In the twenty-first century, movies have become one of the, if not the, most consumed forms of art. It is safe to assume a vast majority of people actively enjoy them, or at least have a few films that entertain them. However, the value of film stretches far beyond entertainment. Rather intentionally or not, movies can be a great way to analyze the culture in which they were made. Therefore, they can provide an authentic window into another culture and even during another time. By analyzing the approach of two different articles in terms of structure, language, and reference style, the academic value of film in both of these professions becomes clear.
II. Structure Both International Relations At the Movies: Teaching and Learning about …show more content…
In the abstract of International Relations, "the article examines the strengths and weaknesses of using film in the IR classroom"(Engert, Spencer). Examining the strengths and weaknesses implies that this questions the value of film in the classroom and intends to study it accordingly. In contrast, the abstract of Vintage Film goes as far as saying it will "suggest some of the ways in which teachers can guide adolescent students to learn about the past by treating vintage films as primary sources" (Knickerbocker). Unlike Engert and Spencer, Knickerbocker does not even entertain the idea that movies could not be useful in a classroom setting and is so confident in this that Knickerbocker intends to guide readers as to how to use …show more content…
The structure of each text shows what the articles intend to do and how they intend to analyze film in the classroom. The language indicates that the authors had the intention of their ideas being communicated to as many people as possible. This is done by using fairly simple and straightforward language, minimizing any potential jargon. The reference style adds to their ideas by revealing that not only have other people considered film as an academic tool, but have also done so recently. Ultimately, the academic value of film becomes clear after Engert and Spencer, two political scientist, analyze the strengths and weaknesses of using film to study international relations in classrooms and find them to be beneficial tool. This is reinforced when Knickerbocker not only takes this sentiment, but then shows exactly how to use them as primary
II. Structure Both International Relations At the Movies: Teaching and Learning about …show more content…
In the abstract of International Relations, "the article examines the strengths and weaknesses of using film in the IR classroom"(Engert, Spencer). Examining the strengths and weaknesses implies that this questions the value of film in the classroom and intends to study it accordingly. In contrast, the abstract of Vintage Film goes as far as saying it will "suggest some of the ways in which teachers can guide adolescent students to learn about the past by treating vintage films as primary sources" (Knickerbocker). Unlike Engert and Spencer, Knickerbocker does not even entertain the idea that movies could not be useful in a classroom setting and is so confident in this that Knickerbocker intends to guide readers as to how to use …show more content…
The structure of each text shows what the articles intend to do and how they intend to analyze film in the classroom. The language indicates that the authors had the intention of their ideas being communicated to as many people as possible. This is done by using fairly simple and straightforward language, minimizing any potential jargon. The reference style adds to their ideas by revealing that not only have other people considered film as an academic tool, but have also done so recently. Ultimately, the academic value of film becomes clear after Engert and Spencer, two political scientist, analyze the strengths and weaknesses of using film to study international relations in classrooms and find them to be beneficial tool. This is reinforced when Knickerbocker not only takes this sentiment, but then shows exactly how to use them as primary