Mr. Losow (elosow@schools.nyc.gov) - 1984 Critical Lens Essay - Sophomore Honors English
Assignment: Write a five-paragraph critical lens essay in which you discuss 1984 by George Orwell from
the particular perspective of one of the statements below. Clearly indicate which statement you are
using. In your essay, provide a valid interpretation of the statement, agree or disagree with the
statement as you have interpreted it, and support your opinion using specific references to appropriate
literary elements and device from 1984 (plot, setting, theme, symbolism, irony, etc.). Use at least one
direct quote from the text in each body paragraph, including citation that indicates the page number
where you found the quote.
Recommended Structure:
I. Introductory Paragraph
a. Refer specifically to author and title
b. Restate Critical Lens
c. Interpret Critical Lens (paraphrase)
d. Agree or Disagree (this is your thesis statement)
II. Body Paragraphs 1- 3
a. Topic sentence that refers specifically to a literary element or device
b. Introduce a direct quote that shows an example of this in the text, using citation
c. Analyze (don’t just summarize) the evidence, connecting it to your thesis
III. Concluding Paragraph
a. Restate your thesis (do not copy and paste it, but restate in other words)
b. So What? You’ve proved your point – why should the reader care? What are the
implications of what you’ve written about? Leave the reader with something to think
about.
Critical Lens Statements:
1) “In its function, the power to punish is not essentially different from that of curing or
educating.” – Michel Foucault
2) “If repression has indeed been the fundamental link between power, knowledge, and sexuality
since the classical age, it stands to reason that we will not be able to free ourselves from it
except at a considerable cost.” – Michel Foucault
3) “We feel free because we lack the very language to articulate our unfreedom.” – Slavoj Zizek
4) “Whether or not we continue to enforce a universal conception of human rights at moments of
outrage and incomprehension, precisely when we think that others have taken themselves out
of the human community as we know it, is a test of our very humanity.” – Judith Butler
5) The surest way to corrupt a youth is to instruct him to hold in higher esteem those who think
alike than those who think differently.” – Friedrich Nietzsche
6) “What we cannot say it is important not to be silent, but write.” – Jacques Derida
7) “No one gets angry at a mathematician or a physicist whom he or she doesn't understand, or at
someone who speaks a foreign language, but rather at someone who tampers with your own
language.”
8) “Love knows no limit to its endurance, no end to its trust, no fading of its hope; it can outlast
anything. It is, in fact, the one thing that still stands when all else has fallen.”
- Corinthians 13:7-10
9) “The only way to predict the future is to have power to shape the future.” – Eric Hoffer
10) “When a language creates -- as it does -- a community within the present, it does so only by
courtesy of a community between the present and the past.” - Christopher Ricks
Rubric
Meaning
Development
and Support
Organization
Language and
Conventions
4 (100)
3 (90)
2 (80)
1 (65)
A strong thesis
statement that clearly
addresses the
assignment. A clear,
original and logical
argument that
indicates a deep
understanding of the
issues being discussed.
Use of direct quotes
and examples along
with relevant
intelligent analysis that
clearly connects the
evidence to the topic
sentence and thesis.
Thesis addresses
the assignment but
lacks specificity or
deep thinking. A
logical but
unoriginal or
simplistic argument.
No thesis; summary
but no analysis.
Follows the assigned
format, using transition
words and phrases to
logically connect idea
to idea, sentence to
sentence, paragraph to
paragraph. Paragraphs
are well organized and
stick to a single topic.
Essay does not drift off
topic and stays focused
on the argument at
hand.
Few mistakes in
grammar, usage,
punctuation,
capitalization, and
spelling. Precise and
sophisticated word
choice, varied sentence
length and structure.
Well-organized
essay with
organized
paragraphs that stay
on topic. May lack
strong transitions or
sentence flow.
Too general a thesis
that does not show
deep engagement or
just summarizes.
Sparse analysis or an
analysis that shows a
weak understanding
of the issues being
discussed.
Little to no analysis;
no direct quotes;
summary but no
analysis; evidence or
analysis may not be
relevant to thesis or
does not show
understanding of the
issue.
Poor transitions,
paragraphs not
logically organized,
may not stick to five
paragraph format.
Irrelevant or off topic
information may be
introduced that does
not relate to the
thesis.
Frequent mistakes
that show lack of
care or proofreading.
Unclear sentences
that may hinder
meaning.
Mistakes start to
influence the reader’s
ability to understand
what the author is
trying to express.
Complete lack of
attention to detail or
proofreading.
Sparse analysis or
lack of direct
evidence, but still
relevantly supports
the argument.
Few mistakes. Less
sophisticated word
use and sentence
structure. Some
sentences may not
be clearly
expressed.
No quotes or
evidence. Analysis not
sufficiently related to
thesis.
No discernible
organization; constant
topic changes; poor to
no paragraph
structure.