This document provides a mark scheme for a media studies exam assessing students' understanding of how representations are constructed in television drama through technical aspects. It evaluates students across three criteria: explanation/analysis/argument, use of examples, and use of terminology. Higher levels are awarded more points and require a clear understanding of how techniques shape representations, relevant examples from the text, and accurate terminology. Lower levels receive fewer points and demonstrate a more basic grasp of the concepts and partial fulfillment of the criteria.
The document is a mark scheme for a GCE Advanced Subsidiary exam on media studies. It provides assessment criteria for two sections - a textual analysis question focusing on representations in an unseen TV extract, and an essay question on institutions and audiences. For each section, it outlines four levels of achievement and describes the characteristics of responses for explanation/analysis, use of examples, and use of terminology at each level.
This document provides the mark scheme for a media studies exam on critical perspectives in media. It outlines the requirements examiners must follow when assessing candidates' answers and awarding marks. The mark scheme describes four levels of performance from 1 to 4, with associated mark ranges and criteria for evaluating the quality of content, structure, examples, and use of terminology in candidates' responses. Examiners are instructed to award marks based on this scheme and not engage in external discussions about specific answers.
This document provides mark schemes for three units (G322, G323, and thresholds) for the January 2009 Advanced Subsidiary GCE Media Studies examination. It outlines the assessment criteria for Section A (textual analysis of an unseen media extract) and Section B (discussion of media institutions and audiences) of G322 and G323. For each section, it describes four levels of achievement and the marks allocated to explanation, examples, and terminology. It also lists the threshold marks for a pass, merit, distinction, or fail for each unit on the exam.
This document provides the mark scheme for the January 2011 GCE Media Studies Advanced Subsidiary GCE exam. It outlines the requirements for two sections - Section A involves analyzing representations in a short unseen television extract, and Section B involves discussing issues of media ownership and institutions. The mark scheme provides scoring criteria and levels to assess candidates' responses for their analysis, use of examples, and terminology.
Ocr gcse media studies exam mark schemeNick Crafts
The document provides information about OCR (Oxford Cambridge and RSA) examinations and GCSE qualifications. It discusses that OCR offers a wide range of qualifications to meet the needs of all candidates. It also notes that OCR develops new specifications to meet national requirements and the needs of students and teachers. The document serves as a mark scheme for a GCSE Media Studies exam on textual analysis and media studies topics related to moving images. It provides guidance for examiners on how to apply marks to student responses.
This document contains a specimen exam paper for the Higher Modern Studies exam in Scotland. It is divided into three sections worth a total of 52 marks. Section 1 is on democracy in Scotland and the UK and is worth 20 marks. Candidates must choose one question from three options examining factors influencing voting behavior and implications of leaving the EU. Section 2 covers social issues in the UK, worth 20 marks, and includes questions on causes of inequality and crime. Section 3 addresses international issues worth 12 marks, examining world powers and issues. For each section, candidates must choose one question from the options provided. The document provides the structure, requirements, and marking guidelines for the exam.
This document provides an overview and study guide for an engineering programming course using C++. It includes information on prerequisites, prescribed materials, course objectives, structure, administration, and evaluation. The course aims to teach object-oriented programming skills and problem solving using C++. It is divided into five units covering C++ coding elements, object-oriented design methodology, C++ classes and objects, graphical user interfaces, and interface programming. Students will complete lectures, tutorials, practical sessions, and self-study to learn programming concepts and skills to solve basic engineering problems. Evaluation will include module tests, practical assignments, and a final examination.
The document provides guidance on writing effective multiple choice questions for assessing students in information technology education. It discusses using multiple choice questions to test higher levels of cognition beyond just knowledge, such as comprehension, application, and analysis. It also covers best practices for writing high quality multiple choice questions, including using clear grammar, an appropriate number of options, plausible distractors, and testing the desired level of cognition. The goal is to provide IT teachers with information to help them construct multiple choice questions that maintain the integrity of their assessments.
The document is a mark scheme for a GCE Advanced Subsidiary exam on media studies. It provides assessment criteria for two sections - a textual analysis question focusing on representations in an unseen TV extract, and an essay question on institutions and audiences. For each section, it outlines four levels of achievement and describes the characteristics of responses for explanation/analysis, use of examples, and use of terminology at each level.
This document provides the mark scheme for a media studies exam on critical perspectives in media. It outlines the requirements examiners must follow when assessing candidates' answers and awarding marks. The mark scheme describes four levels of performance from 1 to 4, with associated mark ranges and criteria for evaluating the quality of content, structure, examples, and use of terminology in candidates' responses. Examiners are instructed to award marks based on this scheme and not engage in external discussions about specific answers.
This document provides mark schemes for three units (G322, G323, and thresholds) for the January 2009 Advanced Subsidiary GCE Media Studies examination. It outlines the assessment criteria for Section A (textual analysis of an unseen media extract) and Section B (discussion of media institutions and audiences) of G322 and G323. For each section, it describes four levels of achievement and the marks allocated to explanation, examples, and terminology. It also lists the threshold marks for a pass, merit, distinction, or fail for each unit on the exam.
This document provides the mark scheme for the January 2011 GCE Media Studies Advanced Subsidiary GCE exam. It outlines the requirements for two sections - Section A involves analyzing representations in a short unseen television extract, and Section B involves discussing issues of media ownership and institutions. The mark scheme provides scoring criteria and levels to assess candidates' responses for their analysis, use of examples, and terminology.
Ocr gcse media studies exam mark schemeNick Crafts
The document provides information about OCR (Oxford Cambridge and RSA) examinations and GCSE qualifications. It discusses that OCR offers a wide range of qualifications to meet the needs of all candidates. It also notes that OCR develops new specifications to meet national requirements and the needs of students and teachers. The document serves as a mark scheme for a GCSE Media Studies exam on textual analysis and media studies topics related to moving images. It provides guidance for examiners on how to apply marks to student responses.
This document contains a specimen exam paper for the Higher Modern Studies exam in Scotland. It is divided into three sections worth a total of 52 marks. Section 1 is on democracy in Scotland and the UK and is worth 20 marks. Candidates must choose one question from three options examining factors influencing voting behavior and implications of leaving the EU. Section 2 covers social issues in the UK, worth 20 marks, and includes questions on causes of inequality and crime. Section 3 addresses international issues worth 12 marks, examining world powers and issues. For each section, candidates must choose one question from the options provided. The document provides the structure, requirements, and marking guidelines for the exam.
This document provides an overview and study guide for an engineering programming course using C++. It includes information on prerequisites, prescribed materials, course objectives, structure, administration, and evaluation. The course aims to teach object-oriented programming skills and problem solving using C++. It is divided into five units covering C++ coding elements, object-oriented design methodology, C++ classes and objects, graphical user interfaces, and interface programming. Students will complete lectures, tutorials, practical sessions, and self-study to learn programming concepts and skills to solve basic engineering problems. Evaluation will include module tests, practical assignments, and a final examination.
The document provides guidance on writing effective multiple choice questions for assessing students in information technology education. It discusses using multiple choice questions to test higher levels of cognition beyond just knowledge, such as comprehension, application, and analysis. It also covers best practices for writing high quality multiple choice questions, including using clear grammar, an appropriate number of options, plausible distractors, and testing the desired level of cognition. The goal is to provide IT teachers with information to help them construct multiple choice questions that maintain the integrity of their assessments.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides instructions for a media studies exam. It outlines the structure of the exam, which has two sections. Section A involves analyzing an unseen moving image extract, which will be screened four times to allow note-taking. Students must answer a question about how the extract constructs regional identity through camera work, editing, sound, and mise-en-scene. Section B involves answering a question about how digital technologies impact marketing and consumption in a chosen media area, with 50 marks allotted to each section.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
1) The document provides guidance on how to structure responses for Section A and Section B of the G322 AS Media exam.
2) For Section A on TV drama, it advises to focus the response on analyzing how technical elements construct representations rather than just describing them.
3) For Section B on film institutions, it recommends discussing the processes of production, distribution, and exhibition in British film by referencing specific case studies and films. Key words related to these processes are defined.
Glossary of Terminology for AS Media Studies G322 Audiences and InstitutionsMr Lamb
The document defines various key terms related to film audiences and institutions, including different types of film screenings and releases, the major film studios and distribution models, and different stages of film production and distribution. Advance screenings are used before official release to get feedback or build anticipation. The Big Six refers to the six major Hollywood studios that dominate the industry. Distribution and exhibition refer to marketing films to audiences and showing films in theaters.
This document provides guidance for revising for the AS Media Studies exam. It outlines the format of the exam, which consists of two sections - Section A focuses on analyzing representations in a TV drama extract, and Section B involves questions on institutions and audiences. For Section A, students will analyze how representations of various social groups are constructed through camerawork, editing, sound, and mise-en-scene. Section B may involve topics like production, distribution, marketing, and questions relate to case studies on Disney and Film 4. The document advises spending 45 minutes on each question and provides revision resources on the exam topics.
This document provides information and instructions for a student taking an exam on media studies. It includes a booklet with notes on four micro features that the student will refer to and take notes on during the exam. The booklet then provides detailed summaries of key concepts in cinematography, editing, and sound that may be addressed in the exam questions. These concepts include various camera shots and angles, editing techniques, principles of continuity editing, and elements of sound design like music, dialogue, effects, volume, pitch, and fidelity.
The document provides information about the AS Media Studies exam, which has two sections. Section A focuses on analyzing representations in a TV drama extract, while Section B examines issues related to the film industry, including institutions, audiences, ownership, marketing, and technology. Key concepts discussed include concentration of media ownership, cross-media convergence, synergy, viral marketing, changing models of distribution, and the impacts of new technologies. Disney is used as a case study to illustrate synergy and how a major media conglomerate leverages its various subsidiaries and platforms.
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response discusses mise-en-scène, editing, and sound to analyze how age and innocence are represented. For question two, about funding and distribution for independent and Hollywood films, the response compares Warp Films and Working Title, discussing funding models, technology impacts, and distribution strategies. The commentary evaluates both responses as strong, with good use of examples and terminology to back up explanations and arguments.
This document provides guidance for a timed exam on analyzing how technical features in a TV drama represent sexuality. It discusses the exam structure, different types of TV drama, key technical features to analyze, representations of sexuality, and stereotypes. Students are instructed to practice analyzing excerpts using the technical features of mise-en-scene, editing, sound, and camerawork to understand how they construct representations of sexuality and potentially influence audience views. Practice questions are provided for students to analyze sexuality in short clips and prepare for the exam.
The candidate demonstrates a clear understanding of how mise-en-scene and camera work are used to represent age in a television drama extract. Specific examples are used to analyze the representation of the middle-aged working class characters and a younger character. Technical aspects of sound are also discussed in the context of representing age. The response shows a good strategy for comparing and contrasting different social groups. For the second question on the video game industry, the candidate analyzes Grand Theft Auto IV in detail, discussing its release across platforms, certification, consumer interactivity features, and the institutional relationships and revenue streams between
This document outlines homework and preparation for an upcoming exam on TV drama. Students are instructed to:
1) Annotate codes and conventions from a magazine spread and type up an interview at home over winter break.
2) Ensure their blog is up to date and get a head start on revising the exam topics recommended.
3) The exam will focus on textual analysis of how technical features represent particular groups in a TV drama, followed by a section on the film industry. Key areas to learn include sound types, mise-en-scene, verbal/technical/non-verbal codes, and stereotypes.
This document provides guidance for a class exam on representing class and gender in TV drama. It discusses:
1) The aims of recapping key concepts around representing class and gender and how technical elements construct stereotypical or anti-stereotypical portrayals.
2) Students will analyze an unseen video extract and discuss how it represents these areas using techniques like mise-en-scene, cinematography, editing, and dialogue.
3) A homework assignment requires students to write a practice exam response analyzing how a sequence represents class or gender through technical elements.
This document outlines the lesson plan and homework for a media studies class focusing on representing age through technical codes. It includes a test on technical areas, analysis of a TV drama scene showing different generations at a school, and homework to revise for an upcoming mock exam on representing gender and age in TV drama. Students are encouraged to identify both stereotypes and anti-stereotypes used in media representations.
This document provides information and instructions for a lesson on analyzing how technical features construct representations of gender in TV dramas. It includes homework assigning a paragraph analysis of how technical areas represent disability in Downton Abbey. The lesson will review representing gender and analyze a soap opera clip. Students are given tasks to identify stereotypes, analyze footage using a worksheet, and define technical terms. The homework is to revise for an upcoming mock exam and test using provided online resources and notes.
This document provides instructions and guidance for a media studies exam on representing regional identity in TV dramas. It includes:
- An overview of the exam which focuses on analyzing an unseen TV drama extract using knowledge of representation and four technical features.
- A recap of key concepts like sound types, mise-en-scene, codes and shots to analyze representation.
- Analysis of scenes from the TV drama 'Doc Martin' to practice examining the technical features and how they construct stereotypes of the Cornish region.
- Homework assigning practice of revision tasks and understanding representation across different regions.
This document provides guidance for a 50-mark exam on representing ethnicity in TV drama. It recaps the technical features of mise-en-scene, sound, camera shots, and codes. Students analyze an unseen drama clip to identify how the features construct representations of ethnicity. The document outlines the exam structure, provides example questions, and guides analysis of a sample clip where stereotypes of white and non-white ethnic groups are represented. Students are instructed to practice applying the analysis framework and technical terminology to prepare for the exam.
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response demonstrated good use of mise-en-scene and technical elements to analyze age and representation. For question two, about funding and distribution for independent and major studio films, the response compared practices of Warp Films and Working Title Films, discussing the impact of funding sources and digital technology. The commentary assessed both answers as strong, with good use of examples and terminology to back up explanations and arguments.
Students are required to complete a practical production portfolio for their A2 OCR Media Studies course. This involves creating three media products covering two or more platforms to fulfill a set brief. They must produce a main product and two supporting products, ensuring consistency of style across all three. During production, students should incorporate research findings about their target audience and demonstrate technical skill and creativity within the constraints of their chosen brief.
OCR is a leading UK exam board that provides qualifications for students of all ages, including AS/A levels, GCSEs, and vocational qualifications. This document contains the mark scheme for a January 2012 Media Studies exam on television drama. It outlines the requirements examiners will use to award marks for questions about how technical aspects construct representations in a media text and about patterns of media production, distribution, and consumption. Candidates will be assessed on their analysis, use of examples from the given materials, and use of relevant terminology.
This document provides a specimen paper for an Advanced Subsidiary GCE Media Studies exam on key media concepts related to TV drama. It contains (1) instructions for candidates on how to complete the exam, (2) an unseen TV extract that candidates will analyze, and (3) two essay questions - one on representations in the extract and one on institutions and audiences. It also includes a mark scheme that assesses candidates' analysis, use of examples, terminology, and writing skills.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides instructions for a media studies exam. It outlines the structure of the exam, which has two sections. Section A involves analyzing an unseen moving image extract, which will be screened four times to allow note-taking. Students must answer a question about how the extract constructs regional identity through camera work, editing, sound, and mise-en-scene. Section B involves answering a question about how digital technologies impact marketing and consumption in a chosen media area, with 50 marks allotted to each section.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
1) The document provides guidance on how to structure responses for Section A and Section B of the G322 AS Media exam.
2) For Section A on TV drama, it advises to focus the response on analyzing how technical elements construct representations rather than just describing them.
3) For Section B on film institutions, it recommends discussing the processes of production, distribution, and exhibition in British film by referencing specific case studies and films. Key words related to these processes are defined.
Glossary of Terminology for AS Media Studies G322 Audiences and InstitutionsMr Lamb
The document defines various key terms related to film audiences and institutions, including different types of film screenings and releases, the major film studios and distribution models, and different stages of film production and distribution. Advance screenings are used before official release to get feedback or build anticipation. The Big Six refers to the six major Hollywood studios that dominate the industry. Distribution and exhibition refer to marketing films to audiences and showing films in theaters.
This document provides guidance for revising for the AS Media Studies exam. It outlines the format of the exam, which consists of two sections - Section A focuses on analyzing representations in a TV drama extract, and Section B involves questions on institutions and audiences. For Section A, students will analyze how representations of various social groups are constructed through camerawork, editing, sound, and mise-en-scene. Section B may involve topics like production, distribution, marketing, and questions relate to case studies on Disney and Film 4. The document advises spending 45 minutes on each question and provides revision resources on the exam topics.
This document provides information and instructions for a student taking an exam on media studies. It includes a booklet with notes on four micro features that the student will refer to and take notes on during the exam. The booklet then provides detailed summaries of key concepts in cinematography, editing, and sound that may be addressed in the exam questions. These concepts include various camera shots and angles, editing techniques, principles of continuity editing, and elements of sound design like music, dialogue, effects, volume, pitch, and fidelity.
The document provides information about the AS Media Studies exam, which has two sections. Section A focuses on analyzing representations in a TV drama extract, while Section B examines issues related to the film industry, including institutions, audiences, ownership, marketing, and technology. Key concepts discussed include concentration of media ownership, cross-media convergence, synergy, viral marketing, changing models of distribution, and the impacts of new technologies. Disney is used as a case study to illustrate synergy and how a major media conglomerate leverages its various subsidiaries and platforms.
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response discusses mise-en-scène, editing, and sound to analyze how age and innocence are represented. For question two, about funding and distribution for independent and Hollywood films, the response compares Warp Films and Working Title, discussing funding models, technology impacts, and distribution strategies. The commentary evaluates both responses as strong, with good use of examples and terminology to back up explanations and arguments.
This document provides guidance for a timed exam on analyzing how technical features in a TV drama represent sexuality. It discusses the exam structure, different types of TV drama, key technical features to analyze, representations of sexuality, and stereotypes. Students are instructed to practice analyzing excerpts using the technical features of mise-en-scene, editing, sound, and camerawork to understand how they construct representations of sexuality and potentially influence audience views. Practice questions are provided for students to analyze sexuality in short clips and prepare for the exam.
The candidate demonstrates a clear understanding of how mise-en-scene and camera work are used to represent age in a television drama extract. Specific examples are used to analyze the representation of the middle-aged working class characters and a younger character. Technical aspects of sound are also discussed in the context of representing age. The response shows a good strategy for comparing and contrasting different social groups. For the second question on the video game industry, the candidate analyzes Grand Theft Auto IV in detail, discussing its release across platforms, certification, consumer interactivity features, and the institutional relationships and revenue streams between
This document outlines homework and preparation for an upcoming exam on TV drama. Students are instructed to:
1) Annotate codes and conventions from a magazine spread and type up an interview at home over winter break.
2) Ensure their blog is up to date and get a head start on revising the exam topics recommended.
3) The exam will focus on textual analysis of how technical features represent particular groups in a TV drama, followed by a section on the film industry. Key areas to learn include sound types, mise-en-scene, verbal/technical/non-verbal codes, and stereotypes.
This document provides guidance for a class exam on representing class and gender in TV drama. It discusses:
1) The aims of recapping key concepts around representing class and gender and how technical elements construct stereotypical or anti-stereotypical portrayals.
2) Students will analyze an unseen video extract and discuss how it represents these areas using techniques like mise-en-scene, cinematography, editing, and dialogue.
3) A homework assignment requires students to write a practice exam response analyzing how a sequence represents class or gender through technical elements.
This document outlines the lesson plan and homework for a media studies class focusing on representing age through technical codes. It includes a test on technical areas, analysis of a TV drama scene showing different generations at a school, and homework to revise for an upcoming mock exam on representing gender and age in TV drama. Students are encouraged to identify both stereotypes and anti-stereotypes used in media representations.
This document provides information and instructions for a lesson on analyzing how technical features construct representations of gender in TV dramas. It includes homework assigning a paragraph analysis of how technical areas represent disability in Downton Abbey. The lesson will review representing gender and analyze a soap opera clip. Students are given tasks to identify stereotypes, analyze footage using a worksheet, and define technical terms. The homework is to revise for an upcoming mock exam and test using provided online resources and notes.
This document provides instructions and guidance for a media studies exam on representing regional identity in TV dramas. It includes:
- An overview of the exam which focuses on analyzing an unseen TV drama extract using knowledge of representation and four technical features.
- A recap of key concepts like sound types, mise-en-scene, codes and shots to analyze representation.
- Analysis of scenes from the TV drama 'Doc Martin' to practice examining the technical features and how they construct stereotypes of the Cornish region.
- Homework assigning practice of revision tasks and understanding representation across different regions.
This document provides guidance for a 50-mark exam on representing ethnicity in TV drama. It recaps the technical features of mise-en-scene, sound, camera shots, and codes. Students analyze an unseen drama clip to identify how the features construct representations of ethnicity. The document outlines the exam structure, provides example questions, and guides analysis of a sample clip where stereotypes of white and non-white ethnic groups are represented. Students are instructed to practice applying the analysis framework and technical terminology to prepare for the exam.
This document provides an analysis and commentary on two responses to exam questions about media representation and film production/distribution. For question one, about representation in a film clip, the response demonstrated good use of mise-en-scene and technical elements to analyze age and representation. For question two, about funding and distribution for independent and major studio films, the response compared practices of Warp Films and Working Title Films, discussing the impact of funding sources and digital technology. The commentary assessed both answers as strong, with good use of examples and terminology to back up explanations and arguments.
Students are required to complete a practical production portfolio for their A2 OCR Media Studies course. This involves creating three media products covering two or more platforms to fulfill a set brief. They must produce a main product and two supporting products, ensuring consistency of style across all three. During production, students should incorporate research findings about their target audience and demonstrate technical skill and creativity within the constraints of their chosen brief.
OCR is a leading UK exam board that provides qualifications for students of all ages, including AS/A levels, GCSEs, and vocational qualifications. This document contains the mark scheme for a January 2012 Media Studies exam on television drama. It outlines the requirements examiners will use to award marks for questions about how technical aspects construct representations in a media text and about patterns of media production, distribution, and consumption. Candidates will be assessed on their analysis, use of examples from the given materials, and use of relevant terminology.
This document provides a specimen paper for an Advanced Subsidiary GCE Media Studies exam on key media concepts related to TV drama. It contains (1) instructions for candidates on how to complete the exam, (2) an unseen TV extract that candidates will analyze, and (3) two essay questions - one on representations in the extract and one on institutions and audiences. It also includes a mark scheme that assesses candidates' analysis, use of examples, terminology, and writing skills.
This document provides a specimen paper for an Advanced Subsidiary GCE Media Studies exam on key media concepts related to TV drama. It includes a sample unseen TV extract, two essay questions, and a sample mark scheme for assessing student responses. The first question requires analyzing representations of gender in the extract through camerawork, editing, sound, and mise-en-scene. The second asks about issues an institution faces in targeting audiences. Answers are judged on explanation, example usage, terminology, and other criteria according to three levels of achievement.
This document provides an example specimen paper for an Advanced Subsidiary GCE Media Studies exam focusing on key media concepts in TV drama. It includes two sections - Section A involves textual analysis of an unseen TV extract, and Section B addresses institutions and audiences. The document provides sample questions, marking schemes, and indicative content for candidates to potentially discuss and be assessed on regarding representations, technical elements, institutions, and audience targeting.
This document provides a grading grid for assessing student work on three criteria:
1) Explanation, analysis, and argument - It outlines four levels of achievement from basic to excellent in discussing concepts and relating creative outcomes to media theory.
2) Use of examples - It describes expectations for the range and relevance of examples from the student's own production used to illustrate theoretical ideas.
3) Use of terminology - It establishes standards for using conceptual language from minimal to excellent usage of relevant terms.
This document provides a mark scheme for evaluating responses to an OCR AS Media G322 exam. A level 4 response would demonstrate excellent understanding of the task and technical aspects in the extract through a discussion clearly linked to textual analysis and relevant to the question. It would offer frequent textual examples from each technical area in the extract to fully address all parts of the question, and use relevant and accurate terminology.
This document outlines the marking scheme and criteria for an assessment on postmodern media. It is divided into three sections:
1. The starter quiz section indicates the assessment will evaluate explanation, analysis, argumentation (EAA), examples and terminology (EG), and language (T). It is worth 50 marks total, making it worth 50% of the student's grade.
2. The mark breakdown section allocates 20 marks for EAA, 20 marks for EG, and 10 marks for T.
3. The language in mark scheme section defines the level of competence demonstrated by students for marks in each category, ranging from "limited" and "errors" for level 1 to "well developed," "fluent,"
This document outlines a marking scheme for analyzing a text. It defines four levels of performance with criteria for explanation/analysis, use of examples, and terminology. Level 2 earns basic marks for a simple understanding. Level 3 earns higher marks for a proficient understanding demonstrated through consistent examples and accurate terminology. Level 4 achieves the highest marks for an excellent understanding using frequent textual analysis, a full range of relevant examples, and accurate technical terminology expressed clearly.
This document provides a mark scheme for assessing student responses on postmodern media. It is divided into several sections:
- The assessment criteria are explanation, analysis, and argument (EAA), examples (EG), and terminology (T).
- Different language is used to describe achievement at each level, from limited at level 1 to excellent at level 4.
- Sample student responses (models 1-3) are provided and marked according to the assessment criteria. Feedback is given on strengths and areas for improvement.
- Students are instructed to practice marking the additional sample responses.
This document provides the mark scheme for Section A of the English Literature exam on poetry. It includes 6 mark bands with increasing levels of achievement. For each band, it lists the skills and understanding candidates may demonstrate in their response. It also provides sample exam questions and indicative content that responses could include. The summary evaluates the key details and skills assessed in the exam.
The document provides a mark scheme for the June 2005 computing exam for GCE Advanced Subsidiary Level and Advanced Level. It outlines the requirements and expectations for awarding marks to exam questions and practical tasks. Key points include providing marks for describing database attributes and validation, creating forms to enter and display data, validating strings of binary numbers, and functions to convert between binary and decimal numbers. Examiners are instructed to award marks that fairly reflect the knowledge and skills demonstrated in candidates' responses, even for unexpected correct answers.
This document outlines the marking criteria for Question 1(a) which asks candidates to refer to their work from previous portfolio units. It is divided into four levels:
1) The lowest level (0-10 marks) requires a descriptive answer with limited analysis and few relevant examples. Terminology is minimal.
2) Level 2 (11-15 marks) requires a clearer answer with a narrow range of partly relevant examples and basic terminology.
3) Level 3 (16-20 marks) requires some progression, useful skill descriptions, and a clear evaluation with a reasonable range of relevant examples and proficient terminology.
4) The highest level (21-25 marks) requires a clear sense of progression,
This document provides guidance for a 25 mark question evaluating skills development from Foundation to Advanced Portfolio. It outlines the requirements to achieve a level 4 answer including demonstrating progression, reflective examples, and fluent evaluation. Candidates must address the specific production practices in the question using media terminology. Final key points emphasize timing the answer, directly addressing the question using a P-D-Q structure, and including a range of relevant examples.
This document provides information about code-based marking, including examples of marking codes and their meanings. It explains that code-based marking can save time, help students understand feedback more clearly, and require students to respond to and act on the feedback before moving on to new work. Examples of typical land uses in an urban area's "frame" apart from bus stations are requested for further explanation.
1. This document provides guidance on the A Level Media Studies H409/02 exam paper. It explains how students should approach each question and how marks are awarded.
2. The questions assess knowledge and understanding of media industries and audiences as well as ability to apply knowledge, analyze products, evaluate theories, and make judgments.
3. The long-form question asks students to compare representations in two television dramas they have studied from different contexts and evaluate how contexts may have influenced representations.
1. This document provides guidance on the A Level Media Studies H409/02 exam paper. It explains how students should approach each question and how marks are awarded.
2. The questions assess knowledge and understanding of media industries and audiences as well as ability to apply knowledge, analyze products, evaluate theories, and make judgments.
3. The long-form question asks students to compare representations in two television dramas they have studied from different contexts and evaluate how contexts may have influenced representations.
The document provides the mark scheme for an English Literature exam assessing poetry across time. It outlines the assessment objectives, mark bands, and evaluation criteria used to assess students' responses. Responses will be judged on their ability to critically respond to texts, analyze language and literary techniques, make comparisons between poems, and relate poems to their contexts. The mark scheme provides a template to evaluate responses based on the level of analysis, interpretation, and comparison demonstrated.
This document contains instructions for a digital signal processing lab assignment. Students are asked to:
1) Record their voice using MATLAB, plot the time domain and frequency domain responses.
2) Add white Gaussian noise at different SNR levels and observe the outputs.
3) Design low-pass, high-pass, and band-pass filters to remove the noise, choosing cutoff ranges from the voice frequency response. Plot the filter responses and filtered signals.
The document provides code to record audio in MATLAB and convert it to a vector, and asks students to complete four problems analyzing their recorded voice signal.
1. This document outlines a marking scheme for a question assessing candidates' ability to summarize their progress and use of digital technology over time.
2. The marking scheme has 4 levels, with level 4 earning 21-25 marks for a clear, fluent, and articulate response using specific examples and excellent terminology. Level 3 earns 16-20 marks for a good response with a clear description and evaluation.
3. Level 2 earns 10-15 marks for a mostly clear response with a narrow range of examples and limited discussion of progress. Level 1 earns 0-9 marks for a descriptive response with little evaluation and partly relevant examples.
This document outlines four levels of assessment for analyzing representations in an extract. Level 1 shows minimal understanding, uses limited examples and terminology inaccurately. Level 2 shows basic understanding, some relevant examples and terminology, but some inaccuracies. Level 3 shows proficient understanding, mostly relevant examples and accurate terminology. Level 4 shows excellent understanding, frequent relevant examples, accurate terminology, and clearly addresses the question. Higher levels receive more marks and are expected to have fewer errors.
This document lists different sub-genres of soap operas including social realism, melodrama, telenovelas, American fantasy, scripted reality, soap/drama hybrids, Australian melodrama, and workplace soaps. No additional details are provided about the characteristics or examples of each sub-genre.
To what extent is human identity mediated? INTRO, not finishedaquinasmedia
Human identity, especially for African Americans, is often mediated by external forces according to the document. Historically, Western media has negatively portrayed African physicality since 1915 and the belief that "black is bad" stems even further back. If "white is good" then "black must be bad" according to binary opposition thinking. Additionally, an article discusses how the term "African American" does not always apply and that ethnicity is still often seen as a "cultural determinant" in mainstream media. The document also gives an anecdote where a Caucasian girlfriend asked a boyfriend not to call himself "black" as it made her uncomfortable, showing societal pressure for African Americans to be defined by others. However, younger audiences are
A2 media revision session 29th may 2014aquinasmedia
This document provides guidance on analyzing how media languages are used to convey meaning and represent groups to target audiences. It discusses analyzing a website for how the target audience will read it based on conventions like color, font, layout, visual content, and user generated content. It also provides a brief suggested plan for answering essay questions about how different groups are represented in media, comparing past and present representations, and the social implications of media representations.
Absolute Radio is launching an interactive feature that will allow listeners of The Christian O'Connell Breakfast Show to choose from playlists of seven different genres between segments of the live show. This "world-first" will give listeners access to playlists from Absolute Radio stations spanning the 1960s to today. It is hoped this will provide the best possible listening experience by combining entertainment and tailored music selection. The new option is the result of months of development work and utilizes the station's music scheduling software. Recent ratings figures show Absolute Radio has grown its weekly audience to 3.5 million listeners.
Radio 1's Big Weekend in Glasgow is expected to be the best event yet according to DJ Greg James. He cites the strong lineup, which includes acts like Coldplay, Katy Perry, Calvin Harris, and One Direction, as well as the rowdy Scottish crowds who love when big events come to town. Over 50,000 festival tickets were sold in just over half an hour. Radio 1 is running a competition for Glaswegian residents to announce artists on the main stage at Big Weekend, promoting audience engagement and cross-platform promotion.
The RAJAR stats for May 2014 show that the BBC reaches 55% of the UK listening audience with 35 million weekly listeners, while the largest commercial radio group, Bauer, reaches 13% with 16 million listeners. Digital listening continues to grow, with over half of all listeners using a digital platform like smartphones or tablets each week, especially among 15-24 year olds where 32% listen via a mobile device. The stats indicate that the BBC still dominates UK radio, commercial stations are adapting to new platforms, and Radio 1's focus on smartphones is successfully attracting young listeners.
At AS level, the student conducted primary research through audience feedback and secondary research by deconstructing existing magazines and soap trailers. At A2, the student's research skills improved as they conducted more in-depth audience research, analyzed existing websites to inform their branding work, and researched stereotypes to create a more realistic trailer. This more focused and extensive research at A2 allowed the student to create final products with greater depth and confidence compared to AS level.
This document provides definitions for various editing techniques used in film and television production. It discusses techniques such as shot/reverse shot cutting between two speakers in a dialogue, eyeline matches that follow where a character looks, graphic matches that transition between similar shapes on screen, and action matches that cut between logical actions. It also defines jump cuts, crosscutting between concurrent actions, parallel editing of simultaneous events, inserts that cut to closer detail shots, cutaways to related exterior actions, and long and short takes. Additionally, it discusses invisible and visible editing styles, techniques for manipulating the passage of time like slow motion, ellipsis, and montage, and transition effects between shots like dissolves, crossfades, and wipes
Radio audience consumption questionnaireaquinasmedia
The document provides guidance for a research task aiming to understand audience consumption trends of different age groups for a radio station. Students are asked to sample at least 20 people across various age groups about where, why and how they listen to radio, as well as their preferred and non-preferred stations. They should tally their answers by age group and submit the data through a survey link provided.
The document asks how effective the combination is of the main and ancillary promotional texts for a television program. It lists elements that should clearly link the three products like character costumes, poses, storylines, and names. It also notes that fonts, colors, and branding of any ancillary promotional materials need to match the publication they are advertising in to be most effective at promoting the same television program.
OCR G324: A2 Media Studies coursework- "How did you use, develop or challenge...aquinasmedia
The document provides guidelines for students on how to effectively answer the evaluation question "How did you USE, DEVELOP or CHALLENGE codes and conventions of real media products?" It outlines the different ways codes and conventions can be used, developed, or challenged in student work. It also gives tips on how to structure the answer by comparing work to real examples, using screenshots and annotations, and presenting through PowerPoints or a short film. Key areas of codes and conventions to address include mise-en-scene, editing, sound, and camerawork.
This document provides tips for an exam on collective identity. It outlines four potential exam questions focusing on media representation of groups and the social implications. It advises introducing the chosen collective identity of African American males and females. The tips suggest applying theories to case studies through analysis rather than just describing. Examples should be used to show how representations affect the social group. Each paragraph should point to evidence, explain it, and link back to the question. Grading boundaries are also provided.
This document provides tips for writing an essay on collective identity for an exam. It outlines four potential essay questions focusing on media representation of groups and the social implications. For any question chosen, the introduction should state the collective being studied is African American males and females, address the question and conclusion, and use the provided source to debate naming the collective. The tips recommend applying theories to case studies rather than explaining theories, thoroughly analyzing case studies in relation to the question, and connecting case studies throughout the essay. Grade boundaries for the different sections and total exam score are also listed.
In their A2 coursework production, the author created representations of gender, class, and location in their British soap opera. Specifically, they constructed gender performances of femininity through female character archetypes like "the tart" and "the gossip" that related to each other in supportive or combative ways. They also created representations of working class masculinity through male character archetypes like "the villain" and "the hero." The author analyzes how these representations may be received by the audience based on media theories like gender performance theory, audience reception theory, and mirror theory. They consider whether the audience may identify with or reject the various representations presented to them. In conclusion, the author reflects on whether their work presented a variety of
1b. Media Languages essay plan and theoryaquinasmedia
Media languages must be used cohesively across all elements of a media production to effectively communicate the intended meaning to the audience. The four media languages - mise-en-scene, camera, sound, and editing - work together to construct meaning through the use of codes and conventions. When analyzing a media text, one must consider how each language was employed and the meanings derived from their combination. Examples should be given for each language from the analyzed work to demonstrate how they helped convey the producer's intended message.
The document provides guidance for writing a response analyzing the role of audience in a soap trailer or music video production piece. It outlines key areas of focus, including audience research conducted to identify the target audience and their consumption trends, as well as the modes of address implemented to appeal to that audience. Feedback on audience response to the final product is also identified as important to analyze, such as how effectively the intended audience was reached and what uses and gratifications the product provided viewers. Theorists like Gerbner and Hall are referenced to aid in analyzing how the media socializes audiences and how audiences interpret media texts based on their own experiences and beliefs.
This document defines genre and discusses its key concepts and theories. Genre is defined as a series of artistic works that share similar conventions. Genres are constructed through repeated use of codes and conventions over time. They provide audiences with expectations about content through recognizable archetypes and formulas while also evolving with variations to avoid boredom. The creation of hybrid genres has made classification more difficult. Genres offer audiences pleasure through escapism and catharsis and can both reflect and shape societal values and beliefs.
The document discusses various aspects of representation that could be analyzed when examining how ethnicity, sexuality, class, status, and regional identity are portrayed in TV dramas. These include elements of mise-en-scene, editing, sound, and camerawork that provide cues about characters' backgrounds, relationships, and experiences. Places, religion, beliefs, costumes, dialogue, music and more can offer insight into how different cultures and identities are depicted.
Discuss the issues raised by media ownership in the production and exchange o...aquinasmedia
The UK radio industry is comprised mainly of public service broadcasters like the BBC and commercial stations like Absolute Radio. The BBC is publicly funded through television license fees, allowing it to create stable long-term original content. Absolute Radio targets "reluctant adults" by producing visual and mobile-friendly content centered around new technologies to build loyalty among changing audience habits. While the BBC dominates due to its funding and brand, Absolute is expanding its audience by guiding production based on how audiences consume media digitally.
Using manny otiko to introduce all four essaysaquinasmedia
This document discusses the difficulties in naming and labeling the social group of African Americans. It summarizes Manny Otiko's article which debates whether the terms "Black" or "African American" are more appropriate. Otiko notes that neither term is perfect, as not all African Americans identify as African and the term "Black" was previously used in an offensive manner. The document also discusses how some African Americans feel pressure to change aspects of themselves, like their hair, in order to appear less threatening to white Americans due to the effects of long-standing cultural norms.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
OCR G322 Mark Scheme Jan 2012
1. GCE
Media Studies
Advanced Subsidiary GCE
Unit G322: Key Media Concepts (Television Drama)
Mark Scheme for January 2012
Oxford Cambridge and RSA Examinations
3. G322 Mark Scheme January 2012
Annotations
Annotation Meaning
Required
On every page a tick to indicate it has been marked.
Cross through blank pages.
EAA eg EAA 20 Required (for G322/3/5)
EG eg EG 20 At the end of each answer before the final ringed mark an un-ringed total for each of the three areas of
TERM eg TERM 10 the mark scheme
Required
eg 50 At the end of each answer:
The numerical mark awarded – this must be ringed
Optional
Marginal annotation (in the left hand margin) to identify specific features of an answer which may affect
your final assessment of its quality:
? ? to indicate lack of clarity or confusion
/ / to indicate omission (of information deemed necessary, of development of a point or an example which
would attain more marks)
to indicate particularly good points
xx xx to indicate factual error or a lack of significance to answer/relevance to question
1
4. G322 Mark Scheme January 2012
Annotation Meaning
Required in the grid on the front page of each script:
Question
Mark Total marks awarded for each question
number
1 20
Overall total
2 13
Total 33 ***Ensure total is transferred to MS2 accurately***
Required in the grid on the front page of each script:
For examiner’s use Your examiner initials clearly in top box
Examiner’s initials
JG
Subject-specific Marking Instructions
The purpose of these Units is to firstly assess candidates’ media textual analysis skills and their understanding of the concept of representation
using a short audio extract ( AO1 and AO2); secondly to assess candidates’ knowledge and knowledge of media institutions and their production
processes, distribution strategies, use of technologies and related issues concerning audience reception and consumption of media texts ( AO1
and AO2).
2
5. G322 Mark Scheme January 2012
Question Answer Marks Guidance
1 Level 4 50 Candidates will be assessed on their ability to understand
Explanation/analysis/argument (16-20 marks) how representations are constructed in a media text
• Shows excellent understanding of the task through the analysis of different technical areas.
• Excellent understanding of the way that technical Assessment will take place across three criteria:
aspects are used to construct the extract’s
representations • Explanation/analysis/argument (20 marks) AO1
• Clearly relevant to set question Specific
• Use of examples (20 marks) AO2 Specific
Use of examples (16-20 marks) • Use of terminology (10 marks) AO1 Specific
• Offers frequent textual analysis from the extract –
award marks to reflect the range and appropriateness Candidates’ work should be judged on each of these
of examples criteria individually and marks awarded according to the
• Offers a full range of examples from each technical level attained. It should be noted that it is possible for a
area candidate to achieve a different level for each assessment
• Offers examples which are clearly relevant to the set criterion.
question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex ideas 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.
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient understanding of the way that technical
aspects are used to construct the extract’s
representations
• Mostly relevant to set question
3
6. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Use of examples (12-15 marks)
• Offers consistent textual evidence from the extract
• Offers a range of examples (at least three technical
areas covered)
• Offers examples which are mostly relevant to the set
question
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
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
unlikely to be intrusive or obscure meaning.
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic understanding of the way that technical aspects
are used to construct the extract’s representations
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some textual evidence from the extract
• Offers a partial range of examples (at least two
technical areas covered)
• Offers examples with some relevance to the set
question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some
inaccuracies
4
7. G322 Mark Scheme January 2012
Question Answer Marks Guidance
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.
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal understanding of the way that technical
aspects are used to construct the extract’s
representations
• Of minimal relevance to set question or a very brief
response
Use of examples (0-7 marks)
• Offers minimal textual evidence from the extract
• Offers a limited range of examples (only one technical
area covered)
• Offers examples of minimal relevance to the set
question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate
terminology
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
8. G322 Mark Scheme January 2012
Question Answer Marks Guidance
2 Candidates may cover the following material in their 50 Candidates will be assessed on their ability to illustrate
responses to the question: patterns of production, distribution, exchange and
consumption through relevant case study examples and
• The characteristics of contemporary distribution in the their own experiences.
media area they have studied
• How distribution is reliant on production and • Explanation/analysis/argument (20 marks) AO1
consumption practices Specific
• Distribution and marketing strategies, including • Use of examples (20 marks) AO2 Specific
synergy • Use of terminology (10 marks) AO1 Specific
• How key products/ services are consumed by local,
national and/ or global audiences
• The significance of distribution in relation to the media
area they have studied
Candidates should be given credit for their knowledge and
understanding, illustrated through case study material, in any
of these areas; there is no requirement that they should all
be covered equally. Examiners should also be prepared to
allow points, examples and arguments that have not been
considered if they are relevant and justified.
6
9. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Level 4
Explanation/analysis/argument (16-20 marks)
• Shows excellent understanding of the task
• Excellent knowledge and understanding of
institutional/audience practices – factual knowledge is
relevant and accurate
• A clear and developed argument, substantiated by
detailed reference to case study material
• Clearly relevant to set question
Use of examples (16-20 marks)
• Offers frequent evidence from case study material –
award marks to reflect the range and appropriateness
of examples
• Offers a full range of detailed examples from case
study and own experience
• Offers examples which are clearly relevant to the set
question
Use of terminology (8-10 marks)
• Use of terminology is relevant and accurate
Complex ideas 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
10. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Level 3
Explanation/analysis/argument (12-15 marks)
• Shows proficient understanding of the task
• Proficient knowledge and understanding of
institutional/audience practices – factual knowledge is
mostly accurate
• Some developed argument, supported by reference to
case study material
• Mostly relevant to set question
Use of examples (12-15 marks)
• Offers consistent evidence from case study material
• Offers a range of examples in some detail from case
study and own experience
• Offers examples which are mostly relevant to the set
question
Use of terminology (6-7 marks)
• Use of terminology is mostly accurate
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
unlikely to be intrusive or obscure meaning.
8
11. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Level 2
Explanation/analysis/argument (8-11 marks)
• Shows basic understanding of the task
• Basic knowledge and understanding of
institutional/audience practices – factual knowledge
will have some accuracy
• Basic argument evident, with some reference to case
study material
• Some relevance to set question
Use of examples (8-11 marks)
• Offers some evidence from case study material
• Offers a partial range of examples from case study and
own experience
• Offers examples of some relevance to the set question
Use of terminology (4-5 marks)
• Some terminology used, although there may be some
inaccuracies
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.
9
12. G322 Mark Scheme January 2012
Question Answer Marks Guidance
Level 1
Explanation/analysis/argument (0-7 marks)
• Shows minimal understanding of the task
• Minimal knowledge and understanding of
institutional/audience practices – general opinions or
assertions predominate
• Minimal argument evident, with little reference to case
study material
• Of minimal relevance to set question or a very brief
response
Use of examples (0-7 marks)
• Offers minimal use of case study material
• Offers a limited range of or inappropriate examples
• Offers examples of minimal relevance to set question
Use of terminology (0-3 marks)
• Minimal or frequently inaccurate use of appropriate
terminology
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.
10
13. G322 Mark Scheme January 2012
APPENDIX 1
Section A
Candidates should be prepared to analyse and discuss the following: technical aspects of the language and conventions of the moving image
medium, in relation to the unseen moving image extract, as appropriate to the genre and extract specified, in order to discuss the sequence’s
representation of individuals, groups, events or places. These may be selected from the following:
Camera Shots, Angle, Movement and Composition
• Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder
shot, and variations of these.
• Angle: high angle, low angle, canted angle.
• Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.
• Composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.
Editing
Includes transition of image and sound – continuity and non-continuity systems.
• Cutting: shot/reverse shot, eye-line match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway; insert.
• Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion, ellipsis and expansion of time, post-
production, visual effects.
Sound
• Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; sound motif, sound bridge, dialogue, voiceover, mode of
address/direct address, sound mixing, sound perspective.
• Soundtrack: score, incidental music, themes and stings, ambient sound.
Mise-en-Scène
• Production design: location, studio, set design, costume and make-up, properties, lighting; colour and design.
Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. It should be noted that
it is possible for a candidate to achieve a different level for each assessment criterion.
11
14. G322 Mark Scheme January 2012
Topic Headings – these are general issues, which may be raised by the question set.
Film
A study of a specific studio or production company within a contemporary film industry that targets a British audience (eg Hollywood, Bollywood, UK
film), including its patterns of production, distribution, exhibition and consumption by audiences. This should be accompanied by study of
contemporary film distribution practices (digital cinemas, DVD, HD-DVD, downloads, etc) and their impact upon production, marketing and
consumption.
Music
A study of a particular record label within the contemporary music industry that targets a British audience, including its patterns of production,
distribution, marketing and consumption by audiences. This should be accompanied by study of the strategies used by record labels to counter the
practice of file sharing and their impact on music production, marketing and consumption.
Newspapers
A study of the contemporary newspaper market in the UK and the ways in which technology is helping to make newspapers more efficient and
competitive despite dwindling audiences. This should be accompanied by study of a specific online version of a national/local newspaper and the
issues that are raised for the production, distribution and consumption of news.
Radio
A study of a particular station or media group within the contemporary radio industry that targets a British audience, examining its various
production, distribution and exhibition practices, as well as audience consumption. This should be accompanied by study of the impact of DAB and
internet broadcasting on radio production practices, marketing and (British) audience consumption.
Magazines
A study of a successful magazine within the contemporary British magazine market, including its patterns of production, distribution, marketing and
consumption by audiences. This should be accompanied by study of the use of online magazine editions and the issues that they raise for the
production, marketing and consumption of a magazine brand.
12
15. G322 Mark Scheme January 2012
Video games
A study of the production, distribution and marketing of a specific game within one or across various gaming platforms, along with its reception by a
variety of (British) audiences. This should be accompanied by study of the impact of next generation capabilities (HD, Blu-Ray, online services etc)
on the production, distribution, marketing and consumption of games.
The above list is not intended to be exhaustive. It is acknowledged that most media industries are characterised by cross-media strategies,
production and promotion; candidates will be expected to focus on a particular medium but should make reference to related media where relevant.
13