Eduqas A-Level Media Studies Component 1 Section A (Feedback)

1. Tide Assessment Section A - Feedback
Grades
Media Language Representation Overall
A 8 A 20 A 28
B 7 B 17 B 24
C 6 C 15 C 21
D 5 D 12 D 17
E 4 E 10 E 14
U 3-0 U 9-0 U 13-0
Both questions in Section A require textual analysis
Textual analysis = describe and interpret [Describe specific examples from the text by identifying the technique used
and interpret, which involves discussing the impression created by the technique used
Flow Chart for analysis
The part of the Flow Chart that needs the most work:
 Denotation – Evidence! Evidence! Evidence!
 Theory – Specific and varied
What is the difference between denotation and connotation?
Denotation: In the Hoover advert the protagonist’s costume is a black figure hugging dress with high heel stiletto
shoes.
Connotation: The protagonist looks glamorous.
Denotation: The female characters in the Hoover and Tide advert are wearing make up for example red lipstick.
Connotation: Both the Hoover and Tide advert the female characters are presented as good looking
Remember:
Denotations = describing and identifying
Connotation = interpreting
What is detailed and specific denotation?
Yes No
 In the bottom right third of the advert there is a small
image of a baby playing with a ball.
 The facial expression of the baby boy in the small
image is smiling.
 There is an image of a baby in the advert.
Media Language (10 Marks)
Tip:
 This question is primarily focused on how meaning is created through the use of media language techniques
(micro-features = camerawork, mise-en-scene, editing and sound; generic conventions; narrative techniques =
Todorov, Levi-Strauss, Barthes; and intertexuality).
 You need to be using more analytical terminology:

2. Tide Assessment Section A - Feedback
Using analytical terminology is the most effective after describing an example in a detailed and specific way!!
WWW EBI
 Excellent use of social context
 Good use of van Zoonen’s objectification theory when
it was applied
 Use of media language terminology
 Use mise-en-scene terminology more explicitly and
deliberately especially costume, body language and
facial expression
 Mixing up adverting and magazine conventions
[Masthead and Coverlines = magazine whereas
Slogan and Name of the product = advertising]
Representation (25 Marks)
Tip:
 This question is primarily focused on the portrayal of a social category.
 You are exploring how ideologies, beliefs, values and expectations concerning the highlighted social category are
being communicated.
 Exploring representation means discussing the impression created, which means it falls under the connotation
section of the analysis flow chart, because you are making an interpretation.
 Alternative words for representation or represented include: portrayal, depiction, presentation and characterised.
 It is useful to think of effective adjectives or nouns to help you describe the representation e.g. the female
character is portrayed as beautiful (adjective) and women are depicted as homemakers (noun).
A lot of students were talking about meaning making when they were supposed to be talking about
representation.
 Meaning making = Solely focused on establishing the connotations created in all aspects of the text, which
includes the product.
 Example: In the Tide advert, the female protagonist’s body language suggests that the product is indispensable,
as she is hugging the package tightly signifying that she loves it.
This example become useful for a representation question when you link it to the cultural ideologies, beliefs,
values and expectations of the highlighted social category.
In the Tide advert, the female protagonist’s body language suggests that the product is indispensable; as she is
hugging the package tightly signifying that she loves it. This represents women as a homemaker by suggesting
women are responsible for the laundry, which links back to Guantlett’s idea of identity, because he argues in the past
the media tended to convey singular, straightforward messages about ideal types of male and female identities.
Moreover, the main image connotes that women are supposed to enjoy this role of taking care of the home by her
happy facial expression, as she is smiling. Friedan’s theory supports this because the ‘happy housewife heroine’ myth
is being perpetuated in this advert, through the use of superlatives in the copy such as the ‘whitest’, implying that
women should invest in the best products in order to effectively fulfil their roles as the perfect homemaker.
Alternative way to look at it
TERMINOLOGY MEANING FOR THE CHARACTER MEANING FOR THE SOCIAL GROUP
Use a key piece of terminology to
describe a technical element
Explain what the meaning of this aspect
is and what it suggests about the
character it relates to
Explain what wider significance this has
in relation to representing the social
group in question eg gender / class etc
In ‘Feather Boy’, both the children and
the elderly residents exhibit negative
body language, backing away from each
other on first meeting.
This suggests that both groups are
unfamiliar and fearful of each other,
because of their different ages.
It represents the idea that in modern
Britain, the young and old no longer
spend time together and have grown far
apart.
ANALYTICAL WORD MEANING
... establishes... sets up, creates
... signifies... Shows / acts as a sign for (e.g. red signifies danger)
... denotes... provides a straightforward reading
... connotes... Suggests or offers a cultural or interpreted meaning
... suggests... provides a possible interpretation
... implies... suggests
... illustrates... provides a clear example of
... foreshadows... hints at what is to come
...contrasts with... offers a very different image / interpretation to (another example)
... is juxtaposed with... creates opposite feelings/readings (compared with another e.g.
...demonstrates... Is an example
...identifies... Pinpoints, makes clear

3. Tide Assessment Section A - Feedback
WWW EBI
 Excellent use of social context
 Good use of van Zoonen’s objectification theory when
it was applied.
 Some students started look at how class and race
affected.
 Use of media language terminology such as using
mise-en-scene terminology more explicitly and
deliberately.
 Supporting interpretation with specific evidence from
the text.
 Use a variety of theory rather than repeating the
same one frequently.
 Always relate interpretation about the product back to
representation.
 Provide a variety of points and interpretations
 Use a variety of different adjectives and nouns to
describe the representation so that your points don’t
seem repetitive.
 Analyse adverts concurrently based on the use of
techniques, meaning created or representation, as
this will minimise repetition.