Department of Sport Management & Sport Media
SPRING 2020- 25 POINTS
Film Review Assignment Guidelines
For each film review:
How to structure your film review paper:
Third, what questions does this film raise for you? Talk in some detail about what other things you’d like to understand about this topic. Why did you select these questions? Is there anything else you’d like to mention about this topic? Show that you’ve thought deeply about the content of the film and its relation to the course.
Grading for Review Papers:
EVALUATION RUBRIC: FILM REVIEW PAPER
|1: Shows minimal, if any, evidence that the author watched and comprehended the film.||2: Some clear, major flaws and/or omissions in the summary. More effort needed to indicate that the author paid attention to the film.||3: Mostly summarizes the film, though summary may lack some important details.||4: Summary covers the film thoroughly without any major omissions of important details.||5: Excellent summary of the film that is both thorough and well-structured, making it abundantly clear what occurred in the film.|
|Identification of Important Aspects
|1: No important points are identified clearly (or at all); no connection to course concepts.||2: Important points are somewhat unclear, and discussion of these points is either sparse or outright missing. Minimal or no connection to course concepts.||3 Important points from the film are selected, though discussion of these important points may not be comprehensive. Important points may not be well connected to the course.||4: Is clear and well-reasoned in selecting important points from the film. Connects important points to some aspect of course.||5: Does an excellent job of selecting important points from the film. Important points are connected seamlessly to course concepts, showing a holistic understanding of how the film fits with the course topic.|
Raised by Film
|1: Questions are off-topic, unrelated, or insufficiently relevant to the field of sport sociology. No or minimal effort is displayed through the questions presented.||2: Questions show little relevance to the topic discussed in the film, and do not indicate significant effort on the part of the author. Questions may be confusing. Discussion of related concepts may be missing.||3: Questions are relevant to the topic discussed in the film, though justification/set-up for these questions may be a bit ambiguous. Some discussion of related concepts, which may not be particularly compelling.||4: Questions are thorough and interesting, with some justification/set-up present. Discussion of related concepts is relevant and somewhat interesting, showing effort on the part of the author.||5: Questions are thorough, interesting, novel, and thoughtful, and demonstrate a deep amount of thought on the part of the author. Justification/set-up for questions is clear. Discussion of related concepts is eloquent, interesting, and thorough.|
|1: Personal impressions are either missing or lacking in detail. Minimal (or no) evidence that the author watched and comprehended the film.||2: Impressions are not well connected to the film discussion or the field of sport sociology. Reasons for these impressions may be lacking in detail.||3: Impressions are relevant to the film and the field of sport sociology. Reasons for these impressions are presented with some detail, though more focused commentary could help better explain these impressions.||4: Impressions are highly relevant to the film and field of sport sociology. Reasons for these impressions are thorough and help support the author’s opinions. It is clear that the author has reflected thoroughly on the film.||5: Impressions are highly relevant to the film and field of sport sociology, with clear reasoning to support the author’s opinions. Author has clearly reflected thoroughly on the film and its relation to the course. Overall, it is evident that the author has a firm grasp of the topic, the discussion, and its place in the field of sport sociology.|
|Writing, Organization& Structure||1: Severe grammatical or spelling errors are a distraction to the reader. Writing not acceptable for a college-level course. Paper is also highly disorganized, which represents a major distraction to the reader. Structure is deeply flawed and unacceptable for a college-level course.||2: Paper has a significant number of grammatical or spelling errors. Writing is unclear in areas, with flaws that make the paper somewhat difficult to read. Paper is also disorganized in areas, which is somewhat distracting to the reader. Structural issues are present that detract from the paper. Several ideas seem misplaced, creating significant confusion.||3: Paper shows a few grammatical or spelling errors. Writing is somewhat clear, with some issues present that may be distracting. Flaws do not ruin the paper, but could be improved.
Organization is decent, though some flaws are present. A few structural issues are present, and some ideas are misplaced or poorly presented.
|4: Paper is mostly free of grammatical or spelling errors and is written clearly, showing a competent grasp of writing. Some small flaws may be present. Paper is well organized with supporting ideas mostly flowing logically from one to the next. Some small structural issues may be present, though they do not distract from the paper.||5: Paper is free of grammatical or spelling errors, clear, eloquent, and shows an excellent grasp of writing that makes the paper a pleasure to read. Exceptionally well organized. Paper follows a clear, logical structure that makes it easy to read. No structural issues, and all ideas fit logically with one another.|
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