Play It Again, Sam: Summary vs. Analysis in Movie Clips
Purpose: To help students differentiate between analysis and summary and then apply that knowledge to their own drafts. This works in conjunction with any number of papers in the 1101 and 2135 strands, particularly well if the students are doing analysis of visual texts in their papers, though it can be adapted for written texts as well.
Description: Through a double-earred reading of texts, this activity asks students to differentiate between summary (this is what happens) and analysis (this is why it happens or viewing a scene with a certain theme in mind) by watching a movie clip twice and writing two different texts in response. A successful clip is suggested here, but you will need access to whatever you show (via DVD, uTube, etc). The activity is also adaptable to a workshop format, requiring students to bring their drafts to class.
Suggested Time: About an hour
Procedure: You might begin discussing the difference between summary and analysis, so students can get a clear opinion of your expectations for their projects. A video like this one might oversimplify some points, but it's a nice introduction. Then, show an action-packed, short (5 min.) scene from a film, such as the clip from Pulp Fiction in which Vincent and Jules go to the apartment of the boys who have stolen Marcellus Wallace’s briefcase (Play it from when they walk into the apartment until they shoot them). This scene works well because there are a number of unanswered questions in it. Another option might be the war rallying speech from Braveheart but any movie clip you feel will engage them and that you can apply a lens to will work just fine.
Ask students to write a one-paragraph summary of what they’ve seen, giving them +/- 10 minutes. Discuss what they came up with in their summaries, having them read their actual texts aloud (either as a whole class or in small groups). Be sure to note if something they say is analysis. Try to keep them focused on plot so that they understand the genre conventions of summary. Make note of what delineates a good summary on the board (features like tone or objectivity, selectivity or inclusivity, etc).
Show the clip again but this time ask them to focus on a specific question or theme encouraging them to watch closely to see if we missed anything. When it’s finished, ask them to turn their papers over and write a one-paragraph analysis. Make sure to give them at least 10 minutes this time. Discuss their responses again, noting if something is summary. I write the analytical points on the board. This might take a little prodding, but once they get the hang of it, you should have no shortage of responses.
This can also help with the concepts of claims and evidence-- be wary of students jumping to conclusions and ask them for evidence from the text (film) to support their claims. Take one of the responses and start a deeper, discussion-based analysis. What conclusions can we draw about, say, the briefcase in the Pulp Fiction scene? How do we know this?
To adapt this exercise to a workshop:
Ask the students to break into pairs and read each other’s drafts in search of summary, circling the portions they find. Afterwards, have the students discuss how the summary portions might become analysis. They might even articulate the analytical questions guiding their reading of the text. Some groups may need a little guidance, others will get it right away.