Week 3 Assignment: Art Creation & Reflection – Sculpture, Painting, or Drawing

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Due Friday by 11:59pm

  • Textbook: Chapter 1, 2, 3, 4, 5, 6
  • Minimum of 1 scholarly source (in addition to the textbook)

Instructions
This week you will use your readings from the past two weeks as a point of departure to create your own artistic production and a reflection paper.

Part 1: Art Creation
Select one of the visual art pieces from Chapters 1-6 or the lessons from Weeks 1-3 to use as a point of inspiration. Create a painting, sculpture, drawing, or work of architecture inspired by your selected art piece.

Part 2: Reflection
Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:

  • Introduction
  • Inspiration Piece
    • Include image.
    • Record the title, artist, year, and place of origin.
    • Briefly explain the background of the inspiration piece.
  • Your Art Piece
    • Include image.
    • Provide a title.
    • Explain the background of your piece.
  • Connection
    • Explain the thematic connection between the two pieces.
    • How are they similar and different?
    • Are they the same medium? How does the medium impact what the viewer experiences?
    • How do the formal elements of design compare to one another?

Original Artwork Requirements

  • Methods: paint, watercolor, pencil, crayon, marker, collage, clay, metal, or wood (Check with your instructor about other methods you have in mind.)
  • No computer-generated pieces

Writing Requirements (APA format)

  • Length: 1.5-2 pages (not including title page, references page, or image of artwork)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 1 scholarly source- in addition to the textbook)

Applied Management Statistics

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 APPLIED MANAGEMENT STATISTICS

Task Instructions

  • The task should be done individually.
  • The task should be submitted in pdf format and the excel outputs should be in the Appendix.
  • All the figures and tables in the reports should be organized in Excel and should have a proper title and a number.
  • You should choose the appropriate statistical method to answer each task problem.
  • The interpretations of each analysis, table and figure should be written detailly.
    The data set is a survey of restaurants in Wisconsin, Canada and includes 13 variables defined as follows:

Variable

Outlook Sales Newcap Value Costgood Wages Advert Type Owner Full

Part Size

Label

Business Outlook
Gross Sales (1000 pounds)
New capital invested (1000 pounds)
Estimated market value of business (1000 pounds) Cost of goods sold as % of sales
Wages as % of sales
Advertising as % of sales
Type of Outlet
Type of ownership
Number of full-time employees
Number of part-time employees
Size of establishment in FTE equivalent

Task Brief:

Your directors would also like to know how the gross sales affect the market value of food outlet they might open.

  1. 1)  Draw the scatter plot between market value and gross sales. Add the “type of outlet” variable as an indicator to the scatter plot. Interpret the graph.
  2. 2)  Find the regression equation between the market value and gross sales for each type of outlet. Write the equation, interpret coefficients, goodness of fit and the significance of the model (Use the Data Analysis Toolbox in Excel).

Formalities:

  • Wordcount: Between 1000-1500 words
  • Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
  • Font: Arial 12,5 pts.
  • Text alignment: Justified.
  • The in-text References and the Bibliography have to be in Harvard’s citation style.

3 discussions and 3 case studies

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Discussion 5.1 ( Executive leadership)

How has the COVID-19 pandemic changed and affected the way day-to-day business operations are conducted? What are some of the lesson’s learned and experienced gained during the pandemic that enhance future business and company operations? Cite your reference for opinionated support. 

Discussion 5.2 (Computer Forensic)

Some virtual machines can be loaded on a USB drive. Research which type 2 hypervisors fit on a USB drive of less than 16 GB. Which OS and forensics tools could you load on this drive?

Discussion 5.3 ( Computer Forensic)

Your company wants to send a working VM to customers with a sample of its new software, but you’re concerned about the security of the software and data. What precautions can you take?

Case Study 5.1 ( Computer Forensics)

As part of the duties of a digital forensics examiner, creating an investigation plan is a standard practice. Write a 3 to 4 (not including title or reference page) page paper that describes how you would organize an investigation for a potential fraud case. In addition, list methods you plan to use to validate the data collected from drives and files such as Word and Excel, with hashes. Specify the hash algorithm you plan to use, such as MD5 or SHA1. Make sure you follow the grading rubric and write your paper in APA format.

Writing Requirements

  • 3–4 pages in length  (excluding cover page, abstract, and reference list)
  • Include at least two peer reviewed sources that are properly cited
  • APA format, Use the APA template located in the Student Resource Center to complete the assignment.
  • Please use the Case Study Guide as a reference point for writing your case study.

Case Study 5.2 ( Executive Leadership)

Due: Sunday, End of Module by 11:55 p.m. EST

Address the four questions associated with the chapter seven Opening Case Application: Mark Zuckerberg – Facebook Founder and CEO on page 231 in a three to five page paper (excluding title, abstract, and reference pages). Completely review the company website noted in the case. Include at least three peer reviewed sources found in the Potomac Library properly cited and referenced. Assignment must be in 7th edition APA compliance. 

Please use this strategy when you analyze a case:

  1. Identify and write the main issues found discussed in the case (who, what, how, where and when (the critical facts in a case).
  2. List all indicators (including stated “problems”) that something is not as expected or as desired.
  3. Briefly analyze the issue with theories found in your textbook or other academic materials. Decide which ideas, models, and theories seem useful. Apply these conceptual tools to the situation. As new information is revealed, cycle back to sub steps a and b.
  4. Identify the areas that need improvement (use theories from your textbook)
    • Specify and prioritize the criteria used to choose action alternatives.
    • Discover or invent feasible action alternatives.
    • Examine the probable consequences of action alternatives.
    • Select a course of action.
    • Design and implementation plan/schedule.
    • Create a plan for assessing the action to be implemented.
  5. Conclusion (every paper should end with a strong conclusion or summary)

Case Study 4.1 ( Computer Forensics)

Apple vs. FBI Case Study

Was Apple wrong for not complying with the FBI’s request? If so, why?  If not, why not?

What ethical issues are involved in this case?

Who are the stakeholders in this situation?

Apple’s values are listed on the bottom of its home page at apple.com. Is the company’s decision consistent with its values?  Is that important?

Complete individual paper and presentation on the FBI vs. Apple Case Study

Reference:
Apple vs. FBI Case Study (2016).  https://www.scu.edu/ethics/focus-areas/business-ethics/resources/apple-vs-fbi-case-study/ ;

Writing Requirements: 

  • 5-6 page paper in APA format, for citations and references
  • Use the APA template located in the Student Resource Center to complete the assignment.
  • Use smarthinking.com tutoring service to improve your paper

Assignment: School Counseling Scenario: Using Feminist and Social Justice Theories

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For this Assignment, read and select one of the following scenarios:

Scenario 1:

Lena is a 15-year-old student of Arabic descent who has come in to see you as a required component of her incoming freshman orientation. She is prepared to discuss her academic goals and her post-high school aspirations. She tends to talk more about what others expect of her, as compared to what she desires for herself. In talking with her more, she expresses that she would like to pursue a teaching degree in early childhood education, but her parents expect her to pursue another career path that is more consistent with others in her family. Her teachers characterize her as a “pleaser” who goes out of her way to seek others’ approval and who rarely asserts herself. When asked, she reports that she has never shared her personal dreams with her family for fear that it would displease them. She admits that she sometimes feels conflicted between what others want for her and what she wants for herself.

Scenario 2:

The high school boys’ basketball coach stops in your office to discuss concerns about Joe, a junior in high school and a starting athlete on the team. He discusses his awareness around Joe’s slipping grades and indicates concern that he will have to sit out the upcoming game unless he can pull up his chemistry grade. Joe identifies as biracial and comes from a single-parent home. He indicates that finding time to study is difficult while balancing basketball with a part-time job he maintains on weekends to help out his family. He shares that he “hates chemistry,” “shouldn’t have to take such a hard class,” and is uncomfortable asking the teacher for help. He is worried that if he fails the next chemistry exam he will be kicked off the basketball team. He expresses anger and frustration, and he states that it “doesn’t seem fair.”

Review the learning resources. Think about how either a feminist, empowerment, or family theoretical approach can be applied to support the student in the scenario.

In a 2- to 3-page paper (APA), analyze a scenario using a feminist, empowerment, or family theoretical approach. You may choose only one theory and you must justify your choice. Be sure to include the following:

  • The theory you chose and why. Be sure to discuss how you conceptualize/ explain the student’s issues using theoretical components.
  • The considerations that need to be taken into account from a developmental and/or cultural perspective.
  • The overall counseling goal with the student, from your chosen theoretical perspective.
  • The specific strategies and/or techniques you would use with the student based upon your chosen theoretical approach. You should note at least two interventions from the chosen theoretical perspective.
  • The strengths and limitations to using this approach with the student in a school setting.

Global Weather Patterns Activity

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Answer the following questions:

  1. What is El Niño?
  2. What is La Niña?
  3. How do El Niño and La Niña differ?

By modifying the Pacific jet streams, El Niño and La Niña can affect temperature and precipitation across the United States. The influence on the U.S. is strongest during the Northern Hemisphere winter. This map shows typical impacts of La Niña on U.S. winter weather. These impacts have been associated with La Niña events in the past, but not all of these impacts happen during every La Niña episode.

Answer the following question:

  1. Based on the wintertime La Niña weather map, what do you think Florida’s temperature and precipitation would be like during a winter El Niño event?

Global Impacts

El Niño and La Niña have their strongest impact on global climate during the Northern Hemisphere winter and early spring.

El Niño and La Niña are opposite patterns. El Niño warms, and La Niña cools large areas of the tropical Pacific, which influences where and how much it rains there. This disrupts the atmospheric circulation patterns, which affect the mid-latitude jet streams. By modifying the jet streams, ENSO can affect temperature and precipitation across the United States and in other parts of the world.

Answer the following question:

  1. Choose one region on the world map. How does the climate there differ during El Niño and La Niña?
    El Niño was responsible for the following events in 2015:
  • 16 tropical cyclones in the central Pacific hurricane basin
  • three category 4 hurricanes occurred at the same time
  • emergency water rationed in St. Lucia and San Juan
  • 65 percent of Antigua’s farmers went out of business
  • northern, central, and southeastern Ethiopian highlands received 50–90 percent of their normal rainfall

Answer the following question:

  1. Select one of the effects from the list. Explain how the El Niño event affected weather, food production, water supply, or human health. What is a possible solution to reduce the damaging effects?

Making Your Presentation

It’s time to use your technology skills to show what you have learned about El Niño and La Niña. Your presentation will be a slideshow that does the following:

  • explains El Niño and La Niña
  • compares and contrasts El Niño and La Niña
  • makes predictions about the effects of El Niño and La Niña on local climate
  • illustrates the effects of El Niño on real-world issues
  • provides a solution for the damaging effects of an El Niño and La Niña event

Procedure

Select a program of your choice (Microsoft PowerPoint, Prezi, Google Slides, etc.) to create a slideshow presentation. Add images that will help illustrate your answers. Be sure to cite the sources of the images. Follow the template below to create your slideshow. Use proper spelling, grammar, and punctuation in your slideshow.

  1. Slide One: Introduction 
    • Describe El Niño and La Niña in your own words.
    • Add at least one image to add interest.
  2. Slide Two: Compare and Contrast 
    • Explain how El Niño and La Niña differ.
    • Add at least one image to clarify the differences.
  3. Slide Three: Data Analysis 
    • Explain how the climate in a specific region differs during El Niño and La Niña.
    • Add at least one image to clarify the climate differences.
  4. Slide Four: Effects 
    • Describe how an El Niño event affected weather, food production, water supply, or human health.
    • Use at least one image to illustrate the effect(s).
  5. Slide Five: Conclusion 
    • Provide a possible solution to reduce the damaging effects of an El Niño or La Niña event.
    • Use at least one image to clarify the solution.

POS220 short answer 2

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Please answer each of the questions below in short-answer format. Write your responses in complete sentences. Your answers to each question should include 2 – 3 paragraphs minimum and a minimum of 150 – 250 words. 

Be sure to carefully read each question to ensure that each component is answered with the appropriate depth and detail. Your answers should be free of spelling and grammar errors. When using reference material, you must properly cite your sources using in-text citations. You must also include a reference list. All documentation must be rendered in APA citation style (see announcements for details on APA). This includes citing your textbook or course lesson modules. 

Review the Short-Answer Grading Rubric and the Short-Answer Assignment Sample as you prepare to complete this assignment. 

Please include the question along with your response in the textbox. This is to ensure that you have addressed each question. 

Question

1  of 1

  1. Compare and contrast the roles of the Commission on Judicial Performance and Review and the Commission on Judicial Conduct. Explain the importance of both and reflect on the impact they have on Arizona residents. 
  2. Explain a plural executive. Identify one office of the plural executive and explain how that office impacts your daily life. Provide an example. 
  3. Identify the qualifications for an executive office and how they have expanded these qualifications throughout the years. Do you believe there should be additional qualifications for these offices, why or why not? 
  4. Describe the role of the AZ Corporate Commission. Explain why they were established and how the commission works. Discuss the impact this commission has on Arizona residents by providing an example. 
  5. Identify the leadership structures within the legislature and explain the significance of the roles/responsibilities of the presiding officers. How does their role impact Arizona residents? 

Principles of Management – 4 paragraphs

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View the “Decisions, Decisions” video case and then post a new thread to this discussion board that addresses the following:

  • The video suggests that the rational brain is less effective in making decisions than the emotional brain because the rational brain can process far less information.  Do you agree?  Why or why not?
  • The director of the Harvard Decision Science Lab states that it is impossible to make completely rational decisions.  Think back to your decision to enroll in college.  How much of a role did emotion play in your decision to enroll in college?  How much of a role did emotion play in your selectionof a college?
  • The video discusses a study that found that shoppers with fewer choices are much more likely to purchase a product than shoppers who are presented with many choices.  Would you agree?  Why or why not?  Have you been in a situation in which you have been presented with too many choices so that decision-making became more difficult?  Explain. 

Your initial posting is due by midnight Thursday of this module.  This posting, consisting of a minimum of 4 full paragraphs, must include chapter ideas and concepts to support your answers.  Please make certain to cite any outside sources used. 

Please note: You must create a new thread to this discussion board before you can view any of your classmates’ postings. 

After reading all of your classmates’ postings, please respond to at least one (1) classmate with a substantive post.  To be considered substantive, responses should add significantly to the discussion by building on others’ comments, suggesting alternatives, pointing out problems and even disagreeing (constructively and respectfully).  Responses such as “I agree” or “I feel the same way” are not acceptable.  Make sure you substantiate any comments you make with good reasons, based on professional experience or solid research if applicable (including citations).  Responses to classmates need to be made no later than midnight Sunday of this module. 

WEP LINK ( http://www.mhhe.com/business/Jones5e/videos/Decisions_Decisions.html )

Psychology Homework

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Question 01

 

Was your adolescence a period of storm and stress or was it relatively peaceful? Why do you suppose some teenagers move through adolescence with relative ease, whereas others find it a difficult period?What made adolescence easy or difficult for you?

Question 02

 

The more years of higher education and life experience a person has, the deeper and more dialectical that person’s reasoning becomes. Give a specific example of how your thinking about an issue today is deeper than it was when you were younger, or before you started college.

Question 03

 

Many people have inaccurate perceptions of cognitive development in middle adulthood.

Create a pamphlet on cognitive changes in middle adulthood that could be displayed in a doctor’s office. Using research in the text as a guide, outline the information you would include in your pamphlet. For instance, what cognitive changes often accompany middle adulthood? How is information processing and problem-solving affected? How can middle-aged adults maintain good cognitive health? What positive cognitive changes occur in middle adulthood?

Question 04

 

Please watch this brief video on the growing “sandwich generation” in American families.

TID101 – Sandwich Generation (Links to an external site.)Links to an external site.TID101 - Sandwich Generation

Couples are starting their families later, so children are often still living at home when the couples are in their 50s. More children return to live at their parent’s house after finishing college. At the same time, grandparents are living longer, with greater physical needs, so they are also moving in with their middle adult-aged children. Often the task of caring for everyone falls on the shoulders of the middle-aged woman in the household.

Briefly discuss three ways in which a middle-aged woman’s social and emotional development may be uniquely stressed in this situation, and offer some suggestions on how she can avoid feeling over-burdened.

Question 5

 An elderly relative has just been widowed. List three things that might indicate that this person is at risk for having a difficult time. In a sentence or two, describe the best approach for discussing this relative’s loss.

LDRS 410 I2 Topic2

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Topics Day 2

This unit is divided into 2 topics:

  1. Speaking with Conviction
  2. Becoming a good communicator

Learning Outcomes Week 2

When you have completed this unit, you should be able to:

  • Reflect on how to speak with conviction
  • Learn how to motivate through Listening
  • Commit to becoming a good communicator

Reading Checklist:

1)       Read Speaking as a Leader, Humphries (2012) Chapters 5 – 7

2)       https://vimeo.com/171584745  Leader Script – Judith Humphrey.   

Video Clips to watch:

Steve Jobs Stanford Speech:

https://www.inc.com/minda-zetlin/5-profound-life-lessons-from-steve-jobs-iconic-stanford-commencement-speech.html

Topic 1: Speaking with Conviction

Relying on theatrics is not the goal of an Authentic Leader. When I first became a Realtor, I was told to wear bright red lipstick because it helps keep the attention of others. This is not true! Only effective communication is what keeps others engaged. Humphries (2012) said it correctly, “The job of a leader is to inspire people and to energize them into action” (p. 42). Passion is the first key to speaking with conviction (Humphries, 2012). Passion will make believers out of your listeners (Humphries, 2012).

Leigh Brown, an author, trainer coach, and Realtor, is one of my favorite speakers. Why? Because she delivers her ideas, language, and arguments, with passion. Her authenticity inspires me, and to be frank, everyone around her! Moreover, authenticity promotes credibility. Leigh is never afraid to speak about difficult topics. It often takes considerable courage to speak with conviction and Leigh does this gracefully. I admire her frankness and honesty in her presentations. Humphries (2012) exhorts us to “Speak with conviction, and you are well on your way to becoming a strong, credible leader” (p. 48).

Looking at another great speaker from the past:

In the book of Exodus, we learn that Moses described himself as “slow to speak and slow of tongue.  He was concerned that when he appeared before Pharaoh he wouldn’t be able to make his case effectively.

Yes, Moses had a speech impediment but he didn’t let that stop him.  Through practicing the craft of speaking and leaning on his brother Aaron as a coach, Moses was able to succeed in the arena of persuasion with Pharoah. 

Exodus 4:10 says: “But Moses pleaded with the Lord, “O Lord, I’m not very good with words. I never have been, and I’m not now, even though you have spoken to me. I get tongue-tied, and my words get tangled.” (New English Version)

How many times have you tried to speak only to feel tongue-tied?  It happens to all of us!

In this course, you will be asked to record your speeches via video.  It will be nerve-wracking for some, but don’t fret this is good practice for real-life speaking adventures. 

Learning Activity 2:1

If you can, for fun in your spare time, watch the movie The Ten Commandments starring Charlton Heston. Watch how he persuaded Pharoah (the King) to let the people go. The movie was made in 1956 and is a classic!

Learning Activity 2:2 Looking at a great speaker from recent days:

Steve Jobs, Apple and Pixar’s creator, in his Stanford speech, tells students to “Follow your heart and trust that it knows where it is going” (Steve Jobs).

Are you following your heart for your future?  Where do you see yourself 5 years from now?  Where will you be living?  Will you be married with a family? What job will you be doing?  These are great questions to reflect on.

You are now invited to view Steve Jobs’s famous Stanford speech and then on the Forum write a short paragraph to let us know what inspired you during his speech. Was he engaging?  Did he make you think? Was he funny? Did he inspire the students? How?

Here is the link:

https://www.inc.com/minda-zetlin/5-profound-life-lessons-from-steve-jobs-iconic-stanford-commencement-speech.html

Remember to reply to at least two of your class friends Forum Posts. Due Saturday, May 10, 2021

Note: If you are unable to retrieve the Steve Jobs video you may choose another famous speech from someone in history.  Then on the Forum write a short paragraph to let us know what inspired you during his speech. Was he engaging and how?  Did he make you think and how? Was he funny, give examples? Did he inspire the students and how?

(Remember to include a link to this person’s speech).

Topic 2: Becoming a Great Communicator.

We have learned that the most effective leaders communicate with conviction (Humphries, 2012, p. 41). This is done by believing in what you are saying in your message (Humphries, 2012). Conviction must come from the core of oneself. Showing conviction means a leader must have passion, authenticity, courage, and honesty (Humphries, 2012). Passion helps the audience identify with what you are saying and makes believers out of them.

In the Real Estate business, it is important to let clients know how I feel about certain issues. I am then able to ethically persuade them to my mindset. Authenticity allows me to show how credibility. I often open up to buyers and be vulnerable to them. One example of this is: When taking a buyer out to properties, I explain that even with my GPS, I will almost always turn in a different direction from what the GPS is telling me. Being my authentic self seems to put my buyers at ease.

Delivering a tough message to a client is not an easy task. It takes great communication skills.  A young couple, who had missed a few payments of their mortgage, called for advice on what they could do. The realization that the bank may foreclose on them was a shock. To avoid foreclosure, I advised that they would need to get their property on the market immediately. A message like that is always tough delivering.  However, an authentic leader helps the audience to identify with what you are saying and makes believers out of them.

Learning Activities Activity 2.3: “Speaking as a Leader”

Focusing on Chapter 6 of Speaking as a Leader answer the following homework questions (there are 8 questions with short answers, #1 is done for your as an example).

Use the Homework DropBox provided.

1.  What does listening do for leaders? 

Example of short Answer: Humphreys stated, “Listening gives leaders access to powerful ideas” (p.49).

Now Answer these questions:

  1. What are the challenges of listening?
  2. What are the 3 levels of active listening?
  3. What sort of commitment does it take to write a great speech?
  4. Why should you practice a speech?
  5. Who should you practice your speech to?
  6. How does commitment lead to success?

Watch the Introduction Video to Leaderscript:  https://vimeo.com/171584745 (Retrieved from Judith Humphrey Group)

8. From the short video: What does Humphreys say a “Message is” and why is it important? 

Homework this week is due by Saturday, May 10, 2021:

  1. Forum Homework – what inspired you on the Steve Jobs Speech.  Use DropBox.
  2. Homework Questions (8 questions and 8 short answers) Use DropBox.
  3. Field Report Assignment you should have picked the two names already and make sure your appointments are set up for the two interviews.
  4. Write a short Reflection Paper  Day 2 – remember this will be handed in later. (What was something new that you learned?  What was not clear (muddy)?

Resources:

Humphrey, J. (2012). Speaking as a leader how to lead every time you speak — from boardrooms to meeting rooms, from town halls to phone calls. Mississauga, Ontario: John Wiley & Sons Canada. 

https://vimeo.com/171584745

Jobs address video

Evaluation Essay

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Unit 3: Evaluation Essay

Rough Draft Due: Submit Unit 3 (Evaluation Essay) to the dropbox labeled “Unit 3 (Evaluation Essay) Rough Draft” by Wednesday, April 14th at 9:35 a.m. (Central Time) (This essay must be completed according to the assignment guidelines outlined in the assignment sheet for the author to receive credit for completing the assignment and to be eligible to participate in the peer review session)

Final Draft Due: Unit 3 (Evaluation Essay) due in dropbox marked “Unit 3 (Evaluation Essay) Final Draft” by 11:59 p.m. (Central Time) on Wednesday, April 21st; no late Evaluation Essays will be accepted.

Purpose: In an evaluation essay, your goal is to evaluate the effectiveness of something by developing criteria, or standards to judge the thing, ranking those criteria in order to focus on the most important criteria, and then applying the criteria to evaluate how effectively the thing meets the criteria.

Think, for instance, of an album. If you were evaluating an album, then you would have to create criteria to evaluate the album. So, two of your criteria might be the number of awards that the album won and how many times the singer said the word “the.” If you were evaluating whether or not this was a great album, then you would have to rank the criteria by which criteria were the most important in determining if the album was great or not. In this case, the number of awards the album won would probably be more important in determining its greatness, so you would probably focus on that criterion rather than the amount of times the singer used the word “the.”

Tasks (How to write this essay):

  • Write a minimum of 6-7 pages (Must be a minimum of halfway down on the last page for it to count as a page). The essay must also include a correctly-formatted works cited page that does not count toward the 6-7 page minimum page count.
  • Write for an academic audience (no contractions, first- or second-person perspective, slang, or clichés).
  • The writer should start by choosing a genre of films. For instance, the writer could choose comedy, action, drama, science fiction, etc. Please use good sense in choosing your genre, so no “adult movies” or anything that could be considered inappropriate by another person who is reviewing your paper.
  • The writer should then choose three films from that genre. The three films are completely up to you. Just make sure that all of the films belong to the same genre.
  • The writer should then come up with a list of aesthetic and process criteria to evaluate these films. Explanations of what aesthetic and process criteria are can be found in Chapter 10 of your textbook. Then, the writer will rank these criteria from most important to least important in determining what constitutes a great film in the genre you have chosen. Please note that you will not use all of these criteria, so this part of the process, where you eliminate some criteria in favor of focusing on the most important criteria, is a very important step that you will not even explicitly mention in your paper. This is work that you must do before you even start writing the paper.
  • The essay’s argument (thesis) should focus on arguing that one film is a better representative of the genre you have chosen than the other two films and providing a minimum of 4-6 aesthetic and process criteria that should be used to evaluate films in this genre. You must have at least one aesthetic criterion and one process criterion.
  • Each body paragraph should utilize a topic sentence that argues that the film that is a more successful representative of this genre better addresses one specific criterion than the other two films. Please note that the paper is arranged according to criteria and not according to the films.
  • The author should then use at least one example from each of the three films in each body paragraph in order to support the argument in each topic sentence.
  • Citation: The writer should provide correctly-formatted signal phrases/attributive tags for all summaries, paraphrases, and quotations that reference material from sources, and correctly-formatted in-text citations must be provided for all paraphrases and quotations. Furthermore, the author should provide full introductions to sources the first time they are mentioned in the paper (author’s full name, the full title of the source, and a one-sentence summary of the main idea of the source), and a works cited page must document all sources and be formatted according to MLA guidelines.
  • Format: The essay should be formatted according to MLA guidelines, which are accessible in your textbook or through the Purdue Online Writing Lab.
  • Grammar and mechanics: Has ability to write using edited American English. Proofread and edit for issues that include, but are not limited to, those regarding spelling and word usage. Subject-verb agreement, pronoun-antecedent agreement, run-on sentences, sentence fragments, fused sentences, absence or misuse of apostrophes, and absence or misuse of commas exemplify other problematic issues.

Skills (Learning Outcomes Achieved): Demonstrate understanding of and ability to read and respond to

the demands of the rhetorical situation (author, audience, and

subject) in both oral and written communication.

Read critically and analyze various types of assigned readings on

the basis of structure, pattern, and meaning in order to produce

original papers that show development of topic through

organization (such as topic sentence, support of the central idea

through details, and rhetorical patterns).

Invent, write, revise, edit, and rewrite formal essays in response

to readings which develop appropriate rhetorical patterns (i.e.,

narration, example, process, comparison/contrast, classification,

cause/effect, definition, argumentation) and other special

function(s) (i.e., literary analysis or research) while

demonstrating writing skills from process to product.

Produce final papers that show growth in principles of good

writing, such as organization (e.g., introduction/body/conclusion

or outlining), development (clarifying transitions between

sentences and paragraphs), unity (connected ideas), and which

demonstrate an understanding of the substance of the topic.

Complete at least one writing assignment that demonstrates a

limited use of MLA documentation form and basic research

ability.

Participate in collaborative work with other students via small

group discussions and presentations, workshop-style classes

devoted to particular issues (such as paragraph structure or voice

and tone), and produce, accept, and use constructively feedback

from writing instructors, other students, and other university

writers/instructors to take control of your own writing.

Create mechanically sound papers relatively free of errors in

grammar and mechanics.

Criteria for success: Please consult with the rubric for this assignment.