CINE1895: Introduction to Film Analysis (Summer II 2014, CRN: 60761)

Class: MW 1:30pm-5:00pm, Snell Library 017

Instructor: Dr. Drew Ayers Office: 126 Holmes
Email: d.ayers@neu.edu Office Hours: TR 1:30pm-3:30pm
Phone: (617) 373-6179 By Appointment
Website: www.drewayers.com

N.B.
1) Blackboard will reflect updates to the course, changes in the syllabus, assignments, etc.
Be sure to check it regularly. The course syllabus provides a general plan for the course;
deviations may be necessary.
2) Your constructive assessment of this course plays an indispensable role in shaping
education at Northeastern University. Upon completing the course, please take the time to
fill out the TRACE evaluation.

Course Description
This course examines the aesthetics (both visual and aural) of film and their relation to film
narrative and genre. Students are expected to become familiar with different aspects of mise-en-
scne, cinematography, editing, and sound. This course also explores the ways in which film
aesthetics help to convey meanings, tell stories, and perpetuate ideologies. Special attention will
be paid to critical writing about film, and this course will develop the critical thinking and
writing skills needed for academic film criticism. Students will be introduced to the specialized
concepts and vocabulary required for scholarly film criticism.

Course Objectives
By the end of the course, students will be able to:
! Define terms/concepts fundamental to film studies
! Employ these terms/concepts in academic writing, class discussion, and class
presentations
! Write analytical/critical essays that show understanding of, engagement with, and
thoughtful use of film studies vocabulary
! Conduct research specific to film studies
The critical, argumentative, and written skills gained in this course are those required for upper-
level Media and Screen Studies courses as well as for other critical engagements with the world.

Required Texts
1) Timothy Corrigan and Patricia White. The Film Experience: An Introduction. 3
rd
ed. New
York: Bedford/St. Martins, 2012.
2) Readings on Blackboard
3) Course films

Screenings
Screenings will be held during class time as indicated in the daily schedule. Students are
expected to attend all screenings, and absences from screenings will count against the
attendance/participation grade. If a student cannot attend a screening, s/he must conduct the
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screening on his/her own time. Some materials are available through the library, and most
materials are available through online rental and streaming services such as Netflix, Amazon,
and iTunes.

Attendance and Participation
Attendance for this course is mandatory. My approach to this class will integrate lectures, class
discussions, student presentations, and various exercises and activities in order to explore the
principles discussed in the readings and lecturesyou cant participate if youre not there.
Attendance will be taken during the first fifteen minutes of each class by using a sign-in sheet. If
a student arrives to class after the first fifteen minutes, s/he will be counted as tardy. Each tardy
counts as one-half of an absence.

Each student will have two personal days during the semester to cover absences from class.
These days may be used for any reason you choose and should include time out for illness,
emergencies, religious holidays, travel, and family obligations. For each absence after the initial
three, the overall attendance grade will be lowered by a full letter grade. If a student has an
ongoing situation that requires special consideration, please discuss this with me at the beginning
of the semester.

Group discussion of course material will comprise a large portion of our in-class activity. It is
essential that students have carefully read the assigned material prior to class in order to fulfill
their responsibilities as a member of our learning community. Further, students are expected to
participate actively in class discussion. Attendance/Participation comprises 10% of the final
grade, and the participation grade will be based on both the frequency and quality of a students
participation. The default participation grade for the class is a D, so even if you have perfect
attendance, if you rarely contribute to class discussions, your grade will be negatively affected.
Everyone is expected to participate in class discussions.

A Note About Laptops and Technology
As a media scholar, I acknowledge the ubiquity and utility of (new) media technologies. Laptops
and other communication technologies can serve as useful educational and professional tools,
provided they are used effectively and responsibly. However, it is often the case that
technologies become distractions rather than learning aids. I leave it to you to decide how best to
utilize your technology, but I have consistently found that students who are distracted during
class tend to earn lower grades than those who engage with the lectures and discussions. Also
keep in mind that if youre emailing friends and chatting on Facebook, youre not participating,
and your participation grade will suffer. Think of your time in the classroom as an opportunity to
unplug and devote complete focus to a subject. If youre going to email and Tweet the entire
class, consider staying home.

I also expect laptops to be closed during class screenings. If you want to take notes, please do so
in an analog fashion, with paper and pencil.

Late Assignment Policy
If an assignment is turned in late, one full letter grade will be deducted for each day the
assignment is late. If a student is unable to submit the assignment on the day it is due, s/he must
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contact me prior to the class and make alternative arrangements. Assignments must be uploaded
to Blackboard by class time on the day they are due (1:30pm). Assignments uploaded after
1:30pm will automatically be marked as late. When assignments are due, expect the unexpected.
Assume that one (or perhaps all) of the following will happen on exam dates and assignment due
dates:
! Your internet connection suddenly stops working
! Blackboard crashes or experiences some other kind of technical difficulty
! Your computer crashes and all your data is lost
! Your car will not run, your T line is undergoing maintenance, busses will skip your stop,
and all of your friends will be out of town
Please take whatever steps are necessary to prevent these events from affecting the timely
submission of assignments and exams.

Additional Sources of Academic Support
The University offers a range of support services for students. Among the resources available
are:
The Writing Center (http://www.northeastern.edu/english/writing-center/)Provides
advice and tutoring in composition
Office of Academic & Student Support Services (http://www.cps.neu.edu/student-
resources/oasss.php)Offers a variety of services, including tutoring, career counseling,
and support groups
MyNEU Academic Guide (http://www.advising.neu.edu/)

Policy for Make-Up Exams
Unless we have discussed rescheduling an exam before the exam date, exams may only be made-
up in instances of extreme hardship. I will require documentation verifying the hardship, and the
option to complete a make-up exam is at my discretion.

Special Accommodations
Students who wish to request accommodation for a disability may do so by registering with the
Disability Resource Center (http://www.northeastern.edu/drc/). Students may only be
accommodated upon issuance by the DRC of a signed accommodation plan and are responsible
for providing a copy of that plan to instructors of all classes in which accommodations are
sought.

Assignments
There are three primary assignments for the semester. We will talk about each in more detail as
the due dates approach.
1) Essays: Students will complete four short essays, each of which is worth 10% of the
overall grade. See page 9 of this syllabus for more detailed information.
2) Group Presentation: Students, in groups of three, will be responsible for presenting a clip
to the class. The presentations should focus on the particular aspect of cinema we are
studying that week (editing, cinematography, etc.), and each presentation should be 10-15
minutes in length. Presentations should: a) Focus on a brief clip from a film of your
choiceclips should be no more than two or three minutes; b) Provide an analysis of
the clip focusing on the topic of the class discussion; c) Draw conclusions as to how your
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clip is representative of the larger issues we are discussing; and d) Provide further
questions for class discussion. I expect a polished, rehearsed presentation with a clear
argument or thesis about the clip. The presentation is worth 10% of the overall grade.
3) Final Paper Project: Students will write a 5-7 page paper on a topic and film of their
choice. This project will include a proposal, an in-class presentation/workshop, and the
final product. See page 10 of this syllabus for more details.

All materials must be submitted to Blackboard by the beginning of the class for which they are
due (1:30pm), and papers should be typed in 12-point Times New Roman, 1-inch margins on all
sides, and double-spaced. Each page should also include your last name and the page number in
the upper right-hand corner. The upper left-hand corner of the first page should include your
name, my name, the course name, and the date of submission. Use Chicago or MLA format for
your citations and works cited page.

Grading
Essays (10% each): 40%
Group Presentation: 10%
Final Paper Project: 40%
Attendance/Participation: 10%

Grading Breakdown
B+ 87-89% C+ 77-79% D+ 67-69%
A 94-100% B 84-86% C 74-76% D 64-66% F Below 60%
A- 90-93% B- 80-83% C- 70-73% D- 60-63%

Grading Criteria
" A indicates truly outstanding work that shows a command of concepts and theories,
presenting them in a well-argued and logically structured manner. The work doesnt
merely address the questions through a repetition of course material and lectures. It
provides fresh, creative, and original perspectives with a unique voice, offering
connections between the topic and broader issues and contexts. Superior research skills
are demonstrated with relevant citations and quotations advancing the argument. The
work is error-free in spelling and grammatical errors. A work significantly surpasses
the expectations of the assignment.
" B indicates above-average work that clearly achieves the goals of the assignment. The
work provides smart and solid analyses that I would expect any diligent student to be able
to produce. These assignments take on the questions directly, citing specific materials
from the texts and lectures to illustrate the points being made. These assignments often
offer previously discussed examples illustrating points covered in class. There are usually
few typos or spelling errors (if any), sentences are relatively clear, and thoughts are
organized into a concise argument.
" C indicates satisfactorily meeting the course requirements in an adequate fashion. The
work addresses the questions but doesnt explicitly cite specific texts and discussion. This
work tends to recycle examples from discussion without discussing how they fit with the
analysis and repeats information given in class. There are usually typos, spelling errors,
and poorly structured sentences that make the argument vague or awkward.
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" D indicates work that is off-topic, poorly written, disorganized, and instead of the
course materials, relies on personal experience alone or materials from other classes. In
other words, the assignment shows no evidence that the student was paying attention in
class and does not incorporate materials used in the readings or in class discussion. Often
these assignments seem more like summaries or reviews rather than analyses. These
assignments may also fall short or far exceed the page limits or time constraints for the
assignment. They do not use appropriate grammar and often are not proofread.
" F indicates work that dramatically fails to meet course goals and course expectations.
It is incoherent, plagiarized, and/or never turned in.

Regarding Scholastic Dishonesty: I take this matter very seriously and will report any suspected
cases of academic dishonesty to the Office of Student Conduct & Conflict Resolution. For details
on the Universitys policy on Academic Integrity, please consult the Offices website at
http://www.northeastern.edu/osccr/academicintegrity/index.html. The policy prohibits cheating,
fabrication, plagiarism, unauthorized collaboration, participation in academically dishonest
activities, and facilitating academic dishonesty. The process by which the university handles
academic misconduct cases is also very specifically spelled out in the policy. Violation of the
policy may result in failing the class as well as disciplinary sanctions. The internet makes it easy
to plagiarize, but also easy to track down plagiarismIf you can google it, I can google it.
Bottom line: Dont plagiarizeits not worth it. Cite all your sources, put all direct quotations in
quotation marks, and clearly note when you are paraphrasing other authors work.
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Northeasterns Academic Integrity Policy
http://www.northeastern.edu/osccr/academicintegrity/index.html

A commitment to the principles of academic integrity is essential to the mission of Northeatern University. The promotion of independent and original scholarship ensures that
students derive the most from their educational experience and their pursuit of knowledge. Academic dishonesty violates the most fundamental values of an intellectual community
and undermines the achievements of the entire University.

The following is a broad overview, but not an all-encompassing definition, of what constitutes a violation of academic integrity.

Cheating: The University defines cheating as intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. When
completing any academic assignment, a student shall rely on his or her own mastery of the subject.

Examples:
Unauthorized use of notes, text, the Internet, or other aids during an examination.
Copying from another students academic work.
Unauthorized communication during an examination.
Handing in the same paper for more than one course without the explicit permission of the instructor(s).
Intentionally viewing a test before it is administered.
Storing notes in a portable electronic device for use during an examination.

Fabrication: The University defines fabrication as intentional and unauthorized falsification, misrepresentation, or invention of any information, data, or citation in an academic
exercise.

Examples:
Inventing data or facts for an academic assignment.
Altering the results of a lab experiment or survey.
Citing a source in a bibliography that was not used.
Stating an opinion as a scientifically proven fact.

Plagiarism: The University defines plagiarism as intentionally representing the words, ideas, or data of another as ones own in any academic exercise without providing proper
citation.

The following sources require citation:
Word-for-word quotation from a source, including another students work.
Paraphrasing (using the ideas of others in your own words).
Unusual or controversial facts not widely recognized.
Audio, video, digital, or live exchanges of ideas, dialogue, or information.
Students unclear as to whether or not a source requires citation should speak with their professor or consult the Writing Center in 412 Holmes Hall.

Unauthorized Collaboration: The University defines unauthorized collaboration as instances when students submit individual academic works that are substantially similar to
one another. While several students may have the same source material, the analysis, interpretation, and reporting of the data must be each individual's independent work.

Examples:
Sharing a take-home examination, case write-up, lab report, or any other assignment with a peer without express permission from the instructor.
Completing an academic exercise with the aid of a peer, but unfairly crediting all work to oneself.

Participation in Academically Dishonest Activities: The University defines participation in academically dishonest activities as any action taken by a student with the intent of
gaining an unfair advantage.

Examples:
Misrepresenting oneself or one's circumstances to an instructor.
Stealing an examination.
Purchasing a pre-written paper.
Selling, loaning, or otherwise distributing materials for the purpose of cheating, plagiarism, or other academically dishonest acts.
Destroying, altering, stealing, or forging another student's work, library materials, laboratory materials, academic records, course syllabi, or examination/course
grades.
Intentionally missing an examination or assignment deadline to gain an unfair advantage.
Forging information or signatures on official University documents.

Facilitating Academic Dishonesty: The University defines facilitating academic dishonesty as intentionally or knowingly helping or attempting to violate any provision of this
policy.

Examples:
Doing academic work for another student.
Making available previously used academic work for another individual with the intention of resubmitting the work for credit.

Guidelines
All members of the Northeastern University community share a role in upholding the Academic Integrity Policy. Any member of the community who witnesses a violation of this
policy should report it to the appropriate faculty member or the Office of Student Conduct & Conflict Resolution.

Cases referred to the Office of Student Conduct & Conflict Resolution will be investigated and, if sufficient evidence is presented, the case will be referred to the University's
Student Conduct Board. If a student is found responsible for violating any of the preceding items, a minimum sanction of deferred suspension will follow. A second violation will
meet with expulsion from the University.

Students who violate Northeastern University's Academic Integrity Policy may also be subject to individual course penalties. This can result in, but is not restricted to, failing the
course, in addition to any University penalty. All instructors must reference academic integrity in their syllabi.

If a student feels that he or she has been wrongly accused of violating the Academic Integrity Policy, the student has the right to appeal the charge to the body that first issued the
sanction.


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Daily Schedule
6/30 Topic: Why Study Film?
Reading: Smith, Its Just a Movie (BlackBoard)
Corrigan and White, Introduction
Screening: Hugo (Scorsese, 2011, 127 min.) [optional]

7/2 Topic: Encountering Film: From Preproduction to Exhibition
Reading: Corrigan and White, Chapter 1
Screening: Citizen Kane (Welles, 1941, 119 min.)

7/7 Topic: Writing a Film Essay: Observations, Arguments, Research, and
Analysis
Reading: Corrigan and White, Chapter 12
Zoller Seitz, Please, Critics, Write about the Filmmaking
(BlackBoard)
Screening: Rashomon (Kurosawa, 1950, 88 min.)

7/9 Topic: Exploring a Material World: Mise-en-Scne
Reading: Corrigan and White, Chapter 2
Screening: Do the Right Thing (Lee, 1989, 120 min.)

7/14 Topic: Mise-en-Scne, ctd.
Assignment: Essay #1 Due
Group I Presentations

7/16 Topic: Framing What We See: Cinematography
Reading: Corrigan and White, Chapter 3
Screening: Vertigo (Hitchcock, 1958, 128 min.)

7/21 Topic: Cinematography, ctd.
Assignment: Essay #2 Due
Group II Presentations

7/23 Topic: Relating Images: Editing
Reading: Corrigan and White, Chapter 4
Screening: Bonnie and Clyde (Penn, 1967, 111 min.)

7/28 Topic: Editing, ctd.
Assignment: Essay #3 Due
Group III Presentations

7/30 Topic: Listening to the Cinema: Film Sound
Reading: Corrigan and White, Chapter 5
Screening: Singin in the Rain (Donen and Kelly, 1952, 103 min.)


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8/4 Topic: Sound, ctd.
Assignment: Essay #4 Due
Group IV Presentations

8/6 Topic: Telling Stories: Narrative Films
Reading: Corrigan and White, Chapter 6
Screening: Casablanca (Curtiz, 1942, 102 min.)
Assignment: Final Paper Proposal Due

8/11 Topic: Rituals, Conventions, Archetypes, and Formulas: Movie Genres
Reading: Corrigan and White, Chapter 9
Screening: Shaun of the Dead (Wright, 2004, 99 min.)

8/13 Topic: Final Paper Presentations
Assignment: Be prepared to give a brief (5 min.) synopsis of your final paper to
the class

8/18 Assignment: Final Papers Due at 12:00pm (noon)


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Essay Assignments

1) Each essay should be 300-500 words (around 2 paragraphs) in length, and it should focus
on the topic and film of the particular unit for which it is due.
2) For each essay, choose one scene, shot, or moment from the film to discuss. In other
words, keep your focus very narrow, as these are short essays.
3) Because each essay will need detailed aesthetic description, be sure to take careful notes
during the in-class screenings.
4) Each essay should include the following components:
a. A clear thesis statement that relates the form of the scene/shot/moment to your
interpretation of the films content and meaning.
b. Terms from the class discussions and lectures.
c. A clear structure that relates form to content.
i. It might be helpful to use the first paragraph to provide a description of the
scene/shot/moment and the second paragraph to analyze how the
aesthetics create meaning.
d. A word count at the end of the essay.
5) Remember, you should focus on the aesthetic and stylistic aspects of the film (what you
see and hear) rather than on a summary or explanation of the story/plot of the film.
6) Essay due dates:
a. Essay #1: July 14 (Do the Right Thing and mise-en-scne)
b. Essay #2: July 21 (Vertigo and cinematography)
c. Essay #3: July 28 (Bonnie and Clyde and editing)
d. Essay #4: August 4 (Singin in the Rain and sound)

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Final Paper Project

1) For this paper, students will develop an argument that engages with a topic and film(s) of
their choosing. Each paper should demonstrate a clear understanding of one or more of
the concepts weve discussed in classmise-en-scene, cinematography, editing, sound,
narrative, genreand the paper should apply the concepts to a specific film or films. In
other words, the argument of the paper should work to connect the form of the film to its
content.
a. Alternately, students may propose a creative project option (e.g., a short film, a
video essay, an interactive website, etc.). Please meet with me if youd like to
pursue this option.
2) This project will consist of three parts:
a. An initial proposal
b. An in-class presentation/writing workshop
c. The final version of the project
3) The proposal is due on August 6 and is worth 10% of the overall course grade.
a. The proposal should include the following components:
i. The title of the paper
ii. A clear thesis statement/research question
iii. Brief summary of the argument
4) Each student will present his/her final paper project to the class in a brief (5 minute)
presentation. These presentations will take place on August 13 (the last day of class), and
the presentation is worth 5% of the overall course grade.
5) The final draft of the paper is due on August 18, and it must be uploaded to Blackboard
by 12:00pm (noon). Late papers will be deducted one letter grade for each day they are
late. The final draft is worth 25% of the overall grade.
a. The final draft must be 5-7 pages in length, and it must include a title page and
bibliography (in Chicago or MLA format). The title page should include your
name, my name, the course name, the date of submission, and a title for your
paper.
b. The final draft should expand on the work you did in your proposal, and you
should expect to do significant rethinking/revising of your initial argument,
incorporating any suggestions your classmates and I may have provided you.
Failure to take revision suggestions into account will negatively affect your grade
on this paper.
c. The essay should be typed in 12-point Times New Roman, 1-inch margins on all
sides, and double-spaced. Each page should also include your last name and the
page number in the upper right-hand corner.
d. If you use information from any outside sources (including Wikipedia and the
course texts), be sure to cite these. Remember, any time you use another authors
work (either paraphrased or directly quoted), you must cite that author. Plagiarism
will result in an automatic zero for the assignment and possible academic
sanctions.