Thesis Statements
Any paper you write in college will require a thesis statement in some form. These are general
expectations and guidelines for writing and revising a strong thesis.
Basics
Roles of a Thesis: A thesis (1) answers a question, (2) makes an argument, and (3) presents a
road map for the rest of your paper.
Thesis Components: A thesis is comprised of a topic and a comment on the topic and answers
the questions: What? Why? How?
Generally, the comment portion is your argument; however, if a prompt is simply expository or
analytical, you can still give a comment on how you are explaining or analyzing the topic. Since
most college essays are argumentative in nature, we will focus on constructing analytical
theses.
Thesis Conventions: The thesis typically appears at the end of your first paragraph
(introduction), is 1-3 sentences long, and avoids first person (unless the writer is instructed
otherwise).
Examples with Notes
1) In the “Ethics of Living Jim Crow,” Richard Wright fights segregation [what] by using
irony [how] to show that Jim Crow’s “ethics” are unethical [why].
a. Topic: Richard Wright’s “Ethics of Living with Jim Crow”…
b. Comment: …shows Jim Crow “ethics” are unethical.
2) The film Rebel without a Cause reflects the anxieties surrounding changing family values
in 1950s America [what]. The main conflicts are set against the “dysfunctional” family lives of
the characters Jim, Judy, and Plato [how] to show the danger of these degrading values and a
desire to return to a traditional family structure [why].
a. Topic: Rebel without a Cause…
b. Comment: …reflects anxieties about changing family values.
3) Because of the change in demographics and population distribution across the United
States (how), the Electoral College no longer realizes its original intention of ensuring fair
representation (why) and should be abandoned or altered to give more power to the popular
vote (what).
a. Topic: The Electoral College…
b. Comment: …should be abandoned.
For all three examples above, notice that the how and why elements make the paper more
specific and argumentative than if the writer had just introduced the topic to be discussed.
Build Your Thesis
Working Thesis: Your working thesis is your tentative topic plus your comment on that topic.
Example: The Electoral College should be abandoned.
Your Topic: ______________________________________________________________________
Comment: ______________________________________________________________________
Working thesis: __________________________________________________________________
Revised Thesis: Your revised thesis is a more complex, specific version of your working thesis
and considers the questions why and how.
Example: Because of the change in demographics and population distribution, the Electoral
College no longer realizes its original intention of ensuring fai ...
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
AsAm 308 Guidelines for the Final Project Outline 1 P.docxdavezstarr61655
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
Writing Assignment Illustration Essay You are required to s.docxbillylewis37150
Writing Assignment: Illustration Essay
You are required to submit the FINAL copy of this assignment, but you may first submit an optional
DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should
always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the
course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader
specifically notes.
In short, an illustration essay will use clear, interesting examples to show, explain, and
support a thesis statement (remember, your thesis is your main argument, or the main
point you’re trying to make). One key to an effective illustration essay is to use enough
details and specific examples to make your point effectively. In other words, descriptive
writing is key.
You have several options for this assignment, so you will need to choose one:
Illustrate the ideal work environment. If everything was perfect at work, what would
it be like? Describe everything in this environment—perhaps from the dispositions of
your coworkers and supervisors to what clothes you wear to work.
Illustrate what it means to be a “true friend.” What does being a “true friend” mean
to you? What “true friends” have you had, and how do their actions coincide with
being your definition of a “true friend?”
Illustrate how your favorite team or player received their current standing or
ranking. How did the team or player do in the most recent season? What qualities did
this team or player demonstrate to earn this ranking?
Look at your favorite poem or short story, and use illustration to explain what
makes it your favorite. Do you enjoy the author’s language? Do you enjoy the
storyline? What else do you enjoy that makes it your favorite?
Illustrate the purpose of props on the set of your favorite media production. What
props are there? Why are they important?
Illustrate how to create your favorite dish. What steps are required to create this
dish? Be sure that you take your audience through this process step by step!
Illustrate how to play your favorite game. What steps and/or actions are necessary
to play this game? Take your readers through the motions, step by step.
The questions above are designed to help you begin brainstorming ideas; however, you are
free to develop your own brainstorming questions and use them to develop your essay.
Since the purpose of this essay is to illustrate, you should have enough specific details and
examples for your essay to be considered an illustration essay.
Many illustrations may come from your personal experiences. However, even personal
experiences should be supported by research in college essays. Thus, you must cite at least
one credible1 source to earn maximum credit for this essay. This resource from the course
1 Please note: Basic dictionary s.
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
How to use this template To use this template, replace the inst.docxwellesleyterresa
How to use this template:
To use this template, replace the instructions written in italic font with your own discussion text. Be sure to proofread your work and check it for completeness and accuracy. Delete any extra text/instructions/references that do not apply to your post. Then, copy your work and paste it into the discussion window in class.Week 1, Discussion 1: Initial Post
My personal communication style is…(Here, you should talk about the “reflect” part of the prompt. You can share your personal verbal style, writing style, and any concerns you have about your ability to develop a truly academic argument in this class.)
I have learned that an academic argument is…(Here, you should describe an academic argument in your own words, based upon the items you read in preparation for this discussion. Remember to describe the four basic elements of an argument.)
A recent argument that I experienced was…(Or, if you do not wish to outline an argument from your personal experience, describe the argument presented in the sample paper. Be sure to identify the four basic elements of the argument, whether analyzing one from your experience or the student paper.)
After reading the course materials, I have questions about…(Be sure to clearly state any questions or confusion you have regarding rhetoric, argument, or styles of argument. Your classmates can help you find the answers throughout the week.)
References
(If you reference the textbook, instructor guidance, or handout – which you should – be sure to cite them in-text and add the references to the end of your post. We are learning to master APA style in this class and this is a perfect opportunity to begin your practice. Remember: only items cited in-text should be listed as a reference. For more information: https://awc.ashford.edu/cd-in-text-citation-guide.html & https://awc.ashford.edu/cd-apa-reference-models.html)
Drown, E., & Sole, K. (2013). Writing college research papers (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.
Flag Burning. (n.d.). Retrieved from https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.8_sample_argument_paper.pdf
Garten, A. (n.d.). ENG122 week 1 Instructor guidance [Course materials].
Garten, A., & Wilson, J. (2014). An Introduction to Argument [PDF]. College of Liberal Arts, Ashford University, San Diego, CA.
ENG122: Composition II
An Introduction to Argument
P a g e | 1
English 122: Composition II
An Introduction to Argument
Argument and Rhetoric
An argument can take many forms. An academic argument, at its root, a method for
communicating a singular position with evidence, logic, and persuasion. There are essential
elements to all valid arguments, though they may take different forms.
1. Claim
2. Evidence
3. Counterargument
4. Rebuttal
A successful argument depends upon the delicate balance
between these elements. Imagine a teeter-totter at the
playground. The ...
AsAm 308 Guidelines for the Final Project Outline 1 P.docxdavezstarr61655
AsAm 308 Guidelines for the Final Project Outline 1
Prepare an OUTLINE for your Argumentative Final Project Essay. Distributed March 22, 2018
Submission due at Titanium Assignments by Friday, April 6, 12pm (noon).
Suggested Length: 1 page, single-spaced
Note: This handout is adapted from one by historian and Harvard professor Jill Lepore.
By your project thinking and writing, you can engage and practice making a contribution toward
our course objectives --
This course takes Asian women living in the US as the focus of analyses of identity,
culture, and political economy. We will examine works by and about Asian American
women from multiple disciplines, in order to elucidate how Asian American women
have been represented and treated as the objects of history and culture, as well as
how Asian American women in turn shape these forces. By exploring the areas of
immigration and settlement, social stereotyping, identity construction, family,
community, labor, organized resistance, and cultural production, we will attempt to
answer questions such as: Who are “Asian American women”? What are the
commonalities and differences of racialization, gender, class, sexuality, language and
culture that delineate this category? How do Asian American women negotiate the
complexities of multiple identities and positions of their lived experiences, both in the
United States and transnational spaces?
Requirement 1: What am I going to argue? This is my THESIS.
An argumentative or persuasive piece of writing must begin with a debatable thesis or claim. In other words, the
thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is
generally agreed upon or accepted as fact then there is no reason to try to persuade people.
__ In general, your thesis statement should be 1-2 sentences long and should be found at the end
of your first paragraph (or occasionally your second paragraph).
Requirement 2: A Well-Organized Body
The body of the paper is where you flesh out your thesis and present your evidence. Most people
find it helpful to outline before beginning to write. It is important that you move logically from
point to point as you move from paragraph to paragraph.
__ Present each of your paragraphs and its central idea.
This central idea is generally expressed in a topic sentence which is usually the first or second sentence in a
paragraph. Many people find it helpful to string their topic sentences together after completing an essay. This
should produce a coherent paragraph beginning with your thesis statement.
! What sequence of evidence best supports your claims?
! How and where will you engage both with what other scholars have written about your
subject, or broader interpretations about his period in history, or with theories about the
past, or historical forces?
! Are there counter-arguments that you haven’t considered?
* T.
Writing Assignment Illustration Essay You are required to s.docxbillylewis37150
Writing Assignment: Illustration Essay
You are required to submit the FINAL copy of this assignment, but you may first submit an optional
DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should
always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the
course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader
specifically notes.
In short, an illustration essay will use clear, interesting examples to show, explain, and
support a thesis statement (remember, your thesis is your main argument, or the main
point you’re trying to make). One key to an effective illustration essay is to use enough
details and specific examples to make your point effectively. In other words, descriptive
writing is key.
You have several options for this assignment, so you will need to choose one:
Illustrate the ideal work environment. If everything was perfect at work, what would
it be like? Describe everything in this environment—perhaps from the dispositions of
your coworkers and supervisors to what clothes you wear to work.
Illustrate what it means to be a “true friend.” What does being a “true friend” mean
to you? What “true friends” have you had, and how do their actions coincide with
being your definition of a “true friend?”
Illustrate how your favorite team or player received their current standing or
ranking. How did the team or player do in the most recent season? What qualities did
this team or player demonstrate to earn this ranking?
Look at your favorite poem or short story, and use illustration to explain what
makes it your favorite. Do you enjoy the author’s language? Do you enjoy the
storyline? What else do you enjoy that makes it your favorite?
Illustrate the purpose of props on the set of your favorite media production. What
props are there? Why are they important?
Illustrate how to create your favorite dish. What steps are required to create this
dish? Be sure that you take your audience through this process step by step!
Illustrate how to play your favorite game. What steps and/or actions are necessary
to play this game? Take your readers through the motions, step by step.
The questions above are designed to help you begin brainstorming ideas; however, you are
free to develop your own brainstorming questions and use them to develop your essay.
Since the purpose of this essay is to illustrate, you should have enough specific details and
examples for your essay to be considered an illustration essay.
Many illustrations may come from your personal experiences. However, even personal
experiences should be supported by research in college essays. Thus, you must cite at least
one credible1 source to earn maximum credit for this essay. This resource from the course
1 Please note: Basic dictionary s.
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docxSALU18
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
Thesis SamplesRagged Dick” shows that in order to be success.docxssusera34210
Thesis Samples:
“Ragged Dick” shows that in order to be successful you need to better yourself.
“Ragged Dick” shows that in order to be successful you need to be lucky.
“The Lesson” teaches us that race and class limit opportunity and that wealth distribution in America is unfair.
“The Lesson” reveals that despite the limits of race and class, hard work can lead to success.
How to introduce a quotation
(quotation sandwich method)
For non-fiction texts, use author tags before introducing a quotation
Author tag = author’s last name + a writing verb.
Writing Verbs: Use these verbs to describe how an author says something
Example: Mantsios reports that “one if five men will surpass their father’s social class” (254).
“Class in America”
Mantsios: argues, asserts, reports, suggests, emphasizes, insists, claims
How to introduce a quotation
(quotation sandwich method)
For fiction texts, provide the context for the quotation. Tell the reader who the quote involves, where in the story this quote takes place, and what is happening in the quote.
Example: Half way into the field trip, Miss Moore notices that Sylvia is getting angry “you sound angry Sylvia” (Bambara 7).
Different ways to analyze a quotation (quotation sandwich method)
Explain what the quotation means and how it supports your main idea.
Example, Mantsios reports that “one if five men will surpass their father’s social class” (254). In other words, most Americans will die in the class they were born in. This proves that all Americans do not have equal chances to succeed.
Helpful templates for quotation analysis:
In other words… Basically… What _____ is saying is…
This reveals, suggests, confirms, proves, shows, conveys, describes, disproves
SQL Joins-Functions-View Assignment
Part 1: SQL Joins and Functions (15 points – 3 points each)
1. Write a query to display the minimum and maximum number of diagnoses (distinct diagnosis codes)
by state, for each state in which patients in our database live. Display the name of the state, the
minimum number of diagnoses, and the maximum number of diagnoses. Be sure each field is
displayed with a meaningful, user-friendly name (e.g., ‘MinDiagnoses’).
2. Write a query to display the average number of immunizations given to female patients by state, for
each state in which patients in our database live. Display the name of the state, patient gender, and
the average number of immunizations. Be sure each field is displayed with a meaningful, user-
friendly name.
3. Write a query to display the minimum, maximum, and average, and total number of lab tests
resulted for patients born in each year between 1990 and 2000 and living in California. Display
patient year of birth, minimum number of lab tests, maximum number of lab tests, average number
of lab tests number of lab tests and total number of lab tests resulted for patients having each birth
year. Be sure each field is displayed with a meaningful, user-friendly n ...
Notes for Claim Writing Success1. Comments on Titles Sample #.docxcherishwinsland
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
Pages: 2
Topic: Vietnam war
Style: Chicago
Sources: 5
Level: College
Subject:
Language: U.S
Instructions
hi
prompts 2 is the best and the easy one out of the 3. " the vietnam war"
thanks.
1302-3001Assignment #4
Student Essay
Background Information
Creating an argument through the use of historical evidence is one of the key skills you should develop in this course.
As this is our second essay, you should feel more comfortable with writinga well-polished essay.Just as with our previous essay, I am giving you multiple prompts to choose from as well as additional information that should help you feel more confident in writing an effective essay.
Directions
Please chose
one
of the following prompts to write a 600+ word essay. Your essay should create an argument to fully answer the question and draw any conclusions that may be substantiated by data. You need to incorporate historical evidence such as people, events, legislation, etc. to support your conclusions. To prepare for this essay, I am including directions on writing an outline. Students need to turn in their outlines with their essay.
This essay is due in the dropbox by 11:55pm Tuesday, July 7
th
.
Writing Prompts
1.American prosperity in the 1950s birthed a new era of consumerism. Evaluate the changing political, social, cultural, and economic landscape within the nation that led to this new “consumer culture.” Be sure to include analysis on groups that did not partake in this prosperity.
2.
Analyze the Vietnam War. Explain how and why the Vietnam War brought turmoil to American society and eventually drove Johnson and the divided Democrats from power in 1968.
3.
Analyze post-WWII civil rights as it applied to two of the following:
African Americans
Homosexuals
Women
Native Americans
Hispanic Americans
Grading
This essay is worth
100
points and will be graded as follows:
-
20
points for a well developed thesis that fully addresses the prompt
-
50
points for content (accurate, thorough, and effective use of evidence to prove thesis)
-
10
points for writing style (Chicago format, grammar, and proof reading)
-
10
points for your works cited and footnotes (your essay must include at least four sources, (you may use your textbook as one of your sources)
-
10
points for your outline (include at the end of the document. It can be typed or hand-written and scanned)
How to write successful essays for History 1302
Different Types of Essays
In your history courses you might write different types of essays.
Most of them involve description of events, discussion of ideas, summarization of information, and analysis or evaluation.
Analysis might involve classifying, comparing and contrasting, explaining causes and effects, exploring a topic's history, or describing a process.
Or, you might be asked to write an essay that explains the effects of something: the effects of a war, of a law, of a social movement.
Sometimes you may need to take a stan.
ThesisWhy you chose this topicDoes it pertain to your field.docxrandymartin91030
Thesis
Why you chose this topic?
Does it pertain to your field of study?
Heading left right – Single Spaced
Name
Date
Class
Assignment
Professor Kazanjian
Double Space
Times New Roman; 12 pt Font; 1 inch Margins
2 – 3 Pages. Less than 2 pages or more than 3 pages will receive ZERO Credit
Informative Essay -
Research Paper Proposal
Informative Essay
Include information to educate the reader about the topic you wish to write a research paper on;
“Why should people care?”
Create a sound thesis statement;
Reasons why the topic is important;
You should have an introduction, body, and a sound conclusion;
Define any agencies or terms that are pertinent to your topic.
Assisted Suicide
Autism
2nd Amendment/ Gun Rights
Legalization of Marijuana
Death Penalty
Same Sex Marriage
U.S. Prison Rates
Animal Rights / Testing
Vegans/Vegetarianism
Mental Illness / PTSD
Abortion
Climate Change
Things NOT to Write on
Expository Writing
Research Paper
A research paper is an analytical or persuasive essay that presents and argues a thesis (evaluates a position)
What a research paper is not
A simple collection of facts on a topic
A summary of information from one or more sources
Research Paper:
From an Interest to a Topic
In choosing a topic start with what interests you most deeply
Start by listing two or three interests you might like to explore/questions that you have wondered about
Examples
If you are undertaking a research project in a specific field, skim a recent textbook, talk to other students, or consult one of your teachers
Examples
You might try to identify an interest based on work you are doing or will do in a different course
Types of topics to avoid
If you are still stuck you can find help on the internet or in your library
Standard Guides in Various Fields
Dictionaries: briefly define concepts and sometimes offer a bibliography
Encyclopedias: give more extensive overviews and usually a bibliography
Bibliographies and Indexes list past and current publications in the field
Finding dictionaries, encyclopedias, and bibliographies in particular fields:
Go to Pfau Library Home Page
Under Search For heading click on the Encyclopedias/Dictionaries link
Under Search Online Databases heading select bibliographies and type your discipline into the search bar.
Scan headings for topics that catch your interest
Once you identify a general area of interest, use the internet to find out more about the topic so that you can narrow it.
At first you may not know enough about a general interest to turn it into a focused topic.
If so, you have to do some reading to know what to think about it.
Don’t read randomly: start with entries in a general encyclopedia, then look at entries in a specialized encyclopedia or dictionary, then browse through journals and websites until you have a grip on the general shape of your topic.
Previous Topics
Gender Discrimination and China’s One Child Policy
The Role of Attachmen.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
LING 281Template Sentences for Paper 1Templates for the au.docxmanningchassidy
LING 281
Template Sentences for Paper 1
Templates for the author’s main claim and reason
· The author’s main claim is X.
· The author reasons that X, Y, and Z.
· The author provides the following reasons for his/her claim: X; Y; and Z.
· Two reasons are given in support by the author. First,.…Second,.…
Templates for audience discussion
· The author’s audience likely consists of…
· The readers of the text are probably…
· The author appears to write for…
· This is evident through the ways the author…
· It appears as if the audience is X because Y.
· I inferred who the readers of the text likely are from textual clues such as…
Templates for the author’s textual organization
· The author organizes his article by…
· After he does X, he then goes on to do Y.
· Next, in paragraphs 4-7, the author…
· Finally, in his last section, the author…
· Perhaps the author organized his text by
in order to
.
· The reason for this organization is likely because….
A Quote Sandwich Model
Model for a “Quote Sandwich”
A paragraph that uses a quote, paraphrase, or summary, needs an introduction into the textual support and an explanation why the textual support is relevant to your argument.
It can be set up as a sandwich:
Example: (from Susie Park, a student of LING 281, Spring 2017)
TOP ( At the end of the article, Nelson states,
MIDDLE ( “You are Feidin Santana. You are CNN,”
BOTTOM ( in order to make a connection to the allusion at the beginning of the article.
Ways authors organize information in texts
Analysis
Break the subject (an object, event, or concept) down into parts and explain the various parts.
“Why?” “How?” “So what?” “What if?”
What it might mean is, how it relates to what is known, the implications it offers, in other words, my point is, to put it another way,
Cause and Effect
Explain both events and ideas. The cause is the stimulus or reason for an event or idea. The effect is the result or consequence of the even or idea.
So, because, cause, comes from, due to, if, on account of, reasons, since, stems from, accordingly, according to affect, as a result, consequence, consequently, creates, effect, hence, leads to, result, then, therefore, thus
Compare and contrast
Compare two or more items by describing how they are similar; contrast two or more items by explaining their differences; or, provide both the similarities and the differences for a number of items.
Comparison: alike, as well as, both, similarly, likewise, in the same way, analogous to, correspondingly, identical, equivalent
Contrast: alternatively, although, but, contrast, conversely, despite, differs from, however, in contrast, less, more, on the contrary, on the other hand, still, unlike, -er suffix (e.g., higher, better, newer)
Concession/refutation
Offer the opposition’s viewpoint and then tell why it is incorrect/inadequate/unimportant
Author states . . .; however, . . . .
Author believes . . ., but . . . .
Critique
Point out both the good and .
6 Pagesewly appointed Police Chief Alexandra Delatorre of the An.docxGrazynaBroyles24
6 Pages
ewly appointed Police Chief Alexandra Delatorre of the Anytown Police Department (APD) has been attending several town and city council meetings whereby she has heard numerous complaints about the increase in armed robberies being committed by the local transients (homeless people) in and near the Anytown Gallery Shopping Mall. Chief Delatorre checked with the crime analysis unit of the department to obtain information on the crime statistics for robberies in the area of the shopping mall. The crime analysis unit determined that there was 75% increase in the number of robberies between 2009 and 2011. The chief attended a meeting with the shopping mall executives and learned that there had been a steady increase in the number of businesses leaving the mall, which served as major sources for employment and revenue for the city.
One week ago, Chief Delatorre drove to the shopping mall one evening at 9:30 p.m., before the mall was about to close, and discovered that several sections of the subterranean multilevel parking lot had poor lighting and no security gate that secured the parking area, and the guard shack was in an obscure portion of the first level and appeared to not have been used for quite some time. She also found what appeared to be small “camps” of blankets, trash, old and dirty clothes, and metal shopping carts that belonged to different local grocery stores in the far corners of the parking lot on the lower two levels. There was also a very strong odor of urine in the area of the “camps.”
Chief Delatorre has convened you and your team to make recommendations on addressing the problem of the robberies at the shopping mall. She wants to implement a program using the community-oriented policing (COP) philosophy. She has several specific areas that need to be considered for the COP program to reduce or even eliminate the robberies at the shopping mall. She would like to give the program a name. You are to compose a written memo that addresses the following::
Assignment Guidelines
Address the following in a strategic plan of 6–10 pages:
What social forces exist within the above assignment scenario? Describe and explain.
Preparation
How should the department prepare for the program, and who should be involved? Explain.
What types of social or special interest groups should be included? Why are they important to this program? How might they affect the final product?
Gathering information
What information (data, facts, statistics, etc.) would need to be gathered to start the program design? Explain.
Consider at least race, age, gender, social class, and public opinion in your response.
Organizational review
How will this COP program impact the daily operations of the APD? Explain.
How will the program affect the organizational culture of the department? Explain.
The community
How will the community members be involved? Explain.
How will the program extend to members of a multicultural community?
Consider religion, ethnicity, cus.
6 pages which reach all of requiements below hereAn essay inclu.docxGrazynaBroyles24
6 pages which reach all of requiements below here:
An essay includes 3 articles from mine.
The main one is the attachment with 2 others to support it that two links here.
Should follow all of details from intruction.
Contact me when you are available.
.
More Related Content
Similar to Thesis Statements Any paper you write in college will requ
Essay #1Taking a Position on Food Due by 1159pm on Sunday.docxSALU18
Essay #1:Taking a Position on Food
Due by 11:59pm on Sunday April 23rd
We manipulate the planet and all of its creatures. We create, we consume, we build, and we
destroy, but how often do we consider the processes and people that provide unceasingly for our
unquenchable appetites? How often do we consider the consequences? This essay asks that you
consider the inner (and outer) workings of the US food system and then take a position on a
narrowed down aspect of it.
During this project we might ask ourselves any combination of the following: where does our food
come from, and at what cost? How have our foods been processed, conceived, even constructed, and then shipped and
stored? How do we treat the animals we eat? How should we treat them? How are they killed? How conscious are
we of the world we are taking from every single day? Where do we fit in? What do we have to say?
To accomplish your task, you will be using pairings of articles I provide in order to take part in
an ongoing conversation about food. These readings will require you to look closely at what we
eat and how our consumption shapes the world, in both positive and negative ways.
You will need to first consider our relationship with food and the consequences of our eating
habits, on individuals, societies, and the planet that we share, then narrow down your focus to an
individual and focused topic/idea, which you will then research independently so that you might
enter into a scholarly conversation. The goal of this essay is to either make your own claim about
your subject, or to support an already established claim with rational and logical reasons and
evidence in order to convince your reader to take up the same position that you hold.
This essay need not be a soapbox for any political agenda; instead, we are looking for a balance
in rhetorical strategies. Using ethos, pathos, and logos effectively means respecting all viewpoints
while backing up your claims with reputable sources and logical insights/analysis.
In the wise words of Christopher Hitchens: “That which can be asserted without
evidence, can be dismissed without evidence.”
While I value each and every one of your opinions, scholarly readers are less forgiving. Imagine
your audience to be educated readers who are familiar with the topic and themes we will be
exploring. These readers will expect you to back up your claims, and to use reputable sources.
See the end of this prompt for paper specifics / requirements.
Reading and Research
I am providing you with a group of food-related readings. Some of the readings will be
mandatory, as in I expect everyone to read them and use them in their papers. The others are
paired options that you will choose from. Each reading will be labeled on the Module I introduce
it as either mandatory or optional. They are also listed at the end of this prompt.
Make sure to take detailed notes of the sources you do read. It is alw ...
Thesis SamplesRagged Dick” shows that in order to be success.docxssusera34210
Thesis Samples:
“Ragged Dick” shows that in order to be successful you need to better yourself.
“Ragged Dick” shows that in order to be successful you need to be lucky.
“The Lesson” teaches us that race and class limit opportunity and that wealth distribution in America is unfair.
“The Lesson” reveals that despite the limits of race and class, hard work can lead to success.
How to introduce a quotation
(quotation sandwich method)
For non-fiction texts, use author tags before introducing a quotation
Author tag = author’s last name + a writing verb.
Writing Verbs: Use these verbs to describe how an author says something
Example: Mantsios reports that “one if five men will surpass their father’s social class” (254).
“Class in America”
Mantsios: argues, asserts, reports, suggests, emphasizes, insists, claims
How to introduce a quotation
(quotation sandwich method)
For fiction texts, provide the context for the quotation. Tell the reader who the quote involves, where in the story this quote takes place, and what is happening in the quote.
Example: Half way into the field trip, Miss Moore notices that Sylvia is getting angry “you sound angry Sylvia” (Bambara 7).
Different ways to analyze a quotation (quotation sandwich method)
Explain what the quotation means and how it supports your main idea.
Example, Mantsios reports that “one if five men will surpass their father’s social class” (254). In other words, most Americans will die in the class they were born in. This proves that all Americans do not have equal chances to succeed.
Helpful templates for quotation analysis:
In other words… Basically… What _____ is saying is…
This reveals, suggests, confirms, proves, shows, conveys, describes, disproves
SQL Joins-Functions-View Assignment
Part 1: SQL Joins and Functions (15 points – 3 points each)
1. Write a query to display the minimum and maximum number of diagnoses (distinct diagnosis codes)
by state, for each state in which patients in our database live. Display the name of the state, the
minimum number of diagnoses, and the maximum number of diagnoses. Be sure each field is
displayed with a meaningful, user-friendly name (e.g., ‘MinDiagnoses’).
2. Write a query to display the average number of immunizations given to female patients by state, for
each state in which patients in our database live. Display the name of the state, patient gender, and
the average number of immunizations. Be sure each field is displayed with a meaningful, user-
friendly name.
3. Write a query to display the minimum, maximum, and average, and total number of lab tests
resulted for patients born in each year between 1990 and 2000 and living in California. Display
patient year of birth, minimum number of lab tests, maximum number of lab tests, average number
of lab tests number of lab tests and total number of lab tests resulted for patients having each birth
year. Be sure each field is displayed with a meaningful, user-friendly n ...
Notes for Claim Writing Success1. Comments on Titles Sample #.docxcherishwinsland
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
Pages: 2
Topic: Vietnam war
Style: Chicago
Sources: 5
Level: College
Subject:
Language: U.S
Instructions
hi
prompts 2 is the best and the easy one out of the 3. " the vietnam war"
thanks.
1302-3001Assignment #4
Student Essay
Background Information
Creating an argument through the use of historical evidence is one of the key skills you should develop in this course.
As this is our second essay, you should feel more comfortable with writinga well-polished essay.Just as with our previous essay, I am giving you multiple prompts to choose from as well as additional information that should help you feel more confident in writing an effective essay.
Directions
Please chose
one
of the following prompts to write a 600+ word essay. Your essay should create an argument to fully answer the question and draw any conclusions that may be substantiated by data. You need to incorporate historical evidence such as people, events, legislation, etc. to support your conclusions. To prepare for this essay, I am including directions on writing an outline. Students need to turn in their outlines with their essay.
This essay is due in the dropbox by 11:55pm Tuesday, July 7
th
.
Writing Prompts
1.American prosperity in the 1950s birthed a new era of consumerism. Evaluate the changing political, social, cultural, and economic landscape within the nation that led to this new “consumer culture.” Be sure to include analysis on groups that did not partake in this prosperity.
2.
Analyze the Vietnam War. Explain how and why the Vietnam War brought turmoil to American society and eventually drove Johnson and the divided Democrats from power in 1968.
3.
Analyze post-WWII civil rights as it applied to two of the following:
African Americans
Homosexuals
Women
Native Americans
Hispanic Americans
Grading
This essay is worth
100
points and will be graded as follows:
-
20
points for a well developed thesis that fully addresses the prompt
-
50
points for content (accurate, thorough, and effective use of evidence to prove thesis)
-
10
points for writing style (Chicago format, grammar, and proof reading)
-
10
points for your works cited and footnotes (your essay must include at least four sources, (you may use your textbook as one of your sources)
-
10
points for your outline (include at the end of the document. It can be typed or hand-written and scanned)
How to write successful essays for History 1302
Different Types of Essays
In your history courses you might write different types of essays.
Most of them involve description of events, discussion of ideas, summarization of information, and analysis or evaluation.
Analysis might involve classifying, comparing and contrasting, explaining causes and effects, exploring a topic's history, or describing a process.
Or, you might be asked to write an essay that explains the effects of something: the effects of a war, of a law, of a social movement.
Sometimes you may need to take a stan.
ThesisWhy you chose this topicDoes it pertain to your field.docxrandymartin91030
Thesis
Why you chose this topic?
Does it pertain to your field of study?
Heading left right – Single Spaced
Name
Date
Class
Assignment
Professor Kazanjian
Double Space
Times New Roman; 12 pt Font; 1 inch Margins
2 – 3 Pages. Less than 2 pages or more than 3 pages will receive ZERO Credit
Informative Essay -
Research Paper Proposal
Informative Essay
Include information to educate the reader about the topic you wish to write a research paper on;
“Why should people care?”
Create a sound thesis statement;
Reasons why the topic is important;
You should have an introduction, body, and a sound conclusion;
Define any agencies or terms that are pertinent to your topic.
Assisted Suicide
Autism
2nd Amendment/ Gun Rights
Legalization of Marijuana
Death Penalty
Same Sex Marriage
U.S. Prison Rates
Animal Rights / Testing
Vegans/Vegetarianism
Mental Illness / PTSD
Abortion
Climate Change
Things NOT to Write on
Expository Writing
Research Paper
A research paper is an analytical or persuasive essay that presents and argues a thesis (evaluates a position)
What a research paper is not
A simple collection of facts on a topic
A summary of information from one or more sources
Research Paper:
From an Interest to a Topic
In choosing a topic start with what interests you most deeply
Start by listing two or three interests you might like to explore/questions that you have wondered about
Examples
If you are undertaking a research project in a specific field, skim a recent textbook, talk to other students, or consult one of your teachers
Examples
You might try to identify an interest based on work you are doing or will do in a different course
Types of topics to avoid
If you are still stuck you can find help on the internet or in your library
Standard Guides in Various Fields
Dictionaries: briefly define concepts and sometimes offer a bibliography
Encyclopedias: give more extensive overviews and usually a bibliography
Bibliographies and Indexes list past and current publications in the field
Finding dictionaries, encyclopedias, and bibliographies in particular fields:
Go to Pfau Library Home Page
Under Search For heading click on the Encyclopedias/Dictionaries link
Under Search Online Databases heading select bibliographies and type your discipline into the search bar.
Scan headings for topics that catch your interest
Once you identify a general area of interest, use the internet to find out more about the topic so that you can narrow it.
At first you may not know enough about a general interest to turn it into a focused topic.
If so, you have to do some reading to know what to think about it.
Don’t read randomly: start with entries in a general encyclopedia, then look at entries in a specialized encyclopedia or dictionary, then browse through journals and websites until you have a grip on the general shape of your topic.
Previous Topics
Gender Discrimination and China’s One Child Policy
The Role of Attachmen.
Essay #2 Proposing a SolutionIn ClassFor this essay, you.docxrusselldayna
Essay #2: Proposing a
Solution
In Class:
For this essay, your task is to propose a realistic, thoughtful solution to a problem that affects you or someone you know.
This could be a large scale problem (such as profound national frustration with our electoral system) or a smaller scale
problem (such as a general lack of exciting social life for students who live on campus). While you might need to provide
some “proof ” that your problem is really a problem, the bulk of your argument should aim to convince your reader that your solution is
a very good option for all parties involved.
As you begin drafting in class, your goal should be to produce 2-4 pages of thoughtful prose that:
• briefly introduces your chosen problem and the stakes (why the problem needs to be addressed)
• proposes a realistic and fair minded solution (it could actually work, and people would likely accept it)
• develops 1-3 supporting points for your argument (research sources optional for the first draft)
• pays close attention to the basic features as outlined in SMG
Feel free to use the following template for effective structure:
• an intro paragraph that describes your problem and solution and gives your reader a reason to care
• 1-3 body paragraphs that develop individual points of support
• a brief conclusion that wraps up your argument
First draft requirements:
• To receive full credit for this portion of essay #1, your in-class draft must be at least one full page.
• Our purpose is not to produce final draft quality writing at this phase. Just start by getting your ideas on paper, for
now.
Subsequent Drafts:
Now that you have a basic argument on paper, continue to develop and focus your argument. Feel free to bring this draft
to office hours. Be sure to improve your draft prior to the peer review workshop, to help you produce a solid final draft.
Peer Review Requirements:
Bring three copies for peer-review. This draft should preferably be a full draft, but must be at least 3-4 pages. If you’re
short of 4-5 full pages, include a well-developed outline for the rest of your argument.
Final Draft Requirements:
• 4-5 pages of cleanly written, well-organized, lucid, insightful prose
• 2-4 scholarly or credible sources, with ALL borrowed words and information appropriately cited.
• MLA format (double-spaced, 12 pt. Times New Roman font, etc.) incl. Works Cited page
• Submit via SafeAssign, and turn in all invention work and drafts with your final draft
Additional Tips:
• Most any problem you choose can provide options for effective use of research, though you might need to be
inventive in identifying relevant, useful research sources. I’m happy to provide suggestions for research, if you like.
• Remember that opposing viewpoints are not just bowling pins to knock down—your overall solution must account
for major potential objections, rather than ignoring them or hoping your reader won’t notice (for instance, if you
propose to solve climat.
LING 281Template Sentences for Paper 1Templates for the au.docxmanningchassidy
LING 281
Template Sentences for Paper 1
Templates for the author’s main claim and reason
· The author’s main claim is X.
· The author reasons that X, Y, and Z.
· The author provides the following reasons for his/her claim: X; Y; and Z.
· Two reasons are given in support by the author. First,.…Second,.…
Templates for audience discussion
· The author’s audience likely consists of…
· The readers of the text are probably…
· The author appears to write for…
· This is evident through the ways the author…
· It appears as if the audience is X because Y.
· I inferred who the readers of the text likely are from textual clues such as…
Templates for the author’s textual organization
· The author organizes his article by…
· After he does X, he then goes on to do Y.
· Next, in paragraphs 4-7, the author…
· Finally, in his last section, the author…
· Perhaps the author organized his text by
in order to
.
· The reason for this organization is likely because….
A Quote Sandwich Model
Model for a “Quote Sandwich”
A paragraph that uses a quote, paraphrase, or summary, needs an introduction into the textual support and an explanation why the textual support is relevant to your argument.
It can be set up as a sandwich:
Example: (from Susie Park, a student of LING 281, Spring 2017)
TOP ( At the end of the article, Nelson states,
MIDDLE ( “You are Feidin Santana. You are CNN,”
BOTTOM ( in order to make a connection to the allusion at the beginning of the article.
Ways authors organize information in texts
Analysis
Break the subject (an object, event, or concept) down into parts and explain the various parts.
“Why?” “How?” “So what?” “What if?”
What it might mean is, how it relates to what is known, the implications it offers, in other words, my point is, to put it another way,
Cause and Effect
Explain both events and ideas. The cause is the stimulus or reason for an event or idea. The effect is the result or consequence of the even or idea.
So, because, cause, comes from, due to, if, on account of, reasons, since, stems from, accordingly, according to affect, as a result, consequence, consequently, creates, effect, hence, leads to, result, then, therefore, thus
Compare and contrast
Compare two or more items by describing how they are similar; contrast two or more items by explaining their differences; or, provide both the similarities and the differences for a number of items.
Comparison: alike, as well as, both, similarly, likewise, in the same way, analogous to, correspondingly, identical, equivalent
Contrast: alternatively, although, but, contrast, conversely, despite, differs from, however, in contrast, less, more, on the contrary, on the other hand, still, unlike, -er suffix (e.g., higher, better, newer)
Concession/refutation
Offer the opposition’s viewpoint and then tell why it is incorrect/inadequate/unimportant
Author states . . .; however, . . . .
Author believes . . ., but . . . .
Critique
Point out both the good and .
6 Pagesewly appointed Police Chief Alexandra Delatorre of the An.docxGrazynaBroyles24
6 Pages
ewly appointed Police Chief Alexandra Delatorre of the Anytown Police Department (APD) has been attending several town and city council meetings whereby she has heard numerous complaints about the increase in armed robberies being committed by the local transients (homeless people) in and near the Anytown Gallery Shopping Mall. Chief Delatorre checked with the crime analysis unit of the department to obtain information on the crime statistics for robberies in the area of the shopping mall. The crime analysis unit determined that there was 75% increase in the number of robberies between 2009 and 2011. The chief attended a meeting with the shopping mall executives and learned that there had been a steady increase in the number of businesses leaving the mall, which served as major sources for employment and revenue for the city.
One week ago, Chief Delatorre drove to the shopping mall one evening at 9:30 p.m., before the mall was about to close, and discovered that several sections of the subterranean multilevel parking lot had poor lighting and no security gate that secured the parking area, and the guard shack was in an obscure portion of the first level and appeared to not have been used for quite some time. She also found what appeared to be small “camps” of blankets, trash, old and dirty clothes, and metal shopping carts that belonged to different local grocery stores in the far corners of the parking lot on the lower two levels. There was also a very strong odor of urine in the area of the “camps.”
Chief Delatorre has convened you and your team to make recommendations on addressing the problem of the robberies at the shopping mall. She wants to implement a program using the community-oriented policing (COP) philosophy. She has several specific areas that need to be considered for the COP program to reduce or even eliminate the robberies at the shopping mall. She would like to give the program a name. You are to compose a written memo that addresses the following::
Assignment Guidelines
Address the following in a strategic plan of 6–10 pages:
What social forces exist within the above assignment scenario? Describe and explain.
Preparation
How should the department prepare for the program, and who should be involved? Explain.
What types of social or special interest groups should be included? Why are they important to this program? How might they affect the final product?
Gathering information
What information (data, facts, statistics, etc.) would need to be gathered to start the program design? Explain.
Consider at least race, age, gender, social class, and public opinion in your response.
Organizational review
How will this COP program impact the daily operations of the APD? Explain.
How will the program affect the organizational culture of the department? Explain.
The community
How will the community members be involved? Explain.
How will the program extend to members of a multicultural community?
Consider religion, ethnicity, cus.
6 pages which reach all of requiements below hereAn essay inclu.docxGrazynaBroyles24
6 pages which reach all of requiements below here:
An essay includes 3 articles from mine.
The main one is the attachment with 2 others to support it that two links here.
Should follow all of details from intruction.
Contact me when you are available.
.
54w9Performing Effective Project Monitoring and Risk Management.docxGrazynaBroyles24
54/w9
Performing Effective Project Monitoring and Risk Management
Imagine that you are employed as an IT project manager by a prestigious coffeemaker organization. This organization operates many coffee shops within the region and would like to promote its brand by creating a mobile application that will provide its customers with the ability to view the nearest coffee shop location within their geographical area.
As a member of the software development team, you estimate a total project cost of $150,000. You have designated control points to measure project progress. At control point 2, the following data is available:
Budget Cost of Work Performed
$ 24,000
Actual Cost of Work Performed
$ 27,500
There are various stakeholders that are interested in the progress of the project. These stakeholders include the marketing management team (internal customers), software designers, programmers, testers, and upper management. The software development team has attempted to release a mobile application of this magnitude in the past; however, lack of sponsorship, mobile development expertise, and technical infrastructure has limited the team’s success.
Write a four to six (4-6) page paper in which you:
Identify at least four (4) attributes of the mobile application development project that can be measured and controlled and evaluate how each is a critical factor for the success of the project.
Generate a project plan summary of the various project milestones. Develop a WBS that details work packages required to complete project scope.
Develop a workflow model that can be used to inspect and detect defects during the acceptance of this mobile product through the use of graphical tools in Microsoft Word or Visio, or an open source alternative such as Dia. Note: The graphically depicted solution is not included in the required page length.
Describe how the defects detected during the acceptance of the mobile application should be reported and explain the circumstances in which a defect may not require reporting.
Analyze the communication needs of the different project stakeholders. Explain the types of project status reports that would be useful to each.
Compute the cost variance, schedule variance, cost performance index, schedule performance index, and estimated actual cost using the information presented at control point 2. Interpret the project schedule and budget status from the calculations.
Explain how work package, binary tracking, and earned valued reporting can be used effectively during the maintenance phase of the software life cycle if various change requests may be assigned to individuals and processed on an individual basis.
Develop a risk register that will document all of the estimated risks. Assign one (1) risk management technique for each risk and explain the basis for your selection.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your ass.
5I need a fiive page paper with title page, reference page in APA fo.docxGrazynaBroyles24
5I need a fiive page paper with title page, reference page in APA format , and cited properly. The title is Ethic Group Evaluation. You will be evaluating the ethinic group Black Americans. You will examine the history of this group in the United States, including the following: Immigration, Contact with other ethinic groups, Assimilation or pluralism, and its connection to black americans contact with other ethinic groups,conflict with other ethinic groups. Provide an example of a widely - held myth or misconception about Blacks. How do we know this is a myth? Why is this myth so differcult to abandon?
.
6 pages paper for International relations class Knowledgeable Econo.docxGrazynaBroyles24
6 pages paper for International relations class: Knowledgeable Economy (global political economy)
Response paper, pay attention to own ideas and thoughts
MLA style, Doube Space
Only PPTs and Textbooks can be used, it means that all of outside materials cannot be used(I will send them to you by email)
.
50 words minimum This weeks audio is very informative but o.docxGrazynaBroyles24
50 words minimum
This week's audio is very informative but one point stuck out to me the most. I found it interesting that a big issue is the struggle to have communication between agencies, municipalities, and federally. It brought up that an example of this is communication through radio. Each individual has completely different equipment which makes communication with anyone outside of the agency via radio impossible. You would think with today's technology they would find away to maintain easy communication between all emergency related organizations. This would ensure that they all are on the same page and can have effective cooperation during big emergencies such as 9/11. What are the methods of communication that currently exist and how do they help different emergency related agencies stay connected?
The first Amendment is a so important to our way of life so when it is abused and people die should the media be held responsible? There are attempts to hold gunmakers liable for gun deaths so is it the same with media when they provide inaccurate information that may then cause violent protest?
Given the perpetual imbalance between funding and needs in emergency services and criminal justice, what are possible sources of funding for a emergency management training, equipment, and sustainability?
The Department of Homeland Security and FEMA as well as various state and federal grants can be requested to assist in funding the various state and local agencies in their Emergency Management related maintenance and training. The equipment and personnel are expensive to have and to keep current in training so any help with grants and donations is always appreciated. Could local fund drives help?
Do you support a national standard for communication equipment for emergency management? If not, why not? How would agencies pay for interoperability communications?
.
500 word discussion on the passage to answer question at the botto.docxGrazynaBroyles24
500 word discussion on the passage to answer question at the bottom
The authors of our text have suggested that there are no obvious or absolute "priority relations" among the six basic moral values. This means that in any conflicts posed by applying different values to cases, there are no general rules for deciding which values are more important. We have to take each case on its merits.
They might be right about this. It's a commonly held perspective on moral values.
In the Lecture I discussed the relation between Justice and Compassion.
We sometimes encounter conflicts between these two values, and I think the story of Robin Hood is the classic tale of such conflict. Robin Hood acted compassionately in robbing from the rich to give to the poor.
Now I'm assuming that the rich deserved their wealth, and did not acquire it unjustly. That is, I am supposing that Robin Hood was not moved by his sense of justice, on this count (but see below). This is a controversial assumption, for there are those who would argue that the rich (or at least, the inordinately rich) could not have become that rich without transgressing some moral principle. But I will make this assumption in order to simplify the discussion. So let us assume that the rich people Robin Hood took from had not made their fortune unjustly. But even this does not mean that Robin Hood was wrong to take from them. It could be, from the perspective of some sort of duty theory, that the rich had a duty to take care of the poor, and they had failed in this moral duty. So Robin Hood was correcting their immoral behavior (not in obtaining the wealth, but in not dispensing it as they ought to). He was moved by the suffering of the poor, and the immorality of the rich in not responding to this suffering, which makes him a compassionate and moral hero. (By the way, I am not committed to this view--I am mentioning it to show you that there is much more to be discussed here than might meet the eye of our 21st. century, prior to philosophical reflection.
The questions, therefore, are:
Is Robin Hood acting justly, or unjustly but because he is moved by compassion?
Could a compassionate Robin Hood ever be
right
to violate the rules of justice in order to alleviate suffering?
With regard to the second of these, I assume that the standard answer in our 21st. Century culture would be: No; justice should always win in conflicts with compassion. So there is at least one absolute priority relation between two of the basic moral values in the set.
Do you agree? Why or why not?
.
5. An electric motor accomplishes what task[removed]convert.docxGrazynaBroyles24
5.
An electric motor accomplishes what task?
[removed]
converts chemical energy into mechanical energy
[removed]
converts electrical energy into electromagnetic energy
[removed]
converts electrical energy into mechanical energy
[removed]
converts mechanical energy into chemical energy
[removed]
converts mechanical energy into electrical energy
The next five questions refer to these electric meters:
15.
How much electricity was used during the month of June?
[removed]
2813 kwh
[removed]
2582 kwh
[removed]
3011 kwh
[removed]
2903 kwh
[removed]
2744 kwh
17.
How much would this energy cost the consumer? (assume the average rate of $0.07 per kwh)
[removed]
$203.00
[removed]
$210.77
[removed]
$196.91
[removed]
$188.90
[removed]
$176.43
18.
What was the meter reading on June 1?
[removed]
59,301
[removed]
58,300
[removed]
58,410
[removed]
69,411
[removed]
58,310
19.
What was the meter reading on July 1?
[removed]
61,134
[removed]
61,132
[removed]
61,234
[removed]
61,123
[removed]
61,223
20.
A piece of iron can be made into a permanent magnet by stroking it with a strong magnet.
[removed]
true
[removed]
false
10.
If the frequency of a wave is 5 Hz, how many waves will pass by a stationary object in 1 minute?
[removed]
1/5
[removed]
5
[removed]
300
[removed]
60
[removed]
1/300
11.
A submarine captain wishes to know how far away an undersea cliff face is, so he sends out a SONAR signal. After 0.80 seconds, he receives the echo. How far away is the cliff face?
[removed]
1500 m
[removed]
1200 m
[removed]
600 m
[removed]
3000 m
[removed]
2400 m
Use this figure to answer the next 3 questions:
12.
On the diagram, which letter represents the amplitude?
[removed]
A
[removed]
B
[removed]
C
[removed]
D
[removed]
E
13.
Which of the letters represents the wavelength?
[removed]
A
[removed]
B
[removed]
C
[removed]
D
[removed]
E
14.
Which position represents the trough?
[removed]
A
[removed]
B
[removed]
C
[removed]
D
[removed]
E
1.
If a star is moving away from Earth at a high speed, which of the following would astronomers observe?
[removed]
The star's spectrum would not be shifted at all.
[removed]
The star's spectrum would be shifted towards red.
[removed]
The star's spectrum would be shifted towards blue.
[removed]
There is not enough information given to determine.
5.
The visible spectrum is made of what types of light?
[removed]
red, orange, yellow, green, blue, violet
[removed]
infrared, red, orange, green, blue, ultraviolet
[removed]
red, orange, yellow, green, blue, ultraviolet
[removed]
radio, infrared, colored light, ultraviolet, x-rays, gamma rays
10.
Which of the following has the most energy?
[removed]
x-rays
[removed]
ultraviolet
[removed]
visible light
[removed]
gamma rays
[removed]
infrared
11.
Which of the following best describes the dual nature of light?
[removed]
Light can be thought of as visible colors or as invisible colors.
[removed]
Light can be thought of as being white light or a combinat.
5.4 - Commercial Air Travel during the 1950’s – 1960’sIn this .docxGrazynaBroyles24
5.4 - Commercial Air Travel during the 1950’s – 1960’s
In this discussion activity, address the following:
Commercial air travel became routine during the late fifties and early sixties. Discuss the improvements made by the airlines during this time period, including the introduction of jet airliners and extensive route systems.
Why did commercial air travel become so successful during this time?
The primary posting should be approximately 100 words.
.
500 wordsAPA FormatScenarioYou are a probation officer a.docxGrazynaBroyles24
500 words
APA Format
Scenario
You are a probation officer and have a client, Paul Rosen, who was recently released from prison and is a registered sex offender. One of the obligations of a probationer is to keep in close contact with his probation officer. This particular probationer failed to maintain contact with you for a period of 4 months. During your effort to find Paul Rosen, you find out that Paul was involved with a woman who has three children, ages 6, 9, and 14. You feel compelled to contact this woman and find out whether she knew that Paul was a registered sex offender who is out of prison on probation. During the conversation, she was appreciative that you had concerns but explained that Paul told her that he was involved with a 16-year-old, but that the girl had lied to him about her age. She said his conviction was the fault of the girl's parents, who convinced the daughter to press charges as a way to keep him away from her. She said it was not a big deal because the girl lied to Paul about her age. During your conversation with the woman, you feel compelled to tell her about John's past of molesting two girls, ages 4 and 7.
Analyze this scenario, and discuss the following:
Describe how you would handle this situation using normative ethics?
In applied ethics, you do not deal with the facts of individual cases. You focus on applying ethical rules to a class of cases. Describe the class or type of case represented here.
After determining the type of case, describe the professional code of ethics that may apply to this type of case?
Based on the rule you would apply to this type of case, what should you do as a probation officer in this type of case?
.
500 words- no references. Must be original, no plagiarism.docxGrazynaBroyles24
500 words- no references. Must be original, no plagiarism
Scenario D
Communities Organized for relational Power in Action (COPA) - Health Care for All
COPA has organized Monterey County to pilot a health care program that provides prescriptions, lab work and radiology.
COPA will organize to ensure that this pilot program becomes a permanent program to provide needed health care services to undocumented adults in Monterey County.
-
Develop core of 30 COPA leaders as part of COPA's Healthcare team that will meet 8-10 times over year
-
Healthcare team will hold 6 research actions to learn best practices of healthcare programs for undocumented residents
-
Hold 3-5 Healthcare Academies in churches and schools to look for leadership, outreach reaching 500-800 Monterey County residents.
-
Provide 6-8 leadership training sessions to teach civic engagement skills to develop new leadership
-
Hold large Public Action to hold public officials accountable and secure their public support for permanent program.
1) 60% FTE Community Organizer ($56,000 plus benefits = $74,500)
2) Program Coordinator 20 % ($11,000)
3) Travel & Mileage ($1,800)
4) Indirect Costs ($7,200)
5) Training ($4,000)
$25,000 of a $98,500 project
.
5.5 - Beginnings of the Space ProgramIn this discussion activi.docxGrazynaBroyles24
5.5 - Beginnings of the Space Program
In this discussion activity, address the following:
This time period saw the beginning of the American space program, from the first artificial satellites to the plans for landing men on the Moon. Discuss the advances in rocketry and other technology that made this possible.
After being upstaged by Soviets’ launching of Sputnik in 1957, the United States achieved dominance in space within a few years. To what do you attribute this success?
The primary posting should be approximately 100 words
.
5.3 - Discussion Ethical issuesReview the pros and cons of glob.docxGrazynaBroyles24
5.3 - Discussion: Ethical issues
Review the pros and cons of globalization in figure 10-1 on page 303. What is your opinion of globalization? Provide an Internet source to back up your opinion. 250 WORDS
USE;
Carroll, A. B., & Buchholtz, A. K. (2012).
Business and society: Ethics, sustainability, and
stakeholder management
. Florence, KY: Southwestern College Publishing.
.
500 words APA formatHow much impact do managers actually have on a.docxGrazynaBroyles24
500 words APA format
How much impact do managers actually have on an organization’s success or failure?
Provide one example of a manager who has affected the success or failure of an organization.
Knowledge and Understanding
Demonstrated depth of understanding of the topic.
Critical Thinking
Provides at least one relevant example related to topic.
.
5.2Complete one of the following options for your Week 5 Assignm.docxGrazynaBroyles24
5.2
Complete
one of the following options for your Week 5 Assignment:
Option A
Art in Your Community
Experience
the arts in your local community by attending a performance, or visiting an art museum or gallery. If you go to an art museum or gallery, choose an exhibition or one artwork to discuss for this assignment.
Write
a review of your arts experience that includes a defense of the arts. Include the following:
Write a description of the elements of composition: line, color, shape, or movement, theme, rhythm, tone, and so forth that were incorporated into the performance or artwork.
What was the overall emotional and intellectual effect the performance or artwork had on you? What emotions did you feel? Of what did the experience make you think?
Write a summary of how you would like to see the arts made more a part of your community. Is there anything you can do to make this happen? How will you support the arts in the future?
Include a defense of the arts that describes how the arts add value to life. How might creative expression be helpful to people?
Submit
your assignment as a Word document using the Assignment Files tab:
A 1200 word paper (You are welcome to go over the word count if you wish.)
.
5.1 DBDisparities exist among racial and ethnic groups with rega.docxGrazynaBroyles24
5.1 DB
Disparities exist among racial and ethnic groups with regard to their health. Non-Hispanic Caucasians were more likely to be in very good or excellent health than were other groups nationally and in almost every state. Education appears to be an indicator of improved health in non-Hispanic Caucasians than other groups. What is contributing to this disparity? What is the significance to healthcare administrators?
.
5. What are the most common types of computer-based information syst.docxGrazynaBroyles24
5. What are the most common types of computer-based information systems used in business organizations today? (Hint: a Transaction Processing System is one type.) Give a specific real-world example of each.
11. What are some general strategies employed by organiza- tions to achieve competitive advantage?
15. What is the role of the systems analyst? What is the role of the programmer?
16. What is the operations component of a typical IS department?
17. What is the role of the chief information officer
.
5.2 - Postwar Commercial AviationIn this discussion activity, .docxGrazynaBroyles24
5.2 - Postwar Commercial Aviation
In this discussion activity, address the following:
Scheduled air transport came of age in the decade after World War II. Using the textbook and doing some independent research, explain why airlines became an economical form of transport during this period.
Discuss aviation’s growing role in international trade and its increasing value to American society as a whole.
The primary posting should be approximately 100 words
. Review all submitted primary postings first, and ensure that your contribution is unique and adds to the discussion. In addition, you must also respond to
at least two
of your fellow students’ posts with substantive replies.
USE;
Roger E. Bilstein, Flight in America Third Edition if possible
.
5-6 paragraphsYou and Officer Landonio are on patrol. Yo.docxGrazynaBroyles24
5-6 paragraphs
You and Officer Landonio are on patrol. You see two juveniles sitting on the curb, and they are smoking what appears to be a marijuana cigarette. They are not trying to hide the fact that they are smoking marijuana, and you pull your patrol car over to talk to them. You run their names and find that one juvenile, Thomas Jones, does not have any record. But the other, Henry Thompson, has a long juvenile record. You now have the option to use, or not to use, your discretion.
Assignment Guidelines
In 5–6 paragraphs words, address the following:
In your own words, what is a chronic juvenile offender? Explain.
Do you take both boys into the juvenile assessment center? Do you let the juvenile without a record leave and take Henry Thompson to the juvenile assessment center? Or do you let both boys go with a warning?
Explain your decision.
What do you think would be the benefits of your decision? Explain.
What do you think would be the consequences to your decision? Explain
What are your state laws pertaining to marijuana? Explain.
Do you agree with these laws? Why or why not?
.
5-6 paragraphs Interagency is relatively recent as a term, y.docxGrazynaBroyles24
5-6 paragraphs
Interagency
is relatively recent as a term, yet as a concept, it has been in practice to varying degrees for as long as nations have had governments, fought wars, engaged in international commerce, or extended diplomacy. What is arguably a recent expansion of the interagency concept is the level of inclusiveness—that is, the broader scope of who is invited to participate in interagency activities. Also recent is the compulsion to use it, be it by leaders, for policies, or just from a plain "need" to employ an interagency approach to decision making and problem solving.
Assignment Guidelines
In 5–6 paragraphs, address the following:
What is your current understanding of the fundamentals of interagency relationships? Explain.
Consider horizontal relationships between federal agencies as well as vertical relationships between federal, state, and local agencies in your response.
What benefits do you think can be realized through effective interagency relationships? Explain.
What consequences might occur because of ineffective interagency relationships? Explain.
What 1 organization do you think should have the most responsibility regarding the formation and evaluation of interagency relations? Why?
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Thesis Statements Any paper you write in college will requ
1. Thesis Statements
Any paper you write in college will require a thesis statement in
some form. These are general
expectations and guidelines for writing and revising a strong
thesis.
Basics
Roles of a Thesis: A thesis (1) answers a question, (2) makes an
argument, and (3) presents a
road map for the rest of your paper.
Thesis Components: A thesis is comprised of a topic and a
comment on the topic and answers
the questions: What? Why? How?
Generally, the comment portion is your argument; however, if a
prompt is simply expository or
analytical, you can still give a comment on how you are
explaining or analyzing the topic. Since
most college essays are argumentative in nature, we will focus
on constructing analytical
theses.
Thesis Conventions: The thesis typically appears at the end of
your first paragraph
(introduction), is 1-3 sentences long, and avoids first person
(unless the writer is instructed
otherwise).
Examples with Notes
1) In the “Ethics of Living Jim Crow,” Richard Wright fights
segregation [what] by using
2. irony [how] to show that Jim Crow’s “ethics” are unethical
[why].
a. Topic: Richard Wright’s “Ethics of Living with Jim
Crow”…
b. Comment: …shows Jim Crow “ethics” are unethical.
2) The film Rebel without a Cause reflects the anxieties
surrounding changing family values
in 1950s America [what]. The main conflicts are set against the
“dysfunctional” family lives of
the characters Jim, Judy, and Plato [how] to show the danger of
these degrading values and a
desire to return to a traditional family structure [why].
a. Topic: Rebel without a Cause…
b. Comment: …reflects anxieties about changing family
values.
3) Because of the change in demographics and population
distribution across the United
States (how), the Electoral College no longer realizes its
original intention of ensuring fair
representation (why) and should be abandoned or altered to give
more power to the popular
vote (what).
a. Topic: The Electoral College…
b. Comment: …should be abandoned.
For all three examples above, notice that the how and why
elements make the paper more
specific and argumentative than if the writer had just introduced
3. the topic to be discussed.
Build Your Thesis
Working Thesis: Your working thesis is your tentative topic
plus your comment on that topic.
Example: The Electoral College should be abandoned.
Your Topic:
_____________________________________________________
_________________
Comment:
_____________________________________________________
_________________
Working thesis:
_____________________________________________________
_____________
Revised Thesis: Your revised thesis is a more complex, specific
version of your working thesis
and considers the questions why and how.
Example: Because of the change in demographics and
population distribution, the Electoral
College no longer realizes its original intention of ensuring fair
representation and should be
abandoned or altered to give more power to the popular vote.
Your Working Thesis:
_____________________________________________________
____________
5. specific?
o Think about times, places, and names. Ask yourself what
questions someone might
have about the details of your thesis.
□ Does it answer the questions what, how, and why?
o The how’s are typically the main sub points used to organize
your paper, and you
can usually find the why in your analysis and conclusion.
□ Does your thesis represent what your paper is actually
about?
o Sometimes our ideas change while we write. Don’t be afraid
to revise your thesis
throughout the editing process to better reflect your ideas.
3 ClassandRace
intheEarlyWomen’s
RightsCampaign
AsLucretiaMottandElizabethCadyStantonwendedtheirwayarmina
rmdowngreatQueen
Streetthatnight,reviewingtheexcitingscenesoftheday,theyagreedt
oholdawoman’srights
conventionontheirreturntoAmerica,asthementowhomtheyhadjustl
istenedhadmanifested
their great need of some education on that question. Thus the
missionary work for the
emancipationofwomanin“thelandofthefreeandthehomeofthebrave
8. slaveryleaders,whoopposedthemovetoexclude
them. William Lloyd Garrison—“brave noble Garrison”6—who
arrived too late to
participate in thedebate, refused to takehis seat,
remainingduring the entire ten-day
convention “a silent spectator in the gallery.”7 According to
Elizabeth Cady Stanton’s
account, Nathaniel P. Rogers of Concord, New Hampshire, was
the only other male
abolitionistwho joined thewomen in the gallery.8Why the Black
abolitionist Charles
RemondisnotmentionedinStanton’sdescriptionoftheeventsisrathe
rpuzzling.Hewas
also,ashehimselfwroteinanarticlepublishedintheLiberator,“asilen
tlistener.”9
CharlesRemondwrotethatheexperiencedoneofthefewgreatdisappo
intmentsofhis
lifewhenhediscovered,uponhisarrival, that
thewomenhadbeenexcluded fromthe
conventionfloor.Hehadgoodreasontofeeldistressed,forhisowntrav
elexpenseshad
beenpaidbyseveralwomen’sgroups.
Iwasalmostentirely indebtedto thekindandgenerousmembersof
theBangorFemaleAnti-
SlaverySociety,thePortlandSewingCircle,andtheNewportYoungL
adies’JuvenileAnti-Slavery
Society,foraidinvisitingthiscountry.10
Remondfeltcompelledtorefusehisseatintheconvention,becausehec
ouldnototherwise
bethe“honoredrepresentativeofthethreefemaleassociati ons,atonc
emostpraiseworthy
intheirobjectandefficientinthiscooperation.”11Notallofthemen,th
erefore,werethe
“bigotedAbolitionists”12towhomStantonrefersinherhistoricalacc
9. ount.Atleastsomeof
themhadlearnedtodetectandchallengetheinjusticesofmalesuprema
cy.
Whereas Elizabeth Cady Stanton’s interest in abolitionismwas
quite recent, she had
conductedapersonalfightagainstsexismthroughoutheryouth.Enco
uragedbyherfather
—awealthyandunabashedlyconservativejudge—
shehaddefiedorthodoxyinherstudies
as well as in her leisure activities. She studied Greek and
mathematics and learned
horsebackriding,allofwhichweregenerallybarredtogirls.Atagesixt
een,Elizabethwas
theonlygirlinherhighschoolgraduatingclass.13Beforehermarriage
,theyoungStanton
passedmuchofhertimewithherfatherandhadevenbeguntostudythel
awseriously
underhisguidance.
By1848Stantonwas a full-timehousewife andmother.
Livingwithherhusband in
SenecaFalls,NewYork,shewasoftenunabletohireservantsbecauset
heyweresoscarce
inthatarea.Herownanticlimacticandfrustratinglifemadeherespecia
llysensitivetothe
middle-classwhitewoman’spredicament. Inexplainingherdecision
to contactLucretia
Mott,whomshehadnotseenforeightyears,shementionedherdomesti
csituationfirst
amongherseveralmotivesforissuingacalltoawomen’sconvention.
ThegeneraldiscontentIfel twithwoman’sportionaswife,mother,hou
sekeeper,physicianand
spiritualguide…andthewearied,anxiouslookofthemajorityofwom
en,impressedmewiththe
strong feeling that someactivemeasures shouldbe taken to
remedy thewrongsof society in
10. generalandofwomeninparticular.MyexperiencesattheWorldAnti-
SlaveryConvention,allI
hadreadofthelegalstatusofwomen,andtheoppressionIsaweverywh
ere,togethersweptacross
my soul, intensifiednowbymanypersonal experiences. It
seemedas if all the elementshad
conspiredtoimpellmetosomeonwardstep.Ic ouldnotseewhattodoor
wheretobegin—my
onlythoughtwasapublicmeetingforprotestanddiscussion.14
ElizabethCadyStanton’slifeexhibitedallthebasicelements,intheir
mostcontradictory
form,ofthemiddle-
classwoman’sdilemma.Herdiligenteffortstoachieveexcellenceinh
er
studies,theknowledgeshehadgainedasalawstudent,andalltheother
waysshehad
cultivatedherintellectualpowers —
allthishadcometonaught.Marriageandmotherhood
precludedtheachievementofthegoalsshehadsetforherselfasasingle
woman.Moreover,
her involvement in the abolitionist movement during the years
following the London
convention had taught her that it was possible to organize a
political challenge to
oppression.Manyofthewomenwhowouldanswerthecall
toattendthefirstwomen’s
rightsconventioninSenecaFallswerebecomingconsciouso fsimilar
contradictionsintheir
lives andhad likewise seen, from the exampleof the anti -slavery
struggle, that itwas
possibletofightforequality.
AstheSenecaFallsConventionwasbeingplanned,ElizabethCadySta
ntonproposeda
11. resolutionwhichappearedtooradicaleventoherco-
conventionerLucretiaMott.Although
Mrs.Mott’s experiences in the anti-slaverymovementhad
certainly persuadedher that
womenurgently needed to exercise political power, she opposed
the introduction of a
resolutiononwomansuffrage.Suchamovewouldbeinterpretedasabs
urdandoutrageous,
shethought,andwouldconsequentlyunderminetheimportanceofthe
meeting.Stanton’s
husbandalsoopposedtheraisingofthesuffrageissue—
andkepthispromisetoleavetown
if she insistedonpresenting the resolution.FrederickDouglasswas
theonlyprominent
figurewhoagreedthattheconventionshouldcallforwomen’srighttov
ote.
Several years before the Seneca Falls meeting, Elizabeth Cady
Stanton had firmly
convincedFrederickDouglassthatthevoteshouldbeextendedtowom
en.
Icouldnotmeetherargumentsexceptwiththeshallowpleaof“custom,
”“naturaldivisionof
duties,”“indelicacyofwoman’stakingpartinpolitics,”thecommont
alkof“woman’ssphere,”and
thelike,allofwhichthatablewoman,whowasthennolesslogicalthann
ow,brushedawayby
those arguments which she has so often and effectively used
since and which no man has
successfullyrefuted.Ifintelligenceistheonlytrueandrationalbasiso
fgovernment,itfollowsthat
thatisthebestgovernmentwhichdrawsitslifeandpowerfromthelarge
stsourcesofwisdom,
energyandgoodnessatitscommand.15
Among the approximately three hundred women and men
12. attending the Seneca Falls
Convention,theissueofelectoralpowerforwomenwastheonlymajor
pointofcontention:
the suffrage resolution alone was not unanimously endorsed.
That the controversial
proposalwas presented at all, however,was due to
FrederickDouglass’willingness to
secondStanton’smotionandtoemployhisoratoricalabilitiesindefen
seofwomen’sright
tovote.16
During those early dayswhenwomen’s rightswas not yet a
legitimate cause,when
womansuffragewasunfamiliarandunpopularasademand,Frederick
Douglasspublicly
agitatedforthepoliticalequalityofwomen.Intheimmediateaftermat
hoftheSenecaFalls
Convention,hepublishedaneditorialinhisnewspaper,theNorthStar.
Entitled“TheRights
ofWomen,”itscontentwasquiteradicalforthetimes:
Inrespecttopoliticalrights,weholdwomantobejustlyentitledtoallw
eclaimformen.Wego
further, and express our conviction that all political rightswhich
it is expedient formen to
exercise,itisequallysoforwoman.Allthatdistinguishesmanasaninte
lligentandaccountable
being,isequallytrueofwoman,andifthatgovernmentonlyisjustwhic
hgovernsbythefree
consentofthegoverned,therecanbenoreasonintheworldfordenyingt
owomantheexerciseof
theelectivefranchise,orahandinmakingandadministeringthelawoft
heland.17
13. FrederickDouglasswas also responsible for officially
introducing the issue ofwomen’s
rightstotheBlackLiberationmovement,whereitwasenthusiasticall
ywelcomed.AsS.Jay
Walkerpointsout,DouglassspokeoutattheNationalConventionofC
oloredFreedmenthat
washeldinCleveland,Ohio,aroundthetimeoftheSenecaFallsmeetin
g:
Hesucceeded inamendingaresolutiondefiningdelegatesso that
itwouldbe“understood ‘to
includewomen,’”anamendmentthatwascarried“withthreecheersfo
rwomen’srights!”18
ElizabethCadyStantondevotedexpressionsofpraisetoDouglassfor
hissteadfastdefense
oftheSenecaFallsConventioninfaceofthewidespreadridiculevoice
dinthepress.
Sopronouncedwasthepopularvoiceagainstus,intheparlor,pressand
pulpit,thatmostofthe
ladieswhohadattendedtheconventionandsignedthedeclaration,one
byonewithdrewtheir
namesandinfluenceandjoinedourpersecutors.Ourfriendsgaveusth
ecoldshoulderandfelt
themselvesdisgracedbythewholeproceeding.19
TheuproardidnotdissuadeDouglass,nordiditachieveitsgoalofnippi
ngthebattlefor
women’srightsinthebud.Parlor,pressandpulpit,tryastheymight,co
uldnotreversethis
trend.Onlyonemonthpassedbeforeanotherconventiontookplacein
Rochester,NewYork
—whose daring innovation and precedent for futuremeetings
was a female presiding
14. officer.20FrederickDouglassagainmanifestedhis loyalty tohis
sistersbyarguingonce
moreforthesuffrageresolution,whichpassedinRochesterbyamuchl
argermarginthanat
SenecaFalls.21
Theadvocacyofwomen’srightscouldnotbeforbidden.Notyetaccept
abletothemakers
of public opinion, the issue of women’s equality, now embodied
in an embryonic
movement,supportedbyBlackpeoplewhowerefightingfortheirown
freedom,established
itselfasanindelibleelementofpubliclifeintheUnitedStates.Butwhat
wasitallabout?
Howwasthequestionofwomen’sequalitydefinedotherthanbythesuf
frageissuewhich
had prompted the derogatory publicity about the Seneca Falls
Convention? Were the
grievancesoutlined in theDeclarationof Sentiments and
thedemandsput forth in the
resolutionstrulyreflectiveoftheproblemsandneedsofthewomenoft
heUnitedStates?
TheemphaticfocusoftheSenecaFallsDeclarationwastheinstitution
ofmarriageandits
manyinjuriouseffectsonwomen:marriagerobbedwomenoftheirpro
pertyrights,making
wives economically—as well as morally—dependent on their
husbands. Demanding
absolute obedience fromwives, the institution ofmarriage gave
husbands the right to
punish theirwives, andwhat ismore, the lawsof
separationanddivorcewerealmost
entirelybasedonmalesupremacy.22Asaresultofwomen’sinferiorst
atuswithinmarriage,
theSenecaFallsDeclarationargued,theysufferedinequalitiesineduc
15. ationalinstitutionsas
well as in the professions. “Profitable employments” and “all
avenues to wealth and
distinction”(suchasmedicine,lawandtheology)wereabsolutelyinac
cessibletowomen.23
TheDeclarationconcludesitslistofgrievanceswithanevocationofw
omen’smentaland
psychologicaldependence,whichhasleftthemwithlittle“confidenc
eandself-respect.”24
TheinestimableimportanceoftheSenecaFallsDeclarationwasitsrol
easthearticulated
consciousnessofwomen’srightsatmidcentury.Itwasthetheoretical
culminationofyearsof
unsure,oftensilent,challengesaimedatapolitical,social,domestica
ndreligiouscondition
which was contradictory, frustrating and downright oppressive
for women of the
bourgeoisieand therisingmiddleclasses.However,asa
rigorousconsummationof the
consciousnessofwhitemiddle-
classwomen’sdilemma,theDeclarationallbutignoredthe
predicamentofwhiteworking-
classwomen,asitignoredtheconditionofBlackwomenin
theSouth and North alike. In otherwords, the Seneca Falls
Declaration proposed an
analysisofthefemaleconditionwhichdisregardedthecircumstances
ofwomenoutsidethe
socialclassofthedocument’sframers.
Butwhataboutthosewomenwhoworkedforaliving—
thewhitewomen,forexample,
whooperatedthetextilemillsintheNortheast?In1831,whenthetextil
eindustrywasstill
16. themajorfocusofthenewindustrialrevolution,womencomprisedthe
undisputedmajority
ofindustrialworkers.Inthetextilemills,scatteredthroughoutNewEn
gland,therewere
38,927womenworkersascomparedto18,539men.25Thepioneering
“millgirls”hadbeen
recruitedfromlocalfarmfamilies.Theprofitseekingmillownersrepr
esentedlifeinthemills
as an attractive and instructive prelude tomarried life. Both
theWalthamand Lowell
systemswereportrayedas“surrogate families”where
theyoungfarmwomenwouldbe
rigorouslysupervisedbymatronsinanatmosphereakintothefinishin
gschool.Butwhat
wastherealityofmilllife?Incrediblylonghours—
twelve,fourteenorevensixteenhours
daily;atrociousworkingconditions;inhumanlycrowdedlivingquart
ers;and
Solittletimewasallowedformeals—onehalfhouratnoonfordinner —
thatthewomenraced
fromthehot,humidweavingroomseveralblockstotheirboardinghou
ses,gulpeddowntheir
mainmealoftheday,andranbacktothemillinterrorofbeingfinedifthe
ywerelate.Inwinter
they dared not stop to button their coats and often ate without
taking them off. This was
pneumoniaseason.Insummer,spoiledfoodandpoorsanitationledtod
ysentery.Tuberculosiswas
withthemineveryseason.26
Themillwomenfoughtback.Beginninginthelate1820s—
longbeforethe1848Seneca
FallsConvention—workingwomenstaged“turn-
outs”andstrikes,militantlyprotestingthe
double oppression they suffered as women and as industrial
17. workers. In Dover, New
Hampshire, forexample, themillwomenwalkedoff the
jobin1828todramatizetheir
oppositiontonewlyinstitutedrestrictions.They“shockedthecommu
nitybyparadingwith
bannersandflags,shootingoffgunpowder.”27
Bythesummerof1848,whentheSenecaFallsConventiontookplace,c
onditionsinthe
mills—hardlyidealtobeginwith—
haddeterioratedtosuchanextentthattheNewEngland
farmers’daughterswerefastbecomingaminorityinthetextilelaborfo
rce.Replacingthe
womenfrom“well-
born,”“Yankee”backgroundswereimmigrantwomenwho, liketheir
fathers, brothers andhusbands,were becoming the
industrialproletariatof thenation.
Thesewomen—
unliketheirpredecessors,whosefamiliesownedland—
hadnothingtorely
upon but their labor power.When they resisted, theywere
fighting for their right to
survive. They fought so passionately that “in the
1840’s,womenworkerswere in the
leadershipoflabormilitancyintheUnitedStates.”28
Campaigningfortheten-
hourday,theLowellFemaleLaborReformAssociationpresented
petitionstotheMassachusettsStateLegislaturein1843and1844.Whe
ntheLegislature
agreedtoholdpublichearings,theLowellwomenacquiredthedistinct
ionofwinningthe
very first investigationof labor conditionsbyagovernmentbody in
thehistoryof the
UnitedStates.29Thiswasclearlyablowforwomen’srights —
anditpredated,byfouryears,
19. Wewomenworksecretlyintheseclusionofourbedchambersbecausea
llsocietywasbuiltonthe
theorythatmen,notwomen,earnedmoneyandthatmenalonesupporte
dthefamily…Idonot
believethattherewasanycommunityinwhichthesoulsofsomewome
nwerenotbeatingtheir
wings in rebellion.Formyownobscure self I can say that every
fibreofmybeing rebelled,
althoughsilently,allthehoursthatIsatandsewedglovesforamiserabl
epittancewhich,asitwas
earned,couldneverbemine.Iwantedtowork,butIwantedtochoosemy
taskandIwantedto
collectmywages.Thatwasmyformofrebellionagainstthelifeintowh
ichIwasborn.31
CharlotteWoodwardandtheseveralotherworkingwomenpresentatt
heconventionwere
serious—
theyweremoreseriousaboutwomen’srightsthanaboutanythingelsei
ntheir
lives.
Atthelastsessionoftheconvention,LucretiaMottproposedafinalres
olutioncalling
bothfortheoverthrowofthepulpitand“forthesecuringtowomenaneq
ualparticipation
withmeninthevarioustrades,professionsandcommerce.”[myempha
sis]32Wasthisamere
afterthought? A charitable gesture toward Charlotte Woodward
and her working-class
sisters?Ordidthesmallcontingentofworking-
classwomenprotesttheexclusionoftheir
interests from theoriginal resolutions, causingLucretiaMott, the
long-timeanti-slavery
activist,
20. tostandupontheirbehalf?IfSarahGrimkehadbeenpresent,shemight
have
insisted,asshesaidonanotheroccasion:
Thereareinthepoorerclassesmanystronghonestheartswearyofbein
gslavesandtoolswhoare
worthyoffreedomandwhowilluseitworthily.33
If the recognition accordedworkingwomen at the Seneca
Fallsmeetingwas all but
negligible,therewasnotevenacursorymentionoftherightsofanother
groupofwomen
whoalso “rebelled against the lives intowhich theywere born.”34
In the South they
rebelledagainstslaveryandintheNorthagainstadubiousc onditionof
freedomcalled
racism.WhileatleastoneBlackmanwaspresentamongtheSenecaFall
sconferees,there
wasnotasingleBlackwomaninattendance.Nordidtheconvention’sd
ocumentsmake
even a passing reference to Black women. In light of the
organizers’ abolitionist
involvement,itwouldseempuzzlingthatslavewomenwereentirelydi
sregarded.
But this problemwasnot anewone.TheGrimke
sistershadpreviously criticized a
numberoffemaleanti-
slaverysocietiesforignoringtheconditionofBlackwomenandfor
sometimesmanifestingblatantlyracistprejudices.Duringtheprepar
ationsforthefounding
conventionoftheNationalFemaleAnti-
SlaverySociety,AngelinaGrimkehadtotakethe
21. initiative to guarantee more than a token presence of Black
women. Moreover, she
suggestedthataspecialaddressbedeliveredatthatconve ntiontothefr
eeBlackpeopleof
theNorth.Sincenoone—notevenLucretiaMott—
wouldpreparetheaddress,Angelina’s
sisterSarahhadtodeliverthespeech.35Asearlyas1837theGrimkesis
terschastisedthe
NewYorkFemaleAnti-
SlaverySocietyforfailingtoinvolveBlackwomenintheirwork.
“Onaccountoftheirstrongaristocraticalfeelings,”Angelinaregretfu
llysaid,
…theyweremostexceedinglyinefficient.…Wehavehadseriousthou
ghtofforminganAnti-
SlaverySocietyamongourcoloredsistersandgettingthemtoinviteth
eirwhitefriendstojoin
them, in thiswaywe thinkwecouldget themost efficientwhite
females in the city to join
them.36
TheabsenceofBlackwomenattheSenecaFallsConventionwasallthe
moreconspicuous
inlightoftheirpreviouscontributionstothefightforwomen’srights.
Morethanadecade
beforethismeeting,MariaStewarthadrespondedtoattacksonherrigh
ttodeliverpublic
lecturesbyemphaticallyasking,“WhatifIamawoman?”37ThisBlac
kwomanwasthefirst
native-
bornfemalelecturerwhoaddressedaudiencesofbothmenandwomen.
38Andin
1827Freedom’s Journal—the first Black newspaper in this
country—published a Black
woman’sletteronwomen’srights.“Matilda,”assheidentifiedherself
,demandededucation
22. for Blackwomen at a timewhen schooling forwomenwas a
controversial and quite
unpopularissue.HerletterappearedinthispioneeringNewYorkjourn
altheyearbefore
theScottish-
bornFrancesWrightbegantolectureonequaleducationforwomen.
Iwouldaddressmyselftoallmothers,andsaytothem,thatwhileit
isnecessarytopossessa
knowledgeofpudding-
making,somethingmoreisrequisite.Itistheirboundendutytostoreth
eir
daughters’mindswithusefullearning.Theyshouldbemadetodevotet
heirleisuretimetoreading
books,whencetheywouldderivevaluableinformation,whichcouldn
everbetakenfromthem.39
Longbeforethefirstwomen’sconvention,middle-
classwhitewomenhadstruggledfor
the right to education. Matilda’s comments—later confirmed by
the ease with which
Prudence Crandall recruited Black girls for her besieged school
in Connecticut—
demonstratedthatwhiteandBlackwomenwereindeedunitedintheird
esireforeducation.
Unfortunately, this connectionwas not acknowledged during the
convention at Seneca
Falls.
Thefailuretorecognizethepotentialforanintegratedwomen’smove
ment—particularly
againstsexismineducation—
wasdramaticallyrevealedinanepisodeoccurringduringthe
crucialsummerof1848.Ironically,itinvolvedthedaughterofFrederi
ckDouglass.Afterher
official admission toagirls’ seminary
23. inRochester,NewYork,Douglass’ daughterwas
formallyprohibitedfromattendingclasseswiththewhitegirls.Thepri
ncipalwhoissued
the order was an abolitionist woman! When Douglass and his
wife protested this
segregationistpolicy,theprincipalaskedeachwhitegirltovoteonthei
ssue,indicatingthat
oneobjectionwouldsufficetocontinuetheexclusion.Afterthewhiteg
irlsvotedinfavorof
integrating the classroom, the principal approached the girls’
parents, using the one
resultingobjectionasanexcusetoexcludeDouglass’daughter.40
Thatawhitewomanassociatedwiththeanti-
slaverymovementcouldassumearacist
posture towardaBlackgirl in theNorth reflectedamajorweakness
in theabolitionist
campaign—its failure to promote a broad anti-racist
consciousness. This serious
shortcoming, abundantly criticizedby theGrimke sisters
andothers,wasunfortunately
carriedoverintotheorganizedmovementforwomen’srights.
Howeveroblivioustheearlywomen’srightsactivistsmayhavebeento
theplightoftheir
Blacksisters,theechoesofthenewwomen’smovementwerefeltthrou
ghouttheorganized
Black Liberation struggle. As mentioned above, the National
Convention of Colored
Freedmen passed a resolution on the equality of women in
1848.41 Upon Frederick
Douglass’initiative,thisClevelandgatheringhadresolvedthatwome
nshouldbeelected
25. jeersofhostilemen.Of all thewomenattending thegathering,
shealonewasable to
answer aggressively the male supremacist arguments of the
boisterous provocateurs.
Possessinganundeniablecharismaandpowerfuloratoricalabilities,
SojournerTruthtore
downtheclaimsthatfemaleweaknesswasincompatiblewithsuffrage
—andshedidthis
withirrefutablelogic.Theleaderoftheprovocateurshadarguedthatit
wasridiculousfor
women todesire thevote, since
theycouldnotevenwalkoverapuddleorget intoa
carriagewithoutthehelpofaman.SojournerTruthpointedoutwithco
mpellingsimplicity
thatsheherselfhadneverbeenhelpedovermudpuddlesorintocarriage
s.“Andain’tIa
woman?”Withavoicelike“rollingthunder,”44shesaid,“Lookatme!
Lookatmyarm,”
androlleduphersleevetorevealthe“tremendousmuscularpower”ofh
erarm.45
Ihaveploughed,andplanted,andgatheredintobarnsandnomancould
headme!Andain’tIa
woman?Icouldworkasmuchandeatasmuchasaman—
whenIcouldgetit—andbearthelash
aswell!Andain’tIawoman?Ihavebornethirteenchildrenandseent he
mmostallsoldoffto
slavery,andwhenIcriedoutwithmymother’sgrief,nonebutJesushea
rdme!Andain’t Ia
woman?46
As theonlyBlackwomanattending
26. theAkronconvention,SojournerTruthhaddone
whatnotoneofhertimidwhitesisterswascapableofdoing.Accordingt
othechairperson,
“therewerevery fewwomen in thosedayswhodared to ‘speak
inmeeting.’ ”Having
powerfullypleaded thecauseofher sex,havingcommanded
theattentionof thewhite
womenaswellas
theirdisruptivemaleadversaries,SojournerTruthwasspontaneously
applaudedastheherooftheday.Shehadnotonlydealtacrushingdefeat
tothemen’s
“weaker sex” argument, but had also refuted their thesis
thatmale supremacywas a
Christianprinciple,sinceChristhimselfwasaman:
Thatlittlemaninblackthere,hesayswomencan’thaveasmuchrightsa
smen,becauseChrist
wasn’tawoman.WheredidChristcomefrom?47
Accordingtothepresidingofficer,“rollingthundercouldn’thavestill
edthatcrowd,asdid
thosedeep,wonderfultones,asshestoodtherewithoutstretchedarms
andeyesoffire.”48
WheredidyourChristcomefrom?FromGodandawoman!Manhadnot
hingtodowithhim.49
AsforthehorrendoussincommittedbyEve,thiswashardlyanargume
ntagainstwomen’s
capabilities.Onthecontrary,itwasanenormousplus:
IfthefirstwomanGodevermadewasstrongenoughtoturntheworldup
sidedownallalone,
thesewomentogetheroughttobeabletogetitrightsideupagain!Andn
owtheyareaskingtodo
it,themenbetterletthem.50
28. disapprobationwasheardalloverthehouse,andtherefellonthe
listeningear,“Anabolition
affair!”“Itoldyouso!”“Goit,darkey!”53
On the second day of the convention,when Sojourner Truth rose
to answer themale
supremacistassault,leadingwhitewomenattemptedtopersuadeGag
etopreventherfrom
speaking.
“Don’tletherspeak!”gaspedhalfadozeninmyear.Shemovedslowlya
ndsolemnlytothefront,
laidheroldbonnetatherfeet,andturnedhergreatspeakingeyestome.T
herewasahissing
soundofdisapprobationaboveandbelow.Iroseandannounced“Sojo
urnerTruth,”andbegged
theaudiencetokeepsilenceforafewmoments.54
Fortunately for theOhiowomen, for thewomen’smovement in
general—forwhom
SojournerTruth’sspeechestablishedamilitantfightingspirit —
andforustodaywhostill
receive inspiration fromherwords,FrancesDanaGagedidnot
succumbto these racist
pressuresofhercomrades.WhenthisBlackwomandidrisetospeak,he
ranswertothe
malesupremacistsalsocontainedaprofoundlessonforthewhitewom
en.Inrepeatingher
question“Ain’tIawoman?”nolessthanfourtimes,sheexposedthecla
ss-biasandracism
ofthenewwomen’smovement.Allwomenwerenotwhiteandallwome
ndidnotenjoythe
materialcomfortof
themiddleclassesandthebourgeoisie.SojournerTruthherselfwas
Black—shewasanex-slave—
butshewasnolessawomanthananyofherwhitesistersat
29. theconvention.Thatherraceandhereconomicconditionwerediffere
ntfromtheirsdidnot
annul herwomanhood.And as a Blackwoman, her claim to equal
rightswas no less
legitimatethanthatofwhitemiddle-
classwomen.Atanationalwomen’sconventiontwo
yearslater,shewasstillfightingeffortstopreventherfromspeaking.
Iknowthatitfeelsakindofhissingandticklingliketoseeacoloredwom
angetupandtellyou
aboutthingsandWoman’sRights.Wehaveallbeenthrowndownsolo
wthatnobodythought
we’devergetupagain;butwehavebeenlongenoughtroddennow;wew
illcomeupagain,and
nowIamhere.55
Throughout the1850s localandnationalconventionsattracted
increasingnumbersof
womento thecampaign forequality.
Itwasneveranunusualoccurrence forSojourner
Truthtoappearatthesemeetings,anddespiteinevitablehostility,tori
seandhavehersay.
InrepresentingherBlacksisters —bothslaveand“free”—
sheimpartedafightingspiritto
thecampaignforwomen’srights.ThiswasSojournerTruth’suniqueh
istoricalcontribution.
AndincasewhitewomentendedtoforgetthatBlackwomenwerenoles
swomenthan
they,herpresenceandherspeechesservedasaconstantreminder.Blac
kwomenwerealso
goingtogettheirrights.
Meanwhile, large numbers of Black women were manifesting
their commitment to
freedomandequalityinwaysthatwerelesscloselyconnectedwiththe
newlyorganized
31. denouncingtheeffortsofBostonworkerstoformapoliticalparty:
Anattempthasbeenmade—itisstillinthemaking—weregrettosay—
toinflamethemindsofour
workingclassesagainst themoreopulent,and topersuademen that
theyarecondemnedand
oppressedbyawealthyaristocracy…Itisinthehighestdegreecrimina
l,therefore,toexasperate
ourmechanicstodeedsofviolenceortoarraythemunderapartybanner
.58
As a rule,white abolitionists either defended the industrial
capitalists or expressed no
conscious class loyalty at all. This unquestioning acceptance of
the capitalist economic
systemwas evident in the program of thewomen’s
rightsmovement aswell. Ifmost
abolitionists viewed slavery as a nasty blemish which needed to
be eliminated, most
women’srightersviewedmalesupremacyinasimilarmanner—
asanimmoralflawintheir
otherwiseacceptablesociety.
The leadersof thewomen’srightsmovementdidnotsuspect that
theenslavementof
BlackpeopleintheSouth,theeconomicexploitationofNorthernwork
ersandthesocial
oppressionofwomenmightbesystematicallyrelated.Withintheearly
women’smovement,
littlewassaidaboutwhiteworkingpeople—
notevenaboutwhitewomenworkers.Though
manyofthewomenweresupportersoftheabolitionistcampaign,theyf
ailedtointegrate
theiranti-
slaveryconsciousnessintotheiranalysisofwomen’soppression.
AttheoutbreakoftheCivilWar,thewomen’srightsleaderswerepersu
32. adedtoredirect
theirenergiestowardadefenseoftheUnioncause.Butinsuspendingth
eiragitationfor
sexualequality,theylearnedhowdeeplyracismhadplanteditselfinth
esoilofU.S.society.
ElizabethCadyStanton,LucretiaMottandSusanB.Anthonytraveled
throughoutthestate
of New York delivering pro-Union lectures demanding
“immediate and unconditional
emancipation.”59
…andtheyreceivedtheroughesttreatmentoftheirlivesatthehandsof
arousedmobsinevery
citywheretheystoppedbetweenBuffaloandAlbany.InSyracusetheh
allwasinvadedbyacrowd
ofmenbrandishingknivesandpistols.60
IftheyhadnotpreviouslyrecognizedthattheSouthheldnomonopolyo
nracism,their
experiencesasagitatorsfortheUnioncauseshouldhavetaughtthemth
attherewasindeed
racismintheNorth—andthatitcouldbebrutal.
When themilitarydraftwas instituted in theNorth, large-scale
riots inmajorurban
centerswerefomentedbypro-
slaveryforces.Theybroughtviolenceanddeathtothefree
Blackpopulation.InJuly,1863,mobsinNewYorkCity
…destroyedtherecruitingstations,setfiretoanarmory,attackedtheT
ribuneandprominent
Republicans,burnedaNegroorphanasylum,andgenerallycreatedch
33. aosthroughoutthecity.The
mobsdirectedtheirfuryespeciallyagainsttheNegroes,assailingthe
mwhereverfound.Manywere
murdered.…Itiscalculatedthatsome1,000peoplewerekilledandwo
unded…61
If the degree to which the North itself was infected with racism
had formerly gone
unrecognized,themobviolenceof1863demonstratedthatanti -
Blacksentimentwasdeep
andwidespreadandpotentiallymurderous.IftheSouthhadamonopol
yonslavery,itwas
certainlynotaloneinitssponsorshipofracism.
ElizabethCadyStantonandSusanB.Anthonyhadagreedwiththeradi
calabolitionists
thattheCivilWarcouldbehastilyendedbyemancipatingtheslavesan
drecruitingthem
intotheUnionArmy.Theyattemptedtorallymassesofwomentotheirp
ositionbyissuing
acalltoorganizeaWomen’sLoyalLeague.Atthefoundingmeeting,h
undredsofwomen
agreedtopromotethewareffortbycirculatingpetitionsdemandingth
eemancipationof
theslaves.Theywerenotsounanimous,however,intheirresponsetoS
usanB.Anthony’s
resolutionlinkingtherightsofwomentotheliberationofBlackpeople
.
Theproposedresolutionstatedthattherecanneverbeatruepeaceinthi
sRepublicuntil
the “civil and political rights of all citizens of African descent
and all women” are
practicallyestablished.62Unfortunately,
inlightofthepostwardevelopments, itappears
thatthisresolutionmayhavebeenmotivatedbythefearthat(white)wo
36. 1. What is your thesis?: The paper has an unclear underlying
argument, or the thesis is only
present in the paper's opening and closing paragraphs.
2. Lack of detail: Paragraphs bringing in examples from the text
seem more like plot summary
since the author relies on broad, general descriptions of scenes
rather than picking out specific
formal/aesthetic details that support their argument.
3. Optimus Prime syndrome: Opening and closing paragraphs
rely on sweeping generalizations
about CINEMA or the film's importance “for all time.”
4a. Director as Mastermind: The paper constantly refers to the
director as “manipulating” or
“tricking” the spectator. Be careful of claiming a director's
intentions when you cannot know
them.
4b. Director as Genius: It is not necessary to praise the
director’s skill. Such statements
are more suitable for a film review than an academic analysis.
37. 5. 5-Paragraph Essay Overload: The paper’s thesis statement
states 3 elements of the film to
be discussed, but makes no unique argument about these
elements: “Through flashbacks,
characters, and narration, The Conversation moves from the
beginning of the film to the end.”
6. Over-hedging: The paper relies on phrases like “In my
opinion” and “I think.” This weakens
the paper’s argument. If you are writing it, the reader knows it
is your opinion—no need to state
it.
7. Who’s your audience?: The tone of writing sounds more like
a casual blog post or popular
film review than an academic paper. The title does not sound
academic or allude to the paper’s
argument.
8. Lost at sea: The paper does not have clear and defined
structure. It is hard for the reader to
distinguish the purpose of each of the paragraphs. Within
paragraphs, the writer goes off on
tangents or introduces new ideas that are not related to the
paragraph’s topic.
38. 9. Who do you think I am?: The paper makes overarching
assumptions about viewers’
responses to a film without doing the proper audience research
to support these assertions.
10. Lack of polish: The paper has not been edited or proofread
closely.
Thesis Statement Worksheet
Used in FAMST 46: Introduction to Film
Fall 2014
If you have a good thesis, you should be able to answer “yes” to
each of these
questions:
1) Could someone else successfully disagree with my argument?
EX> Don’t say,
“The NBC show Friends deals with women and men living in
the city.”
This is evident, and thus, not a good thesis.
39. 2) Am I naming the exact people, places, and things I’m arguing
about in the
thesis itself? EX> Don’t say, “The program champions certain
values over
others.”
A more specific (though still imperfect) thesis would say, “The
NBC show
Friends champions heteronormative values through its obsession
with romantic
partnerships and eventual marriage.”
3) Am I addressing one complex but ultimately cohesive topic?
EX> Don’t say,
“The program explores issues of racism, sexism, homophobia,
elitism, and
nationalism.”
That’s 4-5 different papers rolled into one. Instead, choose one
primary topic, and
then think of how a few subtopics RELATE to the main one.
4) Does my thesis give my readers a reason to care about this
paper? In other
40. words, does it answer the “so what?” question? EX> Don’t say,
“The NBC
program Friends shows the different kinds of romantic
relationships between the
characters Ross and Rachel.”
Why is this important?
Instead say, “The NBC show Friends displays an obsession with
romantic
partnerships, championing heteronormative relations to the
detriment of its female
characters; this is best showcased in the season finale, where
Rachel throws away
her dream of working in Paris so that she can permanently be
with Ross.”
Essay Structure
41. Introduction
(see CLAS Writing
an Introductions
handout)
1. Opening Sentence/Hook
a. At a glance, the opening sentence should give the reader
an idea of what
your paper will be about.
b. You can use an appropriate hook to grab your reader’s
attention and
make them want to read more.
2. Background
a. Give any information your reader may need leading up to
your thesis. For
example, texts, events, and/or people you’ll be discussing, or
the different sides
of the argument you will be discussing.
b. You don’t have to give too much detail; leave the juicy
bits of evidence
and analysis for your body paragraphs.
3. Thesis
a. The last sentence of your introduction should be a
specific thesis
statement outlining your argument and how you will support it
through the rest
of the paper (for more help, see the CLAS Thesis Statements
handout).
42. Body Paragraphs
(as many as is
appropriate to
prove your point)
1. Topic Sentence
a. Your topic sentence relates back to your thesis and
identifies which
particular point of your argument the paragraph will discuss.
2. Evidence
a. Focus on one or two pieces of evidence. (Your essay
should include
ample and varying types of evidence, including primary and
secondary
sources.)
b. Be sure to introduce, integrate, and cite all sources.
c. Organize evidence so that each piece builds off the one
before.
3. Analysis
a. Provide analysis for each piece of evidence, showing how
it supports your
argument/thesis. Analysis should explicitly connect different
pieces of evidence
to show how they support your main argument.
4. Transition
a. Summarize the main point and transition to the next topic
sentence.
43. Conclusion
(see CLAS
conclusions
handout)
1. Restate Thesis
a. Summarize the argument of your paper and check to make
sure it
matches your thesis in your introduction.
b. Don’t rewrite your thesis word for word. Rephrase it.
2. Significance/”Big Picture”
a. Take your paper a step further by showing how it ties
into a wider context
or is relevant to our daily life.
Outline Your Essay Structure
GENERAL PAPER COMMENTS
STUDENT NAME:
A paper B paper C paper D paper
44. THESIS: Does the paper
have a clear and strong
argument?
Your thesis is clearly stated and
represents a strong position
Your thesis is good but
general; it could be sharper
and more focused
This paper has a topic but not a
thesis
This paper does not have a
clear focus or topic
ORGANIZATION: Is the
paper well-structured and
logically organized?
This paper is clearly and
carefully organized, with logical
flow and transitions
Your paper is generally
organized and clear
This paper is not clearly
organized and/or has problems
with logic
Your paper has no clear
structure, order or plan
45. EVIDENCE: Is there
substantial and authoritative
evidence supporting your
argument?
You offer thoughtful, detailed
and strongly relevant evidence,
with specific examples from the
films seen in class
You offer sufficient evidence
to support your argument,
but the examples you have
chosen are vaguely
described or do not fit the
thesis
You offer some evidence but it
could be more complete or
relevant
You offer thoughts, opinions and
hearsay but not solid evidence
APPEARANCE/ STYLE: Is
the paper neat and free
from grammatical errors and
typos?
Your paper is free from
mechanical errors and shows a
sense of personal style
Your paper has a few
spelling or mechanical
errors but it lacks originality
46. and depth
Your paper contains
grammatical, syntax and/or
spelling errors. It does not seem
to have been revised/proofread
There are significant mechanical
problems that undermine the
expression of your ideas
EFFORT, LEVEL OF IDEAS,
RELEVANCE: Does the
paper represent a
substantial amount of work?
How complex are your
ideas? Does it relate to
course topics?
This paper is original,
extremely thorough, shows a
complex appreciation of the
course material and is deeply
relevant to the assignment.
Your paper demonstrates a
solid grasp of the material and
the ability to critically develop
an argument.
This paper represents a
substantial amount of work,
a significant understanding
of course material. The
paper, however, contains a
few mistakes and does not
fully develop its argument.
47. This paper represents a
minimum but still adequate
amount of work, a basic/
straightforward approach and a
topic somewhat relevant to the
assignment
This paper is seriously deficient
in terms of the quantity of work
represented, relevance to the
assignment and approach to the
topic
OVERALL: How does the
paper measure up to
college standards and the
work of your peers?
This paper meets the highest
standards of the assignment
and it is clearly above average.
This paper represents solid,
credible and very good work
This paper satisfies the basic
and minimum standards of the
assignment
This paper is significantly below
what is expected in a college
course
Other considerations - could include:
*research (quality of sources)
48. *degree to which feedback on proposal was taken into account,
integrated into paper
FILM ART
AN INTRODUCTION
bor34952_fm_i-xviii.indd 1 17/09/15 10:57 am
bor34952_fm_i-xviii.indd 2 17/09/15 10:57 am
ELEVENTH EDITION
FILM ART
David Bordwell
University of Wisconsin—Madison
Kristin Thompson
University of Wisconsin—Madison
Jeff Smith
University of Wisconsin—Madison
AN INTRODUCTION
bor34952_fm_i-xviii.indd 3 17/09/15 10:57 am
49. David Bordwell is Jacques Ledoux Professor Emeritus of
Film Studies at the University of Wisconsin–Madison. He
holds a master’s degree and a doctorate in film from the
University of Iowa. His books include The Films of Carl -
Theodor Dreyer (University of California Press, 1981),
Narration in the Fiction Film (University of Wisconsin
Press, 1985), Ozu and the Poetics of Cinema (Princeton
University Press, 1988), Making Meaning: Inference
and Rhetoric in the Interpretation of Cinema (Harvard
University Press, 1989), The Cinema of Eisenstein
(Harvard University Press, 1993), On the History of Film
Style (Harvard University Press, 1997), Planet Hong
Kong: Popular Cinema and the Art of Entertainment
(Harvard University Press, 2000), Figures Traced in
Light: On Cinematic Staging (University of California
Press, 2005), The Way Hollywood Tells It: Story and Style
in Modern Movies (University of California Press, 2006),
Poetics of Cinema (Routledge, 2008), Pandora’s Digital
Box: Films, Files, and the Future of Movies (Irvington
Way Institute Press, 2012), and The Rhapsodes: How
1940s Critics Changed American Film Culture (University
of Chicago Press, 2016). He has won a University
Distinguished Teaching Award and was awarded an
honorary degree by the University of Copenhagen. His
website is www.davidbordwell.net.
Kristin Thompson is an Honorary Fellow at the University
of Wisconsin–Madison. She holds a master’s degree in
film from the University of Iowa and a doctorate in film
from the University of Wisconsin–Madison. She has
published Eisenstein’s Ivan the Terrible: A Neoformalist
Analysis (Princeton University Press, 1981), Exporting
Entertainment: America in the World Film Market
50. 1907–1934 (British Film Institute, 1985), Breaking the
Glass Armor: Neoformalist Film Analysis (Princeton
University Press, 1988), Wooster Proposes, Jeeves
Disposes, or, Le Mot Juste (James H. Heineman, 1992),
Storytelling in the New Hollywood: Understanding
Classical Narrative Technique (Harvard University Press,
1999), Storytelling in Film and Television (Harvard
University Press, 2003), Herr Lubitsch Goes To
Hollywood: German and American Film After World War I
(Amsterdam University Press, 2005), and The Frodo
Franchise: The Lord of the Rings and Modern Hollywood
(University of California Press, 2007). She blogs with
David at www.davidbordwell.net/blog, and is a con-
tributor to TheOneRing.net. In her spare time, she studies
Egyptology.
David Bordwell and Kristin Thompson have also collabo-
rated on Film History: An Introduction (McGraw-Hill,
3d ed., 2010), Minding Movies: Observations of the Art,
Craft, and Business of Filmmaking (University of Chicago
Press, 2011), Christopher Nolan: A Labyrinth of Linkages
(Irvington Way Institute Press, 2013), and, with Janet
Staiger, on The Classical Hollywood Cinema: Film Style
and Mode of Production to 1960 (Columbia University
Press, 1985).
Jeff Smith is a professor in the Communication Arts
Department at the University of Wisconsin–Madison
and the author of two books: The Sounds of Commerce:
Marketing Popular Film Music (Columbia University
Press, 1998) and Film Criticism, the Cold War, and the
Blacklist: Reading the Hollywood Reds (University of
California Press, 2014).
A B O U T T H E A U T H O R S
51. To our parents,
Marjorie and Jay Bordwell
and Jean and Roger Thompson
bor34952_fm_i-xviii.indd 5 17/09/15 10:57 am
Film Art helps students master the skills of film appreciation by
teaching them to
analyze and appreciate classic and contemporary films.
Enhanced by McGraw-Hill
Education’s SmartBook®, Film Art delivers a learning and
teaching experience
tailored to the needs of each institution, instructor, and student.
P E R S O N A L I Z I N G F I L M L E A R N I N G
For nearly a generation, Film Art has helped students become
informed viewers of
classic and contemporary films by explaining key vocabulary
and concepts of film
forms, techniques, and history. And now, with the introduction
of McGraw-Hill
Education’s SmartBook students are better equipped to
understand and retain these
basic concepts.
SmartBook is an adaptive learning program proven to help
students
learn faster, study smarter, and retain more knowledge for
greater success.
Distinguishing what students know from what they don’t, and
focusing on con-
cepts they are most likely to forget, SmartBook continuously
52. adapts to each
student’s needs by building a personalized learning path. An
intelligent, adaptive
study tool, SmartBook is proven to strengthen memory recall,
keep students in
class, and boost grades.
Enhanced by McGraw-Hill Education’s SmartBook,
Film Art delivers the first and only adaptive reading
experience currently available.
∙ Make It Effective. SmartBook creates a person-
alized reading experience by highlighting the
most impactful concepts a student needs to learn
at that moment in time. This ensures that every
minute spent with SmartBook is returned to the
student as the most valuable minute possible.
∙ Make It Informed. Real-time reports quickly
identify the concepts that require more attention from individual
students—
or the entire class.
A N A LY Z I N G A N D C R I T I Q U I N G F I L M
Studying film isn’t just about learning the facts; it’s also about
the skills of watch-
ing and listening closely. Together with the Criterion
Collection, we’ve developed
Connect Film to introduce students to the world of film and
challenge them to
develop the critical-analysis skills necessary to become
informed viewers.
The authors have partnered with the Criterion Collection to
create brief video
tutorials, available exclusively in Connect Film. The tutorials
use film clips to
53. clarify and reinforce key concepts and model the critical skills
necessary to become
informed viewers. They can be shown in class or assigned for
students to view
F I L M A R T —A P E R S O N A L I Z E D L E A R N I N
G
A N D T E A C H I N G E X P E R I E N C E I N
F I L M A P P R E C I A T I O N
vi
bor34952_fm_i-xviii.indd 6 17/09/15 10:57 am
Below are several Criterion Tutorials new to the eleventh
edition:
FILM ART vii
Light Sources: Ashes and Diamonds
(1958)
Available Lighting: Breathless (1960)
Staging in Depth: Mr. Hulot’s Holiday
(1953)
Color Motifs: The Spirit of the Beehive
(1973)
Tracking Shots Structure a Scene:
Ugetsu (1953)
Tracking Shot to Reveal: The 400
54. Blows (1959)
Style Creates Parallelism: Day
of Wrath (1943)
Staging and Camera Movement in a Long
Take: The Rules of the Game (1939)
Editing with Graphic Matches: Seven
Samurai (1954)
Shifting the Axis of Action: Shaun
of the Dead (2004)
Crossing the Axis of Action: Early
Summer (1951)
Crosscutting: M (1931)
Elliptical Editing: Vagabond (1985)
Jump Cuts: Breathless (1960)
Sound Mixing: Seven Samurai (1954)
Contrasting Rhythms of Sound and
Image: Mr. Hulot’s Holiday (1953)
Offscreen Sound: M (1931)
What Comes Out Must Go In: 2D
Computer Animation
Lens and Camera Movement
Film Lighting
Contrasting Style for Objective and Subjec-
tive Narration: Journey to Italy (1954)
Diegetic narration by an Unidentified
Character: I Vitelloni (1953)
55. Setting and Costume Play an Active Role:
Ivan the Terrible, Part II (1958)
Two Ways of Staging for Humor: The
Gold Rush (1925)
The Long Lens and Zooming: Close-up
(1990)
Playing with Unrealistic Sound:
Daisies (1966)
Staging with the Main Characters’ Backs
toward the Camera: L'Avventura (1960)
Authenticity in Documentaries: Nanook
of the North (1922)
Surrealism in Experimental Film:
Un Chien andalou (1929)
Post Production Sound
In addition, Connect Film features Film Analysis Assignments
with additional
clips, film stills, and links to movie clips to help students
practice analyzing aspects
of each film and prepare them for their longer written
assignments. These include
clips from the following films:
Battleship Potemkin (1925)
D.O.A. (1950)
The General (1926)
56. His Girl Friday (1940)
The Lady Vanishes (1938)
M (1931)
Man with a Movie Camera (1929)
Meet John Doe (1941)
Night of the Living Dead (1968)
Nosferatu (1922)
Scarlet Street (1945)
Sita Sings the Blues (2008)
Wackiki Wabbit (1943)
outside class, with brief optional follow-up quizzes. Below is a
list of Criterion
Collection tutorial selections available in Connect Film:
bor34952_fm_i-xviii.indd 7 17/09/15 10:57 am
A P P R E C I AT I N G F I L M
Film Art provides the respected scholarship and analytic tools
students need
to understand key vocabulary and concepts of film forms,
techniques, and his-
tory; appreciate a wide variety of classic and contemporary
films and the creative
57. choices made by filmmakers to shape the experience of viewers;
and analyze films
critically and systematically to enrich their understanding and
appreciation of any
film, in any genre.
“Creative Decision” sections provide in-depth examples to
deepen students’
appreciation for how creative choices by filmmakers affect how
viewers respond.
Discussions include, for example, performance and camera
positioning in The
Social Network, editing in The Birds, and overlapping dialogue
cuts in The Hunt for
Red October.
“Closer Look” features examine important issues in
contemporary cinema
and provide detailed looks at such topics as computer-generated
imagery
(CGI) in The Lord of the Rings, editing in L. A. Confidential,
and motifs in
The Shining.
Authors’ blog, “Observations on Film Art.” In what Roger Ebert
called
“the most knowledgeable film blog on the web,” David
Bordwell and Kristin
Thompson share their ideas and experiences with instructors and
students (http://
www.davidbordwell.net/blog). Throughout the text, “Connect to
the Blog” refer-
ences point to blog entries with relevant ideas, terms, and film
examples, connect-
ing ideas in Film Art to the current film scene in an accessible
way.
58. P E R S O N A L I Z I N G F I L M T E A C H I N G
Through McGraw-Hill Education’s Create, a new chapter on
Film Adaptations,
written by Jeff Smith of the University of Wisconsin, is
available for instructors to
better customize and personalize their film appreciation course.
In addition, an
appendix on “Writing a Critical Analysis” is available for
instructors who require
written film critiques, and DVD Recommendations provide
particularly effective
resources related to key topics.
McGraw-Hill Create allows you to create a customized print
book or
eBook tailored to your course and syllabus. You can search
through
thousands of McGraw-Hill Education texts, rearrange chapters,
combine material
from other content sources, and include your own content or
teaching notes. Create
even allows you to personalize your book’s appearance by
selecting the cover and
adding your name, school, and course information. To register
and to get more
information, go to http://create.mheducation.com.
CREATIVE DECISIONS
viii FILM ART
bor34952_fm_i-xviii.indd 8 17/09/15 10:57 am
59. FILM ART ix
Chapter-by-Chapter Changes
Chapter 1 Updated and expanded information on
digital production, distribution, and exhibition, with
examples of special effects from Pacific Rim. New
information on contemporary theater sound systems,
as exemplified by Atmos and Brave. New references
to Middle of Nowhere and Nightcrawler. Examination
of marketing campaigns for The Dark Knight, the
Transformers series, and The Grand Budapest Hotel.
Enhanced references to blog “Observations on Film Art.”
Chapter 2 Enhanced references to blog “Observations
on Film Art.”
Chapter 3 Enhanced references to blog “Observations
on Film Art.”
Chapter 4 New references to mise-en-scene in
Watchmen, Snowpiercer, and Laura. Enhanced references
to blog “Observations on Film Art.”
Chapter 5 Updated information on digital color
grading. Discussion of 3D in Life of Pi. Discussions of
Family Plot and Leviathan. Enhanced references to blog
“Observations on Film Art.”
Chapter 6 New examples from Wolf of Wall Street
and Lucy. Enhanced references to blog “Observations
on Film Art.”
Chapter 7 Extensively revised sound chapter, with
new material on sound perspective in the theater space.
60. New analyses of sound techniques in The Magnificent
Ambersons, Blow-Out, Norma Rae, Interstellar, Breakfast
at Tiffany’s, Reservoir Dogs, The Nutty Professor,
Vicki Cristina Barcelona, Gosford Park, 12 Monkeys,
and Accident, along with an expanded consideration
of The Conversation. Enhanced references to blog
“Observations on Film Art.”
Chapter 8 Extensive new section on Gravity and film
style in the digital age. Enhanced references to blog
“Observations on Film Art.”
Chapter 9 New section on sports film as genre, with
new examples from My Sweet Pepper Land, The World’s
Fastest Indian, Fever Pitch, and Offside. Enhanced
references to blog “Observations on Film Art.”
Chapter 10 New examples from The Act of Killing,
Searching for Sugar Man, and Rango. Enhanced
references to blog “Observations on Film Art.”
Chapter 11 New detailed analysis of Moonrise
Kingdom. Enhanced references to blog “Observations on
Film Art.”
Chapter 12 Update on contemporary Hollywood
industry and technology, including sound systems and
Video on Demand. New examples from Beetlejuice,
Ben-Hur, The Apple, and Beasts of the Southern Wild.
Enhanced references to blog “Observations on Film Art.”
bor34952_fm_i-xviii.indd 9 17/09/15 10:57 am
F R O M T H E A U T H O R S
61. If you’re in your late teens or early twenties, we have
something in common with
you. That was the age when we became curious about—some
would say, obsessed
with—film, cinema, movies.
What fueled our enthusiasm was a simple love of this medium
and the great
films we saw. For us, films that are classics today, from
Alphaville, 2001, and The
Godfather through Jaws and Nashville to Pulp Fiction and
Chungking Express,
were new movies. Over the years, we’ve watched film history
unfold, and our
excitement at new developments hasn’t flagged.
Of course, we loved particular films and admired particular
filmmakers. At the
same time, we were entranced by the artistic possibilities of
film as an art form.
As teachers and writers, we roamed widely, trying to understand
films from very
different traditions—from silent avant-garde cinema to modern
Hong Kong film,
from Los Angeles to Paris to Tokyo. We’ve written about
modern Hollywood,
including The Lord of the Rings, and filmmakers working
outside Hollywood—for
example, Carl Dreyer, Sergei Eisenstein, and Yasujiro Ozu. In
the past ten years,
we’ve extended our explorations to the Web, where we blog
regularly about the
many things that interest us in film.
Studying the arts isn’t just about learning facts. That’s why in
62. Film Art we
have always emphasized the skills of watching and listening
closely. With the tenth
edition we partnered with the prestigious Criterion Collection of
DVDs and Blu-
ray discs in our new Connect Film digital program (see pp. vi –
vii). The Criterion
Collection is dedicated to gathering many of the greatest classic
and contemporary
films from around the world. Criterion editions provide the
highest technical qual-
ity and include award-winning supplements. They are a natural
partner in introduc-
ing a new generation to cinema studies. We’ve created a series
of clips that model
the critical viewing skills that will help you become informed
viewers. For this
eleventh edition, we’ve added to our first set of clips, and we
hope that these will
continue to help you become critical, informed viewers.
Filmmaking has undergone a continuous change since we
launched this book in
1979. Digital technology has given many people access to
filmmaking tools, and it
has changed film distribution and exhibition. You can watch
movies on your laptop
or mobile phone, and films now arrive at theaters on hard drives
rather than film
reels. Because we focus on concepts, and because the
techniques we study remain
central to all sorts of moving-image media, much of what we
studied in earlier
editions remains valid. Still, we’ve expanded our discussion to
include the creative
choices opened up by digital cinema.
63. Studying the arts isn’t only about learning facts and concepts
either, although
both are important. In addition, studying the arts broadens our
tastes. In eleven
editions of Film Art, we’ve made reference to many well-known
films but also to
many that you’ve probably never heard of. This is part of our
plan. We want to show
that the world of cinema teems with a great many unexpected
pleasures, and we
hope to get you curious.
In surveying film art through such concepts as form, style, and
genre, we aren’t
trying to wrap movies in abstractions. We’re trying to show that
there are principles
that can shed light on a variety of films. We’d be happy if our
ideas can help you to
understand the films that you enjoy. And we hope that you’ll
seek out films that will
stimulate your mind, your feelings, and your imagination in
unpredictable ways.
For us, this is what education is all about.
x
bor34952_fm_i-xviii.indd 10 17/09/15 10:57 am
Over the 40 years of preparing editions of Film Art: An
Introduction we have incurred many debts to hundreds
of individuals, and it’s impossible to thank them all in-
dividually. We do, however, want to thank certain peo-
ple for their long-term support. Our colleagues at the
64. University of Wisconsin–Madison: Tino Balio, Maria
Belodubrovskaya, Ben Brewster, No ̈l Carroll, Kelley
Conway, Kaitlin Fyfe, Maxine Fleckner-Ducey, Erik
Gunneson, Vance Kepley, Mike King, Lea Jacobs, J. J.
Murphy, Peter Sengstock, and Ben Singer have helped us
in many ways. Archivists have also been exceptionally
cooperative, so we thank Eileen Bowser, Elaine Burrows,
Mary Corliss, the late Susan Dalton, the late Jacques
Ledoux, Jan-Christopher Horak, Patrick Loughney,
Nicola Mazzanti, Jackie Morris, Charles Silver, Paolo
Cherchi Usai, and especially Gabrielle Claes for giving us
access to films and materials in their collections. Thanks
as well to Michael Barker of Sony Pictures Classics, Dan
Talbot and Jose ́ Lopez of New Yorker Films, and James
Schamus, formerly of Focus Features. Thanks as well to
Michael Barker of Sony Pictures Classics, Roni Lubliner
of NBC–Universal, Peter McPartlin of Indian Paintbrush,
and Matt Zoller Seitz of Rogerebert.com, who initiated
our contact with Mr. McPartlin. Finally, we appreciate the
kind cooperation of several filmmakers, including the late
Les Blank, Bruce Conner, and Norman McLaren, as well
as Ernie Gehr, Michael Snow, and Frederick Wiseman.
As the new contributor to this edition, Jeff Smith
would like to thank Eric Dienstfrey for his valuable advice
about the history of film sound technologies, Michele
Smith for her helpful recommendations of new film
examples, and Megan Lacroix, personal consultant for all
things Harry Potter.
In preparing this edition, we’re grateful to Aaron
Adair, Southeastern Oklahoma State University; Laura
Bouza, Moorpark College; Domenic Bruni, University
of Wisconsin–Oshkosh; Maria Elena de las Carreras,
California State University–Northridge; Shawn Cheatham,
University of South Florida–Tampa; John Claborn,
65. University of Illinois–Champaign; Megan Condis,
University of Illinois–Champaign; Steve Gilliland, West
Virginia State University; Lucinda McNamara, Cape Fear
Community College; James McWard, Johnson County
Community College; Barbara Multer-Wellin, New York
Film Academy; Deron Overpeck, Auburn University;
Lisa Peterson, University of Central Florida–Orlando;
Syd Slobodnik, University of Illinois–Champaign;
Jared Saltzman, Bergen Community College; and Susan
Tavernetti, Deanza College.
We owe special thanks to Erik Gunneson, pro-
ducer and director of our video supplements, and Petra
Dominkova, whose eagle eye scanned for slips, misprints,
and inconsistencies. Warm thanks as well go to Peter
Becker and Kim Hendrickson of the Criterion Collection
for their generosity in cooperating with us on the video
extracts.
As ever, we’re grateful to the McGraw-Hill Education
publishing team, particularly Dawn Groundwater, Sarah
Remington, Sandy Wille, Shawntel Schmitt, Susan
Messer, and Carey Lange.
David Bordwell
Kristin Thompson
Jeff Smith
Acknowledgments
FROM THE AUTHORS xi
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66. B R I E F C O N T E N T S
PA R T O N E • Film Art and Filmmaking
1 Film as Art: Creativity, Technology, and Business 2
PA R T T W O • Film Form
2 The Significance of Film Form 50
3 Narrative Form 72
PA R T T H R E E • Film Style
4 The Shot: Mise-en-Scene 112
5 The Shot: Cinematography 159
6 The Relation of Shot to Shot: Editing 216
7 Sound in the Cinema 263
8 Summary: Style and Film Form 303
PA R T F O U R • Types of Films
9 Film Genres 326
10 Documentary, Experimental, and Animated Films 350
PA R T F I V E • Critical Analysis of Films
11 Film Criticism: Sample Analyses 400
PA R T S I X • Film Art and Film History
67. 12 Historical Changes in Film Art: Conventions and Choices,
Tradition and Trends 452
FILM ADAPTATIONS
WRITING A CRITICAL ANALYSIS OF A FILM
ADDITIONAL RESOURCES FOR FILM ART
Glossary G-1
Credits C-1
Index I-1
xii
bor34952_fm_i-xviii.indd 12 17/09/15 10:57 am
C O N T E N T S
Art vs. Entertainment? Art vs. Business? 3
Creative Decisions in Filmmaking 4
CREATIVE DECISIONS: To See into the Night
in Collateral 5
Mechanics of the Movies 9
Illusion Machines 9
Making Films with Photographic Film 10
Filmmaking with Digital Media 13
Making the Movie: Film Production 17
The Scriptwriting and Funding Phase 18
The Preparation Phase 19
The Shooting Phase 20
The Assembly Phase 24
68. A CLOSER LOOK: Some Terms and Roles
in Film Production 25
Artistic Implications of the Production Process 29
Modes of Production 29
Large-Scale Production 30
Exploitation, Independent Production, and DIY 30
Small-Scale Production 31
Artistic Implications of Different Modes
of Production 33
Bringing the Film to the Audience: Distribution
and Exhibition 35
Distribution: The Center of Power 35
Exhibition: Theatrical and Nontheatrical 40
Ancillary Markets: Taking Movies beyond
the Theater 42
Artistic Implications of Distribution and Exhibition 43
Screens and Sounds: Stylistic Opportunities
and Challenges 45
SUMMARY 48
PA R T T W O • Film Form
CHAPTER 2 The Significance of Film Form 50
The Concept of Form in Film 51
Form as Pattern 51
“Form” Versus “Content” 52
Formal Expectations 54
Conventions and Experience 55
69. Form and Feeling 57
Form and Meaning 58
Evaluation: Good, Bad, or Indifferent? 61
Principles of Film Form 62
Function 62
Similarity and Repetition 63
A CLOSER LOOK: Creative Decisions:
Picking Out Patterns 64
Difference and Variation 66
Development 67
Unity and Disunity 70
SUMMARY 70
PA R T O N E • Film Art and Filmmaking
CHAPTER 1 Film as Art: Creativity, Technology, and Business
2
CHAPTER 3 Narrative Form 72
Principles of Narrative Form 72
What Is Narrative? 73
Telling the Story 74
CREATIVE DECISIONS: How Would You Tell
the Story? 74
Plot and Story 75
Cause and Effect 77
Time 79
70. A CLOSER LOOK: Playing Games
with Story Time 82
Space 84
Openings, Closings, and Patterns of Development 85
Narration: The Flow of Story Information 87
Range of Story Information: Restricted or Unrestricted? 87
Depth of Story Information: Objective or Subjective? 90
The Narrator 93
xiii
bor34952_fm_i-xviii.indd 13 17/09/15 10:57 am
xiv CONTENTS
A CLOSER LOOK: When the Lights Go Down,
the Narration Starts 94
CREATIVE DECISIONS: Choices about Narration
in Storytelling 96
The Classical Hollywood Cinema 97
Narrative Form in Citizen Kane 99
Overall Narrative Expectations in Citizen Kane 99
Plot and Story in Citizen Kane 100
Citizen Kane’s Causality 102
Time in Citizen Kane 103
Motivation in Citizen Kane 105
Citizen Kane’s Parallelism 106
Patterns of Plot Development in Citizen Kane 107
71. Narration in Citizen Kane 108
SUMMARY 110
PA R T T H R E E • Film Style
CHAPTER 4 The Shot: Mise-en-Scene 112
What Is Mise-en-Scene? 112
The Power of Mise-en-Scene 113
Components of Mise-en-Scene 115
Setting 115
Costume and Makeup 119
Lighting 124
Staging: Movement and Performance 131
A CLOSER LOOK: The Film Actor’s Toolkit 134
Putting It All Together: Mise-en-Scene in Space
and Time 140
CREATIVE DECISIONS: Mise-en-Scene
in a Sequence from L’Avventura 141
Space 143
CREATIVE DECISIONS: Mise-en-Scene in Two Shots
from Day of Wrath 149
Time 150
Narrative Functions of Mise-en-Scene
in Our Hospitality 154
SUMMARY 158
CHAPTER 5 The Shot: Cinematography 159
72. The Photographic Image 159
The Range of Tonalities 159
Speed of Motion 164
A CLOSER LOOK: From Monsters
to the Mundane: Computer-Generated Imagery in
The Lord of the Rings 165
Perspective 168
Framing 177
A CLOSER LOOK: Virtual Perspective: 3D 179
Frame Dimensions and Shape 181
CREATIVE DECISIONS: Using Widescreen
Framing 183
Onscreen and Offscreen Space 185
Camera Position: Angle, Level, Height,
and Distance of Framing 187
CREATIVE DECISIONS: Camera Position in a Shot
from The Social Network 191
The Mobile Frame 194
CREATIVE DECISIONS: Mobile Framing and Film
Form in Grand Illusion and Wavelength 203
Duration of the Image: The Long Take 209
Real Time Is . . . What? 210
Functions of the Long Take 210
The Long Take and the Mobile Frame 212
SUMMARY 215
73. What Is Editing? 217
CREATIVE DECISIONS: Why Cut? Four Shots
from The Birds 218
Dimensions of Film Editing 219
Graphic Relations between Shot A and Shot B 219
Rhythmic Relations between Shot A and Shot B 224
Spatial Relations between Shot A and Shot B 225
Temporal Relations between Shot A and Shot B 226
Continuity Editing 230
Spatial Continuity: The 180° System 231
Continuity Editing in The Maltese Falcon 233
Continuity Editing: Some Fine Points 237
CREATIVE DECISIONS: Are You Looking at Me?
Point-of-View Cutting in Rear Window 241
Crosscutting 244
CHAPTER 6 The Relation of Shot to Shot: Editing 216
bor34952_fm_i-xviii.indd 14 17/09/15 10:57 am
A CLOSER LOOK: Intensified Continuity: Unstoppable,
L. A. Confidential, and Contemporary Editing 246
Temporal Continuity: Order, Frequency, and Duration 251
Alternatives to Continuity Editing 252
Graphic and Rhythmic Possibilities 253
74. Spatial and Temporal Discontinuity 254
CREATIVE DECISIONS: Discontinuity Editing
in October 259
SUMMARY 262
CHAPTER 7 Sound in the Cinema 263
Sound Decisions 263
The Powers of Sound 264
Sound Shapes Our Understanding of Images 265
Guiding Our Eye and Mind 265
Fundamentals of Film Sound 267
Perceptual Properties 267
Recording, Altering, and Combining Sounds 270
CREATIVE DECISIONS: Editing Dialogue: To Overlap
or Not to Overlap? 273
Musical Motifs in Breakfast at Tiffany’s 278
A CLOSER LOOK: Orchestrating Romance
in Jules and Jim 280
Dimensions of Film Sound 281
Rhythm 281
Fidelity 284
Space 285
A CLOSER LOOK: Offscreen Sound and Optical
Point of View: The Money Exchange in Jackie
Brown 287
Sound Perspective 294
Time 296
75. Conversation Piece 300
SUMMARY 302
CHAPTER 8 Summary: Style and Film Form 303
The Concept of Style 303
CREATIVE DECISIONS: Style and the Filmmaker 304
Decision Making: Techniques Working Together 305
Watching and Listening: Style and the Viewer 306
Analyzing Style 306
1. What Is the Film’s Overall Form? 307
2. What Are the Main Techniques Being Used? 307
3. What Patterns Are Formed by the Techniques? 307
4. What Functions Do the Techniques
and Patterns Fulfill? 309
A CLOSER LOOK: Stylistic Synthesis in Shadow
of a Doubt 310
Style in Citizen Kane 312
Mystery and the Penetration of Space 312
Style and Narration: Restriction and Objectivity 314
Style and Narration: Omniscience 316
Narrative Parallels: Settings 316
Parallels: Other Techniques 317
A Convincing Newsreel 319
Plot Time through Editing 319
A CLOSER LOOK: Gravity: Film Style
in the Digital Age 322
SUMMARY 324
PA R T F O U R • Types of Films
76. CHAPTER 9 Film Genres 326
Understanding Genre 327
Defining a Genre 328
Analyzing a Genre 329
Genre History 331
A CLOSER LOOK: Creative Decisions in a Contemporary
Genre: The Crime Thriller as Subgenre 332
The Social Functions of Genres 335
Four Genres 337
The Western 337
The Horror Film 339
The Musical 342
The Sports Films 346
SUMMARY 349
CONTENTS xv
bor34952_fm_i-xviii.indd 15 17/09/15 10:57 am
CHAPTER 10 Documentary, Experimental, and Animated Films
350
Documentary 350
What Is a Documentary? 350
The Boundaries between Documentary and Fiction 352
Genres of Documentary 353
Form in Documentary Films 354
Categorical Form: Introduction 355
77. CREATIVE DECISIONS: Engaging Viewers Using
Categorical Form 356
An Example of Categorical Form:
Gap-Toothed Women 357
Rhetorical Form: Introduction 362
An Example of Rhetorical Form: The River 364
Experimental Film 369
A Range of Technical Choices 370
Types of Form in Experimental Films 371
Abstract Form: Introduction 371
CREATIVE DECISIONS: Designing Form in an
Abstract Film 371
An Example of Abstract Form: Ballet Mécanique 373
Associational Form: Introduction 378
An Example of Associational Form: Koyaanisqatsi 379
The Animated Film 387
Types of Traditional Animation 387
Types of Computer Animation 389
An Example of Traditional Animation: Duck Amuck 392
An Example of Experimental Animation: Dimensions
of Dialogue 394
SUMMARY 398
PA R T F I V E • Critical Analysis of Films
CHAPTER 11 Film Criticism: Sample Analyses 400
The Classical Narrative Cinema 401
78. His Girl Friday 401
North by Northwest 404
Do The Right Thing 408
Moonrise Kingdom 413
Narrative Alternatives to Classical Filmmaking 418
Breathless (À bout de souffle) 418
Tokyo Story (Tokyo Monogatari) 423
Chungking Express (Chung Hing sam lam) 428
Documentary Form and Style 432
Man with a Movie Camera (Chelovek s kinoapparatom) 432
The Thin Blue Line 436
Form, Style, and Ideology 441
Meet Me in St. Louis 441
Raging Bull 446
PA R T S I X • Film Art and Film History
CHAPTER 12 Historical Changes in Film Art: Conventions and
Choices,
Tradition and Trends 452
CREATIVE DECISIONS: Film Form and Style across
History 453
Traditions and Movements in Film History 455
79. Early Cinema (1893–1903) 456
Photography and Cinema 457
Edison vs. Lumière 457
Early Form and Style 458
Méliès, Magic, and Fictional Narrative 459
The Development of the Classical Hollywood
Cinema (1908–1927) 460
Hollywood and the Studio System of Production 460
Classical Form and Style in Place 462
German Expressionism (1919–1926) 463
French Impressionism and Surrealism
(1918–1930) 466
Impressionism 467
Surrealism 468
Soviet Montage (1924–1930) 470
Artists and the State 470
NEP Cinema 471
The Priority of Editing 472
The Movement Ends 472
The Classical Hollywood Cinema after the Coming
of Sound (1926–1950) 474
Converting to Sound 474
Problems and
80. Solution
s 474
Studios, Genres, and Spectacle 475
Deep Focus and Narrative Innovations 476
Italian Neorealism (1942–1951) 477
Leaving the Studio 478
A New Model of Storytelling 478
The Movement’s End and Its Legacy 479
xvi CONTENTS
bor34952_fm_i-xviii.indd 16 17/09/15 10:57 am
The French New Wave (1959–1964) 479
Critics Become Moviemakers 480
A New Wave Style 480
Neorealism Recast 481
Into the Mainstream and Beyond 481
81. The New Hollywood and Independent Filmmaking,
1970s–1980s 482
Blockbusters and Indie Pictures 483
The Rise of the Movie Brats 483
Other Paths 484
The 1980s and After 485
Hollywood and Independents, To Be Continued 487
Hong Kong Cinema, 1980s–1990s 488
A Local Tradition Goes Global 488
The New Generation: Two Schools 489
Story and Style 489
Legacy Overseas 491
FILM ADAPTATIONS
WRITING A CRITICAL ANALYSIS OF A FILM
ADDITIONAL RESOURCES FOR FILM ART
Glossary G-1
Credits C-1
Index I-1
CONTENTS xvii
82. bor34952_fm_i-xviii.indd 17 17/09/15 10:57 am
bor34952_fm_i-xviii.indd 18 17/09/15 10:57 am
P A R T 1
Film is a young medium. Painting, literature, dance, and theater
have existed for thousands of
years, but cinema was invented only a little more than a century
ago. Yet in its comparatively
short span, the newcomer has established itself as an energetic
and powerful art.
It’s this art that we explore in this book. The chapters that
follow show how creative people
have used moving pictures to give us experiences that we value.
We examine the principles
and techniques that give film its power to tell stories, express
emotions, and convey ideas.
But this art has some unusual features we should note from the
83. start. More than most
arts, film depends on complex technology. Without machines,
movies wouldn’t move. In addi-
tion, film art usually requires collabora-
tion among many participants, people
who follow well-proven work routines.
Films are not only created but pro-
duced. Just as important, they are
firmly tied to their social and economic
context. Films are distributed and
exhibited for audiences, and money
matters at every step.
Chapter 1 surveys all these aspects
of the filmmaking process. We examine the technology, the
work practices, and the business
side of cinema. All these components shape and sustain film as
an art.
Film Art and
Filmmaking
bor34952_ch01_001-048.indd 1 16/09/15 4:17 PM
84. C H A P T E R 1
Film as Art: Creativity,
Technology, and Business
Motion pictures are so much a part of our lives that it’s hard to
imagine a world without them. We enjoy them in theaters, at
home, in offices, in cars and buses, and on airplanes. We carry
films with us in our laptops, tablets,
and cellphones. Press a button, and a machine conjures up
movies for your pleasure.
Films communicate information and ideas, and they show us
places and ways
of life we might not otherwise know. Important as these benefits
are, though, some-
thing more is at stake. Films offer us ways of seeing and feeling
that we find deeply
gratifying. They take us through experiences. The experiences
are often driven by
stories centering on characters we come to care about, but a
film might also develop
an idea or explore visual qualities or sound textures.
Such things don’t happen by accident. Films are designed to
85. create experiences
for viewers. To gain an understanding of film as an art, we
should ask why a film
is designed the way it is. When a scene frightens or excites us,
when an ending
makes us laugh or cry, we can ask how the filmmakers have
achieved those effects.
It helps to imagine that we’re filmmakers, too. Throughout this
book, we’ll be
asking you to put yourself in the filmmaker’s shoes.
This shouldn’t be a great stretch. You’ve taken still photos with
a camera or
a mobile phone. Very likely you’ve made some videos, perhaps
just to record a
moment in your life—a party, a wedding, your cat creeping into
a paper bag. And
central to filmmaking is the act of choice. You may not have
realized it at the
moment, but every time you framed a shot, shifted your
position, told people not to
blink, or tried to keep up with a dog chasing a Frisbee, you were
making choices.
86. You might take the next step and make a more ambitious, more
controlled film.
You might compile clips into a YouTube video, or document
your friend’s musical
performance. Again, at every stage you make design decisions,
based on how you
think this image or that sound will affect your viewers’
experience. What if you
start your music video with a black screen that gradually
brightens as the music
fades in? That will have a different effect than starting it with a
sudden cut to a
bright screen and a blast of music.
At each instant, the filmmaker can’t avoid making creative
decisions about how
viewers will respond. Every moviemaker is also a movie viewer,
and the choices are
considered from the standpoint of the end user. Filmmakers
constantly ask them-
selves: If I do this, as opposed to that, how will viewer s react?
The menu of filmmaking choices has developed over time. Late
in the 19th
century, moving pictures emerged as a public amusement. They
87. succeeded because
they spoke to the imaginative needs of a broad-based audience.
All the traditions
bor34952_ch01_001-048.indd 2 16/09/15 4:17 PM
Art vs. Entertainment? Art vs. Business? 3
that emerged—telling fictional stories, recording actual events,
animating objects
or drawings, experimenting with pure form—aimed to give
viewers experiences
they couldn’t get from other media. Men and women discovered
that they could use
cinema to shape those experiences in various ways. Suppose we
center the actors so
they command the frame space? Suppose we cut up a scene into
shots taken from
several angles? Suppose we move the camera to follow the
actors? Learning from
one another, testing and refining new choices, filmmakers
developed skills that
became the basis of the art form we have today.
88. Thinking like a filmmaker is all very well, you might say, i f you
want a career
in the business. What if you just want to enjoy movies? We
think that you can
appreciate films more fully if you’re aware of how creative
choices shape your
experience. You’ve probably looked at some making-of bonuses
on DVD versions
of films you love, and some of those supplements have
increased your enjoyment.
We enhance our appreciation of The Social Network or
Inception when we know
something of the filmmakers’ behind-the-scenes discussion of
character motivation
and specific line readings. We can always get more out of the
films we see, and
thinking about the filmmakers’ choices helps us to understand
why we respond as
we do.
This is why we start our survey of film art by looking at the
process of film
production. Here we can see, in very tangible ways, the sorts of
options available to
89. people working in this medium. In every chapter that follows,
we invoke what film
artists have said about the ways they’ve chosen to solve creative
problems.
Throughout this book, we focus on the two basic areas of choice
and control
in the art of film: form and style. Form is the overall patterning
of a film, the ways
its parts work together to create specific effects (Chapters 2 and
3). Style involves
the film’s use of cinematic techniques. Those techniques fall
into four categories:
mise-en-scene, or the arrangement of people, places, and objects
to be filmed
(Chapter 4); cinematography, the use of cameras and other
machines to record
images and sounds (Chapter 5); editing, the piecing together of
individual shots
(Chapter 6); and sound, the voices, effects, and music that blend
on a film’s audio
track (Chapter 7). After examining the various techniques,
Chapter 8 integrates
them in an overview of film style.
90. In later chapters, we discuss how form and style differ among
genres and other
types of films (Chapters 9–10). We consider how we can
analyze films critically
(Chapter 11) and how film form and style have changed across
history, offering
filmmakers different sets of creative choices (Chapter 12). In
all, we’ll see how
through choice and control, film artists create movies that
entertain us, inform us,
and engage our imaginations.
Art vs. Entertainment? Art vs. Business?
The term “art” might put some readers off. If cinema originated
as a mass medium,
should we even use the word? Are Hollywood directors
“artists”? Some people
would say that the blockbusters playing at the multiplex are
merely “entertain-
ment,” but films for a narrower public—perhaps independent
films, or foreign-
language fare, or experimental works—are true art.
Usually the art/entertainment split rests on a value judgment:
Art is serious
91. and worthy; entertainment is superficial. Yet things aren’t that
simple. Many of the
artistic resources of cinema were discovered by filmmakers
working for the general
public. During the 1910s and 1920s, for instance, many
filmmakers who simply
aimed to be entertaining pioneered new possibilities for film
editing.
As for the matter of value, it’s clear that popular traditions can
foster art of
high quality. Shakespeare and Dickens wrote for broad
audiences. Much of the
greatest 20th-century music, including jazz and the blues, was
rooted in popular
traditions. Cinema is an art because it offers filmmakers ways to
design experiences
bor34952_ch01_001-048.indd 3 16/09/15 4:17 PM
4 CHAPTER 1 Film as Art: Creativity, Technology, and
Business
92. for viewers, and those experiences can be valuable regardless of
their pedigree.
Films for audiences both small and large belong to that very
inclusive art we call
film or cinema.
Sometimes, too, people consider film art to be opposed to film
as a business.
This split is related to the issue of entertainment, since
entertainment generally
is sold to a mass audience. In most modern societies, however,
no art floats free
from economic ties. Novels good, bad, and indifferent are
published because
publishers and authors expect to sell them. Painters hope that
collectors and
museums will acquire their work. True, some artworks are
funded through sub-
sidy or private donations, but that process, too, involves the
artists in financial
transactions.
Films are no different. Some movies are made in the hope that
consumers
will pay to see them. Others are funded by patronage (an
93. investor or organization
wants to see the film made) or public money. (France, for
instance, generously
subsidizes film projects.) Crowdfunding sites such as
Kickstarter offer another
alternative. You might make short videos for YouTube or
Vimeo at little cost, but
if you hope to make a feature-length digital movie, you face the
problem of paying
for it. If you can’t profit from your film, you may still hope that
the project will
lead to a job.
The crucial point is that considerations of business don’t
necessarily make the
artist less creative or the project less worthwhile. Money can
corrupt any activity,
but it doesn’t have to. In Renaissance Italy, painters were
commissioned by the
Catholic Church to illustrate events from the Bible.
Michelangelo and Leonardo da
Vinci worked for hire, but we revere their artistry.
In this book we won’t assume that film art precludes
entertainment. We won’t
94. take the opposite position either, claiming that only Hollywood
mass-market mov-
ies are worth our attention. Similarly, we don’t think that film
art rises above com-
mercial demands, but we also won’t assume that money rules
everything. Any art
form offers a vast range of creative possibilities.
As an art, film offers experiences that viewers find
worthwhile—diverting,
provocative, puzzling, or rapturous. But how do films do that?
To answer that ques-
tion, let’s go back a step and ask: Where do movies come from?
They come from three places. They come from the imagination
and hard work
of the filmmakers who create them. They come from a complex
set of machines
that capture and transform images and sounds. And they come
from companies or
individuals who pay for the filmmakers and the technology.
This chapter examines
the artistic, technological, and business sides of how films come
into being.
95. Creative Decisions in Filmmaking
In Day for Night, French filmmaker François Truffaut plays a
director making a
movie called Meet Pamela. Crew members bring set designs,
wigs, cars, and prop
pistols to him, and we hear his voice telling us his thoughts:
“What is a director? A
director is someone who is asked questions about everything.”
Making a film can be seen as a long process of decision making,
not just by the
director but by all the specialists who work on the production
team. Screenwriters,
producers, directors, performers, and technicians are constantly
solving problems
and making choices. A great many of those decisions affect
what we see and hear
on the screen. There are business choices about the budget,
marketing, distribution,
and payments. Connected to those choices are the artistic ones.
What lighting will
enhance the atmosphere of a love scene? Given the kind of story
being told, would
it be better to let the audience know what the central character
is thinking or to keep
96. her enigmatic? When a scene opens, what is the most
economical way of letting the
audience identify the time and place? We can see how decisions
shape the process
by looking in more detail at a single production.
CONNECT TO THE BLOG
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We examine an unusual problem
and a director’s unusual solution
in “Problems, problems, Wyler’s
workaround.”
bor34952_ch01_001-048.indd 4 16/09/15 4:17 PM
Creative Decisions in Filmmaking 5
CREATIVE DECISIONS
To See into the Night in Collateral
Michael Mann’s Collateral, released in 2004, is a visually
striking psychological
97. thriller set in Los Angeles in a single night. The mysterious
Vincent (Tom Cruise)
hires a cab driver, Max (Jamie Foxx), to drive him to several
appointments. When Max
learns that Vincent is a hired killer, he struggles to break their
bargain and escape. But
Vincent forces him to carry on as a getaway driver. In the
course of the evening, the
two men spar verbally and move toward a climactic chase and
confrontation.
Mann and his crew made thousands of decisions during the
making of
Collateral. Here we look at five important choices: one that
influenced the film’s
form and one each for our four categories of mise-en-scene,
cinematography, edit-
ing, and sound. Several of these decisions involved new
technologies that became
standard production tools.
Scriptwriter Stuart Beattie originally set Collateral in New York
City. In the
screenplay, Max was a loser, hiding from the world in his cab
and getting little
98. out of life. Vincent was to goad him about his failures until Max
had finally had
enough and stood up to him. Once Mann came on board as
director, he altered the
plot in several ways. The setting became Los Angeles. Max
became less a loser
and more a laid-back, intelligent man content to observe the
world from behind
a steering wheel, endlessly delaying his plans to start his own
limousine service.
This more appealing Max becomes our point-of-view figure for
most of the film.
For example, we don’t see the first murder but stay with Max in
the cab until the
shocking moment when a body hurtles down onto his cab roof.
The story largely
consists of Max’s conflict with Vincent, so Mann’s decision to
change Max’s traits
altered their confrontations as well. In the finished film,
moments of reluctant
mutual respect and even hints of friendship complicate the
men’s relationship. Such
decisions as these reshaped the film’s overall narrative form.
The switch to Los Angeles profoundly affected the film’s style.