“Politics and the English Language” - TeacherWeb

“Politics and the English Language”

a)Read AND annotate Orwell’s essay. Refer to the Marginal Notes handout.

b)Then, respond to your set of questions PLUS the compare and contrast question.

c)Your responses must be thorough and detailed, and they must answer all aspects of the

questions. They must be typed in MLA format.

d)Use the following for the title:

Responses to “Politics and the English Language”

SET ONE:

Questions for Discussion

1.George Orwell argues against the “belief that language is a natural growth and not an

instrument which we shape for our own purposes” (para. 1). Explain why you do or do

not agree with Orwell’s position.

2.Why does Orwell object to “ready-made phrases” and “mixed metaphors” (para. 12)?

3.In paragraph 12, Orwell says that every writ er “ask[s] himself at least four question s:

What am I trying to say? What words will express it? What image or idiom will make it clearer? Is this image fresh enough to have an effect?” What do you think of these

questions? Do you agree or disagree that they are the most essential questions for writers to ask themselves? Explain why.

4.What does Orwell mean when he asserts, “But if thought corrupts language, language can

also corrupt the thought” (para. 16)?

5.Do you agree with Orwell that “correct grammar and syntax… are of no importance so

long as one makes one’s meaning clear” (para. 18)? Explain. If yo u do agree, cite

examples from your own experience or reading that support your position.

SET TWO:

Questions on Rhetoric and Style

1.What is Orwell’s thesis? Do es he actually state it, or is it implied?

2.How effective is Orwell’s analogy of the cause and effect of alcohol abuse to the demise

of language (para. 2)?

3.In each of the following paragraphs – paragraphs 4, 5, 12, 15, and 16 – Orwell uses at

least one metaphor or simile. Identify each figure of speech. Then explain how it works and whether you find it rhetorically effective.

4.Orwell develops his ideas through extensive use of examples. Try rewriting paragraph 5,

6, 7, or 8 without examples. How does the effect of the paragraph change?

5.What is the purpose of the additional information provided in Orwell’s footnotes for

paragraphs 7 and 8? Why do you think Orwell chose to put the information in footnotes rather than in the main text?

SET THREE:

1.Orwell wrote this essay before he was well known for his novels. He uses the first person,

yet he does not directly state his qualifications to speak on language. How does he

establish ethos? Should he have been more direct?

2.How would you describe the overall organization of this essay? Examine its movement,

from the examples in the opening to the rules in the ending.

3.What is Orwell’s purpose in writing this essay? How might its historical context of post-

World War II affect that purpose? Cite specific passages to support your response.

4.How would you describe the tone of Orwell’s essay? Can you sum it up in one word, or

does the essay range from one tone to another? Cite specific passages to support your

response.

5.Find examples in the essay where Orwell is guilty of the four faults that characterize the

writing he is criticizing.

Compare and Contrast

Compare and contrast paragraph 14 in Orwell’s essay with the following paragraph from Toni Morrison’s 1993 Nobel Prize speech. You may do this in chart format.

The systematic looting of language can be recognized by the tendency of its users to forgo its nuanced, complex, mid-wifery properties for menace and subjugation. Oppressive language does more than represent violence; it is violence; does more than represent the limits of knowledge; it limits

knowledge. Whether it is obscuring state language or the faux-language of mindless media; whether it is the proud but calcified language of the academy or the commodity driven language of science;

whether it is the malign language of law-without-ethics, or language designed for the estrangement of minorities, hiding its racist plunder in its literary cheek – it must be rejected, altered and exposed. It is the language that drinks blood, laps vulnerabilities, tucks its fascist boots under crinolines of

respectability and patriotism as it moves relentlessly toward the bottom line and the bottomed-out mind. Sexist language, racist language, theistic language – all are typical of the policing languages of mastery, and cannot, do not permit new knowledge or encourage the mutual exchange of ideas.

Set One Questions

Anderson, Kacy Armstrong, Linda Arnold, Rachel Baird, Courtney Birkimer, Patrick Blake, Savannah Boydstun, Sam Brackett, Arielle Bryson, Riley Comden, Marshall Jones, Olivia Slater, Morgan Smith, Lauren Smyle, David Souza, Lucas Tardif, Jessica

Set Two Questions Burgi, Claire Corley, Luke Cotsis, Eleni Danker, Kate Djoumessi, Monique Duarte, Noel Frawley, Pierce Griffith, Nick Henry, Ian Ingram, Mark Peterson, William Senning, Greg Valladares, Ale Verduzco, Prycila Waln, Claire Woodruff, Parker Set Three Questions Serrano, Celine Jenson, Nadine Johnson, Olivia Karakalos, Thea Knight, Dillon Maryanski, Hannah McAlpine, Cullen Messner, Nicole Moll, Lorin Morrison, Brandon Malloy, Meghan Neville, Alexander Ortiz, Sarah

Paul, Haley Petree, Doug Reynosa, Megan Roberg, Carly Sartee, Joe

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