1. MS1 Exam Preparation

2. Overview – 3 questions – 2.5 hours – 20 mins note making time
This year’s text is print based
Spend 20 minutes reading questions, making notes, and categorising information.
Q1: Analysis of a printed text, commenting on visual, technical and narrative/genre codes [40 marks]
Q2: 3 part question on either representation or audience
Identify two audience or representations [6 marks]
Explore how the text attracts one of these audiences/one of the representations in more detail [9 marks]
With reference to your own detailed examples explore... [15 marks]
Q3: Single question on either representation or audience
“With reference to you own detailed examples explore...” [30 marks]

3. Q1. Analyse the printed texts, commenting on: visual codes
technical codes
narrative and genre [40 marks]
Q2a) Identify two ways in which gender is represented in these texts [6 marks]
2b) Explore one of these representations in more detail [9 marks]
2c) With reference to your own detailed examples, explore the representation of gender in the media today [15 marks]
Q3. With reference to your own detailed examples, explore why audiences respond differently to different media texts [30 marks]
N.B. Q2 and Q3 could be the other way around, in which case Q2 would be:
2a) Identify two audiences for this advert
2b) Explore how the audience attracts/targets/appeals to one of these audiences
2c) With reference to your own detailed examples...
Jan 14: 2-R 3-A
Jun 13: 2-R 3-A
Jan 13: 2-A 3-R
Jun 12: 2-A 3-R
Jan 12: 2-A 3-R
Jun 11: 2-A 3-R
Jan 11: 2-A 3-R
Jun 10: 2-R 3-A
Jan 10: 2-A 3-R

6. Q1. Analyse the printed texts, commenting on: visual codes
technical codes
narrative and genre [40 marks]
Visual Codes
clothing and physical appearance
gesture and body language; facial expressions
genre conventions
use of colour
use of the gaze
iconography and setting
mise en scene
Technical Codes
camera movement
camera shots, e.g., use of close ups
Editing and pace
lighting
use of colour
genre conventions
use of quotes; font styles
Narrative
narrative conventions associated with genre
narrative theory and construction:
character functions
enigma codes
equilibrium/disequilibrium
binary opposites
action codes
Genre
clues to genre in quotes/visual codes
suggestions of mystery and enigma
use of colour
representations, e.g. age, gender and place
iconography
use of lighting

8. “The strongest candidates were able to discuss purpose and effect, particularly with regard to technical codes and structure. This enabled them to avoid a more
descriptive response.”
“Weaker candidates produced a more narrative response lacking close textual analysis.”

9. For each representation identified: Level 1 (1)
Q2a) Identify two ways in which gender is represented in these texts [6 marks]
2b) Explore one of these representations in more detail [9 marks]
2c) With reference to your own detailed examples, explore the representation of gender in the media today [15 marks]
For each representation identified:
Level 1 (1)
Identifies a plausible representation.
Level 2 (2)
Limited description of characteristics to suggest this representation.
Level 3 (3)
Describes in clear and convincing detail characteristics suggest this representation.

10. Q2a) Identify two ways in which gender is represented in these texts [6 marks]
2b) Explore one of these representations in more detail [9 marks]
2c) With reference to your own detailed examples, explore the representation of gender in the media today [15 marks]
Level 1: 0-2
Approaches will be superficial and will display only a very basic understanding of how representations are used/created.
Level 2: 3-4
The answer will give a basic but relevant understanding of how the representation has been used/created.
Level 3: 5-7
A sound, coherent understanding of how the representation has been used/created.. (5)
A good understanding will be demonstrated for upper part of this level. (6-7)
Level 4: 8-9
A sophisticated understanding of how the representation has been used/created.

11. “Candidates who adopted a descriptive or opinion led response could not be rewarded as highly as those who backed up their points with detailed reference to the text.”

12. 2b) Explore one of these representations in more detail [9 marks]
Q2a) Identify two ways in which gender is represented in these texts [6 marks]
2b) Explore one of these representations in more detail [9 marks]
2c) With reference to your own detailed examples, explore the representation of gender in the media today [15 marks]
Level
AO1: Demonstrate knowledge and understanding of media concepts, contexts and critical debates
Level 1: 0-5
Little or no sense of concept of representation.
Level 2: 6-8
(6)
(7-8)
Basic understanding of the concept of representation. Descriptive and over-simplified.
An understanding of the concept of representation emerging but underdeveloped. May be implicit references to critical debates surrounding representation. No specific examples referred to.
Level 3: 9-11
(9)
(10-11)
Sound knowledge and understanding of concept of representation. May begin to cite relevant representation response issues, theories or debates.
Good knowledge and understanding of concept of representation. Relevant reference to representation response issues linked to a range of appropriate examples. Awareness of relevant theories, changing debates, different views and approaches.
Level 4: 12-15
Sophisticated understanding of representation. Draws on representation response issues and debates and engages with relevant theoretical issues e.g., representation, needs, ideologies and aspirations.

13. “Stronger candidates could offer positive and negative examples and were confident in discussing the chosen texts in detail. They used two or three key texts to examine closely and referred to other relevant texts in their discussion.
Some candidates produced simplistic and descriptive responses that were not underpinned by a more sophisticated understanding of representation as a media concept.
It is apparent in some cases that in their efforts to explore three examples, candidates are losing some of their essay writing skills - few answers, for example, gave evidence of an overview or concluded in any way. Many candidates moved from one example to another without the development of a point of view or exploration of differences.
The examples used by some candidates were brief and not well developed and tended to be from the same format e.g. television. They tended to discuss individual characters in a simplistic manner. In some responses there was a lack of understanding of any theoretical perspective or of the effect/impact of negative or positive representations. There was also limited understanding of how the media creates representations through selection and construction.”

14. Q3. With reference to your own detailed examples, explore the representation of gender in the media today [30 marks]
Candidates must use 2/3 specific examples of how media texts represent gender and analyse them in detail focusing on the concept of representation.
There is an expectation that candidates attaining the higher levels will demonstrate an understanding of the concept of representation and be able to anchor their chosen examples in terms of context and purpose.
The chosen examples should be analysed in some detail and the more able candidates must engage with them on a more sophisticated level that goes beyond simple descriptions or assertions of positive and negative.
The examples used must be contemporary in order to reflect the representation of women 'in the media today'.
3 examples? 1. 2. 3.

15. Level
AO1: Demonstrate knowledge and understanding of media concepts, contexts and critical debates..
Level 1: 0-11
Superficial argument. Relies heavily on description. Lacks appropriate examples. Little evidence of understanding of the concept of representation.
Level 2: 12-17
(12-14)
(15-17)
A basic understanding of representation issues. A basic attempt to engage with media concepts and debates. A simple view of texts. Lacks depth and development.
Sense of representation issues. Sense of media concepts and debates. Approaches may be overly descriptive. Response may be limited to stimulus material with no other examples.
Level 3: 18-23
(18-20)
(21-23)
Sound understanding of representation issues. A sound attempt to engage with media concepts and debates using appropriate examples. Moderately complex ideas will be expressed clearly with some evidence of a personal interpretation.
Good understanding of representation issues. Good exploration of relevant media concepts and debates using a range of appropriate examples. Likely to draw on different approaches.
Level 4: 24-30
Sophisticated understanding of representation issues linked to current thinking and theories. Confident exploration of media concepts. Good sense of issues and debates surrounding a wide range of media texts.

16. “Question 3 was answered well by some candidates who understood the concept of representation, had studied it across a range of examples and formats and could then apply this understanding to a range of appropriate examples. The best candidates introduced the concept, demonstrated their understanding of representation through the analysis of specific media texts and then summed up their points in a conclusion. . They used two or three key texts to examine closely and referred to other relevant texts in their discussion.
The more simplistic responses tended to highlight negative and positive representations with limited discussions of how they are achieved e.g. editing, camera shots. Some candidates indulged in an opinion-led response. Other responses contained too many examples which resulted in a lack of appropriate detail. Candidates must be able to demonstrate a sophisticated understanding of the examples they choose to use.”

17. Revision Analysis toolkit – Terminology Narrative theory Gaze theory
Technical, visual, action and genre codes
Conventions and contexts of text types e.g. trailers, adverts, newspapers...
Representation –
Theory: constructionist approach; mediation and construction process
2-3 detailed examples of: age (young/old/teens); gender (men/women); ethnicity; nationality; issues; events
Be able to put these into context
Audience –
Theory: U+G, two step flow, effects debate; cultivation vs hypodermic syringe
Classifications: demographics etc.
2-3 detailed examples of: how different audiences respond to different texts; how texts target audiences; how texts appeal to different audiences
Know the difference between responses, targeting and attracting!