Description
Module 9: Intro to the Final Project
It is a rap. The absolute deadline for the final project and everything is midnight, Sunday, 12/20, after
which time the website of the course on Canvas will be turned off.
Now, as promised here is an introduction to literary and film analysis paper and the final project:
Approach
In college writing, there is the so-called inductive approach and deductive approach. The former induces
and latter deduces. So, if you follow the former, you’d start with examples before you come to the
conclusion whereas with the latter, you start with the conclusion and then provide examples. The same
methodologies can also apply to information collecting. In other words, if you use inductive approach,
you collect a lot of examples before you decide what to write about and with deductive approach, you
identify the thesis before you start collecting evidence. Whereas both approaches are valid from the
epistemological point of view, there is no question which approach is more efficient.
Format: Literary and Film Analysis Paper
Literary and Film analysis paper, by nature, is a comparison paper. You can use two approaches, the so-
called chunked comparison and sequenced comparison. Here is how they work:
1. Chunked comparison
Chunked comparison refers to discussing works one by one. You would start with an introduction and
move from one work to another. The comparison is implicit. For instance, if you want to discuss
Stereotypes and Film, you first introduce the topic and then continue with examples from “The Color
Purple,” “A Family Thing,” “Tortilla Soup,” “Lone Star,” “Crazy Rich Asians,” and two of your own
sources, without going back to the works already discussed.
2. Sequenced comparison
Sequenced comparison is to subdivide the thesis and the comparison is explicit. To use the same topic:
Stereotypes and Film, you’d start with the thesis and the introduction and then subdivide the topic into
subtopics such as: women and stereotypes, Latinos and stereotypes, and European Americans and
stereotypes. Under women and stereotypes, you can use “The Color Purple,” “Tortilla Soup,” “Crazy Rich
Asians,” one of your own sources, etc. When you discuss Latinos and stereotypes, you can use “Tortilla
Soup,” “Lone Star,” and one of your own sources. Then, when you discuss European Americans, you can
use “A Family Thing” and an outside source. In other words, you can recycle the same sources.
3. Taboo
One no-no in literary and film analysis paper is summarizing the stories for the purpose of summarizing
stories. You are supposed to find textual and visual evidence that can best support your thesis instead of
retelling the whole story.
C. Topics
Almost all topics are valid. I left that open so that you can write about something you have interest in,
instead of something you are assigned. Students who took my classes had picked some very good topics:
Love/Hate in Literature and Film
Stereotypes in Literature and Film
Family in Literature and Film
Culture in Literature and Film
Women/Male Characters in Literature and Film
Gender Role in Literature and Film
Identity in Literature and Film
War (mental) in Literature and Film
Be original. Be yourself. One thing to keep in mind, though: this is only a 7 to 10-page paper or a 20-25
slide PPT and it is due next Thursday. It’s not your capstone project. Make sure you are focused, and the
topic is not too broad.
Here are specific requirements for your final project:
1. This will be a project-based learning experience. Students may present any one of the following
projects to apply for assessment at the end of the course. The project should illustrate the student’s
understanding of the social, cultural, and artistic aspects of the learning outcomes listed above. Students
can choose from one of the following three projects:
An analytical paper (7-10 pages) that comparatively examines gender, race and ethnicity, class, age, (or
other social categories of identity) across texts and from at least three literary and cultural traditions,
including non-Euro-centric traditions. It must address issues related to power relations and the necessity
for greater equity and social justice. The paper must satisfy all of the above-stated criteria with
appropriate documentation. There are sample final papers posted under Course Information or Course
Document.
Or:
A web-page or a digital portfolio or other new media or technology form such as Power Point (with a
minimum of 20-25 slides) equivalent to a 7-10 page paper, which comparatively examines gender, race
and ethnicity, class, age or other social categories of identity) across texts and from at least three
literary and cultural traditions, including non-Euro-centric traditions. It must address issues related to
power relations and the necessity for greater equity and social justice. You can use pictures and links to
other websites to support your interpretations and analysis. The web-page presentation must satisfy all
of the above-stated criteria. There are sample final PPT presentations posted under Course Information
or Course Document.
2. In the project, you need to use at least:
A. A clearly defined and formulated research question.
B. A theory source.
C. SEVEN sources, 2/3 of which must come from this class; 1/3 of them can come from outside
readings/movies. In other words, if you choose to use SEVEN works in the project, at least FIVE of them
must come from our reading/viewing list. You can use all SEVEN sources from the course if you choose.
By allowing students 2 outside sources, we are trying to give students more flexibility and in doing so
enabling students to make connections between what you learn in class and outside of class.
D. Finally, by sources we mean writers but not individual pieces of work. In other words, in HCOM 335,
two poems by the same author would be considered as one source.
Notes
1. A bibliography of the movies and some works is provided.
2. Sample final projects are posted under “Modules” on Canvas.
