• Read all module content, the discussion instructions, and the rubric.
• Part 1: Conduct a close reading of a scene from one of the assigned films, identifying themes and choosing one theme to explore further.
• Part 2: Discuss how the elements in the scene connect to the theme you chose. [Post here: 50+ words]
• Part 3: Compose a working thesis for your Unit 4 Essay. [Post here: In bold]
• Part 4: Find a scholarly source that supports your working thesis and analysis of the film, specifically.
  • Provide an MLA citation. [Post here]
  • Give a brief summary of the source. [Post here: 3-4 sentences]
  • Discuss how the source will support your analysis. [Post here: 50 words]
  • Attach a PDF of the source or provide a direct link to the source. [Post here]
• Part 5: Thoughtfully respond to classmates’ posts [Replies: At least two classmates, 40+ words each]

Purpose

This assignment asks you to consider how scholarly sources can be used to help develop your discussion of a scene from one of our assigned films. Make sure you double check which films your professor has assigned to understand which films you may use! Here, you will continue working with your previous film to further practice the skills learned in our Module 10 Discussion, this time helping you organize ideas related to a film’s theme and devices, putting these in conversation with a scholarly source. Our ultimate goal is for you to create a working thesis for your Unit 4 Essay.

*This discussion aligns with Learning Outcomes: 1, 4, 6, 9, 10, 11, and 14

Tasks

Part 1

Conduct a close reading of a scene from one of the texts from this module (as assigned by your instructor) and identify themes evident within the text. Determine which theme in the film you are most interested in exploring. Remember, as discussed in Unit 2, theme is different from topic; theme offers meaning, whereas topic simply identifies “what” the film is about.

Part 2

Identify within the film that function to support, or show, the theme. Discuss the ways in which what we see on the screen (edits, camera angles, visual choices) and/or what we hear (sound and dialogue) connect to that particular theme. Remember to use time stamps and provide specific details from the text to support your argument. Your response should be (before textual examples are added) 50 words (5-6 sentences).

MLA-formatted parenthetical citations are required for all sources, including the texts or films provided in this course. For films, include a shortened version of the title and the time range. A Works Cited-style entry is not required for discussions, but if included, your instructor may provide feedback to correct formatting issues.

Part 3

Using the discussion from above and considering feedback from your working thesis from Module 10, compose a working thesis statement for the Unit 4 Essay. The thesis should identify both the specific devices and theme(s) used to discuss the text. For example, Readers can interpret Juliets monologues, diction, and body language in Shakespeares Romeo and Juliet as illustrating her desire to have autonomy and individual identity, separate from social dictates. Please format your working thesis statement in BOLD.

Part 4

With your working thesis from Part 3 in mind, conduct a search for a scholarly source that supports your reading of the text. Be sure to locate a source that will be useful to your analysis specifically rather than a source that generally defines terms or summarizes your film. Be sure the source you select meets the requirements of an academic, peer-reviewed, and scholarly source. Provide the MLA citation for the source and a brief summary of the source (3-4 sentences) and discuss how the source might be useful to your composition in at least 50 words (5-6 sentences). Please upload and attach a PDF of the source when submitting this discussion, or provide a DOI or permalink that takes the reader directly to the source.

Part 5

Respond to at least two of your classmates’ posts. For your responses, offer constructive feedback, specifically pertaining to the working thesis. Consider yourself the reader of the essay: Is the argument clear? Are the essential elements (theme, theory, devices, etc.) present? Are you, as a reader, clear on what to expect from the paper? Your responses should be considerate and constructive in nature, in lengths of no fewer than 40 words (approximately four to five sentences) per reply.

Grading Criteria

Be sure source materials are provided and represented accurately in summary and discussion. Submissions without source materials may not earn a grade.

AI (including grammar checkers) may not be used for this discussion.

Be sure to view the before you begin your post to understand how your work on this discussion will be evaluated. This activity may use a different grading rubric than other discussions and assignments.

The Goals of a Research-Enhanced Essay

If youve ever watched a movie with friends and disagreed afterward about the acting, the directors choices, the soundtrack, or whether it was worth the money for the ticket, you understand that everyone brings his or her own unique perspective to a work of art.

Imagine that all of the people who ever read or watched your chosen drama or film are in a room having a conversation about it. You listen in and notice that some people agree on certain points but disagree on others. Some of these self-styled critics focus on certain elements of the drama or film that others ignore completely. You take some time to consider what you think about the drama in light of all the opinions youve heard. Do you think these critics missed something that you noticed? Is there one critic’s opinion you particularly agree or disagree with? Listening to and making sense of these conversations is what the academic research process is like.

In the Unit 4 Essay, it is your turn to join the conversation. It is time to examine and share your own perspective on a film, to be heard and taken seriously; so make sure your thoughts on the film are clear and organized. If you agree or disagree with certain critics, you have a chance to engage with their ideas in light of your own ideas and your analysis concerning your chosen film. Whether you agree or disagree with critics, you will need to incorporate carefully selected quotes and describe specific devices or elements from the film that support your reasoning.

Writing a researched essay will help you develop the skills you need for the research you work on in future courses, so be sure to engage with your chosen critics as you consider what bearing their ideas have on your own original ideas about your chosen film. Don’t be afraid to take issue with critics with whom you disagree; just be sure to provide evidence that supports your opposing views!

Citing and Including Research

For the Unit 4 Essay, you will incorporate at least one scholarly source. When you work with external sources, be careful to follow appropriate MLA citation practices, including enclosing all direct quotes or borrowed wording from other sources in “quotation marks” and providing an in-text citation at the end of any sentence that uses words or ideas from another source. Be sure to also include a Works Cited page that is correctly formatted and has entries for both the primary source (the film) and for one or more secondary sources (any critics/scholarly sources that you refer to or quote from). For more information on these important aspects of a researched essay, see the links below and review the other citation resources you will find in this unit, in the additional resources submodules throughout the course, and in the How to Succeed submodule.

offers a wealth of information on researching and documenting sources.

PREVIEW: Unit 4 Essay: Analysis of a Film Instructions

Purpose

This assignment, due in Module 12, asks you to extend your critical thinking and literary analysis skills to a film. Because films move beyond the traditional definition of a text as “written content,” they provide even richer opportunities for analysis. In your essay, you will conduct a “close reading” of a film, as a text, to identify and analyze elements such as lighting, setting, character(s), sound, and dialogue and how these elements function within the text to convey a specific theme.

To support your original argument, you will incorporate at least one appropriate scholarly source into your analysis. Although this assignment specifically requires a close reading for the ultimate goal of a written analysis, the skills of close reading and analysis of a text, then supporting that analysis with a scholarly source, will be applicable to not only future academic pursuits but everyday life in general. The ability to think critically and analyze texts–from films to emails to conversations–strengthens one’s ability to effectively discern the meaning and intent of the writer or speaker and to respond appropriately.

The Unit 4 Essay is one of the two writing projects that can be reflected upon for the Unit 4 Assignment: Revision and Metacognitive Reflection, so be sure to pay close attention to the feedback from your instructor and tutors if you choose this essay for your reflection.

Skills

In this assignment, you will conduct a close reading of a film to identify elements of film and analyze their function within the text in how they help develop a theme. You will practice:

• Critical reading and thinking
• Identification of devices specific to film
• Analysis of devices in relation to theme
• Integration of secondary sources
• Composition of an analysis with supporting source material

Learning Objectives: LO4, LO5, LO6, LO8, LO9, LO10, LO11, LO14

Grading Criteria

• Specificity and development of synthesized ideas about the text
• Supporting research, evidence, logic, and organization
• Quality of writing, to include paragraph development and organization (topic sentences, conclusions, transitions, etc.)
• Your engagement with the text and how you explain the significance of your examples; your choice and synthesis of supporting quotations;
• Format: You are required to use the current MLA style for all writing assignments. This includes proper MLA citation and a correctly formatted Works Cited page (12-point font, Times New Roman, double spacing, last name and page number in the header on each page, etc.). Please refer to the Purdue Online Writing Lab for the . Also, view the sample essay in this module to see an example of a correctly formatted document;
• Academic Honesty: All sources MUST be appropriately cited using MLA 9th edition format. All quotes must be represented accurately. As always, plagiarism is not tolerated. Please ask if you have questions about citation or academic honesty.
• Use of an AI generator to complete any portion of this assignment other than fully documented and disclosed revision is prohibited.
• Length Requirement: 750-1,000 words

This activity may use a different grading rubric than what was used in past activities. Be sure to check the grading before starting.

PREVIEW: Unit 4 Revision and Metacognitive Reflection

Purpose

This assignment is due in Module 13. This assignment asks you to annotate and discussone paragraph of either your Unit 3 or Unit 4 Essay, while taking into consideration feedback and suggestions from your instructor, and if used, tutors. You will also compose a Metacognitive Reflection to accompany your revision. This type of reflection allows you to discern areas in which you have grown and areas in which you are still developing to help you prepare for future courses or careers.

Skills

In this assignment, you will utilize feedback and suggestions from your instructor, and if used, tutors, as well as your own skills, to annotate and discuss one paragraph of either the Unit 3 or Unit 4 Essay. This consideration should go beyond mere proofreading to consider structural improvements, such as strengthening topic sentences, transitions, and analysis, and should also address composition error(s) within the essay. You will then reflect honestly on your individual performance in the course while assessing both your academic efforts and those associated with soft skills (i.e., time management/engagement/etc.). You will practice:

• Literary Analysis and Composition
• Critical thinking and reflection
• Self-evaluation pertaining to content skill performance and development
• Self-evaluation pertaining to soft-skills performance and development
• Reflective writing
• Composition of Self-Evaluation

*Learning Objectives: LO1, LO3, LO4, LO5, LO6, LO8, LO9, LO10, LO11, LO14

Grading Criteria

• Specificity and development of synthesized ideas about the text
• Supporting research, evidence, logic, and organization
• Quality of writing, to include paragraph development and organization (topic sentences, conclusions, transitions, etc.)
• Integration of both primary and secondary source material in accordance with MLA
• Critical self-evaluation and composition
• Metacognitive Reflection Length Requirement: 380-500 words
• No use of AI, including grammar checkers, is permitted for this assignment.

This activity may use a different grading rubric than what was used in past activities. Be sure to check the grading before starting.

Unit 4, Module 10: Analyzing Film

In this module, you will engage film as text, as this unit presents film viewing in perhaps a new light. Using the skills of close “reading” and critical thinking will allow you to analyze overall significance and larger implications through assessing elements such as setting, camera angles, cut, mise-en-cine, imagery, sound, lighting, and so on. In addition, you will learn how to ethically utilize AI as a research tool to assist you in identifying the context surrounding topics presented within texts.

You will be asked to identify and discuss topics and their context within the film. As with any critical thinking or analytical skill, drama, in whatever form, is a mode of text you will encounter in daily life, not just for a class. Commercials, films, TV series, and plays are all representations of life through literature. It is up to you, as a viewer, to discover what the writers and producers are presenting and to assess the meaning and implications therein.

Film Options for Unit 4

1. Zootopia–2016 film directed by Byron Howard, Rich Moore, and Jared Bush
2. Groundhog Day–1993 film directed by Harold Ramis
3. Secondhand Lions–2003 film directed by Michael Schorr
4. Everything Everywhere All at Once–2022 film directed by Daniel Kwan and Daniel Scheinert
5. Gattaca–1997 film directed by Andrew Niccol
6. i, Robot–2004 film directed by Alex Proyas
7. Wicked–2024 film directed by Jon M. Chu
8. The Giver–2014 film directed by Phillip Noyce
9. The Truman Show–1998 film directed by Peter Weir
10. Hotel Rwanda–2004 film directed by Terry George

*NOTE: Free options via Tubi, Archive.org, and YouTube Movies are listed in the submodule: .

Film Literacy

Film Analysis Terms and Definitions

Film literacy combines the practices of literary and media studies, both of which focus on analyzing the meaning and significance of different types of texts, including both visual and written ones. This approach to film helps us broaden our understanding of how we communicate through literature and media.

Critical media pedagogy, a teaching strategy, begins with the assumption that images, songs, advertisements, and film all carry ideological and political messages. As John Berger, author of Ways of Seeing suggests, the media enacts ways of seeing that can effectively influence how we see and discuss our world, thus shaping our cultural contexts. Our job as critics is to see these images, songs, ads, films, etc. (“texts”), as a medley of cultural archives, open to analysis and critique. What do these texts say about the human experience? How do they construct meaning? Whose interests do they serve? We practiced this type of analysis in the Module 2 Discussion, where we analyzed the visual rhetoric in ads. In this unit, we will extend our analysis to films.

Several aspects of film analysis are provided below to illustrate basic maneuvers composed in film to create meaning for the viewer. These devices function in coordination and sometimes correlation with other aspects of literary analysis we have already discussed, such as characterization, setting, theme, etc.

Cinematography Devices and Definitions:

Camera: A camera shot is based on the cameras distance from and angle toward the object. The four basic shots used in films are:

1. A Close-up A very close shot where the camera lens focuses on some detail or the actors face.
2. Medium Shot A shot where the camera lens picks up some background or upper half of the actor.
3. Full Shot A shot where the camera lens has a full view of the actor.
4. Long Shot A shot taken at a distance from an object.

A camera angle is how the camera is tilted while filming.

1. Straight-on Angle The camera is at the same height as the object.
2. High Angle The camera is filming from above the object.
3. Low Angle The camera is looking up at the object.
4. Oblique Angle The camera is tilted sideways.

Lighting: Lighting plays an important role in film, as it focuses the audiences attention on the main character or object in a film; it also sets the mood or atmosphere. Three basic types of lighting are:

1. Three Point Lighting – Standard lighting using three sources:
   • A key light to provide the main source of illumination,
   • A fill light from another side, and
   • A back light from behind.
2. High Key Lighting – Nearly all parts of an image are illuminated.
3. Low Key Lighting – Creates extreme contrast between light and dark in an image (known as a chiaroscuro effect).

Sound: Sound comes in various forms within film. Four categories of sound are:

1. Diegetic: Sound produced in the world of the film, taking place within the narrative (dialogue, sound effects, etc.).
2. Non-Diegetic: Sound originating from outside the narrative, not produced in the on-screen setting (voice-overs, soundtrack, etc.).
3. Synchronous: Sound produced precisely with what is happening on screen (clock ticking while visible on screen).
4. Asynchronous: Sound produced out of unison with the visuals on screen (clock ticking without a visual on screen).

Editing: Editing is an important part of how a film affects the audience: Some editing techniques include:

1. Cut: A transition where one shot instantly follows another.
2. Sweeting: The process of adding sound effects and music and/or enhancing the existing audio effects.
3. Shot Reverse Shot: Alternating over-the-shoulders-shots, usually used during conversation between two characters.
4. Eyeline match: A technique based on the idea that viewers want to see what on-screen characters are seeing. For example, if a character is looking intently at an off-screen object, the following shot will be that object.

Examining film as a “mirror image” is part of an extended effort to think critically about normative or dominant cultural practices, discourses, and representations, particularly in the crafting of matters sexual, racial, political and cultural. The study of film as literature engages viewers to consider the correspondence between film and reality and offers us a way to discern how aspects of society (race/gender/culture) are experienced through a variety of lenses and how that either coincides or collides with our own experiences. Through this exercise, we create opportunities for discussion and analysis of those diverse interactions and experiences.

Scene Analysis – A Closer Look at Film

Analyzing a film requires more than just looking at the setting, characters, and plot; as a viewer, you must pay attention to how the film presents these components on the screen. To do this, you will need to watch the film more than once, being careful to take notes, or annotate, while viewing it. You want to consider what the “eye” of the film, or camera, has to show you.

You can begin your approach by analyzing film through a “close reading” of a single scene. Instead of analyzing the entire film at once, begin by selecting one scene to analyze. Much like a close reading of a text, in a scene analysis, you will “read” the text, annotate, and begin to discuss how the devices or elements in the text create meaning. For film, your repertoire of devices is a little different than short fiction or poetry, as the film genre includes unique devices and technologies specific to the medium. For example, instead of discussing the repetition of a word or phrase in a poem, in film, you might discuss the types of camera angles used or the asynchronous sounds in a scene.

Conducting a Scene Analysis

The first step in a scene analysis is to view the scene to be analyzed, ideally no more than a 5-minute section, and view it more than once. For the initial viewing of a scene, the goal is to merely understand what is happening in that specific section of the film.

During subsequent viewings, it is important to annotate, or take notes based on what you have seen and heard. For example, if closeup shots are used, make a note of when they are used and what you see. If music is used to set the tone of the scene, how does it do so, and what tone does it bring to the scene? During these viewings it is important to pay close attention to how the director presents the subject or material of that scene, looking for any cinematic techniques used.

Once you have viewed the scene several times and taken notes on what you see and hear, it is time to consider how those cinematic elements lend themselves to a greater meaning or significance in the film. Consider the following scene analysis from the reaping scene in Gary Rosss adaptation of Suzanne Collinss The Hunger Games.

On the surface, the scene shows Katniss and her sister, Prim, walking with other children from the district to a check point where they must have their finger pricked for identification purposes and then proceed to the stage to await announcements from the Capitol. The children in the scene appear impoverished and anxious as they approach both the check point and stage with armed men atop buildings and about the stage area.

Examining the scene more closely for cinematic techniques, there are several things to note. The camera angles of the scene include a lot of close ups, specifically of the faces of the children and even their arms linked to one another. The scene’s sounds are solemn as they focus on the rustling of the children moving in silence, not speaking to one another. When Effie Trinket speaks, the rest of the area is silent except for the echoes of her voice. The colors of the scene are also very muted, dirty even, with all the children wearing muted colors and plain outfits; however, one point of color is Effie Trinket in her bright, velvet-like dress and coordinating hat.

Taking into account the specific cinematic devices noted above, we can now work to analyze how those devices create meaning within the scene and the film as a whole. It seems as though the stark contrast in coloration and appearance of the districts citizens juxtaposed with Effie’s illuminate the separation of social class and comments on the deprivation of the districts in comparison with the Capitol. One could also argue that the camera angles used in the scene reinforce the social class and separation of the citizens from Effie and the military of the Capitol through the close ups of the childrens faces and interlocked arms as they approach the stage. All of the close ups exhibit anxiety and fear, marks of oppression from the Capitol. Through both the coloration and camera angles, this scene contributes to the overall illumination of the theme of oppression in the film as citizens face adversity and lack of autonomy at the whims of the Capitol.

Scene analysis is an important part of examining a film as whole. It can also be a great way to begin examining a film for potential essay topics and arguments. Keep in mind, while watching a film or specific scene, to practice annotation and close reading skills to help you prepare for larger writing projects on the film.

Unit 4, Module 10: Additional Resources (recommended)

The file(s) in this submodule are optional but recommended.

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List of Topics and Sub-Modules for Unit 4, Module 10: Additional Resources (recommended)

• External Learning Tool Completion checkbox for Module 10 Video Resource: Learn Film Analysis in 20 Films[22 mins]Original YouTube Video:
• External Learning Tool Completion checkbox for Module 10 Video Resource: Mean Girls Costume Designer Breaks Down Lindsay Lohan’s CostumesIn this video, the costume designer for Mean Girls describes how very detailed choices were made to create costumes designed to follow the protagonist’s character arc throughout the movie. [10 1/2 mins]Original YouTube Video:
• External Learning Tool Completion checkbox for Module 10 Video Resource: Dune Director Denis Villeneuve Breaks Down the Gom Jabbar SceneIn this video, the director of Dune describes the important choices he and the film crew had to make to create an iconic scene from the movie.[17 1/2 mins]Original YouTube Video: Unit 4, Module 10 Links to Free Films
  In this folder, links to some free film alternatives are provided for students who do not have subscriptions to streaming services, cable/satellite services, or a campus/local library with resources. Your professor will assign specific films for your section of English 1102, so be sure your focus is on an assigned film. Most of the videos here require ads for the film to be viewed for free. Additional ways to access films include (but are not limited to):
  Amazon Prime offers a free 6-month student account by signing up with your home institution email account. A Prime account includes some free movies as well as movie rentals and purchases.
  Your campus and local libraries should have some films available on site, but most of the assigned films can be accessed via interlibrary loan (ask your librarian).
  Films available on Amazon Prime, Netflix, Hulu, Direct TV, Dish Network, Apple TV, Disney+, Tubi, and Freevee are always changing, so check your subscription services.
  Remember that, in analyzing a film, you will need to watch the entire film at least once and parts of it multiple times. You will also need to provide time stamps for scenes or dialogue you analyze, so be sure to choose one of the films assigned by your professor to which you have access to for at least two weeks and on which you can track time stamps.
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  List of Topics and Sub-Modules for Unit 4, Module 10 Links to Free Films
  The Colony on Tubi (free with ads)Link
  Completion checkbox for The Colony on Tubi (free with ads)
  Dark City on Tubi (free with ads)Link
  Completion checkbox for Dark City on Tubi (free with ads)
  Gifted Hands on YouTube (free with ads)Link
  Completion checkbox for Gifted Hands on YouTube (free with ads)
  Girl, Interrupted on Tubi (free with ads)Link
  Completion checkbox for Girl, Interrupted on Tubi (free with ads)
  Hotel Rwanda on Tubi (free with ads)Link
  Completion checkbox for Hotel Rwanda on Tubi (free with ads)
  Invictus on YouTube (free with ads)Link
  Completion checkbox for Invictus on YouTube (free with ads)
  I, Robot on Tubi (free with ads)Link
  Completion checkbox for I, Robot on Tubi (free with ads)
  King of Masks on Tubi (free with ads)Link
  Completion checkbox for King of Masks on Tubi (free with ads)
  Logan’s Run on Tubi (free with ads)Link
  Completion checkbox for Logan’s Run on Tubi (free with ads)
  Metropolis on Tubi (free with ads)Link
  Completion checkbox for Metropolis on Tubi (free with ads)
  Much Ado About Nothing on Tubi (free with ads)Link
  Completion checkbox for Much Ado About Nothing on Tubi (free with ads)
  Persuasion on Tubi (free with ads)Link
  Completion checkbox for Persuasion on Tubi (free with ads)
  Secondhand Lions on YouTube (free with ads)Link
  Completion checkbox for Secondhand Lions on YouTube (free with ads)
  Slumdog Millionaire on YouTube (free with ads)Link
  Completion checkbox for Slumdog Millionaire on YouTube (free with ads)
  Snowpiercer on Tubi (free with ads)Link
  Completion checkbox for Snowpiercer on Tubi (free with ads)
  The Spitfire Grill on Tubi (free with ads)Link
  Completion checkbox for The Spitfire Grill on Tubi (free with ads)
  The Stepford Wives on Tubi (free with ads)Link
  

  Finding and Using Scholarly Sources

  The success of your Unit 4 essay depends in part on how well you research and incorporate a scholarly source, so we have some tips that will help you make this process easier, faster, and more effective!

  Finding Sources

  Sources of information abound and are readily available at your fingertips on your phone or computer. The key to successful academic papers, however, is finding the right, appropriate, relevant sources for the task at hand. For example, if you want to know how to register to vote in your county, you might be tempted to type “how to register to vote” in a search engine like Google. The search will produce hundreds of results, but will they be the best sources? Maybe, but it’s likely they won’t be as specific as you’d like. Knowing how to narrow your search, such as looking for your own county, would mean you have a better chance of finding a good source.To find credible sources for academic papers, the key is to know where to look. For us, that means using GALILEO, which is a portal to access the scholarly databases and publications available to you as a student here in Georgia. Please note, however, that GALILEO is not a publisher; instead, it is a way to use a specialized search engine that makes available materials that normally require paid access. For this reason, you will never be including GALILEO in your citation as it is not the author, title, or journal. Additionally, it is important to know that simply because something is available through GALILEO does not mean it is automatically a good or scholarly source. You can learn more about search strategies for GALILEO through the free or by chatting with our embedded librarians.For our Unit 4 Essay, you will want to consider your sources carefully. Peer-reviewed academic journals are almost always credible sources that can be used with confidence. We strongly suggest that you choose a source of this type, as there are many journals that focus on literary criticism. However, depending on your work, you may want to branch out just literary journals to scholarly sources that will help you develop your understanding of the text’s contexts or devices. This may mean reading deeply about film angles, or the use of film scores, or about a topic discussed within your film. Unsure of where to look? Don’t forget that our librarians are available to you for free as well!

  Using Sources

  Scholarly sources should be used when they add to your original argument, not as a replacement for it. Your work should never just repeat what the source says, as this would be at best unoriginal and at worst plagiarism. Instead, use a source to support your argument only. For example, if you were writing about the Barbie movie, you might want to write about the use of color in the film, or the characterizations of Barbie and Ken. This might lead you to a scholarly source on use of color palettes in film, or about how the different Barbie characters were costumed to portray the same character in different ways. Or, you might want to write about how the soundtrack functions, which could lead you to a scholarly source on the use of soundtracks to evoke moods within films. There are many options, but in each case you should be determining your own perspective and argument, then supporting your position by calling upon what a scholar has said, rather than simply using that scholar’s argument as your own.

  Attribution and Citation

  Whenever a source is used, whether it is the text you are analyzing (in this case, the film) or a scholarly source, it must be fully attributed and cited. Attributions take place when you introduce a source for the first time. This can be as straightforward as naming the author or authors before referencing their work. Citations are used whenever you reference an idea, concept, or quote from a source. Citations require both an in-text, or parenthetical citation and a works cited entry. Both in-text citation and entry must be present for the use to be academically honest.

  A Final (But Important!) Note

  All sources must be represented accurately. This means that quotes must share what the author said word-for-word with citations, and paraphrased or summarized materials must be accurate representations of the author(s) words and cited. Misrepresentation of source materials may result in a reduced grade or academic honesty penalties.

A Scene from The Hunger Games: Rue’s Death and District 11 Uprising

Part 1

[In this unwritten part, you should spend time watching and annotating a scene from your chosen film. Use this time to identify themes and choosing one specific theme you want to explore further.]

Part 2

One of the most pivotal scenes in the Hunger Games series is when Rue dies. It begins as Katniss is returning to the forest to meet Rue after sabotaging the food and weapons stashed by the stronger, antagonists who want to kill the two. Rues screaming brings Katniss running, and Katniss finds her one ally helpless under a net. The moment Katniss frees her, Marvel, the ruthless male tribute from District 1, spears Rue in the chest, and at the same time, Katniss kills him with an arrow to the chest. This scene shows Katniss as a protector who kills Marvel only to protect Rue. As Rue’s death quickly follows, Katniss changes, developing an even deeper rage at those who would consider the murder of an innocent girl entertainment.

As Rue fades, we see the blurring trees change to blankness while Katniss tearfully sings before the focus comes back to Rues glazed eyes and Katnisss hand closing them. Viewing Rue’s death through a feminist lens, one can see how a strong relationship between women can be life-changing. At the loss of this sister she has just come to love, Katnisss new rage and defiance begin to show. She places flowers to honor Rue, and as she walks away from her body, she makes the symbol of kissing three fingers and raising them up to the cameras she knows are everywhere so people in the districts can see her. This is the first hint we get that Katniss is going to become the symbol for a revolution before the scene immediately changes to a view from behind the people of Rues district watching Katniss honor their murdered daughter on a large screen in the public square. They return the symbolic gesture to the girl on the screen just before they begin to rampage, attacking the peacekeepers and destroying the factories theyre forced to work in to supply wealth to the capitol. This scene is one of the most pivotal scenes in the whole series, creating the rage that will bring on a revolution and raising Katniss, the strong, female protagonist, up to become the future Mockingjay.

The death of Rue and subsequent transformation of Katniss in this scene represent two of the major components of dystopian literature: a loss of innocence and the death of innocents. Even though Katniss doesnt want to kill, she kills Marvel to protect Rue. To survive the games, but even more, to protect others she loves, Katniss is forced to give up whatever innocence she had before the games. Katniss only volunteered for the games to protect her sister, Prim, from sure death, and Rue is like her sisteran innocent girl, but with no Katniss to take her place in the horrible tableau. The death of Rue in the first film of the Hunger Games provides the catalyst for the eventual downfall of President Snow, the tyrant of the dystopian government.

This scene is mostly silent, but in her dying words, Rue tells Katniss she has to win the games.

Part 3

The Hunger Games series portrays Katniss, the protagonist, in relationships with two sisters: Prim, the sister she replaces as a tribute in the games, and Rue, the sister she chooses to protect and avenge. Viewing these two relationships through a feminist lens illuminates how sisterhood between young women can become a powerful catalyst for change in a dystopian society.

Part 4

In “Saving Sisters,” Jeannine Atkins compares the relationships between sisters in Little Women, Hunger Games, and Frozen. An interesting quote from this article is, “Jo [from Little Women] tries to control her anger. Katniss means to use hers. But like Jo, her edges are softened by her tenderness toward a younger, shyer sister” (28).

Atkins, Jeannine. Saving Sisters: Little Women, The Hunger Games, and Frozen. Horn Book Magazine, vol. 92, no.

6, Nov. 2016, pp. 2731. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=

118807526&site=eds-live&scope=site. Accessed 6 Nov. 2023.

This source will help me support my thesis by providing a scholarly resource that helps to connect how the relationships between protagonists and their sisters motivate the protagonists or provide a catalyst, for Katniss in particular, to make decisions and take actions that put the protagonists in situations where they have to change and step up on behalf of their sisters.

[Don’t forget Part 5! Be sure to respond to at least two classmates’ posts!]

Ethical Use of AI and Secondary Sources

When writing, especially on a subject or text that we are not very familiar with, sometimes we feel that we need to look around to see what others have written or said to help get started with our own work. While this may seem like a great idea, it actually can do more harm than good for our writing.

Using AI

When we turn to AI or other sources to gather information about how the text can be interpreted, it often influences how we view our ideas or interpretations of the text. It is important to privilege your own voice in your essay; the goal of any analytical essay is to present an original argument, not an argument that has been repackaged, or re-worded, from other sources. When looking at our own ideas in comparison to what scholars have written or what AI composes, it can often seem that those ideas and interpretations are superior to our own, and it is can be tempting to abandon our original ideas and mirror those from other sources. After all, if someone–or something–has already said something good, what do we have to offer?

The main reason to avoid this comparison, especially by just using what AI produces, is that the process of writing is one of the best tools we have to learn what we know. Having to think about a topic deeply and put our thoughts into words quite literally changes the way our brains work, improving our abilities to think critically. These improvements then change the way we think for the rest of our lives, and not just about literature, but about anything that requires us to consider other perspectives, deeper meanings, or how we can join a conversation on these topics. Writing is sometimes hard because it is doing the hard work of building new functionality in our minds, so skipping that work means losing the potential benefit.

Then, there is the ethical issue of using AI generated content. AI content is problematic not only in the sense of potential plagiarism issues and potential environmental impacts, but also that the essay will not reflect the original thoughts and ideas of its author, so cannot be creative or insightful; only regurgitated and stale.

How can we use AI ethically, with so many issues surrounding its use? Rather than asking it to analyze or interpret for us, we can use AI for the additional information that helps us better understand the work. Using AI to gather information for context or background will allow us to understand some areas of the text better, which will in turn help you create and articulate your own creative and original interpretation of the text.

Avoid using AI generated content as inspiration or foundation for your essays argument, as doing so not only compromises the integrity of your essay but also stops you from developing critical thinking and analysis skills. Professors would much rather read an essay with original thoughts and ideas (and errors!) than an essay with AI generated ideas.

Using Secondary Sources

One of this course’s primary objectives is for everyone to learn how to create and support an original argument through an essay or related writing task. This objective is largely transferable to any degree or program of study, as being competent in composing and supporting your claims or argument is not only an interdisciplinary skill but also one you will use daily outside of academic tasks. While it is essential to be able to make and prove your arguments, it is also necessary to join the discourse or discussion surrounding your argument and back up your conclusions with expert voices. To do this, you will put your thoughts and arguments into perspective, or conversation, with other scholars writing on the same, or similar topic. A large part of joining the academic conversation in an essay involves consulting and including secondary sources into your own argument.

There are several factors to keep in mind while using secondary sources in your writing:

• Your thoughts and ideas come first. A secondary source should be used as support for your own original thesis and ideas. While it may seem that the secondary source, having been published, might include stronger arguments than your own, you want to use the source to showcase and support your ideas and not simply arrange your essay around claims found in source material. You are the expert on the argument in your essay. Your voice comes first and the source supports you.
• Engage your source material fully. Source material never stands on its own or makes your point for you. Instead, you must include source material that you then analyze to show how it supports your argument. You want to use the information from the source as another way of showing that what you are saying about the text you are analyzing is correct, rather than merely adding source material to meet requirements. When you add secondary source material without engaging it or analyzing it, it doesnt add strength or credibility to your argument; it just confuses the reader as to why it is there. A fully-engaged source is one that meshes well with your argument, offering you something to analyze to prove that the experts agree with your conclusions.

An Important Reminder

Whether you’re working with AI or a secondary source, remember that you must always cite any ideas, concepts, or words that are not your own. In our classes, you must also AI use, and any quotes must be accurately represented. Finally, as always, source materials, including the texts we analyze in class, must be fully cited. Don’t forget that you can get assistance with citations by using our , asking our embedded librarians, using our Free Tutoring or your college’s writing center, or asking your professor!

Unit 4, Module 10 Discussion: Researching Context and Developing a Working Thesis

View profile card for Schlinder Fleury

Module 10 Discussion

Schlinder Fleury posted Apr 3, 2026 4:56 PM

532 Words

Part 1

The Colony is a tense movie that explores several central concepts, particularly survival, human endurance, and social breakdown. Three issues that have attracted my attention are:

Survival and Human Resilience: The central motif of the movie, a society of survivors struggling with a severe nature, can provide an understanding of human resilience and flexibility (Rumpala). Their quest to keep living at the end of the world is a sign of the human spirit’s ability to cope with the crisis.

Isolation and Community: The film takes place in an abandoned world, and the question of the need to establish relationships and create a community in the most extreme circumstances. (Koncz et al)Belonging is also a critical aspect of character survival since they need each other emotionally and physically.

Ethics in a Post-Apocalyptic World: As society disintegrates, the movie raises the question of how the survival instinct raises ethical issues (Rumpala). These decisions made by characters about right and wrong in a fallen society offer a critical view of human nature and the morals of survival.

The environment of a post-apocalyptic world is significant for understanding these subjects. The breakdown of social order forces the characters to reflect on moral issues, and they must ask themselves what it feels like to be a human being in a world where survival is the primary concern.

Part 2

I used AI to read about the post-apocalyptic films and the philosophical consequences of one surviving and being moral in the most harsh circumstances. The novels of the post-apocalyptic genre typically depict the disintegration of social conventions, and The Colony is no exception, as people change and develop new ethical standards. This historical background of post-apocalyptic narration informs us about how these films indicate the human soul’s ability to disintegrate the ancient structures of society.

Part 3
In The Colony, the movie depicts the downfall of the society and the human race warring to survive in a barren world. The movie analyzes how the human spirit can endure the forces that push it to its lowest point by exploring themes of survival, isolation, and the loss of moral values. I applied my Post-Apocalyptic story work to inform this thesis, since movies such as The Colony examine how humans behave when their lives are at risk. The circumstances the characters in the film face are brutal, pushing them to the limits both physically and morally. Social norms collapse in the film, and the characters are compelled to adopt new physical and ethical survival strategies (Koncz et al). After giving a glimpse of the situation in the movie, we can view it as an expression of the power of human nature and how it can be eroded, and of the moral sacrifices that would have to be made to survive in a world without the society as we know it.

Works Cited

Koncz, Linda, and Alex Villas Boas. “Climate Migration in Post-Apocalyptic Narratives on the Mainstream Screen.” Religions 15.2 (2024): 231.

Rumpala, Yannick. Learning what to do in the Face of the Apocalypse? On the Representations and Reflexive Resources of Science Fiction Facing the End of the World. International Journal of Politics, Culture, and Society, Oct. 2024, .

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