Summative Task 2: ACT 4
Eric confesses that he got the girl pregnant and that he stole money from his father’s firm to support her. Learning that the girl had appealed to his mother for help and been turned down, Eric blames his mother for the girl’s death.
| Role | Playwright writing the final Act of An Inspector Calls |
| Audience | Middle class people from 1945 till today |
| Function | Write a satisfying ending to the play that gives all the characters the consequences you think they deserve. |
| Topic | What will happen to the family now that their responsibility towards Eva Smith is established. |
Task Requirements:
- Your scene should be from 600-700 words.
- All the characters should play a role in the scene.
- The events of the scene should be related to the events of the play. They should be a continuation of the events, not completely new ones.
- The scene should provide a clear climax & resolution for the play.
- Your scene should revolve around the idea of civic responsibility.
- Make sure to include at least three of the following literary elements: foreshadowing, suspense, situational irony, dramatic irony, verbal irony, internal conflict, & external conflict.
- The scene should adhere to the three unities: time, place and action. This means it needs to take place in the Birling house, that very same night, & it revolves around the investigation.
- You should include at least three stage directions in your scene. One describing the setting and the atmosphere of the scene when it starts, one to show a shift in the mood and tone of the scene and a short one describing a short action done by one of the characters like (gasping) or (staring)..etc.
- You should follow the scene writing format specified below.
US Stage Format:
- Character list: Characters are generally listed in order of importance with brief description.
- The setting: time & place
SETTING
Several small offices in a large corporate building situated in
the far West side of London, England.
TIME
The day before an interview. And the following morning. The
present.
(The setting and time page is formatted as above. How much setting description you include will depend on how rooted your play is in reality. The more fantastic the setting, the more description it will need.)
- Acts and scenes should be formatted as follows:
ACT I SCENE 1
(Act numbers are specified in roman
numerals with scene numbers
specified in Arabic numerals. Scene
action appears in upper and lower
case text enclosed within round
brackets. The opening paragraph of
a new scene is indented slightly
further than subsequent paragraphs.
Scene action should only deal with
set description or what is happening
on the stage and must never stray
into superfluous novelistic text
related to character thoughts or
backstory.)
CHARACTER #1
Character names appear in capitals indented too around
the middle of the page, but not centered. A character
is designated by either their first or last name, but
a role designation may be used instead with personal
titles abbreviated. The designated character names
should remain consistent throughout the entire script.
CHARACTER #2
Dialogue appears directly under the character name in
upper- and lower-case text.
(If scene action interrupts a character’s
speech on the same page…)
CHARACTER #2(Continued)
Then you must begin a new character cue when
continuing the dialogue. Paragraphs of dialogue must
always be preceded by a character name and never
appear on their own.
CHARACTER #1
(Beat)
Parenthetical instructions appear in upper and lower
case text enclosed within brackets on a separate line
in the body of the dialogue.
(Pause)
Never leave a parenthetical hanging at the bottom of a
page when breaking a character’s speech. Move it to
the top of the next page under the character name.
CHARACTER #1 (Continued)
Split dialogue between pages only if at least two
lines appear on the first page, and only after a
sentence.
(Indicate the end of a scene or act in the
scene action.)
Criterion B: Organization
| Achievement level | Level descriptor |
| 0 | The student does not reach a standard described by any of the descriptors below. |
| 1-2 | The student: makes minimal use of organizational structures though these may not always serve the context and intention organizes opinions and ideas with a minimal degree of coherence and logic |
| 3-4 | The student: makes adequate use of organizational structures that serve the context and intention. Follows some of the play writing format specified in the task requirements above. Includes some stage directions throughout the scene. organizes opinions and ideas with some degree of coherence and logic. The scene doesn’t build on the events of the play. The scene is not the climax of the play. |
| 5-6 | The student: makes competent use of organizational structures that serve the context and intention. Follows the play writing format specified in the task requirements above. Includes clear stage direction at the beginning of the scene, the middle, and the end. organizes opinions and ideas in a coherent and logical manner with ideas building on each other. The scene(s) include a clear climax for the play and resolution. |
| 7-8 | The student: makes sophisticated use of organizational structures that serve the context and intention effectively. Follows the play writing format specified in the task requirements above. Has clear stage direction at the beginning of the scene, the middle and the end. effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way. The scene(s) include a clear climax for the play and resolution. |
Criterion C: Producing Text
| Achievement level | Level descriptor |
| 0 | The student does not reach a standard described by any of the descriptors below. |
| 1-2 | The student: i. produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of and critical reflection on new perspectives and ideas ii. makes minimal stylistic choices in terms of literary devices demonstrating limited awareness of impact on an audience. |
| 3-4 | The student: produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination or sensitivity and some exploration of and critical reflection on new perspectives and ideas makes some stylistic choices in terms of literary devices ((foreshadowing, suspense, situational irony, dramatic irony, verbal irony, internal conflict, & external conflict.) The student uses at 1-2 of them), demonstrating adequate awareness of impact on an audience |
| 5-6 | The student: produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination or sensitivity and substantial exploration of and critical reflection on new perspectives and ideas makes thoughtful stylistic choices in terms of literary and devices ((foreshadowing, suspense, situational irony, dramatic irony, verbal irony, internal conflict, & external conflict.) The student uses at 2-3 of them) demonstrating good awareness of impact on an audience |
| 7-8 | The student: produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas. The Climax and resolution of the scene reflect the main ideas and concepts discussed in An Inspector Calls as well as the statement of inquiry. makes perceptive stylistic choices in terms of literary devices (foreshadowing, suspense, situational irony, dramatic irony, verbal irony, internal conflict, & external conflict.) The student uses at 4-5 of them), demonstrating good awareness of impact on an audience |
