1. The document provides guidance for revising skills needed for an exam on media representations. It contains two practice tests to help consolidate knowledge and skills in analyzing media features and writing exam answers.
2. The practice tests include questions that require identifying, explaining, comparing, analyzing, assessing, and evaluating how different techniques are used to create meaning in media texts. Model answers are provided to demonstrate the level of detail and use of concepts expected.
3. For each question, guidance is given on the command term being asked and the number of marks available. Key terms and theories are defined to help explain techniques like stereotyping and apply concepts to the questions.
Commercial Analysis AssignmentOverview 98.1 of American hous.docxpickersgillkayne
Commercial Analysis Assignment
Overview:
98.1% of American households have a television, while 99% of people in America can read (2). This means that being able to read barely beats out having a television in your home. Most of us were taught to read when we were very young, but did we ever learn how to watch television?
We watch our television shows, and many of us get annoyed when a commercial interrupts our program. But what if we stopped to consider for a moment, that we have it all wrong; maybe the television show is an interruption to the commercial? This occurs because the main way for a television station to make money is to sell commercial time.
This is why analyzing television commercials is so important. Below are some concepts to consider that will help you to understand the messages in television commercials better. We are exposed to these commercial every day, but we rarely realize their true impact on us. They can influence us to buy products and services that we do not need, to vote a way we might not normally vote, and to desire a lifestyle that we wouldn't necessarily agree with.
TV Commercial You Are to Analyze:
“Apple,
‘Share Your Gifts’
Commercial
–
Writing Assignment Commercial”
Length:
In standard written English, write at least a three (3) page essay using MLA conventions for formatting, that is,
Times New Roman font, size 12 type, double spacing, a header, and a heading
,
Your essay should be an analytical essay that explains the overall message and/or effectiveness of a visual piece. You must provide an explicit thesis –located in your introduction- that will provide a focus for your paper.
Method to Submit: Turnitin
Since commercials are more complex than many other types of media, there are more things to consider:
What is the product or service being sold?
Can you easily figure out what the product is?
What is the general mood or feeling of the commercial?
Since we know the product or service being sold, what methods are the advertisers using to make us interested? How do they portray the product or service in a positive light?
How does the soundtrack play a role in your interpretation of the commercial?
What is the voice trying to tell us? Does the person speaking coincide with the overall mood of the commercial? Would our perception of the voice change if the voice was of a different gender or race?
For this assignment, you will explore the various tactics used to make a TV commercial effective,
Visual Communication
but to do this, you must understand how the various elements function to influence a targeted
audience; your analysis must move beyond the obvious, which is to sell their products.
1
How do the characters affect your interpretation of the commercial?
Would your interpretation change if the characters were of a different race or gender? What if the characters dressed differently or spoke differently? How would that change your attitude of the charac.
3
Brand Personality Presentation Grading Guide
.
Individual Assignment: Brand Personality PresentationPurpose of Assignment
Understanding the concept of brand personality helps a company develop and maintain relations with consumers. Brand personality can even explain how consumer-brand relationships impact consumer behavior. Reviewing a current ad and its relationship to a brand’s personality allows for an examination of the role of consumer emotions, motivation, and perception on brand image.Resources Required
Consumer Behavior, Ch. 10, Figure 10.2, p. 369Grading Guide
Content
Met
Partially Met
Not Met
Comments:
The student finds an ad (digital or non-digital) that communicates a strong brand personality.
The student describes the brand personality in terms of the dimensions in Figure 10-2 (p.369 in your textbook).
The student describes the various techniques used in the ad and how that links to the personality they are communicating.
The student reviews what traits are good to have in a brand personality.
The student analyzes how this brand personality impacts competitive positioning.
The student reviews how the ad impacts their belief in the brand or impacts their motivation to purchase from this organization.
The presentation is 10 slides with speaker notes, and is appropriate for the audience.
The presentation includes relevant media and visual aids that are consistent with the content.
Total Available
Total Earned
7
#/7
Presentation Guidelines
Met
Partially Met
Not Met
Comments:
The presentation is laid out with effective use of headings, font styles, font sizes, and white space.
Intellectual property is recognized with in-text citations and a reference slide.
The presentation includes an introduction and conclusion that preview and review major points.
Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
3
#/3
Assignment Total
#
10
#/10
Additional comments:
...
Commercial Analysis AssignmentOverview 98.1 of American hous.docxpickersgillkayne
Commercial Analysis Assignment
Overview:
98.1% of American households have a television, while 99% of people in America can read (2). This means that being able to read barely beats out having a television in your home. Most of us were taught to read when we were very young, but did we ever learn how to watch television?
We watch our television shows, and many of us get annoyed when a commercial interrupts our program. But what if we stopped to consider for a moment, that we have it all wrong; maybe the television show is an interruption to the commercial? This occurs because the main way for a television station to make money is to sell commercial time.
This is why analyzing television commercials is so important. Below are some concepts to consider that will help you to understand the messages in television commercials better. We are exposed to these commercial every day, but we rarely realize their true impact on us. They can influence us to buy products and services that we do not need, to vote a way we might not normally vote, and to desire a lifestyle that we wouldn't necessarily agree with.
TV Commercial You Are to Analyze:
“Apple,
‘Share Your Gifts’
Commercial
–
Writing Assignment Commercial”
Length:
In standard written English, write at least a three (3) page essay using MLA conventions for formatting, that is,
Times New Roman font, size 12 type, double spacing, a header, and a heading
,
Your essay should be an analytical essay that explains the overall message and/or effectiveness of a visual piece. You must provide an explicit thesis –located in your introduction- that will provide a focus for your paper.
Method to Submit: Turnitin
Since commercials are more complex than many other types of media, there are more things to consider:
What is the product or service being sold?
Can you easily figure out what the product is?
What is the general mood or feeling of the commercial?
Since we know the product or service being sold, what methods are the advertisers using to make us interested? How do they portray the product or service in a positive light?
How does the soundtrack play a role in your interpretation of the commercial?
What is the voice trying to tell us? Does the person speaking coincide with the overall mood of the commercial? Would our perception of the voice change if the voice was of a different gender or race?
For this assignment, you will explore the various tactics used to make a TV commercial effective,
Visual Communication
but to do this, you must understand how the various elements function to influence a targeted
audience; your analysis must move beyond the obvious, which is to sell their products.
1
How do the characters affect your interpretation of the commercial?
Would your interpretation change if the characters were of a different race or gender? What if the characters dressed differently or spoke differently? How would that change your attitude of the charac.
3
Brand Personality Presentation Grading Guide
.
Individual Assignment: Brand Personality PresentationPurpose of Assignment
Understanding the concept of brand personality helps a company develop and maintain relations with consumers. Brand personality can even explain how consumer-brand relationships impact consumer behavior. Reviewing a current ad and its relationship to a brand’s personality allows for an examination of the role of consumer emotions, motivation, and perception on brand image.Resources Required
Consumer Behavior, Ch. 10, Figure 10.2, p. 369Grading Guide
Content
Met
Partially Met
Not Met
Comments:
The student finds an ad (digital or non-digital) that communicates a strong brand personality.
The student describes the brand personality in terms of the dimensions in Figure 10-2 (p.369 in your textbook).
The student describes the various techniques used in the ad and how that links to the personality they are communicating.
The student reviews what traits are good to have in a brand personality.
The student analyzes how this brand personality impacts competitive positioning.
The student reviews how the ad impacts their belief in the brand or impacts their motivation to purchase from this organization.
The presentation is 10 slides with speaker notes, and is appropriate for the audience.
The presentation includes relevant media and visual aids that are consistent with the content.
Total Available
Total Earned
7
#/7
Presentation Guidelines
Met
Partially Met
Not Met
Comments:
The presentation is laid out with effective use of headings, font styles, font sizes, and white space.
Intellectual property is recognized with in-text citations and a reference slide.
The presentation includes an introduction and conclusion that preview and review major points.
Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.
Rules of grammar and usage are followed including spelling and punctuation.
Total Available
Total Earned
3
#/3
Assignment Total
#
10
#/10
Additional comments:
...
COM 540 Final Project I Brand Identity Paper Guidelines and.docxclarebernice
COM 540 Final Project I: Brand Identity Paper Guidelines and Rubric
Overview
Being active on social media can benefit you both personally and professionally. Social media not only allows you to connect with friends and family regarding
personal matters, but to network professionally as well. The opportunities for forming positive personal and professional connections using social media are
impressive, but unfortunately so are the opportunities for mistakes. Many people use the same platform for personal and professional purposes, which
unintentionally blurs the line when the intent is developing a brand.
Recognizing and planning for the inevitable confluence of personal and professional identities online is vital for developing and maintaining personal and
professional brands. This class will help you develop strategies to navigate the highly networked environment of online social media and manage the dialectic
between personal and professional brands.
In this first part of the project, Final Project I, you will write a paper that explores the relationship between personal and professional branding. Whether we like
it or not, our personal identity online will have an influence on our professional identity. Learning to manage this influence is vital for ensuring that the influence
is always positive. You will research and analyze high-profile examples of where this influence was not so positive and make research-based recommendations to
professionals for how to handle and avoid such situations.
In the second part of the project, Final Project II, you will create a presentation on the online presence you have been building all term. This includes both the
professional and the personal brands you maintain. You will introduce the goals you developed early in the course and discuss the platforms to which you posted
original and curated content to achieve those goals. You will need to justify your decisions and discuss how this work will influence your branding in the future.
The project is supported by two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two and Four. The final submission of Final Project I will occur in Module Six.
This assessment addresses the following course outcomes:
Integrate professional principles and personal branding goals for establishing and enhancing a personal brand image
Differentiate between personal brands and professional online presences based on appropriate research for developing brand strategies
Analyze the confluence of personal and professional identities in interactive and social online media by applying communication theory and best
practices
Prompt
This will be a research-based paper about the dialectic (tension) between personal and professional online presences. You will introduce this relational dialectic
and ...
COM 295 Final Exam - UOP Commerce Question And Answer - UOP E HelpUOP E Help
Get instant assist from learned professors with many years of enjoy in fixing and offering expertise on commerce and associated issues. It is linked to the largest on-line portal to get assist with all forms of queries and questions associated commerce. So we get offer you different educational route are.
Communicating ValueSlide 1Title Communicating Value Case StudyLynellBull52
Communicating Value
Slide 1Title: Communicating Value Case Study
Slide 2Title: Objectives
Empathize and practicecollaboration techniques through a scenario-based case study on strategic marketing planning -- including determining need, SWOT analysis and segmentation activities.Slide 3Title: Two-Scenario Challenge
Voice Over: In this two-scenario challenge, you will first play the role of a marketing manager at Lenovo Corporation in creating a marketing strategy to increase its share in the laptop market.
Then, you will play the role of a strategic marketing executive presenting to the research and development teams at Lenovo. You will use empathy and collaboration to communicate the essentials for the next laptop products which will compete in the 18-25-year-old target market.
On screen:
This two-scenario challenge will enable you to:
· Understand the role of a marketing manager at Lenovo Corporation who is tasked with creating a marketing strategy to increase the company’s share in the laptop market.
· Explore the role of a strategic marketing executive presenting to the research and development teams at Lenovo.
· Practice empathy and collaboration to communicate the essentials for the next laptop products that will compete in the 18-to-25-year-old target market.Slide 4Title: The Marketing Strategy
Lenovo Corporation sells laptop computers. At this time, your major competitors in the laptop market are Apple and Microsoft computers. Lenovo's wishes to further penetrate the consumer laptop market and the 18- to 25-year-old demographic.
You have been hired as a marketing manager at Lenovo Corporation and need to come up with a market strategy to increase Lenovo's market share in the consumer laptop market for the 18 to 25-year-old demographic. Slide 5Title: The Lenovo Landscape
What hurdles (external, internal) would Lenovo potentially face as it attempts to penetrate this demographic?
[Response]Slide 6Title: The Lenovo Landscape
Feedback
Potential internal factors include R&D, supply chain, and newer technology channels to reach the target market. Potential external factors are major competition, such as Apple and Microsoft.
Slide 7Title: How Consumers Make Decisions
Decisions are controlled by internal and external factors. Internal factors can be demographics such as age, education, income, etc. External factors include technology, and political and economic forces.
Slide 8Title: Your Approach – Consumer Needs
How will you begin to identify the needs of the 18-25-year-old customers in the laptop market? List 2-3 activities you might engage in to begin to identify your consumers’ needs.
Answer field
Slide 9Title: Your Approach – Consumer Needs
Feedback
Potential activities include:
· Research your target market with existing market research. You can also conduct your own market research.
· Analyze and monitor social media - both your competitors’ and your own.
· Invite target customers to give input on existing and new ...
Rubric for Essay II – Final DraftEssay II54321Format.docxtoddr4
Rubric for Essay II – Final Draft
Essay II
5
4
3
2
1
Formatting of Essay – Follows MLA Expectations, Use ‘First Page Blueprint’ Handout – scored out of 5pts
Response to Assignment – Appropriately addresses the topic and follows basic requirements (page length, 5/6paragraphs, PIES structure, use of text support, works cited) – scored out of 25pts
Quality, Organization and Development of Points – Essay contains clear and complex thinking connecting to a specific thesis. BP’s focused on specific idea that is thoroughly developed Using PIES and Rule of 1/3’s– scored out of 25pts
Rhetorical Analysis - Essay establishes contextual background information. Maintains a focus on the form of the text throughout the analysis. Establishes a thesis about the rhetor’s choices. Analyzes the rhetorical situation of a text, through the identification of author, audience, message and effect. Identifies the text as part of a larger rhetorical ecology scored out of 25pts.
Grammar, Usage, and Mechanics – Essay is ‘clean’ and avoids errors. Successful editing necessary – scored out of 20pts
English 101 - Essay II – Assignment
Texts Covered to Prepare for EII:
-“Why Good Advertising Works (Even When You Think It Doesn’t)” – Nigel Hollis
-“How Advertisers Are Manipulating You in Ways You Don’t Even Know” – video link provided on Canvas
-“Backpacks vs. Briefcases” - Laura Bolin Carroll
-“How Advertising Has Become an Agent of Social Change” – Charly Jaffe
Assignment:
Each student should find ‘media text’ (tv show, movie, music video, commercial, etc) to complete a rhetorical analysis essay. In class, we have focused on ‘print ads’ for analysis, and it may be wise to stick with this media text. Be careful in choosing your ‘text’ to analyze for this assignment. There are many options, obviously, but make sure the text you choose allows for thorough rhetorical analysis. The key will be to find a media text that has a specific ‘message’, that potentially influences or affects the audience, and that provides ample evidence to support your claims. Each essay will need to describe/summarize the media text (what’s on the surface), identify a target audience, analyze the message of the ad, consider the potential impact on the audience, and include a secondary source.
Direction:
A. Plan and execute a 6-7 paragraph essay (Intro, 4-5 BP’s, Conclusion).
B. Present a thesis that has a claim about the message and/or effect the media text (or category of media text) has on the audience.
C. Body paragraphs: each essay will (P1) describe/summarize the text, and (P2) identify a target audience. From there, students should create multiple paragraphs of rhetorical analysis (P3, P4, and maybe a P5) built around specific points. Here are some options for analysis paragraphs: analyze the purpose of the text, make a claim on the message it sends or how it attempts to manipulate, consider the potential impact on the audience, and argue whether it is successf.
Sheet1Rubric for Grading Discussion Board PostsLevels of Achieveme.docxbjohn46
Sheet1Rubric for Grading Discussion Board PostsLevels of AchievementCriteriaExemplary ProficientDevelopingUnacceptableOverall Quality and Substance of Post: Up to 60 PointsThe quality and substance of the post is outstanding. Additional sources (besides the textbook) are cited and used to support insights. Other students will benefit from the content presented.The quality and substance of the post is good. No other sources (besides the textbook) are used to support insights. This is considered an average level post that meets basic requirements.The quality and substance of the post is too generalized and reads like definitions of key terms and concepts. Insights are needed and the content requires more development. The quality and substance of the post is either poor or there is no submission.Organization and Identification of key terms and concepts: Up to 30 PointsAll key terms/concepts are clearly identified and directly relate to the original post question and to the associated chapter. Excellent organization and topic flow.Some key terms/concepts are identified and closely relate to the original post question and to the associated chapter. Good organization and topic flow.One key term or concept is identified and somewhat relates to the original post question and to the associated chapter. Organization and topic flow need improvement.The post includes content that is overgeneralized and does not directly relate to the key terms/concepts presented in the associated chapter. Organization and topic flow need major improvement. Grammar & Writing Mechanics: Up to 10 PointsFormal writing style with excellent syntax, grammar, spelling and word use. No errors noted.Informal writing style with occasional issues/errors with syntax, grammar, spelling and word use. Inconsistent writing style; Frequent issues/errors with syntax, grammar, spelling and word use. Consistently improper syntax, grammar, spelling and word use. Major improvement is needed.
Brand Management Part 2
This is Brand Management Part 2. Our learning
objectives today include describe the characteristics of effective logos, slogans, color usage,
and typography and explain the challenges of creating or changing a brand's image.
A well-designed logo, name, and slogan helps consumers remember specific brands and
associated promotions and advertisements. There are three main elements that consumers
associate with a brand's identity, including the logo, brand name, and slogan, although not
every brand has or needs a slogan. There are four tests of quality logos and brand names. In
the eyes of the consumer, they must be recognizable, familiar, elicit feelings of trust and
authenticity, and evoke motivations to purchase.
The use of color and its association to a brand's image is critical. It's a critical determination,
as color evokes different reactions and emotions. Red evokes the strongest emotions. Think
about yourself in a grocery store and-- or the next time you're in.
Part IUsing Visuals to CommunicateRegardless of where you wo.docxherbertwilson5999
Part I
Using Visuals to Communicate
Regardless of where you work or what your career is, learning how to communicate effectively and professionally is important if you want to succeed. Further, learning how to successfully utilize visualmedia in your communication can dramatically enhance the effectiveness of your message.
As you will learn, preparing and packaging visual communication is critical to the success of the message being delivered! Take a moment to read the instructions for your final project in Week 5. Throughout the next five weeks, you will work on preparing a message of your choice, through the use of effective visual strategies.
For this discussion, identify at least one specific message that you might communicate in the workplace – one that could benefit from the use of visuals. (Note: This can be in either a past, current, or potential future workplace.) For instance, maybe the message involves typing up job-aids and sending them out to your colleagues. Or perhaps it involves delivering a presentation to your boss on your department’s achievements for the previous quarter. Or, maybe it’s related to designing an advertisement for your own business.
Whatever you choose to communicate, address the following items in your post:
· Describe your message in as much detail as possible, being sure to explain what your desired results for the message are.
· Describe the intended audience for your message.
· Explain how you think the use of visuals could help you effectively deliver this message to your audience.
Using Visuals to Communicate
I am still unsure what topic my final project will focus on, but for this discussion I would like to focus on process improvement within an organization. Within my current place of employment, we have seen a rapid increase in personnel and with the growth has come a desire for those more tenured employees to move on throughout the organizations to bigger and better opportunities. However not many of the lower level employees have a clear understanding as to what other opportunities there are within the company and the exact level of skill and education they need to possess to move forward. This leave many feeling dismayed and pessimistic about their future with the company. While it is understandably important for a business to continue to grow, that growth could potentially be in vain in the employees are not performing a peak levels and if they feel underappreciated and over worked. My specific message that I would communicate in the workplace would be that of “Process Improvement and career pathing”, with a targeted audience of Managers, Supervisors, Employees, as well as HR and Corporate. This message would provide a better understanding of the companies’ organizational layout detailing the various positions from top to bottom as well as a breakdown of: job description, desired skills and education. Creating a visualization of the company and the numerous career path will allow a.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. 1
Unit 1
Guided
Unit 1: Media Representations
Your exam
Unit 1 will be assessed through an exam, which will be set by Pearson. You will need to use your
understanding of how different media representations are constructed by media producers to create
meaning, messages and values. You then respond to questions that require short and long answers.
Your RevisionWorkbook
This Workbook is designed to revise skills that might be needed in your exam. The selected content,
outcomes, questions and answers are provided to help you to revise content and ways of applying your skills.
Ask your tutor or check the Pearson website for the most up-to-date Sample Assessment Material to get
an indication of the structure of your exam and what this requires of you. The details of the actual exam may
change so always make sure you are up to date.
To support your revision, this Workbook contains two sets of revision questions to help you revise the skills
that might be needed in your exam. The first revision test helps consolidate your knowledge and skills in
analysing a range of features in different media types. The second revision test gives you questions on a
single clip to allow you to practise writing the types of answers required for your assessment.
Your exam questions
There is guidance in this Workbook for the skills involved in answering the following types of questions.
• Give
• Identify
• Explain
• Compare
• Analyse
• Assess
• Evaluate
• To what extent
To help you revise skills that might be needed in your Unit 1 exam, this Workbook contains two
sets of revision questions starting on pages 2 and 12. The first is guided and models good
techniques, to help you develop your skills. The second gives you the opportunity to apply the skills you have
developed. See the Introduction on page iii for more information on features included to help you revise.
Links
2. 2
Unit 1
Guided
1 Look at the following print
advertisement for laundry conditioner.
(a) Explain one example of how colour
is used to create meaning in this
advertisement.
The mother and child are wrapped in a
red and gold blanket. These are both
colours that create a sense of
.
This implies that using
will also create these feelings.
Guided
2 marks
Explain questions require you to show your
knowledge and understanding of the topic
by giving reasons and examples to support
your answer. The question will tell you how
many examples of the feature you must
explain.
See pages 18 and 20 of the Revision Guide
for information about how colour creates
meaning in media representations.
Links
Revision test 1
Answer ALL questions. Write your answers in the spaces provided.
To support your revision, this Workbook contains revision tests to help you revise the skills that might be
needed in your exam. The details of the actual exam may change so always make sure you are up to date. Ask
your tutor or check the Pearson website for the most up-to-date Sample Assessment Material to get an idea
of the structure of your exam and what this requires of you.
(b) Explain one example of how typeface is used to create meaning in this advertisement.
The text in the centre of the advertisement uses a font.
The irregular letters give the impression that the text has been written by
.
The contrast with in other parts of the
advertisement attracts our interest and encourages .
See page 29 of the Revision Guide for information about how typefaces and fonts create
meaning in page layouts.Links
2 marks
3. 3
Unit 1
Guided
(c) Identify four conventions of visual advertising that are present in this example.
1 Brand logo and
2
3
4 Reliance on symbols and .
See page 3 of the Revision Guide for information about typical conventions of visual
advertisements.Links
(d) Analyse how page layout is used to make an emotional impact on the viewer of this
advertisement.
Page layout should follow certain conventions so
that readers are able to identify the most
elements of the
page, which order to look at them and how
to take action. The design must follow a
visual hierarchy so that the reader can
.
In this advertisement, the eye is drawn to the large photo, which dominates the page. This image
shows
, and is larger than
the photo of the product itself in the bottom right-hand corner. This emphasises
.
The rule of thirds is demonstrated by
.
The child-like handwriting font has the affect of
See page 29 of the Revision Guide for information about how page layout and composition
create meaning.Links
4 marks
6 marks
Remember that all advertisements are
intended to persuade the target audience
to do something, in this case to buy a
particular product. The conventions of visual
advertising are included for this purpose.
Analyse questions require you to break
something into parts by considering media
representations methodically and in detail. This
will help you to interpret the interrelationships
between the media text, its context, audience
and potential meaning.
4. 4
Unit 1
Guided
(e) Evaluate the ways in which this advertisement is targeting mothers as the audience for
the product.
The advertisement features a large photo of
,
which we assume represents
.
They are
.
This implies that ,
. The target audience for this advert is
. This has been
chosen because ,
. The main text reads: ‘It’s more than a blanket; it’s my secret
power to make her smile’. This anchorage reinforces the message that
. The absence of male figures from the scene suggests that
.
Similarly, the selective representation of a mother and child sharing an intimate moment is likely to
appeal most to .
Total for Question 1 = 20 marks
6 marks
Evaluate questions require you to demonstrate
your ability to fulfil the learning outcome: ‘Apply
knowledge and understanding of media concepts,
semiotics, theories and formal techniques to
constructed representations’. The answer provided
here uses key terms, such as ‘anchorage’, ‘absence’
and ‘selective representation’, to show the ability
to apply knowledge to the question.
5. 5
Unit 1
Guided
2 Watch the advertisement for Cobra beer, available by scanning the QR code or entering the URL in your
browser.
(a) Explain one example of how intertextuality is used in this advertisement.
One example of intertextuality is the references to
James Bond films, for example
See page 12 of the Revision Guide for more information about active viewing and
intertextuality.Links
(b) Identify how costume and figure expression combine to represent ‘the boss’.
‘The boss’ is always seen wearing clothes – the first shot of him focuses
on his designer leather ; he pays enough attention to detail to include a
handkerchief in his breast pocket; and later he wears . This positions him
as rich and careful about the impression his appearance has on others. He makes eye contact with
, suggesting he is .
Costume and figure expression are part of the mise-en-scène. See page 27 of the Revision
Guide for more about this aspect of representation.Links
(c) Explain how ‘the boss’ is portrayed as
conforming to a representation of
stereotypical masculinity.
Mulvey’s theory of
states that men are often portrayed as
, all of which ‘the boss’ is shown to be. He is an ‘alpha male’, so both men and
women do as he asks, and he has control over the manufacturing of both a traditionally masculine
product ( ) and a sexualised feminine product ( ).
He is, to some extent, objectified as the man living the ultimate male dream.
Guided
Watch the
clip here
http://activetea.
ch/2mmjDDc
2 marks
Intertextuality depends on the audience
actively making connections to other media.
Some media products refer directly to each
other, in this case with the strong references
to James Bond films. The audience creates
meaning by being aware of these references
(or not).
4 marks
6 marks
Stereotypes are a way of quickly conveying
information about a group or character so that the
audience makes assumptions about the person being
represented. This question asks you to explain how
a stereotype is constructed in this advertisement. It
is useful to refer to the main theorists and key terms
(such as ‘objectified’) in a question like this.
6. 6
Unit 1
Guided
Revise Richard Dyer’s theory of stereotyping on page 8 of the Revision Guide, and Laura
Mulvey’s theory of audience positioning on page 9.Links
(d) ‘This advertisement encourages oppositional readings.’ To what extent do you agree with this
statement?
When a question asks to what extent, you need to give clear details and evidence to support your opinion.
In an oppositional reading, the decoder may
.
In this advertisement, the preferred meaning at first seems to be
that the audience should aspire to
.
An oppositional reading may be that the viewer doesn’t agree
that
.
Although the advertisement can be taken at face value, as
portraying , it is also open to
oppositional readings. It can be viewed as a pastiche of portrayals
of men, such as James Bond, and is
clearly intended to be humorous. When ‘the boss’ winks at the end, we are led to question our
previous assumptions and consider whether
.
Revise audience decoding and reading on page 11 of the Revision Guide.
Links
Total for Question 2 = 20 marks
8 marks
Add your own thoughts
about whether the
advertisement encourages
oppositional readings.
Remember to state your
opinion about whether you
agree with the statement.
Give some examples of
oppositional readings in the
context of the media text.
Start by demonstrating that
you understand the term
‘oppositional reading’. Then
apply it to the media text
being analysed.
7. 7
Unit 1
Guided
3 Watch the following advertisement for Greene King IPA, available by scanning the QR code or entering
the URL in your browser.
(a) Identify the lighting technique used in the first shot.
(b) Explain why this lighting technique has been used.
lighting gives a
three-dimensional appearance and adds drama. This striking opening
shot engages the viewer’s attention at once. The black and white
of the man’s face highlights his
on what is revealed in the next shot to be a barrel.
See page 19 of the Revision Guide for more information about how different lighting
techniques create meaning.Links
(c) Identify one example of non-diegetic sound in the advertisement.
(d) Explain how the representation of the pub is established through sound and lighting.
The pub is represented as welcoming and relaxed, where people go to have a good time. This is
established through both and
.
The music is initially muffled while the man is in the cellar but, as he
, it becomes clear, drawing the viewer
into the pub’s atmosphere. The lighting in the pub is , with a
yellow tinge, reinforcing the relaxed, warm feel of the bar. Most of the customers are
and in semi-shadow, helping to create a sense of intimacy.
You could make several points about the sound and lighting but remember to include the correct
terminology (e.g. ‘diegetic’, ‘non-diegetic’, ‘backlit’) to show you know and understand them.
Watch the
clip here
http://activetea.
ch/2mJHJdW
1 mark
Guided 3 marks
There may not be a
single ‘right’ answer to
many questions, you just
need to make sure that
your interpretation is
appropriate to the context.
1 mark
Examples of non-diegetic sound are musical
soundtracks, voiceovers and dramatic sound effects.
Guided 5 marks
Identify questions require
you to use your knowledge
to select the relevant
information from the
stimulus material.
8. 8
Unit 1
Guided
Revise creating representations via sound on pages 23 and 24 of the Revision Guide, and
representations via lighting on page 19.Links
(e) Compare the representation of the man in this advertisement with that of ‘the boss’ in the Cobra
advertisement (Question 2).
Neither man speaks; however, we get a clear
idea of their characters. ‘The boss’ is
.
.
We assume that the man in the Greene King ad is also a boss, perhaps the landlord of the pub,
but, unlike ‘the boss’ in the Cobra ad, his position is implied by
.
Unlike the Cobra boss, whose costume of expensive suits implies he is
the Greene King boss is dressed similarly to those around
him, suggesting .
Both men seem to take special care of the products they are in charge of – the Cobra boss
directs the detailed production of and
, while the Greene King boss personally prepares
he is about to serve.
You could go on to talk about the possible meanings of the men being represented as loners, their attitude
towards the activities around them, and their comparative levels of contentment. It might be argued that,
although at first they seem very different, there are several similarities between the two men. Continue the
answer with three or four more relevant points.
Total for Question 3 = 20 marks
Guided
10 marks
Although neither man has any dialogue, you can
gain a fairly clear impression of what they are
like from the mise-en-scène – by looking at their
costume, the props they use, how they interact
with others and their figure expression. Consider
what assumptions you are expected to make
about their social class and attitude.
9. 9
Unit 1
Guided
4 Watch the following film clip, a trailer for the film Miss Pettigrew Lives for a Day (2008), available by
scanning the QR code or entering the URL in your browser.
(a) Explain one example of how colour is used to create meaning in the shots set in
the apartment.
The dominant colour in the apartment
scenes is .
The walls, decorations and other props are
, as are
Delysia’s dressing gown and hair. This
colour implies
.
In contrast Miss Pettigrew’s clothing and .
This suggests .
You can revise the meanings created by colour choices on pages 18 and 20 of the Revision
Guide.Links
(b) Explain how props and figure expression have been combined to represent Miss Pettigrew in the
first minute of the trailer.
The first shots of Miss Pettigrew suggest
she is
. Her figure expression
is downcast – she looks
and walks with her
head . Her costume
is
and she appears to be wearing no make-up. This implies
. This is reinforced by the contrast with
. Miss Pettigrew displays a shocked, disapproving expression several
times while in Delysia’s apartment, suggesting she is
. However, she can also be rebellious, for example by
.
Watch the
clip here
http://activetea.
ch/2mmC8HO
Guided
2 marks
• You can write about any relevant aspect of the mise-
en-scène, for example, location, props or costume.
Identify the dominant colour and consider why this
colour was chosen. What is its significance in relation
to other colours, for example, the brown of Miss
Pettigrew’s coat?
• Remember to note the number of marks that will be
given for each question. This will give you a clue as to
how long to spend on each one.
Guided
3 marks
• This question offers a lot of scope for covering
different aspects of the mise-en-scène, and there is no
one right answer; however you should focus on props
(which can include costume) and figure expression.
• You might find it useful to watch the opening minute
with the sound turned off, so that you are not
distracted by the voiceover or other aspects of the
soundtrack. You can make a lot of assumptions about
Miss Pettigrew through visual clues alone.
10. 10
Unit 1
Guided
See page 27 of the Revision Guide for more information about the meanings and
representations created by the mise-en-scène.Links
(c) Identify the camera position shown in this still.
You should be able to identify a number of different camera positions and shots, which you
can revise on page 16 of the Revision Guide.Links
(d) Explain why this shot has been used.
It is used to show
and draws the audience into
.
It can also provide extra information about what
is happening by
.
(e) Identify the genre of Miss Pettigrew Lives for a Day.
There may be more than one right answer but you must decide on one and be able to give convincing
reasons for your choice in (f) below.
(f) Explain three conventions shown in the trailer that fulfil this genre.
1.
2.
3.
Choose the three most obvious conventions you can identify. Use specific examples from the trailer to back
up your answers.
You can revise genre expectations and subversion on page 14 of the Revision Guide.
Links
1 mark
Guided 2 marks
The angle and height of the camera can
communicate a lot of information to the audience
about characters, setting and narrative. Particular
shots will have been chosen for a reason so
consider this in both general terms – what a shot
like this communicates – and how it specifically
applies to the example.
1 mark
3 marks