(Summer Assignment SJU English) 1984: Fact, Fiction, Warning

Size: px

Start display at page:

Download "(Summer Assignment SJU English) 1984: Fact, Fiction, Warning"

Marvin Nathaniel Anthony
5 years ago
Views:

1 (Summer Assignment SJU English) 1984: Fact, Fiction, Warning This summer, you will be reading George Orwell s 1984, arguably one of the most important and frightening pieces of literature ever written. Though there are several goals in reading any piece of literature, part of these goals for this unit is to choose particular aspects of 1984 which you feel are related most closely to the world in which you live. Ultimately, we are asking if Orwell s nightmare (his novel) is already in fact occurring, though not in the same manifestations as his Oceania. The key here is to look at the actions of the characters, their thoughts, and why they stand for the abhorrent conditions in which they live. In the end, it comes down to another variation of what causes people to act the way they do, why, and if that can be manipulated without them realizing it. To that end: Complete the novel in its entirety and create a combination of dialogic notes and responses to the text (no summary) by September 3, 2013 and collected on Monday, September 9, This journal should be a total 23 to 25 pages (12 point font) and typed using the template provided in the sample. Make sure to space the responses somewhat evenly throughout the novel, so that you have created a journal exploring all of the work (especially include parts of Goldstein s Book ). Please look over the rubric on the next page. Each day the journal is late is a 10 point penalty is imposed which counts each one of the weekend days as another day. No computer excuses acceptable!

2 In your journal: Ø Note specific pages (even if it s over several pages) Ø You may want to read several pages and then reflect back instead of interrupting your reading. Ø Try to maintain some (not all) focus on the similarities, differences or other observation you notice between our 1984 and your (United States) society today. Ø Note your own observations about what you see around you each day. Though some parts may be longer than others, the responses should endeavor to include the entire novel. Ø You may also include research in the notes which relate to particular parts. Ø Take the opportunity to focus on areas you might find using in the essay discussed on the last page of this document. There will also be a 30 question multiple choice reading check on Tuesday, September 10, The journal will be worth the other 70 points. The combined score of the journal and reading check will be worth the first exam grade. If you are absent on this date, a medical note will be required. Journal rubric: ü Include clearly labeled pages so that the reader of your journal can find to what you are responding easily. ü The response covers the entire novel, not just the beginning or middle or end (include some of Goldstein s Book). ü Avoids simple summary of the characters or plot. ü Contains information which expands the novel content or connects it areas outside ü Elaborates on responses, not just simple one or two liners like I agree with this; we have the same thing or Winston is so smart ü Contains the proper amount of typed pages (information is more important, for example 23 pages of substance versus 25 pages of generalities). ü Format is consistent with dialogic template(s) provided (see following pages). ü Statements about novel are accurate. ü Responses are logical or, if personal, relevant to material taken from the novel.

3 Dialogic Note- Taking Dialogic notes can be any combination of responses to a particular line, character, events, conflicts, etc. You note the page(s) on which the novel content can be found and then include observations you want to make about them. The observations can be related to you and / or the world around you, offer opinions about the novel or its relation to you, include commentary about novel, or even be something you want to research or have researched already. This particular dialogic should concentrate on similarities between our societies, though need not be exclusive of other discussion, as well. Samples of the template and dialogic notes are on the following pages. SAMPLE DIALOGIC NOTES (pages not necessarily accurate and mentioned for illustration only) 7-8 Ministries of truth, love, peace, plenty Ironic how each one of these seems to be the opposite of what their name implies, especially the ministry of love which is in charge of justice and is the most frightening of the buildings. I m not sure how the ministry of love is concerned with justice unless it s because the government loves its citizen and wants to make sure that everyone is safe. I m not sure that I would take my own police or military departments as seriously if they had this name, though the building architecture might freak me out the two minute hate session This oddly reminds me of having to say the pledge of allegiance each day. Certainly it s not as violent, but I do pledge my loyalty to the flag and the republic for which it stands. I ask myself what it does stand for. Why is O Brien such a big deal and why is Winston so infatuated with the dark- haired girl? Also, it mentions that Winston hates most women and girls; he seems to dislike purity. It s hard to know whether I like him or not. One last note about the hate session there seems to be many parts which brainwash citizens; I don t think the pledge does this. No one seems to pay much attention anyway, but there are times

4 when some of the waristic scenes, paranoia and patriotism do relate in other ways like on the news or other media. 43 Comrade Ogilvy, unimagined an hour ago, was now a fact who had never existed in the present, now existed in the past, and when once the act of forgery was forgotten, he would exist just as authentically, and upon the same evidence, as Charlemagne or Julius Caesar. This is crazy because it is so true, especially with the internet having so many versions of everything, though in the novel it doesn t mention the internet. I remember being in junior high school and learning that the American Civil War was fought in large part because the North want to abolish slavery. Now, it s taught differently, that slavery was an issue but largely due to the economic impracticality in industrial society. I don t trust a lot of what is printed to begin with, especially the statistics or newspapers which tell us one thing and then contradict themselves. For example, in Newsday, two days ago, the paper wrote about how travelers were rebelling against the new laws for traveling, but the next day, it wrote about how people don t seem to care about it. The problem here is that media can manipulate and we can be manipulated. One day Hussein and Bin Laden are our buddies, the next, archenemy #1. It s hard to tell students these days to accept facts if the facts can be manipulated. It would be interesting to see if and how much media or the government is caught manipulating. Possible research PS Winston is a hypocrite for doing this! 45 - It s a beautiful thing, the destruction of words The less words we know, the harder it is to think, because we think and express ourselves in words. Words also have so many meanings. Words are dangerous. What words? In what situations? Searches on the Internet? I ve heard all sorts of things about this and am actually worried about typing in some of them for fear of trouble? What trouble? Being tagged by the government? Does it do this? Where do I even get this idea from? The government in an article IK read in Global a few years ago said it doesn t and that the Internet is free of this, but I remember reading Time magazine which covered stories about citizens who got in trouble for typing dangerous words like bomb and justification for terrorism. I even worry

5 about typing these up now. I really want to know if this can be done and where we get our ideas from. Also, we do seem to learn fewer words each year, but the dictionary keeps growing. However, if we don t learn the words, what good are they. In 1984 destroying words isn t voluntary; we seem to be more willing to avoid learning more vocabulary altogether, sort of destroying words before they are even born. Winston says Syme will be vaporized too. Are smart people dangerous? 67 - Winston s journal about his mother and sister Winston is a jerk if this happened. He is also filled with guilt. Still, he was a child, though that wouldn t matter to his starving little sister and mother. No wonder he s confessing in his journal. This relates to his dream about them being on a sinking ship and he couldn t save them. He didn t sink the ship but his stealing food from them and then their disappearing leaves him feeling helpless. I wonder what happened after. Who raised him? Would he be worse off or better? I remember when I was younger worrying about every little everything I said or did because I was worried it would be the last thing I d be remembered by or that the lst thing I said or did couldn t be taken back. So I try to be kind, but I let a lot go which I shouldn t have. I guess I can only live for today, responsibly.

(Summer Assignment SJU English) 1984: Fact, Fiction, Warning

(Summer Assignment SJU English) 1984: Fact, Fiction, Warning This summer, you will be reading George Orwell s 1984, arguably one of the most important and frightening pieces of literature ever written.