Question about Film Connections Essay
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
The total length of the answers for the three sections of the test must not exceed four pages (1000 words).
words) in Times New Roman 11-12 pt. with standard margins
Choose two of the following and write them in standard prose (and complete sentences) Define/Identify
Explain the connections between each term or phrase, as well as their broader significance in the text.
In terms of television history, they belong to the 1960s.
Cronkite in Vietnam, A. Newton Minnow, See It Now
B. The domestic medium, cultural hegemony, and ethnicom’s rise and fall
George Burns, C. Liveness, and JFK’s assassination
Edward R. Murrow, Consumerism, D. The Red Scare
Cronkite in Vietnam, The Three C’s, Legitimacy Crisis
The Scene’s Importance, Part II:
Choose two of the clips and concepts from the list below. Through close reading and textual analysis,
concentrating on specific aspects of the short chosen scene and how they exemplify and/or relate to
the concepts upon which it is built
Paint Your Waggedorn, by A. Julia (17:00-19:14) Racism/Race Relations, Social Instruction
B. Lucy Does a Commercial from I Love Lucy (8:40-11:40) the transitional woman &
Women in the postwar era
The Waltz by C. Beulah (20:28 – 22:02) The Contented Mother and the Postwar Nuclear Family
TV or Not TV, by D. The Honeymooners (5:50 – 8:15) The working class’s enfranchisement
Containment & Class
E. Amos & Andy (E. Amos & Andy) (2:10 – 9:43) Stereotypes, Norms, and Minstrelsy
III. Detecting the False
Select the FALSEST statements from each of the triads below and explain/justify them.
It is entirely up to you.
A. Since the introduction of cable, DVRs, and streaming, liveness is no longer a part of television viewing.
B. The NAACP objected to Beulah more than Amos & Andy because of the show’s portrayal of the black community.
C. Lucy, Martha, and Mary could be considered transitional women for the time period in which they lived.
There were shows made.
A. Television shows should be studied as artistic endeavors, cultural artifacts, and industrial and commercial products.
Commercial products, as well as political and social education tools
B. Many TV commentators reflected on the impact of his “telegenetic” debut in the 1960 Presidential Debates.
Scholars believe JFK was the country’s first “television president.”
C. There were four major American television networks in 1948: ABC, NBC, CBS, and FOX, all of which were owned by the same company.
which are still effective and powerful today.
A. Understanding the motivations of early broadcast television is aided by the three Cs.
B. Shows like The Donna Reed Show and The Feminine Mystique reflected how all women felt.
Regardless of race or social class, people felt strongly about domestic life.
C. Broadcast news contributed to the exposure of McCarthyism’s dangers, thereby assisting in the defeat of the movement.
the emergence of the Red Scare
The Paramount Decrees refer to the period from 1948 to 1952 when the FCC refused to issue licenses to certain television stations.
new broadcasting stations
B. The Texaco Star Theater, starring Milton Berle, is a good example of “vaudeo,” or what might be called “theatrical entertainment.”
understood as a mash-up of vaudeville and video.
The term “embourgeoisement of the working class,” coined by C. Lipsitz, refers to the false promise of social mobility.
In the 1950s, ethnicoms and sitcoms frequently emphasized mobility through consumption.
A. Friedan’s concept of postwar womanhood, as exemplified by Lucy and Martha, is conceptually aligned with Lucy and Martha’s.
concerns about achieving feminine fulfillment
B. Sponsorship and consumerism are less common in today’s television, especially on streaming services.
C. Decoding viewers have little impact on challenging hegemonic norms across the board.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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