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Open the first attachment called Climax Movie?

The second attachment has instructions. Scroll to assignment and requirements?

You are editing and fixing the Climax Movie draft making it better while using most information following the instructions in attachment 2?

Richard Lara

Professor Fagundes

English 100

2 March 2022

Climax (2018) is a psychological horror film that was directed and written by Gaspar Noe. The film is about a dance troupe that organizes a party, but it does not end well. The dancers are confused and agitated. They turn on each other as they are wracked by paranoia and hallucinations. The film Climax (2018) teaches that individuals should not have fear or insecurities as they can make them not realize their dreams, reduce their ability to compete, and lower their level of self-confidence.

The film teaches people not to have fear or insecurities. The dancers in the film are young and ambitious. They are also ready to become famous. Most of the dancers seem to have gone through difficult life experiences. They use dance as a way to escape life struggles. The dancers conduct an interview to be included in the dance troupe (Burton et al., 2021). They explain their biggest fears, hopes, and passions. The biggest fears that the dancers describe show that one should not have such fears. They show that individuals might sometimes be unable to achieve their dreams due to fears.

The film shows that having insecurities makes people unable to realize their dreams. In the film, some dancers would like to create art. They have big dreams, but they still have insecurities. Some of the dancers have insecurities about their ability to achieve their dreams (Malekpour, 2021). The insecurities harm the dreams of the dancers. Some dancers are unable to achieve their dreams eventually because of insecurities.

The dancers show that there is something that is holding them back during the one-on-one interactions. Some explain that they fear becoming mothers. Others explain that they have intrusive family members. The fear of becoming mothers limits the ability of the dancers to succeed in their careers. Others have a pressure to show masculinity (Carter, 2019). There is pressure from peers to be masculine. They fear being viewed as weak or not masculine enough. This affects their level of energy towards their careers.

Some members of the dance troupe lack confidence, and this harms their ability to realize their dreams. They suffer from motivational loss. Some members do not seem to be comfortable when they are dancing (Burton et al., 2021). They seem to be stressed and lacking in motivation. Some of the dancers might eventually fail because they are not willing to work.

It is difficult to achieve the objectives and goals of the dancers without confidence. Some of the dancers do not seem to have positive conclusions about themselves. The way they explain their life experience tells them that they are desperate and feel worthless (Malekpour, 2021). They do not have confidence in their ability to succeed. Lack of confidence makes the dancers feel very exhausted. The dancers also fail to achieve the goals and objectives of the company.

The interviews show that some individuals are not open to criticism. The dancers do not want to accept criticisms about themselves. They want individuals that praise them for their good work. However, they have potential areas for improvement. The inability to accept criticism reduces the level of motivation among the dancers. Their work rate also reduces (Carter, 2019). This is seen during their rehearsals. Some of the dancers do not work hard during the rehearsals because they take criticism personally.

The dancers that lack self-confidence are unable to take risks. They do not take responsibility as they fear that they might not be able to perform various tasks. The dancers avoid taking risks that might help them develop their careers. They lose opportunities for dancing because of their lack of self-confidence and the inability to take risks.

Members of the dancing troupe have barricades that prevent them from showing their art to the world. They seem to have problems with their friendships due to their lack of self-confidence. The dancers have problems with their friendships as they get confused and agitated during the party. One of the dancers is accused of making the drink that has a hallucinogen (Malekpour, 2021). The fact that the dancers doubt one of them shows that they have problems with their friendship. This is a sign of a lack of self-confidence, and it limits their ability to achieve their dreams.

The low confidence in the dancers makes them vulnerable to drug abuse. During the party, the dancers abuse various drugs such as cocaine and LSD. They also drink alcohol. The after-party shows that the dancers do not have confidence as they consume various drugs to feel more confident about themselves. They are adversely affected by the drugs. One of the dancers punches and slashes herself using a knife. The group of dancers encourages her to commit suicide (Burton et al., 2021). Abusing drugs adversely affects the ability of the group to achieve their dreams. The party ends badly as some of the dancers have injuries due to drug abuse. They might not be able to continue practicing due to the injuries they get during the party.

The dancers assault one another physically. Others engage in self-harm. The dancers are unable to achieve their dreams as they suffer from drug-induced psychosis. Police arrive at the scene of the party the next morning and find the dancers either dead or unconscious. Some of the dancers are frozen to death as others kill themselves. Even though the film starts well with the members of the dance troupe having their dreams, it ends badly as the members suffer from various injuries.

It is difficult to achieve one’s dreams when one has fear and insecurities. When one has fear, they tend to lose their self-confidence. Lack of self-confidence makes people engage in activities such as drug abuse. Engaging in drug abuse can prevent people from achieving their dreams. Individuals are unlikely to compete when they have fear or insecurities. The dancers in the Climax film did not compete well as they had insecurities. They might not believe that they will achieve their dreams. It is easy for one to be swayed away from their life goals or dreams when they do not have self-confidence.


Burton, K., & Platts, B. (2021).?Building self-confidence for dummies. John Wiley & Sons.

Carter, J. (2019). Crisis of confidence.?The Carter Center, 3-27.

Malekpour (2021). The psychological horror and consequences of an LSD-spiked sangria in Gaspar Noe?s Climax (2018). Diabolique. Retrieved from

Writing Project 2: The Scary Stories We Tell


I have never been interested in horror films or anything spooky. But from the very first episode of The Walking Dead I realized something: It?s not about monsters. It?s about people.

Scary stories reveal our fears. You?ll learn more about what I mean by this with this unit?s readings: ?Windigo Footprints? by Robin Wall Kimmerer, and ?Exploring the Undead,? by Daniel DeVise. Kimmerer discusses at length what fears the Windigo represents to her people, and she uses this to make a case for the Windigo-like consumption of corporations and the impact they have on the environment. DeVise, on the other hand, focuses on zombie films, discussing many films, with only a brief discussion of each. Thus, he provides a catalog of the possible interpretations of these various films. You can look to these two essays for examples of the type of interpretation I?d like you to practice with this essay.

The essay fits in with our course theme about ?place,? because we start with the film Night of the Living Dead. While it?s set and filmed in the late 1960s, it also contains a familiar scene from the early 2020s: a group of people trapped in their homes, avoiding a mysterious threat outside. As we?ve learned over the course of the pandemic, the threat ?out there? (the virus) has never been our only threat; the politicization of our measures to mitigate it (masks, closures, vaccines) are the human-created element in this scary story. It?s not about monsters (or viruses). It?s about people.

In addition to extending our theme about place, WP2 also asks you to continue your practice of close observation and thoughtful inference, as you gather evidence and develop your interpretation. You are also practicing the MLA elements of incorporating quotes and creating a Works Cited page, and strengthening your essay-writing skills.

Writing Process

First, choose a scary story to analyze–a film or written or oral story. If you?re having trouble deciding, choose the film assigned in class, Night of the Living Dead.

Pre-writing: As you read or watch the film/story, watch closely. Notice details, and notice what you notice by keeping a

Metacognitive Reading Log
. Try to ?read? those details to develop an interpretation: What does this story mean? What does it say about what we actually fear? What does it say about the culture in which it was developed? Try to answer these questions in your notes as you watch/read.

As your ideas begin to develop, work on drafting a thesis statement, and then perhaps consider the organization of your ideas by creating an outline. As you pre-write, consider how you can shape your essay around the
basic elements of an argument

Drafting: When you have a clear picture of where your essay is going, develop a first draft. To make the best use of your revision process, your draft should be as complete as possible, and over 1,000 words! The first draft is due February 25.

Revise and edit: Work on developing a
revision process
that works for you, remember to both focus on the big picture and zoom in on the details. I strongly recommend that you get feedback from a
tutor in the Success Center
as part of your revision process. When you submit your final draft, please also submit the Writing Process Reflection form.


Develop an essay of 1,000 to 1,500 words analyzing a scary story. It can be an oral tale from your culture, a scary story you shared with friends as a kid, a horror film, or any other spooky tale that has been familiar to you at some point in your life. (If you have trouble thinking of a story/film, use the film we watched in class, Night of the Living Dead.) The essay should be an argument that answers the following question (in other words, your thesis statement should answer this question): What lesson is the story meant to teach, and how is this reflective of the culture in which you encountered it? Support your interpretation (your argument) with evidence. ?Evidence? here means specific details from the story that help support your claims. If it?s a written story, include direct quotes, in quotation marks. You may also include direct quotes from a film or an oral tale. Also, you must include at least one quote from





A note: If you’re writing about an oral tale from your culture, what I’m asking you to do here is look past the surface for a deeper meaning of the story. For example, if you’re writing about “La Llorona,” on the surface, this is obviously a story about listening to your parents, or not going out alone at night. If you choose to analyze this, though, think about a deeper meaning: What does it say about your culture that a story like this exists? Is it about family loyalty and the importance of obedience? Does it show how much parents value their children? Take a step back and try to look at the story within the culture more broadly. Kimmerer?s essay provides an example of this.

Summary of requirements:

To be considered for full credit, your essay must demonstrate the following:

? 1,000 to 1,500 words

? Develop an argument about a scary story that answers this question: What lesson is the story meant to teach, and how is this reflective of the culture in which you encountered it?

? Include evidence (concrete details) from your observations of the story

? Evidence should also include at least one quote from Kimmerer or DeVise

? Format your

document according to MLA guidelines

, and follow

MLA guidelines for integration of quotes and paraphrases


? When you submit the final draft, include an

MLA Works Cited page

for the film or story, and the essay you quoted (Kimmerer or DeVise). If it?s an oral story, try to find a written version online, and cite that.

? You?ll also need to submit a

Writing Process Reflection

when you submit the final draft.

First draft due February 28

Final draft due March 4

Audience and Purpose:

For this essay, I?ll let you decide on the audience: Who do you think will be most moved by your argument? Is it the same audience as that of the original story? Determine your target audience in order to make rhetorical choices to best suit that audience. Your purpose, as with any argument, is to persuade. However, you may have another purpose. What do you want to achieve by writing this argument? Answer this question and have the audience and purpose in mind as you write.

SLOs (Student Learning Outcomes) that you?ll practice:

1. Employ a writing process in order to understand and complete the writing task.

2. Integrate research from experiential knowledge as well as digital, print, and multimedia sources for synthesis in compositions and projects for various purposes, audiences, and contexts

3. Write a multi-paragraph essay with specific details, examples, and illustrations to fulfill a purpose.

4. Evaluate and engage critically with outside sources.

5. Write in prose style characterized by clarity, complexity, and variety.

6. Adhere to the conventions of standard written English in accord with instructor-approved documentation style (e.g. MLA, APA, Chicago, etc.).

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