The sounds of excitement and anticipation Essay Example for Free

The sounds of excitement and anticipation Essay The sounds of excitement and anticipation are played out in the symphonic soundtrack to the movie E.T. To feel the emotions of a character, in any story, helps one come to know the hopes, fears, and traits of a character. The contribution of music in the movie ET helps the audience to gain trust and insight into those very bits and pieces of a characters spirit, his mind set, his stance, and his behaviors. How can a movies master soundtrack possibly give the average audience member that much knowledge of a certain characters manner? Perhaps the director, Steven Spielberg, does so by repeating the common piece of music known as the flying theme. We hear the song during moments of sadness, amazement, wonder, and happiness. For example, we hear the theme when E.T. uses his power to fly the young boys and their bicycles over the forest. We hear the song so much that it begins to generate thoughts in our heads as to what the scene will mean and what new aspect of a character will be brought out in the upcoming moments of the film. When we first meet the young character, Elliot, he is at home in his kitchen, and we hear nothing more than the sounds of his mother doing dishes and his brother playing a space game with his buddies. As an audience, all we hear is muffled sound with Elliots sharp, high pitched whines yelling out above the noise. We already know that he desperately wants to be a part of the older kids group. See more: how to cite an article Those of us who are the youngest child of our families may automatically sympathize with Elliots moans and groans. We know and feel the want and need to belong and to fit in. With nothing more than the synchronous sounds of the outdoors gates swinging, dogs barking-Elliot makes his way outside to wait for the pizza man and we are given the chance to observe Elliot alone for the first time. He is young, skinny, pale, and constantly observing the actions and sounds around him. He is blunt, full of curiosity and full of mischief. Elliot is looking to prove himself and his claims of an alien to his family. As an audience member, I cannot help but feel a sense of want for Elliot to prove his family wrong, perhaps the musical themes in the background contribute to that anticipation. He waits outside with his flashlight, and in silence, all we hear is the constant hum of crickets, which helps to build suspense as he waits. Elliot then begins to search through the cornfield, the sounds of weeds and cornhusks as he moves slowly about personifies the anxiousness and fear that Elliot is feeling. They are the sounds which one awaits to hear each October while eagerly waiting in line for a haunted house or a hayride. They are the disguised sounds of adrenaline and anxiety. We can identify with these sounds and feelings which are presented, and therefore we can identify with Elliot. We are not given the chance to see Elliots room, his element, until he introduces it to his new found friend, E.T. With nothing more than the sounds of footprints, E.T.s purring breath, and the sight of Elliots wide eyes, the audience watches as E.T. and Elliot observe each other in silence. As they come to know one another one will notice that there is not dialogue, nothing more than the light trill of a string orchestra and high-pitched violins to accompany the audiences imaginations. E.T. is becoming comfortable with Elliot as Elliot is doing the same with E.T. E.T. is full of confusion, which is accompanied by mischief and wonder. We see this as he explores Elliots room. The solo sounds of Elliots paint brushes in a paint tin clank together as E.T. explores. The exploration of Elliots room and all of his gadgets and experiments illustrates to us that he is a smart, science driven child who longs to create, invent, explore, and build. Elliot is often seen in his flannel shirt, blue jeans, and his long underwear. He is short with a sloppy hair cut, possibly somewhat of a nerd. He longs to be proven. Now that Ive explained the character of Elliot, I will go into more depth about the character of E.T. E.T. is a creature unlike any other. He is an alien with the classic features; a wide, bald head, slimy skin that leaves a clear residue, wide eyes, and he doesnt speak our language, but he learns it eventually. He rarely speaks and he constantly observes his newly remodeled environment. Spielberg helps his audience come to know the character or E.T. by commonly using point of view shots. The first example of this is used in the beginning when E.T. is hiding and watching the hunters in the woods. This helps us to come to know his fear. We also see another example of this in the Halloween scene. We see E.T.s point of view through the two eyes in the white sheet, which is disguises him as a ghost. As a character, E.T. is often seen watching for sadness and longing to help. For example, in the scene which takes place in Elliots closet, we can see the look of hurt and sympathy for Elliots younger sister, Gertie, in E.T.s eyes when Michael and Elliot threaten to hurt Gerties doll if she dares to say a word about E.T.s presence in the house. E.T. is fearful of confrontation, and most often he screams and jumps at the sight of a threatening object or that of a loud, unfamiliar noise. By the end of the film, we know that E.T.s heart is full of love as it beams a bright red glow when Elliot expresses his feelings for him, which ultimately brings E.T. back to life. That scene gives us the guarantee that E.T. thrives off of kindness and love. He is gentle and curious. The synchronous sound of E.T.s purring breath, like that of a baby kitten, expresses to the audience that he is gentle and soft hearted. It seems almost impossible that E.T. could ever cause any harm. Aspects such as these help us to know and fall in love with his character. The music is what feeds the soul and emotion of E.T. It helps the audience to overcome the silence and leads them to think during frequent scenes with no dialogue. The redundant, orchestral themes that play in and out of many scenes help to identify each characters mood and state of mind, which ultimately brings the audience to know the characters spirit. The music helps up to know when they are sad, happy, content, hurt, or amazed. It leaves us with the idea of not only what they are feeling or how they appear on the outside, but who they are on the inside and what their nature is as a character and individual.

North and South and Hard Times Essay -- Dickens Hard Times Essays

North and South and Hard Times       In   "Industrial" H Sussman states that "one of the most significant shifts created   by industrialism" was that of the "separation of the workplace from the home".   This "shift" created "new gender roles" with the "husband as breadwinner [and   the] wife as childcare giver" and led ultimately to the "19th century   ideology of the two separate spheres -   the masculine public sphere of work [and]   the private female sphere of domesticity". Is, however, this "shift" one which   Elizabeth Gaskell in North and South and Charles Dickens in Hard Times not only reflect but one which they endorse?    If the public   sphere is masculine then the opening chapters of HardTimes immediately confronts us with this masculinity in the form of Gradgrind. The   opening line of the novel, "Now what I want is facts", is assertive and   authorative, the masculine manifestation of public speech. The demand for facts   can be articulated by Gradgrind and responded to in the appropriate terms   by Bitzer, who too, is part of this masculine world, and who can therefore   clinically define a horse. Sissy Jupe however, in the face of such assertiveness   is unable to react in any terms other than being inarticulate and "alarmed".   Dickens however does not share Gradgrind's demands for the masculine "fact".   In writing Hard Times Dickens drew heavily from the criticism of   industrial society in Thomas Carlyle's essay "Signs of the Times". In this essay   Carlyle condemned a society where: "Not only the external and physical alone is... managed by machinery, but the internal and spiritual also". This is the idea   that the competitive, masculine, business sphere has permeated into the private   sphere,... ...ard times but reflections of deeply   divided ones.    BIBLIOGRAPHY:    North and   South, Elizabeth   Gaskell, Penguin Classics (1995).    Hard   Times, Charles Dickens,   Oxford World Classics (1998).    "Signs of the   Times", Thomas Carlyle, Thomas Carlyle: Selected Writings , Penguin   Classics (1971)    "Industrial",   H Sussman in A Companion to Victorian Literature and Culture, ed. Herbet   F. Tucker (1999).    "The   Industrial Novels", Raymond Williams in Culture and Society (1958).    "What must   not be said: North and South and the problem of women's work", Catherine   Barnes Stevenson.    "The Domestic   Sphere in the Victorian Age", Bonnie G. Smith in Changing Lives.    Charles   Dickens: The Critical Heritage ed. Phillip Collins.    Elizabeth   Gaskell: The Critical Heritage ed. Angus Fasson.

Guideline for Article Review Essay

1. Full Bibliographic Reference State the full bibliographic reference for the article you are reviewing (authors, title, journal name, volume, issue, year, page numbers, etc. ) Important: this is not the bibliography listed at the end of the article, rather the citation of the article itself! Grading: -3 if missing 2. Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Note: For the on-line reviews done in some class sections, this category may be broken up into several separate subcategories. For the written review, please discuss all of these subcategories together as follows. Paragraph 1: State the objectives (goals or purpose) of the article. What is the article’s domain (topic area)? Paragraph 2: †¢ Audience: State the article’s intended audience. At what level is it written, and what general background should the reader have; what general background materials should the reader be familiar with to understand the article? †¢ Appropriate Journal? : Why is the journal appropriate (or inappropriate) for this article? (Check the mission statement or purpose of the journal itself from its cover or its Web site. ) Paragraph 3: State whether the article is â€Å"conceptual† or â€Å"empirical†, and why you believe it is conceptual or empirical. Empirical articles and conceptual articles have a similar objective: to substantiate an argument proposed by the author. While a conceptual article supports such an argument based on logical and persuasive reasoning, an empirical article offers empirical evidence to support the argument. Empirical articles offer substantial, detailed evidence which the authors analyze using statistical methods. Empirical articles must include hypotheses (or propositions), detailed research results, and (statistical) analyses of this empirical evidence. Empirical research includes experiments, surveys, questionnaires, field studies, etc, and to limited degree, case studies. Conceptual articles may refer to such empirical evidence, but do not provide the detailed analysis of that evidence. Of course, both types of articles can use real life examples to back up their points. Just because an article provides examples, does not necessarily mean that it is empirical. (The lesson to take home is not to consider a conceptual article to be an empirical one just because it provides some summarized or some unanalyzed data. ) Grading: Objectives: great – 3; ok – 2; poor – 1 Grading: Audience/Journal Appropriateness: great – 3; ok – 2; poor – 1 Grading: Conceptual vs. empirical: great – 2; ok/poor – 1 3. Very Brief Summary Prev Page For our article reviews, we do not want you to spend much space summarizing the article. Instead we are more interested in your analysis of the article. Thus, in this section, summarize the article only very briefly (2-3 paragraphs). If possible, use the IS research paradigm as the format of your summary, but remaining very brief: †¢ Paragraph 1: what is the problem or opportunity being addressed †¢ Paragraph 2: which solution is proposed (the solution could be a new model or a theory that explains the problem) †¢ Paragraph 3: what evidence is put forth that this solution is appropriate (If this is an empirical article, be sure to briefly describe what kind of empirical study was done as part of the evidence) Grading: great – 4; ok – 2; poor – 1 4. Results. Very briefly summarize the important points (observations, conclusions, findings) and â€Å"take home messages† in the article. Please do not repeat lists of items in the articles – just summarize the essence of these if you feel they are necessary to include. Grading: great – 8; ok – 5; poor – 2 5. Class Readings 1. Does this article directly cite any of the class readings, i. e. , does any class reading appear explicitly in its bibliography or reference section? If not, state this explicitly. If so, clearly describe how the authors use the cited article. How does the article you are reviewing relate to and/or build upon the class article it cites? If this article does not cite any class readings then just state this. (If you do not state this explicitly, you will not receive credit for this section. ) Do not discuss any other readings, such as other readings on the same topic or by the same author. Save any discussions of similar articles for your synthesis section below. 2. Do any of the class readings cite your article (besides the textbook)? If so, clearly describe how. If no class readings cite your article, then write in your review â€Å"No class readings cite this article. † (If you do not state this explicitly, you will not receive credit for this section. ) Be sure to add all references you cite to the bibliography. Grading: great – 4; ok – 2; poor – 1 {If none, then score 4 by default if this has been stated explicitly. } 6. Contributions An article makes a â€Å"contribution† by adding to the knowledge of researchers in a research field. An article can make a contribution to the research field in many ways. Does it provide a new way to look at a problem? Does it bring together or â€Å"synthesize† several concepts (or frameworks, models, etc. ) together in an insightful way that has not been done before? Does it provide new solutions? Does it provide new results? Does it identify new issues? Does it provide a comprehensive survey or review of a domain? Does it provide new insights? Also, is it salient (relevant and current) to a particular scientific issue or managerial problem? Are the issues addressed introduced in a way that their relevance to practice is evident? Would answers to the questions raised in the article likely to be useful to researchers and managers? Note: Do not discuss the contributions of the technologies the article describes, but rather the contributions of the article itself! The article’s contributions should be original. To the best of your knowledge, are they? Are the article’s take-home messages new? Describe each contribution clearly in a separate paragraph or bullet point. Discuss why the contribution is important. Alternatively, if you believe the article makes no contributions, explain why clearly. Grading: great – 8; ok – 5; poor – 2 7. Foundation Good research often is built upon theories and frameworks that other researchers have developed. Sometimes articles will be substantially based upon this prior work, and refer back to it in some detail. (Not all research articles will do this. ) Which theoretical foundations does this article and research build on, if any? In what ways? Include references/citations of the foundation work. (You can determine this in part from the works the article Prev Page cites. ) Note, however, that most works cited are not core foundational work, but rather just support certain aspects of the article. Similarly, do not confuse a general discussion of related topics as foundational work. If the article does not build upon key pieces of prior research, then write in your review â€Å"This article does not build upon any foundation research. † (If you do not state this explicitly, you will not receive credit for this section. ) Grading: great – 4; ok – 3; poor -1 {If none, then score 4 by default if this has been stated explicitly} 8. Synthesis with Class Materials The synthesis section should be at least one full page. Synthesis means analyzing a particular topic by comparing and contrasting it with, and thinking about it from the viewpoint of, the class materials from across the semester. These materials include the articles, models, frameworks, guidelines and other concepts we’ve covered. (Of course, only certain materials will be relevant for any given article. ) Note: You have to do this synthesis! You need to relate this article to other things we have studied, so by definition you will not find this analysis in the article itself! Discuss the article’s research ideas and results in terms of any relevant materials covered in class or which you have found in the readings. You can also check the concepts in the â€Å"to know† link on the â€Å"quick links† portion of the course Web site. Cite these readings explicitly, including their source in the bibliography and a bibliographic marker in the text (e. g. , [Turoff et al. , 1999]). You also could analyze the approach the author took to the article’s analysis and discussion. Discuss the article’s approach and results in terms of one or more of the frameworks, etc. , from the text or readings, or any you find elsewhere. For example, if the authors discuss any type of information system, you could use Alter’s WCA analysis to examine how they approached that information system. Try to do this for all the models and frameworks, etc., which apply to your article. As part of this analysis, reference other articles you’ve read, when appropriate. Compare the approach, results and contribution with all articles about similar topics or with a similar approach. For example, if your article develops a new framework, compare it with Bandyopadyhah’s Prev Page framework criteria (and vice versa – whoever does Bandyopadyhah’s article could test his criteria on frameworks from the other readings). Include any articles you cite in the bibliography and use bibliographic markers in the text. For all of these, do your synthesis comparison in as much depth as you can! Grading: four items up to 20 points total (12 points plus 8 points extra credit) – for each item: great – 5 ok – 2; poor – 1 Great: discussed deeply and relating the article in detail with the synthesized models and frameworks. OK: the synthesized information is only discussed in general 9. Analysis Note: Many people assume this category is the same as â€Å"General Critique†. It is not. General Critique is a different category from this, and follows below. What has changed since the article was written? How do it’s lessons, ideas and theories still apply? To what extent has its issues been resolved? Grading: great – 4; ok – 2; poor – 1 Additional Analysis Optionally, try applying the article’s models, frameworks and guidelines, etc. yourself. Do you find them useful? In addition, you may optionally add your own additional analysis in a separate subsection. (Do not repeat the author’s analysis in the paper – you could summarize this as part of the results section. ) Grading: this section is extra credit only: great – 8; ok – 5; poor – 2 10. General Critique In this section you should state your opinions of how well (or poorly) the authors did their research and presented the research results in the article. Your critique can contain both positive and negative comments. Justify and explain in detail each of your critique points in a separate paragraph of at least 4-5 sentences. The following are suggestions only: †¢ Does it build upon the appropriate foundation (i. e. , upon appropriate Prev Page prior research)? †¢ Did the authors choose the correct approach, and then execute it properly? †¢ How confident are you in the article’s results, and why? †¢ Are its ideas really new, or do the authors simply repackage old ideas and perhaps give them a new name? †¢ Do the authors discuss everything they promise in the article’s introduction and outline? †¢ What are the article’s shortcomings (faults) and limitations (boundaries)? Did it discuss all of the important aspects and issues in its domain (topic area)? †¢ In what way should the article have made a contribution, but then did not? †¢ Do the authors make appropriate comparisons to similar events, cases or occurrences? †¢ How complete and thorough a job did the authors do? Do the authors include an adequate discussion, analysis and conclusions? Did they justify everything adequately? Did they provide enough background information for the intended audience to understand it? For you to understand it? †¢ Were there adequate and appropriate examples and illustrations? For full credit, ask yourself these questions when justifying your critique points: †¢ why/why not? †¢ how? †¢ what distinguishes the differences/different approaches, and in what ways? Grading: four items up to 16 points total (10 points plus 6 points extra credit) – for each item: great – 4; ok – 2; poor – 1 11c. Further Critique of a Conceptual Article *** only for conceptual articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of a conceptual article examines the logic of the arguments made by the authors. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. Give examples whenever possible. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. LOGICAL CONSISTENCY: Do any parts of the article or research contradict or invalidate other parts? If so, have the authors acknowledged and explained this adequately? 2. COHERENCE: Does the article make sense? Did the authors approach this article (and this research) sensibly? Does the article develop Prev Page  an argument that follows a coherent line of reasoning? Are the boundaries of the argument reasonably well defined? Does the argument anticipate most, if not all, rival arguments? Does the article flow in a logical sequence? Do later parts build logically upon earlier parts? 3. SUBSTANCE: Does the article provide an argument or a line of reasoning that offers insight into important issues, or does it merely summarize previous studies in a shallow way that does not reflect depth of analysis? Does the article provide ways (a model, framework, guidelines, etc. ) to guide future thinking about the issue(s) the author is addressing? 4. FOCUS: Is there a clear audience that the authors address? Was the article written at the appropriate level for this audience? Grading: for each: great – 3 ok – 2; poor – 1 11e. Further Critique of an Empirical Article *** only for empirical articles {adapted from guidelines from Dr. Dan Robey, Georgia State University} A critique of an empirical article examines the strength of the empirical evidence supporting the author’s argument. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. CLARITY: Is the article’s purpose and argument clear? Do the researchers clearly develop a major research question, proposition, or hypothesis that is to be evaluated in the empirical study and discussed in this article? If the study is exploratory (preliminary), is sufficient justification for an exploratory strategy given? 2. THEORETICAL GROUNDING: Is the researcher’s argument grounded in more basic theory? Is it clear whether the structure of the empirical study (i. e. , what they do) was derived from theory, or just made up? In theory-building articles, is the need for new theory adequately established? 3. DESIGN OF RESEARCH INVESTIGATION: Is it clear exactly how the empirical study was carried out? Is the design of the research approach (field study, experiments, questionnaires, etc. – both contents and how they will be used) adequate to address the common threats to internal and external validity? Have appropriate controls been established, and is the selection of research sites justified? Are the hypotheses and experiments, Prev Page etc. , significant? 4. MEASUREMENT: Empirical studies can have quantitative measurements (i. e., numeric results) and qualitative or subjective measurements. Are the measures used adequately described (i. e. , what is measured in the study and how)? Are data on the reliability and validity of these measures reported? Does the article feel anecdotal or solidly supported with evidence? For example, in case or field studies, are the results well documented? Is it clear who the subjects were, and with whom interviews were carried out? Were important results cross-checked, i. e. , determined across a range of subjects or just gotten from one or two subjects? 5. ANALYSIS: Is the analysis of empirical data conducted properly? Do the data conform to the requirements of any statistical tests used? Are qualitative data adequately described and presented? 6. DISCUSSION AND CONCLUSIONS: In discussing the results of the empirical study, do the authors remain true to the actual findings of the study? Are the claims made in the conclusion of the article actually supported by the empirical data? If the study is exploratory, do the authors offer research questions or hypotheses for future research? 7. BIASES: Do the biases of the authors affect the design of the research or the interpretation of the results? Are the authors aware of potential biases and the affect on the study? Grading: for each: great – 2 ok/poor – 1 12. Issues (listed by the author) What open questions or issues has the author stated remain unresolved? Discuss each in a separate paragraph of 5-10 sentences. Each issue’s paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it – if you give your own suggestions (instead of or in addition to the authors’, then precede each with â€Å"I would propose †¦ † If it has been resolved since the article was written, then state how it was resolved. Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 3 items up to 9 points total (6 points plus 3 points extra Prev Page credit) – for each item: great – 3; ok – 2; poor – 1 13. Issues (in your opinion) List several open questions or issues which remain unresolved in your opinion? For example, what possible future research questions could arise from this article? Discuss each in a separate paragraph of 5-10 sentences. Each issue’s paragraph should take the following format: †¢ what is the issue? †¢ why do you believe this is an important issue? †¢ in what way is it unresolved †¢ suggestions for resolving it Note: If you have any critiques in this section, they most likely belong in the General Critique section instead. Grading: 4 items up to 12 points total (6 points plus 6 points extra credit) – for each item: great – 3; ok – 2; poor – 1 14. Impact To determine how much impact this article has had, do a citation analysis. Discuss what this citation analysis shows, and why; don’t just list the citations! (See the Citation Analysis Guidelines (.doc) and Handout (. pdf) posted on the course Web site. ) If the article has no citations, then write in your review â€Å"I found no citations in the Science Citation Index, the Social Sciences Citation Index or on the Internet. † Then clearly explain why you believe there were no citations at all. If you found citations in some indexes or on the Internet but not the others, then explain this as well. Include your citation lists in an appendix to your review (see below for details). Grading – impact discussion: great – 3; ok – 2; poor – 1 15. Questions List three insightful questions of your own, arising from this article. Do Prev Page not ask definitions, but rather questions that really make one think. Grading: 3 questions, up to 6 points total – for each question: great/ok – 2; poor – 1 16. Annotated Bibliography For every item you have cited in your report, you need a full reference and an annotation explaining it. This includes references to any class materials, as well as the three additional citations utilized in sections 6-14. 1. List the full bibliographic references (authors, title, journal name, volume, issue, year, page numbers, etc. ) for anything you have cited in your review. IMPORTANT: This is NOT the bibliography listed at the end of the article. It is the bibliographic references for any readings you yourself referred to inside your review. 2. Write 2-4 sentences describing the article. 3. Write 2-3 sentences describing why you cited it. Also, be sure that you have included a bibliographic marker to each (such as [Bieber & Smith, 2001]) in the text of your review. Grading: -5 if missing references; -3 if you mention the authors explicitly in your text and put the references in this bibliography section, but forget to explicitly place citation markers in your text. 17. Citation Analysis Appendix There is a separate page on the course Web site describing citation analysis. This appendix will have three sections: †¢ the citations you found in the Science Citation Index †¢ the citations you found in the Social Sciences Citation Index †¢ the citations you found through a thorough Web search on the Internet If the article has no citations for any of these three, then write in that section â€Å"I found no citations in the [Science Citation Index or the Social Sciences Citation Index or on the Internet]. † Note, if your article has more than 20 citations, you only need to include a selection of them: †¢ State how many citations each index has and the Web search found †¢ List Prev Page 1-2 citations for each year in which the article has been cited. Try to include citations from several different journals spread over your selection ? Include a citation analysis to see who has cited it and how.

About Comedy Films Essay - 679 Words

About Comedy Films Our exam topic is based on Comedy films. Comedy is very individual and subjective. Comedy is inherent, different audiences find different things funny. Recently we had just seen a movie called, Theres Something about Marry, starring Cameron Diaz and Ben Stiller. This is a prime example of a comedy film. Comedy Films make me laugh - they elicit laughter from the audience. Comedies are light-hearted dramas, designed to amuse and provoke laughter. The comedy genre exaggerates the situation, the language, action, and characters. Comedies observe the deficiencies, foibles, and frustrations of life, providing merriment. Providing a momentary escape from day-to-day life, they†¦show more content†¦Screwball comedies, predominant from the mid-1930s to the mid-1940s, are light-hearted, often sophisticated, romantic stories, commonly focusing on a battle of the sexes in which both co-protagonists try to outwit or outmaneuver each other. They usually include visual gags, wacky characters, a fast-paced improbable plot, and rapid-fire, wise-cracking dialogue reflecting sexual tensions and conflicts in the blossoming of a relationship (or the patching up of a marriage) for an attractive couple with on-going, antagonistic differences. The couple is often a fairly eccentric, but well-to- do female interested in romance and a generally passive or weak male who resists romance. (Stereotypical men) However, after a twisting and turning plot, romantic love usually triumphs in the end. Black Comedy is a popular sub genre of comedy films, these are dark, sarcastic, humorous, or sardonic stories that help us examine otherwise ignored darker serious, pessimistic subjects such as war, death, or illness. Spoof films mock other movies. And a great example of this is a very recent film which has two parts to it, is Scary Movie. This film takes the mockery out of the horror genre. 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It can be not being able to find that one true love in life, or even living with regret in your heart. I always hear conversations about people being together with a person they don’t love, or people talking about something they wish they could have done when they had the chance, but were too concerned about another factor in their lives, now having to live life full of regrets. Like Gil Pender says, â€Å"That’s just the e ra we line in†¦Ã¢â‚¬  In the 2011 film, Midnight In ParisRead MoreFeatures Needed to Make a Comedy Film785 Words   |  3 Pagesvery popular is comedy; these films have been entertaining audiences for decades with over-the-top scenes, characters and funny moments. This essay will focus on what features are needed to make a comedy movie by concentrating on the pro-filmic codes, filmic or technical codes, character types and networks, social themes and narrative patterns and stock scenes that go into creating these films. Comedy is a genre of film that uses humour as a driving force. Even though the comedy business may takeRead MoreEssay On Screwball Comedy1034 Words   |  5 Pagescensorship in United States? Milberg, Doris. The art of the screwball comedy: madcap entertainment from the 1930s to today. McFarland, 2013. Milberg’s book dives into the popular screwball comedy genre that arose in the 1930s. The first few chapters discuss the structure and major attributes of screwball comedies, highlighting the clever dialogue, battle of the sexes, and physical elements that harken back to slapstick comedy films. Popular tropes, such as ambitious newspaper reporters, and popularRead MoreIt Happened One Night Film Techniques1518 Words   |  7 Pages In the 1934 film, It Happened One Night directed by Frank Capra, follows two characters Ellie Andrews, played by Claudette Colbert, and Peter Warne, played by Clark Gable. Ellie is trying to escape her overbearing father and escape a life of unhappiness. This romantic screwball film joins two opposite characters from two different economic backgrounds. Screwball comedies often display irreverent humor, clever dialogue, subtitle humor and an odd element of historical relevancy in the time they were