Joint Author Sentiment Topic Model, Subhabrata Mukherjee, Gaurab Basu and Sachindra Joshi, In Proc. of the SIAM International Conference in Data Mining (SDM 2014), Pennsylvania, USA, Apr 24-26, 2014 [http://people.mpi-inf.mpg.de/~smukherjee/jast.pdf]
This document provides an agenda and instructions for a workshop to revise drafts of Paper 2. It includes reminders about peer reviewing essays, checking for proper formatting and integration of citations, constructing a counterargument, and improving introductions. Students are instructed to exchange papers with a partner and take turns reading their drafts aloud. The partner will use a worksheet to provide feedback and suggestions for revision. House points are also awarded for participation. Homework includes finalizing Paper 2, reading assigned Harry Potter chapters, and reviewing vocabulary terms.
The document provides guidance on writing essays, including introducing topics with profound statements, using evidence to support ideas, and discussing how authors convey meaning and what lessons they aim to teach audiences. It emphasizes explaining the "why" and discussing purpose over just identifying techniques. Well-written paragraphs should define concepts, use evidence to back statements, and discuss societal lessons. A high-quality essay would analyze how texts represent ideas and what human insights readers can gain.
The document provides a scoring rubric for evaluating narrative writing. It evaluates narratives on a scale of 1 to 5 based on how well the narrative tells a story, develops characters and setting, conveys the significance of events, and demonstrates language use and mechanics. A score of 5 represents an exemplary narrative that is highly engaging and memorable, brings the setting and characters to life, clearly expresses the meaning and importance of events, and has strong language skills and few errors. Lower scores have progressively less developed narratives with weaker storytelling, setting, character development, expression of significance, and language mechanics.
This document introduces probabilistic topic modeling and discusses its applications to modeling social dynamics on social networks. It describes latent Dirichlet allocation and other topic modeling techniques like the dynamic topic model. It also discusses using topic models to analyze conversation graphs extracted from social media interactions and the need for new tools to model the interconnected structure of conversation graphs, referred to as topical social dynamics. Finally, it considers the possibility of ontological social dynamics but notes limitations due to current data and knowledge representation.
Author-Specific Hierarchical Sentiment Aggregation for Rating Prediction of R...Subhabrata Mukherjee
Author-Specific Hierarchical Sentiment Aggregation for Rating Prediction of Reviews, Subhabrata Mukherjee and Sachindra Joshi, In Proc. of the 9th edition of the Language Resources and Evaluation Conference (LREC 2014), Reykjavik, Iceland, May 26-31, 2014
This document outlines a WebQuest activity for a 12th grade theatre class where students will explore the impact of media like theatre and film. Students will be assigned roles like director, actor, screenwriter, or producer and research their role's contributions to a film. They will then watch a film clip and work as a team to create their own ending, presenting their research and ending to the class. The document provides the task, process, evaluation criteria, and a conclusion that challenges students to continue learning about film and its impact.
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.
This document provides an agenda for an EWRT 211 class. It includes reviewing subject-verb agreement, thesis statements, body paragraphs, and introducing opposing positions and counterarguments. It also covers revising and expanding introductions. The document provides examples and explanations of these writing elements. It concludes by assigning homework of revising an introduction, posting a thesis statement, and including a counterargument.
This document provides an agenda and instructions for a workshop to revise drafts of Paper 2. It includes reminders about peer reviewing essays, checking for proper formatting and integration of citations, constructing a counterargument, and improving introductions. Students are instructed to exchange papers with a partner and take turns reading their drafts aloud. The partner will use a worksheet to provide feedback and suggestions for revision. House points are also awarded for participation. Homework includes finalizing Paper 2, reading assigned Harry Potter chapters, and reviewing vocabulary terms.
The document provides guidance on writing essays, including introducing topics with profound statements, using evidence to support ideas, and discussing how authors convey meaning and what lessons they aim to teach audiences. It emphasizes explaining the "why" and discussing purpose over just identifying techniques. Well-written paragraphs should define concepts, use evidence to back statements, and discuss societal lessons. A high-quality essay would analyze how texts represent ideas and what human insights readers can gain.
The document provides a scoring rubric for evaluating narrative writing. It evaluates narratives on a scale of 1 to 5 based on how well the narrative tells a story, develops characters and setting, conveys the significance of events, and demonstrates language use and mechanics. A score of 5 represents an exemplary narrative that is highly engaging and memorable, brings the setting and characters to life, clearly expresses the meaning and importance of events, and has strong language skills and few errors. Lower scores have progressively less developed narratives with weaker storytelling, setting, character development, expression of significance, and language mechanics.
This document introduces probabilistic topic modeling and discusses its applications to modeling social dynamics on social networks. It describes latent Dirichlet allocation and other topic modeling techniques like the dynamic topic model. It also discusses using topic models to analyze conversation graphs extracted from social media interactions and the need for new tools to model the interconnected structure of conversation graphs, referred to as topical social dynamics. Finally, it considers the possibility of ontological social dynamics but notes limitations due to current data and knowledge representation.
Author-Specific Hierarchical Sentiment Aggregation for Rating Prediction of R...Subhabrata Mukherjee
Author-Specific Hierarchical Sentiment Aggregation for Rating Prediction of Reviews, Subhabrata Mukherjee and Sachindra Joshi, In Proc. of the 9th edition of the Language Resources and Evaluation Conference (LREC 2014), Reykjavik, Iceland, May 26-31, 2014
This document outlines a WebQuest activity for a 12th grade theatre class where students will explore the impact of media like theatre and film. Students will be assigned roles like director, actor, screenwriter, or producer and research their role's contributions to a film. They will then watch a film clip and work as a team to create their own ending, presenting their research and ending to the class. The document provides the task, process, evaluation criteria, and a conclusion that challenges students to continue learning about film and its impact.
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.
This document provides an agenda for an EWRT 211 class. It includes reviewing subject-verb agreement, thesis statements, body paragraphs, and introducing opposing positions and counterarguments. It also covers revising and expanding introductions. The document provides examples and explanations of these writing elements. It concludes by assigning homework of revising an introduction, posting a thesis statement, and including a counterargument.
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 revising and expanding introductions. The document provides examples of criteria for evaluating films, such as story, acting, special effects, suspense, and technical elements. It discusses developing arguments and qualifying judgments. It concludes with assigning homework on revising introductions, writing a thesis, and including a counterargument.
This document outlines the agenda and activities for an English writing class. It includes returning a previous essay, discussing complex sentences and fragments, analyzing an article, introducing a new movie evaluation essay assignment, reviewing thesis construction, and outlining homework expectations. Students will work on developing their new essay arguments in groups and begin drafting paragraphs in class. The teacher will be absent the following class, so a substitute will lead activities focused on reviewing homework outlines and working on the new essay.
An inspector calls’ jb priestley Gerald extractMsCalver
This document provides guidance for analysing and summarizing J.B. Priestley's play 'An Inspector Calls'. It includes level descriptors for analyzing the writer's methods and use of subject terminology. It prompts students to identify stage directions in a passage and discuss their relevance. Students are instructed to treat the play as a play through examining the audience, stage directions, and writer's intentions. Key terms for analysis are defined and students are asked to read and annotate an extract, focusing on how the character of Gerald is presented. Peer assessment and feedback is also incorporated.
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 .
This document outlines the agenda for an EWRT 1A class. It begins with a review of subject-verb agreement and thesis statements. It then covers new material on writing introductions, including revising and expanding introductions. It also covers anticipating opposing positions and objections in an essay by writing a counterargument. The document provides examples and guidance on developing introductions, thesis statements, counterarguments, and responding to potential objections. It concludes with assigning homework of posting a revised introduction, thesis, and counterargument for an essay evaluating Harry Potter and the Sorcerer's Stone.
Dr. E. Brown-Guillory Distinguished Professor of Theatre .docxmadlynplamondon
Dr. E. Brown-Guillory
Distinguished Professor of Theatre
Template for Writing a Performance Review
Important points to remember:
• Back up or support all your opinions with valid reasons.
• Be objective, fair, and sincere.
• Evaluate the entire production.
• Be constructive. Indicate good points along with those you felt
needed improvement.
• Write in a formal style (check grammar, punctuation, etc.)
• Avoid reading reviews of the play you are reviewing so as not
to be influenced, but do read several reviews of other plays so
you will get a feel for how reviews are often handled.
A critique is an evaluation of a performance of a show. It should contain five
paragraphs and consist of about 750 words, be double spaced, and be written in
Times New Roman, 12pt font.
1. Paragraph 1—The Basics
Begin with an eye-catcher opening and then include answers to the five W’s:
• Who (the playwright, directors, and actors)
• What (the title of the play)
• Where (produced at the name of the school or theatre)
• When (when did you see it?)
• Why (In a few sentences, state the basic themes/messages of the
show. What is the idea, meaning, or message? What is it a
commentary on? What is the tone of the play? (Do not provide
plot summary in this introductory paragraph)
2. Paragraph 2—The Plot
a. Briefly (three or four sentences) summarize the plot of the show.
b. The bulk of the paragraph should address the following: If you could
change anything about the play, what would you change (To suggest
changes to the play, select from one or more of the six elements of drama:
plot, character, theme, diction, music and spectacle. Do not write about
all six elements to which you would make changes.)
3. Paragraph 3—The Acting
Reactions to the performers playing the characters in the play will include
answers to the following:
• Use their real names and character names
• Were they believable? Were they good or poor actors?
• How was their volume and articulation?
• Did their gestures and body movement stay true to the
character?
4. Paragraph 4—The Design (focus on no more than two tangible
elements/production values below. Do NOT write about all four, only two of the
following:)
Set:
• Did it establish a definite mood and correct time period for the
play?
Lights:
• Did they convey appropriate mood, emphasis, and brightness?
Costumes and Makeup:
• Were they true to the period of the show and to the characters?
Sound:
• How did the sound effects and music contribute to the show’s
mood?
5. Paragraph 5—The Reaction and Making Connections to Society
a. Include a statement about how the play connects to your local, regional
and national communities. What aspect of the play resonates in you and
how does the play offer meaning in our world today? Place the play in
context to your communities by addressing how this play help us better
understand how to handle the i ...
The document provides instructions on the PEAL method for structuring persuasive writing about literature. It breaks down PEAL as:
P - point: The topic/theme sentence that answers the question.
E - example: Evidence from the text, either a direct quote or close paraphrase, to support each major point.
A - analysis: An explanation of how the evidence supports the topic. Definitions may be used to help.
L - link: The significance of the analysis in relation to the original question.
It then provides an example of how to use the PEAL structure to analyze a passage and question. The passage discusses nostalgia and how trends from the past are revived. The question asks
This document outlines the agenda for an EWRT 1A class. It will include a review of sentence types, discussion of a sample essay, and an introduction to the next writing assignment. The class will evaluate a movie using at least four criteria and justify their evaluation in a 3 to 5 page essay. They will discuss choosing criteria, developing an argument, qualifying a thesis statement, and reviewing elements of a strong thesis. Homework involves drafting body paragraphs for the new essay assignment.
The document provides guidance on critically reviewing a drama work. It outlines a 5-step general process for analyzing a drama: 1) Examine the title, 2) Read the play, 3) Examine the play by parts, 4) Determine the tone, and 5) Study the ending. It also lists questions to ask about the theme, characters, setting, imagery/symbolism, plot, and language to help uncover the playwright's purpose and meaning. Finally, it provides tips for presenting the review such as starting with an introduction and thesis, making points with evidence, and concluding to tie the analysis together.
DocumentaryFilm Analysis WorksheetInstructions for DocumentDustiBuckner14
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.
This lesson plan outlines a project for 8th grade English students to create book trailers for novels they have read over the school year. The plan provides background on book trailers and shows examples. It details a 14-day process where students will read a novel, create a plot outline and timeline, develop a storyboard, and use digital tools to produce a book trailer. Students will present their trailers and be evaluated based on how effectively their trailer summarizes the book's plot and persuades viewers to read it.
The document summarizes feedback from participants on a film review. Participants felt the review was too similar to the magazine it was meant for and could distinguish itself more. They also felt the review was too biased and not balanced enough. The images accompanying the review were effective at conveying the film's content and genre in an intriguing way without revealing too much. However, the review provided too many plot details, potentially spoiling the film for readers. Suggestions are made to address these issues in revising the review.
The Writing AssignmentWatch a movie that you want and write an.docxpelise1
The Writing Assignment
Watch a movie that you want and write an essay evaluating the movie. State your judgment (thesis statement) clearly, and support it with a convincing argument based on standards of value that your readers will be likely to agree. Assuming that your readers do not know anything about the movie, you describe it and inform them why the movie is recommended to watch or graded low. Provide a brief plot summary so that the audience can get an idea of what the movie is about. You also discuss about the strengths and/or weaknesses of the movie. Do not simply retell the story of the movie. This is not a story-telling test.
It is important to have a thesis statement in the introduction, and a topic sentence and supporting details in each body paragraph. Introduction and conclusion should be connected in a way or another. Try to reduce errors as many as possible. If you have many errors, you will not get a satisfactory grade. Do not simply retell the story of the movie.
Basic features of evaluation
A Well-presented subject
A clear, well-balanced judgment
A convincing argument
Pointed comparison/compare and contrast similarities and differences with a movie that belongs to the same genre.
Organization
Present the background, a brief plot summary of the movie that offers the foundation of your evaluation.
Discuss the universal criteria you will analyze in the essay as you evaluate the film.
Judge the movie from your critical perspective(s).
Body paragraphs
Give several reasons and support them with convincing details (evidence) from the movie.
Plot: How is the story told (chronological, flashback, or
flashforward
)? Why do you think the director structure the movie that way? How does the plot contribute to making the movie theme? Is the story interesting? Confusing? Moving? Believable? Just a copy of other movies that you’ve seen? What specific parts do you think problematic or efficient?
Genre: what type of movie is this? For example, action, adventure, horror, sci-fi, romance, mystery, comedy, tragedy, documentary? How is the movie evaluated, for example in the ranking? How does the movie attract the audience?
Pace: Is the movie slow-paced? Or action-packed? What parts were dull or exciting? How does the pace contribute to the story? Why do you think the director set that pace in the movie?
Acting: How is the acting done? Do they seem to be acting effectively? How much the acting contribute to the movie?
Music: What kind of music is used as a sound track? Is the music proper to the subject of the movie? How does the music create the mood of the scenes?
Dialogue: Does it sound natural? Were there any specific scenes of the movie where dialogue stood out for some reasons? Any memorable dialogue?
Any social, political, issues: What message does the movie try to send to the audience?
Remember you should use specific examples (dialogue, scene...) from the movie to support each above category.
.
This document provides an agenda for an EWRT 1A class. It outlines that the class will cover preparing for the first in-class essay, including how to begin, develop a thesis, and conclude. It will discuss criteria for evaluating a story such as storyline, casting/acting, and special effects. The document also covers class policies on attendance, conduct, plagiarism, and developing arguments in essays. Students are instructed to brainstorm conclusions that create new meaning, answer "so what?", or propose actions based on their evaluation thesis.
Lady From Shanghai booklet for A-Level Film StudiesIan Moreno-Melgar
A 55 page guide to the film The Lady From Shanghai for the A-Level Film Studies course for Eduqas. This highly detailed guide to the film is available to buy as an editable Word doc and PDF from here:
This workbook and 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 Orson Wells, film noir, auteur cinema, Classical Hollywood, a thorough exploration of ideology, 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.
This document provides guidance for students on structuring their working record for Unit 2 Drama. It outlines 6 key areas of study for drama: character, context and plot; structure; audience and performance space; improvisation; genre and style; and semiotics. Students are instructed to approach the unit as devisers, designers, or directors/performers. Their working record should include 3 items - one as a performer, one as a deviser or designer, and one of their choosing. Each item requires research, character analysis, and evaluation in relation to the areas of study. The goal is to maximize students' understanding of drama through practical application and reflection.
This document discusses rubrics for assessing student learning. It provides examples of holistic and analytic rubrics. There are two types of rubrics: analytic rubrics describe each criterion separately, while holistic rubrics assess student work as a whole. The document outlines the steps to develop a scoring rubric, including identifying the characteristics being assessed, describing exemplar work, describing minimum acceptable work, and developing intermediate descriptions. It also includes sample interview questions and plans for research and analysis on rubrics.
W4 Assignment 1. DiscussionAs in all assignments, cite your sou.docxaryan532920
This document provides guidance for writing a discussion response about a healthcare ethics topic. It includes two discussion questions - the first asks about alternative forms of community consent for medical research and how one would feel about their records being used without consent. The second asks students to evaluate whether a proposed study on pain assessment in nonverbal patients requires exempt, expedited, or full ethics review. The document also provides considerations for writing about a theater production from an informed perspective, including guidance on addressing acting, design/technology, directing, stage management, and more.
The document discusses the six traits of writing: idea, organization, voice, word choice, sentence fluency, and conventions. It provides strategies for teaching each trait, including introducing the trait, activities to teach skills related to the trait, and assessments. The strategies are based on Posner's method of organizing instruction by skills and concepts.
This document outlines an EWRT 211 class agenda. It includes a discussion of a student essay analyzing the thesis and structure. It also covers spelling and grammar lessons, including the four types of sentences. The writing assignment is to evaluate the film Harry Potter and the Sorcerer's Stone using at least four criteria to form an argument. Students are provided potential criteria and instructed to draft body paragraphs for homework.
XtremeDistil: Multi-stage Distillation for Massive Multilingual ModelsSubhabrata Mukherjee
Massive distillation of pre-trained language models like multilingual BERT with 35x compression and 51x speedup (98% smaller and faster) retaining 95% F1-score over 41 languages
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 revising and expanding introductions. The document provides examples of criteria for evaluating films, such as story, acting, special effects, suspense, and technical elements. It discusses developing arguments and qualifying judgments. It concludes with assigning homework on revising introductions, writing a thesis, and including a counterargument.
This document outlines the agenda and activities for an English writing class. It includes returning a previous essay, discussing complex sentences and fragments, analyzing an article, introducing a new movie evaluation essay assignment, reviewing thesis construction, and outlining homework expectations. Students will work on developing their new essay arguments in groups and begin drafting paragraphs in class. The teacher will be absent the following class, so a substitute will lead activities focused on reviewing homework outlines and working on the new essay.
An inspector calls’ jb priestley Gerald extractMsCalver
This document provides guidance for analysing and summarizing J.B. Priestley's play 'An Inspector Calls'. It includes level descriptors for analyzing the writer's methods and use of subject terminology. It prompts students to identify stage directions in a passage and discuss their relevance. Students are instructed to treat the play as a play through examining the audience, stage directions, and writer's intentions. Key terms for analysis are defined and students are asked to read and annotate an extract, focusing on how the character of Gerald is presented. Peer assessment and feedback is also incorporated.
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 .
This document outlines the agenda for an EWRT 1A class. It begins with a review of subject-verb agreement and thesis statements. It then covers new material on writing introductions, including revising and expanding introductions. It also covers anticipating opposing positions and objections in an essay by writing a counterargument. The document provides examples and guidance on developing introductions, thesis statements, counterarguments, and responding to potential objections. It concludes with assigning homework of posting a revised introduction, thesis, and counterargument for an essay evaluating Harry Potter and the Sorcerer's Stone.
Dr. E. Brown-Guillory Distinguished Professor of Theatre .docxmadlynplamondon
Dr. E. Brown-Guillory
Distinguished Professor of Theatre
Template for Writing a Performance Review
Important points to remember:
• Back up or support all your opinions with valid reasons.
• Be objective, fair, and sincere.
• Evaluate the entire production.
• Be constructive. Indicate good points along with those you felt
needed improvement.
• Write in a formal style (check grammar, punctuation, etc.)
• Avoid reading reviews of the play you are reviewing so as not
to be influenced, but do read several reviews of other plays so
you will get a feel for how reviews are often handled.
A critique is an evaluation of a performance of a show. It should contain five
paragraphs and consist of about 750 words, be double spaced, and be written in
Times New Roman, 12pt font.
1. Paragraph 1—The Basics
Begin with an eye-catcher opening and then include answers to the five W’s:
• Who (the playwright, directors, and actors)
• What (the title of the play)
• Where (produced at the name of the school or theatre)
• When (when did you see it?)
• Why (In a few sentences, state the basic themes/messages of the
show. What is the idea, meaning, or message? What is it a
commentary on? What is the tone of the play? (Do not provide
plot summary in this introductory paragraph)
2. Paragraph 2—The Plot
a. Briefly (three or four sentences) summarize the plot of the show.
b. The bulk of the paragraph should address the following: If you could
change anything about the play, what would you change (To suggest
changes to the play, select from one or more of the six elements of drama:
plot, character, theme, diction, music and spectacle. Do not write about
all six elements to which you would make changes.)
3. Paragraph 3—The Acting
Reactions to the performers playing the characters in the play will include
answers to the following:
• Use their real names and character names
• Were they believable? Were they good or poor actors?
• How was their volume and articulation?
• Did their gestures and body movement stay true to the
character?
4. Paragraph 4—The Design (focus on no more than two tangible
elements/production values below. Do NOT write about all four, only two of the
following:)
Set:
• Did it establish a definite mood and correct time period for the
play?
Lights:
• Did they convey appropriate mood, emphasis, and brightness?
Costumes and Makeup:
• Were they true to the period of the show and to the characters?
Sound:
• How did the sound effects and music contribute to the show’s
mood?
5. Paragraph 5—The Reaction and Making Connections to Society
a. Include a statement about how the play connects to your local, regional
and national communities. What aspect of the play resonates in you and
how does the play offer meaning in our world today? Place the play in
context to your communities by addressing how this play help us better
understand how to handle the i ...
The document provides instructions on the PEAL method for structuring persuasive writing about literature. It breaks down PEAL as:
P - point: The topic/theme sentence that answers the question.
E - example: Evidence from the text, either a direct quote or close paraphrase, to support each major point.
A - analysis: An explanation of how the evidence supports the topic. Definitions may be used to help.
L - link: The significance of the analysis in relation to the original question.
It then provides an example of how to use the PEAL structure to analyze a passage and question. The passage discusses nostalgia and how trends from the past are revived. The question asks
This document outlines the agenda for an EWRT 1A class. It will include a review of sentence types, discussion of a sample essay, and an introduction to the next writing assignment. The class will evaluate a movie using at least four criteria and justify their evaluation in a 3 to 5 page essay. They will discuss choosing criteria, developing an argument, qualifying a thesis statement, and reviewing elements of a strong thesis. Homework involves drafting body paragraphs for the new essay assignment.
The document provides guidance on critically reviewing a drama work. It outlines a 5-step general process for analyzing a drama: 1) Examine the title, 2) Read the play, 3) Examine the play by parts, 4) Determine the tone, and 5) Study the ending. It also lists questions to ask about the theme, characters, setting, imagery/symbolism, plot, and language to help uncover the playwright's purpose and meaning. Finally, it provides tips for presenting the review such as starting with an introduction and thesis, making points with evidence, and concluding to tie the analysis together.
DocumentaryFilm Analysis WorksheetInstructions for DocumentDustiBuckner14
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.
This lesson plan outlines a project for 8th grade English students to create book trailers for novels they have read over the school year. The plan provides background on book trailers and shows examples. It details a 14-day process where students will read a novel, create a plot outline and timeline, develop a storyboard, and use digital tools to produce a book trailer. Students will present their trailers and be evaluated based on how effectively their trailer summarizes the book's plot and persuades viewers to read it.
The document summarizes feedback from participants on a film review. Participants felt the review was too similar to the magazine it was meant for and could distinguish itself more. They also felt the review was too biased and not balanced enough. The images accompanying the review were effective at conveying the film's content and genre in an intriguing way without revealing too much. However, the review provided too many plot details, potentially spoiling the film for readers. Suggestions are made to address these issues in revising the review.
The Writing AssignmentWatch a movie that you want and write an.docxpelise1
The Writing Assignment
Watch a movie that you want and write an essay evaluating the movie. State your judgment (thesis statement) clearly, and support it with a convincing argument based on standards of value that your readers will be likely to agree. Assuming that your readers do not know anything about the movie, you describe it and inform them why the movie is recommended to watch or graded low. Provide a brief plot summary so that the audience can get an idea of what the movie is about. You also discuss about the strengths and/or weaknesses of the movie. Do not simply retell the story of the movie. This is not a story-telling test.
It is important to have a thesis statement in the introduction, and a topic sentence and supporting details in each body paragraph. Introduction and conclusion should be connected in a way or another. Try to reduce errors as many as possible. If you have many errors, you will not get a satisfactory grade. Do not simply retell the story of the movie.
Basic features of evaluation
A Well-presented subject
A clear, well-balanced judgment
A convincing argument
Pointed comparison/compare and contrast similarities and differences with a movie that belongs to the same genre.
Organization
Present the background, a brief plot summary of the movie that offers the foundation of your evaluation.
Discuss the universal criteria you will analyze in the essay as you evaluate the film.
Judge the movie from your critical perspective(s).
Body paragraphs
Give several reasons and support them with convincing details (evidence) from the movie.
Plot: How is the story told (chronological, flashback, or
flashforward
)? Why do you think the director structure the movie that way? How does the plot contribute to making the movie theme? Is the story interesting? Confusing? Moving? Believable? Just a copy of other movies that you’ve seen? What specific parts do you think problematic or efficient?
Genre: what type of movie is this? For example, action, adventure, horror, sci-fi, romance, mystery, comedy, tragedy, documentary? How is the movie evaluated, for example in the ranking? How does the movie attract the audience?
Pace: Is the movie slow-paced? Or action-packed? What parts were dull or exciting? How does the pace contribute to the story? Why do you think the director set that pace in the movie?
Acting: How is the acting done? Do they seem to be acting effectively? How much the acting contribute to the movie?
Music: What kind of music is used as a sound track? Is the music proper to the subject of the movie? How does the music create the mood of the scenes?
Dialogue: Does it sound natural? Were there any specific scenes of the movie where dialogue stood out for some reasons? Any memorable dialogue?
Any social, political, issues: What message does the movie try to send to the audience?
Remember you should use specific examples (dialogue, scene...) from the movie to support each above category.
.
This document provides an agenda for an EWRT 1A class. It outlines that the class will cover preparing for the first in-class essay, including how to begin, develop a thesis, and conclude. It will discuss criteria for evaluating a story such as storyline, casting/acting, and special effects. The document also covers class policies on attendance, conduct, plagiarism, and developing arguments in essays. Students are instructed to brainstorm conclusions that create new meaning, answer "so what?", or propose actions based on their evaluation thesis.
Lady From Shanghai booklet for A-Level Film StudiesIan Moreno-Melgar
A 55 page guide to the film The Lady From Shanghai for the A-Level Film Studies course for Eduqas. This highly detailed guide to the film is available to buy as an editable Word doc and PDF from here:
This workbook and 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 Orson Wells, film noir, auteur cinema, Classical Hollywood, a thorough exploration of ideology, 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.
This document provides guidance for students on structuring their working record for Unit 2 Drama. It outlines 6 key areas of study for drama: character, context and plot; structure; audience and performance space; improvisation; genre and style; and semiotics. Students are instructed to approach the unit as devisers, designers, or directors/performers. Their working record should include 3 items - one as a performer, one as a deviser or designer, and one of their choosing. Each item requires research, character analysis, and evaluation in relation to the areas of study. The goal is to maximize students' understanding of drama through practical application and reflection.
This document discusses rubrics for assessing student learning. It provides examples of holistic and analytic rubrics. There are two types of rubrics: analytic rubrics describe each criterion separately, while holistic rubrics assess student work as a whole. The document outlines the steps to develop a scoring rubric, including identifying the characteristics being assessed, describing exemplar work, describing minimum acceptable work, and developing intermediate descriptions. It also includes sample interview questions and plans for research and analysis on rubrics.
W4 Assignment 1. DiscussionAs in all assignments, cite your sou.docxaryan532920
This document provides guidance for writing a discussion response about a healthcare ethics topic. It includes two discussion questions - the first asks about alternative forms of community consent for medical research and how one would feel about their records being used without consent. The second asks students to evaluate whether a proposed study on pain assessment in nonverbal patients requires exempt, expedited, or full ethics review. The document also provides considerations for writing about a theater production from an informed perspective, including guidance on addressing acting, design/technology, directing, stage management, and more.
The document discusses the six traits of writing: idea, organization, voice, word choice, sentence fluency, and conventions. It provides strategies for teaching each trait, including introducing the trait, activities to teach skills related to the trait, and assessments. The strategies are based on Posner's method of organizing instruction by skills and concepts.
This document outlines an EWRT 211 class agenda. It includes a discussion of a student essay analyzing the thesis and structure. It also covers spelling and grammar lessons, including the four types of sentences. The writing assignment is to evaluate the film Harry Potter and the Sorcerer's Stone using at least four criteria to form an argument. Students are provided potential criteria and instructed to draft body paragraphs for homework.
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1. Joint Author Sentiment Topic Model
Subhabrata Mukherjee
Max Planck Institute for Informatics
Gaurab Basu and Sachindra Joshi
IBM India Research Lab
April 25, 2014
2. April 25, 2014
“ [ This film is based on a true-life incident. It sounds like a great plot and
the director makes a decent attempt in narrating a powerful story. ] [
However, the film does not quite make the mark due to sloppy acting. ] ”
Aspect Rating and Review Rating
3. April 25, 2014
“ [ This film is based on a true-life incident. It sounds like a great plot and
the director makes a decent attempt in narrating a powerful story. ] [
However, the film does not quite make the mark due to sloppy acting. ] ”
Identify topics - direction, story and acting
Story has facets - plot and narration
Aspect Rating and Review Rating
4. April 25, 2014
“ [ This film is based on a true-life incident. It sounds like a great plot and
the director makes a decent attempt in narrating a powerful story. ] [
However, the film does not quite make the mark due to sloppy acting. ] ”
Identify topics - direction, story and acting
Story has facets - plot and narration
Identify facet sentiments – great (plot), powerful (story), sloppy
(acting) etc.
Aspect Rating and Review Rating
5. April 25, 2014
“ [ This film is based on a true-life incident. It sounds like a great plot and
the director makes a decent attempt in narrating a powerful story. ] [
However, the film does not quite make the mark due to sloppy acting. ] ”
Identify topics - direction, story and acting
Story has facets - plot and narration
Identify facet sentiments – great (plot), powerful (story), sloppy
(acting) etc.
Overall review rating - aggregation of facet-specific sentiments
Aspect Rating and Review Rating
6. April 25, 2014
“ [ This film is based on a true-life incident. It sounds like a great plot and
the director makes a decent attempt in narrating a powerful story. ] [
However, the film does not quite make the mark due to sloppy acting. ] ”
Identify topics - direction, story and acting
Story has facets - plot and narration
Identify facet sentiments – great (plot), powerful (story), sloppy
(acting) etc.
Overall review rating - aggregation of facet-specific sentiments
Why joint modeling ?
Sentiment words help locating topic words and vice-versa
Neighboring words establish semantics / sentiment of terms
Aspect Rating and Review Rating
7. Why Author-Specificity ?
“ [ This film is based on a true-life incident. It sounds like a great plot and the
director makes a decent attempt in narrating a powerful story. ] [ However, the
film does not quite make the mark due to sloppy acting. ] ”
April 25, 2014
8. Why Author-Specificity ?
“ [ This film is based on a true-life incident. It sounds like a great plot and the
director makes a decent attempt in narrating a powerful story. ] [ However, the
film does not quite make the mark due to sloppy acting. ] ”
Overall rating varies for authors with different topic preferences
Positive for those with greater preference for acting and narration
Negative for acting
April 25, 2014
9. Why Author-Specificity ?
“ [ This film is based on a true-life incident. It sounds like a great plot and the
director makes a decent attempt in narrating a powerful story. ] [ However, the
film does not quite make the mark due to sloppy acting. ] ”
Overall rating varies for authors with different topic preferences
Positive for those with greater preference for acting and narration
Negative for acting
Affective sentiment value varies for authors
How much negative is “does not quite make the mark” for me ?
April 25, 2014
10. Why Author-Specificity ?
“ [ This film is based on a true-life incident. It sounds like a great plot and the
director makes a decent attempt in narrating a powerful story. ] [ However, the
film does not quite make the mark due to sloppy acting. ] ”
Overall rating varies for authors with different topic preferences
Positive for those with greater preference for acting and narration
Negative for acting
Affective sentiment value varies for authors
How much negative is “does not quite make the mark” for me ?
Author-writing style helps in locating / associating facets and sentiments
E.g. topic switch, verbosity, use of content and function words etc.
The author makes a topic switch in above review using the function word
however
April 25, 2014
11. Why Author-Specificity ?
“ [ This film is based on a true-life incident. It sounds like a great plot and the
director makes a decent attempt in narrating a powerful story. ] [ However, the
film does not quite make the mark due to sloppy acting. ] ”
Overall rating varies for authors with different topic preferences
Positive for those with greater preference for acting and narration
Negative for acting
Affective sentiment value varies for authors
How much negative is “does not quite make the mark” for me ?
Author-writing style helps in locating / associating facets and sentiments
E.g. topic switch, verbosity, use of content and function words etc.
The author makes a topic switch in above review using the function word
however
Traditional works learn a global model independent of the review author
April 25, 2014
12. Why care about writing style or coherence?
Better association of facets to topics by
detecting semantic-syntactic class transitions
and topic switch
semantic dependencies - association between
facets to topics
syntactic dependencies - connection between
facets and background words required to make
the review coherent and grammatically correct
April 25, 2014
14. Contributions
Show that author identity helps in rating prediction
Author-specific generative model of a review that
incorporates author-specific
topic and facet preferences
April 25, 2014
15. Contributions
Show that author identity helps in rating prediction
Author-specific generative model of a review that
incorporates author-specific
topic and facet preferences
grading style
April 25, 2014
16. Contributions
Show that author identity helps in rating prediction
Author-specific generative model of a review that
incorporates author-specific
topic and facet preferences
grading style
writing style
April 25, 2014
17. Contributions
Show that author identity helps in rating prediction
Author-specific generative model of a review that
incorporates author-specific
topic and facet preferences
grading style
writing style
maintain coherence in reviews
April 25, 2014
24. Generative Process for a Review
April 25, 2014
Visit
Restaurant
Overall
Impression
…I think I will give
overall rating +4
25. Generative Process for a Review
April 25, 2014
Visit
Restaurant
Overall
Impression
…I think I will give
overall rating +4
Topics to
write on
I will write about food,
ambience and …
26. Generative Process for a Review
April 25, 2014
Visit
Restaurant
Overall
Impression
…I think I will give
overall rating +4
Topic
Ratings
I will give food +5 .
It makes awesome
Pasta … my favorite !!!
But the ambience is
loud… I will give it +2.
But I do not care about
it much
Topics to
write on
I will write about food,
ambience and …
27. Generative Process for a Review
April 25, 2014
Visit
Restaurant
Overall
Impression
…I think I will give
overall rating +4
Topic
Ratings
I will give food +5 .
It makes awesome
Pasta … my favorite !!!
But the ambience is
loud… I will give it +2.
But I do not care about
it much
Topics to
write on
I will write about food,
ambience and …
Topic
Opinion
It makes awesome
Pasta. But the
ambience is loud.
28. Generative Process for a Review
April 25, 2014
Visit
Restaurant
Overall
Impression
…I think I will give
overall rating +4
Topic
Ratings
I will give food +5 .
It makes awesome
Pasta … my favorite !!!
But the ambience is
loud… I will give it +2.
But I do not care about
it much
Topics to
write on
I will write about food,
ambience and …
Topic
Opinion
It makes awesome
Pasta. But the
ambience is loud.
How to write it ?
35. JAST Model
1. For each document d, author a chooses overall rating r ~ Multinomial(Ω) from
author-specific overall document rating distribution
36. JAST Model
2. For each topic z and each sentiment label l, draw ξz, l ~ Dirichlet(γ)
3. For each class c and each sentiment label l = 0, draw ξc, l ~ Dirichlet(δ)
37. JAST Model
4. Choose author-specific class transition distribution π
Author Writing Style
38. JAST Model
5. Author a chooses author-rating specific topic-label distribution ϕa, r ~ Dirichlet(α)
Author-Topic Preference
Author Emotional
Attachment to Topics
Author Grading Style
40. JAST Model5. For each word w in the document
b. If c = 1, Draw z, l ~ Multinomial(ϕa,r) . Draw w ~ Multinomial(ξz,l).
41. JAST Model5. For each word w in the document
b. If c = 1, Draw z, l ~ Multinomial(ϕa,r) . Draw w ~ Multinomial(ξz,l).
42. JAST Model5. For each word w in the document
b. If c = 1, Draw z, l ~ Multinomial(ϕa,r) . Draw w ~ Multinomial(ξz,l).
Semantic Dependencies
and
Review Coherence
43. JAST Model5. For each word w in the document
b. If c = 1, Draw z, l ~ Multinomial(ϕa,r) . Draw w ~ Multinomial(ξz,l).
Review Coherence
and
Syntactic
Dependencies
44. JAST Model5. For each word w in the document
b. If c = 1, Draw z, l ~ Multinomial(ϕa,r) . Draw w ~ Multinomial(ξz,l).
d. If c≠ 1, 2, Draw w ~ Multinomial(ξc,l).
Review Coherence
and
Syntactic
Dependencies
52. Inferencing
We use collapsed Gibb's sampling for estimating the
parameters
Conditional distribution for joint updation of the latent
variables is given by :
April 25, 2014
53. Inferencing
We use collapsed Gibb's sampling for estimating the
parameters
Conditional distribution for joint updation of the latent
variables is given by :
April 25, 2014
54. Inferencing
We use collapsed Gibb's sampling for estimating the
parameters
Conditional distribution for joint updation of the latent
variables is given by :
April 25, 2014
55. Inferencing
We use collapsed Gibb's sampling for estimating the
parameters
Conditional distribution for joint updation of the latent
variables is given by :
April 25, 2014
56. Inferencing
We use collapsed Gibb's sampling for estimating the
parameters
Conditional distribution for joint updation of the latent
variables is given by :
April 25, 2014
57. Inferencing
We use collapsed Gibb's sampling for estimating the
parameters
Conditional distribution for joint updation of the latent
variables is given by :
April 25, 2014
58. Inferencing
We use collapsed Gibb's sampling for estimating the
parameters
Conditional distribution for joint updation of the latent
variables is given by :
April 25, 2014
59. Inferencing
We use collapsed Gibb's sampling for estimating the
parameters
Conditional distribution for joint updation of the latent
variables is given by :
April 25, 2014
63. Dataset for Evaluation
IMDB movie review dataset
TripAdvisor restaurant review dataset
April 25, 2014
64. Baselines
Lexical classification using majority voting
Joint Sentiment Topic Model1
Author-Topic LR Model2
Model Prior
A sentiment lexicon is used to initialize the
prior polarity of words in ξT x L[w]
April 25, 2014
1. Chenghua Lin and Yulan He, Joint sentiment/topic model for sentiment analysis, CIKM '09, pp. 375-384.
2. Subhabrata Mukherjee, Gaurab Basu, and Sachindra Joshi, Incorporating author preference in sentiment
rating prediction of reviews, WWW 2013.
91. Conclusions
Sentiment classification and aspect rating prediction models can be
improved if author is known
Authorship information helps in identifying author topic preferences,
and author writing style to maintain review coherence
Semantic-syntactic class transition and topic switch
April 25, 2014
92. Conclusions
Sentiment classification and aspect rating prediction models can be
improved if author is known
Authorship information helps in identifying author topic preferences,
and author writing style to maintain review coherence
Semantic-syntactic class transition and topic switch
JAST is unsupervised, with overhead of knowing author identity
Performs better than all unsupervised/semi-supervised models and
some supervised models
April 25, 2014
93. Conclusions
Sentiment classification and aspect rating prediction models can be
improved if author is known
Authorship information helps in identifying author topic preferences,
and author writing style to maintain review coherence
Semantic-syntactic class transition and topic switch
JAST is unsupervised, with overhead of knowing author identity
Performs better than all unsupervised/semi-supervised models and
some supervised models
It will be interesting to use JAST for authorship attribution task
April 25, 2014