Animal Farm Propaganda Essay Prompt, Outline, and Rubric PDF

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Summative Assignment – Essay: Animal Farm and Propaganda PROMPT: Author George Orwell argues that governments manipulate and oppress by controlling their citizens’ knowledge and views. Perhaps, the most important factor in gaining and maintaining control of the animals in Animal Farm is the use of propaganda. Using information and examples from the CommonLit article “Propaganda: Battling for the Mind,” and chapters 1-6 of Animal Farm, write an essay that explains how propaganda has historically been used a controlling device and how this is exemplified (shows itself) in the novel. You may want to use the character of Squealer as a focal point for propaganda within the novel. Remember to use ample evidence from both texts.

TIPS FOR ORGANIZATION: 1. Introduction paragraph: a. Grabber/Hook b. T.A.G. the text(s) c. Thesis Statement Body paragraphs (Remember, these will be your longest and most detailed paragraphs): 2. Definition of propaganda and how it works: Show this in Animal Farm. 3. How propaganda influences peoples’ beliefs and actions: Show this in Animal Farm. 4. Historical examples of propaganda: Compare to examples in Animal Farm. 5. Conclusion: a. Revisit thesis b. Summarize points c. So what? Explain why it matters.

Below in this document you will find: 1. An outline with details about writing each paragraph 2. The MCAS-based scoring rubric your work will be assessed with.

A Generic Outline for Text-Based Responses & Essays I. INTRODUCTION A. Grabber/Hook: an interesting sentence or two about the topic/main idea of the essay (If you’re stuck, reword parts of the prompt) B. TAG the text: introduce the main text and connect it to the topic; provide Title, Author, and Genre and brief summary of plot, character, and/or theme details that are relevant to this essay C. Thesis Statement: analytical claim about the text/answer to prompt- an argument about the work that you will prove by the end of your essay.

II. BODY PARAGRAPHS – this should be the focus and longest part of the response (# will vary depending on prompt – How many tasks do you have? How many concepts must you explain? Do you have more than one text?) A. Topic Sentence: Introduce one point – one assertion/aspect of argument. Begin with a transition** and use key words from thesis and introduce first example from text that supports your answer B. Textual Evidence: repeat as needed (at least 2x for a "convincing" argument) concrete details and quotations from text 1.

Context: Begin with transition indicating placement of detail in “story time” of the work then provide very specific plot summary to introduce first specific detail/evidence.

2.

Quote: Try to minimize amount of quoted text or insert your own words/explanation between quoted phrases. a. Lead in: Who is speaking? To whom? Why or how (emotions?) are they speaking? b. Direct quote from the reading to support your answer c.

Cite in parentheses with the author’s last name and page number

C. Analysis: Explanation and interpretation of how textual evidence relates to thesis/proves point. Focus on explaining word connotations and inferences/assumptions readers can make based on the details provided. In other words, explain the thought process that got you from the quote to what you are using it to prove– act as though the reader of your essay doesn’t understand the book and give them “directions” to the point you’re making. Consider this template: This demonstrates* (topic sentence idea) because (explanation of how your evidence relates to your claim). --- and then continue the explanation in more detail  Guiding rule: twice as much analysis as evidence – for every sentence of quote, you should have two sentences of your own thoughts analyzing it D. Clincher: So what? A closing sentence that clearly ties this paragraph to the big picture and argument your essay aims to prove. Attempt to provide some kind of insight or reflection upon the point you have made and why it matters/why readers need to notice these things

II. CONCLUSION A. Revisit main idea of thesis. Refer back to claim about the text and attempt to develop an original idea that deepens ideas in original thesis (Try to use transition other than “In conclusion” �) B. Summarize and “bring home” each of your main points: Emphasize/really prove to readers that your points support your thesis (what you are saying is true) C. So What? Tell the reader why everything you just said matters: examine the significance of the element/idea the prompt directed you to to convey meaning. Consider one or two of the following level three issues: 1.

World/social significance (What do we learn about the state of the world/human nature?)

2.

Political significance (What does it teach us about the way governments/institutions work?)

3.

Cultural/gender/racial significance (What does the book teach us about different cultures? Discrimination?)

4.

Language significance: (How does the writer ultimately achieve his/her meaning through a variety of dynamic rhetorical devices?)

*Verbs that prompt true analysis: acknowledges, argues, criticizes, compares to/contrasts with, demonstrates, develops, emphasizes, establishes, exposes, implies, illustrates, presents, promotes, reinforces, represents, reveals, suggests

MCAS-Based Essay Rubric Development of Ideas 5

4

Insightful and fully developed. Thesis is an easily identifiable, wellQuality and phrased argument that clearly Development addresses specific idea to be analyzed of Central and proven; central idea reflects sound Idea/Thesis critical, analytical thinking and is thoroughly and effectively developed throughout essay. Skillful selection and explanation of sufficient and well-chosen concrete details, quotations, and examples from the text. Reflects critical, effective Selection & analysis that moves beyond “what” Explanation happens to “why;” writer draws of Evidence insightful inferences, developed through thorough explanation of and/or evidence, demonstrating ability to Details connect concrete details to thematic meaning. Appropriate balance of quotes and writer’s own analysis and ideas. Skillful and/or subtle organization. Essay contains an introduction, body paragraphs, and conclusion. All body ¶s begin with a topic sentence containing a clear point that connects to thesis, so that point of ¶ is always clear. ¶s, concrete details, Organization and evidence are well-organized with the help of varied, appropriate, and specific transitional words and phrases, successfully showing relationships b/w ideas and ¶s, as well as b/w evidence and analysis, creating a fluent, well-organized essay in which each idea builds on last. Rich expression of ideas. Diction and phrasing are academically Expression of appropriate, persuasive, and sophisticated, demonstrating precise Ideas word choice and eloquence. Essay is satisfying and enjoyable to read, without being pretentious. Full awareness of the task and mode. Writing is appropriately Awareness of formal, academic and objective; persuasive tone demonstrates clear Task and sense of purpose and audience. Mode Writer’s voice is still evident, creating a sense of style and eloquence.

2

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0

Clear and well-developed. Thesis is an argument identifying a central idea that is clear and well-developed through the essay but development may be basic or superficial, rather than insightful.

General and moderately developed. Thesis is present but may lack specificity or clarity, presenting only a very vague or general central idea that is only moderately developed.

3

Present and somewhat developed. Thesis statement is present but merely summarizes plot points; central idea is only partially identified and developed.

Not developed. Does not present a central idea and/or lacks any attempt at a thesis statement entirely.

Thesis does not address or incorrectly responds to the question of the prompt.

Effective selection and explanation of relevant concrete details, quotations, and examples from the text. Generally reflects critical, analytical understanding but is less insightful or less thorough; inferences demonstrate interpretive ability but could be developed further to better explain significance of detail and support claim. Analysis of elements that create thematic meaning could be stronger; may be imbalance of quotes and writer's analysis. Effective organization. Essay contains intro, body paragraphs, and conclusion. Topic sentences generally identify key points but may not explicitly connect them to thesis. Supporting details and textual evidence are organized logically with transitions that generally show relationships b/w ideas and ¶s, as well as b/w evidence and analysis but are sometimes inappropriate, creating awkward transitions and a less fluent argument.

Appropriate selection and explanation of concrete details, quotations, and examples but more is needed and/or they do not allow for insightful inferences. Demonstrates basic comprehension of text but analysis is limited; inferences are underdeveloped; may contain frequent summary of plot rather than analysis. Little or no discussion of how text connects to a theme. May be quote-heavy and lacking in writer’s own analysis. Moderate organization. Essay contains intro, body paragraphs, and conclusion but organization may be confusing or ineffective at times, creating gaps in development of ideas. Topic sentences are present but weak due to unclear point or unclear connection to thesis. Transitions show basic relationships b/w ideas, but are not effective in creating a smooth, clear argument; essay may be choppy and/or have gaps in flow b/w ideas as a result.

Limited selection and explanation of textual evidence in support of argument. Evidence is often missing or unrelated to central idea. Analysis may be based on misinterpretations and/or demonstrate lack of understanding of evidence and how it connects to central idea. Evidence and explanation may provide plot summary only, failing to make connections to thesis and thematic meaning. Limited organization. Ideas are presented in logical order but not organized effectively into ¶s. ¶s may need to be merged or split. Topic sentences are missing or inappropriate and lack of transitions interrupts flow of ideas, making connections b/w ideas and evidence difficult to see at times.

Insufficient evidence and explanation; concrete details and textual evidence are entirely irrelevant or not provided. May provide brief summary only.

Response contains details that show the student has read the text but responds incorrectly or provides vague summary only.

Minimal and ineffective organization. Ideas are presented out of order or w/out any ¶s at all. Transitional words and phrases are rare or not used at all, making essay very disjointed; line of reasoning is difficult to follow.

Ideas are presented randomly, providing no evidence of the proper organizational structure for an essay.

Clear expression of ideas. Language is academically appropriate but not fully effective; may lack specificity and sophistication or may lack awareness of word connotations, suggesting abundant thesaurus use.

Adequate expression of ideas. Language is somewhat repetitive and tends to be simplistic or use informal or imprecise diction; may make use of conversational and/or “slang” diction

Basic expression of ideas. Language is simplistic and repetitive or vague at times, often relying on commonly used words and phrases.

Poor expression of Responds incorrectly for ideas. Language is inaccurate, repetitive, the task. and vague, to the extent that the writer’s thoughts are unclear.

Partial awareness of task and mode. Informal in many places, communicating superficial understanding of subject and lack of awareness of purpose and audience. May contain slang, abbreviations, “text-speak” or other nonacademic forms of language.

Minimal awareness of task and mode. Style is informal throughout the essay, making frequent use of casual, nonacademic language.

Full awareness of task and mode. Appropriately formal, academic style and objective tone, but may be very mechanical rather than persuasive; voice may indicate lack of confidence in writer’s argument.

Sufficient awareness of task and mode. Becomes informal in a few places; personal statements create a tone that does not always communicate knowledge and confidence.

Responds incorrectly for the task. Structure and language are entirely inappropriate for the task.

Standard English Conventions 3 Sentence Structure

Consistent control of a variety of sentence structures relative to length of essay. Sentence beginnings, lengths, and structures vary, have a fluent and rhythmic flow, and demonstrate above grade-level complexity of writing

Grammar, Usage, and Mechanics

Consistent control of grammar, usage and mechanics relative to complexity and/or length of essay. Spelling, capitalization, and punctuation are all correct. There no errors of consequence in grammar and usage. All conventions for essay writing including formatting and citations are followed. Demonstrates careful proofreading and editing.

2 Mostly consistent control of sentence structures relative to length of essay. Sentences may lack variety and complexity, frequently using same opening words and sentence structure. Awkward syntax and lack of fluency may be distracting, but errors are not confusing. Mostly consistent control of grammar, usage, and mechanics relative to complexity and/or length of essay. Minor errors in both grammar/usage and in conventions. Minor errors in essay conventions like formatting and/or citations. Meaning is still clear but errors should have been caught by proofreading.

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Little control and/or no variety in sentence structure. Syntax is far too simplistic and repetitive for grade-level. Fragments and run-ons make essay difficult to follow.

Sentences are formed incorrectly, consisting entirely of fragments and/or run-ons.

Little control of grammar, usage, and mechanics relative to complexity. Errors make the essay difficult to read and/or change meaning. Essay and formatting conventions are rarely followed. No attempt to proofread or revise is evident. Essay is of insufficient length.

No control of grammar, usage and mechanics or essay and formatting conventions. Errors make the essay unintelligible and/or essay is of severely insufficient length....