Skip to main content

Comparing and Contrasting a Fiction Text and a Film

 

 

The following was excerpted and amended by me (indicated by italicized bulleted points). The original source is Study.com:

 

Comparing a Book and a Movie

''The book was better'' is a common reaction to hear among the crowd exiting a movie theater. Indeed with the sheer volume of books being turned into movies today, it's almost impossible to find a movie on the big screen that wasn't first written on paper. And it's not just books, video games are finding their way to the big screen too. For some, the adaptation is never as good as the original, while for others, the movie is the only thing worth enjoying.

In the classroom, the differences between an original story's form and movie form can be analyzed to develop critical thinking skills and discuss the differences between plots, storylines, characters, and even the different merits of each medium. In this lesson, we will explore a few of the different ways you can start thinking about these important questions, before analyzing one such example.

Starter Questions

First off, be sure to read the original story first. Original stories in general, though not always, tend to be a longer story than the film version. Be sure to get the whole story first. After all, in some poor movie adaptations, important details get left out that are integral to the plot. Knowing these can enrich your viewing of the movie. 

After experiencing the original format and watching the movie, it's time to analyze the differences. Brainstorming sessions can be a great way to kickstart a meaningful discussion. Some examples of good questions to ponder include:
  • What parts of the original story were left out of the movie?
  • Did the movie add anything (plot points, characters, etc.) that were not in the original book version?
  • Did you like the movie or the book version better? Why?
  • Did you imagine the characters differently when reading the book/screenplay than they were portrayed on screen?
  • Why do you think the director/screenwriter changed the story in the way they did?
  • Were the characters changed in any way from the book to the movie? Why?
  • What did the director focus on in each scene?
  • Consider the camera angles in the movie. How are they effective, or not, and why?
  • Consider how the dialogue was changed or adapted or left out altogether. Why do you think these choices were made?
  • Which scenes from the book are not in the movie? Which scenes were added? Why do you think the director/screenwriter made these changes? 
  • Is there a soundtrack to the movie? How does the music add to the film?
  • Are there close-ups? Which close-ups seem important and why? Be specific.
  • How does the director use lighting and costume design effectively, or not? Why do you think so? Be specific.
  • Consider the types of cinematography used in different parts of the movie. Why did the director/screenwriter make these choices? How is the cinematography effective? Cite specific examples. Check out this link: https://www.utdallas.edu/atec/midori/Handouts/camera.htm
  • What would you change in the film or book?
  • What scenes would you add or leave out in either medium (book or film)?
These are just some of the basic questions that can really get you thinking about the differences between the movie and the original book version. It should give you plenty of ideas upon which to base a paper or other assignment that your teacher assigns you.

Popular posts from this blog

Analysis of "How It Feels to Be Colored Me" by Zora Neale Hurston

Zora Neale Hurston, an important voice of the Harlem Renaissance, was an American folklorist, anthropologist, and novelist best known for her work, Their Eyes Were Watching God.   Sadly, she died in 1960 after suffering financial and medical difficulties.  In 1973, Alice Walker, another famous American writer, "rediscovered" Hurston and promoted her body of work.  In the classic essay, "How It Feels to Be Colored Me," Hurston explores the idea that all of us have multiple selves, depending upon the context and environments in which we find ourselves.  Hurston's writing has an ebullience, self-assertiveness, and pride that is particularly evident in this text.  She was a flamboyant and dramatic personality, at times clashing with fellow writers from the Harlem Renaissance, who believed that black Americans should use their art to speak out against racial oppression and the white majority. Hurston chose not to align herself with the political ideologies of ot...

All Classes--Analysis of Patrick Henry's Speech in the Virginia Convention

Scholars:  It is good to read examples of analytical writing because it helps you understand how to write your own analysis essays. The habit of reading and studying models (examples) is the best way to learn how to write more effectively. Below is an analysis that I wrote on Patrick Henry's Speech in the Virginia Convention. 

Teacher Model--Responding to an Argumentative Prompt

Below is an example of a written response to the AP English Language and Composition Argumentative Prompt (2011). I will use this in my classroom to model for students the writing process on the AP Exam. (The response was written in a 40-minute timed session when I attended an AP Summer Institute.) I want to show students that AP Readers understand that their writing is a draft and that they will not be marked down because of cross-outs and penmanship that is difficult to read. The caveat I would tell students is to of course try to write as legibly as possible. If the penmanship is very poor, the AP Reader will struggle and may miss important content in the student response.