The goal of this final writing assignment is three-fold: (a) to demonstrate a clear understanding of the course’s key theme: poverty, (b) to illustrate an ability to identify these themes as they are represented in U.S. filmic texts, and (c) to show an awareness of the various ways in which filmmakers use both mise-en-scene and cinematography to enhance or emphasize representations of poverty in American film.
Write a 5-6 page paper in which you address/ answer ONE of the following questions:
With specific reference to at least two films examined in class, discuss how, through the development of strong familial and/or friendship bonds, the main characters manage to overcome the struggles they face. Your paper should present an analysis of at least one scene from each film. Support your argument with references to at least two articles/readings from the course.
In the four films examined in class, each director carefully crafts a mise-en-scene to emphasize the harshness of poverty. With specific reference to aspects of mise-en-scene, discuss the effectiveness of representations of poverty in two films examined in class. Your paper should analyze at least one element of mise-en-scene in at least one scene from each film. Support your argument with references to at least two articles/readings from the course.
Papers should be at least 1250+ words (5+ pages). MLA or APA formatting and citation style should be used.
See rubric for more specific assignment guidelines.
Papers that do not address one of the above prompts will automatically receive a 0.0 grade.
Articles/Readings from the course
– “When Working Isn’t Enough: Family Demographic Processes and In-Work Poverty Across the Life Course in the United States” by Zachary Van Winkle and Emanuela Struffolino
– “More Poor Kids in More Poor Places: Children Increasingly Live Where Poverty Persists” by Marybeth J. Mattingly, Kenneth M. Johnson, and Andrew Schaefer
– Working Poor in America: Report by Oxfam-America
– “Elements of Mise-en-Scene” by Gail Lathrop and David O. Sutton
– “Cinematography Techniques- The Different Types of Shots in Film” by Saami Sam
–
“End of the Road? Midnight Cowboy”
by Stephen Farber
“Midnight Cowboy
by John Schlesinger: Review
” by David Denby
“Sex and the City in Decline- Midnight Cowboy (1969) and Klute (1971)
” by Stanley Corkin
“Make Me Over, or Ripley at Midnight
” by J. Ken Stuckey
“Looking For Precious: Review
” by Darryl Lorenzo Wellington
“The Precarious Politics of Precious- A Close Reading of a Cinematic Text
” by Mia Mask
“Cultural Consumption and Rejection of Precious Jones
” by Michelle Jarman
Why are fat people abused? by Denise Winterman
“Smoke Signals Review
” by Ben Winton
“John Wayne’s Teeth Speech, Sound and Representation in Smoke Signals and Imagining Indians
” by Joanna Hearne
“Empowerment of American Indians Through Film
” by Brown
American Indian Poverty in the Contemporary United States
“Review of
Winter’s Bone
” by Jessica Nemergut
“Winter’s Bone:
Review II
” by Leslie Joseph Richman
“Risk and resilience in the Ozarks
” by Shelly H. Carson
“The Effects of Young Caregiving in Debra Granik’s
Winter’s Bone
” by Natalie V. Youngquist
Riddles Across the Sky”- Daniel Woodrell Talks about “Winter’s Bone”
Films:
Midnight Cowboy (1969). Dir. John Schlesinger.
Precious (2009). Dir Lee Daniels
Smoke Signals (1998). Dir. Chris Eyre
Winter’s Bone (2010). Dir. Debra Granik
Dos and Don’ts
Do:
Include citations to any texts discussed.
Always read the instructions carefully and follow all instructions.
Review any rubrics to determine what the assignment expectations are and how you will be graded. Ask your instructor if you need any clarification.
Don’t:
With the exception of statements of intent in your introduction, avoid using the word “I” in your essay.
It is acceptable to write something like “in this essay I will analyze/ demonstrate/ examine” etc. after your thesis. This type of statement provides the reader with a clear signpost and sets up expectations.
However it is not necessary to add statements like “I think.” As the essay is yours, it is clear that the ideas presented are your thoughts, so it is not necessary to add this preface to any statement. It’s okay to write that in a draft, especially if you are working through your ideas, but scratch out those first few words of the sentence in a polished final essay. I know what we did in class, so there’s no need to add such descriptors. Such phrases take up valuable space and do not contribute anything to your image analysis.
Avoid other forms of editorializing in your essay or any other additional information that does not directly contribute to your argument. When trying to be succinct and accurate it is important to always ask yourself whether or not a statement is necessary and/or if your statements can be more concise. Below are some common examples of phrases or statement to avoid and examples of ways to trim down unnecessary phrasing
“In class we…” I know what we did in class, I was there.
“The person in the image is starting to…” Very often the words “starting to” or “beginning to” are added to sentences unnecessarily. For example, you might hear someone say “I was starting to think about ways to approach my capstone project.” Unless the person speaking wants to draw attention to the fact that they were at the beginning of a process of thought–at the start of–then adding “I was starting” tends to make the action–which is this case is thinking–is unnecessary. Unless making a statement about time/ temporality, such additions to sentences also seem to render them more tentative and less definitive than if the person speaking were to say: “I thought about ways to approach my capstone project.”
We don’t have word limits in our everyday speech, so it doesn’t matter if we add details, even if they could be slightly misleading to a literalist. However, in written texts (as in job interviews or presentations), adding lots of unnecessary phrases can lengthen your argument in ways that ultimately detract from what you are saying. Not being concise in certain situations can result in the loss of an audience’s attention and of your credibility if your audience’s confidence in you as a speaker/ writer wains.
Avoid using the passive voice:
Using the participleLinks to an external site. verb form–particularly the use of verbs with the ending “ing”–not only uses more words but often comes across as more passive. Sometimes using participles is a deliberate choice, and that is is acceptable. But be aware when you are using them and why. Consider, for instance, the vert subtle distinctions between the two phrases “I was thinking about finishing my capstone project tomorrow” and “I thought about finishing my capstone project tomorrow.” The first sentence is completely acceptable in terms of accurate grammar and it would be appropriate to say this if you were telling someone what you are thinking or have been thinking recently. However, if you were trying to be more concise and definitive, and the act of thinking was not time specific, then the second sentence would be preferable.
Remove any words, phrases, or sentences that do not contribute to your argument. Use descriptive words sparingly and only to add depth to your analysis (e.g. if you were analyzing an image depicting one big blue bus but the fact that the bus was big or blue is irrelevant to your argument, you don’t need to include the color or size of the bus because there is only one bus. If there were more than one bus, you might include these referents to distinguish the big blue bus from any other bus in the image.
Criteria Ratings Pts
10 to >8.0 pts
Excellent
Paper provides detailed analysis of film technique to support argument. Relevant film terminology employed accurately and effectively when appropriate.
8 to >3.0 pts
Good
Provides some analysis of film technique but needs to expand discussion of technique or provide more examples. Relevant film terminology may be employed at various points in the paper.
3 to >0.0 pts
Needs Improvement
Provides little analysis of film technique and does not employ relevant and accurate film terminology employed effectively when appropriate.
0 pts
Unacceptable
Does not provide analysis of film technique or employ relevant and accurate film terminology employed effectively when appropriate.
10 pts
10 to >7.0 pts
Excellent
Provides accurate and detailed examples/evidence to support assumptions/ assertions. Examples/evidence is analyzed and situated in context of paper’s overall argument.
7 to >3.0 pts
Good
Mostly provides accurate examples/evidence to support assumptions/ assertions. However, examples/evidence need to be analyzed in more detail and/or situated more effectively in the context of paper’s overall argument.
3 to >0.0 pts
Needs Improvement
Sometimes provides accurate examples/evidence to support assumptions/ assertions. However, more examples/ evidence needs to be provided and examples/evidence need to be analyzed in much more detail and/or situated more effectively in the context of paper’s overall argument.
0 pts
Unacceptable
Does not provide relevant examples/ evidence to support assumptions or argument
10 pts
10 to >7.0 pts
Excellent
Paper is organized and clearly written. Argument flows well, is concise and detailed. Thesis is clear and supported by main points. Main points are insightful and well supported by varied types of evidence from the film(s) discussed AND at least 2 secondary sources examined in this course. Paper shows a sophisticated level of critical thinking about the topics and films discussed. Paper may offer original ideas.
7 to >3.0 pts
Good
Paper is relatively well organized and clearly written, but there are either issues with the flow of the argument or focus is lost at times. Thesis is clear and supported by main points. Main points are interesting but needs to be better supported by varied types of evidence from the film(s) discussed AND at least 2 secondary sources examined in this course. Paper shows a competent level of critical thinking about the topics and films discussed.
3 to >0.0 pts
Needs Improvement
Paper lacks focus and/ or has structural issues. The thesis is not clear and concise and/or is not supported by main points. Main points are interesting but lack sufficient detail and need to be better supported by more examples/ evidence. Some examples/ evidence is provided. Paper shows some level of critical thinking about the topics and films discussed.
0 pts
Unacceptable
Paper is neither well or organized and clearly written. Issues with the flow of the argument and focus obscure ideas. There is no clear thesis. Main points are unclear and lack detail. Examples/evidence do not make sense. No secondary sources are examined in this course. Paper shows no critical thinking about the topics and films discussed.
10 pts
10 to >7.0 pts
Excellent
Paper provides a detailed analysis of themes relevant to the paper topic
7 to >3.0 pts
Good
Paper provides some analysis of themes detailed analysis of themes relevant to the paper topic. One scene from each film is analyzed to some extent but scene analyses need to be expanded to effectively support assertions made throughout the paper.
3 to >0.0 pts
Needs Improvement
Paper demonstrates some attempt to analyze themes relevant to the paper topic. Scenes from each film need to be analyzed to effectively support assertions made throughout the paper.
0 pts
Unacceptable
Paper provides no analysis of either key themes in the course or films examined in the course.
10 pts
