The document provides guidance to students on how to structure responses for a media analysis exam. It outlines three levels of achievement and criteria for reaching each level. Level three responses require students to clearly express ideas with some fluency and relevance while maintaining good spelling and grammar. Level four responses expect complex issues to be addressed clearly and fluently using appropriate terminology and well-structured writing. Students are advised to analyze how technical film aspects construct representations of stereotypes through detailed examples and explanations linked to relevant theory.
A guide to MS4 - Section A Text. Responses should engage with question and contain as many elements as possible to achieve the highest grade. Detailed analysis and confident use of terminology will demonstrate a sophisticated understanding.
this is for an evaluation questtion in media for AS level. "In what ways does your media product use, develop or challenge forms and conventions of real media products?" this goes over theorys in narrative for the question such as Todorovs equilibrium and Propps theory. Hope this come in handy :)
A guide to MS4 - Section A Text. Responses should engage with question and contain as many elements as possible to achieve the highest grade. Detailed analysis and confident use of terminology will demonstrate a sophisticated understanding.
this is for an evaluation questtion in media for AS level. "In what ways does your media product use, develop or challenge forms and conventions of real media products?" this goes over theorys in narrative for the question such as Todorovs equilibrium and Propps theory. Hope this come in handy :)
Raab English 100NOTE-TAKINGDISCUSSION WORKSHEET The Social Net.docxcatheryncouper
Raab English 100
NOTE-TAKING/DISCUSSION WORKSHEET: The Social Network
Part I: As you watch and reflect on The Social Network, pay attention to the characters/topics and their rhetorical significance in the film. How are they portrayed? How are we, as viewers, supposed to perceive each character or idea? What choices do the filmmakers make to invite that response?
COLLEGE ADMINISTRATION
MEDIA
CALIFORNIA
LEGAL SYSTEM
CONTEMPORARY COLLEGE STUDENTS
GENDER
SOCIAL CLASS
RELIGION
Part II: As you watch and reflect on the film, pay attention to the deliberate choices of the filmmakers and the impact of those choices on viewers. It may be helpful to organize your thinking around four key elements of film, listed below.
CINEMATOGRAPHY (Camera Angle, Camera Distance, Camera Movement, etc)
EDITING (linking/cutting together of different shots, added effects, arrangement)
SOUND (emerging from within the scene AND sound that was added later, like musical score)
MISE-EN-SCENE (means literally “put into the scene” and can include: props, costuming, makeup, staged body language, lighting—any element that makes the scene)
Part III. Analyze the rhetorical situation and intended purpose of the film. You can now reflect on a specific aspect of the film’s context and purpose. to write your essay.
EXIGENCE (Is there a problem that can be solved through discourse (language/conversation)? To what extent can this film be read as a fitting response to that problem? :
AUDIENCE (who is the intended audience of the film? How can you tell? What moves does the film make that signal awareness of that audience, their values, their anxieties, their desires, etc?):
CONSTRAINTS (what constraints shape the message? Remember that these can be constraints imposed by the medium or genre, as well as ideological or social constraints)
INTENDED PURPOSE/SOCIAL FUNCTION (be specific here—if, for example, do you feel that the film “tests ideas”? What ideas are being tested within the film, and why? You may discuss more than one intended purpose/function)
CENTRAL ARGUMENT/CLAIM (S) (given the rhetorical situation and your impressions of the film’s purpose, what seems to be the central argument of the film? What claims are embedded within that argument?)
Rhetorical Analysis Evaluation Rubric:
(Adapted From: Vicki Spandel’s Creating Writers Through 6-Trait Writing Assessment and Instruction)
Corresponds to
an
A
Corresponds to
a
B
Corresponds to
a
C
Corresponds to
a
D
Corresponds to
an
F
Analysis, Ideas and Concepts:
Offers a new and insightful look at the film; Clearly demonstrates a lot of thought went into the work
Occasional insight; good understanding of the film; occasionally develops new ideas
Merely repeats what has been discussed in class; adequately applies course ideas, with little insight
Work shows some effort, but contains little insight re ...
Write a 2 paragraph response paper for history of theatre class,.docxlindorffgarrik
Write a 2 paragraph
response paper
for history of theatre class, comparing and contrasting the Italian Renaissance and the English Renaissance.
Guidelines
:
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Instructions:
1) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
2) You will respond according to the following template, numbering both sections:
Section 1. Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2. Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
3) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, Times Roman.
4) Use action verbs (avoid is, was, were, am) and specific nouns (avoid that, them, those, there)
Vary sentence structure and length.
*Some of the plays that were watched in class are Inherit the win.
LDRS 320Assignment 12 Angry MenThe intent of this assignment.docxLaticiaGrissomzz
LDRS 320
Assignment: 12 Angry Men
The intent of this assignment is for a student to demonstrate their understanding of the course material taught in the first half of LDRS 320. The assignment begins by watching the movie, 12 Angry Men. The movie shows a decision-making process to determine the guilt or innocence of the boy on trial. All aspects of decision making presented thus far in LDRS 320 are seen in the movie.
Throughout this paper, it is expected the student will demonstrate a knowledge of
· Decision models
· How faulty decisions are made
· The impact of dialogue in a decision-making process
· Inquiry and advocacy in decision making
· The hidden traps that hamper decision making.
COURSE REQUIRED READING LIST
· Making Decisions, Buer and Erdogen
· Why Good Leaders Make Bad Decisions: Campbell, Whitehead, Finkelstein
· Conquering a Culture of Indecision, Ram Charan
· What You Don’t Know About Making Decisions: Garvin and Roberto
· Hidden Traps in Decision Making: Hammond, Keeney, Raiffa
ASSIGNMENT REQUIRMENTS
1. Use at least 2 references taken from each item on the Reading List. Each article can be found in Moodle and the course text: On Making Smart Decisions, HBR.
2. Length of paper: 5 - 7 pages, double spaced, plus title page and reference page. Use APA format.
3. Due date: February 18, 11:59pm.
4. Late papers are not accepted except for proven special circumstances with request for permission at least
24 hours before the due date.
ASSIGNMENT: 6 SECTIONS
The percentage in front of each section is the max grade allowed for the section
10% What are 2 types of decision-making models used in the 12 Angry Men decision-making process? Describe what they are and, for each one, was it effective or ineffective? Why or why not? (1/2 – 1 page)
18% Describe three Red Flags that lead to a faulty decision process. Describe how each of the Red Flags can be seen in the movie and how it impacted the decision-making process. (1/2 – 1 page)
18% Dialogue is the basic unit of decision making. Define what the 3 Cs are. Give examples and descriptions from the movie where you saw Affective and Cognitive conflict. Give examples also of Consideration and Closure. Why was it difficult to arrive at having effective dialogue? (1 page)
20% Inquiry and advocacy are two types of dialogue. Conduct a comparison between: Juror #3 practicing advocacy, and juror # 8 (Mr. Davis) practicing inquiry. Complete or fill in the squares of the table found in the article entitled:
What you don’t know about decision making, (see the section called: Two approaches to decision making). (1 – 2 pages)
· For each box in the table, describe what it means and give examples of how you observed that action in the Juror #3 (Advocacy) and Juror #8 (Inquiry).
· EXAMPLE: Work across each line, left to right.
· Line one is
Concept of Decision Making
· Describe and d.
ENG 130- Literature and Comp Literary Response for Setting.docxgidmanmary
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
This assignment focuses on your ability to: learn how to interpret the literary device of
setting and how it affects all of the elements of the story.
The purpose of completing this assignment is: as a student, in your career, and
individual lives, you will often need to look beyond the plot and summary of what you are
reading, and put a different spin on it. An example of this might be interpreting data and the
varying components of how that data was created, as well as what to do with the data as you
move forward.
______________________________________________________________
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
Instructions (how to get it done):
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A reference page
Requirements:
Length and format: 2-3 pages.
The title page and reference page are also required, but they should not be factored into the
2-3 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and with 1 inch
margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,” “we,” etc.
Please use the short story sources and any outside sources you need to create a properly-
formatted APA reference page.
Use APA format for in-text citations and references when using outside sources and textual
evidence.
Skills to be assessed with this assignment: creating effective thesis statements, incorporating
text, responding to literature.
Please be cautious about plagiarism. Make sure to use in-text citations for direct quotes,
paraphrases, and new information.
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“The Cask of Amontillado” b ...
Response Papers [RP]Our RP’s are short and sweet—only 2 paragmickietanger
Response Papers [RP]:
Our RP’s are short and sweet—only 2 paragraphs. However, in that small space you have a lot to accomplish. You have to
a) show quality interaction with the question that indicates
thought beyond answers
covered in class (we are not looking for repetition of what we already know but your thoughts on the matter)
b) choose the best evidence from the course experience you can for your answer (course experience includes anything that involves your enrollment in this class)
c) utilize the best original analysis you can provide for your evidence
d) use the best word choice and grammar possible. It is a small amount of space, so make every word count.
Basic Instructions
Follow these six basic instructions or your RP will not be read.
1) Put the following information in the upper left-hand corner of the first page:
Name
Theatre Class [for example, THEA241-010]
Question #
Email Address
2) Give your RP an interesting title. This is the place to be most creative in an attempt to draw the reader into your text.
3)
You will respond according to the following template, numbering both sections:
Section 1.
Summarize your personal and general experience with the reading, readings, performance, or concept involved in your chosen question (How did it make you feel? Did you agree or disagree with its ideas, characters, styles, or qualities? Did it resonate with anything in your personal life? Was it difficult or easy to experience and why?). Feel free to use an informal writing style and first person. [4-6 meaty but concise sentences]
Section 2.
Provide an argument (i.e. convince the reader of your answer) in response to your selected question in one paragraph using the following organization. Please use this format or you will not receive credit for the assignment:
Thesis sentence
—the “thesis statement” of your paragraph or what you intend to prove, including all of the pertinent information that may be involved in answering the question (like the play or performance involved, your key terms, and your assertion regarding the question).
Lead-in sentence(s)
—one or two sentences that establishes the context for the evidence you provide.
Evidence sentence(s)
—the specific example or examples from the class experience that best helps you answer the question.
Analysis and Conclusion
—this is the longest part of the paragraph, explaining what the evidence means and how it applies to your assertion and other aspects of the question.
Use a formal writing style, and do your best to avoid first person. [1 paragraph—10-12 meaty but concise sentences]
4) You have only a small amount of space to make a lot of mistakes. Be careful
Every time you use the title of a play, like
Oklahoma
, it should be italicized. all caps or underlined.
Watch your grammar and punctuation. There is practically no difference between form and meaning.
Make your margins 1 inch on all sides and double space your text. Use 12 font, T ...
W4 Assignment 1. DiscussionAs in all assignments, cite your sou.docxaryan532920
W4 Assignment 1. Discussion
As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Ethics in Healthcare
In this assignment, you will study the role of ethics in healthcare.
Based on your research, respond to one of the following discussion questions.
Discussion Question 1
Read the following article:
Shelton, A., Freeman, B., Fish, A., Bachman, J., & Richardson, L. (2015). American Journal of Critical Care, 24(2), 148-155. doi: 10.4037/ajcc2015983
Ethics guidelines now require that individuals give informed consent to participate in research. Existing ethical guidelines do not help us decide how to seek consent and have allowed managerial experimentation to remain unchecked.
Based on your understanding of the topic and the article, answer the following question:
Do you think that alternative forms of community consent should be actively pursued? Why or why not? How would you feel if your medical records were examined and included in research without your consent based on an illness in the past?
Discussion Question 2
Scenario
Two nurse researchers are interested in studying whether a pain assessment tool for critical care patients is valid and reliable when applied to a group of patients who cannot communicate verbally due to mechanical ventilation. They design a validation study in which randomly selected patients will be assessed using the tool after a painful procedure (tracheal suctioning) and after a non-painful procedure (oral care). If patient responses result in higher scores after the painful procedure than after the non-painful one, then the researchers will conclude that the tool is effective for these patients in differentiating pain responses from responses to nursing procedures in general.
Using the checklist in the text, discuss and draw a conclusion as to whether this study will likely be exempt, expedited, or full review. Explain your rationale.
How to Write From an Informed Audience Perspective
Below are some questions to consider as you write or talk about a theatre production you have attended. All of these may not apply to every show and you may not have strong observations for each one of these things. Always back what you say or write with specific choices, particular moments, details of timing, colors, textures, movement, etc.
Introduction, Thesis and Conclusion:
· Your exit critique should express your opinions and point of view backed up by evidence of examples from the production that caused you to think those things. Your introductory paragraph should contain your thesis statement.
· Your thesis statement should express your point of view—what you think in general about the production and how it was successful or not successful. The body of your paper will then provide details in support of this opinion.
· “A thesis statement focuses your ideas into one or two sentences. It should present the topic of your paper and also make a comment about your positio ...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to write and exam answer - including Mark Scheme
1. What is the examiner looking for in your answer
2. The Big Three
Explanation/Analysis/Argument (20 marks)
Use of Examples (20 marks)
Use of Terminology (10 marks)
Camera shots, Angle, Movement, and
Composition
Editing
Sound
Mise en Scene
3. We are better than this
Level One 17/50
EAA 0 - 7 marks
EG 0 - 7 marks
T 0 - 3 marks
Level Two 27/50
EAA 8 -11 marks
EG 8 -11 marks
T 4 -5 marks
“ Some simple ideas have been
expressed in an appropriate
context. There are likely to be
some errors of spelling,
punctuation and grammar of
which some may be noticeable
and intrusive”
“Some simple ideas have
been expressed. There will be
some errors of spelling,
punctuation and grammar,
which will be noticeable and
intrusive. Writing may also lack
legibility”
4. Level Three
“Straightforward ideas have been
expressed with some clarity and fluency.
Arguments are generally relevant,
though may stray from the point of the
question. There will be some errors of
spelling, punctuation and grammar, but
these are unlike to be intrusive or
obscure meaning”
5. Level Three
EAA 12 – 15 marks
Show proficient understanding of task
Proficient understanding of how technical aspects
construct representation
Mostly relevant to set question
EG 12 – 15 marks
Offers consistent textual evidence
Offers a range of examples (at least 3 areas covered)
Examples mostly relevant to set question
T 4 -5 marks
Use of terminology is mostly accurate
6. Level Four
“Complex issues have been expressed
clearly and fluently. 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”
7. Level Four
EAA 16 – 20 marks
Excellent understanding of task
Excellent knowledge/ understanding of how technical
aspects construct representation
Clearly relevant to set question
EG 16 – 20 marks
Offers frequent textual analysis from extract – range
and appropriateness
Offers full range of examples from each area
Examples clearly relevant to the set question
T 8 – 10 marks
Use of terminology is relevant and accurate
8. How do we give the examiner
what they want?
Two approaches to writing up your ideas
1. Technical Areas – deal with each area
separately ( at least 2 paragraphs each area)
State the area and specific technique, give the example
(denotative), make the link to representation
(connotative) and explain how technique and example
create the representation
2. Stereotypes – describe how the stereotypes are
presented though combined technical areas (2
paragraphs for each stereotype – about 2- 3)
State the stereotype, give examples of how the
stereotype is shown through denotative and connotative
readings
9. How do we give the examiner
what they want?
Whatever approach you choose use a good
paragraph structure (PEE)
Point – Topic sentence where you clearly state either
the technique you are going to talk about or the key
representation you are focusing on
Example – denotative description of element or
stereotype as seen in the extract
Explanation/Analysis – how meaning is generated,
why it is done, how the audience responses, issues, a
bit of theory, linking it back to the area of represenation
etc
Don’t write an introduction or conclusion
10. Primeval Example
In the final scene from the extract, a high angle
shot is used to overlook Jenny from the man’s
point of view. Jenny is lying down on the
ground after the man has pushed her. This
emphasizes her vulnerability and his physical
dominance over the situation as he is placed
over her, looking down. This confronts to the
typical stereotype that women are weaker that
men. Jenny needs to be rescued by West, one
of the male members of the team. When he
arrives West is shown to be stood above Jenny
in a low-angle shot highlights his powerful
presence and is in stark contrast to the
helplessness of Jenny.
11. Primeval Example
In the final scene from the extract, a high angle
shot is used to overlook Jenny from the man’s
point of view. Jenny is lying down on the
ground after the man has pushed her. This
emphasizes her vulnerability and his physical
dominance over the situation as he is placed
over her, looking down. This confronts to the
typical stereotype that women are weaker that
men. Jenny needs to be rescued by West, one
of the male members of the team. When he
arrives West is shown to be stood above Jenny
in a low-angle shot highlights his powerful
presence and is in stark contrast to the
helplessness of Jenny.
12. Representation Theories
Laura Mulvey – argues that cinema
positions the audience as male. The
camera gazes at the female object on
screen. It also frames the male character
watching the female.
We watch the girl; we see the male watching the
girl; we position ourselves within the text as a
male objectively gazing at the female.
Can be applied to other media forms also.
13. Hegemony (dominant
ideology) – Richard Dyer
A key concern in the study of representation is
with the way in which representations are made
to seem ‘natural’.
All texts, however 'realistic' they may seem to
be, are constructed representations
Richard Dyer posed questions that force people to
challenge or question the dominant ideology
Dyer said: ‘How we are seen determines how we are
treated, how we treat others is based on how we see
them. How we see them comes from representation.’
14. Subculture – Dick Hebdidge
In his book, Subculture and The Meaning of Style,
Hebdidge said that a subculture is a group of like
minded individuals who feel neglected by societal
standards and who develop a sense of identity which
differs to the dominant on to which they belong.
Ken Gelder lists 6 ways in which a subculture can be
recognised: 1) Often have negative relationship to
work 2) Negative or ambivalent relationship to class
3) Through their associations with territory ( The
street, the hood, the club) rather than property 4)
Through their stylistic ties to excess 5) Through their
movement out of home into non-domestic forms of
belonging (social groups as opposed to family) 6)
Through their refusal to engage with they might see
as the ‘banalities’ of life.
15. Your Turn - Discuss the ways in
which the extract constructs the
representation of gender….
You are going to use approach 1
Try and write about at least 2 areas
Try to make links to the intended audience
and the theories we have talked about.
You will have 30mins
Self assessment
16. Self Assessment
Have you:
Identify specific stereotypes
Used key media terms correctly
Used detailed references to the text
Explained how techniques can be read to
make assumptions about representation
Linked every example to representation/
stereotypes and analysed how the
techniques create representation.
Stated whether or not specific stereotypes
are reinforced or challenged
Discussed the issues surround the use of
stereotypes and making links to theories
and possible the audience (effects)
Used good paragraphing and sentence
structures, correct spelling
• Has done all
of these =
L4+
• Have done
most of
these = L4
• Have done
some of
these = L3
• Have done
a few of
these = L2
• Have done
hardly any
of these =
L1