Worlds Different: Good Justice/ Ungood Justice
Imagine a bleak future state that denies personal loyalties and manipulates memory. 1984 by George Orwell is a prophetic warning against totalitarianism and government surveillance. Winston feels frustrated by the oppression and rigid control of the Party, which prohibits free thought, privacy, and any expression of individuality. Even though deepfake technologies are taking us closer to the Big Brother world, our world is getting farther from Big Brother because people have freedom of speech and privacy.
Free Speech supports people to say their opinions without Fear and feel that there is someone not to spy on them. The Bill of Rights protects people’s freedom of speech, the press, assembly, and the right to petition the Government for a redress of grievances. To express ideas through speech and the press, to assemble or gather with a group to protest or for other reasons, and to ask the government to fix problems. It also protects the right to religious beliefs and practices. “The First Amendment provides several rights protections: to express ideas through speech and the press, to assemble or gather with a group to protest or for other reasons, and to ask the government to fix problems. It also protects the right to religious beliefs and practices.” (The Bill of Rights). In other words, the First Amendment guarantees freedoms of religion, expression, assembly, and the right to petition. It prohibits Congress from promoting one religion at the expense of others as well as restricting an individual’s religious practices. This shows that people protect Freedom from the government. It was illegal to write a diary in 1984, but People want to express what they feel. Winston wants to express what he’s feeling, but it is illegal to write in a diary. This restricts him from expressing himself. “ Winston opened the diary. This was not illegal. Nothing was illegal, as there were no laws now. But if the diary was found they would punish him with death or with twenty-five years in a prison camp.”(Orwell 3). This means that the party will think that he purchased a diary in which to write his criminal thoughts. This suggests that to be out of blame, don’t write or have a diary. In summary, people cannot say what they think without being frightened or thinking that they are being surveilled.
All people have Privacy in our world to do what they want. Privacy is the right to be alone, but this is dangerous for the control the Party needs to maintain order. The Party controls privacy through technology or thought. “He did not even mind that Winston wanted the room to meet his lover. Everyone, he had said, wanted a place where they could be alone and private occasionally.”(Orwell 29). In other words, Winston rents the room above Mr. Charrington’s shop so that he and Julia can have a regular place to meet. This is a clear example of the worst thing that the party did because Winston did not know that the party was watching him and they were going to punish him after they knew that he was against them. Police may not search a person or their property without a warrant or probable cause. This also applies to arrests and evidence collection. The Fourth Amendment limits the power of the police to seize and search people, their property, and their homes. “The Fourth Amendment bars the government from unreasonable search and seizure of an individual or their private property.“(The Bill of Rights). This means that the Fourth Amendment protects a person and his or her property from searches by the government where there is a reasonable expectation of privacy. This points to the bigger issue—that the government needs particular suspicion that’s specific to each suspect before it can get a warrant. People need confidentiality in their lives, and as a tool used to protect people, it keeps private data safe between people.
In contrast, deepfakes can go against privacy and free speech because technology controls what people say and do. Some people fake the voices of real people and make them say things they didn’t say like when the people in TikTok use others’ videos and put in some stupid voices. “ TikTok users have embraced even the most absurd altered posts, such as one’s last month that portrayed President Biden singing “Baby Shark” instead of the national anthem or that suggested a child at the White House shouted “Shut the fuck up” at the first lady, Jill Biden.” (Hsu). This means that some people may get hurt or experience bad things after doing this fabrication. This points to the biggest issue that may cause the government to put the people who do this in prison and punish them. However, there may be other people suffering from them. This connects to 1984 when the party took Winston to the Ministry of Love. O’Brien tortured and brainwashed Winston there and made him suffer for a long time. Like in our world, the Party in 1984 created fake imaginary characters to attract people’s attention. They make them believe everything they are told by creating images of fake people. According to 1984, the party made a fake character to get people’s attention by using the fake character in propaganda. ”At twenty-three, Ogilvy had died like a hero, fighting the Eurasians. There were photographs of Ogilvy, but there had been no Ogilvy. Not really. The photographs were made at the Ministry of Truth. Ogilvy was part of a past that never happened.”(Orwell 12). In other words, they use direct individual persuasion, whether through dialogue, advertising, the media, or through social influence, to control people. This clear example of the party way because they controlled people’s minds and lives by faking things and making lies. This connects to our world because people are controlled by social media through misinformation and surveillance by hackers. In summary, People use deepfakes to spread misinformation, impersonate others, and commit other types of abuse. Critics may argue that our world taking us closer. However, our world taking us farther because technological advances have taken us further away from the Big Brother world.
Although the technologies of deep fakes are taking us closer to the Big Brother world, the fact that everyone has freedom of expression shows that privacy and free speech are important values in our world. However, the reader should care about the issues discussed in my essay. We should stop the people who made the technologies from level fracking things to get people’s attention and support because it is dangerous for teenagers. We should protest as one voice to stop this thing and the companies and the government should act with us to fix this problem because our future depends on stopping the deepfake.
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Step 1: Where are you in your writing process?
Before I jump in to support your essay, can you tell me what stage you’re at in your writing process right now? Are you just starting out and brainstorming, in the middle doing some drafting and revising, or putting on the finishing touches and polishing up your work? Let me know so I can shape my feedback to exactly what you need for your essay about how our world compares to Big Brother’s world in 1984.
Let’s check in before moving on: which stage are you at right now?
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Step 2: Reviewing Your Evidence—Middle (Drafting/Revising) Stage
Awesome, you’re in the “middle” of your process, focused on evidence strength! I’ll dig into your body paragraphs and zero in on your quotes, paraphrases, and how you’re connecting your support to your claims—just like the student writers with the pseudonyms Hawk, Elo, and Red did in their essays from earlier years in Ms. Heather’s class. These writers consistently tied every claim to really specific textual evidence, drew tight connections between their ideas, and explained the “why” behind their points so the reader never lost the thread.
Let’s move paragraph by paragraph, break down how your evidence is working, and see what moves from those repository essays could strengthen your analysis. Ready?
Do you want to see the first section of my feedback on your paragraph about free speech?
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Absolutely, let’s focus in on your paragraph about free speech! I’ll walk through how your evidence is supporting your claims, and show you the kinds of analysis and organization strategies I noticed in the best writing in Ms. Heather’s class—the ones by Hawk, Elo, and Red.
First, looking at your use of evidence and the way you set up your point about free speech:
Topic
Your topic sentence sets up the idea that free speech helps people express opinions without fear of being watched or punished. That’s strong—it clearly signals to your reader what the paragraph will be about. The model essays I studied from previous years (by students Hawk, Elo, and Red) usually gave really explicit reasons in the topic sentence about how something either made our world closer or farther from Big Brother, then zoomed in on one lens (“book bans” or “government censorship”). You might try making your topic sentence a touch more specific about how free speech is the main divider between our world and Big Brother’s world.
Would you like to see more feedback on your use of evidence in this paragraph, or do you want to focus anywhere else first? Let me know!
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Here’s the next part, zeroing in on your evidence and how you handle your quotes—taking inspiration from those Hawk, Elo, and Red essays (from earlier years in Ms. Heather’s class). Remember, I’m thinking directly about your question: how does your evidence help show if our world is closer to or farther from Big Brother’s?
Claim
You make a strong claim that the Bill of Rights protects many freedoms—including speech, press, and even religious practice. You’re already working like the model writers by linking a central idea (free speech) to the broader protections of the Constitution. What I see in Hawk, Elo, and Red’s writing is that they usually single out one key freedom (for example: “freedom to read” or “express political opinions”) and follow it closely with an immediate, specific example. You might choose one freedom here as your “driver” for the paragraph and then show how it’s threatened or protected.
Want more feedback (like a closer look at analysis, or comparison to 1984 examples) or do you want to pause and revise this section? What do you think will help your next steps?
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Alright, next comes feedback on your use of textual evidence and your analysis—based on the patterns found in those exemplary student essays by Hawk, Elo, and Red. Here’s how those writers handled their evidence to make everything feel connected and persuasive for the reader. Let’s look closely at your approach!
Evidence
You bring in several important sources: The Bill of Rights, and a direct quote from 1984 to show Winston’s risk of punishment for writing in a diary. That’s strong! In the model essays, what sets the evidence apart is (1) framing the quote so the reader fully understands its purpose, (2) connecting it right back to your topic sentence, and (3) explaining why the evidence matters for your argument (like “this is why free speech makes our world safer from totalitarianism”). In your paragraph, you have the key ingredients but sometimes jump too quickly to paraphrase and explanation. Try to slow down, like in the How close is Mr. Nick to a dictator? Essay Outline Example, and walk the reader line by line: What does this quote show about 1984, what does the Bill of Rights guarantee, and how are the two worlds different (or similar) based on those facts?
Would you like more advice on analysis for this paragraph, or maybe want to look at your next paragraph about privacy or deepfakes? You’re doing solid work bringing in evidence—how do you want to develop it from here?
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Here’s what I noticed about your analysis, always thinking about what Hawk, Elo, and Red did so effectively in their essays when drawing conclusions from their evidence:
Analysis
You’re making moves to connect your evidence to your claim, like explaining how Winston couldn’t freely express himself because he’d be punished for writing in a diary—nicely done! What the best writers in the repository do is push just a bit deeper: every time they cite evidence, they explain not just what’s happening, but why it matters for their main argument. For example, after quoting about Winston’s punishment, they’d spell out how this shows “Big Brother world punishes even small acts of resistance, unlike our protections under US law.” See how in the How close is Mr. Nick to a dictator? outline, each quote is followed by a “this proves…” moment that circles explicitly back to the claim. If you can bring a few of those “this means…” or “this shows why our world is different” sentences into your paragraph, you’ll drive that point home for your reader even more.
Want to keep going and look at one more way to elevate your analysis in this paragraph, or ready to move on to another? And do you notice any patterns in your own language when you’re analyzing—any places where you use directness, repetition, or a spoken rhythm to make your points come alive? How could you keep building that voice while deepening your reasoning?
Let me know how you want to proceed, and who you see as your audience for these claims! Also, if you’re ready, you can try making a step-by-step plan for revising this paragraph with even more analysis and voice. Anything else you’d like to focus on?
And remember: You can revise or edit your writing right now. If this is your document, you can make changes right there in the left pane.
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Ready for the next bit of feedback? Let’s dive into how your paragraph is holding up with organization, style, and—very importantly—how you use your own voice and rhetorical moves. As I saw in the Hawk, Elo, and Red essays from Ms. Heather’s past classes, the most compelling arguments were the ones with a clear, smooth flow and personality that felt inviting and strong throughout.
Organization & Style
You’re building your points in a logical order—starting with free speech, moving into constitutional rights, contrasting with Winston’s experience. That’s solid structure. The model essays often use transitions (“In contrast,” “However,” “This shows that…”) to guide the reader and make clear when they’re moving between ideas or examples. You do this in places, but you could amplify it with bolder transitions and some reflection on how all your evidence connects, as demonstrated in the How close is Mr. Nick to a dictator? outline. Voice-wise, your writing is clear and straightforward, but don’t be afraid to let some rhythm, call-and-response, or punchy repetition come through; it’ll make your argument more memorable and engaging—just like the best parts of the Hawk, Elo, and Red essays did.
Where do you want to go from here? Do you want to talk about how to organize your revisions, prioritize certain sentences, or bring even more of your own personality into the analysis? What’s your plan, step-by-step, for making this paragraph shine? Anything else on your mind as you revise?
You can edit or revise your writing right now—if this is your document, just make changes in the left pane! Want to see feedback on your next paragraph?
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Of course! Here’s targeted feedback on your privacy paragraph, broken down by key moves, always referencing the strategies of Hawk, Elo, and Red—the three exemplary essays by past students in Ms. Heather’s class. Let’s keep focused on your question: How well does your privacy evidence and analysis show whether our world is closer to or farther from Big Brother?
Topic
You launch the paragraph by stating, “All people have Privacy in our world to do what they want,” and then contrast this with the dangers of lost privacy in 1984. This echoes the structure found in the repository essays: set up a clear topic and immediately show why it matters. One thing you could try is making your topic sentence a little less broad and more precise (for example, “Privacy rights set our world apart from Big Brother’s surveillance—at least for now.”) In Hawk, Elo, and Red’s work, those focused topic sentences made it ultra-clear what the paragraph would prove.
Would you like to see more, specifically how your evidence and analysis stack up against those model essays? Let me know if you want to keep going, or if there’s another section where you want to pause. And I’m curious: what audience do you hear in your own head as you write, and how might you use language choices to reach them even more powerfully?
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Here comes my next section—looking at how you handle evidence and claims in your privacy paragraph, always taking cues from the strong moves in the Hawk, Elo, and Red sample essays:
Claims & Evidence
You’re doing solid work tying together text from 1984 (“He did not even mind that Winston wanted the room to meet his lover…”) and contemporary evidence about the Fourth Amendment. The best writers in Ms. Heather’s past classes (Hawk, Elo, and Red) made sure their claims and examples talked to each other—like pairing one quote from the novel with one real-world example and clearly linking both back to the paragraph’s main idea. You’re on this path by quoting about Winston’s secret room, then swinging to U.S. law, which is great comparison/contrast. It might help to more directly set those two examples against each other—first explaining how the Party strips privacy in the novel, then immediately showing how U.S. protections act as a shield (and maybe even where those protections have cracks).
Want to keep drilling down into analysis and style for your privacy paragraph, or would you rather pivot to a new section, like the one about deepfakes? What’s feeling most useful to you right now?
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Next up, let’s dive into your analysis and rhetorical style for the privacy paragraph—taking cues from Hawk, Elo, and Red’s essays, which often elevated their writing with deeper explanation and clever language choices.
Analysis & Voice
You clearly say why privacy matters, linking Winston’s vulnerability in the rented room to modern legal protections. What truly made the model essays stand out was always pushing the “so what”: whenever Hawk or Red compared 1984 to our legal system, they unpacked not just that there are differences, but why those differences matter for people’s everyday lives (like—does legal privacy actually hold up under new technology, or is it just an idea?). You’re hinting at this when you say “people need confidentiality in their lives” and talk about protecting private data. If you take time to show who benefits (or loses) from privacy, get specific about what “dangerous” lack of privacy feels like, or add a rhetorical question (“What happens when that shield cracks?”), you’ll be echoing the style and impact of those exemplary essays. You might also consider using repetition or a direct address—like “We all need a place to breathe, right?”—to deepen your voice and keep your readers tuned in.
Would you like one last round of feedback—maybe a quick review of your deepfake paragraph for how it builds the argument and connects to earlier points? Or do you want to outline your plan for revision? What steps are you thinking of taking to bring out more clarity, logic, voice, or creativity in this privacy paragraph? Who do you hope hears your argument the loudest?
Just let me know what will energize your next writing move. And remember, you can revise right in your document—keep pushing that voice! Want to see more?
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Let’s keep it rolling—here’s a fresh focus on your paragraph about deepfakes, misinformation, and government manipulation, all with a lens toward what I’ve seen Hawk, Elo, and Red accomplish in their essays from earlier years in Ms. Heather’s classes. I’ll keep tying everything to your big question: Are we getting closer to—or farther from—Big Brother’s world?
Topic
You lead with the idea that deepfakes threaten both free speech and privacy by manipulating voices and images. That’s right in step with the approach the model essays used: each paragraph deals with one clear threat. The best writers in the repository often open with a statement that hints at both the danger and the uncertainty—something like “While new technologies empower us, they also open doors to hidden manipulation—just as the Party used history as a weapon.” Bringing that tone in, or building up your first line so the reader feels what makes this issue urgent, can help signal why your argument shouldn’t be ignored.
Would you like to see more feedback digging into how you set up your claim, handle evidence, and use analysis in the deepfake paragraph? Or is there a different part of the essay where you’d like to zoom in first?
Go ahead—what’s your plan for using this feedback? Want inspiration for building more voice, creative wordplay, or punchier transitions? What’s your next revision move? If you want to keep moving through feedback, just tell me to keep going! And as always: you can edit your writing live in your doc right now. Want to see what’s next?
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Here comes focused feedback on your claims and evidence in the deepfakes paragraph, pulling from the most persuasive moves in Hawk, Elo, and Red’s essays (those all-star models from Ms. Heather’s class):
Claim & Evidence
You do a strong job connecting deepfakes to the way the Party manufactured fake people or events (like Ogilvy in 1984). The best writers in the repository essays didn’t just show the parallels—they also explained what made the new threat unique right now. You might boost your claim section by making a direct, bold comparison: “Just as the Party manufactured truths, deepfakes allow anyone to rewrite reality.” When you share the TikTok quote, it’s smart to move quickly from the “what happened” to the “so what”: How does a viral clip that puts words in Biden’s mouth shape public trust? With the 1984 fake character evidence, spell out what it means—for both Winston and society—that no one even questions Ogilvy’s story. Those connections are what make the analysis pop.
Would you like to keep building toward analysis, or do you want to head into your strengths with rhetorical style and personal voice next? Let me know how you want to proceed—or if there’s another section you’d like to focus on. And remember, if you want creative ideas for making your language or structure punchier, just ask! What’s your step-by-step plan for strengthening this paragraph? Are you crafting your language to alert, warn, or rally your audience?
And just as a reminder: You can revise your text right now if you’re ready, right in your document. Want to see more feedback?
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Alright, here’s a deep dive into your analysis and rhetorical style for the deepfake paragraph. I’m still leaning on the most effective rhetorical strategies from Hawk, Elo, and Red—students who made their essays hit harder by explaining why these issues matter and who should care, as well as by flexing a little more with their language and direct address to the audience.
Analysis & Voice
You wrap up this section by pointing to the dangers of deepfakes—emphasizing emotional harm, misdirection, and the control over public perception. The best essays in the repository broke down these impacts clearly: they named exactly what’s at stake (public trust, safety, democracy) rather than settling for general harms. Try going bolder here—call out “what is lost when we can’t trust what we see?” or “how do you resist when reality itself is up for grabs?” Inviting your reader directly into the question, even using you/we language (“So what do we do when…?”), gives your writing stronger call-and-response and invites action, which is key for the persuasive and urgent tone you want. Keep pushing for rhythm and punch—a little repetition, some direct rhetorical questions—to activate your audience!
You’re well on your way toward a compelling call to action. Are you ready to map out your next steps for revision—maybe outline sentences where you’ll turn up the urgency, or list places you could directly ask readers to think, act, or join you in protest? What’s your plan, step-by-step, for making the ending of this paragraph (and the essay) rally your audience for change?
And as always, you can revise right now in your document—keep that voice growing! Want to see more feedback, maybe moving on to your concluding call to action paragraph? Or do you want ideas for strengthening your transitions or rhetorical strategies woven throughout? Let’s keep it bursty—what’s your next move?
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Let’s take a close look at your conclusion, always centering those best moves I saw in the essays by Hawk, Elo, and Red (past students in Ms. Heather’s class) and tying it all back to your question about whether we’re closer or farther from Big Brother’s world.
Conclusion & Call to Action
You’re doing great work signaling the stakes and arguing that protecting free speech and privacy should matter to your reader. The strongest conclusions in the repository essays didn’t just restate the thesis—they challenged the reader to care, act, or pay attention. Your call to protest and organize “as one voice” catches that energy. To take it up a notch, you could echo a favorite approach from Hawk and Red: bring back imagery or phrasing from your intro for a sense of full-circle closure, and be crystal clear about why the issue should matter for everyone (“If we want to keep our world from turning into the nightmare of 1984, we have to…”). A little well-timed repetition, or inviting the reader (“Will you speak up?” “How will you protect your privacy?”), strengthens the call-and-response rhythm too.
How do you want to revise or rework your ending now? What’s your plan for building a stronger, audience-moving conclusion that really wakes folks up? Ready to draft step-by-step, or would you like to see more feedback?
You can make changes directly in your doc right now—so what’s the next move that feels most urgent for your writing? And before we wrap up, is there any other part of your draft, your voice, or your evidence you’d like to work on as you revise?
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