Serenity of Sicily By: Sky Nuttall

This piece was written as an article for the Fall 2013 issue of the travel magazine Stowaway. This article allows you to escape for a minute and travel with me to this beautiful island that lies at the toe of the Italian peninsula. I have included this writing sample in my portfolio because it accurately portrays the way that I can write and effectively portray a beautiful location to visit. I loved my visit to Sicily when I was in high school and I wanted to be able to convey the matchless beauty that Sicily offers through an article in a travel magazine.

Serenity of Sicily On a typical sunny afternoon in Sicily, tourists and locals enjoy the beautiful streets that wind

through each Sicilian province. This unique island lies just off the toe of the Italian Peninsula

and is rich with culture and adventure. After a busy week visiting Florence, Rome, and Naples,

travelers can look forward to a relaxing weekend on the island of Sicily. From volcanoes to

ancient ruins to ethnic cuisine, this island is full of delights that avid travelers must experience.

Sicily’s port at the Strait of Messina is a short trip south from the most popular

destinations in Italy, making Sicily the perfect weekend getaway. Many ships leave those ports

daily en route to the island. When travelers arrive, they’ll find several cozy hotels on the coast.

Fred Rodio, a traveler who began his trip to Sicily by enjoying a beautiful sunrise, comments, “I

wasn’t sure what to expect in Sicily, but from the first morning there, I knew that I would not be

disappointed.”

Sicilian Smiles

The food, shops, and historic destinations in Sicily are all brought to life by the Sicilian people.

Sicily has a friendly and inviting atmosphere, which makes interacting with the locals easy.

Although travelers might not speak the same language, the smiles and handshakes they exchange

in the streets and back roads of the provinces are worth a whole conversation.

Local Foods

Sicilian food is rich in flavor and tradition, and the locals are eager to share their food and talents

in their personalized dining nooks and shops. Rodio spent one of his mornings browsing small

shops along the streets of Catania and eating lunch at a family-owned restaurant. The restaurant

served a tasty rendition of eggplant, artichokes, mushrooms, beef, and peppers. Rodio says, “I

really enjoyed the restaurant where we ate lunch. The flavors were distinct, and the yummy meal

made me ask for more.”

Ancient Greek Theatre in Taormina

Partway between the cities of Messina and Catania lies the popular tourist destination Taormina.

There, tourists can visit the city’s ancient Greek theatre and meander through little shops that line

the streets. The blue and turquoise waters, which wrap around the green coastlines, provide a

breathtaking backdrop for the theatre’s ruins. Rodio’s daughter Reana explains, “I loved seeing

the beautiful water that hugged the coast of the island. It made the island different from what we

had seen in Italy.”

Catania’s Volcano

Catania, another enchanting Sicilian city, is the gateway to Mount Etna, the tallest active volcano

in Europe and one of the most active volcanoes in the world. Many travelers take buses up the

volcano and wander around the volcanic paths and rocks. Because of the height of the volcano,

Mount Etna is often covered in snow, and the heat from the volcanic activity causes steam to rise

across its snow-capped peaks, a favorite scene to capture for amateur photographers. At the

volcano’s base, tourists can visit little shops that sell jewelry and other souvenirs made out of

rocks from the volcano.

A weekend on the island of Sicily leaves visitors with a lasting impression. Sicily is an

island that offers a sense of serenity and wonder for travelers who have a love for natural beauty

and rich cultural experiences.

—Sky Nuttall www.italia.it/en/discover-italy/sicily.html

Endless Opportunities By: Sky Nuttall

This piece was written for a staff essay contest for the travel magazine Stowaway. This essay takes on a unique perspective of travel and explores how our dreams and desires can have an impact on how we choose to select our trips. I have included this writing sample in my portfolio because it demonstrates my writing abilities and allows readers to consider a new look on traveling, following their heart, and discovering new places. This piece also shows my ability to write a piece quickly and efficiently in order to meet important deadlines.

Endless Opportunities

Boat, airplane, car, or canoe. The main objective behind planning and organizing a trip is not how you reach your destination. The point is that you follow your dreams. As a young teenager, travel for me usually meant international flights and fundraising. My mom and I went on trips through our school’s Spanish club. We would pick the international tour that sounded the best and then we would work hard to make it possible. I have traveled to over 15 countries this way. Through the years I have learned that worthwhile trips are not necessarily about what caliber of places you can list that you’ve seen; Traveling truly is about having a strong desire to explore a different part of the world and working hard to make it possible. Your desired destination can be fifty miles away, or completely across the globe. What makes a trip special is the chance to experience a new culture or visit a place that you have wanted to see. Many people call these desires or plans “bucket list” items, but the point behind them is that you want to check it off your list. When the time is right and you are able to make the trip, pull out your list and start planning! When the Spanish teacher who ran the trips for our club retired, he asked my mom to continue and lead the trip planning and fundraising. My mom, a fellow teacher at the same school, is very mindful of students and works hard to help them achieve their goals. The purpose behind these tours was to provide students with the opportunity to experience different cultures and places. Many students’ eyes were opened to worlds and lifestyles that they could hardly imagine and had only read about in textbooks. These trips also fulfilled many of their young dreams. One student in particular had a life changing experience through going on one of the trips. Her parents were getting a divorce and a very kind sponsor came to my mom and asked to pay for her trip. He remarked that he didn’t want 2007 to be the year that Christina remembered her parents getting divorced. He wanted it to be the year that she remembered going to Europe. I found trips to be life changing when they included destinations and details specifically selected by the traveler. We read about places that would be interesting to see one day if we happen to be in that area, and then we read about places that touch us in a different way and we yearn to visit there soon. When this feeling comes into our lives it is important to act on it! Don’t worry about the details of getting to and from your dream, focus on your desire and set your mind to exploring the endless opportunities in store.

Compliments and Compliment Responses in Disney Movies By: Sky Nuttall

This paper was written for a class assignment in my English Language capstone class. After this class it was accepted for publication in the student journal Schwa. This report considers the different types of compliments in popular Disney movies. I have included this writing sample in my portfolio because it shows my ability to write in the disciplined manner of a particular field, specifically linguistics.

Compliments and Compliment Responses in Disney Movies

Sky Rodio

Brigham Young University

Introduction and Literature Review

The purpose of this study is to examine compliments and compliment responses in Disney films.

Compliments and compliment responses are an important component of speech acts. Researchers

have shown a series of patterns and possibilities in connection with compliments and

compliment responses that often arise in everyday situations. It is important to examine the

different types of compliments and how they are received. Scholars have researched how these

patterns develop and how are they learned.

Many children grow up watching animated films, specifically Disney productions. This

study examines how complements are made and received in these productions, in an effort to

analyzing how the results from these films correlate with how we generally compliment or

receive compliments and how these patterns have changed over time and amongst different

groups of individuals. By examining the speech act of complimenting in Disney films, we can

then draw conclusions to whether this source of media could influence the way that young

learners compliment and receive compliments.

Many researchers have used Disney as a source of their linguistic and professional

research. Chenail talks about Disney in his study and he describes how the makers of these films

are comprised of incredible creative personnel. They have become known as “Imagineers”

(Chenail, 2004) and they have specific processes that they follow in order to create these well-

known productions in an impacting way. Each film that we view has been crafted through a very

unique and intense process. Chenail provides a very qualitative approach to examining Disney

(Chenail, 2004). He looks at the parks and other details in order to understand the logic and

reasoning behind the magic.

Kenneth Rose also chose to examine film in his study on compliments. Through him we

begin to see patterns and methods behind compliments and their responses in film. Pandey,

another scholar who focused a study on Disney productions, said, “It should come as no surprise

that children mirror adult attitudes. The animated movie it is argued, presents standard and

nonstandard dialects in a manner that compels such an evaluation on the part of the child viewer.

(Pandey, 1999).” Pandey specifically focused on dialects, but presented the support behind what

makes Disney movies accurate sources of study for linguistic purposes. Pandey goes into detail

about how the attitudes about these films are achieved through linguistic means (Pandey).

Along with the films themselves, the community has an influence on the patterns of

compliments and how they are received. In a study done by Rees-Miller, the data is pulled from

the real world. The data comes from different locations on a college campus. Whether

compliment patterns are pulled from a school setting, a professional atmosphere or an animated

film, the surrounding environment play a part in compliment types and responses. Miller

explained that, “In unstructured settings, however, when participants have the freedom to talk

about anything they choose, the choice of compliments and compliment topics does tell us

something about what women and men hold to be important values (Rees-Miller, 2011).” We see

this in Disney films. Values and important points are portrayed through the different ways that

compliments are given and received.

In a study done in 1999 by Jucker entitled Speech act research between armchair, field

and laboratory: The case of compliments, Jucker discusses how compliments are appropriate for

particular situations and language communities. This is very evident in Disney films, the

difference coming in situations such as the villain with the protagonist or the protagonist with the

specific character of their dreams. It is interesting to see how these situations come across to

little learners. Pexman and Glenwright examined situations where irony was present and how

children respond and interpret compliments or criticism in these circumstances. They said, “This

difference in learning opportunities could make it more difficult for children to appreciate that

speakers who make ironic compliments intend to tease the target; children may have lower

accuracy for teasing inferences for ironic compliments than for ironic criticisms (Pexman,

Glenwright, 2007).” They addressed the role of social learning in relation to this important

aspect. It takes developed component skills to comprehend the purpose and meaning behind the

remarks (Pexman, Glenwright, 2007).

In regard to community and influence, Czopp conducted a study about stereotypes

entitled, When is a compliment not a compliment? Evaluating expressions of positive

stereotypes. This particular study shed more light on the influence on the community. Children

can relate compliments and compliment patterns to the specific characters involved. For

example, it the hero is the one being complimented or receiving a compliment, it has a different

impact than that of the villain in the story. Czopp commented that “These favorable associations

may lead majority group members to assume that a group’s stereotypic ‘strengths’ are admirable

and praiseworthy (Czopp, 2008).” There is a lot learned from the surrounding community.

Language principles are important in this study. Rose shows that, “Film language is as

likely to reveal norms of socially appropriate language use and the canonical shape of speech

acts as either the language of fiction or responses to written questionnaires (Rose, 2001).”

Pexmen and Glenwright also examined this area of study and addressed how the language behind

the remarks determines how the recipient interprets the meaning. They explained, “When

someone says ‘Your research is really fascinating’, we recognize that they could mean this

remark to be taken literally, as a compliment, or ironically, as a criticism. In order to determine

which meaning is intended, we might consider the context in which the remark was made

(Pexman, Glenwright, 2007).” They continued, “We might consider the speaker’s facial

expression, tone of voice, and usual way of speaking as these cues can also provide insight to

intent (Pexman, Glenwright, 2007).” These aspects were taken into account in this study as

compliments were recorded from a variety of Disney movies. As previous research has shown,

the principles of language are important.

The actual language of the compliments has been studied in many different ways. There

are certain semantic features that load a word or give it more than one sense. Bucciarelli, Colle,

and Bara discuss nonstandard and standard communication in their study How children

comprehend speech acts and communicative gestures. These differences illustrate the way that

children interpret and imitate what they see and hear.

Compliments and compliment responses compromise a large component of studies done

in regard to speech acts. Rose stated that, “Even a cursory survey of research on speech acts

reveals that compliments and compliment responses are among the most widely-studied speech

acts, right up there with requests and apologies (Rose, 2001).” Bucciarelli, Colle and Bara

focused a lot of their study on the differences between direct and indirect speech acts. It was

interesting to see and apply these differences in relation to the particular Disney films selected

for this study. The issue of direct and indirect compliments was a factor to consider since each

film demonstrated these principles. It seemed to be more apparent and noticeable when the

compliments were direct, but there was often an implied purpose or motive behind the indirect

compliments. Bucciarelli, Colle and Bara commented that “in indirect speech acts, the speaker

communicates to the hearer more that she has actually said, by relying on the mutually shared

background information and the ability to make inferences on the part of the hearer (Bucciarelli,

Colle & Bara, 2003).” Children therefore understand and are more likely to imitate compliments

that are direct.

Many studies have been conducted in the area of compliment types. In the article by

Rees-Miller, compliments are classified and explained as appearance, performance, possessions,

and personality. There was also an “other” category mentioned (Rees-Miller, 2011). Before

diving into their particular study, another author described compliments as free gift compliments,

seasonal compliments, ceremonious compliments, and personal compliments (Jucker, 2009). It

was interesting to see the number of compliments described and how they were classified. Each

article had a different twist, but the main categories of the actual study were very similar to those

in this study, which were based off of the study done by Rose.

Jucker answers the question of how we distinguish between sincere, empty, and ironic

compliments. In this study it found that “According to their data the positive evaluation of the

compliments is regularly carried by an adjective with a positive semantic load, but only few

different adjectives are used for this purpose. The two most frequent ones are nice and good

(Jucker, 2009).” Czopp addresses compliments and the different reactions that they yield based

on performance (Czopp, 2008).

When researching compliments, there were many studies that addressed other important

aspects of this area of study. Jucker discussed syntactic patterns, objects of the compliments,

reactions to compliments and who uses compliments and to who on which occasions (see Jucker,

2009 for more information). Rees-Miller’s study Compliments revisited: Contemporary

compliments and gender focuses largely on the comparison of compliments between men and

women in depth. There is a lot of information and studies done that focus on this particular

speech act, how it relates to everyday life based on film, and what types of compliments and

responses we can expect to find.

There are many factors (community influence, speech acts, language principles,

animation as a resource for linguistic study, and the different types of compliments) used in

answering the main questions of this study. Based on the previous studies conducted in regards

to compliments and compliment responses, this study will examine seven animated Disney

movies. The study will use the results from the date gathered from the films in order to address

how compliments are made and received in these particular films in relation to how we generally

compliment and receive compliments. The study will also evaluate whether the results from the

films accurately portray compliment patterns that naturally occur in everyday situations and how

they have changed over time.

Methods

I chose an experimental approach in examining Disney films. After researching and

deciding on a topic, it became important to consider the year and characters in selecting Disney

films. One of the questions mentioned in the introduction of this paper addresses how

compliments and compliment response patterns have changed over time. Thus it was necessary

to select Disney films from a variety of years, although some were clustered together in certain

decades. The seven Disney movies that were selected for the study included films that were

released as early as 1959 and as recent as 2010.

Another important factor concerning the texts involved was the characters. The

evaluation and analysis of this study is based on the compliments and compliment response

categories found in the study done by Kenneth Rose. Because appearance and possessions are

two of the categories of compliments made, it was necessary to select Disney movies that had

people in them, versus just animals, because animals would not have the need to compliment on

appearance or possessions. The films that were chosen and that met these two qualifications were

Sleeping Beauty (1959), The Sword and the Stone (1963), Aladdin (1991), Hercules (1997),

Mulan (1998), The Emperor's New Groove (2000) and Tangled (2010).

The movies were examined in their entirety in a similar manner to that of Rose. In his study,

compliments were classified according to the following four categories: appearance, specific act,

ability/character and possessions. The compliment responses were classified according to the

following categories: acceptance, disagreement, other, self-praise avoidance, comment history,

agreement, return complement, and answer question. I used this method of classification to

identify the compliments and compliment responses of each of the seven films in relation to the

questions and main point proposed at the beginning of this study.

During each film I conducted the experiment of examining compliments and compliment

responses in Disney films by carefully recording and classifying theses compliments and

compliment responses according to the categories listed above. When a question arose about the

difference between categories, I referred to the study done by Rose and a few of the examples

that he provided to clarify the meaning of each category (see Rose, 2001). I also transcribed the

dialogue selections that included the different compliments with their responses. This helped to

classify each one and to see what actions were taking place. The appendix includes these

transcriptions from the films. After collecting the data I created graphs which contained the

different frequencies from each film, according to the different categories. These graphs and the

discussion regarding the questions proposed in this study are included in the results section of

this paper.

I drew conclusions for this study based on results in connection with the research questions.

My methodology was a little different than the methodology used by Rose because I did not

compare the result from the films with results that I obtained from natural situations. This was

not the main focus of my study. I simply referred to his data of this to draw conclusions on how

animated films fit in with the results from non-animated sources. I also did not conduct my study

based on second-language learning. I focused this study on how children learn from what they

see in animated Disney films. I made these conclusions based on what I found in the films in

regard to previous studies done in this area. The graphs and analysis provided below show the

results from the seven films that I examined in great depth for this study.

I compared the numbers of occurrences in each category from each film in order to

analyze the data. I specifically looked for which compliments and responses were most common.

In the case with films like Aladdin I also compared the different compliments exchanged by the

villain and the hero to see if there was any significance in the way that the results came out

overall.

Results

The results coming from the experiment were very interesting to compare and use in

answer to the questions previously proposed. From the graphs, we can conclude that the category

of “ability/character” is the most common type of compliment and “acceptance or agreement” is

the most common response outside of the category “other.” In the films this particular category

was used to identify quite a few response, but the most typical response for this category, and the

reason why it skewed the data, was “no response.” This was very common in all of the films.

According to the data and the study done by Rose (see Rose, 2001), these categories correlate

with how we make and receive compliments. The category “other” contains responses that are

also typical of the way that we respond in natural situations, but the “no response” factor also

had a lot to do with the characteristics of film (the scene changing, the character not being

present, etc.).

There are a few aspects that are interesting to examine while looking at the data. It was

very evident that compliments in the Disney films have changed over time. Sleeping Beauty had

very little compliments where as films like Emperor’s New Groove and Tangled have several

instances of complimenting. While examining the data, it is apparent that all of these films

portray patterns that naturally occur. The transcriptions included in the Appendix show how

typical and normal these instances are and how they could easily be found in everyday

naturalistic situations. There were direct and indirect compliments made and many of the

responses were exactly the same way. This relates to the semantic principles of illocutionary and

perlocutionary acts, meaning that the reaction of understanding of meaning is not always

understood or intended by both the speaker and the hearer. There were many examples of

complimenting from the films that directly related to these principles.

In The Sword and the Stone and Hercules, along with other films, we see many instances

of rhetorical compliments. This increases the numbers in the “other” category in responding.

Often times the subject is not present to respond or the compliment is very close to a mere

description of the subject and the hearer does not discern or acknowledge the difference. Many

compliments in the films were buffered with an insult. For example in Hercules, we see “He’s a

magnificent horse, with the brain of a bird.” Impolite comments greatly outnumbered the

compliments in the films.

An interesting discovery from the experiment showed that villains make and respond to

compliments differently than the hero. Jafar and the witch from Tangled only offer sarcastic

compliments or ones that are directed back to them. They also are known for not responding or

agreeing boldly. There were very few variances from this pattern. For example, Aladdin, Mulan,

and Rapunzel are different in the way that they are often complimented for the character/ability,

since they are in the spotlight most of the film, and they respond by accepting, either with a smile

or words.

Many adjectives had the possibility of being confused with compliments. In Sleeping

Beauty we see this occur often. The fairies are constantly using nice words to describe each other

or the situation, but the film in general lacks in compliments. This relates back to direct and

indirect motives and the characters involved. The results showed that the hero or protagonist

often did not have any problems complimenting. This was also true of other characters in the

film like the Sultan and Genie from Aladdin, and Kronk from The Emperor’s New Groove. The

graphs below show the different frequencies that were found in the experiment. It is interesting

to see how the films differ and how they are the same.

0  

1  

2  

3  

4  

Sleeping  Beauty  

Compliments  0  

1  

2  

3  

4  

Sleeping  Beauty  

Responses  

0  5  10  15  20  25  

Acceptance    

Disagreement  

Other  

Self-­‐Praise  

Comment  

Agreem

ent  

Return  

Answer  

Aladdin  

Responses  0  

5  

10  

15  

20  

Aladdin  

Compliments  

0  

5  

10  

15  

The  Sword  in  the  Stone  

Compliments  0  2  4  6  8  10  12  14  

The  Sword  in  the  Stone  

Responses  

0  2  4  6  8  10  

Emperor's  New  Groove  

Responses  

0  2  4  6  8  10  12  14  

Emperor's  New  Groove  

Compliments  

0  2  4  6  8  10  12  

Mulan  

Responses  

0  2  4  6  8  10  12  14  16  

Mulan  

Compliments  

0  2  4  6  8  10  12  

Hercules  

Compliments  

0  2  4  6  8  10  12  14  16  18  

Hercules  

Responses  

0  1  2  3  4  5  6  7  8  

Tangled  

Responses  0  2  4  6  8  10  12  

Tangled  

Compliments  

Conclusion

In regard to my original questions and purposes of this study, I found that compliments are

most commonly made in regard to ability and character. I also found that in Disney movies, a

common response is to ignore the compliment or move on without responding directly to it. In

the Disney films that I viewed there were many examples of positive descriptions and comments

that were not exactly complements, but that made the tone of the scene upbeat and detailed

according to the categories that were used to complement. (Examples of these from the films are

included in italics in the transcriptions included in the appendix. )

The results of the films generally correlate with how we compliment and receive

compliments, based on the study done by Rose (see Rose, 2001). Disney movies do portray

compliment patterns that naturally occur in everyday situations. This study helped me to

understand the speech act of compliments and compliment responses in great depth. It made me

more aware of how we compliment others linguistically and how we receive compliments. Based

on previous studies in relation to this study, my knowledge was expanded in regards to this

particular topic. Through this research and experiment, I saw how this speech act directly applies

to everyday situations and the learning techniques of children.

From my research others can see how animated films portray compliments and compliment

responses and they can find patterns that relate to everyday situations and how children learn to

give and receive compliment from these types of films. I was limited to the number of films I

could use because of time. I also was unable to do my own study of naturalistic compliments in

order to compare it with the results from the films. As I examined these films I noticed how

many impolite comments were made and I became interested in studying the differences between

these compliments and levels of impoliteness. I also recognized the further need to study the

purpose behind the compliments and the differences between the characters.

References

Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee, A.

(2010, May 5). General format. Retrieved from

http://owl.english.purdue.edu/owl/resource/560/01/

Bancroft, T. (Director), & Cook, B. (Director) (1998). Mulan[DVD].

Bucciarelli, M., Colle, L., & Bara, B. G. (2003). How children comprehend speech acts and

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Chenail, R. J. (2004). When disney meets the research park: Metaphors and models for

engineering an online learning community of tomorrow. The Internet and Higher

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Czopp, A. M. (2008). When is a compliment not a compliment? Evaluating expressions of

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Dindal, M. (Director) (2000). The emperor's new groove[DVD].

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http://www.youtube.com/watch?v=A_qf8IPTq0o

Disney, W. (Producer) (1963). The sword in the stone[DVD].

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Musker, J. (Director), & Clements, R. (Director) (1992).Aladdin[DVD].

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Pandey, A. (1999). Deconstructing disney discourse: Dialects of preferability. SECOL

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Pexman, P. M., Glenwright, M. (2007). How do typically developing children grasp the meaning

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Appendices

Appendix I-Lists of dialogue that contained the compliments from the seven films *Spaces between lines indicate a new part in the movie *Italics show a few lines from the movies that sound like compliments, but only end up being positive or descriptive comments Sleeping Beauty Green Fairy: Oh she’d make a lovely flower. (princess not there) Green Fairy:Well, what do you think of it? Pink Fairy: It’s a very unusual cake don’t you think? (appearance) Green Fairy: It will be much thicker after it’s baked. (other) Pink Fairy: What do you think of the dress? Green Fairy: It’s not exactly as it was in the book is it? (appearance) Pink Fairy: Oh, I improved it. (other) Princess: Everything is so wonderful! (specific act) (smiles) (agreement) Sweet princess; the most honored and royal excellencies, the three fairies; let me have it dear; And what are you three dears up to; oh you darlings! The Sword in the Stone Troubadour: knights were brave and bold, the good king Merlin: he’s a regular little grasshopper, there, look at him go Wart: what a perfect stuffed owl response:stuffed owl?! i, i beg your pardon?! Merlin: there she goes, pretty good, eh (self) Wart: you’re very clever, sir response:yes, well, never mind the sir, just plain merlin will do Merlin: oh, yes, yes, yes that’s very good... no! no I mean a real education... Wart:what a way to pack r:well now just a minute boy, how else would you get all this stuff into just one suitcase i’d like to know W:oh, but i think it’s wonderful response:oh, yes it is rather (then lecture) M: that’s enough (muscle) M: this is archimedes, a highly educated owl response:an educated owl, haha, say that’s a good one! M:thank you, you’re very kind, very generous I must say response:well, all we can offer is room and board, hard times you know marvin H: you could win boy if you’d knuckle down to your training M: that boy’s got real spark, lots of spirit, throws himself heart and soul into everything he does, it’s rarely worth something, if it could only be turned in the right direction M: (about a joke) i say that’s very good boy M: smart move lad! that’s using the old intellect M: bravo boy! great strategy! response: is the lesson about over?

W: Archimedes he saved me! response:what do you know about that? M: No no, you’re in a great spot. you can’t go down now, you can only go up from here. W: He’s the world’s most powerful wizard. Aladdin Servant: A thousand apologies oh patient one Jafar: You have it then? Aladdin: Perfect timing Abu, as usual Abu: (monkey talk) Woman: Still I think he’s rather tasty. Aladdin: Got to eat to live, got to steal to eat, otherwise we’d get along Sultan: Oh Jafar, my most trusted advisor. Jafar: (bowed down) Would the pretty lady like a dress?; How do I look? Response: Like a princ.; Sorcerer Jafar! (Meaning powerful) Sultan: If anyone can help it’s you. Jafar: (ignore, move on) Genie: Tell him that’s very sweet. (no answer) Aladdin: She deserves a prince. (Jasmine not present) Aladdin: Well you hairy little thief. Abu: (very proud of himself and the praise) Genie: I love the way your foul little mind works Aladdin: (laugh) Aladdin: She’s smart, and fun (Genie: pretty?) Beautiful! (Jasmine not present) Aladdin: She’s got these eyes, that just…and hair, and her smile. (Jasmine not there) Aladdin: Abu! You look good. Abu: (sad face) Genie: Prince Ali, fabulous he, Ali Ababwa Aladdin: (smiled) Genie: Fabulous sweetie I love the feathers! (no response) Genie: Prince Ali, handsome is he, Ali Ababwa. ( no notice) People: He’s got… Aladdin: (accept) People: He’s generous, so generous. (camera not on Aladdin) Sultan: Splendid! Absolutely marvelous! Aladdin: (bow) (accept) Jafar: It’s spectacular your highness. Sultan: yes I do have a knack for it. Genie: That’s a good move. I can’t believe I’m losing to a rug.

Carpet: (agree-arms crossed). Aladdin: Princess Jasmine you’re very punctual. Jasmine: punctual? Aladdin: Beautiful! Genie: nice recovery! Jasmine: I’m rich too you know. (agreement) Aladdin: You aren’t just a prize to be won. You should be free to make your own choice. Jasmine: (look of disbelief, confused.) Jasmine: It’s lovely! (about the carpet) Carpet: (acceptance) Jasmine: Good night my handsome prince. Aladdin: Sleep well princess. Genie: I’m getting kind of fond of you Kid. (change scene) Sultan: You pretty boy I could kiss you! (Shrug off, Sultan keeps talking) Iago(monologue) : Excellent work Iago! Ah go on! (agree) No really! On a scale from one to ten you are an eleven. Oh Jafar you’re too kind, I’m embarrassed! (return complement) I’m blushing. Jasmine: Jafar I never realized how incredibly handsome you are. Jafar: That’s better. Jasmine: You’re talk, dark, well-dressed…cute little gaps between your teeth. Jafar: Go on. Jasmine: and your beard is so, twisted. You’ve stolen my heart. Jafar: (kept going) Iago: Nice shot Jafar! (hit in the head) Genie: Al, you little genius you! (smile, move on) Genie: You’re never gonna find a girl like her in a million years. (agreement in facial expression) Sultan: You’ve definitely proven your worth as far as I’m concerned! Aladdin: (smile) Hercules M: you mean hunkules H: i haven't seen a party with this much love since narcissus discovered himself Ha: lookin good, nice dress pain: coming your most lugubriousness hades: did you cut your hair? you look fabulous, you look like a fate worse than death response:giggle hades: your lovely hands response:awww fates: zeus the mightiest of them all hf: thanks when peneloped twisted her ankle back there i thought... her: you're the greatest parents anyone could have but i gotta know

her: oh mighty zeus z: he's a magnificent horse, with the brain of a bird hades: meg my little flower my little pearl my little nut-meg pain: jeepers mister you're really strong hades: stirring performance boys, i was really moved response:one insults the other hades:two thumbs way way up for our leading lady, what a dish, what a doll p: alright alright you're bad! p:you did it kid! you one by a landslide! h:you're the greatest girl with weak ankles I've ever known Mulan Mulan: Who’s the smartest doggie in the world? Dog: (bark and smile) Mulan: Come on smart boy. Dog: (smile and nod) Mulan’s Dad: My my what beautiful blossoms we have this year. But look (pointing), this one’s late, but I’ll bet that when it blooms it will be the most beautiful of all. Mulan: (smile and side look) Mulan: (trying to be nice) You’re tiny. Mushu: Of course! I’m travel size for your convenience. Chefu: Excellent strategy sir! I do love surprises! Captain Shang’s dad: (Look over and continue talking to someone else) Captain Shang’s dad: Number one in his class, extensive knowledge of training techniques, an impressive military lineage, I believe Le Shang will do an excellent job. Shang: Oh I will! I won’t let you down! This is… Mushu: Alright! Rise and shine sleeping beauty! Mulan: (Goes back to sleep) Mushu: Eh! That’s my tough looking warrior! That’s what I’m talking about! Mulan: (no comment) Mulan: For what it’s worth, I think you are a great captain. Shang: (looked and kept walking) Fat Guy:I bet the local girls thought you were quite the charmer. Mulan: (no response) Mushu: Nice! Very Nice! You can sit by me! Cricket: (squeak and smile) Mushu: You da man! Well...sort of. Mulan: (grimace) Shang: From now on you have my trust. Mulan: (smile) All: Let’s hear it for Ping! You’re the greatest of us all! You’re the king of the mountain! Mulan: (no response) Mushu: I can see you! Look at you! You look so pretty! Mulan: (no response) Make way for the heros of China. Emperor: Your father would have been very proud. Shang: (interruption)

Mushu: You are a lucky bug Cricket: (Smile in agreement) Shang: She’s a hero. Mulan: (no response) Emperor: You have saved us all. (All of China bows)---HUGE COMPLEMENT!! Mulan: (No words) Emperor: (give her his sword and neck piece) So all will know what you have done. Gifts of honor. (specific act) Mulan: (bows in acceptance) Shang: You fight good. Mulan: Oh. Thank you. Emperor: You don’t meet a girl like that every dynasty! (Mulan not there) Mulan’s dad: The greatest gift and honor is having you as a daughter. Mulan: (smile and tears) The Emperor’s New Groove Cuzco: Well you’ll never believe this but that llama you’re looking at was once a human being, and not just any human being, that guy was an emperor. A rich, powerful ball of charisma. Oh yeah. This is his story. Cuzco:I was the world’s nicest guy and they ruined my life for no reason. Old man: Oh thank you. You’re very kind (move on to question) Adjective-My main village man; its brilliant brilliant brilliant I tell you!; Genius I say!; Now what genius? Cuzco: You got a pretty sweet little set up on top of that hill doncha aha ha ha Pacha: Ya my family has lived on that hilltop for the last six generations. Cuzco: so he seems…Nice. Izma: He is. Kronk: saved them! Cuzco: That’s great! Very good job! Izma: Great! Very good job! Kronk: (smile) acceptance Izma: Finally! Good work Kronk! Kronk: oh they are so easy to make! I’ll get you the recipe. (not referring to the same thing she meant). Cusco: I’m the emperor and as such I’m born with an innate sense of direction. (self complement) Cusco: oh for me!? I don’t know what to say! Chipmunk: (acceptance-signals of don’t mention it) Little Boy: Oh! Cuz you told him to because you are always right! Mom: That’s right. Cuzco: Alpaca? Pacha: oh yeah it is. Cuzco: Oh yeah I thought so. It’s nice.(possession) Pacha: My wife made it. (comment history) Cuzco: Oh she knits? Pacha: crochets. Cuzco: crochets. Nice. (ability) Pacha: Thanks. (acceptance) Pacha: I knew it! Cuzco: knew what? Pacha: That there is some good in you after all. (character) Cuzco: Oh no. you’re wrong. (denial)

Pacha: Admit it! Cuzco: no. Pacha: I think there is. (character) Cuzco:nah uh! (denial) Pacha: You could have let me fall. Cuzco: What’s the big deal. Nobody is that heartless. Pacha: Ok so I’ll admit that this was a good idea. Cuzco: When will you learn that all my ideas are good ones? Cuzco: You have a lovely wife, both very pretty. (simple look. No time.) It’s like I’m talking to a monkey. A really really big stupid monkey named Kronk. And do you want to know something else? I’ve never liked your spinach puffs! Never! Izma: and once I turn back into my beautiful self I’m going to kill you! Cuzco: Oh he’s a sweet guy (old man already left) Cuzco: No, no. I’m sharp. I’m on it. (about self) Kronk:I’m so proud of you guys! (end of movie) Tangled Witch: Oh Rapunzel, how you manage to do that every single day without fail. It looks absolutely exhausting darling. Rapunzel: Oh it’s nothing. Witch: I’m just kidding! You’re adorable. I love you so much darling. Rapunzel: (no response) Oh my precious girl! Witch: Look at you. As fragile as a flower. Rapunzel: (no response) Rider: Well it’s easy for you to say, you guys look amazing! Thieves: (no response) Rapunzel: You’re right! Rider: I am, aren’t I? Like all you lovely folks, I have a dream! Cupid: Somebody get me a glass because I just found me a tall drink of water. Witch: Oh stop it you big lug! Haha! Rider: Well I’ve gotta say I didn’t know you had that in you back there. That was pretty impressive. Rapunzel: I know! I know. Rider: I’m just very interested in your hair and the magical qualities it possesses, how long has it been doing that exactly? Rapunzel: Uh (smile) forever I guess. Rapunzel: For the record, I like Eugine Fitsherbert much better than Flynn Rider. (sincere) Rider: Well then you’d be the first, but thank you. (acceptance) Witch: Rapunzel knows best, such a clever little miss! (sarcastic) Rapunzel: (no answer, just look) Rider: Super human good looks. I’ve always had them! Born with it! (self-compliment- shrug of acceptance) Rapunzel: You’re such a good boy! Yes you are! Max: (tail wagging-acceptance)

Rapunzel: He’s nothing but a big sweet heart! Max: (horse neigh-acceptance) Rider: Hey the side burns are coming in nice huh? Gotta be excited about that right? Thieves: (ignore) Rapunzel: You were right mother. (specific act) You were right about everything. Witch: I know darling, I know. Rider: You are my new dream. Rapunzel: And you are mine. Rider: Did I ever tell you I’ve got a thing for brunettes? Rapunzel: (smile and hug) Rider: Thanks to Maximus, crime in the kingdom disappeared almost overnight! (no response, Rider was narrating) Rider: She was a princess worth waiting for, beloved by all; she led her kingdom with the grace and wisdom that her parents did before her. (no response, Rider was narrating)