EXTRA CREDIT writing prompts: FILMS

EXTRA CREDIT opportunities:      TWO

HERE’S THE DEAL:

Out of the four (4) choices available (documentary, docudrama, and two films), you may choose to view and annotate up to two (2). Each will be worth 50 pts. for a total of 100 pts. possible.

Upon your return from the Thanksgiving holiday, I will post an EXTRA CREDIT assignment blog on Blogger.com. There you will find a paragraph writing prompt for each film. If you only do one, you will post your response; if you do two, you will respond to both in a single document that you will upload in the comment section. NOTE: You will have until the stroke of midnight on

[Sunday, December 13^th] to complete the extra credit assignment/assignments.

FOUR FILMS:

1)            DOCUMENTARY: The Goebbels Experiment – (2005) – [available on Netflix]

                Writing Prompt:

In The Goebbels Experiment the audience is allowed to hear the diaries of Joseph Goebbels, the propaganda minister for the Third Reich, read aloud by actor Kenneth Branagh. After viewing the documentary, create a “character sketch” of Goebbels—who was he? Your character sketch should take the form of a single, topic-driven, and well-developed paragraph.

                                OR

2)            DOCUDRAMA: Conspiracy – (2001) – [available online at Amazon]

                Writing Prompt:

Conspiracy dramatizes the 1942 Wannsee Conference. The film delves into the psychology of Nazi officials involved in the "Final Solution of the Jewish Question" during World War II. In the film, the purpose of the conference is clear: how to facilitate the industrialized mass genocide of all Jews in Europe (a “Jew free Europe”). In a single, topic-driven, and well-developed paragraph, select and describe, in detail, at least three different reactions to the idea of the Final Solution presented in the film.

                                OR

3)            FILM: Schindler’s List (R) – (1993) – [available online at Amazon]

                Writing Prompt: FILM REVIEW:

In three short paragraphs, do the following: 1) In your opening remarks, offer a general impression of the film, 2) follow with a brief plot summary, plus a discussion of two (or three) of the film's significant features, and 3) conclude with your overall judgment of the film.
                    OR

4)            FILM: The Hiding Place (PG) – (1975) – [Youtube]

                Writing Prompt: FILM REVIEW:

In three short paragraphs, do the following: 1) In your opening remarks, offer a general impression of the film, 2) follow with a brief plot summary, plus a discussion of two (or three) of the film's significant features, and 3) conclude with your overall judgment of the film.

wk15 - DILLARD – considered opinion

DILLARD – considered opinion

See Week 15 course calendar.



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wk13 - IGofBeasts - Para/Quote - PART V

Writing Prompt:  One PARAPHRASE; One QUOTE:

1)                  Paraphrase a single, significant passage from Part V and explain to your reader why the passage is significant to the text as a whole—why it is significant to Larson’s research question.

2)                  Find a significant quote from Part V, and in a single, well-developed paragraph, FRAME THE QUOTE (“quotation sandwich”), and explain to your reader why the quote is significant to the text as a whole. 

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk13 - IGofBeasts - Sum/Para/Quote - PART IV

Writing Prompt: One SUMMARY; One PARAPHRASE; One QUOTE:

1)                  Using paragraphing and apt quotations, summarize Part IV.

2)                  Paraphrase a single, significant passage from Part IV and explain to your reader why the passage is significant to the text as a whole—why it is significant to Larson’s research question.

3)                  Find a significant quote from Part IV, and in a single, well-developed paragraph, FRAME THE QUOTE (“quotation sandwich”), and explain to your reader why the quote is significant to the text as a whole. 

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

Martha Dodd - CHARACTER SKETCH

See CANVAS announcement


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wk12 - IGofBeasts - Sum/Para/Quote - PART III

Writing Prompt:  One SUMMARY; One PARAPHRASE; One QUOTE:

1)                  Using paragraphing and apt quotations, summarize Part III.

2)                  Paraphrase a significant passage from Part III and in a brief paragraph explain to your reader why the passage is significant to the text as a whole.

3)                  Find a significant quote from Part III, and in a brief, well-developed paragraph, explain to your reader why the quote is significant to the text as a whole.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk12 - IGofBeasts - Sum/Para/Quote - PART II

Writing Prompt:  One SUMMARY; One PARAPHRASE; One QUOTE:

1)                  Using paragraphing and apt quotations, summarize Part II.

2)                  Paraphrase a significant passage from Part II and in a brief paragraph explain to your reader why the passage is significant to the text as a whole.

3)                  Find a significant quote from Part II, and in a brief, well-developed paragraph, explain to your reader why the quote is significant to the text as a whole.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk11 - IGofBeasts - Sum/Para/Quote - PART I

Writing Prompt:  One SUMMARY; One PARAPHRASE; One QUOTE:

1)                  Using paragraphing and apt quotations, summarize Part I.

2)                  Paraphrase a significant passage from Part I and in a brief paragraph explain to your reader why the passage is significant to the text as a whole.

3)                  Find a significant quote from Part I, and in a brief, well-developed paragraph, explain to your reader why the quote is significant to the text as a whole.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk10 - in-class paragraph - MATRIX - writing prompt

  “What the Internet Is Doing to Our Brains” – Youtube video

“Is Google Making Us Stupid? What the Internet Is Doing to Our Brains” – The Atlantic – July/August 2008 issue

 The Shallows: What the Internet Is Doing to Our Brains – Nicholas Carr

WRITING PROMPT: Revision:

Using the language of Nicholas Carr in The Shallows and your They Say / I Say writing strategies, create a topic-driven, well-developed in which you explain to your reader the significant difference between watching a four minute Youtube clip, reading a ten page magazine article, and reading a book that requires the “patience for long, drawn-out, nuanced arguments” (8).

just for fun: FREE YOUR MIND: link:

https://youtu.be/yFaflPipmTM



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wk10 - CARR – why it matters

In The Shallows, Carr consistently explains why it matters. That is one of the many reasons why he’s a good writer. Find two or three examples where Carr answers the question: “So what?” In a topic-driven paragraph, explain how Carr uses this rhetorical strategy to make his case that an uncritical use of our new technologies will produce dire consequences.


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wk10 - Exercise #1: Planting a Naysayer - PARAGRAPH

Writing Prompt:               They Say / I Say:               Exercise: #1 (pp. 90-91)

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wk9 - Dr. Daniel T. Willingham - CONNECTION

In a topic-driven, well-developed paragraph, explain the CONNECTION between Willingham’s research findings and the researched opinions we have read and summarized about the effect that certain types of new technology are having on our brains. In your paragraph response, use summary, paraphrase, and quotations—from several sources, including Willingham’s essay.

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wk8 - The World Is Too Much With Us - CONNECTION

The World Is Too Much With Us

BY WILLIAM WORDSWORTH

1807

The world is too much with us; late and soon,

Getting and spending, we lay waste our powers;—

Little we see in Nature that is ours;

We have given our hearts away, a sordid boon!

This Sea that bares her bosom to the moon;

The winds that will be howling at all hours,

And are upgathered

now like sleeping flowers;

For this, for everything, we are out of tune;

It moves us not. Great God! I’d rather be

A Pagan suckled in a creed outworn;

So might I, standing on this pleasant lea,

Have glimpses that would make me less forlorn;

Have sight of Proteus rising from the sea;

Or hear old Triton blow his wreathèd horn.

NOTE:

"The World Is Too Much with Us" is a sonnet by the English Romantic poet William Wordsworth. In it, Wordsworth criticizes the world of the First Industrial Revolution for being absorbed in materialism and distancing itself from nature.

“In-Class” Writing Prompt: Monday, October 12^th:

In a topic-driven, well-developed paragraph, make a connection between the “glass half empty” critics of the technology that has birthed social media and Wordsworth’s concerns about the human cost of the First Industrial Revolution. Be specific. Reference Carr and at least one other critic in your response.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk8 - PANOPTICON - CONNECTION

In a topic-driven, well-developed paragraph, explain the CONNECTION between Ulrich’s “Panopticon” drawing (with the accompanying Wikipedia entry) and the researched opinions we have read and summarized about technology. In your paragraph response, use summary, paraphrase, and quotations—from each source.

wk8 - THURBER - CONNECTION

In a topic-driven, well-developed paragraph, explain the CONNECTION between the theme of Thurber’s (1933) short fiction and Carr, Turkle, and Franzen’s expressed “fear” about technology. HINT: How might Thurber’s general cautionary tale be applied specifically to the dangers inherent to our technological future

Be specific. Use examples from the text in your response. In your paragraph response, use summary, paraphrase, and quotations.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk8 - TEN – quotation sandwich

From The Shallows, chapter “Ten: A Thing like Me,” create a “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.


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wk8 - TEN – summary

In a topic-driven, well-developed paragraph, SUMMARIZE Chapter “Ten: A Thing like Me.” Clearly identify Carr’s thesis and supporting arguments. Be specific. Use examples from the text in your response.

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wk7 - LIMA and CARR – TED Talk - connection

In a topic-driven, well-organized, and well-substantiated paragraph, make a connection between Lima’s TED Talk and Carr’s argument in “Three: Tools of the Mind” (pp. 39-49). In your paragraph response, use summary, paraphrase, and quotations—from each source.


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wk7 - FRANZEN - summary

In a topic-driven, well-developed paragraph, SUMMARIZE Franzen’s
“Liking Is for Cowards. Go for What Hurts.” Clearly identify the author’s thesis and supporting arguments. Be specific. Use examples from the text in your response. In your paragraph response, use summary, paraphrase, and quotations. 

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk7 - NINE – quotation sandwich

From The Shallows, chapter “Nine: Search, Memory,” create a “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.



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wk7 - NINE – summary

In a topic-driven, well-developed paragraph, SUMMARIZE Chapter
“Nine: Search, Memory.” Clearly identify Carr’s thesis and
supporting arguments. Be specific. Use examples from the text in
your response.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk6 - EIGHT – quotation sandwich

From The Shallows, chapter “Eight: The Church of Google,” create “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk6 - MCWHORTER – TED Talk - summary

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE McWhorter’s argument—his “they say”—in his TED Talk: “Txtng Is Killing Language. JK!!!”

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wk6 - SEVEN – quotation sandwich

From The Shallows, chapter “Seven: The Juggler’s Brain,” create a “quotation sandwich”: locate a pertinent quote, build a “frame” around it, and “blend” the author’s words with your own. While being fair and accurate, use the quote, but bend it to your purpose; use it for your “I say”—yes / no / okay, but.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.

wk6 - TSIS – Ch. 5 - summary

In a topic-driven, well-developed paragraph, SUMMARIZE Chapter                Five:  “And Yet.” Clearly identify the authors’ thesis and supporting arguments. Be specific. Use examples from the text in your response.

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wk5 - TURKLE – summary

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Sherry Turkle’s argument—her “they say”—in her TED Talk: “Connected, But Alone.”

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wk5 - SHALLOWS – summary – SIX

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Carr’s argument—his “they say”—in chapter “Six: The Very Image of a Book.”

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wk4 - SHALLOWS – summary - FIVE

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Carr’s argument—his “they say”—in chapter “Five: A Medium of the Most General Nature.”

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wk4 - SHALLOWS – in-class QUOTE – chs. 1+2

In-class writing Thursday, Sept. 3rd: One PERTINENT QUOTE from Carr's chapters one and two and an explanation for why the quote is significant either to Carr's argument or to you, as a reader.

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wk4 - SHALLOWS – summary - FOUR

Write:    In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Carr’s argument—his “they say”—in chapter “Four: The Deeping Page.”

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wk4 - SHALLOWS – summary - THREE

Write:   

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Carr’s argument—his “they say”—in chapter “Three: Tools of the Mind.”

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Your "I say" on Shia LaBeouf's video

In-class writing Tuesday, September 1st: Your "I say" regarding Shia LaBeouf's viral motivational speech. Same drill: topic sentence with detailed development.

NOTE: Respond to our class blog by uploading your paragraph as a "comment" for this blog.

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Mali - REVISION

NOTE: Respond to our class blog by uploading your paragraph as a "comment" for this blog.


Writing Prompt:

Revise and resubmit (here on our blog) your first REVISION of your summary of Taylor Mali's "Totally Like Whatever, You Know?" NOTE: This will be your third draft--make it count.

NOTE: After posting on the blog, open up the CANVAS assignment (by the same name) and DO copy and paste the URL address into the CANVAS "WEB URL" text box so that I have record of your submission on Canvas. Thanks.