An essay is a genre of writing built on argument.

In this essay, you must frame an original argument, engaging materials in the unit from your particular point of view.

Also, the idea of originality in essay writing does not refer to ideas that have never been considered.

Rather ,essays provide you with an opportunity to develop your own arguments, to read primary and secondary materials in critical ways, and to engage in your own analysis of texts in building your argument.

However, while all essays are in this sense ‘original’ works, the research component refers to your ability to engage with the source materials we’ve
discussed in this subject.

Your engagement with source material will help to broaden your understanding of topics covered, and enrich your approach to analysis and argument. Scholarly materials enable you to ask more incisive questions about texts and contexts; they enable you to reflect on your own position, testing its validity; and perhaps most importantly, they enable you to support your claims with evidence.

This is the basis of all research: an original position taken (argument) supported by research within the field.

You must using required readings(Bordwell D. & Thompson K. (2013). Film Art: An Introduction (10th ed.). New York: McGraw-Hill), as well as some additional reading.
*Must read this book ‘Film Art: An Introduction’ for this essay. Eg. In text reference required this book.
Q. Essay Topic : This is research essay. Film positions its spectator; indeed, we could say that film is one of the profound vehicles for ideology of the twentieth century. Do you agree? This essay must be based on a book from (Bordwell D. & Thompson K. (2013). Film Art: An Introduction (10th ed.). New York: McGraw-Hill) and two additional readings which are scholarly materials.
Offer an analysis of film ‘Children of Men’ and/or ‘Marie Antoinette’ and/or ‘Casablanca’. Choose Two Films please.
Words limit 2000words

How to write well in this Essay

What is a thesis statement?

A thesis statement:
tells the reader how you will interpret the significance of the subject matter under
discussion.
is a road map for the paper; in other words, it tells the reader what to expect from the rest
of the paper.
directly answers the question asked of you. A thesis is an interpretation of a question or
subject, not the subject itself. The subject, or topic, of an essay might be World War II or
Moby Dick; a thesis must then offer a way to understand the war or the novel.
makes a claim that others might dispute.
is usually a single sentence somewhere in your first paragraph that presents your argument
to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence
that will persuade the reader of the logic of your interpretation.
If your assignment asks you to take a position or develop a claim about a subject, you may
need to convey that position or claim in a thesis statement near the beginning of your draft.
The assignment may not explicitly state that you need a thesis statement because your
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instructor may assume you will include one. When in doubt, ask your instructor if the
assignment requires a thesis statement. When an assignment asks you to analyze, to interpret,
to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is
likely that you are being asked to develop a thesis and to support it persuasively. (Check out
our handout on understanding assignments for more information.)
How do I get a thesis?
A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing
you do after reading an essay assignment. Before you develop an argument on any topic, you
have to collect and organize evidence, look for possible relationships between known facts
(such as surprising contrasts or similarities), and think about the significance of these
relationships. Once you do this thinking, you will probably have a “working thesis,” a basic or
main idea, an argument that you think you can support with evidence but that may need
adjustment along the way.
Writers use all kinds of techniques to stimulate their thinking and to help them clarify
relationships or comprehend the broader significance of a topic and arrive at a thesis
statement. For more ideas on how to get started, see our handout on brainstorming.
How do I know if my thesis is strong?
If there’s time, run it by your instructor or make an appointment at the Writing Center to get
some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis
evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the
following:
Do I answer the question? Re-reading the question prompt after constructing a working
thesis can help you fix an argument that misses the focus of the question.
Have I taken a position that others might challenge or oppose?If your thesis simply
states facts that no one would, or even could, disagree with, it’s possible that you are
simply providing a summary, rather than making an argument.
Is my thesis statement specific enough?
Thesis statements that are too vague often do not have a strong argument. If your thesis
contains words like “good” or “successful,” see if you could be more specific: why is something
“good”; what specifically makes something “successful”?
Does my thesis pass the “So what?” test? If a reader’s first response is, “So what?” then
you need to clarify, to forge a relationship, or to connect to a larger issue.
Does my essay support my thesis specifically and without wandering? If your thesis and the
body of your essay do not seem to go together, one of them has to change. It’s o.k. to
change your working thesis to reflect things you have figured out in the course of writing
your paper. Remember, always reassess and revise your writing as necessary.
Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or
“why?” your thesis may be too open-ended and lack guidance for the reader. See what you
can add to give the reader a better take on your position right from the beginning.
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