Week 3 - AssignmentEstablishing ThemePlease click here to view.docx

Week 3 - Assignment
Establishing Theme
Please click here to view the Week Three Assignment Video
transcript. NOTE: the transcript is attached as a separate
document.
Select a movie from AFI’s 10 Top 10 (
http://www.afi.com/10top10/ lists) and explain how three
cinematic techniques and/or design elements have helped
establish a major theme in that film. Note: While you are
allowed to choose a film that does not come from the AFI lists,
you are strongly encouraged to email your professor to receive
approval before doing so.
NOTE: The movie selected is The Godfather
In 800 words
· Describe a major theme of the movie you have selected using
evidence from the movie itself as well as course resources and
other scholarly sources to support your position.
· Identify at least three techniques (cinematography, lighting,
acting style, or direction) and/or design elements (set design,
costuming, or hair and makeup), and explain how these
techniques and/or design elements contribute to the
establishment of the theme. Reference particular scenes or
sequences in your explanations.
· State your opinion regarding the mise en scène, including
· How the elements work together.
· How congruent the design elements are with the theme of the
movie.
· Whether or not other techniques would be as effective
(Explain your reasoning).
Note: Remember that a theme is an overarching idea that recurs
throughout the plot of a film. It is the distilled essence of what
the film is about, the main design which the specific scenes and
actions lead a viewer to understand.
Your paper should be organized around a thesis statement that

focuses on how the elements of your chosen feature-length film
both establish and maintain one of its major themes. Review
the Week Three sample paper, which provides an example of a
well-developed analysis as well as insight on composition.
The paper must be 800 words in length and formatted according
to APA style as outlined in the Ashford Writing Center. NOTE:
the style guide is attached as a separate document
You must use at least two scholarly sources other than the
textbook to support your claims. Cite your sources (including
the feature-length film) within the text of your paper and on the
reference page.
1. Reasons for interest in the MPA（Master of Public
Administration） programme? (Maximum 350 words)
2. Indicate briefly the personal and professional benefits that
you expect to derive from this programme. (Maximum 350
words)
3. What are your future career plans and
expectations? (Maximum 350 words) (undergraduate: major in
Finance, future career plan: business management; enterprise
management or finance related occupations )
note: please answer all of three questions related to file---MPA
program introduction and Crouse description, which I attached
below, especially for no.1 and no.2
As a global city, Hong Kong is undergoing major political and
socioeconomic change. Our public managers and professionals
are increasingly challenged by complex problems and dynamic
situations. The MPA programme at HKU is designed to prepare
students to become public service leaders through equipping
them with the analytical and problem-solving skills to meet
these challenges.

We are celebrating over 35 years of excellence in providing
professional education in public administration this year. With
our extensive experience, internationally recognized faculty
members, a vibrant student body, and well-designed curriculum,
we provide a rigorous and fruitful education for those who wish
to prepare themselves for a prominent career in public service.
The Master of Public Administration (MPA) Programme, first
launched in 1978, is designed to provide high quality
professional education to students and prepare them for
leadership roles in the public sector.
The curriculum is designed to achieve the following learning
objectives:
1. Acquire cutting edge knowledge in public administration and
public policy.
2. Understand the changing institutional and political contexts
of public affairs.
3. Examine the critical issues and possible solutions to the
challenges in governance.
4. Develop professional knowledge and core skills required to
become effective public managers and leaders.
Distinctive programme features:
1. an optional live-in course in the Chinese Academy of
Governance (國家行政學院)
2. extensive use of interactive teaching methods
3. intensive workshops conducted by distinguished international
scholars
4. experience sharing with senior practitioners and professionals
from the public, private and nonprofit sectors
5. simulation exercises for training various practical skills
6. opportunities for one-day shadowing with various
organizations

Course Descriptions 2016-17
Compulsory courses:
5. Public administration: scope and issues (6
credits)Every morning we travel to work or to school on roads
that are "provided"; we enjoy education, public safety, drainage
services, and so on that are "provided"; we engage in numerous
economic transactions of which the regulation is "provided".
Many of us simply take these provision and production
activities for granted. Each of these activities, however, does
involve a whole array of problem-solving efforts; Public
Administration (PA) is concerned with how these efforts are
arranged, maintained, and implemented. This course provides
the intellectual foundation for the study of PA. Assessment:
50% coursework, 50% examination
6. POLI8017 Workshop in public affairs (6 credits)This
course introduces the latest developments in the study of public
affairs in a workshop format emphasizing intensive learning,
hands-on training, as well as active participation of the
students. Distinguished visiting scholars will be invited to teach
this workshop. Topics to be covered may vary each year, and
may cut across the boundaries of different subfields in public
administration and policy. Assessment: 100% coursework
7. Workshop in managerial skills (6 credits)The purpose
of the course is to enable students to develop practical
managerial skills in public administration, including the skills
required for handling the media, harnessing civil society,
coping with issues of public accountability, managing crises,
and providing leadership in the departmental context.
Distinguished practitioners will be invited to share their
experiences with the students. Role-play exercises will be
conducted to polish students’ practical skills. There will also be
opportunities for shadowing / field studies in media
organizations, civil society organizations, political parties and
public utility companies. Assessment: 100% coursework
8. Public administration in Hong Kong (6 credits)This

course will provide an overview of some of the major issues in
public administration and public policy in Hong Kong. Topics
may include: the public administrative system of Hong Kong;
the budgetary system and public financial policy; the Principal
Officials Accountability System and its impact on executive
leadership and the relationship between politics and
administration; public service ethics; the recent trends of public
sector reform; civic engagement and public
governance. Assessment: 70% coursework, 30% examination
Dissertation or Capstone Project:
· POLI8012 Dissertation (12 credits)The dissertation
presents the results of a student’s research and should
demonstrate a sound understanding of the field of study and
appropriate research methods. A topic is selected in
consultation with relevant teaching staff in September and the
title of the dissertation is submitted for approval by 31 January
of the final academic year of study. The dissertation is then
researched and written and submitted for examination by 31
July of the final academic year of study. Assessment: 100%
coursework
· POLI8028 Capstone project (12 credits)The Capstone
project in the Master of Public Administration is a group-based
learning-in-action project. It addresses and proposes possible
solutions to a contemporary issue in public administration in
Hong Kong. Its underlying purpose is to ensure that students
grasp the essentials of applied research and analysis in a
selected area of public affairs. A topic is selected in
consultation with relevant teaching staff in September and the
title of the capstone project is submitted for approval by 31
January of the final academic year of study. The project is then
researched, written and submitted for examination by 31 July of
the final academic year of study. Assessment: 100%
coursework
Elective Courses:
· POLI7001 Human resource management (6
credits)This course addresses public service human resource

management in and beyond Hong Kong from a variety of
perspectives. It appreciates the key significance of aligning
people, systems and action in government and governance. The
alignments are forged within contexts and traditions and, more
specifically, are bound by capacity needs and expectations and
by associate laws, policies and practices. They involve the
appointment, promotion, development, motivation, remuneration
and performance of people, subject to leadership, change and
reform. Assessment: 50% coursework, 50% examination
· POLI7003 Public policy: issues and approaches (6
credits)This course introduces students to the key concepts and
theoretical approaches in the study of public policy process.
The course is organized into three parts. Part one examines the
basic concepts used in analyzing the policy process and the
political and institutional contexts of policy making. Part two
discusses the major theoretical approaches to the study of policy
making and, policy implementation and assesses their strengths
and limitations. Part three analyses the politics of policy
making in Hong Kong and discusses the applicability of the
concepts and theories in public policy studies to the real world.
Selected policy issues will also be examined to illustrate the
dynamics of the policy process in Hong Kong. Assessment:
60% coursework, 40% examination
· POLI7004 Public management reform (6 credits)This
course recognises that, over the last three to four decades,
established systems of public management around the world
have been subject to widespread reforms. They embrace
significant issues of reforms such as decentralization,
organisational autonomization, corporatisation, privatisation
and integration. These reforms have resulted in numerous mixes
of state, market and civil society activity involving contractual
relationships, partnerships and networks. Managing public
organizations structures and processes under new arrangements
such as these presents great challenges to contemporary public
managers. Assessment: 50% coursework, 50% examination
· POLI8002 Ethics and public affairs (6 credits)This

course focuses on the normative aspects of public policy and
public administration. Using concepts and arguments, which are
mainly derived from moral philosophy, the course examines the
ethical justifications for, and the moral implications of, the
policy choices and conduct of public officials. It will also
examine the issues and challenges in maintaining responsible
conduct in public organization and the strategies to maintain
and enhance public administration ethics. Assessment: 100%
coursework
· POLI8003 Financial management (6 credits)This
course examines the nature, processes, causes and effects of
budgeting as a fiscal instrument to enhance economic growth, as
a mechanism for the allocation of scarce resources, and as a
management tool for executive planning and financial control. It
will also analyze the macroeconomic and political contexts of
budgeting and other key concepts and issues in financial
management in the public sector. Assessment: 60%
coursework, 40% examination
· POLI8004 Government and law (6 credits)This course
examines the legal regulation of governmental powers at the
constitutional and administrative levels. Topics include: the
constitutional development of Hong Kong under “One Country
Two Systems” and the Basic Law; principles of constitutional
and legal interpretation; constitutional protection of human
rights under the Basic Law and the Bill of Rights; the nature of
judicial review of administrative actions; exercise of
discretionary powers by administrative officials; principles of
judicial review and their application in actual cases.
Assessment: 50% coursework, 50% examination
· POLI8008 Public administration in China (6
credits)This course examines the context and key issues of
public administration and the policy process in contemporary
China; including the political system, legal reform, civil service
system, fiscal system, party and state institutions; performance
management and central-local relations. It also addresses recent
developments in major policy areas such as social security,

education reform and economic reform. Assessment: 100%
coursework.
· POLI8009 Policy design and analysis (6 credits)This
course focuses on conceptual and analytical skills and
techniques required for understanding, and suggesting solutions
to, policy problems. It examines major components of public
policy analysis – problem definition, policy design, and policy
assessment. Assessment: 60% coursework, 40% examination
· POLI8011 Selected topics in public policy (6
credits)This course examines selected topics that address the
key issues in the theory and practice of public policy. It will be
offered from time to time as resources permit. Assessment:
100% coursework
· POLI8014 NGOs and governance (6 credits)This
course examines the relationships between and among the state,
market and civil society with particular reference to the work of
those not-for-profit organizations and associations which are
normally referred to as NGOs. It focuses on the legal-structural
dimensions of NGOs and the ways in which they operate in the
production, provision, ownership, regulation and facilitation of
various goods and services. Assessment: 60% coursework,
40% examination
· POLI8019 Comparative public administration reform
(6 credits)This course recognises that public administration
remains an essential feature of government around the world,
alongside and coupled with significant developments in public
management and public governance. As with these
developments, it has been subject to significant ongoing
adaptation and transformation. The pressures for change have
been founded in, and beyond, the nature and demands of the
political systems and societies in which administrative decisions
are made, action occurs and evaluations undertaken. The result
has been increased structural, operational and review diversity,
involving numerous organisational responses and challenges
which are valuably studied from comparative
perspectives. Assessment: 50% coursework, 50% examination

· POLI8021 Organization theory and management (6
credits)This is a master–level course designed for practitioners
in the field of public administration and public policy. The
course examines theories of organization for understanding
organizational phenomena and discusses potential strategies for
enhancing organizational performance. It draws on studies and
practices of organizations from different sectors as learning
materials. Its aim is to develop students’ ability to understand
systematically and analyze critically organizational phenomena.
At the end of the semester, students will be equipped with some
basic tools for improving organizational
performance. Assessment: 100% coursework
· POLI8023 Selected topics in public management (6
key issues in the theory and practice of public management. It
will be offered from time to time as resources permit.
Assessment: 100% coursework
· POLI8029 Non-profit management (6 credits)This
course will advance students’ understanding of nonprofit
management and how government could work with nonprofits in
carrying out public policies or delivering public services. It will
draw upon theories advanced by the scholarly community and
provide case studies for in-depth analysis of key themes in
nonprofit management, such as legal framework and
institutional environment, governance, public and nonprofit
partnership, accountability, contracting, strategic planning, and
leadership. Assessment: 100% coursework
· POLI8030 Institutional analysis for public policy and
management (6 credits)Public policies and management do not
take place in a vacuum. It is essential for public managers to
possess a good awareness and understanding of their embedded
political context. The course applies various institutional
approaches to understand the political-institutional structures
and processes in which various public policies and management
were practiced. It is a master–level course designed for
practitioners in the field of public administration and policy

who need to master the skills of managing various projects,
programs, and particularly larger-scale public policy and
management reforms. In this course, learning resources will be
drawn on from theories and practices proposed by both
academics and practitioners. Assessment: 100% coursework
· POLI8031 Collaborative governance (6 credits)Recent
transformations of state, private, and society have increased the
importance of collaborative governance in terms of formulating,
determining, and implementing public policy. Collaborative
governance requires the governments to engage the public,
private, and civil society stakeholders at multi-levels. Students
will gain a solid understanding of the role of collaborative
governance in contemporary public
administration. Assessment: 100% coursework
· POLI8032 Selected topics in public administration (6
key issues in the theory and practice of public administration. It
will be offered from time to time as resources permit.
Assessment: 100% coursework
APA Made Easy:

A Student’s Guide to APA Formatting
Ashford Writing Center
June 2014*
*Revised bi-annually for clarity and modification.
Adapted by the AWC from original, created by Dr. Stephanie
Lassitter, College of Education,
and Jennifer Richardson, Curriculum and Innovation Division
2
Table of Contents
The Mechanics of APA Style
...............................................................................................
.......... 4
In-Text Citations
...............................................................................................
.......................... 4
Citing Page or Paragraph Numbers
.............................................................................................
5

Quoting, Paraphrasing, and Summarizing
...................................................................................... 6
Quotation
...............................................................................................
...................................... 6
Block Quotation
............................................................................................ ...
........................... 6
Signal Phrases
...............................................................................................
.............................. 7
Paraphrase
...............................................................................................
.................................... 7
Secondary Sources: Citing a Source Within a Source
.................................................................... 8
Author Citations
...............................................................................................
............................... 8
One Author
...............................................................................................
................................... 8
Two Authors
...............................................................................................
................................. 9
Citing Three to Five Authors

...............................................................................................
....... 9
Six or More Authors
...............................................................................................
..................... 9
Heading Levels
...............................................................................................
.............................. 10
Tables and Figures
...............................................................................................
......................... 11
Tables
...............................................................................................
......................................... 11
Figure
...............................................................................................
......................................... 11
Appendices
...............................................................................................
..................................... 12
Seriation (Using Lists in a Paper)
...............................................................................................
133
Numerical List
...............................................................................................
............................ 13

3
Bulleted List
............................................................................................. ..
............................... 13
A Seriated List Within a
Paragraph................................................................................
......... 134
General Formatting Guidelines
...............................................................................................
.... 144
Peer-Reviewed Articles
...............................................................................................
................. 16
What Are Peer-Reviewed Articles?
.......................................................................................... 16
What Are Non Peer-Reviewed Publications?
......................................................................... 166
Annotated Bibliography
...............................................................................................
............... 177
Books: Hard Copy and
Digital....................................................................................

................ 177
Digital Copy: Vital Source
...............................................................................................
.......... 188
ConstellationTM Textbook
...............................................................................................
............ 188
Online Sources
...............................................................................................
............................... 19
Online Scholarly Journal Article with
DOI............................................................................... 19
Online Scholarly Journal Article Without
DOI......................................................................... 19
Online Newspapers or Magazines
.............................................................................................
19
Web Article, No Author
...............................................................................................
............. 20
Citing an Entity or Organization
...............................................................................................
20
Citing All Other Online, Unauthored Articles
.......................................................................... 20
Instructor Guidance in an Ashford Online Course

.................................................................... 20
Reports
...............................................................................................
........................................... 21
Federal Government Agency
......................................................................................... ......
..... 21
Blogs…………………………………………………………………
…………………………21
Audiovisual Materials
...............................................................................................
.................... 22
4
Personal Communication
...............................................................................................
............... 22
Personal Communications: Interviews, Personal
Correspondences, Emails ........................... 22
Please cite this document as follows:
........................................................................................ 23

The Mechanics of APA Style
The American Psychological Association (APA) is one of the
largest scientific and professional
associations in the United States. APA style is a set of rules
and guidelines provided by this
association to ensure a professional standard of scholarly
writing.
APA Style is the required citation style in all Ashford
University courses.
As students and researchers, it is important that we give credit
to those whose ideas have
contributed to our own work. As academic writers, we draw
from and build on the work of
previous scholars and professionals. When we present our
writing, we want to show our readers
that we are knowledgeable about our topics and that we have
become informed by seeking out
works written by others who are experts on these topics. When
we document our sources, we
share with our readers the research we have done to develop the
balanced and reasoned positions
that we present in our writing. To demonstrate our credibility
as writers and professionals, we
use APA style—an agreed upon set of rules and guidelines—to
lead our readers to the original
source material that we have used in preparing our work. These
rules and guidelines comprise
the formal conventions for writing that are respected in our
professional fields and help us to
communicate professionally with colleagues and peers.
APA citation style focuses on both the author and the date the

article or study was published.
This focus on the date is important since things change rapidly
in our fields of study.
In-Text Citations
In-text citations are also referred to as parenthetical citations.
In-text citations are citations used
within the body of the paper, whereas the term reference refers
to the complete citation, which is
typically listed on the references page.
Why use in-text citations? In-text citations are considered trails
on a map to
show sources you consulted and used in your journey during the
research
phase of the writing process.
5
Citations signal for the reader whose ideas belong to the writer
and whose ideas belong to an
outside source. For example, the in-text citation for a reading
from Hibel, Farkas, and Morgan
(2010) would be cited as follows:
"Certain groups of students are routinely found to be
overrepresented (compared to their share in

the school-aged population) in special education classrooms"
(Hibel, Farkas, & Morgan, 2010, p.
313).
The same quotation could also be presented as follows:
According to Hibel, Farkas, and Morgan (2010), “Certain
groups of students are routinely found
to be overrepresented (compared to their share in the school-
aged population) in special
education classrooms” (p. 313).
Citing Page or Paragraph Numbers
The APA prefers that writers include page numbers in citations
for direct quotes. If page
numbers are not available or are inconsistent, cite paragraph
numbers.
Citation for a text with page numbers: (Zirkel, 2011, p. 262).
6
Citation for a range of pages within a text: (Zirkel, 2011, pp.
262–263).
Citation for a text without page numbers: (Zirkel, 2011, para.
4).

Writing tip: Using a variety of citation techniques will enhance
the flow and readability of your
paper. For example:
“Teachers must create a learning environment that is
emotionally and psychologically safe
because English Language Learners are very sensitive to the
classroom setting” (Allison &
Rehm, 2011, p. 23).
Allison and Rehm (2011) noted, “Teachers must create a
learning environment that is
emotionally and psychologically safe because English Language
Learners are very sensitive to
the classroom setting” (p. 23).
Note: The author’s last name and date of publication always
remain together. The paragraph or
page number in parentheses indicates when you leave the ideas
of an outside source and return to
your own.
Quoting, Paraphrasing, and Summarizing
Quotation
A quotation is made by using the original wording from an
outside source and incorporating
those words into your own writing. The words from the outside
source will be clearly marked as
belonging to another and enclosed in quotation marks.
When quoting fewer than 40 words, place quotation marks
around the entire passage, followed
by the citation, such as:

“Technology can take on several roles in education, such as role
of resources, role of delivery
system, or productivity” (Lee et al., 2013, p. 134).
Block Quotation
Quotations that are more than 40 words in length should be
indented a half inch (the same length
as a paragraph’s indentation). Quotation marks are not placed
around the cited material; rather,
the indentation signifies that the material is a direct quote.
Lastly, the period is placed at the end
of the quoted material (not at the end of the citation) as shown
here:
7
Signal Phrases
In order to give your reader a signal that you will be integrating
information borrowed from
another source, use a signal phrase. A signal phrase introduces
the passage and tells something
about the source and author. Think of this signal as a way to
lead into the quote by preparing
readers for what they're about to read. Here are some examples:
• Lee, Waxman, Wu, Wichko, and Lin (2013) explained the

multi-layered dynamic of
technology in education:
• Tess (2013) discussed social media trends…
• According to Johnson (2009), there are various studies
dedicated to issues in education…
• Phillips and Lyons (2011) argued for the need for yearly peer
reviews among faculty…
Without a signal phrase and clear citation, the reader might
assume that your excellent ideas all
came from an outside source.
Paraphrase
A paraphrase is taking the ideas of an outside source and
putting those ideas into your own
words. Paraphrases do not need quotation marks, but they do
need to be cited similarly to a
8
direct quotation by placing the author's last name, year of
publication, and paragraph or page
number at the end of the paraphrased passage (strongly
preferred by APA style guide).
The table below shows a side-by-side comparison of a quote,
paraphrase, and summary using the

same scholarly source:
Original Quotation Paraphrase Summary
Tess (2013) noted that
“Researchers have been examining
the role that social media plays in
the higher education classroom.
Some of the work has highlighted
the affective outcomes of SNS
integration. A few studies
investigated learning outcomes and
student achievement in relationship
to the educational use of social
media in college courses. While the
majority of studies reported
positive affordances, there was
evidence of drawbacks as well” (p.
A62).
Tess (2013) discussed the
popularity of social media
within higher education, noting
that studies have investigated
and reported both positive and
drawbacks (p. A62).
Tess (2013) analyzed the
usage and impact of social
media in the college
classroom.
Note: When summarizing, you do not need to include the page
or paragraph number—just the

author's name and date of publication.
Secondary Sources: Citing a Source Within a Source
If you find a quote in a source (secondary source) that cites
content or ideas presented in another
source (primary source), consider locating the original source.
The use of secondary sources in
your paper should be kept to a minimum. For example, if you
found a quote by Eijkman (2008)
in Tess’s (2013) publication, but could not find Eijkman’s
original piece, here is how you would
cite Eijkman (2008) as a secondary source:
Eijkman (2008) argued that social media allows for “’non-
foundational network-centric learning
spaces’” (as cited in Tess, 2013, p. A62).
Author Citations
One Author
9
When citing a work written by a single author, refer to the last
name, year of publication, and
page number, and separate each element with a comma. For
example:

“Textbooks are rapidly becoming a thing of the past” (Williams,
2012, p. 34).
Or
Williams (2012) noted, “Textbooks are rapidly becoming a
thing of the past” (p.34).
As a reminder, if page numbers are not available, use paragraph
numbers.
Two Authors
When providing a parenthetical citation for a work by two
authors, use an ampersand (&)
between the authors’ last names, followed by date of
publication, and page number:
“Part of the reason that business educators may be hesitant to
interject discussions of the public
policies and how they came about into their lectures and class
discussions is a long-standing
hesitancy to bring politics into the classroom” (Cornwall &
Dennis, 2012, p. 13).
As illustrated below, an ampersand would not be used in the
signal phrase.
Cornwall and Dennis (2012) argued, “Part of the reason that
business educators may be hesitant
to interject discussions of the public policies and how they
came about into their lectures and
class discussions is a long-standing hesitancy to bring politics
into the classroom” (p. 13).
Citing Three to Five Authors

When providing in-text citations for works by three to five
authors, cite all authors in the first
citation. However, in subsequent citations, simply cite the first
author’s last name followed by
the Latin abbreviation et al (not italicized and with a period
after al), which means “and others.”
First citation in your paper: Hay, Hodgkinson, Peltier, and
Drago (2004)
Subsequent citations in your paper: (Hay et al., 2004)
Six or More Authors
When citing a source written by six or more authors, reference
the first author’s last name,
followed by et al. For example, an article written by Strongin,
Cole, Bullock, Banthia, Craypo,
Sivasubramanian, Samuels, Garcia, and Lafleur (2004) would be
cited as follows:
10
First and subsequent citations as part of a signal phrase:
Strongin et al. (2004)
First and subsequent parenthetical citations: (Strongin et al.,
2004)

If you secure a source that does not have an author’s name or
organization listed, determine the
entity responsible for the content. Don’t guess! For example,
if citing a definition from an
electronic version of the dictionary, cite as follows: (Merriam-
Webster's Collegiate Dictionary,
2013). The dictionary entry will be listed on the references
page beginning with the term in the
author position:
Pollinate. (2013). In Merriam-Webster’s online
dictionary.Retrieved from http://www.merriam-
webster.com/dictionary/pollinate
Heading Levels
Students sometimes confuse the terms running head with
heading level. The running head, as
previously discussed, is placed within the top margin of your
paper. Heading levels, however,
can be placed anywhere in your paper as a way to classify or
organize your paper into sections.
There are five levels: the first three levels are more commonly
used in Ashford University
assignments, whereas levels four and five may be used in longer
papers (e.g., a master’s thesis).
As a general rule, check with your instructor about formatting
expectations.
Please note: Headings are not used for Introductions, and
Conclusion heading formats depend
entirely on your instructor or college preference.
Heading
Level Template Example

1 Centered, Boldface, Uppercase and Lowercase Heading
Choosing the Right University
2 Flush Left, Boldface, Uppercase and Lowercase Heading
Program Offerings
3 Indented, boldface, lowercase paragraph heading ending
with a period. Reputation of programs.
4 Indented, boldface, italicized, lowercase paragraph heading
ending with a period. Virtual programs.
5 Indented, italicized, lowercase paragraph heading ending
with a period. Hybrid courses.
11
Tables and Figures
When used correctly, tables and figures offer visual illustrations
of your paper’s findings. Make
sure to incorporate tables and figures into your paper if they
were requested by your professor
and if they support the main point(s) in your paper. If you
determine that they serve as more of a
supplement to your paper, insert these elements as appendices
(see the next topic on organizing

appendices).
Tables
Data presented in rows or columns is considered a table, and
should be referred to as such. Refer
to a table placed within your paper by number: (see Table 2).
Include a general overview (not a
specific, point-by-point analysis of the table) as illustrated
below.
Note: The words Adapted from should be used only if you have
modified the table in some way.
If you are simply reproducing a table from another source, use
the words Reprinted from.
Figure
Data provided as an illustration (e.g., a chart or photo) is
referred to as a figure. Refer to a figure
placed within your paper by number: (see Figure 1).
12
Appendices
Appendices are “inserts” with additional information that add to

the paper without disrupting the
“flow” of the paper; for example, tables, graphs, or other
information that support or supplement
your paper’s focus. Appendices are placed after the references
page in order of mention within
the paper. If the paper includes one appendix, label it Appendix
(without italics), centered.
Then, include the title of the appendix underneath, centered and
boldfaced.
When including more than one appendix, organize each
appendix after the references page in
order mentioned in the paper: Appendix A, Appendix B, and so
on. Under the title “Appendix,”
center and bold the descriptive title for the material. The
appendix is inserted after the references
page. The above example illustrates Appendix E, assuming that
the student included Appendix
A, Appendix B, and so on.
13
Seriation (Using Lists in a Paper)
Seriated lists are often used in a paper for the purpose of

organization and clarity. However, as a
writing tip, avoid the overuse of seriated lists in a paper. Here
are the three types of seriated
lists:
Numerical List
Numerical lists are used to establish a process, a hierarchy, or a
chronological order of events, as
illustrated below.
Students were asked to complete the following steps:
1. Register online using their student identification number.
2. Log into the site with their new usernames and passwords.
3. Complete the survey.
Note: The seriated list should include a period when a complete
sentence, or semicolon when
considered part of the signal sentence above; if so, the last point
on the list should include a
period to conclude the list and the preceding sentence.
Bulleted List
Bulleted lists do not have a specific order, as illustrated below.
Dillon’s (2012) research concluded that successful leadership of
virtual teams is achieved by:
• establishing positive immediacy behaviors when replying to
emails from virtual
colleagues;
• creating a listserv group to share relevant news; and
• hosting weekly meetings via Skype, Google Meet, or other

web-friendly programs.
A Seriated List Within a Paragraph
Brief seriated lists may also be used within a paragraph
organized by (a), (b), and so on, as
illustrated below.
Dillon’s (2012) research concluded that successful leadership of
virtual teams is achieved by: (a)
establishing positive immediacy behaviors when replying to
emails from virtual colleagues; (b)
14
creating a group listserve to share relevant news; and, (c)
hosting weekly meetings via Skype,
Google Meet, or other web-friendly programs.
Note: When using seriation within a paragraph, remember to
separate elements with a semicolon
(not a period).
General Formatting Guidelines
• The title, “References” should be centered (no bold).
• Double space the references page just like the rest of your
paper.
• Do not use underlining, no bold.

• Italics should be used for journal, book, and film titles.
• Leave out professional credentials (i.e. EdD, PhD).
• Personal communications (i.e., emails, interviews) are not
listed on the references page.
• The first line of each citation should be left aligned, but the
subsequent lines in the
citation are indented (choose “hanging indent” in paragraph
formatting in Microsoft
Word), as shown in this example:
To access an example of a completed References page, click
here. A partial example is available
on the next page.
https://awc.ashford.edu/PDFHandouts/APA_References_List_Sa
mple.pdf
15
16

Peer-Reviewed Articles
What Are Peer-Reviewed Articles?
Peer-reviewed or scholarly articles are sources that have been
evaluated by the author’s peers
(members of the discipline) before being published. When
doing research on a topic, writers
should be able to trust these sources and the information given.
Peer-reviewed publications are
first closely scrutinized by other experts in the field, meaning
that if a researcher publishes an
article on Alzheimer's disease treatment in a journal, for
example, other scholars would have
reviewed the article closely before the article would be
recommended for publication.
What Are Non Peer-Reviewed Publications?
Newspaper articles, wikis (such as Wikipedia), blogs, editorials,
and trade magazine articles are
not peer-reviewed or scholarly. We refer to these sources as
"popular" sources. They may offer
correct and useful information; however, writers in these genres
are not required to cite their
sources and are not held to the same standards of research as
those who write for scholarly
and/or peer-reviewed publications.
Whenever outside sources are borrowed and used in your paper,
you must include in-text
citations and a references page. The in-text citations should
appear in the main body of your
paper, and the references page is inserted at the end of your
paper.

When asked to provide peer-reviewed sources in your
assignment, begin your search using the
Ashford Online Library. Depending on the database used, you
will see that there is an option to
limit your search to peer-reviewed articles and full-text
offerings only. Limiting your search will
provide you with only those articles that are peer-reviewed and
fully available through our
library (see below). Keep in mind that limiting your search to
"full-text articles only" saves time
by filtering out dozens of articles that may not be available via
the Ashford University Library.
For example, if you wish to search for peer-reviewed, full-text
articles via the EBSCOhost
database, limit your search for both, as shown below:
17
Annotated Bibliography
An annotated bibliography is a list of works that you may use to
research a topic. It is similar to
a references page; however, the main difference is you will
include a brief summary of each
source beneath each citation entry, which means that you will
summarize the source in your own
words rather than directly quoting the source.

Depending on what your instructor asks of you, a summary may
include just an overview of the
source, and/or an evaluation of the source’s worth and
reliability. Click here for a sample
Annotated Bibliography.
Books: Hard Copy and Digital
Hard Copy
Template: Author, A. A., & Author, B. B. (Year of publication).
Title of book: Not capitalized. City,
State (with abbreviated initials): Publisher.
Example: Brown, A., & Green, T. (2011). The essentials of
instructional design: Connecting
https://awc.ashford.edu/PDFHandouts%5CA%202_Sample_Ann
otated_Bibliography_final.pdf
18
fundamental principles with process and practice (2nd ed.).
Upper Saddle River,
NJ: Pearson.
Sample
Quote:

Brown and Green (2011) noted: “…people represent information
in their minds as single
or aggregated sets of symbols” (p. 30).
Digital Copy: Vital Source
Template: Author, A. A. (Year of publication). Title of book:
Not capitalized [e-delivery platform].
City, State abbreviation: Publisher.
Example: Armstrong, D., Henson, K., & Savage, T. (2009).
Teaching today: An introduction to
education (8th ed.) [Vital Source digital version]. Upper Saddle
River, NJ:
Pearson.
Sample
Quote:
“Your professional development as a teacher did not begin when
you entered your
teacher-preparation program” (Armstrong, Henson, & Savage,
2009, p. 30).
ConstellationTM Textbook
Print Copy: Author, A. (Year of publication). Title of book.
City, State: Publisher.
Example: Lefrancois, G.R. (2012). Children’s journeys:
Exploring early childhood. San
Diego, CA: Bridgepoint Education, Inc.
Sample “In practice, research methods are determined by the
questions researchers want
Quote: to answer” (Lefrancois, 2012, p. 28).

Electronic Copy: Author, A. (Year of publication). Title of
book: Subtitle of book [Electronic
version]. Retrieved from https://content.ashford.edu/
Example: Witt, G. A., & Mossler, R. A. (2010). Adult
development and life assessment
[Electronic version]. Retrieved from
https://content.ashford.edu/
In-Text Citation: “Quote” (Witt & Mossler, 2010, Section 0.0,
“Section Title,” para. #).
Reprinted Material in an Anthology or Collection
When using an article or story from a collection of works (such
as an anthology), look to see if
the article is a reprint. This information is usually found in the
table of contents, and/or at the
beginning of the paper, article, or story. If the year is listed,
cite both the original publication
year and the year of the published collection within the citation,
and in the in-text citation, as
shown:
19

Template: Author, A. (Anthology Publication Date). Title of
article, not capitalized. In A. Editor &
B. Editor (Eds.), The title of anthology (pp. xx–xx). City, State
Abbreviation:
Publisher. (Original work published in YEAR).
Example: King, S. (2010). Why we crave horror movies. In J.
Nadell, J. Langan, & E. A.
Comodromos (Eds.), The Longman reader: Rhetoric, reader,
research guide &
handbook (12th ed.) (pp. 402-403). Boston, MA: Houghton
Mifflin. (Original
work published 1982)
Sample
Quote:
“I think that we’re all mentally ill: those of us outside the
asylums only hide it a little
better—and maybe not all that much better, after all” (King,
1982/2010, p. 402).
Online Sources
Online Scholarly Journal Article with DOI
DOI stands for digital object identifier, which is a unique alpha-
numeric code (usually starting
with the number 10 and containing a suffix and a prefix
assigned to a published article). When a
DOI is available, use this code instead of the URL. This
information is important to consider as
you cite sources retrieved from the Ashford University Library.
Template: Author, A. A. (Year of publication). Title of article.

Title of Periodical, Volume (issue
number if available), page range/number. doi: xx.xxxx/x.xxx-
xxxx.xxxx.xxx.x
Example: Sanderson, C., Lobb, E. A., Mowll, J., Butow, P. N.,
McGowan, N., & Price, M. A.
(2013). Signs of post-traumatic stress disorder in caregivers
following an expected
death: A qualitative study. Palliative Medicine, 27(7), 625–31.
doi:
10.1177/0269216313483663
Sample
Quote:
“The power of the experience is suggested by frequent use of
words connoting physical
impact, and sometimes associated expressions of pain”
(Sanderson et al., 2013, p. 627).
Online Scholarly Journal Article Without DOI
Template: Author, A. A. (Year of publication). Title of article.
Title of Periodical, Volume (issue
number if available), xx–xx. Retrieved from URL (no end
punctuation)
Example: Eggerton, J. (2013). Chris Dodd takes his battle to the
people. Broadcasting & Cable,
143(23), 8–9. Retrieved from http://heathnet.org
Sample
Quote:
“We need to frame the debate more about the positive things we
do and why piracy really

hurts [consumers], in addition to whatever damage it does to our
industry, to independent
http://heathnet.org/
20
filmmakers maybe more so than even the studios, as rough as it
is on them” (Eggerton,
2013, p. 8).
Online Newspapers or Magazines
When using an online article from the Internet that is accessible
to the general public, include the
direct URL.
Template: Author, A. (Year, Month and Day of publication).
Title of internet article. Title of
Newspaper or Magazine. Retrieved from URL
Example: Egan, S. (2009, July 8). Using a robot to ease a
child’s pain. The New York Times.
Retrieved from http://well.blogs.nytimes.com/2013/07/09/using-
a-robot-to-ease-a-
childs-pain/?hp
Sample
Quote:

Egan (2009) noted, “Health care workers have a new tool to
ease needle anxiety in
children: a talking robot” (para. 1).
Web Article, No Author
This section is important because you may be asked to research
articles related to current events,
using a general web search (non-library based). To understand
how to cite articles without
authors listed, consider both examples:
Citing an Entity or Organization
If an author is not listed, cite the organization or entity that
authored the article. In some cases,
the author and entity cannot be determined, therefore, place the
organization or entity in the
author position. For example, organizations can include the
Centers for Disease Control and
Prevention, the American Cancer Society, American Heart
Association, etc.
Template: Entity or Organization. (Year of publication). Title of
article. Retrieved from URL
Example: Centers for Disease Control and Prevention. (2013).
Prescription painkiller epidemic
among women. Retrieved from
http://www.cdc.gov/media/dpk/2013/dpk-
Prescription%20drug%20overdose.html
Sample
Quote:
According to the Centers for Disease Control and Prevention

(2013), “Women are dying
from prescription painkiller overdoses at rates never seen
before, according to a new
CDC Vital Signs” (para. 1).
Citing All Other Online, Unauthored Articles
http://well.blogs.nytimes.com/2013/07/09/using-a-robot-to-
ease-a-childs-pain/?hp
http://well.blogs.nytimes.com/2013/07/09/using-a-robot-to-
ease-a-childs-pain/?hp
21
As noted, if the author and entity cannot be determined, place
the title of the article in the author
position.
Template: Title of article. (Year of publication). Retrieved
from URL
Example:
Egypt gets new prime minister. (2013). Retrieved from
http://news.msn.com/world/egypt-
gets-a-new-prime-minister-billions-in-aid

Sample
Quote:
“Egypt named an interim prime minister on Tuesday and rich
Gulf states poured in $8
billion in aid, as the biggest Arab nation sought ways out of a
crisis a day after troops
killed dozens of Islamists” (“Eygpt gets new prime minister,”
2013, para. 1).
Instructor Guidance in an Ashford Online Course
Template: Instructor, A. A. (Year of upload). Course ID: Week
X Title of module. Retrieved from
URL
Example: Lienau, M. (2013). EDU 623: Introduction to teaching
and learning: Week 1 instructor
guidance. Retrieved from myeclassonline.com
Sample
Quote:
“NCLB sets forth a framework of accountability for all schools
in four areas. Schools
must meet the required accountability level in each of the four
areas to ‘meet the
criteria’ for the year” (Lienau, 2013, para. 22).
Note: Provide the general URL “myeclassonline.com” because
AUO’s eCollege courses are
password protected, and therefore not available to the general
public.

Reports
Federal Government Agency
Template: Author, A. A., Author, B. B., & Author, C. C. (Year).
Title of report (Report number, if
applicable). Retrieved from [website information and URL or
database].
Example: Lingenfelter, P. E., Wright, D. L., & Bisel, T. M.
(2005). State higher education finance,
FY 2004 (SHEF Report). Retrieved from http://www.sheeo.org
Sample
Quote:
“The Consumer Price Index for All Urban Consumers (CPI-U)
in the Chicago-Gary-
Kenosha area increased 0.5 percent in May, the U.S. Bureau of
Labor Statistics reported”
(Bureau of Labor and Statistics, 2013, para. 1).
http://news.msn.com/world/egypt-gets-a-new-prime-minister-
billions-in-aid
http://news.msn.com/world/egypt-gets-a-new-prime-minister-
billions-in-aid
http://www.sheeo.org/
22

Blogs
Blogs are not considered scholarly sources, but on occasion,
you may find a blog written by an
expert who contributes to your research. If the author’s name is
not listed (a practice common in
blogs) include the screen name, as illustrated below:
Template: Blog Title (Year, Month and Day of publication).
Title of article [Blog post]. Retrieved
from URL
Example: Internet Time Blog (2013, July 08). I wouldn’t call it
informal learning [Blog post].
Retrieved from http://www.internettime.com/
Sample
Quote:
“Better I should have talked about Experiential Learning, for
that’s the informal learning
with the most impact. People learn by doing” (Internet Time
Blog, 2013, para. 4).
23

Audiovisual Materials
If the video is embedded in the course and is retrieved from an
outside resource that AU has an
account for but students cannot directly access (e.g., Intelecom
videos), include the name of the
database or video library in the retrieval element and provide
context for students on the line
below the reference that states “This video is available [can be
accessed] through your online
course.”
Personal Communication
Personal Communications: Interviews, Personal
Correspondences, Emails
Personal communications such as interviews, personal
correspondences (phone call, meetings),
and emails are considered non-published sources because the
material cannot be retrieved;
therefore, do not list personal communication on the references
page. List the individual
providing the quote (i.e., interviewee), the words personal
communication, and the date the
discussion took place, as shown here:
Example: (D. Williams, personal communication, August 1,
2012).
Please cite this document as follows:
Lassitter, S., & Richardson, J. (2013). APA made easy.
Unpublished manuscript, College of

Education, Ashford University, Clinton, IA.
Template: Producer, A. (Producer). (Year). Title of video
[Description]. Retrieved from
[URL or database].
Examples: American Psychological Association. (Producer).
(2000). Behaviorism [Video
file]. Retrieved from http://www.xxx
Bodrova, E. (Writer) & Davidson, F. W. (Producer). (2000).
Building literacy
competencies in early childhood [Video file]. Retrieved
from the Films On
Demand database.
Note: If students can readily access the material online, the
URL would appear in the retrieval
element of the reference. If they cannot readily access online,
the database information would be
stated in the retrieval element of the reference (e.g., Films On
Demand).
APA Made Easy:A Student’s Guide to APA FormattingAshford
Writing CenterJune 2014**Revised bi-annually for clarity and
modification.Adapted by the AWC from original, created by Dr.
Stephanie Lassitter, College of Education, and Jennifer
Richardson, Curriculum and Innovation DivisionCenters for
Disease Control and Prevention. (2013). Prescription painkiller
epidemic among women. Retrieved from
Prescription%20drug%20overdose.htmlLingenfelter, P. E.,
Wright, D. L., & Bisel, T. M. (2005). State higher education
finance, FY 2004 (SHEF Report). Retrieved from
http://www.sheeo.org

Running head: Power 1
Money & Power in Goodfellas
A Film Student
ENG 225: Introduction to Film
Professor Director
Stardate 2259.55
Purpose: Use this modeled example of the Week 3 Written
Assignment to explore the
elements that make this an exemplary submission. Hover over
the number or scroll to the end
of the text to read about what the student has done well in this
assignment.
Power 2
Money & Power in Goodfellas
Martin Scorsese’s film Goodfellas (1990) is a gangster drama
that shows the audience
what it is like to be a part of the Mafia. This film is mainly told
from the point of view of Henry
Hill, played by Ray Liotta, who knew as a child that he wanted
to be a part of the crime family.

This film shows Henry Hill’s “thirst for and rise to power,”
which is its major theme
(Goodykoontz & Jacobs, 2014, Ch. 4.2, para. 12). The movie
Goodfellas shows the power that
comes with money, the power of choice, and the power of
persuasion, all of which are
established through cinematography, acting, costuming, and
design.
With money comes power. This is shown in “The Long Take”
scene in which Henry Hill
and his date are walking into the Copacabana nightclub.
Scorcese uses a continuous tracking shot
to show Henry gladhanding the nightclub staff the resulting
respect he is given, not only by the
staff of the nightclub, but the other patrons inside. This
cinematographic technique portrays
Henry Hill as a man of importance. The camera stays low,
making him look tall, and stays with
him through the back entrance, a hallway, the kitchen, and into
the dining room where he is
given his own table in front of everyone else. Also, a bottle of
wine is sent over to him from
another table in the club, to show as a sign of respect. The color
in this clip is desaturated to

appear more realistic, so that the audience feels they are right
there with the actors, getting the
VIP access that comes with the rise in power. Another point to
make in this scene is how it
shows the flashy car, fancy suits, and money being thrown
around like it’s a normal way of life.
This is Scorcese’s way of demonstrating that these things are
essential elements of the gangsters’
lives, (Castellitto, 1998. P.3). The power theme is established in
many visual layers; attention is
drawn to money exchanging hands, to material items, and,
because money buys both material
Power 3
items and respect, the viewer understands this to mean gaining
authority over others. Moving up
the social class, even in this mob culture gives Henry a power
of his own.
Throughout Goodfellas, Scorcese chooses to use the color red to
symbolize death,
violence, and the anger that the characters portray in the film.
For example in the beginning
(2010) scene, Henry and his crew are going to kill and dispose

of Billy Bats body. There is a red
hue from the brake lights on the mobsters’ faces. This color
effect communicates to viewers that
these men have chosen a different way of life. The camera angle
showing Billy Bats in the trunk
of the car and the gangsters’ standing above, looking down on
him, can be interpreted as the
control, the power, they have over him. It is literally the power
of life and death. A different,
more unhinged power is amplified by the use of red light in the
“Funny How?” scene in which
Tommy (Joe Pesci) threatens Henry, the restaurant manager, and
the waiter. Here, the red
lighting casts a threatening pall over the light-hearted
atmosphere, and signals a more violent
turn. The use of the color red and the camera angles, as well as
the props of guns and knives, tie
into the power theme in this movie. If this scene had been shot
in natural lighting, with the
characters holding balloons, the audience would not have gotten
the correct feel for the
characters or scene.
The last way power is used as a theme in this film, is through
the act of persuasion. The

characters persuade us as an audience to believe they were the
actual people that they were
playing in the film through specific acting styles. For example,
Ray Liotta uses method acting as
a way to inhabit his character in the scene where he pistol whips
Karen’s next door neighbor.
According to IMDb (n.d.), Liotta’s mother passed away during
filming and he uses that emotion
to help him show rage in the scene (p. 1). His embrace of this
acting style helps show his
authority over others. Another example is how Henry Hill and
the other gangsters in Jimmy’s
Power 4
crew, have their own ways of using their power to get others to
follow their demands. For
example, after the big heist on John F. Kennedy International
Airport, Jimmy (Robert De Niro)
distributes the money to his guys and tells them not to spend it.
Jimmy only wants to keep the
police’s attention away from them in regards to the crime. Some
of the men don’t listen to his
commands. They spend money on luxuries, like a pink car and a

fur coat, which makes them
look too flashy. Jimmy has the couple killed in return for their
disloyalty to him. Even though he
was a gangster himself, Jimmy “appeared to be a greater threat
to other gangsters, than law-
abiding citizens,”(Goodykoontz, & Jacobs, 2014, Ch. 4.2, para.
12). This was a definite way to
convince the others not to spend their money. The mise en scene
showing the luxury pink car and
the way the wife and husband are dressed fancy in the “He’d
rather whack ‘em” clip, shows that
the couple had money, but they did not have the ultimate power
like Jimmy, to make the call that
they should die.
In conclusion, Martin Scorcese’s film, Goodfellas (1990), gives
us a look into the life of
mobsters. When watching this film, one can see the theme of
power portrayed throughout it. The
use of continuity editing increases the audience’s awareness of
the characters and their
surroundings in the film and how they are given a certain
authority over others because of the
lifestyle they live. With the red color hues and camera angles,
the viewer can see how the

mobsters earn power by taking it from others. Adding in props,
like guns and fancy clothes,
along with the actors’ style of acting, help enhance the
audiences’ perception of how much
power these characters in the film, truly hold.
Power 5
References
Barthesian. (2009, March 11). The long take: Goodfellas [Video
file]. Retrieved from
https://youtu.be/OJEEVtqXdK8
Castellitto, G. P. (1998). Imagism and Martin Scorsese: Images
suspended and
extended. Literature Film Quarterly, 26(1), 23
Goodykoontz, B., & Jacobs, C. P. (2014). Film: From watching
to seeing (2nd ed.) [Electronic
version]. Retrieved from https://content.ashford.edu/
IMBd. (2016). Goodfellas Trivia. Retrieved From:
http://www.imdb.com/title/tt0099685/trivia
Kanqa2007’s channel. (2010, December 14). Goodfellas (the
beginning). [Video file]. Retrieved

from: https://youtu.be/LRw3nudL1Fw
ScarFail. (2011, February 1). Goodfellas (1990)- “he’d rather
whack ‘em.”[Video file]. Retrieved
from: https://youtu.be/IowunN9Y5yE
Winkler, Irwin. (Producer). & Scorcese, Martin. (Director).
(1990). Goodfellas. [Motion
Picture]. United States: Warner Brothers.
1. The author clearly presents the thesis for the paper,
explaining how a discussion of the various required
elements will establish theme.
2. This is a great way to show the immediate effect of
cinematography in a film. The way the camera treats a
character tells the viewer how we should perceive that
character. Here, the author not only notes the specific
cinematographic technique, but describes what that technique
does to establish the major themes of the film.
3. This very astute observation identifies the actions and
objects captured on camera and interprets their
meaning accurately as it corresponds to and constructs the
film’s theme. It’s as simple as noting what appears
on camera (the mise en scène), how the camera treats it
(cinematography), and what it suggests about the story
(theme).
4. Color and hue, whether created by light or filters on the
camera’s lens, has a very palpable effect on how
we perceive a scene and how a director might signal what’s to

come. This is a very strong use of examples and
analysis to show exactly how color contributes to the film’s
theme.
5. Using specific examples establishes the support necessary
for the claims the author has made.
6. This conclusion does a great job of reflecting the thesis
statement, and reiterating the major points of each
paragraph as relates to the overall theme of money and power. A
great model for a conclusion is to rephrase
the thesis, address each paragraph, and tie these points together
in a summary statement about the topic of the
paper.
thesis_trigger: theme_trigger: camera_trigger: thesis_details:
camera_details: Theme_details: color_trigger: color_details:
example_trigger: example_details: conclusion_trigger:
conclusion_details:
Week 3 - Instructor Guidance
The focus this week is sound design and the use of aesthetic
choices.
Begin your week reading Chapters 7 and 8 in your textbook.
Chapter 7 focuses on Editing while Chapter 8 encompasses
Sound and Music.
The Editor
The editor is the individual responsible for editing the film.
Many times, this job can encompass as much creative input as
the job of the director. A good editor can take mediocre footage
and, by artful cutting, intercutting and with the addition of a

moving soundtrack, can turn it into an exciting piece of film. It
is not uncommon, these days, for an editor and assistant editor
to begin work on a picture during pre-production and to begin
assembling dailies during production. If the picture is not
complicated, a rough cut can be completed within four to six
weeks after principal photography ends.
Editing is the process of selecting, arranging and assembling a
film and its sound track into a logical, rhythmic story
progression. The stages of editing are: rough cut (the first
logical assembly of the chosen footage), fine cut (a more
intricately worked version), final cut (the version to which the
negative will be conformed and from which release prints will
be struck). However, it should be noted that the editing process
evolves rather than being comprised of finite stages.
As you read about the Editor and begin to apply the information
to film, ask yourself:
Which types of shots did they use?
In what order do the shots appear?
How long are the shots on the screen?
This is a good way to begin your analysis.
Figure 7.1 Editing Transitions Chart is a wonderful, condensed
chart defining direct-cuts, fade-outs and fade-ins, dissolves,
wipes, irises and jump-cuts. These are terms you will want to
use in Discussion 1.
Discussion 1:
To successfully complete this week’s discussion
“Cinematography and Editing Options,” explore movie clips
from the Movieclips website or IMDB. Choose a clip that you
wish to analyze. The clip you choose must be from a film
(preferably from a film with which you are familiar) – not a

film trailer or a mash-up.
After you have chosen a clip, write a discussion post about the
following:
In your discussion, analyze at least three elements of
cinematography and editing by evaluating the dramatic impact
of the scene. Interpret the scene based on your analysis. In your
view, what mood, symbolism, or meaning results from the
scene’s creative editing and cinematography? Support your
claims with examples from the required material(s) and/or other
scholarly resources, and properly cite any references
After watching the movie clips reviewed by your classmates,
compare how the scenes would be different had the editors or
cinematographers chosen other options. Each response should
be a minimum of 125 words
Sound
There are three categories of sound:
1. Dialogue
Dialogue refers to the written, printed or spoken conversation
between two or more individuals; in a script, dialogue means
any one or more spoken lines, even by an actor appearing in a
scene alone.
If you’ve never looked at an actual film script, you will be
amazed at not only the detail regarding visual elements, but also
the limited amount of dialogue. Here is a link to the full movie
script for Django Unchained. Check out the use of dialogue!
2. Sound Effects
This includes all artificially-created or natural sounds (other
than music or dialogue). These sounds, such as a door
opening Creaky door, a bird chirping Robin chirping glass

breaking Glass breaking, are recorded separately (wild sound)
or transferred from a library of sound effects.
The foley artist is the individual who specializes in creating
ordinary, synchronized sound effects, such as footsteps, door
slamming, keys jingling, glasses clinking, etc., in a
soundproofed foley studio. The studio is equipped with various
types of sound-effects producing materials and a large screen
fro watching the necessary film tracks. These types of sound
effects, called foleys, are named after Jack Foley (1891-1967),
inventor of this process of custom-designing sound effects in a
specially equipped sound studio.
3. Music
When we discuss the “music” of a film, we are referring to the
score and the soundtrack. The score refers to all the music
heard in a film, TV show or stage play. As a verb, to score the
film, means to compose or provide a score.
A little survey for film score fanatics. I wonder how many of
the following you would agree with, it makes interesting
reading!
In 2005, A jury of over 500 film artists, composers, musicians,
critics and historians selected John Williams’ iconic score from
the classic film STAR WARS as the most memorable film score
of all time. John Williams is additionally noteworthy as the
most represented composer on the list with three scores making
the top 25.
The full nominations of 100 film scores can be viewed 100
Years of Film Scores
An interesting top 25 was chosen, the most modern score being
from ‘The Mission’ (1986) Ennio Morricone. I wonder if the
same survey was done today if any more modern scores would

creep in to the top 25.
The top 25 scores voted for were:
#
FILM
YEAR
STUDIO
COMPOSER
1
STAR WARS
1977
Twentieth Century Fox
John Williams
2
GONE WITH THE WIND
1939
MGM
Max Steiner
3
LAWRENCE OF ARABIA
1962
Columbia
Maurice Jarre
4
PSYCHO
1960
Paramount
Bernard Herrmann
5
THE GODFATHER
1972
Paramount
Nino Rota
6
JAWS
1975

Universal
John Williams
7
LAURA
1944
David Raksin
8
THE MAGNIFICENT SEVEN
1960
United Artists
Elmer Bernstein
9
CHINATOWN
1974
Paramount
Jerry Goldsmith
10
HIGH NOON
1952
United Artists
Dimitri Tiomkin
11
THE ADVENTURES OF ROBIN HOOD
1938
Warner Bros.
Erich Wolfgang Korngold
12
VERTIGO
1958
Paramount
Bernard Herrmann
13
KING KONG
1933
RKO

Max Steiner
14
E.T. THE EXTRA-TERRESTRIAL
1982
Universal
John Williams
15
OUT OF AFRICA
1985
Universal
John Barry
16
SUNSET BLVD.
1950
Paramount
Franz Waxman
17
TO KILL A MOCKINGBIRD
1962
Universal
Elmer Bernstein
18
PLANET OF THE APES
1968
Jerry Goldsmith
19
A STREETCAR NAMED DESIRE
1951
Warner Bros.
Alex North
20
THE PINK PANTHER
1964
United Artists
Henry Mancini

21
BEN-HUR
1959
MGM
Miklos Rozsa
22
ON THE WATERFRONT
1954
Columbia
Leonard Bernstein
23
THE MISSION
1986
Warner Bros.
Ennio Morricone
24
ON GOLDEN POND
1981
Universal
Dave Grusin
25
HOW THE WEST WAS WON
1962
MGM, Cinerama Releasing
Alfred Newman
The soundtrack is the audio portion of a film divided into three
or four separate tracks or channels: dialogue, music, effects
and a spillover track for additional sounds. An optical sound
track is made from the mixed tracks before it is printed onto the
side of the film in the lab. It is not uncommon for many
separate units (there can be hundreds) to be individually edited
and then mixed, to produce the final sound track.
The soundtrack can also refer to the recorded version of a film’s
musical score, available to purchase.
Discussions:

The Impact of Cinematography and Editing Options
In your first discussion, begin by exploring movie clips from
the Movieclips website or IMDb.
Analyze at least three elements of cinematography and editing
(e.g., lighting, color, shots, focus, transitions, and types of cuts)
by evaluating the dramatic impact of the scene. Interpret the
scene based on your analysis. In your view, what mood,
symbolism, or meaning results from the scene’s creative editing
and cinematography?
Categories and Functions of Sound
This week's second discussion will consider different types of
sound at work in film and assess how they contribute to the
overall sense of meaning in a film.
There are many types of sound in a film. Some
are diegetic (sounds that are represented as coming from within
the world of the film); others are non-diegetic (sounds that
come from outside the world of the film). Using specific
examples from your chosen film, construct a blog post in which
you:
a. Describe each of the three basic categories of sound
(dialogue, sound effects, and music).
b. Explain how the different categories of sound are being used
in your chosen film.
c. Assess the impact of sound in establishing the theme.
d. Assess how the scene or sequence would play differently if
you changed or removed a key category of sound.
You must use at least two outside sources, in any combination
of embedded video clips, still photos, or scholarly sources. All
sources should be documented in APA style, as outlined by the
Ashford Writing Center.

Assignment
Establishing Theme
Select a movie from AFI's 10 Top 10 List and explain how three
cinematic techniques and/or design elements have helped
establish a major theme in that film.
In 800 to 1200 words:
Describe a major theme of the movie you have selected using
evidence from the movie itself as well as course resources and
other scholarly sources to support your position.
a. Identify at least three techniques (cinematography, lighting,
acting style, or direction) and/or design elements (set design,
costuming, or hair and makeup), and explain how these
techniques and/or design elements contribute to the
establishment of the theme. Reference particular scenes or
sequences in your explanations.
b. State your opinion regarding the mise-en-scène, including:
· How do the elements work together?
· How congruent the design elements are with the theme of the
movie?
· Whether or not other techniques would be as effective
(Explain your reasoning).
Self Check and Quiz
Don't forget these!
Have a productive week. I look forward to reading your posts!
References:
Goodykoontz, B., & Jacobs, C. P. (2011). Film: From Watching
to Seeing. San Diego, CA: Bridgepoint Education, Inc.
Harmon, R. (1998). Film directing: Killer style & cutting edge
technique. Los Angeles, CA: Lone Eagle Publishing Company.
http://musicatthemovies.wordpress.com/category/music/page/2/
http://www.rcc.ryerson.ca/technology/foley.htm

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