Remember the Titans Movie Critique Research Paper

Remember the Titans Movie Critique Research Paper

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Remember the Titans Movie Critique Research Paper

Final Film Research Paper

Go to Modules – Wr Assgn – review all handouts. Use the sample formatted paper. Read the sample paper. Read the guidelines.

2pp 3-4 refs = C range

3pp 5-6 refs = B range

4pp 7-8 refs = A range

A final film research paper will be due toward the end of the semester. The paper provides an opportunity to integrate the larger themes of the class in a written evaluation of a contemporary sports film NOT screened during the semester. Students are expected to incorporate one or more of the analytical perspectives covered in class in their evaluation of a particular sports film. No documentaries. Feature-length films only. No parody films. No cheeseball B-rate films.

Students will choose x1 film to review in-depth following the outline pattern of F.C #1. Films needed to be checked with instructor first, and posted on Discussion by the topic due date. Students will need to identify at least 3 main themes in the film and give EGs and relate to research. Films should be serious in nature and content.

It will be important to make a claim about the larger social meanings represented in the film by utilizing the “tools” covered in class. Moreover, it will be important to include a discussion of the technical aspects of the film that support your larger claims. Students should attempt to tie whatever issues they raise with larger social issues outside of sport, and describe how these issues or representations have or have not affected American society and culture.

Some suggested topics might involve individuals or groups that have been confronted by oppressive or unjust practices/policies related to issues of race/ethnicity, class, gender, sexual orientation, religion, disability, or age.

The instructor must approve paper topics. The recommended length of the paper is 4-6 double-spaced pages, and normal fonts, margins, etc. are required. Students are required to cite at least (5) primary sources (i.e., academic journal articles) in the paper (APA Style). Evaluation criteria include the following: (a) identification of film, focusing on themes in the narrative; (b) synthesis, critical analysis and application of the literature; (c) adherence to the assignment guidelines; (d) citations, references, and format; (e) syntax, grammar, and spelling; (f) originality and creativity.

Go here for a list of sport films: https://www.filmsite.org/sportsfilms.html (链接到外部网站。)

Guidelines:

Review paper (2-4pp pages, double-spaced)

Citing a minimum of x3 academic peer-reviewed journals.

APA format

Title page and reference page

Organize your sections – develop an outline – use paragraph or section headers

Sample Topics:

The Fighter – failed working-class Anglo masculinity, class, boxing

Hoosiers – American Dream, puritan work-ethic, whiteness, basketball

Coach Carter – ethnicity, academics, sports, masculinity

White Men Can’t Jump – racism, stereotypes, basketball

Remember the Titans – racism, functionalism, masculinity

Miracle – American Dream, functionalism, nationalism

Field of Dreams – working class white men, baseball,

College! – Early Hollywood Silent Era films, college, sports, and masculinity

Bend it Like Beckham – femininity, counter-narratives, ethnicity

For Love & Basketball – ethnicity, gender

Fever Pitch – fandom, identity

42 – biopic, racism, functionalism

The Express – biopic, racism, functionalism

North Dallas Forty – Violence, masculinity, football

Bend it Like Beckham – gender, race, culture

Goal! – ethnicity, American dream

Raging Bull – boxing, Great White Hope, w. class masculinity, violence

When possible narrow topic by genre, time period, gender, race, sport type

Themes: Coach and athlete relationships, racism, sexism, gender, sexual orientation

Papers should include application of current research as reported in the literature. In addition.

Evaluation criteria

(1) synthesis, critical analysis and application of the literature;
(2) adherence to the assignment guidelines;
(3) citations, references, and format;
(4) syntax, grammar, and spelling;
(5) originality and creativity.

It will be important to:

Relate to class topics, readings, discussions, and textbook in some way

Provide Social history of the film time period

Use section headers wherever possible

Clearly show the min of x3 themes

GENERAL NOTES

12 pt. font, APA style, black ink, times new roman font style, white paper, indent new paragraphs .5, 1” margins, use paragraph breaks

APA is written in past tense whenever possible (e.g. The purpose of this paper was .The goal of this paper was)

Need to have in-text citations for any material noted on the reference page

Double space lines of text

Inside the paper – main section titles are good for organization (e.g. section title – Moving Toward Change: Gender in Sport Films)

Brief, clear, and concise writing; write with academic, formal voice

Limit the number of direct referenced quotes in paper

Read and follow in detail the paper guidelines; see grading rubric for specifics; see Canvas handout

Try to avoid overuse of it, they; make sure tenses agree; no I in this paper;

Use spell check and grammar check!

OUTLINE

Title Page

Title page should include:

Running Head (left justified, upper case letters, paper title)

Title of Paper (be specific here)

Author Name

University

Class Name & Section if applicable

Professor/Instructor

Date (e.g. 4 January 2007)

Pg #s in upper right hand corner

Except for running head and pg numbers, everything else on title page is centered and double spaced

12 pt. Font only!

1 inch margins

Introduction (1-2 paras)

Topic sentence

Basic film info

Purpose

Goals of paper

Identify films & main themes

Background (1-2 paras)

Larger social history

Cite refs

Film Analysis (2-3 pp.)

Theme #1: Title (1-2 paras)

State theme

Cite refs

Cite EGs from the film

Theme #2: Title (1-2 paras)

State theme

Cite refs

Cite EGs from the film

Theme #3: Title (1-2 paras)

State theme

Cite refs

Cite EGs from the film

Discussion (1-2 paras)

Summarize the main content of paper

Wrap up main themes of paper

Re-reference any additional journal materials

Final thoughts and looking forward

References (min of 5 refs – academic sources)

New page unto itself

APA style is usually cited: Last Name, First Name 1st Letter. (year). Article title. Journal title, vol, pp. .
e.g. citation: Johnson, B. (2007). Learning to read the media. Journal of Popular Culture, 11, 124 -135.

See D2L handouts for detailed APA citation examples

See Purdue owl link for more on APA

GO TO THIS APA LINK BEFORE YOU TURN IN THE PAPER!: http://owl.english.purdue.edu/owl/resource/560/01/

Web Site: http://owl.english.purdue.edu/ (VERY useful resource for writing and research including APA style)

*Film critique: Some things to pay attention to:

A film critique is somewhat different from a review. A critique is an analytical essay on a film, in which you state your opinion on the “aesthetic quality” of the film and then give your reasons for your opinion. Do not limit yourself to reacting to the film (“I loved it !”) and do not use generic terms like “incredible,” “wonderful,” “marvelous,” etc. Unlike a review, you assume that the reader has already seen the movie; you do not need to give an extensive plot summary; you do not need to hide plot information so as not to spoil the surprise of the viewer; and you do need to be consistently analytical and critical. You might focus in your review on whether the main elements of the film come together to make a coherent, meaningful and moving film. You should probably focus on the following:

Does the movie want to be more than entertainment (ambition)?

How strong is the script (and dialogue)?

Are the characters believable?

Are the actors appropriately cast?

What is the theme of the film? Is it obvious or only subtly evident? Do the plot, acting, and other elements in the film successfully impart the theme to the viewer?

Is the setting/locale appropriate and effective?

Is the cinematography effective? Does the film make certain use of color, texture, lighting, etc. to enhance the theme, mood, setting?

Is the sound track effective and appropriate? Is the music appropriate and functional, or is it inappropriate and obtrusive?

Are camera angles used effectively? Are they ever used for a particular effect?

Are there special effects (and/or special effects makeup) in the film? If so, are they essential to the plot? Are they handled skillfully? Do they serve a necessary function, or does the film sacrifice plot or characterization for the effects themselves?

Does the film make use of symbols or symbolism? What purpose do the symbols serve? Are they used effectively? How does the symbolism in the film contribute to or enhance the film’s overall theme?

Most importantly, how does the film-maker either accomplish or fall short of their objective.

It is very important to focus the attention of the reader to examples that support your point(s). Just like in a legal case, you must provide “evidence” from the film to support your position. Therefore, taking good notes is essential to writing a solid critique.

In a perfect world, you would watch the film more than once after you had established a ‘game plan’ for your critique; that way you could scour the movie for examples of the success or failure of the movie to reach those goals.

Film Critique

Research Synthesis guidelines:

Summarize ideas from a section of your source, or quote exactly the sentences or passages that may prove useful. If you use an exact quotation, place it in quotation marks. Whether you summarize or quote, be certain to indicate all the necessary information about the source, including the page numbers.

When quoting sentences or passages directly, be discriminating. Do not simply copy long paragraphs that seem important but that you have not entirely digested or understood. If you consider carefully the passages that may be helpful to your argument later, the research will help refine your argument at an early stage. No one incorporates every note or summary gathered from secondary sources into the final draft. If you use judgment and reflect on the material you are choosing, however, you will not be faced with a massive pile of notes that have scattered rather than clarified your ideas.

Never change occasional words from a quoted passage and copy it as if it were a summary. If that passage appears in your essay, it will look very much like plagiarism.

Sometimes, it is advantageous to omit words or phrases from a quotation because they are not relevant to your point. When you do this, indicate the omission with ellipses (three spaced periods).

Whether you are summarizing or quoting directly, you may wish to jot down your response to the material, such as, “Galperin is the only critic to recognize how literary this movie is.” Be sure to mark off these reflections clearly from the quoted or summarized passage with either brackets or double parentheses.

Essay guidelines:

Begin by rereading the notes you have taken and sorting them into categories, such as “historical background material” or “themes.”

Not all the information you have gathered will necessarily be useful as you begin to focus your topic. A good writer learns to differentiate between what is truly useful and what is not. Overloading your essay with an enormous number of quotations will not improve it; needless information will only bury your argument. If you have already sketched an outline, now is the time to rework it in light of your research. This reworking of the outline may involve only fine tuning, such as adding some transition sections or expanding a section. Or you may have to rethink your most important premise, shifting and restructuring it to account for some of your recent findings. If your original approach was based on auteurist presumptions that are out of line with the limited control the director had over the particular film, the facts require you to reformulate your argument. As you develop your ideas for this first draft, you should be able to state a fairly clear and precise thesis for the paper.

Write, type, or print out your quotations exactly as they will appear in your final draft. Put short quotations (four lines or less) between quotation marks and run them into your text. Longer quotations are not enclosed within quotation marks; instead, they are indented and separated from your prose by a triple space. Be certain that you have copied the quotations accurately.

Add to your quotations all relevant bibliographical information. This material will appear later in your list of works cited, but it is advantageous to have it before you so that you can easily identify the source when you do your final draft.

Get all titles, dates, and technical information right at this point. Include the date the film was released in parentheses next to the title. If you intend to use both the foreign-language title and the English title, be sure to double-check both. When using an author’s name in your text, give the full name as it appears in the article, book, or review. In subsequent references to this author, use just the last name (it is unnecessary in most cases to use a title like Professor or Ms).

This early draft may also be the best place to write out concrete descriptions of the shots or sequences to which you refer. When your points require the use of other films as examples, consider and insert those titles.

When you revise this draft, introduce your research and quotations with a lead-in so that you get the most from them.

If your last draft is easy to read, it will be much easier to revise on the computer screen.

After you have printed out a final draft of the essay, check the titles, dates, and page numbers of all your bibliographical information. Be sure you have included all the works used in the works-cited section (pp. 171–174) and, if you choose to, all the works you consulted (but, perhaps, did not use) in a works consulted section (p. 171).

Be certain to save and back up your work on your computer and make an extra copy of it before submitting the paper in case the original is lost or misplaced by you or your instructor. “Upload all papers to Canvas dropboxes.”

Professional Journal Articles:

Professional journal articles, or scholarly articles, have undergone a review process before publication. This means that the article has been reviewed by experts and typically revised prior to publication. The peer-review process helps to ensure that high quality articles are published. For this assignment, it’s recommended that you begin searching for articles using Academic Premier (one of the library’s databases) and on the search menu, check the box to limit your search to peer-reviewed articles. This database also provides full text articles. How to search using this database will be demonstrated in class. Reference librarians in the King Library are also available to help you search for references.

You MUST provide reference citations (use author, year format) for information you include in your paper, and a reference list must be included. Failing to provide reference citations is PLAGIARISM! Be sure to read the information that follows on plagiarism. It also illustrates how to include reference citations in the text of your paper, and how to cite references in your reference list. The King Library also has an online tutorial on plagiarism. Be sure you know what plagiarism is and how to avoid it!

PLAGIARISM

“Plagiarism in student writing is often unintentional, as when an elementary school pupil, assigned to do a report on a certain topic, goes home and copies down, word for word, everything on the subject in an encyclopedia. Unfortunately, some students continue to use such ‘research methods’ in high school and even in college without realizing that these practices constitute plagiarism. You may certainly use other persons’ words and thoughts in your research paper, but you must acknowledge the authors” (Gibaldi & Achtert, 1988, p. 22).

Writing research papers requires that you use the work and ideas of others; however, these ideas are the property of the original author — the original author MUST be indicated by a reference citation [e.g., (author, year), footnote, or (#) corresponding to the citation in the reference list]. Every source listed in the reference list must be cited in your paper, and every source cited in your paper must be included in the reference list. (Exception: Personal communications are cited in the paper, but are not included in the reference list.) It is not necessary to cite sources of common knowledge; common knowledge is what any knowledgeable person in the field would know (Corder & Ruszkiewicz, 1989). However, any information that is not common knowledge MUST be cited whether or not it is a direct quotation. If in doubt, credit your source.

Example:

In general, physical activity is associated with positive psychological well-being in older adults (McAuley & Rudolph, 1995). However, training programs designed to improve physical fitness are not always associated with enhanced psychological well-being. Nieman, Warren, Dotson, Butterworth, and Henson (1993) found that women aged 67-85 years who participated in a 12 week walking program improved aerobic capacity 12.6%, but did not significantly improve psychological well-being or mood state compared to a control group that participated in mild stretching exercises.

To avoid unintentional plagiarism, read the reference, then SET IT ASIDE while you summarize what you read IN YOUR OWN WORDS. You may THEN go back to the reference to check the accuracy of your notes and to ensure that you have not inadvertently taken direct quotes from the reference. DO NOT TAKE NOTES DIRECTLY FROM THE REFERENCE and DO NOT WRITE YOUR PAPER DIRECTLY FROM YOUR REFERENCES — plagiarism frequently results from these practices.

When taking notes, you may paraphrase the author’s words or you may summarize the author’s words. In both cases, you MUST cite the original author. “If you merely rearrange a few words in an original passage, or include a few words of your own, and then pass the idea along as yours, you have committed plagiarism” (Bingham, 1982, p. 163).

Direct quotations should be used VERY SPARINGLY. It is appropriate to use direct quotations in the following circumstances: (a) when giving the wordings of laws and official rulings (b) when exact wording is crucial (c) when the original is worded so well that you cannot improve upon it (Campbell & Ballou, 1978). Direct quotations must be indicated by quotation marks (longer passages may require block quotations, depending on the style manual used). When citing direct quotations, include the page number in the reference citation.

If you do not sufficiently understand what you have read to summarize and integrate it into your paper, do NOT use that reference. It is NOT acceptable to use a direct quotation in place of understanding the ideas. Note: There is a limit on the number of sentences that may be direct quotations in research papers submitted for this class.

APA Citation Examples:

Bingham, E. G. (1982). Pocketbook for technical and professional writers. Belmont, CA: Wadsworth.

Campbell, W. G., & Ballou, S. V. (1978). Form and style. Theses, reports, term papers (5th ed.). Boston: Houghton Mifflin.

Corder, J. W., & Ruszkiewicz, J. J. (1989). Handbook of current English (8th ed.). Glenview, IL: HarperCollins.

Gibaldi, J., & Achtert, W. S. (1988). MLA handbook for writers of research papers (3rd ed.). New York: Modern Language Association of America.

McAuley, E., & Rudolph, D. (1995). Physical activity, aging, and psychological well-being. Journal of Aging and Physical Activity, 3, 67-96.

Nieman, D. C., Warren, B. J., Dotson, R. G., Butterworth, D. E., & Henson, D. A. (1993). Physical activity, psychological well-being, and mood state in elderly women. Journal of Aging and Physical Activity, 1, 22-33.

Note: For professional journal articles, cite the following information:

Author(s), (Year of publication), Article title, Journal title, Volume number of journal, Inclusive page numbers.

For on-line professional journal articles, cite the above information, if available, AND include the date the document was retrieved and the URL. Example:

Fredrickson, B. L. (2000). Cultivating positive emotions to optimize health and well-being. Prevention &

Treatment, 3, Article 0001a. Retrieved from

http://journals.apa.org/prevention/volume3/pre003001a.html

In-text citation examples:

Anderson (1999, p. 10) stated, “there are numerous causes for youth to drop of sport including parental pressure and burn-out”.

Or

The authors of the study noted that, “there are numerous causes for youth to drop of sport including parental pressure and burn-out” (Anderson et al., 1999, p. 10).

Or

The researcher argued that peanut butter and jelly sandwiches could indeed allow one to dunk a basketball (Iverson, 2000).

Examples of types of sentences for Intro paragraph

The purpose of this paper was to explore heath situations facing LBGTQ women in the United States. The goal of the paper was to provide an overview of this diverse communities’ health outcomes and tendencies in relation to social inequality.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Remember the Titans Movie Critique Research Paper

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