Films made between 1940 – 1970

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Part 1: View a feature film made between 1940 – 1970 you have not seen before (or will see later in this class) by a great director. Many directors were active both before and after 1970 so make sure you see a pre-1970 FEATURE fiction film.

Suggestion: American directors such as Frank Capra, George Cukor, John Ford, George Stevens, Preston Sturges, Billy Wilder, or William Wyler. Foreign directors such as Ingmar Bergman (Swedish), Luis Buñuel (Spanish), Claude Chabrol (French), Federico Fellini (Italian), Akira Kurosawa (Japanese), Lina Wertmuller (German) or the British team known as “The Archers” made up of Michael Powell and Emeric Pressburger. For other possibilities, try: http://www.filmsite.org/directors.html Comment on the specific film you saw in terms of its genre and the quality of the film itself. Pay attention to the camerawork (cinematography) the editing (montage) and the sound (including music). What did you like and what did you dislike? Why do you like the things you like, and why do you dislike the things you dislike? Finally, is the film successful in creating a work of fiction using the craft of filmmaking and considering when it was made? (Note: This is not the same question as whether or not you liked it. It is entirely possible to like a film that you are aware is not very good.)

Part 2: Draw some general conclusions about the work of the director and one of the main actors or actresses. For example let us say you watched the 1962 film Lawrence of Arabia. Did you like David Lean as a filmmaker? Explain your answer. Did you like Peter O’Toole in the role of Larwrence? Why, or why not?

End with your overall impression of the film, including how you see it as an example of the its genre and time period.

PARTS ONE AND TWO SHOULD BE PRESENTED AS A SINGLE ESSAY!

Part 3: On a separate page, insert the heading “My Criteria for Quality in Film.” Under that heading, propose four general statements indicative of your personal taste in movies. These statements should be numbered (1) through (4), and they should be written as complete sentences or a short paragraph. For example, if you commented in your essay that you liked the acting because it was realistic and you liked the script because it had a happy ending, you could propose these two statements as criteria for quality: “(1) Excellent movies feature realistic acting. (2) A movie is more likely to be good if it ends happily.” Think about and then explain what words such as good, excellent, and effective actually mean. Be sure to save your “My Criteria” page to your hard drive—you will be resubmitting an expanded version of it with for the second paper later in this course.

 

 

Sample Solution

methods. She found “a lack of correlation between students’ self-assessments and teacher ratings” (p.329). Préfontaine also states that one of the limitations of her study is the lack of qualitative data. Additionally, Ross (1998), in a meta-analysis of studies investigating self-assessment in L2 learning, asserts that one of the main limitations to self-assessment studies is the lack of qualitative-oriented studies. This study will contribute to investigating validity and reliability of self-evaluations, in an effort to alleviate these inconclusive results due to lack of theory and methodological dead ends. Self-evaluations, in this study, targeted two specific features of French pronunciation: segmental /y/ vs /u/ and segmental/suprasegmental “silent e” (or schwa). These two features have been chosen as variables because they are critical to learners’ intelligibility and comprehensibility. Munro & Derwing’s (1995) Intelligibility/ Comprehensibility principle asserts that intelligibility is the extent to which a given utterance is understood by the learner, while comprehensibility is the learners’ perception of how well they understand an utterance. Methods Participants and sampling The study took place at the University of Illinois at Urbana-Champaign. L2 students in a French phonetics course were recruited to participate in the project via an in-class introduction and follow-up emails. The tasks were integrated into the structure of the French phonetics course, and all students in the course were expected to complete these tasks. The instructor of the course was not a member of the research team. The Fall 2016 French phonetics course had two sections, one section was the contro

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