ESSAY QUESTIONS FOR THE FINAL
(2 pages)
1) Prompt - In 1984 the protagonist, Winston, attempts to “stay
human” in the face of a
dehumanizing, totalitarian regime. How does the governing
body in 1984 exploit certain tendencies, weaknesses and even strengths that
human beings possess in order to, ironically, control and dehumanize humankind?
Based on Winston’s fate, what is Orwell ultimately arguing (advocating, criticizing
and/or warning against)?
2) compare 1984 to A BRAVE NEW WORLD by
either theme, character, or symbol. Make sure you have detailed
examples to back up your ideas.
3) The novel, indirectly and perhaps without the author even
intending it, makes some powerful statements about the roles (or potential
roles) of women in society. Write an
essay in which you explore the role of women in the novel and what the
significance of your observations might be.
4) Write an essay in which you explain whether or not
Winston is a hero. Explain your answer
with a thorough definition of what a hero is and specific examples that
demonstrate how Winston does or does not match the definition
5) Write an essay in which you explore HOW (examples) and WHY (what your examples prove) Orwell uses symbolism in 1984.
4/29 Part 3 chapter 6
Flipgrid Response
#8
4/30 Zoom Class at
11am
Overview of
PART 3
5/1 Finish Novel
Blog Post
#3
5/4 The Appendix: The Principles of Newspeak
5/5 Zoom Class at 11 am
5/6 All late work must be submitted by 4 pm
Analytical Essay
Rubric
4
|
3
|
2
|
1
|
|
Thesis, opening
paragraph.
|
Student takes a
clear position on the prompt/topic.
Thesis Statement is defensible.
Hook and thesis statement link.
Order of development is present and sets up how the thesis will be
investigated. Thesis connects prompt
to the text as a whole.
|
Student has a clear
and defensible thesis statement.
Thesis connects
prompt to the text as a whole.
Essay contains a
hook.
|
Thesis statement is
attempted,
But – maybe not be
defendable.
May not be clear. May be wordy.
May not connect to
the text as a whole.
|
There is no
recognizable thesis statement.
Or there may be
multiple thesis statements.
|
Use of Evidence
|
Evidence is
introduced and relevant to the thesis and analysis is thorough makes clear
how the evidence connects to and defends the thesis. Evidence is properly cited. (3-4 pieces of
evidence per point)
|
Evidence is
introduced and relevant to the thesis.
The analysis makes connection between evidence and thesis, but the
quality and/or quantity is inconsistent.
Evidence is cited.
(2 pieces of
evidence per point)
|
Evidence is
relevant to the thesis and there is some analysis attempted, but the analysis
may be taken out of context, misinterpreted, or oversimplified.
(2 pieces of
evidence per point)
|
Evidence is
attempted, but may not defend thesis or there is no connection made between
evidence and the thesis.
No direct
quotation, or citations.
|
Sophistication of
Writing
|
Use of prose style
that is especially vivid. Student uses
rhetorical strategies such as parallel structure. Varied syntax. High level vocabulary. Language consistent for an academic essay.
|
Student uses varied
syntax. Some high level vocabulary
present. Prose style is engaging. Language consistent for an academic essay.
|
Student attempts
varied syntax. Vocabulary might be
simplistic or repetitious. Prose style
is sometimes engaging but might be repetitious of ideas. Language may not be consistent for an
academic essay
|
Wordy,
repetitious. Vocabulary might be
repetitious or the use of “to be” verbs may be overused. Not engaging.
|
Grammar
|
No Errors
|
1-3 errors that do
not distract from reading.
|
More than 3 errors,
or the errors present distract from reading.
|
Many errors. Errors seriously distract from the reading of
the text.
|
Conclusion
|
Restates thesis, summarizes information, returns to the hook, leaves reader with something further to consider
|
Restates thesis, summarizes information, returns to hook
|
Attempts to summarize information or restate the thesis
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Not present
|
