https://www.enwiki.org/wiki/api.php?action=feedcontributions&user=Kentlee7&feedformat=atomEnglish Wiki - User contributions [en]2024-03-29T15:17:56ZUser contributionsMediaWiki 1.34.0https://www.enwiki.org/wiki/index.php?title=System_information&diff=16567System information2024-03-09T05:26:43Z<p>Kentlee7: </p>
<hr />
<div>The following are common and useful Linux commands and utilities for managing and finding system information. <br />
<br />
<br />
==System information, performance and utilities ==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| arch || Display system architecture (e.g., x86_64)<br />
|-<br />
| cal || Displays the current month's calendar; can also show calendar of any specified month or year (years 0-9999)<br />
|-<br />
| cat /etc/*rel* || Show detailed OS and release version information<br />
|-<br />
| cat /etc/redhat-release || Show which version of Redhat installed<br />
|-<br />
| date || Display the current system date and time<br />
|-<br />
| date -d || Print formatted date<br />
|-<br />
| free -h || Display free and used memory (in human readable format) <br />
|-<br />
| free -m OR -g || Display free and used system memory in megabytes or gigabytes, respectively <br />
|-<br />
| hostname || Display the system's hostname <br />
|-<br />
| hostname -I || Display the host IP addresses<br />
|-<br />
| hostnamectl || Display hostname & operating system information, e.g., kernel, and release version<br />
|-<br />
| hostnamectl '' new-name'' || Change hostname<br />
|-<br />
| htop || Interactive process viewer (alternative to top)<br />
|-<br />
| im-config || Check text input method setup (e.g., ibus or fcitx for inputting non-Western languages)<br />
|-<br />
| iostat 1 || Outputs I/O (Input/Output) statistics.<br />
|-<br />
| last reboot || Display system reboot history<br />
|-<br />
| lsb_release -a || Display operating system distributor ID, description, release, and codename.<br />
|-<br />
| lslogins || Display information on known users<br />
|-<br />
| lsof || List all open files on the system<br />
|-<br />
| lsof -u user || List files opened by user<br />
|-<br />
| neofetch OR screenfetch || Display OS, desktop environment, basic system info, & OS logo (requires installation) <br />
|-<br />
| mpstat 1 || Outputs processor-related statistics.<br />
|-<br />
| route -n || Display kernel IP routing table<br />
|-<br />
| tail 100 /var/log/messages || Display the last 100 syslog messages (using /var/log/syslog for Debian based systems.)<br />
|-<br />
| tcpdump -i eth0 || Capture and display all packets on interface eth0<br />
|-<br />
| tcpdump -i eth0 'port 80' || Monitor all traffic on port 80 (HTTP)<br />
|-<br />
| top || Display and manage the top processes<br />
|-<br />
| uname || Print system information<br />
|-<br />
| uname -a || Print a summary of information on the system, OS, kernel, and machine<br />
|-<br />
| uname -r || Display kernel version and release information<br />
|-<br />
| uptime || Shows how long the system has been active, and average load<br />
|-<br />
| vmstat -s || Detailed virtual memory statistics<br />
|-<br />
| vmstat 1 || Display virtual memory statistics with constant updating<br />
|-<br />
| watch df -h || Execute "df -h" to view file system information, showing periodic updates<br />
|} <br />
<br />
<br />
==Hardware management==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| badblocks -s /dev/sda || Test for unreadable blocks on disk sda<br />
|-<br />
| badblocks ''dev'' -v || Search for bad sectors on device <br />
|-<br />
| badblocks ''dev'' -v > ''file'' || Search for bad sectors on device and save to a file <br />
|-<br />
| cat /proc/cpuinfo || More information about CPU e.g model, model, name, cores, vendor id <br />
|-<br />
| cat /proc/meminfo || More information about hardware memory, e.g., total and free memory<br />
|-<br />
| df || Display file system information<br />
|-<br />
| df -h || Display file system information in human-readable format<br />
|-<br />
| dmesg || Outputs the kernel ring buffer messages.<br />
|-<br />
| dmidecode || Outputs the system's hardware information on DMI/SMBIOS related to the BIOS.<br />
|-<br />
| free || Display system memory (RAM and swap); -h human readable; -m megabytes; -g gigabytes<br />
|-<br />
| free -h || Display free and used memory (in human readable format) <br />
|-<br />
| hdparm -i /dev/sda || Display data on a specified disk <br />
|-<br />
| hdparm -tT /dev/sda || Output read speed test performance for a disk<br />
|-<br />
| insmod || Install modular device drivers <br />
|-<br />
| iostat || Detailed information on CPU cores and devices (via sysstat)<br />
|-<br />
| iostat 1 || Real-time (constantly updating) iostat data <br />
|-<br />
| lp -d lp -P || Identify name of printer<br />
|-<br />
| lp -nc, lpr c || Print c copies of a file<br />
|-<br />
| lpq || Displays items in print cue<br />
|-<br />
| lpr ''file'' || Print file to the printer<br />
|-<br />
| lprm ''file'' || Cancel print jobs<br />
|-<br />
| lsblk || Display information on a system’s block devices <br />
|-<br />
| lscpu || Detailed CPU information <br />
|-<br />
| lshw || Outputs the system's hardware configuration information.<br />
|-<br />
| lslocks || Display system locks<br />
|-<br />
| lsmem || Display memory usage information <br />
|-<br />
| lsmod || List kernel modules that are currently loaded<br />
|-<br />
| lsof || Display currently open files<br />
|-<br />
| lspci -tv || Display a system's PCI devices.<br />
|-<br />
| lsusb || Display USB ports and devices<br />
|-<br />
| lsusb -tv || Display system's USB devices.<br />
|-<br />
| setxbmap || Change to different keyboard setup <br />
|-<br />
| top, htop || Display memory usage and processes<br />
|-<br />
| vmstat -s || Detailed virtual memory statistics<br />
|-<br />
| vmstat 1 || Display virtual memory statistics with constant updating<br />
|-<br />
| xev || Interactive program for finding key bindings and codes for keyboard keys<br />
|-<br />
| xmodmap -pke || Display list of keyboard key codes (keymaps)<br />
|-<br />
| xmodmap -pm || Display list of modifier key mappings<br />
|-<br />
| xmodmap .Xmodmap || Update Xmodmap file of keyboard settings (in user directory)<br />
|} <br />
<br />
<br />
==Machine state==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| reboot || Restart the system<br />
|-<br />
| shutdown -f || Do a fast shutdown<br />
|-<br />
| shutdown -h now || Shut down the system now<br />
|-<br />
| shutdown -r || Reboot the system; time argument is optional<br />
|-<br />
| shutdown -t ''time'' || Shutdown the system at a specified time, e.g., 11.00 for 11am<br />
|-<br />
| shutdown -t +''#min'' || Shutdown within a specified number of minutes<br />
|-<br />
| shutdown ''message'' || Shutdown and broadcast a message<br />
|} <br />
<br />
<br />
==Important system directories and files ==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| /etc || system-wide configuration files<br />
|-<br />
| /etc/*release* || OS and version information<br />
|-<br />
| /etc/bash.bashrc || Global config file for bash shell<br />
|-<br />
| /etc/group || Group information<br />
|-<br />
| /etc/hosts || Configuration for network hosts<br />
|-<br />
| /etc/inittab || Login and runlevel configuration<br />
|-<br />
| /etc/network/interfaces || Location of network interface information<br />
|-<br />
| /etc/networks || Configuration for networks<br />
|-<br />
| /etc/passwd || User account information<br />
|-<br />
| /etc/profile || Global environmental config files<br />
|-<br />
| /etc/redhat-release || OS information (for RHEL) <br />
|-<br />
| /etc/shadow || Where passwords are stored<br />
|-<br />
| /etc/skel || Skeleton and template home directory for new home directories<br />
|-<br />
| /etc/ssh/sshd_config ‘’OR’’ ssh_config || SSHD configuration file (e.g., to change assigned port numbers)<br />
|-<br />
| /etc/syslog.conf || Configuration for syslog logging daemon<br />
|-<br />
| /etc/systemd/system || Daemon config file and setup <br />
|-<br />
| /proc/cpuinfo || CPU info<br />
|-<br />
| /usr/share/X11/xkb/symbols/ || Location of system keyboard keymaps <br />
|-<br />
| /var/log || System logs<br />
|-<br />
| /var/log/messages || System messages<br />
|-<br />
| /var/log/syslog || System logs<br />
|-<br />
| ~/.bash_login || If ~/.bash_profile is not found, bash attempts to read this script<br />
|-<br />
| ~/.bash_profile || User’s personal startup file<br />
|-<br />
| ~/.bashrc || User config file for bash shell<br />
|-<br />
| ~/.profile || User environmental config file<br />
|-<br />
| ~/.profile || Profile file used by bash if .bash_profile and .bash_login do not exist<br />
|-<br />
| ~/.XCompose || User-defined compose keys (for dead keys, compose keys)<br />
|-<br />
| alias || Show defined aliases<br />
|-<br />
| export VAR || Make a VAR available to child process<br />
|-<br />
| fuser || Show which processes are using a particular file, device, or system resource<br />
|-<br />
| fuser -m /dev/sda1 || Show which processes are using a particular device <br />
|-<br />
| printenv || Print defined environmental variables<br />
|} <br />
<br />
<br />
==System init or runlevels==<br />
These are common init levels or runlevels in Unix based systems, though these may vary slightly among different distributions or operating systems. Users will generally do their work in Runlevel 5, which is the standard GUI runlevel. <br />
<br />
{| class="wikitable sortable" ! <br />
! Runlevel status or command !! Function <br />
|-<br />
| Runlevel 0 || System halt, for shutting down the system<br />
|-<br />
| Runlevel 1 || Single-user mode (no GUI)<br />
|-<br />
| Runlevel 2 || Multi-user mode without networking (or GUI)<br />
|- <br />
| Runlevel 3 || X-server is loaded, for basic GUI elements; multi-user mode with networking (in command line interface) <br />
|-<br />
| Runlevel 4 || User-definable mode <br />
|- <br />
| Runlevel 5 || Full graphical environment; multi-user mode with networking and full GUI <br />
|-<br />
| Runlevel 6 || Reboots for a system restart <br />
|} <br />
<br />
<br />
==Startup or login problems==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| loginctl unlock-session 2 || Unlock a borked session from tty when normal login fails, or when the regular user session is borked<br />
|-<br />
| kquitapp5 plasmashell && kstart5 plasmashell || Kill and restart a borked KDE session from termianl without logging out <br />
|-<br />
| pkill -HUP -f "cinnamon --replace" || Kill and restart a borked Cinnamon desktop session from tty or terminal without logging out <br />
|-<br />
| sudo service mdm restart || Kill and restart a borked Cinnamon desktop session from tty or terminal without logging out <br />
|}<br />
<br />
<br />
<br />
For a corrupted kernal or blackscreen issues, this video may be helpful. <br />
* [https://www.youtube.com/watch?v=tTS2KVCJ-MQ An Update Borked My Linux System. How Did I Fix It?]<br />
<br />
<br />
<br />
==See also==<br />
<br />
<categorytree mode=pages>Linux</categorytree><br />
<br />
<br />
[[Category:Linux]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=System_information&diff=16566System information2024-03-09T05:24:10Z<p>Kentlee7: </p>
<hr />
<div>The following are common and useful Linux commands and utilities for managing and finding system information. <br />
<br />
<br />
==System information, performance and utilities ==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| arch || Display system architecture (e.g., x86_64)<br />
|-<br />
| cal || Displays the current month's calendar; can also show calendar of any specified month or year (years 0-9999)<br />
|-<br />
| cat /etc/*rel* || Show detailed OS and release version information<br />
|-<br />
| cat /etc/redhat-release || Show which version of Redhat installed<br />
|-<br />
| date || Display the current system date and time<br />
|-<br />
| date -d || Print formatted date<br />
|-<br />
| free -h || Display free and used memory (in human readable format) <br />
|-<br />
| free -m OR -g || Display free and used system memory in megabytes or gigabytes, respectively <br />
|-<br />
| hostname || Display the system's hostname <br />
|-<br />
| hostname -I || Display the host IP addresses<br />
|-<br />
| hostnamectl || Display hostname & operating system information, e.g., kernel, and release version<br />
|-<br />
| hostnamectl '' new-name'' || Change hostname<br />
|-<br />
| htop || Interactive process viewer (alternative to top)<br />
|-<br />
| im-config || Check text input method setup (e.g., ibus or fcitx for inputting non-Western languages)<br />
|-<br />
| iostat 1 || Outputs I/O (Input/Output) statistics.<br />
|-<br />
| last reboot || Display system reboot history<br />
|-<br />
| lsb_release -a || Display operating system distributor ID, description, release, and codename.<br />
|-<br />
| lslogins || Display information on known users<br />
|-<br />
| lsof || List all open files on the system<br />
|-<br />
| lsof -u user || List files opened by user<br />
|-<br />
| neofetch || Display OS, desktop environment, basic system info, & OS logo (requires installation) <br />
|-<br />
| mpstat 1 || Outputs processor-related statistics.<br />
|-<br />
| route -n || Display kernel IP routing table<br />
|-<br />
| tail 100 /var/log/messages || Display the last 100 syslog messages (using /var/log/syslog for Debian based systems.)<br />
|-<br />
| tcpdump -i eth0 || Capture and display all packets on interface eth0<br />
|-<br />
| tcpdump -i eth0 'port 80' || Monitor all traffic on port 80 (HTTP)<br />
|-<br />
| top || Display and manage the top processes<br />
|-<br />
| uname || Print system information<br />
|-<br />
| uname -a || Print a summary of information on the system, OS, kernel, and machine<br />
|-<br />
| uname -r || Display kernel version and release information<br />
|-<br />
| uptime || Shows how long the system has been active, and average load<br />
|-<br />
| vmstat -s || Detailed virtual memory statistics<br />
|-<br />
| vmstat 1 || Display virtual memory statistics with constant updating<br />
|-<br />
| watch df -h || Execute "df -h" to view file system information, showing periodic updates<br />
|} <br />
<br />
<br />
==Hardware management==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| badblocks -s /dev/sda || Test for unreadable blocks on disk sda<br />
|-<br />
| badblocks ''dev'' -v || Search for bad sectors on device <br />
|-<br />
| badblocks ''dev'' -v > ''file'' || Search for bad sectors on device and save to a file <br />
|-<br />
| cat /proc/cpuinfo || More information about CPU e.g model, model, name, cores, vendor id <br />
|-<br />
| cat /proc/meminfo || More information about hardware memory, e.g., total and free memory<br />
|-<br />
| df || Display file system information<br />
|-<br />
| df -h || Display file system information in human-readable format<br />
|-<br />
| dmesg || Outputs the kernel ring buffer messages.<br />
|-<br />
| dmidecode || Outputs the system's hardware information on DMI/SMBIOS related to the BIOS.<br />
|-<br />
| free || Display system memory (RAM and swap); -h human readable; -m megabytes; -g gigabytes<br />
|-<br />
| free -h || Display free and used memory (in human readable format) <br />
|-<br />
| hdparm -i /dev/sda || Display data on a specified disk <br />
|-<br />
| hdparm -tT /dev/sda || Output read speed test performance for a disk<br />
|-<br />
| insmod || Install modular device drivers <br />
|-<br />
| iostat || Detailed information on CPU cores and devices (via sysstat)<br />
|-<br />
| iostat 1 || Real-time (constantly updating) iostat data <br />
|-<br />
| lp -d lp -P || Identify name of printer<br />
|-<br />
| lp -nc, lpr c || Print c copies of a file<br />
|-<br />
| lpq || Displays items in print cue<br />
|-<br />
| lpr ''file'' || Print file to the printer<br />
|-<br />
| lprm ''file'' || Cancel print jobs<br />
|-<br />
| lsblk || Display information on a system’s block devices <br />
|-<br />
| lscpu || Detailed CPU information <br />
|-<br />
| lshw || Outputs the system's hardware configuration information.<br />
|-<br />
| lslocks || Display system locks<br />
|-<br />
| lsmem || Display memory usage information <br />
|-<br />
| lsmod || List kernel modules that are currently loaded<br />
|-<br />
| lsof || Display currently open files<br />
|-<br />
| lspci -tv || Display a system's PCI devices.<br />
|-<br />
| lsusb || Display USB ports and devices<br />
|-<br />
| lsusb -tv || Display system's USB devices.<br />
|-<br />
| setxbmap || Change to different keyboard setup <br />
|-<br />
| top, htop || Display memory usage and processes<br />
|-<br />
| vmstat -s || Detailed virtual memory statistics<br />
|-<br />
| vmstat 1 || Display virtual memory statistics with constant updating<br />
|-<br />
| xev || Interactive program for finding key bindings and codes for keyboard keys<br />
|-<br />
| xmodmap -pke || Display list of keyboard key codes (keymaps)<br />
|-<br />
| xmodmap -pm || Display list of modifier key mappings<br />
|-<br />
| xmodmap .Xmodmap || Update Xmodmap file of keyboard settings (in user directory)<br />
|} <br />
<br />
<br />
==Machine state==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| reboot || Restart the system<br />
|-<br />
| shutdown -f || Do a fast shutdown<br />
|-<br />
| shutdown -h now || Shut down the system now<br />
|-<br />
| shutdown -r || Reboot the system; time argument is optional<br />
|-<br />
| shutdown -t ''time'' || Shutdown the system at a specified time, e.g., 11.00 for 11am<br />
|-<br />
| shutdown -t +''#min'' || Shutdown within a specified number of minutes<br />
|-<br />
| shutdown ''message'' || Shutdown and broadcast a message<br />
|} <br />
<br />
<br />
==Important system directories and files ==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| /etc || system-wide configuration files<br />
|-<br />
| /etc/*release* || OS and version information<br />
|-<br />
| /etc/bash.bashrc || Global config file for bash shell<br />
|-<br />
| /etc/group || Group information<br />
|-<br />
| /etc/hosts || Configuration for network hosts<br />
|-<br />
| /etc/inittab || Login and runlevel configuration<br />
|-<br />
| /etc/network/interfaces || Location of network interface information<br />
|-<br />
| /etc/networks || Configuration for networks<br />
|-<br />
| /etc/passwd || User account information<br />
|-<br />
| /etc/profile || Global environmental config files<br />
|-<br />
| /etc/redhat-release || OS information (for RHEL) <br />
|-<br />
| /etc/shadow || Where passwords are stored<br />
|-<br />
| /etc/skel || Skeleton and template home directory for new home directories<br />
|-<br />
| /etc/ssh/sshd_config ‘’OR’’ ssh_config || SSHD configuration file (e.g., to change assigned port numbers)<br />
|-<br />
| /etc/syslog.conf || Configuration for syslog logging daemon<br />
|-<br />
| /etc/systemd/system || Daemon config file and setup <br />
|-<br />
| /proc/cpuinfo || CPU info<br />
|-<br />
| /usr/share/X11/xkb/symbols/ || Location of system keyboard keymaps <br />
|-<br />
| /var/log || System logs<br />
|-<br />
| /var/log/messages || System messages<br />
|-<br />
| /var/log/syslog || System logs<br />
|-<br />
| ~/.bash_login || If ~/.bash_profile is not found, bash attempts to read this script<br />
|-<br />
| ~/.bash_profile || User’s personal startup file<br />
|-<br />
| ~/.bashrc || User config file for bash shell<br />
|-<br />
| ~/.profile || User environmental config file<br />
|-<br />
| ~/.profile || Profile file used by bash if .bash_profile and .bash_login do not exist<br />
|-<br />
| ~/.XCompose || User-defined compose keys (for dead keys, compose keys)<br />
|-<br />
| alias || Show defined aliases<br />
|-<br />
| export VAR || Make a VAR available to child process<br />
|-<br />
| fuser || Show which processes are using a particular file, device, or system resource<br />
|-<br />
| fuser -m /dev/sda1 || Show which processes are using a particular device <br />
|-<br />
| printenv || Print defined environmental variables<br />
|} <br />
<br />
<br />
==System init or runlevels==<br />
These are common init levels or runlevels in Unix based systems, though these may vary slightly among different distributions or operating systems. Users will generally do their work in Runlevel 5, which is the standard GUI runlevel. <br />
<br />
{| class="wikitable sortable" ! <br />
! Runlevel status or command !! Function <br />
|-<br />
| Runlevel 0 || System halt, for shutting down the system<br />
|-<br />
| Runlevel 1 || Single-user mode (no GUI)<br />
|-<br />
| Runlevel 2 || Multi-user mode without networking (or GUI)<br />
|- <br />
| Runlevel 3 || X-server is loaded, for basic GUI elements; multi-user mode with networking (in command line interface) <br />
|-<br />
| Runlevel 4 || User-definable mode <br />
|- <br />
| Runlevel 5 || Full graphical environment; multi-user mode with networking and full GUI <br />
|-<br />
| Runlevel 6 || Reboots for a system restart <br />
|} <br />
<br />
<br />
==Startup or login problems==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| loginctl unlock-session 2 || Unlock a borked session from tty when normal login fails, or when the regular user session is borked<br />
|-<br />
| kquitapp5 plasmashell && kstart5 plasmashell || Kill and restart a borked KDE session from termianl without logging out <br />
|-<br />
| pkill -HUP -f "cinnamon --replace" || Kill and restart a borked Cinnamon desktop session from tty or terminal without logging out <br />
|-<br />
| sudo service mdm restart || Kill and restart a borked Cinnamon desktop session from tty or terminal without logging out <br />
|}<br />
<br />
<br />
<br />
For a corrupted kernal or blackscreen issues, this video may be helpful. <br />
* [https://www.youtube.com/watch?v=tTS2KVCJ-MQ An Update Borked My Linux System. How Did I Fix It?]<br />
<br />
<br />
<br />
==See also==<br />
<br />
<categorytree mode=pages>Linux</categorytree><br />
<br />
<br />
[[Category:Linux]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=System_information&diff=16565System information2024-03-09T05:23:37Z<p>Kentlee7: </p>
<hr />
<div>The following are common and useful Linux commands and utilities for managing and finding system information. <br />
<br />
<br />
==System information, performance and utilities ==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| arch || Display system architecture (e.g., x86_64)<br />
|-<br />
| cal || Displays the current month's calendar; can also show calendar of any specified month or year (years 0-9999)<br />
|-<br />
| cat /etc/*rel* || Show detailed OS and release version information<br />
|-<br />
| cat /etc/redhat-release || Show which version of Redhat installed<br />
|-<br />
| date || Display the current system date and time<br />
|-<br />
| date -d || Print formatted date<br />
|-<br />
| free -h || Display free and used memory (in human readable format) <br />
|-<br />
| free -m OR -g || Display free and used system memory in megabytes or gigabytes, respectively <br />
|-<br />
| hostname || Display the system's hostname <br />
|-<br />
| hostname -I || Display the host IP addresses<br />
|-<br />
| hostnamectl || Display hostname & operating system information, e.g., kernel, and release version<br />
|-<br />
| hostnamectl ''new-name'' || Show or modify hostname<br />
|-<br />
| htop || Interactive process viewer (alternative to top)<br />
|-<br />
| im-config || Check text input method setup (e.g., ibus or fcitx for inputting non-Western languages)<br />
|-<br />
| iostat 1 || Outputs I/O (Input/Output) statistics.<br />
|-<br />
| last reboot || Display system reboot history<br />
|-<br />
| lsb_release -a || Display operating system distributor ID, description, release, and codename.<br />
|-<br />
| lslogins || Display information on known users<br />
|-<br />
| lsof || List all open files on the system<br />
|-<br />
| lsof -u user || List files opened by user<br />
|-<br />
| neofetch || Display OS, desktop environment, basic system info, & OS logo (requires installation) <br />
|-<br />
| mpstat 1 || Outputs processor-related statistics.<br />
|-<br />
| route -n || Display kernel IP routing table<br />
|-<br />
| tail 100 /var/log/messages || Display the last 100 syslog messages (using /var/log/syslog for Debian based systems.)<br />
|-<br />
| tcpdump -i eth0 || Capture and display all packets on interface eth0<br />
|-<br />
| tcpdump -i eth0 'port 80' || Monitor all traffic on port 80 (HTTP)<br />
|-<br />
| top || Display and manage the top processes<br />
|-<br />
| uname || Print system information<br />
|-<br />
| uname -a || Print a summary of information on the system, OS, kernel, and machine<br />
|-<br />
| uname -r || Display kernel version and release information<br />
|-<br />
| uptime || Shows how long the system has been active, and average load<br />
|-<br />
| vmstat -s || Detailed virtual memory statistics<br />
|-<br />
| vmstat 1 || Display virtual memory statistics with constant updating<br />
|-<br />
| watch df -h || Execute "df -h" to view file system information, showing periodic updates<br />
|} <br />
<br />
<br />
==Hardware management==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| badblocks -s /dev/sda || Test for unreadable blocks on disk sda<br />
|-<br />
| badblocks ''dev'' -v || Search for bad sectors on device <br />
|-<br />
| badblocks ''dev'' -v > ''file'' || Search for bad sectors on device and save to a file <br />
|-<br />
| cat /proc/cpuinfo || More information about CPU e.g model, model, name, cores, vendor id <br />
|-<br />
| cat /proc/meminfo || More information about hardware memory, e.g., total and free memory<br />
|-<br />
| df || Display file system information<br />
|-<br />
| df -h || Display file system information in human-readable format<br />
|-<br />
| dmesg || Outputs the kernel ring buffer messages.<br />
|-<br />
| dmidecode || Outputs the system's hardware information on DMI/SMBIOS related to the BIOS.<br />
|-<br />
| free || Display system memory (RAM and swap); -h human readable; -m megabytes; -g gigabytes<br />
|-<br />
| free -h || Display free and used memory (in human readable format) <br />
|-<br />
| hdparm -i /dev/sda || Display data on a specified disk <br />
|-<br />
| hdparm -tT /dev/sda || Output read speed test performance for a disk<br />
|-<br />
| insmod || Install modular device drivers <br />
|-<br />
| iostat || Detailed information on CPU cores and devices (via sysstat)<br />
|-<br />
| iostat 1 || Real-time (constantly updating) iostat data <br />
|-<br />
| lp -d lp -P || Identify name of printer<br />
|-<br />
| lp -nc, lpr c || Print c copies of a file<br />
|-<br />
| lpq || Displays items in print cue<br />
|-<br />
| lpr ''file'' || Print file to the printer<br />
|-<br />
| lprm ''file'' || Cancel print jobs<br />
|-<br />
| lsblk || Display information on a system’s block devices <br />
|-<br />
| lscpu || Detailed CPU information <br />
|-<br />
| lshw || Outputs the system's hardware configuration information.<br />
|-<br />
| lslocks || Display system locks<br />
|-<br />
| lsmem || Display memory usage information <br />
|-<br />
| lsmod || List kernel modules that are currently loaded<br />
|-<br />
| lsof || Display currently open files<br />
|-<br />
| lspci -tv || Display a system's PCI devices.<br />
|-<br />
| lsusb || Display USB ports and devices<br />
|-<br />
| lsusb -tv || Display system's USB devices.<br />
|-<br />
| setxbmap || Change to different keyboard setup <br />
|-<br />
| top, htop || Display memory usage and processes<br />
|-<br />
| vmstat -s || Detailed virtual memory statistics<br />
|-<br />
| vmstat 1 || Display virtual memory statistics with constant updating<br />
|-<br />
| xev || Interactive program for finding key bindings and codes for keyboard keys<br />
|-<br />
| xmodmap -pke || Display list of keyboard key codes (keymaps)<br />
|-<br />
| xmodmap -pm || Display list of modifier key mappings<br />
|-<br />
| xmodmap .Xmodmap || Update Xmodmap file of keyboard settings (in user directory)<br />
|} <br />
<br />
<br />
==Machine state==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| reboot || Restart the system<br />
|-<br />
| shutdown -f || Do a fast shutdown<br />
|-<br />
| shutdown -h now || Shut down the system now<br />
|-<br />
| shutdown -r || Reboot the system; time argument is optional<br />
|-<br />
| shutdown -t ''time'' || Shutdown the system at a specified time, e.g., 11.00 for 11am<br />
|-<br />
| shutdown -t +''#min'' || Shutdown within a specified number of minutes<br />
|-<br />
| shutdown ''message'' || Shutdown and broadcast a message<br />
|} <br />
<br />
<br />
==Important system directories and files ==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| /etc || system-wide configuration files<br />
|-<br />
| /etc/*release* || OS and version information<br />
|-<br />
| /etc/bash.bashrc || Global config file for bash shell<br />
|-<br />
| /etc/group || Group information<br />
|-<br />
| /etc/hosts || Configuration for network hosts<br />
|-<br />
| /etc/inittab || Login and runlevel configuration<br />
|-<br />
| /etc/network/interfaces || Location of network interface information<br />
|-<br />
| /etc/networks || Configuration for networks<br />
|-<br />
| /etc/passwd || User account information<br />
|-<br />
| /etc/profile || Global environmental config files<br />
|-<br />
| /etc/redhat-release || OS information (for RHEL) <br />
|-<br />
| /etc/shadow || Where passwords are stored<br />
|-<br />
| /etc/skel || Skeleton and template home directory for new home directories<br />
|-<br />
| /etc/ssh/sshd_config ‘’OR’’ ssh_config || SSHD configuration file (e.g., to change assigned port numbers)<br />
|-<br />
| /etc/syslog.conf || Configuration for syslog logging daemon<br />
|-<br />
| /etc/systemd/system || Daemon config file and setup <br />
|-<br />
| /proc/cpuinfo || CPU info<br />
|-<br />
| /usr/share/X11/xkb/symbols/ || Location of system keyboard keymaps <br />
|-<br />
| /var/log || System logs<br />
|-<br />
| /var/log/messages || System messages<br />
|-<br />
| /var/log/syslog || System logs<br />
|-<br />
| ~/.bash_login || If ~/.bash_profile is not found, bash attempts to read this script<br />
|-<br />
| ~/.bash_profile || User’s personal startup file<br />
|-<br />
| ~/.bashrc || User config file for bash shell<br />
|-<br />
| ~/.profile || User environmental config file<br />
|-<br />
| ~/.profile || Profile file used by bash if .bash_profile and .bash_login do not exist<br />
|-<br />
| ~/.XCompose || User-defined compose keys (for dead keys, compose keys)<br />
|-<br />
| alias || Show defined aliases<br />
|-<br />
| export VAR || Make a VAR available to child process<br />
|-<br />
| fuser || Show which processes are using a particular file, device, or system resource<br />
|-<br />
| fuser -m /dev/sda1 || Show which processes are using a particular device <br />
|-<br />
| printenv || Print defined environmental variables<br />
|} <br />
<br />
<br />
==System init or runlevels==<br />
These are common init levels or runlevels in Unix based systems, though these may vary slightly among different distributions or operating systems. Users will generally do their work in Runlevel 5, which is the standard GUI runlevel. <br />
<br />
{| class="wikitable sortable" ! <br />
! Runlevel status or command !! Function <br />
|-<br />
| Runlevel 0 || System halt, for shutting down the system<br />
|-<br />
| Runlevel 1 || Single-user mode (no GUI)<br />
|-<br />
| Runlevel 2 || Multi-user mode without networking (or GUI)<br />
|- <br />
| Runlevel 3 || X-server is loaded, for basic GUI elements; multi-user mode with networking (in command line interface) <br />
|-<br />
| Runlevel 4 || User-definable mode <br />
|- <br />
| Runlevel 5 || Full graphical environment; multi-user mode with networking and full GUI <br />
|-<br />
| Runlevel 6 || Reboots for a system restart <br />
|} <br />
<br />
<br />
==Startup or login problems==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| loginctl unlock-session 2 || Unlock a borked session from tty when normal login fails, or when the regular user session is borked<br />
|-<br />
| kquitapp5 plasmashell && kstart5 plasmashell || Kill and restart a borked KDE session from termianl without logging out <br />
|-<br />
| pkill -HUP -f "cinnamon --replace" || Kill and restart a borked Cinnamon desktop session from tty or terminal without logging out <br />
|-<br />
| sudo service mdm restart || Kill and restart a borked Cinnamon desktop session from tty or terminal without logging out <br />
|}<br />
<br />
<br />
<br />
For a corrupted kernal or blackscreen issues, this video may be helpful. <br />
* [https://www.youtube.com/watch?v=tTS2KVCJ-MQ An Update Borked My Linux System. How Did I Fix It?]<br />
<br />
<br />
<br />
==See also==<br />
<br />
<categorytree mode=pages>Linux</categorytree><br />
<br />
<br />
[[Category:Linux]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=AC&diff=16564AC2024-02-29T05:11:53Z<p>Kentlee7: </p>
<hr />
<div><big>Advanced English Conversation (Spring 2024) </big><br />
<br />
Prof. Kent Lee <br />
<br />
Dept. English Language & Literature, Pukyong National University<br />
<br />
Syllabus: See the link in an LMS announcement. <br />
<br />
This website will go along with the course book. <br />
<br />
<br />
==Units == <br />
<br />
===Course intro ===<br />
<br />
Be sure to fill Google Form #1 for personal info and survey questions. <br />
<br />
<br />
<br />
===Evaluating sources===<br />
Click the button on the right to show this section. <br />
<div class="mw-collapsible mw-xcollapsed"> <br />
<br />
<br />
====Internet sources==== <br />
Look at the following websites. Discuss: how reliable and trustworthy are these sites? What criteria can help you distinguish good sites and sources from bad ones? <br />
# [https://zapatopi.net/treeoctopus/ Pacific tree octopus]<br />
# [https://politics.theonion.com/cia-realizes-its-been-using-black-highlighters-all-thes-1819568147 CIA realizes it has been using ...]<br />
# [http://www.dhmo.org/truth/Dihydrogen-Monoxide.html Dihydrogen monoxoide: The truth]<br />
<br />
<br />
====Newspaper article samples====<br />
Look at the following news articles about the 2020 US presidential election. Which of these seem like good, reliable sources? Which ones seem problematic, and why? <br />
# [https://www.nytimes.com/2020/11/07/us/politics/biden-election.html Biden Wins Presidency, Ending Four Tumultuous Years Under Trump]<br />
# [https://www.usatoday.com/story/news/politics/elections/2020/11/07/joe-biden-wins-election-president-donald-trump/6168297002/ Joe Biden wins presidency, defeating Trump in a divisive and tumultuous election]<br />
# [https://www.breitbart.com/politics/2020/08/30/democrat-details-mass-voter-fraud-operation/ Democrat Insider details mail-in voting fraud operation]<br />
# https://www.rt.com/news/574324-us-capitol-riot-government-informants/ Lawyer makes claim on US Capitol riot informants]<br />
<br />
<!--<br />
Now look at the following news stories about a border controversy in Hong Kong. Which seem biased, neutral, informative, or reliable, and why? <br />
<br />
# Global Times [http://www.globaltimes.cn/content/1107135.shtml] <br />
# South China Morning Post [http://www.scmp.com/news/hong-kong/politics/article/2150873/hong-kongs-controversial-china-rail-checkpoint-bill-finally] <br />
# CNN [https://edition.cnn.com/2018/06/15/asia/hong-kong-train-station-china-intl/index.html] <br />
# Reuters [https://www.reuters.com/article/us-hongkong-china/chinese-officials-to-enforce-mainland-laws-in-hong-kong-train-station-idUSKBN1AA0U7] <br />
# New York Times [https://www.nytimes.com/2017/07/25/world/asia/hong-kong-mainland-china-rail-terminal.html] <br />
# Business Insider [http://uk.businessinsider.com/r-plan-to-enforce-chinese-laws-in-hong-kong-train-station-clears-legal-hurdle-2018-6]<br />
--><br />
<br />
====News outlets ====<br />
Look at the following news outlets, and discuss the following. <br />
* Which ones seem reliable? <br />
* Which ones would be worth citing for information in a college paper? <br />
* For Korea (or your own country), which news outlets would be more reliable, and which ones would be less reliable? <br />
<br />
<div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"><br />
# The Onion http://www.theonion.com<br />
# Fox News http://www.foxnews.com <br />
# Breitbart http://www.breitbart.com<br />
# Russia TImes http:ww.rt.com <br />
# Infowars www[dot]infowars[dot]com -- Sorry, but this URL is being blocked by the website software's spam filter (which should be a hint about the source's quality), so you'll need to type the URL into another browswer page. <br />
# New York Times http://www.nytimes.com<br />
# New York Post http://www.nypost.com <br />
# Washington Times http://www.washingtontimes.com<br />
# Washington Post http://www.washingtonpost.com<br />
# Wall Street Journal http://www.wsj.com<br />
# Time Magazine http://www.time.com <br />
# The Guardian http://www.theguardian.com<br />
# The Independent http://www.independent.co.uk <br />
# BBC News http://www.bbc.com/news<br />
# The Sun http://www.thesun.co.uk<br />
# World News Daily https://worldnewsdailyreport.com<br />
</div><br />
<br />
<br />
====Science news sources====<br />
Now look at the following science news websites; which ones seem reliable or worth citing? <br />
# National Geographic http://www.nationalgeographic.com <br />
# New Scientist http://www.newscientist.com <br />
# Scientific American http://www.scientificamerican.com <br />
# Science News http://www.sciencenews.org<br />
# IFLScience http://www.iflscience.com<br />
<br />
<br />
====Science news examples====<br />
Now look at the following sites reporting on an issue in health and biomedical news. Which ones seem more reliable, and why? <br />
# The Independent [https://www.independent.co.uk/life-style/health-and-families/does-spending-too-much-time-on-smartphones-and-tablets-damage-kids-development-a7067261.html Does spending too much time on smartphones ...] <br />
# Tech Advisor [https://www.techadvisor.co.uk/feature/digital-home/how-much-screen-time-for-kids-3520917/ How much screen time for kids]<br />
# Very Well Family [https://www.verywellfamily.com/negative-effects-of-too-much-cell-phone-use-621152 Negative effects of too much cell phone use]<br />
# Forbes [https://www.forbes.com/sites/alicegwalton/2017/12/11/phone-addiction-is-real-and-so-are-its-mental-health-risks/#377c3b9a13df Phone addiction is real ... ] <br />
# Psychology Today [https://www.psychologytoday.com/us/blog/mental-wealth/201402/gray-matters-too-much-screen-time-damages-the-brain Too much screen time ... ] <br />
<br />
<br />
For the above articles, think about the following. <br />
# Imagine that you are writing a paper in a college class, for example, a paper on health effects of cell phone use. Which of the articles are good enough to use as sources for writing your paper? Which of these would not be good sources for your paper? Why not?<br />
# Look at the Psychology Today article. What kinds of sources does the author cite? Why? How does she use this information in her article?<br />
# Look at the sources used in the Psychology Today article (those cited in the text, and again in the end references section). What kinds of sources are these? Would you use and cite these in your own college paper?<br />
<br />
For the Psychology Today article, also think about the following. <br />
# Click on the links in the text, where you see names and years inside parentheses. What are these articles? What kinds of articles are these? How reliable and credible are they? Can you understand them? <br />
# What are the references at the end? <br />
# From the different sources in the table above about phone / device usage, which ones might you cite if you were writing a college paper on the topic?<br />
# If you were writing a college paper on the topic, would you cite sources like those that are cited in the Psychology Today article?<br />
<br />
<br />
====Discerning fake news stories====<br />
Try the exercises on these websites on detecting fake news stories. <br />
# [https://www.goviralgame.com/en Gone Viral Game]<br />
# [https://www.getbadnews.com/en/intro Get Bad News]<br />
<br />
<br />
</div><br />
<br />
<br />
<br />
<br />
==Midterm assignment ==<br />
Click on the 'Expand' button on the right to show past contents. <br />
<div class="mw-collapsible xmw-collapsed"><br />
<br />
We have been talking about fallacies and misconceptions this semester, and lately we have been examining commercial advertisements and political examples. For the midterm, you will discuss some fallacies, misconceptions, or other problems, either in advertising, or in the politics of your country. This can be based on one of the topics of your previous recorded assignment on logical fallacies (the one that was due on 27 April), or a new topic, if you like. Your talk should be about 4-7 minutes long. You can discuss one of these problems in a particular area (of media, politics, or advertising):<br />
* Scams and/or hoaxes<br />
* Urban legends, conspiracy theories, pseudoscience, and other false beliefs or misconceptions<br />
* Popular superstitions <br />
* Regular use of [[logical fallacies]], e.g., in politics or advertising <br />
* Popular misconceptions that are exploited by popular media, advertisers, other companies, or politicians <br />
* Cognitive biases <br />
* Pop psychology <br />
* Popular misconceptions about science, health, medicine, psychology, education, history, etc. <br />
* False ideas that are promoted in politics, popular media, or advertising<br />
<!--<br />
* Sexism, sexualization of women in media, sexual objectification: using women (or men) as sex objects in advertising <br />
* Sexism, racism, xenophobia (외국인 혐오(증)), homophobia, or other forms of discrimination - in popular media, politics, or advertising <br />
--> <br />
<br />
Your talk can focus on one area, such as: <br />
* Your particular country <br />
* A particular group of politicians, political parties, or political groups <br />
* A particular segment of the general public, e.g. one that is targeted by media or politicians, or to whom such media / adverts / political discourse appeal<br />
<!--<br />
* A particular type or area of advertising<br />
* A particular segment of the media, e.g., popular TV shows or movies, or more specifically, a particular genre such as comedy shows, dramas, or such<br />
--><br />
<br />
For this, you will record a video of yourself, in which you give a presentation about this. You can discuss examples from your own country, or a country and culture that you are familiar with (if you have lived elsewhere). You should not just discuss one example, but discuss several examples that illustrate a trend, tendency, or cultural problem. The number of examples will depend on your topic and how complex the examples are, but I would recommend at least three examples to develop your ideas. Summarize your examples briefly, and then analyze and critique them. Some possible points to discuss include:<br />
<br />
* The effects of these misuses of communication - e.g., how did the public or news media react, was it effective for the company or politician, was there a backlash (a reaction against it), or did it have any long-term negative effects for the company / product / politician / political party or for the culture? <br />
* Cultural attitudes, cultural problems, or the effects of this on the culture <br />
* How widespread these attitudes, problems, or misuse of language or communication are<br />
* Harmful or negative effects - why is this unhealthy, e.g., for the society or culture? <br />
* Possible solutions to this problem (Note: If you address this, then avoid common, vague or general solutions, and instead come up with some specific, unique ideas that could actually work.) <br />
<br />
<br />
;General criteria: <br />
* Your talk should be recorded and uploaded to the LMS assignment space for the midterm. Your talk should be about 4-7 minutes long. <br />
* Your talk should have clear, persuasive explanation, details, and examples.<br />
* Your talk should have a clear focus on a particular issue, problem, or area of media or politics.<br />
* Your talk should have clear main points or objectives. <br />
<br />
You should refer to the video lectures from Week 7, where I talk about the midterm assignment and tips for speaking. <br />
<br />
Grading will be based on the following criteria:<br />
<br />
{| class="wikitable" <br />
|-<br />
| 1. || '''Rationale, goals, objectives''' || Clear rationale & explanation; clear rationale for your topic and main points <br />
|-<br />
| 2. || '''Contents''' || Sufficient overall contents & preparation <br />
|-<br />
| 3. || '''Support''' || Sufficient details & explanations for the main points<br />
|-<br />
| 4. || '''Details''' || Sufficient details & explanations about the various aspects of the topic <br />
|-<br />
| 5. || '''Clarity''' || Clear explanations, easy to understand and follow; clear wording <br />
|-<br />
| 6. || '''Organization''' || Well-organized and structured, good flow; e.g., flow indicated by intro, transition words & expressions; clear intro and conclusion<br />
|- <br />
| 7. || '''Speaking & vocal delivery''' || Clear, audible voices; clear speaking & delivery; good vocal volume & intonation; the presentation quality indicates adequate rehearsal and preparation; no excessive fillers, pauses (uh, um), pauses, unfinished sentences; good pace<br />
|-<br />
| 8. || '''Interaction with audience''' || Good eye contact, body language, posture, etc. in front of the class audience or camera<br />
|-<br />
| 9. || '''Value''' || The importance and value of the topic and the main points are clear <br />
|- <br />
| 10. || '''Effectiveness''' || Effective presentation; persuasiveness and informative; good, logical arguments or points; interesting and unique points and details <s>I will also consider (1) how well you answered questions from the audience or interviewers; and (2) how audience members evaluated your presentation. </s><br />
<br />
|} <br />
<br />
</div><br />
<br />
<br />
<br />
==Final project: Popular misconceptions==<br />
<br />
For the final presentation, you will chose a [[popular misconception]] and present about it. See the [[popular misconception]]s page for ideas, e.g.: <br />
* Urban legends, popular myths<br />
* Pseudoscience<br />
* Pop psychology<br />
* Stereotypes<br />
* Myths or misconceptions about science, medicine, health, etc.<br />
* Conspiracy theories<br />
<br />
<br />
In your presentation, you will need to address the following points.<br />
<br />
;1. Background: <br />
* Important details about the misconception, how many people / what kind of people believe it<br />
* The origins of the false belief. <br />
* How common is this belief in Korea, or elsewhere? What kind of people believe it? <br />
* However, keep this part reasonably brief, especially if it is a misconception that is fairly familiar or common (or one that I am familiar with).<br />
<br />
<br />
;2. Analysis: <br />
* Why is this belief wrong? (Note - You may not need to spend too much time describing the misconception, or why it is wrong, if it is fairly well known (and I am familiar with a number of these), or if it is fairly obvious why it is wrong.) <br />
* Why is the topic important, why is this belief unhealthy, or what is the social value or importance of this issue? <br />
* Why do so many people believe in it? Why does it have popular appeal? <br />
<br />
<br />
;3. Solutions: <br />
Your proposed solutions can address one or more of these aspects. For the presentation, one specific idea will suffice, as it is difficult to cover this comprehensively in a short presentation. <br />
* Persuasion. For people who believe this misconception, it it possible to convince them of the truth? If so, how?<br />
* Awareness & prevention. How can we educate the public to prevent people from falling for it? <br />
* Intervention. How can we reach and persuade those who already believe it? How can it be debunked (shown why it is wrong) among believers? The emphasis here is not explaining fairly obvious reasons about why it is wrong, but how you would attempt to persuade people who actually believe in it. <br />
<br />
<br />
; Links:<br />
* [[Misconceptions project]] page<br />
* [[Logical fallacies]]<br />
<br />
<br />
===Criteria===<br />
* Due date: 25 June<br />
* Length: 6-12 minutes<br />
* Format: Recorded video (any video forma), uploaded to the LMS assignment space<br />
<br />
<br />
;General criteria: <br />
* Your talk should be recorded and uploaded to the LMS assignment space for the final. <br />
* Your talk should have clear, persuasive explanation, details, and examples.<br />
* Your talk should have a clear focus on a particular issue. <br />
* Your talk should have clear main points or objectives. <br />
<br />
<br />
;Grading:<br />
Grading will be the same as for the midterm above, though perhaps graded more strictly. <br />
<br />
<br />
<br />
===Debunking unit (2023 course)===<br />
<br />
====Paraphrasing exercise (2023 course)====<br />
Below are some articles about why people believe in conspiracy theories and other false beliefs. These are secondary sources, but fairly professional. In these articles, identify some parts or information that might be relevant to your project. Write a summary / paraphrase of the relevant information, and then expand on your paraphrase by adding and developing your own thoughts about how it applies to your topic. Also cite the source and write the end reference(s). These articles can be helpful for a better analysis of the problem, or for possible solutions. (A paraphrase and a summary are similar, and the two terms are somewhat interchangeable; when summarizing, you change the wording, and when paraphrasing, you also summarize.)<br />
<br />
<br />
====Articles====<br />
<br />
Use one of the articles for the paraphrasing assignment in the book on '''p. 76-77''', and the paraphrasing guides on '''p. 85-88'''. If you find a good quality article that is relevant and would prefer to use it for this assignment, you can do so if you check with me first. <br />
<br />
<br />
Below are some articles about why people believe in conspiracy theories and other false beliefs. These are secondary sources, but fairly professional. These articles can be helpful for a better analysis of the problem, or for possible solutions.<br />
<br />
# [https://www.psychologytoday.com/us/blog/supersurvivors/201705/why-do-people-believe-things-aren-t-true Why Do People Believe Things that Aren’t True?], ''Psychology Today''<br />
# [https://www.independent.co.uk/news/science/conspiracy-theories-creationism-psychology-911-moon-landing-fake-a8499511.html Scientists discover the reason people believe in conspiracy theories], ''The Independent''<br />
# [https://hbr.org/2015/02/why-debunking-myths-about-vaccines-hasnt-convinced-dubious-parents Why Debunking Myths About Vaccines Hasn’t Convinced Dubious Parents], ''Harvard Business Review'' <br />
# [https://www.eurekalert.org/pub_releases/2018-09/uc-wbi092418.php Who believes in conspiracies? New research offers a theory], EurekaAlert.com <br />
# [https://www.theguardian.com/science/2016/jan/26/secret-success-equations-give-calculations-for-keeping-conspiracies-quiet Secret success: Equations give calculations for keeping conspiracies quiet], ''The Guardian''<br />
# [https://www.psychologytoday.com/us/blog/true-believers/201603/5-reasons-why-people-stick-their-beliefs-no-matter-what? 5 Reasons Why People Stick to Their Beliefs, No Matter What], ''Psychology Today''<br />
# [https://www.psychologytoday.com/us/articles/199609/do-the-spirits-moveyou Do the spirits move you?] (psychics, paranormal), ''Psychology Today'' <br />
# [https://www.cnn.com/2019/11/16/us/flat-earth-conference-conspiracy-theories-scli-intl/index.html Flat earth conspiracy theories], CNN.com<br />
# [https://time.com/5541411/conspiracy-theories-domestic-terrorism/ Why we can't ignore conspiracy theories anymore], Time.com <br />
# [https://www.scientificamerican.com/article/why-do-some-people-believe-in-conspiracy-theories/ Why do some people believe in conspiracy theories?], ''Scientific American''<br />
# [https://time.com/4965093/conspiracy-theories-beliefs/ Why do so many people believe in conspiracy theories?], Time.com<br />
<br />
<br />
<br />
Additional articles, e.g., on how science and health topics are misreported online or in the news media. <br />
# https://www.chronicle.com/article/When-the-Media-Get-Science/150763 When the Media Get Science Research Wrong, University PR May Be the Culprit], ''Chronicle of Higher Education''<br />
# [https://www.vox.com/science-and-health/2017/3/3/14792174/half-scientific-studies-news-are-wrong Study: half of the studies you read about in the news are wrong], Vox.com<br />
# [https://www.theguardian.com/science/brain-flapping/2017/mar/23/how-the-media-warp-science-the-case-of-the-sensationalised-satnav How the media warp science: the case of the sensationalised satnav], ''The Guardian''<br />
# [https://www.theatlantic.com/science/archive/2017/03/this-article-wont-change-your-mind/519093/ This article won't change your mind], ''The Atlantic''<br />
# [https://www.theatlantic.com/magazine/archive/2015/11/tall-tales/407836/ The Strange Origins of Urban Legends], ''The Atlantic''<br />
# [https://www.theatlantic.com/politics/archive/2019/11/trump-conspiracy-theories-ukraine/602728/ Trump Needs Conspiracy Theories], ''The Atlantic''<br />
# [https://sciencebasedmedicine.org/how-do-scientists-become-cranks-and-doctors-quacks/ How do scientists become cranks and doctors quacks?], ''Science-Based Medicine''<br />
# [https://www.theatlantic.com/magazine/archive/2010/11/lies-damned-lies-and-medical-science/308269/ Lies, Damned Lies, and Medical Science], ''The Atlantic''<br />
# [https://www.science20.com/deconstructing_obesity/blog/are_all_weight_loss_doctors_quacks-156599 Are All Weight Loss Doctors Quacks?], Science20.com <br />
# [https://www.livescience.com/7107-urban-legends-start-persist.html Urban legends still persist]<br />
<br />
<br />
<br />
=====Academic articles=====<br />
The following are more academic, research-based articles from academic research journals; use these only if you really understand them. <br />
# [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6282974/ Belief in conspiracy theories: Basic principles of an emerging research domain], ''European Journal of Social Psychology''<br />
# [https://onlinelibrary.wiley.com/doi/full/10.1111/pops.12568 Understanding Conspiracy Theories], ''Political Psychology'' <br />
# [https://onlinelibrary.wiley.com/doi/epdf/10.1111/ajps.12084?referrer_access_token=VkkyGrg3ice5Jj_G6w4HiYta6bR2k8jH0KrdpFOxC67cBskuSnGN0G7h3i6fWYkl1IJ7dEcCrzioulX7hJYwjwngfA6c1d68vtY75Ck8vdKWSwfat4ycvRGd1bdlmRrV1gJMkNWkhGd_dZu4FVitk4u1y8zMOykALhpd-XU3pkopRd2eJDkpDPmCY9_WSpLEJEIIU0hCjdrQvjt0bYyuL8Naf44lfIalVOhA7faPD8qnHqlP_VP-pxiBsqyBFm0NW9fYfJNcAHLBsjpgtK3Las0HcsMWtWIluhPKDagbsbenKvJq5bVVArVBZD7StOP3KSgdROh9KgCH0zqPpyI5jjmH5KKG4MzizK0SyAdcG3c%3D& Conspiracy Theories and the Paranoid Style(s) of Mass Opinion], ''American Journal of Political Science''<br />
# [https://pediatrics.aappublications.org/content/133/4/e835.short Effective Messages in Vaccine Promotion], ''Pediatrics''<br />
# [https://journals.sagepub.com/doi/10.1177/0963721417718261 The psychology of conspiracy theories], ''Current Directions in Psychological Science'' <br />
# [https://www.embopress.org/doi/10.1038/embor.2012.147 Nothing but the truth: Are the media as bad at communicating science as scientists fear?], ''EMBO Reports'' <br />
# [https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00629/full Neuromyths in Music Education], ''Frontiers in Psychology''<br />
<br />
<br />
=====Videos=====<br />
Some of these may be required for makeups for classes cancelled due to campus holidays and national holidays. <br />
<br />
;Make-up 1 : <br />
# [https://www.youtube.com/watch?v=f8DQSM-b2cc&ab_channel=SabineHossenfelder Flat Earth "Science" -- Wrong, but not Stupid] [15.50]<br />
# [https://www.youtube.com/watch?v=WqAMr-ztG8o&ab_channel=ScienceInsider Science Insider: Doctors debunk 13 caffeine myths] [14.53]<br />
# [https://www.youtube.com/watch?v=F94IY408Q4E&ab_channel=ScienceInsider Science Insider: Dietitians Debunk 18 Weight Loss Myths] [17.07] <br />
<br />
<br />
;Make-up 2:<br />
# Prof. Dave Explains: Everything You Need to Know (And Forget) About Vaccines [https://www.youtube.com/watch?v=-EPbylsBuzg] [33.24]<br />
# Crash Course Philosophy #8: Karl Popper, Science, & Pseudoscience: [https://www.youtube.com/watch?v=-X8Xfl0JdTQ&ab_channel=CrashCourse] <br />
<br />
<br />
;Make-up 3 Pseudoscience & scams: <br />
# Shermer / TED: Stairway to heaven [https://www.youtube.com/watch?v=wYG2oZXSvdE] This concerns alleged backward masking, or secret backwards messages in rock music; the fallacy is exposed by playing one of the most famous examples that allegedly features such lyrics. [2.26] <br />
# Today I found out: Are satanic messages in heavy metal a thing? [https://www.youtube.com/watch?v=emMBMmB1IzE&ab_channel=TodayIFoundOut] - also on backward masking [16.21] <br />
# Professor Dave Explains: Astrology [https://www.youtube.com/watch?v=S7G-ruj22Uo&ab_channel=ProfessorDaveExplains] [18.33] <br />
# Adam ruins everything: Psychics [https://www.youtube.com/watch?v=QpbTCNOYDWU] [5.53] <br />
# Every scam has one of these red flags: Ex-con man Frank Abagnale [https://www.youtube.com/watch?v=d526OqZX_LI&ab_channel=CNBCTelevision] [3.00] <br />
<br />
<br />
;Make-up 4:<br />
# [https://www.youtube.com/watch?v=IV3dnLzthDA&ab_channel=Veritasium The Man Who Accidentally Killed The Most People In History] [24.56] <br />
# [https://youtu.be/LCvU_MQAS10 Conspiracy theories: An overview] [28.38]<br />
# [https://youtu.be/fFP2zoy6RQI New world order conspiracy theories] [39.19] <br />
<br />
<br />
;Extras: <br />
# [https://www.youtube.com/watch?v=z1feVpZrjtk&ab_channel=WatchMojo.com Top 20 Biggest Conspiracy Theories of All Time] [21.37] <br />
# [https://www.youtube.com/watch?v=Y_NRgdhrAEI&ab_channel=WatchMojo.com Top 10 Conspiracy Theories of the Century (So Far)] [14.14] <br />
# [https://www.youtube.com/watch?v=o9ylQC5bPpU&ab_channel=SabineHossenfelder How to distinguish science from pseudoscience] [8.28] <br />
# [https://www.youtube.com/watch?v=HDtFpGfORpE Fake news, propaganda, and conspiracy theories - The fight against disinformation] DW Documentary [43m] on right-wing groups & violence in the US and other countries (Requires age verification - apparently due to discussion and images depicting violence)<br />
# [https://www.youtube.com/watch?v=aQTWor_2nu4&t=1243s Prof. Dave Explains: Quantum Mysticism is Stupid] (Deepak Chopra, Spirit Science, Actualized.org) [53.57] <br />
# [https://www.youtube.com/watch?v=PCdcluiAOKU&ab_channel=BigThink A Lifetime Fighting Pseudoscience] [6.40]<br />
<br />
<br />
<br />
<br />
===Related assignments===<br />
The end is coming... And we need to get ready for the final presentation. So I will ask you to do a couple or a few short assignments to help you prepare for the final presentation. For the final, you will record and upload a presentation of, say, 5-10 minutes about a common misconception (e.g., a fallacy, pseudoscience, conspiracy theory, urban legend, etc.). This is described on the course website, and there are links there to more helpful info.<br />
<br />
See assignments from previous years. → <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
<br />
====Final prep, part 1====<br />
Before that is due near the end of June, I am asking you do to a few short speaking assignments, of 1-2 minutes, which you will upload here. Each of these short assignments is worth ten points. For this first one, your topic is:<br />
* What kind of topic would you like to do for your final presentation, and why?<br />
<br />
* Record an informal explanation of a possible choice for your final project and upload it here.<br />
* Time: 1-2 minutes long<br />
* Format: Video (preferably, but audio is okay if you cannot do video)<br />
* Due date: 07 June<br />
<br />
This is not an absolute commitment to your topic; if you realize that you cannot do it, you can contact me about changing it after 07 June.<br />
<br />
====Final prep, part 2====<br />
For this follow-up minor assignment, you will upload a short video in which you develop some details of your presentation. For this, you should address one or both of the following questions.<br />
# For the topic that you have chosen, why is it important? What is the social value or importance of this topic? For example, why is it problematic or harmful if people believe the misconception that you have chosen for your topic?<br />
# What is the appeal of this misconception? Why are people easily deceived, or why do they choose to believe it? What is so appealing about this belief?<br />
<br />
* Time: 1-3 minutes<br />
* Format: Uploaded video file (or audio)<br />
* Due: 14 June<br />
* Your video should be uploaded to the assignment space here. <br />
<br />
</div> <br />
<br />
<br />
===Examples===<br />
<br />
;Example #1.: I have created an essay as an example here. This is not exactly a serious misconception in the sense that we've talked about; it is a sort of misconception among children that adults use, though sometimes the Santa story may be used inappropriately. Here the issue is whether adults should teach children this myth, which is debatable. But this shows some of the elements needed for this paper. <br />
* [https://docs.google.com/document/d/1nX2N5oS7IriJkftyYuQNYbd1ydLGXr3SlJ0nC2GaNDU/edit?usp=sharing The Santa Claus myth]. <br />
<br />
<br />
;Example #2:<br />
<div class="graybox"><br />
'''Overweight: Misconceptions''' <br />
<br />
... People struggling with obesity or being overweight often suffer from low self-esteem and body image problems, which are only made worse when family members or classmates tell them that they simply need to lose weight. Such comments are not only unhelpful, but add to the stress and anxiety that they feel about themselves. Overweight people have come to accept a negative view of themselves, and society has also fallen for misguided ideas about overweight people, including negative views about overweight people being lazy, irresponsible, or morally deficient. <br />
However, psychology may offer us one way of dealing with these misperceptions. Graves (2015) describes the power of narrative, that is, a story that believers construct, which includes not only an historical account of how a conspiracy or hoax was supposedly carried out, but also an explanation of facts and events in their perspective. That is, the narrative explains how the conspiracy accomplished certain events, or why certain events are due to the alleged conspiracy. The narrative also provides conspiracy believers a sense of special understanding of what has happened and why, in their world. It is a psychological conceptual framework that provides them a sense of meaning and understanding. Graves suggest that the power of the narrative can also be turned around and used to educate the public about scientific truth and reality, for example, regarding vaccinations. This strategy can also be applied to correcting incorrect perceptions of overweight people. <br />
<br />
In advocating for the dignity of overweight people, some alternative approaches can be taken. Friends and family members of overweight persons can be supportive by setting aside their negative stereotype and the negative explanations they have assumed for why the person is overweight. They can talk to the overweight person about specific negative beliefs that the overweight person has about herself/himself, and the negative messages s/he has been told, from outright fat-shaming to more subtle statements, e.g., that the person needs to try harder to lose weight. Friends and family can communicate their understanding to the overweight person, and reassure the person that s/he is not lazy or morally deficient, and that s/he has a legitimate health condition. Regardless of that person became overweight, s/he has succumbed to a health condition that is difficult to overcome, which is a difficult situation that requires a more complex approach, including emotional support and positive lifestyle changes. Through conversations, friends and family can help to develop a more positive narrative about overweight people, and can help overweight people to develop more positive and realistic narratives about themselves. Non-overweight people can also stand up for overweight persons when others gossip or talk negatively to overweight people or about overweight people. <br />
<br />
Specific elements of a more positive narrative may include the following messages. The overweight person may have developed unhealthy eating habits due to some form of stress. Experiencing fat-shaming, teasing, or condescending messages (like "you need to lose weight" or "you just need to try harder to lose weight") only adds to the stress, making it even harder to lose weight. Once the person has become overweight, it is very difficult to lose weight, especially if other emotional or life issues are not dealt with. It is not because of laziness that s/he is overweight and cannot lose weight. The person will find it easier to lose weight if s/he feels accepted or if s/he can deal with the sources of stress or depression in his/her life. When these messages are connected with a specific person (and his/her life or personal characteristics), this can form a more positive narrative - an explanatory story of how the person might have become overweight, the kind of person that s/he is, and how s/he might someday achieve better health. <br />
</div><br />
<br />
<br />
<br />
==Weekly lessons (2020)==<br />
<br />
Click on the 'Expand' button on the right to show past contents from previous years. <br />
<div class="mw-collapsible mw-collapsed"><br />
<br />
===Week 3===<br />
You can look at the handout, and view the lecture video. At times you will need to pause the video, think about the question, and talk to someone. You can arrange to talk to a classmate that you in the department, especially if you know someone taking this course. Otherwise, please find friends, classmates, or other persons, and discuss the questions with them. <br />
* [https://drive.google.com/file/d/1OyJ736S3C-BH7C5gdcl3jaLvI1BvZl-m/view?usp=sharing Handout: MBTI]<br />
* [https://youtu.be/zMLDbJZkHM8 Lecture video: Personality types]<br />
* [https://forms.gle/aV65FhQMgVHZRkTv6 Google Form: Your personality type] <br />
<br />
Based on the MBTI, you will fall into one of sixteen personality types, e.g., INTP, ESFJ, INFP, etc. You should discuss your results with a partner or classmate. Think about these, and discuss whether you think this classification of your personality is accurate. <br />
<br />
===Week 4===<br />
* Lecture videos [https://youtu.be/CgIqb1G_QG4 #1] & [https://youtu.be/xdrqULpnNWc #2] <br />
* [https://youtu.be/ziPkCfTGCi0 Lecture video]<br />
* Handout (see LMS)<br />
* [https://forms.gle/4KERuYvEuEHcejQ96 Google Form] assignment 1<br />
* [https://forms.gle/KMTupb7Cubb1pqPt6 Google Form] assignment 2<br />
<br />
===Week 5===<br />
* [https://youtu.be/WNUhR-txAcw Lecture video, pt. 1]: Overview of pop psychology<br />
* [https://youtu.be/BRIwvSA4VKw Lecture video, pt. 2]: Language beliefs<br />
* [https://youtu.be/UB2HRquuqJE Lecture video, pt. 3]: History of English<br />
* [https://youtu.be/XqLYlIxk4Bo Lecture video, pt. 4]: Language myths<br />
<br />
===Week 6===<br />
* [[Logical fallacies]] guide<br />
* [https://youtu.be/bPQGPQPmOy4 Lecture video 1]<br />
* [https://youtu.be/pb28DXvbhW4 Lecture video 2]<br />
* [https://youtu.be/kDZxCAcYbrM Lecture video 3]<br />
* [https://youtu.be/LCc885ybAQI Lecture video 4]<br />
<br />
===Weeks 7-15===<br />
Lecture videos are available in the LMS or on my Youtube channel.<br />
<br />
</div><br />
<br />
<br />
==See also==<br />
<br />
===Links===<br />
* [[Misconceptions project]] page<br />
* [[Logical fallacies]]<br />
<br />
<br />
===Notes===<br />
<references/><br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=AC&diff=16563AC2024-02-29T05:10:27Z<p>Kentlee7: </p>
<hr />
<div><big>Advanced English Conversation (Spring 2024) </big><br />
<br />
{|<br />
|-<br />
| Prof. Kent Lee || Dept. English Language & Literature, Pukyong National University<br />
|-<br />
| Syllabus: See the link in an LMS announcement. || Office & office hours: by appointment<br />
|}<br />
<br />
This website will go along with my syllabus and materials in our LMS for this course, as well as materials that supplement my course book. <br />
<br />
<br />
==Units == <br />
<br />
===Course intro ===<br />
<br />
Be sure to fill Google Form #1 for personal info and survey questions. <br />
<br />
<br />
<br />
===Evaluating sources===<br />
Click the button on the right to show this section. <br />
<div class="mw-collapsible mw-xcollapsed"> <br />
<br />
<br />
====Internet sources==== <br />
Look at the following websites. Discuss: how reliable and trustworthy are these sites? What criteria can help you distinguish good sites and sources from bad ones? <br />
# [https://zapatopi.net/treeoctopus/ Pacific tree octopus]<br />
# [https://politics.theonion.com/cia-realizes-its-been-using-black-highlighters-all-thes-1819568147 CIA realizes it has been using ...]<br />
# [http://www.dhmo.org/truth/Dihydrogen-Monoxide.html Dihydrogen monoxoide: The truth]<br />
<br />
<br />
====Newspaper article samples====<br />
Look at the following news articles about the 2020 US presidential election. Which of these seem like good, reliable sources? Which ones seem problematic, and why? <br />
# [https://www.nytimes.com/2020/11/07/us/politics/biden-election.html Biden Wins Presidency, Ending Four Tumultuous Years Under Trump]<br />
# [https://www.usatoday.com/story/news/politics/elections/2020/11/07/joe-biden-wins-election-president-donald-trump/6168297002/ Joe Biden wins presidency, defeating Trump in a divisive and tumultuous election]<br />
# [https://www.breitbart.com/politics/2020/08/30/democrat-details-mass-voter-fraud-operation/ Democrat Insider details mail-in voting fraud operation]<br />
# https://www.rt.com/news/574324-us-capitol-riot-government-informants/ Lawyer makes claim on US Capitol riot informants]<br />
<br />
<!--<br />
Now look at the following news stories about a border controversy in Hong Kong. Which seem biased, neutral, informative, or reliable, and why? <br />
<br />
# Global Times [http://www.globaltimes.cn/content/1107135.shtml] <br />
# South China Morning Post [http://www.scmp.com/news/hong-kong/politics/article/2150873/hong-kongs-controversial-china-rail-checkpoint-bill-finally] <br />
# CNN [https://edition.cnn.com/2018/06/15/asia/hong-kong-train-station-china-intl/index.html] <br />
# Reuters [https://www.reuters.com/article/us-hongkong-china/chinese-officials-to-enforce-mainland-laws-in-hong-kong-train-station-idUSKBN1AA0U7] <br />
# New York Times [https://www.nytimes.com/2017/07/25/world/asia/hong-kong-mainland-china-rail-terminal.html] <br />
# Business Insider [http://uk.businessinsider.com/r-plan-to-enforce-chinese-laws-in-hong-kong-train-station-clears-legal-hurdle-2018-6]<br />
--><br />
<br />
====News outlets ====<br />
Look at the following news outlets, and discuss the following. <br />
* Which ones seem reliable? <br />
* Which ones would be worth citing for information in a college paper? <br />
* For Korea (or your own country), which news outlets would be more reliable, and which ones would be less reliable? <br />
<br />
<div style="column-count:3;-moz-column-count:3;-webkit-column-count:3"><br />
# The Onion http://www.theonion.com<br />
# Fox News http://www.foxnews.com <br />
# Breitbart http://www.breitbart.com<br />
# Russia TImes http:ww.rt.com <br />
# Infowars www[dot]infowars[dot]com -- Sorry, but this URL is being blocked by the website software's spam filter (which should be a hint about the source's quality), so you'll need to type the URL into another browswer page. <br />
# New York Times http://www.nytimes.com<br />
# New York Post http://www.nypost.com <br />
# Washington Times http://www.washingtontimes.com<br />
# Washington Post http://www.washingtonpost.com<br />
# Wall Street Journal http://www.wsj.com<br />
# Time Magazine http://www.time.com <br />
# The Guardian http://www.theguardian.com<br />
# The Independent http://www.independent.co.uk <br />
# BBC News http://www.bbc.com/news<br />
# The Sun http://www.thesun.co.uk<br />
# World News Daily https://worldnewsdailyreport.com<br />
</div><br />
<br />
<br />
====Science news sources====<br />
Now look at the following science news websites; which ones seem reliable or worth citing? <br />
# National Geographic http://www.nationalgeographic.com <br />
# New Scientist http://www.newscientist.com <br />
# Scientific American http://www.scientificamerican.com <br />
# Science News http://www.sciencenews.org<br />
# IFLScience http://www.iflscience.com<br />
<br />
<br />
====Science news examples====<br />
Now look at the following sites reporting on an issue in health and biomedical news. Which ones seem more reliable, and why? <br />
# The Independent [https://www.independent.co.uk/life-style/health-and-families/does-spending-too-much-time-on-smartphones-and-tablets-damage-kids-development-a7067261.html Does spending too much time on smartphones ...] <br />
# Tech Advisor [https://www.techadvisor.co.uk/feature/digital-home/how-much-screen-time-for-kids-3520917/ How much screen time for kids]<br />
# Very Well Family [https://www.verywellfamily.com/negative-effects-of-too-much-cell-phone-use-621152 Negative effects of too much cell phone use]<br />
# Forbes [https://www.forbes.com/sites/alicegwalton/2017/12/11/phone-addiction-is-real-and-so-are-its-mental-health-risks/#377c3b9a13df Phone addiction is real ... ] <br />
# Psychology Today [https://www.psychologytoday.com/us/blog/mental-wealth/201402/gray-matters-too-much-screen-time-damages-the-brain Too much screen time ... ] <br />
<br />
<br />
For the above articles, think about the following. <br />
# Imagine that you are writing a paper in a college class, for example, a paper on health effects of cell phone use. Which of the articles are good enough to use as sources for writing your paper? Which of these would not be good sources for your paper? Why not?<br />
# Look at the Psychology Today article. What kinds of sources does the author cite? Why? How does she use this information in her article?<br />
# Look at the sources used in the Psychology Today article (those cited in the text, and again in the end references section). What kinds of sources are these? Would you use and cite these in your own college paper?<br />
<br />
For the Psychology Today article, also think about the following. <br />
# Click on the links in the text, where you see names and years inside parentheses. What are these articles? What kinds of articles are these? How reliable and credible are they? Can you understand them? <br />
# What are the references at the end? <br />
# From the different sources in the table above about phone / device usage, which ones might you cite if you were writing a college paper on the topic?<br />
# If you were writing a college paper on the topic, would you cite sources like those that are cited in the Psychology Today article?<br />
<br />
<br />
====Discerning fake news stories====<br />
Try the exercises on these websites on detecting fake news stories. <br />
# [https://www.goviralgame.com/en Gone Viral Game]<br />
# [https://www.getbadnews.com/en/intro Get Bad News]<br />
<br />
<br />
</div><br />
<br />
<br />
<br />
<br />
==Midterm assignment ==<br />
Click on the 'Expand' button on the right to show past contents. <br />
<div class="mw-collapsible xmw-collapsed"><br />
<br />
We have been talking about fallacies and misconceptions this semester, and lately we have been examining commercial advertisements and political examples. For the midterm, you will discuss some fallacies, misconceptions, or other problems, either in advertising, or in the politics of your country. This can be based on one of the topics of your previous recorded assignment on logical fallacies (the one that was due on 27 April), or a new topic, if you like. Your talk should be about 4-7 minutes long. You can discuss one of these problems in a particular area (of media, politics, or advertising):<br />
* Scams and/or hoaxes<br />
* Urban legends, conspiracy theories, pseudoscience, and other false beliefs or misconceptions<br />
* Popular superstitions <br />
* Regular use of [[logical fallacies]], e.g., in politics or advertising <br />
* Popular misconceptions that are exploited by popular media, advertisers, other companies, or politicians <br />
* Cognitive biases <br />
* Pop psychology <br />
* Popular misconceptions about science, health, medicine, psychology, education, history, etc. <br />
* False ideas that are promoted in politics, popular media, or advertising<br />
<!--<br />
* Sexism, sexualization of women in media, sexual objectification: using women (or men) as sex objects in advertising <br />
* Sexism, racism, xenophobia (외국인 혐오(증)), homophobia, or other forms of discrimination - in popular media, politics, or advertising <br />
--> <br />
<br />
Your talk can focus on one area, such as: <br />
* Your particular country <br />
* A particular group of politicians, political parties, or political groups <br />
* A particular segment of the general public, e.g. one that is targeted by media or politicians, or to whom such media / adverts / political discourse appeal<br />
<!--<br />
* A particular type or area of advertising<br />
* A particular segment of the media, e.g., popular TV shows or movies, or more specifically, a particular genre such as comedy shows, dramas, or such<br />
--><br />
<br />
For this, you will record a video of yourself, in which you give a presentation about this. You can discuss examples from your own country, or a country and culture that you are familiar with (if you have lived elsewhere). You should not just discuss one example, but discuss several examples that illustrate a trend, tendency, or cultural problem. The number of examples will depend on your topic and how complex the examples are, but I would recommend at least three examples to develop your ideas. Summarize your examples briefly, and then analyze and critique them. Some possible points to discuss include:<br />
<br />
* The effects of these misuses of communication - e.g., how did the public or news media react, was it effective for the company or politician, was there a backlash (a reaction against it), or did it have any long-term negative effects for the company / product / politician / political party or for the culture? <br />
* Cultural attitudes, cultural problems, or the effects of this on the culture <br />
* How widespread these attitudes, problems, or misuse of language or communication are<br />
* Harmful or negative effects - why is this unhealthy, e.g., for the society or culture? <br />
* Possible solutions to this problem (Note: If you address this, then avoid common, vague or general solutions, and instead come up with some specific, unique ideas that could actually work.) <br />
<br />
<br />
;General criteria: <br />
* Your talk should be recorded and uploaded to the LMS assignment space for the midterm. Your talk should be about 4-7 minutes long. <br />
* Your talk should have clear, persuasive explanation, details, and examples.<br />
* Your talk should have a clear focus on a particular issue, problem, or area of media or politics.<br />
* Your talk should have clear main points or objectives. <br />
<br />
You should refer to the video lectures from Week 7, where I talk about the midterm assignment and tips for speaking. <br />
<br />
Grading will be based on the following criteria:<br />
<br />
{| class="wikitable" <br />
|-<br />
| 1. || '''Rationale, goals, objectives''' || Clear rationale & explanation; clear rationale for your topic and main points <br />
|-<br />
| 2. || '''Contents''' || Sufficient overall contents & preparation <br />
|-<br />
| 3. || '''Support''' || Sufficient details & explanations for the main points<br />
|-<br />
| 4. || '''Details''' || Sufficient details & explanations about the various aspects of the topic <br />
|-<br />
| 5. || '''Clarity''' || Clear explanations, easy to understand and follow; clear wording <br />
|-<br />
| 6. || '''Organization''' || Well-organized and structured, good flow; e.g., flow indicated by intro, transition words & expressions; clear intro and conclusion<br />
|- <br />
| 7. || '''Speaking & vocal delivery''' || Clear, audible voices; clear speaking & delivery; good vocal volume & intonation; the presentation quality indicates adequate rehearsal and preparation; no excessive fillers, pauses (uh, um), pauses, unfinished sentences; good pace<br />
|-<br />
| 8. || '''Interaction with audience''' || Good eye contact, body language, posture, etc. in front of the class audience or camera<br />
|-<br />
| 9. || '''Value''' || The importance and value of the topic and the main points are clear <br />
|- <br />
| 10. || '''Effectiveness''' || Effective presentation; persuasiveness and informative; good, logical arguments or points; interesting and unique points and details <s>I will also consider (1) how well you answered questions from the audience or interviewers; and (2) how audience members evaluated your presentation. </s><br />
<br />
|} <br />
<br />
</div><br />
<br />
<br />
<br />
==Final project: Popular misconceptions==<br />
<br />
For the final presentation, you will chose a [[popular misconception]] and present about it. See the [[popular misconception]]s page for ideas, e.g.: <br />
* Urban legends, popular myths<br />
* Pseudoscience<br />
* Pop psychology<br />
* Stereotypes<br />
* Myths or misconceptions about science, medicine, health, etc.<br />
* Conspiracy theories<br />
<br />
<br />
In your presentation, you will need to address the following points.<br />
<br />
;1. Background: <br />
* Important details about the misconception, how many people / what kind of people believe it<br />
* The origins of the false belief. <br />
* How common is this belief in Korea, or elsewhere? What kind of people believe it? <br />
* However, keep this part reasonably brief, especially if it is a misconception that is fairly familiar or common (or one that I am familiar with).<br />
<br />
<br />
;2. Analysis: <br />
* Why is this belief wrong? (Note - You may not need to spend too much time describing the misconception, or why it is wrong, if it is fairly well known (and I am familiar with a number of these), or if it is fairly obvious why it is wrong.) <br />
* Why is the topic important, why is this belief unhealthy, or what is the social value or importance of this issue? <br />
* Why do so many people believe in it? Why does it have popular appeal? <br />
<br />
<br />
;3. Solutions: <br />
Your proposed solutions can address one or more of these aspects. For the presentation, one specific idea will suffice, as it is difficult to cover this comprehensively in a short presentation. <br />
* Persuasion. For people who believe this misconception, it it possible to convince them of the truth? If so, how?<br />
* Awareness & prevention. How can we educate the public to prevent people from falling for it? <br />
* Intervention. How can we reach and persuade those who already believe it? How can it be debunked (shown why it is wrong) among believers? The emphasis here is not explaining fairly obvious reasons about why it is wrong, but how you would attempt to persuade people who actually believe in it. <br />
<br />
<br />
; Links:<br />
* [[Misconceptions project]] page<br />
* [[Logical fallacies]]<br />
<br />
<br />
===Criteria===<br />
* Due date: 25 June<br />
* Length: 6-12 minutes<br />
* Format: Recorded video (any video forma), uploaded to the LMS assignment space<br />
<br />
<br />
;General criteria: <br />
* Your talk should be recorded and uploaded to the LMS assignment space for the final. <br />
* Your talk should have clear, persuasive explanation, details, and examples.<br />
* Your talk should have a clear focus on a particular issue. <br />
* Your talk should have clear main points or objectives. <br />
<br />
<br />
;Grading:<br />
Grading will be the same as for the midterm above, though perhaps graded more strictly. <br />
<br />
<br />
<br />
===Debunking unit (2023 course)===<br />
<br />
====Paraphrasing exercise (2023 course)====<br />
Below are some articles about why people believe in conspiracy theories and other false beliefs. These are secondary sources, but fairly professional. In these articles, identify some parts or information that might be relevant to your project. Write a summary / paraphrase of the relevant information, and then expand on your paraphrase by adding and developing your own thoughts about how it applies to your topic. Also cite the source and write the end reference(s). These articles can be helpful for a better analysis of the problem, or for possible solutions. (A paraphrase and a summary are similar, and the two terms are somewhat interchangeable; when summarizing, you change the wording, and when paraphrasing, you also summarize.)<br />
<br />
<br />
====Articles====<br />
<br />
Use one of the articles for the paraphrasing assignment in the book on '''p. 76-77''', and the paraphrasing guides on '''p. 85-88'''. If you find a good quality article that is relevant and would prefer to use it for this assignment, you can do so if you check with me first. <br />
<br />
<br />
Below are some articles about why people believe in conspiracy theories and other false beliefs. These are secondary sources, but fairly professional. These articles can be helpful for a better analysis of the problem, or for possible solutions.<br />
<br />
# [https://www.psychologytoday.com/us/blog/supersurvivors/201705/why-do-people-believe-things-aren-t-true Why Do People Believe Things that Aren’t True?], ''Psychology Today''<br />
# [https://www.independent.co.uk/news/science/conspiracy-theories-creationism-psychology-911-moon-landing-fake-a8499511.html Scientists discover the reason people believe in conspiracy theories], ''The Independent''<br />
# [https://hbr.org/2015/02/why-debunking-myths-about-vaccines-hasnt-convinced-dubious-parents Why Debunking Myths About Vaccines Hasn’t Convinced Dubious Parents], ''Harvard Business Review'' <br />
# [https://www.eurekalert.org/pub_releases/2018-09/uc-wbi092418.php Who believes in conspiracies? New research offers a theory], EurekaAlert.com <br />
# [https://www.theguardian.com/science/2016/jan/26/secret-success-equations-give-calculations-for-keeping-conspiracies-quiet Secret success: Equations give calculations for keeping conspiracies quiet], ''The Guardian''<br />
# [https://www.psychologytoday.com/us/blog/true-believers/201603/5-reasons-why-people-stick-their-beliefs-no-matter-what? 5 Reasons Why People Stick to Their Beliefs, No Matter What], ''Psychology Today''<br />
# [https://www.psychologytoday.com/us/articles/199609/do-the-spirits-moveyou Do the spirits move you?] (psychics, paranormal), ''Psychology Today'' <br />
# [https://www.cnn.com/2019/11/16/us/flat-earth-conference-conspiracy-theories-scli-intl/index.html Flat earth conspiracy theories], CNN.com<br />
# [https://time.com/5541411/conspiracy-theories-domestic-terrorism/ Why we can't ignore conspiracy theories anymore], Time.com <br />
# [https://www.scientificamerican.com/article/why-do-some-people-believe-in-conspiracy-theories/ Why do some people believe in conspiracy theories?], ''Scientific American''<br />
# [https://time.com/4965093/conspiracy-theories-beliefs/ Why do so many people believe in conspiracy theories?], Time.com<br />
<br />
<br />
<br />
Additional articles, e.g., on how science and health topics are misreported online or in the news media. <br />
# https://www.chronicle.com/article/When-the-Media-Get-Science/150763 When the Media Get Science Research Wrong, University PR May Be the Culprit], ''Chronicle of Higher Education''<br />
# [https://www.vox.com/science-and-health/2017/3/3/14792174/half-scientific-studies-news-are-wrong Study: half of the studies you read about in the news are wrong], Vox.com<br />
# [https://www.theguardian.com/science/brain-flapping/2017/mar/23/how-the-media-warp-science-the-case-of-the-sensationalised-satnav How the media warp science: the case of the sensationalised satnav], ''The Guardian''<br />
# [https://www.theatlantic.com/science/archive/2017/03/this-article-wont-change-your-mind/519093/ This article won't change your mind], ''The Atlantic''<br />
# [https://www.theatlantic.com/magazine/archive/2015/11/tall-tales/407836/ The Strange Origins of Urban Legends], ''The Atlantic''<br />
# [https://www.theatlantic.com/politics/archive/2019/11/trump-conspiracy-theories-ukraine/602728/ Trump Needs Conspiracy Theories], ''The Atlantic''<br />
# [https://sciencebasedmedicine.org/how-do-scientists-become-cranks-and-doctors-quacks/ How do scientists become cranks and doctors quacks?], ''Science-Based Medicine''<br />
# [https://www.theatlantic.com/magazine/archive/2010/11/lies-damned-lies-and-medical-science/308269/ Lies, Damned Lies, and Medical Science], ''The Atlantic''<br />
# [https://www.science20.com/deconstructing_obesity/blog/are_all_weight_loss_doctors_quacks-156599 Are All Weight Loss Doctors Quacks?], Science20.com <br />
# [https://www.livescience.com/7107-urban-legends-start-persist.html Urban legends still persist]<br />
<br />
<br />
<br />
=====Academic articles=====<br />
The following are more academic, research-based articles from academic research journals; use these only if you really understand them. <br />
# [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6282974/ Belief in conspiracy theories: Basic principles of an emerging research domain], ''European Journal of Social Psychology''<br />
# [https://onlinelibrary.wiley.com/doi/full/10.1111/pops.12568 Understanding Conspiracy Theories], ''Political Psychology'' <br />
# [https://onlinelibrary.wiley.com/doi/epdf/10.1111/ajps.12084?referrer_access_token=VkkyGrg3ice5Jj_G6w4HiYta6bR2k8jH0KrdpFOxC67cBskuSnGN0G7h3i6fWYkl1IJ7dEcCrzioulX7hJYwjwngfA6c1d68vtY75Ck8vdKWSwfat4ycvRGd1bdlmRrV1gJMkNWkhGd_dZu4FVitk4u1y8zMOykALhpd-XU3pkopRd2eJDkpDPmCY9_WSpLEJEIIU0hCjdrQvjt0bYyuL8Naf44lfIalVOhA7faPD8qnHqlP_VP-pxiBsqyBFm0NW9fYfJNcAHLBsjpgtK3Las0HcsMWtWIluhPKDagbsbenKvJq5bVVArVBZD7StOP3KSgdROh9KgCH0zqPpyI5jjmH5KKG4MzizK0SyAdcG3c%3D& Conspiracy Theories and the Paranoid Style(s) of Mass Opinion], ''American Journal of Political Science''<br />
# [https://pediatrics.aappublications.org/content/133/4/e835.short Effective Messages in Vaccine Promotion], ''Pediatrics''<br />
# [https://journals.sagepub.com/doi/10.1177/0963721417718261 The psychology of conspiracy theories], ''Current Directions in Psychological Science'' <br />
# [https://www.embopress.org/doi/10.1038/embor.2012.147 Nothing but the truth: Are the media as bad at communicating science as scientists fear?], ''EMBO Reports'' <br />
# [https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00629/full Neuromyths in Music Education], ''Frontiers in Psychology''<br />
<br />
<br />
=====Videos=====<br />
Some of these may be required for makeups for classes cancelled due to campus holidays and national holidays. <br />
<br />
;Make-up 1 : <br />
# [https://www.youtube.com/watch?v=f8DQSM-b2cc&ab_channel=SabineHossenfelder Flat Earth "Science" -- Wrong, but not Stupid] [15.50]<br />
# [https://www.youtube.com/watch?v=WqAMr-ztG8o&ab_channel=ScienceInsider Science Insider: Doctors debunk 13 caffeine myths] [14.53]<br />
# [https://www.youtube.com/watch?v=F94IY408Q4E&ab_channel=ScienceInsider Science Insider: Dietitians Debunk 18 Weight Loss Myths] [17.07] <br />
<br />
<br />
;Make-up 2:<br />
# Prof. Dave Explains: Everything You Need to Know (And Forget) About Vaccines [https://www.youtube.com/watch?v=-EPbylsBuzg] [33.24]<br />
# Crash Course Philosophy #8: Karl Popper, Science, & Pseudoscience: [https://www.youtube.com/watch?v=-X8Xfl0JdTQ&ab_channel=CrashCourse] <br />
<br />
<br />
;Make-up 3 Pseudoscience & scams: <br />
# Shermer / TED: Stairway to heaven [https://www.youtube.com/watch?v=wYG2oZXSvdE] This concerns alleged backward masking, or secret backwards messages in rock music; the fallacy is exposed by playing one of the most famous examples that allegedly features such lyrics. [2.26] <br />
# Today I found out: Are satanic messages in heavy metal a thing? [https://www.youtube.com/watch?v=emMBMmB1IzE&ab_channel=TodayIFoundOut] - also on backward masking [16.21] <br />
# Professor Dave Explains: Astrology [https://www.youtube.com/watch?v=S7G-ruj22Uo&ab_channel=ProfessorDaveExplains] [18.33] <br />
# Adam ruins everything: Psychics [https://www.youtube.com/watch?v=QpbTCNOYDWU] [5.53] <br />
# Every scam has one of these red flags: Ex-con man Frank Abagnale [https://www.youtube.com/watch?v=d526OqZX_LI&ab_channel=CNBCTelevision] [3.00] <br />
<br />
<br />
;Make-up 4:<br />
# [https://www.youtube.com/watch?v=IV3dnLzthDA&ab_channel=Veritasium The Man Who Accidentally Killed The Most People In History] [24.56] <br />
# [https://youtu.be/LCvU_MQAS10 Conspiracy theories: An overview] [28.38]<br />
# [https://youtu.be/fFP2zoy6RQI New world order conspiracy theories] [39.19] <br />
<br />
<br />
;Extras: <br />
# [https://www.youtube.com/watch?v=z1feVpZrjtk&ab_channel=WatchMojo.com Top 20 Biggest Conspiracy Theories of All Time] [21.37] <br />
# [https://www.youtube.com/watch?v=Y_NRgdhrAEI&ab_channel=WatchMojo.com Top 10 Conspiracy Theories of the Century (So Far)] [14.14] <br />
# [https://www.youtube.com/watch?v=o9ylQC5bPpU&ab_channel=SabineHossenfelder How to distinguish science from pseudoscience] [8.28] <br />
# [https://www.youtube.com/watch?v=HDtFpGfORpE Fake news, propaganda, and conspiracy theories - The fight against disinformation] DW Documentary [43m] on right-wing groups & violence in the US and other countries (Requires age verification - apparently due to discussion and images depicting violence)<br />
# [https://www.youtube.com/watch?v=aQTWor_2nu4&t=1243s Prof. Dave Explains: Quantum Mysticism is Stupid] (Deepak Chopra, Spirit Science, Actualized.org) [53.57] <br />
# [https://www.youtube.com/watch?v=PCdcluiAOKU&ab_channel=BigThink A Lifetime Fighting Pseudoscience] [6.40]<br />
<br />
<br />
<br />
<br />
===Related assignments===<br />
The end is coming... And we need to get ready for the final presentation. So I will ask you to do a couple or a few short assignments to help you prepare for the final presentation. For the final, you will record and upload a presentation of, say, 5-10 minutes about a common misconception (e.g., a fallacy, pseudoscience, conspiracy theory, urban legend, etc.). This is described on the course website, and there are links there to more helpful info.<br />
<br />
See assignments from previous years. → <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
<br />
====Final prep, part 1====<br />
Before that is due near the end of June, I am asking you do to a few short speaking assignments, of 1-2 minutes, which you will upload here. Each of these short assignments is worth ten points. For this first one, your topic is:<br />
* What kind of topic would you like to do for your final presentation, and why?<br />
<br />
* Record an informal explanation of a possible choice for your final project and upload it here.<br />
* Time: 1-2 minutes long<br />
* Format: Video (preferably, but audio is okay if you cannot do video)<br />
* Due date: 07 June<br />
<br />
This is not an absolute commitment to your topic; if you realize that you cannot do it, you can contact me about changing it after 07 June.<br />
<br />
====Final prep, part 2====<br />
For this follow-up minor assignment, you will upload a short video in which you develop some details of your presentation. For this, you should address one or both of the following questions.<br />
# For the topic that you have chosen, why is it important? What is the social value or importance of this topic? For example, why is it problematic or harmful if people believe the misconception that you have chosen for your topic?<br />
# What is the appeal of this misconception? Why are people easily deceived, or why do they choose to believe it? What is so appealing about this belief?<br />
<br />
* Time: 1-3 minutes<br />
* Format: Uploaded video file (or audio)<br />
* Due: 14 June<br />
* Your video should be uploaded to the assignment space here. <br />
<br />
</div> <br />
<br />
<br />
===Examples===<br />
<br />
;Example #1.: I have created an essay as an example here. This is not exactly a serious misconception in the sense that we've talked about; it is a sort of misconception among children that adults use, though sometimes the Santa story may be used inappropriately. Here the issue is whether adults should teach children this myth, which is debatable. But this shows some of the elements needed for this paper. <br />
* [https://docs.google.com/document/d/1nX2N5oS7IriJkftyYuQNYbd1ydLGXr3SlJ0nC2GaNDU/edit?usp=sharing The Santa Claus myth]. <br />
<br />
<br />
;Example #2:<br />
<div class="graybox"><br />
'''Overweight: Misconceptions''' <br />
<br />
... People struggling with obesity or being overweight often suffer from low self-esteem and body image problems, which are only made worse when family members or classmates tell them that they simply need to lose weight. Such comments are not only unhelpful, but add to the stress and anxiety that they feel about themselves. Overweight people have come to accept a negative view of themselves, and society has also fallen for misguided ideas about overweight people, including negative views about overweight people being lazy, irresponsible, or morally deficient. <br />
However, psychology may offer us one way of dealing with these misperceptions. Graves (2015) describes the power of narrative, that is, a story that believers construct, which includes not only an historical account of how a conspiracy or hoax was supposedly carried out, but also an explanation of facts and events in their perspective. That is, the narrative explains how the conspiracy accomplished certain events, or why certain events are due to the alleged conspiracy. The narrative also provides conspiracy believers a sense of special understanding of what has happened and why, in their world. It is a psychological conceptual framework that provides them a sense of meaning and understanding. Graves suggest that the power of the narrative can also be turned around and used to educate the public about scientific truth and reality, for example, regarding vaccinations. This strategy can also be applied to correcting incorrect perceptions of overweight people. <br />
<br />
In advocating for the dignity of overweight people, some alternative approaches can be taken. Friends and family members of overweight persons can be supportive by setting aside their negative stereotype and the negative explanations they have assumed for why the person is overweight. They can talk to the overweight person about specific negative beliefs that the overweight person has about herself/himself, and the negative messages s/he has been told, from outright fat-shaming to more subtle statements, e.g., that the person needs to try harder to lose weight. Friends and family can communicate their understanding to the overweight person, and reassure the person that s/he is not lazy or morally deficient, and that s/he has a legitimate health condition. Regardless of that person became overweight, s/he has succumbed to a health condition that is difficult to overcome, which is a difficult situation that requires a more complex approach, including emotional support and positive lifestyle changes. Through conversations, friends and family can help to develop a more positive narrative about overweight people, and can help overweight people to develop more positive and realistic narratives about themselves. Non-overweight people can also stand up for overweight persons when others gossip or talk negatively to overweight people or about overweight people. <br />
<br />
Specific elements of a more positive narrative may include the following messages. The overweight person may have developed unhealthy eating habits due to some form of stress. Experiencing fat-shaming, teasing, or condescending messages (like "you need to lose weight" or "you just need to try harder to lose weight") only adds to the stress, making it even harder to lose weight. Once the person has become overweight, it is very difficult to lose weight, especially if other emotional or life issues are not dealt with. It is not because of laziness that s/he is overweight and cannot lose weight. The person will find it easier to lose weight if s/he feels accepted or if s/he can deal with the sources of stress or depression in his/her life. When these messages are connected with a specific person (and his/her life or personal characteristics), this can form a more positive narrative - an explanatory story of how the person might have become overweight, the kind of person that s/he is, and how s/he might someday achieve better health. <br />
</div><br />
<br />
<br />
<br />
==Weekly lessons (2020)==<br />
<br />
Click on the 'Expand' button on the right to show past contents from previous years. <br />
<div class="mw-collapsible mw-collapsed"><br />
<br />
===Week 3===<br />
You can look at the handout, and view the lecture video. At times you will need to pause the video, think about the question, and talk to someone. You can arrange to talk to a classmate that you in the department, especially if you know someone taking this course. Otherwise, please find friends, classmates, or other persons, and discuss the questions with them. <br />
* [https://drive.google.com/file/d/1OyJ736S3C-BH7C5gdcl3jaLvI1BvZl-m/view?usp=sharing Handout: MBTI]<br />
* [https://youtu.be/zMLDbJZkHM8 Lecture video: Personality types]<br />
* [https://forms.gle/aV65FhQMgVHZRkTv6 Google Form: Your personality type] <br />
<br />
Based on the MBTI, you will fall into one of sixteen personality types, e.g., INTP, ESFJ, INFP, etc. You should discuss your results with a partner or classmate. Think about these, and discuss whether you think this classification of your personality is accurate. <br />
<br />
===Week 4===<br />
* Lecture videos [https://youtu.be/CgIqb1G_QG4 #1] & [https://youtu.be/xdrqULpnNWc #2] <br />
* [https://youtu.be/ziPkCfTGCi0 Lecture video]<br />
* Handout (see LMS)<br />
* [https://forms.gle/4KERuYvEuEHcejQ96 Google Form] assignment 1<br />
* [https://forms.gle/KMTupb7Cubb1pqPt6 Google Form] assignment 2<br />
<br />
===Week 5===<br />
* [https://youtu.be/WNUhR-txAcw Lecture video, pt. 1]: Overview of pop psychology<br />
* [https://youtu.be/BRIwvSA4VKw Lecture video, pt. 2]: Language beliefs<br />
* [https://youtu.be/UB2HRquuqJE Lecture video, pt. 3]: History of English<br />
* [https://youtu.be/XqLYlIxk4Bo Lecture video, pt. 4]: Language myths<br />
<br />
===Week 6===<br />
* [[Logical fallacies]] guide<br />
* [https://youtu.be/bPQGPQPmOy4 Lecture video 1]<br />
* [https://youtu.be/pb28DXvbhW4 Lecture video 2]<br />
* [https://youtu.be/kDZxCAcYbrM Lecture video 3]<br />
* [https://youtu.be/LCc885ybAQI Lecture video 4]<br />
<br />
===Weeks 7-15===<br />
Lecture videos are available in the LMS or on my Youtube channel.<br />
<br />
</div><br />
<br />
<br />
==See also==<br />
<br />
===Links===<br />
* [[Misconceptions project]] page<br />
* [[Logical fallacies]]<br />
<br />
<br />
===Notes===<br />
<references/><br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=British_vs._American&diff=16562British vs. American2024-02-29T05:05:08Z<p>Kentlee7: </p>
<hr />
<div>The US and the UK are “two nations divided by a common language.” British English differs from North American English (NAE), especially American English. Many of the words and expressions in British English (BE] are a part of the more general sphere of Commonwealth English, that is, of the British Commonwealth nations, particularly of the UK, Australia and New Zealand. What do these British expressions mean, and what are their equivalents in American English? <br />
<br />
<br />
==Single words==<br />
{| class="wikitable sortable"<br />
! British !! North American <br />
|-<br />
| Anti-clockwise || Counter-clockwise <br />
|- <br />
| Barrister || Lawyer<br />
|- <br />
| Biscuit || Cookie <br />
|- <br />
| Blimey! (an expression of surprise) || Gosh! Darn!<br />
|- <br />
| Bloody, bleeding (Some consider this vulgar.) || Damn, stupid; dammit!<br />
|- <br />
| Bonnet (of a car) || Hood<br />
|- <br />
| Boot (of a car) || Trunk<br />
|- <br />
| Car park || Parking lot<br />
|- <br />
| Cheeky (showing rudeness or disrespect, often in a sarcastic or funny way) || Rude, disrespectful, sassy, sarcastic, snarky <br />
|-<br />
| Cheers! (a generally informal and cute-sounding expression) || Bye! <br />
|- <br />
| Chips, crisps || British "chips" = N. American "fries" (French fries); British "crisps" = N. American "chips, potato chips"<br />
|- <br />
| Clever || Smart, intelligent <br> In American English, "clever" has a more specific meaning of showing skill and intelligence at a particular task, e.g., in solving a problem (e.g., "That was very clever"), while in British it has a more general meaning of intelligent or smart.<br />
|-<br />
| Daft (describing a person, thing, or situation) || Dumb, stupid <br />
|- <br />
| Dim (describing a person) || Dim-witted, dumb, less intelligent <br />
|-<br />
| Fancy (E.g., see below) || Like, desire, wish<br />
|-<br />
| Flat || Apartment <br />
|- <br />
| Hamper || Basket <br> In British, a hamper is a more general term for a basket, especially a wicker basket, e.g., for picnics, while in NAE, it mainly refers to a laundry basket for dirty clothes. <br />
|-<br />
| Holiday (e.g., I'm going on holiday to Spain.) || Vacation <br />
|-<br />
| Lift || Elevator <br />
|-<br />
| Lorry || A truck (for transporting cargo) <br />
|-<br />
| Mate (for male or female friends) || Friend, buddy <br />
|-<br />
| Nappy, napkin || Diaper<br />
|-<br />
| Pavement || Sidewalk <br> In NAE, pavement refers to a solid road or sidewalk surface <br />
|-<br />
| Petrol || Gasoline (for cars) <br />
|-<br />
| Queue || A line (of people, waiting in line); to line up, to stand in line [noun or verb] <br />
|-<br />
| Quid (slang term for one pound, £1 ) || A buck, a dollar (slang; in Canada: a looney) <br />
|-<br />
| Rubbish || Garbage, trash; nonsense <br />
|-<br />
| Shirty (slang) || Irritable, argumentative <br />
|-<br />
| Thick || Dumb, stupid, mentally slow, thick-headed <br />
|-<br />
| Torch || Flashlight <br />
|-<br />
| Tube (in London) || Subway <br />
<br />
|} <br />
<br />
<br />
<nowiki>*</nowiki> Note: The term 'piss' literally means ''urine'' or ''to urinate'', and is considered vulgar or low diction, especially in American English. It has a second meaning in terms like ''pissed off'', meaning 'angry (at someone / something), and is also considered somewhat crude. However, in Commonwealth English, ''pissed'' generally means 'drunk''; it is slang and perhaps low diction, and is used much more often than in American English. <br />
<br />
<br />
==Expressions==<br />
;Common British expressions: <br />
Here are some common British expressions, with their NAE counterparts. For students in LIEC, Spring 2021, items #1-15 correspond to section 5.1.3 on p. 61, and #16-35 correspond to section 5.1.2 on p. 60.<br />
<br />
{| class="wikitable" <br />
! # !! British !! North American<br />
|-<br />
| 1. || Fancy a cuppa? ('Fancy' [verb] = ''would like, prefer'') || Would you like a cup (of tea)? (Or: a cuppa joe = a cup of coffee)<br />
|- <br />
| 2. || Whatever suits your fancy. ('Fancy' [noun] = personal preference, liking) || Okay, whatever you like. <br />
|- <br />
| 3. || Alright? (A casual expression used in some dialects of England) || Hello / How are you? <br />
|-<br />
| 4. || I just bodged it. <br />
|-<br />
| 5.|| That was a right bodge job. (''right'' = 'really' || That was a real screw-up / mess-up. <br />
|-<br />
| 6.|| That’s rubbish! || That's nonsense! <br />
|-<br />
| 7. || That’s codswallop. || That's nonsense / bullshit / a lie. <br />
|-<br />
| 8. || Don’t get your knickers in a twist. || Don't get so anxious / upset. <br />
|-<br />
| 9. || I was gobsmacked. || I was astounded / surprised / flabbergasted. <br />
|-<br />
| 10. || Don’t get shirty with me. || Don't get grumpy / angry / irritable / argumentative with me. <br />
|-<br />
| 11. || He’s a picnic short of a sandwich. He’s a slice short of a loaf. || His elevator doesn't to to the top floor. He isn't playing with a full deck. <br> These cute or sarcastic expressions mean that the person is not mentally okay, or is mentally lacking. <br />
|-<br />
| 12. || Well, that’s thrown a spanner in the works. || That messes things up. <br />
|-<br />
| 13. || I’ll ring you. || I'll call / phone you. <br />
|-<br />
| 14. || And Bob’s your uncle. (After doing something for someone, or showing someone how to do something, to say that it is an easy task.) || And that's all there is. And there you go. <br />
|-<br />
| 15. || You look smart. || You look well-dressed / handsome. <br />
|-<br />
| 16. || He’s so thick. || He's so dumb. <br />
|-<br />
| 17. || The autumn in this country is quite lovely. || The fall in this country is quite lovely. <br> Americans know the term ''autumn'', but rarely use it. <br />
|-<br />
| 18. || I’m knackered. || I’m exhausted. <br />
|-<br />
| 19. || I’m chuffed to bits! || I’m thrilled. <br />
|-<br />
| 20. || Do you think this is a good neighborhood for finding a new flat || apartment? <br />
|-<br />
| 21. || Would you like an entrée before the main course? || Would you like appetizer (or starter) before the entrée? <br> In British, an entrée is an appetizer served before the main meal in a nice restaurant. In NAE, an entrée is a main course meal. <br />
|-<br />
| 22. || Please cut my fringe short. || Please cut my bangs short. (The front part of one's hair right above the forehead)<br />
|-<br />
| 23. || Is there a laundrette in the neighborhood where I can wash my clothes? || Is there a laundromat in the neighborhood where I can wash my clothes? <br />
|-<br />
| 24. || Can I stroke your dog? || Can I pet your dog?<br />
|-<br />
| 25. || I need to hang my poster; would you happen to have a spare drawing pin? || Would you happen to have a spare thumbtack / push pin?<br />
|-<br />
| 26. || Please find the Hoover in the closet, so that you can Hoover the carpet. (The name derives from a company famous for the machinese.) || Please find the Hoover / vacuum cleaner in the closet, so that you can Hoover / vacuum the carpet.<br />
|-<br />
| 27. || The doctor says I have glandular fever<ref>Mononucleosis / glandular fever = 단핵(세포)증, ((특히)) 전염성 단핵증 </ref> and need to rest at home for a couple of days. || The doctor says I have mono (mononucleosis). <br />
|-<br />
| 28. || Do you have any plasters in the house? I just cut my finger. I also need a flannel to clean the wound. || Do you have any bandages / band-aids in the house? I just cut my finger. I also need a washcloth to clean the wound. <br> A washcloth (or flannel) is a small cloth used in British and North American bathrooms for washing one's face. <br />
|-<br />
| 29. || I need a clean tea towel for the dishes. || I need a clean dish towel / kitchen towel for the dishes. <br />
|-<br />
| 30. || If you’re hungry, help yourself to some biscuits in the cupboard. || If you’re hungry, help yourself to some cookies in the cabinet.<br />
|-<br />
| 31. || Please find a torch in the car boot, and bring it to me so I can check under the bonnet. || Please find a flashlight in the car trunk, and bring it to me so I can check under the hood.<br />
|-<br />
| 32. || You’re getting on my goat. || You’re getting on my nerves. <br />
|-<br />
| 33. || We’re just having a chin wag. (chat, gossiping) || We’re just having a little chat.<br />
|-<br />
| 34. || You’re pissed, aren’t you? || You’re drunk, aren’t you? (See the note above) <br />
|-<br />
| 35. || I’m just having a fag. || I’m just having a smoke / a cigarette. <br> Note: In American slang, ''fag'' is a derogatory, insulting, and homophobic term for a gay man; this was common decades ago, but now is generally not accepted, and is considered offensive to gay people. <br />
|-<br />
| 36. || That’s so daft – innit? || That’s so stupid, isn’t it? <br />
<br />
|}<br />
<br />
<br />
==Potentially sensitive words==<br />
Care is needed with the following words, which can have very different meanings in British and American. Some of these can be negative, insulting, vulgar or offensive in one type of English, but perfectly okay in another. Some of these might merely cause confusion. <br />
<br />
{| class="wikitable"<br />
! Term !! British meaning !! American meaning<br />
|-<br />
| bum [1] || a person's buttocks; butt, ass (mild, not offensive) || a person who is lazy and depends on others financially; a homeless, jobless person <br />
|-<br />
| cock || (1) a rooster; (2) a faucet handle or valve; (3) a sexual term for ''penis'' || a sexual term for ''penis''; it can refer to roosters, but this is much less common <br />
|-<br />
| dummy || a baby pacifier (what babies suck on) || (1) a dumb person; (2) a mannequin <br />
|- <br />
| fag || (1) a cigarette (slang); (2) something annoying || a negative, insulting term for a gay man (an old homophobic slur; offensive) <br />
|-<br />
| fanny [1] || a woman's pubic area, vagina || a person's buttocks (a cute or non-offensive term); also, Fanny = an older-style female name <br />
|-<br />
| homely || comfy, cozy, homey (e.g., describing a comfortable home) || a term for describing a slightly ugly or unattractive woman, or a negative term for an old person who is considered not useful, too old, or run-down <br />
|-<br />
| hooker || a position on a rubgy team || a prostitute <br />
|-<br />
| loaded || drunk (slang) || rich, having a lot of money, e.g., "He sure is loaded." (slang) <br />
|-<br />
| pants || men's underwear (knickers = women's underwear) || trousers or jeans; men's underwear can be called underpants (women's underwear = panties) <br />
|-<br />
| Pissed[3] || Drunk (slang, slightly offensive) || Angry, angry at someone / about something (potentially offensive)<br />
|-<br />
| period || time of female menstruation; the punctuation mark is called a full stop || (1) a punctuation mark; (2) menstrual time <br />
|-<br />
| randy || sexually aroused, sexually excited, lusty || Randy: a male name (shortened form of Randolf) <br />
|-<br />
| rubber[3] || (1) an eraser; (2) rain boots, galoshes || a condom <br />
|-<br />
| spunk [n], spunky [adj.] || semen (sexual slang) || a positive slang term, describing a person as confident, brave, courageous, outgoing, and/or “cool”<br />
|-<br />
| tit || (1) a type of small bird, one of a number of species of small, plump birds, e.g., the blue tit, the crested tit; (2) a sexual term for breasts || a sexual term for a woman's breast <br />
|- <br />
| thick || stupid (describing persons) || having a curvy figure (describing women); while ''thick'' could mean studid in US English, more often American use terms like thick-headed <br />
|-<br />
| trump || to fart, to pass gas; a fart || to outdo, outperform, or beat someone, e.g., in a card game <br />
|} <br />
<br />
<br />
Notes. <br />
#Thus, a bag or purse worn on a sling around the body or near the waist is called a bum back in the UK, but a fanny pack in the US.<br />
#''Pissed'' is commonly used in British and Australian English to mean ''drunk'', e.g., "She got really pissed last night." It is slightly vulgar, but not very offensive. There are other related phrases in British, e.g., "to take the piss (out of someone)" means to mock or make fun of someone; e.g., "Are you taking the piss out of me?" In the US, ''pissed'' is a more offesnive term (not used in polite contexts), and does not mean ''drunk'', but means ''very upset or angry'', e.g., "Don't piss me off!" or "She's really pissed at them." <br />
#As a count noun, ''rubber'' has these meanings; as a material noun, in both British and American, it still refers to the soft, flexible material that erasers, tires and other objects are made of. <br />
<br />
<br />
==English around the world==<br />
English is the official and primary language of several nations: the United Kingdom, the United States, Canada, Ireland, Australia, and New Zealand. It is also used in other countries, such as former British colonies. It may not be the primary language of everyday communication, or the home language that most people speak at home. But it enjoys either official status as the language of government or education, or a semi-official status as the primary langauge for business and trade. English has official status in the following countries. <br />
<br />
<div class="col4" style="padding-left:20px;"><br />
Bangladesh <br><br />
Botswana <br><br />
Brunei <br><br />
Cameroon <br><br />
Eswatini (Swaziland) <br><br />
Ethiopia <br><br />
Fiji <br><br />
Gambia <br><br />
Ghana <br><br />
India <br><br />
Israel <br><br />
Kenya <br><br />
Lesotho <br><br />
Liberia <br><br />
Malawi <br><br />
Malaysia <br><br />
Malta <br><br />
Mauritius <br><br />
Myanmar (Burma) <br><br />
Namibia <br><br />
Nigeria <br><br />
Pakistan <br><br />
Philippines <br><br />
Seychelles <br><br />
Sierra Leone <br><br />
Singapore <br><br />
South Africa <br><br />
Sri Lanka <br><br />
Sudan <br><br />
Tanzania <br><br />
Tonga <br><br />
Uganda <br><br />
Western Samoa <br><br />
Zambia <br><br />
Zimbabwe <br><br />
</div><br />
<br />
<br />
<br />
==Notes==<br />
<references/><br />
<br />
<br />
<br />
<br />
<br />
[[Category:Vocabulary]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Publications_(Kent_Lee)&diff=16561Publications (Kent Lee)2024-02-12T02:51:14Z<p>Kentlee7: </p>
<hr />
<div><onlyinclude><br />
# Lee, K. (2023). Improving English pronunciation accuracy among Korean adult learners. ''Modern English Education 24''(0) 272-283. DOI:10.18095/meeso.2023.24.1.272.<br />
# Lee, K. A. & Lee, H. (2023). Faculty Coaching and Faculty Needs in Korean Universities. ''Journal of Pan-Pacific Association of Applied Linguistics, 27''(2), 27-52). http://www.paal.kr/html/sub04_03.asp. <br />
# Lee, K. A. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42. doi.10.2478/topling-2023-0002 <span style="color:green;"> ⓔ </span><br />
# Lee, K. A. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11. doi.org/10.18095/meeso.2021.22.4.1 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). Articulating the value of language and humanities education in Korea. ''The Journal of English Language and Literature, 67''(1), 107-133. https://doi.org/10.15794/jell.2021.67.1.006 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). A study on the viability of a cognitive approach to teaching articles. ''Studies in English Education, 26''(1), 29-55. http://dx.doi.org/10.22275/SEE.26.1.02 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2021). Evidence for 'like' as a focus marker. ''Language Research, 57''(1), 1-29. http://doi.org/10.30961/lr.2021.57.1.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-25. http://dx.doi.org/10.22251/jlcci.2021.21.2.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. https://dx.doi.org/10.17936/pkelt.2020.32.4.5 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). [http://www.dbpia.co.kr/pdf/pdfView.do?nodeId=NODE10494470 Definite and indefinite articles with abstract nouns in L2]. ''Modern English Education, 21''(4), 1-10. 10.18095/meeso.2020.21.4.1 <span style="color:green;"> ⓚ </span><br />
# 서창배 [Seo Chang Bae], 정세원 [Chung Sae Won], 김정환 [Kim Junghwan], '''Lee, Kent.''' (2020). 텍스트 마이닝 분석기법을 활용한 부산-상하이 도시 브랜딩 사례 연구 [A study on city branding cases of Busan-Shanghai by text-mining techniques]. ''중국지역연구 [The Journal of China Area Studies],7''(4), 301-326. https://doi.org/10.34243/JCAS.7.4.301 <span style="color:green;"> ⓚ </span><br />
# '''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly, 52''(4), 1097-1107. https://doi.org/10.1002/tesq.447 <span style="color:green;"> Ⓢ </span><br />
# '''Lee, K.''', & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development'', ''39''(8), 715-728. https://doi.org/10.1080/01434632.2018.1438442 <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2017). [https://koreatesol.org/sites/default/files/pdf_publications/KTJ13-2web.pdf#page=25 A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. <br />
# '''Lee, K.''', & Lee, H. (2017). [https://rdcu.be/6htw Korean graduate students' perceptions of guidance and professional development.] ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9 <span style="color:green;"> ''' Ⓢ ''' </span> [http://kentlee7.com/pub/survey.KU.grad.students.en-kr.pdf [Survey items, 70 MB, PDF] ]<br />
# Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure.] ''Korean Journal of Chinese Language and Literature, 55,'' 3-50. <span style="color:green;"> ⓚ </span> <!--http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf --> <br />
# Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag [J. Korean Ling. Soc.], 66,''3-30. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150. <span style="color:green;"> ⓚ </span><br />
# Stine-Morrow, E., Shake, M., Miles, J., '''Lee, K'''., Gao, X. & McKonkie, G. (2010). Pay now or pay later: Aging and the role of boundary salience in self-regulation of conceptual integration in sentence processing. ''Psychology and Aging, 25,'' 168-176. doi:10.1037/a0018127. <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2009). [http://kentlee7.com/pub/comment.clause.en.SiL.kl.2008.pdf [Book review of Brinton (2008), The comment clause in English.]] ''Studies in Language, 33,'' 1004-1011. doi: 10.1075/sl.33.4.09lee. <span style="color:green;"> Ⓐ </span> <br />
# Lee, K. (2009). Phonological and semantic information used in reading Chinese characters.Proceedings of the Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University.<br />
# Lee, K. (2009). Phonological and semantic processing of Chinese characters. Dissertation, Educational Psychology Dept., University of Illinois.<br />
# Lee, K. (2008). [http://kentlee7.com/pub/iccs.2008.pdf Phonological and other linguistic effects in recognition of Chinese characters.] In'' Proceedings of the 6th International Conference of Cognitive Science'' (pp. 233-236). Seoul: ICCS.<br />
# Lee, K. (2003). Discourse Markers 'well' and 'oh'. In Bardovi-Harlig, K. (Ed.), ''Teaching Pragmatics''. Available online at http://americanenglish.state.gov/resources/teaching-pragmatics. US Information Agency & Indiana University.<br />
# Lee, K. (2001). [http://kentlee7.com/pub/kotesol01_proc.discourse.stress.pdf Teaching discourse stress to Asian students.] ''KOTESOL Proceedings 2001,'' pp. 103-116.<br />
# Lee, K. (2001). Focus and discourse stress. M.A. Thesis, Div. English as International Language (TESOL), University of Illinois at Urbana-Champaign.<br />
#Lee, K. (1997). Chinese Tone Sandhi and Prosody. M.A. Thesis, Linguistics Dept., University of Illinois at Urbana-Champaign.<br />
<br />
Notes: <span style="color:green;"> Ⓢ SSCI indexed</span>; <span style="color:green;"> ⓚ KCI indexed</span>; <span style="color:green;">Ⓐ A&HCI indexed</span>; <span style="color:green;"> ⓔ Scopus (Elsevier) indexed </span><br />
</onlyinclude><br />
<br />
See also: [[Kent Lee (CV) | My full CV]]<br />
<br />
<br />
==Abstracts== <br />
Abstracts for my linguistics articles. <br />
<br />
Lee, K. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42<br />
* Nuclear stress (or sentence stress) as a prosodic feature marks information flow in spoken English, and has received some treatment in the linguistics literature, most notably in pragmatics, but less so in newer phonological paradigms. Current theories in linguistics might shed light on this feature, such as Optimality Theory (OT) and cognitive grammar (CG). This paper compares potential insights and likely predictions of these two approaches for nuclear stress, by examining a recorded conversation of native US English speakers. The descriptive statistics indicate stress pattern distributions as expected, and some stress tokens show particular pragmatic and discourse functions of nuclear stress. The OT framework can better explain the interaction of different levels of prosody, grammar, and information structure, while CG might offer a more holistic explanation of stress, and its sociopragmatic and discourse functions, and may thus be likely more applicable to discourse studies, applied linguistics, and pedagogy. Implications are discussed for a CG theory of prosodic phonology, and for L2 pedagogy.<br />
<br />
<br />
Lee, K. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11.<br />
* Various studies have examined factors affecting the textual cohesion, coherence, and flow of Koreans’ second language writing in English, particularly focusing on articles, connectors, or discourse markers, as well as the overuse and repetitive use of nouns and pronouns. However, noun use in adjuncts and its effects on information flow and cohesion remain relatively unexplored. This study examines such patterns in an L1 and L2 writing corpus to examine the effects of noun repetition and noun phrase complexity on cohesion. Words counts and multiple variables from Coh-Metrix analysis indicate overuse or repetition of nouns, overuse of certain pronouns, and underuse of syntactic adjuncts, namely, prepositional phrases. Qualitative examination of some essays confirms these patterns of noun usage. The L2 writers relied on simple sentences with few adjuncts that highlight noun or pronoun objects, and some make ineffective or excessive use of lexical and referential cohesion instead of more sophisticated (i.e., grammatically and lexically complex) sentences. This can lead to a more unnatural topic flow and development in paragraphs, with fairly one-dimensional sentence cohesion patterns. Thus, learners need more instruction in noun phrase variety, sentence variety, natural patterns of information flow, and appropriate grammatical sophistication in their paragraphs.<br />
<br />
<br />
Lee, K.(2021). Evidence for ‘like’ as a focus marker. ''Language Research, 57''(1), 1-29. <br />
* Several functions have been proposed for the colloquial discourse particle like. This paper examines possible evidence for ''like'' as a focus marker. While this hypothesis seems plausible, it has been posited with insufficient definition or detail regarding the type of focus involved. It is also not clear how this aligns with other likely functions proposed for this discourse particle: for example, as a hedge marker or an approximator. This paper reports on a preliminary empirical study with small sets of conversational data of spoken colloquial American English. Its syntactic patterns and pragmatic usage suggest that ''like'' is used in a manner comparable to that of additive focus markers, exemplifiers, and other discourse markers. In such cases, it can function as an additive focus marker of indirect contrast, in addition to its well attested use as a hedge marker. Sentence-initial ''it’s like'' may have similar properties. Analyzing ''like'' as an additive marker allows for reconciliation of its various proposed functions by treating it as a multifunctional marker. The findings also indicate many avenues for further research.<br />
<br />
<br />
<br />
Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-20.<br />
* This paper reports on a pilot study of Korean college EFL learners and their learning of definite and indefinite articles, and specifically, the difficulties that students perceive and realize after the unit. To better understand their perceptions and difficulties with articles at the college level, a brief unit on articles was taught to three first-year college English classes. The unit emphasized more relatable semantic categories and patterns, rather than a traditional rule-based or overtly grammatical approach to articles. A brief survey was then administered to the students. The results of the survey showed that students were aware of general difficulties discussed in the unit, and some came to realize gaps in their understanding and misconceptions they had about article patterns. Such misconceptions were due to the complexity of the article system, and to how they were previously taught. These results can help inform other EFL teachers in teaching articles to Korean students, and in understanding their specific difficulties and potential areas of confusion.<br />
<br />
<br />
Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. <br />
* This study explores multiple and newer methods of research on connector usage by L2 writers. L2 writing samples of Chinese ESL writers were analyzed for frequencies of contrastive connectives (but, although, though, however, yet), and compared to a corpus from native English-speaking writers. The data show that Chinese ESL writers, particularly those at the graduate level, overused but, tended to use but excessively or less formally, and used it with shorter and simpler clauses; they also tended to underuse other contrastive markers. A qualitative examination of the data also reveals more about the types of problems that these writers had with effectively using contrastive conjunctions in argumentation. The findings provide stronger empirical support and further details for findings from previous studies. This study also demonstrates a novel method of statistical analysis and mixed methods triangulation for a small corpus data set in L2 writing research, which<br />
can be applied to larger corpora in the future. Finally, implications of these results are discussed, such as linguistic aspects of such connectors, the similar difficulties experienced by Chinese and Korean students, and the need for more attention to connectors in ESL/EFL writing, as increasingly more Chinese students attend Korean universities.<br />
<br />
<br />
Lee, K. (2020). Definite and indefinite articles with abstract nouns in L2. ''Modern English Education, 21''(4), 1-10. <br />
* Past studies have examined the problems that learners have with English definite, indefinite, and zero articles, particularly for learners whose L1 lacks an article system, such as Korean. Many of the empirical and theoretical studies of article acquisition have examined particular error types and types of nouns that are more problematic. In doing so, they have typically focused on more concrete nouns to the exclusion of abstract nouns. Abstract nouns tend to be used without articles, i.e., as bare nouns, a fact that learners may be aware of. However, such nouns can sometimes be used with articles for a more specific nuance. This study examines the difficulties that abstract nouns might pose for learners, as standard article rules may be unhelpful, especially for less familiar nouns. For this study, a linguistic survey with more abstract nouns was administered. The results showed that they had difficulties with more abstract noun patterns (as measured by semantic indices), and their difficulties were also affected by lexical frequency and complex noun phrases. Article patterns for more abstract nouns can be difficult to learn and teach, as their nuances can vary according to context. Some suggestions are sketched out for teaching such noun patterns. <br />
<br />
<br />
'''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly.'' https://doi.org/10.1002/tesq.447<br />
* Preparing future faculty or professional development programs have developed to prepare graduate students for academic and non-academic careers, and have become commonplace in some countries. In other countries such as South Korea, they are relatively new, and have to also encompass other needs beyond those covered in traditional programs in Western countries, particularly academic English issues. This paper describes a professional development program focusing on English for academic purposes (EAP) for graduate students created at one university in South Korea. An analysis of the program thus far, and students’ professional and language needs, especially within the context of English-medium instruction at this university are discussed. Our survey data indicate that graduate students in Korea face several challenges in English academic communication skills that are not dealt with in graduate school training. Results also show the advantages of the EAP professional development program, and indicate specific areas that universities in Korea and other English as a foreign language contexts need to address in preparing graduate students in English communication skills for their studies, research, and future professional or academic careers. <br />
<br />
* Keywords: graduate students, professional development, English-medium instruction, Korea<br />
<br />
<br />
Lee, K., & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development''. https://doi.org/10.1080/01434632.2018.1438442<br />
<br />
* Universities in East Asia are increasingly adopting English-medium instruction (EMI) to enhance their global competitiveness. Yet little research has been conducted on the impact of English on graduate students in this context, as past research has mostly examined undergraduates. This survey study investigates graduate students at a major university in Korea where EMI is increasingly common, specifically probing their self-perceptions for academic English skills, preferred language learning strategies, and intrinsic motivation to learn and use English. The results indicate correlations between strategy use, efficacy, and intrinsic motivation. They also show limitations in the graduate students’ academic English skills, and shortcomings in their training for English-related tasks. The results show how English and EMI affect graduate students, and also raise some questions about EMI at the graduate school level. Limitations need to be addressed for these students, who will enter academic and professional careers in the global marketplace that demand greater English expertise.<br />
<br />
* Keywords: Language proficiency, Korea, graduate students, learning strategies, motivation, efficacy<br />
<br />
<br />
Lee, K. (2017). [http://www.kentlee7.com/pub/kotesol.2017.a.the.pdf A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. (Available upon request; please email the author.)<br />
<br />
* While definite and indefinite articles, and bare nouns with no articles have long proved to be notoriously problematic for Koreans and other English learners whose L1 lacks such a grammatical system, seemingly little progress has been made. Learners still struggle with these, and teachers often lack the linguistic awareness and resources for teaching them. Part of the problem is the traditional rule-based approaches to grammar that students have been subjected to, while our lack of linguistic understanding is another obstacle. More recent approaches in linguistics offer some new tools for investigating these grammatical conundrums. In this study, L1 and L2 essay corpora are compared, with an analysis that is guided by a cognitive linguistic approach to types of noun phrases. This approach leads to a unique way to understand, teach, and explain article and noun patterns, while it also leads to ways of breaking up these contents into manageable chunks, and some specific interactive classroom activities and tasks that can target specific noun phrase patterns and functions.<br />
<br />
* Keywords: definite and indefinite articles, determiners, noun phrases, cognitive linguistics, communicative language teaching<br />
<br />
<br />
Lee, K., & Lee, H. (2017). [http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf Korean graduate students' perceptions of guidance and professional development]. ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9<br />
<br />
* Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current graduate students in Korea, who represent an under-studied population and face further challenges from the demands of internationalization. From survey data at one representative university, this study examines (1) whether Korean graduate students feel that they receive sufficient guidance, training, and support for professional development and (2) whether Korean graduate students feel prepared for specific academic and professional careers and career skills. Additionally, English skills, motivation, and other factors are examined. Various shortcomings in these areas are reported, which parallel those found in the US, while unique problems also arise from the demands of English for academic and professional purposes. Korean graduate students require additional support and professional development programs to address these shortcomings.<br />
* Note: The publisher does not allow archiving of the final published article on personal websites, so only the pre-publication draft is available here. If you need the final published version, please contact me. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure]. ''Korean Journal of Chinese Language and Literature, 55'', 3-50.<br />
<br />
* While forms of left dislocation and topicalization serve topic management functions, the status and function of right dislocation are less clear. Various studies have treated it as afterthought, a repair device, a focus marking device, or a form of illocutionary emphasis. However, the Chinese data (Mandarin and Cantonese) also pose particular problems for structural analysis, as these forms in Chinese exhibit violations of syntactic integrity and coreferentiality. Previous syntactic and pragmatic analyses only partially explain their structure or use, but a more comprehensive explanation of both has been lacking. This paper examines the roles of syntax and information structure, and proposes a more unified pragmatic explanation, with a refined model of information structure. Right dislocation phrases are treated as a form of minor or secondary information, with their coherence deriving from pragmatics. Specifically, these phrases follow constraints of an information structure hierarchy, which accounts for their structural integrity.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag'' [Journal of the Korean Linguistic Society], 66,3-30. <br />
<br />
* A typical English utterance is marked with a sentence stress, that is, a prominence on one word or syllable that is greater than other lexical stresses in the clause or utterance. This stress consists of a pitch prominence that demarcates the intonational phrase. An Optimality Theory analysis of sentence stress is presented here, which integrates insights from the generative and applied linguistic approaches under one framework. Sentence stress is explained in terms of the interactions between prosodic structure, stress, syntax, and information structure, that is, stress assignment on the main focus or most prominent information. The constraints and constraint interactions can explain some non-canonical stress types that are not handled so well by traditional generative approaches, and also address some stress patterns and linguistic structures that functional accounts do not address. The Optimality framework can explain this interface of different linguistic domains, and this interface can better explain the behavior of English sentence stress.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103.<br />
<br />
* Some previous studies have examined the use of connectors by second language writers of English, particularly studies comparing connector usage of L2 and native English writers. This study does so with corpora of written essays, comparing the frequency of connector usage between native English writers from the U.S. and U.K., and English essays by Korean ESL learners in the US. The statistical comparisons used here also offer some refinements over previous corpus studies. The Korean writers overused and underused various connectors compared to the native writers, specifically in their use of contrastive markers, topic transitionals, there is and there are, markers for enumerating sequences, and exemplifiers. They also certain expressions used incorrectly as connectors due to apparent transfer errors. These data indicate a number of issues for ESL/EFL writing teachers to address, and some suggestions for teaching are discussed below. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150.<br />
<br />
* This paper examines the tonal system of Kibondei, a Rantu language and its tonal and reduplication patterns. The appearance of otherwise unrealized tones from verb stems that spread onto adjacent materials is first discussed. Then reduplication patterns are examined, which exhibit some unusual tone shifting patterns. These are explained within the framework of Optimality Theory, with constraints on segments, tones and morphemes. Finally, implications of tone systems for Optimality Theory and the interface of different linguistic components are briefly discussed, as these hint at interesting and possible interpretations of Optimality Theory.</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16560HIEC2024-01-30T10:25:45Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
You may need to click on the Expand button on the right side of the page. <br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> [https://www.youtube.com/watch?v=XcsfDxojdV8] Bach: Harpsichord Concerto No.1 in D Minor BWV 1052 (Jean Rondeau) <br />
|- <br />
| Classical Era / Period <br><small>(Classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Carribean steel drum music || [https://www.youtube.com/watch?v=q1JTb7bdm38] Caribbean Connection Steel Drum Band <br />
|-<br />
| Andes (Chile, Argentina) || [https://www.youtube.com/watch?v=yNW6vjnJJ2I] Amor a los Andes <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br> [https://www.youtube.com/watch?v=PEd79W8nxfI] Home on the Range <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star <br> <br />
[https://www.youtube.com/watch?v=djV11Xbc914] A-ha: Take On Me <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br> Jonathan Bree: You're So Cool (indie pop / electronic) <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| China / Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| Korea || [https://www.youtube.com/watch?v=NU75OekzfJU] 최소리) Choi So-ri: Arirang Party 아리랑 파티 <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
# One of the songs you heard was the punk song called "Streets of London." What was the song about? A common stereotype of the punk movement was that is simply about social rebellion. Is that the case? What kind of tone, theme or purpose do you see in this song? (Click on the Expand button to see the lyrics below.)<br />
<div class="mw-collapsible mw-collapsed"> <br />
<blockquote><br />
Streets of London <br />
<br />
Have you seen the old man <br />
In a closed-down market? <br />
Kicking up the paper <br />
With his worn out shoes <br />
In his eyes, you see no pride <br />
And held loosely at his side <br />
Yesterday's paper <br />
Telling yesterday's news <br />
<br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
<br />
Have you seen the old girl <br />
Who walks the streets of London? <br />
Dirt in her hair <br />
And her clothes in rags <br />
She's no time for talking <br />
She just keeps right on walking <br />
Carrying her home <br />
In two carrier bags <br />
<br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
I'll show you something to make you change your mind <br />
<br />
In the all night café <br />
At a quarter past eleven <br />
Same old man <br />
Sitting there on his own <br />
Looking at the world <br />
Over the rim of his teacup <br />
Each tea lasts an hour <br />
And he wanders home alone <br />
<br />
So, how can you tell me you're lonely? <br />
Don't say for you that the sun don't shine <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
Have you seen the old man <br />
Outside the Seaman's Mission? <br />
Memory fading with <br />
The medal ribbons that he wears <br />
In our winter city <br />
The rain cries a little pity <br />
For one more forgotten hero <br />
And a world that doesn't care <br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
</blockquote><br />
</div><br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
# [https://www.youtube.com/shorts/29OKbum8reQ] George Ryan: Nature documentary parody <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Networking_%26_remote_access&diff=16559Networking & remote access2024-01-07T11:29:48Z<p>Kentlee7: </p>
<hr />
<div>The following are common and useful commands and utilities in Linux for managing networking, networking related functions, and remote access. <br />
<br />
<br />
== General networking== <br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| /etc/network/interfaces || Location of network interface information<br />
|-<br />
| cd ''dir'' || Access a directory called dir_name on a remote computer.<br />
|-<br />
| curl -O ''URL'' || Download contents of a webpage<br />
|-<br />
| curl ''URL'' || Get or display file from URL<br />
|-<br />
| curl ifconfig.me || Find one’s external IP address <br />
|-<br />
| dig || Query DNS servers for information on a domain<br />
|-<br />
| dig -x ''IP_address'' || Check DNS for reverse lookup an active IP address<br />
|-<br />
| dig ''domain'' || Find DNS information and configuration on an active domain name.<br />
|-<br />
| dig@''IP'' ''domain'' -t AXFR || DNS Zone Transfer<br />
|-<br />
| echo ''"nameserver'' '' /etc/resolv.conf || Add DNS Server<br />
|-<br />
| echo "1" '' /proc/sys/net/ipv4/ip forward || Enable IP Forwarding<br />
|-<br />
| ethtool eth0 || Query or control network driver and hardware settings<br />
|-<br />
| export MAC=''MAC_address'' || Change MAC Address<br />
|-<br />
| get ''file'' || Download a file from a remote computer to the local machine<br />
|-<br />
| host -I hostname || Display the local IP address of a specified hostname with other information.<br />
|-<br />
| host -l ''domain'' ''nameserver'' || DNS Zone Transfer<br />
|-<br />
| host ''IP'' || Domain Lookup IP<br />
|-<br />
| host domain || Display DNS ip address for domain<br />
|-<br />
| hostname -i || Display the network address of the host name.<br />
|-<br />
| hostname -I || Display all local IP addresses<br />
|-<br />
| hostname -I || Display IP address<br />
|-<br />
| hostnamectl ''set-hostname hostname'' || Manage hostname (/etc/hostname) without restarting<br />
|-<br />
| ifconfig || Display the IP and MAC address of a system<br />
|-<br />
| ifconfig -a || Display all network interfaces and IP addresses<br />
|-<br />
| ifconfig ''interface'' ''IP/CIDR'' || Set IP and netmask<br />
|-<br />
| ifconfig ''interface'' mtu ''size'' || Change MTU size<br />
|-<br />
| ifconfig eth0 || Display eth0 address and details<br />
|-<br />
| ifconfig eth0 ''IP'' up || Activate eth0 with specified IP address<br />
|-<br />
| ifconfig eth0 down || Deactivate eth0<br />
|-<br />
| ifconfig eth0 up || Activate eth0<br />
|-<br />
| ifconfig eth0:1 ''IP/CIDR'' || Set virtual interface<br />
|-<br />
| ifconfig int hw ether ''MAC_address'' || Change MAC Address<br />
|-<br />
| ifdown ''interface'' || Down an interface<br />
|-<br />
| ifup ''interface'' || Up an interface<br />
|-<br />
| ip a || Display all system IP addresses<br />
|-<br />
| ip addr add ''IP_address'' dev eth1 || Add a temporary IP address to interface eth1<br />
|-<br />
| ip addr show || Display network interfaces and their related IP addresses<br />
|-<br />
| ip address add ''IP_address'' || Used under interface eth0 to assign an IP address.<br />
|-<br />
| ip r || Show IP addresses for local host (same as 'route') <br />
|-<br />
| lsof -i || Established Connections<br />
|-<br />
| mail -s 'mail_subject' -c 'cc-mail_address' -b 'bcc-mail_address' 'to-mail_address' || Send an email from the terminal<br />
|-<br />
| nc -vz ''host'' ''port'' || Scan port in host<br />
|-<br />
| netstat -ant || TCP connections<br />
|-<br />
| netstat -anu || UDP Connections<br />
|-<br />
| netstat -nutlp || Display listening tcp and udp ports and corresponding programs (a netstat command)<br />
|-<br />
| netstat -pnltu || Display all listening ports (a netstat command)<br />
|-<br />
| netstat -r -v || Prints network routing, information, and connections<br />
|-<br />
| netstat -tuln || All tcp and udp listening ports<br />
|-<br />
| netstat -tulpn || Connections with PIDs<br />
|-<br />
| ping -c ''hostname'' || Ping an IP address and stop after a specified number of replies<br />
|-<br />
| ping ''domain''/''IP'' || Ping a host by domain name or IP (send ICMP echo request)<br />
|-<br />
| ping host-ip || Check connectivity between two hosts<br />
|-<br />
| quit || Logout from a remote connection.<br />
|-<br />
| route, route -n || Display kernel IP routing table (local host IP addresses) <br />
|-<br />
| route add -net ''IP'' || Tell other systems which network to route a system on<br />
|-<br />
| route add default gw ''IP'' || Add a default gateway<br />
|-<br />
| route add default gw ''IP'' || Set Default Gateway<br />
|-<br />
| share ''user'' ''IP'' c$ || Mount Windows Share<br />
|-<br />
| smb://''IP''/''sharename'' || Access Windows SMB Share<br />
|-<br />
| ss -tuln || All tcp and udp listening ports<br />
|-<br />
| ssh -i || Grants user access to openSSH client.<br />
|-<br />
| SSH ''user''@''ip_address'' OR ''host'' || Enables SSH login or sign-in to a remote Linux machine by specifying the machine's username and IP address.<br />
|-<br />
| tcpdump || Dump network traffic<br />
|-<br />
| telnet || Grants access to the Telnet protocol user interface.<br />
|-<br />
| traceroute || Show places where packets travel to reach an address<br />
|-<br />
| watch ss -tp || Network Connections<br />
|-<br />
| wget --random-wait -r -p -e robots=off -U ''URL'' || Download an entire website <br />
|-<br />
| wget -c ''file'' || Continue an interrupted download<br />
|-<br />
| wget ''URL'' || Download file from a URL, http://domain.com/file<br />
|-<br />
| whois ''domain'' || Show whois information for a domain<br />
|} <br />
<br />
<br />
<br />
==Networking: Remote access==<br />
<br />
{| class="wikitable sortable" <br />
! Command !! Function<br />
|-<br />
| /etc/ssh/sshd_config ‘’OR’’ ssh_config || SSHD configuration file (e.g., to change login options or assigned port numbers)<br />
|-<br />
| get ''file'' || Download a file to a local computer<br />
|-<br />
| put ''file'' || Upload a file to a remote computer<br />
|-<br />
| rsync -a /home /backups/ || Synchronize /home to /backups/home<br />
|-<br />
| rsync -avz /home server:/backups/ || Synchronize files/directories between the local and remote system with compression enabled<br />
|-<br />
| scp -r server:/var/www /tmp || Copy all files and directories recursively from server to the current system's /tmp folder.<br />
|-<br />
| scp ''file" server:/tmp || Copy file to a remote server (e.g., into the tmp folder)<br />
|-<br />
| scp ''file" server:/tmp || Secure copy file.txt to the /tmp folder on server<br />
|-<br />
| scp ''user''@''host'':''remote'' ''local'' || Copy file from host to local machine<br />
|-<br />
| scp server:/var/www/*.html /tmp || Copy *.html files from server to the local /tmp folder.<br />
|-<br />
| ssh -i || Open an SSH client; grant user access to SSH client<br />
|-<br />
| ssh -p [port'' ''user''@''host'' || Connect to a remote machine or server through a specified port.<br />
|-<br />
| ssh -V || Display SSH version installed on the machine<br />
|-<br />
| ssh ''user''@''host'' || Connect to host as user<br />
|-<br />
| ssh ''user''@''host'' || Connect to a remote machine or server based on a valid username and hostname or IP address.<br />
|-<br />
| SSH ''user''@ip_address OR ''host'' || Enables SSH login or sign-in to a remote Linux machine by specifying the machine's username and IP address.<br />
|-<br />
| ssh host || Connect to host as user via SSH port (default port 22)<br />
|-<br />
| ssh-copy-id -i .ssh/keyfilename.pub user@hostname || Copy public SSH key to remote server <br />
|-<br />
| ssh-copy-id ''user''@''host'' || Add current user’s key to host to enable keyed or passwordless login<br />
|-<br />
| ssh-keygen -t ed25519 -f ~/.ssh/[filename] -C “[optional comment]” || Generate SSH key on client computer<br />
|-<br />
| sudo nano /etc/ssh/sshd_config, PasswordAuthentication no || Disable SSH password login (set PasswordAuthentication to ‘no’, PermitRootLogin to ‘no’, PubkeyAuthentication to ‘yes’)<br />
|-<br />
| sudo systemctl reload sshd || Restart SSH server <br />
|-<br />
| systemctl status sshd || Show status of SSH server on host machine <br />
|-<br />
| telnet ''host'' || Uses telnet's default port 23 to connect to a target hostname, remote machine, or server.<br />
|} <br />
<br />
<br />
<br />
<br />
<br />
==See also==<br />
<br />
<categorytree mode=pages>Linux</categorytree><br />
<br />
<br />
[[Category:Linux]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=IW&diff=16558IW2024-01-01T05:09:40Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Writing (Higher Intermediate / Intermediate Writing / Composition 2) </big><br />
<br />
* Pukyong National University (Daeyeon Campus) <br />
* Course # 109820-104,월2 수2,3, i.e., section 104, M10.00-10.50 (2), W 10.00-11.50 (2/3)<br />
* Room: C25-522<br />
* Instructional medium: This course will be a live in-person course, taught by me or one of my clones. <br />
<br />
Prof. Kent Lee<br />
* Office: C25-1103<br />
* Office hours: Mon. 11am or by appointment<br />
<br />
<br />
==Course description==<br />
This course is designed mainly for second-year to third-year students in social science and humanities fields. The goals of the course consist of improving your academic English writing skills, and expressing yourselves better in English. This includes specific skills like:<br />
# Writing different types of paragraphs (definition, classification, narrative, etc.) <br />
# Business, professional, and academic writing<br />
# Prewriting techniques<br />
# Using basic sentence types effectively; this includes common second-language issues such as essay structure, style, wording, and grammar issues. <br />
# Developing main ideas, topic sentences, and body paragraphs <br />
<br />
<br />
===Grading ===<br />
Here is the general grading scheme. You can refer to the syllabus and the textbook for more information. <br />
<br />
{| style="margin-left: 20px; margin-top:5px; margin-bottom:5px;" <br />
|-<br />
| Attendance || 10% <br />
|-<br />
| Homework & other assignments &nbsp; &nbsp; &nbsp; &nbsp; || 40% <br />
|-<br />
| Midterm paper || 20% <br />
|-<br />
| Final paper || 30% <br />
|}<br />
<br />
<br />
==Assignments== <br />
<br />
===Minor homework assignments ===<br />
There are minor homework assignments, including Google Forms, which are generally worth 10-20 points; and major multi-paragraph assignments, worth 100 points. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Self-intro / survey GF:<br />
This is worth 10 points, and you will receive the 10 points simply for filling this out honestly and on time. You will provide some basic info about yourself, and some contact info; then you will answer some survey questions, which are for research purposes, and eventually, to help me improve my courses. <br />
<br />
<br />
;Email assignment: <br />
In this assignment, you will email me and answer a few questions. See the section in the book on writing emails. The general format and structure can be more formal, but the contents of the body paragraph can be more semi-formal (including first and second person pronouns). Your subject line should include your name, ID#, and maybe a brief subject. For the contents of your email, about 1-2 paragraphs will suffice. This will be worth 20 points. Be sure to send your email to at least two of my email accounts simultaneously, to avoid emails getting lost (and that helps my email filters to put it in the right folder). You do not (and should not) try to cover all of these questions; I would suggest that you pick 2-3 of these questions to address in your email. <br />
<br />
# Briefly tell me about yourself: where you are from, why you chose your major, and your future plans. <br />
# Why are you taking this course? What do you hope to get out of it? What do you expect from this course? Or, what would you like to learn, or what would you like to improve in this course? <br />
# Tell me about your English learning experiences. What things have you found to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
# Tell me about your experiences learning another language (and various aspects like those mentioned in the previous item). <br />
# Any questions or comments you have for me.<br />
<br />
<br />
;Prewriting methods GF: <br />
This form is worth 10 points, and will be graded based on your effort in answering the questions. There are no right or wrong answers; I just want to know about your writing habits. Please fill out the text box below with a few sentences. The terms below are outlined in sections 2.1-2.2 of the book, which may not be available yet. <br />
* [https://docs.google.com/forms/d/e/1FAIpQLSegWxzO4EafHbs8WI7g5PHgZpNPQach-BGwTqPNywSvmPhIFw/viewform Prewriting methods GF] <br />
<br />
<br />
;Pre-midterm GF: <br />
For this form, you will look at the midterm options on the course website, and tell me which option you want to do. Then you will tell me your rough ideas for how you plan to develop your proposal and your ideas, as best you can. Of course, after submitting this form and while working on the proposal, your ideas might change, and that's okay. This is simply designed to help you get started. <br />
* [https://docs.google.com/forms/d/e/1FAIpQLSc8USJrOIFSMqq1Wy0Bpg1NtkTq7no9-XGLZhhmf8jbQ46ORg/viewform?usp=sf_link Pre-midterm GF]<br />
<br />
<br />
<br />
</div><br />
<br />
<br />
===Professional writing assignments===<br />
Click on the 'Expand' applet on the right to see or collapse past and future assignments and materials. For these assignments, please see the grading criteria for shorter assignments in the book (most or all those criteria will be relevant). <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
<br />
====Job application essay questions==== <br />
For this assignment, you will respond to questions as if you were answering application questions for a job application.<br />
You can write this as if you were applying to a job such as the following. For this application, you are applying for an entry-level position, starting position, or junior position at a company, organization, or other entity.<br />
* An entry-level position at a major company<br />
* A teaching job of any kind (primary, secondary, tertiary, or private) <br />
* An NGO (non-governmental organization or charity organization)<br />
* A governmental agency (e.g., in Korea or another country), or an international / inter-governmental organization (e.g., the UN or similar entity) <br />
<br />
You will answer three of the following questions. (That is: #1; choose between 2a & 2b; #3; and choose between 4a,b,c, or d.) Each question should be answered with at least a complete paragraph. <br />
# Please explain your relevant training, education, skills and qualifications for working at this company, and in this specific position.<br />
# Either (2a) OR (2b) <br />
## (2a)How have you developed intellectually and personally while in college? OR <br />
##(2b) How did you develop or express your leadership, both in and out of school?<br />
# What are your long-term goals at this company, and in your career?<br />
<br />
<!---<br />
(1) Please explain your relevant training, education, skills and qualifications for working at this company, and in this specific position. <br />
(2a) How have you developed intellectually and personally while in college? ''or''<br />
(2b) How did you develop or express your leadership, both in and out of school?<br />
(3) What are your long-term goals at this company, and in your career?<br />
(4a) What book has changed you the most? ''or''<br />
(4b) Explain how a past experience in your life changed you. ''or''<br />
(4c) If you were given the chance to change the curriculum of your school, what changes would you make? ''or''<br />
(4d) Explain the relevance of your major—for society, and for this job. <br />
----> <br />
<br />
<br />
====Job application materials==== <br />
For this assignment, you will write a sample résumé and cover letter, as if you were applying for a job in the future. You can project yourself into the future - pretend that this is in the future, after you have graduated and have some accomplishments to mention - as long as they are reasonable. Each document is worth 50 points, for a total of 100 points. <br />
* Résumé: an application for an entry-level job (one page)<br />
* A formal cover letter to go along with your résumé <br />
<br />
<br />
====Business letter practice==== <br />
<s>Write your own business letter, based on the examples in the book. You can write this as if you are a customer writing a complaint, a customer service representative answering a complaint, a staff member at one company writing to a vendor or business client, a salesperson writing to a client, or whatever. The topic and contents are up to you, as long as they are reasonable. This should be no more than one page, single-spaced. Value: 20 points. <br />
</s> Due to time constraints, we will not do this assignment this year. <br />
</div><br />
<br />
<br />
====Final project description==== <br />
<div class="mw-collapsible mw-collapsed"> <br />
For this assignment, you will pick a potential subject for your final project - a company, entity, or program - for which you would write a case study or a qualitative study. The focus of this project is independent information / data gathering and analysis. You will provide some background information on your subject, why you are interested in the subject, and a potential research question about the subject that you would like to explore. <br />
<br />
For this assignment, you will write an original research paper, consisting of a case study of a particular company, entity, program, or group, e.g., a company or business (of any country), or one of its activities (e.g., a merger, acquisition, expansion into a new market, marketing strategy). Possible subjects might include: <br />
<br />
# an organization, institute, or institution <br />
# a non-governmental organization (NGO), charity, non-profit organization, or community service organization <br />
# a governmental / intergovernmental organization (such as UNESCO, the UN, World Bank)<br />
# a government agency<br />
# a government program <br />
# a school, university, or educational institution <br />
# a department or major of a particular university<br />
# an educational program (at a particular school or educational institution, or from a particular organization or agency)<br />
# a community service program or organization <br />
# a qualitative study of a small group of individuals <br />
<br />
A potential subject could be something like the following. <br />
* A particular business or company (in any country); or one company's particular product, service, strategy, or such<br />
* A particular government agency or program<br />
* A particular NGO, governmental / intergovernmental organization, or one of its programs<br />
* A particular community service organization, or community service program <br />
* A particular educational institution (primary, secondary, or tertiary, private); e.g., a particular university or university program <br />
* A particular educational program or policy, or a university major program / department; e.g., an EMI program, a study-abroad program, or a particular major, at one university <br />
* A particular teaching method or approach in a particular context (e.g., a particular EFL/ESL teaching method; how a particular type of literature is taught) <br />
* The learning experiences of a particular group of students / learners (in a progam, major, department, or such a context)<br />
* The experiences of a particular teacher / group of teachers at a particular educational institution<br />
* The opinions or experiences of a particular group of consumers / users of a product, service, or company <br />
<br />
Requirements:<br />
# At least 700 words (per person), not counting the cover page, references, tables, charts, quotations, etc.<br />
# Two or more people can do a project together and submit a single paper with multiple authors. In that case, the word count is 700+ words per person. (At the end of your paper, please include a paragraph that describes what each person did. Each person should contribute equally to the paper, including the analysis and writing.)<br />
# At least four sources that are cited and used meaningfully. At least two sources should be in English. At least one source should be a primary source (e.g., from the entity's website or materials published by the entity). Sources in other languages may also be used, but be sure to romanize them in the source citations (see the book section on citing non-English sources). <br />
# A well defined research question or objectives <br />
<br />
<br />
;Notes: <br />
* This can overlap with or relate to your midterm project, or a paper that you are currently doing in another course. <br />
* If this overlaps with a paper from another course, the LMS plagiarism detection may flag one of your submissions as plagiarism or self-plagiarism. In that case, you can email the assignment to me, and in the LMS, simply indicate that you emailed it. <br />
* See the grading criteria in the book, and the format for major papers. <br />
<br />
====Case study practice ====<br />
You will chose a published case study, or a case study that is available online, and write a short summary of it, then then your own commentary or observations. You should cite it using Chicago footnote style. You may be asked to do two different versions, in short and long footnote style. This is for practicing summarizing and paraphrasing skills, as well as preparing for the midterm or final project. <br />
<br />
<br />
<!----<br />
====¶#4 (Fall 2021 only) ====<br />
For this assignment, you will describe the subject of your final paper in more detail. You will need to describe more about your research question - for the subject you've chosen, what kind of question or problem do you want to examine? What kinds of information and sources do you have? What kind of analysis will you do, or what do you want to discuss in your analysis of the subject? This should be at least 400 words. <br />
---><br />
<br />
</div> <br />
<br />
<br />
===Midterm: Proposal ===<br />
A proposal is a formal document to apply for funds for a project, or to propose a business agreement. It can be a letter or short essay, and can be used to apply for a number of different things. In this assignment, you can choose a more business oriented topic or a more academic topic. See examples created for this course at this page: [[Proposals (writing)]]. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
====Project types ====<br />
The Neptune Foundation is accepting applications for various research, community service, and business development projects.<ref> Dozens of research grants have been awarded by this foundation to students at Hogwarts, Gotham City University, Metropolis University, Monsters University, Mars University, Wossamotta University, and Starfleet Academy.</ref> The Foundation offers the following three options that you can apply for. These applications can be directed toward the Foundation, or to other entities. See the page on [[Proposals_(writing)]] for examples. <br />
<br />
<br />
;1a. Academic Research Project:<br />
This is for those who wish to undertake a special research project in their senior year of college, or in a Master’s program. The senior research project involves an original research project in a special studies course under the direction of a professor, and this will lead to a full-length paper (or bachelor’s thesis) for the course. The Master’s project will be directed by the student’s academic advisor / professor, and this will of course lead to the standard Master’s thesis [석사논문] that is a typical requirement for an M.A. degree (in a humanities or social science field) or an M.S. degree (in science and engineering fields). You can write this to apply for a grant from your university, or it can be addressed to the Foundation. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;1b. Business Research Project:<br />
This is for those who wish to undertake a research project in their senior year of college, or in a Master’s program, on a business related topic. The general requirements are the same as for the academic research project. The topic would be academic research on a business related topic, including marketing, finance, a case study of a business, or other original research. This would be for a bachelor's program in business or related fields, or an MBA (master's of business administration) or similar MA degree. You can write this to apply for a grant from your university, or it can be addressed to the Foundation. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;2. Community Service Project:<br />
For this, you will propose a project that will benefit a community in some manner. This can be an area of Busan, a rural community or area of Korea, or a community or small area in another country (a country and local area that you are familiar with). This can be any kind of community project. You will need to explain a specific need, a specific plan for a project to address the need, and your ability to direct a project to help with that need. You can apply to the Foundation, or to a local or national government. (There should be a suitable professor or business leader in the community who can help as an advisor for your project, and as a contact person for the Foundation or government that provides the grant money.) See the page on [[Proposals_(writing)]] for an example. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;3. Business Project Proposal: <br />
This is for those who need funding for a particular business project. This can be starting a new business, and/or researching, developing, and marketing a new invention, product or service. For this, you will need to identify and explain a specific need or market for your company or idea, a specific plan for developing it, and your ability to direct the project and successfully complete it. You can apply for a grant from the Foundation or from another organization. (There should be a suitable professor or business leader in the community who can help as an advisor for your project, and as a contact person for the Foundation or government that provides the grant money.)<br />
<br />
Amount: €5000—20,000 / $5000—20,000 / ₩5,000,000 — ₩20,000,000<br />
<br />
<br />
The following example is not a KentLee7 Foundation application, as it is not an application to a foundation, but is a propsal made by one company to another. <br />
<br />
;4. Business Agreement Proposal: <br />
Imagine you are an executive or manager of a company (or an entrepreneur or independent business person), and would like to make a proposal to another company. This could be a proposal for both companies to enter into some type of business arrangement, or for one company to offer its services or products to another company. One company might need a particular service (e.g., managing a company website) or product (e.g., computer hardware) in order to function. You can imagine you are a manager or executive with the authority to make such a proposal to another company, where your company would like to offer its products or services to another. <br />
<br />
Amount: Not directly applicable, as you are not asking for money from a foundation in this assignment option. In this case, you could offer an estimate (or a quote to another company) for the potential value of the deal or services involved, as long as the amount is reasonable. <br />
# Clarify pricing options, your terms and conditions<br />
<br />
<br />
====Proposal components==== <br />
Your written proposal should include most or all of the following elements in some form. <br />
<br />
;General requirements for all papers:<br />
# At least 600 words / 1.5 pages (about 1.5-2 pages, if single-spaced, not counting cover page); no more than 5 pages.<br />
# For a research project (options 1a or 1b), at least two sources should be cited and used meaningfully (such as academic or business / professional quality sources)<br />
# Submitted in the LMS by the end of the midterm period <br />
<br />
<br />
;Academic / Business Research Project:<br />
# Research question or problem<br />
# Research plan and methods, details, and rationale for your choices<br />
# Specific goals, objectives, and measurable outcomes <br />
# Potential obstacles (and how you will handle them)<br />
# Your ability and qualifications to direct the project, manage the funds, and successfully complete the project <br />
# General timeline and budget <br />
# Why your project deserves funding (including unique or distinctive aspects) <br />
# Likely outcomes or potential results of the research <br />
# Benefits or implications of your results <br />
<br />
<br />
;Community Service & Business Projects:<br />
# Situation or problem<br />
# Your plan, including the proposed solution or approach, specific details, and rationale for your choices<br />
# Specific goals, objectives, and measurable outcomes <br />
# Potential obstacles (and how you will handle them)<br />
# Your ability and qualifications to direct the project, manage the funds, and successfully complete the project <br />
# General timeline and budget <br />
# Why your project deserves funding (including unique or distinctive aspects) <br />
# Likely benefits, outcomes, or implications of the project<br />
<br />
<br />
;Business Project Proposal: <br />
# Explain with an introduction or executive summary. [1-2 ¶s] <br />
# Explain the situation, problem or need.<br />
# Propose a solution; explain feasibility <br />
# Timeline & budget <br />
# Explain your qualifications for this project<br />
# Explain rationale, objectives, outcomes, importance, implications <br />
<br />
<br />
====General template====<br />
Here is a general template to help you get started. Each of these items might constitute a paragraph or a section of two or more paragraphs in your essay. <br />
# Brief self-introduction; general purpose of the project <br />
# Statement of the problem or question <br />
# Specific description of your proposal / solution <br />
# Specific goals, objectives, or outcomes <br />
# Uniqueness or distinctiveness of your project or idea <br />
# Your qualifications <br />
# Timeline, budget, and how you will allocate the funds <br />
<br />
<br />
====Guidelines====<br />
# For this, you can project yourself into the future, and imagine that you have some kind of experience or qualifications that are relevant to your project (as long as it is reasonable - for example, you cannot claim to have a Nobel Prize or Olympic gold medal). <br />
# For some more academic sources, you can try entering terms in a search engine (e.g., "community service programs Korea"), and focus on search results that look like official, professional, business, or governmental sources. You can also try academic search engines for academic sources: <br />
#* http://www.riss.co.kr for academic sources from Korea<br />
#* http://www.scholar.google.com for sources from international journals and books.<br />
# The grading criteria are listed in the book. <br />
<br />
<br />
<br />
====Examples ====<br />
<br />
# See examples created for this course at this page: [[Proposals (writing)]], and more examples of the research propsoal format at [[Research project proposal (college)]]. <br />
# See pages like this one at https://www.instructionalsolutions.com/blog/proposal-examples for commercial and business examples. Note: These tend to be in slide / PPT or informal formats, so look at the contents for ideas, but not the design or layout of these documents. This site explains the good points and bad points of each example, and each example is in a separate link. <br />
<br />
<br />
====Citations====<br />
You can use the Chicago Manual long footnote style (as discussed in the lecture videos), Chicago endnote style, Chicago short footnotes + works cited, Chicago parenthetical in-text citations, APA, MLA, or any other standard citation & referencing format. See here for Chicago style: <br />
* https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html <br />
* https://www.enwiki.org/w/Chicago_Manual <br />
<br />
</div><br />
<br />
===Final paper: Case study ===<br />
For this assignment, you will write a [[case study]] of a particular company, entity, or program. You may want to look at the guide on [[doing case studies]] and [[case study examples]].<br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
* a company or business (of any country), or one of its activities (e.g., a merger, acquisition, expansion into a new market, marketing strategy)<br />
* an organization, institute, or institution <br />
* a non-governmental organization (NGO), charity, non-profit organization, or community service organization <br />
* a governmental / intergovernmental organization (such as UNESCO, the UN, World Bank) <br />
* a government agency <br />
* a government program <br />
* a school, university, or educational institution <br />
* a department or major of a particular university <br />
* an educational program (at a particular school or educational institution, or from a particular organization or agency)<br />
* a community service program <br />
* an individual subject, e.g., a teacher or learner (educational study), an employee or manager (business study) or a patient (health study) - Note: This requires sufficient academic training and expertise, such as advanced research-oriented students who are familiar with qualitative research<br />
* A particular teaching method or approach in a particular context (e.g., a particular EFL/ESL teaching method; how a particular type of literature is taught) <br />
* The learning experiences of a particular group of students / learners (in a progam, major, department, or such a context)<br />
* The experiences of a particular teacher / group of teachers at a particular educational institution<br />
* The opinions or experiences of a particular group of consumers / users of a product, service, or company <br />
<br />
<br />
Your analysis might focus on one or more of the following types. <br />
* an evaluation (e.g., the effectiveness of a company, program, or activity)<br />
* a problem / solution or analysis of a problem or challenge that the entity has faced, is facing, or will likely face <br />
* a challenge (past, present, or likely future challenge) for this entity / program <br />
* an analysis, evaluation, or problem-solution paper based on a model (like the STAR model), theory, or framework in your field <br />
* reasons for an entity's success or failure (past or present)<br />
* the likely prospects of an entity or program, e.g., its potential for failure or success <br />
* suggestions for what a company or entity should do (e.g., for a specific challenge, or for its future)<br />
* an interview, survey or questionnaire study of a particular group of persons (e.g., students, teachers, stakeholders)<br />
<br />
<br />
Some suggestions: <br />
* Evaluating a company's performance and/or future prospects; evaluating one of its product lines, its marketing strategies, its management practices, or any particualr aspect of the company. You will probably need to use trade journals, business magazines, official company websites, official reports, government data, etc. as sources. <br />
* Evaluating an NGO, community service program, government service, government agency, intergovernmental program (e.g., WHO, UNESCO...), educational program, etc. * Evaluating a specific university, college, public school, educational program, degree program, department, or such; or how a particular subject is taught, say, at universities in a particular country. <br />
* A specific government policy, educational policy, or such. <br />
* For such topics, as sources you will need to use some of the following: official websites (company or instituional sites), official publications (from relevant entities), official reports, white papers, official documents, government data, business news articles, official data / statistics, data from government agencies / websites, articles from professional publications, and maybe relevant academic studies, among others. <br />
* Qualitative research, such as interview, survey or questionnaire studies, require some knowledge of a relevant model, theory, or research methods, and/or enough knowledge of a particular field that you know what you are doing. <br />
<br />
<br />
Some ideas: <br />
* Company X's rise and grown in a particualr market; Company X's current strategy or peformance in a particular market; the success (and future) of product line X from Company Y<br />
* Business, management or leadership practices at Company / Entity X; the leadership and management style of Company X / Organization X<br />
* A particular degree program at a particular university <br />
* Problems with a community project in City X<br />
* Needs or problems of a particular agency (governmental / intergovernmental) or NGO<br />
* English-medium instruction program(s) at a particular university, or at universities in a particular country<br />
* How literature is taught in language departments at Korean universities <br />
* The life of a famous author (poet, novelist, etc.) and how his/her life shaped his/her writings <br />
* How Busan can better promote itself, e.g., by attracting more tourism or businesses<br />
* How a particular university can improve its image, or attract more international students, or promote itself, or attract more research funds<br />
* How a particular university (or universities in one area or country) can better prepare students for the job market <br />
* A specific governmental policy or program <br />
* Focused interviews (e.g., consumers of a product, students in a school or program) <br />
* A group project of two or more people (in that case, the length requirement for the paper is per person) <br />
<br />
Please see the pages on [[case studies]], [[case study examples]], and [[doing case studies]]. <br />
<br />
<br />
Requirements: <br />
* There is a suggested minimum of at least 700 words (per person), not counting the cover page, references, tables, charts, quotations, appendices, etc. <br />
* Two or more people can do a project together and submit a single paper with multiple authors. In that case, the word count is 700+ words per person. <br />
* At least four sources that are cited and used meaningfully, including at least two sources in English.<br />
* Extra materials that you use, like interview or survey questions that you used, should be included as an appendix. <br />
* This can overlap with a paper that you are doing in another course (if you are doing this project alone) - in that case, you may want to be careful about submitting both version of a paper in the LMS, as it might be incorrectly flagged as plagiarism / self-plagiarism (in that case, you can email it to me). <br />
* This can overlap or be based on your midterm paper. <br />
* See the grading criteria in the book, and the format for major papers.<br />
<br />
<br />
Format & citations: <br />
Please see the following pages for examples and guideliness for sources and citing sources. <br />
# https://www.enwiki.org/w/Professional_sources <br />
# https://www.enwiki.org/w/Chicago_Manual_(parenthetical) <br />
<br />
&nbsp;<br />
<br />
<!---<br />
===Final reflective paper===<br />
In this final written assignment, to be uploaded in the LMS assignment space, you will evaluate your learning and improvement over the semester. Specifically, you can discuss the following – focusing on those that are relevant to you. <br />
# What did you expect to learn from the course, or what improvements in your abilities did you expect? Were these expectations reasonable? <br />
# What were your goals in learning, and how did you try to achieve them? <br />
# What learning strategies and methods did you use? How effective were they? <br />
# How much effort did you put into the course and your own learning? How well did you participate in class. <br />
# For group activities or discussions in-class or outside of class, what role did you play in the groups? How actively did you participate? <br />
# What did you learn? Specifically, what skills did you learn, or what improvements did you experience? <br />
# What changes happened in your attitudes, or how you view yourself, your major, your learning, etc.? <br />
# What difficulties did you experience? <br />
# What kind of help did you seek when you faced difficulties or shortcomings? <br />
# In what specific areas do you think you did not improve or learn, and why? <br />
# In what ways do you still need to improve? How do you plan to continue improving yourself? <br />
# What grade do you think you deserve in the course, and why?<br />
# Do you have any suggestions for modifying or improving this course? <br />
<br />
This can be about 1-2 pages long. This assignment will be evaluated on the simpler grading rubric for minor writing assignments above (though this is treated as a major assignment), and criteria like contents, clarity and effort will consider the following: <br />
* The quality and effort in your self-reflection <br />
* The depth and detail of your self-reflection <br />
* The sincerity of your self-reflection <br />
----><br />
<br />
<br />
</div><br />
<br />
==Evaluating sources==<br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
===News sites===<br />
There are the top news outlets, sites and publications for general world news, political news, original reporting, investigative journalism, commentary and analysis. Many of these predate the Internet, so here, format includes its original format before going online. <br />
<br />
====General news====<br />
<br />
{| class="wikitable sortable" <br />
! Name / site !! Format & scope !! Location <br />
|-<br />
| [http://www.abcnews.com ABC News] (US) || Traditional nightly TV news || US <br />
|- <br />
| [http://abc.net.au ABC News] (Australia) || Traditional TV news || Australia <br />
|-<br />
| [http://www.aljazeera.com Al Jazeera] || TV news || Qatar <br />
|-<br />
| [http://www.ap.com The Associated Press] || Wire service || US <br />
|-<br />
| [http://www.theatlantic.com The Atlantic] || Magazine; commentary & analysis of news, culture and society || US <br />
|- <br />
| [http://bbc.com/news BBC News] || Traditional TV news || UK <br />
|-<br />
| [http://www.cbsnews.com CBS News] || Traditional TV news || US<br />
|-<br />
| [http://www.cnn.com CNN] || TV news; general news || US <br />
|- <br />
| [http://www.dw.com Deutsche Welle] || Radio & TV news / TV news || Germany <br />
|- <br />
| [http://www.foreignaffairs.com Foreign Affairs] || Magazine; in-depth analysis of global affairs || US (published by a famous thinktank, the Council on Foreign Relations) <br />
|-<br />
| [https://www.theglobeandmail.com The Globe and Mail] || Newspaper || Canada <br />
|-<br />
| [http://www.theguardian.com The Guardian] || Newspaper || UK <br />
|- <br />
| [http://www.thehill.com The Hill] || US political news & commentary || US<br />
|-<br />
| [http://www.huffingtonpost.com Huffingtonpost] || Magazine format; commentary and analysis of US & international news, politics, society, and culture || US <br />
|-<br />
| [http://www.nbcnews.com NBC News] || Traditional TV news || US <br />
|-<br />
| [http://www.newyorker.com The New Yorker] || Magazine; commentary & analysis of news, culture and society || US <br />
|-<br />
| [http://www.npr.com National Public Radio] || Radio news || US <br />
|- <br />
| [http://www.nytimes.com New York Times] || Newspaper || US <br />
|- <br />
| [http://www.reuters.com Reuters] || Wire service || Germany <br />
|-<br />
| [http://www.politico.com Politico] || US political news & commentary || US <br />
|- <br />
| [https://www.scmp.com/ South China Morning Post] || Newspaper || Hong Kong <br />
|-<br />
| [http://www.time.com Time magazine] || Magazine || US <br />
|-<br />
| [https://timesofindia.indiatimes.com The Times of India] || Newspaper || India <br />
|-<br />
| [http://www.wsj.com The Wall Street Journal] || Newspaper; US & international financial & general news || US <br />
|-<br />
| [http://www.washingtonpost.com The Washington Post] || Newspaper || US<br />
<br />
|}<br />
<br />
The following are foreign language news sources from around the world. <br />
<div class="col2"> <br />
# [https://www.lemonde.fr Le Monde] (France]<br />
# [http://sverigetillskott.se/ Sverige Tillskott] (Sweden) <br />
# [https://elpais.com/ El País] (Spain)<br />
# Frankfurter Allgemeine (Germany) <br />
# [http://news.cntv.cn/ CNTV] (China)<br />
# [https://www.youtube.com/user/deutschewelle/videos Deutsche Welle] (Germany)<br />
# [https://www.spiegel.de/ Der Spiegel] (Germany)<br />
# [https://www.yomiuri.co.jp/ Yomiuri] (Japan)<br />
# [https://russian.rt.com/inotv RT] (Russia)<br />
# [http://www.france24.com/ France24] (France)<br />
# [http://www.nu.nl Niews] (Netherlands) <br />
# [https://www.telegraaf.nl/ De Telegraaf] (Netherlands) <br />
</div><br />
<br />
The following are news aggregators, which do not do original reporting, but merely aggregate or collect trending stories from many news outlets. <br />
# [http://news.google.com Google News]<br />
# [http://news.yahoo.com Yahoo News] <br />
<br />
The following provide commentary and analysis from a specific political perspective. They are not intended as general news sources, but as sources of (generally) intelligent political commentary. <br />
# The New Republic (US; liberal)<br />
# The Nation (US; liberal) <br />
# National Review (US; conservative)<br />
# The Weekly Standard (US; conservative)<br />
<br />
<br />
====Business & financial news====<br />
<br />
{| class="wikitable sortable" <br />
! Name / site !! Format & scope !! Location <br />
|-<br />
| [http://www.bloomberg.com Bloomberg] || TV news || US <br />
|- <br />
| [http://www.businessinsider.com Business Insider] || Magazine || US<br />
|-<br />
| [https://www.business-standard.com Business Standard] || Newspaper || India <br />
|-<br />
| [http://cnbc.com CNBC] || TV news || US<br />
|-<br />
| [http://www.economist.com The Economist] || Magazine || US <br />
|- <br />
| [http://www.ft.com The Financial Times] || Newspaper || UK <br />
|- <br />
| [http://www/forbes.com Forbes] || Magazine || US <br />
|-<br />
| [http://www.fortune.com Fortune] || Magazine || US <br />
|-<br />
| [http://www.marketwatch.com Market Watch] || Magazine || US <br />
|-<br />
| [https://www.nytimes.com/section/business New York Times] (business section) || Newspaper || US <br />
|-<br />
| [http://www.wsj.com The Wall Street Journal] || Newspaper || US <br />
|-<br />
| [http://www.hbr.org Harvard Business Review] || Academic / professional journal || US<br />
<br />
|}<br />
<br />
====Technology & IT news====<br />
<div class="col3"> <br />
# [https://cnet.com/ CNET.com] <br />
# [https://axios.com/ Axios.com] <br />
# [https://www.nytimes.com/section/technology NY Times] (tech section)<br />
# [https://techcrunch.com/ TechCrunch] <br />
# [https://www.theverge.com/ The Verge] <br />
# [https://www.wired.com/ Wired]<br />
# [https://www.digitaltrends.com/ Digital Trends]<br />
# [https://www.engadget.com/ Engadget]<br />
# [https://arstechnica.com/ Ars Technica] <br />
# [https://www.techradar.com/ Tech Radar]<br />
# [https://gizmodo.com Gizmodo]<br />
# [https://www.thenextweb.com The Next Web] <br />
# [http://www.mashable.com Mashable]<br />
# [https://www.tomshardware.com/ Tom's Hardware] <br />
</div><br />
<br />
<br />
====Science news==== <br />
<div class="col3"> <br />
# [http://www.newscientist.com New Scientist]<br />
# [http://www.scientificamerican.com Scientific American]<br />
# [http://www.sciencenews.org Science News]<br />
# [https://www.sciencedaily.com/ Science Daily]<br />
# [https://phys.org/ Phys.org] <br />
# [https://www.advancedsciencenews.com/ Advanced Science News]<br />
# [http://www.sci-news.com/ Sci-News]<br />
# [https://www.sciencemag.org/ Science]<br />
# [https://scitechdaily.com/ SciTechDaily]<br />
# [https://www.scidev.net/global/ SciDevNet]<br />
</div><br />
<br />
<br />
====Suggested journals & professional publications====<br />
Here are some professional trade journals, and some easier academic journals, that you might like to look at to find articles for the genre analysis assignment. <br />
<br />
=====Professional trade journals=====<br />
# The Chronicle of Higher Education https://www.chronicle.com<br />
# Inside Higher Ed http://www.insidehighered.com<br />
# Times Higher Education https://www.timeshighereducation.com/<br />
# Observer https://www.psychologicalscience.org/observer (psychology)<br />
# Food Technology http://www.ift.org/food-technology.aspx <br />
# World Landscape Architecture https://worldlandscapearchitect.com/<br />
# Psychology Today https://www.psychologytoday.com<br />
# Harvard Business Review http://www.hbr.org<br />
<br />
;Other trade magazines:<br />
# Wikipedia list of trade magazines in different fields: https://en.wikipedia.org/wiki/List_of_trade_magazines<br />
<br />
<br />
=====Academic journals =====<br />
;International journals: <br />
# English Today https://www.cambridge.org/core/journals/english-today (applied linguistics, language education)<br />
<br />
<br />
;Domestic journals from Korea: <br />
# [http://journal.kate.or.kr/ English Teaching]<br />
# [http://journal.asiatefl.org/ Journal of Asia TEFL]<br />
# [https://alak.jams.or.kr/co/com/EgovMenu.kci?s_url=/po/search/poArtiSear.kci&s_MenuId=MENU-000000000051000 Korean Journal of Applied Linguistics]<br />
# [http://www.meeso.or.kr/modules/doc/index.php?doc=journal&___M_ID=19 Modern English Education]<br />
# [https://koreatesol.org/content/korea-tesol-journal Korea TESOL Journal]<br />
<br />
</div><br />
<br />
<br />
<br />
==Reference materials==<br />
<br />
===Citation systems=== <br />
The following are some commonly used [[citation systems]]; you can use any one of these for your papers in this course. <br />
* See also [https://drive.google.com/file/d/1MPNpi8Au7oWeqcM4hbmHNtexjsqSNrcV/view this general introduction to citing and referencing sources]. <br />
* [http://prezi.com/6etplhnelqye/?utm_campaign=share&utm_medium=copy Brief Prezi on citing & referencing sources]. <br />
<br />
<br />
{| class="wikitable"<br />
! Style !! Typical field <br />
|-<br />
| * [[Chicago Manual]], short & long footnote styles || humanities (This is a more semi-formal citation style; end references are still required with footnotes) <br />
|-<br />
| * [[Chicago Manual (parenthetical)]] || humanities (This is a more formal style with Author+Year in parenthetical in-text citations) humanities <br />
|-<br />
| * [[Chicago Manual]] (all versions) || complete guide to all versions <br />
|}<br />
<br />
If you have a lot of media sources, you might find Chicago or [[MLA guide | MLA]] easier to use.<br />
<br />
<br />
<br />
==Discourse & style issues==<br />
Read the relevant course packet chapters on coherence / transitionals, cohesion, reporting verbs, and word choice. We may go through some of this quickly in class, as this is rather dry. Please look at the examples and bring your questions, as you may or may not understand why some examples are given, or are flagged as problematic. <br />
<br />
{| <br />
|-<br />
| width="30%" style="padding: 8px"| To revise and improve your midterm paper, first look at these more general guides to style and wording. <br />
* [[Korean English errors]] <br />
* [[Informal expressions]]<br />
* [[L2 writing problems (global issues)]]<br />
* [[Clearer wording guide]] <br />
* [https://docs.google.com/document/d/1CBwupfhHqNpixRz8SCSJxr2Y4KrktWMTN5QaBNCz1nk/edit?usp=sharing Transitional expressions for speaking & writing]<br />
<br />
| style="padding: 8px"| Then look at these more specific topics. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2"><br />
* [[Academic versus non-academic writing]]<br />
* [[Adjectives]]<br />
* [[Capitalization]]<br />
* [[Commas]]<br />
* [[Colloquialisms]]<br />
* [[Colons and semi-colons]]<br />
* [[Connectors (transitionals)]]<br />
* [[L2 connector errors (East Asians)]]<br />
* [[Delimiters]] (definite & indefinite articles) <br />
* [[Konglish (vocabulary issues)]]<br />
* [[Modal verb problems]]<br />
* [[Punctuation symbols]]<br />
* [[Reporting verbs (introduction)| Reporting & communication verb problems]] <br />
* [[Reporting verbs]] (comprehensive guide)<br />
* [[Sentence types]]<br />
* [[Subject-verb agreement]]<br />
* [[Unprofessional tone]]<br />
* [[Verb+preposition errors]] (and phrasal verbs)<br />
<br />
</div><br />
|}<br />
<br />
<br />
==See also==<br />
<br />
===Links===<br />
* [[Action verbs for résumés]]<br />
<br />
===Notes===<br />
<references/><br />
<br />
<br />
<br />
<br />
<br />
[[Category:Courses]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16557HIEC2023-12-31T13:37:56Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
You may need to click on the Expand button on the right side of the page. <br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> [https://www.youtube.com/watch?v=XcsfDxojdV8] Bach: Harpsichord Concerto No.1 in D Minor BWV 1052 (Jean Rondeau) <br />
|- <br />
| Classical Era / Period <br><small>(Classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Carribean steel drum music || [https://www.youtube.com/watch?v=q1JTb7bdm38] Caribbean Connection Steel Drum Band <br />
|-<br />
| Andes (Chile, Argentina) || [https://www.youtube.com/watch?v=yNW6vjnJJ2I] Amor a los Andes <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br> [https://www.youtube.com/watch?v=PEd79W8nxfI] Home on the Range <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star <br> <br />
[https://www.youtube.com/watch?v=djV11Xbc914] A-ha: Take On Me <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| China / Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| Korea || [https://www.youtube.com/watch?v=NU75OekzfJU] 최소리) Choi So-ri: Arirang Party 아리랑 파티 <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
# One of the songs you heard was the punk song called "Streets of London." What was the song about? A common stereotype of the punk movement was that is simply about social rebellion. Is that the case? What kind of tone, theme or purpose do you see in this song? (Click on the Expand button to see the lyrics below.)<br />
<div class="mw-collapsible mw-collapsed"> <br />
<blockquote><br />
Streets of London <br />
<br />
Have you seen the old man <br />
In a closed-down market? <br />
Kicking up the paper <br />
With his worn out shoes <br />
In his eyes, you see no pride <br />
And held loosely at his side <br />
Yesterday's paper <br />
Telling yesterday's news <br />
<br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
<br />
Have you seen the old girl <br />
Who walks the streets of London? <br />
Dirt in her hair <br />
And her clothes in rags <br />
She's no time for talking <br />
She just keeps right on walking <br />
Carrying her home <br />
In two carrier bags <br />
<br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
I'll show you something to make you change your mind <br />
<br />
In the all night café <br />
At a quarter past eleven <br />
Same old man <br />
Sitting there on his own <br />
Looking at the world <br />
Over the rim of his teacup <br />
Each tea lasts an hour <br />
And he wanders home alone <br />
<br />
So, how can you tell me you're lonely? <br />
Don't say for you that the sun don't shine <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
Have you seen the old man <br />
Outside the Seaman's Mission? <br />
Memory fading with <br />
The medal ribbons that he wears <br />
In our winter city <br />
The rain cries a little pity <br />
For one more forgotten hero <br />
And a world that doesn't care <br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
</blockquote><br />
</div><br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
# [https://www.youtube.com/shorts/29OKbum8reQ] George Ryan: Nature documentary parody <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16556HIEC2023-12-31T12:56:38Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
You may need to click on the Expand button on the right side of the page. <br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> [https://www.youtube.com/watch?v=XcsfDxojdV8] Bach: Harpsichord Concerto No.1 in D Minor BWV 1052 (Jean Rondeau) <br />
|- <br />
| Classical Era / Period <br><small>(Classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Carribean steel drum music || [https://www.youtube.com/watch?v=q1JTb7bdm38] Caribbean Connection Steel Drum Band <br />
|-<br />
| Andes (Chile, Argentina) || [https://www.youtube.com/watch?v=yNW6vjnJJ2I] Amor a los Andes <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br> [https://www.youtube.com/watch?v=PEd79W8nxfI] Home on the Range <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star <br> <br />
[https://www.youtube.com/watch?v=djV11Xbc914] A-ha: Take On Me <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| China / Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| Korea || [https://www.youtube.com/watch?v=NU75OekzfJU] 최소리) Choi So-ri: Arirang Party 아리랑 파티 <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
# One of the songs you heard was the punk song called "Streets of London." What was the song about? A common stereotype of the punk movement was that is simply about social rebellion. Is that the case? What kind of tone, theme or purpose do you see in this song? (Click on the Expand button to see the lyrics below.)<br />
<div class="mw-collapsible mw-collapsed"> <br />
<blockquote><br />
Streets of London <br />
<br />
Have you seen the old man <br />
In a closed-down market? <br />
Kicking up the paper <br />
With his worn out shoes <br />
In his eyes, you see no pride <br />
And held loosely at his side <br />
Yesterday's paper <br />
Telling yesterday's news <br />
<br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
<br />
Have you seen the old girl <br />
Who walks the streets of London? <br />
Dirt in her hair <br />
And her clothes in rags <br />
She's no time for talking <br />
She just keeps right on walking <br />
Carrying her home <br />
In two carrier bags <br />
<br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
I'll show you something to make you change your mind <br />
<br />
In the all night café <br />
At a quarter past eleven <br />
Same old man <br />
Sitting there on his own <br />
Looking at the world <br />
Over the rim of his teacup <br />
Each tea lasts an hour <br />
And he wanders home alone <br />
<br />
So, how can you tell me you're lonely? <br />
Don't say for you that the sun don't shine <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
Have you seen the old man <br />
Outside the Seaman's Mission? <br />
Memory fading with <br />
The medal ribbons that he wears <br />
In our winter city <br />
The rain cries a little pity <br />
For one more forgotten hero <br />
And a world that doesn't care <br />
So, how can you tell me you're lonely? <br />
And say for you that the sun don't shine? <br />
Let me take you by the hand <br />
And lead you through the streets of London <br />
Show you something to make you change your mind <br />
</blockquote><br />
</div><br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16555HIEC2023-12-27T15:11:06Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> [https://www.youtube.com/watch?v=XcsfDxojdV8] Bach: Harpsichord Concerto No.1 in D Minor BWV 1052 (Jean Rondeau) <br />
|- <br />
| Classical Era / Period <br><small>(Classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Carribean steel drum music || [https://www.youtube.com/watch?v=q1JTb7bdm38] Caribbean Connection Steel Drum Band <br />
|-<br />
| Andes (Chile, Argentina) || [https://www.youtube.com/watch?v=yNW6vjnJJ2I] Amor a los Andes <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br> [https://www.youtube.com/watch?v=PEd79W8nxfI] Home on the Range <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star <br> <br />
[https://www.youtube.com/watch?v=djV11Xbc914] A-ha: Take On Me <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| China / Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| Korea || [https://www.youtube.com/watch?v=NU75OekzfJU] 최소리) Choi So-ri: Arirang Party 아리랑 파티 <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16554HIEC2023-12-27T15:03:31Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> <br />
Vivaldi: Le Quattro Stagioni (The Four Seasons] <br />
|- <br />
| Classical Era / Period <br><small>(Classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Carribean steel drum music || [https://www.youtube.com/watch?v=q1JTb7bdm38] Caribbean Connection Steel Drum Band <br />
|-<br />
| Andes (Chile, Argentina) || [https://www.youtube.com/watch?v=yNW6vjnJJ2I] Amor a los Andes <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br> [https://www.youtube.com/watch?v=PEd79W8nxfI] Home on the Range <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star <br> <br />
[https://www.youtube.com/watch?v=djV11Xbc914] A-ha: Take On Me <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| China / Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| Korea || [https://www.youtube.com/watch?v=NU75OekzfJU] 최소리) Choi So-ri: Arirang Party 아리랑 파티 <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16553HIEC2023-12-27T13:08:40Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> <br />
Vivaldi: Le Quattro Stagioni (The Four Seasons] <br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star <br> <br />
[https://www.youtube.com/watch?v=djV11Xbc914] A-ha: Take On Me <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| China / Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| Korea || [https://www.youtube.com/watch?v=NU75OekzfJU] 최소리) Choi So-ri: Arirang Party 아리랑 파티 <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
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This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
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This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
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<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16552HIEC2023-12-27T12:47:39Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> <br />
Vivaldi: Le Quattro Stagioni (The Four Seasons] <br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star <br> <br />
[https://www.youtube.com/watch?v=djV11Xbc914] A-ha: Take On Me <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| China / Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| Korea || <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
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<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16551HIEC2023-12-27T12:43:52Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> <br />
Vivaldi: Le Quattro Stagioni (The Four Seasons] <br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star <br> <br />
[https://www.youtube.com/watch?v=djV11Xbc914] A-ha: Take On Me <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16550HIEC2023-12-27T12:38:44Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> <br />
Vivaldi: Le Quattro Stagioni (The Four Seasons] <br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br> [https://www.youtube.com/watch?v=W8r-tXRLazs] The Buggles: Video Killed the Radio Star<br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16549HIEC2023-12-27T12:27:40Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2024<br />
* Room: C25 - #522/530 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A PDF version of th ebook will be available in the LMS <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; <br> [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; <br> [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; <br> [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] <br> <br />
Vivaldi: Le Quattro Stagioni (The Four Seasons] <br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Bulgaria || [https://www.youtube.com/watch?v=hVqrW-fPOQ0] Bulgarian folklor: Kaval sviri<br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain <br><br />
[https://www.youtube.com/watch?v=ACwChkjunnA&list=PLcvHVZNCB2NaR-UeeghfUU2-DpzbH_xbE] Compilation album / playlist: The Indestructibe Beat of Soweto (Just sample a few songs here.)<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; <br> [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] <br> Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] <br> Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|-<br />
| Disco || [https://www.youtube.com/watch?v=16y1AkoZkmQ] Boney M: Rasputin <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br> <br />
[https://www.youtube.com/watch?v=rGKfrgqWcv0] Mumford & Sons: I Will Wait <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); <br> [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br> [https://www.youtube.com/watch?v=RRKJiM9Njr8] My Chemical Romance: Welcome To The Black Parade <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''International pop & rock'''<br />
|-<br />
| Germany || [https://www.youtube.com/watch?v=Fpu5a0Bl8eY] Nena: 99 Luftballons (99 Red Balloons)<br />
|-<br />
| France || [https://www.youtube.com/watch?v=hmybNk0TORQ] Patricia Kaas: Les hommes qui passent<br />
|-<br />
| South Africa || [https://www.youtube.com/watch?v=DPBRGWUgQsA] Victony & Tempoe: Soweto<br />
|-<br />
| Hong Kong || [https://www.youtube.com/watch?v=kCz9bNwa1O8] 張洪量 Chang Hung-Liang: 美麗的花蝴蝶 Beautiful Butterfly <br />
|-<br />
| <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
<br />
<br />
;Terms:<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
;Discussion questions: <br />
# Where do you think jazz came from, and where did blues come from?<br />
# Where do you think rock and pop came from, historically? What musical influences might have been crucial to the development and evolution of rock and/or pop?<br />
# Did you know that classical music consisted of different types like this?<br />
# Did you know that new classical music is still being made (modern classical)? Did you know about modern classical before? <br />
# Where do you think country music in the US came from? <br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
<br />
====Short video / ICP: Music genres ====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Discuss the various music genres that you listened to, and discuss the following. You do not have to discuss every subgenre or every specific style. For each general category (like classical, jazz, R&B, rock/pop, international], discuss some of these points. <br />
<br />
# How would you describe or define these major genres? <br />
# What is your impression of these genres, or of these various samples? Which ones do you like or not like? <br />
# Within the major genres, what are some specific styles, types or subgenres that you liked, disliked, or found interesting? <br />
# Among these categories, are there any styles or (sub)genres that you think I left out? Are there some particular styles, composers, singers, or artists that you think I should include? <br />
# Do you feel like you learned anything from this exercise? Or do you have any questions or comments?<br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. This should probably be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
</div><br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & video critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. Then discuss a few specific examples <br />
<br />
;Genre: Something like fiction or drama would be too broad and general, especially for a short video. You should discuss something fairly specific would be good, like romance, horror, science fiction, would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or superhero films. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics and elements of the genre? For example, what kinds of elements do people usually expect? What are typical types of plots / story lines, types of characters, character development, settings, tropes, film techniques, etc? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# For the genre or for your good examples, also discuss the production or production quality, e.g.: <br />
#* The quality of the plots, acting, or other aspects <br />
#* Social value or social aspects <br />
#* Special effects (practical effects, computer effects) <br />
#* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
;Examples:<br />
You can discuss examples of different media forms, e.g.: <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
<br />
;Optional question:<br />
* If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
Parody commercials <br />
# [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
# [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
<br />
Parody sketches<br />
# [https://www.youtube.com/watch?v=zkd5dJIVjgM] Sesame Street: Grover Stars in "Smell Like A Monster."<br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16548HIEC2023-12-27T10:45:35Z<p>Kentlee7: </p>
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<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2023<br />
* Room: C25 - #522/530/522 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A book will be available from a local print shop for you to purchase. <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
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<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
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==Assignments==<br />
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===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
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<br />
===Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Preclassical & classical <br />
! Period or genre !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] Vivaldi: Le Quattro Stagioni (The Four Seasons]<br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Modern classical''' <br />
|-<br />
| Expressionism || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|}<br />
<br />
<br />
{| class="wikitable" <br />
|+ Folk, international, & country <br />
! Region or style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Sea shanty || [https://www.youtube.com/watch?v=qGyPuey-1Jw] Drunken Sailor <br> [https://www.youtube.com/watch?v=qP-7GNoDJ5c] Wellerman <br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)''' <br />
|-<br />
| American folk songs || [https://www.youtube.com/watch?v=917Ept-tWdk] Oh Susanna <br> [https://www.youtube.com/watch?v=6sjK5jYwxHg] Oh My Darling, Clementine <br><br />
[https://www.youtube.com/watch?v=MAwZG7E5CwU] She'll Be Coming 'Round The Mountain <br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|- <br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| Country (1990s-present) || [https://www.youtube.com/watch?v=mvCgSqPZ4EM] Garth Brooks: Friends in low places <br> <br />
[https://www.youtube.com/watch?v=e4ujS1er1r0&pp=ygUXY2hpY2tlbiBmcmllZCB6YWMgYnJvd24%3D] Zac Brown Band: Chicken Fried <br />
[https://www.youtube.com/watch?v=D8SaalszRZk] Turnpike Troubadours: Chipping Mill <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
<br />
{| class="wikitable" <br />
|+ Jazz, R&B, & related forms <br />
! Genre / style !! Examples (artist / piece) <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> <br />
[https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br> <br />
[https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|}<br />
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<br />
{| class="wikitable" <br />
|+ Pop & rock <br />
! Genre / style !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br />
<br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|- <br />
| Urban || [https://www.youtube.com/watch?v=uSD4vsh1zDA] The Black Eyed Peas: I Gotta Feeling<br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| Folk alternative / folk punk || [https://www.youtube.com/watch?v=QI2pyrN3Z5I] The Pogues: Tuesday Morning <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|}<br />
<br />
<br />
;Bonus tracks:<br />
The following are extra songs and videos that you might not like due to their contents, and you do not have to watch them. If you are brave, you can try these, as these are rather interesting or well known. <br />
* [https://www.youtube.com/watch?v=EqQuihD0hoI] Rob Zombie: Dragula (alternative / industrial metal). Note: The video has some dark or horror-themed imagery <br />
* [https://www.youtube.com/watch?v=IslF_EyhMzg] Electric Six: Gay Bar (alternative). Note: Slightly NSFW video lyrics <br />
* [https://www.youtube.com/watch?v=R-FxmoVM7X4] Electric Six: Danger! High Voltage (alternative / dance). Warning: NSFW video & lyrics. Do not watch this if you are easily offended. <br />
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<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
<br />
</div><br />
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<br />
===Shorter video assignments ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# How will you promote your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long, and is due before the holiday break.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
====Short video / ICP: Video critique ==== <br />
<div class="mw-collapsible xmw-collapsed"> <br />
For this assignment, you will record and upload a video of 2-3 minutes in length (2-3 min. per person for groups), in which you discuss and critique some videos or video media. This should be more of a casual conversation or discussion, not a scripted presentation. You might also share your ideas with the whole class before recording the video assignment (in-class presentation, or ICP). You can discuss one of the following. <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
The videos should be in English (and should be videos that were not discussed in detail in previous assignments or in class, like the OK Go videos). You can discuss some of the following aspects. <br />
* Production or production quality <br />
* The quality of the plots, acting, or other aspects <br />
* Social value or social aspects <br />
* Special effects (practical effects, computer effects) <br />
* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
The grading criteria will be similar to the criteria for the first short video assignment and the midterm, namely, clarity, general contents, details and specific discussion, vocal delivery, audience interation, and effectiveness (including unique ideas & contents). <br />
<br />
</div><br />
</div><br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. For example, what is your favorite genre? Or, if you were to produce your own orignal creative product (e.g., a film, TV show, fictional book, or music), which genre or subgenre would you do? <br />
<br />
;Examples: Something like fiction or drama would be too broad and general, especially for a short video. Something fairly specific would be good, like romance, horror, science fiction, or alternative rock would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or electronic dance music. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics of the genre? For example, what kinds of elements do people usually expect? <br />
# What are specific, common, or typical genre elements of the genre? For example: types of plots / story lines, types of characters, character development, settings, tropes, film techniques, musical elements, and such. <br />
# What are some tropes or other elements that you like or don´t like in the genre? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
Note: For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
# Parody commercials <br />
## [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
## [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments== <br />
<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
<br />
<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=IW&diff=16547IW2023-12-26T09:08:37Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Writing (Higher Intermediate / Intermediate Writing / Composition 2) </big><br />
<br />
* Pukyong National University (Daeyeon Campus) <br />
* Course # 109820-104,월2 수2,3, i.e., section 104, M10.00-10.50 (2), W 10.00-11.50 (2/3)<br />
* Room: C25-522<br />
* Instructional medium: This course will be a live in-person course, taught by me or one of my clones. <br />
<br />
Prof. Kent Lee<br />
* Office: C25-1103<br />
* Office hours: Mon. 11am or by appointment<br />
<br />
<br />
==Course description==<br />
This course is designed mainly for second-year to third-year students in social science and humanities fields. The goals of the course consist of improving your academic English writing skills, and expressing yourselves better in English. This includes specific skills like:<br />
# Writing different types of paragraphs (definition, classification, narrative, etc.) <br />
# Business, professional, and academic writing<br />
# Prewriting techniques<br />
# Using basic sentence types effectively; this includes common second-language issues such as essay structure, style, wording, and grammar issues. <br />
# Developing main ideas, topic sentences, and body paragraphs <br />
<br />
<br />
===Grading ===<br />
Here is the general grading scheme. You can refer to the syllabus and the textbook for more information. <br />
<br />
{| style="margin-left: 20px; margin-top:5px; margin-bottom:5px;" <br />
|-<br />
| Attendance || 10% <br />
|-<br />
| Homework & other assignments &nbsp; &nbsp; &nbsp; &nbsp; || 40% <br />
|-<br />
| Midterm paper || 20% <br />
|-<br />
| Final paper || 30% <br />
|}<br />
<br />
<br />
==Assignments== <br />
<br />
===Minor homework assignments ===<br />
There are minor homework assignments, including Google Forms, which are generally worth 10-20 points; and major multi-paragraph assignments, worth 100 points. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Self-intro / survey GF:<br />
This is worth 10 points, and you will receive the 10 points simply for filling this out honestly and on time. You will provide some basic info about yourself, and some contact info; then you will answer some survey questions, which are for research purposes, and eventually, to help me improve my courses. <br />
<br />
<br />
;Email assignment: <br />
In this assignment, you will email me and answer a few questions. See the section in the book on writing emails. The general format and structure can be more formal, but the contents of the body paragraph can be more semi-formal (including first and second person pronouns). Your subject line should include your name, ID#, and maybe a brief subject. For the contents of your email, about 1-2 paragraphs will suffice. This will be worth 20 points. Be sure to send your email to at least two of my email accounts simultaneously, to avoid emails getting lost (and that helps my email filters to put it in the right folder). You do not (and should not) try to cover all of these questions; I would suggest that you pick 2-3 of these questions to address in your email. <br />
<br />
# Briefly tell me about yourself: where you are from, why you chose your major, and your future plans. <br />
# Why are you taking this course? What do you hope to get out of it? What do you expect from this course? Or, what would you like to learn, or what would you like to improve in this course? <br />
# Tell me about your English learning experiences. What things have you found to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
# Tell me about your experiences learning another language (and various aspects like those mentioned in the previous item). <br />
# Any questions or comments you have for me.<br />
<br />
<br />
;Prewriting methods GF: <br />
This form is worth 10 points, and will be graded based on your effort in answering the questions. There are no right or wrong answers; I just want to know about your writing habits. Please fill out the text box below with a few sentences. The terms below are outlined in sections 2.1-2.2 of the book, which may not be available yet. <br />
* [https://docs.google.com/forms/d/e/1FAIpQLSegWxzO4EafHbs8WI7g5PHgZpNPQach-BGwTqPNywSvmPhIFw/viewform Prewriting methods GF] <br />
<br />
<br />
;Pre-midterm GF: <br />
For this form, you will look at the midterm options on the course website, and tell me which option you want to do. Then you will tell me your rough ideas for how you plan to develop your proposal and your ideas, as best you can. Of course, after submitting this form and while working on the proposal, your ideas might change, and that's okay. This is simply designed to help you get started. <br />
* [https://docs.google.com/forms/d/e/1FAIpQLSc8USJrOIFSMqq1Wy0Bpg1NtkTq7no9-XGLZhhmf8jbQ46ORg/viewform?usp=sf_link Pre-midterm GF]<br />
<br />
<br />
<br />
</div><br />
<br />
<br />
===Professional writing assignments===<br />
Click on the 'Expand' applet on the right to see or collapse past and future assignments and materials. For these assignments, please see the grading criteria for shorter assignments in the book (most or all those criteria will be relevant). <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
<br />
====Job application essay questions==== <br />
For this assignment, you will respond to questions as if you were answering application questions for a job application.<br />
You can write this as if you were applying to a job such as the following. For this application, you are applying for an entry-level position, starting position, or junior position at a company, organization, or other entity.<br />
* An entry-level position at a major company<br />
* A teaching job of any kind (primary, secondary, tertiary, or private) <br />
* An NGO (non-governmental organization or charity organization)<br />
* A governmental agency (e.g., in Korea or another country), or an international / inter-governmental organization (e.g., the UN or similar entity) <br />
<br />
You will answer three of the following questions. (That is: #1; choose between 2a & 2b; #3; and choose between 4a,b,c, or d.) Each question should be answered with at least a complete paragraph. <br />
# Please explain your relevant training, education, skills and qualifications for working at this company, and in this specific position.<br />
# Either (2a) OR (2b) <br />
## (2a)How have you developed intellectually and personally while in college? OR <br />
##(2b) How did you develop or express your leadership, both in and out of school?<br />
# What are your long-term goals at this company, and in your career?<br />
<br />
<!---<br />
(1) Please explain your relevant training, education, skills and qualifications for working at this company, and in this specific position. <br />
(2a) How have you developed intellectually and personally while in college? ''or''<br />
(2b) How did you develop or express your leadership, both in and out of school?<br />
(3) What are your long-term goals at this company, and in your career?<br />
(4a) What book has changed you the most? ''or''<br />
(4b) Explain how a past experience in your life changed you. ''or''<br />
(4c) If you were given the chance to change the curriculum of your school, what changes would you make? ''or''<br />
(4d) Explain the relevance of your major—for society, and for this job. <br />
----> <br />
<br />
<br />
====Job application materials==== <br />
For this assignment, you will write a sample résumé and cover letter, as if you were applying for a job in the future. You can project yourself into the future - pretend that this is in the future, after you have graduated and have some accomplishments to mention - as long as they are reasonable. Each document is worth 50 points, for a total of 100 points. <br />
* Résumé: an application for an entry-level job (one page)<br />
* A formal cover letter to go along with your résumé <br />
<br />
<br />
====Business letter practice==== <br />
<s>Write your own business letter, based on the examples in the book. You can write this as if you are a customer writing a complaint, a customer service representative answering a complaint, a staff member at one company writing to a vendor or business client, a salesperson writing to a client, or whatever. The topic and contents are up to you, as long as they are reasonable. This should be no more than one page, single-spaced. Value: 20 points. <br />
</s> Due to time constraints, we will not do this assignment this year. <br />
</div><br />
<br />
<br />
====Final project description==== <br />
<div class="mw-collapsible mw-collapsed"> <br />
For this assignment, you will pick a potential subject for your final project - a company, entity, or program - for which you would write a case study or a qualitative study. The focus of this project is independent information / data gathering and analysis. You will provide some background information on your subject, why you are interested in the subject, and a potential research question about the subject that you would like to explore. <br />
<br />
A potential subject could be something like the following. <br />
* A particular business or company (in any country); or one company's particular product, service, strategy, or such<br />
* A particular government agency or program<br />
* A particular NGO, governmental / intergovernmental organization, or one of its programs<br />
* A particular community service organization, or community service program <br />
* A particular educational institution (primary, secondary, or tertiary, private); e.g., a particular university or university program <br />
* A particular educational program or policy, or a university major program / department; e.g., an EMI program, a study-abroad program, or a particular major, at one university <br />
* A particular teaching method or approach in a particular context (e.g., a particular EFL/ESL teaching method; how a particular type of literature is taught) <br />
* The learning experiences of a particular group of students / learners (in a progam, major, department, or such a context)<br />
* The experiences of a particular teacher / group of teachers at a particular educational institution<br />
* The opinions or experiences of a particular group of consumers / users of a product, service, or company <br />
<br />
;Notes: <br />
# This should be at least one page (if single spaced), or about 400 words. You should cite at least one source (at least a website for the entity or program); for citing non-English sources, see the section the book on citing foreign sources. <br />
# This can overlap with or relate to your midterm project, or a paper that you are currently doing in another course. <br />
# If this overlaps with a paper from another course, the LMS plagiarism detection may flag one of your submissions as plagiarism or self-plagiarism. In that case, you can email the assignment to me, and in the LMS, simply indicate that you emailed it. <br />
<br />
<br />
====Case study practice ====<br />
You will chose a published case study, or a case study that is available online, and write a short summary of it, then then your own commentary or observations. You should cite it using Chicago footnote style. You may be asked to do two different versions, in short and long footnote style. This is for practicing summarizing and paraphrasing skills, as well as preparing for the midterm or final project. <br />
<br />
<!----<br />
====¶#4 (Fall 2021 only) ====<br />
For this assignment, you will describe the subject of your final paper in more detail. You will need to describe more about your research question - for the subject you've chosen, what kind of question or problem do you want to examine? What kinds of information and sources do you have? What kind of analysis will you do, or what do you want to discuss in your analysis of the subject? This should be at least 400 words. <br />
---><br />
<br />
</div> <br />
<br />
<br />
===Midterm: Proposal ===<br />
A proposal is a formal document to apply for funds for a project, or to propose a business agreement. It can be a letter or short essay, and can be used to apply for a number of different things. In this assignment, you can choose a more business oriented topic or a more academic topic. See examples created for this course at this page: [[Proposals (writing)]]. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
====Project types ====<br />
The Neptune Foundation is accepting applications for various research, community service, and business development projects.<ref> Dozens of research grants have been awarded by this foundation to students at Hogwarts, Gotham City University, Metropolis University, Monsters University, Mars University, Wossamotta University, and Starfleet Academy.</ref> The Foundation offers the following three options that you can apply for. These applications can be directed toward the Foundation, or to other entities. See the page on [[Proposals_(writing)]] for examples. <br />
<br />
<br />
;1a. Academic Research Project:<br />
This is for those who wish to undertake a special research project in their senior year of college, or in a Master’s program. The senior research project involves an original research project in a special studies course under the direction of a professor, and this will lead to a full-length paper (or bachelor’s thesis) for the course. The Master’s project will be directed by the student’s academic advisor / professor, and this will of course lead to the standard Master’s thesis [석사논문] that is a typical requirement for an M.A. degree (in a humanities or social science field) or an M.S. degree (in science and engineering fields). You can write this to apply for a grant from your university, or it can be addressed to the Foundation. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;1b. Business Research Project:<br />
This is for those who wish to undertake a research project in their senior year of college, or in a Master’s program, on a business related topic. The general requirements are the same as for the academic research project. The topic would be academic research on a business related topic, including marketing, finance, a case study of a business, or other original research. This would be for a bachelor's program in business or related fields, or an MBA (master's of business administration) or similar MA degree. You can write this to apply for a grant from your university, or it can be addressed to the Foundation. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;2. Community Service Project:<br />
For this, you will propose a project that will benefit a community in some manner. This can be an area of Busan, a rural community or area of Korea, or a community or small area in another country (a country and local area that you are familiar with). This can be any kind of community project. You will need to explain a specific need, a specific plan for a project to address the need, and your ability to direct a project to help with that need. You can apply to the Foundation, or to a local or national government. (There should be a suitable professor or business leader in the community who can help as an advisor for your project, and as a contact person for the Foundation or government that provides the grant money.) See the page on [[Proposals_(writing)]] for an example. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;3. Business Project Proposal: <br />
This is for those who need funding for a particular business project. This can be starting a new business, and/or researching, developing, and marketing a new invention, product or service. For this, you will need to identify and explain a specific need or market for your company or idea, a specific plan for developing it, and your ability to direct the project and successfully complete it. You can apply for a grant from the Foundation or from another organization. (There should be a suitable professor or business leader in the community who can help as an advisor for your project, and as a contact person for the Foundation or government that provides the grant money.)<br />
<br />
Amount: €5000—20,000 / $5000—20,000 / ₩5,000,000 — ₩20,000,000<br />
<br />
<br />
The following example is not a KentLee7 Foundation application, as it is not an application to a foundation, but is a propsal made by one company to another. <br />
<br />
;4. Business Agreement Proposal: <br />
Imagine you are an executive or manager of a company (or an entrepreneur or independent business person), and would like to make a proposal to another company. This could be a proposal for both companies to enter into some type of business arrangement, or for one company to offer its services or products to another company. One company might need a particular service (e.g., managing a company website) or product (e.g., computer hardware) in order to function. You can imagine you are a manager or executive with the authority to make such a proposal to another company, where your company would like to offer its products or services to another. <br />
<br />
Amount: Not directly applicable, as you are not asking for money from a foundation in this assignment option. In this case, you could offer an estimate (or a quote to another company) for the potential value of the deal or services involved, as long as the amount is reasonable. <br />
# Clarify pricing options, your terms and conditions<br />
<br />
<br />
====Proposal components==== <br />
Your written proposal should include most or all of the following elements in some form. <br />
<br />
;General requirements for all papers:<br />
# At least 600 words / 1.5 pages (about 1.5-2 pages, if single-spaced, not counting cover page); no more than 5 pages.<br />
# For a research project (options 1a or 1b), at least two sources should be cited and used meaningfully (such as academic or business / professional quality sources)<br />
# Submitted in the LMS by the end of the midterm period <br />
<br />
<br />
;Academic / Business Research Project:<br />
# Research question or problem<br />
# Research plan and methods, details, and rationale for your choices<br />
# Specific goals, objectives, and measurable outcomes <br />
# Potential obstacles (and how you will handle them)<br />
# Your ability and qualifications to direct the project, manage the funds, and successfully complete the project <br />
# General timeline and budget <br />
# Why your project deserves funding (including unique or distinctive aspects) <br />
# Likely outcomes or potential results of the research <br />
# Benefits or implications of your results <br />
<br />
<br />
;Community Service & Business Projects:<br />
# Situation or problem<br />
# Your plan, including the proposed solution or approach, specific details, and rationale for your choices<br />
# Specific goals, objectives, and measurable outcomes <br />
# Potential obstacles (and how you will handle them)<br />
# Your ability and qualifications to direct the project, manage the funds, and successfully complete the project <br />
# General timeline and budget <br />
# Why your project deserves funding (including unique or distinctive aspects) <br />
# Likely benefits, outcomes, or implications of the project<br />
<br />
<br />
;Business Project Proposal: <br />
# Explain with an introduction or executive summary. [1-2 ¶s] <br />
# Explain the situation, problem or need.<br />
# Propose a solution; explain feasibility <br />
# Timeline & budget <br />
# Explain your qualifications for this project<br />
# Explain rationale, objectives, outcomes, importance, implications <br />
<br />
<br />
====General template====<br />
Here is a general template to help you get started. Each of these items might constitute a paragraph or a section of two or more paragraphs in your essay. <br />
# Brief self-introduction; general purpose of the project <br />
# Statement of the problem or question <br />
# Specific description of your proposal / solution <br />
# Specific goals, objectives, or outcomes <br />
# Uniqueness or distinctiveness of your project or idea <br />
# Your qualifications <br />
# Timeline, budget, and how you will allocate the funds <br />
<br />
<br />
====Guidelines====<br />
# For this, you can project yourself into the future, and imagine that you have some kind of experience or qualifications that are relevant to your project (as long as it is reasonable - for example, you cannot claim to have a Nobel Prize or Olympic gold medal). <br />
# For some more academic sources, you can try entering terms in a search engine (e.g., "community service programs Korea"), and focus on search results that look like official, professional, business, or governmental sources. You can also try academic search engines for academic sources: <br />
#* http://www.riss.co.kr for academic sources from Korea<br />
#* http://www.scholar.google.com for sources from international journals and books.<br />
# The grading criteria are listed in the book. <br />
<br />
<br />
<br />
====Examples ====<br />
<br />
# See examples created for this course at this page: [[Proposals (writing)]], and more examples of the research propsoal format at [[Research project proposal (college)]]. <br />
# See pages like this one at https://www.instructionalsolutions.com/blog/proposal-examples for commercial and business examples. Note: These tend to be in slide / PPT or informal formats, so look at the contents for ideas, but not the design or layout of these documents. This site explains the good points and bad points of each example, and each example is in a separate link. <br />
<br />
<br />
====Citations====<br />
You can use the Chicago Manual long footnote style (as discussed in the lecture videos), Chicago endnote style, Chicago short footnotes + works cited, Chicago parenthetical in-text citations, APA, MLA, or any other standard citation & referencing format. See here for Chicago style: <br />
* https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html <br />
* https://www.enwiki.org/w/Chicago_Manual <br />
<br />
</div><br />
<br />
===Final paper: Case study ===<br />
For this assignment, you will write a [[case study]] of a particular company, entity, or program. You may want to look at the guide on [[doing case studies]] and [[case study examples]].<br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
* a company or business (of any country), or one of its activities (e.g., a merger, acquisition, expansion into a new market, marketing strategy)<br />
* an organization, institute, or institution <br />
* a non-governmental organization (NGO), charity, non-profit organization, or community service organization <br />
* a governmental / intergovernmental organization (such as UNESCO, the UN, World Bank) <br />
* a government agency <br />
* a government program <br />
* a school, university, or educational institution <br />
* a department or major of a particular university <br />
* an educational program (at a particular school or educational institution, or from a particular organization or agency)<br />
* a community service program <br />
* an individual subject, e.g., a teacher or learner (educational study), an employee or manager (business study) or a patient (health study) - Note: This requires sufficient academic training and expertise, such as advanced research-oriented students who are familiar with qualitative research<br />
* A particular teaching method or approach in a particular context (e.g., a particular EFL/ESL teaching method; how a particular type of literature is taught) <br />
* The learning experiences of a particular group of students / learners (in a progam, major, department, or such a context)<br />
* The experiences of a particular teacher / group of teachers at a particular educational institution<br />
* The opinions or experiences of a particular group of consumers / users of a product, service, or company <br />
<br />
<br />
Your analysis might focus on one or more of the following types. <br />
* an evaluation (e.g., the effectiveness of a company, program, or activity)<br />
* a problem / solution or analysis of a problem or challenge that the entity has faced, is facing, or will likely face <br />
* a challenge (past, present, or likely future challenge) for this entity / program <br />
* an analysis, evaluation, or problem-solution paper based on a model (like the STAR model), theory, or framework in your field <br />
* reasons for an entity's success or failure (past or present)<br />
* the likely prospects of an entity or program, e.g., its potential for failure or success <br />
* suggestions for what a company or entity should do (e.g., for a specific challenge, or for its future)<br />
* an interview, survey or questionnaire study of a particular group of persons (e.g., students, teachers, stakeholders)<br />
<br />
<br />
Some suggestions: <br />
* Evaluating a company's performance and/or future prospects; evaluating one of its product lines, its marketing strategies, its management practices, or any particualr aspect of the company. You will probably need to use trade journals, business magazines, official company websites, official reports, government data, etc. as sources. <br />
* Evaluating an NGO, community service program, government service, government agency, intergovernmental program (e.g., WHO, UNESCO...), educational program, etc. * Evaluating a specific university, college, public school, educational program, degree program, department, or such; or how a particular subject is taught, say, at universities in a particular country. <br />
* A specific government policy, educational policy, or such. <br />
* For such topics, as sources you will need to use some of the following: official websites (company or instituional sites), official publications (from relevant entities), official reports, white papers, official documents, government data, business news articles, official data / statistics, data from government agencies / websites, articles from professional publications, and maybe relevant academic studies, among others. <br />
* Qualitative research, such as interview, survey or questionnaire studies, require some knowledge of a relevant model, theory, or research methods, and/or enough knowledge of a particular field that you know what you are doing. <br />
<br />
<br />
Some ideas: <br />
* Company X's rise and grown in a particualr market; Company X's current strategy or peformance in a particular market; the success (and future) of product line X from Company Y<br />
* Business, management or leadership practices at Company / Entity X; the leadership and management style of Company X / Organization X<br />
* A particular degree program at a particular university <br />
* Problems with a community project in City X<br />
* Needs or problems of a particular agency (governmental / intergovernmental) or NGO<br />
* English-medium instruction program(s) at a particular university, or at universities in a particular country<br />
* How literature is taught in language departments at Korean universities <br />
* The life of a famous author (poet, novelist, etc.) and how his/her life shaped his/her writings <br />
* How Busan can better promote itself, e.g., by attracting more tourism or businesses<br />
* How a particular university can improve its image, or attract more international students, or promote itself, or attract more research funds<br />
* How a particular university (or universities in one area or country) can better prepare students for the job market <br />
* A specific governmental policy or program <br />
* Focused interviews (e.g., consumers of a product, students in a school or program) <br />
* A group project of two or more people (in that case, the length requirement for the paper is per person) <br />
<br />
Please see the pages on [[case studies]], [[case study examples]], and [[doing case studies]]. <br />
<br />
<br />
Requirements: <br />
* There is a suggested minimum of at least 700 words (per person), not counting the cover page, references, tables, charts, quotations, appendices, etc. <br />
* Two or more people can do a project together and submit a single paper with multiple authors. In that case, the word count is 700+ words per person. <br />
* At least four sources that are cited and used meaningfully, including at least two sources in English.<br />
* Extra materials that you use, like interview or survey questions that you used, should be included as an appendix. <br />
* This can overlap with a paper that you are doing in another course (if you are doing this project alone) - in that case, you may want to be careful about submitting both version of a paper in the LMS, as it might be incorrectly flagged as plagiarism / self-plagiarism (in that case, you can email it to me). <br />
* This can overlap or be based on your midterm paper. <br />
* See the grading criteria in the book, and the format for major papers.<br />
<br />
<br />
Format & citations: <br />
Please see the following pages for examples and guideliness for sources and citing sources. <br />
# https://www.enwiki.org/w/Professional_sources <br />
# https://www.enwiki.org/w/Chicago_Manual_(parenthetical) <br />
<br />
&nbsp;<br />
<br />
<!---<br />
===Final reflective paper===<br />
In this final written assignment, to be uploaded in the LMS assignment space, you will evaluate your learning and improvement over the semester. Specifically, you can discuss the following – focusing on those that are relevant to you. <br />
# What did you expect to learn from the course, or what improvements in your abilities did you expect? Were these expectations reasonable? <br />
# What were your goals in learning, and how did you try to achieve them? <br />
# What learning strategies and methods did you use? How effective were they? <br />
# How much effort did you put into the course and your own learning? How well did you participate in class. <br />
# For group activities or discussions in-class or outside of class, what role did you play in the groups? How actively did you participate? <br />
# What did you learn? Specifically, what skills did you learn, or what improvements did you experience? <br />
# What changes happened in your attitudes, or how you view yourself, your major, your learning, etc.? <br />
# What difficulties did you experience? <br />
# What kind of help did you seek when you faced difficulties or shortcomings? <br />
# In what specific areas do you think you did not improve or learn, and why? <br />
# In what ways do you still need to improve? How do you plan to continue improving yourself? <br />
# What grade do you think you deserve in the course, and why?<br />
# Do you have any suggestions for modifying or improving this course? <br />
<br />
This can be about 1-2 pages long. This assignment will be evaluated on the simpler grading rubric for minor writing assignments above (though this is treated as a major assignment), and criteria like contents, clarity and effort will consider the following: <br />
* The quality and effort in your self-reflection <br />
* The depth and detail of your self-reflection <br />
* The sincerity of your self-reflection <br />
----><br />
<br />
<br />
</div><br />
<br />
==Evaluating sources==<br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
===News sites===<br />
There are the top news outlets, sites and publications for general world news, political news, original reporting, investigative journalism, commentary and analysis. Many of these predate the Internet, so here, format includes its original format before going online. <br />
<br />
====General news====<br />
<br />
{| class="wikitable sortable" <br />
! Name / site !! Format & scope !! Location <br />
|-<br />
| [http://www.abcnews.com ABC News] (US) || Traditional nightly TV news || US <br />
|- <br />
| [http://abc.net.au ABC News] (Australia) || Traditional TV news || Australia <br />
|-<br />
| [http://www.aljazeera.com Al Jazeera] || TV news || Qatar <br />
|-<br />
| [http://www.ap.com The Associated Press] || Wire service || US <br />
|-<br />
| [http://www.theatlantic.com The Atlantic] || Magazine; commentary & analysis of news, culture and society || US <br />
|- <br />
| [http://bbc.com/news BBC News] || Traditional TV news || UK <br />
|-<br />
| [http://www.cbsnews.com CBS News] || Traditional TV news || US<br />
|-<br />
| [http://www.cnn.com CNN] || TV news; general news || US <br />
|- <br />
| [http://www.dw.com Deutsche Welle] || Radio & TV news / TV news || Germany <br />
|- <br />
| [http://www.foreignaffairs.com Foreign Affairs] || Magazine; in-depth analysis of global affairs || US (published by a famous thinktank, the Council on Foreign Relations) <br />
|-<br />
| [https://www.theglobeandmail.com The Globe and Mail] || Newspaper || Canada <br />
|-<br />
| [http://www.theguardian.com The Guardian] || Newspaper || UK <br />
|- <br />
| [http://www.thehill.com The Hill] || US political news & commentary || US<br />
|-<br />
| [http://www.huffingtonpost.com Huffingtonpost] || Magazine format; commentary and analysis of US & international news, politics, society, and culture || US <br />
|-<br />
| [http://www.nbcnews.com NBC News] || Traditional TV news || US <br />
|-<br />
| [http://www.newyorker.com The New Yorker] || Magazine; commentary & analysis of news, culture and society || US <br />
|-<br />
| [http://www.npr.com National Public Radio] || Radio news || US <br />
|- <br />
| [http://www.nytimes.com New York Times] || Newspaper || US <br />
|- <br />
| [http://www.reuters.com Reuters] || Wire service || Germany <br />
|-<br />
| [http://www.politico.com Politico] || US political news & commentary || US <br />
|- <br />
| [https://www.scmp.com/ South China Morning Post] || Newspaper || Hong Kong <br />
|-<br />
| [http://www.time.com Time magazine] || Magazine || US <br />
|-<br />
| [https://timesofindia.indiatimes.com The Times of India] || Newspaper || India <br />
|-<br />
| [http://www.wsj.com The Wall Street Journal] || Newspaper; US & international financial & general news || US <br />
|-<br />
| [http://www.washingtonpost.com The Washington Post] || Newspaper || US<br />
<br />
|}<br />
<br />
The following are foreign language news sources from around the world. <br />
<div class="col2"> <br />
# [https://www.lemonde.fr Le Monde] (France]<br />
# [http://sverigetillskott.se/ Sverige Tillskott] (Sweden) <br />
# [https://elpais.com/ El País] (Spain)<br />
# Frankfurter Allgemeine (Germany) <br />
# [http://news.cntv.cn/ CNTV] (China)<br />
# [https://www.youtube.com/user/deutschewelle/videos Deutsche Welle] (Germany)<br />
# [https://www.spiegel.de/ Der Spiegel] (Germany)<br />
# [https://www.yomiuri.co.jp/ Yomiuri] (Japan)<br />
# [https://russian.rt.com/inotv RT] (Russia)<br />
# [http://www.france24.com/ France24] (France)<br />
# [http://www.nu.nl Niews] (Netherlands) <br />
# [https://www.telegraaf.nl/ De Telegraaf] (Netherlands) <br />
</div><br />
<br />
The following are news aggregators, which do not do original reporting, but merely aggregate or collect trending stories from many news outlets. <br />
# [http://news.google.com Google News]<br />
# [http://news.yahoo.com Yahoo News] <br />
<br />
The following provide commentary and analysis from a specific political perspective. They are not intended as general news sources, but as sources of (generally) intelligent political commentary. <br />
# The New Republic (US; liberal)<br />
# The Nation (US; liberal) <br />
# National Review (US; conservative)<br />
# The Weekly Standard (US; conservative)<br />
<br />
<br />
====Business & financial news====<br />
<br />
{| class="wikitable sortable" <br />
! Name / site !! Format & scope !! Location <br />
|-<br />
| [http://www.bloomberg.com Bloomberg] || TV news || US <br />
|- <br />
| [http://www.businessinsider.com Business Insider] || Magazine || US<br />
|-<br />
| [https://www.business-standard.com Business Standard] || Newspaper || India <br />
|-<br />
| [http://cnbc.com CNBC] || TV news || US<br />
|-<br />
| [http://www.economist.com The Economist] || Magazine || US <br />
|- <br />
| [http://www.ft.com The Financial Times] || Newspaper || UK <br />
|- <br />
| [http://www/forbes.com Forbes] || Magazine || US <br />
|-<br />
| [http://www.fortune.com Fortune] || Magazine || US <br />
|-<br />
| [http://www.marketwatch.com Market Watch] || Magazine || US <br />
|-<br />
| [https://www.nytimes.com/section/business New York Times] (business section) || Newspaper || US <br />
|-<br />
| [http://www.wsj.com The Wall Street Journal] || Newspaper || US <br />
|-<br />
| [http://www.hbr.org Harvard Business Review] || Academic / professional journal || US<br />
<br />
|}<br />
<br />
====Technology & IT news====<br />
<div class="col3"> <br />
# [https://cnet.com/ CNET.com] <br />
# [https://axios.com/ Axios.com] <br />
# [https://www.nytimes.com/section/technology NY Times] (tech section)<br />
# [https://techcrunch.com/ TechCrunch] <br />
# [https://www.theverge.com/ The Verge] <br />
# [https://www.wired.com/ Wired]<br />
# [https://www.digitaltrends.com/ Digital Trends]<br />
# [https://www.engadget.com/ Engadget]<br />
# [https://arstechnica.com/ Ars Technica] <br />
# [https://www.techradar.com/ Tech Radar]<br />
# [https://gizmodo.com Gizmodo]<br />
# [https://www.thenextweb.com The Next Web] <br />
# [http://www.mashable.com Mashable]<br />
# [https://www.tomshardware.com/ Tom's Hardware] <br />
</div><br />
<br />
<br />
====Science news==== <br />
<div class="col3"> <br />
# [http://www.newscientist.com New Scientist]<br />
# [http://www.scientificamerican.com Scientific American]<br />
# [http://www.sciencenews.org Science News]<br />
# [https://www.sciencedaily.com/ Science Daily]<br />
# [https://phys.org/ Phys.org] <br />
# [https://www.advancedsciencenews.com/ Advanced Science News]<br />
# [http://www.sci-news.com/ Sci-News]<br />
# [https://www.sciencemag.org/ Science]<br />
# [https://scitechdaily.com/ SciTechDaily]<br />
# [https://www.scidev.net/global/ SciDevNet]<br />
</div><br />
<br />
<br />
====Suggested journals & professional publications====<br />
Here are some professional trade journals, and some easier academic journals, that you might like to look at to find articles for the genre analysis assignment. <br />
<br />
=====Professional trade journals=====<br />
# The Chronicle of Higher Education https://www.chronicle.com<br />
# Inside Higher Ed http://www.insidehighered.com<br />
# Times Higher Education https://www.timeshighereducation.com/<br />
# Observer https://www.psychologicalscience.org/observer (psychology)<br />
# Food Technology http://www.ift.org/food-technology.aspx <br />
# World Landscape Architecture https://worldlandscapearchitect.com/<br />
# Psychology Today https://www.psychologytoday.com<br />
# Harvard Business Review http://www.hbr.org<br />
<br />
;Other trade magazines:<br />
# Wikipedia list of trade magazines in different fields: https://en.wikipedia.org/wiki/List_of_trade_magazines<br />
<br />
<br />
=====Academic journals =====<br />
;International journals: <br />
# English Today https://www.cambridge.org/core/journals/english-today (applied linguistics, language education)<br />
<br />
<br />
;Domestic journals from Korea: <br />
# [http://journal.kate.or.kr/ English Teaching]<br />
# [http://journal.asiatefl.org/ Journal of Asia TEFL]<br />
# [https://alak.jams.or.kr/co/com/EgovMenu.kci?s_url=/po/search/poArtiSear.kci&s_MenuId=MENU-000000000051000 Korean Journal of Applied Linguistics]<br />
# [http://www.meeso.or.kr/modules/doc/index.php?doc=journal&___M_ID=19 Modern English Education]<br />
# [https://koreatesol.org/content/korea-tesol-journal Korea TESOL Journal]<br />
<br />
</div><br />
<br />
<br />
<br />
==Reference materials==<br />
<br />
===Citation systems=== <br />
The following are some commonly used [[citation systems]]; you can use any one of these for your papers in this course. <br />
* See also [https://drive.google.com/file/d/1MPNpi8Au7oWeqcM4hbmHNtexjsqSNrcV/view this general introduction to citing and referencing sources]. <br />
* [http://prezi.com/6etplhnelqye/?utm_campaign=share&utm_medium=copy Brief Prezi on citing & referencing sources]. <br />
<br />
<br />
{| class="wikitable"<br />
! Style !! Typical field <br />
|-<br />
| * [[Chicago Manual]], short & long footnote styles || humanities (This is a more semi-formal citation style; end references are still required with footnotes) <br />
|-<br />
| * [[Chicago Manual (parenthetical)]] || humanities (This is a more formal style with Author+Year in parenthetical in-text citations) humanities <br />
|-<br />
| * [[Chicago Manual]] (all versions) || complete guide to all versions <br />
|}<br />
<br />
If you have a lot of media sources, you might find Chicago or [[MLA guide | MLA]] easier to use.<br />
<br />
<br />
<br />
==Discourse & style issues==<br />
Read the relevant course packet chapters on coherence / transitionals, cohesion, reporting verbs, and word choice. We may go through some of this quickly in class, as this is rather dry. Please look at the examples and bring your questions, as you may or may not understand why some examples are given, or are flagged as problematic. <br />
<br />
{| <br />
|-<br />
| width="30%" style="padding: 8px"| To revise and improve your midterm paper, first look at these more general guides to style and wording. <br />
* [[Korean English errors]] <br />
* [[Informal expressions]]<br />
* [[L2 writing problems (global issues)]]<br />
* [[Clearer wording guide]] <br />
* [https://docs.google.com/document/d/1CBwupfhHqNpixRz8SCSJxr2Y4KrktWMTN5QaBNCz1nk/edit?usp=sharing Transitional expressions for speaking & writing]<br />
<br />
| style="padding: 8px"| Then look at these more specific topics. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2"><br />
* [[Academic versus non-academic writing]]<br />
* [[Adjectives]]<br />
* [[Capitalization]]<br />
* [[Commas]]<br />
* [[Colloquialisms]]<br />
* [[Colons and semi-colons]]<br />
* [[Connectors (transitionals)]]<br />
* [[L2 connector errors (East Asians)]]<br />
* [[Delimiters]] (definite & indefinite articles) <br />
* [[Konglish (vocabulary issues)]]<br />
* [[Modal verb problems]]<br />
* [[Punctuation symbols]]<br />
* [[Reporting verbs (introduction)| Reporting & communication verb problems]] <br />
* [[Reporting verbs]] (comprehensive guide)<br />
* [[Sentence types]]<br />
* [[Subject-verb agreement]]<br />
* [[Unprofessional tone]]<br />
* [[Verb+preposition errors]] (and phrasal verbs)<br />
<br />
</div><br />
|}<br />
<br />
<br />
==See also==<br />
<br />
===Links===<br />
* [[Action verbs for résumés]]<br />
<br />
===Notes===<br />
<references/><br />
<br />
<br />
<br />
<br />
<br />
[[Category:Courses]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Collocations&diff=16546Collocations2023-12-20T11:48:52Z<p>Kentlee7: Created page with "Collocations are typical word combinations, that is, words that usually go together in commonly used expressions in normal daily use. More specifically, a collocation is set o..."</p>
<hr />
<div>Collocations are typical word combinations, that is, words that usually go together in commonly used expressions in normal daily use. More specifically, a collocation is set of words or terms that occur together commonly, and much more often than what would be expected by chance. Its meaning is compositional, that is, the meaning is understood from the words that comprise it. Collocations differ from idioms, in that the meaning of an idiom cannot be inferred from its parts, and may be seemingly unrelated (e.g., ''kick the bucket'' = ''to die'').<br />
Several collocation patterns exist, many of which are defined by grammatical relations, such as common adjective + noun expressions, verb + preposition combinations, and phrasal verb expressions. Knowledge of collocations can pose a challenge for those learning a language, as a command of common collocations is necessary for proficient use of the language and communicative competence. Even grammatically correct sentences will appear awkward or will fail to communication if collocational preferences or patterns are violated.<br />
<br />
<br />
<br />
==Overview==<br />
The common English collocation patterns include these types. <br />
<br />
{| class="wikitable"<br />
|- <br />
| Verb + Noun<br />
| inflict a wound, withdraw an offer , make a lot of money, make a lot of friends, ease tension, override a veto <br />
|- <br />
| Adjective + Noun<br />
| a crushing defeat, a rough estimate <br />
|- <br />
| Noun + Verb <br />
| a bee buzzes, a bomb explodes <br />
|-<br />
| Noun 1 + Noun 2<br />
| a flock of sheep, a pack of dogs <br> salt and pepper; apples and oranges <br />
|- <br />
| Adverb + Adjective<br />
| deeply absorbed, closely acquainted, hopelessly addicted <br />
|- <br />
| Verb + Adverb<br />
| appreciate sincerely, apologize humbly <br />
|- <br />
| Noun + Prep.<br />
| apathy toward, influence on<br />
|- <br />
| X + Comp.<br />
| an agreement that, recommend that <br />
|-<br />
|}<br />
<br />
‘Comp.’ = complement clause (e.g., a ''that-''clause). <br />
<br />
<br />
<br />
Particular collocation difficulties for ESL include the following<ref name="ftn1">Parts adapted from handouts on [http://www.englishlearners.com/ www.english-learners.com] .</ref>.<br />
# Light verbs<br/>Light verbs are common, high-frequency verbs that have rather general meanings, e.g.: ''be, have, come, go, get, take, set, do, make.'' They are often used in a number of idioms and set expressions, e.g., <br />
#* take a chance, take liberties with the results, run aground, do/run an experiment, go swimming, take notice, set an example, make an effort, have a go at it, get over it<br />
# Prepositions and phrasal verbs, which are often metaphorical<br />
#* working (in) → working at the university / at IBM [‘in’ is possible in certain contexts, but ‘at’ is generally preferred for work place locations; ‘work in’ is for more specific locations, such as ‘working in a tent’ or ‘working in a rock band’] <br />
#* The environment has cut down diminished our motivation, especially when team members have been split apart up. [incorrect phrasal verbs] <br />
# Prep. combinations: [1] Verb + Prep.; [2] Adj. + Prep.; and [3] Noun + Prep; these can involve metaphorical uses of prepositions.<br />
#* is different <s>than</s> → different from <br />
#* influence to X→ an influence on X <br />
#* apply X into Y→ apply X to Y<br />
#* ask to X→ ask X<br />
# Noun + Prep. combinations, and their Verb counterparts with no prepositions.<br />
#* X has an influence on Y cf. X influences on Y <br />
#* a discussion about Xcf.to discuss about X<br />
<br />
<br />
== Verb + Preposition collocations ==<br />
The following is a partial and incomplete list of common collocation errors that Asian ESL students tend to make in English. The expressions with asterisks [*] are awkward or incorrect terms used by ESL learners. <br />
<br />
{| class="wikitable"<br />
|-<br />
| # Absorbed in (=very much interested) [*at] <br />
<br />
|<br />
* The professor was so absorbed in his work that he neglected his social life. <br />
<br />
|- <br />
| # Accused of [*for] ''cf. ''charge with <br />
<br />
|<br />
* She accused the man of stealing.<br />
* The man was charged with murder.<br />
<br />
|- <br />
| # Accustomed to [*with] ''cf.'' used to<br />
<br />
|<br />
* I’m accustomed to hot weather.<br />
* He is used to the heat.<br />
<br />
|- <br />
| # Afraid of [*from] <br />
<br />
|<br />
* Laura is afraid of the dog.<br />
<br />
|- <br />
| # Aim at [*on / against] <br>''At'' denotes direction toward; because ''at ''indicates direction or movement toward something, it means the object is not directly or fully affected, e.g.: throw at, shout at, fire at, shoot at; shoot at. When the verb can take a direct object or ''at, ''the object in the Verb + DO construction is fully affected by the action, while Verb + ''at'' indicates an object that is not fully affected, e.g., shot a goose cf. shot at a goose. <br />
<br />
|<br />
* She aimed at the target.<br />
<br />
|- <br />
| # All of X (generic noun) [all *of X, all X, all of the X]; <br>‘all of the X’ has a more specific nuance – the speaker has particular items in mind<br />
<br />
|<br />
* All of computers must be turned off when you leave the office. (generic statement) <br />
* All of the computers must be turned off when you leave the office. <br />
<br />
|- <br />
| # Anxious (troubled) about [*for] <br>Anxious for = wishing very much<br />
<br />
|<br />
* They are anxious about his health.<br />
* Parents are anxious for their children’s success.<br />
<br />
|- <br />
| # Angry with / at [*against] <br> For persons, ''with'' is somewhat more common. We get angry with/at a person but angry at a thing. <br>Also ''annoyed with, vexed with, indignant with''.<br />
<br />
|<br />
* The teacher was angry with / at him.<br />
* He was angry at the weather.<br/><br />
<br />
|- <br />
| # Arrived at [*to] <br>Use'' arrive in'' with countries and large cities.<br />
<br />
|<br />
* We arrived at the village at night.<br />
* Mr. Smith arrived in London.<br />
<br />
|- <br />
| # Ashamed of [*from] <br>‘ashamed of’ ≠ ‘shy’ ‘ashamed’ = feeling shame or guilt ‘shy’ = feeling nervous with someone<br />
<br />
|<br />
* He is now ashamed of his conduct<br />
* ?I’m ashamed of / shamed of my teacher → I’m shy toward my teacher.<br />
<br />
|- <br />
| # Believe in [*to] <br>‘to believe in’ = to have faith in. ‘to believe’ (without ''in'') = to regard something as true<br />
<br />
|<br />
* We believe in God.<br />
* I believe everything he says.<br />
<br />
|- <br />
| # Besides / In addition to / [*Except] <br />
<br />
|<br />
* We have many more publications besides / in addition to these. (‘besides’ is colloquial)<br />
<br />
|- <br />
| # Boast of / about [*for] <br>(‘of’ is more literary, formal, or older style) <br />
<br />
|<br />
* James boasted about / of his strength.<br />
<br />
|-<br />
| # Buy for / atFor exact amounts and sums, ‘for’ is used; ‘at’ is used for weights or measures.<br />
<br />
|<br />
* We bought a new server for $4000. <br />
* The material can be synthesized for/at $10 per square meter. The non-synthetic form sells at $18 per square meter on the market. <br />
<br />
|-<br />
| # Careful of / with / about [*for] cf. ‘take care of’<br />
<br />
|<br />
* Elle is very careful about her health.<br />
* You should be more careful with your money.<br />
* He takes care of his money.<br />
<br />
|-<br />
| # Close to [*from] <br />
<br />
|<br />
* The new apartment is quite close to the station. <br />
<br />
|-<br />
| # Complain about [*for] <br>For illnesses: ‘complain of’<br />
<br />
|<br />
* Annette complained about the weather.<br />
* She complained of a sore throat.<br />
<br />
|-<br />
| # Composed of [*from] <br />
<br />
|<br />
* Our class is composed of thirty students.<br />
<br />
|-<br />
| # Congratulate on/for''On ''refers to an occasion or event, while ''for'' refers more to the reason for congratulating someone. <br />
<br />
|<br />
* I congratulate you on the New Year. I congratulate you for your successful project.<br />
<br />
|-<br />
| # Consist of [*from] <br />
<br />
|<br />
* Different proposals for calendars for the Martian year include suggestions for a year consisting of 24 months. <br />
<br />
|-<br />
| # Contact [*contact to] <br />
<br />
|<br />
* Please contact your insurance agent rather than the police. <br />
<br />
|-<br />
| # Covered with [?by] <br>‘covered with’ is for descriptions; ‘covered by’ refers to an act or result of covering<br />
<br />
|<br />
* The mountains are covered with snow.<br />
* The child was covered in snow. [i.e., was fully covered or enveloped in snow] <br />
* The car was covered by the debris, but the accident was covered by our insurance. <br />
<br />
|-<br />
| # Cure of [*from] <br>The noun ‘cure’ takes ‘for’. <br />
<br />
|<br />
* The man was cured of his illness.<br />
* There’s no cure for that disease.<br />
<br />
|-<br />
| # Deprive of [*from] <br />
<br />
|<br />
* Nelson Mandela was deprived of his freedom for years. <br />
<br />
|-<br />
| # Die of an illness > die from an illness <br>The phrase ''die of'' is more common than ''die from X'' in contemporary English; the phrase ''die from X'' may put slightly more emphasis on X as an active cause. <br />
<br />
|<br />
* Many people have died of malaria.<br />
* People die of illness, of hunger, of thirst, of or from wounds; from overwork, by violence, by the sword, by pestilence, in battle, for their country, for a cause, through neglect, on the scaffold, at the stake. <br />
<br />
|-<br />
| # Different from [*than]; UK English: Different to<br />
<br />
|<br />
* My book is really different from yours.<br />
<br />
|-<br />
| # Disappointed by, about or at from <br>[1] by/at/ about<br> [2] with/ inBefore a person we use ''with'' or ''in'', before a thing we use ''at'', ''about,'' ''by;'' and before a gerund we use ''at'' <br />
<br />
|<br />
* Phillipa was disappointed by the low mark she got on the test.<br />
* Jane was disappointed with/in her son.<br />
* Keith is very disappointed at not winning the prize.<br />
<br />
|-<br />
| # Divide into parts [*in] <br>A thing can also be divided in half or in two.<br />
<br />
|<br />
* I divided the cake into four pieces.<br />
* Paul divided the apple in half (or in two).<br />
<br />
|-<br />
| # Doubt: no doubt about / in [*for] <br>Doubtful of‘Doubt about’ may be more common that ‘doubt in’; the latter makes more of a contrast with ‘believe in.’ <br />
<br />
|<br />
* I have no doubt in / about his ability.<br />
* I’m doubtful of his ability to pass.<br />
<br />
|-<br />
| # Dressed in [*with] <br />
<br />
|<br />
* The woman was dressed in black.<br />
* The woman was in black.<br />
<br />
|-<br />
| # Exception to [*of] <br>With the exception of<br>Except for<br />
<br />
|<br />
* This is an exception to the rules. <br />
* She like all her subjects with the exception of physics.<br />
* All the new students are smart except for George. <br />
<br />
|-<br />
| # Exchange for [*by] <br>In exchange for<br />
<br />
|<br />
* He exchanged his collection of match boxes for some foreign stamps.<br />
* He traded his old car in exchange for a new one.<br />
<br />
|-<br />
| # Fail in [*from] <br />
<br />
|<br />
* He failed in math last year. <br />
* He failed chemistry this year. <br />
<br />
|-<br />
| # Full of [*with / from] <br>Fill with<br />
<br />
|<br />
* The jar was full of oil.<br />
* Jane filled the glass with water.<br />
<br />
|-<br />
| # Get rid of [*from] <br />
<br />
|<br />
* I’ll be glad to get rid of him.<br />
<br />
|-<br />
| # Glad about [*from/with] <br>Or with an infinitive: glad to <br />
<br />
|<br />
* I was glad about receiving your letter. <br />
* I was glad to receive your letter. <br />
<br />
|-<br />
| # Good at (in)Also: ‘bad at, clever at, quick at, slow at,’ etc.; but ‘weak in’ <br>Note: “He is good in class” means that his conduct is good.<br />
<br />
|<br />
* My sister is good (in math) / at math. <br />
* He is weak in grammar.<br />
* He is quite clever at physics, but not so clever when it comes to engineering. <br />
<br />
|-<br />
| # Guard against [*from] <br />
<br />
|<br />
* You must guard against bad habits.<br />
<br />
|-<br />
| # Guilty of [*for] <br />
<br />
|<br />
* He was found guilty of embezzling two million dollars of company funds.<br />
<br />
|-<br />
| # Independent of [*from] <br>Dependent on <br />
<br />
|<br />
* Clare is independent of her parents. <br />
* The student is overly dependent on his parents. <br />
<br />
|-<br />
| # Indifferent to [*for] <br />
<br />
|<br />
* They are indifferent to politics.<br />
<br />
|-<br />
| # Influence on [*to] <br>The verb takes a direct object with no preposition. <br />
<br />
|<br />
* This has had a great influence on our thinking. <br />
* This has greatly influenced our thinking. <br />
<br />
|-<br />
| # Insist on [*to] <br />
<br />
|<br />
* He always insisted on his opinion.<br />
<br />
|-<br />
| # Interested in [*for] <br>Also: take an interest in <br />
<br />
|<br />
* She is not interested for in her work.<br />
* She takes a great interest in music.<br />
<br />
|-<br />
| # Jealous of [*from] <br />
<br />
|<br />
* He is very jealous of his brother.<br />
<br />
|-<br />
| # Leave for (a place) [*to] <br />
<br />
|<br />
* They are leaving to for England soon.<br />
<br />
|-<br />
| # Live on / off of [*from] <br>Feed on <br />
<br />
|<br />
* He lives on his brother’s money. He lives off of his brother’s money. <br />
* Some birds feed on insects.<br />
<br />
|-<br />
| # Look at [?to] <br><br />
‘Look to’ is more literary, meaning ‘behold, behold as an example, turn to.’ <br><br />
''Also:'' gaze at, stare at, etc., but look after (= take care of), look for (=try to find), look over (=examine), look into (=examine closely), look on or upon (=consider), look down on (=have a low opinion of), look up to (=respect), look out for (=expect), look forward to (= expect with pleasure), look to (= rely on).</div></ref><br />
<br />
|<br />
* Look at his beautiful picture.<br />
<br />
|-<br />
| # In my opinion [*according to] <br />
<br />
|<br />
* In my opinion, this experiment should proceed more cautiously. <br />
<br />
|-<br />
| # Panic about [*with] <br />
<br />
|<br />
* Don’t panic about it. <br />
<br />
|-<br />
| # Persist in <br />
<br />
|<br />
* He persisted in his silly ideas.<br />
<br />
|-<br />
| # Room for [*place for] <br />
<br />
|<br />
* Is there room in the lab for another computer? <br />
<br />
|-<br />
| # Related to [*with] <br />
<br />
|<br />
* Their theory is not so novel; it is actually related to an older theory from the 1960s. <br />
<br />
|-<br />
| # Spend on / for‘On’ indicates activity, and is more common; ‘for’ indicates the purpose, goal or object. <br />
<br />
|<br />
* I spend a lot of time on editing.<br />
* I spend a lot of time on my freelance work. <br />
* I spent a lot of money for my degree. <br />
<br />
|-<br />
| # Tie to [*on] <br />
<br />
|<br />
* The animal had to be tied to the table. <br />
<br />
|-<br />
| # Travel by train [*with the train] (or other vehicle)<br><br />
We travel by train, by boat, by bike; also, by land, by sea, by air, by bus; in a bus or on a bus; by car or in a car, by taxi or in a taxi; on horse-back, on a donkey, on a bicycle; on foot<br />
<br />
|<br />
* He traveled by train yesterday.<br />
<br />
|-<br />
| # Warn (someone) of [*about] (a danger)<br />
<br />
|<br />
* Subjects must be warned of the potential for headaches from the experiment. <br />
<br />
|-<br />
|}<br />
<br />
<br />
<br />
== Other easily confused words ==<br />
The following terms can be confusing for those learning English as a second language. <br />
<br />
{| class="wikitable"<br />
|- <br />
| '''To see ''vs'' to watch''' <br />
| <br />
''To see'' means to be aware of what is around you by using one's eyes, to perceive. <br />
* I can see the smoke from here.<br />
<br />
''To watch'' means to look at something for a period of time, especially something that is changing or moving.<br />
* I watched the cricket. <br />
We watch things that move, such as TV, a film, or sports. We look at static things, such as a photograph, a painting, or the stars.<br />
<br />
|-<br />
| '''Shortage ''vs''. shortness'''<br />
| Shortage is a noun meaning when there is not enough of something.<br />
* There is a shortage of skilled workers in the industry.<br />
<br />
Shortness is also a noun meaning the condition of being short spatially.<br />
* Shortness in children and young adults nearly always results from below-average growth in childhood.<br />
<br />
|-<br />
| '''So ''vs''. such'''<br />
| ''So'' when used as in front of an adjective or an adverbs means ‘very.’<br />
* My English teacher is so patient. She teaches us so well.<br />
<br />
''Such'' when used as a determiner can be used before a noun to show extremes,you can not use it before adverb.<br />
* She is such a patient teacher.<br />
<br />
Remember that without the noun you need to use ''so.''<br />
* Such a patient teacher<br />
* So patient as a teacher<br />
<br />
|-<br />
| '''Speak, talk, tell, say '''<br />
| One speaks a language or a statement; one says words, discourse, or something general; one tells a story or information. <br />
* Excuse me, but do you speak English? Could you tell me how to get to City Hall. What's wrong -- can't you say anything? <br />
|}<br />
<br />
<br />
<br />
===VERB + ''-ing'' ===<br />
<br />
The following main verbs take a second verb in the ''-ing'' gerund form, not the ''to'' form. <br />
<br />
{| class="wikitable"<br />
|- <br />
| Have difficulty<br />
|*We had no difficulty in doing it. <br />
*We had no difficulty doing it. (slightly more colloquial; ‘doing...’ = participle phrase)<br />
*?We had no difficulty to do it. [not so common] <br />
<br />
|- <br />
| Look forward to<br />
|<br />
*We are looking forward to read reading the results. <br />
<br />
|- <br />
| Object to<br />
|<br />
*We object to be being treated like this. <br />
<br />
|- <br />
| Prevent from<br />
|<br />
*The monsoon prevented us to conduct from conducting our survey. <br />
<br />
|- <br />
| Practice<br />
|<br />
*You need to practice to write writing formal English. <br />
<br />
|- <br />
| Risk<br />
|<br />
*We couldn’t risk to leave leaving the computer running during the storm. <br />
<br />
|- <br />
| Think of<br />
|<br />
*We often think to conduct of conducting field research in Las Vegas. <br />
<br />
<br />
|-<br />
|}<br />
<br />
<br />
----<br />
<references/><br />
<br />
[[Category:Grammar] ] [[Category:Vocabulary] ] [[Category:Pragmatics] ]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Chicago_Manual&diff=16545Chicago Manual2023-12-04T03:14:36Z<p>Kentlee7: </p>
<hr />
<div><br />
The ''Chicago Manual of Style'' is a style guide published by the University of Chicago Press since 1906, and is currently in its 17th edition (2017). It specifices several formats for citing and referencing sources, as well as for English style and document layouts. It is commonly used for college papers, academic books, and academic research articles in various fields, particularly within various humanities fields. Areas include history, media studies, international studies, philosophy, theoretical linguistics, various areas of cultural studies, and others. Parts of the manual and its specifications are available online at [https://www.chicagomanualofstyle.org/home.html]. Other style guides like Turabian style (for history) are based on CM. Many popular books on academic subjects by academic or professional experts also use CM for citations and references. <br />
<br />
*See also: [[Chicago Manual (parenthetical)]] style<br />
<br />
<br />
==Overview of formats==<br />
<br />
The Chicago Manual of Style offers several versions or formats for in-text citations and end references. The main formats for college papers are: <br />
<br />
# Notes and Bibliography (NB) style: Short footnote style + bibliography format<br />
# Notes and Bibliography (NB) style: Long footnote + bibliography format<br />
# Parenthetical author-date + bibliography format<br />
<br />
<br />
For in-text references, the Chicago Manual has two footnote styles: (1) the long or full footnote style, and (2) the short (or shortened) footnote note style. The short footnote style is a convenient system that can be used for shorter essays or research papers, essay exams, or in-class writing assignments. The long footnote style would be used in academic or professional level books and in full-length essays and articles. Footnote style is an older and more semi-formal style of referencing. The footnote styles are more commonly used in humanities fields, for college papers and for some academic journals, especially older ones. <br />
<br />
Whether you use the short or long footnote style, at the end of a college paper, full information about the sources cited appear in a section called ‘Bibliography’ (or maybe ‘References’ or ‘Works Cited’). For more examples, refer to the official guidebook, ''The Chicago Manual of Style''. For some older published works using the long footnote style, the end bibliography may be optional. <br />
<br />
In the Notes & Bibliography styles, instead of footnotes, the citations can all be given at the end of the work in the form of endnotes. If endnotes are based on the short footnote style, then a bibliography should then follow. If endnotes are based on the long footnote style, then a bibliography may be optional. Endnote systems are more often used in older publications, or in popular books. <br />
<br />
The in-text citation is somewhat simpler. Instead of footnotes, the in-text citation consists of the author’s or authors’ last name(s) and the date of publication. At the end of your paper you will list full information about your sources in a bibliography section. <br />
<br />
<br />
== Chicago Manual, long footnote style ==<br />
<br />
=== Example ===<br />
Here is a sample excerpt of a college paper using the long footnote style.<br />
<br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #778899;padding:1.0mm;"<br />
| As readers read a text, they construct a mental model of the semantic contents of the text, and their model construction is facilitated by various contextual and individual reader factors<sup>1</sup>. Discourse connectives impart logical and textual coherence to texts. Reading experiments show that discourse connectives facilitate and readers’ comprehension of texts, in that they provide explicit cues about the logical relationships among referents, propositions, and clauses, and thus help readers to construct online mental representations of the meaning of a text<sup>2</sup>. Subordinating conjunctions also facilitate reading times and coherence by marking information as relatively secondary, so that readers can focus more on the content of main clauses<sup>3</sup>. However, excessive use of connectors may not be felicitous, as some studies suggest that explicit markers can interfere with readers’ text comprehension<sup>4</sup>. To what degree such relationships need to be made explicit depend on the genre or text type, and the readers’ level of expertise and background knowledge<sup>5</sup>.<br />
<br />
In recent years, applied linguists have begun to conduct corpus-based studies of second language (L2) writing in English, particularly by comparing native English writers and L2 in their use of connectors (i.e., connectives, transitionals). Some studies have examined ESL/EFL writers from Western language backgrounds, such as one seminal study<sup>6</sup> of English connective use by L2 writers, compared to native writer (L1) patterns. Their study revealed patterns of overuse, underuse, and sometimes infelicitous use of particular transitional expressions by L2 writers of French and other European backgrounds. <br />
<br />
. . . <br />
<br />
<hr style="width: 60%; padding-left:10px;"><br />
# Morton Ann Gernsbacher, Language Comprehension as Structure Building (Routledge, 1990); Walter Kintsch, ''Comprehension: A Paradigm for Cognition'' (Cambridge University Press, 1998); Danielle S. McNamara et al., “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Undertanding in Learning from Text,” ''Cognition and Instruction'' 14, no. 1 (1996): 1–43.<br />
# Liesbeth Degand, Nathalie Lefèvre, and Yves Bestgen, “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension,” ''Document Design'' 1, no. 1 (1999): 39–51.<br />
# Matthew J. Traxler and Morton Ann Gernsbacher, “Improving Coherence in Written Communication,” ''Coherence in Spontaneous Text,'' 1995, 215–38.<br />
# Keith K. Millis, Arthur C. Graesser, and Karl Haberlandt, “The Impact of Connectives on the Memory for Expository Texts,” ''Applied Cognitive Psychology'' 7, no. 4 (1993): 317–39.<br />
# Danielle S. McNamara and Walter Kintsch, “Learning from Texts: Effects of Prior Knowledge and Text Coherence,” ''Discourse Processes'' 22, no. 3 (1996): 247–88.<br />
# Sylviane Granger and Stephanie Tyson, “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English,” ''World Englishes'' 15, no. 1 (1996): 17–27.<br />
<br />
<br />
|-<br />
|<br> '''Works Cited''' <br><br />
{{Biblio|<br />
# Degand, Liesbeth, Nathalie Lefèvre, and Yves Bestgen. “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension.” ''Document Design'' 1, no. 1 (1999): 39–51. <br />
# Gernsbacher, Morton Ann. ''Language Comprehension as Structure Building''. Routledge, 1990.<br />
# Granger, Sylviane, and Stephanie Tyson. “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English.” ''World Englishes'' 15, no. 1 (1996): 17–27.<br />
# Kintsch, Walter. ''Comprehension: A Paradigm for Cognition''. Cambridge University Press, 1998.<br />
# McNamara, Danielle S., Eileen Kintsch, Nancy Butler Songer, and Walter Kintsch. “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.” ''Cognition and Instruction'' 14, no. 1 (1996): 1–43.<br />
# McNamara, Danielle S., and Walter Kintsch. “Learning from Texts: Effects of Prior Knowledge and Text Coherence.” ''Discourse Processes'' 22, no. 3 (1996): 247–88.<<br />
# Millis, Keith K., Arthur C. Graesser, and Karl Haberlandt. “The Impact of Connectives on the Memory for Expository Texts.” ''Applied Cognitive Psychology'' 7, no. 4 (1993): 317–39.<br />
# Traxler, Matthew J., and Morton Ann Gernsbacher. “Improving Coherence in Written Communication.” ''Coherence in Spontaneous Text'', 1995, 215–38. <br />
}} <br />
<br />
<br />
|}<br />
<br />
== Short footnote style ==<br />
<br />
The short footnote style looks like the long footnote style, but the footnotes at the bottom of the page are shorter, containing information such as author last names titles or shortened titles, and page numbers (if relevant). The Works Cited page would be like the one above. <br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #778899;padding:1.0mm;"<br />
| . . . <br><br />
<hr style="width: 60%; padding-left:10px;"><br />
# Gernsbacher, ''Language Comprehension''<nowiki>; McNamara et al., “Are Good Texts Always Better?” </nowiki><br />
# Degand, Lefèvre, and Bestgen, “The Impact of Connectives.”<br />
# Traxler and Gernsbacher, “Improving Coherence in Written Communication.”<br />
# Millis, Graesser, and Haberlandt, “The Impact of Connectives on the Memory for Expository Texts.”<br />
# McNamara and Kintsch, “Learning from Texts.”<br />
# Granger and Tyson, “Connector Usage in the English Essay Writing of Native and Non-native EFL Speakers of English.”<br />
<br />
<br />
|}<br />
<br />
<br />
== Parenthetical in-text citation format ==<br />
<br />
Within the text of an essay, the authors’ names can be mentioned in the sentence, with the date in parentheses, or more often, the author names and dates appear in parentheses. Page numbers can also be included if relevant (if a direct quotation is used, or if the information is specifically from a certain page or certain pages). If the author-date system is used, then footnotes are not used for citing sources. <br />
<br />
===Example ===<br />
<br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #999999;padding:3mm;"<br />
|As readers read a text, they create a mental model of the meaning of the text, and this process is aided by various factors, depending on context and individual readers (Gernsbacher 1990; Kintsch 1998; McNamara et al. 1996). Conjunctions and other connecting expressions give texts logical and textual coherence. Reading experiments show that these connectors aid readers’ text comprehension, in that they provide explicit cues about the logical relationships among referents (e.g., items that nouns refer to), ideas, and clauses, and thus help readers to form their mental models for the meaning of a text (Degand, Lefèvre, and Bestgen 1999). Subordinating conjunctions also facilitate reading times and coherence by marking information as relatively secondary, so that readers can focus more on the content of main clauses (Traxler and Gernsbacher 1995). However, excessive use of connectors may not be helpful, as some studies suggest that too many connecting expressions can interfere with readers’ text comprehension (Millis, Graesser, and Haberlandt 1993). To what degree such relationships need to be made explicit depend on the type of text, and the readers’ level of background knowledge about the topic of the text (McNamara and Kintsch 1996).<br />
<br />
In recent years, applied linguists have begun to conduct studies of actual writing samples by students learning English as a second language (L2) in ESL courses, particularly by comparing native English writers and L2 writers in how they use of connectors. Some studies have examined ESL/EFL writers from Western language backgrounds, such as one study (Granger and Tyson 1996) of English connector use by European L2 writers. Their study found, for example, patterns of overuse, underuse, and sometimes incorrect use of particular expressions by French writers, especially in overusing “to the contrary” due to the influence of a similar French expression, whose usage is actually different in English (Granger and Tyson 1996, 22-23). <br />
|-<br />
|<br />
<br />
'''Works Cited'''<br />
{{Biblio|<br />
# Degand, Liesbeth, Nathalie Lefèvre, and Yves Bestgen. 1999. “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension.” ''Document Design'' 1 (1): 39–51. <br />
<br />
# Gernsbacher, Morton Ann. 1990. ''Language Comprehension as Structure Building''. Routledge. <br />
<br />
# Granger, Sylviane, and Stephanie Tyson. 1996. “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English.” ''World Englishes'' 15 (1): 17–27. <br />
<br />
# Kintsch, Walter. 1998. ''Comprehension: A Paradigm for Cognition''. Cambridge University Press. <br />
<br />
# McNamara, Danielle S., Eileen Kintsch, Nancy Butler Songer, and Walter Kintsch. 1996. “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.” ''Cognition and Instruction'' 14 (1): 1–43. <br />
<br />
# McNamara, Danielle S., and Walter Kintsch. 1996. “Learning from Texts: Effects of Prior Knowledge and Text Coherence.” ''Discourse Processes'' 22 (3): 247–88.<br />
<br />
# Millis, Keith K., Arthur C. Graesser, and Karl Haberlandt. 1993. “The Impact of Connectives on the Memory for Expository Texts.” ''Applied Cognitive Psychology'' 7 (4): 317–39. <br />
<br />
# Traxler, Matthew J., and Morton Ann Gernsbacher. 1995. “Improving Coherence in Written Communication.” ''Coherence in Spontaneous Text'', 215–38.<br />
}}<br />
<br />
<br />
|}<br />
<br />
=== General guidelines for in-text citations ===<br />
<br />
==== Author names within sentence vs. within parentheses ====<br />
<br />
:A famous study by Granger and Tyson (1996) of English connector use ...<br />
<br />
:A famous study (Granger and Tyson 1996) of English connector use ...<br />
<br />
<br />
==== Page numbers ====<br />
<br />
Page numbers can be given if the information is mainly from a certain page or certain pages. Page numbers should be given if a direct quote is used from the source. <br />
<br />
:Their usage was influenced by the French connector ''au contraire'' (Granger and Tyson 1996, 23). <br />
<br />
:Similar patterns were also found for other Europeans (Granger and Tyson 1996, 22-24). <br />
<br />
:They noted that both groups were “inherently and essentially the same” (Smith and Jones 2001, 13).<br />
<br />
<br />
==== Multiple works in one citation ====<br />
<br />
Several works can be cited together, and are listed in alphabetical order of the first author of each work. <br />
<br />
:... depending on context and individual readers (Gernsbacher 1990; Kintsch 1998; McNamara et al. 1996).<br />
<br />
==== Works by multiple authors ====<br />
<br />
If a work is by four or more authors, then use the first author’s name followed by ''et al.'' (a Latin abbreviation for ''et alia'' ‘and others,’ similar to ''etc.'' for ''et cetera''). All authors’ names are given in the bibliography entry. <br />
<br />
:These can lead to different types of mental models for meanings of texts (Degand et al. 2002). <br />
<br />
<br />
== Bibliography format ==<br />
<br />
At the end of your paper you will list full information about your sources in a section called ‘Bibliography’ (or ‘References’ or ‘Works Cited’). These are listed in alphabetical order according to the last name (family name) of the first author.<br />
<br />
<br />
=== Citing different types of sources ===<br />
<br />
Actually, the format for items in the bibliography section is slightly different than for the footnote system, particularly in that dates come after the names instead of near the end of bibliographic entries, for bibliographies in the author-date system. However, this seems confusing, and for your papers, you can do your bibliography items in either format<ref name="ftn2">For more on the author-date+bibliography system, then refer to this page, or the official ''Chicago Manual of Style'' guidebook: [http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm www.chicagomanualofstyle.org/tools_citationguide/citation-guide-][http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm 2][http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm .htm]. </ref> These examples are mainly for the bibliograpy format for use with parenthetical in-text citations; refer to the next section that compares the formats for footnote and parenthetical citations and end references. <br />
<br />
{| class="wikitable" style="cellpadding: 5px;"<br />
! Source type !! Works cited entry <br />
|- <br />
| Book (two authors)<br />
| Culicover, Peter W., and Ray Jackendoff. 2009. ''Simpler Syntax''. Oxford: Oxford University Press. <br />
|- <br />
| E-book <br />
| Dörnyei, Zoltán. 2012. ''The Psychology of Second Language Acquisition''. Oxford: Oxford University Press, 2012. Kindle. <br />
|- <br />
| Academic journal article <br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. 2017. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11, no. 1 (Spring): 1–34. <br />
|- <br />
| Periodical: newspaper (online)<br />
| Manjoo, Farhad. 2017. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. <nowiki> https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html. </nowiki><br />
|- <br />
| Periodical: magazine<br />
| Mead, Rebecca. 2017. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
|- <br />
| Periodical: online magazine <br />
| Pai, Tanya. 2017. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. <nowiki>http://www.vox.com/culture/2017/4/11/15209084/peeps-easter. </nowiki><br />
|- <br />
| Periodical: newspaper<br />
| Pegoraro, Rob. 2007. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|- <br />
| Social media content <br />
| Souza, Pete (@petesouza). 2016. “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit.” Instagram photo, April 1, 2016. <nowiki> https://www.instagram.com/p/BDrmfXTtNCt/. </nowiki><br />
|- <br />
| Website content <br />
| Yale University. n.d. “About Yale: Yale Facts.” Accessed May 1, 2017. <nowiki>https://www.yale.edu/about-yale/yale-facts. </nowiki><br />
|-<br />
|}<br />
<br />
<br />
If a source has no date, as is the case with some web and electronic sources, then use ‘n.d.’ instead of a date in the bibliographic entry. The date when you accessed the source is not usually required (e.g., for periodical and journal articles), unless the material is time-sensitive, that is, if the content of the website might change over time.<br />
<br />
=== Foreign sources ===<br />
<br />
For in-text citations, the author names are romanized (spelled in Latin letters), e.g.:<br />
<br />
:According to Cho (1999) ... , while another study (Zhou 2001) found that ... <br />
<br />
<br />
==== Romanized bibliography entries ====<br />
<br />
For bibliography entries in Chicago style, there are two options: with and without the original language. If the readers are not likely to be familiar with the original language, then the titles of the works (e.g., article titles) and the publication titles (e.g., book title, or the name of the magazine, journal, or newspaper) can be given, followed by an English translation in square brackets. If the language does not use the Latin alphabet, it can be romanized into English (written in the Latin alphabet). For Korean, different romanization systems exits; for your essays, simply do the best you can to romanize it. <ref name="ftn3"> <br />
These examples are from the following websites, and follow the format for the Chicago footnote-bibliography style. You can convert them to the author-date+bibliography style if you want to. <br />
<br />
[http://wiki.ubc.ca/Library:How_to_Cite_Asian-Language_Sources http://wiki.ubc.ca/Library:How_to_Cite_Asian-Language_Sources]<br />
<br />
[http://cgnetworks.org/support/chicago-manual-of-style-citations-quick-guide http://cgnetworks.org/support/chicago-manual-of-style-citations-quick-guide]<br />
<br />
[https://guides.library.yale.edu/c.php?g=296262&p=1974227 https://guides.library.yale.edu/c.php?g=296262&p=1974227] <br />
<br />
[http://reganmian.net/blog/2010/05/06/how-to-cite-chinese-sources-in-chicago-style/ http://reganmian.net/blog/2010/05/06/how-to-cite-chinese-sources-in-chicago-style/] </ref> <br />
<br />
{| class="wikitable" style="cellpadding: 5px;" <br />
! Source type !! Words cited entry<br />
|- <br />
| Book (Korean)<br />
| Kwŏn Yŏng-min and Im Yŏng-hwan, ''Hy<span style="color:#000000;">ŭ</span>ndai sosŏl i kujo wa mihak'' [Structure and aesthetics of modern fiction] (Seoul: T’aehaksa, 2005), 25.<br />
|- <br />
| Book (Russian)<br />
| Pirumova, Nataliia. 1977. ''Zemskoe liberal’noe dvizhenie: Sotsial’nye korni i evoliutsiia do nachala XX veka'' [The Zemstvo Liberal Movement: Its Social Roots and Evolution to the Beginning of the Twentieth Century]. Moscow: Izdatel’stvo “Nauka.”<br />
|- <br />
| Journal article (Russian)<br />
| Pirumova, Nataliia. 1977. “Zemskoe liberal’noe dvizhenie: Sotsial’nye korni i evoliutsiia do nachala XX veka” [The Zemstvo Liberal Movement: Its Social Roots and Evolution to the Beginning of the Twentieth Century]. ''Zhurnal sotsial'nykh korney i evolyutsii'' [Journal of Social Roots and Evolution] 3 (3): 1–24.<br />
|-<br />
|}<br />
<br />
<br />
==== Bibliography entries with original language ====<br />
<br />
If the readers are likely familiar with the language (or at least its writing system) or would want to know the original titles so they can look it up, then the titles are romanized, followed by the text in the original language, and then a translation in square brackets. <br />
<br />
{| class="wikitable" style="cellpadding: 5px;" <br />
! Source type !! Works cited entry<br />
|- <br />
| Book<br />
| Abe, Yoshio 阿部善雄, and Hideo Kaneko 金子英生. ''Saigo no “Nihonjin”: Asakawa Kan’Ichi no shōgai'' 最後の「日本人」: 朝河貫一の生涯 [The last ‘Japanese’: Life of Kan’ichi Asakawa]. Tōkyō: Iwanami Shoten, 1983.<br />
|- <br />
| Academic journal article<br />
| Hua Linfu 華林甫, “Qingdai yilai Sanxia diqu shuihan zaihai de chubu yanjiu” 清代以來三峽地區水旱災害的初步硏究 [A preliminary study of floods and droughts in the Three Gorges region since the Qing dynasty], ''Zhongguo shehui kexue'' 中國社會科學 1 (1999): 168–79. <br />
|- <br />
| Periodical: newspaper<br />
| Harootunian, Harry and Sakai Naoki, “Nihon kenkyū to bunka kenkyū 日本研究と文化研究, ''Shisō'' 思想 7 (July 1997): 4–53.<br />
|- <br />
| Periodical: newspaper<br />
| Joo, Yong-jung 주용중, and Chung Woo-sang 정우상. “Miseo gwangubyeong bal-saeng-hamyeon suip jungdan” 美서 광우병 발생하면 수입 중단 [Will Suspend the Import if Mad Cow Disease Attacks in the United States]. ''Chosun Ilbo'' 朝鮮日報, May 8, 2008. <br />
|- <br />
| Book<br />
| Kwŏn Yŏng-min and Im Yŏng-hwan, ''Hyŏndai sosŏl i kujo wa mihak'' 현대소설의 구조와 미학 [Structure and aesthetics of modern fiction] (Seoul: Taehaksa, 2005), 25. <br />
|- <br />
| Web article <br />
| State Council 国务院. “Quanmian zhengque lijie shehuizhuyi xinnongcun jianshe 全面正确理解社会主义新农村建设”[Fully and correctly understand the building of a new socialist countryside]. Last modified March 15, 2006. http://www.gov.cn/node_11140/2006-03/15/content_227640.htm. (Accessed August 10, 2011) <br />
|}<br />
<br />
<br />
== Various sources in CM formats ==<br />
<br />
This section compares different types of sources, for the short and long footnotes, and the corresponding bibliography (works cited) entry. The format for bibliographic entries differs slightly depending on whether you are using a footnote system or a parenthetical citation system. This is a complexity that can make CM confusing. As you may notice, there are slight format differences in the ordering of information in works cited entries. Thus, the different styles are compared here in table format, like so<ref name="ftn1">These examples are mostly from http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm.</ref>. <br />
<br />
<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| Long (or full) footnote (alternatively, this style can be used for endnotes)<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| Short footnote<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Works cited (bibliography / end references) format, for papers short/long footnote style<br />
|-<br />
| style="background:#ffeeff;" | style="background:#ffeeff;" | PITC<br />
| Parenthetical in-text citation (parenthetical author + year / author + year, page #)<br />
|-<br />
| style="background:#ffeeff;" | style="background:#ffeeff;" | WC-pitc<br />
| Works cited format, for papers with parenthetical in-text citations, i.e., (Author Year) or (Author Year page #) or (Author page#)<br />
|-<br />
|}<br />
<br />
<br />
<br />
=== Books ===<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Zadie Smith, ''Swing Time'' (New York: Penguin Press, 2016), 315–16.<br />
<br />
2. Brian Grazer and Charles Fishman, ''A Curious Mind: The Secret to a Bigger Life'' (New York: Simon & Schuster, 2015), 12.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Smith, ''Swing Time'', 320.<br />
<br />
2. Grazer and Fishman, ''Curious Mind'', 37.<br />
<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Grazer, Brian, and Charles Fishman. ''A Curious Mind: The Secret to a Bigger Life. ''New York: Simon & Schuster, 2015.<br />
<br />
Smith, Zadie. ''Swing Time''. New York: Penguin Press, 2016.<br />
<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Grazer and Fishman 2015, 12)<br />
<br />
(Smith 2016, 315–16)<br />
<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Grazer, Brian, and Charles Fishman. 2015. ''A Curious Mind: The Secret to a Bigger Life. ''New York: Simon & Schuster. <br />
<br />
Smith, Zadie. 2016. ''Swing Time''. New York: Penguin Press.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Chapter or other part of an edited book / volume ====<br />
<br />
An edited book can include anthologies of famous pieces of literature (e.g., a poetry antholgoy), or a collection of famous essays or research papers on a particular topic. More often, an edited volume is a book that contains original research by scholars, researchers, or scientists, in the form of seperate research articles (소논문) by different authors, which are then collected together by an editory into a single book volume on a particular research topic or research theme. When citing these in an essay, cite specific pages in the footnote. In the bibliography, include the page range for the chapter or section.<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Henry David Thoreau, “Walking,” in ''The Making of the American Essay'', ed. John D’Agata (Minneapolis: Graywolf Press, 2016), 177–78.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Thoreau, “Walking,” 182.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Thoreu, Henry David. “Walking.” In ''The Making of the American Essay'', edited by John D’Agata, 167–95. Minneapolis: Graywolf Press, 2016.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Thoreau 2016, 177–78)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Thoreu, Henry David. 2016. “Walking.” In ''The Making of the American Essay'', edited by John D’Agata, 167–95. Minneapolis: Graywolf Press.<br />
|-<br />
|}<br />
<br />
<br />
In some cases, you may want to cite the entire book as a whole instead:<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. John D’Agata, ed., ''The Making of the American Essay'' (Minneapolis: Graywolf Press, 2016), 177–78.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. D’Agata, ''American Essay'', 182.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| D’Agata, John, ed. ''The Making of the American Essay''. Minneapolis: Graywolf Press, 2016.<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| D’Agata, John, ed. 2016. ''The Making of the American Essay''. Minneapolis: Graywolf Press.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Translated book ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Jhumpa Lahiri,'' In Other Words'', trans. Ann Goldstein (New York: Alfred A. Knopf, 2016), 146.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Lahiri, ''In Other Words'', 184.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Lahiri, Jhumpa. 2016. ''In Other Words''. Translated by Ann Goldstein. New York: Alfred A. Knopf.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Lahiri 2016, 146)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Lahiri, Jhumpa. 2016. ''In Other Words''. Translated by Ann Goldstein. New York: Alfred A. Knopf.<br />
|-<br />
|}<br />
<br />
<br />
==== E-book ====<br />
<br />
For books that you read or used online, include a URL or the name of the database. For other types of e-books, name the format. If no fixed page numbers are available, cite a section title or a chapter or other number in the notes, if any (or simply omit).<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Herman Melville, ''Moby-Dick; or, The Whale'' (New York: Harper & Brothers, 1851), 627, http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
<br />
2. Philip B. Kurland and Ralph Lerner, eds., ''The Founders’ Constitution ''(Chicago: University of Chicago Press, 1987), chap. 10, doc. 19, http://press-pubs.uchicago.edu/founders/.<br />
<br />
3. Brooke Borel, ''The Chicago Guide to Fact-Checking'' (Chicago: University of Chicago Press, 2016), 92, ProQuest Ebrary.<br />
<br />
4. Jane Austen, ''Pride and Prejudice'' (New York: Penguin Classics, 2007), chap. 3, Kindle.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Melville, ''Moby-Dick'', 722–23.<br />
<br />
2. Kurland and Lerner, ''Founders’ Constitution'', chap. 4, doc. 29.<br />
<br />
3. Borel, ''Fact-Checking'', 104–5.<br />
<br />
4. Austen, ''Pride and Prejudice'', chap. 14.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Austen, Jane. ''Pride and Prejudice''. New York: Penguin Classics, 2007. Kindle.<br />
<br />
Borel, Brooke. ''The Chicago Guide to Fact-Checking''. Chicago: University of Chicago Press, 2016. ProQuest Ebrary.<br />
<br />
Kurland, Philip B., and Ralph Lerner, eds. ''The Founders’ Constitution''. Chicago: University of Chicago Press, 1987. http://press-pubs.uchicago.edu/founders/.<br />
<br />
Melville, Herman. ''Moby-Dick; or, The Whale''. New York: Harper & Brothers, 1851. http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Melville 1851, 627)<br />
<br />
(Kurland and Lerner 1987, chap. 10, doc. 19)<br />
<br />
(Borel 2016, 92)<br />
<br />
(Austen 2007, chap. 3)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Austen, Jane. 2007. ''Pride and Prejudice''. New York: Penguin Classics. Kindle.<br />
<br />
Borel, Brooke. 2016. ''The Chicago Guide to Fact-Checking''. Chicago: University of Chicago Press. ProQuest Ebrary.<br />
<br />
Kurland, Philip B., and Ralph Lerner, eds. 1987. ''The Founders’ Constitution''. Chicago: University of Chicago Press. http://press-pubs.uchicago.edu/founders/.<br />
<br />
Melville, Herman. 1851. ''Moby-Dick; or, The Whale''. New York: Harper & Brothers. http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
|-<br />
|}<br />
<br />
<br />
==== Thesis or dissertation (석사논문, 박사논문) ====<br />
<br />
Note: If you are a college student, it is unlikely that you would be able to read, comprehend, or cite such a large work in a college paper. <br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Cynthia Lillian Rutz, “''King Lear'' and Its Folktale Analogues” (PhD diss., University of Chicago, 2013), 99–100.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Rutz, “''King Lear'',” 158.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Rutz, Cynthia Lillian. “''King Lear'' and Its Folktale Analogues.” PhD diss., University of Chicago, 2013.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Rutz 2013, 99–100)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Rutz, Cynthia Lillian. 2013. “''King Lear'' and Its Folktale Analogues.” PhD diss., University of Chicago.<br />
|-<br />
|}<br />
<br />
<br />
=== Journal articles ===<br />
<br />
This refers to academic research journals, where original scientific or scholarly research is published as articles (소논문) by professors, researchers, and graduate students. It is unlikely that you would read heavy research works until at least your third or fourth year of college. <br />
<br />
In a footnote, cite specific page numbers. In the bibliography, include the page range for the whole article. For articles consulted online, include a URL or the name of the database. Many journal articles list a DOI (Digital Object Identifier). A DOI forms a permanent URL that begins https://doi.org/. This URL is preferable to the URL that appears in your browser’s address bar.<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Susan Satterfield, “Livy and the ''Pax Deum'',” ''Classical Philology'' 111, no. 2 (April 2016): 170.<br />
<br />
2. Shao-Hsun Keng, Chun-Hung Lin, and Peter F. Orazem, “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality,” ''Journal of Human Capital'' 11, no. 1 (Spring 2017): 9–10, https://doi.org/10.1086/690235.<br />
<br />
3. Peter LaSalle, “Conundrum: A Story about Reading,” ''New England Review''38, no. 1 (2017): 95, Project MUSE.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Satterfield, “Livy,” 172–73.<br />
<br />
2. Keng, Lin, and Orazem, “Expanding College Access,” 23.<br />
<br />
3. LaSalle, “Conundrum,” 101.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11, no. 1 (Spring 2017): 1–34. https://doi.org/10.1086/690235.<br />
<br />
LaSalle, Peter. “Conundrum: A Story about Reading.” ''New England Review'' 38, no. 1 (2017): 95–109. Project MUSE.<br />
<br />
Satterfield, Susan. “Livy and the ''Pax Deum''.” ''Classical Philology'' 111, no. 2 (April 2016): 165–76.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Keng, Lin, and Orazem 2017, 9–10)<br />
<br />
(LaSalle 2017, 95)<br />
<br />
(Satterfield 2016, 170)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. 2017. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11 (1): 1–34. https://doi.org/10.1086/690235.<br />
<br />
LaSalle, Peter. 2017. “Conundrum: A Story about Reading.” ''New England Review'' 38 (1): 95–109. Project MUSE.<br />
<br />
Satterfield, Susan. 2016. “Livy and the ''Pax Deum''.” ''Classical Philology'' 111 (2): 165–76.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Journal articles with many authors ====<br />
<br />
Journal articles often list many authors, especially in the sciences. If there are four or more authors, list up to ten in the bibliography; in a note, list only the first, followed by ''et al''. (“and others”). For more than ten authors (not shown here), list the first seven in the bibliography, followed by ''et al''.<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Rachel A. Bay et al., “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures.” ''American Naturalist'' 189, no. 5 (May 2017): 465, https://doi.org/10.1086/691233.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Bay et al., “Predicting Responses,” 466.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Bay, Rachael A., Noah Rose, Rowan Barrett, Louis Bernatchez, Cameron K. Ghalambor, Jesse R. Lasky, Rachel B. Brem, Stephen R. Palumbi, and Peter Ralph. “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures,” ''American Naturalist'' 189, no. 5 (May 2017): 463–73. https://doi.org/10.1086/691233.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Bay et al. 2017, 465)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Bay, Rachael A., Noah Rose, Rowan Barrett, Louis Bernatchez, Cameron K. Ghalambor, Jesse R. Lasky, Rachel B. Brem, Stephen R. Palumbi, and Peter Ralph. 2017. “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures.” ''American Naturalist'' 189 (5): 463–73. https://doi.org/10.1086/691233.<br />
|-<br />
|}<br />
<br />
<br />
=== Periodicals: News or magazine articles ===<br />
<br />
Articles from newspapers or news sites, magazines, blogs, and the like are cited similarly. Page numbers, if any, can be cited in a note but are omitted from a bibliography entry. If you consulted the article online, include a URL or the name of the database.<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Rebecca Mead, “The Prophet of Dystopia,” ''New Yorker'', April 17, 2017, 43.<br />
<br />
2. Farhad Manjoo, “Snap Makes a Bet on the Cultural Supremacy of the Camera,” ''New York Times'', March 8, 2017, https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
3. Rob Pegoraro, “Apple’s iPhone Is Sleek, Smart and Simple,” ''Washington Post'', July 5, 2007, LexisNexis Academic.<br />
<br />
4. Tanya Pai, “The Squishy, Sugary History of Peeps,” ''Vox'', April 11, 2017, http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Mead, “Dystopia,” 47.<br />
<br />
2. Manjoo, “Snap.”<br />
<br />
3. Pegoraro, “Apple’s iPhone.”<br />
<br />
4. Pai, “History of Peeps.”<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Manjoo, Farhad. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
Mead, Rebecca. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
<br />
Pai, Tanya. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
<br />
Pegoraro, Rob. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Manjoo 2017)<br />
<br />
(Mead 2017, 43)<br />
<br />
(Pai 2017)<br />
<br />
(Pegoraro 2007)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Manjoo, Farhad. 2017. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
Mead, Rebecca. 2017. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
<br />
Pai, Tanya. 2017. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
<br />
Pegoraro, Rob. 2007. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|-<br />
|}<br />
<br />
<br />
==== Reader comments ====<br />
<br />
Readers’ comments on online articles are cited in the text or in a note but omitted from a bibliography.<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Eduardo B (Los Angeles), March 9, 2017, comment on Manjoo, “Snap.”<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Eduardo B [Los Angeles], March 9, 2017, comment on Manjoo 2017)<br />
|-<br />
|}<br />
<br />
<br />
==== Book reviews ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Michiko Kakutani, “Friendship Takes a Path That Diverges,” review of ''Swing Time'', by Zadie Smith, ''New York Times'', November 7, 2016.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Kakutani, “Friendship.”<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Kakutani, Michiko. “Friendship Takes a Path That Diverges.” Review of ''Swing Time'', by Zadie Smith. ''New York Times'', November 7, 2016.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Kakutani 2016)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Kakutani, Michiko. 2016. “Friendship Takes a Path That Diverges.” Review of ''Swing Time'', by Zadie Smith. ''New York Times'', November 7, 2016.<br />
|-<br />
|}<br />
<br />
<br />
==== Interviews ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Kory Stamper, “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English,” interview by Terry Gross, ''Fresh Air'', NPR, April 19, 2017, audio, 35:25, http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Stamper, interview.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Stamper, Kory. “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English.” Interview by Terry Gross. ''Fresh Air'', NPR, April 19, 2017. Audio, 35:25. http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Stamper 2017)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Stamper, Kory. 2017. “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English.” Interview by Terry Gross. ''Fresh Air'', NPR, April 19, 2017. Audio, 35:25. http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
|}<br />
<br />
<br />
<br />
=== Media materials ===<br />
<br />
For videos, TV and other media materials, the elements used in the citations and references will depend on the type of source used, such as the medium (video/DVD, TV broadcast, online), or whether it is an entire work (e.g., a film or an entire TV series, an episode or other partial work (e.g., an episode of a TV show). The general patterns are as follows<ref name="ftn0">Most of these examples are from [https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html] </ref>. <br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | entire work, LF<br />
| 1. First-name Last-name, ''Title of Work'', directed/performed by Firstname Lastname (Original release year; City: Studio/Distributor, Video release year), Medium.<br />
|-<br />
| style="background:#ffffee;" | episode, LF<br />
| 1. Title of Work, episode number, “Episode Title,” directed/written/performed by Firstname Lastname, aired Month day, year, on Network Name, URL. <br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Last-name, ''Title'', year.<br />
<br />
2. Title, year.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Last-name, First-name. ''Title of Work''. Directed/Performed by First-name Last-name. Year (of original release)<nowiki>; City: Studio/Distributor, Video release year. Medium.</nowiki><br />
<br />
Lastname, Firstname, dir. Title of Work. Season number, episode number, “Episode Title.” Aired Month day, year, on Network Name. URL. <br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Last-name'' ''year)<br />
<br />
(''Title ''year)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Last-name, First-name. Year. ''Title of Work''. Directed/Performed by First-name Last-name. City: Studio/Distributor, Video release year. Medium.<br />
<br />
Lastname, Firstname, dir. Year. ''Title of Work''. Season number, episode number, “Episode Title.” Aired Month day, year, on Network Name. URL. <br />
|-<br />
|}<br />
<br />
<br />
==== Video or DVD ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. ''Joe Versus the Volcano'', directed by John Patrick Shanley (1990; Burbank, CA: Warner Home Video, 2002), DVD.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. ''Joe Versus the Volcano'', 1990.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Shanley, John Patrick, dir. Joe Versus the Volcano. 1990; Burbank, CA: Warner Home Video, 2002. DVD.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (''Joe Versus the Volcano'' 1990)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Shanley, John Patrick, dir. Joe Versus the Volcano. 1990. Burbank, CA: Warner Home Video, 2002. DVD.<br />
|-<br />
|}<br />
<br />
<br />
==== TV shows ====<br />
<br />
For such media formats, the Chicago Manual does not officially specify how to cite them, and so you will need to put together typical CM elements in a way that works for your source. Some parts of the examples below may not be relevant or available (and they can thus be left out). In that case, simply make your citation / end reference as informative as you can. You can follow one of these general formats for footnotes and bibliography entries. <br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF/WC<br />
| “Episode name.” ''Series / program title''. Directed/produced by X. Written by Y. Network. Original broadcast date.<br />
<br />
''Series / program title''. “Episode name,” Episode number. Directed by X. Written by Y. Network. Year. <br />
|-<br />
|}<br />
<br />
<br />
For example:<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. "Blink." ''Dr Who''. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007.<br />
<br />
''or:''<br />
<br />
1. ''Dr Who.'' “Blink,” Episode 3.10. Directed by Hettie MacDonald. BBC. 2007.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. "Blink," ''Dr Who'', 2007.<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| “Blink.” ''Dr Who''. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007. <br />
<br />
''or:''<br />
<br />
''Dr Who. ''“Blink,”Episode 3.10. Directed by Hettie MacDonald. BBC. 2007.<br />
|-<br />
| style="background:#ffeeff;" | PITC <br />
| ("Blink,” ''Dr Who'', 2007)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| “Blink.” ''Dr Who''. 2007. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007. <br />
|-<br />
|}<br />
<br />
<br />
==== Music and audio recordings ====<br />
<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF/WC<br />
| Name of group or composer or performer, ''Title'', contributing personnel, Recording date, Recording Company or Publisher, Track Number on ''Name of Album'', Year of Release, Medium.<br />
<br />
Name of group or composer or performer. ''Title''. Contributing personnel. Recording date. Recording Company or Publisher, Medium.<br />
|-<br />
| e.g:<br />
| 1. Bob Dylan, “Workingman’s Blues #2,” recorded February 2006, track 3 on Modern Times, Columbia, compact disc.<br />
<br />
2. Charles, Ray. “Georgia on My Mind.” By Hoagy Carmichael and Stuart Gorrell. Recorded March 1960. Track 2 on The Genius Hits the Road. ABC-Paramount. Vinyl LP.<br />
<br />
''or:''<br />
<br />
2. Ray Charles, vocalist, “Georgia on My Mind,” by Hoagy Carmichael and Stuart Gorrell, recorded March 1960, track 2 onThe Genius Hits the Road, ABC-Paramount, Vinyl LP.<br />
|-<br />
|}<br />
<br />
<br />
=== Online content ===<br />
<br />
It is often sufficient simply to describe web pages and other website content in the text (“As of May 1, 2017, Yale’s home page listed . . .”). If a more formal citation is needed, it may be styled like the examples below. For a source that does not list a date of publication or revision, include an access date; if no date is available, use “n.d.” for ‘no date’ instead of a date and include an access date (when you viewed or downloaded the site or contents). <br />
<br />
==== Websites ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. “Privacy Policy,” Privacy & Terms, Google, last modified April 17, 2017, https://www.google.com/policies/privacy/.<br />
<br />
2. “About Yale: Yale Facts,” Yale University, accessed May 1, 2017, https://www.yale.edu/about-yale/yale-facts.<br />
<br />
3. Katie Bouman, “How to Take a Picture of a Black Hole,” filmed November 2016 at TEDxBeaconStreet, Brookline, MA, video, 12:51, https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Google, “Privacy Policy.”<br />
<br />
2. “Yale Facts.”<br />
<br />
3. Bouman, “Black Hole.”<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Bouman, Katie. “How to Take a Picture of a Black Hole.” Filmed November 2016 at TEDxBeaconStreet, Brookline, MA. Video, 12:51. https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
<br />
Google. “Privacy Policy.” Privacy & Terms. Last modified April 17, 2017. https://www.google.com/policies/privacy/.<br />
<br />
Yale University. “About Yale: Yale Facts.” Accessed May 1, 2017. https://www.yale.edu/about-yale/yale-facts.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Google 2017)<br />
<br />
(Yale University, n.d.)<br />
<br />
(Bouman 2016)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Bouman, Katie. 2016. “How to Take a Picture of a Black Hole.” Filmed November 2016 at TEDxBeaconStreet, Brookline, MA. Video, 12:51. https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
<br />
Google. 2017. “Privacy Policy.” Privacy & Terms. Last modified April 17, 2017. https://www.google.com/policies/privacy/.<br />
<br />
Yale University. n.d. “About Yale: Yale Facts.” Accessed May 1, 2017. https://www.yale.edu/about-yale/yale-facts.<br />
|-<br />
|}<br />
<br />
<br />
==== Social media content ====<br />
<br />
Citations of SNS contents can often be limited to just a footnote or a simple in-text citation without a bibliography / works cited entry, e.g.: <br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| Conan O’Brien’s tweet was characteristically deadpan: “In honor of Earth Day, I’m recycling my tweets” (@ConanOBrien, April 22, 2015).<br />
|-<br />
|}<br />
<br />
<br />
A more formal citation and/or bibliography entry can be added if a formal citation is needed. In place of a title, quote up to the first 160 characters of the post. Comments are cited in reference to the original post.<br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffffee;" | LF<br />
| 1. Pete Souza (@petesouza), “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit,” Instagram photo, April 1, 2016, https://www.instagram.com/p/BDrmfXTtNCt/.<br />
<br />
2. Chicago Manual of Style, “Is the world ready for singular they? We thought so back in 1993,” Facebook, April 17, 2015, https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
|-<br />
| style="background:#eeffff;" | SF<br />
| 1. Souza, “President Obama.”<br />
<br />
2. Michele Truty, April 17, 2015, 1:09 p.m., comment on Chicago Manual of Style, “singular they.”<br />
|-<br />
| style="background:#eeffff;" | WC-sf<br />
| Chicago Manual of Style. “Is the world ready for singular they? We thought so back in 1993.” Facebook, April 17, 2015. https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Chicago Manual of Style 2015)<br />
<br />
(Souza 2016)<br />
<br />
(Michele Truty, April 17, 2015, 1:09 p.m., comment on Chicago Manual of Style 2015)<br />
|-<br />
| style="background:#ffeeff;" | WC-pitc<br />
| Chicago Manual of Style. 2015. “Is the world ready for singular they? We thought so back in 1993.” Facebook, April 17, 2015. https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
<br />
Souza, Pete (@petesouza). 2016. “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit.” Instagram photo, April 1, 2016. https://www.instagram.com/p/BDrmfXTtNCt/.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Personal communication ====<br />
<br />
A personal communication might occasionally be used to cite information from an online conversation (via email or SNS), personal conversation, or phone conversation with someone who is worthy of citing (e.g., an expert or a personal interview). These are usually cited in the text only, and are usually included in the end references. <br />
<br />
{| class="wikitable" <br />
|-<br />
| style="background:#ffeeff;" | PITC<br />
| (Sam Gomez, Facebook message to author, August 1, 2017)<br />
|-<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
==See also==<br />
# [http://www.chicagomanualofstyle.org Chicago Manual, official website]<br />
# [http://www.chicagomanualofstyle.org/tools_citationguide.html Chicago Manual, complete guide] <br />
<br />
<br />
===Other pages on referencing / citation systems:===<br />
{{#categorytree:Using sources|hideroot|mode=pages}}<br />
<br />
===General references===<br />
<references/><br />
<br />
<br />
<br />
[[Category: Writing]] [[Category:EAP]] [[Category:Using sources]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Chicago_Manual&diff=16544Chicago Manual2023-12-04T02:06:52Z<p>Kentlee7: </p>
<hr />
<div><br />
The ''Chicago Manual of Style'' is a style guide published by the University of Chicago Press since 1906, and is currently in its 17th edition (2017). It specifices several formats for citing and referencing sources, as well as for English style and document layouts. It is commonly used for college papers, academic books, and academic research articles in various fields, particularly within various humanities fields. Areas include history, media studies, international studies, philosophy, theoretical linguistics, various areas of cultural studies, and others. Parts of the manual and its specifications are available online at [https://www.chicagomanualofstyle.org/home.html]. Other style guides like Turabian style (for history) are based on CM. Many popular books on academic subjects by academic or professional experts also use CM for citations and references. <br />
<br />
*See also: [[Chicago Manual (parenthetical)]] style<br />
<br />
<br />
==Overview of formats==<br />
<br />
The Chicago Manual of Style offers several versions or formats for in-text citations and end references. The main formats for college papers are: <br />
<br />
# Notes and Bibliography (NB) style: Short footnote style + bibliography format<br />
# Notes and Bibliography (NB) style: Long footnote + bibliography format<br />
# Parenthetical author-date + bibliography format<br />
<br />
<br />
For in-text references, the Chicago Manual has two footnote styles: (1) the long or full footnote style, and (2) the short (or shortened) footnote note style. The short footnote style is a convenient system that can be used for shorter essays or research papers, essay exams, or in-class writing assignments. The long footnote style would be used in academic or professional level books and in full-length essays and articles. Footnote style is an older and more semi-formal style of referencing. The footnote styles are more commonly used in humanities fields, for college papers and for some academic journals, especially older ones. <br />
<br />
Whether you use the short or long footnote style, at the end of a college paper, full information about the sources cited appear in a section called ‘Bibliography’ (or maybe ‘References’ or ‘Works Cited’). For more examples, refer to the official guidebook, ''The Chicago Manual of Style''. For some older published works using the long footnote style, the end bibliography may be optional. <br />
<br />
In the Notes & Bibliography styles, instead of footnotes, the citations can all be given at the end of the work in the form of endnotes. If endnotes are based on the short footnote style, then a bibliography should then follow. If endnotes are based on the long footnote style, then a bibliography may be optional. Endnote systems are more often used in older publications, or in popular books. <br />
<br />
The in-text citation is somewhat simpler. Instead of footnotes, the in-text citation consists of the author’s or authors’ last name(s) and the date of publication. At the end of your paper you will list full information about your sources in a bibliography section. <br />
<br />
<br />
== Chicago Manual, long footnote style ==<br />
<br />
=== Example ===<br />
Here is a sample excerpt of a college paper using the long footnote style.<br />
<br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #778899;padding:1.0mm;"<br />
| As readers read a text, they construct a mental model of the semantic contents of the text, and their model construction is facilitated by various contextual and individual reader factors<sup>1</sup>. Discourse connectives impart logical and textual coherence to texts. Reading experiments show that discourse connectives facilitate and readers’ comprehension of texts, in that they provide explicit cues about the logical relationships among referents, propositions, and clauses, and thus help readers to construct online mental representations of the meaning of a text<sup>2</sup>. Subordinating conjunctions also facilitate reading times and coherence by marking information as relatively secondary, so that readers can focus more on the content of main clauses<sup>3</sup>. However, excessive use of connectors may not be felicitous, as some studies suggest that explicit markers can interfere with readers’ text comprehension<sup>4</sup>. To what degree such relationships need to be made explicit depend on the genre or text type, and the readers’ level of expertise and background knowledge<sup>5</sup>.<br />
<br />
In recent years, applied linguists have begun to conduct corpus-based studies of second language (L2) writing in English, particularly by comparing native English writers and L2 in their use of connectors (i.e., connectives, transitionals). Some studies have examined ESL/EFL writers from Western language backgrounds, such as one seminal study<sup>6</sup> of English connective use by L2 writers, compared to native writer (L1) patterns. Their study revealed patterns of overuse, underuse, and sometimes infelicitous use of particular transitional expressions by L2 writers of French and other European backgrounds. <br />
<br />
. . . <br />
<br />
<hr style="width: 60%; padding-left:10px;"><br />
# Morton Ann Gernsbacher, Language Comprehension as Structure Building (Routledge, 1990); Walter Kintsch, ''Comprehension: A Paradigm for Cognition'' (Cambridge University Press, 1998); Danielle S. McNamara et al., “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Undertanding in Learning from Text,” ''Cognition and Instruction'' 14, no. 1 (1996): 1–43.<br />
# Liesbeth Degand, Nathalie Lefèvre, and Yves Bestgen, “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension,” ''Document Design'' 1, no. 1 (1999): 39–51.<br />
# Matthew J. Traxler and Morton Ann Gernsbacher, “Improving Coherence in Written Communication,” ''Coherence in Spontaneous Text,'' 1995, 215–38.<br />
# Keith K. Millis, Arthur C. Graesser, and Karl Haberlandt, “The Impact of Connectives on the Memory for Expository Texts,” ''Applied Cognitive Psychology'' 7, no. 4 (1993): 317–39.<br />
# Danielle S. McNamara and Walter Kintsch, “Learning from Texts: Effects of Prior Knowledge and Text Coherence,” ''Discourse Processes'' 22, no. 3 (1996): 247–88.<br />
# Sylviane Granger and Stephanie Tyson, “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English,” ''World Englishes'' 15, no. 1 (1996): 17–27.<br />
<br />
<br />
|-<br />
|<br> '''Works Cited''' <br><br />
{{Biblio|<br />
# Degand, Liesbeth, Nathalie Lefèvre, and Yves Bestgen. “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension.” ''Document Design'' 1, no. 1 (1999): 39–51. <br />
# Gernsbacher, Morton Ann. ''Language Comprehension as Structure Building''. Routledge, 1990.<br />
# Granger, Sylviane, and Stephanie Tyson. “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English.” ''World Englishes'' 15, no. 1 (1996): 17–27.<br />
# Kintsch, Walter. ''Comprehension: A Paradigm for Cognition''. Cambridge University Press, 1998.<br />
# McNamara, Danielle S., Eileen Kintsch, Nancy Butler Songer, and Walter Kintsch. “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.” ''Cognition and Instruction'' 14, no. 1 (1996): 1–43.<br />
# McNamara, Danielle S., and Walter Kintsch. “Learning from Texts: Effects of Prior Knowledge and Text Coherence.” ''Discourse Processes'' 22, no. 3 (1996): 247–88.<<br />
# Millis, Keith K., Arthur C. Graesser, and Karl Haberlandt. “The Impact of Connectives on the Memory for Expository Texts.” ''Applied Cognitive Psychology'' 7, no. 4 (1993): 317–39.<br />
# Traxler, Matthew J., and Morton Ann Gernsbacher. “Improving Coherence in Written Communication.” ''Coherence in Spontaneous Text'', 1995, 215–38. <br />
}} <br />
<br />
<br />
|}<br />
<br />
== Short footnote style ==<br />
<br />
The short footnote style looks like the long footnote style, but the footnotes at the bottom of the page are shorter, containing information such as author last names titles or shortened titles, and page numbers (if relevant). The Works Cited page would be like the one above. <br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #778899;padding:1.0mm;"<br />
| . . . <br><br />
<hr style="width: 60%; padding-left:10px;"><br />
# Gernsbacher, ''Language Comprehension''<nowiki>; McNamara et al., “Are Good Texts Always Better?” </nowiki><br />
# Degand, Lefèvre, and Bestgen, “The Impact of Connectives.”<br />
# Traxler and Gernsbacher, “Improving Coherence in Written Communication.”<br />
# Millis, Graesser, and Haberlandt, “The Impact of Connectives on the Memory for Expository Texts.”<br />
# McNamara and Kintsch, “Learning from Texts.”<br />
# Granger and Tyson, “Connector Usage in the English Essay Writing of Native and Non-native EFL Speakers of English.”<br />
<br />
<br />
|}<br />
<br />
<br />
== Parenthetical in-text citation format ==<br />
<br />
Within the text of an essay, the authors’ names can be mentioned in the sentence, with the date in parentheses, or more often, the author names and dates appear in parentheses. Page numbers can also be included if relevant (if a direct quotation is used, or if the information is specifically from a certain page or certain pages). If the author-date system is used, then footnotes are not used for citing sources. <br />
<br />
===Example ===<br />
<br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #999999;padding:3mm;"<br />
|As readers read a text, they create a mental model of the meaning of the text, and this process is aided by various factors, depending on context and individual readers (Gernsbacher 1990; Kintsch 1998; McNamara et al. 1996). Conjunctions and other connecting expressions give texts logical and textual coherence. Reading experiments show that these connectors aid readers’ text comprehension, in that they provide explicit cues about the logical relationships among referents (e.g., items that nouns refer to), ideas, and clauses, and thus help readers to form their mental models for the meaning of a text (Degand, Lefèvre, and Bestgen 1999). Subordinating conjunctions also facilitate reading times and coherence by marking information as relatively secondary, so that readers can focus more on the content of main clauses (Traxler and Gernsbacher 1995). However, excessive use of connectors may not be helpful, as some studies suggest that too many connecting expressions can interfere with readers’ text comprehension (Millis, Graesser, and Haberlandt 1993). To what degree such relationships need to be made explicit depend on the type of text, and the readers’ level of background knowledge about the topic of the text (McNamara and Kintsch 1996).<br />
<br />
In recent years, applied linguists have begun to conduct studies of actual writing samples by students learning English as a second language (L2) in ESL courses, particularly by comparing native English writers and L2 writers in how they use of connectors. Some studies have examined ESL/EFL writers from Western language backgrounds, such as one study (Granger and Tyson 1996) of English connector use by European L2 writers. Their study found, for example, patterns of overuse, underuse, and sometimes incorrect use of particular expressions by French writers, especially in overusing “to the contrary” due to the influence of a similar French expression, whose usage is actually different in English (Granger and Tyson 1996, 22-23). <br />
|-<br />
|<br />
<br />
'''Works Cited'''<br />
{{Biblio|<br />
# Degand, Liesbeth, Nathalie Lefèvre, and Yves Bestgen. 1999. “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension.” ''Document Design'' 1 (1): 39–51. <br />
<br />
# Gernsbacher, Morton Ann. 1990. ''Language Comprehension as Structure Building''. Routledge. <br />
<br />
# Granger, Sylviane, and Stephanie Tyson. 1996. “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English.” ''World Englishes'' 15 (1): 17–27. <br />
<br />
# Kintsch, Walter. 1998. ''Comprehension: A Paradigm for Cognition''. Cambridge University Press. <br />
<br />
# McNamara, Danielle S., Eileen Kintsch, Nancy Butler Songer, and Walter Kintsch. 1996. “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.” ''Cognition and Instruction'' 14 (1): 1–43. <br />
<br />
# McNamara, Danielle S., and Walter Kintsch. 1996. “Learning from Texts: Effects of Prior Knowledge and Text Coherence.” ''Discourse Processes'' 22 (3): 247–88.<br />
<br />
# Millis, Keith K., Arthur C. Graesser, and Karl Haberlandt. 1993. “The Impact of Connectives on the Memory for Expository Texts.” ''Applied Cognitive Psychology'' 7 (4): 317–39. <br />
<br />
# Traxler, Matthew J., and Morton Ann Gernsbacher. 1995. “Improving Coherence in Written Communication.” ''Coherence in Spontaneous Text'', 215–38.<br />
}}<br />
<br />
<br />
|}<br />
<br />
=== General guidelines for in-text citations ===<br />
<br />
==== Author names within sentence vs. within parentheses ====<br />
<br />
:A famous study by Granger and Tyson (1996) of English connector use ...<br />
<br />
:A famous study (Granger and Tyson 1996) of English connector use ...<br />
<br />
<br />
==== Page numbers ====<br />
<br />
Page numbers can be given if the information is mainly from a certain page or certain pages. Page numbers should be given if a direct quote is used from the source. <br />
<br />
:Their usage was influenced by the French connector ''au contraire'' (Granger and Tyson 1996, 23). <br />
<br />
:Similar patterns were also found for other Europeans (Granger and Tyson 1996, 22-24). <br />
<br />
:They noted that both groups were “inherently and essentially the same” (Smith and Jones 2001, 13).<br />
<br />
<br />
==== Multiple works in one citation ====<br />
<br />
Several works can be cited together, and are listed in alphabetical order of the first author of each work. <br />
<br />
:... depending on context and individual readers (Gernsbacher 1990; Kintsch 1998; McNamara et al. 1996).<br />
<br />
==== Works by multiple authors ====<br />
<br />
If a work is by four or more authors, then use the first author’s name followed by ''et al.'' (a Latin abbreviation for ''et alia'' ‘and others,’ similar to ''etc.'' for ''et cetera''). All authors’ names are given in the bibliography entry. <br />
<br />
:These can lead to different types of mental models for meanings of texts (Degand et al. 2002). <br />
<br />
<br />
== Bibliography format ==<br />
<br />
At the end of your paper you will list full information about your sources in a section called ‘Bibliography’ (or ‘References’ or ‘Works Cited’). These are listed in alphabetical order according to the last name (family name) of the first author.<br />
<br />
<br />
=== Citing different types of sources ===<br />
<br />
Actually, the format for items in the bibliography section is slightly different than for the footnote system, particularly in that dates come after the names instead of near the end of bibliographic entries, for bibliographies in the author-date system. However, this seems confusing, and for your papers, you can do your bibliography items in either format<ref name="ftn2">For more on the author-date+bibliography system, then refer to this page, or the official ''Chicago Manual of Style'' guidebook: [http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm www.chicagomanualofstyle.org/tools_citationguide/citation-guide-][http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm 2][http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm .htm]. </ref> These examples are mainly for the bibliograpy format for use with parenthetical in-text citations; refer to the next section that compares the formats for footnote and parenthetical citations and end references. <br />
<br />
{| class="wikitable" style="cellpadding: 5px;"<br />
! Source type !! Works cited entry <br />
|- <br />
| Book (two authors)<br />
| Culicover, Peter W., and Ray Jackendoff. 2009. ''Simpler Syntax''. Oxford: Oxford University Press. <br />
|- <br />
| E-book <br />
| Dörnyei, Zoltán. 2012. ''The Psychology of Second Language Acquisition''. Oxford: Oxford University Press, 2012. Kindle. <br />
|- <br />
| Academic journal article <br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. 2017. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11, no. 1 (Spring): 1–34. <br />
|- <br />
| Periodical: newspaper (online)<br />
| Manjoo, Farhad. 2017. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. <nowiki> https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html. </nowiki><br />
|- <br />
| Periodical: magazine<br />
| Mead, Rebecca. 2017. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
|- <br />
| Periodical: online magazine <br />
| Pai, Tanya. 2017. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. <nowiki>http://www.vox.com/culture/2017/4/11/15209084/peeps-easter. </nowiki><br />
|- <br />
| Periodical: newspaper<br />
| Pegoraro, Rob. 2007. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|- <br />
| Social media content <br />
| Souza, Pete (@petesouza). 2016. “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit.” Instagram photo, April 1, 2016. <nowiki> https://www.instagram.com/p/BDrmfXTtNCt/. </nowiki><br />
|- <br />
| Website content <br />
| Yale University. n.d. “About Yale: Yale Facts.” Accessed May 1, 2017. <nowiki>https://www.yale.edu/about-yale/yale-facts. </nowiki><br />
|-<br />
|}<br />
<br />
<br />
If a source has no date, as is the case with some web and electronic sources, then use ‘n.d.’ instead of a date in the bibliographic entry. The date when you accessed the source is not usually required (e.g., for periodical and journal articles), unless the material is time-sensitive, that is, if the content of the website might change over time.<br />
<br />
=== Foreign sources ===<br />
<br />
For in-text citations, the author names are romanized (spelled in Latin letters), e.g.:<br />
<br />
:According to Cho (1999) ... , while another study (Zhou 2001) found that ... <br />
<br />
<br />
==== Romanized bibliography entries ====<br />
<br />
For bibliography entries in Chicago style, there are two options: with and without the original language. If the readers are not likely to be familiar with the original language, then the titles of the works (e.g., article titles) and the publication titles (e.g., book title, or the name of the magazine, journal, or newspaper) can be given, followed by an English translation in square brackets. If the language does not use the Latin alphabet, it can be romanized into English (written in the Latin alphabet). For Korean, different romanization systems exits; for your essays, simply do the best you can to romanize it. <ref name="ftn3"> <br />
These examples are from the following websites, and follow the format for the Chicago footnote-bibliography style. You can convert them to the author-date+bibliography style if you want to. <br />
<br />
[http://wiki.ubc.ca/Library:How_to_Cite_Asian-Language_Sources http://wiki.ubc.ca/Library:How_to_Cite_Asian-Language_Sources]<br />
<br />
[http://cgnetworks.org/support/chicago-manual-of-style-citations-quick-guide http://cgnetworks.org/support/chicago-manual-of-style-citations-quick-guide]<br />
<br />
[https://guides.library.yale.edu/c.php?g=296262&p=1974227 https://guides.library.yale.edu/c.php?g=296262&p=1974227] <br />
<br />
[http://reganmian.net/blog/2010/05/06/how-to-cite-chinese-sources-in-chicago-style/ http://reganmian.net/blog/2010/05/06/how-to-cite-chinese-sources-in-chicago-style/] </ref> <br />
<br />
{| class="wikitable" style="cellpadding: 5px;" <br />
! Source type !! Words cited entry<br />
|- <br />
| Book (Korean)<br />
| Kwŏn Yŏng-min and Im Yŏng-hwan, ''Hy<span style="color:#000000;">ŭ</span>ndai sosŏl i kujo wa mihak'' [Structure and aesthetics of modern fiction] (Seoul: T’aehaksa, 2005), 25.<br />
|- <br />
| Book (Russian)<br />
| Pirumova, Nataliia. 1977. ''Zemskoe liberal’noe dvizhenie: Sotsial’nye korni i evoliutsiia do nachala XX veka'' [The Zemstvo Liberal Movement: Its Social Roots and Evolution to the Beginning of the Twentieth Century]. Moscow: Izdatel’stvo “Nauka.”<br />
|- <br />
| Journal article (Russian)<br />
| Pirumova, Nataliia. 1977. “Zemskoe liberal’noe dvizhenie: Sotsial’nye korni i evoliutsiia do nachala XX veka” [The Zemstvo Liberal Movement: Its Social Roots and Evolution to the Beginning of the Twentieth Century]. ''Zhurnal sotsial'nykh korney i evolyutsii'' [Journal of Social Roots and Evolution] 3 (3): 1–24.<br />
|-<br />
|}<br />
<br />
<br />
==== Bibliography entries with original language ====<br />
<br />
If the readers are likely familiar with the language (or at least its writing system) or would want to know the original titles so they can look it up, then the titles are romanized, followed by the text in the original language, and then a translation in square brackets. <br />
<br />
{| class="wikitable" style="cellpadding: 5px;" <br />
! Source type !! Works cited entry<br />
|- <br />
| Book<br />
| Abe, Yoshio 阿部善雄, and Hideo Kaneko 金子英生. ''Saigo no “Nihonjin”: Asakawa Kan’Ichi no shōgai'' 最後の「日本人」: 朝河貫一の生涯 [The last ‘Japanese’: Life of Kan’ichi Asakawa]. Tōkyō: Iwanami Shoten, 1983.<br />
|- <br />
| Academic journal article<br />
| Hua Linfu 華林甫, “Qingdai yilai Sanxia diqu shuihan zaihai de chubu yanjiu” 清代以來三峽地區水旱災害的初步硏究 [A preliminary study of floods and droughts in the Three Gorges region since the Qing dynasty], ''Zhongguo shehui kexue'' 中國社會科學 1 (1999): 168–79. <br />
|- <br />
| Periodical: newspaper<br />
| Harootunian, Harry and Sakai Naoki, “Nihon kenkyū to bunka kenkyū 日本研究と文化研究, ''Shisō'' 思想 7 (July 1997): 4–53.<br />
|- <br />
| Periodical: newspaper<br />
| Joo, Yong-jung 주용중, and Chung Woo-sang 정우상. “Miseo gwangubyeong bal-saeng-hamyeon suip jungdan” 美서 광우병 발생하면 수입 중단 [Will Suspend the Import if Mad Cow Disease Attacks in the United States]. ''Chosun Ilbo'' 朝鮮日報, May 8, 2008. <br />
|- <br />
| Book<br />
| Kwŏn Yŏng-min and Im Yŏng-hwan, ''Hyŏndai sosŏl i kujo wa mihak'' 현대소설의 구조와 미학 [Structure and aesthetics of modern fiction] (Seoul: Taehaksa, 2005), 25. <br />
|- <br />
| Web article <br />
| State Council 国务院. “Quanmian zhengque lijie shehuizhuyi xinnongcun jianshe 全面正确理解社会主义新农村建设”[Fully and correctly understand the building of a new socialist countryside]. Last modified March 15, 2006. http://www.gov.cn/node_11140/2006-03/15/content_227640.htm. (Accessed August 10, 2011) <br />
|}<br />
<br />
<br />
== Various sources in CM formats ==<br />
<br />
This section compares different types of sources, for the short and long footnotes, and the corresponding bibliography (works cited) entry. The format for bibliographic entries differs slightly depending on whether you are using a footnote system or a parenthetical citation system. This is a complexity that can make CM confusing. As you may notice, there are slight format differences in the ordering of information in works cited entries. Thus, the different styles are compared here in table format, like so<ref name="ftn1">These examples are mostly from http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm.</ref>. <br />
<br />
<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| Long (or full) footnote (alternatively, this style can be used for endnotes)<br />
|-<br />
| SF<br />
| Short footnote<br />
|-<br />
| WC-sf<br />
| Works cited (bibliography / end references) format, for papers short/long footnote style<br />
|-<br />
| PITC<br />
| Parenthetical in-text citation (parenthetical author + year / author + year, page #)<br />
|-<br />
| WC-pitc<br />
| Works cited format, for papers with parenthetical in-text citations, i.e., (Author Year) or (Author Year page #) or (Author page#)<br />
|-<br />
|}<br />
<br />
<br />
<br />
=== Books ===<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Zadie Smith, ''Swing Time'' (New York: Penguin Press, 2016), 315–16.<br />
<br />
2. Brian Grazer and Charles Fishman, ''A Curious Mind: The Secret to a Bigger Life'' (New York: Simon & Schuster, 2015), 12.<br />
|-<br />
| SF<br />
| 1. Smith, ''Swing Time'', 320.<br />
<br />
2. Grazer and Fishman, ''Curious Mind'', 37.<br />
<br />
|-<br />
| WC-sf<br />
| Grazer, Brian, and Charles Fishman. ''A Curious Mind: The Secret to a Bigger Life. ''New York: Simon & Schuster, 2015.<br />
<br />
Smith, Zadie. ''Swing Time''. New York: Penguin Press, 2016.<br />
<br />
|-<br />
| PITC<br />
| (Grazer and Fishman 2015, 12)<br />
<br />
(Smith 2016, 315–16)<br />
<br />
|-<br />
| WC-pitc<br />
| Grazer, Brian, and Charles Fishman. 2015. ''A Curious Mind: The Secret to a Bigger Life. ''New York: Simon & Schuster. <br />
<br />
Smith, Zadie. 2016. ''Swing Time''. New York: Penguin Press.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Chapter or other part of an edited book / volume ====<br />
<br />
An edited book can include anthologies of famous pieces of literature (e.g., a poetry antholgoy), or a collection of famous essays or research papers on a particular topic. More often, an edited volume is a book that contains original research by scholars, researchers, or scientists, in the form of seperate research articles (소논문) by different authors, which are then collected together by an editory into a single book volume on a particular research topic or research theme. When citing these in an essay, cite specific pages in the footnote. In the bibliography, include the page range for the chapter or section.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Henry David Thoreau, “Walking,” in ''The Making of the American Essay'', ed. John D’Agata (Minneapolis: Graywolf Press, 2016), 177–78.<br />
|-<br />
| SF<br />
| 1. Thoreau, “Walking,” 182.<br />
|-<br />
| WC-sf<br />
| Thoreu, Henry David. “Walking.” In ''The Making of the American Essay'', edited by John D’Agata, 167–95. Minneapolis: Graywolf Press, 2016.<br />
|-<br />
| PITC<br />
| (Thoreau 2016, 177–78)<br />
|-<br />
| WC-pitc<br />
| Thoreu, Henry David. 2016. “Walking.” In ''The Making of the American Essay'', edited by John D’Agata, 167–95. Minneapolis: Graywolf Press.<br />
|-<br />
|}<br />
<br />
<br />
In some cases, you may want to cite the entire book as a whole instead:<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. John D’Agata, ed., ''The Making of the American Essay'' (Minneapolis: Graywolf Press, 2016), 177–78.<br />
|-<br />
| SF<br />
| 1. D’Agata, ''American Essay'', 182.<br />
|-<br />
| WC-sf<br />
| D’Agata, John, ed. ''The Making of the American Essay''. Minneapolis: Graywolf Press, 2016.<br />
|-<br />
| WC-pitc<br />
| D’Agata, John, ed. 2016. ''The Making of the American Essay''. Minneapolis: Graywolf Press.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Translated book ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Jhumpa Lahiri,'' In Other Words'', trans. Ann Goldstein (New York: Alfred A. Knopf, 2016), 146.<br />
|-<br />
| SF<br />
| 1. Lahiri, ''In Other Words'', 184.<br />
|-<br />
| WC-sf<br />
| Lahiri, Jhumpa. 2016. ''In Other Words''. Translated by Ann Goldstein. New York: Alfred A. Knopf.<br />
|-<br />
| PITC<br />
| (Lahiri 2016, 146)<br />
|-<br />
| WC-pitc<br />
| Lahiri, Jhumpa. 2016. ''In Other Words''. Translated by Ann Goldstein. New York: Alfred A. Knopf.<br />
|-<br />
|}<br />
<br />
<br />
==== E-book ====<br />
<br />
For books that you read or used online, include a URL or the name of the database. For other types of e-books, name the format. If no fixed page numbers are available, cite a section title or a chapter or other number in the notes, if any (or simply omit).<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Herman Melville, ''Moby-Dick; or, The Whale'' (New York: Harper & Brothers, 1851), 627, http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
<br />
2. Philip B. Kurland and Ralph Lerner, eds., ''The Founders’ Constitution ''(Chicago: University of Chicago Press, 1987), chap. 10, doc. 19, http://press-pubs.uchicago.edu/founders/.<br />
<br />
3. Brooke Borel, ''The Chicago Guide to Fact-Checking'' (Chicago: University of Chicago Press, 2016), 92, ProQuest Ebrary.<br />
<br />
4. Jane Austen, ''Pride and Prejudice'' (New York: Penguin Classics, 2007), chap. 3, Kindle.<br />
|-<br />
| SF<br />
| 1. Melville, ''Moby-Dick'', 722–23.<br />
<br />
2. Kurland and Lerner, ''Founders’ Constitution'', chap. 4, doc. 29.<br />
<br />
3. Borel, ''Fact-Checking'', 104–5.<br />
<br />
4. Austen, ''Pride and Prejudice'', chap. 14.<br />
|-<br />
| WC-sf<br />
| Austen, Jane. ''Pride and Prejudice''. New York: Penguin Classics, 2007. Kindle.<br />
<br />
Borel, Brooke. ''The Chicago Guide to Fact-Checking''. Chicago: University of Chicago Press, 2016. ProQuest Ebrary.<br />
<br />
Kurland, Philip B., and Ralph Lerner, eds. ''The Founders’ Constitution''. Chicago: University of Chicago Press, 1987. http://press-pubs.uchicago.edu/founders/.<br />
<br />
Melville, Herman. ''Moby-Dick; or, The Whale''. New York: Harper & Brothers, 1851. http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
|-<br />
| PITC<br />
| (Melville 1851, 627)<br />
<br />
(Kurland and Lerner 1987, chap. 10, doc. 19)<br />
<br />
(Borel 2016, 92)<br />
<br />
(Austen 2007, chap. 3)<br />
|-<br />
| WC-pitc<br />
| Austen, Jane. 2007. ''Pride and Prejudice''. New York: Penguin Classics. Kindle.<br />
<br />
Borel, Brooke. 2016. ''The Chicago Guide to Fact-Checking''. Chicago: University of Chicago Press. ProQuest Ebrary.<br />
<br />
Kurland, Philip B., and Ralph Lerner, eds. 1987. ''The Founders’ Constitution''. Chicago: University of Chicago Press. http://press-pubs.uchicago.edu/founders/.<br />
<br />
Melville, Herman. 1851. ''Moby-Dick; or, The Whale''. New York: Harper & Brothers. http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
|-<br />
|}<br />
<br />
<br />
==== Thesis or dissertation (석사논문, 박사논문) ====<br />
<br />
Note: If you are a college student, it is unlikely that you would be able to read, comprehend, or cite such a large work in a college paper. <br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Cynthia Lillian Rutz, “''King Lear'' and Its Folktale Analogues” (PhD diss., University of Chicago, 2013), 99–100.<br />
|-<br />
| SF<br />
| 1. Rutz, “''King Lear'',” 158.<br />
|-<br />
| WC-sf<br />
| Rutz, Cynthia Lillian. “''King Lear'' and Its Folktale Analogues.” PhD diss., University of Chicago, 2013.<br />
|-<br />
| PITC<br />
| (Rutz 2013, 99–100)<br />
|-<br />
| WC-pitc<br />
| Rutz, Cynthia Lillian. 2013. “''King Lear'' and Its Folktale Analogues.” PhD diss., University of Chicago.<br />
|-<br />
|}<br />
<br />
<br />
=== Journal articles ===<br />
<br />
This refers to academic research journals, where original scientific or scholarly research is published as articles (소논문) by professors, researchers, and graduate students. It is unlikely that you would read heavy research works until at least your third or fourth year of college. <br />
<br />
In a footnote, cite specific page numbers. In the bibliography, include the page range for the whole article. For articles consulted online, include a URL or the name of the database. Many journal articles list a DOI (Digital Object Identifier). A DOI forms a permanent URL that begins https://doi.org/. This URL is preferable to the URL that appears in your browser’s address bar.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Susan Satterfield, “Livy and the ''Pax Deum'',” ''Classical Philology'' 111, no. 2 (April 2016): 170.<br />
<br />
2. Shao-Hsun Keng, Chun-Hung Lin, and Peter F. Orazem, “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality,” ''Journal of Human Capital'' 11, no. 1 (Spring 2017): 9–10, https://doi.org/10.1086/690235.<br />
<br />
3. Peter LaSalle, “Conundrum: A Story about Reading,” ''New England Review''38, no. 1 (2017): 95, Project MUSE.<br />
|-<br />
| SF<br />
| 1. Satterfield, “Livy,” 172–73.<br />
<br />
2. Keng, Lin, and Orazem, “Expanding College Access,” 23.<br />
<br />
3. LaSalle, “Conundrum,” 101.<br />
|-<br />
| WC-sf<br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11, no. 1 (Spring 2017): 1–34. https://doi.org/10.1086/690235.<br />
<br />
LaSalle, Peter. “Conundrum: A Story about Reading.” ''New England Review'' 38, no. 1 (2017): 95–109. Project MUSE.<br />
<br />
Satterfield, Susan. “Livy and the ''Pax Deum''.” ''Classical Philology'' 111, no. 2 (April 2016): 165–76.<br />
|-<br />
| PITC<br />
| (Keng, Lin, and Orazem 2017, 9–10)<br />
<br />
(LaSalle 2017, 95)<br />
<br />
(Satterfield 2016, 170)<br />
|-<br />
| WC-pitc<br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. 2017. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11 (1): 1–34. https://doi.org/10.1086/690235.<br />
<br />
LaSalle, Peter. 2017. “Conundrum: A Story about Reading.” ''New England Review'' 38 (1): 95–109. Project MUSE.<br />
<br />
Satterfield, Susan. 2016. “Livy and the ''Pax Deum''.” ''Classical Philology'' 111 (2): 165–76.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Journal articles with many authors ====<br />
<br />
Journal articles often list many authors, especially in the sciences. If there are four or more authors, list up to ten in the bibliography; in a note, list only the first, followed by ''et al''. (“and others”). For more than ten authors (not shown here), list the first seven in the bibliography, followed by ''et al''.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Rachel A. Bay et al., “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures.” ''American Naturalist'' 189, no. 5 (May 2017): 465, https://doi.org/10.1086/691233.<br />
|-<br />
| SF<br />
| 1. Bay et al., “Predicting Responses,” 466.<br />
|-<br />
| WC-sf<br />
| Bay, Rachael A., Noah Rose, Rowan Barrett, Louis Bernatchez, Cameron K. Ghalambor, Jesse R. Lasky, Rachel B. Brem, Stephen R. Palumbi, and Peter Ralph. “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures,” ''American Naturalist'' 189, no. 5 (May 2017): 463–73. https://doi.org/10.1086/691233.<br />
|-<br />
| PITC<br />
| (Bay et al. 2017, 465)<br />
|-<br />
| WC-pitc<br />
| Bay, Rachael A., Noah Rose, Rowan Barrett, Louis Bernatchez, Cameron K. Ghalambor, Jesse R. Lasky, Rachel B. Brem, Stephen R. Palumbi, and Peter Ralph. 2017. “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures.” ''American Naturalist'' 189 (5): 463–73. https://doi.org/10.1086/691233.<br />
|-<br />
|}<br />
<br />
=== Periodicals: News or magazine articles ===<br />
<br />
Articles from newspapers or news sites, magazines, blogs, and the like are cited similarly. Page numbers, if any, can be cited in a note but are omitted from a bibliography entry. If you consulted the article online, include a URL or the name of the database.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Rebecca Mead, “The Prophet of Dystopia,” ''New Yorker'', April 17, 2017, 43.<br />
<br />
2. Farhad Manjoo, “Snap Makes a Bet on the Cultural Supremacy of the Camera,” ''New York Times'', March 8, 2017, https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
3. Rob Pegoraro, “Apple’s iPhone Is Sleek, Smart and Simple,” ''Washington Post'', July 5, 2007, LexisNexis Academic.<br />
<br />
4. Tanya Pai, “The Squishy, Sugary History of Peeps,” ''Vox'', April 11, 2017, http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
|-<br />
| SF<br />
| 1. Mead, “Dystopia,” 47.<br />
<br />
2. Manjoo, “Snap.”<br />
<br />
3. Pegoraro, “Apple’s iPhone.”<br />
<br />
4. Pai, “History of Peeps.”<br />
|-<br />
| WC-sf<br />
| Manjoo, Farhad. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
Mead, Rebecca. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
<br />
Pai, Tanya. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
<br />
Pegoraro, Rob. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|-<br />
| PITC<br />
| (Manjoo 2017)<br />
<br />
(Mead 2017, 43)<br />
<br />
(Pai 2017)<br />
<br />
(Pegoraro 2007)<br />
|-<br />
| WC-pitc<br />
| Manjoo, Farhad. 2017. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
Mead, Rebecca. 2017. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
<br />
Pai, Tanya. 2017. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
<br />
Pegoraro, Rob. 2007. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|-<br />
|}<br />
<br />
<br />
==== Reader comments ====<br />
<br />
Readers’ comments on online articles are cited in the text or in a note but omitted from a bibliography.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Eduardo B (Los Angeles), March 9, 2017, comment on Manjoo, “Snap.”<br />
|-<br />
| PITC<br />
| (Eduardo B [Los Angeles], March 9, 2017, comment on Manjoo 2017)<br />
|-<br />
|}<br />
<br />
<br />
==== Book reviews ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Michiko Kakutani, “Friendship Takes a Path That Diverges,” review of ''Swing Time'', by Zadie Smith, ''New York Times'', November 7, 2016.<br />
|-<br />
| SF<br />
| 1. Kakutani, “Friendship.”<br />
|-<br />
| WC-sf<br />
| Kakutani, Michiko. “Friendship Takes a Path That Diverges.” Review of ''Swing Time'', by Zadie Smith. ''New York Times'', November 7, 2016.<br />
|-<br />
| PITC<br />
| (Kakutani 2016)<br />
|-<br />
| WC-pitc<br />
| Kakutani, Michiko. 2016. “Friendship Takes a Path That Diverges.” Review of ''Swing Time'', by Zadie Smith. ''New York Times'', November 7, 2016.<br />
|-<br />
|}<br />
<br />
<br />
==== Interviews ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Kory Stamper, “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English,” interview by Terry Gross, ''Fresh Air'', NPR, April 19, 2017, audio, 35:25, http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
| SF<br />
| 1. Stamper, interview.<br />
|-<br />
| WC-sf<br />
| Stamper, Kory. “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English.” Interview by Terry Gross. ''Fresh Air'', NPR, April 19, 2017. Audio, 35:25. http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
| PITC<br />
| (Stamper 2017)<br />
|-<br />
| WC-pitc<br />
| Stamper, Kory. 2017. “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English.” Interview by Terry Gross. ''Fresh Air'', NPR, April 19, 2017. Audio, 35:25. http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
|}<br />
<br />
<br />
<br />
=== Media materials ===<br />
<br />
For videos, TV and other media materials, the elements used in the citations and references will depend on the type of source used, such as the medium (video/DVD, TV broadcast, online), or whether it is an entire work (e.g., a film or an entire TV series, an episode or other partial work (e.g., an episode of a TV show). The general patterns are as follows<ref name="ftn0">Most of these examples are from [https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html] </ref>. <br />
<br />
{| class="wikitable" <br />
|-<br />
| entire work, LF<br />
| 1. First-name Last-name, ''Title of Work'', directed/performed by Firstname Lastname (Original release year; City: Studio/Distributor, Video release year), Medium.<br />
|-<br />
| episode, LF<br />
| 1. Title of Work, episode number, “Episode Title,” directed/written/performed by Firstname Lastname, aired Month day, year, on Network Name, URL. <br />
|-<br />
| SF<br />
| 1. Last-name, ''Title'', year.<br />
<br />
2. Title, year.<br />
|-<br />
| WC-sf<br />
| Last-name, First-name. ''Title of Work''. Directed/Performed by First-name Last-name. Year (of original release)<nowiki>; City: Studio/Distributor, Video release year. Medium.</nowiki><br />
<br />
Lastname, Firstname, dir. Title of Work. Season number, episode number, “Episode Title.” Aired Month day, year, on Network Name. URL. <br />
|-<br />
| PITC<br />
| (Last-name'' ''year)<br />
<br />
(''Title ''year)<br />
|-<br />
| WC-pitc<br />
| Last-name, First-name. Year. ''Title of Work''. Directed/Performed by First-name Last-name. City: Studio/Distributor, Video release year. Medium.<br />
<br />
Lastname, Firstname, dir. Year. ''Title of Work''. Season number, episode number, “Episode Title.” Aired Month day, year, on Network Name. URL. <br />
|-<br />
|}<br />
<br />
<br />
==== Video or DVD ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. ''Joe Versus the Volcano'', directed by John Patrick Shanley (1990; Burbank, CA: Warner Home Video, 2002), DVD.<br />
|-<br />
| SF<br />
| 1. ''Joe Versus the Volcano'', 1990.<br />
|-<br />
| WC-sf<br />
| Shanley, John Patrick, dir. Joe Versus the Volcano. 1990; Burbank, CA: Warner Home Video, 2002. DVD.<br />
|-<br />
| PITC<br />
| (''Joe Versus the Volcano'' 1990)<br />
|-<br />
| WC-pitc<br />
| Shanley, John Patrick, dir. Joe Versus the Volcano. 1990. Burbank, CA: Warner Home Video, 2002. DVD.<br />
|-<br />
|}<br />
<br />
<br />
==== TV shows ====<br />
<br />
For such media formats, the Chicago Manual does not officially specify how to cite them, and so you will need to put together typical CM elements in a way that works for your source. Some parts of the examples below may not be relevant or available (and they can thus be left out). In that case, simply make your citation / end reference as informative as you can. You can follow one of these general formats for footnotes and bibliography entries. <br />
<br />
{| class="wikitable" <br />
|-<br />
| LF/WC<br />
| “Episode name.” ''Series / program title''. Directed/produced by X. Written by Y. Network. Original broadcast date.<br />
<br />
''Series / program title''. “Episode name,” Episode number. Directed by X. Written by Y. Network. Year. <br />
|-<br />
|}<br />
<br />
<br />
For example:<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. "Blink." ''Dr Who''. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007.<br />
<br />
''or:''<br />
<br />
1. ''Dr Who.'' “Blink,” Episode 3.10. Directed by Hettie MacDonald. BBC. 2007.<br />
|-<br />
| SF<br />
| 1. "Blink," ''Dr Who'', 2007.<br />
|-<br />
| WC-sf<br />
| “Blink.” ''Dr Who''. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007. <br />
<br />
''or:''<br />
<br />
''Dr Who. ''“Blink,”Episode 3.10. Directed by Hettie MacDonald. BBC. 2007.<br />
|-<br />
| PITC <br />
| ("Blink,” ''Dr Who'', 2007)<br />
|-<br />
| WC-pitc<br />
| “Blink.” ''Dr Who''. 2007. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007. <br />
|-<br />
|}<br />
<br />
<br />
==== Music and audio recordings ====<br />
<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF/WC<br />
| Name of group or composer or performer, ''Title'', contributing personnel, Recording date, Recording Company or Publisher, Track Number on ''Name of Album'', Year of Release, Medium.<br />
<br />
Name of group or composer or performer. ''Title''. Contributing personnel. Recording date. Recording Company or Publisher, Medium.<br />
|-<br />
| e.g:<br />
| 1. Bob Dylan, “Workingman’s Blues #2,” recorded February 2006, track 3 on Modern Times, Columbia, compact disc.<br />
<br />
2. Charles, Ray. “Georgia on My Mind.” By Hoagy Carmichael and Stuart Gorrell. Recorded March 1960. Track 2 on The Genius Hits the Road. ABC-Paramount. Vinyl LP.<br />
<br />
''or:''<br />
<br />
2. Ray Charles, vocalist, “Georgia on My Mind,” by Hoagy Carmichael and Stuart Gorrell, recorded March 1960, track 2 onThe Genius Hits the Road, ABC-Paramount, Vinyl LP.<br />
|-<br />
|}<br />
<br />
<br />
=== Online content ===<br />
<br />
It is often sufficient simply to describe web pages and other website content in the text (“As of May 1, 2017, Yale’s home page listed . . .”). If a more formal citation is needed, it may be styled like the examples below. For a source that does not list a date of publication or revision, include an access date; if no date is available, use “n.d.” for ‘no date’ instead of a date and include an access date (when you viewed or downloaded the site or contents). <br />
<br />
==== Websites ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. “Privacy Policy,” Privacy & Terms, Google, last modified April 17, 2017, https://www.google.com/policies/privacy/.<br />
<br />
2. “About Yale: Yale Facts,” Yale University, accessed May 1, 2017, https://www.yale.edu/about-yale/yale-facts.<br />
<br />
3. Katie Bouman, “How to Take a Picture of a Black Hole,” filmed November 2016 at TEDxBeaconStreet, Brookline, MA, video, 12:51, https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
|-<br />
| SF<br />
| 1. Google, “Privacy Policy.”<br />
<br />
2. “Yale Facts.”<br />
<br />
3. Bouman, “Black Hole.”<br />
|-<br />
| WC-sf<br />
| Bouman, Katie. “How to Take a Picture of a Black Hole.” Filmed November 2016 at TEDxBeaconStreet, Brookline, MA. Video, 12:51. https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
<br />
Google. “Privacy Policy.” Privacy & Terms. Last modified April 17, 2017. https://www.google.com/policies/privacy/.<br />
<br />
Yale University. “About Yale: Yale Facts.” Accessed May 1, 2017. https://www.yale.edu/about-yale/yale-facts.<br />
|-<br />
| PITC<br />
| (Google 2017)<br />
<br />
(Yale University, n.d.)<br />
<br />
(Bouman 2016)<br />
|-<br />
| WC-pitc<br />
| Bouman, Katie. 2016. “How to Take a Picture of a Black Hole.” Filmed November 2016 at TEDxBeaconStreet, Brookline, MA. Video, 12:51. https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
<br />
Google. 2017. “Privacy Policy.” Privacy & Terms. Last modified April 17, 2017. https://www.google.com/policies/privacy/.<br />
<br />
Yale University. n.d. “About Yale: Yale Facts.” Accessed May 1, 2017. https://www.yale.edu/about-yale/yale-facts.<br />
|-<br />
|}<br />
<br />
<br />
==== Social media content ====<br />
<br />
Citations of SNS contents can often be limited to just a footnote or a simple in-text citation without a bibliography / works cited entry, e.g.: <br />
<br />
{| class="wikitable" <br />
|-<br />
| PITC<br />
| Conan O’Brien’s tweet was characteristically deadpan: “In honor of Earth Day, I’m recycling my tweets” (@ConanOBrien, April 22, 2015).<br />
|-<br />
|}<br />
<br />
<br />
A more formal citation and/or bibliography entry can be added if a formal citation is needed. In place of a title, quote up to the first 160 characters of the post. Comments are cited in reference to the original post.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Pete Souza (@petesouza), “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit,” Instagram photo, April 1, 2016, https://www.instagram.com/p/BDrmfXTtNCt/.<br />
<br />
2. Chicago Manual of Style, “Is the world ready for singular they? We thought so back in 1993,” Facebook, April 17, 2015, https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
|-<br />
| SF<br />
| 1. Souza, “President Obama.”<br />
<br />
2. Michele Truty, April 17, 2015, 1:09 p.m., comment on Chicago Manual of Style, “singular they.”<br />
|-<br />
| WC-sf<br />
| Chicago Manual of Style. “Is the world ready for singular they? We thought so back in 1993.” Facebook, April 17, 2015. https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
|-<br />
| PITC<br />
| (Chicago Manual of Style 2015)<br />
<br />
(Souza 2016)<br />
<br />
(Michele Truty, April 17, 2015, 1:09 p.m., comment on Chicago Manual of Style 2015)<br />
|-<br />
| WC-pitc<br />
| Chicago Manual of Style. 2015. “Is the world ready for singular they? We thought so back in 1993.” Facebook, April 17, 2015. https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
<br />
Souza, Pete (@petesouza). 2016. “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit.” Instagram photo, April 1, 2016. https://www.instagram.com/p/BDrmfXTtNCt/.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Personal communication ====<br />
<br />
A personal communication might occasionally be used to cite information from an online conversation (via email or SNS), personal conversation, or phone conversation with someone who is worthy of citing (e.g., an expert or a personal interview). These are usually cited in the text only, and are usually included in the end references. <br />
<br />
{| class="wikitable" <br />
|-<br />
| PITC<br />
| (Sam Gomez, Facebook message to author, August 1, 2017)<br />
|-<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
==See also==<br />
# [http://www.chicagomanualofstyle.org Chicago Manual, official website]<br />
# [http://www.chicagomanualofstyle.org/tools_citationguide.html Chicago Manual, complete guide] <br />
<br />
<br />
===Other pages on referencing / citation systems:===<br />
{{#categorytree:Using sources|hideroot|mode=pages}}<br />
<br />
===General references===<br />
<references/><br />
<br />
<br />
<br />
[[Category: Writing]] [[Category:EAP]] [[Category:Using sources]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Chicago_Manual&diff=16543Chicago Manual2023-12-02T12:45:10Z<p>Kentlee7: </p>
<hr />
<div><br />
The ''Chicago Manual of Style'' is a style guide published by the University of Chicago Press since 1906, and is currently in its 17th edition (2017). It specifices several formats for citing and referencing sources, as well as for English style and document layouts. It is commonly used for college papers, academic books, and academic research articles in various fields, particularly within various humanities fields. Areas include history, media studies, international studies, philosophy, theoretical linguistics, various areas of cultural studies, and others. Parts of the manual and its specifications are available online at [https://www.chicagomanualofstyle.org/home.html]. Other style guides like Turabian style (for history) are based on CM. Many popular books on academic subjects by academic or professional experts also use CM for citations and references. <br />
<br />
*See also: [[Chicago Manual (parenthetical)]] style<br />
<br />
<br />
==Overview of formats==<br />
<br />
The Chicago Manual of Style offers several versions or formats for in-text citations and end references. The main formats for college papers are: <br />
<br />
# Notes and Bibliography (NB) style: Short footnote style + bibliography format<br />
# Notes and Bibliography (NB) style: Long footnote + bibliography format<br />
# Parenthetical author-date + bibliography format<br />
<br />
<br />
For in-text references, the Chicago Manual has two footnote styles: (1) the long or full footnote style, and (2) the short (or shortened) footnote note style. The short footnote style is a convenient system that can be used for shorter essays or research papers, essay exams, or in-class writing assignments. The long footnote style would be used in academic or professional level books and in full-length essays and articles. Footnote style is an older and more semi-formal style of referencing. The footnote styles are more commonly used in humanities fields, for college papers and for some academic journals, especially older ones. <br />
<br />
Whether you use the short or long footnote style, at the end of a college paper, full information about the sources cited appear in a section called ‘Bibliography’ (or maybe ‘References’ or ‘Works Cited’). For more examples, refer to the official guidebook, ''The Chicago Manual of Style''. For some older published works using the long footnote style, the end bibliography may be optional. <br />
<br />
In the Notes & Bibliography styles, instead of footnotes, the citations can all be given at the end of the work in the form of endnotes. If endnotes are based on the short footnote style, then a bibliography should then follow. If endnotes are based on the long footnote style, then a bibliography may be optional. Endnote systems are more often used in older publications, or in popular books. <br />
<br />
The in-text citation is somewhat simpler. Instead of footnotes, the in-text citation consists of the author’s or authors’ last name(s) and the date of publication. At the end of your paper you will list full information about your sources in a bibliography section. <br />
<br />
<br />
== Chicago Manual, long footnote style ==<br />
<br />
=== Example ===<br />
Here is a sample excerpt of a college paper using the long footnote style.<br />
<br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #778899;padding:1.0mm;"<br />
| As readers read a text, they construct a mental model of the semantic contents of the text, and their model construction is facilitated by various contextual and individual reader factors<sup>1</sup>. Discourse connectives impart logical and textual coherence to texts. Reading experiments show that discourse connectives facilitate and readers’ comprehension of texts, in that they provide explicit cues about the logical relationships among referents, propositions, and clauses, and thus help readers to construct online mental representations of the meaning of a text<sup>2</sup>. Subordinating conjunctions also facilitate reading times and coherence by marking information as relatively secondary, so that readers can focus more on the content of main clauses<sup>3</sup>. However, excessive use of connectors may not be felicitous, as some studies suggest that explicit markers can interfere with readers’ text comprehension<sup>4</sup>. To what degree such relationships need to be made explicit depend on the genre or text type, and the readers’ level of expertise and background knowledge<sup>5</sup>.<br />
<br />
In recent years, applied linguists have begun to conduct corpus-based studies of second language (L2) writing in English, particularly by comparing native English writers and L2 in their use of connectors (i.e., connectives, transitionals). Some studies have examined ESL/EFL writers from Western language backgrounds, such as one seminal study<sup>6</sup> of English connective use by L2 writers, compared to native writer (L1) patterns. Their study revealed patterns of overuse, underuse, and sometimes infelicitous use of particular transitional expressions by L2 writers of French and other European backgrounds. <br />
<br />
. . . <br />
<br />
<hr style="width: 60%; padding-left:10px;"><br />
# Morton Ann Gernsbacher, Language Comprehension as Structure Building (Routledge, 1990); Walter Kintsch, ''Comprehension: A Paradigm for Cognition'' (Cambridge University Press, 1998); Danielle S. McNamara et al., “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Undertanding in Learning from Text,” ''Cognition and Instruction'' 14, no. 1 (1996): 1–43.<br />
# Liesbeth Degand, Nathalie Lefèvre, and Yves Bestgen, “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension,” ''Document Design'' 1, no. 1 (1999): 39–51.<br />
# Matthew J. Traxler and Morton Ann Gernsbacher, “Improving Coherence in Written Communication,” ''Coherence in Spontaneous Text,'' 1995, 215–38.<br />
# Keith K. Millis, Arthur C. Graesser, and Karl Haberlandt, “The Impact of Connectives on the Memory for Expository Texts,” ''Applied Cognitive Psychology'' 7, no. 4 (1993): 317–39.<br />
# Danielle S. McNamara and Walter Kintsch, “Learning from Texts: Effects of Prior Knowledge and Text Coherence,” ''Discourse Processes'' 22, no. 3 (1996): 247–88.<br />
# Sylviane Granger and Stephanie Tyson, “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English,” ''World Englishes'' 15, no. 1 (1996): 17–27.<br />
<br />
<br />
|-<br />
|<br> '''Works Cited''' <br><br />
{{Biblio|<br />
# Degand, Liesbeth, Nathalie Lefèvre, and Yves Bestgen. “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension.” ''Document Design'' 1, no. 1 (1999): 39–51. <br />
# Gernsbacher, Morton Ann. ''Language Comprehension as Structure Building''. Routledge, 1990.<br />
# Granger, Sylviane, and Stephanie Tyson. “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English.” ''World Englishes'' 15, no. 1 (1996): 17–27.<br />
# Kintsch, Walter. ''Comprehension: A Paradigm for Cognition''. Cambridge University Press, 1998.<br />
# McNamara, Danielle S., Eileen Kintsch, Nancy Butler Songer, and Walter Kintsch. “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.” ''Cognition and Instruction'' 14, no. 1 (1996): 1–43.<br />
# McNamara, Danielle S., and Walter Kintsch. “Learning from Texts: Effects of Prior Knowledge and Text Coherence.” ''Discourse Processes'' 22, no. 3 (1996): 247–88.<<br />
# Millis, Keith K., Arthur C. Graesser, and Karl Haberlandt. “The Impact of Connectives on the Memory for Expository Texts.” ''Applied Cognitive Psychology'' 7, no. 4 (1993): 317–39.<br />
# Traxler, Matthew J., and Morton Ann Gernsbacher. “Improving Coherence in Written Communication.” ''Coherence in Spontaneous Text'', 1995, 215–38. <br />
}} <br />
<br />
<br />
|}<br />
<br />
== Short footnote style ==<br />
<br />
The short footnote style looks like the long footnote style, but the footnotes at the bottom of the page are shorter, containing information such as author last names titles or shortened titles, and page numbers (if relevant). The Works Cited page would be like the one above. <br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #778899;padding:1.0mm;"<br />
| . . . <br><br />
<hr style="width: 60%; padding-left:10px;"><br />
# Gernsbacher, ''Language Comprehension''<nowiki>; McNamara et al., “Are Good Texts Always Better?” </nowiki><br />
# Degand, Lefèvre, and Bestgen, “The Impact of Connectives.”<br />
# Traxler and Gernsbacher, “Improving Coherence in Written Communication.”<br />
# Millis, Graesser, and Haberlandt, “The Impact of Connectives on the Memory for Expository Texts.”<br />
# McNamara and Kintsch, “Learning from Texts.”<br />
# Granger and Tyson, “Connector Usage in the English Essay Writing of Native and Non-native EFL Speakers of English.”<br />
<br />
<br />
|}<br />
<br />
<br />
== Parenthetical in-text citation format ==<br />
<br />
Within the text of an essay, the authors’ names can be mentioned in the sentence, with the date in parentheses, or more often, the author names and dates appear in parentheses. Page numbers can also be included if relevant (if a direct quotation is used, or if the information is specifically from a certain page or certain pages). If the author-date system is used, then footnotes are not used for citing sources. <br />
<br />
===Example ===<br />
<br />
<br />
{| class="wikitable" <br />
|- style="border:0.05pt solid #999999;padding:3mm;"<br />
|As readers read a text, they create a mental model of the meaning of the text, and this process is aided by various factors, depending on context and individual readers (Gernsbacher 1990; Kintsch 1998; McNamara et al. 1996). Conjunctions and other connecting expressions give texts logical and textual coherence. Reading experiments show that these connectors aid readers’ text comprehension, in that they provide explicit cues about the logical relationships among referents (e.g., items that nouns refer to), ideas, and clauses, and thus help readers to form their mental models for the meaning of a text (Degand, Lefèvre, and Bestgen 1999). Subordinating conjunctions also facilitate reading times and coherence by marking information as relatively secondary, so that readers can focus more on the content of main clauses (Traxler and Gernsbacher 1995). However, excessive use of connectors may not be helpful, as some studies suggest that too many connecting expressions can interfere with readers’ text comprehension (Millis, Graesser, and Haberlandt 1993). To what degree such relationships need to be made explicit depend on the type of text, and the readers’ level of background knowledge about the topic of the text (McNamara and Kintsch 1996).<br />
<br />
In recent years, applied linguists have begun to conduct studies of actual writing samples by students learning English as a second language (L2) in ESL courses, particularly by comparing native English writers and L2 writers in how they use of connectors. Some studies have examined ESL/EFL writers from Western language backgrounds, such as one study (Granger and Tyson 1996) of English connector use by European L2 writers. Their study found, for example, patterns of overuse, underuse, and sometimes incorrect use of particular expressions by French writers, especially in overusing “to the contrary” due to the influence of a similar French expression, whose usage is actually different in English (Granger and Tyson 1996, 22-23). <br />
|-<br />
|<br />
<br />
'''Works Cited'''<br />
{{Biblio|<br />
# Degand, Liesbeth, Nathalie Lefèvre, and Yves Bestgen. 1999. “The Impact of Connectives and Anaphoric Expressions on Expository Discourse Comprehension.” ''Document Design'' 1 (1): 39–51. <br />
<br />
# Gernsbacher, Morton Ann. 1990. ''Language Comprehension as Structure Building''. Routledge. <br />
<br />
# Granger, Sylviane, and Stephanie Tyson. 1996. “Connector Usage in the English Essay Writing of Native and Non‐native EFL Speakers of English.” ''World Englishes'' 15 (1): 17–27. <br />
<br />
# Kintsch, Walter. 1998. ''Comprehension: A Paradigm for Cognition''. Cambridge University Press. <br />
<br />
# McNamara, Danielle S., Eileen Kintsch, Nancy Butler Songer, and Walter Kintsch. 1996. “Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text.” ''Cognition and Instruction'' 14 (1): 1–43. <br />
<br />
# McNamara, Danielle S., and Walter Kintsch. 1996. “Learning from Texts: Effects of Prior Knowledge and Text Coherence.” ''Discourse Processes'' 22 (3): 247–88.<br />
<br />
# Millis, Keith K., Arthur C. Graesser, and Karl Haberlandt. 1993. “The Impact of Connectives on the Memory for Expository Texts.” ''Applied Cognitive Psychology'' 7 (4): 317–39. <br />
<br />
# Traxler, Matthew J., and Morton Ann Gernsbacher. 1995. “Improving Coherence in Written Communication.” ''Coherence in Spontaneous Text'', 215–38.<br />
}}<br />
<br />
<br />
|}<br />
<br />
=== General guidelines for in-text citations ===<br />
<br />
==== Author names within sentence vs. within parentheses ====<br />
<br />
:A famous study by Granger and Tyson (1996) of English connector use ...<br />
<br />
:A famous study (Granger and Tyson 1996) of English connector use ...<br />
<br />
<br />
==== Page numbers ====<br />
<br />
Page numbers can be given if the information is mainly from a certain page or certain pages. Page numbers should be given if a direct quote is used from the source. <br />
<br />
:Their usage was influenced by the French connector ''au contraire'' (Granger and Tyson 1996, 23). <br />
<br />
:Similar patterns were also found for other Europeans (Granger and Tyson 1996, 22-24). <br />
<br />
:They noted that both groups were “inherently and essentially the same” (Smith and Jones 2001, 13).<br />
<br />
<br />
==== Multiple works in one citation ====<br />
<br />
Several works can be cited together, and are listed in alphabetical order of the first author of each work. <br />
<br />
:... depending on context and individual readers (Gernsbacher 1990; Kintsch 1998; McNamara et al. 1996).<br />
<br />
==== Works by multiple authors ====<br />
<br />
If a work is by four or more authors, then use the first author’s name followed by ''et al.'' (a Latin abbreviation for ''et alia'' ‘and others,’ similar to ''etc.'' for ''et cetera''). All authors’ names are given in the bibliography entry. <br />
<br />
:These can lead to different types of mental models for meanings of texts (Degand et al. 2002). <br />
<br />
<br />
== Bibliography format ==<br />
<br />
At the end of your paper you will list full information about your sources in a section called ‘Bibliography’ (or ‘References’ or ‘Works Cited’). These are listed in alphabetical order according to the last name (family name) of the first author.<br />
<br />
<br />
=== Citing different types of sources ===<br />
<br />
Actually, the format for items in the bibliography section is slightly different than for the footnote system, particularly in that dates come after the names instead of near the end of bibliographic entries, for bibliographies in the author-date system. However, this seems confusing, and for your papers, you can do your bibliography items in either format<ref name="ftn2">For more on the author-date+bibliography system, then refer to this page, or the official ''Chicago Manual of Style'' guidebook: [http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm www.chicagomanualofstyle.org/tools_citationguide/citation-guide-][http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm 2][http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm .htm]. </ref> These examples are mainly for the bibliograpy format for use with parenthetical in-text citations; refer to the next section that compares the formats for footnote and parenthetical citations and end references. <br />
<br />
{| class="wikitable" style="cellpadding: 5px;"<br />
! Source type !! Works cited entry <br />
|- <br />
| Book (two authors)<br />
| Culicover, Peter W., and Ray Jackendoff. 2009. ''Simpler Syntax''. Oxford: Oxford University Press. <br />
|- <br />
| E-book <br />
| Dörnyei, Zoltán. 2012. ''The Psychology of Second Language Acquisition''. Oxford: Oxford University Press, 2012. Kindle. <br />
|- <br />
| Academic journal article <br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. 2017. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11, no. 1 (Spring): 1–34. <br />
|- <br />
| Periodical: newspaper (online)<br />
| Manjoo, Farhad. 2017. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. <nowiki> https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html. </nowiki><br />
|- <br />
| Periodical: magazine<br />
| Mead, Rebecca. 2017. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
|- <br />
| Periodical: online magazine <br />
| Pai, Tanya. 2017. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. <nowiki>http://www.vox.com/culture/2017/4/11/15209084/peeps-easter. </nowiki><br />
|- <br />
| Periodical: newspaper<br />
| Pegoraro, Rob. 2007. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|- <br />
| Social media content <br />
| Souza, Pete (@petesouza). 2016. “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit.” Instagram photo, April 1, 2016. <nowiki> https://www.instagram.com/p/BDrmfXTtNCt/. </nowiki><br />
|- <br />
| Website content <br />
| Yale University. n.d. “About Yale: Yale Facts.” Accessed May 1, 2017. <nowiki>https://www.yale.edu/about-yale/yale-facts. </nowiki><br />
|-<br />
|}<br />
<br />
<br />
If a source has no date, as is the case with some web and electronic sources, then use ‘n.d.’ instead of a date in the bibliographic entry. The date when you accessed the source is not usually required (e.g., for periodical and journal articles), unless the material is time-sensitive, that is, if the content of the website might change over time.<br />
<br />
=== Foreign sources ===<br />
<br />
For in-text citations, the author names are romanized (spelled in Latin letters), e.g.:<br />
<br />
:According to Cho (1999) ... , while another study (Zhou 2001) found that ... <br />
<br />
<br />
==== Romanized bibliography entries ====<br />
<br />
For bibliography entries in Chicago style, there are two options: with and without the original language. If the readers are not likely to be familiar with the original language, then the titles of the works (e.g., article titles) and the publication titles (e.g., book title, or the name of the magazine, journal, or newspaper) can be given, followed by an English translation in square brackets. If the language does not use the Latin alphabet, it can be romanized into English (written in the Latin alphabet). For Korean, different romanization systems exits; for your essays, simply do the best you can to romanize it. <ref name="ftn3"> <br />
These examples are from the following websites, and follow the format for the Chicago footnote-bibliography style. You can convert them to the author-date+bibliography style if you want to. <br />
<br />
[http://wiki.ubc.ca/Library:How_to_Cite_Asian-Language_Sources http://wiki.ubc.ca/Library:How_to_Cite_Asian-Language_Sources]<br />
<br />
[http://cgnetworks.org/support/chicago-manual-of-style-citations-quick-guide http://cgnetworks.org/support/chicago-manual-of-style-citations-quick-guide]<br />
<br />
[https://guides.library.yale.edu/c.php?g=296262&p=1974227 https://guides.library.yale.edu/c.php?g=296262&p=1974227] <br />
<br />
[http://reganmian.net/blog/2010/05/06/how-to-cite-chinese-sources-in-chicago-style/ http://reganmian.net/blog/2010/05/06/how-to-cite-chinese-sources-in-chicago-style/] </ref> <br />
<br />
{| class="wikitable" style="cellpadding: 5px;" <br />
! Source type !! Words cited entry<br />
|- <br />
| Book (Korean)<br />
| Kwŏn Yŏng-min and Im Yŏng-hwan, ''Hy<span style="color:#000000;">ŭ</span>ndai sosŏl i kujo wa mihak'' [Structure and aesthetics of modern fiction] (Seoul: T’aehaksa, 2005), 25.<br />
|- <br />
| Book (Russian)<br />
| Pirumova, Nataliia. 1977. ''Zemskoe liberal’noe dvizhenie: Sotsial’nye korni i evoliutsiia do nachala XX veka'' [The Zemstvo Liberal Movement: Its Social Roots and Evolution to the Beginning of the Twentieth Century]. Moscow: Izdatel’stvo “Nauka.”<br />
|- <br />
| Journal article (Russian)<br />
| Pirumova, Nataliia. 1977. “Zemskoe liberal’noe dvizhenie: Sotsial’nye korni i evoliutsiia do nachala XX veka” [The Zemstvo Liberal Movement: Its Social Roots and Evolution to the Beginning of the Twentieth Century]. ''Zhurnal sotsial'nykh korney i evolyutsii'' [Journal of Social Roots and Evolution] 3 (3): 1–24.<br />
|-<br />
|}<br />
<br />
<br />
==== Bibliography entries with original language ====<br />
<br />
If the readers are likely familiar with the language (or at least its writing system) or would want to know the original titles so they can look it up, then the titles are romanized, followed by the text in the original language, and then a translation in square brackets. <br />
<br />
{| class="wikitable" style="cellpadding: 5px;" <br />
! Source type !! Works cited entry<br />
|- <br />
| Book<br />
| Abe, Yoshio 阿部善雄, and Hideo Kaneko 金子英生. ''Saigo no “Nihonjin”: Asakawa Kan’Ichi no shōgai'' 最後の「日本人」: 朝河貫一の生涯 [The last ‘Japanese’: Life of Kan’ichi Asakawa]. Tōkyō: Iwanami Shoten, 1983.<br />
|- <br />
| Academic journal article<br />
| Hua Linfu 華林甫, “Qingdai yilai Sanxia diqu shuihan zaihai de chubu yanjiu” 清代以來三峽地區水旱災害的初步硏究 [A preliminary study of floods and droughts in the Three Gorges region since the Qing dynasty], ''Zhongguo shehui kexue'' 中國社會科學 1 (1999): 168–79. <br />
|- <br />
| Periodical: newspaper<br />
| Harootunian, Harry and Sakai Naoki, “Nihon kenkyū to bunka kenkyū 日本研究と文化研究, ''Shisō'' 思想 7 (July 1997): 4–53.<br />
|- <br />
| Periodical: newspaper<br />
| Joo, Yong-jung 주용중, and Chung Woo-sang 정우상. “Miseo gwangubyeong bal-saeng-hamyeon suip jungdan” 美서 광우병 발생하면 수입 중단 [Will Suspend the Import if Mad Cow Disease Attacks in the United States]. ''Chosun Ilbo'' 朝鮮日報, May 8, 2008. <br />
|- <br />
| Book<br />
| Kwŏn Yŏng-min and Im Yŏng-hwan, ''Hyŏndai sosŏl i kujo wa mihak'' 현대소설의 구조와 미학 [Structure and aesthetics of modern fiction] (Seoul: Taehaksa, 2005), 25. <br />
|- <br />
| Web article <br />
| State Council 国务院. “Quanmian zhengque lijie shehuizhuyi xinnongcun jianshe 全面正确理解社会主义新农村建设”[Fully and correctly understand the building of a new socialist countryside]. Last modified March 15, 2006. http://www.gov.cn/node_11140/2006-03/15/content_227640.htm. (Accessed August 10, 2011) <br />
|}<br />
<br />
<br />
== Various sources in CM formats ==<br />
<br />
This section compares different types of sources, for the short and long footnotes, and the corresponding bibliography (works cited) entry. The format for bibliographic entries differs slightly depending on whether you are using a footnote system or a parenthetical citation system. This is a complexity that can make CM confusing. As you may notice, there are slight format differences in the ordering of information in works cited entries. Thus, the different styles are compared here in table format, like so<ref name="ftn1">These examples are mostly from http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.htm.</ref>. <br />
<br />
<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| Long (or full) footnote (alternatively, this style can be used for endnotes)<br />
|-<br />
| SF<br />
| Short footnote<br />
|-<br />
| WC-sf<br />
| Works cited (bibliography / end references) format, for papers short/long footnote style<br />
|-<br />
| ITC<br />
| In-text citation (parenthetical author + year / author + year, page #)<br />
|-<br />
| WC-itc<br />
| Works cited format, for papers with in-text parenthetical citations, i.e., (Author Year) or (Author Year page #) or (Author page#)<br />
|-<br />
|}<br />
<br />
<br />
<br />
=== Books ===<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Zadie Smith, ''Swing Time'' (New York: Penguin Press, 2016), 315–16.<br />
<br />
2. Brian Grazer and Charles Fishman, ''A Curious Mind: The Secret to a Bigger Life'' (New York: Simon & Schuster, 2015), 12.<br />
|-<br />
| SF<br />
| 1. Smith, ''Swing Time'', 320.<br />
<br />
2. Grazer and Fishman, ''Curious Mind'', 37.<br />
<br />
|-<br />
| WC-sf<br />
| Grazer, Brian, and Charles Fishman. ''A Curious Mind: The Secret to a Bigger Life. ''New York: Simon & Schuster, 2015.<br />
<br />
Smith, Zadie. ''Swing Time''. New York: Penguin Press, 2016.<br />
<br />
|-<br />
| ITC<br />
| (Grazer and Fishman 2015, 12)<br />
<br />
(Smith 2016, 315–16)<br />
<br />
|-<br />
| WC-itc<br />
| Grazer, Brian, and Charles Fishman. 2015. ''A Curious Mind: The Secret to a Bigger Life. ''New York: Simon & Schuster. <br />
<br />
Smith, Zadie. 2016. ''Swing Time''. New York: Penguin Press.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Chapter or other part of an edited book / volume ====<br />
<br />
An edited book can include anthologies of famous pieces of literature (e.g., a poetry antholgoy), or a collection of famous essays or research papers on a particular topic. More often, an edited volume is a book that contains original research by scholars, researchers, or scientists, in the form of seperate research articles (소논문) by different authors, which are then collected together by an editory into a single book volume on a particular research topic or research theme. When citing these in an essay, cite specific pages in the footnote. In the bibliography, include the page range for the chapter or section.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Henry David Thoreau, “Walking,” in ''The Making of the American Essay'', ed. John D’Agata (Minneapolis: Graywolf Press, 2016), 177–78.<br />
|-<br />
| SF<br />
| 1. Thoreau, “Walking,” 182.<br />
|-<br />
| WC-sf<br />
| Thoreu, Henry David. “Walking.” In ''The Making of the American Essay'', edited by John D’Agata, 167–95. Minneapolis: Graywolf Press, 2016.<br />
|-<br />
| ITC<br />
| (Thoreau 2016, 177–78)<br />
|-<br />
| WC-itc<br />
| Thoreu, Henry David. 2016. “Walking.” In ''The Making of the American Essay'', edited by John D’Agata, 167–95. Minneapolis: Graywolf Press.<br />
|-<br />
|}<br />
<br />
<br />
In some cases, you may want to cite the entire book as a whole instead:<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. John D’Agata, ed., ''The Making of the American Essay'' (Minneapolis: Graywolf Press, 2016), 177–78.<br />
|-<br />
| SF<br />
| 1. D’Agata, ''American Essay'', 182.<br />
|-<br />
| WC-sf<br />
| D’Agata, John, ed. ''The Making of the American Essay''. Minneapolis: Graywolf Press, 2016.<br />
|-<br />
| WC-itc<br />
| D’Agata, John, ed. 2016. ''The Making of the American Essay''. Minneapolis: Graywolf Press.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Translated book ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Jhumpa Lahiri,'' In Other Words'', trans. Ann Goldstein (New York: Alfred A. Knopf, 2016), 146.<br />
|-<br />
| SF<br />
| 1. Lahiri, ''In Other Words'', 184.<br />
|-<br />
| WC-sf<br />
| Lahiri, Jhumpa. 2016. ''In Other Words''. Translated by Ann Goldstein. New York: Alfred A. Knopf.<br />
|-<br />
| ITC<br />
| (Lahiri 2016, 146)<br />
|-<br />
| WC-itc<br />
| Lahiri, Jhumpa. 2016. ''In Other Words''. Translated by Ann Goldstein. New York: Alfred A. Knopf.<br />
|-<br />
|}<br />
<br />
<br />
==== E-book ====<br />
<br />
For books that you read or used online, include a URL or the name of the database. For other types of e-books, name the format. If no fixed page numbers are available, cite a section title or a chapter or other number in the notes, if any (or simply omit).<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Herman Melville, ''Moby-Dick; or, The Whale'' (New York: Harper & Brothers, 1851), 627, http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
<br />
2. Philip B. Kurland and Ralph Lerner, eds., ''The Founders’ Constitution ''(Chicago: University of Chicago Press, 1987), chap. 10, doc. 19, http://press-pubs.uchicago.edu/founders/.<br />
<br />
3. Brooke Borel, ''The Chicago Guide to Fact-Checking'' (Chicago: University of Chicago Press, 2016), 92, ProQuest Ebrary.<br />
<br />
4. Jane Austen, ''Pride and Prejudice'' (New York: Penguin Classics, 2007), chap. 3, Kindle.<br />
|-<br />
| SF<br />
| 1. Melville, ''Moby-Dick'', 722–23.<br />
<br />
2. Kurland and Lerner, ''Founders’ Constitution'', chap. 4, doc. 29.<br />
<br />
3. Borel, ''Fact-Checking'', 104–5.<br />
<br />
4. Austen, ''Pride and Prejudice'', chap. 14.<br />
|-<br />
| WC-sf<br />
| Austen, Jane. ''Pride and Prejudice''. New York: Penguin Classics, 2007. Kindle.<br />
<br />
Borel, Brooke. ''The Chicago Guide to Fact-Checking''. Chicago: University of Chicago Press, 2016. ProQuest Ebrary.<br />
<br />
Kurland, Philip B., and Ralph Lerner, eds. ''The Founders’ Constitution''. Chicago: University of Chicago Press, 1987. http://press-pubs.uchicago.edu/founders/.<br />
<br />
Melville, Herman. ''Moby-Dick; or, The Whale''. New York: Harper & Brothers, 1851. http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
|-<br />
| ITC<br />
| (Melville 1851, 627)<br />
<br />
(Kurland and Lerner 1987, chap. 10, doc. 19)<br />
<br />
(Borel 2016, 92)<br />
<br />
(Austen 2007, chap. 3)<br />
|-<br />
| WC-itc<br />
| Austen, Jane. 2007. ''Pride and Prejudice''. New York: Penguin Classics. Kindle.<br />
<br />
Borel, Brooke. 2016. ''The Chicago Guide to Fact-Checking''. Chicago: University of Chicago Press. ProQuest Ebrary.<br />
<br />
Kurland, Philip B., and Ralph Lerner, eds. 1987. ''The Founders’ Constitution''. Chicago: University of Chicago Press. http://press-pubs.uchicago.edu/founders/.<br />
<br />
Melville, Herman. 1851. ''Moby-Dick; or, The Whale''. New York: Harper & Brothers. http://mel.hofstra.edu/moby-dick-the-whale-proofs.html.<br />
|-<br />
|}<br />
<br />
<br />
==== Thesis or dissertation (석사논문, 박사논문) ====<br />
<br />
Note: If you are a college student, it is unlikely that you would be able to read, comprehend, or cite such a large work in a college paper. <br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Cynthia Lillian Rutz, “''King Lear'' and Its Folktale Analogues” (PhD diss., University of Chicago, 2013), 99–100.<br />
|-<br />
| SF<br />
| 1. Rutz, “''King Lear'',” 158.<br />
|-<br />
| WC-sf<br />
| Rutz, Cynthia Lillian. “''King Lear'' and Its Folktale Analogues.” PhD diss., University of Chicago, 2013.<br />
|-<br />
| ITC<br />
| (Rutz 2013, 99–100)<br />
|-<br />
| WC-itc<br />
| Rutz, Cynthia Lillian. 2013. “''King Lear'' and Its Folktale Analogues.” PhD diss., University of Chicago.<br />
|-<br />
|}<br />
<br />
<br />
=== Journal articles ===<br />
<br />
This refers to academic research journals, where original scientific or scholarly research is published as articles (소논문) by professors, researchers, and graduate students. It is unlikely that you would read heavy research works until at least your third or fourth year of college. <br />
<br />
In a footnote, cite specific page numbers. In the bibliography, include the page range for the whole article. For articles consulted online, include a URL or the name of the database. Many journal articles list a DOI (Digital Object Identifier). A DOI forms a permanent URL that begins https://doi.org/. This URL is preferable to the URL that appears in your browser’s address bar.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Susan Satterfield, “Livy and the ''Pax Deum'',” ''Classical Philology'' 111, no. 2 (April 2016): 170.<br />
<br />
2. Shao-Hsun Keng, Chun-Hung Lin, and Peter F. Orazem, “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality,” ''Journal of Human Capital'' 11, no. 1 (Spring 2017): 9–10, https://doi.org/10.1086/690235.<br />
<br />
3. Peter LaSalle, “Conundrum: A Story about Reading,” ''New England Review''38, no. 1 (2017): 95, Project MUSE.<br />
|-<br />
| SF<br />
| 1. Satterfield, “Livy,” 172–73.<br />
<br />
2. Keng, Lin, and Orazem, “Expanding College Access,” 23.<br />
<br />
3. LaSalle, “Conundrum,” 101.<br />
|-<br />
| WC-sf<br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11, no. 1 (Spring 2017): 1–34. https://doi.org/10.1086/690235.<br />
<br />
LaSalle, Peter. “Conundrum: A Story about Reading.” ''New England Review'' 38, no. 1 (2017): 95–109. Project MUSE.<br />
<br />
Satterfield, Susan. “Livy and the ''Pax Deum''.” ''Classical Philology'' 111, no. 2 (April 2016): 165–76.<br />
|-<br />
| ITC<br />
| (Keng, Lin, and Orazem 2017, 9–10)<br />
<br />
(LaSalle 2017, 95)<br />
<br />
(Satterfield 2016, 170)<br />
|-<br />
| WC-itc<br />
| Keng, Shao-Hsun, Chun-Hung Lin, and Peter F. Orazem. 2017. “Expanding College Access in Taiwan, 1978–2014: Effects on Graduate Quality and Income Inequality.” ''Journal of Human Capital'' 11 (1): 1–34. https://doi.org/10.1086/690235.<br />
<br />
LaSalle, Peter. 2017. “Conundrum: A Story about Reading.” ''New England Review'' 38 (1): 95–109. Project MUSE.<br />
<br />
Satterfield, Susan. 2016. “Livy and the ''Pax Deum''.” ''Classical Philology'' 111 (2): 165–76.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Journal articles with many authors ====<br />
<br />
Journal articles often list many authors, especially in the sciences. If there are four or more authors, list up to ten in the bibliography; in a note, list only the first, followed by ''et al''. (“and others”). For more than ten authors (not shown here), list the first seven in the bibliography, followed by ''et al''.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Rachel A. Bay et al., “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures.” ''American Naturalist'' 189, no. 5 (May 2017): 465, https://doi.org/10.1086/691233.<br />
|-<br />
| SF<br />
| 1. Bay et al., “Predicting Responses,” 466.<br />
|-<br />
| WC-sf<br />
| Bay, Rachael A., Noah Rose, Rowan Barrett, Louis Bernatchez, Cameron K. Ghalambor, Jesse R. Lasky, Rachel B. Brem, Stephen R. Palumbi, and Peter Ralph. “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures,” ''American Naturalist'' 189, no. 5 (May 2017): 463–73. https://doi.org/10.1086/691233.<br />
|-<br />
| ITC<br />
| (Bay et al. 2017, 465)<br />
|-<br />
| WC-itc<br />
| Bay, Rachael A., Noah Rose, Rowan Barrett, Louis Bernatchez, Cameron K. Ghalambor, Jesse R. Lasky, Rachel B. Brem, Stephen R. Palumbi, and Peter Ralph. 2017. “Predicting Responses to Contemporary Environmental Change Using Evolutionary Response Architectures.” ''American Naturalist'' 189 (5): 463–73. https://doi.org/10.1086/691233.<br />
|-<br />
|}<br />
<br />
=== Periodicals: News or magazine articles ===<br />
<br />
Articles from newspapers or news sites, magazines, blogs, and the like are cited similarly. Page numbers, if any, can be cited in a note but are omitted from a bibliography entry. If you consulted the article online, include a URL or the name of the database.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Rebecca Mead, “The Prophet of Dystopia,” ''New Yorker'', April 17, 2017, 43.<br />
<br />
2. Farhad Manjoo, “Snap Makes a Bet on the Cultural Supremacy of the Camera,” ''New York Times'', March 8, 2017, https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
3. Rob Pegoraro, “Apple’s iPhone Is Sleek, Smart and Simple,” ''Washington Post'', July 5, 2007, LexisNexis Academic.<br />
<br />
4. Tanya Pai, “The Squishy, Sugary History of Peeps,” ''Vox'', April 11, 2017, http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
|-<br />
| SF<br />
| 1. Mead, “Dystopia,” 47.<br />
<br />
2. Manjoo, “Snap.”<br />
<br />
3. Pegoraro, “Apple’s iPhone.”<br />
<br />
4. Pai, “History of Peeps.”<br />
|-<br />
| WC-sf<br />
| Manjoo, Farhad. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
Mead, Rebecca. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
<br />
Pai, Tanya. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
<br />
Pegoraro, Rob. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|-<br />
| ITC<br />
| (Manjoo 2017)<br />
<br />
(Mead 2017, 43)<br />
<br />
(Pai 2017)<br />
<br />
(Pegoraro 2007)<br />
|-<br />
| WC-itc<br />
| Manjoo, Farhad. 2017. “Snap Makes a Bet on the Cultural Supremacy of the Camera.” ''New York Times'', March 8, 2017. https://www.nytimes.com/2017/03/08/technology/snap-makes-a-bet-on-the-cultural-supremacy-of-the-camera.html.<br />
<br />
Mead, Rebecca. 2017. “The Prophet of Dystopia.” ''New Yorker'', April 17, 2017.<br />
<br />
Pai, Tanya. 2017. “The Squishy, Sugary History of Peeps.” ''Vox'', April 11, 2017. http://www.vox.com/culture/2017/4/11/15209084/peeps-easter.<br />
<br />
Pegoraro, Rob. 2007. “Apple’s iPhone Is Sleek, Smart and Simple.” ''Washington Post'', July 5, 2007. LexisNexis Academic.<br />
|-<br />
|}<br />
<br />
<br />
==== Reader comments ====<br />
<br />
Readers’ comments on online articles are cited in the text or in a note but omitted from a bibliography.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Eduardo B (Los Angeles), March 9, 2017, comment on Manjoo, “Snap.”<br />
|-<br />
| ITC<br />
| (Eduardo B [Los Angeles], March 9, 2017, comment on Manjoo 2017)<br />
|-<br />
|}<br />
<br />
<br />
==== Book reviews ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Michiko Kakutani, “Friendship Takes a Path That Diverges,” review of ''Swing Time'', by Zadie Smith, ''New York Times'', November 7, 2016.<br />
|-<br />
| SF<br />
| 1. Kakutani, “Friendship.”<br />
|-<br />
| WC-sf<br />
| Kakutani, Michiko. “Friendship Takes a Path That Diverges.” Review of ''Swing Time'', by Zadie Smith. ''New York Times'', November 7, 2016.<br />
|-<br />
| ITC<br />
| (Kakutani 2016)<br />
|-<br />
| WC-itc<br />
| Kakutani, Michiko. 2016. “Friendship Takes a Path That Diverges.” Review of ''Swing Time'', by Zadie Smith. ''New York Times'', November 7, 2016.<br />
|-<br />
|}<br />
<br />
<br />
==== Interviews ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Kory Stamper, “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English,” interview by Terry Gross, ''Fresh Air'', NPR, April 19, 2017, audio, 35:25, http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
| SF<br />
| 1. Stamper, interview.<br />
|-<br />
| WC-sf<br />
| Stamper, Kory. “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English.” Interview by Terry Gross. ''Fresh Air'', NPR, April 19, 2017. Audio, 35:25. http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
| ITC<br />
| (Stamper 2017)<br />
|-<br />
| WC-itc<br />
| Stamper, Kory. 2017. “From ‘F-Bomb’ to ‘Photobomb,’ How the Dictionary Keeps Up with English.” Interview by Terry Gross. ''Fresh Air'', NPR, April 19, 2017. Audio, 35:25. http://www.npr.org/2017/04/19/524618639/from-f-bomb-to-photobomb-how-the-dictionary-keeps-up-with-english.<br />
|-<br />
|}<br />
<br />
<br />
<br />
=== Media materials ===<br />
<br />
For videos, TV and other media materials, the elements used in the citations and references will depend on the type of source used, such as the medium (video/DVD, TV broadcast, online), or whether it is an entire work (e.g., a film or an entire TV series, an episode or other partial work (e.g., an episode of a TV show). The general patterns are as follows<ref name="ftn0">Most of these examples are from [https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html] </ref>. <br />
<br />
{| class="wikitable" <br />
|-<br />
| entire work, LF<br />
| 1. First-name Last-name, ''Title of Work'', directed/performed by Firstname Lastname (Original release year; City: Studio/Distributor, Video release year), Medium.<br />
|-<br />
| episode, LF<br />
| 1. Title of Work, episode number, “Episode Title,” directed/written/performed by Firstname Lastname, aired Month day, year, on Network Name, URL. <br />
|-<br />
| SF<br />
| 1. Last-name, ''Title'', year.<br />
<br />
2. Title, year.<br />
|-<br />
| WC-sf<br />
| Last-name, First-name. ''Title of Work''. Directed/Performed by First-name Last-name. Year (of original release)<nowiki>; City: Studio/Distributor, Video release year. Medium.</nowiki><br />
<br />
Lastname, Firstname, dir. Title of Work. Season number, episode number, “Episode Title.” Aired Month day, year, on Network Name. URL. <br />
|-<br />
| ITC<br />
| (Last-name'' ''year)<br />
<br />
(''Title ''year)<br />
|-<br />
| WC-itc<br />
| Last-name, First-name. Year. ''Title of Work''. Directed/Performed by First-name Last-name. City: Studio/Distributor, Video release year. Medium.<br />
<br />
Lastname, Firstname, dir. Year. ''Title of Work''. Season number, episode number, “Episode Title.” Aired Month day, year, on Network Name. URL. <br />
|-<br />
|}<br />
<br />
<br />
==== Video or DVD ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. ''Joe Versus the Volcano'', directed by John Patrick Shanley (1990; Burbank, CA: Warner Home Video, 2002), DVD.<br />
|-<br />
| SF<br />
| 1. ''Joe Versus the Volcano'', 1990.<br />
|-<br />
| WC-sf<br />
| Shanley, John Patrick, dir. Joe Versus the Volcano. 1990; Burbank, CA: Warner Home Video, 2002. DVD.<br />
|-<br />
| ITC<br />
| (''Joe Versus the Volcano'' 1990)<br />
|-<br />
| WC-itc<br />
| Shanley, John Patrick, dir. Joe Versus the Volcano. 1990. Burbank, CA: Warner Home Video, 2002. DVD.<br />
|-<br />
|}<br />
<br />
<br />
==== TV shows ====<br />
<br />
For such media formats, the Chicago Manual does not officially specify how to cite them, and so you will need to put together typical CM elements in a way that works for your source. Some parts of the examples below may not be relevant or available (and they can thus be left out). In that case, simply make your citation / end reference as informative as you can. You can follow one of these general formats for footnotes and bibliography entries. <br />
<br />
{| class="wikitable" <br />
|-<br />
| LF/WC<br />
| “Episode name.” ''Series / program title''. Directed/produced by X. Written by Y. Network. Original broadcast date.<br />
<br />
''Series / program title''. “Episode name,” Episode number. Directed by X. Written by Y. Network. Year. <br />
|-<br />
|}<br />
<br />
<br />
For example:<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. "Blink." ''Dr Who''. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007.<br />
<br />
''or:''<br />
<br />
1. ''Dr Who.'' “Blink,” Episode 3.10. Directed by Hettie MacDonald. BBC. 2007.<br />
|-<br />
| SF<br />
| 1. "Blink," ''Dr Who'', 2007.<br />
|-<br />
| WC-sf<br />
| “Blink.” ''Dr Who''. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007. <br />
<br />
''or:''<br />
<br />
''Dr Who. ''“Blink,”Episode 3.10. Directed by Hettie MacDonald. BBC. 2007.<br />
|-<br />
| ITC <br />
| ("Blink,” ''Dr Who'', 2007)<br />
|-<br />
| WC-itc<br />
| “Blink.” ''Dr Who''. 2007. Directed by Hettie MacDonald. Written by Steven Moffat. BBC. June 9, 2007. <br />
|-<br />
|}<br />
<br />
<br />
==== Music and audio recordings ====<br />
<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF/WC<br />
| Name of group or composer or performer, ''Title'', contributing personnel, Recording date, Recording Company or Publisher, Track Number on ''Name of Album'', Year of Release, Medium.<br />
<br />
Name of group or composer or performer. ''Title''. Contributing personnel. Recording date. Recording Company or Publisher, Medium.<br />
|-<br />
| e.g:<br />
| 1. Bob Dylan, “Workingman’s Blues #2,” recorded February 2006, track 3 on Modern Times, Columbia, compact disc.<br />
<br />
2. Charles, Ray. “Georgia on My Mind.” By Hoagy Carmichael and Stuart Gorrell. Recorded March 1960. Track 2 on The Genius Hits the Road. ABC-Paramount. Vinyl LP.<br />
<br />
''or:''<br />
<br />
2. Ray Charles, vocalist, “Georgia on My Mind,” by Hoagy Carmichael and Stuart Gorrell, recorded March 1960, track 2 onThe Genius Hits the Road, ABC-Paramount, Vinyl LP.<br />
|-<br />
|}<br />
<br />
<br />
=== Online content ===<br />
<br />
It is often sufficient simply to describe web pages and other website content in the text (“As of May 1, 2017, Yale’s home page listed . . .”). If a more formal citation is needed, it may be styled like the examples below. For a source that does not list a date of publication or revision, include an access date; if no date is available, use “n.d.” for ‘no date’ instead of a date and include an access date (when you viewed or downloaded the site or contents). <br />
<br />
==== Websites ====<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. “Privacy Policy,” Privacy & Terms, Google, last modified April 17, 2017, https://www.google.com/policies/privacy/.<br />
<br />
2. “About Yale: Yale Facts,” Yale University, accessed May 1, 2017, https://www.yale.edu/about-yale/yale-facts.<br />
<br />
3. Katie Bouman, “How to Take a Picture of a Black Hole,” filmed November 2016 at TEDxBeaconStreet, Brookline, MA, video, 12:51, https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
|-<br />
| SF<br />
| 1. Google, “Privacy Policy.”<br />
<br />
2. “Yale Facts.”<br />
<br />
3. Bouman, “Black Hole.”<br />
|-<br />
| WC-sf<br />
| Bouman, Katie. “How to Take a Picture of a Black Hole.” Filmed November 2016 at TEDxBeaconStreet, Brookline, MA. Video, 12:51. https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
<br />
Google. “Privacy Policy.” Privacy & Terms. Last modified April 17, 2017. https://www.google.com/policies/privacy/.<br />
<br />
Yale University. “About Yale: Yale Facts.” Accessed May 1, 2017. https://www.yale.edu/about-yale/yale-facts.<br />
|-<br />
| ITC<br />
| (Google 2017)<br />
<br />
(Yale University, n.d.)<br />
<br />
(Bouman 2016)<br />
|-<br />
| WC-itc<br />
| Bouman, Katie. 2016. “How to Take a Picture of a Black Hole.” Filmed November 2016 at TEDxBeaconStreet, Brookline, MA. Video, 12:51. https://www.ted.com/talks/katie_bouman_what_does_a_black_hole_look_like.<br />
<br />
Google. 2017. “Privacy Policy.” Privacy & Terms. Last modified April 17, 2017. https://www.google.com/policies/privacy/.<br />
<br />
Yale University. n.d. “About Yale: Yale Facts.” Accessed May 1, 2017. https://www.yale.edu/about-yale/yale-facts.<br />
|-<br />
|}<br />
<br />
<br />
==== Social media content ====<br />
<br />
Citations of SNS contents can often be limited to just a footnote or a simple in-text citation without a bibliography / works cited entry, e.g.: <br />
<br />
{| class="wikitable" <br />
|-<br />
| ITC<br />
| Conan O’Brien’s tweet was characteristically deadpan: “In honor of Earth Day, I’m recycling my tweets” (@ConanOBrien, April 22, 2015).<br />
|-<br />
|}<br />
<br />
<br />
A more formal citation and/or bibliography entry can be added if a formal citation is needed. In place of a title, quote up to the first 160 characters of the post. Comments are cited in reference to the original post.<br />
<br />
{| class="wikitable" <br />
|-<br />
| LF<br />
| 1. Pete Souza (@petesouza), “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit,” Instagram photo, April 1, 2016, https://www.instagram.com/p/BDrmfXTtNCt/.<br />
<br />
2. Chicago Manual of Style, “Is the world ready for singular they? We thought so back in 1993,” Facebook, April 17, 2015, https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
|-<br />
| SF<br />
| 1. Souza, “President Obama.”<br />
<br />
2. Michele Truty, April 17, 2015, 1:09 p.m., comment on Chicago Manual of Style, “singular they.”<br />
|-<br />
| WC-sf<br />
| Chicago Manual of Style. “Is the world ready for singular they? We thought so back in 1993.” Facebook, April 17, 2015. https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
|-<br />
| ITC<br />
| (Chicago Manual of Style 2015)<br />
<br />
(Souza 2016)<br />
<br />
(Michele Truty, April 17, 2015, 1:09 p.m., comment on Chicago Manual of Style 2015)<br />
|-<br />
| WC-itc<br />
| Chicago Manual of Style. 2015. “Is the world ready for singular they? We thought so back in 1993.” Facebook, April 17, 2015. https://www.facebook.com/ChicagoManual/posts/10152906193679151.<br />
<br />
Souza, Pete (@petesouza). 2016. “President Obama bids farewell to President Xi of China at the conclusion of the Nuclear Security Summit.” Instagram photo, April 1, 2016. https://www.instagram.com/p/BDrmfXTtNCt/.<br />
|-<br />
|}<br />
<br />
<br />
<br />
==== Personal communication ====<br />
<br />
A personal communication might occasionally be used to cite information from an online conversation (via email or SNS), personal conversation, or phone conversation with someone who is worthy of citing (e.g., an expert or a personal interview). These are usually cited in the text only, and are usually included in the end references. <br />
<br />
{| class="wikitable" <br />
|-<br />
| ITC<br />
| (Sam Gomez, Facebook message to author, August 1, 2017)<br />
|-<br />
|}<br />
<br />
<br />
<br />
<br />
<br />
==See also==<br />
# [http://www.chicagomanualofstyle.org Chicago Manual, official website]<br />
# [http://www.chicagomanualofstyle.org/tools_citationguide.html Chicago Manual, complete guide] <br />
<br />
<br />
===Other pages on referencing / citation systems:===<br />
{{#categorytree:Using sources|hideroot|mode=pages}}<br />
<br />
===General references===<br />
<references/><br />
<br />
<br />
<br />
[[Category: Writing]] [[Category:EAP]] [[Category:Using sources]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16542HIEC2023-12-02T12:06:51Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2023<br />
* Room: C25 - #522/530/522 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A book will be available from a local print shop for you to purchase. <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===GF reactions: Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Music genres and examples <br />
! Genre or period !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] Vivaldi: Le Quattro Stagioni (The Four Seasons]<br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|-<br />
| Modern classsical: Expressionism & serialism (12-tone) || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Modern classical: Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.)<br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> [https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Soul (R&B) || [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|- <br />
| Urban || [https://www.youtube.com/watch?v=uSD4vsh1zDA] The Black Eyed Peas: I Gotta Feeling<br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)'''<br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|-<br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<!---<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
--> <br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# How will you promote your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long, and is due before the holiday break.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
====Short video / ICP: Video critique ==== <br />
<div class="mw-collapsible xmw-collapsed"> <br />
For this assignment, you will record and upload a video of 2-3 minutes in length (2-3 min. per person for groups), in which you discuss and critique some videos or video media. This should be more of a casual conversation or discussion, not a scripted presentation. You might also share your ideas with the whole class before recording the video assignment (in-class presentation, or ICP). You can discuss one of the following. <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
The videos should be in English (and should be videos that were not discussed in detail in previous assignments or in class, like the OK Go videos). You can discuss some of the following aspects. <br />
* Production or production quality <br />
* The quality of the plots, acting, or other aspects <br />
* Social value or social aspects <br />
* Special effects (practical effects, computer effects) <br />
* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
The grading criteria will be similar to the criteria for the first short video assignment and the midterm, namely, clarity, general contents, details and specific discussion, vocal delivery, audience interation, and effectiveness (including unique ideas & contents). <br />
<br />
</div><br />
</div><br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. For example, what is your favorite genre? Or, if you were to produce your own orignal creative product (e.g., a film, TV show, fictional book, or music), which genre or subgenre would you do? <br />
<br />
;Examples: Something like fiction or drama would be too broad and general, especially for a short video. Something fairly specific would be good, like romance, horror, science fiction, or alternative rock would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or electronic dance music. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics of the genre? For example, what kinds of elements do people usually expect? <br />
# What are specific, common, or typical genre elements of the genre? For example: types of plots / story lines, types of characters, character development, settings, tropes, film techniques, musical elements, and such. <br />
# What are some tropes or other elements that you like or don´t like in the genre? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
Note: For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
# Parody commercials <br />
## [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
## [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments==<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=English_vowels&diff=16541English vowels2023-12-01T07:04:10Z<p>Kentlee7: </p>
<hr />
<div>English vowels are best described as phonemes, or distinctive sounds, of the major varieties of English (e.g., North American, British, Australian), along with various phonetic differences in the various dialects. The number of phonemes varies, depending on these major varieties -- North American English (NAE), British English (BE) or Recieved Pronunciation (RP), and Australian English (AE). <br />
<br />
Phonemes are distinguished by minimal pairs, which demonstrate that sounds are distinctive and meaningful units in the language. For example, pairs like these show that these two vowels are distinctive and unique sounds of English, and not variants of one another. <br />
* bit /bɪt/ vs. beat /bit/<br />
* bet /bεt/ vs. bait /bεɪt/<br />
* bought /bɔt/ vs. boat /bɔʊt/ <br />
<br />
<br />
==Short and long vowels==<br />
The short vowels are lax, or produced with a relaxed tongue muscle, which include the phonetically simple vowels, or monophthongs, which consist of a single phonetic segment. These can occur in stressed or unstressed syllables. The long vowels of English occur in stressed syllables (either a primary or a secondary word stress), and are diphthongs, or double vowels, consisting of two phonetic elements. These can be glide diphthongs, where the core element glides into a nearby vowel element, or full full diphthongs like /ai/, which involve a transition to a different vowel in the oral space. In unstressed syllables we often have reduced vowels that are extra-short vowels that central vowels (produced in the center of the oral space, such as the schwa /ə/) or centralized, namely, a variety of /ɪ/ that is realized further back toward the center than the usual /ɪ/. The standard vowels of North American English are shown below, along with common British analogues. <br />
<br />
{| class="wikitable" style="text-align: center;"<br />
! Full monophthongs !! Glide diphthongs !! Full diphthongs !! Reduced vowels <br />
|-<br />
| <br />
{| class="wikitable" style="text-align: center;"<br />
|-<br />
| B'''I'''T || colspan="2"| ɪ <br />
|-<br />
| B'''E'''T || ε (US) || e (UK)<br />
|-<br />
| B'''A'''TH || æ (NAE) || a (UK)<br />
|-<br />
| TR'''A'''P || colspan="2"| æ <br />
|-<br />
| P'''A'''LM || colspan="2"| ɑ: <br />
|-<br />
| L'''O'''T || ɑ (NAE) || ɔ, ɒ (UK)<br />
|-<br />
| CL'''O'''TH || ɑ (NAE) || ɔ, ɑ (UK)<br />
|-<br />
| B'''OUGH'''T || o, ɔ (US) || ɔ: (UK)<br />
|-<br />
| STR'''U'''T || colspan="2"| ə (ʌ)<br />
|-<br />
| P'''U'''RSE || colspan="2"| ɜ (UK)<br />
|-<br />
| F'''OO'''T || colspan="2"| ʊ<br />
|}<br />
| <br />
{| class="wikitable" style="text-align: center;"<br />
|-<br />
| F'''A'''CE || colspan="2"| eɪ<br />
|-<br />
| B'''OA'''T || ɔʊ (US) || əʊ (UK) <br />
|-<br />
| B'''EA'''T || colspan="2"| iː (i<sup>j</sup>)<br />
|-<br />
| F'''OO'''D || colspan="2"| u: (u<sup>w</sup>)<br />
|}<br />
| <br />
{| class="wikitable" style="text-align: center;" <br />
|-<br />
| B'''I'''TE || aɪ<br />
|-<br />
| CH'''OI'''CE || ɔɪ<br />
|-<br />
| M'''OU'''TH || aʊ<br />
|}<br />
| <br />
{| class="wikitable" style="text-align: center;"<br />
|-<br />
| COMM'''A''' || colspan="2"| ə <br />
|-<br />
| LETT'''ER''' || əɹ (ɚ) (US) || ɜ (UK) <br />
|}<br />
|}<br />
<br />
<br />
The following are allophones, or variants, of vowels in reduced or unstressed syllables. <br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|-<br />
| HAPP'''Y''' || colspan="2"| ɪ (UK)<br />
|-<br />
| MESS'''A'''GE || colspan="2"| ɪ̈ (ɨ)<br />
|}<br />
<br />
<br />
<br />
==North American English==<br />
These are the general vowel phonemes of North American English. Since tense vowels are long, the length symbols as in /i:/ can be used, but since tenseness necessarily implies that they are long in English, these symbols are not entirely necessary, and are omitted here. <br />
<br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ General American<br />
! rowspan="2" | <br />
! colspan="2" | Front<br />
! rowspan="1" | Central <br />
! colspan="2" | Back <br />
|-<br />
! <small> lax </small><br />
! <small> tense </small><br />
! <small> lax </small><br />
! <small> lax </small><br />
! <small> tense </small><br />
|-<br />
! Close<br />
| ɪ || i || || ʊ || u<br />
|-<br />
! Mid<br />
| ɛ || eɪ || ə (ʌ) || ɔ || ɔʊ <br />
|-<br />
! Open <br />
| æ || || || || ɑ<br />
|-<br />
! Diphthongs<br />
| colspan="6" | aɪ &nbsp; ɔɪ &nbsp; aʊ<br />
|}<br />
<br />
<div style=display:inline-table><br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ General American with examples <br />
! rowspan="2" style="border-right: 3px solid gray;"| &nbsp; <br />
! colspan="4" style="border-right: 3px solid gray;" | Front<br />
! colspan="2" style="border-right: 3px solid gray;" | Central <br />
! colspan="4" style="border-right: 2px solid gray;" | Back <br />
|- <br />
! colspan="2" style="border-right: 2px solid gray;" |<small> lax </small><br />
! colspan="2" style="border-right: 3px solid gray;" |<small> tense </small><br />
! colspan="2" style="border-right: 3px solid gray;" |<small> lax </small><br />
! colspan="2" style="border-right: 2px solid gray;" |<small> lax </small><br />
! colspan="2" style="border-right: 2px solid gray;" |<small> tense </small><br />
|- <br />
! style="border-right: 3px solid gray;" | Close &nbsp; &nbsp;<br />
| ɪ || style="border-right: 2px solid gray;"| B'''I'''T || i (i:) ||style="border-right: 3px solid gray;"| B'''EA'''T || ||style="border-right: 3px solid gray;"| &nbsp; || ʊ ||style="border-right: 2px solid gray;"| B'''OO'''K || ||style="border-right: 2px solid gray;"| u B'''OO'''T <br />
|-<br />
! style="border-right: 3px solid gray;" | Mid<br />
| ɛ ||style="border-right: 2px solid gray;"| B'''E'''T || eɪ ||style="border-right: 3px solid gray;"| B'''AI'''T || &nbsp;&nbsp; ə (ʌ) || style="border-right: 3px solid gray;"| B'''U'''T &nbsp;&nbsp; || ɔ ||style="border-right: 2px solid gray;"| B'''OU'''GHT || ɔʊ (ou) ||style="border-right: 2px solid gray;"| B'''OA'''T <br />
|-<br />
! style="border-right: 3px solid gray;" | Open <br />
| æ ||style="border-right: 2px solid gray;"| B'''A'''T || ||style="border-right: 3px solid gray;"|&nbsp; || ||style="border-right: 3px solid gray;"| &nbsp; ||ɑ ||style="border-right: 2px solid gray;"| B'''O'''DY || || style="border-right: 2px solid gray;" | <br />
|}<br />
<br />
</div> <div style=display:inline-table><br />
<br />
{| class="wikitable" style="text-align: center; padding-left: 5px;"<br />
! colspan="2"| Diphthongs<br />
|-<br />
| aɪ || B'''I'''TE <br />
|- <br />
| ɔɪ || colspan="5" | B'''OY''' <br />
|-<br />
| aʊ || colspan="5" | B'''OU'''T <br />
|}<br />
<br />
</div><br />
<br />
<br />
The following are so-called rhotic vowels, or a vowel plus an <r> sound. Since the English <r> or /ɹ/ is a semi-consonantal glide, some phoneticians might consider such combinations to be diphthongs or triphthongs. <br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ Rhotic vowels (V+r) <br />
! colspan="1" | <br />
! colspan="2" | Front<br />
! colspan="2" | Central <br />
! colspan="2" | Back <br />
|-<br />
! Close<br />
| BEER || &nbsp;ɪr (UK), ir (US) &nbsp;|| || || TOUR || ʊr <br />
|-<br />
! Mid <br />
| BEAR || ɛr || &nbsp;&nbsp; BURR &nbsp;&nbsp; || &nbsp;&nbsp; ʌr (ər) &nbsp;&nbsp; || &nbsp;&nbsp;&nbsp; BOAR &nbsp;&nbsp;&nbsp; || &nbsp;&nbsp;&nbsp; ɔr &nbsp;&nbsp;&nbsp; <br />
|-<br />
! Open<br />
| &nbsp;&nbsp;&nbsp; BAR &nbsp;&nbsp;&nbsp; || ar || || || || <br />
<br />
|}<br />
<br />
<br />
<br />
==British: Received Pronunciation==<br />
These are the general vowel phonemes of standard British or received pronunciation. <br />
<br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ Received Pronunciation <br />
! rowspan="2" |<br />
! colspan="2" | Front<br />
! colspan="2" | Central <br />
! colspan="3" | Back <br />
|-<br />
! <small> short </small><br />
! <small> long </small><br />
! <small> short </small><br />
! <small> long </small> <br />
! <small> short </small><br />
! <small> long </small> <br />
! <small> glided </small> <br />
|-<br />
! Close<br />
| ɪ || i: || || || ʊ || u: || <br />
|-<br />
! Mid <br />
| ɛ || eɪ || ə (ʌ) || ɜː || ɔ || ɔː || ɔʊ <br />
|-<br />
! Open <br />
| æ || || a || || ɒ || ɑː || <br />
|-<br />
! Diphthongs<br />
| colspan="8" | eɪ &nbsp; aɪ, ɔɪ &nbsp; aʊ &nbsp; əʊ<br>ɪə &nbsp; ʊə<br />
|-<br />
! Triphthongs<br />
| colspan="8" | (eɪə &nbsp; aɪə &nbsp; ɔɪə &nbsp; aʊə &nbsp; əʊə)<br />
|}<br />
<br />
<br />
==Australian==<br />
<br />
These are the general vowel phonemes of General Australian English. <br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ General Australian<br />
! rowspan="2" |<br />
! colspan="2" | Front<br />
! colspan="2" | Central <br />
! colspan="2" | Back <br />
|-<br />
! <small> short </small><br />
! <small> long </small><br />
! <small> short </small><br />
! <small> long </small><br />
! <small> short </small><br />
! <small> long </small><br />
|-<br />
! Close<br />
| ɪ<br />
| iː<br />
|<br />
| ʉː <br />
| ʊ<br />
| oː<br />
|-<br />
! Mid<br />
| e<br />
| eː<br />
| ə<br />
| ɘ|ɜː<br />
| ɔ<br />
|<br />
|-<br />
! Open <br />
| æ<br />
|<br />
| ɐ<br />
| ɐː<br />
|<br />
|<br />
|-<br />
! Diphthongs<br />
| colspan="6" | æɪ &nbsp; ɑɪ &nbsp; oɪ &nbsp; æɔ &nbsp; əʉ<br>ɪə &nbsp; (ʊə)<br />
|}<br />
<br />
<br />
==References==<br />
<references/><br />
# Most tables here were adapted from the Wikipedia article on English phonemes, due to time limitations. <br />
<br />
<br />
[[Category:Phonology]] [[Category:Vowels]] [[Category:Pronunciation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=English_vowels&diff=16540English vowels2023-11-26T06:14:16Z<p>Kentlee7: </p>
<hr />
<div>English vowels are best described as phonemes, or distinctive sounds, of the major varieties of English (e.g., North American, British, Australian), along with various phonetic differences in the various dialects. The number of phonemes varies, depending on these major varieties -- North American English (NAE), British English (BE) or Recieved Pronunciation (RP), and Australian English (AE). <br />
<br />
Phonemes are distinguished by minimal pairs, which demonstrate that sounds are distinctive and meaningful units in the language. For example, pairs like these show that these two vowels are distinctive and unique sounds of English, and not variants of one another. <br />
* bit /bɪt/ vs. beat /bit/<br />
* bet /bεt/ vs. bait /bεɪt/<br />
* bought /bɔt/ vs. boat /bɔʊt/ <br />
<br />
<br />
==Short and long vowels==<br />
The short vowels are lax, or produced with a relaxed tongue muscle, which include the phonetically simple vowels, or monophthongs, which consist of a single phonetic segment. These can occur in stressed or unstressed syllables. The long vowels of English occur in stressed syllables (either a primary or a secondary word stress), and are diphthongs, or double vowels, consisting of two phonetic elements. These can be glide diphthongs, where the core element glides into a nearby vowel element, or full full diphthongs like /ai/, which involve a transition to a different vowel in the oral space. In unstressed syllables we often have reduced vowels that are extra-short vowels that central vowels (produced in the center of the oral space, such as the schwa /ə/) or centralized, namely, a variety of /ɪ/ that is realized further back toward the center than the usual /ɪ/. The standard vowels of North American English are shown below, along with common British analogues. <br />
<br />
{| class="wikitable" style="text-align: center;"<br />
! Full monophthongs !! Glide diphthongs !! Full diphthongs !! Reduced vowels <br />
|-<br />
| <br />
{| class="wikitable" style="text-align: center;"<br />
|-<br />
| B'''I'''T || colspan="2"| ɪ <br />
|-<br />
| B'''E'''T || ε (US) || e (UK)<br />
|-<br />
| B'''A'''TH || æ (NAE) || a (UK)<br />
|-<br />
| TR'''A'''P || colspan="2"| æ <br />
|-<br />
| P'''A'''LM || colspan="2"| ɑ: <br />
|-<br />
| L'''O'''T || ɑ (NAE) || ɔ, ɒ (UK)<br />
|-<br />
| CL'''O'''TH || ɑ (NAE) || ɔ, ɑ (UK)<br />
|-<br />
| B'''OUGH'''T || o, ɔ (US) || ɔ: (UK)<br />
|-<br />
| STR'''U'''T || colspan="2"| ə (ʌ)<br />
|-<br />
| P'''U'''RSE || colspan="2"| ɜ (UK)<br />
|-<br />
| F'''OO'''T || colspan="2"| ʊ<br />
|}<br />
| <br />
{| class="wikitable" style="text-align: center;"<br />
|-<br />
| F'''A'''CE || colspan="2"| eɪ<br />
|-<br />
| B'''OA'''T || ɔʊ (US) || əʊ (UK) <br />
|-<br />
| B'''EA'''T || colspan="2"| iː (i<sup>j</sup>)<br />
|-<br />
| F'''OO'''D || colspan="2"| u: (u<sup>w</sup>)<br />
|}<br />
| <br />
{| class="wikitable" style="text-align: center;" <br />
|-<br />
| B'''I'''TE || aɪ<br />
|-<br />
| CH'''OI'''CE || ɔɪ<br />
|-<br />
| M'''OU'''TH || aʊ<br />
|}<br />
| <br />
{| class="wikitable" style="text-align: center;"<br />
|-<br />
| COMM'''A''' || colspan="2"| ə <br />
|-<br />
| LETT'''ER''' || əɹ (ɚ) (US) || ɜ (UK) <br />
|}<br />
|}<br />
<br />
<br />
The following are allophones, or variants, of vowels in reduced or unstressed syllables. <br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|-<br />
| HAPP'''Y''' || colspan="2"| ɪ (UK)<br />
|-<br />
| MESS'''A'''GE || colspan="2"| ɪ̈ (ɨ)<br />
|}<br />
<br />
<br />
<br />
==North American English==<br />
These are the general vowel phonemes of North American English. Since tense vowels are long, the length symbols as in /i:/ can be used, but since tenseness necessarily implies that they are long in English, these symbols are not entirely necessary, and are omitted here. <br />
<br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ General American<br />
! rowspan="2" | <br />
! colspan="2" | Front<br />
! rowspan="1" | Central <br />
! colspan="2" | Back <br />
|-<br />
! <small> lax </small><br />
! <small> tense </small><br />
! <small> lax </small><br />
! <small> lax </small><br />
! <small> tense </small><br />
|-<br />
! Close<br />
| ɪ || i || || ʊ || u<br />
|-<br />
! Mid<br />
| ɛ || eɪ || ə (ʌ) || ɔ || ɔʊ <br />
|-<br />
! Open <br />
| æ || || || || ɑ<br />
|-<br />
! Diphthongs<br />
| colspan="6" | aɪ &nbsp; ɔɪ &nbsp; aʊ<br />
|}<br />
<br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ General American with examples <br />
! rowspan="2 | &nbsp; <br />
! colspan="4" | Front<br />
! colspan="2" | Central <br />
! colspan="4" | Back <br />
|- <br />
! colspan="2"|<small> lax </small><br />
! colspan="2"|<small> tense </small><br />
! colspan="2"|<small> lax </small><br />
! colspan="2"|<small> lax </small><br />
! colspan="2"|<small> tense </small><br />
|-<br />
! Close<br />
| B'''I'''T || ɪ || B'''EA'''T || i || || || H'''OO'''D || ʊ || B'''OO'''T || u<br />
|-<br />
! Mid<br />
| B'''E'''T || ɛ || B'''AI'''T || eɪ || &nbsp;&nbsp; B'''U'''T || ə (ʌ) &nbsp;&nbsp; || B'''OU'''GHT || ɔ || B'''AO'''T || ɔʊ <br />
|-<br />
! Open <br />
| B'''A'''D || æ || || || || || B'''O'''DY ||ɑ || || <br />
|-<br />
! rowspan="3" | Diphthongs<br />
| colspan="5" | B'''AI'''T<br />
| colspan="5" | aɪ<br />
|-<br />
| colspan="5" | B'''OY''' <br />
| colspan="5" | ɔɪ<br />
|-<br />
| colspan="5" | B'''OU'''T <br />
| colspan="5" | aʊ<br />
|}<br />
<br />
<br />
<br />
The following are so-called rhotic vowels, or a vowel plus an <r> sound. Since the English <r> or /ɹ/ is a semi-consonantal glide, some phoneticians might consider such combinations to be diphthongs or triphthongs. <br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ Rhotic vowels (V+r) <br />
! colspan="1" | <br />
! colspan="2" | Front<br />
! colspan="2" | Central <br />
! colspan="2" | Back <br />
|-<br />
! Close<br />
| BEER || &nbsp;ɪr (UK), ir (US) &nbsp;|| || || TOUR || ʊr <br />
|-<br />
! Mid <br />
| BEAR || ɛr || &nbsp;&nbsp; BURR &nbsp;&nbsp; || &nbsp;&nbsp; ʌr (ər) &nbsp;&nbsp; || &nbsp;&nbsp;&nbsp; BOAR &nbsp;&nbsp;&nbsp; || &nbsp;&nbsp;&nbsp; ɔr &nbsp;&nbsp;&nbsp; <br />
|-<br />
! Open<br />
| &nbsp;&nbsp;&nbsp; BAR &nbsp;&nbsp;&nbsp; || ar || || || || <br />
<br />
|}<br />
<br />
<br />
<br />
==British: Received Pronunciation==<br />
These are the general vowel phonemes of standard British or received pronunciation. <br />
<br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ Received Pronunciation <br />
! rowspan="2" |<br />
! colspan="2" | Front<br />
! colspan="2" | Central <br />
! colspan="3" | Back <br />
|-<br />
! <small> short </small><br />
! <small> long </small><br />
! <small> short </small><br />
! <small> long </small> <br />
! <small> short </small><br />
! <small> long </small> <br />
! <small> glided </small> <br />
|-<br />
! Close<br />
| ɪ || i: || || || ʊ || u: || <br />
|-<br />
! Mid <br />
| ɛ || eɪ || ə (ʌ) || ɜː || ɔ || ɔː || ɔʊ <br />
|-<br />
! Open <br />
| æ || || a || || ɒ || ɑː || <br />
|-<br />
! Diphthongs<br />
| colspan="8" | eɪ &nbsp; aɪ, ɔɪ &nbsp; aʊ &nbsp; əʊ<br>ɪə &nbsp; ʊə<br />
|-<br />
! Triphthongs<br />
| colspan="8" | (eɪə &nbsp; aɪə &nbsp; ɔɪə &nbsp; aʊə &nbsp; əʊə)<br />
|}<br />
<br />
<br />
==Australian==<br />
<br />
These are the general vowel phonemes of General Australian English. <br />
<br />
{| class="wikitable" style="text-align: center;"<br />
|+ General Australian<br />
! rowspan="2" |<br />
! colspan="2" | Front<br />
! colspan="2" | Central <br />
! colspan="2" | Back <br />
|-<br />
! <small> short </small><br />
! <small> long </small><br />
! <small> short </small><br />
! <small> long </small><br />
! <small> short </small><br />
! <small> long </small><br />
|-<br />
! Close<br />
| ɪ<br />
| iː<br />
|<br />
| ʉː <br />
| ʊ<br />
| oː<br />
|-<br />
! Mid<br />
| e<br />
| eː<br />
| ə<br />
| ɘ|ɜː<br />
| ɔ<br />
|<br />
|-<br />
! Open <br />
| æ<br />
|<br />
| ɐ<br />
| ɐː<br />
|<br />
|<br />
|-<br />
! Diphthongs<br />
| colspan="6" | æɪ &nbsp; ɑɪ &nbsp; oɪ &nbsp; æɔ &nbsp; əʉ<br>ɪə &nbsp; (ʊə)<br />
|}<br />
<br />
<br />
==References==<br />
<references/><br />
# Most tables here were adapted from the Wikipedia article on English phonemes, due to time limitations. <br />
<br />
<br />
[[Category:Phonology]] [[Category:Vowels]] [[Category:Pronunciation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=IW&diff=16539IW2023-11-21T10:07:02Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Writing (Higher Intermediate / Intermediate Writing / Composition 2) </big><br />
<br />
* Pukyong National University (Daeyeon Campus) <br />
* Course # 109820-104,월2 수2,3, i.e., section 104, M10.00-10.50 (2), W 10.00-11.50 (2/3)<br />
* Room: C25-522<br />
* Instructional medium: This course will be a live in-person course, taught by me or one of my clones. <br />
<br />
Prof. Kent Lee<br />
* Office: C25-1103<br />
* Office hours: Mon. 11am or by appointment<br />
<br />
<br />
==Course description==<br />
This course is designed mainly for second-year to third-year students in social science and humanities fields. The goals of the course consist of improving your academic English writing skills, and expressing yourselves better in English. This includes specific skills like:<br />
# Writing different types of paragraphs (definition, classification, narrative, etc.) <br />
# Business, professional, and academic writing<br />
# Prewriting techniques<br />
# Using basic sentence types effectively; this includes common second-language issues such as essay structure, style, wording, and grammar issues. <br />
# Developing main ideas, topic sentences, and body paragraphs <br />
<br />
<br />
===Grading ===<br />
Here is the general grading scheme. You can refer to the syllabus and the textbook for more information. <br />
<br />
{| style="margin-left: 20px; margin-top:5px; margin-bottom:5px;" <br />
|-<br />
| Attendance || 10% <br />
|-<br />
| Homework & other assignments &nbsp; &nbsp; &nbsp; &nbsp; || 40% <br />
|-<br />
| Midterm paper || 20% <br />
|-<br />
| Final paper || 30% <br />
|}<br />
<br />
<br />
==Assignments== <br />
<br />
===Minor homework assignments ===<br />
There are minor homework assignments, including Google Forms, which are generally worth 10-20 points; and major multi-paragraph assignments, worth 100 points. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Self-intro / survey GF:<br />
This is worth 10 points, and you will receive the 10 points simply for filling this out honestly and on time. You will provide some basic info about yourself, and some contact info; then you will answer some survey questions, which are for research purposes, and eventually, to help me improve my courses. <br />
<br />
<br />
;Email assignment: <br />
In this assignment, you will email me and answer a few questions. See the section in the book on writing emails. The general format and structure can be more formal, but the contents of the body paragraph can be more semi-formal (including first and second person pronouns). Your subject line should include your name, ID#, and maybe a brief subject. For the contents of your email, about 1-2 paragraphs will suffice. This will be worth 20 points. Be sure to send your email to at least two of my email accounts simultaneously, to avoid emails getting lost (and that helps my email filters to put it in the right folder). You do not (and should not) try to cover all of these questions; I would suggest that you pick 2-3 of these questions to address in your email. <br />
<br />
# Briefly tell me about yourself: where you are from, why you chose your major, and your future plans. <br />
# Why are you taking this course? What do you hope to get out of it? What do you expect from this course? Or, what would you like to learn, or what would you like to improve in this course? <br />
# Tell me about your English learning experiences. What things have you found to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
# Tell me about your experiences learning another language (and various aspects like those mentioned in the previous item). <br />
# Any questions or comments you have for me.<br />
<br />
<br />
;Prewriting methods GF: <br />
This form is worth 10 points, and will be graded based on your effort in answering the questions. There are no right or wrong answers; I just want to know about your writing habits. Please fill out the text box below with a few sentences. The terms below are outlined in sections 2.1-2.2 of the book, which may not be available yet. <br />
* [https://docs.google.com/forms/d/e/1FAIpQLSegWxzO4EafHbs8WI7g5PHgZpNPQach-BGwTqPNywSvmPhIFw/viewform Prewriting methods GF] <br />
<br />
<br />
;Pre-midterm GF: <br />
For this form, you will look at the midterm options on the course website, and tell me which option you want to do. Then you will tell me your rough ideas for how you plan to develop your proposal and your ideas, as best you can. Of course, after submitting this form and while working on the proposal, your ideas might change, and that's okay. This is simply designed to help you get started. <br />
* [https://docs.google.com/forms/d/e/1FAIpQLSc8USJrOIFSMqq1Wy0Bpg1NtkTq7no9-XGLZhhmf8jbQ46ORg/viewform?usp=sf_link Pre-midterm GF]<br />
<br />
<br />
;Other possible assignments:<br />
* Summarizing exercise <br />
* Citation exercise <br />
<br />
</div><br />
<br />
<br />
===Professional writing assignments===<br />
Click on the 'Expand' applet on the right to see or collapse past and future assignments and materials. For these assignments, please see the grading criteria for shorter assignments in the book (most or all those criteria will be relevant). <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
<br />
====Job application essay questions==== <br />
For this assignment, you will respond to questions as if you were answering application questions for a job application.<br />
You can write this as if you were applying to a job such as the following. For this application, you are applying for an entry-level position, starting position, or junior position at a company, organization, or other entity.<br />
* An entry-level position at a major company<br />
* A teaching job of any kind (primary, secondary, tertiary, or private) <br />
* An NGO (non-governmental organization or charity organization)<br />
* A governmental agency (e.g., in Korea or another country), or an international / inter-governmental organization (e.g., the UN or similar entity) <br />
<br />
You will answer three of the following questions. (That is: #1; choose between 2a & 2b; #3; and choose between 4a,b,c, or d.) Each question should be answered with at least a complete paragraph. <br />
# Please explain your relevant training, education, skills and qualifications for working at this company, and in this specific position.<br />
# Either (2a) OR (2b) <br />
## (2a)How have you developed intellectually and personally while in college? OR <br />
##(2b) How did you develop or express your leadership, both in and out of school?<br />
# What are your long-term goals at this company, and in your career?<br />
<br />
<!---<br />
(1) Please explain your relevant training, education, skills and qualifications for working at this company, and in this specific position. <br />
(2a) How have you developed intellectually and personally while in college? ''or''<br />
(2b) How did you develop or express your leadership, both in and out of school?<br />
(3) What are your long-term goals at this company, and in your career?<br />
(4a) What book has changed you the most? ''or''<br />
(4b) Explain how a past experience in your life changed you. ''or''<br />
(4c) If you were given the chance to change the curriculum of your school, what changes would you make? ''or''<br />
(4d) Explain the relevance of your major—for society, and for this job. <br />
----> <br />
<br />
<br />
====Job application materials==== <br />
For this assignment, you will write a sample résumé and cover letter, as if you were applying for a job in the future. You can project yourself into the future - pretend that this is in the future, after you have graduated and have some accomplishments to mention - as long as they are reasonable. Each document is worth 50 points, for a total of 100 points. <br />
* Résumé: an application for an entry-level job (one page)<br />
* A formal cover letter to go along with your résumé <br />
<br />
<br />
====Business letter practice==== <br />
<s>Write your own business letter, based on the examples in the book. You can write this as if you are a customer writing a complaint, a customer service representative answering a complaint, a staff member at one company writing to a vendor or business client, a salesperson writing to a client, or whatever. The topic and contents are up to you, as long as they are reasonable. This should be no more than one page, single-spaced. Value: 20 points. <br />
</s> Due to time constraints, we will not do this assignment this year. <br />
</div><br />
<br />
<br />
====Final project description==== <br />
<div class="mw-collapsible mw-collapsed"> <br />
For this assignment, you will pick a potential subject for your final project - a company, entity, or program - for which you would write a case study or a qualitative study. The focus of this project is independent information / data gathering and analysis. You will provide some background information on your subject, why you are interested in the subject, and a potential research question about the subject that you would like to explore. <br />
<br />
A potential subject could be something like the following. <br />
* A particular business or company (in any country); or one company's particular product, service, strategy, or such<br />
* A particular government agency or program<br />
* A particular NGO, governmental / intergovernmental organization, or one of its programs<br />
* A particular community service organization, or community service program <br />
* A particular educational institution (primary, secondary, or tertiary, private); e.g., a particular university or university program <br />
* A particular educational program or policy, or a university major program / department; e.g., an EMI program, a study-abroad program, or a particular major, at one university <br />
* A particular teaching method or approach in a particular context (e.g., a particular EFL/ESL teaching method; how a particular type of literature is taught) <br />
* The learning experiences of a particular group of students / learners (in a progam, major, department, or such a context)<br />
* The experiences of a particular teacher / group of teachers at a particular educational institution<br />
* The opinions or experiences of a particular group of consumers / users of a product, service, or company <br />
<br />
;Notes: <br />
# This should be at least one page (if single spaced), or about 400 words. You should cite at least one source (at least a website for the entity or program); for citing non-English sources, see the section the book on citing foreign sources. <br />
# This can overlap with or relate to your midterm project, or a paper that you are currently doing in another course. <br />
# If this overlaps with a paper from another course, the LMS plagiarism detection may flag one of your submissions as plagiarism or self-plagiarism. In that case, you can email the assignment to me, and in the LMS, simply indicate that you emailed it. <br />
<br />
<br />
====Case study practice ====<br />
You will chose a published case study, or a case study that is available online, and write a short summary of it, then then your own commentary or observations. You should cite it using Chicago footnote style. You may be asked to do two different versions, in short and long footnote style. This is for practicing summarizing and paraphrasing skills, as well as preparing for the midterm or final project. <br />
<br />
<!----<br />
====¶#4 (Fall 2021 only) ====<br />
For this assignment, you will describe the subject of your final paper in more detail. You will need to describe more about your research question - for the subject you've chosen, what kind of question or problem do you want to examine? What kinds of information and sources do you have? What kind of analysis will you do, or what do you want to discuss in your analysis of the subject? This should be at least 400 words. <br />
---><br />
<br />
</div> <br />
<br />
<br />
===Midterm: Proposal ===<br />
A proposal is a formal document to apply for funds for a project, or to propose a business agreement. It can be a letter or short essay, and can be used to apply for a number of different things. In this assignment, you can choose a more business oriented topic or a more academic topic. See examples created for this course at this page: [[Proposals (writing)]]. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
====Project types ====<br />
The KentLee7 Foundation is accepting applications for various research, community service, and business development projects.<ref> Dozens of research grants have been awarded by this foundation to students at Hogwarts, Gotham City University, Metropolis University, Monsters University, Mars University, Wossamotta University, and Starfleet Academy.</ref> The Foundation offers the following three options that you can apply for. These applications can be directed toward the Foundation, or to other entities. See the page on [[Proposals_(writing)]] for examples. <br />
<br />
<br />
;1. Academic Research Project:<br />
This is for those who wish to undertake a special research project in their senior year of college, or in a Master’s program. The senior research project involves an original research project in a special studies course under the direction of a professor, and this will lead to a full-length paper (or bachelor’s thesis) for the course. The Master’s project will be directed by the student’s academic advisor / professor, and this will of course lead to the standard Master’s thesis [석사논문] that is a typical requirement for an M.A. degree (in a humanities or social science field) or an M.S. degree (in science and engineering fields). You can write this to apply for a grant from your university, or it can be addressed to the Kentlee7 Foundation. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;2. Community Service Project:<br />
For this, you will propose a project that will benefit a community in some manner. This can be an area of Busan, a rural community or area of Korea, or a community or small area in another country (a country and local area that you are familiar with). This can be any kind of community project. You will need to explain a specific need, a specific plan for a project to address the need, and your ability to direct a project to help with that need. You can apply to the Kentlee7 Foundation, or to a local or national government. (There should be a suitable professor or business leader in the community who can help as an advisor for your project, and as a contact person for the Foundation or government that provides the grant money.) See the page on [[Proposals_(writing)]] for an example. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;3. Business Project Proposal: <br />
This is for those who need funding for a particular business project. This can be starting a new business, and/or researching, developing, and marketing a new invention, product or service. For this, you will need to identify and explain a specific need or market for your company or idea, a specific plan for developing it, and your ability to direct the project and successfully complete it. You can apply for a grant from the Kentlee7 Foundation or from another organization. (There should be a suitable professor or business leader in the community who can help as an advisor for your project, and as a contact person for the Foundation or government that provides the grant money.)<br />
<br />
Amount: €5000—20,000 / $5000—20,000 / ₩5,000,000 — ₩20,000,000<br />
<br />
<br />
The following example is not a KentLee7 Foundation application, as it is not an application to a foundation, but is a propsal made by one company to another. <br />
<br />
;4. Business Agreement Proposal: <br />
Imagine you are an executive or manager of a company (or an entrepreneur or independent business person), and would like to make a proposal to another company. This could be a proposal for both companies to enter into some type of business arrangement, or for one company to offer its services or products to another company. One company might need a particular service (e.g., managing a company website) or product (e.g., computer hardware) in order to function. You can imagine you are a manager or executive with the authority to make such a proposal to another company, where your company would like to offer its products or services to another. <br />
<br />
Amount: Not directly applicable, as you are not asking for money in this assignment option. In this case, you could offer an estimate (or a quote to another company) for the potential value of the deal or services involved, as long as the amount is reasonable. <br />
# Clarify pricing options, your terms and conditions<br />
<br />
<br />
====Proposal components==== <br />
Your written proposal should include most or all of the following elements in some form. <br />
<br />
;General requirements for all papers:<br />
# At least 600 words / 1.5 pages (about 1.5-2 pages, if single-spaced, not counting cover page); no more than 5 pages.<br />
# At least two sources should be cited and used meaningfully (such as academic or business / professional quality sources)<br />
# Submitted in the LMS by the end of the midterm period <br />
<br />
<br />
;Academic Research Project:<br />
# Research question or problem<br />
# Research plan and methods, details, and rationale for your choices<br />
# Specific goals, objectives, and measurable outcomes <br />
# Potential obstacles (and how you will handle them)<br />
# Your ability and qualifications to direct the project, manage the funds, and successfully complete the project <br />
# General timeline and budget <br />
# Why your project deserves funding (including unique or distinctive aspects) <br />
# Likely outcomes or potential results of the research <br />
# Benefits or implications of your results <br />
<br />
<br />
;Community Service & Business Projects:<br />
# Situation or problem<br />
# Your plan, including the proposed solution or approach, specific details, and rationale for your choices<br />
# Specific goals, objectives, and measurable outcomes <br />
# Potential obstacles (and how you will handle them)<br />
# Your ability and qualifications to direct the project, manage the funds, and successfully complete the project <br />
# General timeline and budget <br />
# Why your project deserves funding (including unique or distinctive aspects) <br />
# Likely benefits, outcomes, or implications of the project<br />
<br />
<br />
;Business Project Proposal: <br />
# Explain with an introduction or executive summary. [1-2 ¶s] <br />
# Explain the situation, problem or need.<br />
# Propose a solution; explain feasibility <br />
# Timeline & budget <br />
# Explain your qualifications for this project<br />
# Explain rationale, objectives, outcomes, importance, implications <br />
<br />
<br />
====General template====<br />
Here is a general template to help you get started. Each of these items might constitute a paragraph or a section of two or more paragraphs in your essay. <br />
# Brief self-introduction; general purpose of the project <br />
# Statement of the problem or question <br />
# Specific description of your proposal / solution <br />
# Specific goals, objectives, or outcomes <br />
# Uniqueness or distinctiveness of your project or idea <br />
# Your qualifications <br />
# Timeline, budget, and how you will allocate the funds <br />
<br />
<br />
====Guidelines====<br />
# For this, you can project yourself into the future, and imagine that you have some kind of experience or qualifications that are relevant to your project (as long as it is reasonable - for example, you cannot claim to have a Nobel Prize or Olympic gold medal). <br />
# For some more academic sources, you can try entering terms in a search engine (e.g., "community service programs Korea"), and focus on search results that look like official, professional, business, or governmental sources. You can also try academic search engines for academic sources: <br />
#* http://www.riss.co.kr for academic sources from Korea<br />
#* http://www.scholar.google.com for sources from international journals and books.<br />
# The grading criteria are listed in the book. <br />
<br />
<br />
<br />
====Examples ====<br />
<br />
# See examples created for this course at this page: [[Proposals (writing)]], and more examples of the research propsoal format at [[Research project proposal (college)]]. <br />
# See pages like this one at https://www.instructionalsolutions.com/blog/proposal-examples for commercial and business examples. Note: These tend to be in slide / PPT or informal formats, so look at the contents for ideas, but not the design or layout of these documents. This site explains the good points and bad points of each example, and each example is in a separate link. <br />
<br />
<br />
====Citations====<br />
You can use the Chicago Manual long footnote style (as discussed in the lecture videos), Chicago endnote style, Chicago short footnotes + works cited, Chicago parenthetical in-text citations, APA, MLA, or any other standard citation & referencing format. See here for Chicago style: <br />
* https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html <br />
* https://www.enwiki.org/w/Chicago_Manual <br />
<br />
</div><br />
<br />
===Final paper: Case study ===<br />
For this assignment, you will write a [[case study]] of a particular company, entity, or program. You may want to look at the guide on [[doing case studies]] and [[case study examples]].<br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
* a company or business (of any country), or one of its activities (e.g., a merger, acquisition, expansion into a new market, marketing strategy)<br />
* an organization, institute, or institution <br />
* a non-governmental organization (NGO), charity, non-profit organization, or community service organization <br />
* a governmental / intergovernmental organization (such as UNESCO, the UN, World Bank) <br />
* a government agency <br />
* a government program <br />
* a school, university, or educational institution <br />
* a department or major of a particular university <br />
* an educational program (at a particular school or educational institution, or from a particular organization or agency)<br />
* a community service program <br />
* an individual subject, e.g., a teacher or learner (educational study), an employee or manager (business study) or a patient (health study) - Note: This requires sufficient academic training and expertise, such as advanced research-oriented students who are familiar with qualitative research<br />
* A particular teaching method or approach in a particular context (e.g., a particular EFL/ESL teaching method; how a particular type of literature is taught) <br />
* The learning experiences of a particular group of students / learners (in a progam, major, department, or such a context)<br />
* The experiences of a particular teacher / group of teachers at a particular educational institution<br />
* The opinions or experiences of a particular group of consumers / users of a product, service, or company <br />
<br />
<br />
Your analysis might focus on one or more of the following types. <br />
* an evaluation (e.g., the effectiveness of a company, program, or activity)<br />
* a problem / solution or analysis of a problem or challenge that the entity has faced, is facing, or will likely face <br />
* a challenge (past, present, or likely future challenge) for this entity / program <br />
* an analysis, evaluation, or problem-solution paper based on a model (like the STAR model), theory, or framework in your field <br />
* reasons for an entity's success or failure (past or present)<br />
* the likely prospects of an entity or program, e.g., its potential for failure or success <br />
* suggestions for what a company or entity should do (e.g., for a specific challenge, or for its future)<br />
* an interview, survey or questionnaire study of a particular group of persons (e.g., students, teachers, stakeholders)<br />
<br />
<br />
Some suggestions: <br />
* Evaluating a company's performance and/or future prospects; evaluating one of its product lines, its marketing strategies, its management practices, or any particualr aspect of the company. You will probably need to use trade journals, business magazines, official company websites, official reports, government data, etc. as sources. <br />
* Evaluating an NGO, community service program, government service, government agency, intergovernmental program (e.g., WHO, UNESCO...), educational program, etc. * Evaluating a specific university, college, public school, educational program, degree program, department, or such; or how a particular subject is taught, say, at universities in a particular country. <br />
* A specific government policy, educational policy, or such. <br />
* For such topics, as sources you will need to use some of the following: official websites (company or instituional sites), official publications (from relevant entities), official reports, white papers, official documents, government data, business news articles, official data / statistics, data from government agencies / websites, articles from professional publications, and maybe relevant academic studies, among others. <br />
* Qualitative research, such as interview, survey or questionnaire studies, require some knowledge of a relevant model, theory, or research methods, and/or enough knowledge of a particular field that you know what you are doing. <br />
<br />
<br />
Some ideas: <br />
* Company X's rise and grown in a particualr market; Company X's current strategy or peformance in a particular market; the success (and future) of product line X from Company Y<br />
* Business, management or leadership practices at Company / Entity X; the leadership and management style of Company X / Organization X<br />
* A particular degree program at a particular university <br />
* Problems with a community project in City X<br />
* Needs or problems of a particular agency (governmental / intergovernmental) or NGO<br />
* English-medium instruction program(s) at a particular university, or at universities in a particular country<br />
* How literature is taught in language departments at Korean universities <br />
* The life of a famous author (poet, novelist, etc.) and how his/her life shaped his/her writings <br />
* How Busan can better promote itself, e.g., by attracting more tourism or businesses<br />
* How a particular university can improve its image, or attract more international students, or promote itself, or attract more research funds<br />
* How a particular university (or universities in one area or country) can better prepare students for the job market <br />
* A specific governmental policy or program <br />
* Focused interviews (e.g., consumers of a product, students in a school or program) <br />
* A group project of two or more people (in that case, the length requirement for the paper is per person) <br />
<br />
Please see the pages on [[case studies]], [[case study examples]], and [[doing case studies]]. <br />
<br />
<br />
Requirements: <br />
* At least 800 words (per person), not counting the cover page, references, tables, charts, quotations, appendices, etc. <br />
* Two or more people can do a project together and submit a single paper with multiple authors. In that case, the word count is 800+ words per person. <br />
* At least four sources that are cited and used meaningfully, including at least two sources in English.<br />
* Extra materials that you use, like interview or survey questions that you used, should be included as an appendix. <br />
* This can overlap with a paper that you are doing in another course (if you are doing this project alone) - in that case, you may want to be careful about submitting both version of a paper in the LMS, as it might be incorrectly flagged as plagiarism / self-plagiarism (in that case, you can email it to me). <br />
* This can overlap or be based on your midterm paper. <br />
* See the grading criteria in the book, and the format for major papers.<br />
<br />
<br />
Format & citations: <br />
Please see the following pages for examples and guideliness for sources and citing sources. <br />
# https://www.enwiki.org/w/Professional_sources <br />
# https://www.enwiki.org/w/Chicago_Manual_(parenthetical) <br />
<br />
&nbsp;<br />
<br />
<!---<br />
===Final reflective paper===<br />
In this final written assignment, to be uploaded in the LMS assignment space, you will evaluate your learning and improvement over the semester. Specifically, you can discuss the following – focusing on those that are relevant to you. <br />
# What did you expect to learn from the course, or what improvements in your abilities did you expect? Were these expectations reasonable? <br />
# What were your goals in learning, and how did you try to achieve them? <br />
# What learning strategies and methods did you use? How effective were they? <br />
# How much effort did you put into the course and your own learning? How well did you participate in class. <br />
# For group activities or discussions in-class or outside of class, what role did you play in the groups? How actively did you participate? <br />
# What did you learn? Specifically, what skills did you learn, or what improvements did you experience? <br />
# What changes happened in your attitudes, or how you view yourself, your major, your learning, etc.? <br />
# What difficulties did you experience? <br />
# What kind of help did you seek when you faced difficulties or shortcomings? <br />
# In what specific areas do you think you did not improve or learn, and why? <br />
# In what ways do you still need to improve? How do you plan to continue improving yourself? <br />
# What grade do you think you deserve in the course, and why?<br />
# Do you have any suggestions for modifying or improving this course? <br />
<br />
This can be about 1-2 pages long. This assignment will be evaluated on the simpler grading rubric for minor writing assignments above (though this is treated as a major assignment), and criteria like contents, clarity and effort will consider the following: <br />
* The quality and effort in your self-reflection <br />
* The depth and detail of your self-reflection <br />
* The sincerity of your self-reflection <br />
----><br />
<br />
<br />
</div><br />
<br />
==Evaluating sources==<br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
===News sites===<br />
There are the top news outlets, sites and publications for general world news, political news, original reporting, investigative journalism, commentary and analysis. Many of these predate the Internet, so here, format includes its original format before going online. <br />
<br />
====General news====<br />
<br />
{| class="wikitable sortable" <br />
! Name / site !! Format & scope !! Location <br />
|-<br />
| [http://www.abcnews.com ABC News] (US) || Traditional nightly TV news || US <br />
|- <br />
| [http://abc.net.au ABC News] (Australia) || Traditional TV news || Australia <br />
|-<br />
| [http://www.aljazeera.com Al Jazeera] || TV news || Qatar <br />
|-<br />
| [http://www.ap.com The Associated Press] || Wire service || US <br />
|-<br />
| [http://www.theatlantic.com The Atlantic] || Magazine; commentary & analysis of news, culture and society || US <br />
|- <br />
| [http://bbc.com/news BBC News] || Traditional TV news || UK <br />
|-<br />
| [http://www.cbsnews.com CBS News] || Traditional TV news || US<br />
|-<br />
| [http://www.cnn.com CNN] || TV news; general news || US <br />
|- <br />
| [http://www.dw.com Deutsche Welle] || Radio & TV news / TV news || Germany <br />
|- <br />
| [http://www.foreignaffairs.com Foreign Affairs] || Magazine; in-depth analysis of global affairs || US (published by a famous thinktank, the Council on Foreign Relations) <br />
|-<br />
| [https://www.theglobeandmail.com The Globe and Mail] || Newspaper || Canada <br />
|-<br />
| [http://www.theguardian.com The Guardian] || Newspaper || UK <br />
|- <br />
| [http://www.thehill.com The Hill] || US political news & commentary || US<br />
|-<br />
| [http://www.huffingtonpost.com Huffingtonpost] || Magazine format; commentary and analysis of US & international news, politics, society, and culture || US <br />
|-<br />
| [http://www.nbcnews.com NBC News] || Traditional TV news || US <br />
|-<br />
| [http://www.newyorker.com The New Yorker] || Magazine; commentary & analysis of news, culture and society || US <br />
|-<br />
| [http://www.npr.com National Public Radio] || Radio news || US <br />
|- <br />
| [http://www.nytimes.com New York Times] || Newspaper || US <br />
|- <br />
| [http://www.reuters.com Reuters] || Wire service || Germany <br />
|-<br />
| [http://www.politico.com Politico] || US political news & commentary || US <br />
|- <br />
| [https://www.scmp.com/ South China Morning Post] || Newspaper || Hong Kong <br />
|-<br />
| [http://www.time.com Time magazine] || Magazine || US <br />
|-<br />
| [https://timesofindia.indiatimes.com The Times of India] || Newspaper || India <br />
|-<br />
| [http://www.wsj.com The Wall Street Journal] || Newspaper; US & international financial & general news || US <br />
|-<br />
| [http://www.washingtonpost.com The Washington Post] || Newspaper || US<br />
<br />
|}<br />
<br />
The following are foreign language news sources from around the world. <br />
<div class="col2"> <br />
# [https://www.lemonde.fr Le Monde] (France]<br />
# [http://sverigetillskott.se/ Sverige Tillskott] (Sweden) <br />
# [https://elpais.com/ El País] (Spain)<br />
# Frankfurter Allgemeine (Germany) <br />
# [http://news.cntv.cn/ CNTV] (China)<br />
# [https://www.youtube.com/user/deutschewelle/videos Deutsche Welle] (Germany)<br />
# [https://www.spiegel.de/ Der Spiegel] (Germany)<br />
# [https://www.yomiuri.co.jp/ Yomiuri] (Japan)<br />
# [https://russian.rt.com/inotv RT] (Russia)<br />
# [http://www.france24.com/ France24] (France)<br />
# [http://www.nu.nl Niews] (Netherlands) <br />
# [https://www.telegraaf.nl/ De Telegraaf] (Netherlands) <br />
</div><br />
<br />
The following are news aggregators, which do not do original reporting, but merely aggregate or collect trending stories from many news outlets. <br />
# [http://news.google.com Google News]<br />
# [http://news.yahoo.com Yahoo News] <br />
<br />
The following provide commentary and analysis from a specific political perspective. They are not intended as general news sources, but as sources of (generally) intelligent political commentary. <br />
# The New Republic (US; liberal)<br />
# The Nation (US; liberal) <br />
# National Review (US; conservative)<br />
# The Weekly Standard (US; conservative)<br />
<br />
<br />
====Business & financial news====<br />
<br />
{| class="wikitable sortable" <br />
! Name / site !! Format & scope !! Location <br />
|-<br />
| [http://www.bloomberg.com Bloomberg] || TV news || US <br />
|- <br />
| [http://www.businessinsider.com Business Insider] || Magazine || US<br />
|-<br />
| [https://www.business-standard.com Business Standard] || Newspaper || India <br />
|-<br />
| [http://cnbc.com CNBC] || TV news || US<br />
|-<br />
| [http://www.economist.com The Economist] || Magazine || US <br />
|- <br />
| [http://www.ft.com The Financial Times] || Newspaper || UK <br />
|- <br />
| [http://www/forbes.com Forbes] || Magazine || US <br />
|-<br />
| [http://www.fortune.com Fortune] || Magazine || US <br />
|-<br />
| [http://www.marketwatch.com Market Watch] || Magazine || US <br />
|-<br />
| [https://www.nytimes.com/section/business New York Times] (business section) || Newspaper || US <br />
|-<br />
| [http://www.wsj.com The Wall Street Journal] || Newspaper || US <br />
|-<br />
| [http://www.hbr.org Harvard Business Review] || Academic / professional journal || US<br />
<br />
|}<br />
<br />
====Technology & IT news====<br />
<div class="col3"> <br />
# [https://cnet.com/ CNET.com] <br />
# [https://axios.com/ Axios.com] <br />
# [https://www.nytimes.com/section/technology NY Times] (tech section)<br />
# [https://techcrunch.com/ TechCrunch] <br />
# [https://www.theverge.com/ The Verge] <br />
# [https://www.wired.com/ Wired]<br />
# [https://www.digitaltrends.com/ Digital Trends]<br />
# [https://www.engadget.com/ Engadget]<br />
# [https://arstechnica.com/ Ars Technica] <br />
# [https://www.techradar.com/ Tech Radar]<br />
# [https://gizmodo.com Gizmodo]<br />
# [https://www.thenextweb.com The Next Web] <br />
# [http://www.mashable.com Mashable]<br />
# [https://www.tomshardware.com/ Tom's Hardware] <br />
</div><br />
<br />
<br />
====Science news==== <br />
<div class="col3"> <br />
# [http://www.newscientist.com New Scientist]<br />
# [http://www.scientificamerican.com Scientific American]<br />
# [http://www.sciencenews.org Science News]<br />
# [https://www.sciencedaily.com/ Science Daily]<br />
# [https://phys.org/ Phys.org] <br />
# [https://www.advancedsciencenews.com/ Advanced Science News]<br />
# [http://www.sci-news.com/ Sci-News]<br />
# [https://www.sciencemag.org/ Science]<br />
# [https://scitechdaily.com/ SciTechDaily]<br />
# [https://www.scidev.net/global/ SciDevNet]<br />
</div><br />
<br />
<br />
====Suggested journals & professional publications====<br />
Here are some professional trade journals, and some easier academic journals, that you might like to look at to find articles for the genre analysis assignment. <br />
<br />
=====Professional trade journals=====<br />
# The Chronicle of Higher Education https://www.chronicle.com<br />
# Inside Higher Ed http://www.insidehighered.com<br />
# Times Higher Education https://www.timeshighereducation.com/<br />
# Observer https://www.psychologicalscience.org/observer (psychology)<br />
# Food Technology http://www.ift.org/food-technology.aspx <br />
# World Landscape Architecture https://worldlandscapearchitect.com/<br />
# Psychology Today https://www.psychologytoday.com<br />
# Harvard Business Review http://www.hbr.org<br />
<br />
;Other trade magazines:<br />
# Wikipedia list of trade magazines in different fields: https://en.wikipedia.org/wiki/List_of_trade_magazines<br />
<br />
<br />
=====Academic journals =====<br />
;International journals: <br />
# English Today https://www.cambridge.org/core/journals/english-today (applied linguistics, language education)<br />
<br />
<br />
;Domestic journals from Korea: <br />
# [http://journal.kate.or.kr/ English Teaching]<br />
# [http://journal.asiatefl.org/ Journal of Asia TEFL]<br />
# [https://alak.jams.or.kr/co/com/EgovMenu.kci?s_url=/po/search/poArtiSear.kci&s_MenuId=MENU-000000000051000 Korean Journal of Applied Linguistics]<br />
# [http://www.meeso.or.kr/modules/doc/index.php?doc=journal&___M_ID=19 Modern English Education]<br />
# [https://koreatesol.org/content/korea-tesol-journal Korea TESOL Journal]<br />
<br />
</div><br />
<br />
<br />
<br />
==Reference materials==<br />
<br />
===Citation systems=== <br />
The following are some commonly used [[citation systems]]; you can use any one of these for your papers in this course. <br />
* See also [https://drive.google.com/file/d/1MPNpi8Au7oWeqcM4hbmHNtexjsqSNrcV/view this general introduction to citing and referencing sources]. <br />
* [http://prezi.com/6etplhnelqye/?utm_campaign=share&utm_medium=copy Brief Prezi on citing & referencing sources]. <br />
<br />
<br />
{| class="wikitable"<br />
! Style !! Typical field <br />
|-<br />
| * [[Chicago Manual]], short & long footnote styles || humanities (This is a more semi-formal citation style; end references are still required with footnotes) <br />
|-<br />
| * [[Chicago Manual (parenthetical)]] || humanities (This is a more formal style with Author+Year in parenthetical in-text citations) humanities <br />
|-<br />
| * [[Chicago Manual]] (all versions) || complete guide to all versions <br />
|}<br />
<br />
If you have a lot of media sources, you might find Chicago or [[MLA guide | MLA]] easier to use.<br />
<br />
<br />
<br />
==Discourse & style issues==<br />
Read the relevant course packet chapters on coherence / transitionals, cohesion, reporting verbs, and word choice. We may go through some of this quickly in class, as this is rather dry. Please look at the examples and bring your questions, as you may or may not understand why some examples are given, or are flagged as problematic. <br />
<br />
{| <br />
|-<br />
| width="30%" style="padding: 8px"| To revise and improve your midterm paper, first look at these more general guides to style and wording. <br />
* [[Korean English errors]] <br />
* [[Informal expressions]]<br />
* [[L2 writing problems (global issues)]]<br />
* [[Clearer wording guide]] <br />
* [https://docs.google.com/document/d/1CBwupfhHqNpixRz8SCSJxr2Y4KrktWMTN5QaBNCz1nk/edit?usp=sharing Transitional expressions for speaking & writing]<br />
<br />
| style="padding: 8px"| Then look at these more specific topics. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2"><br />
* [[Academic versus non-academic writing]]<br />
* [[Adjectives]]<br />
* [[Capitalization]]<br />
* [[Commas]]<br />
* [[Colloquialisms]]<br />
* [[Colons and semi-colons]]<br />
* [[Connectors (transitionals)]]<br />
* [[L2 connector errors (East Asians)]]<br />
* [[Delimiters]] (definite & indefinite articles) <br />
* [[Konglish (vocabulary issues)]]<br />
* [[Modal verb problems]]<br />
* [[Punctuation symbols]]<br />
* [[Reporting verbs (introduction)| Reporting & communication verb problems]] <br />
* [[Reporting verbs]] (comprehensive guide)<br />
* [[Sentence types]]<br />
* [[Subject-verb agreement]]<br />
* [[Unprofessional tone]]<br />
* [[Verb+preposition errors]] (and phrasal verbs)<br />
<br />
</div><br />
|}<br />
<br />
<br />
==See also==<br />
<br />
===Links===<br />
* [[Action verbs for résumés]]<br />
<br />
===Notes===<br />
<references/><br />
<br />
<br />
<br />
<br />
<br />
[[Category:Courses]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=IW&diff=16538IW2023-11-21T10:01:39Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Writing (Higher Intermediate / Intermediate Writing / Composition 2) </big><br />
<br />
* Pukyong National University (Daeyeon Campus) <br />
* Course # 109820-104,월2 수2,3, i.e., section 104, M10.00-10.50 (2), W 10.00-11.50 (2/3)<br />
* Room: C25-522<br />
* Instructional medium: This course will be a live in-person course, taught by me or one of my clones. <br />
<br />
Prof. Kent Lee<br />
* Office: C25-1103<br />
* Office hours: Mon. 11am or by appointment<br />
<br />
<br />
==Course description==<br />
This course is designed mainly for second-year to third-year students in social science and humanities fields. The goals of the course consist of improving your academic English writing skills, and expressing yourselves better in English. This includes specific skills like:<br />
# Writing different types of paragraphs (definition, classification, narrative, etc.) <br />
# Business, professional, and academic writing<br />
# Prewriting techniques<br />
# Using basic sentence types effectively; this includes common second-language issues such as essay structure, style, wording, and grammar issues. <br />
# Developing main ideas, topic sentences, and body paragraphs <br />
<br />
<br />
===Grading ===<br />
Here is the general grading scheme. You can refer to the syllabus and the textbook for more information. <br />
<br />
{| style="margin-left: 20px; margin-top:5px; margin-bottom:5px;" <br />
|-<br />
| Attendance || 10% <br />
|-<br />
| Homework & other assignments &nbsp; &nbsp; &nbsp; &nbsp; || 40% <br />
|-<br />
| Midterm paper || 20% <br />
|-<br />
| Final paper || 30% <br />
|}<br />
<br />
<br />
==Assignments== <br />
<br />
===Minor homework assignments ===<br />
There are minor homework assignments, including Google Forms, which are generally worth 10-20 points; and major multi-paragraph assignments, worth 100 points. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Self-intro / survey GF:<br />
This is worth 10 points, and you will receive the 10 points simply for filling this out honestly and on time. You will provide some basic info about yourself, and some contact info; then you will answer some survey questions, which are for research purposes, and eventually, to help me improve my courses. <br />
<br />
<br />
;Email assignment: <br />
In this assignment, you will email me and answer a few questions. See the section in the book on writing emails. The general format and structure can be more formal, but the contents of the body paragraph can be more semi-formal (including first and second person pronouns). Your subject line should include your name, ID#, and maybe a brief subject. For the contents of your email, about 1-2 paragraphs will suffice. This will be worth 20 points. Be sure to send your email to at least two of my email accounts simultaneously, to avoid emails getting lost (and that helps my email filters to put it in the right folder). You do not (and should not) try to cover all of these questions; I would suggest that you pick 2-3 of these questions to address in your email. <br />
<br />
# Briefly tell me about yourself: where you are from, why you chose your major, and your future plans. <br />
# Why are you taking this course? What do you hope to get out of it? What do you expect from this course? Or, what would you like to learn, or what would you like to improve in this course? <br />
# Tell me about your English learning experiences. What things have you found to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
# Tell me about your experiences learning another language (and various aspects like those mentioned in the previous item). <br />
# Any questions or comments you have for me.<br />
<br />
<br />
;Prewriting methods GF: <br />
This form is worth 10 points, and will be graded based on your effort in answering the questions. There are no right or wrong answers; I just want to know about your writing habits. Please fill out the text box below with a few sentences. The terms below are outlined in sections 2.1-2.2 of the book, which may not be available yet. <br />
* [https://docs.google.com/forms/d/e/1FAIpQLSegWxzO4EafHbs8WI7g5PHgZpNPQach-BGwTqPNywSvmPhIFw/viewform Prewriting methods GF] <br />
<br />
<br />
;Pre-midterm GF: <br />
For this form, you will look at the midterm options on the course website, and tell me which option you want to do. Then you will tell me your rough ideas for how you plan to develop your proposal and your ideas, as best you can. Of course, after submitting this form and while working on the proposal, your ideas might change, and that's okay. This is simply designed to help you get started. <br />
* [https://docs.google.com/forms/d/e/1FAIpQLSc8USJrOIFSMqq1Wy0Bpg1NtkTq7no9-XGLZhhmf8jbQ46ORg/viewform?usp=sf_link Pre-midterm GF]<br />
<br />
<br />
;Other possible assignments:<br />
* Summarizing exercise <br />
* Citation exercise <br />
<br />
</div><br />
<br />
<br />
===Professional writing assignments===<br />
Click on the 'Expand' applet on the right to see or collapse past and future assignments and materials. For these assignments, please see the grading criteria for shorter assignments in the book (most or all those criteria will be relevant). <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
<br />
====Job application essay questions==== <br />
For this assignment, you will respond to questions as if you were answering application questions for a job application.<br />
You can write this as if you were applying to a job such as the following. For this application, you are applying for an entry-level position, starting position, or junior position at a company, organization, or other entity.<br />
* An entry-level position at a major company<br />
* A teaching job of any kind (primary, secondary, tertiary, or private) <br />
* An NGO (non-governmental organization or charity organization)<br />
* A governmental agency (e.g., in Korea or another country), or an international / inter-governmental organization (e.g., the UN or similar entity) <br />
<br />
You will answer three of the following questions. (That is: #1; choose between 2a & 2b; #3; and choose between 4a,b,c, or d.) Each question should be answered with at least a complete paragraph. <br />
# Please explain your relevant training, education, skills and qualifications for working at this company, and in this specific position.<br />
# Either (2a) OR (2b) <br />
## (2a)How have you developed intellectually and personally while in college? OR <br />
##(2b) How did you develop or express your leadership, both in and out of school?<br />
# What are your long-term goals at this company, and in your career?<br />
<br />
<!---<br />
(1) Please explain your relevant training, education, skills and qualifications for working at this company, and in this specific position. <br />
(2a) How have you developed intellectually and personally while in college? ''or''<br />
(2b) How did you develop or express your leadership, both in and out of school?<br />
(3) What are your long-term goals at this company, and in your career?<br />
(4a) What book has changed you the most? ''or''<br />
(4b) Explain how a past experience in your life changed you. ''or''<br />
(4c) If you were given the chance to change the curriculum of your school, what changes would you make? ''or''<br />
(4d) Explain the relevance of your major—for society, and for this job. <br />
----> <br />
<br />
<br />
====Job application materials==== <br />
For this assignment, you will write a sample résumé and cover letter, as if you were applying for a job in the future. You can project yourself into the future - pretend that this is in the future, after you have graduated and have some accomplishments to mention - as long as they are reasonable. Each document is worth 50 points, for a total of 100 points. <br />
* Résumé: an application for an entry-level job (one page)<br />
* A formal cover letter to go along with your résumé <br />
<br />
<br />
====Business letter practice==== <br />
<s>Write your own business letter, based on the examples in the book. You can write this as if you are a customer writing a complaint, a customer service representative answering a complaint, a staff member at one company writing to a vendor or business client, a salesperson writing to a client, or whatever. The topic and contents are up to you, as long as they are reasonable. This should be no more than one page, single-spaced. Value: 20 points. <br />
</s> Due to time constraints, we will not do this assignment this year. <br />
</div><br />
<br />
<br />
====Final project description==== <br />
<div class="mw-collapsible mw-collapsed"> <br />
For this assignment, you will pick a potential subject for your final project - a company, entity, or program - for which you would write a case study or a qualitative study. The focus of this project is independent information / data gathering and analysis. You will provide some background information on your subject, why you are interested in the subject, and a potential research question about the subject that you would like to explore. <br />
<br />
A potential subject could be something like the following. <br />
* A particular business or company (in any country); or one company's particular product, service, strategy, or such<br />
* A particular government agency or program<br />
* A particular NGO, governmental / intergovernmental organization, or one of its programs<br />
* A particular community service organization, or community service program <br />
* A particular educational institution (primary, secondary, or tertiary, private); e.g., a particular university or university program <br />
* A particular educational program or policy, or a university major program / department; e.g., an EMI program, a study-abroad program, or a particular major, at one university <br />
* A particular teaching method or approach in a particular context (e.g., a particular EFL/ESL teaching method; how a particular type of literature is taught) <br />
* The learning experiences of a particular group of students / learners (in a progam, major, department, or such a context)<br />
* The experiences of a particular teacher / group of teachers at a particular educational institution<br />
* The opinions or experiences of a particular group of consumers / users of a product, service, or company <br />
<br />
;Notes: <br />
# This should be at least one page (if single spaced), or about 400 words. You should cite at least one source (at least a website for the entity or program); for citing non-English sources, see the section the book on citing foreign sources. <br />
# This can overlap with or relate to your midterm project, or a paper that you are currently doing in another course. <br />
# If this overlaps with a paper from another course, the LMS plagiarism detection may flag one of your submissions as plagiarism or self-plagiarism. In that case, you can email the assignment to me, and in the LMS, simply indicate that you emailed it. <br />
<br />
<br />
====Case study practice ====<br />
You will chose a published case study, or a case study that is available online, and write a short summary of it, then then your own commentary or observations. You should cite it using Chicago footnote style. You may be asked to do two different versions, in short and long footnote style. This is for practicing summarizing and paraphrasing skills, as well as preparing for the midterm or final project. <br />
<br />
<!----<br />
====¶#4 (Fall 2021 only) ====<br />
For this assignment, you will describe the subject of your final paper in more detail. You will need to describe more about your research question - for the subject you've chosen, what kind of question or problem do you want to examine? What kinds of information and sources do you have? What kind of analysis will you do, or what do you want to discuss in your analysis of the subject? This should be at least 400 words. <br />
---><br />
<br />
</div> <br />
<br />
<br />
===Midterm: Proposal ===<br />
A proposal is a formal document to apply for funds for a project, or to propose a business agreement. It can be a letter or short essay, and can be used to apply for a number of different things. In this assignment, you can choose a more business oriented topic or a more academic topic. See examples created for this course at this page: [[Proposals (writing)]]. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
====Project types ====<br />
The KentLee7 Foundation is accepting applications for various research, community service, and business development projects.<ref> Dozens of research grants have been awarded by this foundation to students at Hogwarts, Gotham City University, Metropolis University, Monsters University, Mars University, Wossamotta University, and Starfleet Academy.</ref> The Foundation offers the following three options that you can apply for. These applications can be directed toward the Foundation, or to other entities. See the page on [[Proposals_(writing)]] for examples. <br />
<br />
<br />
;1. Academic Research Project:<br />
This is for those who wish to undertake a special research project in their senior year of college, or in a Master’s program. The senior research project involves an original research project in a special studies course under the direction of a professor, and this will lead to a full-length paper (or bachelor’s thesis) for the course. The Master’s project will be directed by the student’s academic advisor / professor, and this will of course lead to the standard Master’s thesis [석사논문] that is a typical requirement for an M.A. degree (in a humanities or social science field) or an M.S. degree (in science and engineering fields). You can write this to apply for a grant from your university, or it can be addressed to the Kentlee7 Foundation. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;2. Community Service Project:<br />
For this, you will propose a project that will benefit a community in some manner. This can be an area of Busan, a rural community or area of Korea, or a community or small area in another country (a country and local area that you are familiar with). This can be any kind of community project. You will need to explain a specific need, a specific plan for a project to address the need, and your ability to direct a project to help with that need. You can apply to the Kentlee7 Foundation, or to a local or national government. (There should be a suitable professor or business leader in the community who can help as an advisor for your project, and as a contact person for the Foundation or government that provides the grant money.) See the page on [[Proposals_(writing)]] for an example. <br />
<br />
Amount: €1000—10,000 / $1000—10,000 / ₩1,000,000 — ₩10,000,000<br />
<br />
<br />
;3. Business Project Proposal: <br />
This is for those who need funding for a particular business project. This can be starting a new business, and/or researching, developing, and marketing a new invention, product or service. For this, you will need to identify and explain a specific need or market for your company or idea, a specific plan for developing it, and your ability to direct the project and successfully complete it. You can apply for a grant from the Kentlee7 Foundation or from another organization. (There should be a suitable professor or business leader in the community who can help as an advisor for your project, and as a contact person for the Foundation or government that provides the grant money.)<br />
<br />
Amount: €5000—20,000 / $5000—20,000 / ₩5,000,000 — ₩20,000,000<br />
<br />
<br />
The following example is not a KentLee7 Foundation application, as it is not an application to a foundation, but is a propsal made by one company to another. <br />
<br />
;4. Business Agreement Proposal: <br />
Imagine you are an executive or manager of a company (or an entrepreneur or independent business person), and would like to make a proposal to another company. This could be a proposal for both companies to enter into some type of business arrangement, or for one company to offer its services or products to another company. One company might need a particular service (e.g., managing a company website) or product (e.g., computer hardware) in order to function. You can imagine you are a manager or executive with the authority to make such a proposal to another company, where your company would like to offer its products or services to another. <br />
<br />
Amount: Not directly applicable, as you are not asking for money in this assignment option. In this case, you could offer an estimate (or a quote to another company) for the potential value of the deal or services involved, as long as the amount is reasonable. <br />
# Clarify pricing options, your terms and conditions<br />
<br />
<br />
====Proposal components==== <br />
Your written proposal should include most or all of the following elements in some form. <br />
<br />
;General requirements for all papers:<br />
# At least 600 words / 1.5 pages (about 1.5-2 pages, if single-spaced, not counting cover page); no more than 5 pages.<br />
# At least two sources should be cited and used meaningfully (such as academic or business / professional quality sources)<br />
# Submitted in the LMS by the end of the midterm period <br />
<br />
<br />
;Academic Research Project:<br />
# Research question or problem<br />
# Research plan and methods, details, and rationale for your choices<br />
# Specific goals, objectives, and measurable outcomes <br />
# Potential obstacles (and how you will handle them)<br />
# Your ability and qualifications to direct the project, manage the funds, and successfully complete the project <br />
# General timeline and budget <br />
# Why your project deserves funding (including unique or distinctive aspects) <br />
# Likely outcomes or potential results of the research <br />
# Benefits or implications of your results <br />
<br />
<br />
;Community Service & Business Projects:<br />
# Situation or problem<br />
# Your plan, including the proposed solution or approach, specific details, and rationale for your choices<br />
# Specific goals, objectives, and measurable outcomes <br />
# Potential obstacles (and how you will handle them)<br />
# Your ability and qualifications to direct the project, manage the funds, and successfully complete the project <br />
# General timeline and budget <br />
# Why your project deserves funding (including unique or distinctive aspects) <br />
# Likely benefits, outcomes, or implications of the project<br />
<br />
<br />
;Business Project Proposal: <br />
# Explain with an introduction or executive summary. [1-2 ¶s] <br />
# Explain the situation, problem or need.<br />
# Propose a solution; explain feasibility <br />
# Timeline & budget <br />
# Explain your qualifications for this project<br />
# Explain rationale, objectives, outcomes, importance, implications <br />
<br />
<br />
====General template====<br />
Here is a general template to help you get started. Each of these items might constitute a paragraph or a section of two or more paragraphs in your essay. <br />
# Brief self-introduction; general purpose of the project <br />
# Statement of the problem or question <br />
# Specific description of your proposal / solution <br />
# Specific goals, objectives, or outcomes <br />
# Uniqueness or distinctiveness of your project or idea <br />
# Your qualifications <br />
# Timeline, budget, and how you will allocate the funds <br />
<br />
<br />
====Guidelines====<br />
# For this, you can project yourself into the future, and imagine that you have some kind of experience or qualifications that are relevant to your project (as long as it is reasonable - for example, you cannot claim to have a Nobel Prize or Olympic gold medal). <br />
# For some more academic sources, you can try entering terms in a search engine (e.g., "community service programs Korea"), and focus on search results that look like official, professional, business, or governmental sources. You can also try academic search engines for academic sources: <br />
#* http://www.riss.co.kr for academic sources from Korea<br />
#* http://www.scholar.google.com for sources from international journals and books.<br />
# The grading criteria are listed in the book. <br />
<br />
<br />
<br />
====Examples ====<br />
<br />
# See examples created for this course at this page: [[Proposals (writing)]], and more examples of the research propsoal format at [[Research project proposal (college)]]. <br />
# See pages like this one at https://www.instructionalsolutions.com/blog/proposal-examples for commercial and business examples. Note: These tend to be in slide / PPT or informal formats, so look at the contents for ideas, but not the design or layout of these documents. This site explains the good points and bad points of each example, and each example is in a separate link. <br />
<br />
<br />
====Citations====<br />
You can use the Chicago Manual long footnote style (as discussed in the lecture videos), Chicago endnote style, Chicago short footnotes + works cited, Chicago parenthetical in-text citations, APA, MLA, or any other standard citation & referencing format. See here for Chicago style: <br />
* https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html <br />
* https://www.enwiki.org/w/Chicago_Manual <br />
<br />
</div><br />
<br />
===Final paper: Case study ===<br />
For this assignment, you will write a [[case study]] of a particular company, entity, or program. You may want to look at the guide on [[doing case studies]] and [[case study examples]].<br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
* a company or business (of any country), or one of its activities (e.g., a merger, acquisition, expansion into a new market, marketing strategy)<br />
* an organization, institute, or institution <br />
* a non-governmental organization (NGO), charity, non-profit organization, or community service organization <br />
* a governmental / intergovernmental organization (such as UNESCO, the UN, World Bank) <br />
* a government agency <br />
* a government program <br />
* a school, university, or educational institution <br />
* a department or major of a particular university <br />
* an educational program (at a particular school or educational institution, or from a particular organization or agency)<br />
* a community service program <br />
* an individual subject, e.g., a teacher or learner (educational study), an employee or manager (business study) or a patient (health study) - Note: This requires sufficient academic training and expertise, such as advanced research-oriented students who are familiar with qualitative research<br />
* A particular teaching method or approach in a particular context (e.g., a particular EFL/ESL teaching method; how a particular type of literature is taught) <br />
* The learning experiences of a particular group of students / learners (in a progam, major, department, or such a context)<br />
* The experiences of a particular teacher / group of teachers at a particular educational institution<br />
* The opinions or experiences of a particular group of consumers / users of a product, service, or company <br />
<br />
<br />
Your analysis might focus on one or more of the following types. <br />
* an evaluation (e.g., the effectiveness of a company, program, or activity)<br />
* a problem / solution or analysis of a problem or challenge that the entity has faced, is facing, or will likely face <br />
* a challenge (past, present, or likely future challenge) for this entity / program <br />
* an analysis, evaluation, or problem-solution paper based on a model (like the STAR model), theory, or framework in your field <br />
* reasons for an entity's success or failure (past or present)<br />
* the likely prospects of an entity or program, e.g., its potential for failure or success <br />
* suggestions for what a company or entity should do (e.g., for a specific challenge, or for its future)<br />
* an interview, survey or questionnaire study of a particular group of persons (e.g., students, teachers, stakeholders)<br />
<br />
<br />
Some suggestions: <br />
* Evaluating a company's performance and/or future prospects; evaluating one of its product lines, its marketing strategies, its management practices, or any particualr aspect of the company. You will probably need to use trade journals, business magazines, official company websites, official reports, government data, etc. as sources. <br />
* Evaluating an NGO, community service program, government service, government agency, intergovernmental program (e.g., WHO, UNESCO...), educational program, etc. * Evaluating a specific university, college, public school, educational program, degree program, department, or such; or how a particular subject is taught, say, at universities in a particular country. <br />
* A specific government policy, educational policy, or such. <br />
* For such topics, as sources you will need to use some of the following: official websites (company or instituional sites), official publications (from relevant entities), official reports, white papers, official documents, government data, business news articles, official data / statistics, data from government agencies / websites, articles from professional publications, and maybe relevant academic studies, among others. <br />
* Qualitative research, such as interview, survey or questionnaire studies, require some knowledge of a relevant model, theory, or research methods, and/or enough knowledge of a particular field that you know what you are doing. <br />
<br />
<br />
Some ideas: <br />
* Company X's rise and grown in a particualr market; Company X's current strategy or peformance in a particular market; the success (and future) of product line X from Company Y<br />
* Business, management or leadership practices at Company / Entity X; the leadership and management style of Company X / Organization X<br />
* A particular degree program at a particular university <br />
* Problems with a community project in City X<br />
* Needs or problems of a particular agency (governmental / intergovernmental) or NGO<br />
* English-medium instruction program(s) at a particular university, or at universities in a particular country<br />
* How literature is taught in language departments at Korean universities <br />
* The life of a famous author (poet, novelist, etc.) and how his/her life shaped his/her writings <br />
* How Busan can better promote itself, e.g., by attracting more tourism or businesses<br />
* How a particular university can improve its image, or attract more international students, or promote itself, or attract more research funds<br />
* How a particular university (or universities in one area or country) can better prepare students for the job market <br />
* A specific governmental policy or program <br />
* Focused interviews (e.g., consumers of a product, students in a school or program) <br />
* A group project of two or more people (in that case, the length requirement for the paper is per person) <br />
<br />
Please see the pages on [[case studies]], [[case study examples]], and [doing case studies]]. <br />
<br />
<br />
Requirements: <br />
* At least 800 words (per person), not counting the cover page, references, tables, charts, quotations, appendices, etc. <br />
* Two or more people can do a project together and submit a single paper with multiple authors. In that case, the word count is 800+ words per person. <br />
* At least four sources that are cited and used meaningfully, including at least two sources in English.<br />
* Extra materials that you use, like interview or survey questions that you used, should be included as an appendix. <br />
* This can overlap with a paper that you are doing in another course (if you are doing this project alone) - in that case, you may want to be careful about submitting both version of a paper in the LMS, as it might be incorrectly flagged as plagiarism / self-plagiarism (in that case, you can email it to me). <br />
* This can overlap or be based on your midterm paper. <br />
* See the grading criteria in the book, and the format for major papers.<br />
<br />
<br />
Format & citations: <br />
Please see the following pages for examples and guideliness for sources and citing sources. <br />
# https://www.enwiki.org/w/Professional_sources <br />
# https://www.enwiki.org/w/Chicago_Manual_(parenthetical) <br />
<br />
&nbsp;<br />
<br />
<!---<br />
===Final reflective paper===<br />
In this final written assignment, to be uploaded in the LMS assignment space, you will evaluate your learning and improvement over the semester. Specifically, you can discuss the following – focusing on those that are relevant to you. <br />
# What did you expect to learn from the course, or what improvements in your abilities did you expect? Were these expectations reasonable? <br />
# What were your goals in learning, and how did you try to achieve them? <br />
# What learning strategies and methods did you use? How effective were they? <br />
# How much effort did you put into the course and your own learning? How well did you participate in class. <br />
# For group activities or discussions in-class or outside of class, what role did you play in the groups? How actively did you participate? <br />
# What did you learn? Specifically, what skills did you learn, or what improvements did you experience? <br />
# What changes happened in your attitudes, or how you view yourself, your major, your learning, etc.? <br />
# What difficulties did you experience? <br />
# What kind of help did you seek when you faced difficulties or shortcomings? <br />
# In what specific areas do you think you did not improve or learn, and why? <br />
# In what ways do you still need to improve? How do you plan to continue improving yourself? <br />
# What grade do you think you deserve in the course, and why?<br />
# Do you have any suggestions for modifying or improving this course? <br />
<br />
This can be about 1-2 pages long. This assignment will be evaluated on the simpler grading rubric for minor writing assignments above (though this is treated as a major assignment), and criteria like contents, clarity and effort will consider the following: <br />
* The quality and effort in your self-reflection <br />
* The depth and detail of your self-reflection <br />
* The sincerity of your self-reflection <br />
----><br />
<br />
<br />
</div><br />
<br />
==Evaluating sources==<br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
===News sites===<br />
There are the top news outlets, sites and publications for general world news, political news, original reporting, investigative journalism, commentary and analysis. Many of these predate the Internet, so here, format includes its original format before going online. <br />
<br />
====General news====<br />
<br />
{| class="wikitable sortable" <br />
! Name / site !! Format & scope !! Location <br />
|-<br />
| [http://www.abcnews.com ABC News] (US) || Traditional nightly TV news || US <br />
|- <br />
| [http://abc.net.au ABC News] (Australia) || Traditional TV news || Australia <br />
|-<br />
| [http://www.aljazeera.com Al Jazeera] || TV news || Qatar <br />
|-<br />
| [http://www.ap.com The Associated Press] || Wire service || US <br />
|-<br />
| [http://www.theatlantic.com The Atlantic] || Magazine; commentary & analysis of news, culture and society || US <br />
|- <br />
| [http://bbc.com/news BBC News] || Traditional TV news || UK <br />
|-<br />
| [http://www.cbsnews.com CBS News] || Traditional TV news || US<br />
|-<br />
| [http://www.cnn.com CNN] || TV news; general news || US <br />
|- <br />
| [http://www.dw.com Deutsche Welle] || Radio & TV news / TV news || Germany <br />
|- <br />
| [http://www.foreignaffairs.com Foreign Affairs] || Magazine; in-depth analysis of global affairs || US (published by a famous thinktank, the Council on Foreign Relations) <br />
|-<br />
| [https://www.theglobeandmail.com The Globe and Mail] || Newspaper || Canada <br />
|-<br />
| [http://www.theguardian.com The Guardian] || Newspaper || UK <br />
|- <br />
| [http://www.thehill.com The Hill] || US political news & commentary || US<br />
|-<br />
| [http://www.huffingtonpost.com Huffingtonpost] || Magazine format; commentary and analysis of US & international news, politics, society, and culture || US <br />
|-<br />
| [http://www.nbcnews.com NBC News] || Traditional TV news || US <br />
|-<br />
| [http://www.newyorker.com The New Yorker] || Magazine; commentary & analysis of news, culture and society || US <br />
|-<br />
| [http://www.npr.com National Public Radio] || Radio news || US <br />
|- <br />
| [http://www.nytimes.com New York Times] || Newspaper || US <br />
|- <br />
| [http://www.reuters.com Reuters] || Wire service || Germany <br />
|-<br />
| [http://www.politico.com Politico] || US political news & commentary || US <br />
|- <br />
| [https://www.scmp.com/ South China Morning Post] || Newspaper || Hong Kong <br />
|-<br />
| [http://www.time.com Time magazine] || Magazine || US <br />
|-<br />
| [https://timesofindia.indiatimes.com The Times of India] || Newspaper || India <br />
|-<br />
| [http://www.wsj.com The Wall Street Journal] || Newspaper; US & international financial & general news || US <br />
|-<br />
| [http://www.washingtonpost.com The Washington Post] || Newspaper || US<br />
<br />
|}<br />
<br />
The following are foreign language news sources from around the world. <br />
<div class="col2"> <br />
# [https://www.lemonde.fr Le Monde] (France]<br />
# [http://sverigetillskott.se/ Sverige Tillskott] (Sweden) <br />
# [https://elpais.com/ El País] (Spain)<br />
# Frankfurter Allgemeine (Germany) <br />
# [http://news.cntv.cn/ CNTV] (China)<br />
# [https://www.youtube.com/user/deutschewelle/videos Deutsche Welle] (Germany)<br />
# [https://www.spiegel.de/ Der Spiegel] (Germany)<br />
# [https://www.yomiuri.co.jp/ Yomiuri] (Japan)<br />
# [https://russian.rt.com/inotv RT] (Russia)<br />
# [http://www.france24.com/ France24] (France)<br />
# [http://www.nu.nl Niews] (Netherlands) <br />
# [https://www.telegraaf.nl/ De Telegraaf] (Netherlands) <br />
</div><br />
<br />
The following are news aggregators, which do not do original reporting, but merely aggregate or collect trending stories from many news outlets. <br />
# [http://news.google.com Google News]<br />
# [http://news.yahoo.com Yahoo News] <br />
<br />
The following provide commentary and analysis from a specific political perspective. They are not intended as general news sources, but as sources of (generally) intelligent political commentary. <br />
# The New Republic (US; liberal)<br />
# The Nation (US; liberal) <br />
# National Review (US; conservative)<br />
# The Weekly Standard (US; conservative)<br />
<br />
<br />
====Business & financial news====<br />
<br />
{| class="wikitable sortable" <br />
! Name / site !! Format & scope !! Location <br />
|-<br />
| [http://www.bloomberg.com Bloomberg] || TV news || US <br />
|- <br />
| [http://www.businessinsider.com Business Insider] || Magazine || US<br />
|-<br />
| [https://www.business-standard.com Business Standard] || Newspaper || India <br />
|-<br />
| [http://cnbc.com CNBC] || TV news || US<br />
|-<br />
| [http://www.economist.com The Economist] || Magazine || US <br />
|- <br />
| [http://www.ft.com The Financial Times] || Newspaper || UK <br />
|- <br />
| [http://www/forbes.com Forbes] || Magazine || US <br />
|-<br />
| [http://www.fortune.com Fortune] || Magazine || US <br />
|-<br />
| [http://www.marketwatch.com Market Watch] || Magazine || US <br />
|-<br />
| [https://www.nytimes.com/section/business New York Times] (business section) || Newspaper || US <br />
|-<br />
| [http://www.wsj.com The Wall Street Journal] || Newspaper || US <br />
|-<br />
| [http://www.hbr.org Harvard Business Review] || Academic / professional journal || US<br />
<br />
|}<br />
<br />
====Technology & IT news====<br />
<div class="col3"> <br />
# [https://cnet.com/ CNET.com] <br />
# [https://axios.com/ Axios.com] <br />
# [https://www.nytimes.com/section/technology NY Times] (tech section)<br />
# [https://techcrunch.com/ TechCrunch] <br />
# [https://www.theverge.com/ The Verge] <br />
# [https://www.wired.com/ Wired]<br />
# [https://www.digitaltrends.com/ Digital Trends]<br />
# [https://www.engadget.com/ Engadget]<br />
# [https://arstechnica.com/ Ars Technica] <br />
# [https://www.techradar.com/ Tech Radar]<br />
# [https://gizmodo.com Gizmodo]<br />
# [https://www.thenextweb.com The Next Web] <br />
# [http://www.mashable.com Mashable]<br />
# [https://www.tomshardware.com/ Tom's Hardware] <br />
</div><br />
<br />
<br />
====Science news==== <br />
<div class="col3"> <br />
# [http://www.newscientist.com New Scientist]<br />
# [http://www.scientificamerican.com Scientific American]<br />
# [http://www.sciencenews.org Science News]<br />
# [https://www.sciencedaily.com/ Science Daily]<br />
# [https://phys.org/ Phys.org] <br />
# [https://www.advancedsciencenews.com/ Advanced Science News]<br />
# [http://www.sci-news.com/ Sci-News]<br />
# [https://www.sciencemag.org/ Science]<br />
# [https://scitechdaily.com/ SciTechDaily]<br />
# [https://www.scidev.net/global/ SciDevNet]<br />
</div><br />
<br />
<br />
====Suggested journals & professional publications====<br />
Here are some professional trade journals, and some easier academic journals, that you might like to look at to find articles for the genre analysis assignment. <br />
<br />
=====Professional trade journals=====<br />
# The Chronicle of Higher Education https://www.chronicle.com<br />
# Inside Higher Ed http://www.insidehighered.com<br />
# Times Higher Education https://www.timeshighereducation.com/<br />
# Observer https://www.psychologicalscience.org/observer (psychology)<br />
# Food Technology http://www.ift.org/food-technology.aspx <br />
# World Landscape Architecture https://worldlandscapearchitect.com/<br />
# Psychology Today https://www.psychologytoday.com<br />
# Harvard Business Review http://www.hbr.org<br />
<br />
;Other trade magazines:<br />
# Wikipedia list of trade magazines in different fields: https://en.wikipedia.org/wiki/List_of_trade_magazines<br />
<br />
<br />
=====Academic journals =====<br />
;International journals: <br />
# English Today https://www.cambridge.org/core/journals/english-today (applied linguistics, language education)<br />
<br />
<br />
;Domestic journals from Korea: <br />
# [http://journal.kate.or.kr/ English Teaching]<br />
# [http://journal.asiatefl.org/ Journal of Asia TEFL]<br />
# [https://alak.jams.or.kr/co/com/EgovMenu.kci?s_url=/po/search/poArtiSear.kci&s_MenuId=MENU-000000000051000 Korean Journal of Applied Linguistics]<br />
# [http://www.meeso.or.kr/modules/doc/index.php?doc=journal&___M_ID=19 Modern English Education]<br />
# [https://koreatesol.org/content/korea-tesol-journal Korea TESOL Journal]<br />
<br />
</div><br />
<br />
<br />
<br />
==Reference materials==<br />
<br />
===Citation systems=== <br />
The following are some commonly used [[citation systems]]; you can use any one of these for your papers in this course. <br />
* See also [https://drive.google.com/file/d/1MPNpi8Au7oWeqcM4hbmHNtexjsqSNrcV/view this general introduction to citing and referencing sources]. <br />
* [http://prezi.com/6etplhnelqye/?utm_campaign=share&utm_medium=copy Brief Prezi on citing & referencing sources]. <br />
<br />
<br />
{| class="wikitable"<br />
! Style !! Typical field <br />
|-<br />
| * [[Chicago Manual]], short & long footnote styles || humanities (This is a more semi-formal citation style; end references are still required with footnotes) <br />
|-<br />
| * [[Chicago Manual (parenthetical)]] || humanities (This is a more formal style with Author+Year in parenthetical in-text citations) humanities <br />
|-<br />
| * [[Chicago Manual]] (all versions) || complete guide to all versions <br />
|}<br />
<br />
If you have a lot of media sources, you might find Chicago or [[MLA guide | MLA]] easier to use.<br />
<br />
<br />
<br />
==Discourse & style issues==<br />
Read the relevant course packet chapters on coherence / transitionals, cohesion, reporting verbs, and word choice. We may go through some of this quickly in class, as this is rather dry. Please look at the examples and bring your questions, as you may or may not understand why some examples are given, or are flagged as problematic. <br />
<br />
{| <br />
|-<br />
| width="30%" style="padding: 8px"| To revise and improve your midterm paper, first look at these more general guides to style and wording. <br />
* [[Korean English errors]] <br />
* [[Informal expressions]]<br />
* [[L2 writing problems (global issues)]]<br />
* [[Clearer wording guide]] <br />
* [https://docs.google.com/document/d/1CBwupfhHqNpixRz8SCSJxr2Y4KrktWMTN5QaBNCz1nk/edit?usp=sharing Transitional expressions for speaking & writing]<br />
<br />
| style="padding: 8px"| Then look at these more specific topics. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2"><br />
* [[Academic versus non-academic writing]]<br />
* [[Adjectives]]<br />
* [[Capitalization]]<br />
* [[Commas]]<br />
* [[Colloquialisms]]<br />
* [[Colons and semi-colons]]<br />
* [[Connectors (transitionals)]]<br />
* [[L2 connector errors (East Asians)]]<br />
* [[Delimiters]] (definite & indefinite articles) <br />
* [[Konglish (vocabulary issues)]]<br />
* [[Modal verb problems]]<br />
* [[Punctuation symbols]]<br />
* [[Reporting verbs (introduction)| Reporting & communication verb problems]] <br />
* [[Reporting verbs]] (comprehensive guide)<br />
* [[Sentence types]]<br />
* [[Subject-verb agreement]]<br />
* [[Unprofessional tone]]<br />
* [[Verb+preposition errors]] (and phrasal verbs)<br />
<br />
</div><br />
|}<br />
<br />
<br />
==See also==<br />
<br />
===Links===<br />
* [[Action verbs for résumés]]<br />
<br />
===Notes===<br />
<references/><br />
<br />
<br />
<br />
<br />
<br />
[[Category:Courses]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16537HIEC2023-11-09T10:59:34Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2023<br />
* Room: C25 - #522/530/522 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A book will be available from a local print shop for you to purchase. <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
We are assuming that there will be no live in-person classes this semester. Thus, this course will be conducted with a blend of live Zoom sessions and pre-recorded lecture videos via the LMS. <br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===GF reactions: Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Music genres and examples <br />
! Genre or period !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] Vivaldi: Le Quattro Stagioni (The Four Seasons]<br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|-<br />
| Modern classsical: Expressionism & serialism (12-tone) || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Modern classical: Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.)<br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> [https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Soul (R&B) || [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|- <br />
| Urban || [https://www.youtube.com/watch?v=uSD4vsh1zDA] The Black Eyed Peas: I Gotta Feeling<br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)'''<br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|-<br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<!---<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
--> <br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
<div class="mw-collapsible mw-collapsed"> <br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# How will you promote your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long, and is due before the holiday break.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
====Short video / ICP: Video critique ==== <br />
<div class="mw-collapsible xmw-collapsed"> <br />
For this assignment, you will record and upload a video of 2-3 minutes in length (2-3 min. per person for groups), in which you discuss and critique some videos or video media. This should be more of a casual conversation or discussion, not a scripted presentation. You might also share your ideas with the whole class before recording the video assignment (in-class presentation, or ICP). You can discuss one of the following. <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
The videos should be in English (and should be videos that were not discussed in detail in previous assignments or in class, like the OK Go videos). You can discuss some of the following aspects. <br />
* Production or production quality <br />
* The quality of the plots, acting, or other aspects <br />
* Social value or social aspects <br />
* Special effects (practical effects, computer effects) <br />
* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
The grading criteria will be similar to the criteria for the first short video assignment and the midterm, namely, clarity, general contents, details and specific discussion, vocal delivery, audience interation, and effectiveness (including unique ideas & contents). <br />
<br />
</div><br />
</div><br />
<br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. For example, what is your favorite genre? Or, if you were to produce your own orignal creative product (e.g., a film, TV show, fictional book, or music), which genre or subgenre would you do? <br />
<br />
;Examples: Something like fiction or drama would be too broad and general, especially for a short video. Something fairly specific would be good, like romance, horror, science fiction, or alternative rock would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or electronic dance music. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics of the genre? For example, what kinds of elements do people usually expect? <br />
# What are specific, common, or typical genre elements of the genre? For example: types of plots / story lines, types of characters, character development, settings, tropes, film techniques, musical elements, and such. <br />
# What are some tropes or other elements that you like or don´t like in the genre? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
Note: For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
;Conversational maxims and examples:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature]<br />
<br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
;Parodies:<br />
# Parody commercials <br />
## [https://www.youtube.com/watch?v=CQLb9yjjHFg&pp=ygUVdHJ1bXAgYWkgb3JhbmdlIGp1aWNl I asked AI to make a Donald trump orange juice commercial]<br />
## [https://www.youtube.com/watch?v=Qg0pO9VG1J8&pp=ygUUc25sIHRydW1wIGNvbW1lcmNpYWw%3D Voters for Trump - SNL parody] <br />
<br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments==<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16536HIEC2023-11-09T10:54:38Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2023<br />
* Room: C25 - #522/530/522 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A book will be available from a local print shop for you to purchase. <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
We are assuming that there will be no live in-person classes this semester. Thus, this course will be conducted with a blend of live Zoom sessions and pre-recorded lecture videos via the LMS. <br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===GF reactions: Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Music genres and examples <br />
! Genre or period !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] Vivaldi: Le Quattro Stagioni (The Four Seasons]<br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|-<br />
| Modern classsical: Expressionism & serialism (12-tone) || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Modern classical: Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.)<br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> [https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Soul (R&B) || [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|- <br />
| Urban || [https://www.youtube.com/watch?v=uSD4vsh1zDA] The Black Eyed Peas: I Gotta Feeling<br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)'''<br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|-<br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
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What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
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===Shorter video assignments ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<!---<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
--> <br />
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====Short video / ICP: Youtube channel====<br />
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This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# How will you promote your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long, and is due before the holiday break.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
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====Short video / ICP: Video critique ==== <br />
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For this assignment, you will record and upload a video of 2-3 minutes in length (2-3 min. per person for groups), in which you discuss and critique some videos or video media. This should be more of a casual conversation or discussion, not a scripted presentation. You might also share your ideas with the whole class before recording the video assignment (in-class presentation, or ICP). You can discuss one of the following. <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
The videos should be in English (and should be videos that were not discussed in detail in previous assignments or in class, like the OK Go videos). You can discuss some of the following aspects. <br />
* Production or production quality <br />
* The quality of the plots, acting, or other aspects <br />
* Social value or social aspects <br />
* Special effects (practical effects, computer effects) <br />
* Its impact or influence (on society, on the genre, etc.) <br />
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Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
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Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
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The grading criteria will be similar to the criteria for the first short video assignment and the midterm, namely, clarity, general contents, details and specific discussion, vocal delivery, audience interation, and effectiveness (including unique ideas & contents). <br />
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</div><br />
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===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
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<br />
;Midterm video: Genre analysis & critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. For example, what is your favorite genre? Or, if you were to produce your own orignal creative product (e.g., a film, TV show, fictional book, or music), which genre or subgenre would you do? <br />
<br />
;Examples: Something like fiction or drama would be too broad and general, especially for a short video. Something fairly specific would be good, like romance, horror, science fiction, or alternative rock would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or electronic dance music. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics of the genre? For example, what kinds of elements do people usually expect? <br />
# What are specific, common, or typical genre elements of the genre? For example: types of plots / story lines, types of characters, character development, settings, tropes, film techniques, musical elements, and such. <br />
# What are some tropes or other elements that you like or don´t like in the genre? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
Note: For some projects, like music projects, some elements like tropes won't be applicable here. <br />
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;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
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Good luck. <br />
</div><br />
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===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
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;Creative project - Film / TV proposal: <br />
<br />
For the final, you will present an idea for an original film or TV show, as in in-class presentation. You will present your project idea as if you are giving a pitch to investors to ask them to fund your project. Your idea can be based on your midterm video, or you can modify or change it. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
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Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
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====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
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This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
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By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
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==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
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<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Others:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature] <br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments==<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16535HIEC2023-11-08T05:55:39Z<p>Kentlee7: /* Final presentation */</p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2023<br />
* Room: C25 - #522/530/522 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A book will be available from a local print shop for you to purchase. <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
We are assuming that there will be no live in-person classes this semester. Thus, this course will be conducted with a blend of live Zoom sessions and pre-recorded lecture videos via the LMS. <br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===GF reactions: Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Music genres and examples <br />
! Genre or period !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] Vivaldi: Le Quattro Stagioni (The Four Seasons]<br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|-<br />
| Modern classsical: Expressionism & serialism (12-tone) || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Modern classical: Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.)<br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> [https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Soul (R&B) || [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|- <br />
| Urban || [https://www.youtube.com/watch?v=uSD4vsh1zDA] The Black Eyed Peas: I Gotta Feeling<br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)'''<br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|-<br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
<br />
</div><br />
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===Shorter video assignments ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<!---<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
--> <br />
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====Short video / ICP: Youtube channel====<br />
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This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# How will you promote your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long, and is due before the holiday break.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
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</div><br />
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====Short video / ICP: Video critique ==== <br />
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For this assignment, you will record and upload a video of 2-3 minutes in length, in which you discuss and critique some videos or video media. This should be more of a casual conversation or discussion, not a scripted presentation. You might also share your ideas with the whole class before recording the video assignment (in-class presentation, or ICP). You can discuss one of the following. <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
The videos should be in English (and should be videos that were not discussed in detail in previous assignments or in class, like the OK Go videos). You can discuss some of the following aspects. <br />
* Production or production quality <br />
* The quality of the plots, acting, or other aspects <br />
* Social value or social aspects <br />
* Special effects (practical effects, computer effects) <br />
* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
The grading criteria will be similar to the criteria for the first short video assignment and the midterm, namely, clarity, general contents, details and specific discussion, vocal delivery, audience interation, and effectiveness (including unique ideas & contents). <br />
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</div><br />
</div><br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. For example, what is your favorite genre? Or, if you were to produce your own orignal creative product (e.g., a film, TV show, fictional book, or music), which genre or subgenre would you do? <br />
<br />
;Examples: Something like fiction or drama would be too broad and general, especially for a short video. Something fairly specific would be good, like romance, horror, science fiction, or alternative rock would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or electronic dance music. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics of the genre? For example, what kinds of elements do people usually expect? <br />
# What are specific, common, or typical genre elements of the genre? For example: types of plots / story lines, types of characters, character development, settings, tropes, film techniques, musical elements, and such. <br />
# What are some tropes or other elements that you like or don´t like in the genre? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
Note: For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
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<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will record and upload a presentation to pitch an original, low-budget, independent film (or TV show) idea to potential investors. You can do this solo (by yourself) or in a group; you can organize group on your own of 2-6 people.You can use the very same topic as for the midterm, or you can modify or change it. (If you did a book idea, you can readily transform it into a TV show or film.) As before, you can post the video in the LMS assignment space. For a group presentation, this would be all members of your group presenting one film proposal, in which case each person will discuss a different aspect of the proposal. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). We will assign groups and times a bit later. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Others:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature] <br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments==<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16534HIEC2023-11-08T05:48:31Z<p>Kentlee7: /* Final presentation */</p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2023<br />
* Room: C25 - #522/530/522 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A book will be available from a local print shop for you to purchase. <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
We are assuming that there will be no live in-person classes this semester. Thus, this course will be conducted with a blend of live Zoom sessions and pre-recorded lecture videos via the LMS. <br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===GF reactions: Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
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{| class="wikitable" <br />
|+ Music genres and examples <br />
! Genre or period !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] Vivaldi: Le Quattro Stagioni (The Four Seasons]<br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|-<br />
| Modern classsical: Expressionism & serialism (12-tone) || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Modern classical: Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.)<br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> [https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Soul (R&B) || [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|- <br />
| Urban || [https://www.youtube.com/watch?v=uSD4vsh1zDA] The Black Eyed Peas: I Gotta Feeling<br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)'''<br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|-<br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
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What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
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===Shorter video assignments ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<!---<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
--> <br />
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====Short video / ICP: Youtube channel====<br />
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This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# How will you promote your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
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This video should be about 2-3 minutes long, and is due before the holiday break.<br />
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You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
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====Short video / ICP: Video critique ==== <br />
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For this assignment, you will record and upload a video of 2-3 minutes in length, in which you discuss and critique some videos or video media. This should be more of a casual conversation or discussion, not a scripted presentation. You might also share your ideas with the whole class before recording the video assignment (in-class presentation, or ICP). You can discuss one of the following. <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
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The videos should be in English (and should be videos that were not discussed in detail in previous assignments or in class, like the OK Go videos). You can discuss some of the following aspects. <br />
* Production or production quality <br />
* The quality of the plots, acting, or other aspects <br />
* Social value or social aspects <br />
* Special effects (practical effects, computer effects) <br />
* Its impact or influence (on society, on the genre, etc.) <br />
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Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
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Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
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The grading criteria will be similar to the criteria for the first short video assignment and the midterm, namely, clarity, general contents, details and specific discussion, vocal delivery, audience interation, and effectiveness (including unique ideas & contents). <br />
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===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
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;Midterm video: Genre analysis & critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. For example, what is your favorite genre? Or, if you were to produce your own orignal creative product (e.g., a film, TV show, fictional book, or music), which genre or subgenre would you do? <br />
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;Examples: Something like fiction or drama would be too broad and general, especially for a short video. Something fairly specific would be good, like romance, horror, science fiction, or alternative rock would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or electronic dance music. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics of the genre? For example, what kinds of elements do people usually expect? <br />
# What are specific, common, or typical genre elements of the genre? For example: types of plots / story lines, types of characters, character development, settings, tropes, film techniques, musical elements, and such. <br />
# What are some tropes or other elements that you like or don´t like in the genre? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
Note: For some projects, like music projects, some elements like tropes won't be applicable here. <br />
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;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
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;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
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I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
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The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
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Good luck. <br />
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===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
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;Creative project - Film / TV proposal: <br />
<br />
For the final, you will record and upload a presentation to pitch an original, low-budget, independent film (or TV show) idea to potential investors. You can do this solo (by yourself) or in a group; you can organize group on your own of 2-6 people.You can use the very same topic as for the midterm, or you can modify or change it. (If you did a book idea, you can readily transform it into a TV show or film.) As before, you can post the video in the LMS assignment space. For a group presentation, this would be all members of your group presenting one film proposal, in which case each person will discuss a different aspect of the proposal. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
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Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook (section 1.3) for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Use of visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
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[*] This refers to how the visual aid is used in your presentation. Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., a document created in a word processor or publishing program and saved in PDF). <br />
<br />
Please see the following sections in the book. <br />
* Chapter 7: Video production & other terminology<br />
* Chapter 9: Project details & guidelines <br />
* Grading criteria in section 1.3 of the book <br />
* A make-up lecture video in the LMS shows a sample solo presentation (for one of the class sessions missed due to holidays around Chuseok; attendance applies to Week 15) <br />
* There is a sample write-up in §9.3 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
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During the presentation, you should primarily be visible, rather than the presentation file. It is okay if the presentation video is visible part of the time, or in part of the screen, but the presentation video should mainly show you talking to the audience / camera. <br />
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Date: <br />
Groups and individuals will give their presentations in class during the make-up days of Dec. 12 or 13. You can come on the day that you / your group is scheduled. For attendance purposes, this day will take the place of the final exam day (of the following week). <br />
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====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
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This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
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By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
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==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Others:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature] <br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments==<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16533HIEC2023-11-06T02:40:13Z<p>Kentlee7: </p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2023<br />
* Room: C25 - #522/530/522 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A book will be available from a local print shop for you to purchase. <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
We are assuming that there will be no live in-person classes this semester. Thus, this course will be conducted with a blend of live Zoom sessions and pre-recorded lecture videos via the LMS. <br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===GF reactions: Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Music genres and examples <br />
! Genre or period !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] Vivaldi: Le Quattro Stagioni (The Four Seasons]<br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|-<br />
| Modern classsical: Expressionism & serialism (12-tone) || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Modern classical: Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.)<br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> [https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Soul (R&B) || [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|- <br />
| Urban || [https://www.youtube.com/watch?v=uSD4vsh1zDA] The Black Eyed Peas: I Gotta Feeling<br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)'''<br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|-<br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
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What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
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</div><br />
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===Shorter video assignments ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<!---<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
This video should be about 2-3 minutes long, and is due before the holiday break. Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
--> <br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
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This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# How will you promote your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long, and is due before the holiday break.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
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</div><br />
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====Short video / ICP: Video critique ==== <br />
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For this assignment, you will record and upload a video of 2-3 minutes in length, in which you discuss and critique some videos or video media. This should be more of a casual conversation or discussion, not a scripted presentation. You might also share your ideas with the whole class before recording the video assignment (in-class presentation, or ICP). You can discuss one of the following. <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre/subgenre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
The videos should be in English (and should be videos that were not discussed in detail in previous assignments or in class, like the OK Go videos). You can discuss some of the following aspects. <br />
* Production or production quality <br />
* The quality of the plots, acting, or other aspects <br />
* Social value or social aspects <br />
* Special effects (practical effects, computer effects) <br />
* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
The grading criteria will be similar to the criteria for the first short video assignment and the midterm, namely, clarity, general contents, details and specific discussion, vocal delivery, audience interation, and effectiveness (including unique ideas & contents). <br />
<br />
</div><br />
</div><br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. For example, what is your favorite genre? Or, if you were to produce your own orignal creative product (e.g., a film, TV show, fictional book, or music), which genre or subgenre would you do? <br />
<br />
;Examples: Something like fiction or drama would be too broad and general, especially for a short video. Something fairly specific would be good, like romance, horror, science fiction, or alternative rock would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or electronic dance music. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics of the genre? For example, what kinds of elements do people usually expect? <br />
# What are specific, common, or typical genre elements of the genre? For example: types of plots / story lines, types of characters, character development, settings, tropes, film techniques, musical elements, and such. <br />
# What are some tropes or other elements that you like or don´t like in the genre? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
Note: For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will record and upload a presentation to pitch an original, low-budget, independent film (or TV show) idea to potential investors. You can do this solo (by yourself) or in a group; you can organize group on your own of 2-6 people.You can use the very same topic as for the midterm, or you can modify or change it. (If you did a book idea, you can readily transform it into a TV show or film.) As before, you can post the video in the LMS assignment space. For a group presentation, this would be all members of your group presenting one film proposal, in which case each person will discuss a different aspect of the proposal. <br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook appendix for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., created in a word processor or publishing program and saved in PDF). When you record the video, please record just yourselves, without putting the PPT / visual aid in your video (unless it is shown as a video insert that takes up no more than 20% of the screen). I would like to be able to see the video and visual aid file separately. <br />
<br />
Please see the following sections in the book. <br />
* Chapter 6: Video production & other terminology <br />
* §8.2 - §8.3: Project & project guidelines <br />
* A make-up lecture video in the LMS (for the Tuesday of the Chuseok holiday; attendance applies to Week 15) presents a sample presentation<br />
* There is a sample write-up in §8.4 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
During the video presentation, you should primarily be visible, rather than the presentation file. It is okay if the presentation video is visible part of the time, or in part of the screen, but the presentation video should mainly show you talking to the audience / camera. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
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<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Others:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature] <br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments==<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=HIEC&diff=16532HIEC2023-11-06T02:33:40Z<p>Kentlee7: /* Short video / ICP: Video critique */</p>
<hr />
<div><big>Intermediate Conversation 2 (High Intermediate) </big><br />
<br />
* Pukyong National University (Daeyeon Campus)<br />
* Course #109819, Fall 2023<br />
* Room: C25 - #522/530/522 <br />
* Instructional medium: This course will be conducted as live, in-person, face-to-face class sessions. If we need to make up a session, online recorded lectures will be used to make up lost class days. <br />
* Textbook: A book will be available from a local print shop for you to purchase. <br />
* Professor: Prof. Kent Lee<br />
* Office: C25-1103; office hours: By appointment<br />
<br />
<br />
==Course description==<br />
This course deals with academic English for your college studies, including (1) better English learning strategies, and (2) basic academic English speaking skills for college life. This course is what we call English for academic purposes (EAP), and so this course will be quite different from your past high school and 학원 courses (at least in normal times, it would be quite different; the online format will affect this).<br />
<br />
We are assuming that there will be no live in-person classes this semester. Thus, this course will be conducted with a blend of live Zoom sessions and pre-recorded lecture videos via the LMS. <br />
<br />
<br />
==Assignments==<br />
<br />
===Google Form assignments===<br />
Various online Google Form assignments will be posted in the LMS. These will typically be 10 points each, though some longer ones can be 20 points. <br />
* Intro form: Some info about you and some survey questions. <br />
* Reaction forms: You will watch a Youtube video (or a few) and react to them. <br />
* Final self-evaluation form: You will evaluate yourself over the past semester. <br />
<br />
<br />
===GF reactions: Music genres===<br />
<div class="mw-collapsible mw-collapsed" > <br />
Discuss the following genres and subgenres. What are their typical or defining characteristics? Where did they come from? What are some typical examples of each subgenre? Which are your favorites – and why? Feel free to add other genres or subgenres to this list. I am assuming that you are already familiar with mainstream pop, rock, hip hop, K-pop, and such. <br />
<br />
{| class="wikitable" <br />
|+ Music genres and examples <br />
! Genre or period !! Examples (artist / piece) <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Pre-classical''' <br />
|- <br />
| Medieval (popular / secular music) || [https://www.youtube.com/watch?v=pT2bo03onUY] Street music from XIII to XVI cent.<br />
|-<br />
| Medieval chant (church music) || [https://www.youtube.com/watch?v=W-hrBhA4XkM] Gregorian chant; [https://www.youtube.com/watch?v=AXKCseY7UBQ] Byzantine chant; [https://www.youtube.com/watch?v=2GKQKPVg6pQ] Greek chant <br />
|- <br />
| Renaissance || [https://www.youtube.com/watch?v=lkGzcAQV2Z4] Various pieces <br />
|-<br />
| Choral music (Renaissance) || [https://www.youtube.com/watch?v=06NsfHIXBYc] Allegri: Miserere (church music) <br />
|-<br />
| Madrigal music || [https://www.youtube.com/watch?v=DIZDxaF511I] Hilliard Ensemble: Renaissance Madrigals; [https://www.youtube.com/watch?v=FWQKSnPrjG4] The Cambridge Singers: 13 Famous English Madrigals<br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Classical music''' <br />
|-<br />
| Baroque || [https://www.youtube.com/watch?v=NdbABjTs4v8] Bach: Fuge in D Minor <br> [https://www.youtube.com/watch?v=zzE-kVadtNw] Vivaldi: Le Quattro Stagioni (The Four Seasons]<br />
|- <br />
| Classical Era <small>(classical proper, of the 18th/19th century classical period)</small> || [https://www.youtube.com/watch?v=u68ETRjNQME] Brahms: Symphony #3 <br />
|-<br />
| Romanticism || [https://www.youtube.com/watch?v=rEGOihjqO9w] Rachmaninoff: Piano Concerto #2<br />
|-<br />
| Impressionism || [https://www.youtube.com/watch?v=Y9iDOt2WbjY] Debussy: Prélude à l’après-midi d’un faune<br />
|-<br />
| Modern classsical: Expressionism & serialism (12-tone) || [https://www.youtube.com/watch?v=5h5Xc-rUef4] Arnold Schoenberg: Verklärte Nacht <br />
|-<br />
| Modern classical: Minimalism (12-tone) || [https://www.youtube.com/watch?v=Wkof3nPK--Y] Philip Glass: The Hours <br> [https://www.youtube.com/watch?v=FZe3mXlnfNc] Arvo Pärt: Spiegel im Spiegel for Cello and Piano<br />
|-<br />
| Modern classical: Experimentalism || [https://www.youtube.com/watch?v=wClwaBuFOJA] Edgard Varèse: Ionisation <br> [https://www.youtube.com/watch?v=WBiL0VEttZw] Charles Ives: The Unanswered Question <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Folk & world music '''<br />
|-<br />
| Celtic || [https://www.youtube.com/watch?v=mpkrr0-qut4] The Chieftains: O'Sullivan's March<br />
|-<br />
| Georgia || [https://www.youtube.com/watch?v=6-2_zmiEFkQ] Ensemble Rustavi: Chakrulo <br />
|-<br />
| Latvia || [https://www.youtube.com/watch?v=LsgO5OTUsRU] Tautumeitas: Raganu Nakts <br />
|- <br />
| South Africa / Soweto || [https://www.youtube.com/watch?v=iUH7PM0-cpI] Ladysmith Black Mambazo: Rain, Rain, Beautiful Rain<br />
|-<br />
| China || [https://www.youtube.com/watch?v=7fdFGEg-9R8] Erhu - Ballad of North Henan Province 豫北叙事曲; [https://www.youtube.com/watch?v=IxM1tjTvFAc] (箏鼓和鳴)權御天下 Sun Quan The Emperor (Guzheng & Drum Ver.)<br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''Jazz, Blues & derivative forms '''<br />
|-<br />
| Early jazz || [https://youtu.be/mOTY61Ga2ts] Clarence Williams: I Need You; [https://youtu.be/00ti6yOSR1E] Tiny Parham: Now That I've Found You<br />
|-<br />
| Ragtime || [https://www.youtube.com/watch?v=WKlcTG8GbB8] Scott Joplin: The Entertainer <br> [https://www.youtube.com/watch?v=pMAtL7n_-rc] Scott Joplin: Maple Leaf Rag <br />
|- <br />
| Big Band & Swing || [https://www.youtube.com/watch?v=_CI-0E_jses] Glenn Miller: In the Mood<br />
|-<br />
| Jazz (general / modal) || [https://www.youtube.com/watch?v=zqNTltOGh5c&ab_channel=MilesDavisVEVO] Miles Davis: So What? <br />
|-<br />
| Jazz vocalists || [https://www.youtube.com/watch?v=CzGVYyu9gsE] Ella Fitzgerald & Louis Armstrong: Dream a Little Dream of Me, or [https://www.youtube.com/watch?v=K75g7eRhH9M] Let's Call The Whole Thing Off <br> [https://www.youtube.com/watch?v=-b8brVSAAQA] Diana Krall: Fly me to the Moon <br />
|-<br />
| Latin jazz || [https://www.youtube.com/watch?v=s61-e29Vr6Q] Astrud Gilberto & Stan Getz: The Girl from Ipanema<br />
|- <br />
| Blues || [https://www.youtube.com/watch?v=4fk2prKnYnI] B. B. King: The Thrill Is Gone <br> [https://www.youtube.com/watch?v=KC5H9P4F5Uk] Stevie Ray Vaughan:Texas Flood<br />
|- <br />
| R & B / Soul || [https://www.youtube.com/watch?v=pNj9bXKGOiI] Luther Vandross: Never Too Much <br> [https://www.youtube.com/watch?v=0CFuCYNx-1g] Stevie Wonder: Superstition <br />
|-<br />
| Funk || [https://www.youtube.com/watch?v=OPf0YbXqDm0] Mark Ronson (ft. Bruno Mars): Uptown Funk <br />
|-<br />
| Fusion || [https://www.youtube.com/watch?v=pqashW66D7o&ab_channel=Palle016] Weather Report: Birdland <br> [https://www.youtube.com/watch?v=m1OoJoyUbjM] Spyro Gyra: Bob Goes to the Store<br />
|-<br />
| Acid jazz || [https://www.youtube.com/watch?v=JwBjhBL9G6U] US3: Cantaloop <br />
|- <br />
| Reggae (traditional) || [https://www.youtube.com/watch?v=vdB-8eLEW8g] Bob Marley: One Love <br />
|-<br />
| Reggae (modern / fusion) || [https://www.youtube.com/watch?v=6W5pq4bIzIw] Shaggy: Bombastic <br />
|-<br />
| Ska || [https://www.youtube.com/watch?v=lgCZN1rU5co] The Specials: Gangsters <br />
|- <br />
| colspan="3" style="background-color:#D6FCFC;" | '''Rock (rock & roll) / pop''' <br />
|- <br />
| Rock (1950s) || [https://www.youtube.com/watch?v=VsAlSuEG26A&ab_channel=OLDTAPES] Bill Haley: Rock Around the Clock (1956; often considered the "first" rock & roll hit song); [https://www.youtube.com/watch?v=-CCgDvUM4TM] Chubby Checker: The Twist <br />
|-<br />
| Rock (1960s) || [https://www.youtube.com/watch?v=A_MjCqQoLLA&pp=ygUHYmVhdGxlcw%3D%3D] The Beatles: Hey Jude <br />
|- <br />
| Folk rock || [https://www.youtube.com/watch?v=MGxjIBEZvx0] Bob Dylan: Subterranean Homesick Blues; [https://www.youtube.com/watch?v=90WD_ats6eE] Bob Dylan: The Times They are A-changin' <br />
|- <br />
| Classic rock (1970s-1980s) || [https://www.youtube.com/watch?v=VcjzHMhBtf0&pp=ygUHam91cm5leQ%3D%3D] Journey: Don't Stop Believin' <br />
|-<br />
| Pop / rock (1980s-1990s) || [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D] Phil Collins: In the Air Tonight (1981); [https://www.youtube.com/watch?v=nZXRV4MezEw&pp=ygUMY2hlciBiZWxpZXZl] Cher: Believe (1998) <br />
|-<br />
| Soul (R&B) || [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
|- <br />
| Urban || [https://www.youtube.com/watch?v=uSD4vsh1zDA] The Black Eyed Peas: I Gotta Feeling<br />
|-<br />
| Punk || [https://www.youtube.com/watch?v=Mj3HBwp3cps] Anti-Nowhere League: Streets of London <br />
|-<br />
| Punk / New Wave || [https://www.youtube.com/watch?v=j_QLzthSkfM] Devo: Whip It <br />
|-<br />
| New Wave / dance || [https://www.youtube.com/watch?v=9GMjH1nR0ds] New Order: Blue Monday <br />
|-<br />
| Grunge || [https://www.youtube.com/watch?v=hTWKbfoikeg&pp=ygUHbmlydmFuYQ%3D%3D] Nirvana: Smells Like Teen Spirit <br />
|-<br />
| Electronic pop / rock (1980s) || [https://www.youtube.com/watch?v=qeMFqkcPYcg&pp=ygUKZXVyeXRobWljcw%3D%3D] Eurythmics: Sweet Dreams <br />
|- <br />
| Industrial / house / EBM<ref>EBM = electronic body music</ref> || [https://www.youtube.com/watch?v=e99Pv5rOv5Y&pp=ygUKbml0emVyIGViYg%3D%3D] Nitzer Ebb: Fun to be had <br />
|-<br />
| Alternative || [https://www.youtube.com/watch?v=Pgum6OT_VH8] Muse: Starlight <br />
|- <br />
| Alternative / dance || [https://www.youtube.com/watch?v=wmXQFwlD7vk] Adam Lambert: If I Had You <br />
|-<br />
| R&B / Psychedelic / hard rock || [https://www.youtube.com/watch?v=cJunCsrhJjg&pp=ygUOaGVuZHJpeCBwdXJwbGU%3D] Jimi Hendrix: Purple Haze <br />
|-<br />
| Heavy metal (glam metal) || [https://www.youtube.com/watch?v=D4dHr8evt6k&pp=ygUSbGVwcGFyZCBwaG90b2dyYXBo] Def Leppard: Photograph<br />
|-<br />
| Heavy metal / hard rock || [https://www.youtube.com/watch?v=zPonioDYnoY] Nightwish: Élan <br />
|-<br />
| EDM || [https://www.youtube.com/watch?v=2_H3TIel0UQ&pp=ygUudmluaGVpdGVybyBlZG0gdmVyc2lvbnMgZWluZSBrbGVpbmUgbmFjaHRtdXNpaw%3D%3D] Vinheteiro: 10 EDM Versions of Eine Kleine Nachtmusik (EDM = electronic dance music)<br />
|-<br />
| Parody / novelty hits || [https://www.youtube.com/watch?v=FklUAoZ6KxY&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Smells Like Nirvana; [https://www.youtube.com/watch?v=ss_BmTGv43M&pp=ygUId2VpcmQgYWw%3D] "Weird Al" Yankovic: Perform This Way <br />
|-<br />
| colspan="3" style="background-color:#D6FCFC;" | '''American Folk & Country (Country & Western)'''<br />
|- <br />
| Bluegrass (Cajun – French Louisiana) || [https://www.youtube.com/watch?v=Jh9CXnoDua4] Cajun Country Revival: You Won't Be Satisfied <br />
|-<br />
| Bluegrass (western) || [https://www.youtube.com/watch?v=NhM4sIeeHYQ] Southern Raised Bluegrass: Orange Blossom Special<br />
|-<br />
| Country (1940s-1960s) || [https://www.youtube.com/watch?v=Hz759vohnS8] Gene Autry: Back in the Saddle Again; [https://www.youtube.com/watch?v=BLONWy46gIE&pp=ygUMam9ubnkgaG9ydG9u] Johnny Horton: North to Alask; [https://www.youtube.com/watch?v=KI-8hst0bho] Roger Miller: You Can't Roller Skate in a Buffalo Herd<br />
|-<br />
| Country (1970s-1980s) || [https://www.youtube.com/watch?v=sh7BZf7D5Bw] Charlie Daniels Band: The Devil Went Down to Georgia <br> [https://www.youtube.com/watch?v=dBN86y30Ufc] Willie Nelson: On The Road Again <br />
|- <br />
| New Country || [https://www.youtube.com/watch?v=KlXnApZ8Kq4&t=11s] Nate Smith: Whiskey On You <br />
|}<br />
<br />
<br />
What do the following terms refer to? <br />
* Jazz subgenres such as Ragtime, Big Band, smooth / lounge jazz, progressive jazz, fusion, acid jazz, vocal jazz, experimental jazz <br />
* Hard rock<br />
* Glam metal <br />
* Thrash metal <br />
* Alternative <br />
* EDM (electronic dance music) <br />
* Urban music <br />
* College rock / modern rock<br />
<br />
<br />
</div><br />
<br />
<br />
===Shorter video assignments ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
<!---<br />
====Short video #1: Self-intro ====<br />
This is the first of several short video assignments. For these assignments, you will record a video of yourself and upload it to this LMS assignment space. You can record it in any normal video format or program (Zoom recording, Kakao recording, smartphone, webcam / laptop, video camera, mp4, Quicktime, mkv, flash video / flv, etc.). <br />
This first video is an informal self-introduction video, in which you talk about any of the following points that you would like to discuss. <br />
<br />
* About yourself <br />
* Where you are from (and anything interesting to see in or near your hometown)<br />
* Your travel experiences (in your country and/or in other countries) <br />
* Your current or future plans <br />
* Your favorite types of music, TV, movies, or literature <br />
* Any media examples from your language or culture that you would recommend for learning the language or culture of your country (TV shows, films, musical groups, etc.)<br />
<br />
<br />
This video should be about 2-3 minutes long, and is due before the holiday break.<br />
<br />
Grading criteria: <br />
# Clear explanations<br />
# Sufficient detail & contents<br />
# Clear speaking & vocal delivery <br />
# Contents that are informative, thoughtful, or interesting<br />
--> <br />
<br />
<br />
====Short video / ICP: Youtube channel====<br />
This may be done as a short video assignment, or as a practice classs presentation (ICP) activity. Imagine you and your group members have the opportunity to set up your own Youtube channel. What kind of channel would you like to run? What kind of format would you like - i.e., the type(s) of content and video length? Here are some options to consider. Be ready to present your ideas to the class, as a short in-class presentation. <br />
# Purpose: What is the main purpose, topic(s)<br />
# Type of content: What type of content will you do? Will it all be one type of specific format and content, or multiple channel lists for different types of videos? <br />
# Target audience (e.g., demographics) <br />
# Format: Would these be short-form videos (regular videos under 10 mintues), long-form content (over 10 minutes), and/or Youtube shorts? <br />
# Production: How will videos be filmed – how will they be produced and edited? <br />
# What will you call your channel? <br />
# How will you promote your channel? <br />
# Sponsorhip: Would it be commercially sponsored or supported? How would the sponsors be chosen, and how would the sponsors be featured in your channel? <br />
<br />
This video should be about 2-3 minutes long, and is due before the holiday break.<br />
<br />
You can record this by yourself (solo, individually), or with 1-3 other persons. If you record it with other persons, it can be done in a conversational or question-answer style, as long as each person speaks for an equal amount of time. <br />
<br />
</div><br />
<br />
====Short video / ICP: Video critique ==== <br />
<div class="mw-collapsible mw-collapsed"> <br />
For this assignment, you will record and upload a video of 2-3 minutes in length, in which you discuss and critique some videos or video media. This should be more of a casual conversation or discussion, not a scripted presentation. You might also share your ideas with the whole class before recording the video assignment. You can discuss one of the following. <br />
* Some movies of a particular genre or subgenre<br />
* Some TV shows or series of a particular genre or subgenre<br />
* Some music videos from a particular artist or genre<br />
* Some Youtube channels of a particular category, topic, or genre <br />
<br />
The videos should be in English (and should be videos that were not discussed in detail in previous assignments or in class, like the OK Go videos). You can discuss some of the following aspects. <br />
* Production or production quality <br />
* The quality of the plots, acting, or other aspects <br />
* Social value or social aspects <br />
* Special effects (practical effects, computer effects) <br />
* Its impact or influence (on society, on the genre, etc.) <br />
<br />
<br />
Video production aspects can include: <br />
* How the video was produced<br />
* The production quality - good or bad <br />
* How practical effects were done <br />
<br />
<br />
Social aspects can include: <br />
* Positive or negative social messages that the video conveys<br />
* Elements of sexism, gender bias, racism, xenophobia, elitism, or other social baises <br />
* Other types of social or political messages or attitudes <br />
* How the video promotes or exemplifies such attitudes, or <br />
* How it challenges such attitudes <br />
<br />
The grading criteria will be similar to the criteria for the first short video assignment and the midterm, namely, clarity, general contents, details and specific discussion, vocal delivery, audience interation, and effectiveness (including unique ideas & contents). <br />
<br />
</div><br />
<br />
===Midterm video ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible xmw-collapsed"> <br />
<br />
;Midterm video: Genre analysis & critique. For the midterm, you will record and upload a presentation. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
<br />
;Topic: Discuss a specific genre of film, TV, music, literature, art, or other creative arts or media. For example, what is your favorite genre? Or, if you were to produce your own orignal creative product (e.g., a film, TV show, fictional book, or music), which genre or subgenre would you do? <br />
<br />
;Examples: Something like fiction or drama would be too broad and general, especially for a short video. Something fairly specific would be good, like romance, horror, science fiction, or alternative rock would be good. If you like, you can be even more specific and focus on a particular subgenre, like sci-fi horror, romantic comedy, or electronic dance music. You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format.<br />
<br />
;Main points to address: <br />
# What are typical characteristics of the genre? For example, what kinds of elements do people usually expect? <br />
# What are specific, common, or typical genre elements of the genre? For example: types of plots / story lines, types of characters, character development, settings, tropes, film techniques, musical elements, and such. <br />
# What are some tropes or other elements that you like or don´t like in the genre? <br />
# Discuss at least one good example of the genre. How / why was it done well? How are the different genre elements well done? <br />
# Discuss at least one bad example of the genre. Why was it not good? How / why were the genre elements poorly done? How would it be improved? <br />
# Discuss at least one unusual example of the genre, e.g., one that plays with the genre elements, or a subgenre that mixes elements of different genres. <br />
# If you were to create your own creative work (e.g., your own film) in that genre, how would you do it? E.g., what kinds of tropes, plot, characters, tropes, or other elements would you use, or not use? How would you like for your work to affect viewers / listeners / readers? (audience engagement)?<br />
<br />
Note: For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
;Grading criteria:<br />
This will be graded a bit more strictly than the previous assignments. I will grade according to the following criteria, which are based on the criteria on p. 20 in the book for major presentations. <br />
# Rationale, goals, objectives<br />
# General contents (and for groups, equal participation of group members)<br />
# Specific details<br />
# Clarity<br />
# Organization<br />
# Speaking & vocal delivery<br />
# Interaction with audience <br />
# Value & effectiveness (e.g., persuasiveness; informativeness; the uniqueness, or potential artistic, social or commercial value of the project)<br />
<br />
;Requirements:<br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
I will not consider PPT, and you should not use PPT or other presentation media for this; 'interaction with audience' here would be basic eye contact with the camera / viewer, body language, etc. For pairs or groups, each person should participate equally, and everyone needs to introduce themselves at the beginning. <br />
<br />
The following sites might be helpful for some terminology. <br />
* https://www.enwiki.org/w/Plot_elements <br />
* https://www.enwiki.org/w/Genre <br />
* https://tvtropes.org/ An online wiki for TV and film tropes <br />
* https://www.imdb.com Internet movie database: A reference source for various movies, TV shows, actors, etc. <br />
<br />
Good luck. <br />
</div><br />
<br />
<br />
===Final presentation===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
;Creative project - Film / TV proposal: <br />
<br />
For the final, you will record and upload a presentation to pitch an original, low-budget, independent film (or TV show) idea to potential investors. You can do this solo (by yourself) or in a group; you can organize group on your own of 2-6 people.You can use the very same topic as for the midterm, or you can modify or change it. (If you did a book idea, you can readily transform it into a TV show or film.) As before, you can post the video in the LMS assignment space. For a group presentation, this would be all members of your group presenting one film proposal, in which case each person will discuss a different aspect of the proposal. <br />
<br />
<br />
Length (minimum - maximum):<br />
* 1 person (solo): 6-10 minutes<br />
* 2 persons (duo): 5-8 minutes per person <br />
* 3-6 persons: 4-6 minutes per person <br />
<br />
Grading criteria:<br />
This will be graded more strictly than the midterm or previous assignments. I will grade according to the following criteria in the textbook appendix for major presentations. <br />
* Rationale, goals, objectives<br />
* General contents <br />
* Support & details - e.g., for the film / TV show itself<br />
* Project details - for the whole project <br />
* Clarity<br />
* Organization<br />
* Speaking & vocal delivery<br />
* Interaction with audience <br />
* Visual aids* <br />
* Equal participation<br />
* Value <br />
* Reception & effectiveness <br />
<br />
[*] Your PPT file (or other visual aid) will be submitted separately, in a separate assignment space in the LMS. This is the so-called pitch deck or presentation file, and it can be a PPT file, a Prezi, or a brochure (e.g., created in a word processor or publishing program and saved in PDF). When you record the video, please record just yourselves, without putting the PPT / visual aid in your video (unless it is shown as a video insert that takes up no more than 20% of the screen). I would like to be able to see the video and visual aid file separately. <br />
<br />
Please see the following sections in the book. <br />
* Chapter 6: Video production & other terminology <br />
* §8.2 - §8.3: Project & project guidelines <br />
* A make-up lecture video in the LMS (for the Tuesday of the Chuseok holiday; attendance applies to Week 15) presents a sample presentation<br />
* There is a sample write-up in §8.4 of the book; this is from past semesters, when I required a written essay for this assignment, but this is no longer required. The idea in this example is slightly different from the example in the lecture video example. <br />
<br />
During the video presentation, you should primarily be visible, rather than the presentation file. It is okay if the presentation video is visible part of the time, or in part of the screen, but the presentation video should mainly show you talking to the audience / camera. <br />
<br />
<br />
====Visual aids====<br />
The file should be uploaded in the LMS, or a link to it can be entered in the LMS assignments space. The file can be in one of the following formats. <br />
* A PPT file (or similar format) <br />
* A link to a shared Google Slide presentation (make sure it is fully shared, i.e., check the file permissions and make sure that the link works)<br />
* A link to a Prezi file (make sure the link works) <br />
* A brochure or handout in PDF, Word, or LibreOffice / ODT format <br />
<br />
This will count as a minor ten-point assignment (like a Google Form assignment), and as one of the 10-12 grading criteria for the final presentation. <br />
<br />
By the way, here is a link to the presentation slides for the demo presentation that I did (my fictional presentation for 'Warped'). <br />
https://docs.google.com/presentation/d/1YTR_bAhXiawERIPcZHqX2tA65TYsVKJMzf5uoQV_N50/edit?usp=sharing<br />
</div><br />
<br />
<br />
==Pronunciation==<br />
<br />
===Misheard song lyrics ===<br />
Click on the 'Expand' applet on the right to see or collapse past assignments and materials. <br />
<div class="mw-collapsible mw-collapsed"> <br />
<br />
You can listen to some of the following songs on Youtube, which are songs that have been famously misheard by some listeners. The time index is the time point in the song where the misheard lyrics first appear. You can also a video on the English Wiki Youtube channel with the relevant segments: [https://youtu.be/h7y7-c815tc EW: Misheard song lyrics] <br />
<br />
{| class="wikitable" <br />
! Link !! Song !! Time index !! Original lyrics !! Misheard as ... <br />
|-<br />
| [https://www.youtube.com/watch?v=cJunCsrhJjg] || “Purple Haze,” Jimi Hendrix (1967) || 0:49 || Excuse me while I kiss the sky || Excuse me while I kiss this guy<br />
|-<br />
| [https://www.youtube.com/watch?v=wB9YIsKIEbA] || “I’m A Believer,” The Monkeys (1967) || 0:27 || Then I saw her face, now I’m a believer || Then I saw her face, now I’m gonna leave her<br />
|-<br />
| [https://www.youtube.com/watch?v=g_rB4v75jqU] || “I Can See Clearly Now,” Johnny Nash (1972) || 0:07 || I can see clearly now, the rain is gone || I can see clearly now, Lorraine is gone<br />
|-<br />
| [https://www.youtube.com/watch?v=5BmEGm-mraE] || “Bad Moon Rising,” Creedance Clearwater Revival (1969) || 0:34 || There’s a bad moon on the rise || There’s a bathroom on the right<br />
|-<br />
| [https://www.youtube.com/watch?v=-tRdBsnX4N4] || “Beast of Burden,”<ref>''Beast of burden''= an old expression for an animal used for carrying heavy loads or burdens</ref> Rolling Stones (1978) || 0:15 || I’ll never be your beast of burden || I’ll never leave your pizza burnin’<br />
|-<br />
| [https://www.youtube.com/watch?v=xFrGuyw1V8s] || “Dancing Queen,” Abba (1976) || 0:30 || See that girl, watch that scene, diggin’ the dancing queen || See that girl, watch her scream, kicking the dancing queen<br />
|-<br />
| [https://www.youtube.com/watch?v=qeMFqkcPYcg] || “Sweet Dreams,” Eurythmics (1983) || 0:08 || Sweet dreams are made of these. Who am I to disagree. Travelled the world and the seven seas || Sweet cream is made of cheese, Who am I to disagree, Travelled the world in generic jeans <br />
|-<br />
| [https://www.youtube.com/watch?v=yYcyacLRPNs] || “Tiny Dancer,” Elton John (1973) || 3:00 || Hold me closer, tiny dancer || Hold me closer, Tony Danza<ref>Tony Danza was a minor TV actor in the 1970s and 1980s.</ref><br />
|-<br />
| [https://www.youtube.com/watch?v=_71w4UA2Oxo] || “Got my mind set on you,” George Harrison (1987) || 0:05 || Got my mind set on you || Thought my mom sat on you<br />
|-<br />
| [https://www.youtube.com/watch?v=YR5ApYxkU-U] || “Another Brick in the Wall,” Pink Floyd (1979) || 2:39 || No dark sarcasm in the classroom || The ducks are hazards in the classroom.<br />
<br />
|-<br />
| [https://www.youtube.com/watch?v=G58XWF6B3AA] || “Blowin’ in the Wind,” Bob Dylan (1963) || 0:42 || The answer, my friend, is blowin’ in the wind. The answer is blowin’ in the wind. || The ants are my friends, they’re blowin’ in the wind, The ants are a-blowin’ in the wind.<br />
|-<br />
| [https://www.youtube.com/watch?v=oPK7ZF6jfJE] || “Aquarius,” Fifth Dimension (1969) || 0:36 || This is the dawning of the Age of Aquarius || This is the dawning of the age of asparagus <br />
|-<br />
| [https://www.youtube.com/watch?v=xwtdhWltSIg] || “Losing My Religion,” REM (1991) || 1:03 || That’s me in the corner, that’s me in the spotlight || Let’s pee in the corner, let’s pee in the spotlight<br />
|-<br />
| [https://www.youtube.com/watch?v=3gK_2XdjOdY] || “My Heart Will Go On,” Celine Dion (1997) || 1:07 || I believe that the heart does go on || I believe that the hot dogs go on <br />
|-<br />
| [https://www.youtube.com/watch?v=zpOULjyy-n8] || “I Can’t Fight This Feeling,” REO Speedwagon (1984) || 0:19 || I can’t fight this feeling anymore. || I can’t climb this ceiling any more.<br />
|-<br />
| [https://www.youtube.com/watch?v=Rpq35wyDi7I] || “Blinded By the Light,” Manfred Mann’s Earth Band (1976) || 0:15 || Revved up like a deuce, another runner in the night || <br />
Wrapped up like a douche<ref>‘Deuce’ is an old slang term for a racing car, which can be ‘revved up’ – pressing the gas pedal to increase the engine revolutions and engine noise; ‘douche’ is a feminine hygiene product (피임법의 하나로 하는) 질 세척), and in modern slang, also a vulgar insult. </ref>, you know the rumor in the night<br />
|-<br />
| [https://www.youtube.com/watch?v=taLiXqPql6A] || “Oh Canada,” Canadian National Anthem || 0:52 || Oh Canada, we stand on guard for thee. || Oh Canada, we stand on cars and freeze.<br />
|}<br />
</div><br />
<br />
<br />
==Genres==<br />
<br />
See also the page on [[genre | genres]] and the page on [[plot elements]].<br />
<br />
===Introduction: Visual arts genres===<br />
In your group, choose one particular visual arts genre (TV/film) or literary genre to discuss. For your genre, what are common genre elements? Discuss this, and write some notes or answers to these questions below. <br />
* Defining features or typical features (“ingredients”)<br />
* Typical elements (plot / plot elements, setting / scene, characters / actors, protagonists, antagonists, contents, film techniques)<br />
* Audience: target audience, audience expectations<br />
* Appeal: reasons for its appeal<br />
* Important subgenres<br />
* Social value - what is the social value or utility of this?<br />
* Vocabulary - important terms that you need to know to discuss this genre <br />
<br />
<br />
====Other videos====<br />
You may watch a Youtube video or videos and react to them. <br />
;Reaction & discussion: <br />
# Reaction form: [https://www.youtube.com/watch?v=RxPZh4AnWyk Susan Boyle video]<br />
# Reaction form: [https://www.youtube.com/watch?v=0KCVmOQ1q6Y&pp=ygUacGV0IHNob3AgYm95cyAyMCBzb21ldGhpbmc%3D Pet Shop Boys: Twenty Something] <br />
The Pet Shop Boys is a British techno-pop / new wave band that was mainly famous in the 1980s. Notes: Correctional center / facility = low-security jail (for minor crimes). <br />
The term “20 something” refers to someone’s age that is roughly somewhere in their 20s (or 20대). <br />
Discuss: Why did they make this video? Why was it set in the US, featuring members of an American minority group? What is your reaction to the video? How does it make you feel? What does it make you think about? Is it effective? Why did the Pet Shop Boys set this video in a Hispanic community in Los Angeles? How does the video style and production enhance the video’s message?<br />
<br />
;More music examples:<br />
## [https://www.youtube.com/watch?v=YkADj0TPrJA&pp=ygUaY29sbGlucyBpbiB0aGUgYWlyIHRvbmlnaHQ%3D Phil Collins: In the Air Tonight] <br />
## [https://www.youtube.com/watch?v=c12ity9FE1w] Sergio Mendes - Never Gonna Let You Go (1983)<br />
<br />
<br />
;Sketches:<br />
# Sketch videos <br />
## [https://www.youtube.com/watch?v=rxUm-2x-2dM Do you speak English?]<br />
## [https://www.youtube.com/watch?v=cBzIqpQ8c9U English study group] <br />
## [https://www.youtube.com/watch?v=j0m4rcx0of4 BBC Iraqi insurgent subtitles sketch]<br />
## [https://www.youtube.com/watch?v=BOUTfUmI8vs Scottish Elevator With Voice Recognition] <br />
## Gymnasty series - stunts <br />
<br />
<br />
==Pragmatics & communication== <br />
<br />
===Humor and humor genres===<br />
Humor can be classified into different genres based on the source or topic of humor, how it is delivered, or the context, i.e., when, where, or how it is delivered. Discuss the different genres or types of humor that you can think of. What are some typical examples? Which ones do you like or not like, and why? See the page on [[humor genres]].<br />
<br />
<br />
;Others:<br />
# TV / film excerpts (pragmatics)<br />
#* [https://www.youtube.com/watch?v=a9M7JS1m-dA&ab_channel=B%E1%BA%B9nN%C3%A8 Despicable Me]<br />
#* [https://www.youtube.com/watch?v=vEM8gZCWQ2w&ab_channel=MissMillard Big Bang Theory] (at 0:16 to 3:00)<br />
#* [https://www.youtube.com/watch?v=vicuZS0ChYQ Big Bang Theory on Body Language] <br />
# [https://www.youtube.com/watch?v=IJEaMtNN_dM&ab_channel=TomScott Tom Scott: Implicature] <br />
</div><br />
<br />
<br />
===Making pitches: Adverts===<br />
<br />
;Emotional appeals: <br />
What kind of emotional appeals are used here? Do you think these adverts were effective? Why? (Note: #1-2 are classic Superbowl commercials.)<br />
# Apple Superbowl ad [https://youtu.be/2zfqw8nhUwA] (The scene is based on the George Orwell novel 1984.) <br />
# Volkswagen: The Force [https://youtu.be/6HugFW8rLZ8]<br />
# Your brain on drugs [https://www.youtube.com/watch?v=GOnENVylxPI] - From a 1980s anti-drug campaign in the US. <br />
# [https://blog.bannersnack.com/wp-content/uploads/2018/12/fear.jpg World Wildlife Federation (print advert)]<br />
<br />
<br />
;Humorous adverts:<br />
Are these effective adverts? Why / When does humor work? <br />
# Berlitz German Coast Guard [https://www.youtube.com/watch?v=yR0lWICH3rY] <br />
# Trunk monkey [https://www.youtube.com/watch?v=Iyh0bG7FWJg] <br />
# Bear fight (salmon advert) [https://youtu.be/CVS1UfCfxlU]<br />
# Got milk? [https://www.youtube.com/watch?v=OLSsswr6z9Y&ab_channel=leftventricle] This refers to a trivia question about Aaron Burr, a minor figure in early American history. The advert is intended to get people to buy more milk. <br />
# Old Spice [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# On the Fritz [https://www.youtube.com/watch?v=xZ9nvYCDUUw] Note: Fritz is a German male name (equivalent to Fred). But ‘on the fritz’ is an English colloquial expression, meaning that some device is not working properly, is broken, and/or needs to be repaired.<br />
# Nolan’s cheddar [https://www.youtube.com/watch?v=YqlQS5CCmwI] <br />
<br />
<br />
;Strange, unusual, or annoying commercials:<br />
Do you think these commercials are effective? Why do companies make such adverts? <br />
# This was a local commercial for a bedding store in Texas in 2016. What were they trying to do? Do you think it was successful? How do you think the public reacted? (Twin Towers refers to the former World Trade Center in New York.) Twin tower mattress: [https://www.youtube.com/watch?v=WeNrrO26y0E] <br />
# Little Baby’s Ice Cream [https://www.youtube.com/watch?v=erh2ngRZxs0&ab_channel=LittleBabysIceCream] <br />
# Quizno’s Spongemonkeys [https://www.youtube.com/watch?v=ZuPTZWhz46M&ab_channel=Rathergood] <br />
# KFee Coffee: [https://www.youtube.com/watch?v=jmKoGE5Hohk] (Warning: There is a jump scare near the end. The German slogan at the end means “You’ve never been so awake.”)<br />
<br />
<br />
;Gender bias and stereotypes:<br />
In what ways do these adverts use or play with (or subvert) gender stereotypes? Are they sexist? Offensive? <br />
# Old Spice: [https://www.youtube.com/watch?v=owGykVbfgUE&feature=emb_rel_end&ab_channel=OldSpice] <br />
# YT toy advert: [https://www.youtube.com/watch?v=Zgdj5FXOOp8&ab_channel=CliffMeece]<br />
# Like a girl [https://youtu.be/yIxA3o84syY]<br />
<br />
<br />
===Pitches===<br />
How do you make a sales pitch?<br />
* Target audience <br />
* Establishing your “cred” (credibility)<br />
* Clear goals <br />
* Outline & rehearse <br />
* Call to action <br />
<br />
The outline should consist of 3-4 reasons - coherent, unique reasons and/or a USP (Unique Selling Point) <br />
* why someone would need or want it <br />
* ROI (return on investment) <br />
* evidence / support <br />
<br />
<br />
===Body language===<br />
You might like to watch and discuss the following clip from Big Bang Theory on body language: <br />
* https://www.youtube.com/watch?v=vicuZS0ChYQ <br />
<br />
<br />
===Using visual aids===<br />
What are the worst PowerPoint mistakes that you’ve ever seen? (This might be a problem in PPT design, or how presenters use PPT.) Watch the following video. What mistakes does he point out? Why do people make such mistakes? (Have you been guilty of any of these?) <br />
# Death by PPT, 4 min. version [https://www.youtube.com/watch?v=MjcO2ExtHso&ab_channel=DonMcMillan] <br />
# Death by PPT, long version [https://www.youtube.com/watch?v=KbSPPFYxx3o&ab_channel=DonMcMillan] <br />
<br />
<br />
==Video production==<br />
In your opinion, what movie, show, or music video shows a very high degree of production quality? How does it enhance the viewer’s experience? <br />
<br />
<br />
Discuss the following. <br />
# Clip from an old sci-fi film. <br />
# [https://www.youtube.com/watch?v=pKAwXLVxuZQ The Room] Discuss these clips from a film called ''The Room''. What can you tell about the quality of the movie? What problems do you see with the production? <br />
# [https://www.youtube.com/watch?v=bD3DjN7i1Fg&ab_channel=NewsBeFunny News bloopers] News bloopers: How about these bloopers from local TV news broadcasts? Why do these seem unprofessional? (Jump 2:24 to 6.12)<br />
<br />
<br />
; OK Go videos: <br />
Watch and react to the following videos. <br />
# [https://www.youtube.com/watch?v=u1ZB_rGFyeU&ab_channel=OKGo I won’t let you down] + [https://genius.com/Ok-go-i-wont-let-you-down-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=oL3qDpubXU8&ab_channel=OKGoVEVO The writing’s on the wall] + [https://genius.com/Ok-go-the-writings-on-the-wall-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=LWGJA9i18Co&ab_channel=OKGoVEVO Upside down & inside out] + [https://genius.com/Ok-go-upside-down-and-inside-out-lyrics lyrics] <br />
# [https://www.youtube.com/watch?v=qybUFnY7Y8w&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo This too shall pass (Rube Goldberg machine)] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
# [https://www.youtube.com/watch?v=QvW61K2s0tA&list=PLsyZBq8gdblKfP1jVC3C1ftPDc-5joOjz&ab_channel=OKGo The one moment] + [https://genius.com/Ok-go-the-one-moment-lyrics lyrics]<br />
<br />
Notes:<br />
* "The writing's on the wall": This is an English idiom for when you see something as a sign that bad fortune is about to happen -- in this case, the singer addresses his girlfriend and explains how he sees bad signs that their relationship is headed for failure. (The idiom comes from a story in the fictional book of Daniel in the Jewish Bible or Christian Old Testament.) <br />
* Rube Goldberg was a famous American cartoonist in the early to middle 20th century, who was famous for his cartoons that depicted extremely complicated “inventions” for doing simple, everyday tasks. Such a setup is known as a Rube Goldberg machine.<br />
<br />
<br />
<br />
<!-- <br />
==Past Assignments==<br />
<br />
Midterm 2022: Creative project <br />
<br />
<br />
For the midterm, you will record and upload a presentation. This can be based on the previous assignment, Short Video #2, or a different topic. You can do this solo (by yourself) or in a group, and you can form a group on your own of 2-5 people (e.g., a back-and-forth conversation or other format). <br />
* Length: About 4-5 minutes per person <br />
* Due date: End of midterm week <br />
* NOTE: There will be no class sessions during midterm week, since you are doing a midterm project on your own time. <br />
<br />
Topic: If you were to produce your own orignal film or TV show (or write your own book, or create your own music), which genre (or subgenre) would you do? What kind of work would you want to create? <br />
<br />
Main points to address: <br />
# What is your favorite genre, that is, your favorite genre within any kind of entertainment media or literature (film, TV, music, literature, etc.).* If you don't have one favorite genre, tell me about what types of media or literature you like. Why do you like it? <br />
# What is your favorite example of this genre, and why do you like it? <br />
# What are the typical elements and characteristics of that genre (e.g., in film, TV or books)? (See, e.g., p. 39)<br />
# What are some typical or representative examples of the genre (and some atypical ones)? <br />
# If you were to make your own creative product (film, TV, music, literature, etc.), what kind of product would you like to create? <br />
# What kinds of tropes, plot, characters, or other genre elements would you use? Are there some tropes that you would not want to use? (And why not?)*<br />
# How might your project be unique or different from other works in the same genre? <br />
# How would you like for your work to affect viewers / listeners / readers? (audience engagement)? <br />
<br />
You can draw from previous assignments or in-class discussions from this semester. As before, you can upload it here in any regular video format. <br />
<br />
Note: *For some projects, like music projects, some elements like tropes won't be applicable here. <br />
<br />
<br />
===Short video #2 (Fall 2022)=== <br />
For this video, you will discuss your ideas for your final project. You and your group members can simply discuss your project ideas so far, and this can be a casual and informal discussion, rather than a formal presentation. If you are doing this alone, this should be at least three minutes; if you are doing this as a pair or group, then each person should speak for at least 2 minutes. This will be graded simply based on effort and overall quality. <br />
The final project is described in sections 8.2 and 8.3 of the book. <br />
===Video assignments===<br />
For these videos, you may be required to answer these as a solo (individual) presentation, and/or as a group. For group videos, you will meet your group members in Zoom, record your conversation, and upload it here. Arrange a Zoom meeting, and discuss the questions above. At least one person should record it (it's better if two or more people record it, in case of technical problems). Each person should say his/her name before starting to talk, and each person should speak for a total of at least 1.5 minutes throughout the video. You can do a discussion style, where people go back and forth and share their thoughts, or some other format. You should turn on your video (unless you have network connection problems). <br />
Then at least one person should upload the video in the assignment space below. The other group members do not have to upload the same video; instead, you can enter comments below (like "I am in __'s group"). <br />
I will grade you based on your effort (so you don't have to speak eloquent English). <br />
<br />
;Video #1: Self-intro video<br />
For this video, you can talk about one of the following topics. <br />
# Why you chose your major, and your future plans. <br />
# Tell me about your English learning. What things have you find to be actually helpful and useful in learning English (habits, practices, experiences, reading materials, media materials, etc.)? What things have been unhelpful or adverse? How do you feel toward English? Do you personally like it or find it useful, or do you feel negative about it? What experiences have made you feel that way? How important is English for your future? <br />
<s> <br />
;Video #2: L2 media / materials<br />
For this video, you can talk about one of the following topics. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some Korean pop/rock bands or singers – something not to hard to understand, or too cheesy1 (like typical boy bands or girl bands). Be sure to tell me about the band/singer, the time period, the genre / type of work, and why you recommend it. I like many types of music (e.g., jazz, jazz vocalists, alternative / punk, hard rock, metal, soft pop, and many other styles) from different time periods. You can tell me the band/singer names in Korean (Hangul) if you have to. <br />
# To help me learn the Korean language and culture, perhaps you could recommend some TV shows, movies, books, or other materials that would be helpful for me. Be sure to tell me about the background, setting, genre / style, and other helpful information. I like media from different genres and time periods. You can tell or explain to me the titles in Korean (Hangul) and in English. <br />
# If you are not Korean, you can tell me about: (1) materials (like in the above options) that you have found helpful for learning Korean; or (2) materials that might be useful for learning another language or culture (like in the above options), e.g., for a different language that you have learned; or (3) materials that would be helpful for learning your native language or culture, if you come from another country. <br />
</s> <br />
<br />
;SV #2: Radio station <br />
Imagine you and your group members have the opportunity to set up your own FM radio station. This could be in any city, area, or country that you like. What kind of station would you like to run? What kind of format would you like - i.e., the type(s) of music and programs? Here are some options to consider. Be ready to present your ideas to the class. <br />
;Locale: <br />
# Location, target audience (e.g., demographics) <br />
# A traditional terrestrial station (maybe also offering online streaming) or an online station<br />
;General type of station: <br />
# A commercial station (for-profit, privately or corporately owned)<br />
# A public radio station (owned and/or funded by a local or national government)<br />
# A public access station (a station that is supported by public donations, and where private individuals can put together their own 1-2 hour radio shows / programs and serve as volunteer DJs.<br />
;Format:<br />
# A single-format station (generally one main genre of music, though some programs might feature different genres) <br />
# A multiple-format station (featuring different kinds of programs and music styles throughout the day and week)<br />
# What kind of program(s) and program schedule would appeal to your listeners? <br />
;Financing, branding, marketing, etc.: <br />
# What will you call your station (e.g., call letters like ”BEFM,” a nickname, or a brand name)? <br />
# How will you promote your station, e.g., advertising messages, slogans, how you will promote and describe the music & programs, etc.? <br />
# Will your station rely on commercial advertisements? <br />
# Will you need to raise money in order to finance your station (e.g., from investors), and if so, how will you persuade them to invest in your project? <br />
;Assignment requirements:<br />
# You can form your own groups of up to six persons per group, or you can go solo (alone). Each person should contribute equally. <br />
#* One person (solo): at least 2.5 minutes<br />
#* Two persons: 2 minutes per person<br />
#* Three or more persons: 1.5 minutes per person <br />
# Grading criteria: This will be graded based on the following criteria (from p. 19). <br />
## Uniqueness: Creative, worthwhile, interesting, or practical ideas (or ideas that have social value or commercial potential) <br />
## Clarity: Clear explanations <br />
## Contents: Sufficient overall contents; Equal work & contributions by each member (for pairs or groups) <br />
## Details: Sufficient explanations & details <br />
## Delivery: Clear speaking & vocal delivery; appropriate body language <br />
---> <br />
<br />
<br />
<br />
==See also==<br />
<br />
===Notes===<br />
<references/><br />
<br />
===EnWIki Links===<br />
# [[Humor genres]]<br />
# [[Genres]] <br />
# [[Plot elements]] <br />
# [[Tropes]] <br />
<br />
===Youtube channels ===<br />
# [https://www.youtube.com/@RickBeato Rick Beato]: A music producer who analyzes pop and rock music, music theory, and the music industry <br />
# [https://www.youtube.com/@ProfessorofRock Professor of Rock]: Analysis of classic rock and pop songs from the 1970s to the 1990s <br />
# [https://www.youtube.com/@AdamNeely Adam Neely]: A music expert who teaches and discusses music theory and musicology <br />
<br />
===Other links===<br />
* http://www.imdb.com <br />
* http://www.rottentomatoes.com<br />
* http://www.tvtropes.org <br />
<br />
<br />
[[Category:Courses]] [[Category:Conversation]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=English-Korean_loanwords&diff=16531English-Korean loanwords2023-10-27T05:30:08Z<p>Kentlee7: </p>
<hr />
<div>Korean has borrowed a number of words and word elements from English, sometimes giving them different meanings. This includes direct loanwords, and macaronic or hybrid English-Korean words. <br />
These words or word blends (portmanteaus) have entered Korean, often with different meanings than the original English. However, Koreans learners may often be unaware of the fact that the Konglish words have different meanings or usages than the original English words, or that the Konglish word is a purely Korean invention and does not exist in English. A famous example is the Korean word 화아팅 'hwaiting', from the English word ''fighting''; in Korean, it is used as a cheer, like "go team" or "be strong" or "good luck" - which are rather different from the original English meaning. An example of a pure lexical invention is the Korean 스킨십 'skinship,' which does not exist in English; this is a word blend of English elements, and refers to affectionate touching (between friends or romantic partners) or what a few psychology and health researchers in the 1970s called "skin hunger" - the need or desire to receive or give friendly physical contact, such as between friends, as well as between romantic partners. However, there is no good, common English term that can serve as a good translation of 스킨십. <br />
<br />
On the Internet, these are often referred to as [[Konglish]] words or vocabulary, which is not a very suitable term. The term [[Konglish]] is a pejorative term that refers to Korean-accented English or English marked by lexical, collocational, and grammatical L2 errors by Korean learners of English, which is not the focus of this article. Thus, the sometimes negative term [[Konglish]] for such Korean words is inappropriate; these borrowings show linguistic creativity and innovation, and follow similar patterns as in other languages, e.g., when English borrows words from other languages with altered meanings. For example, the German word ''Gesundheit'' for 'health' is used by English speakers, when we say "bless you" or "gesundheit" after someone sneezes. <br />
<br />
However, if Koreans speaking English attempt to use these words with their Korean meanings, English speakers will have difficulty if they do not know Korean, leading to misunderstandings or <br />
failed communication. Thus, for Koreans learning English, knowing the differences between the original English and Korean meanings is necessary. Below is a list of the more common examples that could be problematic for learners. <br />
<br />
<br />
=== English words with altered meanings ===<br />
<br />
{| class="wikitable sortable" <br />
! Korean term !! Original English word !! Original English meaning !! Korean meaning<br />
|-<br />
| 글래머 || glamour || an exciting, romanticized, or idealistic attractiveness (e.g., in entertainment) || an attractive, full-figured woman; a voluptuous woman <br />
|- <br />
| 다이어트 || diet || (1) eating habits, (2) weight loss program || go on a diet, to diet <br />
|- <br />
| 매니큐어 || manicure || nail care || nail polish <br />
|- <br />
| 미팅 || meeting || group assembled for some purpose || group blind date, blind / group dating <br />
|- <br />
| 비닐 || vinyl || a particular type of plastic (chemical name) || plastic wrap / wrapping <br />
|- <br />
| 사이다 || cider || lemon-lime or clear soda || hot, spiced apple drink <br />
|- <br />
| 사인 || sign || (1) to sign or put one's signature on a document, (2) a written notice || a signature, to sign <br />
|-<br />
| 샤프 || sharp || a company name (Sharp, maker of pencils and other products) || mechanical pencil <br />
|- <br />
| 커닝 || cunning || sly, sneaky; clever, but in an evil way (e.g., a cunning fox) || cheating <br />
|-<br />
| 코팅 || coating || covering (in general) || lamination <br />
|-<br />
| 타임 || time || time || wait a moment/second, wait, stop, hold on (colloquial)<br />
|- <br />
| 토스트 || toast || toasted bread || a toasted or grilled breakfast sandwich <br />
|- <br />
| 팬티 || pantie || women's underwear || underwear (men's or women's), cf. boxers, briefs <br />
|- <br />
| 핫도그 || hot dog || hot dog wiener (sausage) on white bread bun with mustard & ketchup || corndog <br />
|- <br />
| 핸들 || handle || graspable part, e.g., door handle, bag handle || steering wheel <br />
|- <br />
| 헌팅 || hunting || hunting animals (with a weapon) || trying to pick up guys / women (e.g., at a bar / club) <br />
|- <br />
| 호치키스 || Hotchkiss || a company (now defunct) that made staplers in the early 20th century* || stapler <br />
|- <br />
| 화이팅 || fighting || a physical or verbal conflict || Go, team! (sports games); Cheer up! Be strong! Good luck! (personal encouragement) <br />
|- <br />
| 팬시 || fancy || nice-looking, elaborate || stationery, esp. nicer or fancy-looking stationery <br />
|-<br />
<br />
|}<br />
<nowiki>*</nowiki>The term 'Hotchkiss' for 'stapler' originated in Japan and then came into Korean.<br />
<br />
<br />
=== Korean words shorted from English words ===<br />
<br />
{| class="wikitable sortable"<br />
! Korean term !! Original English word !! English equivalent of Konglish term <br />
|- <br />
| 밴드 || band || bandage, band-aid <br />
|- <br />
| 리모컨 || remote control || remote, remote control <br />
|- <br />
| 에어컨 || air conditioner || AC, air conditioning / conditioner <br />
|- <br />
| 콘센트 || concentric (circles sharing the same center) || electrical plug / plug-in, outlet, wall socket <br />
|- <br />
|| FM|| “[army] field manual” protocol || Ø (FM refers to FM radio); In Korean, this refers to doing things by following strict rules (e.g., at a company), maybe "strictly by the book"* <br />
|- <br />
| MT || membership training || Ø (no exact equivalent; maybe company/class retreat or outing) <br />
|- <br />
| AS, 에프터 서비스 || after service || Ø (closest term is customer service, which works differently than AS)<br />
|}<br />
<br />
* In some Korean colleges and companies (maybe more so in Seoul), FM has another meaning. At an MT or company meal, people around the table take turns to introduce themselves and to give loud, enthusiastic cheer for the company or school. No equivalent cultural practice or word exists in English for Korean “FM” introductions <br />
<br />
<br />
<br />
=== Korean word blends from English elements ===<br />
<br />
{| class="wikitable sortable"<br />
! Korean term !! Original English elements !! English equivalent of Konglish term <br />
|- <br />
| 더치 페이 || Dutch pay || go Dutch, split the bill <br />
|- <br />
| 매스컴 || mass + communication || mass media, mass communication (especially as an area of study) <br />
|- <br />
| 멀티탭 || multi + tab || power strip <br />
|- <br />
| 백미러 || back + mirror || (car) rearview mirror<br />
|-<br />
| 비닐하우스 || vinyl + house || vinyl greenhouse (greenhouse made of thick vinyl for agriculture)<br />
|-<br />
| 러닝머신 || running + machine || treadmill <br />
|- <br />
| 레포츠 || leisure + sports || leisure sports<br />
|-<br />
| 사인펜 || sign + pen || marker, felt marker <br />
|- <br />
| 선팅 || sun + tint (?) || car window tint or tinting, tinted windows <br />
|- <br />
| 스킨십 || skin + ship || Ø (No English equivalent exists in everyday English; maybe ''affection touch / touching, physical intimacy, friendly touching'', or more technically, ''haptic communication''.)<br />
|-<br />
| 리조텔 || resort + hotel || resort & hotel facility<br />
|-<br />
| 아이쇼핑 || eye + shopping || window shopping<br />
|-<br />
| 오바이트 || over + bite || overeat, puke, barf <br />
|- <br />
| 오토바이 || auto + bike || motorcycle <br />
|- <br />
| 와이셔츠 || Y-shirt || dress shirt, collared / button-up shirt <br />
|- <br />
| 원피스 || one-piece || dress (In English, ‘one-piece’ can be any kind of garment, e.g., a swimsuit, or a type of baby clothing)<br />
|- <br />
| 오므라이스 || omelet + rice || Ø (no equivalent, since this is a purely Korean food item) <br />
|- <br />
| 원룸 || one room || efficiency apartment (for an older, smaller, or cheaper apartment), studio apartment (for a nicer, larger, or more expensive apartment) <br />
|- <br />
| 원샷 || one shot || Bottoms up! <br />
|-<br />
| 카라티 || collar + t-shirt || polo shirt<br />
|-<br />
| 크레파스 || crayon + pastel (oil)? || crayon* <br />
|-<br />
| 킥보드 || kick + board || scooter <br />
|-<br />
| 포클레인 || forklift + crane || digger, excavator, backhoe, hydraulic shovel<br />
|-<br />
| 셀카 || self + camera || selfie <br />
|-<br />
| 하이틴 || high + teen || late teens <br />
|- <br />
| 핸드 폰 || hand + phone || cell phone (US), mobile phone (UK); smart phone (universal) <br />
|-<br />
| 휘퍼 || whip + -er || whisk <br />
|-<br />
| 하우스코어, 카포어 || house poor, car poor || Being "poor" after spending too much money on a nice house or car <br />
|}<br />
<nowiki>*</nowiki> The term 크레파스 may have been coined in Japanese and then introduced to Korea.<br />
<br />
<br />
===Blends of Korean and English elements===<br />
<br />
<br />
{| class="wikitable sortable"<br />
! Korean term !! Origin !! English equivalent <br />
|-<br />
| 몰카 || 몰래 'hidden' + 카 'camera' || hidden camera <br />
|-<br />
| 커터칼 || 'cutter' + 칼 'knife' || box cutter <br />
|}<br />
<br />
<br />
<br />
=== Korean words from non-English sources ===<br />
<br />
{| class="wikitable sortable"<br />
|- <br />
! Korean term !! Origin !! English equivalent <br />
|- <br />
| 아르바이트, 알바 || German ''Arbeit, arbeiten'' || part-time work, temporary work <br />
|-<br />
| 호프 || German ''Hof'' || pub, bar (an older or more formal word; less common now) <br />
|}<br />
<br />
<br />
Note: The Korean term 아르바이트 'arubait' is from the German ''Arbeit'' (a noun meaning 'work') or ''arbeiten'' (a verb meaning 'to work'), not from English. This is the normal German word for work (as in full-time or permanent work), but in Korean it refers to temporary or part-time work. In modern colloquial German, part-time or temporary work is called ''ein Job'' (noun) or ''jobben'' (verb) -- an example of where German has borrowed English words with altered meanings.<br />
<br />
<br />
<br />
[[Category:Vocabulary]] [[Category:Korean]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Publications_(Kent_Lee)&diff=16530Publications (Kent Lee)2023-10-22T00:25:30Z<p>Kentlee7: </p>
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<div><onlyinclude><br />
# Lee, K. A. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42. doi.10.2478/topling-2023-0002 <span style="color:green;"> ⓔ </span><br />
# Lee, K. A. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11. doi.org/10.18095/meeso.2021.22.4.1 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). Articulating the value of language and humanities education in Korea. ''The Journal of English Language and Literature, 67''(1), 107-133. https://doi.org/10.15794/jell.2021.67.1.006 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). A study on the viability of a cognitive approach to teaching articles. ''Studies in English Education, 26''(1), 29-55. http://dx.doi.org/10.22275/SEE.26.1.02 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2021). Evidence for 'like' as a focus marker. ''Language Research, 57''(1), 1-29. http://doi.org/10.30961/lr.2021.57.1.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-25. http://dx.doi.org/10.22251/jlcci.2021.21.2.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. https://dx.doi.org/10.17936/pkelt.2020.32.4.5 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). [http://www.dbpia.co.kr/pdf/pdfView.do?nodeId=NODE10494470 Definite and indefinite articles with abstract nouns in L2]. ''Modern English Education, 21''(4), 1-10. 10.18095/meeso.2020.21.4.1 <span style="color:green;"> ⓚ </span><br />
# 서창배 [Seo Chang Bae], 정세원 [Chung Sae Won], 김정환 [Kim Junghwan], '''Lee, Kent.''' (2020). 텍스트 마이닝 분석기법을 활용한 부산-상하이 도시 브랜딩 사례 연구 [A study on city branding cases of Busan-Shanghai by text-mining techniques]. ''중국지역연구 [The Journal of China Area Studies],7''(4), 301-326. https://doi.org/10.34243/JCAS.7.4.301 <span style="color:green;"> ⓚ </span><br />
# '''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly, 52''(4), 1097-1107. https://doi.org/10.1002/tesq.447 <span style="color:green;"> Ⓢ </span><br />
# '''Lee, K.''', & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development'', ''39''(8), 715-728. https://doi.org/10.1080/01434632.2018.1438442 <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2017). [https://koreatesol.org/sites/default/files/pdf_publications/KTJ13-2web.pdf#page=25 A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. <br />
# '''Lee, K.''', & Lee, H. (2017). [https://rdcu.be/6htw Korean graduate students' perceptions of guidance and professional development.] ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9 <span style="color:green;"> ''' Ⓢ ''' </span> [http://kentlee7.com/pub/survey.KU.grad.students.en-kr.pdf [Survey items, 70 MB, PDF] ]<br />
# Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure.] ''Korean Journal of Chinese Language and Literature, 55,'' 3-50. <span style="color:green;"> ⓚ </span> <!--http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf --> <br />
# Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag [J. Korean Ling. Soc.], 66,''3-30. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150. <span style="color:green;"> ⓚ </span><br />
# Stine-Morrow, E., Shake, M., Miles, J., '''Lee, K'''., Gao, X. & McKonkie, G. (2010). Pay now or pay later: Aging and the role of boundary salience in self-regulation of conceptual integration in sentence processing. ''Psychology and Aging, 25,'' 168-176. doi:10.1037/a0018127. <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2009). [http://kentlee7.com/pub/comment.clause.en.SiL.kl.2008.pdf [Book review of Brinton (2008), The comment clause in English.]] ''Studies in Language, 33,'' 1004-1011. doi: 10.1075/sl.33.4.09lee. <span style="color:green;"> Ⓐ </span> <br />
# Lee, K. (2009). Phonological and semantic information used in reading Chinese characters.Proceedings of the Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University.<br />
# Lee, K. (2009). Phonological and semantic processing of Chinese characters. Dissertation, Educational Psychology Dept., University of Illinois.<br />
# Lee, K. (2008). [http://kentlee7.com/pub/iccs.2008.pdf Phonological and other linguistic effects in recognition of Chinese characters.] In'' Proceedings of the 6th International Conference of Cognitive Science'' (pp. 233-236). Seoul: ICCS.<br />
# Lee, K. (2003). Discourse Markers 'well' and 'oh'. In Bardovi-Harlig, K. (Ed.), ''Teaching Pragmatics''. Available online at http://americanenglish.state.gov/resources/teaching-pragmatics. US Information Agency & Indiana University.<br />
# Lee, K. (2001). [http://kentlee7.com/pub/kotesol01_proc.discourse.stress.pdf Teaching discourse stress to Asian students.] ''KOTESOL Proceedings 2001,'' pp. 103-116.<br />
# Lee, K. (2001). Focus and discourse stress. M.A. Thesis, Div. English as International Language (TESOL), University of Illinois at Urbana-Champaign.<br />
#Lee, K. (1997). Chinese Tone Sandhi and Prosody. M.A. Thesis, Linguistics Dept., University of Illinois at Urbana-Champaign.<br />
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Notes: <span style="color:green;"> Ⓢ SSCI indexed</span>; <span style="color:green;"> ⓚ KCI indexed</span>; <span style="color:green;">Ⓐ A&HCI indexed</span>; <span style="color:green;"> ⓔ Scopus (Elsevier) indexed </span><br />
</onlyinclude><br />
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See also: [[Kent Lee (CV) | My full CV]]<br />
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==Abstracts== <br />
Abstracts for my linguistics articles. <br />
<br />
Lee, K. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42<br />
* Nuclear stress (or sentence stress) as a prosodic feature marks information flow in spoken English, and has received some treatment in the linguistics literature, most notably in pragmatics, but less so in newer phonological paradigms. Current theories in linguistics might shed light on this feature, such as Optimality Theory (OT) and cognitive grammar (CG). This paper compares potential insights and likely predictions of these two approaches for nuclear stress, by examining a recorded conversation of native US English speakers. The descriptive statistics indicate stress pattern distributions as expected, and some stress tokens show particular pragmatic and discourse functions of nuclear stress. The OT framework can better explain the interaction of different levels of prosody, grammar, and information structure, while CG might offer a more holistic explanation of stress, and its sociopragmatic and discourse functions, and may thus be likely more applicable to discourse studies, applied linguistics, and pedagogy. Implications are discussed for a CG theory of prosodic phonology, and for L2 pedagogy.<br />
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Lee, K. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11.<br />
* Various studies have examined factors affecting the textual cohesion, coherence, and flow of Koreans’ second language writing in English, particularly focusing on articles, connectors, or discourse markers, as well as the overuse and repetitive use of nouns and pronouns. However, noun use in adjuncts and its effects on information flow and cohesion remain relatively unexplored. This study examines such patterns in an L1 and L2 writing corpus to examine the effects of noun repetition and noun phrase complexity on cohesion. Words counts and multiple variables from Coh-Metrix analysis indicate overuse or repetition of nouns, overuse of certain pronouns, and underuse of syntactic adjuncts, namely, prepositional phrases. Qualitative examination of some essays confirms these patterns of noun usage. The L2 writers relied on simple sentences with few adjuncts that highlight noun or pronoun objects, and some make ineffective or excessive use of lexical and referential cohesion instead of more sophisticated (i.e., grammatically and lexically complex) sentences. This can lead to a more unnatural topic flow and development in paragraphs, with fairly one-dimensional sentence cohesion patterns. Thus, learners need more instruction in noun phrase variety, sentence variety, natural patterns of information flow, and appropriate grammatical sophistication in their paragraphs.<br />
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Lee, K.(2021). Evidence for ‘like’ as a focus marker. ''Language Research, 57''(1), 1-29. <br />
* Several functions have been proposed for the colloquial discourse particle like. This paper examines possible evidence for ''like'' as a focus marker. While this hypothesis seems plausible, it has been posited with insufficient definition or detail regarding the type of focus involved. It is also not clear how this aligns with other likely functions proposed for this discourse particle: for example, as a hedge marker or an approximator. This paper reports on a preliminary empirical study with small sets of conversational data of spoken colloquial American English. Its syntactic patterns and pragmatic usage suggest that ''like'' is used in a manner comparable to that of additive focus markers, exemplifiers, and other discourse markers. In such cases, it can function as an additive focus marker of indirect contrast, in addition to its well attested use as a hedge marker. Sentence-initial ''it’s like'' may have similar properties. Analyzing ''like'' as an additive marker allows for reconciliation of its various proposed functions by treating it as a multifunctional marker. The findings also indicate many avenues for further research.<br />
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<br />
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Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-20.<br />
* This paper reports on a pilot study of Korean college EFL learners and their learning of definite and indefinite articles, and specifically, the difficulties that students perceive and realize after the unit. To better understand their perceptions and difficulties with articles at the college level, a brief unit on articles was taught to three first-year college English classes. The unit emphasized more relatable semantic categories and patterns, rather than a traditional rule-based or overtly grammatical approach to articles. A brief survey was then administered to the students. The results of the survey showed that students were aware of general difficulties discussed in the unit, and some came to realize gaps in their understanding and misconceptions they had about article patterns. Such misconceptions were due to the complexity of the article system, and to how they were previously taught. These results can help inform other EFL teachers in teaching articles to Korean students, and in understanding their specific difficulties and potential areas of confusion.<br />
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Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. <br />
* This study explores multiple and newer methods of research on connector usage by L2 writers. L2 writing samples of Chinese ESL writers were analyzed for frequencies of contrastive connectives (but, although, though, however, yet), and compared to a corpus from native English-speaking writers. The data show that Chinese ESL writers, particularly those at the graduate level, overused but, tended to use but excessively or less formally, and used it with shorter and simpler clauses; they also tended to underuse other contrastive markers. A qualitative examination of the data also reveals more about the types of problems that these writers had with effectively using contrastive conjunctions in argumentation. The findings provide stronger empirical support and further details for findings from previous studies. This study also demonstrates a novel method of statistical analysis and mixed methods triangulation for a small corpus data set in L2 writing research, which<br />
can be applied to larger corpora in the future. Finally, implications of these results are discussed, such as linguistic aspects of such connectors, the similar difficulties experienced by Chinese and Korean students, and the need for more attention to connectors in ESL/EFL writing, as increasingly more Chinese students attend Korean universities.<br />
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Lee, K. (2020). Definite and indefinite articles with abstract nouns in L2. ''Modern English Education, 21''(4), 1-10. <br />
* Past studies have examined the problems that learners have with English definite, indefinite, and zero articles, particularly for learners whose L1 lacks an article system, such as Korean. Many of the empirical and theoretical studies of article acquisition have examined particular error types and types of nouns that are more problematic. In doing so, they have typically focused on more concrete nouns to the exclusion of abstract nouns. Abstract nouns tend to be used without articles, i.e., as bare nouns, a fact that learners may be aware of. However, such nouns can sometimes be used with articles for a more specific nuance. This study examines the difficulties that abstract nouns might pose for learners, as standard article rules may be unhelpful, especially for less familiar nouns. For this study, a linguistic survey with more abstract nouns was administered. The results showed that they had difficulties with more abstract noun patterns (as measured by semantic indices), and their difficulties were also affected by lexical frequency and complex noun phrases. Article patterns for more abstract nouns can be difficult to learn and teach, as their nuances can vary according to context. Some suggestions are sketched out for teaching such noun patterns. <br />
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'''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly.'' https://doi.org/10.1002/tesq.447<br />
* Preparing future faculty or professional development programs have developed to prepare graduate students for academic and non-academic careers, and have become commonplace in some countries. In other countries such as South Korea, they are relatively new, and have to also encompass other needs beyond those covered in traditional programs in Western countries, particularly academic English issues. This paper describes a professional development program focusing on English for academic purposes (EAP) for graduate students created at one university in South Korea. An analysis of the program thus far, and students’ professional and language needs, especially within the context of English-medium instruction at this university are discussed. Our survey data indicate that graduate students in Korea face several challenges in English academic communication skills that are not dealt with in graduate school training. Results also show the advantages of the EAP professional development program, and indicate specific areas that universities in Korea and other English as a foreign language contexts need to address in preparing graduate students in English communication skills for their studies, research, and future professional or academic careers. <br />
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* Keywords: graduate students, professional development, English-medium instruction, Korea<br />
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Lee, K., & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development''. https://doi.org/10.1080/01434632.2018.1438442<br />
<br />
* Universities in East Asia are increasingly adopting English-medium instruction (EMI) to enhance their global competitiveness. Yet little research has been conducted on the impact of English on graduate students in this context, as past research has mostly examined undergraduates. This survey study investigates graduate students at a major university in Korea where EMI is increasingly common, specifically probing their self-perceptions for academic English skills, preferred language learning strategies, and intrinsic motivation to learn and use English. The results indicate correlations between strategy use, efficacy, and intrinsic motivation. They also show limitations in the graduate students’ academic English skills, and shortcomings in their training for English-related tasks. The results show how English and EMI affect graduate students, and also raise some questions about EMI at the graduate school level. Limitations need to be addressed for these students, who will enter academic and professional careers in the global marketplace that demand greater English expertise.<br />
<br />
* Keywords: Language proficiency, Korea, graduate students, learning strategies, motivation, efficacy<br />
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Lee, K. (2017). [http://www.kentlee7.com/pub/kotesol.2017.a.the.pdf A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. (Available upon request; please email the author.)<br />
<br />
* While definite and indefinite articles, and bare nouns with no articles have long proved to be notoriously problematic for Koreans and other English learners whose L1 lacks such a grammatical system, seemingly little progress has been made. Learners still struggle with these, and teachers often lack the linguistic awareness and resources for teaching them. Part of the problem is the traditional rule-based approaches to grammar that students have been subjected to, while our lack of linguistic understanding is another obstacle. More recent approaches in linguistics offer some new tools for investigating these grammatical conundrums. In this study, L1 and L2 essay corpora are compared, with an analysis that is guided by a cognitive linguistic approach to types of noun phrases. This approach leads to a unique way to understand, teach, and explain article and noun patterns, while it also leads to ways of breaking up these contents into manageable chunks, and some specific interactive classroom activities and tasks that can target specific noun phrase patterns and functions.<br />
<br />
* Keywords: definite and indefinite articles, determiners, noun phrases, cognitive linguistics, communicative language teaching<br />
<br />
<br />
Lee, K., & Lee, H. (2017). [http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf Korean graduate students' perceptions of guidance and professional development]. ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9<br />
<br />
* Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current graduate students in Korea, who represent an under-studied population and face further challenges from the demands of internationalization. From survey data at one representative university, this study examines (1) whether Korean graduate students feel that they receive sufficient guidance, training, and support for professional development and (2) whether Korean graduate students feel prepared for specific academic and professional careers and career skills. Additionally, English skills, motivation, and other factors are examined. Various shortcomings in these areas are reported, which parallel those found in the US, while unique problems also arise from the demands of English for academic and professional purposes. Korean graduate students require additional support and professional development programs to address these shortcomings.<br />
* Note: The publisher does not allow archiving of the final published article on personal websites, so only the pre-publication draft is available here. If you need the final published version, please contact me. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure]. ''Korean Journal of Chinese Language and Literature, 55'', 3-50.<br />
<br />
* While forms of left dislocation and topicalization serve topic management functions, the status and function of right dislocation are less clear. Various studies have treated it as afterthought, a repair device, a focus marking device, or a form of illocutionary emphasis. However, the Chinese data (Mandarin and Cantonese) also pose particular problems for structural analysis, as these forms in Chinese exhibit violations of syntactic integrity and coreferentiality. Previous syntactic and pragmatic analyses only partially explain their structure or use, but a more comprehensive explanation of both has been lacking. This paper examines the roles of syntax and information structure, and proposes a more unified pragmatic explanation, with a refined model of information structure. Right dislocation phrases are treated as a form of minor or secondary information, with their coherence deriving from pragmatics. Specifically, these phrases follow constraints of an information structure hierarchy, which accounts for their structural integrity.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag'' [Journal of the Korean Linguistic Society], 66,3-30. <br />
<br />
* A typical English utterance is marked with a sentence stress, that is, a prominence on one word or syllable that is greater than other lexical stresses in the clause or utterance. This stress consists of a pitch prominence that demarcates the intonational phrase. An Optimality Theory analysis of sentence stress is presented here, which integrates insights from the generative and applied linguistic approaches under one framework. Sentence stress is explained in terms of the interactions between prosodic structure, stress, syntax, and information structure, that is, stress assignment on the main focus or most prominent information. The constraints and constraint interactions can explain some non-canonical stress types that are not handled so well by traditional generative approaches, and also address some stress patterns and linguistic structures that functional accounts do not address. The Optimality framework can explain this interface of different linguistic domains, and this interface can better explain the behavior of English sentence stress.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103.<br />
<br />
* Some previous studies have examined the use of connectors by second language writers of English, particularly studies comparing connector usage of L2 and native English writers. This study does so with corpora of written essays, comparing the frequency of connector usage between native English writers from the U.S. and U.K., and English essays by Korean ESL learners in the US. The statistical comparisons used here also offer some refinements over previous corpus studies. The Korean writers overused and underused various connectors compared to the native writers, specifically in their use of contrastive markers, topic transitionals, there is and there are, markers for enumerating sequences, and exemplifiers. They also certain expressions used incorrectly as connectors due to apparent transfer errors. These data indicate a number of issues for ESL/EFL writing teachers to address, and some suggestions for teaching are discussed below. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150.<br />
<br />
* This paper examines the tonal system of Kibondei, a Rantu language and its tonal and reduplication patterns. The appearance of otherwise unrealized tones from verb stems that spread onto adjacent materials is first discussed. Then reduplication patterns are examined, which exhibit some unusual tone shifting patterns. These are explained within the framework of Optimality Theory, with constraints on segments, tones and morphemes. Finally, implications of tone systems for Optimality Theory and the interface of different linguistic components are briefly discussed, as these hint at interesting and possible interpretations of Optimality Theory.</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Kent_Lee_(CV)&diff=16529Kent Lee (CV)2023-10-22T00:24:40Z<p>Kentlee7: </p>
<hr />
<div>__NOTOC__<br />
Kent Lee <br><small><br />
Ph.D., Educational Psychology, University of Illinois at Urbana-Champaign (2009) <br><br />
Assistant Professor, Pukyong National University <br> <br />
Dept. English Language & Literature, Busan, Korea <br><br />
[http://www.kentlee7.com www.kentlee7.com] &nbsp;&nbsp; | Email: &kappa;&epsilon;n&tau;@&kappa;&epsilon;n&tau;l&epsilon;&epsilon;7&middot;c&omicron;m &nbsp;&nbsp;&nbsp; | <br />
[https://orcid.org/0000-0002-9534-5970 ORCID ID] &nbsp;&nbsp;&nbsp; | [https://growkudos.com/profiles/edit/36793 Kudos profile] </small> <br />
<br />
===Research interests===<br />
Cognitive grammar, psycholinguistics, writing research, applied phonology, grammar pedagogy, cognitive communicative language teaching, language education<br />
<br />
<br />
== Publications ==<br />
For abstracts of these articles, [[Publications (Kent Lee)|see here]].<br />
{{:Publications (Kent Lee)}}<br />
<br />
Notes: * SSCI indexed; + KCI indexed; % Scopus indexed. For more, including abstracts, see [[Publications (Kent Lee) | my full publications page]]. <br />
<br />
<br />
====Professional journals (non-academic / non-reviewed)====<br />
# Lee, K. (2019). [https://drive.google.com/file/d/15ZIvhXbee5n0YKK7wlPWxKDq0C_P-Hzs/view?usp=sharing ''A'' noun, ''the'' noun, or just noun?] ''The English Connection, 23(1), 8-11. <br />
<br />
<br />
==== Contributing editorship ==== <br />
# ''수능특강 고득점 330 제 (외국어영역)'' [College Entrance Exam High Score 330]. (2012). Lee, K., Barron, J., Goranson, J., Fanguy, M., Turner, A., Wray, M. (Eds.). Seoul: EBS.<br />
# ''수능특강 A&B 형 [College Entrance Exam Special Lecture Series A & B].'' (2013). Lee, K. & Tiffin, S. (Eds.). Seoul: EBS.<br />
# ''7030 Final 실전모의고사 영어영역 A & B형 [Practice Area Practice Tests A & B].'' (2013), Lee, K. & -- (Eds.). Seoul: EBS.<br />
<br />
<br />
== Conferences presentations ==<br />
# Lee, K. (2023). Koreans’ perceptions of English prosody. 2023 Aarhus International Conference on Voice Studies, August 2023, Aarhus, Denmark.<br />
# Lee, K. (2023). Schematic semantic conceptualization of English definite noun phrases. Poster presented at 16th International Cognitive Linguistics Conference, August 2020, Düsseldorf.<br />
# Lee, K. (2022). Koreans’ perceptions of English prosody. MEEESO Conference, July 2022, Seoul. <br />
# Lee, K. (2023). Pronunciation training in groups: Inductive learning and motivation. ELT conference, July 2023, Seoul. <br />
# Lee, K. (2022). Language ability and motivation issues in English medium instruction courses in Korea. 9th International Conference on Language, Literature & Linguistics 2022, July 2022, Singapore.<br />
# Lee, K. (2020). Why linguists like the colloquial marker ‘like’. PKETA conference, 24 October 2020. Online, Korea. <br />
# Lee, K. (2020). Motivation and motivational components among Korean university learners. AsiaTEFL conference, November 2020, Goyang, Korea.<br />
# Lee, K. (2020). A cognitive linguistic approach to definite and indefinite articles. AsiaTEFL conference, November 2020, Goyang, Korea. <br />
# Lee, K. (2020). Why linguists like the discourse marker 'like.' PKETA conference, October 2020, Busan National University, Busan, Korea.<br />
# Lee, K. (2019). Grading with rubrics and spreadsheets. Presentation at KOTESOL Conference, October 2019, Sookmyung University, Seoul, Korea.<br />
# Lee, K. (2019). The definite ‘the’: Understanding and teaching its uses. Presentation at Asia TEFL conference, 28 June 2019, Bangkok, Thailand. <br />
# Lee, K. (2018). A “the” or the “a”? A cognitive grammar approach. Presentation at KOTESOL Conference, October 2018, Sookmyung University, Seoul, Korea.<br />
# Lee, K. (2018). Cognitive grammar and teaching definite and indefinite articles in EFL. Presentation at Asia TEFL conference, June 2018, Macau University, Macau.<br />
# Lee, K. (2017). A "the" or the "a"? L2 learner problems and patterns. Presentation at KOTESOL conference, October 2017. <br />
# Lee, K. (2017). Teaching determiners: Some cognitive approaches for university EFL learners. Presentation at KATE (Korean Association of Teachers of English) conference, June 2017, Seoul. <br />
# Lee, K. (2016). Determiner usage: Variation among native speakers and Korean university students. Presentation at KATE (Korean Association of Teachers of English) conference, July 2016, Seoul.<br />
# Lee, K. (2015). Teaching articles: A cognitive approach for learners. Presentation at KATE (Korean Association of Teachers of English) conference, Aug. 2015, Seoul, Korea.<br />
# Lee, K. (2014). Korean writers’ article errors: A cognitive linguistic approach. Presentation at KATE (Korean Association of Teachers of English) conference, July 2014, Seoul National University.<br />
# Lee, K. & Lee, H.-K. (2014). Faculty development for English-mediated instruction. Poster presented at Conference on Higher Education Pedagogy, Feb. 2014, Virginia Technical University.<br />
# Lee, K. (2012). Instructional coaching at an East Asian university. Paper presented at ISSOTL (International Scholarship of Teaching & Learning) conference, October 2012, Hamilton, Ontario.<br />
# Lee, K. (2011). Some discourse patterns of depressed and suicidal persons. Paper presented at 21st World Congress on Psychosomatic Medicine (International College of Psychosomatic Medicine). Seoul, Korea, August 2011.<br />
# Lee, K. (2009). Phonological and semantic information used in reading Chinese characters. Paper presented at Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University, June 2009.<br />
# Lee, K. (2008). Phonological and other linguistic effects in recognition of Chinese characters. Paper presented at 6th International Conference of Cognitive Science. Yonsei University, Seoul, Korea, August 2008.<br />
# Lee, K. (2006). Semantic modeling of Chinese characters. Poster presented at 5th International Conference on the Mental Lexicon, McGill University, Montreal, 10-13 October 2006.<br />
# Lee, K. (2005). Discourse connectives and organization in Korean L2 writing. World Englishes conference, July 2005, Purdue University.<br />
# Lee, K. (2005). L2 Perspectives on English discourse connectives. Pragmatics and Language Learning Conference, April 2005, Indiana University.<br />
# Lee, K. (2004). Teaching scientific paradigms in ESL/EAP. Presentation at Symposium on Second Language Writing, Purdue University, Sept. 2004.<br />
# Lee, K. (2001). Teaching discourse stress to Asian students. KOTESOL (Korea TESOL), October 2001, Sungkyunkwan University, Seoul, Korea.<br />
# Lee, K. (2001). Like, teaching discourse markers. TESOL Conference, St. Louis, Missouri, March 2001.<br />
# Lee, K. (2000). “Like” as a discourse information marker. Pragmatics and Language Learning Conference, University of Illinois (UIUC), April 2000.<br />
# Lee, K. (1999). Are TBLT and explicit grammar instruction compatible? Colloquium presentation. TESOL conference, New York NY, March 1999.<br />
<br />
==Education==<br />
{| cellpadding="5" style="vertical-align:top; font-size:0.9em; border:0px;" <br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Sept. 2002 - May 2009 &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <br />
| Ph.D., Educational Psychology, University of Illinois at Urbana-Champaign<br />
* CSTL Division (Cognitive Science of Teaching and Learning)<br />
* Courses included cognitive psychology, second language studies, reading psychology, and quantitative research.<br />
* Dissertation: ''Phonological and semantic processing of Chinese characters'' <br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Sept. 1997 - Oct. 2001 <br />
| M.A., TESOL (Division of English as an International Language), University of Illinois at Urbana-Champaign<br />
* M.A. thesis: ''Focus and discourse stress'' <br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Sept. 1994 - Dec. 1997 <br />
| M.A., Linguistics, University of Illinois at Urbana-Champaign<br />
* M.A. thesis: ''Chinese tone sandhi and prosody'' <br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Sept. 1989 - Dec. 1991 <br />
| B.A., German, Purdue University, West Lafayette, Indiana (GPA: 3.9/4; minor: English) <br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Aug. 1990 - June 1991 <br />
| Purdue study-abroad program at Universität Hamburg, Germany <br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Aug. 1987 - May 1989 <br />
| A.A., Modern Languages, Amarillo College, Amarillo, Texas (GPA: 3.9/4) </style><br />
|}<br />
<br />
==Experience==<br />
<br />
{| cellpadding="5" style="vertical-align:top; font-size:0.9em; border:.1em gray;"<br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Aug. 2014 - present<br />
| Assistant Professor, Korea University<br />
* Institute of Foreign Language Studies: Academic English, Academic English writing courses<br />
<br />
|- style="vertical-align:top; background-color:#fafafa;"<br />
| style="font-size:.8em;"| Aug. 2010 - July 2014<br />
| Research Professor, Center for Teaching & Learning, Korea University.<br />
* Educational consultant: Providing services in faculty development, instructional coaching, and pedagogical workshops (see below).<br />
* Also teaching undergraduate courses in English Dept. since Aug. 2011<br />
<br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| July 2008 - July 2010 <br> (part-time, March-Dec. 2012)<br />
| Visiting Assistant Professor, Hanyang TESOL Program, Hanyang University, Seoul, Korea.<br />
* Taught courses in second language acquisition, language research methods, phonology, writing, grammar, and teaching methods.<br />
* Returned to teach temporarily as a part-time instructor in 2012<br />
<br />
|- style="vertical-align:top; background-color:#fafafa;"<br />
| style="font-size:.8em;"| Jan. 2005 - July 2008<br />
| Research assistant and lab manager, Educational Psychology Psycholinguistics Lab at Beckman Institute, Univ. of Illinois, for Prof. Kiel Christianson.<br />
<br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Aug. 2007 - May 2008<br />
| Teaching assistant, discussion section, EPSY 201: Introduction to Educational Psychology.<br />
<br />
|- style="vertical-align:top; background-color:#fafafa;"<br />
| style="font-size:.8em;"| Sept. - Dec. 2004<br />
| ESL instructor, Parkland College; taught reading, writing, grammar, pronunciation<br />
<br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| June 2003 - July 2004<br />
| Research assistant, Adult Learning Lab; designing and carrying out reading and eye tracking experiments<br />
<br />
|- style="vertical-align:top; background-color:#fafafa;"<br />
| style="font-size:.8em;"| Aug. 2002 - Dec. 2002<br />
| Teaching assistant, EIL 405/505 (ESL for business graduate students)<br />
<br />
|- style="vertical-align:top;"<br />
| style="font-size:.8em;"| Aug. 2001 - July 2002<br />
| Visiting lecturer, English (ESL), Institute of Foreign Language Studies, Korea University, Seoul, S. Korea.<br />
* Taught freshman practical English (FLS 005, FLS 006), academic writing (FLS 054), and advanced academic writing (FLS 056, FLS 083)<br />
* Also designed brief intersession electives.<br />
<br />
|- style="vertical-align:top; background-color:#fafafa;"<br />
| style="font-size:.8em;"| June 1997 - Dec. 2000<br />
| Teaching assistant, Intensive English Institute, UIUC<br />
* Taught ESL composition, reading/writing, grammar, listening/speaking<br />
* Taught electives in pronunciation, scientific English<br />
<br />
|- style="vertical-align:top; "<br />
| style="font-size:.8em;"| Aug. 1999 - May 2000<br />
| Teaching assistant for ESL 401/501: Academic Writing for International Graduate Students<br />
<br />
|- style="vertical-align:top; background-color:#fafafa;"<br />
| style="font-size:.8em;"| Aug. 1994 - May 1995<br />
| Teaching assistant, English Rhetoric (RHET 105, i.e., Freshman Composition), English Dept<br />
|}<br />
<br />
<br />
== Teaching experience ==<br />
<br />
=== Korea University ===<br />
<br />
==== IFLS ====<br />
<br />
* IFSL 003/004 Academic English, IFLS 100 Advanced Academic English, IFLS 306 Academic Writing (2014-present)<br />
<br />
* Practical English Program (i.e., Academic English, 2001-2002): FLS006, Practical English; FLS054, Elementary Writing; FLS056, Academic Writing; FLS083, Advanced Academic Writing<br />
<br />
==== CTL & English Dept. ====<br />
<br />
* CTL: EMI Graduate student series (English-medium instruction: professional development seminars), 2012-2014<br />
* ENGL 434: English Writing for English Teachers; Fall 2011, Fall 2012<br />
* ENGL 413: Theories and Strategies of Language Teaching; Spring 2012, Spring 2013<br />
<br />
<br />
=== Hanyang University ===<br />
<br />
==== TESOL Program ====<br />
<br />
* Second Language Research, LIN544g (SLR)<br />
* Second Language Acquisition, LIN450 (SLA)<br />
* Applied Phonetics & Phonology, LIN540g (APP);<br />
* Teaching Pronunciation, LIN 540 (TP)<br />
* Teaching Reading & Writing, ENG275t (TRW)<br />
* Teaching Methods & Assessment, LIN545/545g (TMA)<br />
* Linguistic Principles of English Grammar, ENG 495g (LPEG)<br />
* Teaching English Grammar, ENG 594 (TEG)<br />
<br />
<br />
=== University of Illinois === <br />
<br />
==== ESL, Educational Psychology ==== <br />
<br />
* EPSY 201: Introduction to Educational Psychology, teaching assistant for discussion section, 2007-2008<br />
* Graduate ESL academic writing courses<br />
* Freshman composition (Rhetoric, English Dept.)<br />
* Various non-credit ESL courses at the Intensive English Institute: reading, writing, pronunciation, grammar, listening/speaking<br />
<br />
<br />
=== Korea University CTL (and elsewhere) === <br />
<br />
==== Faculty workshops ==== <br />
<br />
* EAP (English for academic purposes) series consisting of 2-4 sessions in various components: Writing, Pronunciation, English classroom expressions, Lecture Strategies / Skills, Vocabulary, Discussion<br />
<br />
* Microteaching workshops<br />
<br />
* Coaching: One-to-one pedagogical consultation sessions regarding professors’ teaching skills, classroom issues, EAP (English for academic purposes) issues, and professional development; I have coached over 100 regular and medical faculty members.<br />
<br />
* Special lectures or workshops on the following topics: Presentation skills; Technology in teaching; Group work and using group activities; Course design, syllabus design, and assessment; Invention activities; Teaching research skills; Using academic writing in the classroom; Articulating one’s teaching philosophy; Formative assessment<br />
<br />
* New faculty orientation sessions, including new foreign faculty orientations for Korea University CTL<br />
<br />
* Adjunct instructors (강사) orientation, Korea University: Seminars for lecturers on teaching and presentation skills, 2012-2013<br />
<br />
* Other teacher training workshops and presentations for English teachers at Korea University, Hanyang University, Shingu College (Seongnam), and a local private secondary school<br />
<br />
==== Learning support services (Korea University CTL) ==== <br />
* Graduate student program: Developed our EMI (English mediated instruction) seminar series for graduate students, 2012-2013; sessions on professional development and EAP issues; topics include lecture skills, pronunciation, academic English (10 seminars, plus micro-teaching workshops)<br />
<br />
* General lectures for Korea University students on: Presentation skills; Motivation and learning habits; English listening skills; English learning strategies<br />
<br />
* Tutor training program. Trained tutors in KUPT (Korea Univ. Peer Tutoring Program) for (1) writing tutors, and (2) presentation and discussion tutors<br />
<br />
<br />
==== Materials development ====<br />
<br />
* Various handouts on pedagogy; academic English and pronunciation; and academic writing<br />
* Booklets on using group activities; English lecture expressions; course, syllabus and lecture design<br />
* Manuals for tutor training program<br />
* Developed website for these various materials, for use by professors and students: www.kentlee7.com<br />
<br />
== Honors, awards and professional activities ==<br />
# Who's Who in the World, 2015 <br />
# Memberships: (MLSK), Korean Association of English Teachers (KATE), and Pan-Korean English Teachers Association (PKETA)<br />
# Teaching Citation, Korea University, for Fall 2011 course [우수강의상(2011학년도 2학기)영어교과논리및논술] (ENGL 434: English Writing for English Teachers); conferred May 2012 (for top 20-30% of student course evaluations; overall score: 4.87/5.0)<br />
# Abstract reviewer for the Second Language Research Forum (L2 & acquisition conference), University of Illinois, 2007-2009<br />
# Beckman Institute Cognitive Science / AI Award (research stipend award), Univ. Illinois, May 2007<br />
# Graduate College Fellowship award (stipend award), Univ. Illinois, Fall 2006<br />
# Chancellor's List (national Who's Who for graduate students), 2005-2007<br />
# List of Excellent Teachers (TA, ESL 405), UIUC, Fall 2002<br />
# Kappa Delta Pi induction (education honors society), UIUC, May 1998<br />
# Phi Beta Kappa, Purdue University; Phi Theta Kappa, Amarillo College; 1990-1991<br />
<br />
<br />
<br />
== Other skills and experience ==<br />
<br />
==== Computer skills ====<br />
<br />
Windows; Linux; trouble-shooting; hardware; OpenOffice / Lotus Symphony; HTML, CSS, and web page design; research and statistics software (SAS, SPSS, etc.). Some basic Latex knowledge.<br />
<br />
==== Linguistic skills ====<br />
<br />
Native English speaker; strong verbal and writing skills; experienced proofreader. Fluent in German; some linguistic knowledge of Spanish, Latin, Chinese, Korean, ancient Greek, and others.<br />
<br />
==== Academic expertise ==== <br />
<br />
Familiar with linguistics, applied linguistics, phonology, writing studies, cognitive linguistics, psycholinguistics, cognitive psychology, educational psychology, quantitative research methods, reading psychology, and others.<br />
<br />
==== Statistics ====<br />
<br />
ANOVAs, regression, logistic regression, hierarchical linear modeling (HLM).<br />
<br />
==== Community service ====<br />
<br />
세바시 (세사을 바꾸는 시간 5십분), CBS-TV: Talk on “Freedom from English,” October 2012 (a public speaking venue modeled on the TED.com conference). Also, occasionally appeared on TBS-FM to discuss issues such as motivation and education in Korea.<br />
<br />
<br />
[[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Publications_(Kent_Lee)&diff=16528Publications (Kent Lee)2023-10-22T00:03:46Z<p>Kentlee7: </p>
<hr />
<div><onlyinclude><br />
# Lee, K. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42. doi.10.2478/topling-2023-0002 <span style="color:green;"> ⓔ </span><br />
# Lee, K. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11. doi.org/10.18095/meeso.2021.22.4.1 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). Articulating the value of language and humanities education in Korea. ''The Journal of English Language and Literature, 67''(1), 107-133. https://doi.org/10.15794/jell.2021.67.1.006 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). A study on the viability of a cognitive approach to teaching articles. ''Studies in English Education, 26''(1), 29-55. http://dx.doi.org/10.22275/SEE.26.1.02 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2021). Evidence for 'like' as a focus marker. ''Language Research, 57''(1), 1-29. http://doi.org/10.30961/lr.2021.57.1.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-25. http://dx.doi.org/10.22251/jlcci.2021.21.2.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. https://dx.doi.org/10.17936/pkelt.2020.32.4.5 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). [http://www.dbpia.co.kr/pdf/pdfView.do?nodeId=NODE10494470 Definite and indefinite articles with abstract nouns in L2]. ''Modern English Education, 21''(4), 1-10. 10.18095/meeso.2020.21.4.1 <span style="color:green;"> ⓚ </span><br />
# 서창배 [Seo Chang Bae], 정세원 [Chung Sae Won], 김정환 [Kim Junghwan], '''Lee, Kent.''' (2020). 텍스트 마이닝 분석기법을 활용한 부산-상하이 도시 브랜딩 사례 연구 [A study on city branding cases of Busan-Shanghai by text-mining techniques]. ''중국지역연구 [The Journal of China Area Studies],7''(4), 301-326. https://doi.org/10.34243/JCAS.7.4.301 <span style="color:green;"> ⓚ </span><br />
# '''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly, 52''(4), 1097-1107. https://doi.org/10.1002/tesq.447 <span style="color:green;"> Ⓢ </span><br />
# '''Lee, K.''', & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development'', ''39''(8), 715-728. https://doi.org/10.1080/01434632.2018.1438442 <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2017). [https://koreatesol.org/sites/default/files/pdf_publications/KTJ13-2web.pdf#page=25 A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. <br />
# '''Lee, K.''', & Lee, H. (2017). [https://rdcu.be/6htw Korean graduate students' perceptions of guidance and professional development.] ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9 <span style="color:green;"> ''' Ⓢ ''' </span> [http://kentlee7.com/pub/survey.KU.grad.students.en-kr.pdf [Survey items, 70 MB, PDF] ]<br />
# Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure.] ''Korean Journal of Chinese Language and Literature, 55,'' 3-50. <span style="color:green;"> ⓚ </span> <!--http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf --> <br />
# Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag [J. Korean Ling. Soc.], 66,''3-30. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150. <span style="color:green;"> ⓚ </span><br />
# Stine-Morrow, E., Shake, M., Miles, J., '''Lee, K'''., Gao, X. & McKonkie, G. (2010). Pay now or pay later: Aging and the role of boundary salience in self-regulation of conceptual integration in sentence processing. ''Psychology and Aging, 25,'' 168-176. doi:10.1037/a0018127. <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2009). [http://kentlee7.com/pub/comment.clause.en.SiL.kl.2008.pdf [Book review of Brinton (2008), The comment clause in English.]] ''Studies in Language, 33,'' 1004-1011. doi: 10.1075/sl.33.4.09lee. <span style="color:green;"> Ⓐ </span> <br />
# Lee, K. (2009). Phonological and semantic information used in reading Chinese characters.Proceedings of the Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University.<br />
# Lee, K. (2009). Phonological and semantic processing of Chinese characters. Dissertation, Educational Psychology Dept., University of Illinois.<br />
# Lee, K. (2008). [http://kentlee7.com/pub/iccs.2008.pdf Phonological and other linguistic effects in recognition of Chinese characters.] In'' Proceedings of the 6th International Conference of Cognitive Science'' (pp. 233-236). Seoul: ICCS.<br />
# Lee, K. (2003). Discourse Markers 'well' and 'oh'. In Bardovi-Harlig, K. (Ed.), ''Teaching Pragmatics''. Available online at http://americanenglish.state.gov/resources/teaching-pragmatics. US Information Agency & Indiana University.<br />
# Lee, K. (2001). [http://kentlee7.com/pub/kotesol01_proc.discourse.stress.pdf Teaching discourse stress to Asian students.] ''KOTESOL Proceedings 2001,'' pp. 103-116.<br />
# Lee, K. (2001). Focus and discourse stress. M.A. Thesis, Div. English as International Language (TESOL), University of Illinois at Urbana-Champaign.<br />
#Lee, K. (1997). Chinese Tone Sandhi and Prosody. M.A. Thesis, Linguistics Dept., University of Illinois at Urbana-Champaign.<br />
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Notes: <span style="color:green;"> Ⓢ SSCI indexed</span>; <span style="color:green;"> ⓚ KCI indexed</span>; <span style="color:green;">Ⓐ A&HCI indexed</span>; <span style="color:green;"> ⓔ Scopus (Elsevier) indexed </span><br />
</onlyinclude><br />
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See also: [[Kent Lee (CV) | My full CV]]<br />
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==Abstracts== <br />
Abstracts for my linguistics articles. <br />
<br />
Lee, K. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42<br />
* Nuclear stress (or sentence stress) as a prosodic feature marks information flow in spoken English, and has received some treatment in the linguistics literature, most notably in pragmatics, but less so in newer phonological paradigms. Current theories in linguistics might shed light on this feature, such as Optimality Theory (OT) and cognitive grammar (CG). This paper compares potential insights and likely predictions of these two approaches for nuclear stress, by examining a recorded conversation of native US English speakers. The descriptive statistics indicate stress pattern distributions as expected, and some stress tokens show particular pragmatic and discourse functions of nuclear stress. The OT framework can better explain the interaction of different levels of prosody, grammar, and information structure, while CG might offer a more holistic explanation of stress, and its sociopragmatic and discourse functions, and may thus be likely more applicable to discourse studies, applied linguistics, and pedagogy. Implications are discussed for a CG theory of prosodic phonology, and for L2 pedagogy.<br />
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Lee, K. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11.<br />
* Various studies have examined factors affecting the textual cohesion, coherence, and flow of Koreans’ second language writing in English, particularly focusing on articles, connectors, or discourse markers, as well as the overuse and repetitive use of nouns and pronouns. However, noun use in adjuncts and its effects on information flow and cohesion remain relatively unexplored. This study examines such patterns in an L1 and L2 writing corpus to examine the effects of noun repetition and noun phrase complexity on cohesion. Words counts and multiple variables from Coh-Metrix analysis indicate overuse or repetition of nouns, overuse of certain pronouns, and underuse of syntactic adjuncts, namely, prepositional phrases. Qualitative examination of some essays confirms these patterns of noun usage. The L2 writers relied on simple sentences with few adjuncts that highlight noun or pronoun objects, and some make ineffective or excessive use of lexical and referential cohesion instead of more sophisticated (i.e., grammatically and lexically complex) sentences. This can lead to a more unnatural topic flow and development in paragraphs, with fairly one-dimensional sentence cohesion patterns. Thus, learners need more instruction in noun phrase variety, sentence variety, natural patterns of information flow, and appropriate grammatical sophistication in their paragraphs.<br />
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Lee, K.(2021). Evidence for ‘like’ as a focus marker. ''Language Research, 57''(1), 1-29. <br />
* Several functions have been proposed for the colloquial discourse particle like. This paper examines possible evidence for ''like'' as a focus marker. While this hypothesis seems plausible, it has been posited with insufficient definition or detail regarding the type of focus involved. It is also not clear how this aligns with other likely functions proposed for this discourse particle: for example, as a hedge marker or an approximator. This paper reports on a preliminary empirical study with small sets of conversational data of spoken colloquial American English. Its syntactic patterns and pragmatic usage suggest that ''like'' is used in a manner comparable to that of additive focus markers, exemplifiers, and other discourse markers. In such cases, it can function as an additive focus marker of indirect contrast, in addition to its well attested use as a hedge marker. Sentence-initial ''it’s like'' may have similar properties. Analyzing ''like'' as an additive marker allows for reconciliation of its various proposed functions by treating it as a multifunctional marker. The findings also indicate many avenues for further research.<br />
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Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-20.<br />
* This paper reports on a pilot study of Korean college EFL learners and their learning of definite and indefinite articles, and specifically, the difficulties that students perceive and realize after the unit. To better understand their perceptions and difficulties with articles at the college level, a brief unit on articles was taught to three first-year college English classes. The unit emphasized more relatable semantic categories and patterns, rather than a traditional rule-based or overtly grammatical approach to articles. A brief survey was then administered to the students. The results of the survey showed that students were aware of general difficulties discussed in the unit, and some came to realize gaps in their understanding and misconceptions they had about article patterns. Such misconceptions were due to the complexity of the article system, and to how they were previously taught. These results can help inform other EFL teachers in teaching articles to Korean students, and in understanding their specific difficulties and potential areas of confusion.<br />
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Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. <br />
* This study explores multiple and newer methods of research on connector usage by L2 writers. L2 writing samples of Chinese ESL writers were analyzed for frequencies of contrastive connectives (but, although, though, however, yet), and compared to a corpus from native English-speaking writers. The data show that Chinese ESL writers, particularly those at the graduate level, overused but, tended to use but excessively or less formally, and used it with shorter and simpler clauses; they also tended to underuse other contrastive markers. A qualitative examination of the data also reveals more about the types of problems that these writers had with effectively using contrastive conjunctions in argumentation. The findings provide stronger empirical support and further details for findings from previous studies. This study also demonstrates a novel method of statistical analysis and mixed methods triangulation for a small corpus data set in L2 writing research, which<br />
can be applied to larger corpora in the future. Finally, implications of these results are discussed, such as linguistic aspects of such connectors, the similar difficulties experienced by Chinese and Korean students, and the need for more attention to connectors in ESL/EFL writing, as increasingly more Chinese students attend Korean universities.<br />
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Lee, K. (2020). Definite and indefinite articles with abstract nouns in L2. ''Modern English Education, 21''(4), 1-10. <br />
* Past studies have examined the problems that learners have with English definite, indefinite, and zero articles, particularly for learners whose L1 lacks an article system, such as Korean. Many of the empirical and theoretical studies of article acquisition have examined particular error types and types of nouns that are more problematic. In doing so, they have typically focused on more concrete nouns to the exclusion of abstract nouns. Abstract nouns tend to be used without articles, i.e., as bare nouns, a fact that learners may be aware of. However, such nouns can sometimes be used with articles for a more specific nuance. This study examines the difficulties that abstract nouns might pose for learners, as standard article rules may be unhelpful, especially for less familiar nouns. For this study, a linguistic survey with more abstract nouns was administered. The results showed that they had difficulties with more abstract noun patterns (as measured by semantic indices), and their difficulties were also affected by lexical frequency and complex noun phrases. Article patterns for more abstract nouns can be difficult to learn and teach, as their nuances can vary according to context. Some suggestions are sketched out for teaching such noun patterns. <br />
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'''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly.'' https://doi.org/10.1002/tesq.447<br />
* Preparing future faculty or professional development programs have developed to prepare graduate students for academic and non-academic careers, and have become commonplace in some countries. In other countries such as South Korea, they are relatively new, and have to also encompass other needs beyond those covered in traditional programs in Western countries, particularly academic English issues. This paper describes a professional development program focusing on English for academic purposes (EAP) for graduate students created at one university in South Korea. An analysis of the program thus far, and students’ professional and language needs, especially within the context of English-medium instruction at this university are discussed. Our survey data indicate that graduate students in Korea face several challenges in English academic communication skills that are not dealt with in graduate school training. Results also show the advantages of the EAP professional development program, and indicate specific areas that universities in Korea and other English as a foreign language contexts need to address in preparing graduate students in English communication skills for their studies, research, and future professional or academic careers. <br />
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* Keywords: graduate students, professional development, English-medium instruction, Korea<br />
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Lee, K., & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development''. https://doi.org/10.1080/01434632.2018.1438442<br />
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* Universities in East Asia are increasingly adopting English-medium instruction (EMI) to enhance their global competitiveness. Yet little research has been conducted on the impact of English on graduate students in this context, as past research has mostly examined undergraduates. This survey study investigates graduate students at a major university in Korea where EMI is increasingly common, specifically probing their self-perceptions for academic English skills, preferred language learning strategies, and intrinsic motivation to learn and use English. The results indicate correlations between strategy use, efficacy, and intrinsic motivation. They also show limitations in the graduate students’ academic English skills, and shortcomings in their training for English-related tasks. The results show how English and EMI affect graduate students, and also raise some questions about EMI at the graduate school level. Limitations need to be addressed for these students, who will enter academic and professional careers in the global marketplace that demand greater English expertise.<br />
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* Keywords: Language proficiency, Korea, graduate students, learning strategies, motivation, efficacy<br />
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Lee, K. (2017). [http://www.kentlee7.com/pub/kotesol.2017.a.the.pdf A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. (Available upon request; please email the author.)<br />
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* While definite and indefinite articles, and bare nouns with no articles have long proved to be notoriously problematic for Koreans and other English learners whose L1 lacks such a grammatical system, seemingly little progress has been made. Learners still struggle with these, and teachers often lack the linguistic awareness and resources for teaching them. Part of the problem is the traditional rule-based approaches to grammar that students have been subjected to, while our lack of linguistic understanding is another obstacle. More recent approaches in linguistics offer some new tools for investigating these grammatical conundrums. In this study, L1 and L2 essay corpora are compared, with an analysis that is guided by a cognitive linguistic approach to types of noun phrases. This approach leads to a unique way to understand, teach, and explain article and noun patterns, while it also leads to ways of breaking up these contents into manageable chunks, and some specific interactive classroom activities and tasks that can target specific noun phrase patterns and functions.<br />
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* Keywords: definite and indefinite articles, determiners, noun phrases, cognitive linguistics, communicative language teaching<br />
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Lee, K., & Lee, H. (2017). [http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf Korean graduate students' perceptions of guidance and professional development]. ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9<br />
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* Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current graduate students in Korea, who represent an under-studied population and face further challenges from the demands of internationalization. From survey data at one representative university, this study examines (1) whether Korean graduate students feel that they receive sufficient guidance, training, and support for professional development and (2) whether Korean graduate students feel prepared for specific academic and professional careers and career skills. Additionally, English skills, motivation, and other factors are examined. Various shortcomings in these areas are reported, which parallel those found in the US, while unique problems also arise from the demands of English for academic and professional purposes. Korean graduate students require additional support and professional development programs to address these shortcomings.<br />
* Note: The publisher does not allow archiving of the final published article on personal websites, so only the pre-publication draft is available here. If you need the final published version, please contact me. <br />
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Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure]. ''Korean Journal of Chinese Language and Literature, 55'', 3-50.<br />
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* While forms of left dislocation and topicalization serve topic management functions, the status and function of right dislocation are less clear. Various studies have treated it as afterthought, a repair device, a focus marking device, or a form of illocutionary emphasis. However, the Chinese data (Mandarin and Cantonese) also pose particular problems for structural analysis, as these forms in Chinese exhibit violations of syntactic integrity and coreferentiality. Previous syntactic and pragmatic analyses only partially explain their structure or use, but a more comprehensive explanation of both has been lacking. This paper examines the roles of syntax and information structure, and proposes a more unified pragmatic explanation, with a refined model of information structure. Right dislocation phrases are treated as a form of minor or secondary information, with their coherence deriving from pragmatics. Specifically, these phrases follow constraints of an information structure hierarchy, which accounts for their structural integrity.<br />
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Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag'' [Journal of the Korean Linguistic Society], 66,3-30. <br />
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* A typical English utterance is marked with a sentence stress, that is, a prominence on one word or syllable that is greater than other lexical stresses in the clause or utterance. This stress consists of a pitch prominence that demarcates the intonational phrase. An Optimality Theory analysis of sentence stress is presented here, which integrates insights from the generative and applied linguistic approaches under one framework. Sentence stress is explained in terms of the interactions between prosodic structure, stress, syntax, and information structure, that is, stress assignment on the main focus or most prominent information. The constraints and constraint interactions can explain some non-canonical stress types that are not handled so well by traditional generative approaches, and also address some stress patterns and linguistic structures that functional accounts do not address. The Optimality framework can explain this interface of different linguistic domains, and this interface can better explain the behavior of English sentence stress.<br />
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Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103.<br />
<br />
* Some previous studies have examined the use of connectors by second language writers of English, particularly studies comparing connector usage of L2 and native English writers. This study does so with corpora of written essays, comparing the frequency of connector usage between native English writers from the U.S. and U.K., and English essays by Korean ESL learners in the US. The statistical comparisons used here also offer some refinements over previous corpus studies. The Korean writers overused and underused various connectors compared to the native writers, specifically in their use of contrastive markers, topic transitionals, there is and there are, markers for enumerating sequences, and exemplifiers. They also certain expressions used incorrectly as connectors due to apparent transfer errors. These data indicate a number of issues for ESL/EFL writing teachers to address, and some suggestions for teaching are discussed below. <br />
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Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150.<br />
<br />
* This paper examines the tonal system of Kibondei, a Rantu language and its tonal and reduplication patterns. The appearance of otherwise unrealized tones from verb stems that spread onto adjacent materials is first discussed. Then reduplication patterns are examined, which exhibit some unusual tone shifting patterns. These are explained within the framework of Optimality Theory, with constraints on segments, tones and morphemes. Finally, implications of tone systems for Optimality Theory and the interface of different linguistic components are briefly discussed, as these hint at interesting and possible interpretations of Optimality Theory.</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Publications_(Kent_Lee)&diff=16527Publications (Kent Lee)2023-10-22T00:01:44Z<p>Kentlee7: </p>
<hr />
<div><onlyinclude><br />
# Lee, K. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42. doi.10.2478/topling-2023-0002 <span style="color:green;"> ⓔ </span><br />
# Lee, K. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11. doi.org/10.18095/meeso.2021.22.4.1 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). Articulating the value of language and humanities education in Korea. ''The Journal of English Language and Literature, 67''(1), 107-133. https://doi.org/10.15794/jell.2021.67.1.006 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). A study on the viability of a cognitive approach to teaching articles. ''Studies in English Education, 26''(1), 29-55. http://dx.doi.org/10.22275/SEE.26.1.02 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2021). Evidence for 'like' as a focus marker. ''Language Research, 57''(1), 1-29. http://doi.org/10.30961/lr.2021.57.1.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-25. http://dx.doi.org/10.22251/jlcci.2021.21.2.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. https://dx.doi.org/10.17936/pkelt.2020.32.4.5 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). [http://www.dbpia.co.kr/pdf/pdfView.do?nodeId=NODE10494470 Definite and indefinite articles with abstract nouns in L2]. ''Modern English Education, 21''(4), 1-10. 10.18095/meeso.2020.21.4.1 <span style="color:green;"> ⓚ </span><br />
# 서창배 [Seo Chang Bae], 정세원 [Chung Sae Won], 김정환 [Kim Junghwan], '''Lee, Kent.''' (2020). 텍스트 마이닝 분석기법을 활용한 부산-상하이 도시 브랜딩 사례 연구 [A study on city branding cases of Busan-Shanghai by text-mining techniques]. ''중국지역연구 [The Journal of China Area Studies],7''(4), 301-326. https://doi.org/10.34243/JCAS.7.4.301 <span style="color:green;"> ⓚ </span><br />
# '''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly, 52''(4), 1097-1107. https://doi.org/10.1002/tesq.447 <span style="color:green;"> Ⓢ </span><br />
# '''Lee, K.''', & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development'', ''39''(8), 715-728. https://doi.org/10.1080/01434632.2018.1438442 <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2017). [https://koreatesol.org/sites/default/files/pdf_publications/KTJ13-2web.pdf#page=25 A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. <br />
# '''Lee, K.''', & Lee, H. (2017). [https://rdcu.be/6htw Korean graduate students' perceptions of guidance and professional development.] ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9 <span style="color:green;"> ''' Ⓢ ''' </span> [http://kentlee7.com/pub/survey.KU.grad.students.en-kr.pdf [Survey items, 70 MB, PDF] ]<br />
# Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure.] ''Korean Journal of Chinese Language and Literature, 55,'' 3-50. <span style="color:green;"> ⓚ </span> <!--http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf --> <br />
# Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag [J. Korean Ling. Soc.], 66,''3-30. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150. <span style="color:green;"> ⓚ </span><br />
# Stine-Morrow, E., Shake, M., Miles, J., '''Lee, K'''., Gao, X. & McKonkie, G. (2010). Pay now or pay later: Aging and the role of boundary salience in self-regulation of conceptual integration in sentence processing. ''Psychology and Aging, 25,'' 168-176. doi:10.1037/a0018127. <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2009). [http://kentlee7.com/pub/comment.clause.en.SiL.kl.2008.pdf [Book review of Brinton (2008), The comment clause in English.]] ''Studies in Language, 33,'' 1004-1011. doi: 10.1075/sl.33.4.09lee. <span style="color:green;"> Ⓐ </span> <br />
# Lee, K. (2009). Phonological and semantic information used in reading Chinese characters.Proceedings of the Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University.<br />
# Lee, K. (2009). Phonological and semantic processing of Chinese characters. Dissertation, Educational Psychology Dept., University of Illinois.<br />
# Lee, K. (2008). [http://kentlee7.com/pub/iccs.2008.pdf Phonological and other linguistic effects in recognition of Chinese characters.] In'' Proceedings of the 6th International Conference of Cognitive Science'' (pp. 233-236). Seoul: ICCS.<br />
# Lee, K. (2003). Discourse Markers 'well' and 'oh'. In Bardovi-Harlig, K. (Ed.), ''Teaching Pragmatics''. Available online at http://americanenglish.state.gov/resources/teaching-pragmatics. US Information Agency & Indiana University.<br />
# Lee, K. (2001). [http://kentlee7.com/pub/kotesol01_proc.discourse.stress.pdf Teaching discourse stress to Asian students.] ''KOTESOL Proceedings 2001,'' pp. 103-116.<br />
# Lee, K. (2001). Focus and discourse stress. M.A. Thesis, Div. English as International Language (TESOL), University of Illinois at Urbana-Champaign.<br />
#Lee, K. (1997). Chinese Tone Sandhi and Prosody. M.A. Thesis, Linguistics Dept., University of Illinois at Urbana-Champaign.<br />
<br />
Notes: <span style="color:green;"> Ⓢ SSCI indexed</span>; <span style="color:green;"> ⓚ KCI indexed</span>; <span style="color:green;">Ⓐ A&HCI indexed</span>; <span style="color:green;"> ⓔ Scopus (Elsevier) indexed </span><br />
</onlyinclude><br />
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<br />
<br />
==Abstracts== <br />
Abstracts for my linguistics articles. <br />
<br />
Lee, K. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42<br />
* Nuclear stress (or sentence stress) as a prosodic feature marks information flow in spoken English, and has received some treatment in the linguistics literature, most notably in pragmatics, but less so in newer phonological paradigms. Current theories in linguistics might shed light on this feature, such as Optimality Theory (OT) and cognitive grammar (CG). This paper compares potential insights and likely predictions of these two approaches for nuclear stress, by examining a recorded conversation of native US English speakers. The descriptive statistics indicate stress pattern distributions as expected, and some stress tokens show particular pragmatic and discourse functions of nuclear stress. The OT framework can better explain the interaction of different levels of prosody, grammar, and information structure, while CG might offer a more holistic explanation of stress, and its sociopragmatic and discourse functions, and may thus be likely more applicable to discourse studies, applied linguistics, and pedagogy. Implications are discussed for a CG theory of prosodic phonology, and for L2 pedagogy.<br />
<br />
<br />
Lee, K. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11.<br />
* Various studies have examined factors affecting the textual cohesion, coherence, and flow of Koreans’ second language writing in English, particularly focusing on articles, connectors, or discourse markers, as well as the overuse and repetitive use of nouns and pronouns. However, noun use in adjuncts and its effects on information flow and cohesion remain relatively unexplored. This study examines such patterns in an L1 and L2 writing corpus to examine the effects of noun repetition and noun phrase complexity on cohesion. Words counts and multiple variables from Coh-Metrix analysis indicate overuse or repetition of nouns, overuse of certain pronouns, and underuse of syntactic adjuncts, namely, prepositional phrases. Qualitative examination of some essays confirms these patterns of noun usage. The L2 writers relied on simple sentences with few adjuncts that highlight noun or pronoun objects, and some make ineffective or excessive use of lexical and referential cohesion instead of more sophisticated (i.e., grammatically and lexically complex) sentences. This can lead to a more unnatural topic flow and development in paragraphs, with fairly one-dimensional sentence cohesion patterns. Thus, learners need more instruction in noun phrase variety, sentence variety, natural patterns of information flow, and appropriate grammatical sophistication in their paragraphs.<br />
<br />
<br />
Lee, K.(2021). Evidence for ‘like’ as a focus marker. ''Language Research, 57''(1), 1-29. <br />
* Several functions have been proposed for the colloquial discourse particle like. This paper examines possible evidence for ''like'' as a focus marker. While this hypothesis seems plausible, it has been posited with insufficient definition or detail regarding the type of focus involved. It is also not clear how this aligns with other likely functions proposed for this discourse particle: for example, as a hedge marker or an approximator. This paper reports on a preliminary empirical study with small sets of conversational data of spoken colloquial American English. Its syntactic patterns and pragmatic usage suggest that ''like'' is used in a manner comparable to that of additive focus markers, exemplifiers, and other discourse markers. In such cases, it can function as an additive focus marker of indirect contrast, in addition to its well attested use as a hedge marker. Sentence-initial ''it’s like'' may have similar properties. Analyzing ''like'' as an additive marker allows for reconciliation of its various proposed functions by treating it as a multifunctional marker. The findings also indicate many avenues for further research.<br />
<br />
<br />
<br />
Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-20.<br />
* This paper reports on a pilot study of Korean college EFL learners and their learning of definite and indefinite articles, and specifically, the difficulties that students perceive and realize after the unit. To better understand their perceptions and difficulties with articles at the college level, a brief unit on articles was taught to three first-year college English classes. The unit emphasized more relatable semantic categories and patterns, rather than a traditional rule-based or overtly grammatical approach to articles. A brief survey was then administered to the students. The results of the survey showed that students were aware of general difficulties discussed in the unit, and some came to realize gaps in their understanding and misconceptions they had about article patterns. Such misconceptions were due to the complexity of the article system, and to how they were previously taught. These results can help inform other EFL teachers in teaching articles to Korean students, and in understanding their specific difficulties and potential areas of confusion.<br />
<br />
<br />
Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. <br />
* This study explores multiple and newer methods of research on connector usage by L2 writers. L2 writing samples of Chinese ESL writers were analyzed for frequencies of contrastive connectives (but, although, though, however, yet), and compared to a corpus from native English-speaking writers. The data show that Chinese ESL writers, particularly those at the graduate level, overused but, tended to use but excessively or less formally, and used it with shorter and simpler clauses; they also tended to underuse other contrastive markers. A qualitative examination of the data also reveals more about the types of problems that these writers had with effectively using contrastive conjunctions in argumentation. The findings provide stronger empirical support and further details for findings from previous studies. This study also demonstrates a novel method of statistical analysis and mixed methods triangulation for a small corpus data set in L2 writing research, which<br />
can be applied to larger corpora in the future. Finally, implications of these results are discussed, such as linguistic aspects of such connectors, the similar difficulties experienced by Chinese and Korean students, and the need for more attention to connectors in ESL/EFL writing, as increasingly more Chinese students attend Korean universities.<br />
<br />
<br />
Lee, K. (2020). Definite and indefinite articles with abstract nouns in L2. ''Modern English Education, 21''(4), 1-10. <br />
* Past studies have examined the problems that learners have with English definite, indefinite, and zero articles, particularly for learners whose L1 lacks an article system, such as Korean. Many of the empirical and theoretical studies of article acquisition have examined particular error types and types of nouns that are more problematic. In doing so, they have typically focused on more concrete nouns to the exclusion of abstract nouns. Abstract nouns tend to be used without articles, i.e., as bare nouns, a fact that learners may be aware of. However, such nouns can sometimes be used with articles for a more specific nuance. This study examines the difficulties that abstract nouns might pose for learners, as standard article rules may be unhelpful, especially for less familiar nouns. For this study, a linguistic survey with more abstract nouns was administered. The results showed that they had difficulties with more abstract noun patterns (as measured by semantic indices), and their difficulties were also affected by lexical frequency and complex noun phrases. Article patterns for more abstract nouns can be difficult to learn and teach, as their nuances can vary according to context. Some suggestions are sketched out for teaching such noun patterns. <br />
<br />
<br />
'''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly.'' https://doi.org/10.1002/tesq.447<br />
* Preparing future faculty or professional development programs have developed to prepare graduate students for academic and non-academic careers, and have become commonplace in some countries. In other countries such as South Korea, they are relatively new, and have to also encompass other needs beyond those covered in traditional programs in Western countries, particularly academic English issues. This paper describes a professional development program focusing on English for academic purposes (EAP) for graduate students created at one university in South Korea. An analysis of the program thus far, and students’ professional and language needs, especially within the context of English-medium instruction at this university are discussed. Our survey data indicate that graduate students in Korea face several challenges in English academic communication skills that are not dealt with in graduate school training. Results also show the advantages of the EAP professional development program, and indicate specific areas that universities in Korea and other English as a foreign language contexts need to address in preparing graduate students in English communication skills for their studies, research, and future professional or academic careers. <br />
<br />
* Keywords: graduate students, professional development, English-medium instruction, Korea<br />
<br />
<br />
Lee, K., & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development''. https://doi.org/10.1080/01434632.2018.1438442<br />
<br />
* Universities in East Asia are increasingly adopting English-medium instruction (EMI) to enhance their global competitiveness. Yet little research has been conducted on the impact of English on graduate students in this context, as past research has mostly examined undergraduates. This survey study investigates graduate students at a major university in Korea where EMI is increasingly common, specifically probing their self-perceptions for academic English skills, preferred language learning strategies, and intrinsic motivation to learn and use English. The results indicate correlations between strategy use, efficacy, and intrinsic motivation. They also show limitations in the graduate students’ academic English skills, and shortcomings in their training for English-related tasks. The results show how English and EMI affect graduate students, and also raise some questions about EMI at the graduate school level. Limitations need to be addressed for these students, who will enter academic and professional careers in the global marketplace that demand greater English expertise.<br />
<br />
* Keywords: Language proficiency, Korea, graduate students, learning strategies, motivation, efficacy<br />
<br />
<br />
Lee, K. (2017). [http://www.kentlee7.com/pub/kotesol.2017.a.the.pdf A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. (Available upon request; please email the author.)<br />
<br />
* While definite and indefinite articles, and bare nouns with no articles have long proved to be notoriously problematic for Koreans and other English learners whose L1 lacks such a grammatical system, seemingly little progress has been made. Learners still struggle with these, and teachers often lack the linguistic awareness and resources for teaching them. Part of the problem is the traditional rule-based approaches to grammar that students have been subjected to, while our lack of linguistic understanding is another obstacle. More recent approaches in linguistics offer some new tools for investigating these grammatical conundrums. In this study, L1 and L2 essay corpora are compared, with an analysis that is guided by a cognitive linguistic approach to types of noun phrases. This approach leads to a unique way to understand, teach, and explain article and noun patterns, while it also leads to ways of breaking up these contents into manageable chunks, and some specific interactive classroom activities and tasks that can target specific noun phrase patterns and functions.<br />
<br />
* Keywords: definite and indefinite articles, determiners, noun phrases, cognitive linguistics, communicative language teaching<br />
<br />
<br />
Lee, K., & Lee, H. (2017). [http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf Korean graduate students' perceptions of guidance and professional development]. ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9<br />
<br />
* Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current graduate students in Korea, who represent an under-studied population and face further challenges from the demands of internationalization. From survey data at one representative university, this study examines (1) whether Korean graduate students feel that they receive sufficient guidance, training, and support for professional development and (2) whether Korean graduate students feel prepared for specific academic and professional careers and career skills. Additionally, English skills, motivation, and other factors are examined. Various shortcomings in these areas are reported, which parallel those found in the US, while unique problems also arise from the demands of English for academic and professional purposes. Korean graduate students require additional support and professional development programs to address these shortcomings.<br />
* Note: The publisher does not allow archiving of the final published article on personal websites, so only the pre-publication draft is available here. If you need the final published version, please contact me. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure]. ''Korean Journal of Chinese Language and Literature, 55'', 3-50.<br />
<br />
* While forms of left dislocation and topicalization serve topic management functions, the status and function of right dislocation are less clear. Various studies have treated it as afterthought, a repair device, a focus marking device, or a form of illocutionary emphasis. However, the Chinese data (Mandarin and Cantonese) also pose particular problems for structural analysis, as these forms in Chinese exhibit violations of syntactic integrity and coreferentiality. Previous syntactic and pragmatic analyses only partially explain their structure or use, but a more comprehensive explanation of both has been lacking. This paper examines the roles of syntax and information structure, and proposes a more unified pragmatic explanation, with a refined model of information structure. Right dislocation phrases are treated as a form of minor or secondary information, with their coherence deriving from pragmatics. Specifically, these phrases follow constraints of an information structure hierarchy, which accounts for their structural integrity.<br />
<br />
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Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag'' [Journal of the Korean Linguistic Society], 66,3-30. <br />
<br />
* A typical English utterance is marked with a sentence stress, that is, a prominence on one word or syllable that is greater than other lexical stresses in the clause or utterance. This stress consists of a pitch prominence that demarcates the intonational phrase. An Optimality Theory analysis of sentence stress is presented here, which integrates insights from the generative and applied linguistic approaches under one framework. Sentence stress is explained in terms of the interactions between prosodic structure, stress, syntax, and information structure, that is, stress assignment on the main focus or most prominent information. The constraints and constraint interactions can explain some non-canonical stress types that are not handled so well by traditional generative approaches, and also address some stress patterns and linguistic structures that functional accounts do not address. The Optimality framework can explain this interface of different linguistic domains, and this interface can better explain the behavior of English sentence stress.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103.<br />
<br />
* Some previous studies have examined the use of connectors by second language writers of English, particularly studies comparing connector usage of L2 and native English writers. This study does so with corpora of written essays, comparing the frequency of connector usage between native English writers from the U.S. and U.K., and English essays by Korean ESL learners in the US. The statistical comparisons used here also offer some refinements over previous corpus studies. The Korean writers overused and underused various connectors compared to the native writers, specifically in their use of contrastive markers, topic transitionals, there is and there are, markers for enumerating sequences, and exemplifiers. They also certain expressions used incorrectly as connectors due to apparent transfer errors. These data indicate a number of issues for ESL/EFL writing teachers to address, and some suggestions for teaching are discussed below. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150.<br />
<br />
* This paper examines the tonal system of Kibondei, a Rantu language and its tonal and reduplication patterns. The appearance of otherwise unrealized tones from verb stems that spread onto adjacent materials is first discussed. Then reduplication patterns are examined, which exhibit some unusual tone shifting patterns. These are explained within the framework of Optimality Theory, with constraints on segments, tones and morphemes. Finally, implications of tone systems for Optimality Theory and the interface of different linguistic components are briefly discussed, as these hint at interesting and possible interpretations of Optimality Theory.</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Publications_(Kent_Lee)&diff=16526Publications (Kent Lee)2023-10-21T13:23:01Z<p>Kentlee7: </p>
<hr />
<div><onlyinclude><br />
# Lee, K. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42. <span style="color:green;">ⓔ </span><br />
# Lee, K. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11. <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). Articulating the value of language and humanities education in Korea. ''The Journal of English Language and Literature, 67''(1), 107-133. https://doi.org/10.15794/jell.2021.67.1.006 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). A study on the viability of a cognitive approach to teaching articles. ''Studies in English Education, 26''(1), 29-55. http://dx.doi.org/10.22275/SEE.26.1.02 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2021). Evidence for 'like' as a focus marker. ''Language Research, 57''(1), 1-29. http://doi.org/10.30961/lr.2021.57.1.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-25. http://dx.doi.org/10.22251/jlcci.2021.21.2.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. https://dx.doi.org/10.17936/pkelt.2020.32.4.5 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). [http://www.dbpia.co.kr/pdf/pdfView.do?nodeId=NODE10494470 Definite and indefinite articles with abstract nouns in L2]. ''Modern English Education, 21''(4), 1-10. 10.18095/meeso.2020.21.4.1 <span style="color:green;"> ⓚ </span><br />
# 서창배 [Seo Chang Bae], 정세원 [Chung Sae Won], 김정환 [Kim Junghwan], '''Lee, Kent.''' (2020). 텍스트 마이닝 분석기법을 활용한 부산-상하이 도시 브랜딩 사례 연구 [A study on city branding cases of Busan-Shanghai by text-mining techniques]. ''중국지역연구 [The Journal of China Area Studies],7''(4), 301-326. https://doi.org/10.34243/JCAS.7.4.301 <span style="color:green;"> ⓚ </span><br />
# '''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly, 52''(4), 1097-1107. https://doi.org/10.1002/tesq.447 <span style="color:green;"> Ⓢ </span><br />
# '''Lee, K.''', & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development'', ''39''(8), 715-728. https://doi.org/10.1080/01434632.2018.1438442 <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2017). [https://koreatesol.org/sites/default/files/pdf_publications/KTJ13-2web.pdf#page=25 A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. <br />
# '''Lee, K.''', & Lee, H. (2017). [https://rdcu.be/6htw Korean graduate students' perceptions of guidance and professional development.] ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9 <span style="color:green;"> ''' Ⓢ ''' </span> [http://kentlee7.com/pub/survey.KU.grad.students.en-kr.pdf [Survey items, 70 MB, PDF] ]<br />
# Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure.] ''Korean Journal of Chinese Language and Literature, 55,'' 3-50. <span style="color:green;"> ⓚ </span> <!--http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf --> <br />
# Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag [J. Korean Ling. Soc.], 66,''3-30. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150. <span style="color:green;"> ⓚ </span><br />
# Stine-Morrow, E., Shake, M., Miles, J., '''Lee, K'''., Gao, X. & McKonkie, G. (2010). Pay now or pay later: Aging and the role of boundary salience in self-regulation of conceptual integration in sentence processing. ''Psychology and Aging, 25,'' 168-176. doi:10.1037/a0018127. <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2009). [http://kentlee7.com/pub/comment.clause.en.SiL.kl.2008.pdf [Book review of Brinton (2008), The comment clause in English.]] ''Studies in Language, 33,'' 1004-1011. doi: 10.1075/sl.33.4.09lee. <span style="color:green;"> Ⓐ </span> <br />
# Lee, K. (2009). Phonological and semantic information used in reading Chinese characters.Proceedings of the Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University.<br />
# Lee, K. (2009). Phonological and semantic processing of Chinese characters. Dissertation, Educational Psychology Dept., University of Illinois.<br />
# Lee, K. (2008). [http://kentlee7.com/pub/iccs.2008.pdf Phonological and other linguistic effects in recognition of Chinese characters.] In'' Proceedings of the 6th International Conference of Cognitive Science'' (pp. 233-236). Seoul: ICCS.<br />
# Lee, K. (2003). Discourse Markers 'well' and 'oh'. In Bardovi-Harlig, K. (Ed.), ''Teaching Pragmatics''. Available online at http://americanenglish.state.gov/resources/teaching-pragmatics. US Information Agency & Indiana University.<br />
# Lee, K. (2001). [http://kentlee7.com/pub/kotesol01_proc.discourse.stress.pdf Teaching discourse stress to Asian students.] ''KOTESOL Proceedings 2001,'' pp. 103-116.<br />
# Lee, K. (2001). Focus and discourse stress. M.A. Thesis, Div. English as International Language (TESOL), University of Illinois at Urbana-Champaign.<br />
#Lee, K. (1997). Chinese Tone Sandhi and Prosody. M.A. Thesis, Linguistics Dept., University of Illinois at Urbana-Champaign.<br />
<br />
Notes: <span style="color:green;"> Ⓢ SSCI indexed</span>; <span style="color:green;"> ⓚ KCI indexed</span>; <span style="color:green;">Ⓐ A&HCI indexed</span>; <span style="color:green;"> ⓔ Scopus (Elsevier) indexed </span><br />
</onlyinclude><br />
<br />
<br />
<br />
==Abstracts== <br />
Abstracts for my linguistics articles. <br />
<br />
Lee, K.(2021). Evidence for ‘like’ as a focus marker. ''Language Research, 57''(1), 1-29. <br />
* Several functions have been proposed for the colloquial discourse particle like. This paper examines possible evidence for ''like'' as a focus marker. While this hypothesis seems plausible, it has been posited with insufficient definition or detail regarding the type of focus involved. It is also not clear how this aligns with other likely functions proposed for this discourse particle: for example, as a hedge marker or an approximator. This paper reports on a preliminary empirical study with small sets of conversational data of spoken colloquial American English. Its syntactic patterns and pragmatic usage suggest that ''like'' is used in a manner comparable to that of additive focus markers, exemplifiers, and other discourse markers. In such cases, it can function as an additive focus marker of indirect contrast, in addition to its well attested use as a hedge marker. Sentence-initial ''it’s like'' may have similar properties. Analyzing ''like'' as an additive marker allows for reconciliation of its various proposed functions by treating it as a multifunctional marker. The findings also indicate many avenues for further research.<br />
<br />
<br />
Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-20.<br />
* This paper reports on a pilot study of Korean college EFL learners and their learning of definite and indefinite articles, and specifically, the difficulties that students perceive and realize after the unit. To better understand their perceptions and difficulties with articles at the college level, a brief unit on articles was taught to three first-year college English classes. The unit emphasized more relatable semantic categories and patterns, rather than a traditional rule-based or overtly grammatical approach to articles. A brief survey was then administered to the students. The results of the survey showed that students were aware of general difficulties discussed in the unit, and some came to realize gaps in their understanding and misconceptions they had about article patterns. Such misconceptions were due to the complexity of the article system, and to how they were previously taught. These results can help inform other EFL teachers in teaching articles to Korean students, and in understanding their specific difficulties and potential areas of confusion.<br />
<br />
'''Lee, K.''' (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. <br />
* This study explores multiple and newer methods of research on connector usage by L2 writers. L2 writing samples of Chinese ESL writers were analyzed for frequencies of contrastive connectives (but, although, though, however, yet), and compared to a corpus from native English-speaking writers. The data show that Chinese ESL writers, particularly those at the graduate level, overused but, tended to use but excessively or less formally, and used it with shorter and simpler clauses; they also tended to underuse other contrastive markers. A qualitative examination of the data also reveals more about the types of problems that these writers had with effectively using contrastive conjunctions in argumentation. The findings provide stronger empirical support and further details for findings from previous studies. This study also demonstrates a novel method of statistical analysis and mixed methods triangulation for a small corpus data set in L2 writing research, which<br />
can be applied to larger corpora in the future. Finally, implications of these results are discussed, such as linguistic aspects of such connectors, the similar difficulties experienced by Chinese and Korean students, and the need for more attention to connectors in ESL/EFL writing, as increasingly more Chinese students attend Korean universities.<br />
<br />
<br />
'''Lee, K.''' (2020). Definite and indefinite articles with abstract nouns in L2. ''Modern English Education, 21''(4), 1-10. <br />
* Past studies have examined the problems that learners have with English definite, indefinite, and zero articles, particularly for learners whose L1 lacks an article system, such as Korean. Many of the empirical and theoretical studies of article acquisition have examined particular error types and types of nouns that are more problematic. In doing so, they have typically focused on more concrete nouns to the exclusion of abstract nouns. Abstract nouns tend to be used without articles, i.e., as bare nouns, a fact that learners may be aware of. However, such nouns can sometimes be used with articles for a more specific nuance. This study examines the difficulties that abstract nouns might pose for learners, as standard article rules may be unhelpful, especially for less familiar nouns. For this study, a linguistic survey with more abstract nouns was administered. The results showed that they had difficulties with more abstract noun patterns (as measured by semantic indices), and their difficulties were also affected by lexical frequency and complex noun phrases. Article patterns for more abstract nouns can be difficult to learn and teach, as their nuances can vary according to context. Some suggestions are sketched out for teaching such noun patterns. <br />
<br />
<br />
'''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly.'' https://doi.org/10.1002/tesq.447<br />
* Preparing future faculty or professional development programs have developed to prepare graduate students for academic and non-academic careers, and have become commonplace in some countries. In other countries such as South Korea, they are relatively new, and have to also encompass other needs beyond those covered in traditional programs in Western countries, particularly academic English issues. This paper describes a professional development program focusing on English for academic purposes (EAP) for graduate students created at one university in South Korea. An analysis of the program thus far, and students’ professional and language needs, especially within the context of English-medium instruction at this university are discussed. Our survey data indicate that graduate students in Korea face several challenges in English academic communication skills that are not dealt with in graduate school training. Results also show the advantages of the EAP professional development program, and indicate specific areas that universities in Korea and other English as a foreign language contexts need to address in preparing graduate students in English communication skills for their studies, research, and future professional or academic careers. <br />
<br />
* Keywords: graduate students, professional development, English-medium instruction, Korea<br />
<br />
<br />
Lee, K., & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development''. https://doi.org/10.1080/01434632.2018.1438442<br />
<br />
* Universities in East Asia are increasingly adopting English-medium instruction (EMI) to enhance their global competitiveness. Yet little research has been conducted on the impact of English on graduate students in this context, as past research has mostly examined undergraduates. This survey study investigates graduate students at a major university in Korea where EMI is increasingly common, specifically probing their self-perceptions for academic English skills, preferred language learning strategies, and intrinsic motivation to learn and use English. The results indicate correlations between strategy use, efficacy, and intrinsic motivation. They also show limitations in the graduate students’ academic English skills, and shortcomings in their training for English-related tasks. The results show how English and EMI affect graduate students, and also raise some questions about EMI at the graduate school level. Limitations need to be addressed for these students, who will enter academic and professional careers in the global marketplace that demand greater English expertise.<br />
<br />
* Keywords: Language proficiency, Korea, graduate students, learning strategies, motivation, efficacy<br />
<br />
<br />
Lee, K. (2017). [http://www.kentlee7.com/pub/kotesol.2017.a.the.pdf A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. (Available upon request; please email the author.)<br />
<br />
* While definite and indefinite articles, and bare nouns with no articles have long proved to be notoriously problematic for Koreans and other English learners whose L1 lacks such a grammatical system, seemingly little progress has been made. Learners still struggle with these, and teachers often lack the linguistic awareness and resources for teaching them. Part of the problem is the traditional rule-based approaches to grammar that students have been subjected to, while our lack of linguistic understanding is another obstacle. More recent approaches in linguistics offer some new tools for investigating these grammatical conundrums. In this study, L1 and L2 essay corpora are compared, with an analysis that is guided by a cognitive linguistic approach to types of noun phrases. This approach leads to a unique way to understand, teach, and explain article and noun patterns, while it also leads to ways of breaking up these contents into manageable chunks, and some specific interactive classroom activities and tasks that can target specific noun phrase patterns and functions.<br />
<br />
* Keywords: definite and indefinite articles, determiners, noun phrases, cognitive linguistics, communicative language teaching<br />
<br />
<br />
Lee, K., & Lee, H. (2017). [http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf Korean graduate students' perceptions of guidance and professional development]. ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9<br />
<br />
* Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current graduate students in Korea, who represent an under-studied population and face further challenges from the demands of internationalization. From survey data at one representative university, this study examines (1) whether Korean graduate students feel that they receive sufficient guidance, training, and support for professional development and (2) whether Korean graduate students feel prepared for specific academic and professional careers and career skills. Additionally, English skills, motivation, and other factors are examined. Various shortcomings in these areas are reported, which parallel those found in the US, while unique problems also arise from the demands of English for academic and professional purposes. Korean graduate students require additional support and professional development programs to address these shortcomings.<br />
* Note: The publisher does not allow archiving of the final published article on personal websites, so only the pre-publication draft is available here. If you need the final published version, please contact me. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure]. ''Korean Journal of Chinese Language and Literature, 55'', 3-50.<br />
<br />
* While forms of left dislocation and topicalization serve topic management functions, the status and function of right dislocation are less clear. Various studies have treated it as afterthought, a repair device, a focus marking device, or a form of illocutionary emphasis. However, the Chinese data (Mandarin and Cantonese) also pose particular problems for structural analysis, as these forms in Chinese exhibit violations of syntactic integrity and coreferentiality. Previous syntactic and pragmatic analyses only partially explain their structure or use, but a more comprehensive explanation of both has been lacking. This paper examines the roles of syntax and information structure, and proposes a more unified pragmatic explanation, with a refined model of information structure. Right dislocation phrases are treated as a form of minor or secondary information, with their coherence deriving from pragmatics. Specifically, these phrases follow constraints of an information structure hierarchy, which accounts for their structural integrity.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag'' [Journal of the Korean Linguistic Society], 66,3-30. <br />
<br />
* A typical English utterance is marked with a sentence stress, that is, a prominence on one word or syllable that is greater than other lexical stresses in the clause or utterance. This stress consists of a pitch prominence that demarcates the intonational phrase. An Optimality Theory analysis of sentence stress is presented here, which integrates insights from the generative and applied linguistic approaches under one framework. Sentence stress is explained in terms of the interactions between prosodic structure, stress, syntax, and information structure, that is, stress assignment on the main focus or most prominent information. The constraints and constraint interactions can explain some non-canonical stress types that are not handled so well by traditional generative approaches, and also address some stress patterns and linguistic structures that functional accounts do not address. The Optimality framework can explain this interface of different linguistic domains, and this interface can better explain the behavior of English sentence stress.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103.<br />
<br />
* Some previous studies have examined the use of connectors by second language writers of English, particularly studies comparing connector usage of L2 and native English writers. This study does so with corpora of written essays, comparing the frequency of connector usage between native English writers from the U.S. and U.K., and English essays by Korean ESL learners in the US. The statistical comparisons used here also offer some refinements over previous corpus studies. The Korean writers overused and underused various connectors compared to the native writers, specifically in their use of contrastive markers, topic transitionals, there is and there are, markers for enumerating sequences, and exemplifiers. They also certain expressions used incorrectly as connectors due to apparent transfer errors. These data indicate a number of issues for ESL/EFL writing teachers to address, and some suggestions for teaching are discussed below. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150.<br />
<br />
* This paper examines the tonal system of Kibondei, a Rantu language and its tonal and reduplication patterns. The appearance of otherwise unrealized tones from verb stems that spread onto adjacent materials is first discussed. Then reduplication patterns are examined, which exhibit some unusual tone shifting patterns. These are explained within the framework of Optimality Theory, with constraints on segments, tones and morphemes. Finally, implications of tone systems for Optimality Theory and the interface of different linguistic components are briefly discussed, as these hint at interesting and possible interpretations of Optimality Theory.</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Publications_(Kent_Lee)&diff=16525Publications (Kent Lee)2023-10-21T13:20:22Z<p>Kentlee7: </p>
<hr />
<div><onlyinclude><br />
# Lee, K. (2023). A comparative analysis of English nuclear stress principles in conversation. ''Topics in Linguistics, 24''(1), 18-42.<br />
# Lee, K. (2021). Interlanguage issues in noun phrases and information flow. ''Modern English Education, 22''(4), 1-11. <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). Articulating the value of language and humanities education in Korea. ''The Journal of English Language and Literature, 67''(1), 107-133. https://doi.org/10.15794/jell.2021.67.1.006 <span style="color:green;"> ⓚ </span> <br />
# Lee, K. (2021). A study on the viability of a cognitive approach to teaching articles. ''Studies in English Education, 26''(1), 29-55. http://dx.doi.org/10.22275/SEE.26.1.02 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2021). Evidence for 'like' as a focus marker. ''Language Research, 57''(1), 1-29. http://doi.org/10.30961/lr.2021.57.1.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-25. http://dx.doi.org/10.22251/jlcci.2021.21.2.1 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. https://dx.doi.org/10.17936/pkelt.2020.32.4.5 <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2020). [http://www.dbpia.co.kr/pdf/pdfView.do?nodeId=NODE10494470 Definite and indefinite articles with abstract nouns in L2]. ''Modern English Education, 21''(4), 1-10. 10.18095/meeso.2020.21.4.1 <span style="color:green;"> ⓚ </span><br />
# 서창배 [Seo Chang Bae], 정세원 [Chung Sae Won], 김정환 [Kim Junghwan], '''Lee, Kent.''' (2020). 텍스트 마이닝 분석기법을 활용한 부산-상하이 도시 브랜딩 사례 연구 [A study on city branding cases of Busan-Shanghai by text-mining techniques]. ''중국지역연구 [The Journal of China Area Studies],7''(4), 301-326. https://doi.org/10.34243/JCAS.7.4.301 <span style="color:green;"> ⓚ </span><br />
# '''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly, 52''(4), 1097-1107. https://doi.org/10.1002/tesq.447 <span style="color:green;"> Ⓢ </span><br />
# '''Lee, K.''', & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development'', ''39''(8), 715-728. https://doi.org/10.1080/01434632.2018.1438442 <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2017). [https://koreatesol.org/sites/default/files/pdf_publications/KTJ13-2web.pdf#page=25 A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. <br />
# '''Lee, K.''', & Lee, H. (2017). [https://rdcu.be/6htw Korean graduate students' perceptions of guidance and professional development.] ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9 <span style="color:green;"> ''' Ⓢ ''' </span> [http://kentlee7.com/pub/survey.KU.grad.students.en-kr.pdf [Survey items, 70 MB, PDF] ]<br />
# Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure.] ''Korean Journal of Chinese Language and Literature, 55,'' 3-50. <span style="color:green;"> ⓚ </span> <!--http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf --> <br />
# Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag [J. Korean Ling. Soc.], 66,''3-30. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103. <span style="color:green;"> ⓚ </span><br />
# Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150. <span style="color:green;"> ⓚ </span><br />
# Stine-Morrow, E., Shake, M., Miles, J., '''Lee, K'''., Gao, X. & McKonkie, G. (2010). Pay now or pay later: Aging and the role of boundary salience in self-regulation of conceptual integration in sentence processing. ''Psychology and Aging, 25,'' 168-176. doi:10.1037/a0018127. <span style="color:green;"> Ⓢ </span><br />
# Lee, K. (2009). [http://kentlee7.com/pub/comment.clause.en.SiL.kl.2008.pdf [Book review of Brinton (2008), The comment clause in English.]] ''Studies in Language, 33,'' 1004-1011. doi: 10.1075/sl.33.4.09lee. <span style="color:green;"> Ⓐ </span> <br />
# Lee, K. (2009). Phonological and semantic information used in reading Chinese characters.Proceedings of the Fourth International Symposium on Chinese Regional Culture and Language, Hanyang University.<br />
# Lee, K. (2009). Phonological and semantic processing of Chinese characters. Dissertation, Educational Psychology Dept., University of Illinois.<br />
# Lee, K. (2008). [http://kentlee7.com/pub/iccs.2008.pdf Phonological and other linguistic effects in recognition of Chinese characters.] In'' Proceedings of the 6th International Conference of Cognitive Science'' (pp. 233-236). Seoul: ICCS.<br />
# Lee, K. (2003). Discourse Markers 'well' and 'oh'. In Bardovi-Harlig, K. (Ed.), ''Teaching Pragmatics''. Available online at http://americanenglish.state.gov/resources/teaching-pragmatics. US Information Agency & Indiana University.<br />
# Lee, K. (2001). [http://kentlee7.com/pub/kotesol01_proc.discourse.stress.pdf Teaching discourse stress to Asian students.] ''KOTESOL Proceedings 2001,'' pp. 103-116.<br />
# Lee, K. (2001). Focus and discourse stress. M.A. Thesis, Div. English as International Language (TESOL), University of Illinois at Urbana-Champaign.<br />
#Lee, K. (1997). Chinese Tone Sandhi and Prosody. M.A. Thesis, Linguistics Dept., University of Illinois at Urbana-Champaign.<br />
<br />
Notes: <span style="color:green;"> Ⓢ SSCI indexed</span>; <span style="color:green;"> ⓚ KCI indexed</span>; <span style="color:green;">Ⓐ A&HCI indexed</span>; <span style="color:green;"> ⓔ Scopus (Elsevier) indexed </span><br />
</onlyinclude><br />
<br />
<br />
<br />
==Abstracts== <br />
Abstracts for my linguistics articles. <br />
<br />
Lee, K.(2021). Evidence for ‘like’ as a focus marker. ''Language Research, 57''(1), 1-29. <br />
* Several functions have been proposed for the colloquial discourse particle like. This paper examines possible evidence for ''like'' as a focus marker. While this hypothesis seems plausible, it has been posited with insufficient definition or detail regarding the type of focus involved. It is also not clear how this aligns with other likely functions proposed for this discourse particle: for example, as a hedge marker or an approximator. This paper reports on a preliminary empirical study with small sets of conversational data of spoken colloquial American English. Its syntactic patterns and pragmatic usage suggest that ''like'' is used in a manner comparable to that of additive focus markers, exemplifiers, and other discourse markers. In such cases, it can function as an additive focus marker of indirect contrast, in addition to its well attested use as a hedge marker. Sentence-initial ''it’s like'' may have similar properties. Analyzing ''like'' as an additive marker allows for reconciliation of its various proposed functions by treating it as a multifunctional marker. The findings also indicate many avenues for further research.<br />
<br />
<br />
Lee, K.(2021). Teaching articles: Addressing university students’ misconceptions. ''Journal of Learner-centered Curriculum and Instruction, 21''(2), 1-20.<br />
* This paper reports on a pilot study of Korean college EFL learners and their learning of definite and indefinite articles, and specifically, the difficulties that students perceive and realize after the unit. To better understand their perceptions and difficulties with articles at the college level, a brief unit on articles was taught to three first-year college English classes. The unit emphasized more relatable semantic categories and patterns, rather than a traditional rule-based or overtly grammatical approach to articles. A brief survey was then administered to the students. The results of the survey showed that students were aware of general difficulties discussed in the unit, and some came to realize gaps in their understanding and misconceptions they had about article patterns. Such misconceptions were due to the complexity of the article system, and to how they were previously taught. These results can help inform other EFL teachers in teaching articles to Korean students, and in understanding their specific difficulties and potential areas of confusion.<br />
<br />
'''Lee, K.''' (2020). Chinese ESL writers’ use of English contrastive markers. ''English Language Teaching, 32''(4), 89-110. <br />
* This study explores multiple and newer methods of research on connector usage by L2 writers. L2 writing samples of Chinese ESL writers were analyzed for frequencies of contrastive connectives (but, although, though, however, yet), and compared to a corpus from native English-speaking writers. The data show that Chinese ESL writers, particularly those at the graduate level, overused but, tended to use but excessively or less formally, and used it with shorter and simpler clauses; they also tended to underuse other contrastive markers. A qualitative examination of the data also reveals more about the types of problems that these writers had with effectively using contrastive conjunctions in argumentation. The findings provide stronger empirical support and further details for findings from previous studies. This study also demonstrates a novel method of statistical analysis and mixed methods triangulation for a small corpus data set in L2 writing research, which<br />
can be applied to larger corpora in the future. Finally, implications of these results are discussed, such as linguistic aspects of such connectors, the similar difficulties experienced by Chinese and Korean students, and the need for more attention to connectors in ESL/EFL writing, as increasingly more Chinese students attend Korean universities.<br />
<br />
<br />
'''Lee, K.''' (2020). Definite and indefinite articles with abstract nouns in L2. ''Modern English Education, 21''(4), 1-10. <br />
* Past studies have examined the problems that learners have with English definite, indefinite, and zero articles, particularly for learners whose L1 lacks an article system, such as Korean. Many of the empirical and theoretical studies of article acquisition have examined particular error types and types of nouns that are more problematic. In doing so, they have typically focused on more concrete nouns to the exclusion of abstract nouns. Abstract nouns tend to be used without articles, i.e., as bare nouns, a fact that learners may be aware of. However, such nouns can sometimes be used with articles for a more specific nuance. This study examines the difficulties that abstract nouns might pose for learners, as standard article rules may be unhelpful, especially for less familiar nouns. For this study, a linguistic survey with more abstract nouns was administered. The results showed that they had difficulties with more abstract noun patterns (as measured by semantic indices), and their difficulties were also affected by lexical frequency and complex noun phrases. Article patterns for more abstract nouns can be difficult to learn and teach, as their nuances can vary according to context. Some suggestions are sketched out for teaching such noun patterns. <br />
<br />
<br />
'''Lee, K.''', & Lee, H. (2018). An EAP professional development program for graduate students in Korea. ''TESOL Quarterly.'' https://doi.org/10.1002/tesq.447<br />
* Preparing future faculty or professional development programs have developed to prepare graduate students for academic and non-academic careers, and have become commonplace in some countries. In other countries such as South Korea, they are relatively new, and have to also encompass other needs beyond those covered in traditional programs in Western countries, particularly academic English issues. This paper describes a professional development program focusing on English for academic purposes (EAP) for graduate students created at one university in South Korea. An analysis of the program thus far, and students’ professional and language needs, especially within the context of English-medium instruction at this university are discussed. Our survey data indicate that graduate students in Korea face several challenges in English academic communication skills that are not dealt with in graduate school training. Results also show the advantages of the EAP professional development program, and indicate specific areas that universities in Korea and other English as a foreign language contexts need to address in preparing graduate students in English communication skills for their studies, research, and future professional or academic careers. <br />
<br />
* Keywords: graduate students, professional development, English-medium instruction, Korea<br />
<br />
<br />
Lee, K., & Lee, H. (2018). [http://www.tandfonline.com/doi/full/10.1080/01434632.2018.1438442 Korean Graduate Students’ Self-perceptions of English Skills and Needs in an English-medium Instruction Context.] ''Journal of Multilingual and Multicultural Development''. https://doi.org/10.1080/01434632.2018.1438442<br />
<br />
* Universities in East Asia are increasingly adopting English-medium instruction (EMI) to enhance their global competitiveness. Yet little research has been conducted on the impact of English on graduate students in this context, as past research has mostly examined undergraduates. This survey study investigates graduate students at a major university in Korea where EMI is increasingly common, specifically probing their self-perceptions for academic English skills, preferred language learning strategies, and intrinsic motivation to learn and use English. The results indicate correlations between strategy use, efficacy, and intrinsic motivation. They also show limitations in the graduate students’ academic English skills, and shortcomings in their training for English-related tasks. The results show how English and EMI affect graduate students, and also raise some questions about EMI at the graduate school level. Limitations need to be addressed for these students, who will enter academic and professional careers in the global marketplace that demand greater English expertise.<br />
<br />
* Keywords: Language proficiency, Korea, graduate students, learning strategies, motivation, efficacy<br />
<br />
<br />
Lee, K. (2017). [http://www.kentlee7.com/pub/kotesol.2017.a.the.pdf A “the” or the “a”? L2 learner problems and patterns]. ''Korea TESOL Journal, 13''(2), 25-48. (Available upon request; please email the author.)<br />
<br />
* While definite and indefinite articles, and bare nouns with no articles have long proved to be notoriously problematic for Koreans and other English learners whose L1 lacks such a grammatical system, seemingly little progress has been made. Learners still struggle with these, and teachers often lack the linguistic awareness and resources for teaching them. Part of the problem is the traditional rule-based approaches to grammar that students have been subjected to, while our lack of linguistic understanding is another obstacle. More recent approaches in linguistics offer some new tools for investigating these grammatical conundrums. In this study, L1 and L2 essay corpora are compared, with an analysis that is guided by a cognitive linguistic approach to types of noun phrases. This approach leads to a unique way to understand, teach, and explain article and noun patterns, while it also leads to ways of breaking up these contents into manageable chunks, and some specific interactive classroom activities and tasks that can target specific noun phrase patterns and functions.<br />
<br />
* Keywords: definite and indefinite articles, determiners, noun phrases, cognitive linguistics, communicative language teaching<br />
<br />
<br />
Lee, K., & Lee, H. (2017). [http://kentlee7.com/pub/lee.lee.higher.ed.2016.pdf Korean graduate students' perceptions of guidance and professional development]. ''Higher Education, 73''(5), 725–740. https://doi.org/10.1007/s10734-016-9988-9<br />
<br />
* Past studies have indicated shortcomings in the training of graduate students in the US, especially for practical career skills, teaching skills, and non-academic careers. Students thus find professional development and guidance lacking for the demands of the modern marketplace. This study extends this research to the unique situation of current graduate students in Korea, who represent an under-studied population and face further challenges from the demands of internationalization. From survey data at one representative university, this study examines (1) whether Korean graduate students feel that they receive sufficient guidance, training, and support for professional development and (2) whether Korean graduate students feel prepared for specific academic and professional careers and career skills. Additionally, English skills, motivation, and other factors are examined. Various shortcomings in these areas are reported, which parallel those found in the US, while unique problems also arise from the demands of English for academic and professional purposes. Korean graduate students require additional support and professional development programs to address these shortcomings.<br />
* Note: The publisher does not allow archiving of the final published article on personal websites, so only the pre-publication draft is available here. If you need the final published version, please contact me. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/Right_Dislocation_in_Chinese.pdf Right dislocation in Chinese: Interface of syntax and information structure]. ''Korean Journal of Chinese Language and Literature, 55'', 3-50.<br />
<br />
* While forms of left dislocation and topicalization serve topic management functions, the status and function of right dislocation are less clear. Various studies have treated it as afterthought, a repair device, a focus marking device, or a form of illocutionary emphasis. However, the Chinese data (Mandarin and Cantonese) also pose particular problems for structural analysis, as these forms in Chinese exhibit violations of syntactic integrity and coreferentiality. Previous syntactic and pragmatic analyses only partially explain their structure or use, but a more comprehensive explanation of both has been lacking. This paper examines the roles of syntax and information structure, and proposes a more unified pragmatic explanation, with a refined model of information structure. Right dislocation phrases are treated as a form of minor or secondary information, with their coherence deriving from pragmatics. Specifically, these phrases follow constraints of an information structure hierarchy, which accounts for their structural integrity.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/sent.stress.info.str.kl.eoneohag.2013.pdf Sentence stress in information structure.] ''Oeneohag'' [Journal of the Korean Linguistic Society], 66,3-30. <br />
<br />
* A typical English utterance is marked with a sentence stress, that is, a prominence on one word or syllable that is greater than other lexical stresses in the clause or utterance. This stress consists of a pitch prominence that demarcates the intonational phrase. An Optimality Theory analysis of sentence stress is presented here, which integrates insights from the generative and applied linguistic approaches under one framework. Sentence stress is explained in terms of the interactions between prosodic structure, stress, syntax, and information structure, that is, stress assignment on the main focus or most prominent information. The constraints and constraint interactions can explain some non-canonical stress types that are not handled so well by traditional generative approaches, and also address some stress patterns and linguistic structures that functional accounts do not address. The Optimality framework can explain this interface of different linguistic domains, and this interface can better explain the behavior of English sentence stress.<br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/korean.esl.connectors.pketa.2013.pdf Koreans' use of English connectors and topic management in writing.] ''English Language Teaching, 25''(2), 81-103.<br />
<br />
* Some previous studies have examined the use of connectors by second language writers of English, particularly studies comparing connector usage of L2 and native English writers. This study does so with corpora of written essays, comparing the frequency of connector usage between native English writers from the U.S. and U.K., and English essays by Korean ESL learners in the US. The statistical comparisons used here also offer some refinements over previous corpus studies. The Korean writers overused and underused various connectors compared to the native writers, specifically in their use of contrastive markers, topic transitionals, there is and there are, markers for enumerating sequences, and exemplifiers. They also certain expressions used incorrectly as connectors due to apparent transfer errors. These data indicate a number of issues for ESL/EFL writing teachers to address, and some suggestions for teaching are discussed below. <br />
<br />
<br />
Lee, K. (2013). [http://kentlee7.com/pub/tone.kibondei.pdf Tonal reduplication in Kibondei.] ''The Journal of Studies in Language, 29''(1), 129-150.<br />
<br />
* This paper examines the tonal system of Kibondei, a Rantu language and its tonal and reduplication patterns. The appearance of otherwise unrealized tones from verb stems that spread onto adjacent materials is first discussed. Then reduplication patterns are examined, which exhibit some unusual tone shifting patterns. These are explained within the framework of Optimality Theory, with constraints on segments, tones and morphemes. Finally, implications of tone systems for Optimality Theory and the interface of different linguistic components are briefly discussed, as these hint at interesting and possible interpretations of Optimality Theory.</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Genre&diff=16524Genre2023-10-17T11:52:47Z<p>Kentlee7: </p>
<hr />
<div><br />
The term '''genre''' refers to a particular category of literature, music, film, or other forms of art or entertainment; a genre or category is defined by various conventions that have developed over time. Conventions refer to typical stylistic criteria, characteristics, or standards that are socially agreed upon, that is, that the artists and the public have come to agree upon, in terms of the various techniques and characteristics that they expect or typically use for audiences of a particular genre. The concept of genre and conventions can apply to any kind of written, spoken, audio, or visual products, whether they are more entertainment driven and commercially motivated, or more serious, aesthetic, or artistic. The word derives from the French ''genre'' /ʒɑn.ɹə/, meaning 'kind, sort'); in English is often pronounced /dʒɑn.ɹə/ more informally, or /ʒɑn.ɹə/ among more academic or formal speakers. <br />
<br />
The first to define genre in the Western tradition was Aristotle, in his book ''The Poetics'', in which he specified features that were characteristic of and appropriate for each genre, such as poetry (including odes and epic poems), prose, comedy, drama, and tragedy. Some genre categories today may be fairly rigid, while others may be more flexible. Genres can change over time, and new ones may emerge, as genres are created, and old ones fall out of use. Major genres may be divided into subcategores (see examples below). Some works may fall into multiple genre or subgenre categories by borrowing and recombining their stylistic conventions. The term genre generally applies to larger works, as opposed to the individual styles of shorter stand-alone texts or pieces. <br />
<br />
A well developed and popular genre of, say, music or film, can have subtypes, or subgenres. For example, within the genre of science fiction, various subgenres exist, often blending elements of other major genres with science fiction, such as sci-fi horror, sci-fi comedy, sci-fi fantasy, and sci-fi drama, as well as subgenres defined by the presence of other unique elements, such as apocalyptic sci-fi and dystopican sci-fi. Whether one speaks of a major style as a genre or subgenre can depend on context. For example, in the overall context of music, one could refer to rock/pop, jazz, classical, and others as genres. But within the context of rock/pop, where very well developed and distinct subtypes exist, then within a strictly rock/pop context, one could speak of ballads, metal, punk, new wave, alternative, R&B, and others as genres. <br />
<br />
<br />
==Literature==<br />
Literary genres are often distinguished by the following stylistic characteristics. <br />
* literary techniques<br />
* tone<br />
* content<br />
* length<br />
* intended audience<br />
<br />
<br />
Common literary genres include various prose and poetry forms, such as:<br />
# epic poem<br />
# tragedy<br />
# comedy<br />
# novel<br />
# novella <br />
# parody<br />
# short story<br />
# poems <br />
<br />
<br />
More specific genre categories include the following fictional varieties. Each of these can consist of multiple subgenres.<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Literary fiction, dealing with characters and their inner lives and perspectives <br />
# Romance<br />
# Action adventure, which involves a protagonist in danger and action (which is often fast-paced)<br />
# Suspense/Thriller, which involves a protagonist in danger <br />
# Science fiction<br />
# Fantasy, which has mythical or magical elements, such as ''Lord of the Rings''<br />
# Fairy tale <br />
# Legend <br />
# Play<br />
# Musical<br />
# Satire<br />
# Horror<br />
# Speculative fiction, which is set in a somewhat different world or timeline; this may overlap with some types of science fiction or alternative histories. <br />
# Young adult fiction, with teenagers or very young adults as major characters, and aimed at teenage and young adult audiences<br />
# New adults fiction, with college-age major characters, aimed at young adult audiences<br />
# Mystery, in which a protagonist solves a crime <br />
# Police procedurals, in which a police officer or detective solves a crime<br />
# Westerns: stories that are set in the old American West. Plots and characters include cowboys, settlers, outlaws, native Americans ("Indians"), miners, and stories of survival, romance, or adventure. <br />
# Family saga, involving two or more generations of families<br />
# Women's fiction, involving female characters and typical situations of women<br />
# Magical realism, in which characters' lives involve magical events, which they don't find unusual; a good example is ''Cien Anos de Soledad'' (''100 Years of Solitude'') by Gabriel Marquez. <br />
</div><br />
<br />
There are also some nonfiction genres, such as these. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Memoir<br />
# Biography<br />
# Essay<br />
# Personal narrative <br />
# Reference works <br />
# Textbook <br />
</div><br />
<br />
More serious non-fiction, rhetorical (i.e., persuasive) and academic writing can include the following. See also the page on [[academic writing genres]].<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Rhetorical, persuasive, or argumentative essay<br />
# Problem-solution essay <br />
# Research essay or paper<br />
# Thesis: a major work involving original research for an advanced university degree<br />
# Conference paper <br />
# Monograph: a research-based academic book <br />
</div><br />
<br />
<br />
<br />
==Film & TV genres==<br />
Films might be classified as full-length feature films, short films, and documentaries. Many genres and subgenres exist, and various techniques can be used such as tropes and literary techniques. Basic film and TV genres include many of the literary genres, plus a few more that are more unique to visual media, such as the following. <br />
# Drama<br />
# Documentary<br />
# Musical<br />
# Western<br />
# War film<br />
# Horror<br />
# Romance<br />
# Romantic comedy<br />
# Crime film<br />
# Film noir<br />
# Science fiction<br />
<br />
<br />
The visual medium allows for numerous subtypes and combinations. For example, the documentary format can be combined with drama, called a docudrama, in which real events are dramatized by actors. It can be combined with satire and humor for mockumentary, or a fictional, documentary-style humor film (such as ''This is Spinal Tap'', a famous American mockumentary from the 1980s). Science fiction can include the following subtypes and crossover forms. <br />
# Hard science fiction: science and technology, rather than other genre elements, are central to the plot; science concepts and terms are explained in detail.<br />
# Soft sci-fi: science is secondary to character-driven plots <br />
# Apocalyptic sci-fi: Plots center around an earth-shattering or catastropic event, such as an alien invasion (like ''Independence Day'') <br />
# Post-apocalyptic sci-fi: events after an apocalyptic catastrophe <br />
# Dystopian sci-fi: e.g., stories taking place in a fictional society that exists as a police state <br />
# Sci-fi horror (e.g., the film ''Event Horizon'')<br />
# Sci-fi humor (e.g., the UK TV series ''Red Dwarf'')<br />
# Sci-fi fantasy <br />
# Military sci-fi<br />
# Robot fiction <br />
# Social science fiction: This explores future societies, sometimes for purposes of social satire <br />
# Steampunk: More modern or futuristic elements are introduced to or combined with an earlier historical setting; famous examples include ''Metropolis'' (Germany, 1927) <br />
# Cyberpunk: Based on cybernetics scenarios and plots, often in dystopian futuristic settings <br />
# Alternate history <br />
# Speculative fiction: This may be on the periphery of science fiction, as it includes elements of fantasy, supernatural fiction, alternate histories, or other scenarios that differ from known history. Good examples would be the British TV series ''Life on Mars'' and ''Ashes to Ashes'', which blend elements of time travel, cop drama, alternate history, and psychological thriller.<br />
<br />
<br />
<br />
==Genre & narrative elements==<br />
The following elements might be used in certain genres. Different narrative elements and plot elements might be more commonly used in different genres. See also [[narrative techniques]] in film. <br />
<br />
<br />
===Literary and narrative techniques===<br />
The following are techniques that are commonly used in literature and in film. Literary and film techniques can first be considered by the following general literary and film elements that often define their genre. See also [[narrative techniques]] in film. <br />
# Setting <br />
# Plot <br />
# Perspective<br />
# Style elements or devices <br />
# Character <br />
# Theme<br />
<br />
<br />
Common plot techniques include the following. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# backstories<br />
# cliffhangers<br />
# flashback<br />
# narrator or voiceover<br />
# framing device (an important scene at the beginning or end of a work that is out of chronological order, but sets the tone or theme of the work<br />
# frame story (a story within a story; the outer story is the frame story)<br />
# foreshadoing (scenes or events that suggest what is to happen later in a story)<br />
# narrative hook (an opening that gets the readers' attention)<br />
# plot twist (an unexpected change in the plotline)<br />
# poetic justice (bad characters get what they deserve, or good characters get what they deserve)<br />
# unreliable narrator (the narrator is not sincere, impartial, or accurate in telling the story)<br />
# deus ex machina (a magical solution to a problem appears out of nowhere, in a way that is unrelated to the story)<br />
</div><br />
<br />
<br />
Perspective can include first person narration, second person narration, or third person narration. Narration can also be multiperspective, or told from the viewpoints of multiple characters. Perspective can be told from the standpoint of the protagonist, or another character who serves as an audience surrogate—a person with whom the audience identifies and helps the audience to understand plots and characters (such as Dr Watson in the Sherlock Holmes mysteries). An author surrogate is another character based on the author and author's views. At times, characters may break the fourth wall; breaking the fourth wall refers to the invisible "wall" between the actors on a stage and the audience. This occurs when a character addresses the audience directly, as if the character is aware that s/he is a character in a story. This is sometimes used effectively in some comedy films or shows. <br />
<br />
<br />
Numerous stylistic devices exist in literature and other media, such as: <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# allegory<br />
# alliterateion<br />
# imagery (e.g., very visual descriptions)<br />
# metaphors (including specific types like metonomy and synecdoche)<br />
# overstatement (exaggeration, for emphasis)<br />
# onomatopoeia (words that imitate sounds, e.g., "crash", "boom", "bang", "meow", "woof woof")<br />
# oxymoron (contradictory expressions, like "pretty ugly")<br />
# paradox <br />
# parody<br />
# pathos (emotional appeal, e.g., by creating deep sympathy for a character)<br />
# satire<br />
# rhetorical amplification (sentences embellished with unusually formal or complex language)<br />
# euphemism (indirect language for something that might be inappropriate to say, e.g., saying that someone "passed away" instead of "died")<br />
# sound symbolism: Sounds that imitate non-auditory sensations, such as using /i/ vowel sounds for things that are cute or childlike (teeny weeny), as in baby talk. Better and more direct examples exist in Korean and Japanese, which have many sound symbolic words, such as the Korean 쨍쨍, which represents a blazing, glaring sun. <br />
# sensory detail (like imagery, but with descriptions that invoke physical sensations)<br />
# understatement (deliberately understating something for descriptive, dramatic, or humorous effect)<br />
</div> <br />
<br />
<br />
A common narrative and thematic device includes motifs, or recurring elements that have a symbolic or narrative significance (for example, the repeated occurrences of the phrase "bad wolf" in the first two seasons of the revived Dr Who series). Other common narrative and thematic devices include different types of irony, or a discrepancy between expectation and reality. <br />
# Situational irony: A discrepancy between what is expected and what actually happens. <br />
# Dramatic irony: A character is unaware of important information that has been revealed to the audience.<br />
# Verbal irony: A person states one thing, which means something different than what others understand. This is not the same as sarcasm, where a person intentionally plays with two interpretations of what s/he says in order to, e.g., criticize someone. <br />
<br />
<br />
Some character development techniques can include personification (assigning human traits to non-living things or abstract ideas), hamartia or a fatal moral flaw (one that leads to the downfall of a hero), and pathos or projection, in which a main character's mood is projected onto the atmosphere or inanimate objects (e.g., in Edgar Allen Poe's "The Raven," the narrator's depression is projected onto the ambience of the whole story, including the stormy, cold weather). <br />
<br />
<br />
===Tropes===<br />
TV shows, films, and novels of certain genres often employ [[tropes]], or common plot elements, devices, or events. Certain tropes are associated with certain genres, and may contribute to the theme of the work. Sometimes they are overused, or used unnecessarily, and become cliché. Some examples include: <br />
<br />
<br />
;Science fiction tropes:<br />
# Time travel <br />
# Characters travel back in time and return to find that they have altered their contemporary history and reality <br />
# Characters encounter a parallel universe, where there exist evil alternate versions of themselves (e.g., Star Trek: Discovery, season 1)<br />
# Killer aliens, e.g., evil aliens come to earth <br />
# Evil AI technology, or AI uprisings (like the Terminator movies) <br />
# Wormholes allowing for instant travel between distant parts of the galaxy <br />
# Interspecies romance, e.g., between a human and an alien <br />
# Faster-than-light (FTL) travel: A necessary trope because space is just too big <br />
# Dystopian governments or societies (dystopian sci-fi): society and government have collapsed, or have undergone a disaster such as ecological / climate collapse, nuclear war, plague, or some other major apocalypse <br />
# God-like aliens, as they are so advanced that they have seeminly god-like powers and intelligence <br />
<br />
<br />
;Horror or action movie tropes: <br />
# Characters realize that a killer is pursuing them, so the split up, which makes it easier for the killer to catch all of them. <br />
# A villain is a supernatural reincarnation of a person who died a horrible and unfair death <br />
# Killer whatever — often an animal, person, or natural substance that has mutated (e.g., the film Arachnophobia)<br />
# Characters running from a killer, who run into places that are difficult to escape <br />
# Jump scares: a sudden scare, often when something scary suddenly appears or happens, causing viewers to experience a jump of fright <br />
# Vengeful spirit or ghost <br />
# The final survivor—one last person has survived a killer, often a female last survivor; she often outsmarts the killer and escapes.<br />
<br />
See also: The page on [[tropes]] with more examples. <br />
<br />
<br />
===Mise-en-scène===<br />
<br />
Mise-en-scène (French: [mi.z‿ɑ̃.sɛn]) literally means "placing on stage" or what is placed in the scene. This refers to the overall visual design of scense, or is the stage design and arrangement of actors and objects in scenes, whether for theater performances, film, or TV. The term can also refer to individual scenes that are representative of the mood or style of a film. Mise-en-scène can include the following elements. <br />
<br />
;Set design: The setting of a scene and the placement of objects (props) in a scene can set the mood, draw attention to the mood of characters, and influence the action on set. Whether a film is shot on location or on a constructed set or stage can also affect the mood and feel. <br />
<br />
;Lighting: The lighting of the set can influence how the audience understands or interprets events, characters, themes, and mood. <br />
<br />
;Space: The placement, size and shapes of objects on a set, their proximity, can be manipulated through lighting, set design, camera placement, and camera use, and the use of spacing can affect the mood, scene, characters, or actions. For example, a lot of empty space might convey peacefulness or emptiness, while close placement of objects and actors might convey opposite moods. <br />
<br />
;Composition: This refers to the organization of objects, actors and space within the frame, including the balance and symmetry. This can affect what viewers focus on or pay more attention to. Intentional use of misaligned objects or an imbalanced scene, for example, might emphasize certain parts of the scene, or distract the viewers from the background. <br />
<br />
;Costume: The clothing worn by actors can make clear distinctions between characters or indicate the role, mood, nature, or status of a particular character. Certain colors might enhance certain emotions, or convey something about the character's personality. <br />
<br />
;Makeup and hairstyles: These can also affect how viewers interpret characters, and their personality or mood, and changes in these can signal changes within a character. This also includes prosthetics, masks or full-body makeup. <br />
<br />
;Acting style: In early Hollywood films, film acting was influenced by the more melodramatic style of theater and stage acting. Acting later became more naturalistic and realistic. Different approaches to acting may be used. For example, an actor may engage in method acting, where they fully immerse themselves in the role and train extensively for the role to deliver a very convincing and naturalistic performance. <br />
<br />
;Film type: The use of differen types of filming can affect the mood, feel, and interpretation of a film, for example, black-and-white versus color, fine-grain or grainy film, and different video aspect ratios. <br />
<br />
;Actor blocking: The terms 'blocking' and 'blocks' come from stage acting, and refers to the the specific placement or staging of actors on the stage to enhance and facilitate the performance and dramatic effect.<br />
<br />
<br />
<br />
==Music==<br />
Many [[music genre | musical genres]] and subgenres exist, and the terms ''genre, style'' and ''form'' may be used interchangeably, as they can be difficult to distinguish. <br />
# "Classical" music includes classical proper (from the classical period of the 18th century), baroque, romanticism, impressionism, minimalism, experimentalism, and others. <br />
# Renaissance styles include dance, madrigal, motet, canzona, and ricercar<br />
# Jazz includes vocal jazz, big band, swing, progressive jazz, acid jazz, fusion, lounge, Latin jazz, rhythm & blues / blues, and soft jazz.<br />
# Rock includes classic rock / pop, rockabilly, blues rock, heavy metal, rap / hip-hop, punk / new wave / alternative. <br />
<br />
<br />
==Painting & visual arts==<br />
Examples include: <br />
# Genre painting, which involve scenes of everyday life, and/or people who are not identified, and are not specific individuals, but general, unnamed people in a scene <br />
# History painting, including narrative, religious, mythological, and allegorical subjects or characters<br />
# Portrait painting<br />
# Landscape, or a landscape scene, and cityscape<br />
# Animal painting<br />
# Still life<br />
<br />
<br />
==See also==<br />
<references/><br />
<br />
;Other pages:<br />
# [[Academic writing genres]] on English Wiki <br />
# [https://en.wikipedia.org/wiki/List_of_writing_genres List of writing genres] at Wikipedia<br />
# [[Humor genres]]<br />
# [[Narrative techniques]]<br />
# [[Music genres]]<br />
# [[Paragraph styles]]<br />
# [[Plot elements]]<br />
# [[Trope]]<br />
<br />
[[Category:Genre]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Genre&diff=16523Genre2023-10-17T11:51:08Z<p>Kentlee7: </p>
<hr />
<div><br />
The term '''genre''' refers to a particular category of literature, music, film, or other forms of art or entertainment; a genre or category is defined by various conventions that have developed over time. Conventions refer to typical stylistic criteria, characteristics, or standards that are socially agreed upon, that is, that the artists and the public have come to agree upon, in terms of the various techniques and characteristics that they expect or typically use for audiences of a particular genre. The concept of genre and conventions can apply to any kind of written, spoken, audio, or visual products, whether they are more entertainment driven and commercially motivated, or more serious, aesthetic, or artistic. The word derives from the French ''genre'' /ʒɑn.ɹə/, meaning 'kind, sort'); in English is often pronounced /dʒɑn.ɹə/ more informally, or /ʒɑn.ɹə/ among more academic or formal speakers. <br />
<br />
The first to define genre in the Western tradition was Aristotle, in his book ''The Poetics'', in which he specified features that were characteristic of and appropriate for each genre, such as poetry (including odes and epic poems), prose, comedy, drama, and tragedy. Some genre categories today may be fairly rigid, while others may be more flexible. Genres can change over time, and new ones may emerge, as genres are created, and old ones fall out of use. Major genres may be divided into subcategores (see examples below). Some works may fall into multiple genre or subgenre categories by borrowing and recombining their stylistic conventions. The term genre generally applies to larger works, as opposed to the individual styles of shorter stand-alone texts or pieces. <br />
<br />
A well developed and popular genre of, say, music or film, can have subtypes, or subgenres. For example, within the genre of science fiction, various subgenres exist, often blending elements of other major genres with science fiction, such as sci-fi horror, sci-fi comedy, sci-fi fantasy, and sci-fi drama, as well as subgenres defined by the presence of other unique elements, such as apocalyptic sci-fi and dystopican sci-fi. Whether one speaks of a major style as a genre or subgenre can depend on context. For example, in the overall context of music, one could refer to rock/pop, jazz, classical, and others as genres. But within the context of rock/pop, where very well developed and distinct subtypes exist, then within a strictly rock/pop context, one could speak of ballads, metal, punk, new wave, alternative, R&B, and others as genres. <br />
<br />
<br />
==Literature==<br />
Literary genres are often distinguished by the following stylistic characteristics. <br />
* literary techniques<br />
* tone<br />
* content<br />
* length<br />
* intended audience<br />
<br />
<br />
Common literary genres include: <br />
# Prose or poetry - which other genres may be classified under. <br />
# epic<br />
# tragedy<br />
# comedy<br />
# novel<br />
# parody<br />
# short story<br />
# poetry <br />
<br />
<br />
More specific genre categories include the following fictional varieties. Each of these can consist of multiple subgenres.<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Literary fiction, dealing with characters and their inner lives and perspectives <br />
# Romance<br />
# Action adventure, which involves a protagonist in danger and action (which is often fast-paced)<br />
# Suspense/Thriller, which involves a protagonist in danger <br />
# Science fiction<br />
# Fantasy, which has mythical or magical elements, such as ''Lord of the Rings''<br />
# Fairy tale <br />
# Legend <br />
# Play<br />
# Musical<br />
# Satire<br />
# Horror<br />
# Speculative fiction, which is set in a somewhat different world or timeline; this may overlap with some types of science fiction or alternative histories. <br />
# Young adult fiction, with teenagers or very young adults as major characters, and aimed at teenage and young adult audiences<br />
# New adults fiction, with college-age major characters, aimed at young adult audiences<br />
# Mystery, in which a protagonist solves a crime <br />
# Police procedurals, in which a police officer or detective solves a crime<br />
# Westerns: stories that are set in the old American West. Plots and characters include cowboys, settlers, outlaws, native Americans ("Indians"), miners, and stories of survival, romance, or adventure. <br />
# Family saga, involving two or more generations of families<br />
# Women's fiction, involving female characters and typical situations of women<br />
# Magical realism, in which characters' lives involve magical events, which they don't find unusual; a good example is ''Cien Anos de Soledad'' (''100 Years of Solitude'') by Gabriel Marquez. <br />
</div><br />
<br />
There are also some nonfiction genres, such as these. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Memoir<br />
# Biography<br />
# Essay<br />
# Personal narrative <br />
# Reference works <br />
# Textbook <br />
</div><br />
<br />
More serious non-fiction, rhetorical (i.e., persuasive) and academic writing can include the following. See also the page on [[academic writing genres]].<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Rhetorical, persuasive, or argumentative essay<br />
# Problem-solution essay <br />
# Research essay or paper<br />
# Thesis: a major work involving original research for an advanced university degree<br />
# Conference paper <br />
# Monograph: a research-based academic book <br />
</div><br />
<br />
<br />
<br />
==Film & TV genres==<br />
Films might be classified as full-length feature films, short films, and documentaries. Many genres and subgenres exist, and various techniques can be used such as tropes and literary techniques. Basic film and TV genres include many of the literary genres, plus a few more that are more unique to visual media, such as the following. <br />
# Drama<br />
# Documentary<br />
# Musical<br />
# Western<br />
# War film<br />
# Horror<br />
# Romance<br />
# Romantic comedy<br />
# Crime film<br />
# Film noir<br />
# Science fiction<br />
<br />
<br />
The visual medium allows for numerous subtypes and combinations. For example, the documentary format can be combined with drama, called a docudrama, in which real events are dramatized by actors. It can be combined with satire and humor for mockumentary, or a fictional, documentary-style humor film (such as ''This is Spinal Tap'', a famous American mockumentary from the 1980s). Science fiction can include the following subtypes and crossover forms. <br />
# Hard science fiction: science and technology, rather than other genre elements, are central to the plot; science concepts and terms are explained in detail.<br />
# Soft sci-fi: science is secondary to character-driven plots <br />
# Apocalyptic sci-fi: Plots center around an earth-shattering or catastropic event, such as an alien invasion (like ''Independence Day'') <br />
# Post-apocalyptic sci-fi: events after an apocalyptic catastrophe <br />
# Dystopian sci-fi: e.g., stories taking place in a fictional society that exists as a police state <br />
# Sci-fi horror (e.g., the film ''Event Horizon'')<br />
# Sci-fi humor (e.g., the UK TV series ''Red Dwarf'')<br />
# Sci-fi fantasy <br />
# Military sci-fi<br />
# Robot fiction <br />
# Social science fiction: This explores future societies, sometimes for purposes of social satire <br />
# Steampunk: More modern or futuristic elements are introduced to or combined with an earlier historical setting; famous examples include ''Metropolis'' (Germany, 1927) <br />
# Cyberpunk: Based on cybernetics scenarios and plots, often in dystopian futuristic settings <br />
# Alternate history <br />
# Speculative fiction: This may be on the periphery of science fiction, as it includes elements of fantasy, supernatural fiction, alternate histories, or other scenarios that differ from known history. Good examples would be the British TV series ''Life on Mars'' and ''Ashes to Ashes'', which blend elements of time travel, cop drama, alternate history, and psychological thriller.<br />
<br />
<br />
<br />
==Genre & narrative elements==<br />
The following elements might be used in certain genres. Different narrative elements and plot elements might be more commonly used in different genres. See also [[narrative techniques]] in film. <br />
<br />
<br />
===Literary and narrative techniques===<br />
The following are techniques that are commonly used in literature and in film. Literary and film techniques can first be considered by the following general literary and film elements that often define their genre. See also [[narrative techniques]] in film. <br />
# Setting <br />
# Plot <br />
# Perspective<br />
# Style elements or devices <br />
# Character <br />
# Theme<br />
<br />
<br />
Common plot techniques include the following. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# backstories<br />
# cliffhangers<br />
# flashback<br />
# narrator or voiceover<br />
# framing device (an important scene at the beginning or end of a work that is out of chronological order, but sets the tone or theme of the work<br />
# frame story (a story within a story; the outer story is the frame story)<br />
# foreshadoing (scenes or events that suggest what is to happen later in a story)<br />
# narrative hook (an opening that gets the readers' attention)<br />
# plot twist (an unexpected change in the plotline)<br />
# poetic justice (bad characters get what they deserve, or good characters get what they deserve)<br />
# unreliable narrator (the narrator is not sincere, impartial, or accurate in telling the story)<br />
# deus ex machina (a magical solution to a problem appears out of nowhere, in a way that is unrelated to the story)<br />
</div><br />
<br />
<br />
Perspective can include first person narration, second person narration, or third person narration. Narration can also be multiperspective, or told from the viewpoints of multiple characters. Perspective can be told from the standpoint of the protagonist, or another character who serves as an audience surrogate—a person with whom the audience identifies and helps the audience to understand plots and characters (such as Dr Watson in the Sherlock Holmes mysteries). An author surrogate is another character based on the author and author's views. At times, characters may break the fourth wall; breaking the fourth wall refers to the invisible "wall" between the actors on a stage and the audience. This occurs when a character addresses the audience directly, as if the character is aware that s/he is a character in a story. This is sometimes used effectively in some comedy films or shows. <br />
<br />
<br />
Numerous stylistic devices exist in literature and other media, such as: <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# allegory<br />
# alliterateion<br />
# imagery (e.g., very visual descriptions)<br />
# metaphors (including specific types like metonomy and synecdoche)<br />
# overstatement (exaggeration, for emphasis)<br />
# onomatopoeia (words that imitate sounds, e.g., "crash", "boom", "bang", "meow", "woof woof")<br />
# oxymoron (contradictory expressions, like "pretty ugly")<br />
# paradox <br />
# parody<br />
# pathos (emotional appeal, e.g., by creating deep sympathy for a character)<br />
# satire<br />
# rhetorical amplification (sentences embellished with unusually formal or complex language)<br />
# euphemism (indirect language for something that might be inappropriate to say, e.g., saying that someone "passed away" instead of "died")<br />
# sound symbolism: Sounds that imitate non-auditory sensations, such as using /i/ vowel sounds for things that are cute or childlike (teeny weeny), as in baby talk. Better and more direct examples exist in Korean and Japanese, which have many sound symbolic words, such as the Korean 쨍쨍, which represents a blazing, glaring sun. <br />
# sensory detail (like imagery, but with descriptions that invoke physical sensations)<br />
# understatement (deliberately understating something for descriptive, dramatic, or humorous effect)<br />
</div> <br />
<br />
<br />
A common narrative and thematic device includes motifs, or recurring elements that have a symbolic or narrative significance (for example, the repeated occurrences of the phrase "bad wolf" in the first two seasons of the revived Dr Who series). Other common narrative and thematic devices include different types of irony, or a discrepancy between expectation and reality. <br />
# Situational irony: A discrepancy between what is expected and what actually happens. <br />
# Dramatic irony: A character is unaware of important information that has been revealed to the audience.<br />
# Verbal irony: A person states one thing, which means something different than what others understand. This is not the same as sarcasm, where a person intentionally plays with two interpretations of what s/he says in order to, e.g., criticize someone. <br />
<br />
<br />
Some character development techniques can include personification (assigning human traits to non-living things or abstract ideas), hamartia or a fatal moral flaw (one that leads to the downfall of a hero), and pathos or projection, in which a main character's mood is projected onto the atmosphere or inanimate objects (e.g., in Edgar Allen Poe's "The Raven," the narrator's depression is projected onto the ambience of the whole story, including the stormy, cold weather). <br />
<br />
<br />
===Tropes===<br />
TV shows, films, and novels of certain genres often employ [[tropes]], or common plot elements, devices, or events. Certain tropes are associated with certain genres, and may contribute to the theme of the work. Sometimes they are overused, or used unnecessarily, and become cliché. Some examples include: <br />
<br />
<br />
;Science fiction tropes:<br />
# Time travel <br />
# Characters travel back in time and return to find that they have altered their contemporary history and reality <br />
# Characters encounter a parallel universe, where there exist evil alternate versions of themselves (e.g., Star Trek: Discovery, season 1)<br />
# Killer aliens, e.g., evil aliens come to earth <br />
# Evil AI technology, or AI uprisings (like the Terminator movies) <br />
# Wormholes allowing for instant travel between distant parts of the galaxy <br />
# Interspecies romance, e.g., between a human and an alien <br />
# Faster-than-light (FTL) travel: A necessary trope because space is just too big <br />
# Dystopian governments or societies (dystopian sci-fi): society and government have collapsed, or have undergone a disaster such as ecological / climate collapse, nuclear war, plague, or some other major apocalypse <br />
# God-like aliens, as they are so advanced that they have seeminly god-like powers and intelligence <br />
<br />
<br />
;Horror or action movie tropes: <br />
# Characters realize that a killer is pursuing them, so the split up, which makes it easier for the killer to catch all of them. <br />
# A villain is a supernatural reincarnation of a person who died a horrible and unfair death <br />
# Killer whatever — often an animal, person, or natural substance that has mutated (e.g., the film Arachnophobia)<br />
# Characters running from a killer, who run into places that are difficult to escape <br />
# Jump scares: a sudden scare, often when something scary suddenly appears or happens, causing viewers to experience a jump of fright <br />
# Vengeful spirit or ghost <br />
# The final survivor—one last person has survived a killer, often a female last survivor; she often outsmarts the killer and escapes.<br />
<br />
See also: The page on [[tropes]] with more examples. <br />
<br />
<br />
===Mise-en-scène===<br />
<br />
Mise-en-scène (French: [mi.z‿ɑ̃.sɛn]) literally means "placing on stage" or what is placed in the scene. This refers to the overall visual design of scense, or is the stage design and arrangement of actors and objects in scenes, whether for theater performances, film, or TV. The term can also refer to individual scenes that are representative of the mood or style of a film. Mise-en-scène can include the following elements. <br />
<br />
;Set design: The setting of a scene and the placement of objects (props) in a scene can set the mood, draw attention to the mood of characters, and influence the action on set. Whether a film is shot on location or on a constructed set or stage can also affect the mood and feel. <br />
<br />
;Lighting: The lighting of the set can influence how the audience understands or interprets events, characters, themes, and mood. <br />
<br />
;Space: The placement, size and shapes of objects on a set, their proximity, can be manipulated through lighting, set design, camera placement, and camera use, and the use of spacing can affect the mood, scene, characters, or actions. For example, a lot of empty space might convey peacefulness or emptiness, while close placement of objects and actors might convey opposite moods. <br />
<br />
;Composition: This refers to the organization of objects, actors and space within the frame, including the balance and symmetry. This can affect what viewers focus on or pay more attention to. Intentional use of misaligned objects or an imbalanced scene, for example, might emphasize certain parts of the scene, or distract the viewers from the background. <br />
<br />
;Costume: The clothing worn by actors can make clear distinctions between characters or indicate the role, mood, nature, or status of a particular character. Certain colors might enhance certain emotions, or convey something about the character's personality. <br />
<br />
;Makeup and hairstyles: These can also affect how viewers interpret characters, and their personality or mood, and changes in these can signal changes within a character. This also includes prosthetics, masks or full-body makeup. <br />
<br />
;Acting style: In early Hollywood films, film acting was influenced by the more melodramatic style of theater and stage acting. Acting later became more naturalistic and realistic. Different approaches to acting may be used. For example, an actor may engage in method acting, where they fully immerse themselves in the role and train extensively for the role to deliver a very convincing and naturalistic performance. <br />
<br />
;Film type: The use of differen types of filming can affect the mood, feel, and interpretation of a film, for example, black-and-white versus color, fine-grain or grainy film, and different video aspect ratios. <br />
<br />
;Actor blocking: The terms 'blocking' and 'blocks' come from stage acting, and refers to the the specific placement or staging of actors on the stage to enhance and facilitate the performance and dramatic effect.<br />
<br />
<br />
<br />
==Music==<br />
Many [[music genre | musical genres]] and subgenres exist, and the terms ''genre, style'' and ''form'' may be used interchangeably, as they can be difficult to distinguish. <br />
# "Classical" music includes classical proper (from the classical period of the 18th century), baroque, romanticism, impressionism, minimalism, experimentalism, and others. <br />
# Renaissance styles include dance, madrigal, motet, canzona, and ricercar<br />
# Jazz includes vocal jazz, big band, swing, progressive jazz, acid jazz, fusion, lounge, Latin jazz, rhythm & blues / blues, and soft jazz.<br />
# Rock includes classic rock / pop, rockabilly, blues rock, heavy metal, rap / hip-hop, punk / new wave / alternative. <br />
<br />
<br />
==Painting & visual arts==<br />
Examples include: <br />
# Genre painting, which involve scenes of everyday life, and/or people who are not identified, and are not specific individuals, but general, unnamed people in a scene <br />
# History painting, including narrative, religious, mythological, and allegorical subjects or characters<br />
# Portrait painting<br />
# Landscape, or a landscape scene, and cityscape<br />
# Animal painting<br />
# Still life<br />
<br />
<br />
==See also==<br />
<references/><br />
<br />
;Other pages:<br />
# [[Academic writing genres]] on English Wiki <br />
# [https://en.wikipedia.org/wiki/List_of_writing_genres List of writing genres] at Wikipedia<br />
# [[Humor genres]]<br />
# [[Narrative techniques]]<br />
# [[Music genres]]<br />
# [[Paragraph styles]]<br />
# [[Plot elements]]<br />
# [[Trope]]<br />
<br />
[[Category:Genre]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Genre&diff=16522Genre2023-10-17T11:50:54Z<p>Kentlee7: </p>
<hr />
<div><br />
The term '''genre''' refers to a particular category of literature, music, film, or other forms of art or entertainment; a genre or category is defined by various conventions that have developed over time. Conventions refer to typical stylistic criteria, characteristics, or standards that are socially agreed upon, that is, that the artists and the public have come to agree upon, in terms of the various techniques and characteristics that they expect or typically use for audiences of a particular genre. The concept of genre and conventions can apply to any kind of written, spoken, audio, or visual products, whether they are more entertainment driven and commercially motivated, or more serious, aesthetic, or artistic. The word derives from the French ''genre'' /ʒɑn.ɹə/, meaning 'kind, sort'); in English is often pronounced /dʒɑn.ɹə/ more informally, or /ʒɑn.ɹə/ among more academic or formal speakers. <br />
<br />
<br />
The first to define genre in the Western tradition was Aristotle, in his book ''The Poetics'', in which he specified features that were characteristic of and appropriate for each genre, such as poetry (including odes and epic poems), prose, comedy, drama, and tragedy. Some genre categories today may be fairly rigid, while others may be more flexible. Genres can change over time, and new ones may emerge, as genres are created, and old ones fall out of use. Major genres may be divided into subcategores (see examples below). Some works may fall into multiple genre or subgenre categories by borrowing and recombining their stylistic conventions. The term genre generally applies to larger works, as opposed to the individual styles of shorter stand-alone texts or pieces. <br />
<br />
A well developed and popular genre of, say, music or film, can have subtypes, or subgenres. For example, within the genre of science fiction, various subgenres exist, often blending elements of other major genres with science fiction, such as sci-fi horror, sci-fi comedy, sci-fi fantasy, and sci-fi drama, as well as subgenres defined by the presence of other unique elements, such as apocalyptic sci-fi and dystopican sci-fi. Whether one speaks of a major style as a genre or subgenre can depend on context. For example, in the overall context of music, one could refer to rock/pop, jazz, classical, and others as genres. But within the context of rock/pop, where very well developed and distinct subtypes exist, then within a strictly rock/pop context, one could speak of ballads, metal, punk, new wave, alternative, R&B, and others as genres. <br />
<br />
<br />
==Literature==<br />
Literary genres are often distinguished by the following stylistic characteristics. <br />
* literary techniques<br />
* tone<br />
* content<br />
* length<br />
* intended audience<br />
<br />
<br />
Common literary genres include: <br />
# Prose or poetry - which other genres may be classified under. <br />
# epic<br />
# tragedy<br />
# comedy<br />
# novel<br />
# parody<br />
# short story<br />
# poetry <br />
<br />
<br />
More specific genre categories include the following fictional varieties. Each of these can consist of multiple subgenres.<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Literary fiction, dealing with characters and their inner lives and perspectives <br />
# Romance<br />
# Action adventure, which involves a protagonist in danger and action (which is often fast-paced)<br />
# Suspense/Thriller, which involves a protagonist in danger <br />
# Science fiction<br />
# Fantasy, which has mythical or magical elements, such as ''Lord of the Rings''<br />
# Fairy tale <br />
# Legend <br />
# Play<br />
# Musical<br />
# Satire<br />
# Horror<br />
# Speculative fiction, which is set in a somewhat different world or timeline; this may overlap with some types of science fiction or alternative histories. <br />
# Young adult fiction, with teenagers or very young adults as major characters, and aimed at teenage and young adult audiences<br />
# New adults fiction, with college-age major characters, aimed at young adult audiences<br />
# Mystery, in which a protagonist solves a crime <br />
# Police procedurals, in which a police officer or detective solves a crime<br />
# Westerns: stories that are set in the old American West. Plots and characters include cowboys, settlers, outlaws, native Americans ("Indians"), miners, and stories of survival, romance, or adventure. <br />
# Family saga, involving two or more generations of families<br />
# Women's fiction, involving female characters and typical situations of women<br />
# Magical realism, in which characters' lives involve magical events, which they don't find unusual; a good example is ''Cien Anos de Soledad'' (''100 Years of Solitude'') by Gabriel Marquez. <br />
</div><br />
<br />
There are also some nonfiction genres, such as these. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Memoir<br />
# Biography<br />
# Essay<br />
# Personal narrative <br />
# Reference works <br />
# Textbook <br />
</div><br />
<br />
More serious non-fiction, rhetorical (i.e., persuasive) and academic writing can include the following. See also the page on [[academic writing genres]].<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Rhetorical, persuasive, or argumentative essay<br />
# Problem-solution essay <br />
# Research essay or paper<br />
# Thesis: a major work involving original research for an advanced university degree<br />
# Conference paper <br />
# Monograph: a research-based academic book <br />
</div><br />
<br />
<br />
<br />
==Film & TV genres==<br />
Films might be classified as full-length feature films, short films, and documentaries. Many genres and subgenres exist, and various techniques can be used such as tropes and literary techniques. Basic film and TV genres include many of the literary genres, plus a few more that are more unique to visual media, such as the following. <br />
# Drama<br />
# Documentary<br />
# Musical<br />
# Western<br />
# War film<br />
# Horror<br />
# Romance<br />
# Romantic comedy<br />
# Crime film<br />
# Film noir<br />
# Science fiction<br />
<br />
<br />
The visual medium allows for numerous subtypes and combinations. For example, the documentary format can be combined with drama, called a docudrama, in which real events are dramatized by actors. It can be combined with satire and humor for mockumentary, or a fictional, documentary-style humor film (such as ''This is Spinal Tap'', a famous American mockumentary from the 1980s). Science fiction can include the following subtypes and crossover forms. <br />
# Hard science fiction: science and technology, rather than other genre elements, are central to the plot; science concepts and terms are explained in detail.<br />
# Soft sci-fi: science is secondary to character-driven plots <br />
# Apocalyptic sci-fi: Plots center around an earth-shattering or catastropic event, such as an alien invasion (like ''Independence Day'') <br />
# Post-apocalyptic sci-fi: events after an apocalyptic catastrophe <br />
# Dystopian sci-fi: e.g., stories taking place in a fictional society that exists as a police state <br />
# Sci-fi horror (e.g., the film ''Event Horizon'')<br />
# Sci-fi humor (e.g., the UK TV series ''Red Dwarf'')<br />
# Sci-fi fantasy <br />
# Military sci-fi<br />
# Robot fiction <br />
# Social science fiction: This explores future societies, sometimes for purposes of social satire <br />
# Steampunk: More modern or futuristic elements are introduced to or combined with an earlier historical setting; famous examples include ''Metropolis'' (Germany, 1927) <br />
# Cyberpunk: Based on cybernetics scenarios and plots, often in dystopian futuristic settings <br />
# Alternate history <br />
# Speculative fiction: This may be on the periphery of science fiction, as it includes elements of fantasy, supernatural fiction, alternate histories, or other scenarios that differ from known history. Good examples would be the British TV series ''Life on Mars'' and ''Ashes to Ashes'', which blend elements of time travel, cop drama, alternate history, and psychological thriller.<br />
<br />
<br />
<br />
==Genre & narrative elements==<br />
The following elements might be used in certain genres. Different narrative elements and plot elements might be more commonly used in different genres. See also [[narrative techniques]] in film. <br />
<br />
<br />
===Literary and narrative techniques===<br />
The following are techniques that are commonly used in literature and in film. Literary and film techniques can first be considered by the following general literary and film elements that often define their genre. See also [[narrative techniques]] in film. <br />
# Setting <br />
# Plot <br />
# Perspective<br />
# Style elements or devices <br />
# Character <br />
# Theme<br />
<br />
<br />
Common plot techniques include the following. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# backstories<br />
# cliffhangers<br />
# flashback<br />
# narrator or voiceover<br />
# framing device (an important scene at the beginning or end of a work that is out of chronological order, but sets the tone or theme of the work<br />
# frame story (a story within a story; the outer story is the frame story)<br />
# foreshadoing (scenes or events that suggest what is to happen later in a story)<br />
# narrative hook (an opening that gets the readers' attention)<br />
# plot twist (an unexpected change in the plotline)<br />
# poetic justice (bad characters get what they deserve, or good characters get what they deserve)<br />
# unreliable narrator (the narrator is not sincere, impartial, or accurate in telling the story)<br />
# deus ex machina (a magical solution to a problem appears out of nowhere, in a way that is unrelated to the story)<br />
</div><br />
<br />
<br />
Perspective can include first person narration, second person narration, or third person narration. Narration can also be multiperspective, or told from the viewpoints of multiple characters. Perspective can be told from the standpoint of the protagonist, or another character who serves as an audience surrogate—a person with whom the audience identifies and helps the audience to understand plots and characters (such as Dr Watson in the Sherlock Holmes mysteries). An author surrogate is another character based on the author and author's views. At times, characters may break the fourth wall; breaking the fourth wall refers to the invisible "wall" between the actors on a stage and the audience. This occurs when a character addresses the audience directly, as if the character is aware that s/he is a character in a story. This is sometimes used effectively in some comedy films or shows. <br />
<br />
<br />
Numerous stylistic devices exist in literature and other media, such as: <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# allegory<br />
# alliterateion<br />
# imagery (e.g., very visual descriptions)<br />
# metaphors (including specific types like metonomy and synecdoche)<br />
# overstatement (exaggeration, for emphasis)<br />
# onomatopoeia (words that imitate sounds, e.g., "crash", "boom", "bang", "meow", "woof woof")<br />
# oxymoron (contradictory expressions, like "pretty ugly")<br />
# paradox <br />
# parody<br />
# pathos (emotional appeal, e.g., by creating deep sympathy for a character)<br />
# satire<br />
# rhetorical amplification (sentences embellished with unusually formal or complex language)<br />
# euphemism (indirect language for something that might be inappropriate to say, e.g., saying that someone "passed away" instead of "died")<br />
# sound symbolism: Sounds that imitate non-auditory sensations, such as using /i/ vowel sounds for things that are cute or childlike (teeny weeny), as in baby talk. Better and more direct examples exist in Korean and Japanese, which have many sound symbolic words, such as the Korean 쨍쨍, which represents a blazing, glaring sun. <br />
# sensory detail (like imagery, but with descriptions that invoke physical sensations)<br />
# understatement (deliberately understating something for descriptive, dramatic, or humorous effect)<br />
</div> <br />
<br />
<br />
A common narrative and thematic device includes motifs, or recurring elements that have a symbolic or narrative significance (for example, the repeated occurrences of the phrase "bad wolf" in the first two seasons of the revived Dr Who series). Other common narrative and thematic devices include different types of irony, or a discrepancy between expectation and reality. <br />
# Situational irony: A discrepancy between what is expected and what actually happens. <br />
# Dramatic irony: A character is unaware of important information that has been revealed to the audience.<br />
# Verbal irony: A person states one thing, which means something different than what others understand. This is not the same as sarcasm, where a person intentionally plays with two interpretations of what s/he says in order to, e.g., criticize someone. <br />
<br />
<br />
Some character development techniques can include personification (assigning human traits to non-living things or abstract ideas), hamartia or a fatal moral flaw (one that leads to the downfall of a hero), and pathos or projection, in which a main character's mood is projected onto the atmosphere or inanimate objects (e.g., in Edgar Allen Poe's "The Raven," the narrator's depression is projected onto the ambience of the whole story, including the stormy, cold weather). <br />
<br />
<br />
===Tropes===<br />
TV shows, films, and novels of certain genres often employ [[tropes]], or common plot elements, devices, or events. Certain tropes are associated with certain genres, and may contribute to the theme of the work. Sometimes they are overused, or used unnecessarily, and become cliché. Some examples include: <br />
<br />
<br />
;Science fiction tropes:<br />
# Time travel <br />
# Characters travel back in time and return to find that they have altered their contemporary history and reality <br />
# Characters encounter a parallel universe, where there exist evil alternate versions of themselves (e.g., Star Trek: Discovery, season 1)<br />
# Killer aliens, e.g., evil aliens come to earth <br />
# Evil AI technology, or AI uprisings (like the Terminator movies) <br />
# Wormholes allowing for instant travel between distant parts of the galaxy <br />
# Interspecies romance, e.g., between a human and an alien <br />
# Faster-than-light (FTL) travel: A necessary trope because space is just too big <br />
# Dystopian governments or societies (dystopian sci-fi): society and government have collapsed, or have undergone a disaster such as ecological / climate collapse, nuclear war, plague, or some other major apocalypse <br />
# God-like aliens, as they are so advanced that they have seeminly god-like powers and intelligence <br />
<br />
<br />
;Horror or action movie tropes: <br />
# Characters realize that a killer is pursuing them, so the split up, which makes it easier for the killer to catch all of them. <br />
# A villain is a supernatural reincarnation of a person who died a horrible and unfair death <br />
# Killer whatever — often an animal, person, or natural substance that has mutated (e.g., the film Arachnophobia)<br />
# Characters running from a killer, who run into places that are difficult to escape <br />
# Jump scares: a sudden scare, often when something scary suddenly appears or happens, causing viewers to experience a jump of fright <br />
# Vengeful spirit or ghost <br />
# The final survivor—one last person has survived a killer, often a female last survivor; she often outsmarts the killer and escapes.<br />
<br />
See also: The page on [[tropes]] with more examples. <br />
<br />
<br />
===Mise-en-scène===<br />
<br />
Mise-en-scène (French: [mi.z‿ɑ̃.sɛn]) literally means "placing on stage" or what is placed in the scene. This refers to the overall visual design of scense, or is the stage design and arrangement of actors and objects in scenes, whether for theater performances, film, or TV. The term can also refer to individual scenes that are representative of the mood or style of a film. Mise-en-scène can include the following elements. <br />
<br />
;Set design: The setting of a scene and the placement of objects (props) in a scene can set the mood, draw attention to the mood of characters, and influence the action on set. Whether a film is shot on location or on a constructed set or stage can also affect the mood and feel. <br />
<br />
;Lighting: The lighting of the set can influence how the audience understands or interprets events, characters, themes, and mood. <br />
<br />
;Space: The placement, size and shapes of objects on a set, their proximity, can be manipulated through lighting, set design, camera placement, and camera use, and the use of spacing can affect the mood, scene, characters, or actions. For example, a lot of empty space might convey peacefulness or emptiness, while close placement of objects and actors might convey opposite moods. <br />
<br />
;Composition: This refers to the organization of objects, actors and space within the frame, including the balance and symmetry. This can affect what viewers focus on or pay more attention to. Intentional use of misaligned objects or an imbalanced scene, for example, might emphasize certain parts of the scene, or distract the viewers from the background. <br />
<br />
;Costume: The clothing worn by actors can make clear distinctions between characters or indicate the role, mood, nature, or status of a particular character. Certain colors might enhance certain emotions, or convey something about the character's personality. <br />
<br />
;Makeup and hairstyles: These can also affect how viewers interpret characters, and their personality or mood, and changes in these can signal changes within a character. This also includes prosthetics, masks or full-body makeup. <br />
<br />
;Acting style: In early Hollywood films, film acting was influenced by the more melodramatic style of theater and stage acting. Acting later became more naturalistic and realistic. Different approaches to acting may be used. For example, an actor may engage in method acting, where they fully immerse themselves in the role and train extensively for the role to deliver a very convincing and naturalistic performance. <br />
<br />
;Film type: The use of differen types of filming can affect the mood, feel, and interpretation of a film, for example, black-and-white versus color, fine-grain or grainy film, and different video aspect ratios. <br />
<br />
;Actor blocking: The terms 'blocking' and 'blocks' come from stage acting, and refers to the the specific placement or staging of actors on the stage to enhance and facilitate the performance and dramatic effect.<br />
<br />
<br />
<br />
==Music==<br />
Many [[music genre | musical genres]] and subgenres exist, and the terms ''genre, style'' and ''form'' may be used interchangeably, as they can be difficult to distinguish. <br />
# "Classical" music includes classical proper (from the classical period of the 18th century), baroque, romanticism, impressionism, minimalism, experimentalism, and others. <br />
# Renaissance styles include dance, madrigal, motet, canzona, and ricercar<br />
# Jazz includes vocal jazz, big band, swing, progressive jazz, acid jazz, fusion, lounge, Latin jazz, rhythm & blues / blues, and soft jazz.<br />
# Rock includes classic rock / pop, rockabilly, blues rock, heavy metal, rap / hip-hop, punk / new wave / alternative. <br />
<br />
<br />
==Painting & visual arts==<br />
Examples include: <br />
# Genre painting, which involve scenes of everyday life, and/or people who are not identified, and are not specific individuals, but general, unnamed people in a scene <br />
# History painting, including narrative, religious, mythological, and allegorical subjects or characters<br />
# Portrait painting<br />
# Landscape, or a landscape scene, and cityscape<br />
# Animal painting<br />
# Still life<br />
<br />
<br />
==See also==<br />
<references/><br />
<br />
;Other pages:<br />
# [[Academic writing genres]] on English Wiki <br />
# [https://en.wikipedia.org/wiki/List_of_writing_genres List of writing genres] at Wikipedia<br />
# [[Humor genres]]<br />
# [[Narrative techniques]]<br />
# [[Music genres]]<br />
# [[Paragraph styles]]<br />
# [[Plot elements]]<br />
# [[Trope]]<br />
<br />
[[Category:Genre]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Genre&diff=16521Genre2023-10-17T11:47:42Z<p>Kentlee7: /* Mise-en-scène */</p>
<hr />
<div><br />
The term '''genre''' refers to a particular category of literature, music, film, or other forms of art or entertainment; a genre or category is defined by various conventions that have developed over time. Conventions refer to typical stylistic criteria, characteristics, or standards that are socially agreed upon, that is, that the artists and the public have come to agree upon, in terms of the various techniques and characteristics that they expect or typically use for audiences of a particular genre. The concept of genre and conventions can apply to any kind of written, spoken, audio, or visual products, whether they are more entertainment driven and commercially motivated, or more serious, aesthetic, or artistic. The word derives from the French ''genre'' /ʒɑn.ɹə/, meaning 'kind, sort'); in English is often pronounced /dʒɑn.ɹə/ more informally, or /ʒɑn.ɹə/ among more academic or formal speakers. <br />
<br />
<br />
The first to define genre in the Western tradition was Aristotle, in his book ''The Poetics'', in which he specified features that were characteristic of and appropriate for each genre, such as poetry (including odes and epic poems), prose, comedy, drama, and tragedy. Some genre categories today may be fairly rigid, while others may be more flexible. Genres can change over time, and new ones may emerge, as genres are created, and old ones fall out of use. Major genres may be divided into subcategores (see examples below). Some works may fall into multiple genre or subgenre categories by borrowing and recombining their stylistic conventions. The term genre generally applies to larger works, as opposed to the individual styles of shorter stand-alone texts or pieces. <br />
<br />
A well developed and popular genre of, say, music or film, can have subtypes, or subgenres. For example, within the genre of science fiction, various subgenres exist, often blending elements of other major genres with science fiction, such as sci-fi horror, sci-fi comedy, sci-fi fantasy, and sci-fi drama, as well as subgenres defined by the presence of other unique elements, such as apocalyptic sci-fi and dystopican sci-fi. Whether one speaks of a major style as a genre or subgenre can depend on context. For example, in the overall context of music, one could refer to rock/pop, jazz, classical, and others as genres. But within the context of rock/pop, where very well developed and distinct subtypes exist, then within a strictly rock/pop context, one could speak of ballads, metal, punk, new wave, alternative, R&B, and others as genres. <br />
<br />
<br />
==Literature==<br />
Literary genres are often distinguished by the following stylistic characteristics. <br />
* literary techniques<br />
* tone<br />
* content<br />
* length<br />
* intended audience<br />
<br />
<br />
Common literary genres include: <br />
# Prose or poetry - which other genres may be classified under. <br />
# epic<br />
# tragedy<br />
# comedy<br />
# novel<br />
# parody<br />
# short story<br />
# poetry <br />
<br />
<br />
More specific genre categories include the following fictional varieties. Each of these can consist of multiple subgenres.<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Literary fiction, dealing with characters and their inner lives and perspectives <br />
# Romance<br />
# Action adventure, which involves a protagonist in danger and action (which is often fast-paced)<br />
# Suspense/Thriller, which involves a protagonist in danger <br />
# Science fiction<br />
# Fantasy, which has mythical or magical elements, such as ''Lord of the Rings''<br />
# Fairy tale <br />
# Legend <br />
# Play<br />
# Musical<br />
# Satire<br />
# Horror<br />
# Speculative fiction, which is set in a somewhat different world or timeline; this may overlap with some types of science fiction or alternative histories. <br />
# Young adult fiction, with teenagers or very young adults as major characters, and aimed at teenage and young adult audiences<br />
# New adults fiction, with college-age major characters, aimed at young adult audiences<br />
# Mystery, in which a protagonist solves a crime <br />
# Police procedurals, in which a police officer or detective solves a crime<br />
# Westerns: stories that are set in the old American West. Plots and characters include cowboys, settlers, outlaws, native Americans ("Indians"), miners, and stories of survival, romance, or adventure. <br />
# Family saga, involving two or more generations of families<br />
# Women's fiction, involving female characters and typical situations of women<br />
# Magical realism, in which characters' lives involve magical events, which they don't find unusual; a good example is ''Cien Anos de Soledad'' (''100 Years of Solitude'') by Gabriel Marquez. <br />
</div><br />
<br />
There are also some nonfiction genres, such as these. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Memoir<br />
# Biography<br />
# Essay<br />
# Personal narrative <br />
# Reference works <br />
# Textbook <br />
</div><br />
<br />
More serious non-fiction, rhetorical (i.e., persuasive) and academic writing can include the following. See also the page on [[academic writing genres]].<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Rhetorical, persuasive, or argumentative essay<br />
# Problem-solution essay <br />
# Research essay or paper<br />
# Thesis: a major work involving original research for an advanced university degree<br />
# Conference paper <br />
# Monograph: a research-based academic book <br />
</div><br />
<br />
<br />
<br />
==Film & TV genres==<br />
Films might be classified as full-length feature films, short films, and documentaries. Many genres and subgenres exist, and various techniques can be used such as tropes and literary techniques. Basic film and TV genres include many of the literary genres, plus a few more that are more unique to visual media, such as the following. <br />
# Drama<br />
# Documentary<br />
# Musical<br />
# Western<br />
# War film<br />
# Horror<br />
# Romance<br />
# Romantic comedy<br />
# Crime film<br />
# Film noir<br />
# Science fiction<br />
<br />
<br />
The visual medium allows for numerous subtypes and combinations. For example, the documentary format can be combined with drama, called a docudrama, in which real events are dramatized by actors. It can be combined with satire and humor for mockumentary, or a fictional, documentary-style humor film (such as ''This is Spinal Tap'', a famous American mockumentary from the 1980s). Science fiction can include the following subtypes and crossover forms. <br />
# Hard science fiction: science and technology, rather than other genre elements, are central to the plot; science concepts and terms are explained in detail.<br />
# Soft sci-fi: science is secondary to character-driven plots <br />
# Apocalyptic sci-fi: Plots center around an earth-shattering or catastropic event, such as an alien invasion (like ''Independence Day'') <br />
# Post-apocalyptic sci-fi: events after an apocalyptic catastrophe <br />
# Dystopian sci-fi: e.g., stories taking place in a fictional society that exists as a police state <br />
# Sci-fi horror (e.g., the film ''Event Horizon'')<br />
# Sci-fi humor (e.g., the UK TV series ''Red Dwarf'')<br />
# Sci-fi fantasy <br />
# Military sci-fi<br />
# Robot fiction <br />
# Social science fiction: This explores future societies, sometimes for purposes of social satire <br />
# Steampunk: More modern or futuristic elements are introduced to or combined with an earlier historical setting; famous examples include ''Metropolis'' (Germany, 1927) <br />
# Cyberpunk: Based on cybernetics scenarios and plots, often in dystopian futuristic settings <br />
# Alternate history <br />
# Speculative fiction: This may be on the periphery of science fiction, as it includes elements of fantasy, supernatural fiction, alternate histories, or other scenarios that differ from known history. Good examples would be the British TV series ''Life on Mars'' and ''Ashes to Ashes'', which blend elements of time travel, cop drama, alternate history, and psychological thriller.<br />
<br />
<br />
<br />
==Genre & narrative elements==<br />
The following elements might be used in certain genres. Different narrative elements and plot elements might be more commonly used in different genres. See also [[narrative techniques]] in film. <br />
<br />
<br />
===Literary and narrative techniques===<br />
The following are techniques that are commonly used in literature and in film. Literary and film techniques can first be considered by the following general literary and film elements that often define their genre. See also [[narrative techniques]] in film. <br />
# Setting <br />
# Plot <br />
# Perspective<br />
# Style elements or devices <br />
# Character <br />
# Theme<br />
<br />
<br />
Common plot techniques include the following. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# backstories<br />
# cliffhangers<br />
# flashback<br />
# narrator or voiceover<br />
# framing device (an important scene at the beginning or end of a work that is out of chronological order, but sets the tone or theme of the work<br />
# frame story (a story within a story; the outer story is the frame story)<br />
# foreshadoing (scenes or events that suggest what is to happen later in a story)<br />
# narrative hook (an opening that gets the readers' attention)<br />
# plot twist (an unexpected change in the plotline)<br />
# poetic justice (bad characters get what they deserve, or good characters get what they deserve)<br />
# unreliable narrator (the narrator is not sincere, impartial, or accurate in telling the story)<br />
# deus ex machina (a magical solution to a problem appears out of nowhere, in a way that is unrelated to the story)<br />
</div><br />
<br />
<br />
Perspective can include first person narration, second person narration, or third person narration. Narration can also be multiperspective, or told from the viewpoints of multiple characters. Perspective can be told from the standpoint of the protagonist, or another character who serves as an audience surrogate—a person with whom the audience identifies and helps the audience to understand plots and characters (such as Dr Watson in the Sherlock Holmes mysteries). An author surrogate is another character based on the author and author's views. At times, characters may break the fourth wall; breaking the fourth wall refers to the invisible "wall" between the actors on a stage and the audience. This occurs when a character addresses the audience directly, as if the character is aware that s/he is a character in a story. This is sometimes used effectively in some comedy films or shows. <br />
<br />
<br />
Numerous stylistic devices exist in literature and other media, such as: <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# allegory<br />
# alliterateion<br />
# imagery (e.g., very visual descriptions)<br />
# metaphors (including specific types like metonomy and synecdoche)<br />
# overstatement (exaggeration, for emphasis)<br />
# onomatopoeia (words that imitate sounds, e.g., "crash", "boom", "bang", "meow", "woof woof")<br />
# oxymoron (contradictory expressions, like "pretty ugly")<br />
# paradox <br />
# parody<br />
# pathos (emotional appeal, e.g., by creating deep sympathy for a character)<br />
# satire<br />
# rhetorical amplification (sentences embellished with unusually formal or complex language)<br />
# euphemism (indirect language for something that might be inappropriate to say, e.g., saying that someone "passed away" instead of "died")<br />
# sound symbolism: Sounds that imitate non-auditory sensations, such as using /i/ vowel sounds for things that are cute or childlike (teeny weeny), as in baby talk. Better and more direct examples exist in Korean and Japanese, which have many sound symbolic words, such as the Korean 쨍쨍, which represents a blazing, glaring sun. <br />
# sensory detail (like imagery, but with descriptions that invoke physical sensations)<br />
# understatement (deliberately understating something for descriptive, dramatic, or humorous effect)<br />
</div> <br />
<br />
<br />
A common narrative and thematic device includes motifs, or recurring elements that have a symbolic or narrative significance (for example, the repeated occurrences of the phrase "bad wolf" in the first two seasons of the revived Dr Who series). Other common narrative and thematic devices include different types of irony, or a discrepancy between expectation and reality. <br />
# Situational irony: A discrepancy between what is expected and what actually happens. <br />
# Dramatic irony: A character is unaware of important information that has been revealed to the audience.<br />
# Verbal irony: A person states one thing, which means something different than what others understand. This is not the same as sarcasm, where a person intentionally plays with two interpretations of what s/he says in order to, e.g., criticize someone. <br />
<br />
<br />
Some character development techniques can include personification (assigning human traits to non-living things or abstract ideas), hamartia or a fatal moral flaw (one that leads to the downfall of a hero), and pathos or projection, in which a main character's mood is projected onto the atmosphere or inanimate objects (e.g., in Edgar Allen Poe's "The Raven," the narrator's depression is projected onto the ambience of the whole story, including the stormy, cold weather). <br />
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<br />
===Tropes===<br />
TV shows, films, and novels of certain genres often employ [[tropes]], or common plot elements, devices, or events. Certain tropes are associated with certain genres, and may contribute to the theme of the work. Sometimes they are overused, or used unnecessarily, and become cliché. Some examples include: <br />
<br />
<br />
;Science fiction tropes:<br />
# Time travel <br />
# Characters travel back in time and return to find that they have altered their contemporary history and reality <br />
# Characters encounter a parallel universe, where there exist evil alternate versions of themselves (e.g., Star Trek: Discovery, season 1)<br />
# First contact between humans and aliens <br />
# Killer aliens, e.g., evil aliens come to earth <br />
# Evil AI technology, or AI uprisings (like the Terminator movies) <br />
# Wormholes allowing for instant travel between distant parts of the galaxy <br />
# Nanotechnology, often nanotech that is out of control or malevolent <br />
# Alien artifacts: remains of ancient aliens are discovered, e.g., on another planet <br />
# Interspecies romance, e.g., between a human and an alien <br />
# Bodily modifications or transformations<br />
# Artificially enhanced intelligence: a human gets an intelligence boost from technology, or from an alien influence <br />
# Supraluminal travel, i.e., faster-than-light travel: A necessary trope because space is just too big<br />
# Dystopian governments or societies (dystopian sci-fi): society and government have collapsed, or have undergone a disaster such as ecological / climate collapse, nuclear war, plague, or some other major apocalypse <br />
# Robots, including human-like robots that become or want to become more human; or those who don't like humans <br />
# God-like aliens, as they are so advanced that they have god-like powers and intelligence <br />
<br />
<br />
;Horror or action movie tropes: <br />
# Characters flee from a killer and try to start a car; the car won't start, or takes a long time to start. <br />
# Characters realize that a killer is pursuing them, so the split up, which makes it easier for the killer to catch all of them. <br />
# A villain is a supernatural reincarnation of a person who died a horrible and unfair death <br />
# Abandoned buildings or haunted buildings<br />
# Screaming, especially weak screaming females <br />
# Killer whatever — often an animal, person, or natural substance that has mutated (e.g., the film Arachnophobia)<br />
# Characters running from a killer, who run into places that are difficult to escape <br />
# Jump scares: a sudden scare, often when something scary suddenly appears or happens, causing viewers to experience a jump of fright <br />
# Vengeful spirit or ghost <br />
# The final survivor—one last person has survived a killer, often a female last survivor; she often outsmarts the killer and escapes.<br />
<br />
See also: The page on [[tropes]] with more examples. <br />
<br />
<br />
===Mise-en-scène===<br />
<br />
Mise-en-scène (French: [mi.z‿ɑ̃.sɛn]) literally means "placing on stage" or what is placed in the scene. This refers to the overall visual design of scense, or is the stage design and arrangement of actors and objects in scenes, whether for theater performances, film, or TV. The term can also refer to individual scenes that are representative of the mood or style of a film. Mise-en-scène can include the following elements. <br />
<br />
;Set design: The setting of a scene and the placement of objects (props) in a scene can set the mood, draw attention to the mood of characters, and influence the action on set. Whether a film is shot on location or on a constructed set or stage can also affect the mood and feel. <br />
<br />
;Lighting: The lighting of the set can influence how the audience understands or interprets events, characters, themes, and mood. <br />
<br />
;Space: The placement, size and shapes of objects on a set, their proximity, can be manipulated through lighting, set design, camera placement, and camera use, and the use of spacing can affect the mood, scene, characters, or actions. For example, a lot of empty space might convey peacefulness or emptiness, while close placement of objects and actors might convey opposite moods. <br />
<br />
;Composition: This refers to the organization of objects, actors and space within the frame, including the balance and symmetry. This can affect what viewers focus on or pay more attention to. Intentional use of misaligned objects or an imbalanced scene, for example, might emphasize certain parts of the scene, or distract the viewers from the background. <br />
<br />
;Costume: The clothing worn by actors can make clear distinctions between characters or indicate the role, mood, nature, or status of a particular character. Certain colors might enhance certain emotions, or convey something about the character's personality. <br />
<br />
;Makeup and hairstyles: These can also affect how viewers interpret characters, and their personality or mood, and changes in these can signal changes within a character. This also includes prosthetics, masks or full-body makeup. <br />
<br />
;Acting style: In early Hollywood films, film acting was influenced by the more melodramatic style of theater and stage acting. Acting later became more naturalistic and realistic. Different approaches to acting may be used. For example, an actor may engage in method acting, where they fully immerse themselves in the role and train extensively for the role to deliver a very convincing and naturalistic performance. <br />
<br />
;Film type: The use of differen types of filming can affect the mood, feel, and interpretation of a film, for example, black-and-white versus color, fine-grain or grainy film, and different video aspect ratios. <br />
<br />
;Actor blocking: The terms 'blocking' and 'blocks' come from stage acting, and refers to the the specific placement or staging of actors on the stage to enhance and facilitate the performance and dramatic effect.<br />
<br />
==Music==<br />
Many [[music genre | musical genres]] and subgenres exist, and the terms ''genre, style'' and ''form'' may be used interchangeably, as they can be difficult to distinguish. <br />
# "Classical" music includes classical proper (from the classical period of the 18th century), baroque, romanticism, impressionism, minimalism, experimentalism, and others. <br />
# Renaissance styles include dance, madrigal, motet, canzona, and ricercar<br />
# Jazz includes vocal jazz, big band, swing, progressive jazz, acid jazz, fusion, lounge, Latin jazz, rhythm & blues / blues, and soft jazz.<br />
# Rock includes classic rock / pop, rockabilly, blues rock, heavy metal, rap / hip-hop, punk / new wave / alternative. <br />
<br />
<br />
==Painting & visual arts==<br />
Examples include: <br />
# Genre painting, which involve scenes of everyday life, and/or people who are not identified, and are not specific individuals, but general, unnamed people in a scene <br />
# History painting, including narrative, religious, mythological, and allegorical subjects or characters<br />
# Portrait painting<br />
# Landscape, or a landscape scene, and cityscape<br />
# Animal painting<br />
# Still life<br />
<br />
<br />
==See also==<br />
<references/><br />
<br />
;Other pages:<br />
# [[Academic writing genres]] on English Wiki <br />
# [https://en.wikipedia.org/wiki/List_of_writing_genres List of writing genres] at Wikipedia<br />
# [[Humor genres]]<br />
# [[Narrative techniques]]<br />
# [[Music genres]]<br />
# [[Paragraph styles]]<br />
# [[Plot elements]]<br />
# [[Trope]]<br />
<br />
[[Category:Genre]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Genre&diff=16520Genre2023-10-17T10:57:03Z<p>Kentlee7: </p>
<hr />
<div><br />
The term '''genre''' refers to a particular category of literature, music, film, or other forms of art or entertainment; a genre or category is defined by various conventions that have developed over time. Conventions refer to typical stylistic criteria, characteristics, or standards that are socially agreed upon, that is, that the artists and the public have come to agree upon, in terms of the various techniques and characteristics that they expect or typically use for audiences of a particular genre. The concept of genre and conventions can apply to any kind of written, spoken, audio, or visual products, whether they are more entertainment driven and commercially motivated, or more serious, aesthetic, or artistic. The word derives from the French ''genre'' /ʒɑn.ɹə/, meaning 'kind, sort'); in English is often pronounced /dʒɑn.ɹə/ more informally, or /ʒɑn.ɹə/ among more academic or formal speakers. <br />
<br />
<br />
The first to define genre in the Western tradition was Aristotle, in his book ''The Poetics'', in which he specified features that were characteristic of and appropriate for each genre, such as poetry (including odes and epic poems), prose, comedy, drama, and tragedy. Some genre categories today may be fairly rigid, while others may be more flexible. Genres can change over time, and new ones may emerge, as genres are created, and old ones fall out of use. Major genres may be divided into subcategores (see examples below). Some works may fall into multiple genre or subgenre categories by borrowing and recombining their stylistic conventions. The term genre generally applies to larger works, as opposed to the individual styles of shorter stand-alone texts or pieces. <br />
<br />
A well developed and popular genre of, say, music or film, can have subtypes, or subgenres. For example, within the genre of science fiction, various subgenres exist, often blending elements of other major genres with science fiction, such as sci-fi horror, sci-fi comedy, sci-fi fantasy, and sci-fi drama, as well as subgenres defined by the presence of other unique elements, such as apocalyptic sci-fi and dystopican sci-fi. Whether one speaks of a major style as a genre or subgenre can depend on context. For example, in the overall context of music, one could refer to rock/pop, jazz, classical, and others as genres. But within the context of rock/pop, where very well developed and distinct subtypes exist, then within a strictly rock/pop context, one could speak of ballads, metal, punk, new wave, alternative, R&B, and others as genres. <br />
<br />
<br />
==Literature==<br />
Literary genres are often distinguished by the following stylistic characteristics. <br />
* literary techniques<br />
* tone<br />
* content<br />
* length<br />
* intended audience<br />
<br />
<br />
Common literary genres include: <br />
# Prose or poetry - which other genres may be classified under. <br />
# epic<br />
# tragedy<br />
# comedy<br />
# novel<br />
# parody<br />
# short story<br />
# poetry <br />
<br />
<br />
More specific genre categories include the following fictional varieties. Each of these can consist of multiple subgenres.<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Literary fiction, dealing with characters and their inner lives and perspectives <br />
# Romance<br />
# Action adventure, which involves a protagonist in danger and action (which is often fast-paced)<br />
# Suspense/Thriller, which involves a protagonist in danger <br />
# Science fiction<br />
# Fantasy, which has mythical or magical elements, such as ''Lord of the Rings''<br />
# Fairy tale <br />
# Legend <br />
# Play<br />
# Musical<br />
# Satire<br />
# Horror<br />
# Speculative fiction, which is set in a somewhat different world or timeline; this may overlap with some types of science fiction or alternative histories. <br />
# Young adult fiction, with teenagers or very young adults as major characters, and aimed at teenage and young adult audiences<br />
# New adults fiction, with college-age major characters, aimed at young adult audiences<br />
# Mystery, in which a protagonist solves a crime <br />
# Police procedurals, in which a police officer or detective solves a crime<br />
# Westerns: stories that are set in the old American West. Plots and characters include cowboys, settlers, outlaws, native Americans ("Indians"), miners, and stories of survival, romance, or adventure. <br />
# Family saga, involving two or more generations of families<br />
# Women's fiction, involving female characters and typical situations of women<br />
# Magical realism, in which characters' lives involve magical events, which they don't find unusual; a good example is ''Cien Anos de Soledad'' (''100 Years of Solitude'') by Gabriel Marquez. <br />
</div><br />
<br />
There are also some nonfiction genres, such as these. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Memoir<br />
# Biography<br />
# Essay<br />
# Personal narrative <br />
# Reference works <br />
# Textbook <br />
</div><br />
<br />
More serious non-fiction, rhetorical (i.e., persuasive) and academic writing can include the following. See also the page on [[academic writing genres]].<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Rhetorical, persuasive, or argumentative essay<br />
# Problem-solution essay <br />
# Research essay or paper<br />
# Thesis: a major work involving original research for an advanced university degree<br />
# Conference paper <br />
# Monograph: a research-based academic book <br />
</div><br />
<br />
<br />
<br />
==Film & TV genres==<br />
Films might be classified as full-length feature films, short films, and documentaries. Many genres and subgenres exist, and various techniques can be used such as tropes and literary techniques. Basic film and TV genres include many of the literary genres, plus a few more that are more unique to visual media, such as the following. <br />
# Drama<br />
# Documentary<br />
# Musical<br />
# Western<br />
# War film<br />
# Horror<br />
# Romance<br />
# Romantic comedy<br />
# Crime film<br />
# Film noir<br />
# Science fiction<br />
<br />
<br />
The visual medium allows for numerous subtypes and combinations. For example, the documentary format can be combined with drama, called a docudrama, in which real events are dramatized by actors. It can be combined with satire and humor for mockumentary, or a fictional, documentary-style humor film (such as ''This is Spinal Tap'', a famous American mockumentary from the 1980s). Science fiction can include the following subtypes and crossover forms. <br />
# Hard science fiction: science and technology, rather than other genre elements, are central to the plot; science concepts and terms are explained in detail.<br />
# Soft sci-fi: science is secondary to character-driven plots <br />
# Apocalyptic sci-fi: Plots center around an earth-shattering or catastropic event, such as an alien invasion (like ''Independence Day'') <br />
# Post-apocalyptic sci-fi: events after an apocalyptic catastrophe <br />
# Dystopian sci-fi: e.g., stories taking place in a fictional society that exists as a police state <br />
# Sci-fi horror (e.g., the film ''Event Horizon'')<br />
# Sci-fi humor (e.g., the UK TV series ''Red Dwarf'')<br />
# Sci-fi fantasy <br />
# Military sci-fi<br />
# Robot fiction <br />
# Social science fiction: This explores future societies, sometimes for purposes of social satire <br />
# Steampunk: More modern or futuristic elements are introduced to or combined with an earlier historical setting; famous examples include ''Metropolis'' (Germany, 1927) <br />
# Cyberpunk: Based on cybernetics scenarios and plots, often in dystopian futuristic settings <br />
# Alternate history <br />
# Speculative fiction: This may be on the periphery of science fiction, as it includes elements of fantasy, supernatural fiction, alternate histories, or other scenarios that differ from known history. Good examples would be the British TV series ''Life on Mars'' and ''Ashes to Ashes'', which blend elements of time travel, cop drama, alternate history, and psychological thriller.<br />
<br />
<br />
<br />
==Genre & narrative elements==<br />
The following elements might be used in certain genres. Different narrative elements and plot elements might be more commonly used in different genres. See also [[narrative techniques]] in film. <br />
<br />
<br />
===Literary and narrative techniques===<br />
The following are techniques that are commonly used in literature and in film. Literary and film techniques can first be considered by the following general literary and film elements that often define their genre. See also [[narrative techniques]] in film. <br />
# Setting <br />
# Plot <br />
# Perspective<br />
# Style elements or devices <br />
# Character <br />
# Theme<br />
<br />
<br />
Common plot techniques include the following. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# backstories<br />
# cliffhangers<br />
# flashback<br />
# narrator or voiceover<br />
# framing device (an important scene at the beginning or end of a work that is out of chronological order, but sets the tone or theme of the work<br />
# frame story (a story within a story; the outer story is the frame story)<br />
# foreshadoing (scenes or events that suggest what is to happen later in a story)<br />
# narrative hook (an opening that gets the readers' attention)<br />
# plot twist (an unexpected change in the plotline)<br />
# poetic justice (bad characters get what they deserve, or good characters get what they deserve)<br />
# unreliable narrator (the narrator is not sincere, impartial, or accurate in telling the story)<br />
# deus ex machina (a magical solution to a problem appears out of nowhere, in a way that is unrelated to the story)<br />
</div><br />
<br />
<br />
Perspective can include first person narration, second person narration, or third person narration. Narration can also be multiperspective, or told from the viewpoints of multiple characters. Perspective can be told from the standpoint of the protagonist, or another character who serves as an audience surrogate—a person with whom the audience identifies and helps the audience to understand plots and characters (such as Dr Watson in the Sherlock Holmes mysteries). An author surrogate is another character based on the author and author's views. At times, characters may break the fourth wall; breaking the fourth wall refers to the invisible "wall" between the actors on a stage and the audience. This occurs when a character addresses the audience directly, as if the character is aware that s/he is a character in a story. This is sometimes used effectively in some comedy films or shows. <br />
<br />
<br />
Numerous stylistic devices exist in literature and other media, such as: <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# allegory<br />
# alliterateion<br />
# imagery (e.g., very visual descriptions)<br />
# metaphors (including specific types like metonomy and synecdoche)<br />
# overstatement (exaggeration, for emphasis)<br />
# onomatopoeia (words that imitate sounds, e.g., "crash", "boom", "bang", "meow", "woof woof")<br />
# oxymoron (contradictory expressions, like "pretty ugly")<br />
# paradox <br />
# parody<br />
# pathos (emotional appeal, e.g., by creating deep sympathy for a character)<br />
# satire<br />
# rhetorical amplification (sentences embellished with unusually formal or complex language)<br />
# euphemism (indirect language for something that might be inappropriate to say, e.g., saying that someone "passed away" instead of "died")<br />
# sound symbolism: Sounds that imitate non-auditory sensations, such as using /i/ vowel sounds for things that are cute or childlike (teeny weeny), as in baby talk. Better and more direct examples exist in Korean and Japanese, which have many sound symbolic words, such as the Korean 쨍쨍, which represents a blazing, glaring sun. <br />
# sensory detail (like imagery, but with descriptions that invoke physical sensations)<br />
# understatement (deliberately understating something for descriptive, dramatic, or humorous effect)<br />
</div> <br />
<br />
<br />
A common narrative and thematic device includes motifs, or recurring elements that have a symbolic or narrative significance (for example, the repeated occurrences of the phrase "bad wolf" in the first two seasons of the revived Dr Who series). Other common narrative and thematic devices include different types of irony, or a discrepancy between expectation and reality. <br />
# Situational irony: A discrepancy between what is expected and what actually happens. <br />
# Dramatic irony: A character is unaware of important information that has been revealed to the audience.<br />
# Verbal irony: A person states one thing, which means something different than what others understand. This is not the same as sarcasm, where a person intentionally plays with two interpretations of what s/he says in order to, e.g., criticize someone. <br />
<br />
<br />
Some character development techniques can include personification (assigning human traits to non-living things or abstract ideas), hamartia or a fatal moral flaw (one that leads to the downfall of a hero), and pathos or projection, in which a main character's mood is projected onto the atmosphere or inanimate objects (e.g., in Edgar Allen Poe's "The Raven," the narrator's depression is projected onto the ambience of the whole story, including the stormy, cold weather). <br />
<br />
<br />
===Tropes===<br />
TV shows, films, and novels of certain genres often employ [[tropes]], or common plot elements, devices, or events. Certain tropes are associated with certain genres, and may contribute to the theme of the work. Sometimes they are overused, or used unnecessarily, and become cliché. Some examples include: <br />
<br />
<br />
;Science fiction tropes:<br />
# Time travel <br />
# Characters travel back in time and return to find that they have altered their contemporary history and reality <br />
# Characters encounter a parallel universe, where there exist evil alternate versions of themselves (e.g., Star Trek: Discovery, season 1)<br />
# First contact between humans and aliens <br />
# Killer aliens, e.g., evil aliens come to earth <br />
# Evil AI technology, or AI uprisings (like the Terminator movies) <br />
# Wormholes allowing for instant travel between distant parts of the galaxy <br />
# Nanotechnology, often nanotech that is out of control or malevolent <br />
# Alien artifacts: remains of ancient aliens are discovered, e.g., on another planet <br />
# Interspecies romance, e.g., between a human and an alien <br />
# Bodily modifications or transformations<br />
# Artificially enhanced intelligence: a human gets an intelligence boost from technology, or from an alien influence <br />
# Supraluminal travel, i.e., faster-than-light travel: A necessary trope because space is just too big<br />
# Dystopian governments or societies (dystopian sci-fi): society and government have collapsed, or have undergone a disaster such as ecological / climate collapse, nuclear war, plague, or some other major apocalypse <br />
# Robots, including human-like robots that become or want to become more human; or those who don't like humans <br />
# God-like aliens, as they are so advanced that they have god-like powers and intelligence <br />
<br />
<br />
;Horror or action movie tropes: <br />
# Characters flee from a killer and try to start a car; the car won't start, or takes a long time to start. <br />
# Characters realize that a killer is pursuing them, so the split up, which makes it easier for the killer to catch all of them. <br />
# A villain is a supernatural reincarnation of a person who died a horrible and unfair death <br />
# Abandoned buildings or haunted buildings<br />
# Screaming, especially weak screaming females <br />
# Killer whatever — often an animal, person, or natural substance that has mutated (e.g., the film Arachnophobia)<br />
# Characters running from a killer, who run into places that are difficult to escape <br />
# Jump scares: a sudden scare, often when something scary suddenly appears or happens, causing viewers to experience a jump of fright <br />
# Vengeful spirit or ghost <br />
# The final survivor—one last person has survived a killer, often a female last survivor; she often outsmarts the killer and escapes.<br />
<br />
See also: The page on [[tropes]] with more examples. <br />
<br />
<br />
===Mise-en-scène===<br />
<br />
Mise-en-scène (French: [mi.z‿ɑ̃.sɛn]) literally means "placing on stage" or what is placed in the scene. This refers to the overall visual design of scense, or is the stage design and arrangement of actors and objects in scenes, whether for theater performances, film, or TV. The term can also refer to individual scenes that are representative of the mood or style of a film. Mise-en-scène can include the following elements. <br />
<br />
;Set design: The setting of a scene and the placement of objects (props) in a scene can set the mood, draw attention to the mood of characters, and influence the action on set. Whether a film is shot on location or on a constructed set or stage can also affect the mood and feel. <br />
<br />
;Lighting: The lighting of the set can influence how the audience understands or interprets events, characters, themes, and mood. <br />
<br />
;Space: <br />
<br />
The placement, size and shapes of objects on a set, their proximity, can be manipulated through lighting, set design, camera placement, and camera use, and the use of spacing can affect the mood, scene, characters, or actions. For example, a lot of empty space might convey peacefulness or emptiness, while close placement of objects and actors might convey opposite moods. <br />
<br />
;Composition: This refers to the organization of objects, actors and space within the frame, including the balance and symmetry. This can affect what viewers focus on or pay more attention to. Intentional use of misaligned objects or an imbalanced scene, for example, might emphasize certain parts of the scene, or distract the viewers from the background. <br />
<br />
;Costume: The clothing worn by actors can make clear distinctions between characters or indicate the role, mood, nature, or status of a particular character. Certain colors might enhance certain emotions, or convey something about the character's personality. <br />
<br />
;Makeup and hairstyles: These can also affect how viewers interpret characters, and their personality or mood, and changes in these can signal changes within a character. This also includes prosthetics, masks or full-body makeup. <br />
<br />
;Acting style: In early Hollywood films, film acting was influenced by the more melodramatic style of theater and stage acting. Acting later became more naturalistic and realistic. Different approaches to acting may be used. For example, an actor may engage in method acting, where they fully immerse themselves in the role and train extensively for the role to deliver a very convincing and naturalistic performance. <br />
<br />
;Film type: The use of differen types of filming can affect the mood, feel, and interpretation of a film, for example, black-and-white versus color, fine-grain or grainy film, and different video aspect ratios. <br />
<br />
;Actor blocking: The terms 'blocking' and 'blocks' come from stage acting, and refers to the the specific placement or staging of actors on the stage to enhance and facilitate the performance and dramatic effect. <br />
<br />
<br />
<br />
==Music==<br />
Many [[music genre | musical genres]] and subgenres exist, and the terms ''genre, style'' and ''form'' may be used interchangeably, as they can be difficult to distinguish. <br />
# "Classical" music includes classical proper (from the classical period of the 18th century), baroque, romanticism, impressionism, minimalism, experimentalism, and others. <br />
# Renaissance styles include dance, madrigal, motet, canzona, and ricercar<br />
# Jazz includes vocal jazz, big band, swing, progressive jazz, acid jazz, fusion, lounge, Latin jazz, rhythm & blues / blues, and soft jazz.<br />
# Rock includes classic rock / pop, rockabilly, blues rock, heavy metal, rap / hip-hop, punk / new wave / alternative. <br />
<br />
<br />
==Painting & visual arts==<br />
Examples include: <br />
# Genre painting, which involve scenes of everyday life, and/or people who are not identified, and are not specific individuals, but general, unnamed people in a scene <br />
# History painting, including narrative, religious, mythological, and allegorical subjects or characters<br />
# Portrait painting<br />
# Landscape, or a landscape scene, and cityscape<br />
# Animal painting<br />
# Still life<br />
<br />
<br />
==See also==<br />
<references/><br />
<br />
;Other pages:<br />
# [[Academic writing genres]] on English Wiki <br />
# [https://en.wikipedia.org/wiki/List_of_writing_genres List of writing genres] at Wikipedia<br />
# [[Humor genres]]<br />
# [[Narrative techniques]]<br />
# [[Music genres]]<br />
# [[Paragraph styles]]<br />
# [[Plot elements]]<br />
# [[Trope]]<br />
<br />
[[Category:Genre]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Genre&diff=16519Genre2023-10-17T10:31:26Z<p>Kentlee7: </p>
<hr />
<div><br />
The term '''genre''' refers to a particular category of literature, music, film, or other forms of art or entertainment; a genre or category is defined by various conventions that have developed over time. Conventions refer to typical stylistic criteria, characteristics, or standards that are socially agreed upon, that is, that the artists and the public have come to agree upon, in terms of the various techniques and characteristics that they expect or typically use for audiences of a particular genre. The concept of genre and conventions can apply to any kind of written, spoken, audio, or visual products, whether they are more entertainment driven and commercially motivated, or more serious, aesthetic, or artistic. The word derives from the French ''genre'' /ʒɑn.ɹə/, meaning 'kind, sort'); in English is often pronounced /dʒɑn.ɹə/ more informally, or /ʒɑn.ɹə/ among more academic or formal speakers. <br />
<br />
<br />
The first to define genre in the Western tradition was Aristotle, in his book ''The Poetics'', in which he specified features that were characteristic of and appropriate for each genre, such as poetry (including odes and epic poems), prose, comedy, drama, and tragedy. Some genre categories today may be fairly rigid, while others may be more flexible. Genres can change over time, and new ones may emerge, as genres are created, and old ones fall out of use. Major genres may be divided into subcategores (see examples below). Some works may fall into multiple genre or subgenre categories by borrowing and recombining their stylistic conventions. The term genre generally applies to larger works, as opposed to the individual styles of shorter stand-alone texts or pieces. <br />
<br />
A well developed and popular genre of, say, music or film, can have subtypes, or subgenres. For example, within the genre of science fiction, various subgenres exist, often blending elements of other major genres with science fiction, such as sci-fi horror, sci-fi comedy, sci-fi fantasy, and sci-fi drama, as well as subgenres defined by the presence of other unique elements, such as apocalyptic sci-fi and dystopican sci-fi. Whether one speaks of a major style as a genre or subgenre can depend on context. For example, in the overall context of music, one could refer to rock/pop, jazz, classical, and others as genres. But within the context of rock/pop, where very well developed and distinct subtypes exist, then within a strictly rock/pop context, one could speak of ballads, metal, punk, new wave, alternative, R&B, and others as genres. <br />
<br />
<br />
==Literature==<br />
Literary genres are often distinguished by the following stylistic characteristics. <br />
* literary techniques<br />
* tone<br />
* content<br />
* length<br />
* intended audience<br />
<br />
<br />
Common literary genres include: <br />
# Prose or poetry - which other genres may be classified under. <br />
# epic<br />
# tragedy<br />
# comedy<br />
# novel<br />
# parody<br />
# short story<br />
# poetry <br />
<br />
<br />
More specific genre categories include the following fictional varieties. Each of these can consist of multiple subgenres.<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Literary fiction, dealing with characters and their inner lives and perspectives <br />
# Romance<br />
# Action adventure, which involves a protagonist in danger and action (which is often fast-paced)<br />
# Suspense/Thriller, which involves a protagonist in danger <br />
# Science fiction<br />
# Fantasy, which has mythical or magical elements, such as ''Lord of the Rings''<br />
# Fairy tale <br />
# Legend <br />
# Play<br />
# Musical<br />
# Satire<br />
# Horror<br />
# Speculative fiction, which is set in a somewhat different world or timeline; this may overlap with some types of science fiction or alternative histories. <br />
# Young adult fiction, with teenagers or very young adults as major characters, and aimed at teenage and young adult audiences<br />
# New adults fiction, with college-age major characters, aimed at young adult audiences<br />
# Mystery, in which a protagonist solves a crime <br />
# Police procedurals, in which a police officer or detective solves a crime<br />
# Westerns: stories that are set in the old American West. Plots and characters include cowboys, settlers, outlaws, native Americans ("Indians"), miners, and stories of survival, romance, or adventure. <br />
# Family saga, involving two or more generations of families<br />
# Women's fiction, involving female characters and typical situations of women<br />
# Magical realism, in which characters' lives involve magical events, which they don't find unusual; a good example is ''Cien Anos de Soledad'' (''100 Years of Solitude'') by Gabriel Marquez. <br />
</div><br />
<br />
There are also some nonfiction genres, such as these. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Memoir<br />
# Biography<br />
# Essay<br />
# Personal narrative <br />
# Reference works <br />
# Textbook <br />
</div><br />
<br />
More serious non-fiction, rhetorical (i.e., persuasive) and academic writing can include the following. See also the page on [[academic writing genres]].<br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# Rhetorical, persuasive, or argumentative essay<br />
# Problem-solution essay <br />
# Research essay or paper<br />
# Thesis: a major work involving original research for an advanced university degree<br />
# Conference paper <br />
# Monograph: a research-based academic book <br />
</div><br />
<br />
<br />
<br />
==Film & TV genres==<br />
Films might be classified as full-length feature films, short films, and documentaries. Many genres and subgenres exist, and various techniques can be used such as tropes and literary techniques. Basic film and TV genres include many of the literary genres, plus a few more that are more unique to visual media, such as the following. <br />
# Drama<br />
# Documentary<br />
# Musical<br />
# Western<br />
# War film<br />
# Horror<br />
# Romance<br />
# Romantic comedy<br />
# Crime film<br />
# Film noir<br />
# Science fiction<br />
<br />
<br />
The visual medium allows for numerous subtypes and combinations. For example, the documentary format can be combined with drama, called a docudrama, in which real events are dramatized by actors. It can be combined with satire and humor for mockumentary, or a fictional, documentary-style humor film (such as ''This is Spinal Tap'', a famous American mockumentary from the 1980s). Science fiction can include the following subtypes and crossover forms. <br />
# Hard science fiction: science and technology, rather than other genre elements, are central to the plot; science concepts and terms are explained in detail.<br />
# Soft sci-fi: science is secondary to character-driven plots <br />
# Apocalyptic sci-fi: Plots center around an earth-shattering or catastropic event, such as an alien invasion (like ''Independence Day'') <br />
# Post-apocalyptic sci-fi: events after an apocalyptic catastrophe <br />
# Dystopian sci-fi: e.g., stories taking place in a fictional society that exists as a police state <br />
# Sci-fi horror (e.g., the film ''Event Horizon'')<br />
# Sci-fi humor (e.g., the UK TV series ''Red Dwarf'')<br />
# Sci-fi fantasy <br />
# Military sci-fi<br />
# Robot fiction <br />
# Social science fiction: This explores future societies, sometimes for purposes of social satire <br />
# Steampunk: More modern or futuristic elements are introduced to or combined with an earlier historical setting; famous examples include ''Metropolis'' (Germany, 1927) <br />
# Cyberpunk: Based on cybernetics scenarios and plots, often in dystopian futuristic settings <br />
# Alternate history <br />
# Speculative fiction: This may be on the periphery of science fiction, as it includes elements of fantasy, supernatural fiction, alternate histories, or other scenarios that differ from known history. Good examples would be the British TV series ''Life on Mars'' and ''Ashes to Ashes'', which blend elements of time travel, cop drama, alternate history, and psychological thriller.<br />
<br />
<br />
<br />
==Genre & narrative elements==<br />
The following elements might be used in certain genres. Different narrative elements and plot elements might be more commonly used in different genres. See also [[narrative techniques]] in film. <br />
<br />
<br />
===Literary and narrative techniques===<br />
The following are techniques that are commonly used in literature and in film. Literary and film techniques can first be considered by the following general literary and film elements that often define their genre. See also [[narrative techniques]] in film. <br />
# Setting <br />
# Plot <br />
# Perspective<br />
# Style elements or devices <br />
# Character <br />
# Theme<br />
<br />
<br />
Common plot techniques include the following. <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# backstories<br />
# cliffhangers<br />
# flashback<br />
# narrator or voiceover<br />
# framing device (an important scene at the beginning or end of a work that is out of chronological order, but sets the tone or theme of the work<br />
# frame story (a story within a story; the outer story is the frame story)<br />
# foreshadoing (scenes or events that suggest what is to happen later in a story)<br />
# narrative hook (an opening that gets the readers' attention)<br />
# plot twist (an unexpected change in the plotline)<br />
# poetic justice (bad characters get what they deserve, or good characters get what they deserve)<br />
# unreliable narrator (the narrator is not sincere, impartial, or accurate in telling the story)<br />
# deus ex machina (a magical solution to a problem appears out of nowhere, in a way that is unrelated to the story)<br />
</div><br />
<br />
<br />
Perspective can include first person narration, second person narration, or third person narration. Narration can also be multiperspective, or told from the viewpoints of multiple characters. Perspective can be told from the standpoint of the protagonist, or another character who serves as an audience surrogate—a person with whom the audience identifies and helps the audience to understand plots and characters (such as Dr Watson in the Sherlock Holmes mysteries). An author surrogate is another character based on the author and author's views. At times, characters may break the fourth wall; breaking the fourth wall refers to the invisible "wall" between the actors on a stage and the audience. This occurs when a character addresses the audience directly, as if the character is aware that s/he is a character in a story. This is sometimes used effectively in some comedy films or shows. <br />
<br />
<br />
Numerous stylistic devices exist in literature and other media, such as: <br />
<div style="column-count:2;-moz-column-count:2;-webkit-column-count:2;"><br />
# allegory<br />
# alliterateion<br />
# imagery (e.g., very visual descriptions)<br />
# metaphors (including specific types like metonomy and synecdoche)<br />
# overstatement (exaggeration, for emphasis)<br />
# onomatopoeia (words that imitate sounds, e.g., "crash", "boom", "bang", "meow", "woof woof")<br />
# oxymoron (contradictory expressions, like "pretty ugly")<br />
# paradox <br />
# parody<br />
# pathos (emotional appeal, e.g., by creating deep sympathy for a character)<br />
# satire<br />
# rhetorical amplification (sentences embellished with unusually formal or complex language)<br />
# euphemism (indirect language for something that might be inappropriate to say, e.g., saying that someone "passed away" instead of "died")<br />
# sound symbolism: Sounds that imitate non-auditory sensations, such as using /i/ vowel sounds for things that are cute or childlike (teeny weeny), as in baby talk. Better and more direct examples exist in Korean and Japanese, which have many sound symbolic words, such as the Korean 쨍쨍, which represents a blazing, glaring sun. <br />
# sensory detail (like imagery, but with descriptions that invoke physical sensations)<br />
# understatement (deliberately understating something for descriptive, dramatic, or humorous effect)<br />
</div> <br />
<br />
<br />
A common narrative and thematic device includes motifs, or recurring elements that have a symbolic or narrative significance (for example, the repeated occurrences of the phrase "bad wolf" in the first two seasons of the revived Dr Who series). Other common narrative and thematic devices include different types of irony, or a discrepancy between expectation and reality. <br />
# Situational irony: A discrepancy between what is expected and what actually happens. <br />
# Dramatic irony: A character is unaware of important information that has been revealed to the audience.<br />
# Verbal irony: A person states one thing, which means something different than what others understand. This is not the same as sarcasm, where a person intentionally plays with two interpretations of what s/he says in order to, e.g., criticize someone. <br />
<br />
<br />
Some character development techniques can include personification (assigning human traits to non-living things or abstract ideas), hamartia or a fatal moral flaw (one that leads to the downfall of a hero), and pathos or projection, in which a main character's mood is projected onto the atmosphere or inanimate objects (e.g., in Edgar Allen Poe's "The Raven," the narrator's depression is projected onto the ambience of the whole story, including the stormy, cold weather). <br />
<br />
<br />
===Tropes===<br />
TV shows, films, and novels of certain genres often employ [[tropes]], or common plot elements, devices, or events. Certain tropes are associated with certain genres, and may contribute to the theme of the work. Sometimes they are overused, or used unnecessarily, and become cliché. Some examples include: <br />
<br />
<br />
;Science fiction tropes:<br />
# Time travel <br />
# Characters travel back in time and return to find that they have altered their contemporary history and reality <br />
# Characters encounter a parallel universe, where there exist evil alternate versions of themselves (e.g., Star Trek: Discovery, season 1)<br />
# First contact between humans and aliens <br />
# Killer aliens, e.g., evil aliens come to earth <br />
# Evil AI technology, or AI uprisings (like the Terminator movies) <br />
# Wormholes allowing for instant travel between distant parts of the galaxy <br />
# Nanotechnology, often nanotech that is out of control or malevolent <br />
# Alien artifacts: remains of ancient aliens are discovered, e.g., on another planet <br />
# Interspecies romance, e.g., between a human and an alien <br />
# Bodily modifications or transformations<br />
# Artificially enhanced intelligence: a human gets an intelligence boost from technology, or from an alien influence <br />
# Supraluminal travel, i.e., faster-than-light travel: A necessary trope because space is just too big<br />
# Dystopian governments or societies (dystopian sci-fi): society and government have collapsed, or have undergone a disaster such as ecological / climate collapse, nuclear war, plague, or some other major apocalypse <br />
# Robots, including human-like robots that become or want to become more human; or those who don't like humans <br />
# God-like aliens, as they are so advanced that they have god-like powers and intelligence <br />
<br />
<br />
;Horror or action movie tropes: <br />
# Characters flee from a killer and try to start a car; the car won't start, or takes a long time to start. <br />
# Characters realize that a killer is pursuing them, so the split up, which makes it easier for the killer to catch all of them. <br />
# A villain is a supernatural reincarnation of a person who died a horrible and unfair death <br />
# Abandoned buildings or haunted buildings<br />
# Screaming, especially weak screaming females <br />
# Killer whatever — often an animal, person, or natural substance that has mutated (e.g., the film Arachnophobia)<br />
# Characters running from a killer, who run into places that are difficult to escape <br />
# Jump scares: a sudden scare, often when something scary suddenly appears or happens, causing viewers to experience a jump of fright <br />
# Vengeful spirit or ghost <br />
# The final survivor—one last person has survived a killer, often a female last survivor; she often outsmarts the killer and escapes.<br />
<br />
See also: The page on [[tropes]] with more examples. <br />
<br />
<br />
==Music==<br />
Many [[music genre | musical genres]] and subgenres exist, and the terms ''genre, style'' and ''form'' may be used interchangeably, as they can be difficult to distinguish. <br />
# "Classical" music includes classical proper (from the classical period of the 18th century), baroque, romanticism, impressionism, minimalism, experimentalism, and others. <br />
# Renaissance styles include dance, madrigal, motet, canzona, and ricercar<br />
# Jazz includes vocal jazz, big band, swing, progressive jazz, acid jazz, fusion, lounge, Latin jazz, rhythm & blues / blues, and soft jazz.<br />
# Rock includes classic rock / pop, rockabilly, blues rock, heavy metal, rap / hip-hop, punk / new wave / alternative. <br />
<br />
<br />
==Painting & visual arts==<br />
Examples include: <br />
# Genre painting, which involve scenes of everyday life, and/or people who are not identified, and are not specific individuals, but general, unnamed people in a scene <br />
# History painting, including narrative, religious, mythological, and allegorical subjects or characters<br />
# Portrait painting<br />
# Landscape, or a landscape scene, and cityscape<br />
# Animal painting<br />
# Still life<br />
<br />
<br />
==See also==<br />
<references/><br />
<br />
;Other pages:<br />
# [[Academic writing genres]] on English Wiki <br />
# [https://en.wikipedia.org/wiki/List_of_writing_genres List of writing genres] at Wikipedia<br />
# [[Humor genres]]<br />
# [[Narrative techniques]]<br />
# [[Music genres]]<br />
# [[Paragraph styles]]<br />
# [[Plot elements]]<br />
# [[Trope]]<br />
<br />
[[Category:Genre]] [[Category:Writing]]</div>Kentlee7https://www.enwiki.org/wiki/index.php?title=Trope&diff=16518Trope2023-10-16T12:40:50Z<p>Kentlee7: /* See also */</p>
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In cinema and TV, a trope is a standard plot element that is sometimes or often used in a genre to develop the plot. This can include types of events and actions that can occur, actions that a character might undertake, a standard type of character that appears in examples of a genre, or even commonly used scene or scene elements that contribute to the plot. The term comes from Greek, and literally means "a turn" or "turning," as in a turn in a plot. The use of a trope, such as a fairly typical event in a story, adds to the plot development in a familiar and recognizable manner. For example, action films often have a dramatic climax when the hero faces off against the villain in a physical fight, which viewers understand should be interesting and exciting, even though the viewers expect the protagonist to defeat the villain. This is a very common plot device that is a convention or standard in action, fantasy and superhero movies. Such plot elements most often include actions and events, but can also include recognizable character types and settings. <br />
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; Actions and events: <br />
Certain actions and events might be conventional in a genre, such as a physical fight scene between a protagonist and a villain in an action film, a chase scene in a slahser horror film, or a space battle in a sci-fi film. <br />
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; Situations:<br />
Certain types of situations may be regular occurrences in a genre. For example, romance movies often make use of plot devices like a love triangle.<br />
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; Characters:<br />
Sometimes conventionalized or stock characters are used. For example, in a horror film, one of the first victims of a killer might be a one-dimensional male character who is machoistic, arrogant, and foolish. Some sci-fi films might have a mad scientist character, who creates a radical new technology. <br />
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; Scenes:<br />
A haunted house early on in a film sets the stage for a supernatural horror film with ghosts or other supernatural beings that will torment the human characters, especially if the house is explicitly describe as haunted or cursed. <br />
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In literature, a trope refers to the use of figurative language, phrases or images, for narrative or artistic effect. This includes various kinds of figurative language and narrative structuring devices, such as ajllegory, oxymoron, metaphor, and hyperbole. <br />
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==Visual media examples ==<br />
Many examples exist, and many very specific tropes can be found at the [www.tvtropes.org | TV Tropes website]. Some common and general examples are provided below for different genres of film and TV shows. Some of these tropes may cross over into other genres. <br />
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===Action ===<br />
* A hand-to-hand fight between the protagonist and antagonist <br />
* A dogfight between two fighter pilots in a war film <br />
* A hero defeats a villain or overcomes difficulty all by himself <br />
* An ordinary person is thrust into a heroic role <br />
* Finding a kidnapped person <br />
* A hero must overcome personal internal difficulties<br />
* A hero undergoes personal growth <br />
* Femme fatale: literally, a "fatal woman" or a woman who is smart, sexy, and dangerous <br />
* A villain out for revenge against the hero <br />
* Bomb deadline: the hero disarms a bomb a few seconds before it explodes <br />
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===Sci-fi===<br />
* An android trying to understand human culture and what it's like to be human. <br />
* Space battles <br />
* A mad scientists who invents some radical new technology <br />
* A new technology goes wrong, and its users are unaware of its dangers and consequences <br />
* A scientist warns political or company leaders of a danger, and is ignored, leading to disastrous outcomes <br />
* Time travel paradoxes <br />
* Characters travel back in time and return to find that they have altered their contemporary history and reality<br />
* Faster-than-light (FTL, or supraluminal) travel: Starships with FTL is often a necessary trope because space is just too big<br />
* Travelling through wormholes, e.g.,allowing for instant travel between distant parts of the galaxy<br />
* Parallel worlds / universes<br />
* Characters encounter a parallel universe, where there exist evil alternate versions of themselves (e.g., Star Trek: Discovery, season 1)<br />
* First contact between humans and aliens<br />
* Killer aliens, e.g., evil aliens come to earth<br />
* Cryosleep. Characters are in deep cryogenic sleep for a long journey; then something goes wrong, e.g., with the cryostasis; or they are discovered by ship with better travel technology; maybe the sleepers were humans, who have difficulty adjusting to life in their new reality after hundreds of years of sleep.<br />
* Generation ships. Large ships carry large populations, who live on the ships generation after generation; often they are escaping a disaster on their home world, or colonizing distant worlds.<br />
* Uploaded consciousness: humans have uploaded their consciousness to machines<br />
* AI / robots taking over the world; evil AI technology, or AI uprisings (like the Terminator movies)<br />
* Cyborgs, often evil cyborgs (human-machine hybrids or alien-machine hybrids), such as the Borg in Star Trek, the Cybermen in Dr Who, or terminators in the Terminator movies.<br />
* Nanotechnology, often nanotech that is out of control or malevolent<br />
* Alien artifacts: remains of ancient aliens are discovered, e.g., on another planet<br />
* Interspecies romance, e.g., between a human and an alien<br />
* Clones<br />
* Bodily modifications or transformations<br />
* Artificially enhanced intelligence: a human gets an intelligence boost from technology, or from an alien influence<br />
* Dystopian governments or societies (dystopian sci-fi): society and government have collapsed, or have undergone a disaster such as ecological / climate collapse, nuclear war, plague, or some other major apocalypse<br />
* Robots, including human-like robots that become or want to become more human; or those who don't like humans<br />
* God-like aliens, as they are so advanced that they have seemingly god-like powers and intelligence (like the Q in Star Trek) <br />
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===Fantasy===<br />
* A heroic main character <br />
* Use of magic; magical abilities, objects, and even settings <br />
* Quest: A hero goes on a quest with companions to find something or save someone <br />
* Dark lord: a villain with magical or above-human abilities, and who personifies evil <br />
* Good versus evil, with clearly defined moral protagonists and evil antagonists <br />
* Medieval or ancient world elements <br />
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===Horror === <br />
* A haunted house <br />
* Demonic posession, and the possessed person displays unnatural behavior <br />
* Haunted or cursed dolls <br />
* A serial killer <br />
* A superhuman killer who cannot be killed (or is hard to kill) <br />
* One of the first victims is a slasher film is an arrogant, rash acting person, often an annoying male character <br />
* Among the first victims in a slasher film may be teenagers who engage in sexual activity, and die (somewhat like a sort of moral judgment) <br />
* One or two characters go somewhere where they should not go, and die<br />
* The final girl: the female main character outsmarts the killer and survives to the end, due (at least in part) to her better character and intelligence <br />
* Two characters being chased by a killer split up, making it easier for the killer to kill them both <br />
* Zombies walking slowly and awkwardly <br />
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===Romance===<br />
* Love at first sight<br />
* Two characters dislike each other at first, but then fall in love<br />
* Love triangle <br />
* The couple breaks up due to an argument or disagreement<br />
* The man realizes his errors and pursues the woman to win back her love <br />
* Parental opposition to the young lovers' relationship <br />
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===Comedy===<br />
* A lead character with a comedic sidekick <br />
* A sidekick who is less intelligent and/or who misunderstands the lead character's intended meaning, leading to humorous misunderstandings <br />
* Class clown: a less serious student in a high school (or college) class who always makes jokes and likes to be the center of attention <br />
* Catchphrase: a phrase that a character likes to use often, and may be funny mainly due to its repetition <br />
* Running gag: a joke that becomes funny due to its repetation; this might be a catchphrase or an unusual object <br />
* A main character who is clumsy and awkward <br />
* Ambiguously gay male: A male seems gay, but his orientation is never made clear; humor may arise, e.g., when other characters are not sure if he is gay<br />
* Breaking the fourth wall: An actor unexpectedly breaks from the narrative development to directly address the audience<br />
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==See also==<br />
# [[Academic writing genres]] on English Wiki <br />
# [https://en.wikipedia.org/wiki/List_of_writing_genres List of writing genres] at Wikipedia<br />
# [[Humor genres]]<br />
# [[Narrative techniques]]<br />
# [[Music genres]]<br />
# [[Paragraph styles]]<br />
# [[Plot elements]]<br />
# [[Trope]]<br />
# [http://www.tvtropes.org TV Tropes], a wiki that catalogues tropes from film, TV, and other media forms<br />
# [http://www.imdb.com IMDB], the Internet Movie Database, a wiki that catalogues films and TV shows from English-speaking countries and other countries<br />
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[[Category:Genre]]</div>Kentlee7