Media Studies: Assignment Two

Hi Year Ten,

You should be preparing for your second assignment. Remember that there are two tasks:

1 – Analyse the promotional methods (poster and trailer) for an existing horror film.

2 – Create a storyboard and trailer for a new horror film (an original film devised by you).

To help with preparing for part 1 of the assignment, you should plan what you will include using the essay plans handed out in class. You should also prepare by annotating the poster and screen shots from the trailer for the horror film. Here is a reminder of the conventions to look out for:

Poster conventions film conventions

You should aim for a detailed, precise and analytical write up. Use the mark scheme to keep you on track, everyone should aim high so here is the criteria for top band:

This analysis is marked out of 20. A top grade would:

  • Produce convincing and effective analyses of media texts. Media terminology is used extensively and well.
  • The nature and impact of media representation is explored convincingly.
  • There is a convincing and clear understanding and appreciation of institutional aspects of media production.
  • Responses, including the explanation, are well written and well structured.

Here is an example of an essay ASSIGNMENT TWO – Essay Example – film promotion on The Other Woman

the other woman

 

Unseen Poem

Hi All,

For homework, I would like you to read the poem below and offer interpretations of it. Remember the assessment criteria for unseen poetry:

unseen grading

How does Simon Armitage present ideas in this poem:

I am very bothered when I think
of the bad things I have done in my life.
Not least that time in the chemistry lab
when I held a pair of scissors by the blades
and played the handles
in the naked lilac flame of the Bunsen burner;
then called your name, and handed them over.

O the unrivalled stench of branded skin
as you slipped your thumb and middle finger in,
then couldn’t shake off the two burning rings. Marked,
the doctor said, for eternity.

Don’t believe me, please, if I say
that was just my butterfingered way, at thirteen,
of asking you if you would marry me.

Simon Armitage

English Langauge Exam: Reading Past Paper

This blog will show some responses to a past paper (June 2011) to give you an idea of the difference in content and detail between band 2/3 and 4 answers. The answers provided aren’t fully developed – as part of your revision, you could write your own responses to the questions.

Source 1

source 1

Question 1 Responses: 

answer 1

Source 2:

source 2(1)Question 2 Responses:

answer 2

Source 3:

source 3

Question 3 Responses: 

answer 3

Sources for Question 4 – Comparing Language:

source for answer 4

Question 4 Responses:

answer 4

Happy Revising 🙂

English Language Exam: Writing Tips

The best way to prepare for the writing section is to practise writing! (Obviously) But if you’re looking for some tips or inspiration, hopefully this post will help you out.

Firstly, you should consider what is required of you in the exam. It’s important that your writing is fluent, accurate and interesting. You need to prove that the last 11 years of learning literacy at school were not in vain. Here is a simplified overview of the assessment criteria for the writing questions (Questions 5 and 6)

GCSE Writing Criteria

You need to show that you can write confidently for a range of purposes and audiences. The exam has two writing tasks; firstly question 5 asks you to write to explain/describe; secondly question 6 asks you to argue/persuade.

In order to achieve full marks in the communication and organisation criteria, you should make sure that ideas are organised into logical, flowing paragraphs and that you use a range of techniques appropriate to the purpose of the writing. Below, you will find two examples of each writing type with various techniques that can be used in the exam. Both responses are from past paper questions:

Question 5 – Explain/Describe

Description Techniques

Question 6 – Argue/Persuade

Persuasion

In addition to using relevant techniques and organising your ideas, you must ensure that your writing is grammatically correct. The focus on spelling, punctuation and grammar is high on all English exams this year. Take a closer look at the assessment criteria for SPaG:

spag focus

 

Remember to use a range of sentences in your response. Recall the methods that you have learnt in class, including the slow writing technique where we varied sentences by using ‘Simple/Compound/Complex/Repeat’. Here is a reminder of the three  major sentence types:

Sentence Types

You should also vary your vocabulary to try and impress your reader. The best way to develop your vocabulary is by reading a wide and varied range of sources; you could also include vocabulary that you have learnt during your study of the poems. As an extra task, why not use these word clouds to revise new vocabulary and add new words to your repertoire:

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Happy revising 🙂

English Language: Preparing for the Reading Exam

The English Language exam is a fast-paced test of your reading and writing abilities. It is very important that you are prepared for this and understand what is required of you in each question. Here is an overview of the reading section:

Reading Time:

Reading Time

Paper Overview:

Reading Paper

The best way to revise for the paper is to read a wide range of non-fiction texts. You can read newspapers, autobiographies or magazine articles. Consider how writers convey meaning through their use of language and presentation. Here are some sources for non-fiction writing:

Guardian

Telegraph

Independent

Daily Mirror

Huffington Post

You should also use past papers available on the AQA website to practise answering questions (UNIT 1)

 

Creating Detailed Poetry Comparision

Today, we have been practising writing up developed analytical paragraphs for various questions in the Character and Voice poetry cluster. We started by reminding ourselves of features to compare:

Comparing

Then we looked at the mark scheme:

mark scheme poetry

And Ms Ryan modelled an example paragraph:

Practise paragraph

We then worked, mostly in pairs, on different exam questions seeing how we could meet the requirements of the assessment: embed quotations, make imaginative comparisons, comment on language/structure/themes/ideas. Here are a few examples of what we came up with:

Compare imagery in On a Portrait of a Deaf Man and Medusa…

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Compare structure in My Last Duchess and Singh Song!

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Rhea was late, but managed to write a detailed comparison of imagery in Les Grand Seigneurs, building on Ms Ryan’s model paragraph from the start of the lesson:

Rhea - Imagery

 

Overall, Ms Ryan was very impressed with the quality of our work and hopes that we can continue creating such detailed comparisons of the poems as part of our revision programme.

Linking Poems

As a starter today, we spent 10 minutes running through various features which the Character and Voice poems have in common. The task was meant to be a quick fire revision activity to test our knowledge of the poems and how well we are able to make comparisons between them.

This slide was displayed on the board to get us thinking:

poem points

Everyone in the room was targeted at least once, and Ms Ryan was impressed by our ability to think quickly on the spot – this should come in handy for the exam. Roshni produced an attractive mindmap (as usual!)

Linking Poems

To continue with the hard work started in lesson, you should all be finding quotations that support your ideas and continue to revise the poems, filling in gaps in knowledge.

Happy Revising!