Writing About Film: Hitchcock Unit
Dear Cineastes (that’s film lovers and critics), it’s time for our first essay. This is a chance
for you to not only apply some of the film language, concepts and understandings you’ve acquired
over the past six weeks, but also an opportunity for you to explore and create meaning on your own
as you apply yourself to the films of Alfred Hitchcock. Please choose one of the prompts below, and
in a well thought out essay, develop your ideas to thoroughly illuminate your subject.
As always, let a good thesis statement in the introduction drive the paper. Like the scene
where “Scottie” hangs from the rooftop in “Vertigo,” hook the reader cleverly in your intro so he’ll
want to keep reading. Subsequent paragraphs should be organized, focused, and provide specific
examples which illuminate and support the thesis. In conclusion, restate your main points, or draw
some larger conclusion about Hitchcock and his tendencies, or use another approach you’re
comfortable with for ending an essay. When finished, drop your essay in my 4th period class folder on
the server…follow those naming conventions. Take your time, say something smart, and proofread
away those niggling little conventions errors so as not to frustrate your teacher. Here are the prompts:
Choose one
1. Over the course of the last few weeks we’ve discussed a number of Hitchcock’s thematic
preoccupations. In a well-crafted essay, “discuss” how this theme emerges in at least two (but
ideally all three) of the films we watched during this unit. Be sure to show how/where the
theme appears, and draw some conclusions about what Hitchcock seems to believe about that
theme. Along the way, be sure to use specific language, and the language of film, as this is part
of the assessment.
For example, instead of writing, “when that one lady keeps running into cops and bad
weather, blah, blah bah.” you should write that “Marion Crane, our protagonist in “Psycho,” faces
numerous obstacles once in the state of disequilibrium. For example, Norman Bates, the police
officer, and the rainy weather all thwart her attempts to reconcile the wrong she realizes she did in
stealing the 40,000 dollars. This serves to keep her in a state where her morality is ambiguous”
2. In a well-crafted essay, explore how Hitchcock manipulates the elements of Narrative and
Narration to create the suspense he’s so well known for. Be sure to mention specific elements
and how/where/when they appear in the films, and how they work together to create the
desired effects. Again, you must use at least two of the films we’ve watched this unit and
employ the language of film studies.
An example of what this might look like might be, “In “Rear Window,” Hitchcock uses pure
cinema to provide the exposition in the opening scene. By showing us the temperature, the setting,
and information about L. B. Jeffries’ life and recent accident, he sets the tone for the trouble to
come.”
Additional Information:
Rear Window (1954): Jimmy Stewart (LB Jeffries), Grace Kelly (Lisa Fremont), Raymond Burr
(Thorwald), Thelma Ritter (Stella). Also, Ms. Torso, Ms.Lonley Hearts, Det. Doyle, etc…
Psycho (1960): Anthony Perkins (Norman and Mrs. Bates), Janet Leigh (Marion Crane), Vera Myles
(Lila Crane), and Sam Loomis, Det. Arbogast, the sheriff, car salesman, etc…
Vertigo (1958): Jimmie Stewart (Scottie), Kim Novak (Madeline Elster/Judy Barton), and Gavin
Elster, Midge, etc…
Hitchcock Essay
/30
Final Essay SCORING GUIDE
An essay receiving a 26-30 will show the following:
 Effectively and insightfully develops a thesis by presenting ideas logically, clearly, and
with outstanding support directly from the texts.
 Is focused and demonstrates coherence and smooth progression of ideas.
 Uses language precisely and skillfully with regard to word choice and sentence fluency.
 Is almost entirely free of errors in conventions.
An essay receiving a 22-25 will show the following:
 Effectively develops a thesis by presenting ideas logically, clearly, and with support
directly from the texts.
 Is focused and demonstrates coherence and progression of ideas.
 Often, but not always, uses language precisely with regard to word choice and sentence
fluency.
 Is generally free of errors in conventions.
An essay receiving a 18-21 will show the following:
 Thesis is vague; presentation of ideas sometimes scattered or disconnected; sometimes
uses inadequate examples/support from texts.
 Is limited in organization and focus; may demonstrate some lapses in coherence or
progression of ideas.
 Displays developing facility in use of language, but sometimes weak vocabulary or
inappropriate word choice.
 Contains a number of errors in conventions.
An essay receiving a 15-18 will show the following:
 Develops a thesis that is too vague or non-existent.
 Is poorly organized and unfocused or shows serious problems with coherence.
 Displays little facility in use of language, using very limited vocabulary.
 Contains a distracting number of errors in conventions