SPSS Input Stephanie Crookston, Dominique Garrett-Smith, Latesha Simpson, Jannie Tollvier, PSYCH/625 November 25, 2013 Mary Farmer SPSS Input After looking at the data and putting it through the ANOVA test; the conclusions are as follows: There is a huge difference between the groups regarding degrees of freedom. And the use of ANOVA is essential because it is samples taken at different points and times of the same people. Probability is at zero percent because that means its directly at the mean and the f score is used to see if the null hypothesis can be rejected or fail to be rejected of its less than the critical value. ANOVA Score Sum of Squares df Mean Square F Sig. Between Groups 609265.938 1 609265.938 2495.987 .000 Within Groups 53213.402 218 244.098 Total 662479.340 219 In a 1000-1250 word essay, explain the meaning of one visual symbol in American Beauty and the relation of that symbol to the message of the film as a whole. Since context forms meaning, you should analyze several instances in which the symbol appears in the film, explaining the meaning of the symbol in each appearance and showing how each instance contributes to the meaning of the symbol in the film as a whole. Since film is a visual medium, I have intentionally asked you to analyze a visual element for this assignment. Therefore, while you certainly should utilize dialogue or other elements of the film’s narrative, please do not neglect to interpret the specifically filmic aspects of this text, such as (but not limited to) camera work (framing, shot length, etc.), editing (“cutting” or “splicing”), sound effects, wardrobe, and lighting. Here are some visual symbols from which you may choose, but please don’t feel limited to these: · Plastic bags · Roses · Cameras · Windows or Mirrors · Guns · Extreme darkness or bright light · Specific colors or color combinations Please note that the task here is twofold: you should present an interpretation of the particular symbol you choose and show how that symbol helps construct the overall message of the film as you see it. A successful thesis statement will present a clear articulation of the meaning of your chosen symbol, a succinct statement as to the overall message of the film, and an explanation of the relationship between these two. As with the other essays for this class, please avoid rendering value judgments. You should not present an evaluation of whether or not you like the film (or whether it’s “good” or “bad”). Since a successful analysis will require more viewing of the film than what we have time for in class, you may find it advantageous to rent/purchase/download a copy for yourself. For those who would rather not attain their own copy, I have also put a copy of the film on reserve in the library. Due Dates: Four copies of your rough draft due: Tuesday 3 December Workshop: Thursday 5 December Final draft due: Thursday 12/12 (the day of th.

1. SPSS Input
Stephanie Crookston, Dominique Garrett-Smith, Latesha
Simpson, Jannie Tollvier,
PSYCH/625
November 25, 2013
Mary Farmer
SPSS Input
After looking at the data and putting it through the ANOVA
test; the conclusions are as follows:
There is a huge difference between the groups regarding degrees

2. of freedom. And the use of ANOVA is essential because it is
samples taken at different points and times of the same people.
Probability is at zero percent because that means its directly at
the mean and the f score is used to see if the null hypothesis can
be rejected or fail to be rejected of its less than the critical
value.
ANOVA
Score
Sum of Squares
df
Mean Square
F
Sig.
Between Groups
609265.938
1
609265.938
2495.987
.000
Within Groups
53213.402
218
244.098

3. Total
662479.340
219
In a 1000-1250 word essay, explain the meaning of one visual
symbol in American Beauty and the relation of that symbol to
the message of the film as a whole. Since context forms
meaning, you should analyze several instances in which the
symbol appears in the film, explaining the meaning of the
symbol in each appearance and showing how each instance
contributes to the meaning of the symbol in the film as a whole.
Since film is a visual medium, I have intentionally asked you to
analyze a visual element for this assignment. Therefore, while
you certainly should utilize dialogue or other elements of the
film’s narrative, please do not neglect to interpret the
specifically filmic aspects of this text, such as (but not limited
to) camera work (framing, shot length, etc.), editing (“cutting”
or “splicing”), sound effects, wardrobe, and lighting.
Here are some visual symbols from which you may choose, but
please don’t feel limited to these:
· Plastic bags
· Roses

4. · Cameras
· Windows or Mirrors
· Guns
· Extreme darkness or bright light
· Specific colors or color combinations
Please note that the task here is twofold: you should present an
interpretation of the particular symbol you choose and show
how that symbol helps construct the overall message of the film
as you see it. A successful thesis statement will present a clear
articulation of the meaning of your chosen symbol, a succinct
statement as to the overall message of the film, and an
explanation of the relationship between these two. As with the
other essays for this class, please avoid rendering value
judgments. You should not present an evaluation of whether or
not you like the film (or whether it’s “good” or “bad”).
Since a successful analysis will require more viewing of the
film than what we have time for in class, you may find it
advantageous to rent/purchase/download a copy for yourself.
For those who would rather not attain their own copy, I have
also put a copy of the film on reserve in the library.
Due Dates:
Four copies of your rough draft due: Tuesday 3 December
Workshop: Thursday 5 December
Final draft due: Thursday 12/12 (the day of the final)
1

5. Oriana D’Amico
Professor Bondar
ENG 102A
November 14, 2013
A Shepherd in love
Through time the way to conquer a woman has evolved. The
way men make a woman agree to spend the rest of their life
with them, has change over the centuries. Men have always been
in charge of idolizing and courting women, however, the way
they do that sometimes depends on different stereotypes. The
definition of love has change with the centuries and poems have
been able to show some of these changes. Through the
application of some insights of the gender based approach to the
poem ‘’The Passionate Shepherd to His Love’’, by Christopher
Marlowe, it is shown how the gender ideology of woman being
materialist and men having to please them is being emphasized.
With just reading the beginning of the poem one can observe
how the speaker intends to offer things in order to get love
back. The first two lines say, ‘’Come with me and be my love,
and we will all the pleasure prove’’, proves that the intentions
of the speaker is to make the woman to be his lover, and in
order to achieve that, he states that he will provide all the
pleasures needed. Further that, the speaker gives examples of
what he will supply to her, emphasizing the stereotype that man
must offer material gifts to women, because in order for women
to fall in love one must offer something of their interest.
The poem describes femininity as materialism, and
masculinity as the provider of the goods. This makes women
look like women as they prefer material goods rather than
emotion and affection. Even though within the poem the speaker
seems to be humble because most of the things the speakers
offer can be found in nature. ‘’ A gown made of the finest wool/
Which from our pretty lambs we pull;’’ (466). The speaker
offers several things, however nothing expensive. On the other

6. hand, this means the addressee is humble too. She is humble
because the speaker does not need to offer her any expensive
gifts to gain her love. But still, he needs to offer everything he
can provide in order to get this woman to agree to be with him.
‘’And I will make thee beds of roses/ And a thousand fragrant
posies/ A cap of flowers, and a kirtle/ Embroidered all with
leaves of myrtle’’ (466). The speaker tries to persuade her with
beautiful natural scenes, in order to gain her love.
Throughout the poem it is showed how men have to be the
providers. The speaker is the one who is offering everything,
without asking anything back. All he wants is to keep the lady.
The speaker is reinforcing the stereotype that men are the ones
who need to work hard in order to provide everything. However,
this shows that women are not in charge of doing anything.
Contrasting the men, the poem describes how women just need
to enjoy men’s presents. Because the speaker is the one offering
and providing, women end up with no responsibility and just
enjoy the gifts.
The speaker does not offer love, instead, he asks for it. He
shows how he cares for her by offering several gifts without
asking for any material thing back. He claims how if she agrees
to be his love, he will be in charge of her needs. So, even
though women have no responsibility, they have a commitment
with the men, that in order to have all those things they must
provide love and affection to their lovers.
The poem reveals how when it comes to sex and power,
women are the ones who are more powerful. Even though
throughout the poem’s surface it looks like men are more
powerful than women, if one reads more carefully, it is actually
the other way around. Masculinity through centuries have been
considered the more powerful sex. This has a lot to do with men
being considered strong and women fragile. Men were
considered physically stronger than women, and being the man
who is in charge of working, makes some people believe they
have more power. Still, this poem reveals the opposite. While
men have the power of working and strength, women posses the

7. power of decision. While men are the ones who work hard in
order to satisfy women and to be able to provide for all their
needs, women are still the ones who decide whether or not be
with the man. In the poem it is showed how the speaker gives an
effort in offering all these things mentioned before in order to
gain her interest. However, it is still the woman’s decision if
she is interested in accepting all these goods and give love as
return, or if she wants to wait for some other man who has
better things to offer. The speaker may be offering all this
things in vain. Still, it is shown how even though the addressee
choses some other man rather than him, he still tries to offer as
many things as he can, additionally making this things sound
better than they really are, because. This is the way the poem
suggests women are conquered.
Within the poem ‘’The Passionate Shepherd to his love’’,
the stereotype of women being materialists and men having to
provide the material things in order to gain their love is
demonstrated. The two final lines of this poem state, ‘’If these
delights thy mind may move, Then live with me and be my
love’’. The final decision is on the addressee. The speaker may
offer all this things, he believing if she seems delighted by all
these gifts, then she should accept to be his love. This poem
also demonstrates, how women are described as materialistic
because in order to conquer them with love, men must offer
material things. This stereotypes by saying women as they do
not care about love and emotions, but just about what the man is
able to offer.

8. Works Cited
Miller, Quentin & Julie Nash. Connections: Literature for
Composition. Boston: Houghton Mifflin, 2008.
Using one of the critical perspectives below, closely read one of
the following poems and present your analysis in a 1250-1500
word essay:
Marlowe, “The Passionate Shepherd…” (466-467)
New Historicist (Connections 157-159): Read your poem like a
historical document. If you choose this perspective, you should
do some research on the historical context of your poem and
cite the secondary sources you find in your essay. Questions to
consider from this perspective include: What would the poem
have meant to its original audience? What was happening in the
author’s society at the time? How does the poem comment on
those events? What do we learn from the poem about the lives
of everyday people of the time? What is the political message
of your poem in its historical context? Does the poem reveal a
historical narrative that competes with the dominant narrative of

9. its time?
Marxist (Connections 159-160): Read your poem with any eye
for economic and social class issues. If you choose this
perspective, you should do some research on the historical
context of your poem and cite the secondary sources you find in
your essay. Questions to consider from this perspective
include: What does your poem say about money and wealth?
What does it say about work, labor, or leisure? Does the poem
subvert or reaffirm the existing power structures of its time?
What does the poem say about social class or social mobility?
Is the poem politically radical or conservative?
Gender-Based/Feminist/Queer (Connections 160-162):Analyze
your poem to see what it reveals about gender roles and
stereotypes. You may or may not need to consult outside
sources to perform this type of analysis, so if you choose this
perspective you can decide for yourself whether your argument
necessitates research outside of the poem itself. Questions to
consider from this perspective include: What cultural
presuppositions concerning gender does the poem reveal? What
does the poem say about masculinity? Femininity? What does
the poem say about gender and power? What does it say about
sex and power? How does gender function in the poem? How
does the poem deal with homosexuality or homo-eroticism?
Psychoanalytic: Analyze your poem to see what it tells us about
the human/cultural psyche and our perceptions of the world
around us. If you choose this perspective, you may want do
some research on the psychoanalytic concepts that you see
operating in your poem. Questions to consider from this
perspective include: What does the poem say about the nature
of the human self and identity? What does the poem say about
self-knowledge? What does the poem say about sexual desire or
desire in general? What does the poem reveal about the cultural
unconscious or symbolic order of the society from which it

10. springs? How does the poem rationalize subjects like death or
animality? As you will recall from class, I find the
characterization of this approach in the “Psychological
Approach” section of Connections (162-164) to be highly
outdated and somewhat inaccurate, so don’t rely on it as a guide
for this perspective. Specifically, do not attempt to
psychoanalyze the author of the poem as Connections suggests
critics of this persuasion do.
Guidelines:
Your essay should have a unifying thesis, which expresses your
interpretation of the poem’s message on a subject important to
thinkers from the critical perspective you choose, and you
should support that thesis with evidence from the poem and
secondary sources. Please do not systematically answer each of
the questions that I’ve listed with the perspectives, since an
essay that does this would lack a sense of unity. Furthermore,
not all of the questions I give will be relevant to all of the
poems from which you may choose. I’m giving these questions
only as a guide to help you start thinking from any one of these
perspectives.
The quality of the sources you consult will have an effect on
your grade. I consider a source that appears exclusively
electronically (i.e. a print edition does not exist) to be a weak
source—especially if the website does not have editors. A
strong source would be a book or an article from a scholarly
(typically peer-reviewed) journal. The Oxford English
Dictionary (OED) is a strong source that can help you
understand not only the meaning of words, but also how they
have been used historically. You can access the OED on-
campus at oed.com or off-campus through the Sawyer Library
website.
Logistics:

11. Four copies of a rough draft (at least 950 words) due: Thursday
7 November
Workshop: Tuesday 12 November
Final draft with revision worksheets due: Thursday 14
November