Final Drama Essay Case Study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Final Drama Essay Case Study
Essay 1
Sample Essay
Dr. Robin Nealy
English 1302
13 July 2021
Final Drama Essay
Family can be described as a group of people who love and care for one another no matter the circumstances. In the play Fences, by August Wilson, the strength of a family is tested to its breaking point. When Troy, the father figure of the family, cheats on his loving wife Rose, a situation occurs that brings up the past scars in Troy’s life. Throughout the story, many new characters and feelings are introduced that show the man Troy is and why. Many themes are portrayed through a number of literary devices within the play. Specifically, the play Fences uses character development, flashbacks, and juxtaposition to highlight the importance of family as a major theme.
Character development is a prominent literary device used throughout the play to highlight the importance of family. The development of Troy highlights the importance of family in the plot. Troy continuously denies having an affair with Alberta in the beginning of the play, no matter who he was lying to. Troy unintentionally admitted to the affair to his close friend, Bono. Bono stated, “I see you be walking up around Alberta’s house” (Wilson 1234). Even though the underlying question was directly understood by Troy, Troy lied about having any relationship with Alberta. Farther into the conversation, Bono asks Troy a simple question about Alberta. The conversation became open in a way that Bono now knew, solidly, that Troy had an affair with Alberta. This conversation is crucial to the character development of Troy. Troy no longer outwardly expresses a deep need to hide the affair. Troy let Bono know that hand
Essay 2
Alberta had sexual intercourse even though he did not say it directly. Troy was aware that his
affair was becoming less of a secret as he continued the conversation with Bono. The affair
became more casual in his eyes after this conversation. This shows that Troy, at first, did not see the emotional damage he was causing to his family. He was prideful of his relationship with
Alberta. This perspective changes later in the play. Towards the climax of the story, Troy has to
tell his wife about Alberta and the baby he had with her. His wife expressed how upset she was
with Troy, “Been married eighteen years and I got to live to see the day you tell me you been
seeing another woman and done fathered a child by her” (Wilson 1265). This statement triggers
the love Troy has for his family, as he realizes the depth of his mistake. He began to understand
that his wife has done nothing to deserve the pain he has caused her. He also realizes that the
pain is deeper than he originally imagined. His character turns from someone who is prideful
about his affair, to someone who is truly sorry for his wrongdoing. This character development
shows that even a character who seemed neurotic in the beginning can think like an empathetic
person because of the power of family. The theme of family importance is highlighted through
the character development of Troy.
The theme of family importance is demonstrated through flashbacks of Troy’s childhood.
These flashbacks are triggered when Cory, Troy’s son, expressed his desire to play college ball.
This idea was automatically shot down by Troy. When Troy was in high school, he wanted to
play college ball as well. Despite his outstanding talent as a high school athlete, Troy was
ignored by Major League Baseball because of his race (“Explanation of: ‘Fences’ by August
Wilson” 1). Racial prejudices prevented Troy’s dream from coming true. A generation later, his
son has the same dream, except it is slightly more in reach. One reason Troy was triggered by
Cory’s dream was that he could not achieve the same one when he had the chance. Although the
Essay 3
scene comes out as hostile and close-minded, Troy had a caring reason for snapping at Cory.
Racial prejudices caused Troy a lot of pain and trauma while he was growing up. Behind the
tough exterior, Troy loves Cory and does not want him to go through the same suffering he did
as a teenager. This reveals that family, to Troy, is important enough to fight for. Troy fought for
Cory to not pursue his dream out of love, not pure spite. It is arguable that since the times have
changed, Troy has no reason to doubt his son to such a great extent. The historical context of the play tells the audience that laws against segregation had been enacted between the time Troy was a teenager and when his son became a teenager. These laws make an argument that Cory, unlike Troy, can play ball in college with little obstacles. This is not true, though. Although the laws
made it technically illegal to discriminate, “laws do not proscribe general notions of racial
prejudice by private individuals in most circumstances” (“Racial Discrimination” 1). This
implies that although laws are in place to protect Cory, when there is no one enforcing them, it is almost as though they are non-existent. Using this flashback to further enforce the togetherness of their family, Troy’s wife told Cory, “Your daddy wanted you to be everything he wasn’t” (Wilson 1278). Rose stated this because she wanted Cory to understand Troy didn’t want to take this opportunity away from Cory, he wanted to make sure his future would be safe no matter the circumstances. Though they had different ways of expressing their love, both Troy and his wife want the best for their son. The flashback of Troy wanting to play ball in college made the theme, family is important, more accessible to the audience.
Lastly, Wilson uses juxtaposition to emphasize the theme of family importance in the play. From a previous marriage Troy had a son named Lyons. Lyons was raised by his mother because Troy was in jail for his upbringing. It is apparent in the story that Lyons isn’t fond of his
father. Towards the end of the story, the wedlock child between Troy and Alberta was born. The Essay 4
baby, Raynell, is juxtaposed with Lyons. This juxtaposition allows the audience to see two
different outcomes of father-son relationships in a family. Troy wasn’t present for Lyons and
now has the option of being present in his newborn’s life. Troy’s wife takes the baby away from
him and explains she will raise him. Rose projected her sorrow towards Troy’s sins, but she
knew in her heart she couldn’t blame her for Troy’s mistake. She knows the hurt of a child
without a mother, and would never want that life for Troy’s daughter (Wilson 1270). Rose
knows the importance and strength of family. She continuously goes out of her way throughout
the play to show that. She is a large factor in portraying family importance as a theme in the
play. The decision for Rose to raise Raynell, juxtaposed to the life of Lyons, shows that the love
that holds a family together can help the lives of innocent children. It shows that a mother’s love is strong enough to hold a family together. A new blended family is created. Blended families “can be challenging and rewarding” (“Families” 1). Although this does not promise a perfect childhood for Raynell, he will have a better chance of getting the love and nourishment every baby deserves (Jekielek 1). Overall, the theme that family is important is emphasized throughout the play through the juxtaposition of Lyons and Raynell.
Fences expresses family is important through the many hardships and struggles the family in the play had to endure. The literary devices of character development, flashbacks, and juxtaposition show what the family has learned. Literature is a powerful way to express many
hidden themes through various stories. Stay focused on what a good job Wilson does using the
techniques to further the theme of family.
Essay 5
Works Cited
“Explanation of: ‘Fences’ by August Wilson.” LitFinder Contemporary Collection, Gale, 2010.
Gale Literature: LitFinder, link.gale.com/apps/doc/LTF4000000577CE/LITF?u=
j079906&sid=bookmark-LITF&xid=43774283. Accessed 6 Aug. 2021.
“Families.” Gale In Context Online Collection, Gale, 2021. Gale In Context: High School,
link.gale.com/apps/doc/XKJTGA058415608/SUIC?u=j079906&sid=bookmark-
SUIC&xi=cf628b40. Accessed 6 Aug. 2021.
Jekielek, Susan M. “Parental Conflict, Marital Disruption and Children’s Emotional Well-being.”
Social Forces, vol. 76, no. 3, 1998, pp. 905-936. eLibrary,
https://go.openathens.net/redirector/wcjc.edu?url=https://explore.proquest.com/elibrary/
ocument/229914049?accountid=7145. Accessed 8 Aug. 2021.
“Racial Discrimination.” Gale Encyclopedia of Everyday Law, edited by Donna Batten, 3rd ed.,
vol. 1: American with Disabilities Act to First Amendment Law, Gale, 2013, pp. 203-
210.Gale In Context: High School, link.gale.com/apps/doc/CX2760300049/SUIC?u=
j079906&sid=bookmark-SUIC&xid=d530989. Accessed 8 Aug. 2021.
Wilson, August, and Lloyd Richards. Fences. Penguin Publishing Group, 2019.
Essay 6
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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