Animal Farm Essay Questions



Animal Farm Essay Questions

Objective: You are required choose ONE of the following essay prompts and write a five paragraph essay.

• You will have ONE week to turn in a hard copy of your essay with the attached rubric stapled on top (the rubric is on the other side of this sheet), you must share your essay on Google Docs as soon as you begin. You must title your essay. Manage your time carefully!

• Your response should have an introduction with a clear thesis/claim, supporting points WITH text evidence support and a clear conclusion.

• Writing should explain and elaborate all points and draw an intelligent conclusion.

• Be specific in your examples by using clear, concise language in your sentences. When using quotations from the novel, please cite the page number of that specific quote.

• Content, spelling, grammar, punctuation, sentence structure, and citations will all be counted for. (Refer to rubric)

Choose ONE of the Following Essay Selections (“I” should NOT be used):

1. The pigs became the leaders, and the other animals accept them because the pigs are the cleverest. Should intelligence be the primary qualification for leadership? What other qualities are important for a leader to have?

2. One of the themes of the novel is that people’s ignorance can contribute to their political and social oppression. How does the animal’s behavior in the novel support this theme?

3. Another theme of Animal Farm is that power corrupts those who possess it. What methods does Napoleon use to maintain his power?

4. The animals rebel against Jones because he made them work long, hard hours and generally neglected or abused them. How is all of this IRONIC in light of the end result?

5. Central authorities often abuse power and use it for selfish or unlawful goals. Explore Animal Farm, especially the pigs, by analyzing the ways that authorities abuse power.

Hard Copy is Due by:

Name: Class:

Grade 8 Literary Essay Rubric Based on Common Core for Argument Writing

| |100-90 |89-80 |79-70 |65-below |

|Thesis |Thesis is a thoughtful, unique and |Thesis is a clear argument, which |Thesis is an argument that may be |Thesis is not an argument or it is |

| |clear argument, which clearly states |clearly states the topic and claim. |simplistic or missing important |missing the topic. |

| |the topic and claim. | |elements. | |

| | | | | |

|Structure |Introduction clearly includes a |Introduction mostly includes an |Introduction may include a weak hook, |Introduction may not include a hook, |

|of Essay |sophisticated hook, a relevant |engaging hook, relevant short summary, |incomplete summary, overview of main |short summary, overview of main ideas |

| |summary, overview of main ideas and |overview of main ideas and a thesis. |ideas and a thesis, but not all 4. |or a thesis. |

| |thesis. | | | |

| | |Most of the body paragraphs have a main|Some body paragraphs have a main |Few or none of my body paragraphs have |

| |Body paragraphs each have a main |idea/topic sentence. |idea/topic sentence. |a main idea/topic sentence. |

| |idea/topic sentence | | | |

| | |Conclusion summarizes argument and |Conclusion almost summarizes argument, | |

| |Conclusion clearly summarizes |tries to make a link/ connection to |though it fails to make a connection or|Conclusion does not summarize argument |

| |argument and makes a link/connection |other texts or ideas. |there are “loose ends.” |or brings up new ideas without |

| |to other texts or ideas. | | |explanation. |

|Evidence |Body paragraphs all have sufficient |Body paragraphs include sufficient |Body paragraphs include examples or |Body paragraphs do not clearly include |

| |accurate, relevant and well-chosen |accurate, relevant examples/quotes to |quotes that may be somewhat relevant or|evidence or the evidence is not |

| |quotes/examples to support specific |support specific ideas. |accurate to support ideas. |relevant. |

| |ideas. | | | |

| | |Each piece of evidence has some |Some evidence has a context, or context|Very little evidence has a context, or |

| |Each piece of evidence has a complete|context. |is irrelevant |context is inaccurate or a re-telling. |

| |or meaningful context | | | |

| | | |There is an attempt to explain the |May include mostly a summary, |

| |There is a thorough |There is an explanation of how the |evidence but analysis needs more |inaccurate evidence without an analysis|

| |analysis/interpretation of how |evidence supports the main ideas. |development. |or interpretation that explains how it |

| |evidence supports the main ideas and | | |supports the thesis. |

| |thesis. | | | |

|Language |Final draft has fewer than 3 errors |Final draft has between 3 to 6 errors |Final draft has more than 6 errors in |Errors in spelling, grammar, or |

|Use and |in spelling, grammar, or punctuation.|in spelling, grammar, or punctuation. |spelling, grammar, or punctuation. |punctuation affect readability. |

|Editing | | | | |

| |Whole essay flows smoothly with |Essay flows well with transitions |Inconsistent use of transitions |Lack of transitions or inconsistent use|

| |varied transitions between thoughts |between paragraphs |interrupts the flow. |affects readability. |

| | | | | |

| |Tense consistent throughout the |Tense mostly consistent throughout the |Some errors in tense consistency. |Many errors in tense consistency. |

| |essay. |essay. | | |

| | | |Has some inaccuracies in MLA citation |Does not use MLA citations for quotes. |

| |Consistently and accurately used MLA |Accurately used MLA citation for |for quotes. | |

| |citation format for quotes. |quotes. | | |

Final Score: ___________

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