Goal: In this discussion post you will describe and analyze how language is used to stereotype certain kinds of people in feature-length animated films. You can model your post on Lippi-Green’s “Teaching Children How to Discriminate,” but you need to analyze a newer film. This post is a little longer than the other ones, but I think you will enjoy the assignment. Make sure you start early to give yourself enough time to watch the whole film before you begin your analysis.Instructions to help you prepare:First, READ: “Teaching Children to Discriminate” by Lippi-Green. Find her argument and underline it. As you read the article, see how she analyzes the use of accent in the films. What does she argue that using stereotyped language does? WATCH: the video lecture. I discuss the article in detail.Second, SELECT a film: Choose a full-length animated film produced after 2000. It must be a feature-length movie released in the US in English. It does not have to be a Disney film. (Choose one Lippi-Green does not discuss in her article). It is OK if you chose the same film as another student. Just make sure your post is original.Watch the film and pay attention to: Which different accents are used by different characters? How does language help to evoke particular stereotyped identities?Third, write your post following the instructions below. Start a new thread (hit reply to my prompt, and then make the title of the film you chose the first line of your post).Here is how you write your post: Your original post must include the following sections.Introduction: Introduce what you are doing and why (which film you chose, introduce Lippi-Green’s argument, and then state your own). Briefly summarize the movie’s plot and its main points.Mention the film’s location and the language people would logically be speaking there.Synthesis: Give a systematic description of the varieties of English used in the film.Do the main characters use standard American or British English? Are there lots of accents? What other non-mainstream ways of speaking aren’t tied to accent?Describe the relevant characters. Include their gender, what they look like, how they dress, their occupation, their friends, and their role in the movie. Connect this to the way they speak.Include at least one quote from the film.Analyze your findingsWhat are the linkages between characterization and language in this film?What choices, jobs, roles, do characters have and is this linked to their gender, and speech patterns?Which stereotypes are evoked in this film, and how does language help convey them?Which characters are animals, inanimate, humanoid and how do they talk?Conclusion:Conclude your findings about the film.What kind of impact could this film have on children and viewers?What does this activity tell you about connections between language and culture? Optional: include an image from the film.

Learning Objectives Practice writing various forms of business correspondence and documents (i.e., email, letters, memos) Address purpose and audience in business correspondence Practice selecting the appropriate correspondence genre (i.e., email, letters, memos) for a specific rhetorical situation Develop a professional writing style, paying particular attention to concision (i.e., avoiding wordiness), paragraph construction, and tone Assignment Description Choose one of the following scenarios, and produce the requested documents for one scenario only. Each scenario asks you to prepare a range of documents. Students are responsible for determining the appropriate genre (email, memo, business letter, etc.) as well as the content of those documents. Scenario You're the compliance coordinator for a biomedical company, Hadley Services, which provides field service technicians to local hospitals and medical offices. Hadley's specialty is radiological equipment, particularly open MRIs. Your primary job is to coordinate the schedules for repair, calibration and preventive maintenance for all of your clients. You are also responsible for writing the reports that keep the company in compliance with local and federal guidelines.  Since many medical facilities are starting to replace their outdated MRI machines with the new open MRIs, Hadley has grown considerably in the last 2 years. Hadley has a long standing relationship with the folks at Hitachi Medical, who manufacture the AIRIS Elite, the most commonly used machine in your market.  In the early afternoon, you get an email from one of Hadley's newest clients, St. Francis Clinic, which is a brand new clinic of the Alliance Medical Group. When St. Francis opened two months ago, they signed on with Hadley. The St. Francis account meant a lot to Hadley since they had been wooing the Alliance Medical Group for years.  The email is from St. Francis's clinic administrator, Pat Williams. The technician, Allen Franks, just left after completing a safety check, and now the machine is no longer recording data. You immediately dispatch another, more experienced technician (Marcus Ramirez) to address the problem, and call Ms. Williams. While you're on the phone with her, Marcus texts you to tell you that problem is solved. You relay the information to Ms. Williams and hang up.  After chatting with both technicians, the problem was a simple. Allen Franks had failed to connect the data port snuggly, which is a rookie technician mistake. Now that everything has settled down, you know you have some additional work to do.