The Perfume Movie Analysis Essay
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
800-1000 words short essay movie analysis Perfume: the story of a murderer. Make sure you read the guidelines carefully and watch the movie before you write it.
Short Essay: Instructions and Guidelines
Important!!!!!! have to read this carefully!!!
Your short essay should consist of 800-1000 words and must include and refer to three secondary sources, only one of which can be from Wikipedia. Our assigned readings and viewings will not count as secondary sources.
Start your online research by accessing the UVic Library.
You may write on any aspect of one of the films we’ve discussed in this class. Please do not try to write about the whole film, but focus on one aspect/detail you want to analyze. The short essay responses will be marked for grammar, clarity of writing, and organization, in addition to content, analysis, and originality.
Short essays will be graded according to the UVic Grading Scale.
Structuring your essay:
-Your essay should include: a) introduction paragraph; b) three to four body paragraphs; c) conclusion paragraph; d) “Works Cited” section.
-In your introduction, include a thesis statement explaining not only what you are going to argue in your essay, but why what you are going to argue is significant. Make sure your thesis is specific.
-Your body paragraphs should support the thesis statement in your introduction. Do not just summarize plot points – analyze the film, using specific examples from the film to support your ideas. Include in-text citations.
-Your conclusion should reiterate your thesis and summarize how each of your points supported your overall argument.
-Always include a “Works Cited” list at the end of your essay (see example below).
GUIDELINES FOR WRITING FILM CRITICISM
Let’s start with the difference between a review and criticism. A reviewer writes for those who haven’t seen the film, as a kind of consumer guide, and is usually concerned with value judgements (is the film under consideration worth the price of admission?). The critic writes for those who have seen the film, as part of a critical dialogue, and is concerned with articulating the film’s thematic concerns (what meanings arise from the narrative concerns and the formal devices of the film?). Because you will be writing criticism and not reviews, your essays should not summarize the plot. When writing film criticism, assume the reader has seen the film. Criticism means developing an argument and supporting it with evidence from the film, not delivering opinion. Here’s an example:
You’ve probably had a conversation like this:
Heh, have you seen PSYCHO?
Yeah, I hated it.
Oh…I loved it.
Oh.
On a scale from 1 – 10 (5 passes) either of these “reviews” (love/hate) would rank as -1 (and that would be generous). It is sheer opinion without any substantiation at all. Opinion must be substantiated. Let’s take the “loved it” response and see how it could be improved:
I loved the suspense.
This gets a 1 since some specificity has been added. But that’s all.
I loved the way Hitchcock got me so involved. I was really frighteneda lot. He certainly is a master of suspense. His use of staircases andbathrooms was really scary.This is still weak and would get a 2 or 3. It’s very subjective and chatty. It lacks a clear thesis. Words like “really,””certainly,” and “scary” are too vague. The paragraph has little coherence. Much more precision is needed.I loved the way the film creates suspense and involvement effectively. Hitchcock does not just scare us or show us horrible things. Heinvolves us with his characters and shows how there is somethingsinister in all of us, even as viewers.
This is better. It might get a 4. Notice that by now whether you loved PSYCHO or not has little impact on the argument. The paragraph is more than a simple statement of likes and dislikes. The first sentence could begin, “PSYCHO creates suspense and involvement effectively” and not lose any of its force. Opinion, as such, has become secondary to a thesis. This is the beginning of a critical/analytical perspective. (What’s lacking is further clarification of the thesis, substantiation with examples from the film to support the argument, and stronger organization of the composition.) The last sentence, for example, introduces the viewer but doesn’t make it at all clear how the viewer might be “sinister.”
PSYCHO builds suspense by making us identify with characters strongly.We care about their fate and when they find themselves threatened, we want them to overcome dangersuccessfully. Hitchcock builds this identification carefully through point-of-view editing, acting, and dialogue. With these formal means, he not only makes us care aboutpeople, he also makes us want dangerous, frightening things to happento them so that wehave something to care about. In this way Hitchcockquestions our own morality. This point is made particularly vividbyour shift in identification from Marion to Norman. We want Norman toprotect his mother, and himself even though we realize he is covering up a crime. But we also want to see him faced with difficulties (likethe car that may not sink, or Arbogast’s curiosity). These are desires we would feel guilty about in real life but the structure ofHitchcock’s film encourages us to have them. We now need to examine in greater detailhow Hitchcock gets us to shift ouridentification from Marion to Normanand to recognize our own darker impulses.
This is better, though somewhat dense; it might earn a 6. The lead sentence introduces the theme clearly. The rest of the paragraph elaborates the point. The paragraph also reworks ideas in the earlier example and expresses them more effectively.
What remains to be seen is how well the argument can be substantiated by concrete references and specific examples involving formal devices such as editing, acting, and dialogue (without summarizing). This will develop a theme, at the expense of a general, overall impression of the film’s worth (reviewing). Opinion is present (the critique implies that the film succeeds in an important task through formally appropriate means), but opinion only prompts or motivates the criticism, it does not begin and end it. A provocative, clear theme developed in relation to specific, cinematic qualities — lighting, acting, camera angle or movement, editing, the juxtaposition of images and sound, the role of dialogue, or pace etc. — allows an interpretation of the film to emerge that acknowledges both the actual texture of the film and your experience of it. (originally distributed by Film Studies, Queen’s University)
A plot summary of who did what, when and where or a description of shots and angles (however eloquent) are NOT adequate work for this course.
Your essays should advance an argument about what the sequence or film under consideration is saying thematically — this argument (your thesis) must be clearly stated in the introduction. Consider what meanings (thematic implications) are constructed by the use of certain cinematic features (such as lighting, editing, sound, dialogue, characterization, narrative structure, setting). The theme may be thought of as what the film is “saying” about what it depicts — remember, no film is neutral. One word is not a theme. For example, to say that EASY RIDER is about freedom is not enough. To say, however, that EASY RIDER is about the impossibility of finding freedom gets at the thematic concerns. It is also not enough to say that some device progresses the plot — remember, you need to advance an argument about the meanings created. Suspense itself is not a theme. It is a device that can carry thematic significance, but you must state how suspense is used and to what thematic end. Your argument is constructed by seeing and analyzing relationships among the parts. For example, consider contrasts (what oppositions does the film set up?), and similarities (pay attention to recurring features — “running motifs”). It is also important to account for the juxtapositioning of shots — a shot may be read in relation to what comes after or before. Cause and effect relationships are also important (if the film depicts a disaster, who and/or what does it blame?). You should also pay attention to changes in narrative progression and/or the characters.
You don’t have to talk about everything in the sequence/film, but you do need to support your argument about the thematic concerns with sufficient evidence. Concrete examples are a central feature of an analysis since they provide the justification for your argument. An analysis should not only provide evidence, it should also demonstrate how that evidence supports the argument/thesis being advanced. While you need to invoke aspects of the film for your examples, avoid excessive description. For example, if you are arguing that a character is constructed in a certain way, only cite the evidence that supports your analysis — avoid details that don’t add anything to your argument — if a character’s clothing is not important for your analysis, don’t bother describing it. If you’re not making a thematic point about your observations you’re likely being overly descriptive.
A weak paper is simply descriptive with no attempt to pull out the possible implications of what the writer observes. In order to transform the descriptive into the analytical, ask yourself “So what?””What are the thematic implications of what I’ve observed?”. It is not enough, for example, to say something is contrasted with something else — consider what is being said about the contrast. The point is not to write something with which you think the reader will agree, but to convince him or her that your thesis is solid because you can justify your assertions with examples. You must end your essays with a conclusion that re-states and ties up your argument.
Don’t organize your papers according to the narrative progression — i.e. starting with the first scene and ending with the last. Organize according to thematic concerns. Aim for an organization that logically develops/builds your argument. There should be a smooth flow from one idea to the next. It is usually a good idea to begin a paragraph with the point you are making (the thematic implication), and then supply the evidence that supports your analysis. The introduction should include not only your thesis statement, but also an indication of how you will develop your argument — think of it as an orientation or guide for your reader. By the end of your first (or second) paragraph the reader should know what you are going to argue and how you will go about doing it.
There is no one right interpretation, there are, however, better interpretations than others. Make sure the film supports your reading of it. If, for example, there is evidence that contradicts your interpretation, you must account for it.
Bibliography
You must cite your secondary sources in a bibliography. If you use someone’s idea (whether it is a direct quotation or not) you must give credit. Use parenthetical references, i.e. (Rentschler 234) not footnotes or endnotes. Footnotes should only be used for information that exceeds bibliographical references.
A film entry usually begins with the title, in italics, and includes the director and the year. You may include other data that seem pertinent – such as the names of the writer, performers, and producer – between the title and the distributor.
Nosferatu: A Symphony of Horror. Dir. F.W. Murnau. 1922.
Nosferatu: A Symphony of Horror. Dir. F.W. Murnau. Perf. Max Schreck, Gustav von Wangenheim, Greta Schröder. 1922.If you are citing the contribution of a particular individual, begin with that person’s name.
Schreck, Max, perf. Nosferatu: A Symphony of Horror. Dir. F.W. Murnau, 1922.Please note: Only list works cited, ie only articles or other references which you quoted, paraphrased or otherwise directly referred to in your essay.
Type and double space. Length is calculated according to the number of words (250) on a standard typed page. Don’t increase or decrease the font size to meet the page requirement.
Use the present tense. Whatever happens in the film happens every time it is run.
Choose your words carefully. Avoid superlatives (“fascinating,””genius”) and vague terms (“interesting”). Be specific. Aim for a clear style — try reading your work out loud — if it doesn’t make sense to the ear, it won’t make sense to the eye. This is also a good way to eliminate convoluted sentences — any sentence that causes you to gasp for breath is too long.
Number your pages and proof read.
(based on History in Art 295 outline)
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. The 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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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