You Oughta Be In Pictures: How to Write a Film Review



You Oughta Be In Pictures: How to Write a Film ReviewIntroductionThe Teaching ContextThis unit plan is for Middle School to High School English Literature students in a Michigan Public School. Students in my classroom should be able to read and write at least at one grade level below where we are at the beginning of the year. This unit will come in the 3rd quarter of the year when we start stretching their writing skills by expecting the students to be using more complex ideas and sentence structure.By the time we reach this unit, it would be my goal to have all students in the class at least at grade level in both reading and writing which would allow them to complete this unit with some ease. That is not to say that the amount of work would not be a challenge, but I do not feel that the amount of work would be too much for any of the students in my classroom to handle. The most difficult aspect of this unit for the students will be to be able to write a review that is persuasive and convincing to their selected audience. This writing that we will do from now to the end of the school year is going to increase in difficulty that will challenge everyone in the room no matter what their level is and what skill set they possess. If is my goal to make sure that each student will be prepared to make that next step in their education no matter what that may be.Hopefully by this point in the school year I have made my classroom a safe environment for my students and they will feel it is a place that they can express their thoughts about their writing and will be able to tie it to something personal in their lives. The students should also feel very comfortable sharing their writing with each other as we will be using a writing workshop approach for parts of this lesson.Rationale for UnitThe focus of this unit is to give students the ability to watch a film or television show and be able to express in a clear and concise manner a written critique of what they just saw. They will also be working on strengthening their sentence structure and improving their persuasive writing techniques.What the students will learnStudents will learn that the ability to see things critically and to express their opinion on a subject is a way that they may be able to influence change in the world. Students will also begin to learn that everything that they see on television or in the movies is written by someone who started out just like them.How students will be assessedStudents will be assessed over the course of the unit by 3 major criteria.Participation in class discussions and in-class activitiesIn Class Writing AssignmentsFinal Film Review of To Kill A MockingbirdWhat Students will doThe students will be able to look at any television show or movie and be able to make an informed argument as to the merits of others seeing or not seeing the show or movie. They will also be able to take this knowledge and express it both in the written form and orally so that we will be able to discuss it in class. How Students will learnStudents will learn in a Socratic communal setting where I, as the instructor, will lead classroom discussions about the movie that we will have watched. I will be trying to get the class to direct the learning to what they need as a group to gain an understanding of this genre and the film. There will also be in-class and take home writing assignments that I will use to gauge their understanding of the genre that we are covering. There will be weekly grammar lessons that will work on improving the students writing skills by teaching them how to build more complex and interesting sentences.Texts: Central and SupportingTo Kill A Mockingbird by Harper Lee (finished prior to the beginning of the Unit)To Kill A Mocking Bird (Film)Film Reviews of To Kill a Mockingbird and other contemporary reviewsGrammar for Middle School: A Sentence-Composing Approach by Don and Jenny Killgallon?“Writing about Film.”?Dartmouth Writing Program.“Writing about the Literary Elements of Film.”?Writing about Film.“Writing Across the Curriculum: Writing about Film.”?Writing Across the Curriculum: Writing?about Film.Why Film/Television ReviewMedia is all around us and I believe that the students at this level need to start taking a more critical look at what they are watching and figure out why they are watching it. They also need to start being able to understand how writing and what they see on the screen are interconnected, those things up there just don’t happen without someone sitting down and writing them out. Students also need to be able to make comparisons to things that they have read or observed and tie those things into their current writing. Being able to state ones opinion, either orally or in written form, and to stand by it is an invaluable skill that should be worked upon not only on an occasional basis and this unit will help foster that skill that can then be used in future writing projects in all of their subject matter. Works Cited?“Guide to Writing about Film.”?Guide to Writing about Film. The Metropolitan State College of Denver, 8 May 2000. Web. 21 Mar. 2012.“Theatrical Market Statistics.”?Industry Reports. The Motion Picture Association of America, 2011. Web. 21 March 2012.?“Writing about Film.”?Dartmouth Writing Program. Dartmouth College, 12 Jul. 2005. Web. 21 Mar. 2012.“Writing about the Literary Elements of Film.”?Writing about Film. College of DuPage, 2004. Web. 21 Mar. 2012.“Writing Across the Curriculum: Writing about Film.”?Writing Across the Curriculum: Writing?about Film. The Hunter College Writing Center, n.d. Web. 21 Mar. 2012.Edelstein, David. “The Hunger Games Review.”?. New York Magazine, n.d. Web. 24 Mar. 2012.New York Magazine focuses on the arts, so its movie reviews are relevant and influential.? In this review, Edelstein comments on the emotional and moral implications of the film and marvels about how the audience roots for Katniss even though that means implicitly hoping for twenty-three other children to die.? He includes very little plot overview and primarily discusses the effectiveness of the director, Gary Ross, and concludes that under Ross’ direction, some parts of the movie triumph while others fall flat.? Edelstein suggests ways that some of the underwhelming scenes could have been done differently to support his points.? Stylistically, he uses “we” when talking about the audience’s experiences and utilizes a very casual, conversational tone.? He concludes the review with a brief paragraph summarizing his final opinions.Klein, Andy. “The Hunger Games: Movie Review.”?The Christian Science Monitor. The Christian Science Monitor, 23 Mar. 2012. Web. 25 Mar. 2012.The Christian Science Monitor is a more newsy source that, unlike New York Magazine, does not specialize solely in arts and entertainment reporting.? Therefore, its readership will have different values than that of New York Magazine, resulting in its movie reviews taking a different approach as well.? In this review, Klein spends a significant amount of text reviewing the movie’s plot.? He makes many references to similar movies and shows and concludes with an entire paragraph of commentary on the film’s casting and acting.Roeper, Richard. “The Hunger Games Review.”?Richard Roeper & The Movies.? , n.d. Web. 24 Mar. 2012.This review takes the form of an oral report. We talked in class about how oral composition and using technology to disseminate information are becoming more common in the classroom, and this review is a great example of how that could be done.? Roeper comments on a bit of everything, from acting to directing, from camerawork to the visual spectacle.? What I especially like about his review is that he concludes by stating who he thinks would enjoy the movie and what “grade” he ultimately feels it deserves.? Although he had some negative things to say about the film, he did so tactfully so that he never seemed condescending or haughty.The Unit ItselfSchedule (Bolded days correspond to Lesson Plans)MondayTuesdayWednesdayThursdayFridayOverview of UnitWhat is a Film ReviewOverview of the FilmWatch To Kill A Mockingbird Journal WritingDiscussionGrammar LessonBasic Sentence Structure: A ReviewReview /Preview of Today’s Section of the FilmWatch To Kill A Mockingbird Journal WritingDiscussionReview /Preview of Today’s Section of the FilmWatch To Kill A Mockingbird Journal WritingDiscussionReview /Preview of Today’s Section of the FilmWatch To Kill A Mockingbird Journal WritingDiscussionReview /Preview of Today’s Section of the FilmWatch To Kill A Mockingbird Journal WritingDiscussionGrammar LessonImproving Depth: How to Create Deeper Meaning in Our SentencesReview /Preview of Today’s Section of the FilmWatch To Kill A Mockingbird Journal WritingDiscussionJournal WritingDiscussion of FilmTake Home Assignment:Read 3 different movie reviews and write a brief summary on all 3 highlighting the things that you feel make them a good/bad review of the movie.Go over at-Home Writing AssignmentWriting Workshop:Brainstorming Film Review IdeasWriting Workshop:Rough Drafts of Film ReviewsGrammar LessonDo I put a Comma Here? Correct Comma UsageWriting Workshop:Peer Review of Film ReviewsClass Presentations of Film ReviewJournal WritingWhat goes into making a movie.Journal WritingIn-class Writing Assignment:Write a 3-4 person scene describing an event that happened to you with all of the elements of script writingGrammar LessonWriting Dialog that makes sense: Do people really talk that way?Writing Workshop:Peer Review/Editing of ScenesClass Presentations of Scenes Turn in completed ScenesPreview of Next Unit3 Daily Lesson PlansLesson Plan #1Title: Typical Movie Day Lesson (repeated 6 times)Lesson Overview:This lesson will cover watching the movie, in 6 chunks, that the students will be writing their film reviews on. In each of the lessons the students will be required to make notes of what we watch and to then write ideas, passages, or thoughts from that day’s movie chunk that will be used in the writing of their final review of To Kill A Mockingbird. The class will also discuss what was watched that day. Lesson Objectives:Students will learn how to critically watch a movie/television show and to take notes on what they are thinking or feeling about the movie that they are reviewing.Students will then be able to take these skills and use it in the construction of their own film reviews and also in their future writing assignments.Materials/Resources Needed:Writing JournalsActivities/Procedures:I will start the lesson with a quick overview/review of what we are going to watch or have watched from our previous class period.5 MinutesWatch a section of To Kill A Mockingbird25-30 MinutesStudents will write in their Writing Journals about what they just watched noting important aspects of plot, character, dialog, or setting; anything that will help them write their final film review.5-8 MinutesDiscussion of what students felt was the important aspects of plot, character, dialog, or setting; making sure to try to include all students input.10 MinutesAssessment:Students will be assessed on their participation in the class discussions and their engagement during the viewing of the movie. Their writing journals will be collected periodically to make sure that the writing process is taken seriously and that the students are actually paying attention to the film. These journal entries will be used as an outline for the final writing project for this unit.Lesson Plan #2Title: Improving Depth: How to Create Deeper Meaning in Our SentencesLesson Overview:One of the goals of this unit is to improve the depth and clarity of the students writing by improving their sentence structure. We will review a complex movie review from The New Yorker Magazine and break down the sentences that the author of the article used. I will then have the students take the pieces that they have written in their writing journals about To Kill A Mockingbird and construct similar sentences to those that we had just read. This will show the students the different ways that they will be able to add information to their sentences that they are writing for their film review that is due later in the unit.Lesson Objectives:Students will dissect and diagram sentences from a movie review that is put up in class to identify and understand the complexity of the sentence structure.Students will then take this understanding and knowledge and apply it to works that they have written in their writing journal and replicate what we just looked in with their own writing. Some of the students will be asked to share some of their sentences with the class.Materials/Resources Needed:Student Writing JournalsActivities/Procedures:I will put up on the screen The New Yorker film review of The Hunger Games. I will then read it and begin the lesson by getting the class to help me diagram the first sentence in the review.Once we get through the first sentence I will ask for a volunteer from class to come up and lead the diagraming of the next sentence in the review.After we complete this I will go over some of the ways that the author of the review was able to add information that they felt was necessary to the audience. The areas that I will be discussing will be the comma usage, the parenthetic uses, and the use of dashes.15 MinutesThe students will be asked to pull out their writing journals and to look at the entries that they had written about To Kill A Mockingbird. They will then be asked to pick a few sentences or ideas and to imitate the sentence structure that we had just diagramed on the board with their own work that will/could be used in their final film review assignment.Students will then be asked to pair with a classmate to go over what they had written and to edit/critique each other’s work.15 Minutes writing10 Minutes for editing/critiqueI will then ask for volunteers to read their new sentences to the rest of the class. The class will critique the sentences that are read aloud.5 MinutesI will wrap up the lesson by briefly go over the complex sentence structure that we discussed and how useful it is in giving more information to the writer’s audience.I will collect student writing journals to assess the understanding and command that the students have of this lesson.5 minutesAssessment:Students will be assessed on their participation in the class discussions and their engagement during the grammar lessons that we complete in class. Their workbooks and writing from class will be collected and gone over to make sure that the assignments were completed correctly and that the concepts that were discussed are understood by the class as a whole. If I determine that the grammar concept was not understood, we will address this again in our next session of grammar until we get the concept down, so that the students will be able to transmit what they learned in this lesson to their writing that we will be doing the rest of the school year. Lesson Plan #3Title: Writing a SceneLesson Overview:This lesson will move from film reviews into writing a scene that the students started working on in our previous class period. Students will be asked to take the ideas that they came up with in their writing journals and develop them into a 3-4 person scene that lasts 5-7 minutes. Each of these scenes must contain setting, detailed camera instructions, and dialog.Lesson Objectives:Students will be able to construct clear and in depth characters and work on writing dialog between 3-4 characters. A skill that will be useful in the creative writing unit that follows.Students will be able to be extremely precise in their scene descriptions and their camera directions. They will gain the understanding that the reader of the scenes will need to be able to “see” what they are writing in order to understand the setting. The directions that the students will be giving to the camera operators and directors are equally as important as they can also create the mood for the scene. These directions will need to be exactly what the author wants them to be, but it will not be required of the students to know exact terminology for the craft.Materials/Resources Needed:Student Writing JournalsWhatever writing materials each student needsActivities/Procedures:I will start the class with an overview of what is involved when writing a script and we will go over the sample of a script from the Disney movie Secretariat to look at formatting and detail.10 MinutesStudents will then begin writing their scenes as described above. They can work as individuals or as groups of 2 to complete this assignment. Students will be expected to complete the majority of this assignment in class today. I will be going around the room and meeting with all individuals and groups to answer any questions that they may have and to help guide them on any areas that they have questions with.This assignment will continue into the next class period with a peer review session to go over all of the aspects of setting, dialog, and camera directions to make sure that they are as clear and precise as they need to be.35 MinutesWe will reconvene to go over any areas that the students feel that they are having difficulty with. Students will be allowed to take their writing journals home to compete this assignment, if necessary, and to be prepared for the peer review sessions in the next class period.Students will be expected to come to class the following class period with their scene complete and whatever tools that they feel they need to work as a peer reviewer. Scenes that are complete will be collected at the end of class.5 MinutesAssessment:Students will be assessed on their participation in the class discussions and their engagement during the discussions during class. They will also be assessed on how they work on the assignment during class and with their group member if they are working in a group. This is just the beginning of a much larger assignment that will involve the “production” of these scenes for the entire class. This portion of the project will be part of the completed project and will consist of 20% of the final project grade.Sample Film ScriptSample of a Film Review:Finally, it seems like the odds might actually be in our favor.The Hunger Games?may be the buzzy movie of the moment, but it certainly deserves its hype.? Based on Suzanne Collins’ 2008 novel of the same name, the movie delivers not only as a great film, but as a rare stand-out in the book-to-movie adaptation genre that’s become popular in recent decades but has never been very consistent.? Its comparisons to the?Twilight?and?Harry Potter franchises are understandable, but don’t be deceived-?The Hunger Games?packs enough action, psychological intrigue, and emotional appeal to appease those loyal to Collins’ novels?and?the aforementioned franchises alike.Set in the post-apocalyptic future, the 74th?annual Hunger Games are about to begin in Panem, an Orwell-esque dictatorship divided into twelve districts, each completely segregated from the others and dedicated to producing one essential good for the rest of the country.? Each year, teenagers from each district are chosen lottery-style for participation in the Hunger Games, a sadistic competition from which only one victor will emerge alive.? The Games are used by the Capitol as a tool to keep the lower districts subdued and submissive, and for seventy-four years, they’ve done just that—until now.? For this year, a volunteer steps forward who will change the way the Games are played: Katniss Everdeen.In the movie as in the novel, Katniss is the story’s shining star, the magnet that attracts admirers both young and old.? Unlike?Twilight’s snoozy Bella, who wallows in teen angst and self-pity, Katniss is strong and independent—the kind of heroine females have long waited for in a major film franchise. ??Deadly with a bow and arrow, yet sensitive and tender with those she loves, Katniss’s complexity makes her an intriguing character, one for whom we cannot help but root and relate to. Newcomer Jennifer Lawrence delivers a fierce performance, giving?Twilight’s Kristen Stewart a long-overdue run for her money as the it-girl of the book-to-movie genre.While?The Hunger Games?stays mostly true to its literary namesake, we cannot help but feel somewhat disturbed by the film’s graphic imagery.? It is unforgiving, make no mistake—children kill children, and in some pretty gruesome ways, at that.? But it’s important to see the forest from the trees here and realize that such imagery is intentional in both Collins’ novel and Ross’ film: corrupt, controlling governments drive us to inhumanity.? The message couldn’t be more relevant, and even though Panem doesn’t much resemble America, the film’s political undertones are bold and unapologetic.Not everyone will appreciate the shaky camerawork utilized in?The Hunger Games, but mostly everyone will appreciate the film as a whole for its realism and relevance.? Like the mockingjays that repeat the tunes they’ve overheard, The Hunger Games?has started a whisper in the literary and film spheres that has the chutzpa to resonate for quite some time.-Rachel AmityGenre Essay: Film Review:Rhetorical ContextThe significance of film in today’s society is undeniable.? The Motion Picture Association of America reports that in 2011, $32.6 billion dollars’ worth of movie tickets was sold worldwide (“Theatrical”).? In the United States and Canada alone, 1.3 billion people spent $10.2 billion dollars on movie admissions last year (“Theatrical”).? Many of those attending movies rely on movie reviews to determine which movies they would or would not like to see.? Although it is a comparatively young genre (obviously originating with the development of the motion picture at the end of the nineteenth century), the movie review holds an important position in the literary world because of its wide readership and its influence over its audience’s thoughts and choices.AudienceAlmost all people watch movies, whether it be in theaters, on DVD, on television, or through internet streaming.? Therefore, almost all people read movie reviews to help decide whether certain movies are worth watching.? Because of this, the movie review is a very widely read genre.? According to the Motion Picture Association of America, an equal number of men and women visited movie theaters in 2011.? Most moviegoers fell between the ages of 12-24 years, and Hispanics were identified as the ethnic group most represented in movie theater attendance (“Theatrical”).? Although these statistics do not necessarily reflect the genders, ages, and ethnicities of people reading movie reviews, it could be helpful to potential movie review writers to use such information to imagine who the average moviegoer is and then tailor their reviews accordingly.Movie reviews are found in a variety of media, including print and online newspapers, magazines, and movie review websites.? Some television programs also include oral movie review segments, and commercials for movies occasionally include brief phrases from movie reviews as well.? The objective of the movie review is to “explore an individual’s response to a film” (“Writing about Film”), ultimately providing the reader with a frank, candid critique of a movie from an unbiased source.? Movie reviews can influence readers to see or not see a movie; however, the movie review genre does not necessarily aim to persuade readers, but instead to merely inform them about the film to help them make a more educated decision about which movies they might like to watch.Some audiences use movie reviews for very specific purposes.? For example, a parent might rely on reviews to determine whether a movie has too much violence, profanity, or sex for his/her child to watch.? Those who study film or consider themselves “film connoisseurs” might seek reviews that use technical jargon and film philosophy as means of not only reviewing the film, but also critiquing and analyzing it (it should be noted, however, that film analysis is its own literary genre distinct from film review). ?Different types of sources will publish different types of reviews based on readers’ demographics:?Parents magazine and?Rolling Stone?magazine, for example, would not publish the same kinds of reviews because their audiences are very distinct and are likely to have different values when it comes to film.AuthorsMany of those who compose movie reviews are professional film critics who work in the journalism field.? They write movie reviews because there is a demand for them: the cost of a movie ticket is expensive, and the public needs an unbiased third party to inform them about movies so they can decide which are worth spending their money to see.? Again, those who write movie reviews are not necessarily trying to persuade the public to see or not see a movie.? Instead, they write to share their reactions.? Major movie critics write for newspapers, magazines, websites, or television, and consequently have access to demographic information about the audience for whom they write.? However, the internet allows even those without access to newspapers, magazines, or television to read movie reviews dispersed through those media, so when writing their reviews, film critics must think beyond the audience of the newspaper/magazine/television show for which they write and remember that their reviews are accessible to anyone with an internet icsMovie reviews are typically brief, but include a wealth of information, including plot summary, character analysis, and critiques of the director’s style and the acting, and general thoughts and impressions of the critic.? All of these details ultimately “[lead] to a discussion of the underlying ideas of the film” (“Writing about the Literary Elements of Film”).? Sometimes, more technical elements of movies are included in reviews, such as cinematography, soundtrack, editing, and lighting (“Guide”).? Many reviews will also make reference to similar movies, comparing and contrasting various elements that the movies have in common to give the audience a standard of comparison.FormsMovie reviews are characterized by informal style and conversational tone.? They are typically “simplistic (thumbs up, thumbs down) and “clever” (employing the pun-driven or sensational turns of phrase of popular magazines)” (“Writing about Film”).? In many examples, critics utilize puns or wordplay in either the title or first line of the review to grasp the reader’s attention.? The style, syntax, and grammar of movie reviews are often informal, which lend themselves to the genre’s overall casual tone.? Paragraphs and sentences vary in length, and word choice is creative, yet clear.? Whereas more formal genres call for specific paragraph organization, movie reviews often adopt a more stream-of-consciousness flow.Style and word choice are particularly important when writing a negative review for a bad movie.? Rarely do professionally written movie reviews blatantly attack or demean movies.? After all, most sources of movie reviews (magazines, newspapers, television shows, etc.) depend on positive relationships with actors, directors, screenwriters, and production companies for interviews and advertising.? Therefore, negative movie reviews are written tastefully and tactfully and often focus on what could have been done differently instead of what was done wrong.? Additionally, reviews that are especially cruel can make the writer seem condescending and too hard to please, which in turn can make it difficult for audiences to trust and relate to the writer.? Words must be carefully chosen when writing negative movie reviews (or even when making a single negative observation within a positive review) so as to avoid seeming unnecessarily harsh and alienating readers.ProcessesComposing a movie review requires many different skills.? First, the writer must actively watch a film.? This may sound simple, but with film so present in our lives today, it is easy to be “lulled into passive viewing” (“Writing about Film”).? To work toward more active, deliberate film watching, the writer might watch the film focusing only on certain aspects.? For example, a writer might watch a movie and note only those elements that are surprising, repeated, or seemingly symbolic (“Guide”).? Sometimes, the writer may need to review certain scenes or perhaps even the entire movie (“Writing about Film”).? Prior to watching the film, it may be helpful to research the director and his/her other films to be prepared for themes or styles that are likely to occur (“Writing Across the Curriculum”).? Researching the film’s “historical, cultural, and stylistic contexts” may also help orient the writer to the world of the film prior to viewing (“Writing Across the Curriculum”).After viewing the movie, the writer works through his/her general writing process.? Perhaps the greatest challenge of composing a movie review comes is what to focus on.? As mentioned above, movie reviews can include plot summary, character analysis, and commentary about the directing, the acting, the costuming, the setting, the lighting, and much more.? ?Movie reviews can and should explore more than just one element of the movie and the movie-watching experience, but trying to share reactions to all aspects of the film would result in a jumbled review.? Instead, the writer must choose a few key elements to focus on that he/she feels are most important for potential viewers of the movie to know beforehand.Mentor textsEdelstein, David. “The Hunger Games Review.”?. New York Magazine, n.d. Web. 24 Mar. 2012.New York Magazine focuses on the arts, so its movie reviews are relevant and influential.? In this review, Edelstein comments on the emotional and moral implications of the film and marvels about how the audience roots for Katniss even though that means implicitly hoping for twenty-three other children to die.? He includes very little plot overview and primarily discusses the effectiveness of the director, Gary Ross, and concludes that under Ross’ direction, some parts of the movie triumph while others fall flat.? Edelstein suggests ways that some of the underwhelming scenes could have been done differently to support his points.? Stylistically, he uses “we” when talking about the audience’s experiences and utilizes a very casual, conversational tone.? He concludes the review with a brief paragraph summarizing his final opinions.Klein, Andy. “The Hunger Games: Movie Review.”?The Christian Science Monitor. The Christian Science Monitor, 23 Mar. 2012. Web. 25 Mar. 2012.? The Christian Science Monitor is a more newsy source that, unlike New York Magazine, does not specialize solely in arts and entertainment reporting.? Therefore, its readership will have different values than that of New York Magazine, resulting in its movie reviews taking a different approach as well.? In this review, Klein spends a significant amount of text reviewing the movie’s plot.? He makes many references to similar movies and shows and concludes with an entire paragraph to commentary on the film’s casting and acting.Roeper, Richard. “The Hunger Games Review.”?Richard Roeper & The Movies.? , n.d. Web. 24 Mar. 2012.This review takes the form of an oral report. We talked in class a few weeks ago about how oral composition and using technology to disseminate information are becoming more common in the classroom, and this review is a great example of how that could be done.? Roeper comments on a bit of everything, from acting to directing, from camerawork to the visual spectacle.? What I especially like about his review is that he concludes by stating who he thinks would enjoy the movie and what “grade” he ultimately feels it deserves.? Although he had some negative things to say about the film, he did so tactfully so that he never seemed condescending or haughty.Works Cited?“Guide to Writing about Film.”?Guide to Writing about Film. The Metropolitan State College of Denver, 8 May 2000. Web. 21 Mar. 2012.“Theatrical Market Statistics.”?Industry Reports. The Motion Picture Association of America, 2011. Web. 21 March 2012.?“Writing about Film.”?Dartmouth Writing Program. Dartmouth College, 12 Jul. 2005. Web. 21 Mar. 2012.“Writing about the Literary Elements of Film.”?Writing about Film. College of DuPage, 2004. Web. 21 Mar. 2012.“Writing Across the Curriculum: Writing about Film.”?Writing Across the Curriculum: Writing?about Film. The Hunter College Writing Center, n.d. Web. 21 Mar. 2012.-Rachel Amity ................
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