1984 Essay Prompts and Writing Assignment

IV AP: Rhetoric of Language and Composition

Orwell 1984 Essay Assignment

Wesley Fall 2016

150 points

Length: 3-4 pages, double-spaced, Times New Roman

Due Date: November 21, 2016 (1^st draft due Thursday, 11/16; 2^nd draft due Friday, 11/17)

1. WTH?! Why should I still care about 1984 in 2016?!  Each year the 4AP team evaluates the books we are currently teaching and decides whether to retain them as part of the curriculum for the following year.  Should we keep 1984?  Some people view it as a World War II/ Cold War relic full of exaggerations and whose time has passed; others believe it remains relevant as a powerful warning.  Write an essay in which you argue for keeping or removing 1984 from the 4AP curriculum. If you argue to remove it, focus on what you believe to be its primary weaknesses or irrelevancies.  If you argue to keep it, choose one or more issues addressed by Orwell in 1984 and write an essay which persuades your audience of the continued relevance of Orwell’s writing as it relates to that/those issue(s) today.

General Guidelines: Make sure your argument is central; use the sources to illustrate and support your reasoning. Avoid merely summarizing the sources. Support your argument with references to 1984, as well as other appropriate evidence and examples from your readings, observations and experience. Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase or summary. MLA format, one inch margins on all sides. A minimum of five direct quotations, 3-4 pages (double-spaced, Times New Roman, 12 point) minimum, an original title for the essay, submitted to turnitin.com and a paper copy to me.

Other Suggestions/Reminders

·        In writing your essay, keep in mind that it is not necessary that you prove (or disprove) every detail of Orwell’s portrayal of a particular issue has come true (or not); rather, you should strive to convince your audience that students (and society) today will benefit (or won’t) from reading the novel. 

·        Use evidence from the book as well as your own observations and reasoning to demonstrate to your audience whether or not Orwell’s warnings remain relevant today. Where appropriate, you may support your argument with quotes/information from credible sources outside of the novel (e.g., New York Times, PBS Frontline, CNN, etc), but this  is not required.  Rhetorical decisions are always situational, and therefore they differ from paper to paper.  Consider whether your argument needs, or would be strengthened by, the inclusion of outside sources. If you use outsider sources, be sure to properly cite them (MLA format – see Purdue Owl) internally and to attach a works cited document.

·        Some issues Orwell addresses which you might wish to consider include but are not limited to the following:  politics, warfare, extreme patriotism/nationalism/propaganda, torture, loss of individuality, groupthink, personal relationships, limits on free speech, the degradation of language, bread and circuses (e.g., formulaic literature and music, sports, pornographic and violent movies/television, the lottery) as a means of dumbing down and distracting the masses, technology/surveillance and privacy issues, etc.  Wherever possible, focus on the impact of these issues they relate to the United States, as it is often too easy to point out the problems of others and be blind to our own.

·        If you are arguing against keeping the book, you might want to critique elements of the book that you think are weak or irrelevant and you might also want to propose a replacement novel or activity which you feel better addresses students’ interests and intellectual needs.

2. I like the way you put that, George… (a.k.a., The Rhetorical Analysis Prompt)  Pick what you consider to be an important passage of two or more pages in length and 1) explain why it is important and 2) explain how Orwell uses language (rhetorical elements and strategies) to achieve what you perceive to be his primary purpose(s) in the passage.  In addition to articulating what you perceive to be Orwell’s purpose in the passage, make sure to discuss that passage’s role/relationship to Orwell’s overall purposes in the novel. Make sure to choose a passage that is complex enough to allow you write a strong paper (and get it approved by me first) that convinces your audience of the significance of the passage and the power of Orwell’s writing.

General Guidelines: MLA format, one inch margins on all sides. A minimum of five direct quotations, 3-4 pages (double-spaced, Times New Roman, 12 point) minimum, an original title for the essay, submitted to turnitin.com and a paper copy to me.

Wait, who is my audience?

For all of these papers, consider your audience to be your teacher, classmates, and parents/guardians; however, I am your primary audience. Keep in mind that I am essentially a stand-in for all of your future teachers and professors; therefore, I represent a set of educated academics who value sharp, in-depth thinking and clear writing.

Important Spin-off Assignment (10 points): In addition to me, however, at least two other people read and comment on your paper, including what they felt your strongest points were. One person should be an adult and one should be another LT student.  They should each provide a handwritten paragraph at the end of your paper.

Other Reminders

You will need to write a claim/thesis and this claim will need to address the “so what” question. A claim is your argument.

Close Attention to Paragraph Structure: Please remember that paragraphs have a structure. You will need topic sentences, transitions from one idea to the next, a conscious attention to how you order your information. What information do you want to include in one paragraph? What should you then include in a different paragraph and how should you make your move or transition to the next paragraph? Use transition words to make this move easily.

Integrate quotations from the text as evidence for your claim. Do not simply drop in the citations; rather, nestle the quotations into your sentence and reveal a fusion: you and Orwell. You should show how you are using the citation to prove your point. You should have a minimum of 8 citations worked fully and thoughtfully into your paper.

If you are writing the rhetorical analysis essay, make reference to devices of rhetoric as they relate to and support the meaning of the text/further your argument. It makes no sense to highlight a simile or showcase repetitions or parallel structure. But, it does make quite a bit of difference to say that Orwell relies upon a series of animal images or similes to show that man is dehumanized and reduced under a regime, under a boot that stamps down on his individual and unique nature. It makes complete sense to discuss the way in which Orwell uses symbols of paperweights or antique stores to show that nostalgia is meaningful, to show that history matters, to show that we cannot wipe out history and pretend that it did not happen.

Sentence Structure: Be attentive to variety in your sentences. Do you have complex sentences? Are you comparing and contrasting ideas in the text? Use compare/contrast words, words that begin a complex sentence: When, Although, Because etc.

Sometimes, you’ll want a simple sentence for effect. Or a question. At this stage in your writing you should know how to use a semicolon correctly. Look to see what sentence errors have been indicated on feedback from summer essay, college essay, and close readings. Try to make some changes for this essay.

ADVANCED PLACEMENT ENGLISH

The “AP Argument Rubric”

9-8	Superior papers. The central idea (thesis) is intelligently chosen, focused, and developed with originality and imagination. Discussion acknowledges complexities, ambiguity and contradictions.  Essay reveals a sophisticated understanding of the passage/reading or topic. There is clear-cut organization - a clear central idea which is logically and skillfully subdivided (paragraphs), and developed by specific details.  The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The sentences are clear and logical and varied in structure.  The word choices (diction) are exact.  The paper is all but perfect in grammar, punctuation and spelling. In short, they are particularly impressive in their control of language.
7-6	Good papers. These papers are not quite as thorough, perceptive or creative as 9-8 papers; nevertheless, the paper is built around a good, focused, central idea (thesis).  Essay reveals a strong understanding of the passage/reading or topic. They are well-written but with somewhat less stylistic maturity and control than 8-9 papers. Still, the sentences on the whole are correctly and logically constructed, and the word choices are reasonably exact. In short, while they demonstrate the writer's ability to analyze a literary work or develop an argument, they contain less mature prose and reveal a more limited understanding of the complexities of topic(s) or theme(s) than do the papers in the 9-8 range.
5	Adequate papers.  Sometimes rather safe, these essays might not reveal the depth of insight or have the development that 6-9 papers possess. The central idea is adequate and relatively focused; however, the discussion of meaning or development of argument may be formulaic, underdeveloped, mechanical, or inadequately supported by the chosen details. Typically, these essays contain less sophisticated insights and/or writing than the stronger papers.  Nevertheless, the writing conveys the writer's ideas, stays mostly focused on the prompt, and contains at least some effort to produce analysis, direct or indirect. These essays reveal less control over the elements of composition and are not as well conceived, organized, or developed as the upper-half papers.  Sentences are at least logical and clear, even if they are not always smooth. Word choices are generally appropriate, though with occasional lapses.  The essay is relatively free of grammatical faults, although it contains some errors of punctuation, spelling, and other mechanics. Essentially, the writing may contain lapses in diction or syntax, but generally the prose conveys the student’s ideas.
4-3	Marginal Papers.  Discussion is likely to be unpersuasive, perfunctory, underdeveloped or misguided. The meaning they deduce or the argument they develop may be inaccurate or insubstantial and not clearly related to the question. Part of the question may be omitted altogether. The writing may convey the writer's ideas, but it reveals weak control over such elements as diction, organization, syntax or grammar. Typically, these essays contain significant misinterpretations of the question or the work they discuss; they may also contain little, if any, supporting evidence, and practice paraphrase and plot summary at the expense of analysis or argument.
2-1	These essays compound the weakness of essays in the 4-3 range and are frequently unacceptably brief. They are poorly written on several counts, including many distracting errors in grammar and mechanics. Although the writer may have made some effort to answer the question, the views presented have little clarity or coherence. ADVANCED PLACEMENT ENGLISH The “AP Rhetorical Analysis Rubric” EXCEPTIONAL (8-9) EFFECTIVE (6-7) DEVELOPING (4-5) STRUGGLING (1-3)  UNDERSTANDING OF PROMPT AND PASSAGE Thesis or implied thesis  reveals mature/nuanced understanding of prompt and passage Thesis or implied thesis reveals accurate understanding of prompt and passage, albeit less insightful than in the best essays Thesis or implied thesis reveals a satisfactory, mostly accurate, understanding of prompt and passage Thesis, or lack of even an implied thesis, reveals a misreading or superficial understanding of prompt and passage ANALYSIS Analysis focuses on most meaningful content & rhetorical features of the passage; writing reveals  sophisticated  understanding of the content and rhetoric of  the text Analysis is generally convincing & accurate but may be less sophisticated or insightful than that found in exceptional essays; writer may focus on somewhat less important ideas or rhetorical elements of the passage Analysis is attempted, but perhaps too simple or simplified; the analysis may focus on elements that, while present, are less important than other elements; author struggles to meaningfully explain the effects of rhetorical elements  Writing does not present real analysis; may summarize text or superficially identify rhetorical elements as a substitute for actual analysis SUPPORT AND DEVELOPMENT Insights are well supported with textual evidence. Uses thoughtful, relevant evidence logically.  Evidence pertains perfectly to HOW the author uses language and what EFFECT this usage achieves. Most examples are used effectively to support the position.  There is a satisfactory attempt to show HOW the author uses language and what EFFECT this usage achieves. May have less meaningful support than that found in strongest essays. Uses examples, but may misunderstand, misrepresent, or oversimplify some of them.  The link between the argument & examples is shaky.  There is a largely inadequate attempt to show HOW the author uses language and for what effect. Merely alludes to examples in the text rather than citing them; significantly  misreads or misunderstands the author’s use of language and his/her intent, as well as the link between usage and effect. PROSE Demonstrates an ability to control a wide range of elements of effective writing; controls language May contain lapses in diction or syntax, but is generally clear, with generally good control of language. Less mature control of writing; vague & imprecise phrasing; lapses in grammar, but still fairly readable. Consistent struggles with writing; lack of development or organization; grammatical problems.

A Guide to Mr. Wesley’s Writing Assessment Policy

To speed the grading process and encourage students to learn to self-identify areas for improvement in their writing, I will do the following when assessing papers:

-        Spend a maximum of 10 minutes reading and assessing each paper; if issues with the paper require more time than that, I will ask the writer to conference with me before or after school. Written comments at the end of paper will be limited to a sentence or several bullet points.

-        Most of my annotations will be brief and simple; they are designed to alert the student to the presence of a strength or an area that needs improvement; they are not intended to serve as specific edits or revisions.

-        In the case of weaknesses/areas for improvement, I prefer the writer first attempts to figure out what the problem might be; if they can not identify and fix the problem, I encourage them to schedule a writing conference with me. In my 18 years of teaching, I have observed that most high school students can, with a little bit of direction, identify their writing problems; if after a concerted effort, they can not identify or figure out how to fix a problem, they should schedule a face-to-face conference with me.

-        My most common (and briefest) annotations are the following:

o   A star           in the margin indicates something good

o   A straight line drawn under a portion of text either simply acknowledges a point made or indicates something done well

o   A minus sign (-) in the margin indicates some sort of problem in the adjacent line/passage

o   A squiggly line under the text or in the margin may also be used to indicate some problem

 

o   A circle may also be used to indicate a problem, especially with spelling, lack of italics, capitalization, or punctuation (or missing punctuation)

-        Occasionally my annotations will be more specific:

o                means “well said” for something particular astute and/or well written

o                               means “awkward” wording (syntax, diction, or both)

o   “S” or “syn” means a problem with syntax (sentence structure)

o   “D” or “WC” means a problem with diction (word choice)

o   “P” means a problem with punctuation

o   “I” means italicize

o   “?” means something doesn’t make sense or is missing

Rewrite Policy…

Student must have completed all draft and peer reviews to be eligible for some form of rewrite.

Rewrite and revision work will be offered for most major process papers (and some in-class papers) and the rewrite may take several forms; the type of rewrite offered will be dependent on Mr. Wesley’s professional judgement about what will promote the most learning while still being fair and reasonable for the student(s) and teacher.  Rewrite options will typically be one of the following listed below, and Mr. Wesley will determine which type of rewrite a student(s) a may complete.

1)     Focused revision targeting one or two specific skills

2)     Complete rewrite requiring a new paper in response to a new prompt or a completely new approach to the original prompt