Shadow of a Doubt Brief Synopsis Serial murderer Charles Oakley is forced to flee Philadelphia when the police come to suspect him in the strangulations of three rich widows. Charles escapes to his unsuspecting older sister Emma Newton's home in the small town of Santa Rosa, California. At the train station, Charles is met by his brother-in-law Joseph, his young nephew Roger and his two nieces, Charlie and Ann. Charlie is especially elated by the arrival of her uncle, as she was named after him and the two have a seemingly telepathic relationship. At dinner that night, Charles, who is viewed by the Newtons as a sophisticated adventurer, gives Charlie an emerald ring, and she begins to hum the "Merry Widow" waltz, the same tune of which Charles had just been thinking. The next day, Emma tells Charles that a questionnaire man for a national poll named Jack Graham, along with photographer Fred Saunders, is conducting a survey of the Newton family, but Charles refuses to be interviewed or photographed. After spending the day with the Newtons, Jack takes Charlie on a date, and she learns that he is actually a police detective investigating her uncle. Jack tells her that Charles is one of two suspects, and Charlie agrees not to divulge his secret to her family. After Jack takes her home, Charlie rushes to the library, where she discovers that Charles had earlier destroyed her father's newspaper because it contained an article about the nationwide search for the "Merry Widow Murderer." She also learns that the third victim's name matches the engraved initials on the ring her uncle gave her (To TS from BM). At dinner the next night, Charlie's suspicions are confirmed when Charles openly expresses his hatred of widows. She rushes out of the room when Joseph and his old friend, Herbie Hawkins, a mystery buff, discuss various forms of murder, and Charles chases after her. He forces Charlie to go into a bar and tells her that she knows nothing of the real world. Returning home, Charles promises to leave town in a few days if she will help him. Later, Fred tells Charlie that he secretly photographed Charles, and they are now waiting for him to be identified by witnesses on the East Coast. Charlie then agrees to force her uncle to leave town, in order to avoid a scandal and tells the detectives how he will be leaving. Meanwhile, Charles hears that the second murder suspect has been killed attempting to avoid the police and assumes he is safe, but soon realizes that Charlie knows the truth. After telling Charlie that her uncle has been cleared of the crimes, Jack proclaims his love and promises to return to her. Later, Charlie is almost killed when she trips on a broken step on the back stairs. She then demands that her uncle leave and threatens to kill him if he does not go. Soon thereafter, Charlie is almost killed again when she becomes trapped in the garage with a running car engine. That night, after speaking before Emma's women's club, Charles announces that he is leaving for San Francisco, on the same train as the widowed Mrs. Potter. Charles makes one last attempt to kill Charlie by throwing her off the moving train, but she pushes him into the path of an oncoming train instead. Charles is then given a grand funeral, as Charlie and Jack agree to keep his murderous nature their secret. Cast & Crew Alfred Hitchcock - Director Teresa Wright - Young Charlie [Newton] Joseph Cotten - Uncle Charlie [Oakley, also known as Mr. Spencer and Mr. Otis] MacDonald Carey - Jack Graham Henry Travers - Joseph Newton Patricia Collinge - Emma [Spencer Oakley] Newton Hume Cronyn - Herbie Hawkins Wallace Ford - Fred Saunders Edna May Wonacott - Ann Newton Charles Bates - Roger Newton Irving Bacon - Station master Clarence Muse - Pullman porter Janet Shaw - Louise [Finch] Essay #3 -- The Visual Analysis/Argumentative Essay English 1301 Using the strategies of argumentation, visual elements, and persuasive appeals, a writer can discover, develop, and defend his/her stance on a visual image. This assignment sheet is a guide and not a contract. I, Mrs. Patricia Carpenter, reserve the right to modify schedules, rubrics, and assignment requirements as necessary to promote the best educational opportunity for each student. PURPOSE: This assignment allows students to demonstrate the ability to utilize persuasive appeals (logos, pathos, and ethos), argument strategies, and writing techniques similar to professional models of argumentative writing to analysis a visual image (film—Shadow of a Doubt). The student chooses one of the visual elements (color, texture, line, space, forms, shapes, and/or value) and one of the film elements (narrative, cinematography, sound, mise-en-scene, or editing) to interpret/analyze the film posted on e-campus and to show how these elements create a rhetorical appeal/response (ethos, logos, pathos, or kairos) to the film. The student uses evidence from at least two sources to support the analysis of the visual and film elements. The student defends his or her stance on the analysis of the visual image to move an audience to action. REFERENCES: The Norton Field Guide— cht 39, 40 , 41 & 43 p. 388-427 and read cht 56 Using Visual, Incorporating Sound p. 607-615.. For essay example cht 16 Ali Heinekamp’s “Juno: Not Just Another Teen Movie” p.197-205. E-campus postings—announcements on home page and documents in Essay #4 folder NLC Writing Center or NLC OWL First Draft: The student writes a first draft of the visual analysis/argument essay on the film posted on e-campus using at least 2 secondary sources (excluding the film citation) to support the main points of the argument. He/she has it evaluated through peer review and/or by the NLC Writing Center to ensure successful understanding the course material and development of the ability to write argumentatively. This is highly recommended. The student prints 1 copy for peer review in class. First draft is due on Mon, 02/26/18. Peer Review in class. Second draft: The student produces a second draft reflecting changes in the first draft from peer review and writing tutor review. The student brings one (1) copy of the second draft to class for peer edit. Second draft is due on Wed, 02/28/18. Tutor Edit in ASC. Final Drafting Phase The student produces a final draft reflecting editing changes from the second draft. He/she turns in the first and second draft from peer review and peer edit. The student submits the final draft to e-campus for a grade. Final draft to e-campus at 11:30 pm, Fri, 03/02/18 and the first and second drafts to the instructor in class are due on Wed, 02/28/18—no late submissions!!!! FORMAT The student is given all materials necessary for writing this paper. The paper should be written in MLA format and produced in legible text. The student will use at least 2 secondary sources, and produce approximately 3-4 typed pages. If I cannot read your paper due to small font (less than 12 point) or unusually script, I will not assess the paper or assign it a grade. NLC English Department Visual Analysis Paper Rubric CRITERIA Thesis Development Interpretation Language & Style Excellent (18-20 points) Proficient (16-17 points) Satisfactory (14-15 points) Unsatisfactory (12-13 points) Deficient (0-12 points) Engaging opening that introduces the paper’s topic, a problem, research question, purpose, and method for writing; the thesis is an easily identifiable, well-phrased argument that recognizes the intended message, as well as its purpose and audience. The thesis reflects sound critical, interpretive, and analytical thinking; title and author of work are appropriately identified. Generally engaging opening; areas to be strengthened may include presentation of general topic, development of transition between general opening and specific thesis statement; thesis statement is phrased as an argument but may be strengthened through clarification of the main idea being offered and purpose. Recognizes the broad intended message but misses some nuances. Each paragraph generally connects to the thesis but one or more main ideas may need to be clarified; concrete details are generally well-chosen though some may be irrelevant or insufficient as evidence to effectively support the thesis and/or paragraph; recognizes the relationship between the image and its physical characteristics; paragraphs are generally wellorganized, although some transitions may be awkward; focus and control of argument may need improvement because the point of a paragraph may not always be clear. Recognizes most elements of style used in the image and attempts to explain their effects on the image’s message; attempts to identify the image’s contextual influences but provides an incomplete analysis of their effects; provides a good analysis of message and technique that is generally comprehensive. Opening is functional but too brief and/or simplistic; topic is apparent but needs to be developed to engage the reader; weak sense of purpose and claim; paragraph topics are vague or disconnected from the thesis; thesis may be too general, vague, or imprecisely presented; thesis may not directly address the prompt. Recognizes the intended message and its purpose but does not demonstrate knowledge of its significance. Supporting ideas within body paragraphs are present but weak in one or more following areas: main idea not discernible, a fact about the text is summarized, and/or unclear connections to thesis exist. Concrete details are present but weak because they provide insufficient evidence to support the body paragraph and/or lack insightful inference. Paragraphs identify the type of image and some physical characteristics. Lack of coherent organization of ideas within paragraphs; abrupt transitions that impede flow. Opening is ineffective, poorly organized, and underdeveloped; thesis statement may summarize plot points rather than present argument about text or may be missing; thesis may not address the prompt or a viable topic; author and/or title of image may not be referenced properly Does not identify the deeper purpose of the image. Fails to fulfill the requirements of the assignment. Topic sentences absent or consistently lack focused ideas, either offering general, irrelevant comments or stating facts about the text; there is no discernible argument or point guiding the paper; concrete details are absent or ineffective/ insufficient; consistent lack of coherent organization of ideas within paragraphs and from one paragraph to the next; points of paragraphs are unclear. Identifies the type of image and some of its physical elements. Fails to fulfill the requirements of the assignment. Discusses the elements of style used in the image, but does so in a general sense; explains only the obvious contextual influences of the image; overlooks some aspects of visual interpretation. Identifies most of the elements of style used in the image, but does not explain their significance; does not demonstrate recognition of the image’s deeper purpose; attempt at analysis is rudimentary. Fails to fulfill the requirements of the assignment. Writing is generally academic in tone; writer’s voice may not be consistently persuasive but is discernible; writing demonstrates an Writing tends to be mechanical in tone; writer’s voice is not discernible in the paper; writing demonstrates inconsistent awareness of the purpose to Writing is mechanical in tone; writer’s voice is not discernible; writing demonstrates no awareness of the purpose to persuade; Fails to fulfill the requirements of the assignment. Each paragraph clearly connects to the thesis and offers identifiable, well-phrased ideas to be fully argued in each paragraph; concrete details are incorporated in the body paragraphs and describe the image and the different elements used; paragraphs are wellorganized to create a coherent, carefully developed and supported argument; transitions between ideas are logical and each idea builds on the preceding. Recognizes all of the elements of style included in the image and thoroughly explains their effects on the image’s message; analyzes the image’s contextual influences and how they affect the message; demonstrates a thorough analysis of the image, as well as its techniques and message. Paper reflects an argumentative mode of writing appropriate for the topic; it is academic in tone; writer's voice is evident, confident, and sophisticated; Grammar & Mechanics TOTAL POINTS vocabulary and phrasing are academically appropriate, persuasive, and sophisticated without being pretentious. Paper includes sentence variety; effective syntax and grammar; demonstrates a mastery of writing conventions and serves the author’s purpose; consistent adherence to MLA guidelines; accurate Works Cited page; absence of grammar, syntax, and punctuation errors. awareness of the purpose to persuade; vocabulary in some places may be simplistic or ineffective. persuade; vocabulary tends to be simplistic, marked by instances of informal or imprecise diction. vocabulary is simplistic and/or inappropriate. Paper’s sentences generally effective but may lack appropriate variety (some repeated opening words and structure); syntax and grammar may be awkward in places (but not distracting); a few grammar and mechanical errors (but not distracting); consistent adherence to MLA guidelines; accurate Works Cited page. Essay sentences lack variety (frequently repeated opening words and sentence structure); awkward syntax and grammar confuse writer’s point and distract reader; misspellings, contractions, fragments, referring to “you” which diminishes the academic nature of the writing; inconsistent adherence to MLA guidelines (but does not compromise integrity of essay); Works Cited page may contain inaccuracies (but does not compromise the integrity of essay). Frequent syntax, grammar, and misspelling errors that distract the reader; lack of adherence to MLA guidelines which undermines the integrity of paper; inaccurate Works Cited page compromises integrity of essay. No adherence to MLA guidelines (missing citations, lack of proper format); missing Works Cited page; paper is incomprehensible.
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