Critical Questions: Written Assignment 2
ENGLISH 10 PBIDUE DATE: MARCH 12, 2009
M. BOUDREAU
March 4, 2010
Critical Questions: Written Assignment 2
Answer the following questions in complete sentences. Your responses should be detailed and include a number of specific references that support your ideas. As this is a critical thinking assignment, you are encouraged to make as many connections as possible between the novel, our classroom activities and your interpretation of the subject matter we have studied for the past few weeks.
- Explain why an “enemy” or scapegoat is necessary for the animals. Why does the “enemy” have to change? If there were no “enemy,” what would that mean for any society, including that of Animal Farm?
- Speculate on why Orwell made the reader sympathize with all the animals except the pigs, the most intelligent beasts and the closest to humans of any of the animals.
- Select one of the minor characters from the novel and explain his or her importance to the overall meaning of the story.
- Explain how Animal Farm can been seen as a fable even though it does not have a moral stated at the end. Provide a moral of your own and explain it in terms of the novel.
- Discuss the role propaganda plays in the novel. In your answer, make connections to some of our other classroom activities.
- What is your opinion of the manner in which governments controlled their respective citizens during the era of the Cold War? Pay particular attention to the examples of propaganda we reviewed in class. How is the reality of the situation reflected in Orwell’s novel?
*Please see reverse side for information regarding the marking of critical questions.
CRITICAL QUESTIONS - ASSESSMENT RUBRIC
Each response is assessed using the following descriptors:
MARK / DESCRIPTION1 / The student demonstrates little awareness of the implications of the question. Ideas are irrelevant and/or repetitive and there is little analysis of the subject matter. Ideas are not supported by quotations and/or specific examples. Little organization is apparent and there may be numerous basic errors in grammar and/or sentence construction.
2 / The student demonstrates a superficial awareness of the implications of the question. Ideas are frequently irrelevant and/or repetitive and the analysis of subject matter is superficial and rarely supported by quotations and/or examples. Some organization is apparent but grammar, spelling and sentence structure may be inaccurate and/or inappropriate.
3 / The student demonstrates some understanding of the implications of the question. Some ideas are quite relevant and there is some evidence of critical thinking. Additionally, some ideas are supported by examples. Generally, the response is organized and coherent and there is some degree of accuracy in grammar, spelling and sentence construction.
4 / The student demonstrates a good understanding of the implications of the question. His or her ideas tend to be focused and there is evidence of critical thinking. Ideas are supported by well-chosen quotations and/or examples. The response is generally persuasive and there is a good degree of accuracy in grammar, spelling and sentence construction.
5 / The student demonstrates an excellent understanding of the implications of the question. Ideas are mostly relevant and focused and a good degree of critical thinking is shown. All ideas are supported by well-chosen quotations and/or examples. The response is very persuasive and there is an excellent degree of accuracy in grammar, spelling and sentence construction.