Exam Mark Scheme June 2013

8/16/2019 Exam Mark Scheme June 2013

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Oxford Cambridge and RSA Examinations

GCSE

Media Studies

General Certificate of Secondary Education

Unit B322: Textual Analysis and Media Studies Topic (Moving Image)

Mark Scheme for June 2013


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This mark scheme is published as an aid to teachers and students, to indicate the requirementsof the examination. It shows the basis on which marks were awarded by examiners. It does notindicate the details of the discussions which took place at an examiners’ meeting before markingcommenced.

All examiners are instructed that alternative correct answers and unexpected approaches in

candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skillsdemonstrated.

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B322 Mark Scheme

1

Annotat ions

Annotat ion Meaning

Only 3 bullets

Unclear

Characterisation

No connotation

Incorrect point (use carefully)

No channel

No day

No example

No pleasures

No ‘Stereotype’

No time

Only 1 text

Tick


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B322 Mark Scheme

2

Subject-specific Marking Instructions

The purpose of this unit is to assess candidates’ ability to:

Recall, select and communicate their knowledge and understanding of media products and the contexts in wh(AO1).

Analyse and respond to media texts/topics using media key concepts and appropriate terminology (AO2).

Assessment Object ives Grid (includes QWC)

Question AO1 AO2 Total

Section A 10 40 50

Section B 22 8 30

Totals 32 48 80

These are broken down by question as follows:

Q1 3 marks AO1 knowledge of generic conventions7 marks AO2 textual analysis

Q2 20 marks AO2 textual analysis

Q3 7 marks AO1 knowledge of representation issues:13 marks AO2 textual analysis

Q4 22 marks AO1 knowledge and understanding of TV or radio comedy texts, TV or radio channels and spleasures

8 marks AO2 textual analysis


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B322 Mark Scheme

3

Question Answer Marks

1 Level 4 (8–10 marks)Explains two generic narrative featuresShows thorough understanding of appropriate genericconventionsIdeas and arguments supported by evidence

Precise and accurate use of terminologyIdeas expressed clearly and fluently in well-structuredsentences with few, if any, errors of spelling, punctuationand grammar.

Level 3 (6–7 marks)States two generic narrative featuresShows sound understanding of appropriate genericconventionsOffers sound textual evidence (at the top)

Ideas expressed with some clarity and fluency; errors ofspelling, punctuation and grammar do not obscuremeaning.

Level 2 (3–5 marks)States at least one generic narrative featureShows some understanding of generic conventionsOffers some textual evidence (at the top)Simple ideas expressed appropriately but possibly withsome errors of spelling, punctuation and grammar thatobscure meaning.

Level 1 (0–2 marks)Describes some aspects of the textSome simple ideas expressed with errors of spelling,punctuation and grammar that obscure meaning. Writingmay also lack legibility.

10 Level 4 answers will expexemplification. Use of t‘protagonist’, and ‘antagconventions into this ban

Answers in this band shunderstanding of typical

‘There is a protagonist’ dconvention (but reward tprotagonist’ does count.

Level 3 answers will ide

At the bottom of the banand may not suggest ge

Textual exemplification an answer to the top of t

Level 2 answers will staextract

Answers that offer textuunderstanding generic cthis band.

Some answers that atte

the same element twice

Level 1 answers will nofits the generic conventievents in the extract (egthis…’).


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B322 Mark Scheme

4


Examples of convention

underdog heroes

underhand villains

jeopardy – a shoo

violence

hero’s sidekick

suspense before t

Candidates may note th


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B322 Mark Scheme

5


2 Level 4 (16–20 marks)Comprehensive range of examples (all bullet pointsaccurate)Detailed analysis of textual evidence from the extractPrecise and accurate use of terminology

Thorough understanding of connotative effectIdeas expressed clearly and fluently in well-structuredsentences with few, if any, errors of spelling, punctuationand grammar.

Level 3 (12–15 marks)Comprehensive range of examples (all bullet pointsattempted)Offers sound textual evidence from the extractSome accurate use of terminologySound understanding of connotative effectIdeas expressed with some clarity and fluency; errors of

spelling, punctuation and grammar do not obscuremeaning.

Level 2 (6–11 marks) Attempts at least three bullet pointsOffers some textual evidence from the extractLimited use of terminologySome understanding of connotative effect (at the top endof the band)

Some simple ideas expressed appropriately but possiblywith some errors of spelling, punctuation and grammar thatobscure meaning.

Level 1 (0–5 marks) Attempts one or two bullet points

20 Level 4 answers will typaccurately described, weach bullet point.

Answers can enter this b

bullet point, so long as t

Level 3 answers will typconnotative analysis fo

Answers with more thanpoints should reach at le

Answers with one weakthe other three are at levcandidate clearly does nlanguage element meanediting).

Level 2 answers might:

only attempt three

fail to give specificpoint

give some explanbullet points (this w

the band) give examples wit

put the answer in

Level 1 answers might dor no reference to media


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B322 Mark Scheme

6


Describes some aspects of the extractSome simple ideas expressed with errors of spelling,punctuation and grammar that obscure meaning. Writingmay also lack legibility.

Look for specific exampexamples, but show levelanguage element):- 'there is a variety - there are long sho

- 'continuity editing - 'there are cuts bet- 'there is fast pace

specific sequence- 'there is music thr

SoundtrackReward 'diagetic'/'diegeof sound as diegetic or nexample.

Accept:

Heroic brass and cthe start of the ext

Sound effects emp

Sound effect of hotownspeople’s rea

Suspense music a

Sound effect of a bwindscreen

Exaggerated sounweaponry

Exaggerated soun

Computer game s Sound effect of the

followed by a wom

Sound effect of An

Sound effect of cohits Danny’s car d


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B322 Mark Scheme

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Short silence – caout of car

Sound effect as th

70s buddy cop mutogether

Any other relevant

EditingOnly accept answers othexplicit link made to the elements, for example, sclear explanation that theffects).

The term 'jump cut' shouclear breach of continuit

Accept:

Use of wipes (eg Acut’ for this transitlooking through th

The montage of th

The increasing patension increases

The faster pace of‘fast editing’ or ‘fastechnique is demo

Use of slow motiocrouching near the

Shot-reverse shotcutting as shows a

Any other relevant


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B322 Mark Scheme

8


Mise en scèneThis media language eleanswers (eg ‘there is a mreward explanation of co

Candidates might com Angel’s ‘warrior’ co

The unusual locatdecorated with buthis

The kids dressed ‘hoodies’

The townspeople jacket, vicar’s dog

Camerawork

Accept: Slow tracking in to

‘zooming’ for this,

High angle (eg of t

Low angle (eg of A

Over the shoulder

Close up (eg of ‘Z

Whip pans (eg betwindow to Angel, out around the pill

Handheld cameraup at the window)

Focus pulls (eg froface, from Angel tbasket)

Tracking shots (eg Angel run down th


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B322 Mark Scheme

9


Crash/whip zoom basket)

Any other relevant


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B322 Mark Scheme

10


3 Level 4 (16–20 marks)Discusses a range of representation issues in the extract,or discusses one or more issues in depthShows thorough understanding of appropriaterepresentation issues

Offers a range of textual evidence from the extract thatexemplifies these issuesIdeas expressed clearly and fluently in well-structuredsentences with few, if any, errors of spelling, punctuationand grammar.

Level 3 (12–15 marks)Clearly identifies at least one representation issue in theextractShows sound understanding of appropriate representationissues – accurate use of the term ‘stereotyping’Offers textual evidence from the extract that exemplifiesthese issues

Ideas expressed with some clarity and fluency; errors ofspelling, punctuation and grammar do not obscure

meaning.

Level 2 (6–11 marks)Describes aspects of representation in the extractShows some limited understanding of representationissues – uses the concept of stereotyping or the term itselfOffers some textual evidence from the extract

20 Level 4 answers might:

offer an in-depth drepresented (stereanti/counter-stere

OR

explore the repres

The specification sgender, ethnicity, nationality. The pthe English Countrelevant represen

Look to reward anof ideologies and/the top of this levemarks without doi

Level 3 answers will disstereotyping.

Any answer accurately uattain this level unless sunderdeveloped.

Level 2 answers will typgeneric conventions with

These answers may use‘stereotyping’, but solelyvillain is stereotypically e


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B322 Mark Scheme

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Simple ideas expressed appropriately but possibly withsome errors of spelling, punctuation and grammar thatobscure meaning.

Level 1 (0–5 marks)Describes some aspects of the extractShows no or minimal understanding of representationissues – no reference to stereotypingOffers minimal textual evidence from the extractSome simple ideas expressed with errors of spelling,punctuation and grammar that obscure meaning. Writingmay also lack legibility.

conventions (eg ‘stereot

Alternatively, they mightstereotyping without usiand strong, like most he

Level 1 answers will nestereotyping. They are

Candidates should reco

anti-stereotypical rwomen

the stereotypical m

They might also comme

the stereotypical rtown as exclusive

the representation

the anti-stereotypichubbyness

the anti-stereotypicountry town as a

Some candidates might nature of the representa


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B322 Mark Scheme

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4 (a) Level 4 (12–15 marks)Discusses the scheduling of two comediesPrecise and accurate use of terminologyShows detailed knowledge of TV or radio channels andscheduling with understanding of how programmes reflect

institutional contextsThorough understanding of how channels use schedulingto reach audiencesIdeas expressed clearly and fluently in well-structuredsentences with few, if any, errors of spelling, punctuationand grammar.

Level 3 (9–11 marks) Accurately describes and evaluates the scheduling of twocomediesSome accurate use of terminologyShows sound knowledge of TV or radio channels andscheduling with some understanding of how programmesreflect institutional contextsSound understanding of how channels use scheduling toreach audiencesIdeas expressed with some clarity and fluency; errors ofspelling, punctuation and grammar do not obscuremeaning.

Level 2 (4–8 marks)Describes the scheduling of two comediesLimited use of terminology

Shows some knowledge of TV or radio channels andschedulingSome understanding of how channels use scheduling toreach audiencesSimple ideas expressed appropriately but possibly withsome errors of spelling, punctuation and grammar thatobscure meaning.

15 Level 4 answers will ad

the fit between in

scheduling.

Level 3 answers will statypically explain just onescheduling, or will be lim

Level 2 answers will do the scheduling of the tex

Answers that attempt, vscheduling should reach

Answers with incompletthis band if the answer s(especially if the schedu


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B322 Mark Scheme

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Level 1 (0–3 marks)Partially describes the scheduling of one or two comediesShows minimal knowledge of TV or radio channels andschedulingSome simple ideas expressed with errors of spelling,punctuation and grammar that obscure meaning. Writingmay also lack legibility.

Vague descriptions of thSky’, if the channel is nonaming other programm

Vague descriptions of th

'after the watershed'.

Vague descriptions of thtransmission, 'every dayweekday').

Level 1 answers will attwill be inaccurate or very

Answers using a text or programmes (eg soap o‘best fit’ principle, but no

Answers that demonstrado not apply this undersreach level 2, under the

(b) Level 4 (12–15 marks)Shows detailed knowledge of audience pleasuresThorough understanding of how programmes offeraudience pleasuresDetailed and appropriate exemplificationIdeas expressed clearly and fluently in well-structured

sentences with few, if any, errors of spelling, punctuationand grammar.

Level 3 (9–11 marks)Shows sound knowledge of different audience pleasuresSound understanding of how programmes offer audiencepleasures

15 Level 4 answers will baaudience pleasures with

A typical detailed exampepisode of the programmepisodes). For exampleshould explain how one

Level 3 answers will outtext(s) with some specifi

Answers that fail to giveband if there is a sound enter level 4.


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B322 Mark Scheme

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Relevant textual exemplification (with some detail at thetop of the band)Ideas expressed with some clarity and fluency; errors ofspelling, punctuation and grammar do not obscuremeaning.

Level 2 (4–8 marks)Shows knowledge of one or two audience pleasuresBasic understanding of how at least one programme offersaudience pleasuresSome textual exemplification (at the top of the band)Some ideas expressed appropriately but possibly withsome errors of spelling, punctuation and grammar thatobscure meaning

Level 1 (0–3 marks)Describes one textSome simple ideas expressed with errors of spelling,punctuation and grammar that obscure meaning. Writingmay also lack legibility.

Lack of specific detail mlimited to character descas a whole.

Level 2 answers will offetext(s) with little exempli

At the top end of the banexemplification of textuageneralised or very limit Answers at the bottom ebeyond the text(s) ‘being

Answers with only one plevel 2.

Level 1 answers will typ

Answers using a text or programmes (eg soap othey discuss pleasures tprogrammes

Discussion of different tyslapstick comedy, verbacounts as one pleasure,other pleasures in the co


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Documents

Exam Mark Scheme June 2013