Breaking Bad: Genre, Narrative, Representation
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This document provides guidance for students on analyzing the television show Breaking Bad for an exam. It discusses the exam structure, which focuses on genre, narrative, and representation. Students are instructed to identify examples from Breaking Bad to use in answering potential exam questions covering these areas. In groups, students discuss examples they could use and plan exam answers. The document also provides sample exam questions and has students take notes on examples from the show.
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The document provides an in-depth analysis of the opening sequence of the film Silence of the Lambs. It examines the various film techniques used such as establishing shots, match cuts, jump cuts, close-ups, camera angles, lighting, costumes, sound, and mise-en-scene. The opening introduces the female protagonist running through an obstacle course, establishes the eerie forest setting, and shows her meeting with her boss in the FBI office where clues about the case are discussed. Visual and audio cues are used to set the mood, introduce characters, and hint at future events in the thriller genre film.
A2 Media TV Revision Narrative
The document discusses the narrative structures used in three TV programs - Luther, Top Boy, and Panorama. For Luther, it notes the show combines multiple narrative strands adhering to crime genre conventions, with morally ambiguous characters and topical issues reflecting its contemporary nature. Top Boy focuses on the hurdles faced by characters on their way to the top, using conventions like enigma and disequilibrium. Panorama aims to engage audiences through human interest stories within an overarching narrative of Campbell's investigation into unemployment issues.
The silence of the lambs (slideshare)
The silence of the lambs (slideshare)DOINA __COME HERE ONLY IF YOU LIKE THE POWERPOINT PROGRAM, IF YOU LIKE TO DREAM and IF YOU LIKE A GOOD WORK! THIS LINK HAS 270 PRESENTATION EASY TO FIND IN "VIEW ALL"
The FBI sends Agent Clarice Starling to interview the imprisoned psychiatrist Dr. Hannibal Lecter to gain psychological insight into a serial killer kidnapping and murdering young women. Dr. Lecter will only help Starling if she reveals details about herself, forcing her to confront her own demons. Her twisted relationship with Dr. Lecter leads her to face the demented killer, who may be too powerful for her to stop.Doppelganger Breaking Bad
The document discusses Walter White and his alter ego Heisenberg from the TV show Breaking Bad. It describes Walter White as a mild-mannered high school chemistry teacher who is financially unstable and dissatisfied with his life. His alter ego Heisenberg is the ruthless persona he takes on when entering the drug trade, making the purest meth ever seen. The document analyzes how Walter White transforms into Heisenberg through changes in look, attitude and taking on the name of the famous physicist to portray himself as a scientific genius within the criminal world. It also briefly discusses how Walter White relates to other fictional characters with dual personalities and how the show uses mirrors and reflections as symbols.
Ms4 essay plans
WJEC A2 Media exam. These essay plans refer to TV and Ad industries. Texts: Sherlock, Come dine With Me and Friends. Barnardo's, Crunchy Nut and Cadbury.
Genre and Target Audience The Walking Dead
The document discusses the genre, themes, target audience, and key aspects of the television series The Walking Dead. It notes that the show is based on a graphic novel series and follows police officer Rick Grimes after he wakes from a coma in a zombie apocalypse. The genre is described as horror, thriller, suspense and drama. The target audience is identified as teens, young adults and adults due to its graphic and mature content.
Media the girl with the dragon tattoo
The opening title sequences (OTS) of The Girl with the Dragon Tattoo and Hannibal both include typical OTS conventions like displaying the movie title, cast, and crew. However, they also use less common conventions like narrative enigmas that engage audiences. Both films establish their genres and themes through dark, graphic imagery that matches the score. While similar in some ways, The Girl with the Dragon Tattoo differs in its use of dark animations rather than real sequences, and not establishing characters in the OTS like other films in the genre. The opening sequence is unique, leaving viewers engaged yet finding the disturbing graphical images difficult to watch, as intended for the target audience. It effectively establishes themes like death and indicates the genre
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essay writing the ultimate guide.pdf
Get the Full Guide at www.classwithmason.com
Essays hold a special place in the realm of written expression. They serve as a platform for delving into a specific subject, exploring its nuances, and conveying insights. In the context of English class, essays serve as a tool to showcase your comprehension and analysis of studied texts. These compositions involve identifying, dissecting, and forming conclusions about the components that shape the text, ultimately influencing the reader's response.
The scope of essays is expansive, covering a wide range of texts such as novels, short stories, movies, documentaries, and graphic novels. Each essay provides an opportunity to engage deeply with the material and share your unique perspective.
When crafting analytical essays, the primary objective is to construct an argument that responds to a specific question or presents an interpretation of the studied text. This process entails more than just summarizing the content; it involves a meticulous examination of the text's features and an astute analysis of their impact on the reader's perception.
Let's embark on a journey through the key steps that comprise the essay-writing process, along with some insightful tips to guide you in planning, drafting, and producing essays during your secondary school years.
Introduction: Setting the Stage
The introduction of an essay serves as its foundation, capturing the reader's attention and laying out the trajectory of your argument. It is your opportunity to establish the context, introduce the text you will be discussing, and provide a clear roadmap for what lies ahead. A well-crafted introduction should contain:
A brief overview of the text or topic you will be analyzing.
The central thesis or argument that your essay will revolve around.
A hint at the key points you will address in the body of the essay.
Remember, an engaging introduction sets the tone for your essay and entices the reader to delve further into your analysis.
Body: In-Depth Exploration
The body of your essay serves as the core where your analysis unfolds. Each paragraph within the body focuses on a distinct aspect of your argument, supporting it with evidence from the text. To structure your body effectively:
Devote each paragraph to a single point or theme.
Begin with a topic sentence that introduces the focus of the paragraph.
Provide evidence from the text to support your point, including direct quotes or paraphrases.
Offer insightful analysis of the evidence, explaining its significance in relation to your argument.
Connect each point back to your thesis, demonstrating how they collectively reinforce your overarching message.
A cohesive and organized body strengthens the coherence of your essay, ensuring that your analysis is structured and logical.
Conclusion: Culmination and Reflection
The conclusion is your opportunity to tie together the threads of your analysis and leave a lasting
VCE English Exam: Text Response Revision
The document provides guidance on preparing for exams involving reading comprehension and essay writing. It discusses the skills required, such as understanding themes, characters, and how the author constructs meaning. It emphasizes practicing writing essays within time limits and following proper formatting. The document also provides tips for approaching essay topics, such as understanding the question, forming a clear position, and planning essays with an introduction, body, and conclusion. Students are encouraged to practice these skills to feel prepared for exams.
AP Exam Prep - Essays
The document provides advice and reminders for preparing to take the AP exam. It discusses successful writing techniques, the structure of the exam, how to approach the different essay types, and strategies for writing high-scoring responses. Key advice includes using sophisticated language and argumentation, having a clear thesis, addressing counterarguments, incorporating multiple sources in the synthesis essay, and analyzing rhetorical strategies in the rhetorical analysis.
Topic 3 what are essays
The document discusses the basics of writing essays. It begins by explaining that essay writing builds on fundamental writing skills like sentence construction. There are different types of academic essays used to evaluate students, including descriptive, narrative, comparative, and argumentative essays. The document then outlines the key stages of writing an essay: pre-writing to plan content, drafting the essay, editing, and producing a final draft. It also discusses important essay elements like outlining paragraphs, using discourse markers to connect ideas, and common types of essays like explanation, argumentation, and discussion essays.
Discussion - Week 3Elements of the Craft of WritingThe narra.docx
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
DEMONSTRATION_TEACHING.pptx
The document provides instructions for an activity to teach participants how to paraphrase a text using their own words. It discusses putting participants into groups and having them draw or create a concept map about various topics. The groups will then analyze a text more deeply by answering guide questions. Finally, participants will paraphrase a paragraph from the text "The Science of Custom" using the steps provided, such as rewriting sentences in their own words while maintaining the original meaning. Their paraphrase will be evaluated based on criteria like meaning, word change, sentence structure, length and referencing.
Persuasive Writing
The document provides instructions for writing a persuasive essay, including choosing a topic, creating an outline, drafting paragraphs, and revising. It recommends beginning with an introductory paragraph containing a hook and thesis. The three body paragraphs should each focus on a main reason using facts and examples. The concluding paragraph restates the thesis and main reasons. Revision involves checking organization, language, and grammar.
Welcome to Essentials of English Composition 101. My name is Sta.docx
Welcome to Essentials of English Composition 101. My name is Stacie Vesolich, and I will be your instructor for this course. I commend you for enrolling in this course as a path to furthering your academic goals, and I will make every effort to help you to achieve success in your writing endeavors. Let me begin by highlighting several key points of this course:
Essentials of English Composition 101
8 Modules and a Final Research Paper
There are 8 modules, culminating with a final research paper as the exam.
Each module is different, and it is very important that you read the instructions for every module.
The beginning module requires you to do several writing, practice exercises. This is mandatory, even though the practice exercises are not graded.
The modules start out relatively easy (a descriptive essay and a narrative essay that are written on your firsthand experiences and do not require any writing citations.)
Be advised that the modules build on each other, progressively becoming more difficult.
As your instructor, I have 3 days ( per module) to grade your work. My response to your essay submissions usually does not take three days, although I am granted that amount of time.
Read, Write, Submit, Wait
English courses require that the writer addresses the writing prompt. This can only be done if the writer carefully reads the specific directions.
After you submit your essay, wait for the remarks and critique before submitting another module.
In some instances, you may be required to submit a revision of your essay.
The option to do a revision on the submitted essay is your choice, but is to your advantage.
Progression of Difficulty
Each writing module develops a specific skill and the level of difficulty of these writing skills increases as the course progresses.
Be sure to carefully read all of the instructions and view any videos that apply to the module.
Always address the writing prompt: This is the specific instructional requirement for the essay.
Research and Sources
For this course, when you present information that is based on research that you have reviewed and studied, you must provide two types of sources:
1) Parenthetical or in-text citations For example: (Smith 22)
2) A works cited page that is in alphabetical order.
3) I will use an electronic scan to verify that the work submitted is your original work, or work that has been properly cited.
Remember that you have signed an honesty agreement about the work that you will submit.
Research Essays, Expository Essays, and Persuasive Essays Demand Citations
If you are having difficulty formatting the works cited page or the in-text (parenthetical citations), please refer to these links:
The Purdue Owl Online Writing Lab (OWL). Click on MLA Formatting and Style Guide.
Note: English classes tend to use MLA formatting; science and humanities’ classes tend to use APA formatting. We recommend using MLA formatting for our English classes at Portage. How ...
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Persuasive essay tutorial
This document provides instructions for writing a persuasive essay, including choosing a topic, creating an outline, drafting paragraphs, and revising. It explains the key components of a persuasive essay such as stating a clear goal or thesis, providing three main reasons supported by facts and examples, and anticipating counterarguments. The document offers tips for an engaging introduction, well-organized body paragraphs that progress from most to least convincing argument, and a powerful conclusion. It also lists do's and don'ts for effective persuasive writing.
Multimodal project
This pamphlet is for future ENC1143 students. It is here to give you an overview of the class and hopefully some tips to help you feel more prepared. I hope it helps and that you look back at it if you need to.
Tp teaching vocabulary lesson plan
1. The document outlines a lesson plan for teaching vocabulary. It includes warming up activities, presenting different vocabulary techniques like using realia, word building, matching, and dictionaries.
2. Students would practice concept checking by writing questions for vocabulary words. They would also suggest which techniques to use for different words like "vote" and "medicine".
3. The document provides examples of applying the techniques, such as using real kitchen tools to teach cooking vocabulary or acting out verbs. It also lists guidelines for effective vocabulary presentations.
Research paper
This document outlines the steps for writing a research paper. It discusses choosing a topic, developing a thesis statement, outlining the paper structure, researching sources, drafting and revising. Key steps include developing a research question to guide source selection, taking detailed notes from sources, creating an outline, and drafting and revising the paper. Students are assigned homework to prepare for research, including developing search terms for their topic.
ENGL 309 FA19 F2F Final Reflection
This document outlines the requirements for a 1000-word reflective memo assignment for an English 309 course on rhetorical style. The memo requires students to reflect on their learning related to 5 course objectives: 1) describing style as rhetorical and dependent on audience, purpose and genre, 2) composing effectively in various genres, 3) analyzing stylistic devices and imitating them, 4) applying research skills, and 5) giving and receiving feedback. The memo must be organized into 5 sections, with specific goals and expectations outlined for each section. Students are expected to use concepts from course readings to support their reflections and analyze assignments from the course to demonstrate their learning.
A2 exam section A advice
The document provides guidance for a media exam on film texts. Students will be asked a question about genre, representation, or narrative for their three main texts. Only two of these three areas will appear on the exam, and students choose which area to answer about. Past exam questions are provided as examples. The strategy of identifying a point and justifying it with a narrative description from the text is emphasized. Students must refer to their chosen texts in their answers to fully justify their points.
Comparative Literature 1C: Heroism across Time and Cultures
Comparative Literature 1C: Heroism across Time and Cultures.
On essay writing.
University of Glasgow
Collective identity essay tips
This document provides tips for an exam on collective identity. It outlines four potential exam questions focusing on media representation of groups and the social implications. It advises introducing the chosen collective identity of African American males and females. The tips suggest applying theories to case studies through analysis rather than just describing. Examples should be used to show how representations affect the social group. Each paragraph should point to evidence, explain it, and link back to the question. Grading boundaries are also provided.
English 2030 Response Paper Due See class schedule for .docx
English 2030 Response Paper
Due: See class schedule for dates. You can submit your essay in the D2L Dropbox
on any one of three deadlines. If you choose the first or second deadline, you will be
eligible to revise your essay if you are not pleased with your original grade. If you
choose the third deadline, you will not be able to revise.
The D2L Dropbox scans each essay for evidence of plagiarism. Be sure to document
your sources if you consult websites or other resources.
Requirements:
Meet or exceed 500 word (that's about 2 pages) minimum
Use 12 point font, double-space, standard margins (usually 1-1.25 inches)
Use MLA or equivalent page format: you should have a heading (your name,
my name, date, class at top left), a title, and page numbers.
Use MLA parenthetical citation format for quoted and paraphrased material
Provide Works Cited page with correct MLA entry for the appropriate text(s) in
the Norton Introduction to Literature (does not count toward your word/ page
requirement) and for all other sources (websites, articles, books, etc)
Your response should reflect your own ideas and your sources (if you consult
websites, books, articles, etec) should be properly documented per MLA
guidelines. Essays with evidence of plagiarism (intentional or unintentional)
will receive an F.
Your response should be supported by specific quotations from the literary text.
Your essay should be written for a college academic audience and demonstrate
evidence of careful editing and proofreading. Essays written like text messages
or with several grammar/ proofreading issues will not receive a passing grade.
Response Essay Topic:
Choose one of your discussion board posts and revise it into a more formal response
paper in which you critically engage the literary text you discussed in your post. In
other words, you will need to move beyond basic plot summary (here’s what
happened in the text) and your reaction to the text (I liked it, I didn’t like it, It
reminded me of my brother, etc.) to a critical analysis. The bulk of your essay should
consist of your own ideas in your own words; this is not a research paper. Your essay
should have a clear thesis (your main point) and evidence from the poem, short-story,
or play to support your point. See the Sample Response Papers in the Norton on pages
50-53, 502-503,794-96.
Review Norton “Writing About Literature” Chapter 17 Paraphrase, Summary,
Description; Chapter 18 The Literature Essay; Chapter 20 Research Essay (note—
you are not writing a research essay but you may find the section on Integrating
Source Material useful if you consult sources); Chapter 21 Quotation, Citation, and
Documentation.
The Dos and Don'ts of Response Papers:
DO NOT: Only summarize plot DO: Analyze the thematic and symbolic significance
of events in the story
DO NOT: Say you didn't like a
character
DO: Explain how a c ...
Workshop inclassessays
This document provides guidance on preparing for and writing in-class essays. It discusses the key aspects of in-class essays like time constraints compared to regular essays. It offers tips for preparing before the exam by refreshing on materials and managing stress. During the essay, it emphasizes outlining, understanding the prompt, using proper terminology, and time management. It also provides relaxation techniques and advice for writing strong essays like incorporating quotes and proofreading. Overall, the document aims to help students feel prepared and confident when writing in-class essays.
(#4) Grade 9 Learning Module
This document provides guidance and tasks for students to help them learn how to cope with challenges in life. It begins with an introduction on facing difficulties courageously and using challenges to enhance oneself. Students are then given various tasks to complete in groups, including interviewing classmates about coping with challenges, analyzing poems, and discussing effective ways of overcoming obstacles. The overall goal is for students to understand how to face life's hardships and apply lessons from poems to help them appreciate significant experiences and become better equipped to handle challenges.
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Agenda
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Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Temple of Asclepius in Thrace. Excavation results
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Breaking Bad: Genre, Narrative, Representation
- 1. BREAKING BAD: Genre, Representation and Narrative
- 2. TODAY The aim of this lesson is to explore Breaking Bad as an exam text. By the end of this lesson you will have: identified key examples from Breaking Bad to use in the exam. planned an exam question answer. looked at past exam paper questions.
- 3. Starter Individually mind map as many conventions of the American Quality TV genre that you can!
- 4. MS4 Section A Analysis of textual deconstruction, with a detailed awareness of genre, narrative and representation. 30 marks 5 minutes planning time 45 minutes writing time
- 5. GENRE, NARRATIVE & REPRESENTATION While the question may ask you to focus on a particular area, you will refer to all three in your answer.
- 6. USING EXAMPLES It is important to back up any point you make with a detailed example (remember PEEL?). In groups discuss and come up with three detailed examples from Breaking Bad you could use for your allocated question. Create an exam answer plan using these examples. Remember to link your points to theoretical approaches. After fifteen minutes you will feedback to the class!
- 7. NARRATIVE Explore the narrative structure of your three main texts. [30] How important are characters to the narrative of your three main texts? [30]
- 8. REPRESENTATION Explore the different ways in which people are represented in your three main texts. [30] Explore the different representations of either men or age within your three main texts. [30]
- 9. GENRE ‘Most texts today mix genres.’ How true is this of your three main texts? [30] How typical are your three main texts of their genre? [30]
- 10. EXAMPLES SHEET Using the worksheet provided, make note of Breaking Bad examples you could use for all areas of Section A. Try discussing and sharing in your group to see if you can come up with alternatives to the ones discussed in class.
- 11. EXTENSTION TASK: DRAFT Choose an example exam question and draft a paragraph using your Breaking Bad examples. Remember to link to theoretical approaches.
Editor's Notes
- Expand on these points using whiteboard – what are the conventions of quality tv, does Breaking Bad adhere to these or not? Link to theorists. Are these representations affected by the narrative POV and structure?