Here I will introduce vocabulary for talking about how the camera is used in a movie.
Close-up: A close-up fills the entire screen with an actor's face or body. If Jim and Judy are talking, and there is a close-up of Jim's face, we won't see Judy on the screen, only Jim's face.
Sample sentence: "The director uses a close-up of Jim's face when Jim tells Judy that he loves her."
Here's a close-up of a cat's face.
http://z.about.com/d/cameras/1/0/j/4/monkeyCloseup.jpg
Medium shot: If Jim and Judy are talking, a medium shot would show both Jim and Judy. You would be able to see Jim and Judy and not very much else.
Sample sentence: "The director uses a medium shot when Jim and Judy talk about Plato's father."
Here's a medium shot of two characters in a video game talking.
http://www.annamorphic.co.uk/machinima/images/ms2.jpg
Long-distance shot: A long-distance shot places the subject (the person or thing we want to see) far away. You will see the people and things in front of the subject. If Jim and Judy are talking in a long-distance shot, we might see Jim's car in front of both of them, or we might see another person walk by.
Sample Sentence: "When Jim talks to Judy, the director uses a long-distance shot. We see the trees in front of them. This long distance shot shows that nobody else is around."
Here's a long-distance shot of a space shuttle launch. The space shuttle is far away, and you see the lake in front of the shuttle.
http://quest.arc.nasa.gov/space/photos/images/launchpad1.jpg
Editing: Editing refers to the use of camera shots to make one scene. A scene could use one camera shot or hundreds of camera shots.
Rapid editing: Rapid editing changes the camera's view every few seconds. The audience will see one event from many different perspectives.
Sample Sentence/Example: "When Jim and Buzz race, the director uses rapid editing. For a few seconds, we see a close-up of Jim sitting in his car, smoking. Next, we see for a few seconds a close-up of Buzz sitting in his car. Finally, we see a medium shot of Jim's car and Buzz' car driving toward the cliff."
Long take: A long take is when the camera doesn't move for several minutes.
Example: There is only one shot in the scene where Jim and Judy talk about love. We see Jim and Judy in the same medium shot for several minutes.
Friday, September 28, 2007
Tuesday, September 25, 2007
Paper 1
Sean Allan
Fall 2007
English for Non-Majors
Paper 1: Film Summary and Analysis
Page requirement: 2-3 pages.
Secondary source requirement: Use at least one review of the film in your paper.
This paper will test your summary skills. You will need to describe, in clear and correct English, the key elements of a film: plot, character, style, etc. This will improve your ability to write economically (because you have to describe an entire film in just a few pages).
This paper will also test your ability to think intelligently about film. In addition to summary, the paper requires analysis. The analysis has to be more than your opinion as to whether the film is good or bad. You must explain the film’s strengths and weaknesses, and you must prove your ideas by using examples of dialogue and action from the film and using ideas that other film reviewers have written about the film. Your analysis can take many forms. You are free just to discuss in great detail why a film is good or bad technically and aesthetically; you could also use a more sophisticated approach—for example, you could talk about how a popular film is dangerous to its audience because it does not show the world as it truly is or people as they truly are.
The film can be in any language, but you are required to discuss the film in English and to translate any dialogue or movie review that you use into English.
A sample paper structure follows:
Introduction: The paper provides some background information about the film (the year that it was made, the director’s name, the lead actors, etc.). The introduction ends with a thesis statement, which tells the reader what the paper will argue about the film (e.g. “The film is entertaining because the action scenes are very well made.”)
Body 1: The paper describes the main characters and the plot of the film. The paper describes the film’s style, discussing one scene in the film or discussion some of the dialogue from the film.
Body 2: The paper provides evidence supporting its thesis statement. Here the writer will introduce more scene descriptions and dialogue selections from the film. The writer will also bring in a review of the film written by someone else as a way to make the writer’s own ideas more clear.
Conclusion: The paper looks at a larger issue related to the movie. For example, if the paper was written about an action film, the conclusion might discuss why it is important to discuss action films and why it is important for a movie audience to enjoy a good action film.
A note: When you discuss the plot of a film, write about the action in a film in the simple present tense, not the past tense. You shouldn’t write, “He then went to the store”; you should write, “He then goes to the store.”
Fall 2007
English for Non-Majors
Paper 1: Film Summary and Analysis
Page requirement: 2-3 pages.
Secondary source requirement: Use at least one review of the film in your paper.
This paper will test your summary skills. You will need to describe, in clear and correct English, the key elements of a film: plot, character, style, etc. This will improve your ability to write economically (because you have to describe an entire film in just a few pages).
This paper will also test your ability to think intelligently about film. In addition to summary, the paper requires analysis. The analysis has to be more than your opinion as to whether the film is good or bad. You must explain the film’s strengths and weaknesses, and you must prove your ideas by using examples of dialogue and action from the film and using ideas that other film reviewers have written about the film. Your analysis can take many forms. You are free just to discuss in great detail why a film is good or bad technically and aesthetically; you could also use a more sophisticated approach—for example, you could talk about how a popular film is dangerous to its audience because it does not show the world as it truly is or people as they truly are.
The film can be in any language, but you are required to discuss the film in English and to translate any dialogue or movie review that you use into English.
A sample paper structure follows:
Introduction: The paper provides some background information about the film (the year that it was made, the director’s name, the lead actors, etc.). The introduction ends with a thesis statement, which tells the reader what the paper will argue about the film (e.g. “The film is entertaining because the action scenes are very well made.”)
Body 1: The paper describes the main characters and the plot of the film. The paper describes the film’s style, discussing one scene in the film or discussion some of the dialogue from the film.
Body 2: The paper provides evidence supporting its thesis statement. Here the writer will introduce more scene descriptions and dialogue selections from the film. The writer will also bring in a review of the film written by someone else as a way to make the writer’s own ideas more clear.
Conclusion: The paper looks at a larger issue related to the movie. For example, if the paper was written about an action film, the conclusion might discuss why it is important to discuss action films and why it is important for a movie audience to enjoy a good action film.
A note: When you discuss the plot of a film, write about the action in a film in the simple present tense, not the past tense. You shouldn’t write, “He then went to the store”; you should write, “He then goes to the store.”
Course Description
Sean Allan
Fall 2007
Office: 121 DFLL Building
Office Phone: 3366-3960
Office Hours: Monday 3-4pm, Tuesday 11-12pm, Wednesday 2-3pm, Thursday 2-3pm, and Friday 12-1pm.
E-mail: allans@ntu.edu.tw
English for Non-Majors
This course will improve students’ aural, oral, reading and writing skills. Students will improve their ability to think critically in English and argue in English in a rhetorically effective way. Students will cultivate the skills of summary, analysis, observation, and research presentation in the expository essay format necessary for college-level work and beyond. The class will look at and interpret many kinds of writing, from journalism to cultural criticism to scientific reportage. When appropriate, course material will take a media ecology approach (i.e. it will look at the way in which media and culture coexist). The course will expand students’ vocabulary and practical knowledge of grammar and style.
The course will be entirely in English.
Fall Semester Course Objectives
1. Reading texts at a college level; writing about texts at a college level.
2. Close reading of a document’s style, so that one can not just summarize an argument, but recognize how an argument is written to persuade an audience.
3. Writing expository essays with a clear focus.
4. Learning to use others’ ideas to create one’s own ideas.
5. Learning to use in-text citation (through various citation methods, including MLA, APA, etc.)
6. Learning to recognize and use rhetorical and grammatical conventions in written and spoken English.
Course requirements include the following:
1. Regular attendance and participation. 10%
2. Written assignments (short essays and in-class essays) 50%
3. Oral reports and projects and aural projects 20%
4. Tests, quizzes and Exams 20%
Course Materials
For Aural training
Sampson, Nicholas. Way Ahead: A Listening and Speaking Course. Hong Kong:
Macmillan Publishers, 2001 reprint. This is a workbook and 5 CDs. Remember to buy the CDs.
--Available at Bookman. The book should be available to you by the middle of the first week of school.
For Reading and writing
Conlin, Mary Lou. Patterns Plus: A Short Prose Reader with Argumentation.
Eighth Edition. Boston: Houghton Mifflin Company, 2005.
The syllabus is subject to change with notice.
Fall 2007
Office: 121 DFLL Building
Office Phone: 3366-3960
Office Hours: Monday 3-4pm, Tuesday 11-12pm, Wednesday 2-3pm, Thursday 2-3pm, and Friday 12-1pm.
E-mail: allans@ntu.edu.tw
English for Non-Majors
This course will improve students’ aural, oral, reading and writing skills. Students will improve their ability to think critically in English and argue in English in a rhetorically effective way. Students will cultivate the skills of summary, analysis, observation, and research presentation in the expository essay format necessary for college-level work and beyond. The class will look at and interpret many kinds of writing, from journalism to cultural criticism to scientific reportage. When appropriate, course material will take a media ecology approach (i.e. it will look at the way in which media and culture coexist). The course will expand students’ vocabulary and practical knowledge of grammar and style.
The course will be entirely in English.
Fall Semester Course Objectives
1. Reading texts at a college level; writing about texts at a college level.
2. Close reading of a document’s style, so that one can not just summarize an argument, but recognize how an argument is written to persuade an audience.
3. Writing expository essays with a clear focus.
4. Learning to use others’ ideas to create one’s own ideas.
5. Learning to use in-text citation (through various citation methods, including MLA, APA, etc.)
6. Learning to recognize and use rhetorical and grammatical conventions in written and spoken English.
Course requirements include the following:
1. Regular attendance and participation. 10%
2. Written assignments (short essays and in-class essays) 50%
3. Oral reports and projects and aural projects 20%
4. Tests, quizzes and Exams 20%
Course Materials
For Aural training
Sampson, Nicholas. Way Ahead: A Listening and Speaking Course. Hong Kong:
Macmillan Publishers, 2001 reprint. This is a workbook and 5 CDs. Remember to buy the CDs.
--Available at Bookman. The book should be available to you by the middle of the first week of school.
For Reading and writing
Conlin, Mary Lou. Patterns Plus: A Short Prose Reader with Argumentation.
Eighth Edition. Boston: Houghton Mifflin Company, 2005.
The syllabus is subject to change with notice.
Rebel Without a Cause
Rebel Without a Cause
1955 USA
Director Nicholas Ray
Cast: James Dean as Jim Stark, Natalie Wood as Judy, Sal Mineo as Plato, Jim Backus as Mr. Stark.
Notes for Rebel…
1. Why does Jim yell at his family, “You’re tearing me apart”?
2. What is wrong with Judy?
3. Why does Plato want Jim to be a father to him?
4. Why do Jim and Buzz still race even though they like each other?
5. What does Judy mean when she talks about love being so easy?
6. Why does Plato start shooting people?
7. Why doesn’t Jim like his father? What does Jim want from his father?
8. Why does the camera move (from upside down to right side up) when Jim comes home after the race? Why does the camera move when Plato is shot?
9. What does the movie say about how difficult it is to be a teenager?
10. What does the title mean? An advertisement for the film says, “And they both came from good families.” What does that mean?
--A one paragraph response to one of these questions is due one week after you see the movie.
1955 USA
Director Nicholas Ray
Cast: James Dean as Jim Stark, Natalie Wood as Judy, Sal Mineo as Plato, Jim Backus as Mr. Stark.
Notes for Rebel…
1. Why does Jim yell at his family, “You’re tearing me apart”?
2. What is wrong with Judy?
3. Why does Plato want Jim to be a father to him?
4. Why do Jim and Buzz still race even though they like each other?
5. What does Judy mean when she talks about love being so easy?
6. Why does Plato start shooting people?
7. Why doesn’t Jim like his father? What does Jim want from his father?
8. Why does the camera move (from upside down to right side up) when Jim comes home after the race? Why does the camera move when Plato is shot?
9. What does the movie say about how difficult it is to be a teenager?
10. What does the title mean? An advertisement for the film says, “And they both came from good families.” What does that mean?
--A one paragraph response to one of these questions is due one week after you see the movie.
Monday, September 24, 2007
Basic Rules for Commas
Basic Comma Rules
1. Use a comma to separate three or more items in a list.
Example: Today I went to school, did laundry, and listened to music.
Compare: Today I went to school and listened to music. (There’s no comma for two items.)
2. Use a comma after an introductory word, phrase, or dependent clause.
Example (Introductory word): Finally, I finished my homework.
Example (phrase): During the basketball game, he injured his knee.
Example (dependent clause): After I finish watching TV, I will do my
homework.
3. Use a comma before a coordinating conjunction.
Example: I love exercise, so I go to the gym everyday.
4. Place a comma before and after the name of the person to whom you are speaking.
Example: Did you know, John, that NTU is the best school in Taiwan?
5. Place a comma before and after an appositive (additional, secondary information).
Example: Sean, my teacher, is from California.
--Notice that the sentence could just be, “Sean is from California.” The “my teacher” description is secondary information.
Example: Jay Chou, a famous singer, directed a movie.
6. Place a comma before and after words that “interrupt” a sentence.
Example: Studying hard, however, does not guarantee that you will get a good grade.
--Notice that the sentence should be, “Studying hard does not guarantee that you will get a good grade.” “However” ‘interrupts’ the sentence.
Other interrupting words include “of course” “by the way” “on the other hand” “I believe” “I think”
Example: I live in Taipei. Taipei is, of course, the largest city in Taiwan.
Example: I am going to the movies with Nancy. Nancy, by the way, is my cousin.
Example: I like vanilla. Chocolate, on the other hand, I don’t eat very often.
Example: Today’s test, I think, was only a practice test.
Comma Splice
A comma splice is a mistake. A comma splice happens when a sentence tries to link two independent clauses with a comma but without a coordinating conjunction.
Example: I went to the movie, it was entertaining.
This is a comma splice. You should not write this sentence.
A correct sentence: I went to the movie, and it was entertaining.
1. Use a comma to separate three or more items in a list.
Example: Today I went to school, did laundry, and listened to music.
Compare: Today I went to school and listened to music. (There’s no comma for two items.)
2. Use a comma after an introductory word, phrase, or dependent clause.
Example (Introductory word): Finally, I finished my homework.
Example (phrase): During the basketball game, he injured his knee.
Example (dependent clause): After I finish watching TV, I will do my
homework.
3. Use a comma before a coordinating conjunction.
Example: I love exercise, so I go to the gym everyday.
4. Place a comma before and after the name of the person to whom you are speaking.
Example: Did you know, John, that NTU is the best school in Taiwan?
5. Place a comma before and after an appositive (additional, secondary information).
Example: Sean, my teacher, is from California.
--Notice that the sentence could just be, “Sean is from California.” The “my teacher” description is secondary information.
Example: Jay Chou, a famous singer, directed a movie.
6. Place a comma before and after words that “interrupt” a sentence.
Example: Studying hard, however, does not guarantee that you will get a good grade.
--Notice that the sentence should be, “Studying hard does not guarantee that you will get a good grade.” “However” ‘interrupts’ the sentence.
Other interrupting words include “of course” “by the way” “on the other hand” “I believe” “I think”
Example: I live in Taipei. Taipei is, of course, the largest city in Taiwan.
Example: I am going to the movies with Nancy. Nancy, by the way, is my cousin.
Example: I like vanilla. Chocolate, on the other hand, I don’t eat very often.
Example: Today’s test, I think, was only a practice test.
Comma Splice
A comma splice is a mistake. A comma splice happens when a sentence tries to link two independent clauses with a comma but without a coordinating conjunction.
Example: I went to the movie, it was entertaining.
This is a comma splice. You should not write this sentence.
A correct sentence: I went to the movie, and it was entertaining.
What is This Blog?
This blog posts notes for Sean Allan's English for Non-Majors classes at National Taiwan University.
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