scholarly website that teachers and professors use to teach their students with everyday. Not only that but she also uses quotes and facts that come from very well known figures such as Aristotle. 7. When talking about rhetoric, Langston wants to evoke emotions like motivation and even inquisitiveness to push the audience to try to use the act of rhetoric persuasion to get what they want. She also makes it a point to reverse it and include how it is a good life skill to be able to recognize when others are using rhetoric on you. 8. The logical argument is arranged by going in depth of the different kinds of rhetoric by giving the definition, examples, and explanation. She did this with ethos, pathos, and logos. 9. One rhetorical device used by Langston in this video was starting with parallelism when talking about the three branches of rhetoric. She states the three types in list form making it clear and easy for the audience to understand. Another device used in her argument was ethos by using the credible sources throughout the whole lesson to give examples of rhetoric. 10. Now that I am more knowledgeable on this concept, I can use rhetoric in most all of my classes at school and even at home. With the amount of kids that I am in school with everyday It is so common to get into debates or "scholarly arguments" because not everyone has the same opinion. I can use rhetoric to make my side of the argument stronger and more likley to be considered right (which is by far one of my favorite things to be). When at home there are often times that my parents don't always do exactly what I want them to do, but know that I know how to just use my words to persuade them, I am confident I can get my way at least every once in a while. |
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