Developing a clear and concise thesis statement (an argument) in response to the following question: Does the film have the power to transform political sensibilities?

Developing a clear and concise thesis statement (an argument) in response to the following question: Does the film have the power to transform political sensibilities?

PLEASE READ EVERYTHING THOROUGHLY AND FOLLOW THE DIRECTIONS EXACTLY AS IT SAYS!!!! I WILL PUT A FILE OF EXACTLY HOW THE FORMAT SHOULD BE. I NUMBERED IT SO THAT THE INSTRUCTIONS ARE SU[ER CLEAR ON THE DOCUMENT. IF YOU HAVE ANY QUESTIONS PLEASE LET ME KNOW. MY TEACHER IS LOOKING FOR EVERYTHING THAT IS LISTED BELLOW IF SOMETHING IS NOT THERE HE WILL GIVE ME A 25/50.

Assignment Objectives: Enhance and/or improve critical thinking and media literacy skills by:

1. Developing a clear and concise thesis statement (an argument) in response to the

following question: Does the film have the power to transform political sensibilities?

2. Writing an outline for a five paragraph analytical essay building on a clear and

concise thesis statement, including topic sentences and secondary supports.

3. Identifying and explaining three scenes from the film text in support of the thesis

statement/argument.

4. Writing an introductory paragraph for the outlined analytical essay

Be sure to read thoroughly the writing conventions below before beginning this assignment.

Note: You are NOT writing a full essay; rather, you are outlining an analytical essay by completing the dialogue boxes below.

Writing a Critical Review (analytical) Essay

  1. Every essay that you write for this course must have a clear thesis, placed (perhaps) somewhere near the end of the introductory paragraph. Simply stated, a THESIS (or ARGUMENT) expresses, preferably in a single sentence, the point you want to make about the text that is the subject of your essay. A THESIS should be an opinion or interpretation of the text, not merely a fact or observation. The best possible THESIS will answer some specific questions about the text. Very often the THESIS contains an outline of the major points to be covered in the essay. A possible thesis for an essay on character in Perry Henzell’s The Harder They Come might read somewhat as follows:


    The protagonist of THTC is not a hero in the epic sense of the word, but a self-centered young man bred of economic oppression and cultural dependency. The characters in this film have no real psychological depth, but are markers for a society of consumption and momentary glory.


    (You might then go on to exemplify from the text and argue in favor or against this interpretation: your essay need not hold to only one perspective.)


    What single, clear QUESTION does the above THESIS attempt to answer?

  2. Each essay should be organized into five (5) paragraphs, each based on one of two to four major ideas, which will comprise the BODY of the essay. Each paragraph must have a topic sentence, often (but not always) towards the beginning of the paragraph, which clearly states the ARGUMENT or point to be made in the paragraph. Following the thesis set forth above, the first paragraph might begin with a sentence like “Ivan’s desires and his destiny are signaled in the opening shots of the film, where the friendly, jumbled interior of the bus is contrasted with Ivan’s first view of the outer world: a world of shiny white cars and beautiful women.” Avoid topic sentences that fail to make an interpretative statement about the work or that merely state something any reader might observe; for example, “The first characters we see are country people on a bus to town.”

  3. Underline the THESIS and each TOPIC SENTENCE in every critical review essay you submit. This exercise will force you to make certain that you have expressed and developed the ideas in your essay clearly and logically. (In other words, do not do this exercise five minutes before you submit the essay but, rather, as you are working on the very first draft.)

  4. Always use present tense verbs in your critical review essays about film texts. Present tense is the verb tense of analysis. Past tense, on the other hand, is the tense of narration. In each essay, you will be analyzing a particular text, not retelling or summarizing the story. If you find yourself slipping into past tense as you compose, you are probably narrating rather than analyzing.

  5. Use specific passages from the text to support each point that you make in your essay. You may simply refer to an event in the text, or you may paraphrase what a character or the narrator says. But the best EVIDENCE will most often be direct quotes from the text.

The Introductory Paragraph – Some Approaches

In your essay, an opening or introductory paragraph may not always be the first one you write. But it will be the first one your readers read and you need to engage your readers’ attention and interest and present all you need to make your thesis clear and convincing.

  1. Some Pitfalls to Avoid
    1. Dictionary definitions: Define key terms and concepts in your opening paragraph, but don’t quote directly from the dictionary to do so. Use a dictionary – more than one dictionary – to formulate the definition in your own words.

    2. Generalizations about “life,” “society,” “people today,” etc.: You don’t want to begin your essay with the kind of statement that teeters on that fine line between opinion (those ideas you will go on to prove) and belief (those ideas unprovable with the evidence offered by the text). Rather than a statement like, “Almost every man has a sense of pride and will go to war to prove it,” try something more specific to the text you are analyzing. “The character of Roland exemplifies how personal pride and personal valor do not always lead to the most fortunate conclusion.”

    3. The painfully obvious: Avoid opening statements like “Dante’s Inferno is about a journey to hell,” or “Roland is the hero of The Song of Roland,” unless such statements are in some way controversial and challenging to traditional interpretations of the text. Try to avoid any kind of tautological formula – “something is something else” – in the opening sentence, especially, but also elsewhere as an “argument.”

    4. Try to distinguish between historical or biographical fact: “Dante’s Inferno was written in fourteenth-century Italy,” and interpretation, especially when you are considering the intention of an author: “Dante wrote his Inferno to expose the problem of Florentine political corruption to the world.” The latter may be a part of your theory or thesis (or conclusion) but if you use it as a statement of fact (an “intentional fallacy”) you will have to prove it rather than merely argue it – a slippery and difficult and perhaps not particularly useful task. Beware also of using vague or imprecise generalizations of terms such as “dramatic,” “realistic,” or “critical,” which differ in their literary and historical significance.
  2.  
  3. Challenges to Meet
    1. Try for a (syntactically) shapely and relevant opening sentence: be thoughtful and original and persuasive. Always look for interesting ways into your essay: an epigraph, perhaps, or an important episode that seems to set the stage for what you want to say, or a succinct comparison with another well-known work, which will help your reader understand the point you want to make.

    2. Always (particularly in a comparative essay) identify your texts early on. (Usually with full title, full authors’ names, and date/period of publication.)

    3. Think of your thesis statement as the logical goal of the first paragraph. Everything you say here should lead towards (or from) that thesis. Anything that doesn’t lead in that direction – unless you are presenting a view different from yours, which you want to argue against—doesn’t belong in your paragraph. Think of the paragraph as a funnel, where the contents are being concentrated and filtered to one end

IMPORTANT PLEASE READ THIS CAREFULLY AND FOLLOW THIS EXACTLY OR ELSE I WILL FAIL THIS ASSIGNMENT: Before submitting your Critical Review make sure you have read these questions and that you fully understand the grading rubric:1. Did I properly cite the film text using MLA format? Specifically, did I follow the example provided to me on the Democracy and Difference website? Did I click on the link to the BibMe website and review how to cite a film for a bibliography? Do I understand that any errors in the citation will result in a loss of points? Students who do not properly cite the film will see a reduction in points for this assignment 25/50.2. Did I answer, directly, the professor’s question: “Does the film have the power to transform one’s political sensibilities?“ Is it clear to the reader (the professor in this case) that I have taken a stand/made an argument pertaining to the assignment prompt? Again, “Does the film have the power to transform one’s political sensibilities?” Students should be sure to address: POWER, POLITICAL SENSIBILITES, and TRANSFORMATION in their thesis sentence/statements. Did I do this? Students who do not properly address this direct question will see a reduction in points for this assignment 25/50.3. Did I provide the start and end times for each of the three scenes I chose in support of my thesis sentence/statement? And, did I explain explicitly why I chose those scenes? It is not sufficient to list scenes only. Did I explain clearly (and briefly) why I chose the scene that I did and how they specifically advance my argument/thesis? Is it clear to the reader (the professor in this case) why I chose the scene I did? For example, did I write something like: “I chose the scene because it advances my argument by ….” or “I chose the scene because it clearly makes my point that …” Students who did not provide start and end times and/or explain their scene choices will see a reduction in points for this assignment 25/50.4. Did I fully develop an introduction paragraph? And, in that paragraph did I insert my thesis sentence/statement? Did I use parentheses (to bracket my thesis statement/sentence) within the introduction paragraph? Students who did not fully develop this introduction paragraph and use parentheses (to bracket their thesis statement/sentence) will see a reduction in points for this assignment 25/50.If a student fails to address any one of these components their score will result in a 25/50 per the syllabus.

Requirements: see above

Subject: PHD Political Science

Please follow the teacher’s instructions exactly as he says in the instructions!

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