Order 978219: Get Out (Film) Analysis

There is an important difference between a review and an analysis. A reviewer writes for those who haven't seen the film, as a kind of consumer guide, and is usually concerned with value judgments (is the film under consideration worth the price of admission?). An analysis is concerned with articulating the film's thematic concerns (that is, the meanings that arise from the narrative concerns and the formal devices of the film). Because you will be writing analyses and not reviews, your essays should not summarize the plot. Assume the reader has seen the film. The goal is to develop an argument and support it with evidence from the film, not to deliver an opinion.

Your essays should advance an argument about what the film under consideration is saying thematically -- this argument (your thesis) must be clearly stated in the introduction. Consider what meanings (thematic implications) are constructed by the use of certain cinematic features (such as lighting, editing, sound, dialogue, characterization, narrative structure, setting). The theme may be thought of as what the film is "saying" about what it depicts – remember no film is neutral. One word is not a theme. For example, to say that Easy Rider is about freedom is not enough. To say, however, that Easy Rider is about the impossibility of finding freedom in modern America gets at the thematic concerns. It is also not enough to say that some device moves the plot along -- you need to advance an argument about the meanings created. Suspense itself is not a theme. It is a device that can carry thematic significance, but you must state how suspense is used and to what thematic end. Your argument is constructed by seeing and analyzing relationships among the parts. For example, consider contrasts (what oppositions does the film set up?), and similarities (pay attention to recurring features -- "running motifs"). It is also important to account for the juxtaposition of shots -- a shot may be read in relation to what comes after or before. Cause and effect relationships are also important (if the film depicts a disaster, who and/or what does it blame?). You should also pay attention to changes in narrative progression and/or the characters.

You don't have to talk about everything in the film, but you do need to support your argument about the thematic concerns with sufficient evidence. Concrete examples are a central feature of an analysis since they provide the justification for your argument. An analysis should not only provide evidence, it should also demonstrate how that evidence supports the argument/thesis being advanced. While you need to invoke aspects of the film for your examples, avoid excessive description. For example, if you are arguing that a character is constructed in a certain way, only cite the evidence that supports your analysis -- avoid details that don't add anything to your argument -- if a character's clothing is not important for your analysis, don't bother describing it. If you're not making a thematic point about your observations you're likely being overly descriptive.

A weak paper is simply descriptive with no attempt to pull out the possible implications of what the writer observes. In order to transform the descriptive into the analytical, ask yourself "So what?" "What are the thematic implications of what I've observed?” It is not enough, for example, to say something is contrasted with something else -- consider what is being said about the contrast. The point is not to write something with which you think the reader will agree, but to convince him or her that your thesis is solid because you can justify your assertions with examples. You must end your essays with a conclusion that re-states and ties up your argument.

Don't organize your papers according to the narrative progression -- i.e. starting with the first scene and ending with the last. Organize according to thematic concerns. Aim for an organization that logically develops/builds your argument. There should be a smooth flow from one idea to the next. It is usually a good idea to begin a paragraph with the point you are making (the thematic implication), and then supply the evidence that supports your analysis. The introduction should include not only your thesis statement, but also an indication of how you will develop your argument -- think of it as an orientation or guide for your reader. By the end of your first (or second) paragraph the reader should know what you are going to argue and how you will go about doing it.

There is no one right interpretation, there are, however, better interpretations than others. Make sure the film supports your reading of it. If, for example, there is evidence that contradicts your interpretation, you must account for it.

A Few Other Things To Note:

*Italicize or underline film titles.

*The first time you mention of a film cite the director and year in brackets.

*Citing the time something happens is not necessary.

*It’s not necessary to provide the time of a scene.

*If secondary sources are used you must cite them in a bibliography.

*If you use someone's idea (whether it is a direct quotation or not) you must give credit in a footnote (these may appear within the text, at the bottom of the page or at the end).

*Any citation format is acceptable, whether from Humanities or Social Sciences.

*Use the present tense. Whatever happens in the film happens every time it is run.

*Choose your words carefully. Avoid fancy-sounding words. Avoid superlatives ("fascinating," "genius") and vague terms ("interesting"). Be specific. Aim for a clear style. Try reading your work out loud. This is also a good way to eliminate convoluted sentences -- any sentence that causes you to gasp for breath is too long.

*I mention the following because it's a very common mistake: IT'S = IT IS while ITS = in the possession of "it" (i.e. "it's hot today;" "did you take the car in for its tune-up?"). If the word is plural (jars) the apostrophe is placed after the "s" (as in "the jars' lids"). In the case of words (like women) the apostrophe is placed before the "s" (as in "women's field hockey"). The apostrophe after the "s" in “jars’” indicates that the subject is multiple; in the case of "women’s" the word itself indicates that there is more than one.

*Although I use them in this guideline, it is best to avoid contractions in a scholarly essay. “It is hot today” is better than “it’s hot today.”

*Please do not use folders. Secure your assignments with a staple.

*Don’t forget to number the pages.

*And proof read! (Don’t rely on a spell-check.)

*As for citing decades, it’s 1990s or ‘90s NOT 1990’s or 90’s.