Anthem: Quote of the Novel SHORT Essay
Background
Although understanding the basic message of a text can be a relatively simple exercise, formulating deeper interpretations of
the significance of a text involves a closer analysis; the way that one performs this analysis is by identifying and examining
significant portions of the text.
Suppose some folks were organizing a “Script Fire” (book burning), and no one else would be able to
understand Ayn Rand’s book as you did. Before the book is burned, you can only save one passage from
Anthem to show others the true significance of the story. What would that passage be…and why?
Assignment
Your task is to review the significant passages in the novel in order to identify what you believe to be "The Quote of the
Novel": that one quotation that captures the essence – the true meanings – of the novel for the reader.
Choose ONE of the passages form the story. The selected passage must…
 Be at least two (2) sentences long.
 Be related to the meaning and quality of the novel—it should help develop themes, characters, symbols, etc.
 Be in quotation marks –be sure to copy the passage exactly as it appears in your novel.
 Include the page number in MLA format. Cite page numbers as (235).
While you may pick any passage from any point in the novel, the passage you select should
have several deeper implications—for the characters, the plot, the theme, etc. You should be
able to analyze and explain what role this quote plays in conveying the author’s message and
how the quotation serves this purpose.
This will involve an in-depth analysis of the quotation, looking at each of its elements (words,
phrases, etc.) and their potential significance. (Think dissection! )
In an organized response composed of TEES paragraphs, you will then explain how this passage
is one of the most significant quotations from the book, addressing the significance of the
excerpt in the context of the entire novel and making specific references to the text and other
relevant sources of information to support your interpretations.
Category/Value
Quality Quotation & Context

Chooses an appropriate quotation

Explains the passage’s context in the immediate situation and the story as a whole.

The chosen passage and context provided demonstrate a clear understanding of the novel as a whole and
insight into the novel’s themes, character development, symbols, etc.
__/25 points
Depth of Analysis

Develops perceptive interpretations that exhibit careful reading and an understanding of the passage and the



whole story.
The significance of the quote as it relates to characters, themes, symbols, etc. is thoroughly addressed.
The student draws well-supported inferences about the effects of the selection on the reader.
Perceptive insights are included to show a deeper analysis of the text.

knowledge.
Details and quotations are clearly explained and related back to the story.
__/25 points
Support for Choice

Supports ideas through specific references to the quotation itself, portions of the text, other texts, and/or prior
__/25 points
Organization
The writing is focused and organized using structures like logical paragraphs (TEES), transitions, and a clear thesis or
position.
__/25 points
My Quote:
Why I picked it: (What does it reveal about the significance of the story? Setting? Characters? Conflicts? Themes? Symbols? Etc.)
Choose one of the quotations from the story. Explain what you think the quotation
means as it relates to elements of the story such as the characters or the theme. You MUST
support the response with specific evidence from the text. Using TEES organization will help
you ensure that you include enough specific evidence and elaboration to fill the page.
Quotation: “Not only were the laws of the land abandoned, but the law of gravity and the laws of motion
as well” (4).
This quotation helps show the theme of power of individuality. In the short story, “Harrison
Bergeron,” the United States has become a place where everybody is completely equal. While this might
sound good at first, as the story goes on, it is quickly revealed how harsh and unfair such a society is to
those people who are truly gifted; those who are smarter than average must be “handicapped” with
thought-interrupting radios, and those who are stronger than average are literally weighted down. The
senselessness of this handicapping becomes apparent as the ballerinas are unable to dance and the
television announcer is unable to spit out a simple sentence.
This point is finally pronounced at the end of the story when Harrison Bergeron, the gifted hero,
and his “empress” ballerina shed their handicaps and dance. Springing into the air, “Not only were the
laws of the land abandoned, but the law of gravity and the laws of motion as well” (4). They danced an
impossible dance, leaping to the ceiling that was “thirty feet high” and kissing in mid-air. This freeing
moment is quickly ended, however, when the Handicapper General busts in and shoots these lawbreakers, threatening a similar death to anyone else who would shed the handicaps and live up to his or
her potential. While order is restored, this quotation reveals the message of just how much is lost when
human capabilities are limited.
While “equality” might sound good, this quote proves that “laws” that mandate equality are evil
and unfair. When the “laws of the land” were abandoned, the gifted human beings in the story were
capable of tremendous feats, including breaking “the laws of motion.” Perhaps the thirty foot leap
performed by Harrison Bergeron, a handsome genius capable of carrying “three hundred pounds” (3) all
the time, and the ballerina, whose strength was evidenced by the fact that she wore handicap bags “as
big as those worn by two-hundred-pound men” (2), was literally possible, but perhaps it was simply a
metaphor for human potential.
This event showed that once the people shed the government-imposed handicaps intended to
level the playing field, people could show off their talents and do extraordinary things like defy “the
laws of motion.” Sure, people who aren’t smart or talented, like Harrison’s mother, Hazel, might feel
inferior, but, if people have that much potential, is it fair to limit it? That is the question posed by the
story, and the answer, as evidenced by the quote and the final events of the story, seems to be: No. The
“laws of the land” ensured that Harrison’s parents were too stupid to realize that their son had been
brutally murdered on national television, ironically proving just how horrifying forced equality can be.