Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Essay assignment
Exploring Dystopian Themes in Literature
With George Orwell
Grade 10LiteratureSocial StudiesHumy team
A ready-made essay prompt for Grade 10. Students write the essay in Humy and an AI George Orwell replies. Humy grades it against the rubric below, with feedback for each criterion.
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- Format
- Essay
- Grade
- 10
- Grading
- Per criterion
Exploring Dystopian Themes in Literature
PreviewInstructions
In this assignment, you will delve into the genre of dystopian literature, where authors present imagined societies that are deeply flawed and often oppressive.
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In this assignment, you will delve into the genre of dystopian literature, where authors present imagined societies that are deeply flawed and often oppressive. These narratives are not just engaging stories; they offer a critical lens through which we can examine our own society.
You will be exploring common dystopian themes such as totalitarian regimes, environmental catastrophe, loss of individuality, and technological control. Reflect on how these themes are not only relevant in the fictional worlds created by authors but are also significant issues in contemporary society.
Your goal for this essay is to analyze how a specific dystopian theme is portrayed in a work of literature and draw parallels to modern societal issues. Consider the ways in which these narratives serve as warnings or critiques of current trends and events.
Use your critical thinking and analytical skills to develop a well-supported argument, making connections between the text and real-world examples. Be sure to support your analysis with direct references to the literary work, as well as scholarly sources where applicable.
Rubric
Students can open this rubric while they write. Humy grades the essay against it with feedback for each criterion.
Maximum Points: 100
Evaluation Criteria:
1. Analysis of Dystopian Theme (30 points)
Skill Demonstrated: Effectively identifies and analyzes a dystopian theme in a work of literature, providing clear and insightful commentary on how the theme is depicted.
2. Connection to Contemporary Society (30 points)
Skill Demonstrated: Draws meaningful and well-supported parallels between the dystopian theme in the literary work and contemporary societal issues, including current trends and events.
3. Use of Evidence (20 points)
Skill Demonstrated: Supports analysis with specific references to the literary work and incorporates relevant scholarly sources. Ensures all evidence is accurately cited.
4. Organization and Clarity (20 points)
Skill Demonstrated: Presents a well-organized essay with a clear thesis, logical progression of ideas, and effective transitions. Demonstrates a strong command of language and writing conventions.
The historical figure in this assignment
Meet the AI George Orwell
George Orwell
English writer and journalist known for his dystopian novel "1984" and allegorical novella "Animal Farm.
Students talk to an AI version of George Orwell, grounded in a curated biography and selected historical sources. As with any AI, students should check important claims.
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Humy grades the essay
Each essay is graded against the rubric, with feedback for each criterion. You see every result.
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What educators are saying
Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
Dr. Michael Calvert
Assistant Superintendent, South Allegheny School District, Pennsylvania
Been using Humy in his district since 2024
“We enjoyed the program last year and used it frequently.”
Jacob Chisom
World and American History, Monticello High School, Arkansas
Been using Humy in his classroom since 2024
“My students say it’s a welcome change of pace. I’m not a fan of the “sage on the stage” model, so I try to incorporate research-oriented and self-paced activities. With Humy, students have to take charge of their learning. They’ve become more adept at critical thinking, forming better questions, and improving their reading comprehension. The interview feature has been my go-to tool. I create assignments where students must ask historical figures a set number of questions, then summarize the responses to ensure they’re truly absorbing the material. This approach lets them actively explore the past rather than passively consuming information.”
Roger Campbell
7th-grade World History, Lancaster County, Pennsylvania
Been using Humy in his classroom since 2024
“Humy has helped me bring historical figures, sometimes long past, to life. When my students interact with these figures in real-time, it eliminates some of the perceived “ancient” characteristics of my curriculum. This has shifted my students’ thinking away from viewing history as abstract or irrelevant. Real-time interactions make historical figures relatable, even allowing students to ask off-topic questions that help put historical lives in a more relevant context for 13-year-olds. The feature I use the most is the interview feature. After teaching a topic, most recently Gandhi and Joan of Arc, I have the students ask pointed, focused questions. We practice good conversation techniques beforehand, teaching them to listen (or read) carefully and formulate thoughtful follow-up questions rather than just interrogating. It helps students practice effective conversation skills.”
FAQ
Frequently asked questions
What do students do in "Exploring Dystopian Themes in Literature"?
They write the essay in Humy's editor and submit it. The AI George Orwell replies, then Humy grades the essay against the rubric with feedback for each criterion.
How is it graded?
Automatically against the rubric on this page. Each criterion gets a score and written feedback that points to the student's own work. You see every result. Students see their scores too.
Can I change it for my class?
Yes. Open it in Humy and choose Duplicate & edit. You get your own copy of the task, rubric, grade and questions to change before you share it.
Do my students need accounts?
No. Students open the link you share and type their first and last name. No email, no password.
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