Overall recommendations on structure The process of writing a generic college essay consists of the following stages: At this preliminary stage, the lineup is not very suitable: You start to erase and rewrite all the time, and the sheet botched before us already discourages us.
See if students have any questions or concerns regarding the film section of the Focused Reading and Viewing Guide. Continue viewing the film. Have students share their observations with the class. As a closure activity, ask students to share why they think some of the elements are different and whether it is important for movies to remain identical to the novels on which they are based.
Session Four Explain that students will be create a new DVD cover for the movie adaptation the class has viewed. Using the handout as a guide, ask students, independently or in small groups, to discuss the changes they like most and least as well as the aspects of the film that remained true to the text that were most satisfying.
Pass out copies of the Thinking Critically about a Movie Adaptation: Preferences and Effects handout. Ask students to rank their responses in terms of their overall enjoyment of the film on the Thinking Critically about a Movie Adaptation: Preferences and Effects handout, following these guidelines: Have students determine one change or similarity that was crucial to their overall opinion of the film, and discuss it in the first row.
Ask students to choose two elements of moderate importance to discuss in the middle rows. Have students indicate and discuss a fairly inconsequential change in the last row.
As students complete the charts, collect them for informal feedback, focusing on comments that will help students strengthen their analytical skills.
If students need additional time, this work can be completed on their own before the next session. Have students or groups share their ranked responses to the film adaptation. Encourage engagement from other students, as there should be varying views at many levels at this point: Some students will think a change was significant, but was an improvement.
Other students will see the same change as trivial, but feel it was a poor choice.
If possible, preview the DVD Cover Creator interactive on a projector so students understand their choices for templates in both Cover and Booklet modes. Allow students time to plan the front cover, spine, and back cover.
They should plan for a mix of images and text that will suit the needs of the project they choose. Allow students time to plan the text for their booklet. Responses should be brief, as the DVD Cover Creator interactive can hold approximately 50 lines of text if no images are used.
Guide students to connect their overall impressions of the film adaptation with the choices they made on their covers. Students may also use the Internet Movie Database as needed to find information about the movie. Session Six Take students to the computer lab and lead them in a brief demonstration of the DVD Cover Creator interactive if not completed in the previous session.
Have students use their planning documents to transfer their ideas to the DVD Cover Creator interactive. Emphasize that tudents cannot save their work, so they should complete all work on one component the cover or booklet and print their work within the confines of a session.
Gauge levels of completion and allow additional time in the computer lab if necessary. Session Seven Have students share their responses through presentations or by setting up a display of the various projects around the room. Allow students to reflect on their work and the work of their classmates by quickwriting on the different perspectives offered in the DVD covers presented today.
Have students create an alternate soundtrack to the film, justifying their choices in liner notes and creating a CD cover with the CD Cover Creator. Guide students to explore elements such as placement of text and what words are featured or downplayed; color choices; choice of images; placement of images; and the like.A comparison essay (or a Compare and Contrast essay) is a commonly used type of writing assignment in various classes of high school and college, from art to science.
In a comparison essay you should critically analyze any two subjects, finding and pointing out their similarities and/or differences. Choose premium essay writing service from ashio-midori.com Use the help of our talented essay writers and friendly 24/7 customer support. Pay for essay writing online a fair price and choose an academic writer who will provide an original and complete well-researched college paper in return.
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In a compare-and contrast, you also need to make links between A and B in the body of your essay if you want your paper to hold together. To make these links, use transitional expressions of comparison and contrast (similarly, moreover, likewise, on the contrary, conversely, on the other hand) and contrastive vocabulary (in the example below.
A comparison and contrast essay dissects two related ideas. Like any essay, this paper needs a clear thesis, but the body focuses on specific traits that are similar or comparable, and different or contrasting, between the two ideas.
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