1
Hi folks,
The paper that constitutes the assessment for this course is due fairly soon. Below, you will
find the general information you need to know, including a reiteration of the five prompts
(remember you only need to respond to one). However, beneath all of this, you will also
find some general pointers about how best to respond to either prompt: the areas of
assessment for each prompt, and below more general advice relevant to all of the prompts.
We will also go over this assessment at the end of our final session on Thursday 8 December.
I hope all of this is quite exhaustive, but if you do have any questions, please reach out to me
by email and I will do all I can to help. An emailed response is guaranteed within 24 hours.
best,
richard
GENERAL INFORMATION
ASSESSMENT
At the end of the course, students are to submit one circa. 1500–2000-word essay written in
response to one of five prompts derived from the topics introduced across the course.
Value: 100% of Final Grade
Due Date: Midnight CET Sunday 8 January 2023
Note: films screened on this course may NOT be used as examples for the corresponding
prompt, but may be used for a different prompt. For example, Grand Budapest Hotel may not
be used for prompt E, but it can be used for any other prompt.
Advice and Learning Outcomes: Towards the end of the course, an advice sheet will be
issued spotlighting the general qualities graded highly on this course. Time will also be set
aside towards the end of the final session to discuss these matters.
Prompt A
The supposed visionary status of quirky cinema is undermined by its reliance on the
cornerstones of indie branding. Accordingly, show how a quirky film tries to convince its
2
audience that it is a superior alternative to “mainstream” culture, by its evocation of
authenticity and autonomy.
Targeted Learning Outcomes/Areas of Assessment
I. The core values of indie.
II. The logics for branding quirky films in this way.
III. How an individual quirky film projects these values.
Prompt B
While usually framed as the distinctive visions of Auteur filmmakers, quirky cinema also can
be seen to represent a calculated audience-targeting strategy aimed at the hipster subculture.
Accordingly, show how the content and themes of a quirky film are designed to be
specifically relevant to this outwardly cool but internally sensitive audience segment.
Targeted Learning Outcomes/Areas of Assessment
I. The traits of the hipster subculture.
II. The dynamics of targeting this subculture.
III. How the content of a quirky film has been tailored specifically to appeal to this audience.
Prompt C
Quirky Cinema has been criticized for portraying its young female leads as Manic Pixie
Dream Girls, which for some is rather sexist. However, it is clear that some quirky films try
to rework this trope to avoid charges of sexism, sometimes going as far as to critique
elements of the Manic Pixie Dream Girl. With these points in mind, consider how a quirky
film depicts this female character-type.
Targeted Learning Outcomes/Areas of Assessment
I. Why the Manic Pixie Dream Girl trope has been considered sexist.
II. Why and how some quirky films distance themselves from this trope.
III. How a quirky film depicts its female characters.
Prompt D
Quirky cinema has long been associated with a preoccupation for depicting absent or flawed
father figures. However, it is clear that some quirky films seek to offer more sympathetic
3
portrayals of such characters. With these points in mind, consider how a quirky film
characterizes fathers and/or their surrogates.
Targeted Learning Outcomes/Areas of Assessment
I. Why quirky cinema’s depiction of father figures is deemed quite negative
II. Why some quirky films try to depict father figures more sympathetically.
III. How a quirky film depicts father figures.
Prompt E
Quirky cinema is often criticized for avoiding engagement with serious socio-political topics.
However, it is clear that some quirky films do in fact centralize matters of great sociopolitical
importance. With this point in mind, consider how a quirky film seeks to make a
statement about large-scale issues that impact society as a whole.
Targeted Learning Outcomes/Areas of Assessment
I. Why quirky cinema has been accused of being apolitical
II. Why some quirky films do in fact engage with large-scale socio-political issues.
III. How a quirky film passes comment on issues that affect large swathes of society.
All Essays are to be submitted in PDF or word format to MS TEAMS or to
516779@mail.muni.cz or richard_nowell@hotmail.com - Please include your name and
the course title in the name of the file.
GENERAL ADVICE FOR ALL PROMPTS
In the case of all prompts, you are being invited to touch upon three main areas:
1. how some scholars have understood the topic in question.
2. how this has been complicated in the corresponding session.
3. how an example film relates to these two positions.
Accordingly, strong papers will consider all of these phenomena to some extent. Strong
papers are therefore likely to include substantial analysis of the example film, but also
significant contextualisation and conceptualisation of the topic, alongside engagement with
4
the existing scholarly ideas. As a general guide, papers evincing the following qualities stand
to score well, irrespective of which prompt they respond to.
1. A direct, focused, argument-driven response to the prompt. You are being asked to respond
in a particular way; avoid speaking around the topic.
2. A direct, sustained, and overt engagement with the relevant scholarly ideas, referenced
accordingly. The supplied readings suffice for the paper; however, you may include other
scholarship as well, if you see fit to do so. Personally, I advise paraphrasing and referencing
rather than relying exclusively on direct quotes; doing so demonstrates an unambiguous and
deep understanding of the material in a manner cutting and pasting from the scholarship does
not.
3. A solid assertion of argument and your position vis-a-vis the existing scholarship upfront
in the introduction; this imbues all that follows with a clear sense of significance. Oftentimes
it also renders a conclusive summary redundant.
4. Economical use of examples. Try to avoid over-describing the film. Also, avoid including
a separate plot synopsis, as your examples will already spotlight the relevant aspects of the
film (and this is a short paper).
5. Clear and economical writing - if you are unsure of a term, play it safe rather than risk
being misunderstood. Given that many students are writing in a second or even third
language, significant leeway will be provided. The fact that the group consists of non-native
speakers of English is always taken in to account.
6. By way of reminder, films screened on this course MAY NOT be used for the
corresponding topic. For example, the prompt on Father Figures may NOT use either Big
Fish or A Beautiful Day in the Neighborhood, but may for example use Submarine or Eagle
vs. Shark. The class slides always feature a selection of topic-relevant films, in case you are
struggling to select an example film. Please be aware that, if deviating from these
suggestions, you should keep within the film-type. If in doubt, email me for confirmation
about whether your film choice is likely to work.
5
Grading/Evaluation: Grades from A-F will be awarded based on the following criteria,
please be aware that concessions will be made around language, given students will be
writing in a language other than their mother tongue.
Argumentation/Understan
ding
Sources/Evidence Communication
A
90<
Insightful, vigorous, and
demonstrating considerable
depth of understanding and
a significant amount of
original thought; addressing
prompt directly through a
wholly coherent synthesis of
ideas; demonstrating a
degree of mastery over
subject; demonstrating a
deep and thorough
understanding of key
concepts.
Full range of set
resources consulted;
sources employed
with significant
discrimination and
sound judgment;
thorough assessment
of evidence; use of a
broad range of
examples.
Near-Faultless typography
and layout; near-flawless
turns of phrase and
expression; sophisticated
and precise vocabulary;
clear structure; exemplary
citation and bibliography.
B
80 – 89.99
Perceptive and insightful;
some evidence of original
thought; for the most part
addressing prompt directly;
mainly coherent synthesis of
ideas; thorough and
somewhat critical
understanding of key
concepts.
A fairly wide range
of set resources
consulted; solid
assessment of
evidence;
sophisticated use of
a fairly broad range
of examples.
Very Solid typography and
layout; few errors in
grammar; mainly
sophisticated turns of
phrase and expression;
mostly clear structure;
strong citation and
bibliography.
C
70Solid
understanding
addressed, for the most part,
to the prompt; good
synthesis of ideas;
Some sources
consulted; evidence
of some assessment
of evidence; use of
Good typography and
layout; comprehensible and
largely error-free grammar,
turns of phrase, and
6
79.99 reasonably solid
understanding of key
concepts; evidence of gaps
in knowledge and some
minor misunderstandings of
key concepts.
mostly workable
examples.
expression; reasonable
clearly structured; some
attempt to provide citation
and bibliography.
D
60 – 69.99
Indirectly addressed to
prompt; no real synthesis of
ideas; mainly descriptive
rather than analytical;
patchy understanding of key
concepts; significant gaps in
knowledge.
Restricted range of
sources consulted;
superficial
understanding of
evidence; limited
range of examples,
many of which are
inappropriate.
Poor typography and
layout; numerous errors of
grammar; limited
vocabulary; ambiguous or
inaccurate turns of phrase;
weak or missing citations
and bibliography.
E
50 – 59.99
Barely addressed to the
prompt; largely
disconnected series of
points; poor understanding
of key concepts; major gaps
in knowledge.
No sources
consulted; poor
understanding of
evidence; few useful
examples.
Poor typography and
layout; numerous errors of
grammar; limited
vocabulary; ambiguous or
inaccurate turns of phrase;
no citations or
bibliography.
F
<50
Not addressed to the
prompt; largely incoherent;
little evidence of an
understanding of key
concepts; demonstrating
little knowledge of subject.
No sources
consulted; poor
understanding of
evidence; no useful
examples.
Poor typography and
layout; numerous errors of
grammar; limited
vocabulary; ambiguous or
inaccurate turns of phrase;
no citations or
bibliography.
ZERO No paper submitted; or paper clearly showing no effort to respond to prompt.