‌
‌RUBRIC‌ ‌
What‌‌it‌‌says‌ ‌
In‌‌this‌‌common‌‌module‌‌students‌‌deepen‌‌their‌‌understanding‌‌of‌‌how‌‌texts‌‌represent‌i‌ndividual‌‌and‌‌
collective‌‌‌human‌‌experiences.‌‌They‌‌examine‌‌how‌‌texts‌‌represent‌h‌ uman‌‌qualities‌‌and‌‌emotions‌‌
associated‌‌with,‌‌or‌‌arising‌‌from,‌‌these‌‌experiences.‌‌Students‌‌appreciate,‌‌explore,‌‌interpret,‌‌analyse‌‌and‌‌
evaluate‌‌the‌‌ways‌‌‌language‌‌is‌‌used‌‌to‌‌shape‌‌these‌‌representations‌‌‌in‌‌a‌‌range‌‌of‌‌texts‌‌in‌‌a‌‌variety‌‌of‌‌forms,‌‌
modes‌‌and‌‌media.‌ ‌
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Students‌‌explore‌‌how‌‌texts‌‌may‌‌give‌‌insight‌‌into‌‌the‌a‌ nomalies,‌‌paradoxes‌‌and‌‌inconsistencies‌i‌n‌h‌ uman‌‌
behaviour‌‌and‌‌motivations‌,‌‌inviting‌‌the‌‌responder‌‌to‌‌see‌‌the‌‌world‌‌differently,‌‌to‌c‌ hallenge‌‌assumptions,‌‌
ignite‌‌new‌‌ideas‌‌or‌‌reflect‌‌personally‌.‌‌They‌‌may‌‌also‌‌consider‌‌the‌‌role‌‌of‌‌storytelling‌‌throughout‌‌time‌‌to‌‌
express‌‌and‌‌reflect‌‌particular‌‌lives‌‌and‌‌cultures.‌‌By‌‌responding‌‌to‌‌a‌‌range‌‌of‌‌texts‌‌they‌‌further‌‌develop‌‌
skills‌‌and‌‌confidence‌‌using‌‌various‌‌literary‌‌devices,‌‌language‌‌concepts,‌‌modes‌‌and‌‌media‌‌to‌‌formulate‌‌a‌‌
considered‌‌response‌‌to‌‌texts.‌ ‌
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Students‌‌study‌‌one‌‌prescribed‌‌text‌‌and‌‌a‌‌range‌‌of‌‌short‌‌texts‌‌that‌‌provide‌‌rich‌‌opportunities‌‌to‌‌further‌‌
explore‌r‌ epresentations‌‌of‌‌human‌‌experiences‌‌‌illuminated‌‌in‌‌texts.‌‌They‌‌make‌‌increasingly‌‌informed‌‌
judgements‌‌about‌h‌ ow‌‌aspects‌‌of‌‌these‌‌texts,‌‌for‌‌example‌‌context,‌‌purpose,‌‌structure,‌‌stylistic‌‌and‌‌
grammatical‌‌features,‌‌and‌‌form‌‌shape‌‌meaning‌.‌‌In‌‌addition,‌‌students‌‌select‌‌one‌‌related‌‌text‌‌and‌‌draw‌‌from‌‌
personal‌‌experience‌‌to‌‌make‌‌connections‌‌between‌‌themselves,‌‌the‌‌world‌‌of‌‌the‌‌text‌‌and‌‌their‌‌wider‌‌world.‌ ‌
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By‌‌responding‌‌and‌‌composing‌‌throughout‌‌the‌‌module‌‌students‌‌further‌‌develop‌‌a‌‌repertoire‌‌of‌‌skills‌‌in‌‌
comprehending,‌‌interpreting‌‌and‌‌analysing‌‌complex‌‌texts.‌‌They‌‌examine‌‌how‌‌different‌‌modes‌‌and‌‌media‌‌
use‌‌visual,‌‌verbal‌‌and/or‌‌digital‌‌language‌‌elements.‌‌They‌‌communicate‌‌ideas‌‌using‌‌figurative‌‌language‌‌to‌‌
express‌‌universal‌‌themes‌‌and‌‌evaluative‌‌languag‌e‌‌to‌‌make‌‌informed‌‌judgements‌‌about‌‌texts.‌‌Students‌‌
further‌‌develop‌‌skills‌‌in‌‌using‌‌metalanguage,‌‌correct‌‌grammar‌‌and‌‌
syntax‌‌to‌‌analyse‌‌language‌‌and‌‌express‌‌a‌‌personal‌‌perspective‌‌
about‌‌a‌‌text.‌ ‌
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What‌‌matters:‌‌how‌‌the‌‌text/s‌‌explore,‌‌reflect‌‌and‌‌represent;‌ ‌
● The‌‌paradox‌‌of‌‌individual‌‌and‌‌collective‌‌experiences‌‌(and‌‌
how‌‌these‌‌form‌‌the‌‌human‌‌experience)‌ ‌
● Human‌‌qualities‌‌and‌‌emotions‌‌ ‌
● Human‌‌behaviour‌‌and‌‌motivations;‌‌how‌‌it‌‌is‌‌inconsistent,‌‌
an‌‌anomaly,‌‌and‌‌paradoxical‌ ‌
● The‌‌human‌‌experience‌ ‌
● Their‌‌context,‌‌purpose,‌‌structure,‌‌style,‌‌and‌‌form‌ ‌
● Universal‌‌themes‌ ‌
● Essentially‌‌this‌‌module‌‌wants‌‌to‌‌focus‌‌on‌‌universal‌‌
themes,‌‌how‌‌they‌‌are‌‌represented,‌‌and‌‌how‌‌this‌‌
representation‌‌is‌‌influenced‌‌by‌‌various‌‌aspects‌‌of‌‌the‌‌
creator’s‌‌context.‌
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‌
CONTEXT‌ ‌
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Orwell’s‌‌life‌ ‌
Orwell,‌‌for‌‌a‌‌time,‌‌worked‌‌as‌‌a‌‌British‌‌Imperial‌‌Policeman‌‌in‌‌Burma.‌‌However‌‌he‌‌hated‌‌his‌‌time‌‌
there‌‌due‌‌to‌‌the‌‌strict‌‌laws‌‌he‌‌had‌‌to‌‌enforce‌‌which‌‌upheld‌‌a‌‌political‌‌regime‌‌he‌‌despised.‌ ‌
To‌‌experience‌‌what‌‌it‌‌was‌‌like‌‌to‌‌live‌‌among‌‌England's‌‌working‌‌class,‌‌Orwell‌‌went‌‌to‌‌live‌‌
amongst‌‌the‌‌poverty‌‌stricken.‌‌The‌‌living‌‌conditions‌‌he‌‌encountered‌‌here‌‌were‌‌so‌‌rough‌‌that‌‌
Orwell‌‌became‌‌anti-capitalist‌‌and‌‌began‌‌to‌‌support‌‌democratic‌‌socialism.‌ ‌
After‌‌this,‌‌he‌‌travelled‌‌to‌‌Spain‌‌to‌‌report‌‌on‌‌the‌‌Spanish‌‌Civil‌‌War.‌‌The‌‌people’s‌‌fight‌‌against‌‌the‌‌
fascist‌‌political‌‌regime‌‌inspired‌‌him,‌‌but‌‌he‌‌was‌‌simultaneously‌‌shocked‌‌by‌‌the‌‌atrocities‌‌
committed.‌‌ ‌
Dictators‌‌such‌‌as‌‌Joseph‌‌Stalin‌‌and‌‌Adolf‌‌Hitler‌‌began‌‌to‌‌rise‌‌soon‌‌after‌‌this,‌‌fueling‌‌Orwell’s‌‌
hatred‌‌of‌‌totalitarianism‌‌and‌‌authoritarianism.‌ ‌
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Authoritarianism,‌‌totalitarianism‌‌and‌‌socialism‌ ‌
These‌‌political‌‌ideologies‌‌are‌‌extremely‌‌relevant‌‌to‌‌1984,‌‌so‌‌here‌‌are‌‌some‌‌definitions;‌ ‌
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● Authoritarianism‌‌is‌‌a‌‌form‌‌of‌‌government‌‌characterised‌‌by‌‌the‌‌rejection‌‌of‌‌political‌‌plurality,‌‌the‌‌
use‌‌of‌‌a‌‌strong‌‌central‌‌power‌‌to‌‌preserve‌‌the‌‌political‌‌status‌‌quo,‌‌and‌‌reductions‌‌in‌‌the‌‌rule‌‌of‌‌law,‌‌
separation‌‌of‌‌powers,‌‌and‌‌democratic‌‌voting.‌ ‌
● Totalitarianism‌‌is‌‌a‌‌concept‌‌for‌‌a‌‌form‌‌of‌‌government‌‌or‌‌political‌‌system‌‌that‌‌prohibits‌‌opposition‌‌
parties,‌‌restricts‌‌individual‌‌opposition‌‌to‌‌the‌‌state‌‌and‌‌its‌‌claims,‌‌and‌‌exercises‌‌an‌‌extremely‌‌high‌
degree‌‌of‌‌control‌‌over‌‌public‌‌and‌‌private‌‌life.‌ ‌
● The‌‌difference‌‌between‌‌the‌‌two‌‌is‌‌not‌‌large;‌‌however‌‌the‌‌difference‌‌most‌‌relevant‌‌to‌‌1984‌‌is‌‌that‌‌
totalitarian‌‌regimes‌‌typically‌‌have‌‌an‌‌ideology‌‌that‌‌is‌‌intended‌‌to‌‌guide‌‌society‌‌(Big‌‌Brother’s‌‌
rule‌‌would‌‌be‌‌considered‌‌totalitarian‌‌rather‌‌than‌‌authoritarian).‌ ‌
● Socialism‌‌is‌‌a‌‌political,‌‌social,‌‌and‌‌economic‌‌philosophy‌‌encompassing‌‌a‌‌range‌‌of‌‌economic‌‌and‌‌
social‌‌systems‌‌characterised‌‌by‌‌social‌‌ownership‌‌of‌‌the‌‌means‌‌of‌‌production.‌‌This‌‌means‌‌that‌‌the‌‌
workers‌‌own‌‌the‌‌production‌‌of‌‌goods,‌‌as‌‌socialism‌‌has‌‌a‌‌larger‌‌focus‌‌on‌‌worker‌‌rights.‌ ‌
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PLOT‌‌SUMMARY‌ ‌
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Winston‌‌Smith‌‌is‌‌a‌‌low-ranking‌‌member‌‌of‌‌the‌‌ruling‌‌Party‌‌in‌‌London,‌‌in‌‌the‌‌nation‌‌of‌‌Oceania.‌ ‌
The‌‌Party‌‌controls‌‌and‌‌oversees‌‌everything‌‌in‌‌Oceania,‌‌even‌‌the‌‌people’s‌‌history‌‌and‌‌language‌‌
(totalitarianistic,‌‌represents‌‌Hitler/Stalin).‌‌ ‌
Currently,‌‌the‌‌Party‌‌is‌‌forcing‌‌the‌‌implementation‌‌of‌‌an‌‌invented‌‌language‌‌called‌‌Newspeak,‌‌
which‌‌attempts‌‌to‌‌prevent‌‌political‌‌rebellion‌‌by‌‌eliminating‌‌all‌‌words‌‌related‌‌to‌‌it.‌‌Even‌‌thinking‌‌
rebellious‌‌thoughts‌‌is‌‌illegal.‌‌Such‌‌thoughtcrime‌‌is,‌‌in‌‌fact,‌‌the‌‌worst‌‌of‌‌all‌‌crimes.‌ ‌
Winston‌‌feels‌‌frustrated‌‌by‌‌the‌‌oppression‌‌and‌‌rigid‌‌control‌‌of‌‌the‌‌Party,‌‌which‌‌prohibits‌‌free‌‌
thought,‌‌sex,‌‌and‌‌any‌‌expression‌‌of‌‌individuality.‌‌ ‌
Winston‌‌dislikes‌‌the‌‌party‌‌and‌‌has‌‌illegally‌‌purchased‌‌a‌‌diary‌‌in‌‌which‌‌to‌‌write‌‌his‌‌criminal‌‌
thoughts.‌‌ ‌
He‌‌has‌‌also‌‌become‌‌fixated‌‌on‌‌a‌‌powerful‌‌Party‌‌member‌‌named‌‌O’Brien,‌‌whom‌‌Winston‌‌believes‌‌
is‌‌a‌‌secret‌‌member‌‌of‌‌the‌‌Brotherhood—the‌‌mysterious,‌‌legendary‌‌group‌‌that‌‌works‌‌to‌‌overthrow‌‌
the‌‌Party.‌ ‌
Winston‌‌works‌‌in‌‌the‌‌Ministry‌‌of‌‌Truth,‌‌where‌‌he‌‌alters‌‌historical‌‌records‌‌to‌‌fit‌‌the‌‌needs‌‌of‌‌the‌‌
Party.‌‌ ‌
The‌‌Party‌‌claims‌‌that‌‌Emmanuel‌‌Goldstein‌‌(symbol‌‌for‌‌Jewish‌‌people),‌‌the‌‌alleged‌‌leader‌‌of‌‌the‌‌
Brotherhood,‌‌is‌‌the‌‌most‌‌dangerous‌‌man‌‌alive,‌‌but‌‌this‌‌does‌‌not‌‌seem‌‌plausible‌‌to‌‌Winston.‌‌ ‌
Winston‌‌spends‌‌his‌‌evenings‌‌wandering‌‌through‌‌the‌‌poorest‌‌neighborhoods‌‌in‌‌London,‌‌where‌‌the‌‌
proletarians,‌‌or‌‌proles,‌‌live‌‌squalid‌‌lives,‌‌relatively‌‌free‌‌of‌‌Party‌‌monitoring.‌ ‌
One‌‌day,‌‌Winston‌‌receives‌‌a‌‌note‌‌from‌‌the‌‌dark-haired‌‌girl‌‌that‌‌reads‌‌“I‌‌love‌‌you.”‌‌She‌‌tells‌‌him‌‌
her‌‌name,‌‌Julia,‌‌and‌‌they‌‌begin‌‌a‌‌covert‌‌affair.‌ ‌
Winston‌‌is‌‌sure‌‌that‌‌they‌‌will‌‌be‌‌caught‌‌and‌‌punished‌‌sooner‌‌or‌‌later‌‌(the‌‌fatalistic‌‌Winston‌‌
knows‌‌that‌‌he‌‌has‌‌been‌‌doomed‌‌since‌‌he‌‌wrote‌‌his‌‌first‌‌diary‌‌entry),‌‌while‌‌Julia‌‌is‌‌more‌‌
pragmatic‌‌and‌‌optimistic.‌‌ ‌
As‌‌Winston’s‌‌affair‌‌with‌‌Julia‌‌progresses,‌‌his‌‌hatred‌‌for‌‌the‌‌Party‌‌grows‌‌more‌‌and‌‌more‌‌intense.‌‌
At‌‌last,‌‌he‌‌receives‌‌the‌‌message‌‌that‌‌he‌‌has‌‌been‌‌waiting‌‌for:‌‌O’Brien‌‌wants‌‌to‌‌see‌‌him.‌ ‌
Winston‌‌and‌‌Julia‌‌travel‌‌to‌‌O’Brien’s‌‌luxurious‌‌apartment.‌‌O’Brien‌‌confirms‌‌to‌‌Winston‌‌and‌‌Julia‌
that,‌‌like‌‌them,‌‌he‌‌hates‌‌the‌‌Party,‌‌and‌‌says‌‌that‌‌he‌‌works‌‌against‌‌it‌‌as‌‌a‌‌member‌‌of‌‌the‌‌
Brotherhood.‌‌ ‌
He‌‌indoctrinates‌‌Winston‌‌and‌‌Julia‌‌into‌‌the‌‌Brotherhood,‌‌and‌‌gives‌‌Winston‌‌a‌‌copy‌‌of‌‌Emmanuel‌‌
Goldstein’s‌‌book,‌‌the‌‌manifesto‌‌of‌‌the‌‌Brotherhood.‌‌Winston‌‌reads‌‌the‌‌book—an‌‌amalgam‌‌of‌‌
several‌‌forms‌‌of‌‌class-based‌‌twentieth-century‌‌social‌‌theory—to‌‌Julia‌‌in‌‌the‌‌room‌‌above‌‌the‌‌
store.‌‌ ‌
Suddenly,‌‌soldiers‌‌barge‌‌in‌‌and‌‌seize‌‌them.‌‌Mr.‌‌Charrington,‌‌the‌‌proprietor‌‌of‌‌the‌‌store,‌‌is‌‌
revealed‌‌as‌‌having‌‌been‌‌a‌‌member‌‌of‌‌the‌‌Thought‌‌Police‌‌all‌‌along.‌ ‌
Winston‌‌finds‌‌that‌‌O’Brien,‌‌too,‌‌is‌‌a‌‌Party‌‌spy‌‌who‌‌simply‌‌pretended‌‌to‌‌be‌‌a‌‌member‌‌of‌‌the‌‌
Brotherhood‌‌in‌‌order‌‌to‌‌trap‌‌Winston‌‌into‌‌committing‌‌an‌‌open‌‌act‌‌of‌‌rebellion‌‌against‌‌the‌‌Party.‌‌ ‌
O’Brien‌‌spends‌‌months‌‌torturing‌‌and‌‌brainwashing‌‌Winston,‌‌who‌‌struggles‌‌to‌‌resist.‌‌At‌‌last,‌‌
O’Brien‌‌sends‌‌him‌‌to‌‌the‌‌dreaded‌‌Room‌‌101,‌‌the‌‌final‌‌destination‌‌for‌‌anyone‌‌who‌‌opposes‌‌the‌‌
Party.‌‌Here,‌‌O’Brien‌‌tells‌‌Winston‌‌that‌‌he‌‌will‌‌be‌‌forced‌‌to‌‌confront‌‌his‌‌worst‌‌fear.‌‌Throughout‌‌
the‌‌novel,‌‌Winston‌‌has‌‌had‌‌recurring‌‌nightmares‌‌about‌‌rats;‌‌O’Brien‌‌now‌‌straps‌‌a‌‌cage‌‌full‌‌of‌‌rats‌‌
onto‌‌Winston’s‌‌head‌‌and‌‌prepares‌‌to‌‌allow‌‌the‌‌rats‌‌to‌‌eat‌‌his‌‌face.‌‌ ‌
Winston‌‌snaps,‌‌pleading‌‌with‌‌O’Brien‌‌to‌‌do‌‌it‌‌to‌‌Julia,‌‌not‌‌to‌‌him.‌ ‌
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Giving‌‌up‌‌Julia‌‌is‌‌what‌‌O’Brien‌‌wanted‌‌from‌‌Winston‌‌all‌‌along.‌‌His‌‌spirit‌‌broken,‌‌Winston‌‌is‌‌
released‌‌to‌‌the‌‌outside‌‌world.‌‌He‌‌meets‌‌Julia‌‌but‌‌no‌‌longer‌‌feels‌‌anything‌‌for‌‌her.‌‌ ‌
He‌‌has‌‌accepted‌‌the‌‌Party‌‌entirely‌‌and‌‌has‌‌learned‌‌to‌‌love‌‌Big‌‌Brother.‌ ‌
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THEMES‌ ‌
Key‌‌themes‌ ‌
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Totalitarianism‌ ‌
Propaganda‌ ‌
Class‌‌struggle‌ ‌
Conflict‌‌between‌‌individual‌‌and‌‌collective‌‌experiences‌ ‌
Perception‌‌vs‌‌reality‌‌(remember‌‌the‌‌use‌‌of‌‌limited‌‌third‌‌person‌‌perspective)‌ ‌
Identity‌ ‌
Sexuality‌‌and‌‌love‌ ‌
Language‌ ‌
Fatalism‌ ‌
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Themes‌‌and‌‌the‌‌rubric‌ ‌
The‌‌paradox‌‌of‌‌individual‌‌and‌‌collective‌‌experiences‌‌(and‌‌how‌‌these‌‌form‌‌the‌‌human‌‌experience)‌ ‌
○ Conflict‌‌between‌‌individual‌‌and‌‌collective‌‌experiences‌ ‌
○ Identity‌ ‌
○ Totalitarianism‌ ‌
○ Perception‌‌vs‌‌reality‌ ‌
Human‌‌qualities‌‌and‌‌emotions‌‌ ‌
○ Identity‌ ‌
○ Sexuality‌‌and‌‌love‌ ‌
Human‌‌behaviour‌‌and‌‌motivations;‌‌how‌‌it‌‌is‌‌inconsistent,‌‌an‌‌anomaly,‌‌and‌‌paradoxical‌ ‌
○ Propaganda‌ ‌
○ Conflict‌‌between‌‌individual‌‌and‌‌collective‌‌experiences‌ ‌
○ Perception‌‌vs‌‌reality‌ ‌
○ Identity‌ ‌
○ Sexuality‌‌and‌‌love‌ ‌
○ Language‌ ‌
The‌‌human‌‌experience/themes‌ ‌
○ Class‌‌struggle‌ ‌
○ Conflict‌‌between‌‌individual‌‌and‌‌collective‌‌experiences‌ ‌
○ Perception‌‌vs‌‌reality‌ ‌
○ Identity‌ ‌
○ Sexuality‌‌and‌‌love‌ ‌
Their‌‌context,‌‌purpose,‌‌structure,‌‌style,‌‌and‌‌form‌ ‌
○ All‌‌of‌‌the‌‌themes‌ ‌
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QUOTES‌‌(48‌‌total)‌‌ ‌
Rubric‌‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
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Theme‌ ‌
Quote‌ ‌
Totalitarianism‌ ‌ You‌‌hate‌‌him.‌‌Good.‌‌Then‌‌the‌‌time‌‌has‌‌
come‌‌for‌‌you‌‌to‌‌take‌‌the‌‌last‌‌step.‌‌You‌‌must‌‌
love‌‌Big‌‌Brother.‌‌It‌‌is‌‌not‌‌enough‌‌to‌‌obey‌‌
him:‌‌you‌‌must‌‌love‌‌him.‌ ‌
Technique‌ ‌
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Totalitarianism,‌‌ If‌‌you‌‌want‌‌a‌‌picture‌‌of‌‌the‌‌future,‌‌imagine‌‌ Metaphor,‌‌imagery,‌‌
class‌‌struggle‌ ‌ a‌‌boot‌‌stamping‌‌on‌‌a‌‌human‌‌face—forever‌ ‌ symbolism‌
Paradox‌‌of‌‌individual‌‌ Totalitarianism,‌‌ If‌‌both‌‌the‌‌past‌‌and‌‌the‌‌external‌‌world‌‌exist‌‌ Rhetorical‌‌question‌ ‌
and‌‌collective‌‌
perception‌‌vs‌‌
only‌‌in‌‌the‌‌mind,‌‌and‌‌if‌‌the‌‌mind‌‌itself‌‌is‌‌
experiences‌ ‌
reality‌ ‌
controllable‌‌-‌‌what‌‌then?‌ ‌
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Totalitarianism,‌‌ Those‌‌who‌‌control‌‌the‌‌present,‌‌control‌‌the‌‌
perception‌‌vs‌‌
past‌‌and‌t‌hose‌‌who‌‌control‌‌the‌‌past‌‌control‌‌
reality‌ ‌
the‌‌future.‌ ‌
inconsistent,‌‌anomaly,‌‌ Propaganda,‌‌
perception‌‌vs‌‌
paradoxical‌ ‌
reality‌ ‌
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Propaganda‌ ‌
Anadiplosis‌ ‌
...implies‌‌at‌‌once‌‌a‌‌complete‌‌admission‌‌of‌‌ Paradox‌ ‌
his‌‌guilt‌‌and‌‌a‌‌sort‌‌of‌‌incredulous‌‌horror‌‌
that‌‌such‌‌a‌‌word‌‌could‌‌be‌‌applied‌‌to‌‌himself‌‌
[about‌‌Parsons]‌ ‌
“They‌‌don't‌‌shoot‌‌you‌‌if‌‌you‌‌haven't‌‌
actually‌‌done‌‌anything‌‌--‌‌only‌‌thoughts,‌‌
which‌‌you‌‌can't‌‌help”‌‌[Parsons]‌ ‌
Irony‌ ‌
Paradox‌‌of‌‌individual‌‌ Propaganda‌ ‌
and‌‌collective‌‌
experiences‌ ‌
War‌‌is‌‌peace.‌ ‌
Freedom‌‌is‌‌slavery.‌ ‌
Ignorance‌‌is‌‌strength‌ ‌
Troika,‌‌paradox?‌ ‌
inconsistent,‌‌anomaly,‌‌ Propaganda‌ ‌
paradoxical‌ ‌
‘‘Are‌‌you‌‌guilty?'”‌‌to‌‌which‌‌Parson‌‌cries‌‌
‘Of‌‌course‌‌I'm‌‌guilty!’‌ ‌
Juxtaposition‌ ‌
Paradox‌‌of‌‌individual‌‌ Language‌ ‌
and‌‌collective‌‌
experiences‌ ‌
But‌‌if‌‌thought‌‌corrupts‌‌language,‌‌language‌‌
can‌‌also‌‌corrupt‌‌thought.‌ ‌
Anadiplosis‌ ‌
inconsistent,‌‌anomaly,‌‌ Class‌‌struggle‌ ‌
paradoxical‌ ‌
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Until‌‌they‌‌become‌‌conscious‌‌they‌‌will‌‌
never‌‌rebel,‌‌and‌‌until‌‌after‌‌they‌‌have‌‌
rebelled‌‌they‌‌cannot‌‌become‌‌conscious.‌ ‌
Anadiplosis,‌‌paradox‌ ‌
Paradox‌‌of‌‌individual‌‌ Class‌‌struggle,‌‌
and‌‌collective‌‌
identity‌ ‌
experiences,‌‌ ‌
Fatalism‌ ‌
[O’Brien]‌‌We‌‌are‌‌the‌‌dead.‌‌Our‌‌only‌‌true‌‌
life‌‌is‌‌in‌‌the‌‌future‌ ‌
Inclusive‌‌language‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
If‌‌you‌‌loved‌‌someone,‌‌you‌‌loved‌‌him,‌‌and‌‌ Repetition‌‌(of‌‌love),‌‌
when‌‌you‌‌had‌‌nothing‌‌else‌‌to‌‌give,‌‌you‌‌still‌‌ troika‌ ‌
gave‌‌him‌‌love‌‌[Winston‌‌about‌‌his‌‌mother]‌ ‌
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Sexuality‌‌and‌‌
love‌ ‌
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Human‌‌qualities‌‌and‌‌
emotions‌ ‌
Sexuality‌‌and‌‌
love‌ ‌
inconsistent,‌‌anomaly,‌‌ Fatalism‌ ‌
paradoxical‌ ‌
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You're‌‌only‌‌a‌‌rebel‌‌from‌‌the‌‌waist‌‌
downwards,’‌‌he‌‌told‌‌her.‌
Whether‌‌he‌‌went‌‌on‌‌with‌‌the‌‌diary,‌‌or‌‌
whether‌‌he‌‌did‌‌not‌‌go‌‌on‌‌with‌‌it,‌‌made‌‌no‌‌
difference.‌‌The‌‌Thought‌‌Police‌‌would‌‌get‌‌
him‌‌just‌‌the‌‌same.‌ ‌
Humour‌ ‌
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Totalitarianism‌ ‌ He‌‌had‌‌committed--would‌‌still‌‌have‌‌
Repetition‌‌of‌‌committed‌‌ ‌
committed,‌‌even‌‌if‌‌he‌‌had‌‌never‌‌set‌‌pen‌‌to‌‌
paper--the‌‌essential‌‌crime‌‌that‌‌contained‌‌all‌‌
others‌‌in‌‌itself‌ ‌
Paradox‌‌of‌‌individual‌‌ Revolution‌ ‌
and‌‌collective‌‌
experiences‌ ‌
Always‌‌there‌‌were‌‌fresh‌‌dupes‌‌waiting‌‌to‌‌
be‌‌seduced‌‌by‌‌him‌‌[Him‌‌is‌‌Goldstein]‌ ‌
Colloquialism‌ ‌
Human‌‌qualities‌‌and‌‌ Propaganda‌ ‌
emotions‌ ‌
Paradox‌‌of‌‌individual‌‌
and‌‌collective‌‌
experiences,‌‌ ‌
An‌‌attack‌‌so‌‌exaggerated‌‌and‌‌perverse…‌‌
and‌‌yet‌‌just‌‌plausible‌‌enough‌‌to‌‌fill‌‌one‌‌
with‌‌an‌‌alarmed‌‌feeling‌‌that‌‌other‌‌people‌‌
less‌‌level-headed‌‌than‌‌oneself‌‌might‌‌be‌‌
taken‌‌in‌‌by‌‌it‌ ‌
High‌‌modality?‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
Propaganda‌ ‌
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A‌‌hideous‌‌ecstasy‌‌of‌‌fear‌‌and‌‌vindication,‌‌a‌‌ Troika‌ ‌
desire‌‌to‌‌kill,‌‌to‌‌torture,‌‌to‌‌smash‌‌faces‌‌in‌‌
Imagery‌ ‌
with‌‌a‌‌sledgehammer‌‌seemed‌‌to‌‌flow‌‌
Simile‌ ‌
through‌‌the‌‌whole‌‌group‌‌like‌‌an‌‌electric‌‌
current‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
Sexuality‌‌and‌‌
love‌ ‌
He‌‌hated‌‌her‌‌because‌‌she‌‌was‌‌young,‌‌pretty‌‌ Contrast?‌ ‌
and‌‌sexless‌ ‌
Human‌‌qualities‌‌and‌‌ Sexuality‌‌and‌‌
emotions‌ ‌
love‌ ‌
inconsistent,‌‌anomaly,‌‌
paradoxical‌ ‌
Because‌‌round‌‌her‌‌sweet‌‌supple‌‌waist,‌‌
Colour‌‌symbolism‌ ‌
which‌‌seemed‌‌to‌‌ask‌‌you‌‌to‌‌encircle‌‌it,‌‌was‌‌ Sibilance‌ ‌
only‌‌the‌‌odious‌‌scarlet‌‌sash‌ ‌
Juxtaposition‌ ‌
inconsistent,‌‌anomaly,‌‌ Propaganda‌ ‌
paradoxical‌ ‌
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He‌‌[Parsons]‌‌was‌‌a‌‌fattish‌‌but‌‌active‌‌man‌‌of‌‌ Epithets‌ ‌
paralysing‌‌stupidity,‌‌a‌‌mass‌‌of‌‌imbecile‌‌
Hyperbole‌ ‌
enthusiasm-‌‌one‌‌of‌‌the‌‌completely‌‌
unquestioning,‌‌devoted‌‌drudges‌‌on‌‌whom…‌‌
the‌‌stability‌‌of‌‌the‌‌Part‌‌depended‌ ‌
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Totalitarianism‌ ‌ It‌‌was‌‌somehow‌‌slightly‌‌frustrating,‌‌like‌‌the‌‌ Simile‌ ‌
Propaganda‌ ‌
gambling‌‌of‌‌tiger‌‌cubs‌‌which‌‌will‌‌soon‌‌
grow‌‌into‌‌man-eaters‌‌[Parson’s‌‌children]‌ ‌
‌
Totalitarianism‌ ‌ ...the‌‌yelling‌‌of‌‌slogans,‌‌the‌‌worship‌‌of‌‌Big‌‌ Alliteration‌ ‌
Propaganda‌ ‌
Brother-‌‌it‌‌was‌‌all‌‌some‌‌sort‌‌of‌‌glorious‌‌
game‌‌to‌‌them‌‌[the‌‌children/Spies]‌ ‌
‌
‌
inconsistent,‌‌anomaly,‌‌ Totalitarianism‌ ‌ He‌‌was‌‌already‌‌dead‌‌[Winston‌‌upon‌‌writing‌ Paradox‌ ‌
paradoxical‌ ‌
in‌‌his‌‌diary]‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
‌
Tragedy…‌‌belonged‌‌to‌‌the‌‌ancient‌‌time,‌‌to‌‌
a‌‌time‌‌when‌‌there‌‌was‌‌still‌‌privacy,‌‌love,‌‌
and‌‌friendship‌ ‌
Troika‌ ‌
Repetition‌‌of‌‌time‌ ‌
inconsistent,‌‌anomaly,‌‌ Perception‌‌vs‌‌
paradoxical‌ ‌
reality‌ ‌
If‌‌all‌‌records‌‌told‌‌the‌‌same‌‌tale,‌‌then‌‌the‌‌lie‌‌ Paradox‌ ‌
passed‌‌into‌‌history‌‌and‌‌became‌‌truth‌ ‌
inconsistent,‌‌anomaly,‌‌ Perception‌‌vs‌‌
paradoxical‌ ‌
reality‌ ‌
Comrade‌‌Ogivly,‌‌unimagined‌‌an‌‌hour‌‌ago,‌‌
now‌‌a‌‌fact‌ ‌
Paradox‌ ‌
inconsistent,‌‌anomaly,‌‌ Totalitarianism‌ ‌ [Symes]‌‌“We’re‌‌destroying‌‌words-‌‌scores‌‌of‌‌ Word‌‌choice:‌‌destroying,‌‌
paradoxical‌ ‌
Propaganda‌ ‌
them,‌‌hundreds‌‌of‌‌them,‌‌every‌‌day”‌ ‌
reference‌‌book‌‌burning?‌ ‌
Language‌ ‌
Paradox‌‌of‌‌individual‌‌ Perception‌‌vs‌‌
and‌‌collective‌‌
reality‌ ‌
experiences‌ ‌
Totalitarianism‌ ‌
Language‌ ‌
[Symes]‌‌“In‌‌the‌‌end‌‌we‌‌shall‌‌make‌‌
thoughtcrime‌‌literally‌‌impossible,‌‌because‌
there‌‌will‌‌be‌‌no‌‌words‌‌in‌‌which‌‌to‌‌express‌‌
it”‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
Sexuality‌‌and‌‌
love‌ ‌
Sexual‌‌intercourse‌‌was‌‌to‌‌be‌‌looked‌‌upon‌‌
like‌‌a‌‌slightly‌‌disgusting‌‌minor‌‌operation,‌‌
like‌‌having‌‌an‌‌enema‌ ‌
Simile‌ ‌
Propaganda‌ ‌
It‌‌[rewriting‌‌of‌‌history]‌‌was‌‌like‌‌having‌‌an‌‌
equation‌‌with‌‌two‌‌unknowns‌ ‌
Simile‌ ‌
Sexuality‌‌and‌‌
love‌ ‌
She‌‌would‌‌lie‌‌there‌‌with‌‌shut‌‌eyes,‌‌neither‌‌
resisting‌‌nor‌‌co-operating,‌‌but‌‌submitting‌ ‌
Word‌‌choice‌‌of‌‌
submitting‌ ‌
‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
inconsistent,‌‌anomaly,‌‌ Sexuality‌‌and‌‌
paradoxical‌ ‌
love‌ ‌
‌
‌
For‌‌whom,‌‌for‌‌what,‌‌was‌‌that‌‌bird‌‌singing?‌‌ Rhetorical‌‌question‌ ‌
No‌‌mate,‌‌no‌‌rival‌‌was‌‌watching‌‌it.‌ ‌
Sexuality‌‌and‌‌
love‌ ‌
Their‌‌embrace‌‌was‌‌a‌‌battle,‌‌the‌‌climax‌‌a‌‌
victory‌ ‌
Metaphor‌ ‌
Sexuality‌‌and‌‌
love‌ ‌
‌
[Julia]‌‌All‌‌this‌‌marching‌‌up‌‌and‌‌down‌‌and‌‌
cheering‌‌and‌‌waving‌‌flags‌‌is‌‌simply‌‌sex‌‌
gone‌‌sour‌ ‌
Polysyndeton‌ ‌
Sibilance‌ ‌
‌
Sexuality‌‌and‌‌
love‌ ‌
The‌‌coral‌‌was‌‌Julia’s‌‌life‌‌and‌‌his‌‌own,‌‌fixed‌‌ Metaphor‌ ‌
in‌‌a‌‌sort‌‌of‌‌eternity‌‌at‌‌the‌‌heart‌‌of‌‌the‌‌crystal‌ ‌
‌
Sexuality‌‌and‌‌
Someone‌‌had‌‌picked‌‌up‌‌the‌‌glass‌‌
love‌ ‌
paperweight‌‌from‌‌the‌‌table‌‌and‌‌smashed‌‌it‌‌
Totalitarianism‌ ‌ to‌‌pieces‌‌on‌‌the‌‌hearthstone‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
Paradox‌‌of‌‌individual‌‌ Propaganda‌ ‌
and‌‌collective‌‌
‌
They‌‌simply‌‌swallowed‌‌everything‌‌[Party‌‌
propaganda]..‌‌Just‌‌as‌‌a‌‌grain‌‌of‌‌corn‌‌will‌‌
Foreshadowing‌ ‌
Simile‌ ‌
‌
experiences‌ ‌
pass‌‌undigested‌‌through‌‌the‌‌body‌‌of‌‌a‌‌bird‌ ‌
‌
Totalitarianism‌ ‌ He‌‌[Winston]‌‌had‌‌the‌‌sensation‌‌of‌‌stepping‌‌ Sensory‌‌imagery‌ ‌
Fatalism‌ ‌
into‌t‌he‌‌dampness‌‌of‌‌a‌‌grave,‌‌and‌‌it‌‌was‌‌not‌‌
much‌‌better‌‌because‌‌he‌‌had‌‌always‌‌known‌‌
that‌‌the‌‌grave‌‌was‌‌there‌‌and‌‌waiting‌‌for‌‌him‌ ‌
Human‌‌qualities‌‌and‌‌ Class‌‌struggle‌ ‌
emotions‌ ‌
Identity‌ ‌
Individual‌‌and‌‌
collective‌‌experiences‌ ‌
The‌‌proles‌‌had‌‌stayed‌‌human.‌‌They‌‌had‌‌not‌‌ Tactile‌‌imagery‌ ‌
hardened‌‌inside.‌ ‌
Paradox‌‌of‌‌individual‌‌ Class‌‌struggle‌ ‌
and‌‌collective‌‌
experiences‌ ‌
[“Goldstein’s”‌‌Book]‌‌-an‌‌allround‌‌increase‌‌
in‌‌wealth‌‌threatened‌‌the‌‌destruction…‌‌of‌‌a‌‌
hierarchical‌‌society‌ ‌
‌
Arguably‌‌an‌‌allusion‌‌to‌‌
Trotsky,‌‌especially‌‌in‌‌
writing‌‌style‌‌and‌‌ideology‌ ‌
Class‌‌struggle‌ ‌
[“Goldstein’s”‌‌Book]‌‌The‌‌essential‌‌act‌‌of‌‌
High‌‌modality‌ ‌
war‌‌is‌‌destruction,‌‌not‌‌necessarily‌‌of‌‌human‌‌
lives,‌‌but‌‌of‌‌the‌‌products‌‌of‌‌human‌‌labour‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
Propaganda‌ ‌
Perception‌‌vs‌‌
reality‌ ‌
[“Goldstein’s”‌‌Book]‌‌The‌‌sealed‌‌world‌‌in‌‌
which‌‌he‌‌[citizen‌‌of‌‌Oceania]‌‌lives‌‌would‌‌
be‌‌broken,‌‌and‌‌the‌‌fear,‌‌hatred‌‌and‌‌
self-righteousness‌‌on‌‌which‌‌his‌‌morale‌‌
depends‌‌on‌‌might‌‌evaporate.‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
Propaganda‌ ‌
Perception‌‌vs‌‌
reality‌ ‌
[“Goldstein’s”‌‌Book]...war‌‌was‌‌one‌‌of‌‌the‌‌ Allegory‌‌(overall‌‌
main‌‌instruments‌‌by‌‌which‌‌human‌‌societies‌‌ Goldstein’s‌‌book‌‌is‌‌an‌‌
were‌‌kept‌‌in‌‌touch‌‌with‌‌physical‌‌reality‌ ‌
allegory‌‌for‌‌leftist‌‌beliefs)‌ ‌
Metaphor‌ ‌
inconsistent,‌‌anomaly,‌‌ Perception‌‌vs‌‌
paradoxical‌ ‌
reality‌ ‌
[“Goldstein’s”‌‌Book]‌‌A‌‌peace‌‌that‌‌was‌‌truly‌‌ Paradox‌ ‌
permanent‌‌would‌‌be‌‌the‌‌same‌‌as‌‌a‌‌
permanent‌‌war‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
He‌‌loved‌‌her‌‌[Julia]‌‌and‌‌would‌‌not‌‌betray‌‌
her;‌‌but‌‌that‌‌was‌‌only‌‌a‌‌fact,‌‌known‌‌as‌‌he‌‌
knew‌‌the‌‌rules‌‌of‌‌arithmetic‌ ‌
Sexuality‌‌and‌‌
love‌ ‌
Simile‌ ‌
Paradox‌‌of‌‌individual‌‌ Totalitarianism‌ ‌ [O’Brien]‌‌“We‌‌are‌‌the‌‌priests‌‌of‌‌power,”‌‌he‌‌ Metaphor‌ ‌
and‌‌collective‌‌
said.‌‌“God‌i‌s‌‌power”.‌ ‌
experiences‌ ‌
Human‌‌qualities‌‌and‌‌
emotions‌ ‌
Totalitarianism‌ ‌ [O’Brien]‌‌“There‌‌will‌‌be‌‌no‌‌curiosity,‌‌no‌‌
enjoyment‌‌of‌‌the‌‌process‌‌of‌‌life.‌‌All‌‌
competing‌‌pleasures‌‌will‌‌be‌‌destroyed”‌ ‌
‌
‌
Modality‌ ‌
‌
NOTES‌ ‌
● The‌‌book‌‌is‌‌written‌‌in‌‌li‌mited‌‌third‌‌person‌‌perspective-‌‌so‌‌technically‌‌Winston‌‌can‌‌be‌‌
considered‌‌an‌‌unreliable‌‌narrator‌,‌‌especially‌‌when‌‌it‌‌comes‌‌to‌‌his‌‌view‌‌of‌‌Julia‌‌(qas‌‌a‌‌
sexually‌‌repressed‌‌man‌‌living‌‌in‌‌a‌‌society‌‌where‌‌sex‌‌is‌‌banned)‌ ‌
● Julia‌‌as‌‌a‌‌character‌‌can‌‌(if‌‌you‌‌want‌‌to‌‌argue‌‌this)‌‌be‌‌considered‌‌to‌‌represent‌‌the‌‌young‌‌
revolutionaries-‌‌typically‌‌passionate‌‌and‌‌more‌‌self‌‌centred‌ ‌
● Goldstein‌‌is‌‌a‌‌very‌‌obvious‌‌satire‌‌on‌‌how‌‌the‌‌Nazis‌‌portrayed‌‌Jewish‌‌people‌‌in‌‌
propaganda‌‌(his‌‌last‌‌name‌‌and‌‌description‌‌of‌‌his‌‌nose).‌‌He‌‌is‌‌most‌‌likely‌‌not‌‌a‌‌real‌‌person‌‌
within‌‌the‌‌book.‌‌ ‌
● Goldstein‌‌may‌‌be‌‌based‌‌off‌‌of‌‌Marxist‌‌revolutionary‌‌Leon‌‌Trotsky‌ ‌
● The‌‌‘proletariat’‌‌as‌‌a‌‌concept‌‌comes‌‌straight‌‌from‌‌Marxism,‌‌meaning‌‌the‌‌working‌‌class.‌‌
Orwell‌‌is‌‌making‌‌a‌‌direct‌‌reference‌‌to‌‌this‌‌through‌‌the‌‌proles.‌ ‌
● Class‌‌solidarity‌‌is‌‌considered‌‌essential‌‌to‌‌socialism‌‌(as‌‌with‌‌many‌‌leftist‌‌movements),‌‌
which‌‌is‌‌why‌‌there‌‌is‌‌such‌‌a‌‌focus‌‌on‌‌achieving‌‌class‌‌consciousness‌‌among‌‌the‌‌proletariat‌‌
in‌‌the‌‌novel‌ ‌
● According‌‌to‌‌Marx,‌c‌ lass‌‌consciousness‌‌vs‌‌false‌‌consciousness‌‌is‌‌a‌‌matter‌‌of‌‌collective‌‌vs‌‌
individual‌‌thinking‌…‌‌“Individualistic‌‌rather‌‌than‌‌collective‌‌in‌‌nature,‌‌it‌‌produces‌‌a‌‌view‌‌
of‌‌oneself‌‌as‌‌a‌‌single‌‌entity‌‌engaged‌‌in‌‌competition‌‌with‌‌others‌‌of‌‌one's‌‌social‌‌and‌‌
economic‌‌standing,‌‌rather‌‌than‌‌as‌‌part‌‌of‌‌a‌‌group‌‌with‌‌unified‌‌experiences,‌‌struggles,‌‌and‌‌
interests.”.‌‌ ‌
● Orwell‌‌saw‌‌Communist‌‌dictatorships‌‌that‌‌rose‌‌in‌‌the‌‌20th‌‌century‌‌as‌‌just‌‌as‌‌authoritarian‌‌
as‌‌Fascism‌‌and‌‌Nazism‌
● Can‌‌make‌‌references‌‌to‌M
‌ cCarthyism‌,‌‌especially‌‌in‌‌how‌‌the‌‌children‌‌report‌‌their‌‌own‌‌
parents‌‌for‌‌“betrayal”‌ ‌
● Compare‌‌and‌‌contrast‌‌Julia‌‌and‌‌Winston:‌‌Julia‌‌is‌‌pragmatic‌‌when‌‌Winston‌‌is‌‌idealistic.‌‌
Julia‌‌focuses‌‌on‌‌her‌‌material‌‌conditions‌‌while‌‌Winston‌‌aims‌‌for‌‌widespread‌‌change.‌‌
Neither‌‌is‌‌better‌‌than‌‌the‌‌other:‌‌Julia‌‌may‌‌seem‌‌more‌‌selfish‌‌but‌‌Winston‌‌is‌‌ultimately‌‌
ineffective‌‌as‌‌an‌‌individual.‌ ‌
‌
‌
Good‌‌luck‌‌everyone‌‌:)‌ ‌
‌