The document provides guidance for writing a written response analyzing representations in a TV drama clip. It includes learning objectives, outcomes, and activities to build confidence in writing paragraphs analyzing editing, sound, mise-en-scene, and more. Students practiced assessing sample paragraphs, then worked in groups to analyze a clip, taking notes in their specialized categories before writing a joint paragraph targeting a specific assessment level. The goal was to connect technical analysis to representations of gender or other topics through practice, peer feedback, and independent homework.

1. Section A: Written response &
practice paragraphs
Learning Objective:
-to be able to make notes from an extract from a TV drama
-to be able to work in groups to write a written a response to aim to revolve
around representation
Learning Outcome:
-a written response from a TV drama clip

2. Rate your confidence
Your ability to write an effective written response (paragraphs) for section A
Not confident
Somewhat confident
Very confident

3. Quiz
• Complete
•
•
•
•
White = must complete
Orange = try to complete
Green = if you can
Blue = extension for a challenge!
• Peer assess

5. Sample paragraphs
•
•
•
•
Given a sample paragraph
WWW & EBI
Give sublevel
Justify your level by explaining why you
awarded that level

6. Model Paragraph 1
•
The clip from doctor who shows that men are more dominating than women. You
can see this in a variety of ways, including the fact that the doctor is obviously
dominant and holds power over the black woman. This is because he stands
above her and he commands her by telling her to “kneel” and she obeys, during
this we see low angles on him and high angles on the black woman again to show
he is more dominant. During this the music is quite serious. Also, he has more
time allocation than any other character in comparison other characters such as
the maids or the blonde woman to show they are less important. His clothes sort
of show him as a typical man as he is wearing a suit, the women wear feminine
type of clothing like the blond woman wearing a silky red dress who sort of looks
like a ‘trophy date’ for him, he doesn’t really pay attention to her though because
he is clearly more interested in destruction as he has little robots in the galaxy
ready to destroy which is typical of male villain characters. He also commands
them just like he did with the woman to show his power. Also, other males have
jobs that show their power too, such as the guards who have guns and they guard
the prisoners who are scared which shows they are dominant like the main man.
Vote….. (1 min talk to partner)
Level 1?
Level 2?
Level 3?
Level 4?

7. Paragraph 1
Random point, not
accurate media
terminology, no
explanation or link
•
Incorrect
Term
(costume)
Fairly clear point, link
to gender
EAA
EG
T
= 3B
= 2/3
= 2B
Overall level = 2A / 3C
The clip from doctor who shows that men are more dominating than women. You can see this in a
PEAL
(evidence)
variety of ways, including the fact that the doctor is obviously dominant and holds power over the
MES
black woman. This is because he stands above her and he commands her by telling her to “kneel” S
and she obeys, during this we see low angles on him and high angles on the black woman again to
CA
show he is more dominant. During this the music is quite serious. Also, he has more time allocation
E
S
than any other character in comparison other characters such as the maids or the blonde woman to
Good analysis show they are less important. His clothes sort of show him as a typical man as he is wearing a
of MES
MES
suit, the women wear feminine type of clothing like the blond woman wearing a silky red dress who
(& link to
gender)
sort of looks like a ‘trophy date’ for him, he doesn’t really pay attention to her though because he is
Effort to
compare &
constrast
MES
clearly more interested in destruction as he has little robots in the galaxy ready to destroy which is
typical of male villain characters. He also commands them just like he did with the woman to show
MES
Link back to gender
his power. Also, other males have jobs that show their power too, such as the guards who have guns stereotypes/
representation
and they guard the prisoners who are scared which shows they are dominant like the main man.
EBI
WWW
-clear PEAL
-good link to representation/gender
-some effort to write about all 4 areas
-analysis (to show understanding of
meaning)
-some effort to compare/contrast
Evidence?
-equal discussion for all 4 (more on editing & sound)
-always explain (music point)
-more range of accurate terminology (music = non diegetic score
music)
-link to representation/stereotypes could develop (not just
obvious)
-develop compare/contrasts

8. Model Paragraph 2
•
The scene starts with a mid shot of a male character and then shows a variety of
close ups and long shots of other surrounding characters. It is clear that the black
girl is in trouble and the other characters feel sorry for her because they look sad
for her. It looks serious as the guards are holding guns and the black woman looks
like she is being forced there and she has to surrender her device that maybe
could have gotten her out. She is dressed like a soldier which isn’t typical because
usually guys dress like that. The man is dressed in a suit and he has employees
which are controlling other people to help him destroy the world. I think he is
trying to destroy the world because he looks sort of evil and careless like a typical
villain and there is also a ticking clock which is like when a bomb is going to go off.
There are jump cuts to show the robots outside in space. There is extreme close
ups of the ticking clock to make it clear to audience. He is quite mean to the black
woman because he tells her what to do. High angles are used to make him look
bigger in comparison to the black woman who is also on the floor lower than him.
There are mid shots to show him looking at his watch and then the shot focuses to
the clock ticking down. He is kind of bossy and because he is the only character
that shouts.
Kelly, shivonne, judy, leticia, noor, patryica

9. Model Paragraph 3
•
The scene opens with a close up shot on a masculine male with rule of thirds applied to the frame so the
audience can see figures entering through a door. Regardless of the shallow focus making it difficult for
the audience to see the characters in the background, already we begin to see this man has some sort of
authority. Within seconds we see that a female character is being brought into a room controlled by
characters wearing costume & props that suggest authority as they look like soldiers; as she walks the
down a corridor the symmetrical shot reveals the guards on either side of her connoting authority and
order, also, there is camera dolly to follow her movement to reveal that she is vulnerable as per her tense
body language and scared facial expression. Eye-line matching reveals other characters who are obviously
being held captive which include employees such as maids and other male characters. The audience can
assume the male in the suit is in control as he is usually in the centre of shots and placed higher suggesting
his authority and control over others. Additionally, the connotations of a character being held in a cage
connote his dominance. This reinforces stereotypes of males having powerful authority over women as
the black woman is helpless. The other characters in the background including the maids also reinforce
stereotypes of women having domestic jobs while typically, the ‘soldiers’ are male. Typical male villains
are usually masculine who have attractive females on their side, they also have evil intensions as they are
destructive. These stereotypes are again reinforced as we see an attractive blonde woman who is
represented as an object as we do not hear her speak or challenge him and she is wearing a costume
which is symbolic of femininity and attractiveness. She is usually placed behind him and in the corner of
the shots which makes her inferior as she is less important. Lastly, as the man starts the ‘ticking
clock’, which is clear to the audience with a close up shot, it gives a tense of panic as the clock ticks down
and this action reinforces his desire to destroy. The pace of the scene increases to increase the tension. A
cutaway to the tiny ships in space also reinforce the man’s control as they obey his actions just as the black
woman obeyed him when he commanded her to ‘kneel’ and ‘bow your head’ which are gestures that
symbolise respect and obedience towards a man in a position of authority.
Esere, courtney, katia, chelsea, tayla, gelsomina

10. Model Paragraph 2
Marks/levels
EAA = 1A
EG = 2B
T = 1B
Overall = 1A
WWW
EBI
-some interpretation of
meaning (shows)
-some small effort to relate to
stereotypes about gender
-some sentences are clear
-know terms and use them
correctly
-write and connect additional
categories (esp editing & sound)
-wider range of terms
-write in PEAL paragraphs
-try to think more carefully
about gender stereotypes

11. Model Paragraph 3
Marks/levels
EAA = 4B
EG = 4B/4A
T = 3A
Overall = 3 / 4
WWW
-clear sentences and writing
skills; use of connectives
-consistent link to
representation and
stereotypes
-link between 3 categories in
relation to representation
-range of terms, all accurate
-PEAL paragraphs
-some effort to
compare/contrast
-discussion of audience
EBI
-more sound terms; link these
into paragraphs
-for a grade: don’t just
comment on ‘obvious’
stereotypes representations

12. Rate your confidence
Your ability to write an effective written response (paragraphs) for section A
Not confident
Somewhat confident
Very confident

13. Get into your groups
Group 1
Group 2
Group 3
CAM SAMC
CAM SAMC
CAM SAMC
+
+
+
MES
SOUND
EDITING
Kelly
Patrycia
Courtney
Leticia
Noor
Judy
Katia
Shivonne
Chelsea
Tayla
Esere
Gelsomina
For a challenge try to take notes for as much
categories as possible…..

14. Prepare for response
• Prepare notes (in your preferred way)
• Watch clip, no notes

15. The clip…..
• From ‘Eastenders’
• Representation: gender

16. Continued……
• watch clip, notes
– Break: look at key terms sheet for help
• Watch clip, notes
– Break: Share info with group, become ‘experts’ in your
topics
Next, you will switch groups

17. Get into your new groups
Group 1
Group 2
Group 3
Chelsea (E)
Kelly (MES)
Noor (S)
Patrycia (MES)
Courtney (MES)
Leticia (MES)
Judy (E)
Shivonne (E)
Katia (E)
Tayla (S)
Gelsomina (S)
Esere (S)

18. Choose a target
Level 2
Level 3
Level 4
-2 technical areas
-3 technical areas
-4 technical areas
-aim to connect to
representation
-straight forward
connections to
representation
-clear connections
to representation
including ones
that are not
obvious
-mainly focused on
1 scene
-some contrasts
between 2 scenes
-clear comparing
& contrasts
between 2 scenes

19. Last time to watch clip
• Watch clip (last time), notes

20. In new groups
• Share info with new group
• Choose a target __________
• Choose jobs
–
–
–
–
1 person: writer (write paragraph)
1 person: presenter (read to class & watch time)
1 person: director (make sure link to stereotypes/representation)
1 person: assistant director (help manager and also make sure 4
categories link in paragraph)
• Make a rough draft (if you want – in bullet points)
• Write paragraph

21. Put answers on board
• Each group to present (reader to read)
• Peer assess:

22. Rate your confidence
Your ability to write an effective written response (paragraphs) for section A
Not confident
Somewhat confident
Very confident

23. Plenary – twitter square
• Write down 1 thing you learned from today’s lesson
• Write down 1 thing you want to develop further
• # to write down a key phrase from today’s lesson at the end
(positive or negative) i.e. #needtorevisesound

24. Homework (Due Thur)
• Write your own paragraph which is an
improvement from the one you did today
• Try to move up a level!