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.
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.
It is a computer based test required for post-graduate degree in all fields e.g. MS, PhD. This is one of the most
recognized tests for admission in US universities. GRE is also accepted by some prestigious business schools in
America. It is accepted by all US universities and many leading institutions across the globe.
Cerebral Palsy is the topic i would like to choose for powerpoin.docxsleeperharwell
Cerebral Palsy is the topic i would like to choose for powerpoint
This assignment will allow you to investigate and report on approaches to identification and assessment of a specific developmental disability by designing a PowerPoint presentation for the class. Submit your disability selection (any one of the disabilities discussed in your text: Intellectual Impairment [formerly known as Mental Retardation], Autism Spectrum Disorder, early academic learning difficulty or emotional/behavioral problems) and your date/time for the presentation to your instructor for approval by week 3. To ensure that a variety of disabilities are covered, your instructor will ensure that each student presents on a different disability on a first come first served basis, so submit your preferences as soon as possible to ensure a topic of interest. We will hear three – four presentations each week between weeks 10 and 15. You will have 15 minutes to present to the class; limit presentation to 8-12 slides. The presentation should include coverage of the following: (a) Description of the selected developmental disability, including diagnostic/classification criteria (and corresponding identification system: DSM-5, IDEA, Zero to Three) and strengths and weaknesses of individuals with this disorder; (b) Descriptions of assessments for identifying this disability, including discussion of best practice considerations identified from the research literature (must provide
5 Peer-reviewed article references
supporting the points presented in your presentation), psychometric properties, technical consideration [validity/reliability], etc); (c) Description of sources of assessment information, settings, and other contextual considerations for identifying the selected developmental disability; (d) examination of cultural, language, and disability considerations for assessment. Your presentation should be interactive between you and your audience and should allow time for a question & answer period.
ower Point Presentation Grading Rubric:
0-14 points
15-17 points
18-20 points
Content
LOs: 1, 2, & 4-5
Ideas, questions, and thoughts provide little of the required information (a-d above) and/or you discuss only your opinions without support from the course material or research.
Some required components (a-d above) are addressed but not all or not fully. There is some integration of your ideas with the course material and your own research (or you provide limited course/research support for your ideas)
You fully address the four required areas a-d listed above. You fully support your personal ideas with the course material and your own research
Expressive Skills
You are difficult to follow and/or disorganized in your presentation format/approach; slides are visually unappealing and you rarely answer and/or engage your audience.
You communicate clearly only some of the time and/or are inconsistently enthusiastic (e.g., merely reading directly from slides); You .
PADM 620Discussion Board Forum Grading RubricCriteriaLevels .docxkarlhennesey
PADM 620
Discussion Board Forum Grading Rubric
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not present
Points Earned
Demonstrates content mastery and a well-rounded understanding of the issue.
23 to 25 points
All posts display clear content mastery, and relate precisely to the assigned topic.
21 to 22 points
All posts are related to the assigned topic, but do not provide evidence of subject mastery.
1 to 20 points
Posts are loosely related to the assigned topic, and do not effectively contribute to the development of the discussion. Posts display a minimal or superficial understanding of the topic.
0 points
Posts do not provide evidence of subject mastery.
Articulates a clear position on the topic with academic support.
23 to 25 points
Posts are balanced in their approach to the topic, but provide evidence of a clear, well-researched position on the topic.
21 to 22 points
Posts are mostly balanced, but do not provide evidence of a firm position derived from research or current literature.
1 to 20 points
Posts show a clear bias, or do not provide a discernible position on the issue. Evidence of research is not present.
0 points
Posts do not display evidence of individual thought or topical research.
Contributes to the overall discussion through relevant, substantive posts.
18 to 20 points
Unique contributions are made to the discussion in both the thread and 2 replies.
16 to 17 points
Contributions are made through a thread and 2 replies, but are definitional in nature.
1 to 15 points
Contributions made are minimal, and are derivative in nature.
0 points
Contributions to the discussion are nominal.
Structure
Advanced
Proficient
Developing
Not present
Points Earned
Grammar and Spelling
9.25 to 10 points
Correct spelling and grammar are used throughout essay. Posts contain fewer than 2 errors in grammar or spelling that distract the reader from the content.
8 to 9 points
Posts contain fewer than 5 errors in grammar or spelling that distract the reader from the content.
1 to 7 points
Posts contain fewer than 8 errors in grammar or spelling that distract the reader from the content.
0 points
Posts contain more than 8 errors in grammar or spelling that distract the reader from the content.
Structure
Advanced
Proficient
Developing
Not present
Points Earned
Current APA Format
9.25 to 10 points
Minimal errors (1–2) are present in the interpretation or execution of current APA format.
8 to 9 points
Few errors (3–4) are present in the interpretation or execution of current APA format.
1 to 7 points
Numerous errors noted in the interpretation or execution of current APA format.
0 points
Notable absences in required current APA formatting elements.
Assignment Requirements
9.25 to 10 points
Required word count of 400–500 words for the thread and 250–300 words for each reply is met. Thread includes at least 2 references in current APA format and each reply includes at least 1 reference in current APA format.
8 to 9 points
Mini ...
ENGL 102Fiction Essay Grading RubricCriteriaLevels of Achiev.docxSALU18
ENGL 102
Fiction Essay Grading Rubric
Criteria
Levels of Achievement
Points Earned
Excellent
Fair
Deficient
Development
(CCLO #2)
39 to 45 points
· Major points are stated clearly and are well-supported.
· Content is persuasive and comprehensive.
· Content and purpose of the writing are clear.
· Thesis has a strong claim.
· Audience is clear and appropriate for the topic.
· Supportive information (if required) is strong and addresses writing focus.
31 to 38 points
· Major points are addressed, but clarity or support is limited.
· Content is somewhat persuasive or comprehensive.
· Content is inconsistent (lack of clear purpose and/or clarity).
· Thesis could be stronger.
· Supportive information (if required) needs strengthening or does not address writing focus.
0 to 30 points
· Major points are unclear and/or insufficiently supported.
· Content is missing essentials.
· Content has unsatisfactory purpose, focus, and clarity.
· Supportive information (if required) is missing.
Organization and Structure
(CCLO #1)
39 to 45 points
· Writing is well-structured, clear, and easy-to-follow.
· Introduction is compelling and introduces the topic and thesis.
· Each paragraph is unified and has a clear central idea.
· Transitional wording is present throughout the writing.
· Conclusion is a logical end to the writing.
· Essay is at least 750 words.
31 to 38 points
· Writing is adequately organized, but some areas are difficult to follow.
· Introduction needs to provide a stronger gateway into the writing.
· Some paragraphs lack unity and coherence.
· Better transitions are needed to provide fluency of ideas.
· Conclusion is trite or barely serves its purpose.
· Essay almost meets required word count.
0 to 30 points
· Organization and structure detract from the writer’s message.
· Introduction and/or conclusion is/are incomplete or missing.
· Paragraphs are not unified (e.g. more than 1 topic included, missing or inadequate controlling and concluding sentences).
· Transitions are missing.
· Conclusion, if present, fails to serve its purpose.
· Essay does not meet required word count.
Grammar and Diction
(CCLO #1, #3)
39 to 45 points
· The writing reflects correct grammar, punctuation, and spelling standards.
· Language is accurate, appropriate, and effective.
· The writing’s tone is appropriate and highly effective.
31 to 38 points
· The writing contains some grammar, punctuation, and/or spelling errors.
· Language is unclear, awkward, or inappropriate in parts.
· The writing’s tone is generally appropriate and moderately effective.
0 to 30 points
· The writing contains many grammar, punctuation, and/or spelling errors.
· Language use is largely inaccurate or inappropriate.
· The writing’s tone is ineffective and/or inappropriate.
Format: Current MLA/APA/ Turabian Paper Requirements
(CCLO #6)
11 to 15 points
· Writing correctly follows current formatting guidelines.
· Parenthetical and bibliographical source citations are used correctly and appropri ...
English 2030 Response Paper Due See class schedule for .docxSALU18
English 2030 Response Paper
Due: See class schedule for dates. You can submit your essay in the D2L Dropbox
on any one of three deadlines. If you choose the first or second deadline, you will be
eligible to revise your essay if you are not pleased with your original grade. If you
choose the third deadline, you will not be able to revise.
The D2L Dropbox scans each essay for evidence of plagiarism. Be sure to document
your sources if you consult websites or other resources.
Requirements:
Meet or exceed 500 word (that's about 2 pages) minimum
Use 12 point font, double-space, standard margins (usually 1-1.25 inches)
Use MLA or equivalent page format: you should have a heading (your name,
my name, date, class at top left), a title, and page numbers.
Use MLA parenthetical citation format for quoted and paraphrased material
Provide Works Cited page with correct MLA entry for the appropriate text(s) in
the Norton Introduction to Literature (does not count toward your word/ page
requirement) and for all other sources (websites, articles, books, etc)
Your response should reflect your own ideas and your sources (if you consult
websites, books, articles, etec) should be properly documented per MLA
guidelines. Essays with evidence of plagiarism (intentional or unintentional)
will receive an F.
Your response should be supported by specific quotations from the literary text.
Your essay should be written for a college academic audience and demonstrate
evidence of careful editing and proofreading. Essays written like text messages
or with several grammar/ proofreading issues will not receive a passing grade.
Response Essay Topic:
Choose one of your discussion board posts and revise it into a more formal response
paper in which you critically engage the literary text you discussed in your post. In
other words, you will need to move beyond basic plot summary (here’s what
happened in the text) and your reaction to the text (I liked it, I didn’t like it, It
reminded me of my brother, etc.) to a critical analysis. The bulk of your essay should
consist of your own ideas in your own words; this is not a research paper. Your essay
should have a clear thesis (your main point) and evidence from the poem, short-story,
or play to support your point. See the Sample Response Papers in the Norton on pages
50-53, 502-503,794-96.
Review Norton “Writing About Literature” Chapter 17 Paraphrase, Summary,
Description; Chapter 18 The Literature Essay; Chapter 20 Research Essay (note—
you are not writing a research essay but you may find the section on Integrating
Source Material useful if you consult sources); Chapter 21 Quotation, Citation, and
Documentation.
The Dos and Don'ts of Response Papers:
DO NOT: Only summarize plot DO: Analyze the thematic and symbolic significance
of events in the story
DO NOT: Say you didn't like a
character
DO: Explain how a c ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. What 4 basic things must
you include in your answer
to get above a Level 2?
2. What else can we discuss?
Discuss why they were scheduled:
• On the channels that chose them
• On the days and times they were transmitted (15
marks)
6. Level 4 = 12- 15 Marks
Discusses the scheduling of two
comedies
Precise and accurate use of scheduling
terminology
Detailed understanding of industry
context/ethos/branding
Evaluates audience categories and uses
accurate audience terminology
Good SPaG
Level 3 = 9 – 11 Marks
Accurately describes the scheduling of
two comedies
Some use of scheduling terminology
Sound understanding of industry
context/ethos/branding
Identifies audience and uses audience
terminology
Generally good SPaG – clear to read
Level 2 = 4 – 8 Marks
Describes the scheduling of two
comedies
Limited use of scheduling terminology
Some understanding of industry
context/ethos/branding
States one audience category and uses
some audience terminology
Some errors with SPaG
Level 1 = 0 – 3 Marks
Partially describes the scheduling of two
comedies
Minimal use of scheduling terminology
Minimal understanding of industry
context/ethos/branding
Limited reference to audience
categories – no use of audience
terminology
Simple ideas - Some errors with SPaG
0 marks = Nothing worthy of credit
7. Mini mock
• You have 15 minutes to write a response to the
following question:
4(a) Pick two TV comedies. Discuss why they were
scheduled:
• On the channels that chose them
• On the days and times they were transmitted
(15 marks)
8.
9. Annotation instructions:
• Double tick a pleasure established with
exemplification – tick the pleasure when first
stated, then add the second tick in the same
place when satisfied with the exemplification
• Single tick a pleasure with no exemplification
• Do not reward the same pleasure more than
once per programme
• Use P if no pleasures established for a text
10. Q4b - The Mark SchemeLevel 4 (12–15 marks)
• Shows detailed knowledge of audience pleasures
• Thorough understanding of how programmes offer audience pleasures
• Detailed and appropriate exemplification
• Ideas expressed clearly and fluently in well– structured sentences with few, if any, errors of spelling, punctuation and
grammar.
Level 3 (9-11 marks)
• Shows sound knowledge of different audience pleasures
• Sound understanding of how programmes offer audience pleasures
• Relevant textual exemplification (with some detail at the top of the band)
• Ideas expressed with some clarity and fluency; errors of spelling, punctuation and grammar do not obscure meaning.
Level 2 (4-8 marks)
• Shows knowledge of one or two audience pleasures
• Basic understanding of how at least one programme offers audience pleasures
• Some textual exemplification (at the top of the band)
• Some ideas expressed appropriately but possibly with some errors of spelling, punctuation and grammar that obscure
meaning
Level 1 (0–3 marks)
• Describes one or two texts
• Some simple ideas expressed with errors of spelling, punctuation and grammar that obscure meaning.
• Writing may also lack legibility.
11. Q4b - The Requirements
• Knowledge of audience pleasures
• Knowledge of how programmes offer
audience pleasures
• Links to specific examples (inc. events and
episode name or series series and episode number)
• SPaG
Limited Basic/Some Sound Detailed
12. Q4b - Guidance
Level 4 (12–15 marks)
• 14–15 As below, plus a focused discussion of the similarities and/or differences between the pleasures offered by
two programmes
• 12–13 Double ticks predominate for analysis of two or more audience pleasures with detailed textual
exemplification.
Level 3 (9-11 marks)
• Level 3 answers must cover two pleasures and two texts:
• 10 – 11 marks Some double ticks
• 9 marks Series of single ticks for:
• Answers that fail to give specific textual detail but with a sound knowledge of pleasures
• OR
• Lack of specific detail (such as character description or vague outlines of the texts as a whole).
• Discussion of different types of comedy (e.g. visual comedy, slapstick comedy, verbal comedy, black comedy,
satire) counts as one pleasure, unless the answer touches upon other pleasures in the course of this discussion.
Level 2 (4-8 marks)
• Level 2 answers may only cover one pleasure or one text:
• 7 – 8 marks Some limited exemplification of at least one pleasure.
• 5 – 6 marks Some understanding of pleasure(s) with no exemplification
• 4 marks One pleasure poorly stated, e.g. ‘being funny’.
• Answers using a text or texts that are clearly not comedy programmes (e.g. soap operas) can reach level 2, but
they must discuss pleasures that are offered by comedy programmes.
Level 1 (0–3 marks)
• Level 1 answers will typically describe the text(s).
13. Level 4 = 12- 15 Marks
Analysis of two (in depth) or more
audience pleasures with detailed textual
exemplification.
Level 3 = 9 – 11 Marks
Level 3 answers must cover at least two
pleasures and two texts
Lower level 3 may be quite vague but
shows understanding of a range of
pleasures
Level 2 = 4 – 8 Marks
Level 2 answers may only cover one
pleasure or one text
Lower level 2 may simply provide
example ‘being funny’
Level 1 = 0 – 3 Marks
Description of the text
15. Reason for selection:
• This answer shows understanding of audience pleasures by citing
various pleasures, such as ‘building a relationship with the
characters’, feeling superior to stereotyped characters, and humour.
However, the answer suffers from the common fault of lacking
detailed examples. This limits its mark to level 3 at best.
• There is a reference to the nature of the family, but the section on
stereotypes solely refers to characters and does not give examples
of narrative events that express their characterisation. This reliance
on characters is very typical of answers in this band. There is one
more promising reference to one episode that featured a snobby
incident, but this is too vague to count as detailed.
Example 1
Marks awarded and rationale: 10 marks
16. Reason for selection:
• The answer works through several pleasures.
• ‘Familiarity’ is exemplified quite well, which is unusual for this
pleasure.
• ‘Identifying’ with ‘the issues’ is perhaps not the best formulation
possible, but the example is relevant and detailed, and there are
further examples, though not very detailed ones, later.
• The paragraph on narrative fails to establish any pleasures, but the
answer is not penalised for this as examiners are instructed to mark
positively and this is not a glaring error. ‘Jokes and sarcasm’ implies a
third pleasure, but this is not exemplified.
• This answer meets the level 4 criteria but only just, so gains 12 marks
as it just reaches the bottom of the level 4 mark band.
Example 2
Marks awarded and rationale: 12 marks
17. Q4b - Guidance
Level 4 (12–15 marks)
• 14–15 As below, plus a focused discussion of the similarities and/or differences between the pleasures offered by
two programmes
• 12–13 Double ticks predominate for analysis of two or more audience pleasures with detailed textual
exemplification.
Level 3 (9-11 marks)
• Level 3 answers must cover two pleasures and two texts:
• 10 – 11 marks Some double ticks
• 9 marks Series of single ticks for:
• Answers that fail to give specific textual detail but with a sound knowledge of pleasures
• OR
• Lack of specific detail (such as character description or vague outlines of the texts as a whole).
• Discussion of different types of comedy (e.g. visual comedy, slapstick comedy, verbal comedy, black comedy,
satire) counts as one pleasure, unless the answer touches upon other pleasures in the course of this discussion.
Level 2 (4-8 marks)
• Level 2 answers may only cover one pleasure or one text:
• 7 – 8 marks Some limited exemplification of at least one pleasure.
• 5 – 6 marks Some understanding of pleasure(s) with no exemplification
• 4 marks One pleasure poorly stated, e.g. ‘being funny’.
• Answers using a text or texts that are clearly not comedy programmes (e.g. soap operas) can reach level 2, but
they must discuss pleasures that are offered by comedy programmes.
Level 1 (0–3 marks)
• Level 1 answers will typically describe the text(s).
18. Mini mock
• You have 15 minutes to write a response to the
following question:
4b. Discuss how two programmes offer different
audience pleasures.
Give at least one example from each programme.
• Programme 1: Programme 2:
(15 marks)