This document provides an agenda for an EWRT 211 class. It reviews subject-verb agreement and thesis statements. It introduces anticipating opposing positions and counterarguments. It discusses using singular and plural verbs correctly with different subjects. It reviews criteria for justifying an evaluation, such as story, acting, special effects, suspense, and more. It discusses expanding introductions to anticipate objections. The homework is to post a revised introduction, thesis statement, and counterargument for discussion.
Under the Skin booklet - a guide, workbook and text book for A-Level film stu...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 61 page, 16,000+ word guide to the A-Level Film studies film Under The Skin.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Literary Analysis Essay Assignment A literary analysis .docxcroysierkathey
Literary Analysis Essay Assignment
A literary analysis essay typically requires you to write about the meaning you have inferred
from a piece of literature (e.g., a novel, film, play, poem, etc.). You are expected to have a
thesis and support it with evidence (examples) from the literary work. Typically, you’ll analyze
the idea or message, plot, characters, tone, use of symbolism, writing style, or any other
devices that the author has used. Analysis of a film or play might focus on visual effects,
lighting, sequencing or how an actor portrays a character.
In a literary analysis essay, you do not focus entirely on the plot. Rather, you look at how the
plot was designed, why it was developed, the choices an author made and whether these
choices are effective choices. Although some context may be needed so readers can
understand, you are not being asked to write a book report. The purpose is not to give a
summary of the plot to prove you have read and understood it. Instead, you will offer an idea
and present it through careful examination of the author’s or director’s choices. You are
expected to refer to portions of the text or film to support your ideas. The goal is to make
readers learn something new about the literary piece, or watch or read it with “new eyes.”
Here is a summary of a long, 15-page paper, “Gender Roles in Disney Films: Analyzing
Behaviors from Snow White to Simba,” written by a graduate student:
For this Assignment:
The purpose of this assignment is to help you develop your analytical skills, your ability to
support an idea with evidence from a text or image, and your ability to organize logically what
you want to say. With a peer partner, you will write a 500-word literary analysis essay in which
you compare/contrast TWO FILMS.
Choose your films and your topic carefully after brainstorming together. Later in the semester,
both of you will present your analysis to the class in a short presentation. When choosing a
topic,
While television cartoons have served as focal points for researchers concerned about gender
depictions in Disney works, their film counterparts have received little attention. This study
analyzed Disney full-length animated films to identify the gendered “world view” they
provide for young viewers. Prosocial and antisocial behaviors were examined to determine
the prevalence of gender stereotypes within the films. Specific attention was paid to gender
issues regarding victims of antisocial acts, contrasts between heroes and heroines, and
differences between female and male villains.
Hoerrner, K. L. (1996). Gender Roles in Disney Films: Analyzing Behaviors from Snow White to Simba.
Communications, 19(2), 213-228.
consider carefully what might be interesting to your audience. You may choose films from your
own culture and language.
Possible Topics:
Here are some possible topics you may use. Or, you can propose your own.
Special Effects ...
Under the Skin booklet - a guide, workbook and text book for A-Level film stu...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 61 page, 16,000+ word guide to the A-Level Film studies film Under The Skin.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Literary Analysis Essay Assignment A literary analysis .docxcroysierkathey
Literary Analysis Essay Assignment
A literary analysis essay typically requires you to write about the meaning you have inferred
from a piece of literature (e.g., a novel, film, play, poem, etc.). You are expected to have a
thesis and support it with evidence (examples) from the literary work. Typically, you’ll analyze
the idea or message, plot, characters, tone, use of symbolism, writing style, or any other
devices that the author has used. Analysis of a film or play might focus on visual effects,
lighting, sequencing or how an actor portrays a character.
In a literary analysis essay, you do not focus entirely on the plot. Rather, you look at how the
plot was designed, why it was developed, the choices an author made and whether these
choices are effective choices. Although some context may be needed so readers can
understand, you are not being asked to write a book report. The purpose is not to give a
summary of the plot to prove you have read and understood it. Instead, you will offer an idea
and present it through careful examination of the author’s or director’s choices. You are
expected to refer to portions of the text or film to support your ideas. The goal is to make
readers learn something new about the literary piece, or watch or read it with “new eyes.”
Here is a summary of a long, 15-page paper, “Gender Roles in Disney Films: Analyzing
Behaviors from Snow White to Simba,” written by a graduate student:
For this Assignment:
The purpose of this assignment is to help you develop your analytical skills, your ability to
support an idea with evidence from a text or image, and your ability to organize logically what
you want to say. With a peer partner, you will write a 500-word literary analysis essay in which
you compare/contrast TWO FILMS.
Choose your films and your topic carefully after brainstorming together. Later in the semester,
both of you will present your analysis to the class in a short presentation. When choosing a
topic,
While television cartoons have served as focal points for researchers concerned about gender
depictions in Disney works, their film counterparts have received little attention. This study
analyzed Disney full-length animated films to identify the gendered “world view” they
provide for young viewers. Prosocial and antisocial behaviors were examined to determine
the prevalence of gender stereotypes within the films. Specific attention was paid to gender
issues regarding victims of antisocial acts, contrasts between heroes and heroines, and
differences between female and male villains.
Hoerrner, K. L. (1996). Gender Roles in Disney Films: Analyzing Behaviors from Snow White to Simba.
Communications, 19(2), 213-228.
consider carefully what might be interesting to your audience. You may choose films from your
own culture and language.
Possible Topics:
Here are some possible topics you may use. Or, you can propose your own.
Special Effects ...
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Know all about writing a movie review.Know all about The story arc,The character arc,The intensity of plots,How the story pitch is developed?,How the plots are linked?,The delivery of message,The theme of the story,The background effects etc.
Acting and Acting StylePrepareAs we have been discussing, .docxnettletondevon
Acting and Acting Style
Prepare
As we have been discussing, the mise en scène of a film is the use of a variety of design elements to create the visual theme. As you prepare to write this discussion, take a few moments to do the following:
· Read any required and recommended reading materials for this week, especially Chapter 5 (Mise en Scene and Actors).
· Review the grading rubric for this discussion.
· Select a full-length film from the AFI 10 Top 10 list.
Reflect
Mise en scène refers to different technical elements used in making a film such as lighting and sound, both of which you have already analyzed in this course. The term also encompasses the role of actors in a film, their physical positioning and movements within the frame, as well as the different styles and types of acting.
You can classify an acting category using only one film as reference, but these categories are subject to change. Each new role helps to clarify or shift an actor’s designation. Do some actors always fall into the same category? How can actors change from category to category? Does genre have any effect on the acting styles present in a given film?
Write(due Thursday, Day 3)
Please view the video Adding Pictures and Video to Discussions and Introductions for guidance on how to integrate multimedia with your response.
Using specific examples from your chosen film, write an initial post of at least 200 words which should
· Identify three actors from your film and classify each according to the acting category listed in your text.
· Explain your reasons for classifying the actors as you do. Use specific references to the film and pay special attention to how these decisions impacted characterization. Also, consider the impact of any realistic or stylized portrayals within the film.
· Focus on one of the actors you’ve discussed. Based on other films the actor has been in, would this actor always be placed in the same category? If so, what does this say about the category or actor? If not, what can you infer about the flexibility of these categories? Provide evidence (references from other films, including film clips and stills) to support your argument.
You must use at least two outside sources, in any combination of embedded video clips, still photos, or scholarly sources. All sources should be documented in APA style as outlined by the Ashford Writing Center.
Respond to Peers(due Monday, Day 7)
Respond to at least two classmates who chose different actors or different categories than you did. In your responses, reference your initial post and show how your ideas relate to those of your peers. Your responses should be 150 to 175 words each.
Please view the video Accessing Feedback in the Gradebook for guidance on how to review your instructor’s feedback when the post is graded.
The Cinematic Auteur
Prepare
As you prepare to write this discussion, take a few moments to do the following:
· Review the Modeled Discussion.
· Read any required and .
Video Production
by- Nihal Ghosarwade- points covered- Ideating a video, characters, conflict, resolution, communicate your ideas, camera angles, level shots, Aerial shots, Mise-en-scene, lights, green room, chroma keying, studio lights, color temperature, depth of field. Hope it will help you out.
FORMAL ELEMENTS
of the
CINEMA
PRIMARY COMPONENTS
Camera
Composition
Mise-en-Scene
Editing
Sound
camera
MOTION
stationary
movement: camera remains in place: tilt or pan
movement: camera moves from one place to another: track, dolly, or crane
ANGLE
high vs low
DISTANCE
close up, medium, long
composition
“The composition of a scene through the film image is what distinguishes
film from drama.”
single image = shot
series of shots = scene (unity of time + place)
series of scenes = sequence
series of sequences = film
composition
photographic properties of a shot (image)
tone: range and texture of color (including b/w)
film speed: slow motion, fast motion
perspective: spatial relations established between objects and figures
a. focus: deep, shallow, rack
b. camera position - position (POV) from which something is seen:
objective/subjective, psychological, cultural
mise-en-scene
literally: what is put before the camera (i.e. everything within the frame)
all properties of the cinematic image that exist independent of camera position and movement, as well as editing
INCLUDES: lighting, costumes, setting and sets, acting styles, arrangement of objects and figures
editing
the process by which two different shots are linked
different ways to join shots: cut, fade in/fade out, dissolve (wipe, iris in/out)
pace/rhythm: length of shots (TEMPORAL) in relation to other shots
for example, long takes, quick cuts
editing
continuity (or invisible) editing: Classical Hollywood narrative
=> establishing shot, shot/reverse shot, establishing shot
2. obtrusive editing:
=> jarring temporal and spatial shifts: disrupts sense of time and space
sound
ALIGNMENT WITH IMAGE
synchronous: sound and image match
direct: sound recorded when image is shot
dubbed: dialogue, sounds, noises, dialogue added in postproduction
asynchronous: sound and image do not match
RELATION TO NARRATIVE
diegetic: source of sound is within the world of the film
nondiegetic: source of sound is outside world of the film
sound
continuity: unified atmosphere
montage: disjunctions and unexpected relations
ambient: background noises, sounds, dialogue around main action
overlapping dialogue
voice off: voice of character off screen (out of frame)
voice over: voice not heard or seen by characters
narrative cuing: motif associated with a characters or action
Sex and the Cinema Dr. Carolyn Rebecca Chalker
Spring 2018 Dr. Beth Carol Roberts
LONG ESSAY I: Critical Analysis of a Film
Core Texts [select one]:
Blow Up (1966, Michelangelo, Antonioni)
Teorema (1968, Pier Paolo Pasolini)
Born in Flames (1983, Lizzie Borden)
She Must Be Seeing Things (Sheila McLaughlin)
In the Realm of the Senses (1976, Nagisa Oshima)
Crash (1996, David Cronenberg)
For this critical essay, you are to analyze ONE of the core texts. In order to do so, you will need
to view the film you select ...
Spring 2017ENGL 200Unit II – Reel Injuns and Indian Princesse.docxwhitneyleman54422
Spring 2017
ENGL 200
Unit II – “Reel Injuns and Indian Princesses: Native American Representation in Film”
Film Critique Essay Handout
In A Brief Guide to Writing from Readings, Wilhoit defines a critique as an evaluation of a “source text’s quality or worthy according to a set of established criteria,” and in doing so, “assert some judgment concerning the text—whether the reading was effective, ineffective, valuable, or trivial” (111). In this argumentative essay, you are asked to engage with mainstream films that either effectively or ineffectively/ethically or unethically represent Native Americans. You will be asked to apply discipline-specific criteria; that is, you will be focusing primarily on racial and cultural representation, and how these concepts are manifested in dialogue (or lack of dialogue), costume choices, the dimensionality of the characters, etc. We will read You will be asked to engage in “analysis…evaluation…[and] explanation,” in order to write a convincing and effective argument concerning the representation taking place in the film you choose. This paper will be 5-6 pages long, and you are required to incorporate at least five sources, using proper methods of incorporation and the rules of M.L.A. citations in order to do so.
You will choose a film that contains Native American cast members (whether primary characters or extras) and in which these characters advance the narrative in a meaningful way. The movie you choose can be live action or animated (Last of the Mohicans; Peter Pan); there are a number of films that you can choose from, as we will discuss in class. You may adopt one of the following approaches, or come up with your own (please speak with me if you wish to do so):
1. Write a positive or negative view of a film that discusses the “behind the scene” work that the directors or producers engaged in in reference to the portrayal of Native people in the movie (such as the recent controversy of Johnny Depp being cast in Lone Ranger film).
2. Write a positive or negative review of a film that discusses it as a final product, such as the acting, dialogue, costuming, themes, makeup, etc. contribute to your opinion of the film.
3. Do the above task, but employ a more specific lens, perhaps looking at how the gender of the Native characters (masculinity and femininity) are presented, or if the film accurately portrays cultural norms and practices, such as language, dress, setting, etc.
In order to write a successful film critique, you need to give yourself a narrow focus so that you can discuss these themes and elements in careful, thoughtful detail. You need to support your evaluations not only with your own opinion, but also with relevant evidentiary support. Remember that you are “expected to evaluate the [film] according to an established set of standards,” which we will create together as a class. Also, make sure that your final draft is polished and carefully edited.
You will be expected to write t.
Analyzing Fiction, Poetry& Drama 1. Identify Subject, Subgen.docxrossskuddershamus
Analyzing Fiction, Poetry& Drama
1. Identify Subject, Subgenre, Context—what’s it about? What form of
fiction/poem/drama is it (horror/sonnet/comedy etc.)? What is text’s
cultural situation?
2. Identify Setting—what is time, place, atmosphere?
3. Identify Characterization—What is character/speaker like? How is
character/speaker presented?
4. Identify Structure—How is plot/poem arranged?
5. Identify Literary Devices—what allusions, images, symbols etc appear?
6. Identify Word Usage—what is vocabulary level (formal, informal, slang)?
7. Identify Tone—what is author’s attitude toward subject?
8. Identify Narrative Perspective—What PoV is used? (For drama, whose
story is privileged?)
Essay Types
The Evaluation Essay
Standards of Evaluation
1. Aesthetic Evaluation:
●Deals with conceptions of beauty (physical & otherwise).
●Judgement involves 2 criteria: coherence & comparison.
E.g. “Is graffiti an eyesore?”
2. Ethical Evaluation:
●Deals with moral perspective.
●Judgement may involve religious, moral, ideological issues.
E.g. “Is the continued existence of the Canadian senate defensible in the
wake of recent scandals?”
3. Logical Evaluation:
●Deals with reasoning & evidence in arguments.
●Judgement involves assessment of reasoning, evidence, emotional appeals.
E.g. “Do you believe Rob Ford’s promises to curtail his recent behavior
and return to sound mayoral practice?”
4. Practical Evaluation:
●Deals with attainability/feasibility & usefulness.
●Judgement involves connecting subject with context/situation.
E.g. “Is Ottawa capable of sustaining another CFL franchise?”
Sample Evaluation Essay
Topic: “Was the Quebec government justified in implementing Bill 78 that curbs student-
protest rights after the mass of student uprisings against tuition-fee increases in spring
2012?”
Standard of Evaluation: Ethical
Preliminary Evaluation:
PROS CONS
●decreased potential for/fear of violence ●hampered students’ right to gather
●endorsed rights of other population ●muzzled free speech
segments to unhindered movement ●implied antisocial behavior is
●encouraged peaceful protest endemic to protest/villainized
●lessened potential for property damage all student protesters
Choice: YES (Pros outweigh Cons in quantity & quality in writer’s opinion)
Tentative Thesis:
Given the potential that ongoing student action over tuition-fee increases has to
negatively impact the lives of all Quebecers through property damage, restricted movement
and a general feeling of unease among those not involved in the dispute, the Quebec
government was right to step in and set parameters on student demonstrations, a move that
could actually benefit the students’ aims by encouraging peaceful, more convincing protest.
Dealing with Counter-Arguments
Refutation
It is important to remember that Bill 78 does not deny
students’ rights to gather peacefully; demonstra.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. AGENDA
• GPU: Subject-Verb agreement
• Review:
• Thesis
• Body Paragraphs
• New:
• Introductions: revised and expanded
• Anticipating Opposing Positions and
Objections (counterargument)
• House Points Distributed
3. GPU: Subject-Verb agreement
Subject: The part of a clause that
identifies who or what is being
discussed: At the checkpoint, we
unloaded the canoes.
Verb: A word or phrase
that expresses action or
being and, along with a
subject, is a basic component
of a sentence:
At the checkpoint, we
unloaded the canoes.
Person: The form of a
word that shows whether
it refers to I or we (first
person), to you (second
person), or to he, she, it,
or they (third person).
Use subjects and verbs that agree in person and number. Agreement
problems often occur when a sentence has a complicated subject or verb,
especially when the subject and verb are separated by other words.
Number: The form of a
word that shows whether
it refers to one thing (singular)
or more than one
(plural): parent, parents;
child, children.
4. Make sure the subject and verb agree even if they are
separated by
other words.
5. Use a singular verb with a subject that is a
collective noun.
Collective noun: A noun
(such as class or family)
that refers to a group as
a unit and is usually
considered singular.
6. Use a plural verb with a
compound subject.
Compound subject: Two
or more words acting
as a subject and linked
by and.
7. Use a singular verb
with an indefinite
pronoun.
Indefinite pronoun: A pronoun that does not
refer to a particular person or object, such
as anybody, each, one, everyone,
everything, somebody, something, neither,
none, or nobody (which take the singular);
few, many, and several (which take the
plural); and all, most, and some(which can
take either the singular or plural).
9. Review: Thesis Construction
• Remember that a strong thesis statement should be clear,
arguable, and appropriately qualified. As you consider your
overall judgment, keep in mind that readers of evaluative
essays expect writers to present a balanced evaluation of a
subject by pointing out strengths as well as weaknesses. At
the same time, however, readers expect to encounter a
definitive judgment, not a vague, wishy-washy, or undecided
judgment.
• In you initial draft of your thesis, you might want to make some
reference to the four criteria you plan to evaluation for the out-
of-class essay.
10. Review: essay #2 Justifying an
Evaluation
The Writing Assignment:
• Using both your in-class essay and the basic features of a “justifying
an evaluation” essay write a new essay evaluating the film Harry
Potter and the Sorcerer’s Stone. Examine your subject closely, and
make a judgment about it in a clear and concise thesis statement.
Give reasons for your judgment that are based on at least four
widely recognized criteria or standards for evaluating a film like this
one. Support your reasons with examples and other details from
your subject. Your final essay should be between three and five
pages. (This means you should have at least one line on page four
to ensure you have filled three complete pages). Do not rely on your
in-class essay to substitute for this new essay. As you will see, this
essay assignment requires both more complex thinking and writing.
• Outside sources: this essay requires at least two direct quotations
in addition to other examples.
11. Review: Developing your argument
• Establish the criteria upon which you will judge the film. Choose at least four:
• Story: Does the movie have a plot that tells both an intriguing and unusual
story? Does the plot make sense? Is the story line logical? Is the narrative arc
well shaped and stay focused on the climax? Or is it drawn out and boring with
time-killing pointlessness? Are the character’s actions justified? Are their
motives reasonable? Do characters behave with consistency? Or do some
words, thoughts, or actions ring false?
• Acting: Do the actors convince the audience they are the characters they are
portraying. Do they meet the expectations dictated by the plot and other story
elements? If not, is it their own acting deficiencies that hold them back? Or are
they hampered by a poor script? What could the actors have done differently to
make the movie work better?
• Special Effects: Do film visuals maintain a professional quality and stimulate
the audience? Or are they phony looking and unbelievable? Are special effects
used appropriately? Do they compliment the emotions of a scene and support
the setting?
12. Review: More criteria
• Suspense: does the film must keep the audience on edge and make
them eagerly anticipate a resolution? Are there particular elements of
suspense that you can name? For example, does the cinematography
make it suspenseful? The dialogue? The film cuts?
• Realism/accuracy: is the film believable? Even fantasy films must
operate inside of the realm of possibility that viewers can accept. Does
the film portray events, people, and events as they are in real-word
settings as much as possible? Are actions and interactions believable,
plausible, and at least somewhat relatable given the genre of the film?
• Setting: are the characters in an environment that contributes to or
supports their actions and interactions. Does the setting emphasize the
themes and moods of the film? Is the scenery aesthetically pleasant? Or
does it detracting from the main focus of the scene?
13. Review: A Few More
• Technical elements: how do the cinematography, editing, lighting,
sound, and other components support or detract from the film? Does the
camera crew capture the scenes in a manner that best illustrates the
story? How do these elements contribute to or detract from the film?
• Soundtrack: is music appropriate and effectively employed? Does the
sound compliment the visuals? Does it help convey the emotion of each
scene?
• Originality: does the film present some new concept or idea that has
hardly been explored by its predecessors? Is there creativity and
innovation? Is it fresh content? Or does it tell an old story in a
conventional way?
• Message: is there a message, moral, or ethic in the story? Is the
message important or compelling to contemporary audiences?
15. Introductions: “Star Trek or Star Wreck”
One of the most famous (and probably most loved) stories about outer space, interstellar
journeys, distant galaxies, and new discoveries and dangers is Star Trek, which includes both a
TV series and a number of movies telling the story of the spaceship Enterprise and its crew,
led by captain James T. Kirk. In 2013, another movie was released—Star Trek Into Darkness,
directed by J.J. Abrams, famous for both his directing and for his work with visual effects.
In general, I am more enthusiastic about Star Wars films, but I admit to the epic nature of
the saga developed in numerous Star Trek episodes and films. Star Trek Into Darkness tells
the story of a three-way conflict between Captain Kirk and the Enterprise crew, Admiral
Marcus, and the central protagonist Khan, aka John Harrison, played by Benedict
Cumberbatch. The cast includes Chris Pine as Captain Kirk, Zachary Quinto as Spock, and Zoe
Saldana as Uhura. The film premiered in Singapore, on April 23, 2013. Box Office Mojo listed
its domestic gross at $228+ million, excluding disc sales, with the production costs pegged at
$190 million (“Star Trek Into Darkness” Box Office), which seems to indicate it is a successful
film, at least economically.
To avoid revealing all of the movie plot, I will just hit the highlights. Khan, a genetically
improved human, is awakened from cryogenic sleep by Admiral Marcus (played by Peter
Weller), who wants to use him in his fight against Klingons (an alien race). Khan escapes,
commits several crimes, kills several members of the Star Fleet council, and then escapes to
planet Chronos. Captain Kirk and his crew chase Khan and ultimately take him captive. Marcus
threatens to destroy the Enterprise if Kirk does not turn Khan over to him. Kirk refuses. Their
conflict escalates until Khan kills Marcus.
17. Alternative Judgment: From “Star
Trek or Star Wreck”
[Cumberbatch’s] emotionless, yet compelling delivery, marks this
as a brilliant performance. His demeanor is chilling, and at times,
just scary. I was not just engaged, but rather riveted. I would like
to, here, acknowledge Ricardo Montalban’s earlier performance as
Khan in Star Trek films. Many people regard Montalban as one of
the greatest villains of all time. I acknowledge that Montalban is
truly excellent as Khan, but I don’t think that his performance
detracts from Cumberbatch’ s excellent work in playing the same
character.
18. Write a few sentences describing an objection or an
alternative judgment you expect some readers to raise.
“Some people might say that the film lacks cutting
edge special effects…..”
Consider whether readers base their criticism on different
criteria or whether they analyze the movie criteria differently
than you do.
“There are some critics who cite the child actors as a
problem in this film. Though I haven’t mentioned them.
. . ”
New: Anticipate a Likely Objection or
Alternative Judgment:
Objection
Alternative
Judgment
19. Write a few sentences trying out a possible counterargument. You may
be able simply to acknowledge an objection or alternative judgment. If
the criticism is serious, consider conceding the point and qualifying
your judgment.
“There are some critics who cite the child actors as a problem
in this film, and I understand that the acting is not perfect, but
they are only 11 years old. They don’t have much experience,
but most kids this old don’t.”
You might also try to refute it by arguing that the standards you are
using are appropriate and important.
“Some people might say that the film lacks cutting edge special
effects, but I don’t agree. Given that the film was made in 2001,
the effects are truly great!”
Consider Whether to Concede or Refute
the Objection
Concession
“I understand”
Refutation
“I don’t agree”
21. HOMEWORKRead HP Chapters 9-10 pages
140-181
Vocabulary: Spells 1-18
HW Discussion 6: Post the
following:
1.Your revised directed
introduction: (this can be a
revised and expanded
version of your essay 1
introduction).
2.Your thesis
3.Your counterargument
(anticipating opposing
positions and objections).