Media and Mass Communiation Functions

chose one of the options

Unit 4 Media Assignment - Comparing Two Different Media Sources For this assignment, you will select Option 1 or Option 2. You do not need to do both. In a comparative style essay between 400-500 words, demonstrate how the following 3-4 points (listed below), are used to compare the elements of the “Short Film”, OR “Novel”. Be sure to review the Rubric and the required points (below), so you are sure to cover all requirements of the essay. Option 1: Short Film: Coward & Unit Novel: The Wars Comparison Compare the elements of the novel, The Wars by Timothy Findley to the short film Coward: https://vimeo.com/52220211 When comparing the two different sources, be sure to include the following 4 points: 1) What images or elements do you find similar or different between the two works? Explain with specific examples. 2) How do these different elements help you to better understand the conditions of war? Explain with specific examples. 3) Does seeing the events of war on video change how you perceive what soldiers went through, as opposed to simply reading about the conditions? Explain with specific examples. 4) What are some strategies and techniques that the video can utilize to impact the reader, that the novel cannot, and vice versa? Explain with specific examples. Unit 4 Media Assignment - Comparing Two Different Media Sources OR Option 2: Graphic Novel: Charley’s War & Propaganda Posters Comparison Compare the graphic novel Charley’s War and the propaganda posters that were used in Canada during World War One, which can be found in an attached document. When composing your response, be sure to include the following 3 points: 1) A definition and discussion of the political ideology of “patriotism” and whether you believe it is a positive or negative construct for a country. 2) What are the ideals that are being presented in the propaganda posters? Explain with specific examples. 3) Are those same ideals being shown in the graphic novel, which was written roughly 60 years after WWI and not long after WWII. Explain with specific examples. Unit 4 Media Assignment - Comparing Two Different Media Sources STUDENT NAME: GRADE: Communication = /100; Thinking = /100 CATEGORY 10 8 6 4 Strong thesis and focus on thesis C = T = There is one wellfocused comparative thesis that passes the "so what" test. The comparative thesis is clear, but it does not pass the "so what" test. The thesis is somewhat clear but there is a need for more supporting information. The thesis is not clear. There is a seemingly random collection of information. Introduction C = T = The introduction is inviting and includes a clear thesis statement. The introduction has a clear thesis statement, but it is not particularly inviting to the reader. The introduction lacks a clear thesis statement. There is no clear introduction of the main topic. Support for Topic C = T = Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. Supporting details and information are relevant, but one key issue or portion of the argument is unsupported. Supporting details and information are relevant, but several key issues or portions of the argument are unsupported. Supporting details and information are typically unclear or not related to the topic. Organization C = T = The paper is organized logically so that the reader can follow the entire argument. The paper has one or two places where the reader gets confused or wonders what the writer is trying to do. Multiple paragraphs or sentences within paragraphs need to be moved around. There seems to be no organizational system in the paper. Transitions C = T = A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistant. Flow & Rhythm C = T = All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. Uses all points from Instruction sheet with clarity and precision. Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand. Uses all points from Instruction sheet well. Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. Uses most points from Instruction sheet. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. Uses few points from Instruction sheet. Unit 4 Media Assignment - Comparing Two Different Media Sources Appropriate Style for Audience C = T = The style is engaging to the reader, and the reader's questions are anticipated and answered thoroughly and completely. The writing style is somewhat appropriate for the audience, and the reader's questions are anticipated and answered to some extent. The reader is left with one or two questions. More information is needed to "fill in the blanks." The style is inappropriate and/or the reader is left with several questions. Conclusion C = T = The conclusion is thoughtful and interesting. It leaves the reader with a feeling that they understand what the writer is "getting at." The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." The conclusion is recognizable and ties up almost all the loose ends. There is no clear conclusion, the paper just ends. Grammar & Spelling C = T = Writer makes no errors in grammar, punctuation, capitalization, or spelling that distract the reader from the content. Writer makes 1-2 errors in grammar, punctuation, capitalization, or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. Originality C = T = No one else could have written this essay. It is completely original. Most of the paper is fresh and new. Only one or two parts of the paper seem unoriginal. Some parts of the paper are original, but much of it doesn't sound fresh and new. The paper lacks any part that sounds original.