Look 4b
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The document discusses how to analyze a magazine called "Look" in four areas to determine how it represents women: 1) Analyze images of who represents women, 2) Analyze how copy describes women, 3) Analyze how the audience is represented through tone of address, and 4) Analyze what ideologies are promoted about women's roles and views of women in society. The analysis should make a judgment about how the magazine overall represents women, noting any stereotypes that are used or reinforced.
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This document outlines a unit of study for grade four that focuses on notebooking. It includes 9 sessions that cover preparing for and launching a notebook, organizing writing, generating writing ideas through various activities like gathering artifacts and body mapping, saving writing they admire, and reflecting on themselves as writers. The goal is to encourage students to develop a writerly life.
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Untitled
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Discussion - Week 3Elements of the Craft of WritingThe narra.docx
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
3 representation
This document discusses the concept of representation in media. It provides questions to guide an analysis of how gender is represented in a music video. It also discusses the male gaze theory proposed by Laura Mulvey and criticisms of this as being essentialist. The document presents arguments against the male gaze, including those from Kaplan, Stacey, and Dyer. It suggests considering additional factors like race, class, and Foucault's work on power and surveillance. Key questions are provided to analyze representations, whose interests they reflect, and how they construct reality.
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Representation refers to how groups, events, places, or social changes are portrayed in media. Representations offer a version of reality rather than objective reality, as they are constructed through the process of mediation. When analyzing representations, key points to consider include: what is being represented, how it is represented, who is responsible for the representation, and how the representation can be interpreted.
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Look 4d
This document discusses celebrity representation in the media and asks the reader to consider how representations are constructed, whether celebrity representations are more powerful than other representations, and the importance of celebrity to the media industry. It prompts the reader to watch a video on Jade Goody's life and death and reflect on how the media shapes celebrity images and how reliant the industry is on famous people.
Look 4e
This document discusses representations of gender in magazines and provides guidance on how to analyze them. It notes that magazines like Look predominantly feature young, white, slim women as their target audience. While the magazines depict women as fashionable and focus on their appearance, they also discuss topics like health, careers, and relationships. The representation of women in magazines can be debated, as they are defined by their looks but not necessarily in a sexualized or objectified way. Students are advised to consider both traditional and modern representations, and theoretical perspectives on how magazines construct and reference ideas about gender.
Look 4c
Celebrities are prominently featured in Look magazine to serve as aspirational figures and role models for readers, representing ideals of success and glamour as elite stars who seem exclusive and hard to reach. The article examines how celebrities are represented in different ways to connect with audiences while embodying certain ideologies.
Look 4a
1) Magazines rely on stereotypes of their target audiences in their content and imagery.
2) They determine content based on assumptions about audiences' interests, which effectively stereotypes those groups.
3) While female lifestyle magazines may make less overt use of stereotypes than male magazines, they still present stereotypical ideals of beauty for readers to aspire to and provide advice on achieving that look.
Rep 1a
Mediation is the process of taking a real person or event and changing its form to produce a media text. Through selection, organization, and focusing, mediation achieves altering our version of reality by trying to decide what is worth our attention through the media text.
Rep 1d
This document discusses an intentional view of representation, where the meaning comes from what the person doing the representing intends, rather than reflecting what is being represented. It presents a view where the words or images used are meant to convey the intended meaning of the producer, known as the preferred reading, which is the meaning the producers of texts want the audience to receive.
Rep 1e
This document discusses the constructionist view that any representation is a mixture of the thing itself, the opinions of the people creating the representation, the individual's reaction to the representation, and the social context in which the representation is occurring.
Rep 1g
The document discusses ideology and dominant ideology within a society. It prompts the reader to consider the dominant ideology portrayed in a Life magazine cover of an auto worker and to make a list of dominant ideologies currently at work in Britain.
Untitled
The document discusses how media representations are like reflections that try to recreate meaning for audiences, and how many believe news simply presents the truth accurately. However, it notes that news is heavily mediated, or influenced by those that produce it, rather than being a pure reflection of truth.
Rep hwk
The document provides instructions for a homework assignment to analyze how a chosen celebrity is represented across different media texts. Students must research 5 representations of their celebrity, such as images from their website, reviews, interviews, advertisements, or articles. For each representation, students should apply the constructionist view of representation and analyze how the celebrity is portrayed rather than providing a biography. Two examples are provided analyzing representations of Katy Perry and George Clooney across various media texts.
Kt perry
The document contains 4 texts representing Katy Perry in different media. Text 1 from Heat magazine represents Perry as a bold, brash global sensation and fashion icon at the 2008 MTV Europe Music Awards. Text 2 from a Proactiv skincare ad positions Perry as innocent yet independent to promote the product. Text 3 from Complex magazine covers Perry provocatively as a sex icon. Text 4 from her MTV Unplugged album shows a more natural, intimate Perry celebrating her musical talent.
LoA
This document discusses theories of consumer needs and how advertisers appeal to those needs. It summarizes Maslow's hierarchy of needs and how advertisers seek to tap into consumers' physiological, safety, love, esteem, and self-actualization needs. It then outlines 15 common lines of appeal used in advertising, such as affiliation, nurturing, achievement, prominence, and escape. Finally, it analyzes persuasive techniques in advertising including humor, repetition, stereotypes, intertextual references, music, and signs conveyed through camera positioning, lighting, and image composition.
Constructionist in detail
This document discusses the constructionist view that any representation is a mixture of the subject itself, the opinions of its creators, the reaction of individual viewers, and the social context in which it is presented. Representations are shaped by the encoders who produce them, how decoders might interpret them, and the dominant ideologies of the society.
Similar to Look 4b
Discussion - Week 3Elements of the Craft of WritingThe narra.docx
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
3 representation
This document discusses the concept of representation in media. It provides questions to guide an analysis of how gender is represented in a music video. It also discusses the male gaze theory proposed by Laura Mulvey and criticisms of this as being essentialist. The document presents arguments against the male gaze, including those from Kaplan, Stacey, and Dyer. It suggests considering additional factors like race, class, and Foucault's work on power and surveillance. Key questions are provided to analyze representations, whose interests they reflect, and how they construct reality.
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This document discusses analyzing representations in the film Frozen. It provides guidance for conducting a debate about whether women are positively or negatively represented in the film. Students are instructed to consider how representations have been constructed through technical aspects, costumes, language, and actions. They should also discuss the implications of these representations and how they draw in audiences. The document provides discussion questions and links for exploring representations of gender, age, and other character roles in Frozen.
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- Representations involve how identities are constructed within media texts and in the production and reception processes.
- Representations are judged based on our own experiences and backgrounds.
- Representation is inherently selective, foregrounding some aspects and backgrounding others.
- Representations that are used frequently come to feel natural and unmediated, even though they are constructed.
- Character typing such as archetypes, stereotypes, and genre types allow audiences to quickly understand and relate to characters.
- The way certain groups are represented in media can impact social attitudes and reinforce or challenge existing representations.
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This document discusses stereotypes and representation in television drama. It introduces key concepts like cognitive dissonance theory, which argues that people resist changing attitudes unless given strong evidence. The document also outlines seven areas of representation - gender, age, ethnicity, sexuality, class, ability, and region - that are commonly assessed. Students will prepare a presentation on how one social group is traditionally portrayed in British TV and analyze whether the representation is fair using concepts like stereotypes, mise-en-scene, ideology, and theories of Barthes, Festinger, Propp, and Mulvey.
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Representation refers to how groups, events, places, or social changes are portrayed in media. Representations offer a version of reality rather than objective reality, as they are constructed through the process of mediation. When analyzing representations, key points to consider include: what is being represented, how it is represented, who is responsible for the representation, and how the representation can be interpreted.
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- There are also four main kinds of criticism discussed - formalism focuses on style/form over content, feminist criticism analyzes gender issues, reader response examines the reader's experience, and Marxist criticism views works through economic class lenses.
- Each type analyzes different aspects - for example, formalism examines central passages and imagery, while feminist criticism looks at gender roles and patriarchy. The document provides details on what each criticism type focuses on and why those aspects are important.
Post 1Anedria Smith posted Sep 26, 2019 730 PMSubscribeMy k.docx
Post 1
Anedria Smith posted Sep 26, 2019 7:30 PM
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My knowledge has changed by understanding exactly what supporting details are. When filing supporting details, the sentences that start with words that are addition words. I believe it was beneficial because it made it simple and gave me more knowledge I didn't know. It also is a good way to help throughout my college courses what to look for when reading.
Post 2
Tomi Patterson posted Sep 23, 2019 6:56 PM
My prior knowledge about supporting details have changed after viewing the video. I now know a outline is made up of a main idea followed by a numbered list of the key supporting details. I have a better understanding of supporting details now. I do believe this chapter lesson was beneficial in increasing my knowledge because this video broke it down for better understanding. It gave examples to go by. This video helped me more.
Exploration of one or more characteristic(s) of an author's style and approach
Consider analyzing the author's use of imagery or setting:
Analyzing Setting
“Setting refers to the natural or artificial scenery or environment in which characters in literature live and move. Seeing also includes what in the theater would be called props or properties—the implements employed by the characters in various activities. Such things as the time of day and the consequent amount of light at which an event occurs, the flora and fauna, the sounds described, the smells, and the weather are also part of the setting. Paintbrushes, apples, pitchforks, rafts, six-shooters, watches, automobiles, horses and buggies, and innumerable other items belong to the setting. References to clothing, descriptions of physical appearance, and spatial relationships among the characters are also part of setting.” (Edgar V. Roberts, Writing Themes about Literature)
In order to create an argument about the function of the setting in a particular work, you need to identify the principal settings and to see how they work. Here are some steps you can take:
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2) Think about what the story is about. What happens? What is its point? Is it a story about love, jealousy, gain, or loss? What is the main experience here?
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In what ways does your media product use, develop or challenge forms and conv...
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Representation overview 2013 ppt
The document discusses the concept of representation in media. It explains that reality is mediated and constructed in all forms of television programming from news broadcasts to documentaries to reality TV and TV dramas. None of these accurately reflect objective reality. When analyzing representations, it is important to consider what is being represented, how it is represented, who is responsible for the representation, and how audiences may interpret the representation.
riting About LiteratureGenerally, the essays you write in litera.docx
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature. These questions are interesting for at least two reasons: a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readers’ understanding and experience of those works of literature. Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the author’s feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writer’s psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature. Some of these questions ask about the world outside the work—about the author, his/her society, or our own society, for example—while others try to focus more on the features of the work itself.
Analyses which try to make statements about the work itself
is often called
formalist
criticism: it attends more to the structures and strategies employed in the work. Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writer’s intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works. In fiction, some of these features include tone, point of view, setting, character, etc. We will be paying less attention to extra-textual features, such as the author’s biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate. To understand how Shakespeare’s social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history. On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times. Almost all fict.
Section 1 b representation
1. Representation refers to the construction of aspects of reality such as people, places, objects, and concepts in any medium.
2. Representations are systems that frame ideologies and appear natural through constant reuse, but are actually constructed rather than transparent reflections of reality.
3. Representations are analyzed by considering who and what is represented, how it is created, the effects, and other questions about audience and meaning.
Representation
The document discusses several key concepts in media studies, including representation, mediation, ideology, and stereotypes. It defines representation as how media portray people, events, or ideas. Mediation refers to how all media representations are subjective versions of reality shaped by selection, organization, and emphasis. Ideology examines how media can reinforce dominant beliefs in a society. Stereotypes are oversimplified mental images that media can use to represent groups.
Representation in the Media
The document discusses representation in media. It makes three key points:
1. All media texts are representations of reality that are intentionally composed by their producers and are artificial versions of reality.
2. It is important to remember that every media form, from videos to magazines, represents someone's concept of existence through signs and symbols.
3. Representation is a fluid, two-way process where producers position a text in relation to reality and audiences assess the text based on its relationship to their own reality. Representation mediates ideas of people, places, and events in various ways.
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Look 4b
- 1. Representation: Women Find examples in your copy of Look which reinforce the arguments made in the article. Hint: To do a thorough job remember to consider all aspects of the constructionist view of representation. Therefore discuss: 1. Who has been chosen to represent women – analyse an image. 2. How does the magazine represent women – analyse the copy and how it describes them. Finally, make a 3. How are the audience represented – judgement about how analyse the mode of address. the magazine represents women overall – 4. What ideologies does it promote – choose referring to stereotypes anything that tells us about how women are if you feel the magazine viewed and their role in society. uses or reinforces them!