My Favorite Satire

My Favorite Satire

A Review-Level 3

Over the break I would like you to watch television. Yup, that is what I said. Pick a show that you enjoy and study it from a satirical perspective. Ask yourself some basic questions: Is the show a Horation or Juevenalian satire? Does the show attempt to create high or low comedy? What is the focus of ridicule? What devices, conventions, and stock characters are used as a means to create the humor? To find the answers to these questions, I would like you to watch at least two episodes of a series that you believeis a satire. It may be a series that we have viewed in class (like The Simpsons or 30 Rock), or it can be something darker or made only for cable (like Dexter). You will take notes on the episodes as “research “for your thesis essay.

Requirements for all students:

(1) Watch a minimum of 2 episodes of a satire of your choice
(level 2 students will be watching 3)

(2) Take notes on each of these episodes (these will be collected as HWs)

(3)Write a satirical review/essay of your show that meets the requirements of your particular level (see level details below)

Level 3 students will have:

(1) An Introductory paragraph that states the CI, the MI, 2 DIs, and a CS. Your CI, or the complete identification, will include the name of the series and the two specifically named episodes you watched. Your MI, or main idea will classify your satire as either a Horation or Juvenalian satire that targets a specific subject matter. You must articulate what your satire mocks. If your satire mocks many subjects, you should focus on just one subject for this assignment. Your first DI, or developing idea, will focus on specific comedic devices fromthe episodes you watched. Your second DIwill focus on conventions and/or stock characters from your episodes. Your CS, or closing sentence, will briefly reference the effectiveness of the show as well as the audience appeal.

(2) Your First Developing Paragraphwill focuses on specific comedic devicesused to create humor in the episodes you watched. You will have two examples of support. Each example should come from a different show. Thus, your first example would come from one episode andyour second example (of the same device or a different device) would come from the second episode. Your analysis should be targeting how each example creates humor and highlights the ridiculousness of the subject being satirized.

(4)Your Second Developing Paragraph will focus onconventions/stock characters used to create humor in the episodes you watched. You will have two examples of support. Each of your examples should come from a different show. Thus, your first example would come from one episode and your second example (of the same or a different convention or character) would come from the second episode. Your analysis should be targeting how each example creates humor and highlights the ridiculousness of the subject being satirized.

(5)Your conclusion will expand of how effective your show is at being a Horation (lighthearted) or Juvenalian (bitter and dark) satire. How does the audience react to the show? How wide is the appeal? Expand on whether or not you feel the show makes positive changes in how the subject matter is viewed.

My Favorite Satire
Teacher Name: Ms. Fennelly / On Turnitin.com______

Student Name: ______

/ LEVEL_3______
CATEGORY / 4 / 3 / 2 / 1
Introduction
(Organization) / The introduction is interesting and articulate. It previews the structure of the paper with a clear main idea, CI and the DIs. Thoughtful closing. / The introduction clearly states the main topic, CI and DIs, but is not particularly inviting to the reader. / The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. / There is no clear introduction of the main topic or structure of the paper.

Evidence

/ Relevant, telling, quality examples give the reader important information that goes beyond the obvious or predictable. / Supporting details and information are relevant, but not all examples support the developing idea. / Some relevant examples present, but several examples seem unconnected to the developing idea. / Supporting details and information are typically unclear or not related to the topic.

Analysis

/ Each example is analyzed in a clear, articulate way. The author thoughtfully connects examples to the thesis statement, showing a mastery of material and critical thinking. / Each example is analyzed in a clear way. The author connects examples to the thesis statement, showing a mastery of material and some critical thinking. / Each example is analyzed. The author does not always connect examples to the thesis statement, showing an uncertainty of some of the text. Minimal critical thinking. / Each example is not analyzed. The author does not connect examples to the thesis statement, showing little knowledge of text. Analysis resorts to generalizations or repetition of evidence.

Diction

/ Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural and not forced. / Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. / Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. / Writer uses a limited vocabulary that does not communicate strongly or captures the reader's interest. Jargon or clichés may be present and detract from the meaning.
Capitalization & Punctuation (Conventions) / Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read. / Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read. / Writer makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow. / Writer makes several errors in capitalization and/or punctuation that catch the reader's attention and greatly interrupt the flow.
Conclusion (Organization) / The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." Articulate and mature RFS. / The conclusion is recognizable and ties up almost all the loose ends. RFS is clearly understood. / The conclusion is recognizable, but does not tie up several loose ends. RFS weak or obvious. / There is no clear conclusion, no RFS, the paper just ends.

STENGTHSWEAKNESSESGRADE____