The Martian Movie Assignment | Online Homework Help
LOOK AT THE ATTACHED DOCUMENTS … NO SOURCES NEEDED USE ALL THINGS FROM THE MARTIAN (MOVIE NOT BOOK
Critical Response to Text Organizer
You sit down to a critical response to text (essay) and see the following topic:
Discuss the idea(s) developed by Ridley Scott in the film The Martian about the ways in which individuals cope and/or weaken when in isolation.
I want you to create a proper thesis statement (your argument in the form of a theme statement) for an essay. What does your text creator say about how individuals can cope with/weak in isolation? Look to your critical response notes. Make sure it is deep and insightful! It should focus on one character but not use their name specifically.
Next, I want you to develop topic sentences for at least three body paragraphs. This is how you would break up your discussion into orderly groupings. You may organize this however you wish (see your critical response notes). The important thing is that your topic sentences clearly connect to the thesis statement (maybe even use some of the key words from it). They should explore the breadth of the text (or at least the text as it pertains to your selected character and the topic) as a whole. These should be ideas that you could expand if asked to create a complete critical response.
Lastly, I need you to determine 2-4 proofs that you would use to prove each topic sentence. This could be a quotation from a text, a specific film technique, or a VERY specific moment described in your own words as best as possible.
RESIST writing different paragraphs about different characters. If you do this on an essay, it will likely mean no more than satisfactory (3/5) on the “Thought and Understanding” category as it suggests that you are unable to write enough about one character or idea. You want to avoid the “[author] suggests individuals respond to isolation in a variety of different ways” response. It is too general and not thoughtful enough.
You may include the character’s name that you have chosen to write on in your topic sentences (but not in the thesis). You can use any character from a text wish, but ensure that you could actually write an entire essay on this character.
Text/Text Creator Chosen:
Character Chosen:
Thesis/Theme Statement:
Topic Sentence #1:
- Proof 1:
- Proof 2:
- Proof 3 (optional):
- Proof 4 (optional):
Topic Sentence #2:
- Proof 1:
- Proof 2:
- Proof 3 (optional):
- Proof 4 (optional):
Topic Sentence #3:
- Proof 1:
- Proof 2:
- Proof 3 (optional):
- Proof 4 (optional):
Topic Sentence #4 (optional):
- Proof 1:
- Proof 2:
- Proof 3 (optional):
- Proof 4 (optional):
Topic Sentence #5 (optional):
- Proof 1:
- Proof 2:
- Proof 3 (optional):
- Proof 4 (optional):
Marking Guide: ( /15)
Thesis Statement: ( /5)
Taken from Ideas & Impressions: Critical/Analytical Response to Literary Texts Criteria
| Ideas are insightful and carefully considered, demonstrating a comprehension of subtle distinctions in the literary text(s) and the topic. Literary interpretations are perceptive and illuminating. | Ideas are thoughtful and considered, demonstrating a competent comprehension of the literary text(s) and the topic. Literary interpretations are revealing and sensible. | Ideas are relevant and straightforward, demonstrating a generalized comprehension of the literary text(s) and the topic. Literary interpretations are general but plausible. | Ideas are superficial or oversimplified, demonstrating a weak comprehension of the literary text(s) and the topic. Literary interpretations are incomplete and/or literal. | Ideas are largely absent or irrelevant and/or do not develop the topic. Little comprehension of the literary text(s) is demonstrated. |
Topic Sentences: ( /5)
Adapted from Form and Structure: Critical/Analytical Response to Literary Texts Criteria
| A judicious arrangement of ideas. The unifying effect or controlling idea is effectively sustained. | A purposeful arrangement of ideas. The unifying effect or controlling idea is coherently sustained. | A straightforward arrangement of ideas. The unifying effect or controlling idea is presented generally; however, coherence may falter. | A discernible but ineffectual arrangement of ideas. A unifying effect or controlling idea is inconsistently maintained. | A haphazard arrangement of ideas. A unifying effect or controlling idea is absent. |
Proof: ( /5)
Taken from Supporting Evidence: Critical/Analytical Response to Literary Texts Criteria
| Support is precise and astutely chosen to reinforce the student’s ideas in a convincing way. A valid connection to the student’s ideas is efficiently maintained. | Support is specific and well-chosen to reinforce the student’s ideas in a persuasive way. A sound connection to the student’s ideas is capably maintained. | Support is general, adequate, and appropriately chosen to reinforce the student’s ideas in an acceptable way, but occasionally may lack persuasiveness. A reasonable connection to the student’s ideas is suitably maintained. | Support is inadequate, inaccurate, largely a restatement of what was read, and/or inappropriately chosen in relation to the student’s ideas and thus lacks persuasiveness. A weak connection to the student’s ideas is maintained. | Support is irrelevant, overgeneralized, lacks validity, and/or is absent. Little or no connection to the student’s ideas is evident. |
