One Last Journey: The Final Research Paper

Picture: My amazing daughters, Claire & Reece.

Comparison & Contrast: Identifying main similarities or differences and considering why those similarities are important and what they reveal about the characters or works. Evaluation: Ascertains the value, both of kind and degree, of the subject.

Directions: It has long been stated that "the book is always better than the movie". But, is this accurate? Sometimes the goal of a film isn't to accurately represent the book but to interpret it; we must remember to judge different mediums by different standards. We can judge the film first as a separate entity from the book, a film in and of itself. However, with this assignment, your goal will be to determine the value of a film when studied alongside the written work that it is based upon. Once you choose your topic, you will both read the written version of the work and then view the film version of the work. You will find important parallels in the versions and comment on them accordingly. If the adaptation is mostly the same as the text, then your essay will focus more on differences, or departures; if the adaptation is vastly different from the text, then your essay will focus more on similarities, or on bridging the two works back together. It is your job to present the similarities/differences, discuss them, use quotes from the book, film, and outside research to "back up" your commentary, while evaluating the film adaptation along the way (a movie review, of sorts). You will want to discuss aspects that stand out in one version over the otehr, the changes made from the book to the film, how the actors live up to the portayal of their characters, how the director's vision lives up to or honors the written version, etc.

This project requires you to purchase a book (or check it out from a library) and to either rent or purchase a film. You must bring both the book and the film to class on your presentation day; you will be required to show a clip from the film. Check the NCTC library for these materials; I did order many of these in past semesters!

Specifics: Your paper will be in MLA format and contain a header, centered title, 1 inch margins, 12 point font, a Works Cited page, and internal citations. You must find (via the library databases) 3 scholarly articles written on the book,  and 3 film reviews (these can be found via
www.imdb.com, click on "external reviews", but you must choose ones written by well-known critics who publish in well-known newspapers or magazines with wide distribution). You must also use quotes from both the book and the film. Your Works Cited sheet should contain 8 sources: 3 on book, 3 film reviews, the movie, and the book. Again, "googling" the title of your book will NOT produce academic sources; you MUST use Academic Search Premier or some other library database in order to find your articles; you may also use books that contain analysis of your subject.

Each body paragraph should include a minimum of 3 short quotes that are cited in correct MLA format. Please use your grammar handbook and the online MLA guidebook (link available on the website). The quotes MUST be worked into your own sentences and flow as part of your commentary; they must not be left "hanging". Follow this model: Introduce the quote, state the quote, explain/analyze the quote, in that order, all in the same sentence.

Example: Big Daddy's declaration to Brick, [Introduction of Quote] "One thing you can grow on a big place more important than cotton!--is tolerance!" [Quote] (2.89) [Citation], proves that he is a caring father who loves his son unconditionally [Explanation of Quote]; he is tolerant of his son, but Brick needs to learn to be tolerant of himself [Analysis of Quote]. Big Daddy  prefaces his advice to Brick with "I'm not easy to shock by anything here" (2.89), which indicates an inviatation for Brick to be able to tell him anything; nothing is off limits, and he will not be judged for his confession should he choose to make one.

* Note that we normally cite a play by (Act #. Scene #. Line #), but because we don't have a scene or line number, we use (Act #.Page #).

The Essay should be no less than 3 FULL pages in length, no more than 4 FULL pages in length. In MLA, everything is double-spaced. In
an essay of this length, you will have approximately 4 body paragraphs, plus and introduction and conclusion. You should have a clear thesis statement that sets up the basis of your comparison and is evaluative. Each body paragraph should contain a clear topic sentence that defines the basis of that paragraph as it relates to the thesis. The author and title of the book, director and title of the film, should be mentioned in the introduction and conclusion. Avoid over-summarization in the body paragraphs; set up the "synopsis" of the story in the introduction paragraph; this usually takes 2-3 sentences. Make sure you state the main plot points and the main characters, but give just enough detail so that you provide readers a CONTEXT for the discussion and analysis that follows.

ANNOTATED BIBLIOGRAPHY: You must compile an annotated bibliography of your sources. This is basically just a Works Cited page in MLA format; what is different is that below each citation, you include a brief summary (at least 4 sentences) of the article or book, then a 1-2 sentence explanation of how you used the article in your essay. A link to sample annotations will appear on the website. This is worth 60 points.

The written part of this project is worth 200 Points! You are also being graded on the process, so make sure you are in class with rough drafts and materials as stipulated by the instructor.

Grade: Paper 100 Points; Bibliography 70 Points; Outlines/Drafts/Materials on due dates 30 Points'; Presentation 100 Points!

TIMELINE:

Unit 4: Research (Connections): [LO: 1, 2, 3, 4]

F A 9-- Topics

M 12: In Class Essay 3 (see "Drama" Page)

W 14: Library Research & MLA


F 16 : MLA & Research

M 19: Articles/Working Bibliography Draft Due

W 21: Sample Outlines: Be able to summarize book/film plot

F 23: Detailed Outlines w/ Quotes Due & Bibliography Check


M 26: Exam Review; Teacher Meeting Sign Up

W 28: Rough Drafts Due—Peer Editing:  Group 1 Teacher Meetings
F 30: Rough Drafts Due—Peer Editing: Group 2 Teacher Meetings

MAY:
M 03: Research Papers Due; Presentations

W 05: Presentations

F 07: Presentations

May 10-13 Final Exams




OUTLINE RESEARCH ESSAY:

[For further guidance, see the “checklist” section of the website.]

INTRODUCTION:

Lead In:

 

Thesis: ______________________________________________________________________________­­­­____________________________________________________________________________________

Synopsis:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Transition:___________________________________________________________________________

KEY WORDS [evaluation/tag words]: ________________,  ______________________, __________________, ________________ ,_____________, _________________, _____________

 

TOPIC STATEMENT P1 (Characters/Actors):

____________________________________________________________________________________

PROOF 1 (Quote):______________________________________________________________________

PROOF 2 (Quote):______________________________________________________________________

PROOF 3 (Quote): ______________________________________________________________________

Transition: ____________________________________________________________________________

KEY WORDS: Evaluation -- ______________________,______________________________

Tag words: _____________________,___________________,______________________

 

TOPIC STATEMENT P2 (Setting/Time Period/Etc.):

_____________________________________________________________________________________

Proof (quote): _________________________________________________________________________

Proof (quote):_________________________________________________________________________

Proof (quote):_________________________________________________________________________

Transition:____________________________________________________________________________

Key Words: EVAL ______________________,______________________________

Terms: ______________,___________________________,____________________.________________

Topic Statement P3—Film/Literary Term- aspect of your choice: ___________________________________________________________________________________________

Proof (quote):_____________________________________________________________________________

Proof (quote):_____________________________________________________________________________

Proof (quote):______________________________________________________________________________

Transition: _________________________________________________________________________________

Eval Key Words:_______________,__________________________

Terms:_________________,_______________,_____________________,__________________

Topic Statement P4- Theme: _________________________________________________________________________________________________________________________________________________________________________________________________

Proof (quote):___________________________________________________________________________________

Proof (quote):___________________________________________________________________________________

Proof (Quote):___________________________________________________________________________________

Transition:______________________________________________________________________________________

Key Eval Words:________________,___________________________

Key Terms:________________,____________________,____________________,_____________________

CONCLUSION:

Film Goal:_________________________________________________________________________________

Evaluation:_______________________________________________________________________________

Audience/Purpose:_________________________________________________________________________

Message about “topic”:______________________________________________________________________

KEY WORDS:_____________.________________,__________________,______________________

 

·         Of course, when you turn this outline into the essay, you’ll have to have lead ins and discussions of your quotes. Some paragraphs may have more than 3 short quotes in support of the topic.

·         Make sure that ALL sources are used at LEAST once in your essay, including the film and book. 

·         Limit your quote to what fits on the line—no long quotes in short essays.

·         Perfect those topic statements—they should clearly define what the paragraph is about. If I read your thesis and topic statements ONLY, I should get a crystal clear idea of what your essay is about.

·         Fill out the key word blanks—what evaluative words and what key terms will you use in the paragraph? This is important. 






 Presentations [Presentations are worth 100 Points: 30 for attendance over 3 days, 10 for props, 10 for film clip, 10 for handout, 20 for content/knowledge, 20 for clarity/organization/presentation; 10 extra points can be earned for enthusiasm and creativity -- this will only be rewarded to the BEST presentation(s).






PRESENTATION GUIDELINES:

Students will pair up for the presentations if there are 2 students who are working on the same project topic. Each group will have approximately 20 minutes for their presentation. Here's what you need:

1. A hand out that contains the most significant or your favorite passage  and/ or quotes from the book [please provide a brief commentary on why you chose that passage/quotes and why they are significant.

2. A visual prop [this can be a poster board, material objects that are related to the story in some way, a costume, etc.]

3. A film clip that lasts approximately 3 minutes; you must pick a clip that is important, and you must be able to discuss its relation to the book.


Your presentation should be organized. You may NOT read your paper-- you must speak knowledgeably about your topic. You might discuss what you read, why you chose that particular project, what the critics had to say about the film, the main points of your comparison, and what you learned (the social commentary) from the reading and the film. There should be no silence during the presentation; if one person is setting up the film clip, for example, the other person should be talking.

You should try to get the audience interested in your presenation...  extra points will be given to the best/most creative presentation(s). Make it memorable! Make students want to read your book/watch your film!

Students may bring refreshments on presenation days... just make sure you have enough for everyone. Also, don't take up presenation time to pass them out-- it is okay if one person does this, but the other should be speaking.

You must attend ALL presentations in order to get full credit for your own. Attendance is part of the presentation grade.

Have FUN with this!!

Link to tutorials on MLA, Annotated Bibliography, & Film:
http://rhetoricandcomp.webs.com/tutorials.htm
  



 

 


Sample Outline for Research Paper

 

General Outline Book/Film Comparison:

 

Introduction: Begin with a background or a type of frame that introduces the types of themes presented in the story. Transition to how those general ideas are represented in your particular works. Include a sentence that incorporates the book’s title and author, as well as the film’s title and director (however, this information shouldn’t alone make up the sentence). You will also want to give a BRIEF overview of plot/characters… a very basic summary of the “gist” of the story; you can do this in 1-3 sentences max. Include a strong statement of evaluation that bridges the two together, and end with a transition to your next paragraph.

 

Sample Thesis: “Cat”:While the film version of “Cat on a Hot Tin Roof” directed by Richard Brooks deviates from the written work by Tennessee Williams, it holds its own value; the play is so brilliant that any version of it would contain a level of artistic merit. 

Sample opening: The level of dysfunction a family experiences is often disguised in public view; sometimes problems are "pushed under the rug" even within the family, which can create a proverbial "elephant in the room" scenario. Tennessee Williams uncovers the Pollitt's family "elephant" and pushes out into plain view in his famous play Cat on a Hot Tin Roof. The story reveals the skewed family dynamic of the Pollitt family; a cancer-stricken Big Daddy is uncovering the truth about his health, the future of his estate, and his relationship with his wife and two sons. Brick and Maggie, the protagonists, are struggling to come to terms with their failing marriage, and the secret that has created that struggle: Brick's latent feelings for his best friend Skipper who has committed suicide. The story was as popular on film as it was in print; while the film versio of Cat on a Hot Tin Roof directed by Richard Brooks and produced by Elia Kazan deviates from Williams' work, it holds its own value as a separate but equally brilliant work. While the artistic merit of the film is evidenced by the character portrayals and mis en scene, the elimination of certain key plot elements detracts from Williams' original work.


 

Body 1: The topic sentence should give an overview of the general point of the paragraph. One tip is to use a keyword from your thesis statement in your topic sentences. A logical “topic” for the first paragraph is a character/actor discussion. Describe the characters in the book and then discuss how they are brought to life on screen by the actors. Of course, you will need to use quotes from your research to back up your statements.

 

Sample: “Cat”: “Cat on a Hot Tin Roof” contains some of the most colorful characters ever created; these characters are portrayed by a brilliant cast made up of a combination of movie stars and stage actors who each command their role.

 

Body 2: Now that you’ve covered the ‘people’, you might transition to visual effects. You may discuss setting, costume, lighting, or other visual imagery that the director uses to bring the story to life. Again, a firm topic statement and quotes from research are required.

 

Sample: “Cat”:The film stays true to the setting of the play, the Pollitt home, a sprawling southern plantation, in the 1950’s; the visual appeal of the film adds interest, as well as a symbolic layer, to the story.

 

Body 3: While the topics for body paragraphs 1 and 2 can be the same for everyone, the ones beyond that will depend on each individual project. For example, if music plays a big part in your book/film, then that may be discussed here. If there are specific camera techniques used, then you may discuss that. If there are specific motifs or symbols, then discuss that. If the screenplay deviates heavily from the original work, or if the critics viewed them each differently, or if there is some social reason changes were made (Hollywood Codes, Budget, Ratings, etc.)… You’ll have to decide what is most important to your particular topic. Whatever you choose, you will have to use quotes to support your discussion.

 

Sample: “Cat”: The writers of the screenplay, Richard Brooks, in collaboration with Williams and James Poe, did a fine job of maintaining the spirit of the original play; however, the Hays Code, the Hollywood Production Codes for that time, resulted in a vital plot point, Brick’s homosexual desire for his best friend Skipper, be eliminated from the film version.    [I would go on to cite passages from the text that discuss this, lines from the film that hint at it but don’t make it overt, lines that place more focus on his young mindset rather than his sexuality; then I’d cite an article that discusses the Hays Code, and maybe a critic who might have pointed out the difference in the film… I would go on to evaluate the effect that change had].

 

Body 4: Theme. You will want to end with a discussion of the major themes presented in the book and how the film version presents, examines, and interprets those themes.  You want to talk about the MESSAGE of the works. Again, use quotes to back up your ideas.

 

Sample: “Cat”: While Brick’s struggle to come to terms with his sexuality is a poignant theme in the play, the many effects of “mendacity”, especially on personal relationships, seems to be the guiding message in both the play and in its cinematic counterpart.

 

Conclusion: You may want to circle back to your title, your frame, your thesis. Restate the director, author, and titles as well. Here you will want to make a clear evaluative statement about the works. Keep in mind the goals of the film—if it was to interpret the book, present the book literally, or maybe was just inspired by the book. State this, and then go on to examine if the film had a worthy goal, accomplished that goal, and how it stacks up to the written version.

LINKS to Outline & Comparison Worksheets:



These are brainstorming/outlining techniques that can help you to organize your ideas and develop solid topic/thesis statements. Use these tools!



1. http://www.scribd.com/doc/2260211/Essay-Structure-Worksheet -- Fill this one out in detail... this is your outline. Include quotes-- make sure you print out 2 of them so that you have this structure down for at least 4-5 body paragraphs.

2. http://www.readwritethink.org/lesson_images/lesson275/compcon_chart.pdf -- this one is very basic. It is useful for brainstorming.


3. http://www.greece.k12.ny.us/instruction/ela/6-12/tools/comparecontrast.pdf-- This one is good if you are a more visual learner.

4. http://www.cheney268.com/learning/organizers/CompareContrast2.htm-- This one is very good. I'd do this one first, then go into more detail with the first one listed above.

5. You may also use the one we did when working on the "drama" unit. The link is still available there.

 

Notes / Sample Annotations:

Here's a sample annotation-- note that you should double space and hanging indent the citation, then double space, and start the annotation (summary)-- single space the summary. Notice the content:

Kerr, Frances. "Feeling Half-Feminine: Modernism and the Politics of Emotion in
      The Great Gatsby." American Literature 68 (1996): 405-31.  
This is A brilliant analysis of  the homoerotics in the novel-- Nick's attraction to McKee and to Gatsby. Kerr  thinks the tennis girl with sweat on her lip is Jordan (which I think is wrong); she notes that Jordan has more control over her emotions than the other women in the novel (Daisy and Myrtle). Kerr argues that Nick's narrative about his dumping her "leads the reader to believe that it is Jordan's indifference, shallowness, and dishonesty that prompt his move. The psychological subtext of Gatsby, however, suggests a motivation entirely different. Nick Carraway identifies with and feels most romantically drawn not to 'masculine' women but to 'feminine' men"(418). I used this article in my paper as proof of Nick’s attraction to men to support my case that he is, in fact, homosexual.




http://owl.english.purdue.edu/owl/resource/614/01/

http://writing.wisc.edu/Handbook/AnnBib_content.html

http://www.lesley.edu/library/guides/citation/MLAanno.pdf