Assessment 1: learner response

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1) Type up your feedback in full (you don't need to write the mark and grade if you want to keep this confidential).

WWW: Some good, clear & concise writing. Very good on Q1.
EBI: More developed answers needed, especially Q3, to incorporate (genre) theorists and more examples.

2) Read the mark scheme for this assessment carefully. Identify at least one potential point that you missed out on for each question in the assessment.

01) male with a gun - reinforces masculine stereotypes of violence
tagline references ‘survival’; no hint of a new equilibrium.
02) binary opposition (‘The Showdown’).
03) audience pleasures/gratifications; allows comparison and
discussion of media products; recognise developments and evolution in genres.\
04) adopts informal language to connect with audience (‘Haters’); offers more
than just music (‘Athletes’/’Politicians’)
05) ‘Who is music’s number one genius?’ could be
open to very different interpretations depending on audience demographics.

3) Read this exemplar response from a previous Year 12 (an A grade) - note this was a slightly different paper in terms of the question wording (we've updated it to better reflect recent exams). Identify at least one potential point for each question from this student's paper that you could have mentioned in your assessment. 

4) Did you get any media terminology or theory wrong in the assessment? Make a note of it here for future revision, including theories/terminology that you could have used but didn't.

Propp’s character types: urban hero established through costume & props.
Narrative codes suggest action, violence and confrontation – genre of order (Shatz)

5) Identify your weakest question and write five bullet points that would improve on your original response. Use the mark scheme and exemplar paper to identify these points - particularly focusing on the anticipated content and the top level descriptors.

Weakest question - question 3:

•  Genre important for audiences: expectations of narrative, character, plot, style and content;
selection and rejection of texts
•  Audience pleasures/gratifications; allows comparison and
discussion of media products; recognise developments and evolution in genres.
• Genre important for producers/industries: ‘template’ for producers; attracting audiences;
economic reassurance (certain TV/film genres reliably popular); marketing purposes;
• Neale “repetition and difference” – allows producers to evolve genre but maintain audience
• Abercrombie “television producers set out to exploit genre conventions... economic sense”
... “Genres permit the creation and maintenance of a loyal audience.”

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