Sociology instructors have long used nontraditional texts such as literary fiction to demonstrate core course concepts, increase student engagement, and develop students' critical thinking in the classroom. In this article, I explore how written assignments structured around identifying core course concepts in a dystopian novel that connects to student interests can help develop higher-level and critical sociological thinking skills. Using data from an upper-level Sociology of Media course at a large, Midwestern university, I detail a final paper assignment centered around M. T. Anderson's dystopian satire novel "Feed." I present qualitative and quantitative findings that demonstrate students' successful use of higher-level and critical sociological thinking to identify, analyze, and support original arguments regarding core course concepts within the dystopian world and our own.