Shrek (链接到外部网站。)A mean lord exiles fairytale creatures to the sw.docx

Shrek (链接到外部网站。)
A mean lord exiles fairytale creatures to the swamp of a grumpy
ogre, who must go on a quest and rescue a princess for the lord
in order to get his land back.
1
Film Analysis Worksheet
How to use this worksheet -This worksheet presents information
and communication theories in
Chapter 1 through Chapter 4. Each topic is followed by
questions to help you critically analyze the film of
your choice. The questions to help you analyze your film are
designated in the following manner.
• A bullet point in italics.
The questions are intended to help you determine the main
points of your paper. Not every question
will be pertinent to the film you have chosen. You must decide
which questions apply to the movie you
have chosen.
Communication is a process that uses messages to convey
meaning. The communication process can be

described by one of three models.
The linear communication model depicts communication as an
activity where information flows in one
direction, from a starting point to an end point.
➢ There must be a message.
➢ A channel is the sensory dimension (or dimensions) along
which the message is sent
➢ The sender (or senders) of the message is the individual (or
individuals) who generate the
information to be communicated, package it into a message, and
choose the channel (or
channels) for sending it.
➢ Noise is any factor in the environment that impedes messages
from reaching their destination.
➢ The receiver (or receivers) is the person for whom the
message is intended and to whom the
message is delivered.
The interactive communication model views communication as a
process involving senders and
receivers. In this model, communication is influenced by two
additional factors: feedback and fields of
experience.

➢ Feedback comprises verbal and nonverbal messages that
receivers provide to indicate their
reaction to communication.
➢ Fields of experience represent the beliefs, attitudes, values,
and experiences that each
participant brings to a communication event.
The transactional communication model depicts a
multidirectional process, where each person
involved in a communication event equally influences the
communication behavior of the other parties
involved.
➢ Messages are constantly exchanged between all parties
involved in the encounter, which
collaboratively creates meaning.
The transactional model explains the majority of encounters that
intuitively seem “interpersonal.”
• Does one of the communication models impact the develop of
the character or relationship?
• How does the communication/communication model impact
thoughts, emotions, behaviors
and/or relationships?

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Interpersonal communication creates impact, changing the
participants’ thoughts, emotions,
behavior, and relationships. Interpersonal communication
conveys both content and relationship
information. Content information is the actual meaning of the
words you exchange. Relationship
information consists of signals indicating how each party views
a shared bond in terms of status and
intimacy. Content information is conveyed primarily verbally,
and relationship information is
communicated mainly through nonverbal cues such as vocal
tone, facial expression, and eye
contact. Relationship information strongly influences how
people interpret content information.
Interpersonal communication can be interpreted in two forms, I-
Thou and I-It.
➢ I-Thou communication refers to ways of relating that deepen
bonds and affirm individual
uniqueness; the parties involved regard each other as equals.
➢ I-It communication refers to ways of relating that amplify the
view of the other as an object,

leading to impersonal and even disrespectful communication;
one party might imply a
perception of superiority over the other.
• Does the use of I-Thou or I-It communication impact the
relationship between characters?
• Does the use of I-Thou or I-It communication impact self-
concept or self-esteem of a character?
Interpersonal communication enables us to meet fundamental
human needs and supports the
achievement of important personal and professional goals.
We seek to fulfill a hierarchy of needs in our daily lives.
➢ Maslow’s Hierarchy
o Physical needs are requirements for air, food, water, sleep,
and shelter.
o Safety needs include job security and protection from
violence.
o Social needs of love, friendship, and belonging are met by
satisfying and healthy
relationships.
o Self-esteem needs are met by gaining others’ respect and
admiration.
o Self-actualization needs are met through autonomy and

achievement.
➢ Interpersonal communication also helps us to fulfill three
types of goals.
o Self-presentation goals are desires to present ourselves in a
particular way.
o Instrumental goals are practical goals we want to achieve.
o Relationship goals include building, maintaining, and ending
bonds with others.
• How does the character communicate to meet personal or
professional goals?
Interpersonal communication competence can be achieved by
communicating with others in ways that
are appropriate (it follows accepted norms), effective (it enables
you to achieve your goals), and ethical
(it treats people fairly).
➢ Appropriateness is the degree to which your communication
matches situational, relational,
and cultural expectations regarding how people should
communicate.
o Self-monitoring: the process of observing our own
communication and the norms of the
situation in order to make appropriate communication choices.

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▪ High self-monitors are people who are highly sensitive to
appropriateness and
adapt their communication
▪ Low self-monitors are not sensitive to appropriateness,
believing that people
should communicate the same way regardless of the situation.
➢ Effectiveness is the ability to use communication to
accomplish three types of interpersonal
goals discussed earlier: self-presentational, instrumental, and
relational.
➢ Ethics is the set of moral principles that guide our behavior
toward others.
o We are, at a minimum, obligated to avoid intentionally
hurting others.
o Treating others with respect is another ethical consideration.
• Is the character’s communication appropriate, effective and
ethical?
• Is the character a high-self monitor or a low-self monitor?
The self is an evolving composite of self-awareness, self-

concept, and self-esteem.
The first component of self is self-awareness—the ability to
reflect on your thoughts, feelings, and
behaviors.
A greater sense of self develops as we consider our behavior
relative to the behavior of others, a process
known as social comparison.
• How does the character reveal their self-awareness?
• What is the character thinking and feeling?
• Why is the character thinking or feeling that way?
• How are they communicating that?
• How are the characters thoughts and feelings affecting their
communication?
• How can the character improve their thoughts, feelings, and
communication?
The second component of self is your self-concept, your overall
perception of who you are. Your self-
concept is based on the beliefs, attitudes, and values you have
about yourself.
• What are the characters beliefs, attitudes and values?
One of the biggest influences on your self-concept is how you
think others see you. Cooley (1902)

referred to this phenomenon as the looking-glass self.
• How do others see the character?
• How does this impact the character?
Our self-concept may lead us to make self-fulfilling prophecies,
predictions about future outcomes that
cause us to behave in ways that ensure the interaction unfolds as
we predicted.
• Does the character predict a certain outcome and then
experience that?
The third component of self is self-esteem, the overall value we
assign to ourselves. This evaluation can
be positive or negative.
• Does the character have high self-esteem or low self-esteem?
• How does the character’s self-esteem affect their behavior and
relationships?
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Self-discrepancy theory suggests that your self-esteem is
determined by how you think about yourself
along the lines of two mental standards. The first is your ideal
self, comprising the characteristics you

want to possess. The second is your ought self, the person
others (i.e., family, friends, society) wish and
expect you to be.
• What are the discrepancies between the characters ideal and
ought selves?
• How are the discrepancies reduced?
Self-concept beliefs help shape two dimensions of our thoughts,
feelings, and behavior: attachment
anxiety and attachment avoidance.
➢ Attachment anxiety is the degree to which a person fears
rejection by relationship partners.
➢ Attachment avoidance is the degree to which someone desires
close interpersonal ties.
o Four attachment styles derive from these two dimensions.
▪ Secure attachment people have low anxiety and avoidance
regarding
relationships with others, seek closeness, and have confidence
in their abilities
to handle problems.
▪ Preoccupied attachment people are high in anxiety and low in
avoidance. They
desire closeness but are plagued with fear of rejection. They

may use sexual
contact to satisfy their need to feel loved.
▪ Dismissive attachment people have low anxiety but high
avoidance. They view
close relationships as unimportant.
▪ Fearful attachment people are high in both attachment anxiety
and avoidance.
They avoid relationships because they fear closeness will only
result in pain.
They may develop a relationship only if there is a guarantee that
their partners
must rely on them, but will still harbor doubts.
• Does the character display attachment anxiety and/or
avoidance?
o Which attachment style best represents the character?
Whenever we communicate with others, we present our self to
them. Sometimes we present a public
self that mirrors our private self, and sometimes we do not.
➢ Your public self—your face—is how you want others to see
and know you.
➢ A mask is a public self, designed to hide one’s private self

• Did the character create a face/mask that contradicts with their
“real” self?
Developing strong relationships is dependent upon making our
selves known to others. This isn’t easy.
Exposing yourself to others can make us feel vulnerable,
provoking uneasiness between how much to
reveal versus how much to veil.
Social penetration theory explains how we reveal our self in
layers.
➢ Peripheral layers of self are demographic characteristics such
as birthplace, age, gender, and
ethnicity.
➢ Intermediate layers reside attitudes and opinions.
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➢ Central layers, which include core characteristics such as
self-awareness; self-concept; self-
esteem; and personal values, traits, and fears.
You develop closer relationships by revealing more personal
aspects of yourself to others.
➢ Breadth is the number of different aspects of self each partner

reveals.
➢ Depth involves how deeply into one another’s self the
partners have penetrated.
According to the interpersonal process model of intimacy, the
closeness we feel toward others in our
relationships is created through two things; self-disclosure and
responsiveness of listeners.
• How has the character revealed themselves and what was the
impact?
o What are the layers, breadth and depth of the disclosure?
• Was the character’s level of self-disclosure appropriate and/or
competent?
• What was the response to the disclosure?
Johari Window. Some aspects of our selves are open to self-
reflection and sharing with other people,
while others remain hidden—both to ourselves and to others.
➢ Public Area – Aspects of your self that you and others are
aware of.
➢ Blind Area – Facets of your self that are readily apparent to
other through communication that
you’re not aware of.
➢ Hidden Area – Parts of your self that you’re aware of but that
you hide from most others. This

may be the same as a mask.
➢ Unknown Area – Aspects of your self that you and others
aren’t aware of, such as unconscious
motives and impulses.
• What is the character’s Blind Area and how is it revealed
through other characters?
• What is the character’s Hidden Area and how is that shown in
the film?
Perception is a process of selecting, organizing, and interpreting
information from our senses. It is the
process by which we make sense of our contact with others.
Perception guides our communication and
relationship decisions and is often the source of conflict.
Perception Process
Step 1. Selection is the first step of perception, in which we
focus attention on certain sights, sounds,
tastes, touches, or smells in our environment.
➢ Salience is the degree to which particular people or aspects of
their communication attract our
attention Communication is salient when
o a person behaves in a visually and audibly stimulating

manner.
o if our goals or expectations lead us to view the
communication exchange as important.
o is salient when the exchange deviates from our expectations.
Step 2. Organization is the second step of perceiving,
consisting of structuring the information that you
have selected into a coherent pattern in your mind.
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➢ Punctuation involves structuring the information you’ve
selected into a chronological sequence
that matches how you experienced the order of events.
o Differences in punctuation can be a source of conflict.
o A way of avoiding perceptual misunderstandings is to try to
understand how your
organization and punctuation of information differ from those
of other people.
Step 3. Interpretation, is the act of assigning meaning to
information we’ve selected.
➢ Our sense-making relies on schemata, mental structures
containing information that defines

concepts’ characteristics as well as those characteristics’
interrelationships. (Frame of
Reference/Field of Experience)
• How did the process of perception lead the characters to
interpret the information differently?
• Were aspects of an interaction or event more salient to one
character than another?
• Did the characters punctuate the events differently?
Attribution theory is the process of creating explanations for
others’ comments or behaviors. There are
two types of attribution: internal and external.
➢ Internal attributions presume that a person’s communication
or behavior can be explained by
considering internal causes, such as character or personality.
➢ External attributions hold that a person’s communication is
caused by situational factors rather
than character or personality.
o Fundamental attribution error is the tendency to attribute
others’ behaviors to their
personalities, rather than to social or environmental forces that
affect them. People
tend to attribute external factors to explain their own behavior

(actor-observer effect).
▪ The tendency to take credit for our success by making an
internal attribution is
known as the self-serving bias and is driven by ego protection,
the process of
making ourselves happier by crediting ourselves for our life
successes.
• Did the character attribute their success or failure to internal
or external causes?
• Did the character make a fundamental attribution error?
According to the Uncertainty Reduction Theory, a primary
concern during initial interactions is reducing
uncertainty about our conversational partners. Uncertainty can
be reduced in several ways. We might
use:
➢ Passive strategies - gathering information about others by
watching them without their
knowledge.
➢ Active strategies – questioning a third-person questioning,
seeking information online.
➢ Interactive strategies - direct interaction between you and the
person in whom we’re

interested.
• Did the character use passive, active, interactive or a
combination of strategies to reduce
uncertainty?
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Gender, family experiences, and cultural factors are three
outside sources that also shape our sense of
self.
Gender is a factor affecting perception. People are socialized to
believe that men and women
communicate differently. Researchers have found that gender
influences about 1 percent of people’s
communication. We can improve accuracy of perception by
asking whether someone is communicating
differently because of gender or whether the interpretation is
affected by your beliefs about their
gender.
Gender affects emotional management and communication.
Gender differences in emotion derive in
part from differences in how men and women view their roles in

interpersonal relationships. Women
report experiencing more sadness, fear, shame, and guilt, while
men report more anger and hostile
emotions. However, when men and women experience the same
emotion, there is no gender difference
in the intensity of the emotion experienced.
• How has the character’s identity as masculine or feminine
affected their self-concept or self-
esteem?
• Did gender beliefs affect the way a character interprets an
event or emotions?
• How are gender beliefs portrayed in the movie?
The culture in which you grew up influences your perception of
others during interpersonal
communication. You interpret others’ communication in part by
drawing on information from your
schemata that are filled with the beliefs, attitudes, values, and
practices you learned in your own
culture. Culture also affects whether you perceive others as
similar to or different from yourself.
➢ Ingroupers those people whom we perceive as being
fundamentally similar to ourselves with
respect to certain cultural beliefs, attitudes, and values.

➢ Outgroupers those people we perceive as fundamentally
dissimilar to ourselves.
o In general, we like people who are “like” us and consequently,
we are more likely to give
valued resources such as money, time, and effort to those who
are perceived as
ingroupers versus those who are outgroupers.
• How have family experiences or cultural factors affected the
characters self-concept or self-
esteem?
• Does the movie present ingroupers or outgroupers?
• Did cultural, historical, relational, and/or situational norms
govern how characters experience
and express our emotions?
Personality, our own characteristic way of thinking, feeling, and
acting, is a factor influencing how we
perceive reality. Five basic dimensions of personality. A simple
way to remember them is the acronym
OCEAN:
➢ Openness,
➢ Conscientiousness,

➢ Extraversion,
➢ Agreeableness,
➢ Neuroticism.
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Our perception of others is affected by the personality traits we
see in ourselves, and how we
evaluate these traits. We evaluate people positively or
negatively in accordance with how we
feel about our own traits. We typically like in others the same
traits we like in ourselves, and we
dislike in others the traits that we dislike in ourselves. We also
make generalizations by
presuming that because a person is high or low on a certain
trait, he or she must be high or low
on other traits that we consider related to the trait we observed.
These generalizations are
known as implicit personality theories, and they are based upon
our personal beliefs about how
traits cluster.
• Describe the character’s personality in terms of the Color

Code or OCEAN
• Provide behavioral examples to support your claim
• What significance does their personality play in their
interactions/relationships?
Gestalt, a general and global impression of a person that is
either positive or negative. Gestalts form
rapidly. This is one reason why people consider “first
impressions” so consequential. Gestalts require
little mental or communicative effort. Gestalts are useful in
encounters where we must make quick
judgments about others with only limited information. Gestalts
are more likely to be positive than
negative, an effect known as the positivity bias. This can
manifest as Pollyanna effects, a predisposition
toward perceiving life optimistically. We also place emphasis
on the negative information we learn
about others, a pattern known as the negativity effect; since
negativity is considered a deviation from
the norm, we register negative data as revelatory and salient.
The nature of our Gestalt can have an
effect on how we interpret subsequent information about a
person.
➢ Halo effect – a tendency to positively interpret nearly
anything someone says or does because

we have a positive Gestalt of them.
➢ Horn effect - a tendency to negatively interpret the
communication and behavior of people
about whom we have negative Gestalts.
Algebraic impressions are formed by carefully evaluating each
new thing we learn about a person.
Algebraic impressions involve comparing and assessing the
positive and negative things we learn about a
person in order to calculate an overall impression, and then
modifying this impression as we learn new
information. Algebraic impressions are more flexible and
accurate than Gestalts.
• Did the character form Gestalt or Algebraic impressions of
another person? If so how or why was
this impactful to the relationship or story?
• Did the character exhibit the halo or horn effect?
• Did the character exhibit a Pollyanna effect or negativity
effect?
Stereotypes are a way we form impressions by perceptually
categorizing people into a social group and
then evaluating them based on information we have in our
mental schemata related to the group.

Stereotyping streamlines the perception process, and it is
virtually impossible to avoid. People
frequently have a high degree of confidence in the legitimacy of
their stereotypical impressions, despite
the fact that such impressions are frequently flawed.
The negative effects of stereotyping can be overcome by:
➢ critically assessing your beliefs about various groups.
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➢ educating yourself about these groups to find similarities and
differences between people
affiliated with these groups and yourself.
➢ keeping in mind that just because someone belongs to a
certain group doesn’t necessarily mean
that all of the defining characteristics of that group apply to him
or her.
• Did the character stereotype a person or group of persons?
Emotion is an intense reaction to an event that involves
interpreting the meaning of the event,
becoming physiologically aroused, labeling the experience as
emotional, attempting to manage the

reaction, and communicating this reaction in the form of
emotional displays and disclosures.
Emotions have five key features:
1. Emotions are reactive, triggered by outside events.
2. Emotions involve physiological arousal, in the form of
increased heart rate, blood pressure, and
adrenaline release.
3. Emotional experience requires awareness of our
interpretation and arousal as “an emotion” and
consciously labeling it as such.
4. Historical, cultural, relational, and situational norms govern
how we experience and express our
emotions.
5. Emotional management is reflected in our verbal and
nonverbal displays, in the form of word
choice, exclamations or expletives, facial expressions, body
posture, and gestures.
Emotions are fundamental to interpersonal communication and
meaning. Emotion-sharing is how we
talk about our emotional experiences with our relationship
partners. Sometimes emotion-sharing leads
to emotional contagion, when the experience of the same

emotion rapidly spreads from one person to
others.
Primary emotions involve unique and consistent behavior
displays across cultures. Six primary
emotions are surprise, joy, disgust, anger, fear, and sadness.
Some events may trigger two or more
primary emotions simultaneously, resulting in an experience
known as a blended emotion. Emotions
involve unique and consistent behavioral displays across
cultures. For example, shame is a primary
emotion in traditional Chinese culture.
Feelings and moods are distinct from emotions. Feelings are
short-term emotional reactions to events
that generate only limited arousal; they typically do not trigger
attempts to manage their experience or
expression. Moods are low-intensity states—such as boredom,
contentment, or grouchiness— that are
not caused by particular events and typically last longer than
feelings or emotions. Moods can have a
profound impact on perception and communication with others,
thus, it is important to have means for
improving bad moods. Effective strategies combine relaxation,
stress management, mental focus and

energy, and exercise. The most effective strategy of all appears
to be rigorous physical exercise.
Personality exerts a pronounced impact on our emotions.
Personality traits of extraversion, neuroticism,
and agreeableness strongly influence how we experience and
communicate positive and negative
emotions. Part of becoming a skilled emotional communicator is
learning how your personality traits
affect your emotional experience and expression.
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• How did the character display or communicate their emotions?
(include a description of the
triggering event)
• Did cultural, historical, relational, and situational norms
govern how the character experienced
and/or expressed their emotions? (Think of emotional
management is reflected in our verbal and
nonverbal displays, in the form of word choice, exclamations or
expletives, facial expressions,
body posture, and gestures)
• Did personality traits influence how the character experienced

and/or communicated emotions?
• Were the characters affected by an emotional contagion?
Empathy, the ability to “feel into” others’ thoughts and
emotions, is a valuable tool for communicating
competently with others. Empathy consists of two separate
facets:
1. Perspective-taking is the ability to see things from someone
else’s vantage point without
necessarily experiencing that person’s emotions.
2. Empathic concern is considering the emotional side of
another’s perspective.
Lack of empathy when dealing with emotions is particularly
challenging. Two factors often impact
empathy. First, the invisibility and/or distance from the
consequences of our messages increases the
likelihood for a lack of empathy. The ability to perceive
feedback is neurologically tied to empathy;
therefore, the lack of feedback inhibits our empathy and ability
to communicate appropriately. Second,
asynchronous communication predisposes us to openly express
emotions that we might otherwise
conceal if we knew the response would be immediate.
(asynchronicity means the interactions are not in

real time)
• Did the character communicate their efforts to see things from
another person’s vantage point
and to consider that person’s emotional experience?
• Did distance, invisibility or asynchronous communication
impact the characters ability to
experience empathy?
Emotional intelligence (EI) is the broader ability to interpret
your own and others’ emotions accurately
and to use this information to manage emotions, communicate
them constructively, and solve
relationship problems. People with high degrees of emotional
intelligence typically possess four skills:
1. An acute understanding of their own emotion.
2. The ability to empathize.
3. An aptitude for constructively managing their own emotions.
4. The capacity for applying their emotional states in ways that
create competent decision-making,
communication, and relationship problem solving.
People with high EI are more likely to garner trust, inspire
followers, and be perceived as having
integrity. High EI individuals are less likely to bully people, or

use violence to get what they want, and
they find it easier to forgive relational partners who have
wronged them. Emotion management is an
important part of emotional intelligence, because it directly
influences how we experience and express
emotion. Emotion management involves attempts to influence
which emotions you have, when you
have them, and your experience and expression of them.
• How does the character display high or low emotional
intelligence?
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Managing Emotions
Strategies for managing emotions include ways to try to modify
or control them after you become
aware of them. The two most common ways to manage emotion
are suppression and venting.
1. Suppression involves inhibiting thoughts, arousal, and
outward displays of emotion.
2. Venting is allowing emotions to dominate our thoughts and
explosively expressing emotions.
An alternative to managing emotions after they occur is

preventing them. There are four commonplace
strategies for preventing emotions:
1. Encounter avoidance involves staying away from people,
places, or activities that you know will
provoke emotions you don’t want to experience.
2. Encounter structuring is intentionally avoiding specific topics
that you know will provoke
unwanted emotion during encounters with others.
3. Attention focus involves devoting your attention only to
aspects of an event or encounter that
you know will not provoke an undesired emotion.
4. Deactivation means systematically desensitizing yourself to
an emotional experience.
Deactivation is dangerous because it can trigger deep
depression.
Reappraisal consists of actively changing how you think about
the meaning of emotion-eliciting
situations, so their emotional impact is changed. Reappraisal is
effective because you employ it before a
full-blown emotional reaction. When you reappraise, you:
➢ Call to mind the positive aspects of the encounter.
➢ Think about how you can constructively communicate even

during unpleasant encounters.
➢ Consider the short- and long-term consequences of your
actions.
➢ Think about how you might communicate positively in the
here-and-now to shape positive
consequences.
• Does the character employ any strategies to manage emotions?
If not, which strategy may have
been appropriate?
Anger is our most intense and potentially destructive emotion.
Anger is a negative primary emotion that
occurs when you are blocked or interrupted from attaining an
important goal by what you see as the
improper action of an external agent. Anger is driven largely by
the perception that the interruption was
improper or unfair.
To effectively manage your anger, it’s best to use strategies
such as encounter avoidance, encounter
structuring, and reappraisal. Suppression and venting are two
common responses to managing anger.
Consistent suppression of anger can lead to chronic hostility, a
near-constant state of arousal and

negative thinking. People believe venting is a helpful and
healthy path toward catharsis, a satisfying
resolution of emotions through open expression. However,
venting may actually increase anger.
The Jefferson strategy is an effective anger management
strategy: When a person says or does
something that makes you angry, count slowly to ten before you
speak or act. If you are very angry,
count slowly to 100, then speak or act. The strategy creates a
delay between the event that triggered
your anger, the accompanying arousal and awareness, and your
communication response.
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Passion is a blended emotion, a combination of surprise and joy
coupled with positive feelings such as
excitement, amazement, and sexual attraction. Because passion
stems in large part from surprise, the
longer and better you know someone, the less passion you will
experience toward that person on a daily
basis. Partners who have known each other intimately for years
may be familiar with almost all of the
communication behaviors in each other’s repertoires. When it

comes to passion, the best you can hope
for in a long-term romantic relationship is a warm afterglow.
Greif is the intense sadness that follows a substantial loss.
Talking about your grief with others is the
most effective method for managing the emotion.
➢ Effective support messages convey explicit emotional
support, sincere expressions of sympathy
and condolence, concern for the other person, or encouragement
to express emotions.
➢ Ineffective support messages discount or minimize the
person’s feelings.
Seven suggestions for improving your supportive
communication:
1. Make sure the person is ready to talk
2. Find the right place and time
3. Ask good questions
4. Legitimize, don’t minimize
5. Listen actively
6. Offer advice cautiously
7. Show concern and give praise.

• How does the character express and/or manage their grief?
• How does the character express support or receive support?
The purpose of this assignment is to apply the concepts or
theories discussed in class to the interpersonal communication
demonstrated by actions and communication of characters in a
movie. This analysis paper will be:
· Select a film that you have access to and that intrigues,
inspires, or motives you. I have provided a list of potential
films or you may propose a film for approval. Film List Film
selection is due on 10/30.
As you view the movie, you will need to take notes and be
considering THREE CONCEPTS from the movie that exemplify
concepts that we are learning about in class. You need to have
read your textbook (Chapters 1-5) and be thinking about some
of the ideas on those chapters and how they apply to the movie
you chose.
The purpose of the movie analysis theory paper is to:
· Demonstrate your understanding of interpersonal
communication theory and concepts
· Apply interpersonal communication theory and concepts to
scenes and characters in the movie
· Apply these same interpersonal communication theory and
concepts to your own relationships and experiences
Plan on selecting three (3) general or specific theories,
concepts, or key words from the first five chapters in our
textbook. Consider the following concepts from chapters 1-5.

1. Explore how a character or characters fulfill communication
goals.
· Consider the 3 different models of communication (linear,
interactive, transactional) and/or the perceptual process.
· You may identify strategies for practicing responsible
perception.
2. Explore how a character or characters display interpersonal
communication competence.
· You may identify tools for improving competence.
3. Explore the ways that gender, family, and culture influence
our sense of self and communication.
· Consider the influence of culture, gender, and personality in
shaping perception and culture influence emotion.
4. Explore how a character or characters present and/or
maintain self-image when interacting with others.
5. Explore how a character or characters sense of self-esteem is
formed through communication.
6. Explore a character or characters consideration related to
self-disclosure.
7. Explore how a scene or characters depict the difference
between emotions, feelings, and moods.
· You may identify tools for skillfully managing and expressing
emotion.
8.Explore how characters with emotional challenges such as
communicating empathy, fading romantic passion, managing
anger, and/or suffering grief.
9.Explore how the movie depicts culture.
· Discuss the impact of ingroups, outgroups, and prejudice on
communication.
· Explore the ways in which cultural differences influence
communication.
Be sure to boldface the use of the concept that you’re using,
along with an in-text citation of the text with page number. Be
sure to introduce and describe how the concept is being used
rather than “dumping” the information and expecting the reader
to infer your intended use. For example:

Although the two main characters were in love with one
another, their nonverbal communication rarely indicated support
for this supposition. Indeed, rather than the expected love-
intimacy touch (McCornack, 2015, p. 164) conveying deep
emotional feelings, the couple seemed to use only functional-
professional touch (McCornack, 2015, p. 164), like shaking
hands or guiding them down stairs, which seemed quite
awkward for a romantic couple. (This example is 63 words.)
Thus, your paper should be in the following form, using APA
standards and formatting:
Title Page
Synopsis (150-250 words, paraphrased in your own words. I
regularly review Wikipedia, so don’t plagiarize!)
Concept 1 – be sure to include (at least 125 words):
Boldfaced concepts with –in-text citations and page numbers
Application of those concepts to the book
Specific example(s) from the movie including behavior
descriptions and/or dialogue to support the concept.
Concept 2 – be sure to include (at least 125 words):
Concept 3 – be sure to include (at least 125 words:
Do not simply recount what happens in the movie. Honestly, I
don’t care about the movie. I care about how you’re applying
the concepts to the relationships in the movie and to your own
relationships. If you’re just describing what happens in the
movie without making conceptual connections with examples

and illustrations, you’re not “doing it right.” Your paper should
be more concerned with how the concept applies to specific
examples or scenes within the movie rather than the story of the
movie.
This paper is due November 8th on Canvas as an attached file.

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