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Chapter Eleven
Evaluating: Film and the Arts
Table of Contents
Brief Chapter Outline...........................................................................2
Chapter Outline and Lecture Notes.......................................................4
Vocabulary Review..............................................................................8
Class Activities and Sample Assignments..............................................9
Connect Resources............................................................................10
Discussion Questions for Online/Hybrid Classes...................................11
Graphic Organizers............................................................................12
Evaluation Criteria.............................................................................12
Subject Details..................................................................................13
Proving Your Point.............................................................................14
Teaching Tools...................................................................................15
Grading Rubric for Evaluative Essays..................................................15
Evaluative Peer Review Worksheet.....................................................16
Writing Topics....................................................................................17
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-11|1
Chapter Eleven
Evaluating: Film and the Arts
Brief Chapter Outline
I. Learning Outcomes
In this chapter you will learn techniques for achieving these learning outcomes:
Identify real-world applications for evaluating.
Understand the qualities of an effective evaluation.
Interpret images and evaluative writing about film and the arts.
Analyze the rhetorical star for evaluative writing.
Apply the qualities of evaluative writing.
II. Real-World Applications for Evaluating
Learning Outcome 11-1: Identify real-world applications for evaluating.
a. Evaluative writing for college
b. Evaluative writing in your daily life
c. Evaluative writing in your career
III. Qualities of Effective Evaluative Writing
Learning Outcome 11-2: Understand the qualities of an effective evaluation.
a. Describe the subject you are evaluating.
b. Make a claim about the subject you are evaluating.
c. Choose several criteria for your evaluation.
d. Make a judgment about each criterion.
e. Support your judgments with specific evidence.
f. Be fair with your judgments.
g. End with a final claim about your subject.
IV. Evaluating in the Context of Film and the Arts
Learning Outcome 11-3: Interpret images and evaluative writing about film
and the arts.
a. Writing assignment options
b. Interpreting an advertisement
c. Writing about an image
d. Media connection for evaluating
V. Analyzing the Rhetorical Star for Writing an Evaluation
Learning Outcome 11-4: Analyze the rhetorical star for evaluative writing.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Eleven
Evaluating: Film and the Arts
a. Subject
b. Audience
c. Purpose
d. Strategy
e. Design
VI. Applying the Writing Process for Evaluating
Learning Outcome 11–5: Apply the qualities of evaluative writing.
a. Discovering
b. Planning
c. Composing
d. Getting feedback
e. Revising
f. Editing
g. Proofreading
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without the prior written consent of McGraw-Hill Education.
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Evaluative Writing in the Chapter
Career-Based Evaluative Writing:
Sample Employee Evaluation Form (pages 261-262)
Reading and Reflection Evaluative Writing:
“Revealing the Ugly Cartoonish Truth: The Simpsons” by Simon Benlow (pages 263-265)
“Movie Review: Harry Potter and the Deathly Hallows—Part 2” by Kenneth Turan (pages
265-266)
“Movie Review: The Hunger Games” by Peter Travers (pages 267-269)
“Album Review: Black Eyed Peas’ The E.N.D.” by Ann Powers (pages 269-270)
“Empire Burlesque” by Hal Shows (pages 271-272)
Student Writing:
“Adventures in Crime” by Amanda Archer (pages 272-273)
Chapter Eleven
Evaluating: Film and the Arts
Chapter Outline and Lecture Notes
I. Learning Outcomes
In this chapter you will learn techniques for achieving these learning outcomes:
Identify real-world applications for evaluating.
Understand the qualities of an effective evaluation.
Interpret images and evaluative writing about film and the arts.
Analyze the rhetorical star for evaluative writing.
Apply the qualities of evaluative writing.
II. Real-World Applications for Evaluating (page 257-259)
Learning Outcome 11-1: Identify real-world applications for evaluating.
a. Evaluative writing for college
i. You may need to evaluate the performance of your teammates in a
collaborative group.
ii. You may need to evaluate a certain course or instructor.
b. Evaluative writing in your daily life
i. You may evaluate your dining experience at a local restaurant.
ii. You may evaluate a recent purchase for its value.
c. Evaluative writing in your career
i. You may need to complete a self-evaluation in order to get a raise.
ii. You may need to evaluate two pieces of equipment to determine
which is superior.
III. Qualities of Effective Evaluative Writing (page 259-262)
Learning Outcome 11-2: Understand the qualities of an effective evaluation.
a. Describe the subject you are evaluating.
i. Provide your readers with enough information to understand the
subject.
ii. Consider briefly describing the actors and main characters if
applicable.
iii. Don’t simply summarize the movie plot.
iv. Include just enough details so your audience can grasp your
meaning.
b. Make a claim about the subject you are evaluating.
i. State your overall opinion in your thesis.
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without the prior written consent of McGraw-Hill Education.
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Chapter Eleven
Evaluating: Film and the Arts
ii. Make sure to back up your claim.
iii. The reader should know your attitude toward the subject from the
beginning.
c. Choose several criteria for your evaluation.
i. Make sure to base your overall opinion on several specific criteria.
d. Make a judgment about each criterion.
i. Your essay should focus mainly on your evaluative criteria.
ii. Topic sentences should each make a claim about one criterion.
e. Support your judgments with specific evidence.
i. Support your judgments with specific details
ii. Specific details should support your overall claim.
f. Be fair with your judgments.
i. Make sure your evaluation is reasonable.
ii. The majority of your comments need to support the opinion stated
in your thesis.
g. End with a final claim about your subject.
i. Restate your thesis.
ii. Summarize your main points.
iii. Consider making a broader judgment that wasn’t made in your
thesis.
IV. Evaluating in the Context of Film and the Arts (pages 262-275)
Learning Outcome 11-3: Interpret images and evaluative writing about film
and the arts.
a. Writing assignment options
i. Choose a topic and write your own evaluation.
ii. Consider your rhetorical star and the qualities of effective
evaluative writing.
b. Writing about an image
i. Write an essay evaluating one of the images in this chapter.
ii. You may want to describe the item you are evaluating.
iii. Make sure using several criteria that work for your subject during
your evaluation.
c. Media connection for evaluating
i. Watch, read, or listen to one of the suggested media from the
chapter to discover additional examples of evaluation.
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without the prior written consent of McGraw-Hill Education.
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Chapter Eleven
Evaluating: Film and the Arts
ii. Exploring media may help you better understand methods for
evaluation.
iii. Make sure to cite your sources.
V. Analyzing the Rhetorical Star for Writing an Evaluation (page 276)
Learning Outcome 11-4: Analyze the rhetorical star for evaluative writing.
a. Subject
i. Choose a topic that interests you.
ii. Make sure you are qualified to evaluate the topic you selected.
b. Audience
i. Identify your audience.
ii. Think about what details would be most appropriate for your
audience.
c. Purpose
i. Decide what you want to accomplish.
ii. Select the appropriate focus.
d. Strategy
i. Your primary goal is evaluation.
ii. You may need to use additional writing strategies.
e. Design
i. Select the number of criteria you will need to support your
evaluation.
ii. Decide if you need additional details to make your evaluation
clearer for our audience.
VI. Applying the Writing Process for Evaluating (pages 277-278)
Learning Outcome 11–5: Apply the qualities of evaluative writing.
a. Discovering
i. The readings, images and media suggestions may introduce you to
something you want to evaluate.
ii. Watching television may provide ideas.
iii. Once you select your topic, make a list of criteria to consider for
your evaluation.
iv. Consider creating a checklist or graphic organizer to help analyze
your subject.
b. Planning
i. Decide which criteria you want to use for your evaluation.
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Chapter Eleven
Evaluating: Film and the Arts
ii. Consider creating a cluster or outline to help organize your ideas.
iii. Save your strongest point for last.
c. Composing
i. Write a first draft.
ii. Focus each body paragraph on a specific criterion.
iii. Don’t focus on grammar and punctuation.
d. Getting feedback
i. Ask a classmate to read you rough draft and to answer the peer
review questions.
ii. Get a second opinion if possible.
e. Revising
i. Using the feedback you received, revise your evaluation.
ii. Make sure your evaluation is based on specific criteria.
iii. Check that your judgments are fully supported.
f. Editing
i. Read your evaluation again.
ii. Look for grammar, punctuation, and mechanics.
iii. Check for consistency in verb tense.
iv. Use the present verb tense.
g. Proofreading
i. Read your essay one last time.
ii. Check for typographical errors or other errors that could interfere
with the reader’s understanding.
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without the prior written consent of McGraw-Hill Education.
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Chapter Eleven
Evaluating: Film and the Arts
Vocabulary Review
Criteria: principles or standards used to evaluate something (LO 11.2)
Evaluate: to make an overall judgment about your subject (LO 11.1)
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Chapter Eleven
Evaluating: Film and the Arts
Class Activities and Sample Assignments
1. Write the following topics on the board: movies, plays, musicals, artwork, and music.
Break the class into groups and assign each group one of the topics. Ask each
group to create a criteria list appropriate for the area it was assigned. You may want
to distribute the Evaluation Criteria graphic organizer. Ask each group to share their
findings. Discuss additional ideas as a class. (LO 11.2)
2. As a class, brainstorm a list of characteristics of a nice place to live. For example, is
the crime rate low? Is shopping convenient? Is it clean? Evaluate the town or city in
which you live using the criteria established by the class. Pretend your audience is
someone deciding whether or not to move to the area. (LO 11.4)
3. As a class, go to a local movie or play in your area. (Note that due to personal
schedules, some students may have to attend the movie or play on their own.) Prior
to attending, select specific criteria to evaluate. After the field trip, ask students
refrain from discussing what they watched with each other. Have students write an
evaluation of the movie or play. Be sure to include supporting evidence. Have
students share their evaluations with the class. Were the evaluations similar? What
can the class learn about evaluations from this exercise? (LO 11.5)
4. Place students in groups according to their majors. Allow them to research the
type(s) of criteria they must meet in order to be successful in their fields. For
example, will they be required to take a certification exam? Must they demonstrate
specific skills? Students can speak with the appropriate program director for help.
(LO 11.1)
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Chapter Eleven
Evaluating: Film and the Arts
Connect Resources
SmartBook
In SmartBook for Chapter 11, Evaluating: Film and the Arts, students receive an
overview of the chapter in the “Preview” phase. During the “Read” phase, key concepts
are highlighted for students. They can also read one or more of the “Career-Based,”
“Reading and Reflection,” or “Student Writing” selections during this phase—you will
need to let students know which selections to read. During the “Practice” phase,
students respond to probes that will reinforce their learning of key concepts. If students
are struggling with an assignment, they can use the “Recharge” phase for additional
practice.
LearnSmart Achieve
You can use the “Customized Study Plan” to assign one or more of the following topics
and learning outcomes for students who are working on an evaluative writing
assignment:
Planning and Organizing
Identify the approach to creating thesis statements for informative writing projects.
Topic 4: Drafting
Identify the qualities of effective introductory paragraphs.
Identify the qualities of effective topic sentences.
Identify the qualities of unified paragraphs.
Identify the techniques to create coherent paragraphs.
Classify the different types of transitions used to connect paragraphs.
Identify the qualities of effective concluding paragraphs.
Revising
Describe revision strategies to improve a text.
Identify the role of peer reviewers when giving feedback.
Identify the role of the writer when receiving feedback.
Identify the techniques for making text clear, concise, and correct.
Identify the techniques for making visual elements clear, concise, and correct.
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