This mark scheme and feedback post is for this exam, so check it out to see the unseen texts
At a glance
You have been or will soon be emailed a string of data which looks a little like this:
Each box corresponds to a piece of information which will tell you your exact mark, your fine grade, and a blunt and straightforward piece of feedback to focus on next time you write an essay:
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| Click to see the key in full resolution |
Mark scheme
The mark scheme is a basic and simple method to allow teachers to come up with broad conclusions about how effective your response is. You might be surprised by how subjective the wording is: for example, what is the difference between good and satisfactory? All you really need to worry about is have you answered the question, using media language, and made excellent and thoughtful points. if the answer is yes, you're probably getting a high mark.
1 - Media language
Explore how meaning is created through the combination of media language in this advert for Gap. You may wish to make reference to:
- Polysemy
- Semiotics (Barthes)
- Structuralist approaches (Levi-Strauss)
- The conventions of print adverts (eg lexis, layout, Z-line rule etc) [15 marks, 30 minutes]
AO2 1: Apply knowledge and understanding of the theoretical framework of media to analyse media products
Band 5: 13-15 marks
- Excellent, consistent and accurate application of knowledge and understanding of the theoretical framework to analyse the advertisement
- Analysis of the advertisement is perceptive, detailed and is likely to be informed by relevant theories
Band 4: 10-12 marks
- Good, accurate application of knowledge and understanding of the theoretical framework to analyse the advertisement
- Analysis of the advertisement is logical and may be informed by relevant theories
Band 3: 7-9 marks
- Satisfactory, generally accurate application of knowledge and understanding of the theoretical framework to analyse the advertisement
- Analysis of the advertisement is reasonable and straightforward
Band 2: 4-6 marks
- Basic application of knowledge and understanding of the theoretical framework to analyse the advertisement, although this is likely to lack clarity, relevance and accuracy
- Analysis of the advertisement is undeveloped and there may be a tendency to simply describe features of the advertisement
Band 1: 1-3 marks
- Minimal, if any, application of knowledge and understanding of the theoretical framework to analyse the advertisement with significant inaccuracies, irrelevance and a lack of clarity
- Analysis of the advertisement is superficial and generalised
Band 0: 0 marks
- Response not attempted or not worthy of credit
2 - Representation
Compare and contrast the representation of gender in the Persil Ultimate Powergems [Extraordinary Powers] TV spot advert with the representation of gender in the Tide advert you have studied. Make reference to:
- How gender roles are constructed through media language
- The construction of ideological perspectives, including hegemonic norms
- How intertextuality can construct meaning
- Historical factors and their relation to representation [30 marks, 45 minutes]
AO2 1 and 3: Apply knowledge and understanding of the theoretical framework of media to:
analyse media products, including in relation to their contexts
make judgements and draw conclusions
Band 5: 25-30 marks
- Excellent, consistent and accurate application of knowledge and understanding of the theoretical framework to analyse the unseen and set adverts
- Analysis of the choices media producers make when constructing representations of gender is perceptive, detailed and may be informed by relevant theories
- Judgements and conclusions regarding how the adverts relate to relevant representational issues and contexts are perceptive, insightful and fully supported with detailed reference to specific aspects of the adverts
Band 4 : 19-24 marks
- Good, accurate application of knowledge and understanding of the theoretical framework to analyse the unseen and set adverts
- Analysis of the choices media producers make when constructing representations of gender is logical and may be informed by relevant theories
- Judgements and conclusions regarding how the adverts relate to relevant representational issues and contexts are logical and are supported with appropriate reference to relevant aspects of the adverts
Band 3: 13-18 marks
- Satisfactory, generally accurate application of knowledge and understanding of the theoretical framework to analyse the unseen and set adverts
- Analysis of the choices media producers make when constructing representations of gender is reasonable and straightforward
- Judgements and conclusions regarding how the adverts relate to relevant representational issues and contexts are straightforward and supported with some reference to relevant aspects of the adverts
Band 2: 7-12 marks
- Basic application of knowledge and understanding of the theoretical framework to analyse the unseen and set adverts, although this is likely to lack clarity, relevance and accuracy
- Analysis of the choices media producers make when constructing representations of gender is undeveloped and there may be a tendency to simply describe features of the newspapers
- Basic judgements are made regarding how the adverts relate to relevant representational issues and contexts and some conclusions are drawn, but these are undeveloped and only partially supported by relevant examples
Band 1: 1-6 marks
- Minimal, if any, application of knowledge and understanding of the theoretical framework to analyse the unseen and set adverts, with significant inaccuracies, irrelevance and a lack of clarity
- Analysis of the choices media producers make when constructing representations of gender is superficial and generalised
- Lacks judgements and conclusions regarding how the adverts relate to relevant representational issues and contexts
Band 0 :0 marks
Response not attempted or not worthy of credit
Feedback
You will get one or more roman numerals when you receive your mark and grade. This corresponds to a piece of specific feedback. If you only get one numeral, this is literally the only thing you need to worry about for next time. However, do check out the indicative content below, which will tell you what you should have been writing about, and the sort of stuff you should cover next time
I– You are not including enough media language. Mise-en-scene, shot types, cinematography, lexis, editing… using key terminology is ESSENTIAL to achieving a passing grade in the exam
II - Knowledge and understanding - you are not familiar enough with the set texts... or you are simply not getting this knowledge across in the response. Re-read/watch the media products we have studied in class!
III - The big concepts- you are not making enough considered reference to concepts such as ideology, hegemony, polysemic readings and so on. Revise and apply advanced media concepts for a better result.
IV - Theorists - You are not referring to theories and theorists by name. Sort it out!
V - You must answer the question. If the question asks you to consider representation, then this is what you must write about!
Indicative content and suggestions
Read carefully through this section. Not all of it may apply to you, but, to be frank, most of it will do.
General feedback- There were loads of excellent responses that discussed hegemony and made reference to issues such as sexism and discrimination... that didn't get higher than a D or C because they did not include enough media language!
- It's really important to avoid a colloquial, chatty tone, and instead try to make your responses as sophisticated and formal as possible. Please avoid writing in a chatty way!
- Some responses were just way too short, and didn't look like the result of 30/45 minutes of frantic writing. Being able to write more in the set time is something you will get better at with practice!
- Avoid saying 'you' and 'they'. For example this sentence: "The layout of the advert is pretty simple when you look at it for the first time as you can see what the advert is trying to sell" really tells us nothing. Who is you? The audience! And, as an additional point, if it were that clear what the advert is selling, then why would we be studying it? A much better way of writing this sentence could be "The advert uses a highly conventional layout, in order to sell the positive and inclusive ideological perspective to the heterosexual, middle-class female target audience. For example, the advert clearly follows the conventions of the Z-line rule, which allows the target audience to.... ETC"
- Instead of saying "I would say" or "I think" or similar "I" phrases, simply state your opinion as fact. For example "through the choice of the model, the Gap advert is clearly targeting young women of a similar age (18-30)", and NOT "I think the Gap advert is targeting young women"
- Avoid unsubstantiated statements. "The gap advert is targeting women because they prefer bright colours" is basically impossible to substantiate in an exam: this is an opinion rather than fact. However "by including bright, pastel coloured clothes, the Gap advert is using a stereotypically gendered mode of address to target a female target audience
- This was a very hard KA1, much harder than the one I set last year. By and large, I was very happy with your responses!
Media language
- The Gap advert is a single advert, though it is clearly split in to two halves, so it would be better to refer to the 'right side of the advert' as opposed to 'the right advert'
- There's no accounting for taste... but someone pointed out the model was not stereotypically attractive. I'm not sure I would agree with this! In fact, it is very rare in a fashion advert to find a model who is not stereotypically attractive. This links to Van Zoonen's notion of women being used as a spectacle to sell media products. Perhaps a better point would be that she is adopting a friendly and approachable mode of address, which is relatable for the target female audience?
Representation
- This question was very challenging for a first time media student tackling an A-level exam for the first time. Generally, I was very pleased with the responses here!
Grade boundaries
Overall/45
A* - - 40-45
A – - 31-39
B – - 26-30
C – - 20 -25
D – - 16-20
E – - 10-15
U – 0 - 9