Daddy Film School #2: JAWS (1975)

We start with a splash! See what I did there?

I swore that the kids wouldn’t get scared. Then they got scared.

Thank God for the extra footage on YouTube and behind the scenes stuff. It tilted the terror to wonder. It’s a fine line from moaning to “how cool” with this age group.

I was guided by the notion that JAWS did not frighten me at all when I was younger. I was far too busy being afraid of more rational things. Like the widow down the street, abject embarrassment and this crap show who is somehow considered acceptable viewing for pre-schoolers.

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Right? Gah.

Granted, my kids live at the beach, so maybe their fear is a tad more warranted than when I watched this movie as a grade-schooler in West New York, NJ.

THE LESSON: Spielberg was the man! “We’re gonna need a bigger shark.”

THE WORRY MOMENT: There’s more blood than I remember.

FINN (9): “What’s skinny dipping?”

ME: “Swimming with no clothes on.”

FINN: “Why would you do that?”

ME: “I don’t know. I don’t do that.”

CHARLIE (11): “Thank God!”

AN HOUR LATER:

FINN: “What was that called, ‘skin diving?’ I liked that. I like the skin diving.”

ME: (canceling plans for this blog’s existence)

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Beyond that though, the movie works it’s magic on them. It’s as big and fun as I remember it.

CHARLIE: “I like this movie a lot. It’s scary. I like that they made the shark’s presence scarier than its looks. Like (Daddy) said (the shark) didn’t work in the beginning, but they kept working on it. That was cool. I loved that it was scary even before we saw it. 4.5 stars.”

NEXT UP?: “Who are the other really great directors?”

 

Daddy Film School #1: The Beginning

I AM a former film teacher whose heart is still in the classroom.

In private, I yearn to “read scenes” and remind a captive audience that “shot selection IS story-telling.”

From seven years of teaching it, I know enough about film to know how little I really know about film. But I know I miss it…every day.

Luckily, I am a father of four. My older kids are aged 12 & 9. Charlie & Finn respectively. I also have twin five-year-olds, who will be spared this exercise (for now).

My children didn’t ask for this, but they come equipped with plenty of free time, bottomless curiosity and my own genetically pre-fixed palette. I plan to fill it…whether they like it or not…with wholesome, but not too wholesome, celluloid goodness.

TOGETHER, we’ll strive to create an epic monster of cataloged movie-watching that only a lifetime stuck together could yield…

THIS IS Daddy Film School, and here are the rules:

1. No movies traditionally considered “kid” or “family” movies.

2. No films from the past decade.

3. Each film included in our study will build on the previous film in some way. The boys will make the connections, ask the questions they want to explore… I will pick the movie that addresses their interest.

4. We will catalog and record the remarks of every movie we watch together, whether those comments are valid, worthwhile or even salient.

WHY?article-2138252-12e0b325000005dc-108_468x286

WHY NOT!

Film transforms young people, and does so more quickly than other media.

In film class, on Labor Day, students would tell me all about the personal impact Adam Sandler. One memorable student told me day one, “I don’t watch old movies like TITANIC.”

By Halloween, they’re realizing how little they know, but still complaining about “black and whites.” By Christmas they understand not only why Chaplin and Keaton are funny, but why they’re important. By Memorial Day they can explain the debt Scorsese owes Kurosawa. It’s magic, really.

I’m not trying to turn my kids into weirdos, art house hipsters or even film critics. But when a kid learns to find a comfortable spot on the corner of what is “good” and what they “like,” they just may love an art form forever.

And wouldn’t that kick ass?

Besides, who else is going to listen to all the useless crap I have in my head? They’ll still be plenty of time for Disney Channel original movies and The Avengers!

At the end of the day, remember, they’re my kids…they have no choice.

You, however, do have a choice. Hopefully, you join us anyway.

 

Stockton Rhetoric Class #13 (THE LAST CLASSES): Final Assignments for April 17 – 29th 2019

endofsemester

BEFORE YOU ENTER: 

Tonight’s class will be in D27

CLASS AGENDA for April 17: 

  1. Questions about “perfect” first page
  2. FE#5 Evidence paragraphs
  3. Review of remaining assignments/Family Meeting time set-up
  4. Easy to follow checklist for end of semester

YOUR BLOG: A final link to your COMPLETED BLOG should be sent to me via email (joseph.costal@stockton.edu) BEFORE the semester deadline.

Subject line MUST read: BLOG FINAL

Blog Post #8: whatever you wrote will count as extra credit

Blog Post #10:

What do we do to insure credibility in such a biased media environment?

Trump Border Article #1

Trump Border Article #2

Trump Border Article #3

Trump Border Article #4

Trump Border Article #5

Link to the Doc

Choose TWO of the articles on President Trump linked above. From the articles, determine if the publication is leaning LEFT (liberal, progressive), RIGHT (conservative, nationalistic) or CENTER. Use at least one citation from each article to support your claim.

Blog Post #11: A Letter to Me: One page of reflection on the course, your year at college and the world that waits for you. Consider the following: what did you learn in this class? Highlights and low-lights of the course? What about the year here at Stockton in general? What did you learn about yourself? What’s your hope for the next 5 months? The next 5 years? And beyond?

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YOUR FINAL PAPER:
Final Essay: Formal Essay  #6: PROPOSING PROBLEM / SOLUTION
(much of the language of this prompt is an amalgamation of my own ideas and those borrowed from other institutions, including Florida International University, Johnson County Community College).
Length of paper: approx. 5 pages, excluding work cited.

Your objective for this assignment is to research, analyze, create a thesis, and synthesize a solution for a common social problem. To do this, let’s begin by challenging the common ways of looking at problems themselves.  The process of research, as discussed in this course, is to generate, then narrow, questions. Great research creates questions. Great argumentation papers do more to generate further questions than to answer them. Let’s ponder this together, first.

The goal of the “Proposing a Solution” Essay is to make an argument that calls an audience to action. By focusing your argument on one specific public problem, you will be responding to the frequently asked question: But what can we do?

Your task in researching this paper is three-fold:
1. You must demonstrate that a significant problem exists
2. You must propose a solution to the problem
3. You must justify this particular solution, showing how the benefits outweigh alternatives, or, at the very least, how your proposed solution is better than no action at all.

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Consider this as your essay’s development in three parts:

1) a description of the problem (with researched background).

2) a proposal for a solution.

3) a justification for that solution.

Your introduction should get your audience’s attention (possibly by appealing to pathos through anecdote or example), provide background on the conversation you are joining, and clearly state the claim you intend to support (thesis).

The body of your argument should appeal to logos by presenting reasons and evidence in support of your position, as well as appeal to ethos by responding to opposing views (rebutting the counterargument). You may also appeal to pathos within your body by appealing to the values and beliefs of your audience.
ALL must be cited in APA format.

I will look for the following in your essay:

•Does the writer make a convincing argument as to why her audience should or ought to take action?

•Is the proposed action (or “claim”) clearly identified and explained?

•Is this claim logically supported by reasons and evidence?

•Have opposing views been considered or addressed?

•Does the paper provide adequate background on the problem the author is attempting to remedy?

OTHER NOTES FOR THE PAPER:
• All information taken from sources needs to be cited (not just quotations)
• There are lots of great places to get your ideas flowing.  Here. Here’s my favorite one from, SHOCKER, The New York Times. 

• Use APA for the entire paper. Find resources for doing this in Hacker. Or here.  Or here.

• Use quotations only where necessary. Better to summarize information and discuss how it becomes evidence when married to your point.

• Each paragraph should have a topic sentence and show unity.

• Each evidence paragraph will contain at least one citation identifying where you got your information.

• This is your chance to SHINE on the fact that our multiple revisions have not been a total waste.

SCHEDULE:
Monday, April 22: NO CLASS (but I would use this time to get stuff done, do preliminary research for the paper and get all other edits done)
Wednesday, April 24: Family Meetings for Final Papers
4:15pm:
4:30pm:
4:45pm:
5pm:
5:15pm:
5:30pm:
The conference is mandatory, but I will be providing a VOLUNTARY, online “check-in.” You can sign-up any time beginning at 2:30pm on Friday, April 26th. Sign up here.
Final Paper & Blogs Due to Costal, Monday, April 29th by 11:59pm 
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FAMILY CONFERENCES:

Come to conference class with the following prepared:

Conference Assignment: Please have the following information ready for submission during our conferences. All components must be typed and professionally presented:

1. Working Outline

2. Working Thesis

3. Annotated Bibliography

———————————————————————————————————
1. The working outline is a very important first step that serves as a guide for your entire paper. Follow any form you feel most comfortable with (See Hacker for a variety of outlining methods if confused). The outline should give me an idea of how you plan your paper…point by point at least…example by example if you wish. There should be a bullet-ed component for each paragraph. Keep in mind that this is the mode by which you will also present your research. Remember that good development “systematically fulfills the reader’s expectation.”
oh-you-have-finals-coming-up2. Student will present a working thesis. The expectation is that this will allow us to work together in making sure the paper is on the right track. Thesis should evince the components of thesis writing discussed in class today.The thesis for this paper should be both complex and clear.

Make sure to move through a logical progression with your ideas.
3. Annotated Bibliography should provide insight on the sources you plan to use. Where does information exist? What types of sources have been prevalent? Why would you use (or not use) the sources you’ve collected. You’ve done this already. Should be cut and dry.

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THE TOP 20 COUNTDOWN!!! The Final Checklist: 
Answer the following with the preface: Does your final paper:

1. …have approx seven pages total, but more importantly FIVE pages of EVIDENCE (body) (Not including formatting pages)? If not, how can you add length without adding fluff?

2. …have proper formatting (12-point, double-spaced, one-inch margins, Hacker approved APA-style? including abstract and CORRECTLY formatted WORKS CITED)

3. …have an interesting, original, and relevant title?

4. …have an effective, divisive attention-grabbing introduction?

5. …provide necessary background for reader to understand YOUR THESIS (NOT the entire topic. Think 5Ws) (BG MUST be relevant to your thesis!)

6…establish the controversy surrounding the issue? Does it accomplish this through the use of personal anecdote? Is the introduction/background adequate in length (no more than 1/4 of entire page)?

5. …have a specific and explicit/implicit thesis statement that evinces the main issue and the writer’s position? Is it argumentative? Does it contain a subordinate clause to drive complexity?

6. …have logical development? Does each paragraph flow into the next, using the thesis as a road map to “fulfill the reader’s anticipation?”

7. …have sufficient supporting evidence? Does the paper employ strong ethos such as facts, statistics, examples, and expert opinions? Is this support connected to the thesis in a meaningful way? In other words, is it relevant, accurate, and representative?

8. …have credible sources? Are several of the sources also academic, scholarly and peer-reviewed? Is it free of questionable web sources such as http://www.beardedguysanswerimportantquestions.com?

9. …have NO generalizations, overstatements or other forms of logical fallacies?

10. …have a fair representations of source integration like direct quotations and summaries? Are DQs appropriate in scope and length (not too long, not irrelevant)? ARE DQs formatted correctly?

11. …have in-text citations after every quotation, paraphrase, or summary? Are there citations after each body paragraph (or included in each?) Are the in-text citations in proper APA format?

12. …also have attributions? Especially in areas where the credibility needs to be justified because it is not immediately apparent, or the credibility is strong and needs to be relayed narratively.

13. …have appropriate language use for an academic setting? Has he or she eliminated any abbreviations, slang or other informal language?

14. …have appropriate and consistent person? If he or she uses “you,” is he or she addressing the reader? Is he/she ADDICTED to “you?” Is only necessary 1st person used? No “I think,” “I believe,” and “I feel”?

15. …have obvious typos? Spelling errors, punctuation or other sloppy mechanics?

16. …have obvious grammatical or sentence construction errors like fragments, comma splices or run-ons?

17. …have a proper APA title, page, abstract, works cited & running header?

18. …have an effective conclusion in which the writer emphasizes the importance of the issue and by urging the reader to do something? Is the conclusion merely a summary of the writer’s main points? Is it adequate in length?

19. …evince the features of a true argumentative-persuasive essay, or has he or she merely written an informative work?

20. …have both sides of the issue represented in pursuit of the thesis?

Stockton Writing Class #12A: November 28, 2018

https://stockton.campuslabs.com/courseeval/ce/frst/1101/028

BEFORE YOU COME TO CLASS: 

Come to class with annotated copies of Heels and The Rhett Butlers (or notes you took as you read). 

CLASSROOM ACTIVITY: 

  1. Start a Google doc for your family. Name it FE #5 Notes Family Name. Share it with me. 
  2. On the document, collaborate to develop 3 themes that can be connected to BOTH stories.  Write these themes out in complete sentences. Do your best to write this as clearly and completely (REMEMBER that the more you write now, the better use you will be able to make of these notes when you write. 
  3. For each theme you identify, provide specific references from EACH story that ILLUSTRATE the theme through specific textual evidence. Under the quotation, write a few sentences explaining the connection. 
  4. Beneath that, collaborate to pose AT LEAST five viable research questions that will drive the further connection between the fiction text and real life issues pertaining to sexual assault. 

Formal Essay #5: Literary Analysis with Non-Fiction Reference

Though the circumstances are much different, both the narrator of Heels and the protagonist of The Rhett Butlers embody traits common to victims of sexual assault, exposing an all too prevalent reality for young women.  

In a well-developed, well-researched (at least three sources overall) paper, support the thesis worked out in class. Use textual references to both stories to draw your comparisons. Then take those comparisons, and use them to draw broader connections to real life circumstances of sexual assault.

Think outside the box. Draw comparisons and connections. Do research that enlightens this often shrouded topic.

Real-life examples of sexual assault and the changing social perceptions surrounding victims is — sadly — ALL AROUND US!

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AT LEAST TWO SOURCES MUST BE SCHOLARLY OR PEER REVIEWED! Think in terms of statistics or fact about sexual assault that shed light on the situation. 

Paper a minimum of three pages.

Stockton Writing Class #12: November 19, 2018

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ASSIGNMENTS:

 
Gearing up for Formal Writing #5:
 
READ & ANNOTATE the following resources for writing literary analysis papers. This is from Harvard. This is just a “self-help” website, but both are valid.
 
Also, check out these info-graphics for some perspective on the ubiquity of sexual assault.
 
Tell Them You Had a Mole Removed by Julie Hensley (poem: hard copy here, link to the audio).
 
Apprentice Writer at Susquehanna University story called Heels.  (we read this in class).  

The Atlantic: The Rhett Butlers by @Katherine_Heiny (story fiction story is linked here).

 
Formal Essay #5: Literary Analysis with Non-Fiction Reference
 
Though the circumstances are much different, both the narrator of Heels and the protagonist of The Rhett Butlers embody traits common to victims of sexual assault, exposing an all too prevalent reality for young women.  

In a well-developed, well-researched (at least three sources overall) paper, support the thesis worked out in class. Use textual references to both stories to draw your comparisons. Then take those comparisons, and use them to draw broader connections to real life circumstances of sexual assault.
 
Think outside the box. Draw comparisons and connections. Do research that enlightens this often shrouded topic.
 
Real-life examples of sexual assault and the changing social perceptions surrounding victims is — sadly — ALL AROUND US!
 
csa_shareable-01-600-600x320
 
 
AT LEAST TWO SOURCES MUST BE SCHOLARLY OR PEER REVIEWED! Think in terms of statistics or fact about sexual assault that shed light on the situation. 
 
Paper a minimum of three pages.

Continue reading “Stockton Writing Class #12: November 19, 2018”

Stockton Writing Classes: Class #11B: November 14, 2018

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BEFORE YOU STEP INTO CLASS: 

  1. Be ready for your OFCARL presentations (330pm class please use pre-class time to prepare) quizzie poo that references the Clarity section of Hacker.

 

CLASS SCHEDULE: 

  1. Family presentations.
  2. Peer Edit from Monday recap

 

CLASS RESOURCES: 

Presentation Prep and Notes: 

Each member of your family should have: two articles put through OFCARL, one scholarly, one non-scholarly but of high credibility and one of questionable or low credibility.

RUBRIC FOR TODAY:

Evidence of preparation for this project (How fluid the presentation is). Are the articles present in class?: 30 points.

How well the family seems to understand OFCARL: 25 points.

How well the family connects OFCARL to each article (good and questionable): 25 points.

How well the family seems to work together: 5 points.

Did everyone participate?: 15 points.

 

QUESTIONS about work-shopping current papers: 

  • What specific questions do you have about essays 3 & 4? How could I best help you improve these papers?
  • What about the paper-writing process are you most struggling with?
  • What are your three biggest challenges in college in general? Is there a way the college could help you address this challenge?

 

 

Stockton Rhetoric & Composition Class #12: Monday, April 15, 2019

BEFORE CLASS:

Have a hard copy of FE#5 to use in class.

Class Activity: Writing Workshop Directions

  1. Switch papers with a family member. Put your name on your partner’s paper.
  2. For each concept of the paper, we will move through as a class and edit together.
    • strategic/divisive introduction
      • Does it get the reader’s attention?
      • Does it set-up the thesis?
    • viable thesis (the claim)
      • Is the claim clear & appropriate?
      • Yellow highlight the sentence you believe to be the thesis
    • exemplary moment
      • Each paper’s BEST point or evidence should be highlighted in GREEN.
      • At the bottom, explain why you chose this moment.
    • evidence of reasons for claim
      • Highlight the paper’s BEST evidence in PINK
      • Highlight the paper’s WEAKEST evidence in LIGHT BLUE
    • well attributed & cited
      • Are all the sources credible? Are any scholarly

Stockton Rhetoric & Composition Class #11B, April 8 & 10, 2019

Before Class:

FAMILY TIME: First 15 minutes of class will be devoted to family discussion/preparation time. Families should do the following:

  1. Prepare for your source credibility presentation.
  2. Discuss common questions/hang-ups on FE #5 (I provided index cards in case you are afraid to ask your question)

Class Agenda:

  1. Family Planning Time
  2. Review (Q&A) on FE #5 development (index cards)
  3. Presentations
  4. Follow-Up Activity

Class Resources:

Post-Presentation Discussion: So what do we do to insure credibility in such a biased media environment? C

Trump Border Article #1

Trump Border Article #2

Trump Border Article #3

Trump Border Article #4

Trump Border Article #5

Link to the Doc

Class Assignments:

Blog Post # 9: Listen to Oprah’s Speech. Focus on her advice to not only “write the truth, but BE THE TRUTH.” Consider everything we have learned/discussed in class about media and fake news and consider her call to action.

What is your plan as a young collegiate candidate? How can you strive to make sense of the mess we are in. Answer this in your blog. Be ready to discuss it Wednesday.

The text of the Speech

FE #5 is due Monday

Stockton Rhetoric & Composition: SPECIAL CLASS POST: Class #11A: Preceptor Advising Day: April 3, 2019

ASSIGNMENTS:

1. This comes from my old site. Please read this post in preparation for your next paper. Food for thought.

2. Princeton University offers some excellent advice for avoiding plagiarism.

3. Here’s an article from University of North Carolina on “empty writing.” 

skube

Formal Essay #5: Persuasive Letter to a Hostile Audience

Read this article by Michael Skube.

Michael Skube provides his e-mail on the bottom of his scathing rebuke of today’s college student.

Here’s his argument broken down for you:

Claim: College students are dumber (and less able to handle the rigor of college) than ever before, and they’re getting dumber all the time.

Reasons:

  1. They have stopped reading books.
  2. They don’t know any words.

Evidence: mostly anecdotes from his experience as a teacher/professor & GPA data.

Argument: We’re all doomed if this is our future. We are heading toward an illiterate and destructively ill-prepared adult world.

Write Professor Skube a letter advancing your own argument. Agree with his claim. Or disagree and make your own. Either way, make sure you back up your claim with specific evidence from not only his text, but also at least two other sources. At least one source must be ACADEMIC, PEER REVIEWED from the Stockton database. Have at least three credible sources in the paper overall.

Things to consider: role of schools/teachers, some colleges abolishing SAT scores, most high schools abolishing class rank, technology.

The paper should be approximately four pages.

Evidence backing your claim may also come from your own life or observations. You have been a student, so your opinion is entirely appropriate here.

Works Cited and parenthetical documentation MUST be in APA format.

Due by class time on Monday, April 8th. Don’t forget that class will begin with your family presentations.