READ THE SCENE, “SO, WHAT?,” AND GET OUT

Why Am I Writing This?

  • ENG 101 Objectives #1-6

Due Date & Submission Method:

  • Final draft due___
  • Google Drive & hard copy

Quick Run-Down:

  • 800 words minimum
  • Close reading of texts
  • Incorporating evidence
  • Summary & Analysis
  • Arguing a position

Prompt

You’ve now read a lot of authors and screened documentaries on race, power, and a range of related issues — and we watched and discussed Get Out (2017) together in class. Now, you’ll be doing an academic analysis of Get Out, by focusing on one scene or symbolic element in particular in the film, and identifying how that scene/symbol addresses a major theme or topic in the movie, using the readings we’ve done thus far to help make your point. You’ll write an 800 word paper to colleagues explaining a possible academic argument that could be made about this particular scene in Get Out. Why is this scene so important for understanding a major theme or topic in the movie? What does it illuminate or show us about the movie or a particular character, overall?

In reading this one scene, it doesn’t mean you can’t discuss other scenes or moments in the movie (you should be able to point out how it is a common strand throughout the film): but your primary focus should be the importance of that particular scene/symbol. You’ll select two readings/viewings that you find relevant from our work thus far to help your make your case for the scene’s importance. You can certainly incorporate outside research to help you make your case, but you’ll need to make sure you cite it appropriately. Even if you use someone’s ideas, but not their actual words about the movie, you still must make it clear where you searched and got that idea from.

There should be a very clear answer to the “So, what?” question we’ve talked about: why is this scene/symbol in relation to the movie important? What does “reading” the scene or symbol in a particular way reveal? How is this a “real world” issue, and not just a bit of speculative fluff?

You must include quotes from your selected class readings, using introductory phrases and in-text citation methods, as we’ve been practicing. You should feel free to recycle bits of your informal writing work and responses to readings/viewings into this paper as necessary. If you quote dialogue from the movie or one of the documentaries we watched, you’ll want to use the same methods. Organize your written thoughts using PIE paragraphs, showing unity and development in each paragraph. Your paper and article will be shared with your class colleagues, who will potentially respond to your thoughts and selection(s). You will want to make a case for how and why the movie gets at big or important issues.

RUBRIC

CRITERIA

2

1

0

Readings selection

Selects relevant readings to conduct an analysis of the scene/symbol

Thesis

States a particular reading of the scene/symbol and its importance; the “so, what?” question is clearly answered

Does not clearly answer “so, what?” and state why their take on the movie is relevant

Addresses Prompt / Focus

Remains focused and answers prompt fully; chooses one primary area of focus

Remains mostly focused on task at hand, with some asides

Lists a series of disconnected aspects; lengthy plot or detail summaries, but nothing with any real depth

Introduction & Conclusion

Has an introduction (with a thesis and a roadmap), and a conclusion paragraph

Has an introduction and a conclusion, but one might be under-developed

Lacking an introduction or conclusion; or thesis is not stated in introduction

Presence & Relevance of Evidence

Excellent use of at least 4 pieces of textual evidence from the readings/viewings; effectively provides relevant examples, evidence, and appropriate quotes; understands original context of quote

Uneven use of evidence and examples; evidence not always directly relevant; over-reliance on a single part of the text (i.e., just the scene at hand); understands original context of quote

Lack of evidence and examples; evidence, if provided, not related to overall argument; limited reference to textual materials; quotes are cherry-picked or misrepresented and taken out of context

Unpacking Evidence & Sandwich Quotations

Student introduces quotes with a phrase and integrates them into the sentence; “unpacks” quotes  at length and explains why evidence supports their argument; does not use whole paragraphs for quoting

Student introduces quotes but fails to “unpack” them; significance of quotes not readily apparent; uses lengthy or block quotes without breaking them down

Student slaps quotations down into their paper without an introductory phrase (i.e., the quote is a “stand alone” sentence); student does not explain or unpack quotes at all

Integration of Quotations

All quotations are seamlessly integrated into sentence; sentences with quotes work in terms of grammar and mechanics

Most of the quotations are seamlessly integrated into sentence; most sentences with quotes work in terms of grammar and mechanics

The majority of quotes are awkwardly forced into sentences; most of the sentences with quotes don’t work grammatically or in terms of mechanics; or no sandwich quotations are present

Organization & Clarity

Clear, well-organized paper; claims build on each other; paragraphs are well-developed and use PIE logic; paper flows logically; reader doesn’t get lost

Generally sound organization; some topic sentences strong, others weak; some paragraphs not fully developed; reader occasionally confused by awkward organization, unclear sentences, fuzzy ideas

Poor organization, lacks clarity; paper not organized around coherent paragraphs; prose is hard to follow and understand

Editing

Flawless paper, or an occasional minor error

Distractions due to spelling, punctuation, grammar errors; writer seems a bit careless

Seriously marred by mistakes in grammar, spelling, and punctuation; lack of editing

Manuscript Form

Paper is double-spaced; has title; follows MLA format for both in-text citations and for the Works Cited

Paper is missing one of the necessary form elements (double-spaced, title, correct MLA)

Paper is missing more than one of the necessary form elements (double-spaced, title, correct MLA)

Word Count

Meets or exceeds the word count requirement of 800 words

Is less than one hundred words away from the minimum word count

Paper is over one hundred words away from the minimum word count