Adjunct Certification Program. D. Mims. Spring. 2016

Second P

COURSE: Doris Mims English 1301

Lesson Title: Film Analysis

Course Student Learning Outcome: Write in a style appropriate to audience and purpose.

Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson, students will be able to: 1.) Assess author’s
purpose of a chosen film. 2.) Describe author’s rhetorical choices in detail within that film.
3.) Evaluate any cultural or societal impact indicated in the film.

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities Group discussion on film analysis / Using the ‘Dice’ game Dice / Socratic Questions
30 Facilitate group discussion with Socratic questions for list
Observing Web / classic film trailers evaluations Annotated Portfolio
critical thinking skills improvement Self evaluation of analysis Rubric for Essays & Self
30 Lecture on “classic film” traits and observations Assessment
30 Explicit instruction for the self evaluation rubric

See Attached PPT

Socratic questions

Socrates was one of the greatest educators who taught by asking questions and thus
drawing out answers from his pupils. Sadly, he martyred himself by drinking hemlock
rather than compromise his principles. Bold, but not a good survival strategy. But then he
lived very frugally and was known for his eccentricity. His pupils, by the way, include Plato
and Aristotle. Plato wrote much what we know of Socrates.
Here are the six types of questions that Socrates asked his pupils. He was a man of
remarkable integrity and his story makes for marvelous reading.
The overall purpose, by the way, is to challenge accuracy and completeness of thinking in
a way that acts to move people towards their ultimate goal.

Conceptual clarification questions

Get them to think more about what exactly they are asking or thinking about. Prove the
concepts behind their argument. Basic 'tell me more' questions that get them to go
deeper.

 Why are you saying that?
 What exactly does this mean?
 How does this relate to what we have been talking about?
 What is the nature of ...?
 What do we already know about this?
 Can you give me an example?
 Are you saying ... or ... ?
 Can you rephrase that, please?

Probing assumptions

Probing of assumptions makes them think about the presuppositions and unquestioned
beliefs on which they are founding their argument. This is shaking the bedrock and should
get them really going!

 What else could we assume?
 You seem to be assuming ... ?
 How did you choose those assumptions?
 Please explain why/how ... ?
 How can you verify or disprove that assumption?
 What would happen if ... ?
 Do you agree or disagree with ... ?

Probing rationale, reasons and evidence

When they give a rationale for their arguments, dig into that reasoning rather than
assuming it is a given. People often use un-thought-through or weakly understood
supports for their arguments.

 Why is that happening?
 How do you know this?
 Show me ... ?
 Can you give me an example of that?

MIMS / Literature 1

 What do you think causes ... ?
 What is the nature of this?
 Are these reasons good enough?
 Would it stand up in court?
 How might it be refuted?
 How can I be sure of what you are saying?
 Why is ... happening?
 Why? (keep asking it -- you'll never get past a few times)
 What evidence is there to support what you are saying?
 On what authority are you basing your argument?

Questioning viewpoints and perspectives

Most arguments are given from a particular position. So attack the position. Show that
there are other, equally valid, viewpoints.

 Another way of looking at this is ..., does this seem reasonable?
 What alternative ways of looking at this are there?
 Why it is ... necessary?
 Who benefits from this?
 What is the difference between... and...?
 Why is it better than ...?
 What are the strengths and weaknesses of...?
 How are ... and ... similar?
 What would ... say about it?
 What if you compared ... and ... ?
 How could you look another way at this?

Probe implications and consequences

The argument that they give may have logical implications that can be forecast. Do these
make sense? Are they desirable?

 Then what would happen?
 What are the consequences of that assumption?
 How could ... be used to ... ?
 What are the implications of ... ?
 How does ... affect ... ?
 How does ... fit with what we learned before?
 Why is ... important?
 What is the best ... ? Why?

Questions about the question

And you can also get reflexive about the whole thing, turning the question in on itself. Use
their attack against themselves. Bounce the ball back into their court, etc.

 What was the point of asking that question?
 Why do you think I asked this question?
 What does that mean?

MIMS / Literature 2

Test Questions

1. What writing model is best when writing a film analysis? (Bloom’s 3rd level)
A. Classical Rhetoric Argument
B. Rogerian Rhetoric Argument
C. Compare & Contrast
D. Cause & Effect
E. None of the above

2. What should be included in the writing of a film analysis? (Bloom’s 2nd level)
A. Plot
B. Techniques
C. Literary devices
D. Rhetoric Appeals
E. All of the above

3. What are the implications of your evaluation? (Blooms ‘evaluating’/ fourth level)
4. What part of the film would you change – and how? (Blooms ‘creating’/ fifth level)

1 Doris Mims ACP – Spring 2016

The Dice Game

Materials needed: Dice.

1. Divide the class into small (2- 4 students) groups.
2. Group # 1 will ‘roll the dice’ first, then # 2, # 3, and so on.
3. When the Socratic question is correctly answered by the group, they will

receive points. Award the team the number of points that is rolled on the
dice. If the question is not answered – the ‘question asking team’ takes
the points.
4. Additional rules:

 Students may be given a time limit to answer the question.
 Full collaboration must take place in order for the group to receive

points.
This game can be used:
 To review anything.
 As a fast grammar practice.
 To check answers from book work or hand outs.
 As a summary of what was covered in class that day.

Professor D. Mims English 1301 ACP 2016

You will be graded using the following criteria:
The ideal paragraph will include 8-12 sentences

Criteria Points Points
Topic Sentence: The topic sentence is clearly written and correctly 10
placed.

Supporting Details: The supporting details sufficiently and 15
adequately support the topic sentence. At least three major supporting
points.

Elaborating Details: Sufficient and adequate elaboration is provided 15
for the supporting details. One or two elaborating sentences for each
supporting point.

Concluding Sentence: The closing is strong and logical. 10

Sentence Structure: The sentences are correctly structured, with no 20
run-ons, fragments, or comma splices.

Mechanics and Grammar: There are no errors in grammar, 20
punctuation, capitalization, and spelling. MLA format is used.

Organization: The paragraph progresses logically from beginning to 10
end, with correct use of transitional phrases.

Professor D. Mims ENGL 1301 RUBRIC Spring 2015 1

There will be diagnostic papers, English 1301
research papers, in-class
assignments, and a portfolio to Doris Mims
complete. [email protected]

You can do this! PLAGIARISM POLICY Graduates have all taken English 1301 – and survived!
The penalty for any
plagiarism at any time Grade Scale:
during the course is a A = 100–90; B = 89–80; C = 79–70; D = 69–60; F = 59–0
zero on the
assignment, an F in
the course, and/or
possible suspension
from the college.
_________________
I will show you how to
avoid this problem!

Rent your book – don’t buy!

When you complete this class you will be

equipped to write for any professor, in any class, at any level,
and at any college!

Learning Outcomes: Upon successful completion of this course, students will… ISBN 978-1-4576-3076-7 student paperback
1.Demonstrate knowledge of individual and collaborative writing processes.
2.Develop ideas with appropriate support and attribution, following standard style guidelines

in documenting sources.
3.Write in a style appropriate to audience and purpose.
4.Read, reflect, and respond critically to a variety of texts.
5.Use edited American English in academic essays.

Deadline for dropping this class is April 11, 2016