The document provides information about the film Coach Carter, including the director, writers, rating, genre, cast, plot summary, and reviews. It discusses how the film is about a high school basketball coach who benches his undefeated team for poor grades and how it depicts the pressure on low-income youth to pursue sports over education. The reviewer relates to the movie and how their own coach held players to academic standards.

1. By: Renia Singleton
December 11, 2012

2.  The director :Thomas Carter
 Writers: Mark Schwahn & John Gatins
 PG-13
 Drama/Film

3.  Samuel L. Jackson — Coach Ken Carter
 Rob Brown — Kenyon Stone
 Robert Ri'chard — Damien Carter
 Rick Gonzalez — Timo Cruz
 Antwon Tanner — Worm
 Channing Tatum — Jason Lyle

4.  The Richmond High Basketball team was
undefeated when the Coach decided to
bench the entire team because of the players
grades. The controversy began because of
the coaches decision which angered the
parents, students, staff, principal, and also
the town. But the coach stuck by his word
and lock the gym down.

5.  “Our deepest fear is not that we are inadequate. Our
deepest fear is that we are powerful beyond measure.
It is our light, not our darkness, that most frightens us.
You playing small does not serve the world. There is
nothing enlightened about shrinking so that other
people won’t feel insecure around you. We are all
meant to shine as children do. It’s not just in some of
us; it is in everyone. And as we let our own lights
shine, we unconsciously give other people permission
to do the same. As we are liberated from our own fear,
our presence automatically liberates others”.

6.  Many children can relate to this movie
because it happens everyday in poverty
areas. Parents use their child as a ticket out of
the ghetto and if they have talent such as
basketball or football their main focus is the
sport and not the child's education.

7.  For me I this is my favorite movie because I
can relate to this movie. I had a high school
basketball coach that didn’t let us play if our
grades weren’t up to her standards. Growing
up kids in my neighborhood didn’t want to
become doctors or police officers they
wanted to be basketball and football stars.

8.  http://www.youtube.com/watch?v=N_Cvz_Bf
ue4

9.  IMDb, . N.p.. Web. 4 Dec 2012.
 Coach Carter Dvd

10.  CHECKLIST FOR PLAGIARISM
 1) (√) I have not handed in this assignment for any other class.
 2) (√) If I reused any information from other papers I have written for other classes, I clearly
explain that in the paper.
 3) (√) If I used any passages word for word, I put quotations around those words, or used
indentation and citation within the text.
 4) (√) I have not padded the bibliography. I have used all sources cited in the bibliography in
the text of the paper.
 5) (√) I have cited in the bibliography only the pages I personally read.
 6) (√) I have used direct quotations only in cases where it could not be stated in another way.
I cited the source within the paper and in the bibliography.
 7) (√ ) I did not so over-use direct quotations that the paper lacks interpretation or originality.
 8) (√) I checked yes on steps 1-7 and therefore have been fully transparent about the research
and ideas used in my paper.
 Name: Renia Singleton Date: 12/11/12

11.  1. (√) An introductory paragraph clearly introduces the subject. The topic statement is evident within the
paragraph. The position taken is clear. If the position is unclear, put a question mark in the margin.
 2. (√) The next two paragraphs have a single or main claim. Note each claim in the margin in a 3-4 word
phrase. If you can’t identify the claim, put a question mark in the margin. If two or more claims exist, and
tend to diverge from a coherent thought, put a question mark in the margin.
 3. (√) The same thing holds for the next two paragraphs on the opposite side of the issue.
 4. (√) The four paragraphs above all focus on the issue at hand; they do not wander off into irrelevant
territory. If any paragraph wanders, put a question mark in the margin
 5. (√) The sixth paragraph weighs the conflicting claims from the four paragraphs above and arrives at a
conclusion. Why some evidence is more convincing than other evidence is explained. The ensuing
conclusion is clearly stated. Circle it. If you can’t find the conclusion, put a question mark in the margin.
 6. (√) The final paragraph returns to what was stated in the first paragraph and, in light of the evidence
presented and weighed above, convincingly rephrases the position statement. If the conclusion expected by
the assignment is to be finessed, justifying statements for the variance must appear here and flow-from the
explanation in the sixth paragraph of your paper.

12.  7. (√) Is each claim in paragraphs 2-5 supported by evidence? Are there any naked claims supported only
by variations of "I believe...”? If so, put a big X in the margin beside that paragraph.
 8. (√) Is each claim backed up by a reference? If a claim stands naked of supporting evidence or argument,
put a big X in the margin.
 9. (√) Does the paper do more than simply but gloriously restate the question? Examine the case study and
cross out all ideas that appear in both the case study and in your paper. What remains-uncrossed out is your
analysis. It should constitute the majority of your paper. If it doesn't, you haven’t done an analysis.
 10. (√) A sentence lacks either a subject or a verb; a sentence does not begin with a capital letter or end
with a period (citations in parentheses go ahead of periods, not behind them).
 I l. (√ ) A sentence begins with a relative pronoun such as Which, Who, That, Where, and When.
 12. (√) A pronoun lacks a clear antecedent; that is, a word such as it, he, she, or they does not have an
obvious link to a noun (especially noticeable if a sentence begins with it, he, she, or they).
 13. (√ ) A pronoun or verb fails to agree with its antecedent in number; that is, a single person or agency is
referred to as they, or a plural subject is given a singular verb (such as, "members of the school
board....gives their vote...").
 14. (√ ) A sentence runs-on or uses a comma to splice independent ideas together; that is, complex ideas
are not split into two sentences but are linked, often by a comma, into an overly long, wandering sentence.