Batman Essays and Research Papers

Instructions for Batman College Essay Examples

Title: Research the film batman outfit

  • Total Pages: 10
  • Words: 3211
  • Bibliography:0
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions:

Where to begin?While you some good raw research here, this is not a very coherent proposal. It reads more like an amalgam of different Web Pages on the batman universe.

1. Refine your topic- focused on recommend: the movies or may be the batman character (and his Costume) in two of the movies (dark night, batman begins)
2. Research the film(s), the director(s), the costume designer (s) _ what was their vision
3. Use the film costume, contrast of two different “batman’s” to explore how your theme- the failure of futuristic technology to resolve basic human struggles ??" is expressed through dress.

Excerpt From Essay:
Bibliography:

"America's Batman Creator Dies at 83," BBC Online, 6 November 1998, available at (Accessed: 12 December 2010).

"Batman Begins Production Notes -- the Batsuit & Gadgetry," Warner Bros., undated, available at http://www2.warnerbros.com/batmanbegins/productionnotes/# (Accessed: 12 December 2010).

Brian, Marshall. "How the Batmobile Works," HowStuffWorks, undated, available at . (Accessed: 12 December 2010).

"Christopher Nolan Revisits and Analyzes His Favorite Scene in 'Dark Knight,'" Los Angeles Times, 28 October 2008, available at (Accessed: 12 December 2010).

"Dark Knight: Christian Bale: Batman/Bruce Wayne," Keysi Fighting Method, undated and archived at (Accessed: 12 December 2010).

Fisher, Mark. "Gothic Oedipus: Subjectivity and Capitalism in Christopher Nolan's Batman Begins," Interdisciplinary Comics Studies, Vol. 2, No. 2, available at (Accessed: 12 December 2010).

Halbfinger, David. "Batman's Burden: A Director Confronts Darkness and Death," New York Times, 9 March 2008, available at (Accessed: 12 December 2010).

Kerstein, Benjamin. "Batman's War on Terror," Azure Online, Autumn 2008, available at (Accessed: 12 December 2010).

Jensen, Jeff. "Batman's New Suit," Entertainment Weekly, 18 June 2007, available at (Accessed: 12 December 2010).

Turan, Kenneth. "Batman Begins," Los Angeles Times, 14 June 2005, available at (Accessed: 12 December 2010).

Vales, Robert. "How the Batsuit Works," HowStuffWorks, undated, available at (Accessed: 12 December 2010).

"America's Batman Creator Dies at 83," BBC Online, 6 November 1998, available at (Accessed: 12 December 2010).

Robert Vales, "How the Batsuit Works," HowStuffWorks, undated, available at (Accessed: 12 December 2010).

Jeff Jensen, "Batman's New Suit," Entertainment Weekly, 18 June 2007, available at (Accessed: 12 December 2010).

"Batman Begins Production Notes -- the Batsuit & Gadgetry," Warner Bros., undated, available at http://www2.warnerbros.com/batmanbegins/productionnotes/# (Accessed: 12 December 2010).

Ibid.

"Dark Knight: Christian Bale: Batman/Bruce Wayne," Keysi Fighting Method, undated and archived at (Accessed: 12 December 2010).

Marshall Brian, "How the Batmobile Works," HowStuffWorks, undated, available at . (Accessed: 12 December 2010).

Mark Fisher, "Gothic Oedipus: Subjectivity and Capitalism in Christopher Nolan's Batman Begins," Interdisciplinary Comics Studies, Vol. 2, No. 2, available at (Accessed: 12 December 2010).

"Christopher Nolan Revisits and Analyzes His Favorite Scene in 'Dark Knight,'" Los Angeles Times, 28 October 2008, available at (Accessed: 12 December 2010).

Benjamin Kerstein, "Batman's War on Terror," Azure Online, Autumn 2008, available at (Accessed: 12 December 2010).

Kenneth Turan, "Batman Begins," Los Angeles Times, 14 June 2005, available at (Accessed: 12 December 2010).

David Halbfinger, "Batman's Burden: A Director Confronts Darkness and Death," New York Times, 9 March 2008, available at (Accessed: 12 December 2010).

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Title: Batman

  • Total Pages: 3
  • Words: 909
  • References:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: i would like

a fanfiction written about Batman:

Title : Batman New generation
story : its the year 2033 , bruce wayne has a son and named him Alfred after his late butler.

Alfred is now the new dark knight



no re fences needed just a good quality fanfiction
Excerpt From Essay:
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Title: Comparison of Batman Films

  • Total Pages: 14
  • Words: 4714
  • Bibliography:10
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: As the question says, the essays has to show how The Dark Knight was different from other Batman films and how it's changed the perception of superhero films.

I want the essay to include comparisons to Batman films by other directors and to the 1960s TV series Batman. Lastly it must compare the Dark Knight to other superhero films like the dark knight.

Title page
Abstract
Contents page
Introduction
Body (development/methods/results) Conclusion
References and bibliography Appendices


The rubric to follow...


A. Research Question
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a question and, therefore, this criterion is called the “research question.” However, certain disciplines may permit or encourage different ways of formulating the research task.
To meet this criterion, a sharply focused research question defining the purpose of the essay must be stated clearly within the introduction. It is not sufficient simply to include it on the title page or in the abstract. To make “effective treatment possible”, first, it must not be too broad, which will lead to superficial treatment. Second, it must allow for critical argument, and not simply require a descriptive or narrative treatment. For example, “To what extent is X like Y?” allows for argument, whereas “What is X like?” only invites simple description.

In this subject, it can be quite acceptable to formulate the research question as a clearly stated hypothesis. This may be particularly appropriate, for example, in experimental investigations. A hypothesis, as the starting point of an experimental investigation, will always lead to the implicit critical argument concerning the extent to which the results support or refute it.

Below Standard
0 Adequate
1 Excellent
2
• Not stated in the introduction
• Does not lend itself to a systematic investigation in an extended essay in the subject in which it is registered • Stated in the introduction
• Not clearly expressed
• Too broad in scope to be treated effectively within the word limit • Clearly stated in the introduction
• Sharply focused
• Makes effective treatment possible within word limit














B. Introduction
This criterion assesses the extent to which the introduction makes clear how the research question relates to existing knowledge on the topic and explains how the topic chosen is significant and worthy of investigation.
The introduction should set the research question or hypothesis in context. For example, it might outline necessary theoretical principles on which the topic depends, summarize other related research conclusions, or give a brief history or geographical location of the issue under discussion. The introduction should also indicate the significance of the question being researched??"Why is it important to answer it? What value might it have to others? What implications could the findings have?

It is also important that the introduction does not become too long. Material should only be included where it is directly required in order to follow the overall argument of the essay.


Below Standard
0 Adequate
1 Excellent
2
• Little or no attempt is made to set the research question into context
• Little or no attempt to explain the significance of the topic • Some attempt is made to establish the research question in context
• Some attempt to explain the significance of the topic and why it is worthy of investigation • Context of the research question is clearly demonstrated
• Introduction clearly explains the significance of the topic and why it is worthy of investigation


















C. Investigation
This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been consulted, or data has been gathered, that is relevant to the research question.
Where the study involves experimentation or practical fieldwork, a detailed description of the procedures used, possibly with diagrams or photographs, should be given, such that an independent worker could effectively repeat the study. Careful attention should be given to the design of experiments to include use of, for example, quantification, controls, replication and random sampling, where appropriate. The selection of techniques should be explained and justified, and any assumptions upon which they depend should be clearly stated.

If the study is based on the research of secondary data, students need to ensure that the selection of sources is sufficiently wide and reliable. Where Internet-based sources are used, for example, students should be particularly aware of their potential unreliability. Their process of selecting sources and data should be described and justified, and, in cases where there is a variety of relevant perspectives held, the selection of sources should reflect this. Where appropriate, there should be an indication of the methods by which the secondary data has been generated or the evidence upon which it is founded.

• *Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. Below Standard
0 Marginal
1 Adequate
2 Good
3 Excellent
4
• Little to no evidence that sources have been consulted or data gathered
• Little to no evidence of planning in the investigation
• A range of inappropriate sources has been consulted or inappropriate data has been gathered
• There is little evidence that the investigation has been planned • A limited range of appropriate sources has been consulted or data has been gathered
• Some relevant material has been selected
• There is evidence of some planning in the investigation • A sufficient range of appropriate sources has been consulted or data has been gathered
• Relevant material has been selected
• The investigation has been satisfactorily planned • An imaginative range of appropriate sources has been consulted or data has been gathered
• Relevant material has been carefully chosen
• The investigation has been well planned

First Draft Comments:












D: Knowledge and Understanding of Topic
“Academic context”, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood in relation to what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required.
Students are expected to have a sound knowledge and understanding of environmental systems and societies, as detailed in the current Environmental systems and societies guide. For many topics, this knowledge will need to be supplemented through independent study. Ultimately, the student should possess sufficient knowledge of the topic to handle the issues and arguments effectively. To score highly on this criterion, a student would also need to show clear and perceptive links between their own study and the body of theoretical knowledge associated with this subject.

• *Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. Below Standard
0 Marginal
1 Adequate
2 Good
3 Excellent
4
• Essay demonstrates no real knowledge or understanding of the topic • Essay demonstrates some knowledge but little understanding of the topic
• Essay shows little awareness of an academic context for the investigation • Essay demonstrates an adequate knowledge and some understanding of the topic
• Essay shows some awareness of an academic context for the investigation
• Essay demonstrates good knowledge and understanding of the topic
• Where appropriate, the essay successfully outlines an academic context for the investigation • Essay demonstrates a very good knowledge and understanding of the topic
• Where appropriate, the essay clearly and precisely locates the investigation in an academic context


















E. Reasoned Argument
This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and coherent manner, and develops a reasoned argument in relation to the research question.
There should be a clear step-by-step logical argument linking the raw data to the final conclusions. Each step or proposition on the way should be defended against any plausible alternatives and potential criticisms with clear evidence. Personal opinions are acceptable, but again should be convincingly substantiated by the available evidence. The argument must directly answer the research question in the precise way that it has been formulated.

Below Standard
0 Marginal
1 Adequate
2 Good
3 Excellent
4
*Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. • No attempt to develop a reasoned argument in relation to the research question • Limited or superficial attempt to present ideas in a logical and coherent manner
• Limited or superficial attempt to develop a reasoned argument in relation to the research question • Some attempt to present ideas in a logical and coherent manner
• Some attempt to develop a reasoned argument in relation to the research question, but this is only partially successful • Ideas are presented in a logical and coherent manner
• A reasoned argument is developed in relation to the research question, but with some weaknesses
• Ideas are presented clearly and in a logical and coherent manner
• Essay succeeds in developing a reasoned and convincing argument in relation to the research question












F. Application of Analytical and Evaluative Skills Appropriate to the Subject

Analytical skills can be demonstrated in the selection, manipulation and presentation of quantitative or qualitative data gathered from either primary or secondary sources. They will be most obviously apparent in the employment of such things as graphical representations, mathematical manipulations or flow diagrams. Analytical skills may also be evident in the student’s ability to select specific data from sources, identifying their relevance and relationships to one another, and reorganizing them into an effective verbal argument.

Evaluative skills will be apparent in the students’ reflections on the reliability and validity of the data gathered, and their subsequent interpretations. For essays concerned largely with collecting primary data, this will involve discussing inadequacies in the experimental design, the validity of assumptions made, limitations of the investigation, and any systematic errors and how they might have been avoided. For essays concerned largely with collecting secondary data, similar considerations should be applied to the sources that were accessed.
Below Standard
0 Marginal
1 Adequate
2 Good
3 Excellent
4
• Essay shows no application of appropriate analytical and evaluative skills • Essays shows little application of appropriate analytical and evaluative skills • Essay shows some application of appropriate analytical and evaluative skills • Essay shows sound application of appropriate analytical and evaluative skills • Essay shows effective and sophisticated application of appropriate analytical and evaluative skills
















G: Use of Language Appropriate to the Subject
Students are expected to use appropriate scientific and systems terminology, as employed in the current
Environmental systems and societies guide.
Below Standard
0 Marginal
1 Adequate
2 Good
3 Excellent
4
• Language used is inaccurate and unclear
• No effective use of terminology appropriate to the subject • Language used sometimes communicates clearly but does not do so consistently
• Use of terminology appropriate to the subject is only partially accurate • Language used for the most part communicates clearly
• Use of terminology appropriate to the subject is usually accurate • Language used communicates clearly
• Use of terminology appropriate to the subject is accurate, although there may be occasional lapses • Language used communicates clearly and precisely
• Terminology appropriate to the subject is used accurately, with skill and understanding






















H: Conclusion
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research question and is consistent with the evidence presented in the essay.
It is highly recommended that this aspect of the essay is given a separate section with its own heading. It should contain a brief, concise statement of the conclusion that is in direct response to the research question or hypothesis. This should not involve new information or arguments, but should be a summary of what can be concluded from, and is supported by, the evidence and argument already presented.

In addition to the concluding statement, students should identify outstanding gaps in their research or
new questions that have emerged and deserve further attention.

Below Standard
0 Adequate
1 Excellent
2
• Little or no attempt is made to provide a conclusion that is relevant to the research question • A conclusion is attempted that is relevant to the research question but may not be consistent with the evidence presented in the essay • An effective conclusion is clearly stated
• Conclusion is relevant to the research question and consistent with the evidence presented in the essay
• Where appropriate to the subject concerned, the conclusion includes unresolved questions












I: Formal Presentation
This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently follow a standard format. The formal elements are: title page, table of contents, page numbers, illustrative material, quotations, documentation (including references, citations and bibliography) and appendices (if used).
This criterion relates to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The presentation of essays that omit a bibliography or that do not give references for quotations is deemed unacceptable (level 0). Essays that omit one of the required elements??"title page, table of contents, page numbers??"are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best (maximum level 1).

Particular attention should be paid to the use of graphs, diagrams, illustrations and tables of data. These should all be appropriately labelled with a figure or table number, a title, a citation where appropriate, and be located in the body of the essay, as close as possible to their first reference. Any downloaded or photocopied material included should be clearly legible.
Below Standard
0 Marginal
1 Adequate
2 Good
3 Excellent
4
• Formal presentation is unacceptable
• Essay exceeds 4000 words • Formal presentation is poor
• Is within the word limit • Formal presentation is satisfactory
• Is within the word limit • Formal presentation is good
• Is within the word limit • Formal presentation is excellent
• Is within the word limit




















J: Abstract
The requirements for the abstract are for it to state clearly the research question that was investigated, how the investigation was undertaken and the conclusion(s) of the essay.
The abstract is judged on the clarity with which it presents an overview of the research and the essay, not on the quality of the research question itself, nor on the quality of the argument or the conclusions.

Below Standard
0 Adequate
1 Excellent
2
• Does not state the research question
• Does not state how the investigation was undertaken
• Does not state the conclusions of the essay
• Exceeds 300 words • States the research question that was investigated
• States how the investigation was undertaken
• States the conclusions of the essay
• Is within the word limit • Clearly states the research question that was investigated
• Clearly states how the investigation was undertaken
• Clearly states the conclusions of the essay
• Is within the word limit












K: Holistic Judgment
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be rewarded under this criterion.
This criterion invariably favours those students who have some direct involvement or personal contact with the environmental issue under study, and this should be encouraged wherever possible. It is more challenging for a student to clearly demonstrate personal engagement, initiative and insight in a topic with which their sole contact has been through the Internet or library bookshelves.

“Intellectual initiative” may be apparent in the formulation of a novel and penetrating research question, or in the design or inventive modification of an experimental procedure, or in a creative identification and selection of secondary source material, for example. A major theme of this subject is the interrelatedness of systems and components within them, and many common principles can be applied to a wide variety of systems. An essay that overtly recognizes these underlying principles and the interrelatedness of components will most clearly demonstrate an element of the “insight and depth of understanding” referred to in this criterion.

Below Standard
0 Marginal
1 Adequate
2 Good
3 Excellent
4
• Essay shows no evidence of intellectual initiative, depth of understanding and insight • Essay shows little evidence of intellectual initiative, depth of understanding and insight • Essay shows some evidence of intellectual initiative, depth of understanding and insight • Essay shows clear evidence of intellectual initiative, depth of understanding and insight • Essay shows considerable intellectual initiative, depth of understanding and insight
Excerpt From Essay:
Bibliography:

Burton, Tim, dir. Batman. Los Angeles: Warner Bros, 1989. Film.

Butler, Joel. "Batman and the Rule of Law." The National Legal Eagle, vol. 17, no. 2, 2011: 6-8. Print.

Ebert, Roger. "The Dark Knight." Chicago Sun-Times. 2008. Web. 30 Dec 2011.

Lucas, Justin. "Beneath the Cape and Cowl: Batman and the Revitalization of Comic Book Films." Ohio University. 2009. Web. 30 Dec 2011.

John of the Cross. "Dark Night of the Soul." (trans A.Z. Foreman). Web. 30 Dec 2011.

Mast, Gerald. A Short History of the Movies. NY: Pearson, Longman, 2006. Print.

Miller, Frank. The Spirit. Los Angeles: Lionsgate, 2008. Film.

Nolan, Christopher, dir. The Dark Knight. Los Angeles: Warner Bros, 2008. Film.

O'Connor, Flannery. 3 by Flannery O'Connor. NY: Penguin, 1983. Print.

Treat, Shaun. "How America Learned to Stop Worrying and Cynically ENJOY! The

Post-9/11 Superhero Zeitgeist." Communication and Critical/Cultural Studies, vol. 6, no. 1, 2009: 103-109. Print.

Wordsworth, William. "The Tables Turned: An Evening Scene on the Same Subject." Bartleby. Web. 30 Dec 2011.

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Title: Dark Knight Returns

  • Total Pages: 6
  • Words: 2003
  • References:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Medhurst in his essay, "Batman, Deviance and Camp" explored the idea of Batman as a homosexual signifier. How does Miller's Dark Knight fit into this analysis of Batman? In responding to this question you should consider a) Robin is a young girl in this text, b) Joker is very feminine, and c) Batman's interaction with both male and female characters.
Excerpt From Essay:
References:

Medhurst, Andy. "Batman, Deviance, and Camp." Open Culture, n.d. Web. 12 May 2012.
.

Miller, Frank. The Dark Knight Returns. 10th Anniversary ed. New York: DC Comics, 1996.

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