Watch Eye Contact ( at least once through without stopping and once again to take notes after each of the three segments. Use your notes to write a three paragraph film critique. This will be your presentation script for your review of Eye Contact. Your critique should cover the following material in three well-developed paragraphs. Be sure to use transitions between ideas and between paragraphs. Your critique should flow smoothly.paragraph one:Begin by immediately rating the film (“Eye Contact deserves 4 out of 5 stars!” for example.). The rest of your presentation will explain your rating. Include in this first paragraph a brief summary of the important story elements of the film. Who are the characters? Where does the action of the film take place? What happens? What do you think the film maker wants you to think, feel, or do while watching? Refer back to the notes taken while watching.paragraph two: Discuss the suspense techniques used in the movie. Which literary suspense techniques (foreshadowing, flashback, imagery, etc.) are present in the film? Which techniques specific to film (camera angles, types of shots, soundtrack, and special effects) are used to create suspense? Are the techniques used effectively? Why or why not? Be sure to describe specifics from the film in the same way you would quote “textual evidence” in an essay. Refer back to the notes taken while watching the film.paragraph three:Discuss the overall quality of this short film. What are its strengths? What suggestions would you make for improvement? What about the film will you remember most? Refer back to your notes taken while watching.4. As you write and prepare your review, think about the tone of the professional critiques you have read. Remember to use your words and convey your ideas in such a way that is respectful and persuasive. Use specific examples to support your review. 5. If possible, record your critique as either a video or an audio presentation. Speak with your instructor if you need help recording and attaching your presentation. If you are not able to record your presentation, your parent or guardian may use the scoring rubric to assess your presentation.

Discussion 1You will share your understanding of primary and secondary audiences with your classmates and how this understanding impacts your business report. Provide feedback for two classmates’ answers.The purpose of this discussion topic is to allow you to reflect on your audience for your final research-based report and to see how your fellow students' concept of audience may have impacted their reports.Please respond to the following items:Please conduct a search on the terms primary audience and secondary audience. List two sources you found and how they defined these two terms.For your research-based report, who is the primary audience? Who is the secondary audience?Does the secondary audience impact how you write the report? Please explain why or why not.Discussion 2Contemplate the assigned reading, which complicates our understanding of plagiarism and its meaning. Then answer two assigned question about how this relates to your understanding of business writing practices. Provide feedback for one classmate's answer.Here is an excerpt from an article called "Plagiarism Doesn't Bother Me" by Professor Gerald Nelms:2. In some “real-world” contexts, plagiarism is not only acceptable but is expected. Brian Martin calls this “institutionalized plagiarism.”Plagiarism is as tied to context as every other aspect of language use. In our everyday conversations—and lectures and classroom discussions—we frequently give information without citing its source(s). Moreover, there exist contexts where plagiarism is not only acceptable but is expected and encouraged. Audience expectations and intellectual property conventions of the community in which the language use occurs determines whether adopting source material and expression without citation is acceptable or not. “Institutional plagiarism” frequently occurs and is accepted without even the lifting of an eyebrow in most daily business communications and in other bureaucratic contexts. For example, if a company employee were to try to compose a quarterly report with original language and organization, her supervisor would probably take her aside and explain that to be more efficient, she should simply adopt the organization and language of past quarterly reports.Some might argue that “institutionalized plagiarism” is acceptable because the language and forms being plagiarized are “common knowledge.” That may be the case in some instances of institutionalized plagiarism but not in every case. Too often, we decontextualize common knowledge, thinking of it as facts every child learns in school or as information that exists in at least five (or whatever number of) credible sources, as some textbooks have defined it. In fact, content alone does not define knowledge as “common.” Common knowledge is that which is presumed to be ubiquitous or, at least, widespread within a specific community—that is, in context. Not all institutionalized plagiarism fits that bill.Consider, for example, the annual reports that a company will publish and distribute to its investors and creditors and auditors and public officials and anyone else who might be interested. Annual reports are notoriously templated. They follow the same organizational structure every year. They almost invariably use a similar vocabulary, the same phrases, the same sentences in many instances. Yet, no one accuses the authors, often anonymous or named in the fine print, of plagiarism. No investors divest themselves of holdings in a company because its annual report is institutionally plagiarized.This excerpt uses two common examples of business writing in discussing ways in which information is plagiarized - or not - depending, perhaps upon the view of those in a particular business setting.There are two worthwhile questions to consider concerning what Nelms tells us about these seemingly plagiarizing practices of business/professional writing. In a short paragraph, respond to the following:1) Based on your experience, have you seen such practices in your work? Give an example. Why do you think this sort of plagiarizing is rather common in business/professional writing?2) Where do you think the practice of using the same format, even the same language, for business documents might have come from? Can you think of any examples of when you have noticed the use of what is sometimes called "boilerplate" documents and language?

Instructions:  For the International Widget Corporation (IWC) (this fictional company is described in Chapter 5 in your textbook), design a contingency plan to address each of the following types of threats. Your Stand-Alone Project responses should be both grammatically and mechanically correct, and formatted in the same fashion as the project itself. If there is a Part A, your response should identify a Part A, etc. In addition, you must appropriately cite all resources used in your response and document in a bibliography using APA style.  (200 points) (A 10-page, double-spaced, response is required.) Part A    Natural Disaster/Weather-Related Threats:  This could include fire, tornadoes, hurricanes, earthquakes, thunderstorms, and medical emergencies, etc.  (60 points total; see point breakdown below) Part B     Violence:  This could include workplace violence, riots and civil disturbances, sabotage, bomb threats, and terrorism, etc.  (60 points total; see point breakdown below) Part C     IT Disasters:  This would include loss of information through any avenue that would be a threat to the company.  (60 points total; see point breakdown below) Part D    Grammar/Formatting (20 points) For each of the threats in Parts A-C, design a contingency plan that addresses each of the following.  [Please note that the following list must be used for all three (3) Parts (A-C) above.] Although there may be components of the plans that are similar, each part should be tailored to address the particular threat that is being discussed. 1.   Situation/Risk Analyses:  In this section, analyze the risk for the particular disaster.  Consider the geographical location of the company, physical and/or intellectual assets, recent history, etc.  Your survey might take the form of a SWOT analysis, reviewing the company’s strengths and weaknesses, as well as the opportunities and threats it faces.  You will need to anticipate and plan for crises based on actual or perceived threats.   [10 points for each Part (A-C), 30 points total] 2.   Immediate Response Plans:  In this section, plan the immediate response to the threat.  Designate and name your crisis team members by specialties within the company and outline their responsibilities. [10 points for each Part (A-C), 30 points total] 3.   Communication Plans:  Establish communication protocols by identifying and creating a plan for communicating with internal and external audiences.  Name media spokespersons based on their positions within the company and their areas of expertise.  [10 points for each Part (A-C), 30 points total] 4.   Business Continuity Plans:  Consider business continuity teams, recovery, vital records, and resumption as they relate to the specific threat. [10 points for each Part (A-C), 30 points total] 5.   Training Plans:  Plan how you would train your teams and other employees, including the media spokespersons.  Detail how the training will take place, who will be responsible for it, and how often it will occur.  In addition, design training drills that involve testing the contingency plan for each threat.  Training drills should be both internal and external; be sure to include the necessary public agencies, when appropriate.  [10 points for each Part (A-C), 30 points total] 6.   Evaluation Plans:  Plan how you will evaluate your efforts following a crisis in order to provide better protection and response for the next crisis. [10 points for each Part (A-C), 30 points total]