Critically Reading - The Ed Sullivan Show and the Censored Sounds of the Sixties - Assignment Example

Critically Reading “The Ed Sullivan Show and the (Censored) Sounds of the Sixties” Part One: Understanding What is Critical Reading? When you read critically, your purpose is not just to understand the text, but also to analyze and evaluate it. Because we often use information and/or quotations from texts to support our written arguments, the ability to read a text critically is an important part of effective writing. Step 1: Preview – Taking a few minutes to preview a text will help get you thinking about the topic. You might be surprised at how much you already know about the subject matter. Quickly look at the article and answer these questions: a. What is the title of this article? The Ed Sullivan Show and the (Censored) Sounds of the Sixties b. What is the name of the journal in which it was published? The Journal of Popular Culture c. What year was it published? 2006 d. Who is the author? IAN INGLIS e. What comes to mind when you look at the title? profanity Step 2: Skim – After you have previewed a text to get a general idea of the subject, it is a good idea to read through the text quickly to get a general idea of what it is about and how it is organized. This article is organized into six sections, and all but the first have titles that give you some idea of their content. Write down the titles of the six sections (you can call the first one “Introduction”). 1. Introduction 2. Bob Dylan "Talkin' John Birch Society Blues” 3. The Rolling Stones "Let's Spend The Night Together" 4. The Doors "Light My Fire" 5. Contexts and Consequences 6. Conclusion Step 3: Read! – To read critically and really understand a text, you will need to read it more than one time. The first time through, you should underline or highlight anything that seems important or stands out. It is also helpful to annotate (write notes in the margin). The second time you read, focus on one section at a time. At the end of each section, think about what you have read and write down the main ideas. Summarizing can help you understand the content and organization of the text. Read through each of the six sections carefully. When you are finished, write a brief (3-6 sentence) summary of what you have read on a separate sheet or on the back of this paper. (You will have six separate summaries, one for each section.) In your summary of the first section, include what you think the author is claiming about censorship (what he is using his examples to illustrate). Likewise, in your summary of the last section, include any conclusions the author reaches about censorship in relation to his examples. Part Two: Analyzing and Evaluating Analysis – Once you have a general understanding of the text, it is time to examine its meaning more fully. Answer each of the questions below. Section 1 (“Introduction”) 1. How does the author, Ian Inglis, define censorship in the introduction? (Hint – he borrows it from someone else.) Policies "whereby restrictions are imposed upon the collection, dissemination and exchange of information, opinions, and ideas” (O’Higgins 11). 2. In your opinion, is it an adequate definition? Why or why not? It is an adequate definition, because it is broad. Section 2 (“Bob Dylan ‘Talkin’ John Birch Society Blues’”) 1. What does Bob Dylan’s refusal to perform a different song say about his motivations for appearing on the show? Dylan was aware of the importance of free speech in performing arts. Section 3 (“The Rolling Stones ‘Let’s Spend the Night Together’”) 1. What does Mick Jaggar’s insistence that he said “mmmmm” instead of “time” suggest about how censorship is/was viewed by many musicians? It says they are willing to bend the rules to make a point but also they are willing to censor themselves. Section 4 (“The Doors ‘Light My Fire’”) 1. How did the Doors’ response to the act of attempted censorship on The Ed Sullivan Show ultimately work to their advantage? Ultimately, it catapulted them to success. Section 5 (“Contexts and Consequences”) 1. What does Inglis mean about context and consequences being important when we consider individual acts of censorship? The gestalt of the period plays a big roll in the context of censorship. 1. What was the Ed Sullivan Show’s motivation for allowing groups they found too controversial (Elvis, The Rolling Stones) to perform on the show? It was good for ratings. Section 6 (“Conclusion”) 1. Based on the conclusion and on the last paragraph especially, whose side (if any) do you think Inglis takes the musicians’ or the censors’? Explain why. It seems he is on the side of the musicians. He says something about rockn’roll being instrumental in opposing authoritarianism in government. Evaluation - Although what is considered good writing varies, there are some qualities that most well written texts share. Rate Inglis’s article on each of the following, using a scale of one to five (five being the highest, one being the lowest). Please note that you do not need to answer the questions – just place a number from one to five after each quality. 1. Clarity of purpose [Is there a clear statement (or statements) of purpose in this article? Do you understand what the author is trying to do?] 4, 5 2. Comprehensibility [Is it clear what claims Inglis is using his examples of censorship (Bob Dylan, The Rolling Stones, The Doors) to support? Is the article understandable, or too complex?] 5, 4 3. Effective examples (Are Inglis’s arguments about censorship effective? Is his evidence logical?) 4, 3 4. Organization (Is the article organized well? Does Inglis make connections between ideas?) 3, 4 5. Convincing conclusion (Does Inglis reach a convincing conclusion about censorship in the end? Do you feel he “proves” the claims he makes about censorship?) 4, 3 Using the Text - When you evaluate a text, one thing to keep in mind is what you can take from it to support your own argument. Find one quotation from this article that could be easily incorporated into the paper you will write about censorship. Write it below (include the page number). “Although (stereo) typically associated with the actions of the state— prior restraint by the government—it is important to recognize that censorship takes many forms and springs from many sources.” Page 558 Read More