You will be completing this assignment in two stages. For the first stage (1500 to 1800 words), you will analyze an entire movie. In the second stage (300 to 600 words), you will reflect on how you analyzed the movie as well as how your ability to analyze film in general has evolved.
You are encouraged to incorporate writing from your Week Two and Week Three assignments if (a) you have reflected on the instructor’s feedback, (b) you have revised the relevant parts of the essays accordingly, and (c) the essays discuss the same film that you discuss here.
Stage 1: Analysis
For this stage, you will be analyzing a movie selected from the AFI’s 10 Top 10 (Links to an external site.)Links to an external site. list. The film you choose can be one that you have previously analyzed in this course. 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.
The analysis portion of your paper should be 1500 to 1800 words in length. You should analyze the film through the lens of one of the broad theories you have learned about in class (auteur theory, genre theory, formalist theory). Your analysis must address four main areas (contextual information, story/plot, aesthetic choices, and social/personal impact) and how these areas work together to develop the theme of the movie. As you construct your analysis, assume that your reader is not familiar with this film. Use your analysis to explain to your reader why they should watch this film.
In addition to the film you are analyzing, you must use three scholarly sources to support your arguments. Refer to the ENG225 Research Guide in the Ashford University Library for guidance and to locate your sources. Cite your sources (including the feature-length film) within the text of your paper and on the reference page. Cite your sources according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
Your analysis must address the following components (noted in bold below):
Contextual Information – In this area, you will provide some of the basic identifying information of the film. This includes:
Director, cinematographer, major actors/actresses. Be sure to describe their roles in the overall design process.
Year of release
Type of film (blockbuster, indie, documentary, etc.)
Story/Plot – In this area, you should offer a brief summary of the film, and then show how it was deployed in the narrative structure of the film. Explain the difference between the film’s story and its plot. This area can be addressed as a separate paragraph, or can be threaded throughout your analysis of the film.
Aesthetic Choices – In this area, you will assess the efficacy of specific techniques and design elements employed in the film as they apply to the overarching narrative and theme of the film. These elements include:
Mise en scène (e.g., lighting, sound, composition of frame, costuming, etc.)
Editing (e.g., cuts and transitions, shots used, angles, etc.)
Technology (i.e., analyze the impact of any notable technological effects: film stock, targeted release venue, special effects, etc.)
Social/Personal Impact – In this area, you will critically address the following questions:
What impact did this film have on society (i.e., politically or culturally, positive or negative)? The impact can be as major as inspiring political or social changes or as minor as inspiring the production of toys or lunchboxes.
How did society affect this film (i.e., what currents in society led to the creation of the film)?
If you are unable to find any information about the social impact of the film, explain the personal impact it has had on you.
Note: Not every bullet point under the four listed components will necessarily apply to your movie. However, you will still need to discuss each of the four main components thoroughly, which means that you may need to explain a concept even if it can’t be directly applied to your movie.
Your paper should be organized around a thesis statement that clarifies what you will attempt to accomplish in your paper, and how you will proceed. Additionally, you must conclude with a restatement of the thesis and a conclusion paragraph. Review the Final Film Critique sample, which provides an example of a well-developed analysis as well as insight on composition.
Stage 2: Reflection
After completing your movie analysis, you will reflect on the analysis process and how you have learned to more thoroughly analyze film as well as how rigorous study of film enhances your development as a student and thinker. In this 300- to 600-word reflection, review your initial post from the “Post Your Introduction” discussion in Week One, and consider how your ability to analyze movies has changed or grown. Append your reflection to the analysis portion of your paper and submit as one document. Your reflection should be personal and exploratory in nature.
Address the following questions in your reflection:
What can be gained through analyzing film?
How has this changed the way you view movies?
How are you able to use film theory and criticism to find and interpret meaning in movies?
In what ways has this course changed your understanding of how movies are related to society?
What skills have you developed during this course, and how might those skills be applied to your major, profession, and/or life?
The Final Film Critique
Must be one document that is 1800 to 2400 words in length, comprised of a 1500- to 1800-word film analysis and a 300- to 600-word reflection.
Must include a separate title and reference page, and be formatted according to APA style as outlined in Ashford Writing Center (Links to an external site.)Links to an external site..
Must include a title page with the following:
Title of paper
Course name and number
Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least three scholarly sources (reviews, articles, or book chapters) other than the textbook to support your points. Refer to the ENG225 Research Guide for guidance.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center
Isaac Newton by James Gleick Assessment Isaac Newton was the most well known researcher of his age and a standout amongst the most conspicuous physicists ever. He achieved astounding accomplishments; he "pushed open an entryway that prompted another universe" (8). A portion of his real accomplishments incorporate the utilization of the law of gravity to the movement of planets, the way of comets, and the impact of the moon on sea tides. Gleick's account endeavors to plainly depict for the peruser a mind-blowing aggregate – his triumphs, his weaknesses, his fixation on both science and the non-logical, and his great and in addition terrible blend of characteristics. Gleick effectively displays Newton's life about and also one could imagine it being introduced in 191 pages. One of Gleick's most noteworthy victories is his accentuation on Newton's actual qualities. Understudies are instructed that Newton was some adroit man who put stock in the welfare of mankind. Gleick, then again, depicts Newton as how he thought Newton really might have been: single, childish, and jumpy despite the fact that he was greatly splendid. The creator states, "Isaac Newton said he had seen more remote by remaining on the shoulders of goliaths, yet he didn't trust it. He was naturally introduced to a universe of haziness, indefinite quality, and enchantment; drove a peculiarly unadulterated and over the top life, lacking guardians, sweethearts, and companions; squabbled sharply with incredible men crossed his way; veered at any rate once to the edge of franticness… but then found more the of the fundamental center of human learning than anybody previously or after" (3). These clever depictions of Newton's perspective enlarge the peruser's point of view on his life. They make the peruser consider Newton past his logical musings. Gleick depicts Newton's logical and non-logical interests. He explicitly brings up that Newton did not find the aggregate of movement with the falling of the apple. It required a long investment with complex reasoning and advancements before Newton guessed attraction. Newton had invested energy finding out about different ideas like optics too. The creator additionally reveals insight into Newton's fixation on the mysterious speculative chemistry and also with his renouncement of Trinitarianism. Moreover, Gleick specifies Newton's support in Parliament and his control of the British mint. These activities enable the peruser to comprehend Newton's inspirations. Gleick additionally does not refine the dialect from some time ago to make it modernized. Rather, he exhibits citations in the first English from which they came. This turns out to be progressively critical when perusers achieve the segment on the Principia on the grounds that it would incredibly interface with their material science contemplates if they somehow happened to peruse the first type of Newton's laws and their suggestions. Gleick cites, "Supreme, genuine, and numerical time, all by itself, and of its own temperament… streams consistently" (125). Gleick depicts Newton's institutionalization of the term time. Through perusing the seventeenth century dialect, science understudies end up mindful of the significance of exact dialect in material science. Gleick's life story gives a total depiction of Newton from his eccentricities to his persistence. The peruser can promptly see the change that happened after Newton's redesign of science. Gleick tells the peruser, "What Newton learned remains the quintessence of what we know… We are Newtonians" (6). Through this book, we take in the beginning of Newton's musings which prompted such an insurgency in logical idea. True to life Analysis Newton's life was formed essentially by the world he lived in, and this shaped the science that was produced of his splendid personality. Newton was conceived in the Woolsthorpe cultivate in England. Newton's mom was bereaved when Newton was just three years of age. She wedded the well off Barnabas Smith, who did not need any children. Newton wound up being raised by his grandma. He grew up to be a bashful student; "he was little, forlorn, and relinquished" (11). Newton's isolation would later prompt his staggering hypotheses of the normal world. As a young man, Newton invested his energy finding out about the operations of sundials and the development of the night sky, taking note of perceptions that would later prompt his hypothesis of attractive energy. At the point when Newton's progression father passed on, his mom Hannah returned and sent the ten-year-old Newton to another school. In Newton's new school, he was instructed Latin and arithmetic by Henry Stokes. He lived with the pharmacist Clarke who facilitated his logical interest. These things alongside his own investigations of light were recorded in a note pad. Newton had taken in the underlying foundations of logical request at an early age: he was ordering and dissecting at an extremely youthful age. At the point when Newton was sixteen, his mom called him home to be a rancher, however he fizzled. Subsequently, Newton went to the renowned University of Cambridge in Trinity College where he would later end up popular. Amid his initial three years at Cambridge, Newton was trained the standard educational modules yet was interested with the further developed science. All his extra time was spent perusing from the cutting edge thinkers. Despite the fact that he was a best understudy, Newton was upbraided for religious carelessness in a strikingly Anglican establishment. Newton examined the Aristotelian perspective in which a power was important to keep an article in movement. He consumed himself in the Trinity College library and "discovered his approach to new thoughts and polemics: from the French rationalist René Descartes, and the Italian stargazer Galileo Galilei" (25). The two scholars challenged Aristotle unequivocally; Descartes proposed geometrical and mechanical theory, while Galileo guaranteed that all bodies are made of a similar stuff, which is overwhelming, and in this manner fall at a similar rate. In Newton's second year, he began another segment about philosophical inquiries he had. The first was if iotas exist. Was matter consistent and limitlessly detachable, or intermittent and discrete? Is space limited or interminable? What is the idea of movement and light? For what reason do objects fall? From issue to movement, to light, to the structure of universe, Newton had thoughts regarding everything. Newton presumed that constrain causes movement. He likewise involved himself with the ideas sound, memory, attraction, warm, and the tides. In 1664, Newton found out about Euclid's Elements, from Cambridge University's first teacher of science, Isaac Barrow. Shockingly, in 1665, the Great Plague that was assaulting Europe had come to Cambridge, constraining the college to close. Newton was sent home yet he still always had his consideration concentrated on science. Gleick expresses, "he processed fanatically… to think about interminable arrangement and after that figure out how to control them was to change the condition of science" (39). Newton detailed the Binomial hypothesis around the same time. It was a technique to extend an entirety to any power. Moreover, Newton started to find a technique to decide the incline of a digression line to a bend, which we call the "subordinate." Newton's worry with the majority of this would turn into the establishment for math and material science. He decided not to distribute, and chose to mind his own business. In 1666, Newton was attempting to make sense of how the alluring force between masses would reduce, and he discovered that it decreases with the square of the separation. He scrutinized the development of heavenly bodies, for example, the moon and earth asking why they continued in a roundabout way. He required exact phrasing with unequivocal units to encourage his speculations, however "Writing in English, he was compelled by the current dialect" (59). The uncertain dialect was not sufficiently adequate to depict movement. Newton additionally investigated optics and explore different avenues regarding crystals. At the point when the torment died down in 1667, Newton came back to Cambridge. Newton and Barrow assaulted the subject of cubic conditions. He endeavored to sort every one of the bends into various gatherings. Hand truck demonstrated to him a book by Nicholas Mercator called Logarithmotechnia. Mercator had a strategy for ascertaining logarithms from boundless arrangement and this disclosure stunned Newton. So Newton composed a paper called "On Analysis by Infinite Series" and offered it to Barrow to present this on another Royal Society partner. Despite the fact that he needed obscurity, his name was uncovered. "It was the primary transmission of Newton's name south of Cambridge" (68). Despite the fact that Newton favored isolation, individuals started to perceive his numerical ability. At the point when Barrow resigned, Newton took the situation of the Lucasian Professor at the age of twenty-seven. Newton addressed his understudies on the science of light refraction "with none of the sentiment or similitude that typically ornamented the logic of light" (71). The development of telescopes had impelled serious enthusiasm for the properties of light. He at that point understood that the normal refracting telescopes were sub-par compared to reflecting telescopes on the grounds that the seven shades of light made glare, so he invested a great deal of his energy building a ground-breaking reflecting telescope, which Barrow provided for the Royal Society following two years. Before long, Secretary Oldenburg asked Newton to give the Royal Society a chance to distribute his discoveries on the reflecting telescope. He made Newton figure nonnatives may take his thoughts, so Newton turned into an individual from the Royal Society. Newton kept in touch with Oldenburg that inside three years, he would make an extraordinary philosophical disclosure, and after that he would formally join. His center was optics right now. He kept in touch with Oldenburg that white light was made out of seven hues as confirm by the crystal tests. At this point, Newton's contention with Robert Hooke became solid as Hooke proposed a wave hypothesis of light, though Newton advanced a corpuscular hypothesis. Hooke, as well as Huygens, "the incomparable Dutch mathematician and cosmologist, additionally supported the wave hypothesis of light" (88). Newton wound up disappointed on the grounds that he endeavored to demonstrate that t>GET ANSWER