critque 2 films and follow ruberic below

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Critique TWO films

Grading Rubrics for Film Critiques

The first critique on one of the following films:

Breakin (1984, director joel SIlberg) can be watched on youtube:

The second critique on the following film:

The Freshest Kids (2002, director Israel)can be found on youtube:

A critique is not a simple summary of the film. It is an analysis, a discussion of the film’s strengths, weaknesses, and values/origins illustrated with specific examples in the film.

superior: 90-100%

acceptable: 70-89%

unacceptable 0-69%


Easily identifiable, plausible, novel, sophisticated, insightful, clear. Connects well with hip-hop themes.

Promising, but may be slightly unclear, or lacking in insight or originality. Paper title does not connect as well with thesis or is not as interesting.

Difficult to identify at all, may be bland restatement of obvious point. Does not connect to hip-hop themes.


Evident, understandable, appropriate for thesis.

Excellent transitions from point to point. Paragraphs support solid topic sentences.

Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences.

Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few or no topic sentences.

Use of Evidence

Examples support mini-thesis and fit within paragraph.

Demonstrates an in depth understanding of the ideas in the film and critically evaluates/responds to those ideas in an analytical, persuasive manner.

Examples used to support most points. Some evidence does not support point, or may appear where inappropriate.Demonstrates a basic understanding of the ideas in the film and critically evaluates/responds to those ideas in an analytical, persuasive manner.

Very few or very weak examples. General failure to support statements, or evidence seems to support no

statement. Demonstrates little understanding of (or misreads) the ideas in the film and does not critically evaluate/respond to those ideas in an analytical, persuasive manner.


Author clearly relates evidence to “mini-thesis” (topic sentence); analysis is fresh and exciting, posing new ways to think of the material. Work displays critical thinking and avoids simplistic description or summary of information and plot.

Evidence often related to mini- thesis, though links perhaps not very clear. Some description, but more critical thinking.

Very little or no attempt to relate evidence to argument; may be no identifiable argument, or no evidence to relate it to. More or only description rather than critical thinking.

Logic and Argumen- tation

All ideas in the paper flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter- arguments; makes connections to outside material (from other parts of the class, or other classes and films), which illuminate thesis. Creates appropriate college level, academic tone.

Main argument of critique is clear, usually flows logically and makes sense. Some evidence that counter- arguments acknowledged, though perhaps not addressed. Occasional insightful connections to outside material made. Mostly creates appropriate college level, academic tone.

Ideas do not flow at all, usually because there is no argument to support. Simplistic view of topic; no effort to grasp possible alternative views. Does not create appropriate college level, academic tone, and has informal language or inappropriate slang.


Sentence structure, grammar, and diction excellent; correct use of punctuation and

Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation

Multiple problems in sentence structure, grammar, and

diction. Frequent major errors in

citation style; minimal to no spelling errors; absolutely no run-on sentences. Conforms in every way to format requirements.

style often used correctly. Some (minor) spelling errors; may have a couple of run-on sentences.

Conforms in every way to format requirements.

citation style, punctuation, and spelling. Has many run-on sentences. Does not conform to format requirements.

Here are common problems encountered with film critiques:

You need to follow this model: 1. Identify the problem; 2. Provide evidence of the problem (specific scenes); 3. Analyze/discuss the problem in your own words.

You do a lot of copying and pasting here. This needs to be in quote and referred. Watch out punctuation and spelling.

Use the actual names of the characters in the film instead of “The Man,” “The Woman,” etc. This paragraph is too long and should be broken into several.

Avoid repetitions.

Not enough or no specific examples, evidence from the scenes to sustain your arguments.

Very good critique but you needed to address how this film is considered a hip-hop film with all its main references to hip-hop themes.

Incomplete, not much if anything from the book and lectures.

In this critique you show that you have seen and thought about the film. However, what you do not do enough is to discuss the specific very important hip-hop themes presented by this movie: battling, identity, territories, crew/posse loyalty, playing the dozens, wods vs. weapons/fists, fatality, one against all odds, etc.

I can tell you paid attention to the film but unfortunately you never connect it with hip-hop themes which are at the center of this course.

The main problem with this critique is that you never really analyze in-depth all the hip-hop themes presented such as battling, search for identity, playing the dozens, defense of territories, etc. You go too fast.

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