Essay and mark scheme


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Essay and mark scheme

  1. 1. Learning Objectives:• Begin to understand what is required in this section of the exam.• Consider how to structure a comparative essay.
  2. 2. The Mark Scheme• This section of the exam is marked out of 50.• You are marked on 3 strands:• Explanation / analysis / argument (16-20 marks)• Use of examples (16-20 marks)• Use of terminology (8-10 marks)
  3. 3. Level 4Explanation / analysis / argument (16-20 marks)• Candidates adapt their learning to the specific requirements of the chosen question in excellent fashion and make connections in order to present a coherent argument. The answer offers a clear, fluent balance of media theories and knowledge of industries and texts and informed personal engagement with issues and debates.Use of examples (16-20 marks)• Examples of contemporary texts and industry knowledge are clearly connected together in the answer. History and the future are integrated into the discussion with conviction.Use of terminology (8-10 marks)• Throughout the answer, material presented is informed by media theory and the command of the appropriate conceptual and theoretical language is excellent.• Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. Sentences and paragraphs, consistently relevant, have been well structured, using appropriate technical terminology. There may be few, if any, errors of spelling, punctuation and grammar.
  4. 4. Level 4 – what does the mark scheme mean?Explanation / analysis / argument• Focus on the question throughout, using key words.• Plan, and order ideas logically in paragraphs• Link theory to your case study examplesUse of examples• Include a range of examples• Focus on past and present• Connect, link and compare your case study examplesUse of terminology• Show you understand theory• Use theoretical and technical language
  5. 5. How do ‘if…’ and ‘Fish Tank’ present different representations of youth?Similarities:• Strange, hypocritical adult figures• Main characters are lone, isolated figures• Main characters are angry, violent• Both have absent parental figures• Solitary ‘artistic’ pursuits (Mia’s dancing, Travis’ music)• Both drink, steal• Both don’t want to be where they are
  6. 6. How do ‘if…’ and ‘Fish Tank’ present different representations of youth?Differences:• Time – when they are set• Different social class• Genders• Travis has friends – Mia only interacts with males who are older than her• Both characters are destructive, but Mia’s destructive nature is turned inwards, whereas Travis ends up killing people. There is the slight possibility of Mia having a new beginning at the end of the film.• Mia has definite goals (dancing) and works towards them – Travis does not• Possible message – warning- in ‘if…’ – representation of institutional issues WHEREAS ‘Fish Tank’ is more intimate, personal – issues cannot be fixed – roles are shown as inevitable (e.g. Mia’s mother dancing) – Mia and her sister are trapped.
  7. 7. 1) Intro – brief answer to the question - Say which films you will be discussing - Say you are focussing on British youth - Say which theorists you are going to mention1) Explain which aspects of youth are represented in each film. - details of who they are and what they do - how they interact with others1) Compare / contrast technical details of how the films present representations. - main focus on mise en scene (1. costume, hair and make-up; 2. colour and lighting; 3. facial expressions and body language; 4. position in the frame; 5. setting and props). - camerawork - sound - editing / effects1) Theory
  8. 8. Theory• Hebdige – Subcultures allow youth to express opposition to society and challenge hegemony. – Style is key aspect of subculture – attempt to resist hegemony.• Lacan – Mirror stage• Acland – Media representations of youth maintain social order/hegemony. – Ideology of protection• McRobbie – symbolic violence against the working class.