UCI Cronkite In Vietnam & Consumerism in The US 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
UCI Cronkite In Vietnam & Consumerism in The US Essay
The answers for the three segments of the test must not exceed 4 pages maximum (1000
words) in 11-12 pt. Times New Roman with standard margins.
I.Connections:
Choose two of the following and using normal prose (and complete sentences) Define/Identify
each term or phrase, Explain the connections between each, and their broader significance in
terms of their era in television history.
- Newton Minnow, See It Now, Cronkite in Vietnam
- The domestic medium, cultural hegemony, the rise and fall of the ethnicom
- Liveness, George Burns, JFK’s assassination
- The Red Scare, Edward R. Murrow, Consumerism
- The Three C’s, Legitimation Crisis, Cronkite in Vietnam
- The Significance of the Scene:
Choose two of the following clips and concepts. Through textual analysis—a close reading,
focusing on specific elements of the short selected scene and how it exemplifies and/or relates to
the concepts with which it is prepared.
- Julia, “Paint Your Waggedorn” (17:00-19:14) Social Instruction, Racism/Race Relations
- I Love Lucy, “Lucy Does a Commercial” (8:40-11:40) the transitional woman &
Postwar femininity
- Beulah “The Waltz” (20:28 – 22:02) The Happy Mammy & the Post War Nuclear Family
- The Honeymooners “TV or Not TV” (5:50 – 8:15) The Embourgeoisement of the working
class & Containment
- Amos ‘n’ Andy (2:10 – 9:43) Norms, Stereotypes & Minstrelsy
III. Finding The Fake
For each of the triads below, select the statements that are the FALSEST and explain/justify
your choice.
Triad 1
- Liveness is no longer a part of television viewing since the advent of cable, DVRs and streaming
services.
- NAACP objected more to Beulah than to Amos ‘n’ Andy because the show’s representation of the
“Happy Mammy.”
- Lucy, Martha and Mary can arguably be seen as transitional women for the era in which their
shows were produced
Triad 2
- Television programs should be studied as creative endeavors, cultural artifacts, industrial and
commercial products, and as tools for political and social instruction.
- Reflecting on the impact of his “telegenetic” debut in the 1960 Presidential Debates, many TV
scholars believe that JFK was America’s first “televisual president.”
- In 1948, there were four major American television networks: ABC, NBC, CBS, and FOX, all of
which remain powerful and productive to this day.
Triad 3
- The three Cs help us understand the motivations of early broadcast television.
- The Feminine Mystique and shows such as The Donna Reed Show reflected how all women
regardless of race or class felt about domestic life.
- Broadcast news helped expose the dangers of McCarthyism, therefore aiding in thwarting the
development of the Red Scare.
Triad 4
- The Paramount Decrees refers to the period from 1948 to 1952 when the FCC refused licensing to
new television stations.
- Texaco Star Theater starring Milton Berle is a good example of “vaudeo,” or what might be
understood as a mixing of vaudeville traditions with video.
- Lipsitz’s term, the “embourgeoisement of the working class” refers to the false promise of social
mobility through consumption, often foregrounded in the ethnicoms and sitcoms of the 1950s.
Triad 5
- Post-war womanhood—as exemplified by Lucy and Martha—conceptually aligns with Friedan’s
concerns of feminine fulfillment.
- Sponsorship and Consumerism are less prevalent in television today, particularly on streaming
services.
- Conscious, decoding viewers have little impact in challenging hegemonic norms across
television.
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. They 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. |
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