Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
The prompt is as follows: The readings are attached. I’ll attach the lecture notes and class recordings that will assist you in answering this prompt 🙂
Discuss the distinctions between Hamid Naficy’s three types of accented cinema: exilic, diasporic, and ethnic. What does he mean when he says, “Not all exilic or diasporic films are accented, but all exilic or diasporic films are accented”?
Please use all of the feedback that I have given you in the past 500-word essay questions that I need help with, as well as the writing style that I have given you. Here are some notes from a classmate: Naficy is a significant aspect of filmmaking in which the filmmakers’ roots and origins in a postcolonial/Third World country are reflected in their work. The feeling of being displaced from one country to another is always evident in the way filmmakers keep a few things that
are only unique to their home countries while adapting some of those ideas to more western ways of thinking. These filmmakers have a better outlet for their art thanks to technological advancements and the possibilities for better self-
expression found in the northern centers. I’m curious if it’s ever possible to completely exclude the “homeland” from the art and cinema that they produce. No, I don’t think so. Given that exile or simply “escaping” has a significant impact on those who are forced to do so, making films out of these intense feelings of displacement can be extremely useful in sending a message or simply trying to find one’s own style. Do these filmmakers recognize their distinct approaches to the
world around them, as well as their distinct approaches to filmmaking? I never paid attention to those differences until I was told about some of them, speaking from personal experience. I believe it was frightening for many of these
filmmakers to just express themselves freely, especially since these works are frequently misunderstood due to their unique structure and background, which many people are unaware of.
The process of understanding diasporic and exilic filmmakers is aided by finding similarities between filmmakers from similar backgrounds. I had never heard of many of these filmmakers before coming to Mount Holyoke to study film, and I’m curious as to why that is. Because of the increased accessibility to film in today’s world, I believe there should be a time when we look back and learn from our mistakes.
recording 1: https://drive.google.com/file/d/1B5lVHld2CxLCdLsLsLsLsLsLsLsLsLsLsLsLsLsLsLsLsLsLsLsLsLsLsLs
https://drive.google.com/file/d/1BWQALQuhDO0pQbJmO… recording 2
https://drive.google.com/file/d/1fSM1b9zw0N89OrnvK… recording 3
Discussion of Traumatic Experience in Diaspora Communities
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 Â points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 Â points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 Â points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Discussion of Traumatic Experience in Diaspora Communities |
Discussion of Traumatic Experience in Diaspora Communities