EXTRA CREDIT writing prompts: FILMS

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.



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.

wk15 - THURBER – theme

THURBER – theme

See Week 15 course calendar.


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 - Para/Quote - PART VII

Writing Prompt:  One PARAPHRASE; One QUOTE:

1)                  Paraphrase a single, significant passage from Part VII 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 VII, 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 - Para/Quote - PART VI

wk13 - IGofBeasts - Para/Quote - PART VI

Writing Prompt:  One PARAPHRASE; One QUOTE:

1)                  Paraphrase a single, significant passage from Part VI 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 VI, 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 - 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.

wk12 - 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.

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 - JOE DALLAS – SKIM - summary

After skimming the article (reading the introduction, conclusion, and skimming the body), write a single topic-driven, well-developed paragraph. Clearly identify the Dallas’s central thesis and supporting arguments. Be specific. Use examples from the text in your summary—textual evidence (summary, paraphrase, and quote).


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.

wk9 – VAUGHN KOHLER - extra credit

wk9 – VAUGHN KOHLER - extra credit

If you attended the special speaking event and you were physically present to hear ghost writer Vaughn Kohler, you may do the following for extra credit. 

In a brief, topic-driven, and well-developed paragraph, and the following question: What was your “take away” from Mr. Kohler’s presentation? Be specific.

NOTE: Submit only on Blogger.com

wk9 - Walsh, Benkof, and Rose – 3 paragraph summaries

1]         In a single, topic-driven, and well-developed paragraph,  SUMMARIZE Walsh’s argument.

2]         In a single, topic-driven, and well-developed paragraph, SUMMARIZE Benkof’s argument.

3]         In a single, topic-driven, and well-developed paragraph, SUMMARIZERose’s research findings AND answer the following questions:

How do these facts undermine the cultural mythology surrounding
“same sex lesbian” relationships? In lieu of the facts, how does the
culture generally portray lesbian relationships (sitcoms, etc.)?

[HINT: Think about Dr. Rose’s research findings intersect with Dr.
Butterfield’s anti-patriarchal, anti-male brand of lesbianism (145).]

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.

wk9 - Dr. Stanton L. Jones – SUMMARY

THIS IS A TEST: In a single, topic-driven, and well-developed paragraph, SUMMARIZE Jones’s research findings. Be specific.

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.

wk9 - TRIANGULATION – Fischer, Charles, and Luck

In a single topic-driven, well-developed paragraph, clearly identify each author’s thesis and where the three articles “triangulate”—where they form a general consensus. In other words, where do they all AGREE? Be specific. Use examples from each text in your summary—textual evidence (summary, paraphrase, and quote).

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 - Pearcey – summary

In a topic-driven, well-developed paragraph, SUMMARIZE Pearcey’s argument. Be specific. Use examples from the text to support your claim. 

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 - MCBRAYER - summary

CONSLUSIVE STATEMENT: Analysis:

“We can do better. Our children deserve a consistent intellectual foundation. Facts are things that are true. Opinions are things we believe. Some of our beliefs are true. Others are not. Some of our beliefs are backed by evidence. Others are not. Value claims are like any other claims: either true or false, evidenced or not. The hard work lies not in recognizing that at least some moral claims are true but in carefully thinking through our evidence for which of the many competing moral claims is correct. That’s a hard thing to do. But we can’t sidestep the responsibilities that come with being human just because it’s hard.”

Writing Prompt: THIS IS A TEST: In a topic-driven, well-developed
paragraph, SUMMARIZE McBrayer’s argument by explaining what the quote (above) means in the context of the essay 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.

wk8 - Gobry – SUMMARY

In a topic-driven, well-organized, and well-substantiated paragraph, 

SUMMARIZE Gobry’s argument. Be specific.

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 - comp./contrast: Norvell and Mohler - TONE

COMPARISON / CONTRAST: In a single, well-developed paragraph, compare and contrast the two essays for TONE. Refer to both essays, as you compare and contrast each author’s message (content) and presentation (tone). How are they the same? How are they different? Be specific. Use evidence (examples) for each 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.

wk7 - NORVELL and MOHLER - MOTIVATION

THINK ABOUT CH. 14 IN YOUR THEY SAY / I SAY TEXT: In a single well-structured SENTENCE, answer the following: 
What motivates each author: Thad Norvell and Dr. Albert Mohler?         

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 - BUTTERFIELD and MILLER - CONNECTION

In a topic-driven, well-organized, and well-substantiated paragraph,
make a connection between Butterfield’s argument and Miller’s
argument. Where do they agree, disagree, or agree/disagree in part? In your paragraph response, use summary, paraphrase, and       quotations—from each source. Be specific.

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 - WARREN – quotation sandwich

From Warren’s “The Wrong Kind of Christian,” 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 - WARREN – summary

In a topic-driven, well-developed paragraph, SUMMARIZE Warren’s argument. Clearly identify the authors’ thesis (main argument) 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 - SIX – quotation sandwich

From Openness Unhindered, chapter six: “Conflict: When Sisters Disagree,” 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.

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 - OPENNESS – Ch. 6 - summary

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Butterfield’s argument in chapter six. Be specific. In your summary, use paraphrase (your own words) and pertinent quotes.

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.

wk5 - TONE – Gagnon vs. Butterfield’s tone

In a topic-driven, well-developed paragraph, describe Gagon’s TONE. Specifically, how does Dr. Gagnon’s tone differ from Dr. Butterfield’s tone in Openness Unhindered? Be specific. Use examples from each text in your response to substantiate your claim.

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.

wk5 - Part II: MORE THAN MUTUAL JOY – summary - Gagnon

In a topic-driven, well-developed paragraph (like Peter Bigelow’s), SUMMARIZE the second half of Gagnon’s “More than ‘Mutual Joy.’” Clearly identify the author’s thesis and supporting arguments—Gagnon’s “they say.” Be specific. Use examples from the text in your response to substantiate your claim.

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.

wk5 - Gaga, Macklemore, AND . . . ?

Think about the Lady Gaga and Macklemore examples I have provided and do a little research of the culture for yourself. Provide just one example where an artist/cable series/film, (etc.) speaks with conviction (takes a stand—makes a truth claim) regarding the issue of human sexuality. 

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.

wk5 - Part 1: MORE THAN MUTUAL JOY – summary - Gagnon

In a topic-driven, well-developed paragraph (like Peter Bigelow’s), SUMMARIZE the first half of Gagnon’s “More than ‘Mutual Joy.’” Clearly identify the author’s thesis and supporting arguments—Gagnon’s “they say.” Be specific. Use examples from the text in your response to substantiate your claim.

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.

wk5 - OUR MUTUAL JOY – summary - Miller

In a topic-driven, well-developed paragraph (like Peter Bigelow’s), SUMMARIZE Miller’s “Gay Marriage: Our Mutual Joy.” Clearly identify the author’s thesis and supporting arguments—Miller’s “they say.” Be specific. Use examples from the text in your response to substantiate your claim.

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.

wk4 - OPENNESS – summary – 2nd half – GAY?

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Butterfield’s argument—her “they say”—in the second half of chapter five Openness Unhindered.

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.

wk4 - OPENNESS – summary – 1st half – GAY?

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Butterfield’s argument—her “they say”—in the first half of chapter five of Openness Unhindered.

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.

wk4 - OPENNESS – in-class QUOTE – “Repentance”

In-class writing Friday, Sept. 4th: One PERTINENT QUOTE from Butterfield's chapter titled "Repentance" and an explanation for why the quote is significant either to her argument or to you as a reader.

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.

wk4 - OPENNESS – summary – SEXUAL ORIENTATION

In a topic-driven, well-organized, and well-substantiated paragraph, SUMMARIZE Butterfield’s
argument—her “they say”—in chapter four of Openness Unhindered.

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.

QUOTE: in-class paragraph (9-2-15)

In-class writing Wednesday, Sept. 2nd: One PERTINENT QUOTE from Butterfield's chapter titled "Identity" and an explanation for why the quote is significant to you.

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

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.

QUOTE - in-class paragraph (8-31-15)

In-class writing Monday, August 31st: One PERTINENT QUOTE from Butterfield's "Preface" and/or "Conversion" and explanation for why the quote is significant to you.

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

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.

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.