FINAL

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.

5/5     Zoom Class at 11 am

5/6      All late work must be submitted by 4 pm

5/7     Zoom Class at 11 am to discuss Essay Progress
5/12   Zoom Class at 11 am to discuss Essay Progress
5/13   Final Essays are due 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	Not present