Understanding Korean Society and Women through Films
Order ID:89JHGSJE83839 Style:APA/MLA/Harvard/Chicago Pages:5-10 Instructions:
Understanding Korean Society and Women through Films
Each essay should be 3-4 pages in length (double-spaced, 12-point font, with 1-inch
margins). Your essay must tie together your answers to the separate questions within each prompt into a coherent, organized essay based on a central argument and analysis supported by your discussion of the films AND readings.
Be sure to refer to specific characters, lines, and scenes from the selected films as well as pertinent secondary sources (outside research is permitted).
Time codes are not necessary, but please do quote from the subtitled dialogue. All sources must be cited in footnotes and you must also have a bibliography.
I have all of the reading pdf. I can send pdf through email.
Movies are on the Youtube (I put address at the second page)
No copy and paste no Plagiarism
Understanding Korean Society and Women through Films
Need to within 50hr but always soon is the better.
2~3 quote from film(out of 4), 2~3 from reading(out of 8 reading) and 1 from outside research)
At least 3.5pages
Select two films from Weeks 3 and 4 and discuss how the key female characters break from conventions in the pursuit of self-identity. Be sure to place the fictional characters in the context of factual, contemporary South Korea.
The Unending Korean War
How do women and families continue to be impacted by the unending nature of the Korean War? How does Kilsotteum (길소뜸, Kilsottŭm, 1985, Im Kwon-taek) portray the ongoing tragedy of war?
View in advance on https://www.youtube.com/watch?v=_by9vE3trI8
Read
– Oh Young Suk, “Gilsotteum: Pioneer Film-making in the Narrative of Familial Separation and National Division in Korea,” in Korean Film Archive, ed., Women on Screen:
Understanding Korean Society and Women through Films (Seoul: Korean Film
Archive, 2012), 195-219.
– James A. Foley, Korea’s Divided Families: Fifty Years of Separation (New York: Routledge,
2009), 91-116.
W 8/22 Urban Working-Class Women
What kind of difficulties do young working-class women face? What do the protagonists of want for themselves?
Take Care of My Cat (고양이를 부탁해, Koyangi rŭl put’akhae, 2001, dir. Jeong Jae-eun)
https://www.youtube.com/watch?v=wghWYpn1f78
Read
– Chi-Yun Shin, “Two of a Kind: Gender and Friendship in Friend and Take Care of My Cat,” in Chi-Yun Shin and Julian Stringer, eds., New Korean Cinema (New York: New York University Press, 2005), 117-131.
– Hyemee Kim, Jin Gyung Lee, Byung Chul Lee, and Soyoung Kim, “Understanding the Life of Chinese Immigrants in Korea: Forgotten People in the Land of Multiculturalism,”
Asian Social Work and Policy Review 11 (2017): 184-192.
https://onlinelibrary.wiley.com/doi/pdf/10.1111/aswp.12124
Breaking Barriers
How are conventional gender roles treated in My Sassy Girl (엽기적인 그녀, Yŏpki chŏgin kŭnyŏ, 2001, dir. Kwak Jae-young)?
https://www.youtube.com/watch?v=6voQ5essozI
Read
– Jinhee Choi, “I’m Not a Girl, Yet Not a Woman: Contemporary Korean Romance Films,” in
The South Korean Film Renaissance: Local Hitmakers, Global Provacateurs
(Middletown, CT: Wesleyan University Press, 2010), 85-115.
– Choe Sang-Hun, “Korean Matchmaking Tradition Goes High Tech,” The New York Times
(June 5, 2007).
https://www.nytimes.com/2007/06/05/world/asia/05iht-korea.1.6005539.html
Incarcerated Women
How are women prisoners depicted in Harmony (하모니, Hamoni, 2010, dir. Kang Daegyu)?
5
View in advance from Box
Read
– Youngki Woo, Rubin Lu, and Mary K. Stohr, “Social Support and the Gendered Experience
of Incarceration in South Korean Prisons,” Journal of Ethnicity in Criminal Justice
14.3 (2016): 172-194. https://doi.org/10.1080/15377938.2016.1144544
RUBRIC
Excellent Quality
95-100%
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 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.
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 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 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.
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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