The document provides guidance for students on how to structure an effective response to an exam question about representation in media texts. It recommends using specific examples from the text, analyzing how production techniques construct representations and stereotypes, and linking examples to representation theories. Higher-level responses should demonstrate a clear understanding of the task, use terminology accurately, provide a range of relevant examples, and connect representations to their social implications and intended audience effects.

1. What is the examiner looking for in your answer

2. 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

3. 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

4. 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”

5. 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”

6. 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

7. 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”

8. 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

9. 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 and issues surround
representation and stereotypes
 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 or challenged through denotative
and connotative readings

10. 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 (esp TA),
issues, why that representation, a bit of theory, linking it
back to the area of representation etc
Don’t write an introduction or conclusion

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. 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.

13. Primeval Example – Higher
Level PEEL – link to
theory/wider issues 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. As a science fiction TV Drama it could be argued
that a predominately male audience would be watching
and this stereotype would confront to the views of that
audience and provide a certain level of pleasure/
satisfaction. As Mulvey argues women are often
portrayed in the media in the way men wish to see them

14. 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.
 Women are shown in a way that would appeal to
men (both physically and in the way they behave)

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