Instructions: Develop a 750-1250-word argument research paper based on the film assigned to your group, and for which you have been doing various activities, such as engaging in a discussion and developing an annotated bibliography. Your goal is to develop an argument thesis that identifies with specific elements (characters, plot, and / or setting) of the film that reflect the achievement of the American Dream OR disillusionment with the American Dream. For this essay, you will be using at least 4 to 6 research sources. Follow these criteria in developing your essay: Introduction:
A good introduction relevant to the subject and your film
A well-developed argument thesis
Develop well-argued body paragraphs that contain topic sentences which refer back to the thesis and provide supporting details from the film and your analyses. Well-argued body paragraphs focused on clear main ideas. Each main idea must: be introduced with a topic sentence, include critical analysis supported with clear and specific examples (reference to scenes) from the film, be further supported with critical and scholarly sources and conclude by showing its relation to the thesis.
Use the film and your scholarly research as resources to develop your argument. You may use sources that you have researched, and/or you may use resources identified by your peers.
Use a strong organizational structure with clear transitional sentences
Write a conclusion that reemphasized the thesis statement
An MLA formatted works cited page with 4-6 sources of relevant scholarly research.
Inclusion of properly formatted in-text citations for all sources used in the essay (using the MLA parenthetical form of citations).
***Please use the sources attached in this annotated bibliography!***Annotated Bibliography on Gran Torino and the American Dream
Roche, Mark W. “Cultural and religious reversals in Clint Eastwood’s Gran Torino.”
Religion and the Arts 15.5 (2011): 648-679.
In this article, Mark Roche describes Grant Torino as one of the most recent enthralling
religious films. Its portrayal of declaration of guilt is exceedingly vague and multifaceted as it
both ridicules confession and identifies the persistent standing of its ethical code. Similarly
intricate is the films pretend and opposite of the Christ story. The author brings out a religious
view that portrays an assessment of culturally diverse America that does not shy away from
unveiling elements of social deviance in American history and the American life force to the
extent of providing a liberating appearance of American prospective. The film imitates on
superficiality of contemporary culture barren of tradition and advanced meaning without
submitting to a nostalgia current culture. The film according to Roche is also classified as
portraying sincerity and active condemnation of the unyielding reason of violence and so
contraries a communal beginning of Clint Eastwood’s world opinion.
Kinney, Rebecca J. “The auto-mobility of Gran Torino’s American immigrant dream:
cars, class and whiteness in Detroit’s post-industrial cityscape.” Race & Class 57.1
Rebecca J Kinney urges that Gran Torino which is a 2008 film in Clint Eastwood
signifies a cohort of the fairytale of American immigration dream over the auto-mobility
theoretical diminutive for self-sufficiency and class flexibility. She identifies that the film
functions to divert the idea of communal American immigrant personality through a restatement
of the tightfisted venture in whiteness rather that seeing the film in the perspective of
multicultural American as many other authors did. The assessment of the mobility depicted
between the white Detroit residential and the non-whites epicenter city eventually recommends
that the distinctive archetype of the American Dream of possessing a house, job, and car is
possible for non-whites and other immigrants. However, the author specifies that it can only be
achieved through verbatim exit from the city of the poor which is signified as people of color and
Uhlman, James Todd, and John Heitmann.”Stealing Freedom: Auto Theft and
Autonomous Individualism in American Film.” The Journal of Popular Culture
48.1 (2015): 86-101.
John Heitmann and James Todd explores Stealing Freedom through theft and
autonomous individualism as expressed in the Gran Torino.in their view, the Gran Torino
reflects a story of a man’s passage to manhood and another one for self-sacrifice in defending
themselves against a gang that attacks the immigrants. In the 1940s, auto theft had more meaning
than the usual gangs, drugs, and money but rather signified the typical abilities of the American
identity. The American dream was reflected by the American immigrant’s quest and personal
willpower to move freely, but was denied to the non-whites and women. The last scene of the
Gran Torino describes the American dream as living in the United States as a free American
Citizen as Sue Lor desires to have a country she can call of her own.
Transmodernities: South-to-South Intercultural Dialogues between the LusoHispanic World and “the Orient” (2012): 317.
Valesi Marco analyses the Gran Torino as cultural production and representation of
identities. He also identifies the moral and cultural rights as reflected by the actors of the film
especially Kowalski. The author states that the American immigrants would only require cultural
participation and representation for them to gain a sense of belonging and realize their American
Dream. Kowalski is depicted as a character who chooses his own rules to follow although his
rules stand as a representation of the code” tit for tat” or an “eye for an eye”. The social deviance
that is demonstrated by the guns and the sword, the cross and the street violence is described as a
reflection of the “American Style” correction measures and serving justice. American
multicultural dimension is also represented as the characters desire to achieve the American
dream through bringing back the abandoned morals and standards decades ago.
DePouw, Christin. “When culture implies deficit: Placing race at the center of Hmong
American education.” Race Ethnicity and Education 15.2 (2012): 223-239.
In this article, Christin evaluates the American culture in their education system that
identifies racism and race at the Centre of assessment. The people of color as referred to in the
Gran Torino highlights whiteness as an asset that causes the American culture difference. The
book identifies the Americans who for a long period of time have been racialized and faced
racism simply because of their color and gender been described as blacks earning low incomes.
The racism is a mark of the American dream of the American students to achieve equality
outlining the way whiteness treated as a property has impacted their lives in school. The author
places race at the Centre of Hmong American education and refers to the Gran Torino as an
emphasis of the multicultural difference faced by the Americans. He describes the relationship
between Ethnicity and Education and identifies the factors that would lead to achieving the
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