The document provides instructions for students to compose critiques of documentaries or films viewed in class. It explains that a critique is an analytical essay that gives the student's opinion on the aesthetics, content, and quality of the film with reasons to support their opinion. It should not simply react to whether they loved the film, and should be consistently analytical and critical. The document then provides a scale to rate films from outstanding to poor, describing criteria for each rating. It includes questions for students to answer to analyze characters, themes, messages, and their overall impressions of the viewed film.

1. Documentary/Film Analysis Worksheet
Instructions for Documentary/Film Critique
Students are required to compose one documentary/film
critiques on selected films viewed in class. Critiques should be
well written, following standard rules of grammar and
composition, and developing consistent, cohesive ideas over
several paragraphs. Much of your grade will be determined by
the clarity and correctness of your writing.
A critique, however, is somewhat different from a review. A
critique is an analytical essay on a documentary/film, in which
you give your opinion on the aesthetics, content, and quality of
the film and then give your reasons for your opinion. Do not
limit yourself to reacting to the film (“I loved it !”) and do not
use generic terms like “incredible,” “wonderful,” “marvelous,”
etc. Unlike a review, you assume that the reader has already
seen the movie; you do not need to give an extensive plot
summary; you do not need to hide plot information so as not to
spoil the surprise of the viewer; and you do need to be
consistently analytical and critical.
Use the following scale to rate documentaries/films:
****
Outstanding---It has ambitions to be more than an
entertainment. It has a strong storyline. It is not only well
made, but it has a strong emotional impact on the viewer. A
must-see documentary/film for everyone!
***
Good--- A documentary/film that does not have quite the same
quality, content, or emotional impact as the previous category.
It is interesting and does hold your attention. There are subjects
that come about that require more explanation, but overall, it

2. was well done.
**
Acceptable--- It may, however, be quite ordinary, there is really
no new information provided, and the documentary/film seems
to be all over the place. There is a clear bias that seems to be
representative of like-minded viewers. It is probably well made,
but has deficiencies in characterization, content, that are
obvious to the discerning viewer. Overall, it is worth watching
for a better understanding of the subject, however, it is not
considered “a must see.”
*
Poor---Storyline is predictable, no imagination, intended to be
offensive, poorly constructed; characters are superficial;
dialogue is confusing; the purpose of the documentary/film is
self-serving and provides no substance or educative value. In
fact, if this wasn’t required by the course, you would probably
walk out.
STUDENT NAME: ______________________________
DATE: _____________________
STUDENT ID #: ________________________________
Course: ____________________
Documentary Title:
Name of Director:
Name of Writer(s):
Year Released:
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INITIAL ANALYSIS/FIRST 30 MINUTES
Subject/Theme In less than two (2) paragraphs, state what you
believe to be the overall theme (implicit meaning) or point of
the documentary/film.
CHARACTER/THEME ANALYSIS WORKSHEET
Directions: Answer each question below. These responses are
your own and shall not be taken from another source unless that

3. source is provided to strengthen your position. Each response
requires 100 word minimum.
1. Describe the main character (s) personality. What was it
about that character or characters that stood out to you?
2. In the beginning, what is your opinion of Clark Davis? Did
your opinion ever change? If so, at what point in the movie?
Why?
3. Why do you think Juan befriends Clark Davis? Why do you
think he risks his standing with the other inmates and defend
Davis even after Davis confessed to being a pedophile since he
was 15?
4. What did you think when the Correctional Officer known as
Mr. Nett, exposed Clark Davis’ crimes in front of other
inmates? Did this incident put Davis’ life in danger?

4. 5. What scene(s) do you consider the most memorable? Why?
6. What emotions does the documentary/film evoke in its
viewers? Who would you consider the villains in this film? Who
were the heroes (if any)? Explain your answer in detail.
7. In your own words, what is/are the central message(s) of this
film? Be specific. Use examples from the film to support your
choice.

5. 8. Knowing high probability that pedophiles have of being
assaulted in general population, do you think Correctional
officials should have placed Davis in protective custody? Why?
9. What did you think of Officer Nett’s behavior? How
concerned were you at how he treated Clark Davis?
10. Do you think the inmates felt wat happened to Davis Clark
was justice? Why?
11. After watching the documentary/film, what was your overall
impression? Explain in detail?

6. 12. The textbook tells us that sexual offenders are given parole
all the time. If you were a probation officer, and Davis was
assigned to you, what type of supervision would you place him
under? What are some of the concerns when supervising sex
offenders, particularly pedophiles?
FINAL SUMMARY ANALYSIS
Subject/Theme Now that you have seen the documentary/film in
its entirety, In less than two (2) pages, state what you now
believe to be the overall theme or point of the
documentary/film. Justify your response using past experiences,
research, articles, journals, etc,

7. GRADING RUBRIC
CATEGORY
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Element of Film

8. Makes a complete and detailed description of the subject matter
and/or element seen in a work.
Makes a detailed description of most of the subject matter
and/or elements seen in a work.
Makes a detailed description of some of the subject matter
and/or elements seen in a work.
Descriptions are not detailed or complete.
Analysis of Theme
Accurately describes several dominant elements or principles
used by the artist and accurately relates how they are used by
the artist to reinforce the theme, meaning, mood, or feeling of
the artwork.
Accurately describes a couple of dominant elements and
principles used by the artist and accurately relates how these are
used by the artist to reinforce the theme, meaning, mood, or
feeling of the artwork.
Describes some dominant elements and principles used by the
artist, but has difficulty describing how these relate to the
meaning or feeling of the artwork.
Has trouble picking out the dominant elements.
Interpretation
Forms a somewhat reasonable hypothesis about the symbolic or
metaphorical meaning and is able to support this with evidence
from the work.
Student identifies the literal meaning of the work.
Student can relate how the work makes him/her feel personally.
Student finds it difficult to interpret the meaning of the work.
Evaluation
Uses multiple criteria to judge the artwork, such as
composition, expression, creativity, design, communication of
ideas.
Uses 1-2 criteria to judge the artwork.
Tries to use aesthetic criteria to judge artwork but does not
apply the criteria accurately.
Evaluates work as good or bad based on personal taste.
Clarity of Argument

9. Clear thesis, back by multiple (3-4) arguments
Thesis clear, but not arguments support the thesis
Thesis unclear, not arguments support the thesis
No thesis; arguments make no sense
Style/Grammar
Few grammatical mistakes; readable style
Some grammatical mistakes; somewhat easy to read
Many grammatical mistakes; somewhat difficult to read
Indecipherable
https://www.youtube.com/watch?v=Upd4zoZJq2M
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