Directions
Begin by reading through the provided rubric carefully. Take note of the criteria and expectations outlined.
Next, read the essay thoroughly. Pay attention to how the content aligns with the rubric.
As you read, consider the strengths and weaknesses of the essay based on the rubric criteria.
Prepare to participate in the class discussion by gathering your insights. Think about specific examples from the essay that illustrate your points.
Be ready to share your evaluation and analysis during the discussion, referencing the rubric to support your comments and conclusions.
| Criteria | 4 - Exceptional | 3 - Proficient | 2 - Developing | 1 - Emerging |
|---|---|---|---|---|
| Topic Sentence | The topic sentence is clear, concise, and sets up a strong argument directly tied to the prompt. | The topic sentence is clear and related to the argument but could be more specific or engaging. | The topic sentence is somewhat clear but lacks focus or is too general. | The topic sentence is unclear, off-topic, or missing. |
| Concrete Detail | Evidence is specific, relevant, smoothly integrated, and properly cited using MLA format. | Evidence is relevant and cited correctly but may lack seamless integration or specificity. | Evidence is included but may not be entirely relevant, smoothly integrated, or properly cited. | Evidence is weak, irrelevant, poorly integrated, or missing altogether. |
| Commentary | Commentary insightfully analyzes the evidence, clearly connecting it to the argument, and includes strong transitions. | Commentary explains the evidence and connects it to the argument but may lack depth or effective transitions. | Commentary is present but offers limited analysis or lacks a clear connection to the argument. | Commentary is minimal, vague, or absent, failing to support the argument. |
| Closing Sentence | The closing sentence effectively reinforces the argument and provides a satisfying conclusion to the paragraph. | The closing sentence summarizes the argument but may feel repetitive or lack impact. | The closing sentence is present but weak, unclear, or disconnected from the argument. | The closing sentence is missing or unrelated to the paragraph. |
| Grammar, Mechanics, and Transitions | The paragraph is nearly flawless, with correct grammar, punctuation, and spelling. Transitions enhance flow and clarity. | The paragraph has minor grammar, punctuation, or spelling errors, and transitions are present but could be smoother. | The paragraph has noticeable grammar, punctuation, or spelling errors, and transitions are weak or inconsistent. | The paragraph has frequent grammar, punctuation, or spelling errors, and transitions are absent or confusing. |
Paragraph 1
Propaganda emerges as a powerful tool for manipulation in Chapter 2 of Animal Farm, enabling the pigs to solidify their authority under the guise of equality. To rally the animals behind the principles of Animalism, Snowball and Napoleon simplify its complex ideology into the slogan, “Four legs good, two legs bad,” which the animals readily embrace without fully understanding its implications (Orwell 22). This phrase acts as a unifying force among the animals, giving them an easy mantra to repeat, but it also limits their ability to think critically about what they are being taught. By reducing Animalism to such a simplistic concept, the pigs ensure that the animals focus on the illusion of solidarity rather than questioning the deeper motives of their leaders. Furthermore, this strategy highlights how those in power can use emotional appeals and repetition to control a population, manipulating them into compliance without the need for force. Ultimately, the pigs’ use of propaganda in Chapter 2 not only secures their position of authority but also lays the foundation for their gradual betrayal of the very principles they claim to uphold. This early instance of manipulation foreshadows the erosion of Animalism and the rise of a new, oppressive hierarchy.
Paragraph 2
The pigs use propaganda in Chapter 2 of Animal Farm to get the animals to follow them. They say things that sound good, like "Four legs good, two legs bad." The animals like this slogan and repeat it, but they don’t think about it very much. The pigs want the animals to listen to them and not ask questions. This helps the pigs stay in control. Propaganda is important in the story because it shows how leaders can trick people. The pigs are smart and the other animals are not, so the pigs win.
Paragraph 3
Propaganda is an important tool for the pigs in Chapter 2 of Animal Farm because it helps them control the other animals. Snowball and Napoleon come up with the phrase “Four legs good, two legs bad,” which the animals repeat over and over (Orwell 22). This phrase makes the animals feel united and helps them remember Animalism, but it also keeps them from asking questions about what it really means. The pigs make the animals focus on simple slogans instead of thinking about the rules or decisions being made. This shows how the pigs use language to stay in power without the animals realizing it. It helps the pigs keep control, even if it’s not fair to the other animals.
Paragraph 4
The pigs in Animal Farm say some things in Chapter 2. They talk about Animalism and make a slogan. The animals listen to them and do what they say. This is important because it shows what happens in the story. The pigs are smarter than the other animals. The pigs use propaganda.