This document provides guidance and instructions for students to analyze scenes from two films for their representation of gender. It includes:
1. An overview of learning objectives to evaluate and compare two film scenes assessing gender representation and develop skills in scene analysis.
2. Instructions for two scene analysis assignments - one on the character Eve Kendal from NBNW and whether she is represented as tough/independent or a victim, and one on Black Widow from Avengers assessing her representation through Mulvey's male gaze theory.
3. Guidelines for a blog entry comparing the two scenes using relevant representation theories and exploring semantic, syntactic and narrative codes.
Analytical Essay GuidelinesAssignment For our next assign.docxjack60216
Analytical Essay Guidelines
Assignment:
For our next assignment, you are to write a 4- to 6-page analytical essay on Woody Allen’s
Crimes and Misdemeanors
(1989); this thesis driven essay should answer an
interpretive
question regarding the film. Generate a thesis that addresses this prompt. Please include a title, heading, margins, and page numbers in proper MLA format. The paper should be double-spaced in 12-point Times New Roman font.
The essay must be submitted to Canvas by the posted due date.
***Secondary Source Requirement
: You must use multiple direct quotations from the secondary source material supplied by the instructor: “
Crimes and Misdemeanors
: A Retake on the eyes of Dr. Eckleburg” by Dianne Vipond. The best use of quotations is to develop your analysis through supporting claims in the body of the essay.
Use of a secondary source is required; be sure to list all sources (secondary and primary) in a Works Cited page. Proper MLA citation format is also required.***
Approach
:
· You may explore the role of a single motif.
· You will want to explore how the motif shapes the nature of an idea; more than identifying a theme, how does the text
define a concept
or promote a viewpoint?
· You have latitude to self-determine here. But, yes, you will want to watch the film again while taking careful notes. The film is available on Swank and is on reserve at the SCC library.
Potential topics:
· During class discussions, many students note that the two storylines of the film treat the issue of marital infidelity; that said, the stories frame marital infidelity quite differently. What does the film seem to suggest about morality and ethics through its various framings of marital infidelity?
· Eyes are a dominant motif in the film, and yet the symbol is quite malleable, suggesting a set of related symbolic potentials for the motif rather than one coherent symbol. For example, the film is concerned with the judging eyes of God, the symbolic myopia and blindness (bad eyesight) of many characters, and the dead, soulless black void of Delores eyes. What idea is Allen attempting to define with this motif? How?
· The film is highly aware of film as an art form: after all, the film’s director plays a film director within the film. What does the film suggest about the significance of filmmaking, storytelling, and art? The film brings together not only two plots, but two genre—a remarkable task that requires grand shifts in tone. It will be helpful to consider professional ethics and the film’s postmodern
metanarrative
(especially at the end) and
reflexivity
(especially the use of movie clips) as motifs.
· The film also deploys a motif of the doppelganger, the uncanny double. Siblings feature prominently, many scenes echo other scenes, Judah wrestles with the discrepancy between two senses of who he is, etc. What idea is Allen attempting to define with this motif? How?
· Unlike the Clifford in the subplot, Judah’s narrativ.
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& CicelyBourqueju
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
1302 Notes – 06 – February 4, 2021 Writing about Fiction (& ChantellPantoja184
1302 Notes – 06 – February 4, 2021
Writing about Fiction (& Exam)
1. Putting the “Composition” into Composition II
(how to start and end paragraphs with your topic sentence)
2. The Academic Paragraph—with an Example
(it starts and ends with the same topic sentence)
3. Analyze First
4. Let’s Practice Topic Sentences (which will start and end the paragraphs)
5. Let’s Practice Finding Support (for the topic sentences which go where?)
6. Drafting the Paragraph Assignment (establishes today’s attendance)
7. Homework Help (Paragraph & Exam 1: Fiction)
8. Checklist of Graded Assignments, Week 3
HOMEWORK for NEXT TIME: 1- ANALYZE a short story. 2-DRAFT an
academic paragraph of 8-24 sentences, communicating one writing technique in that
story. 3-REVISE the paragraph, then UPLOAD it by Sunday night. 4-TAKE Exam 1:
Fiction any time until next Wednesday (note: no new readings).
1. Putting the “Composition” into Composition 2
• You are LEARNING ABOUT FICTION in order to WRITE ABOUT FICTION
• The skills you use to write about fiction, you can then use in real life
to write about incident reports, peer reviews, etc.
• We will start by writing an ACADEMIC PARAGRAPH
• Next week, we will write an ESSAY, which will include:
• An introductory paragraph
• 2 or more academic paragraphs, and
• A concluding paragraph
2. The Academic Paragraph (with an Example)
ACADEMIC PARAGRAPHS, in literary analysis, exist to communicate ONE (1) specific
insight about a story, poem, or play. This time, we’re doing short stories.
WHY WRITE? Consider Comic-Con, book clubs, and fandoms (like Trekkers or
Browncoats). Also, this develops your ability to look at evidence and build a theory
based on that evidence—a good skill to have in law, in medicine, in business, etc.
HOW & WHEN TO WRITE? Use today’s class time to write an academic paragraph
explaining one (1) insight about one (1) short story. You will then have a chance to
The paragraph starts and ends
with the same point. This "topic
sentence" is the whole reason
the paragraph exists. Be sure to
name the author & title. If you
think a reader may need a
reminder about the term you
are using, define it. If you don't
use your own words, you must
use quotation marks and cite
your source! It's a good idea,
toward the start, to give a one-
line summary of the story in
your own words—name the
main characters. You should
have points to make that
support your topic sentence. Put
them before the quotes that
support them. Support can be
given as quotes and as facts
from the story. If you use a story
with page numbers, remember
to put the page number of the
quote in parentheses after the
quote. Make sure you proved
your point, by the end, even if
you feel you're stating the
obvious, because you probably
are not stating the obvious.
Finish with a restatement of the
topic sentence.
revise and fix any glitches before uploading by Sunday night ...
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1. Representation
You will evaluate and compare two film scenes, assessing the use of
gender representation. You will develop skills to construct the three
scene analysis pieces.
2. PROBLEM
I have to prepare a lesson to teach representation to Y10 students and I
haven’t got a clue!
Please help me out by creating (in pairs) a worksheet or Powerpoint that I
can use for my lesson, covering:
• The basics of stereotypes and archetypes
• Gender representation (male gaze theory, Angela McRobbie)
• Stereotyping theories of Dyer vs. Perkins
You have 15 minutes!
3. Eve Kendal – tough girl or victim?
1. Re-watch the scene from NBNW where Eve “shoots” Roger.
2. Make lists of all the semantic and syntactic codes within the scene.
3. Develop an argument using elements of Mulvey and McRobbie’s
theories about representation of women.
4. As a class, we will debate whether Kendal is represented as a tough,
independent woman (challenging the model), or is still a “victim”
being dominated and controlled by men (conforming to the model).
4. Black Widow – superhero or sex object?
1. Watch the scene from Avengers Assemble where Black Widow is
first introduced.
2. Make lists of all the semantic and syntactic codes within the scene.
3. Develop an argument by applying elements of Mulvey’s male gaze
theory.
4. Consider the context – how has director Joss Whedon represented
women in the past (e.g. in Buffy The Vampire Slayer)?
5. As a class, we will debate whether BW is represented as a tough,
independent, action hero (challenging the model), or whether
factors such as her clothing and an arguably “erotic” fighting style
objectify her (conforming to the theory).
5. Blog Entry
Using the scene from NBNW as your main text, with comparison to the
scene from Avengers Assemble, write your first scene analysis.
Remember to:
• Refer to theory (including the name of the theory and the theorist)
• Explore the media language and genre conventions –
semantic/symbolic codes
• Explore the narrative – syntactic codes
• Compare the two texts
