Smith 1

Graci Smith

Miss Cook

Composition

13 November 2017

Critical Film Analysis

Life is filled with successes and failures although it is how a person responds to the

failures. In the movie The Pursuit of Happyness it shows this quality throughout the story. Chris

Gardner is a husband struggling to sell these medical scanners. His family is struggling to keep

their heads above water. Behind on bills, working doubles, and not paying their taxes. Chris has

two choices take an easy job or work hard in this internship that he might not even turn into a

job. He chooses the internship. Later on, his wife leaves him and his son. They bounce around

from homeless shelters and he faces multiple problems while working at the internship. All of his

failures lead to him working hard and getting the job after six months. There are three scenes that

stand out and display how to never give up on your dreams and you will be repaid. Those three

scenes are the taxi cab scene, the basketball court scene, and the final scene where he gets the

job. All in all, this movie displays the division of classes and how power is divided between

them.

Firstly, marxist criticism is the dividing of the economic classes and sometimes depends

on race.

In Marx's theory, interest-bearing capital, although ultimately dependent on industrial

capital, stands outside and is a more universal, unfettered category. In that it parallels the

character of externality, universality, and freedom which Marx attributes to money vis ii
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vis commodities (in Capital I). Similarly, the rate of interest appears as a purer category

than the rate of profit; it is calculated transparently and yields a single figure (although

here Marx was exaggerating) compared with the multitude of different profit rates on

different capitals

In this excerpt Bottomore models what capitalism and does not focus on social classes as much.

Marxist criticism allows viewers to understand the division of classes and how they treat one

another.

On the other hand, when viewing the film using Marxist criticism, the scene in the taxi

cab shows how classes are divided and point of views of all the classes. During this scene Chris

Gardner jumps into a cab with his boss. While in the taxi cab, Chris tries to impress his boss with

his words although his boss is not impressed. Finally, he sees the rubix cube and wants his boss

to see that he is equal to the higher class. Although, the boss does not believe he is capable of

doing so. It takes Chris about thirty minutes to solve and complete it. For instance, Popmatter has

a quote that displays Marxist criticism. He's smart and good with numbers, he figures, having

proved that much by solving a Rubik's cube in front of a Dean Witter broker who then becomes

his champion. This displays the classes and how the higher class often believe that they are

better than the lower and middle classes. Often times the higher class has this mind set that they

are entitled and are already better off than the other classes. This is how the social problems

come into play because of the sense of entitlement the upper class has and makes the lower and

middle class intimidated to interact with the higher class. All in all, this scene only exemplifies

the differences in social classes and their interactions.

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Now, the basketball scene displays how the lower class wants to overcome their problems

and become like the upper class. When viewing the film through Marxist criticism the separation

in social classes are shown and as well as who holds the power. In the scene where Chris and his

son (Christopher) are at the basketball court there is some important dialog that displays how

When watching the movie and looking through Marxist criticism it gives such a clearer picture to

the story and what the directors are trying to show. Here, Speeches From Films displays the

speech that models the connection between Marxist and the movie. Hey. Dont ever let

somebody tell you, you cant do something. Not even me. All right? You got a dream? You gotta

protect it. People cant do something themselves, they want to tell you you cant do it. You want

something? Go get it! Period! Chris tells his son that no matter the class you are in does not

define the person you are or where you will end up. That there is no excuses in life and the only

person that can stand in your way is yourself. In the end, this speech allows the viewers to easily

connect Marxist criticisms to the movie. Just because one person is in a class it does not define

the human that they are.

Finally, the final scene where Chris and his son are walking down the street. It allows the

viewers to understand the lower class can overcome problems and transfer to the higher class.

When viewing the film in Marxist criticism it opens the eyes to the viewer about this jump of

classes. This scene allows the audience to understand that people can switch classes and

overcome financial problems. In this example from Plot Summary it gives the audience a sense

of accomplishment which only proves that the division can not stop a person from completing

their dreams. The final scene shows Chris walking with his son down a street. His son is telling

him a joke, when a wealthy business man in a suit walks past. Chris looks back as the man
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continues on. The man in the suit is none other than the real Chris Gardner In conclusion, since

Chris worked extremely hard and he overcame the differences in classes and still pursued

greatly.

Altogether, the three separate classes are shown greatly in this movie and it also displays

how much hard work it takes to overcome these struggles but possible. While using Marxist

criticism for this movie it allows the viewers to understand the struggles of the lower class and

the mindset of the higher class. Although, these classes does not make the higher class better

than the lower class and vise versa. With hard work the possibilities are endless is another thing

Chris displays throughout the movie. During all three scenes show how with hard work anything

is possible. All in all, the movie The Pursuit of Happyness exemplifies the Marxist criticism

by expressing the differences in classes and simply showing the work it takes to get to each class.
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Works Cited

Bottomore, Tim. A Dictionary Of Marxist Thought Blackwell Reference (1985), Web. 14

Nov, 2017.

James A. Frieden, Deborah Elliott Frieden. Lesson Plans Based on Movies & Film Clips!

. The Pursuit of Happyness, TeachWithMovies.com, Inc., 1717 Fourth Street, Third Floor,

Santa Monica, CA 90401-3319; Tel. 310-917-1940,

www.teachwithmovies.org/guides/pursuit-of-happyness.html.

cynthia_fuchs. The Pursuit of Happyness (2006). PopMatters, PopMatters, 10 Nov. 2017,

www.popmatters.com/the-pursuit-of-happyness-2006-2495766671.html.

Plot. IMDb, IMDb.com, www.imdb.com/title/tt0454921/plotsummary.

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Speeches from Film: The Pursuit of Happyness. Manner of Speaking, 18 Feb. 2013,

mannerofspeaking.org/2010/08/19/speeches-from-film-the-pursuit-of-happyness/.

World Socialist Web Site. An Exchange on The Pursuit of Happyness, World Socialist Web

Site Wsws.org Published by the International Committee of the Fourth International (ICFI), 28

Feb. 2007, www.wsws.org/en/articles/2007/02/exch-f28.html.

Rubric rating submitted on: 11/30/2017, 2:57:16 PM by danielle.cook@redstreaks.org

4 3 2 1 0

W.1.a: Hook (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Your score: 4 creatively Introduction demonstrate, but demonstrate, but made)
demonstrated) paragraph a couple errors multiple errors Introduction
Introduction captures the exist) exist) paragraph
paragraph reader's Introduction Introduction captures the
captures the attention. paragraph paragraph reader's
reader's captures the captures the attention.
attention. reader's reader's
attention. attention.

W.1. a: Intro (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt) A

Summary creatively A brief demonstrate, but demonstrate, but brief summary
Your score: 2 demonstrated) A summary of the a couple errors multiple errors of the text(s)
brief summary text(s) analyzed exist) A brief exist) A brief analyzed is
of the text(s) is given to summary of the summary of the given to
analyzed is anticipate the text(s) analyzed text(s) analyzed anticipate the
given to reader's is given to is given to reader's
anticipate the knowledge anticipate the anticipate the knowledge
reader's level--no more reader's reader's level--no more
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knowledge than a couple knowledge knowledge than a couple

level--no more sentences. level--no more level--no more sentences.
than a couple than a couple than a couple
sentences. sentences. sentences.

W. 1.a: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt)

Introduce creatively Intro paragraph demonstrate, but demonstrate, but Intro paragraph
Claims demonstrated) clearly a couple errors multiple errors clearly
Your score: 4 Intro paragraph introduces the exist) Intro exist)Intro introduces the
clearly claims of the paragraph paragraph claims of the
introduces the body clearly clearly body
claims of the paragraphs. introduces the introduces the paragraphs.
body claims of the claims of the
paragraphs. body body
paragraphs. paragraphs.

W.1.a: Thesis (Fully and (Demonstrated) (Attempted, but (Attempted, but (no attempt
Your score: 3 creatively The last a couple errors multiple errors made) The last
demonstrated) sentence is a exist) The last exist) The last sentence is a
The last thesis statement sentence is a sentence is a thesis statement
sentence is a that is clear, thesis statement thesis statement that is clear,
thesis statement sophisticated, that is clear, that is clear, sophisticated,
that is clear, and insightful. sophisticated, sophisticated, and insightful.
sophisticated, and insightful. and insightful.
and insightful.

W. 1. a: Topic (Fully and (Demonstrated) (Attempted, but (Attempted, but (No attempt
Sentences creatively Each body a couple errors multiple errors made) Each
Your score: 3 demonstrated) paragraph exist) Each body exist) Each body body paragraph
Each body begins with a paragraph paragraph begins with a
paragraph clear, begins with a begins with a clear,
begins with a sophisticated, clear, clear, sophisticated,
clear, and insightful sophisticated, sophisticated, and insightful
sophisticated, topic sentence. and insightful and insightful topic sentence.
and insightful topic sentence. topic sentence.
topic sentence.

W. 1. b: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Organization & creatively Claims, demonstrate, but demonstrate, but made) Claims,
Sequencing demonstrated) counterclaims, a couple errors multiple errors counterclaims,
Your score: 4 Claims, reasons, and exist) Claims, exist)Claims, reasons, and
counterclaims, evidence are counterclaims, counterclaims, evidence are
reasons, and effectively reasons, and reasons, and effectively
evidence are structured and evidence are evidence are structured and
effectively organized in a effectively effectively organized in a
structured and logical structured and structured and logical
organized in a sequence. organized in a organized in a sequence.
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logical logical logical

sequence. sequence. sequence.

W. 1. b: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Significance of creatively The significance demonstrate, but demonstrate, but made) The
Claims demonstrated) of the claims is a couple errors multiple errors significance of
Your score: 3 The significance clearly exist) The exist) The the claims is
of the claims is established for significance of significance of clearly
clearly the audience the claims is the claims is established for
established for throughout the clearly clearly the audience
the audience body. established for established for throughout the
throughout the the audience the audience body.
body. throughout the throughout the
body. body.

W. 1. c: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Transitions creatively Thoughtful demonstrate, but demonstrate, but made)Thoughtfu
Your score: 4 demonstrated) progression of a couple errors multiple errors l progression of
Thoughtful ideas and details exist) exist) ideas and details
progression of with sound Thoughtful Thoughtful with sound
ideas and details transitions to progression of progression of transitions to
with sound show connection ideas and details ideas and details show connection
transitions to between points with sound with sound between points
show connection and paragraphs. transitions to transitions to and paragraphs.
between points show connection show connection
and paragraphs. between points between points
and paragraphs. and paragraphs.

W. 1. b: Focus (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Your score: 3 creatively Maintains a demonstrate, but demonstrate, but made)Maintains
demonstrated) consistent focus a couple errors multiple errors a consistent
Maintains a throughout. exist) Maintains exist) Maintains focus
consistent focus Thesis is a consistent a consistent throughout.
throughout. effectively focus focus Thesis is
Thesis is woven throughout. throughout. effectively
effectively throughout Thesis is Thesis is woven
woven every body effectively effectively throughout
throughout paragraph, with woven woven every body
every body ideas always throughout throughout paragraph, with
paragraph, with related back to every body every body ideas always
ideas always thesis in order to paragraph, with paragraph, with related back to
related back to prove the central ideas always ideas always thesis in order to
thesis in order to claim. related back to related back to prove the central
prove the central thesis in order to thesis in order to claim.
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claim. prove the central prove the central

claim. claim.

W. 1. b: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Examples & creatively Contains demonstrate, but demonstrate, but made) Contains
Details demonstrated) effective, a couple errors multiple errors effective,
Your score: 4 Contains specific, exist) Contains exist) Contains specific,
effective, relevant effective, effective, relevant
specific, examples and specific, specific, examples and
relevant details to back relevant relevant details to back
examples and up major claims examples and examples and up major claims
details to back in each body details to back details to back in each body
up major claims paragraph. up major claims up major claims paragraph.
in each body in each body in each body
paragraph. paragraph. paragraph.

W. 1. b: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Reflection of creatively Clear reflection demonstrate, but demonstrate, but made) Clear
Evidence demonstrated) on the evidence a couple errors multiple errors reflection on the
Your score: 3 Clear reflection is referenced exist) Clear exist) Clear evidence is
on the evidence from the text reflection on the reflection on the referenced from
is referenced and thoroughly evidence is evidence is the text and
from the text and clearly referenced from referenced from thoroughly and
and thoroughly explained to the the text and the text and clearly
and clearly audience. thoroughly and thoroughly and explained to the
explained to the clearly clearly audience.
audience. explained to the explained to the
audience. audience.

W. 1. b: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Consideration of creatively Demonstrates demonstrate, but demonstrate, but made)
Prompt demonstrated) thoughtful a couple errors multiple errors Demonstrates
Your score: 3 Demonstrates consideration of exist) exist) thoughtful
thoughtful the task & Demonstrates Demonstrates consideration of
consideration of thoroughly thoughtful thoughtful the task &
the task & answers the consideration of consideration of thoroughly
thoroughly prompt or the task & the task & answers the
answers the assignment thoroughly thoroughly prompt or
prompt or requirements. answers the answers the assignment
assignment prompt or prompt or requirements.
requirements. assignment assignment
requirements. requirements.
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W. 1. f: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Rephrase Thesis creatively Conclusion demonstrate, but demonstrate, but made)
Your score: 4 demonstrated) restates thesis a couple errors multiple errors Conclusion
Conclusion and supports the exist) exist) restates thesis
restates thesis claims in the Conclusion Conclusion and supports the
and supports the essay. restates thesis restates thesis claims in the
claims in the and supports the and supports the essay.
essay. claims in the claims in the
essay. essay.

W. 1. f: So (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

What creatively Conclusion demonstrate, but demonstrate, but made)
Your score: 4 demonstrated) offers closure a couple errors multiple errors Conclusion
Conclusion and leaves the exist) exist) offers closure
offers closure reader thinking Conclusion Conclusion and leaves the
and leaves the by answering offers closure offers closure reader thinking
reader thinking the So What? and leaves the and leaves the by answering
by answering question. The reader thinking reader thinking the So What?
the So What? significance the by answering by answering question. The
question. The major claim is the So What? the So What? significance the
significance the clear to the question. The question. The major claim is
major claim is reader. significance the significance the clear to the
clear to the major claim is major claim is reader.
reader. clear to the clear to the
reader. reader.

L. 2: Sentence (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Complexity/Var creatively Sentence variety demonstrate, but demonstrate, but made) Sentence
iety demonstrated) is effective and a couple errors multiple errors variety is
Your score: 4` Sentence variety sophisticated. exist) Sentence exist) Sentence effective and
is effective and variety is variety is sophisticated.
sophisticated. effective and effective and
sophisticated. sophisticated.

W. 1. e: Style & (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Tone creatively A formal style demonstrate, but demonstrate, but made) A formal
Your score: 4 demonstrated) A and objective a couple errors multiple errors style and
formal style and tone is exist) A formal exist) A formal objective tone is
objective tone is established and style and style and established and
established and maintained. objective tone is objective tone is maintained.
maintained. established and established and
maintained. maintained.

W. 1. d: Word (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

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Choice creatively Word demonstrate, but demonstrate, but made) Word

Your score: 2 demonstrated) choice/vocabula a couple errors multiple errors choice/vocabula
Word ry is exist) Word exist) Word ry is
choice/vocabula sophisticated choice/vocabula choice/vocabula sophisticated
ry is and effective. ry is ry is and effective.
sophisticated sophisticated sophisticated
and effective. and effective. and effective.

W. 4: Clarity (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Your score: 2 creatively Writing is clear, demonstrate, but demonstrate, but made) Writing
demonstrated) concise, and a couple errors multiple errors is clear, concise,
Writing is clear, strong. exist) Writing is exist) Writing is and strong.
concise, and clear, concise, clear, concise,
strong. and strong. and strong.

L. 2: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Capitalization & creatively Sentences demonstrate, but demonstrate, but made) Sentences
Punctuation demonstrated) demonstrate a couple errors multiple errors demonstrate
Your score: 4 Sentences correct exist) Sentences exist) Sentences correct
demonstrate punctuation and demonstrate demonstrate punctuation and
correct capitalization. correct correct capitalization.
punctuation and punctuation and punctuation and
capitalization. capitalization. capitalization.

L. 2: Spelling & (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

RO/Frag creatively There are no demonstrate, but demonstrate, but made) There are
Your score: 4 demonstrated) spelling errors, a couple errors multiple errors no spelling
There are no run-ons, and/or exist) There are exist) There are errors, run-ons,
spelling errors, fragments. no spelling no spelling and/or
run-ons, and/or errors, run-ons, errors, run-ons, fragments.
fragments. and/or and/or
fragments. fragments.

L. 1: Usage (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Your score: 4 creatively Correct and demonstrate, but demonstrate, but made) Correct
demonstrated) consistent verb a couple errors multiple errors and consistent
Correct and tense is present; exist) Correct exist) Correct verb tense is
consistent verb words are used and consistent and consistent present; words
tense is present; correctly. verb tense is verb tense is are used
words are used present; words present; words correctly.
correctly. are used are used
correctly. correctly.
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W. 8: Relevant (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Information creatively The quotes used demonstrate, but demonstrate, but made) The
Your score: 4 demonstrated) in each body a couple errors multiple errors quotes used in
The quotes used paragraph are exist) The exist) The each body
in each body relevant and quotes used in information paragraph are
paragraph are effectively each body from research relevant and
relevant and support the paragraph are used in each effectively
effectively thesis and the relevant and body paragraph support the
support the claims. effectively are relevant and thesis and the
thesis and the support the effectively claims.
claims. thesis and the support the
claims. thesis and the
claims.

W. 8: (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Integrating creatively Information demonstrate, but demonstrate, but made)
Information demonstrated) from the text is a couple errors multiple errors Information
Your score: 2 Information integrated into exist) exist) from the tex is
from the text is the essay Information Information integrated into
integrated into selectively to from the texh is from the tex is the essay
the essay maintain the integrated into integrated into selectively to
selectively to flow of ideas, the essay the essay maintain the
maintain the avoiding selectively to selectively to flow of ideas,
flow of ideas, plagiarism, and maintain the maintain the avoiding
avoiding overreliance on flow of ideas, flow of ideas, plagiarism, and
plagiarism, and the text. avoiding avoiding overreliance on
overreliance on plagiarism, and plagiarism, and the text.
the text. overreliance on overreliance on
the text. the text.

W. 8: Citations (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Your score: 4 creatively Each demonstrate, but demonstrate, but made) Each
demonstrated) quote/paraphras a couple errors multiple errors quote/paraphras
Each e is exist) Each exist) Each e is
quote/paraphras appropriately quote/paraphras quote/paraphras appropriately
e is cited using e is e is cited using
appropriately in-text citations. appropriately appropriately in-text citations.
cited using cited using cited using
in-text citations. in-text citations. in-text citations.

L. 3: MLA (Fully and (Demonstrated) (Attempted to (Attempted to (No attempt

Format creatively Paper is demonstrate, but demonstrate, but made) Paper is
Your score: 4 demonstrated) formatted a couple errors multiple errors formatted
Paper is according to exist) Paper is exist) Paper is according to
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formatted MLA formatted formatted MLA

according to guidelines, according to according to guidelines,
MLA including: MLA MLA including:
guidelines, heading with guidelines, guidelines, heading with
including: name, teacher, including: including: name, teacher,
heading with class & period, heading with heading with class & period,
name, teacher, and date, name, teacher, name, teacher, and date,
class & period, centered title, class & period, class & period, centered title,
and date, and correctly and date, and date, and correctly
centered title, formatted centered title, centered title, formatted
and correctly paragraphs. and correctly and correctly paragraphs.
formatted formatted formatted
paragraphs. paragraphs. paragraphs.

Comments:
Total: 86/100 B

It's clear that you understand the gist of the criticism, but you're not articulating what you mean
really well. Your analytical points are not very clear and direct. Much of the evidence is
integrated very awkwardly. Some of the explanation is focused more on restating the quote
rather than interpreting what the evidence is saying about the social structures in play. This is a
good start, but the analysis needs to be a little more clear.