Year 10 Essay (B321)

The essay question you will answer is:

Compare how teenagers are represented in the action adventure films: The Maze Runner and Tomorrowland.

As guidance, the essay should be approximately 800–1,500 words in length and this may be

divided into sections

You need to demonstrate:

• detailed and thorough knowledge and understanding of the texts studied
• thoughtful and insightful analysis and interpretation of the texts
• understanding of how texts represent social and cultural messages and values,
• including proficient identification and interpretation of those messages and values
• understanding of how texts use media language and areas of representation
• knowledge and understanding of the codes and conventions according to generic categorisations of media texts
• accurate use of technical terms and medium-specific terminology, as appropriate
• understanding of the effects of techniques on texts and audiences
• confident comparison of media texts, as appropriate
• appropriate use of some examples to support points made
• personal insights and engagement with objects of study and concepts.

Representation Essay Markscheme (B321)

Marking criteria for assignment

This assignment is marked out of 60.

Level 4 (46–60 marks)

Candidates will demonstrate:

• detailed and thorough knowledge and understanding of the texts studied
• thoughtful and insightful analysis and interpretation of the texts
• very good understanding of how texts represent social and cultural messages and values,
• including proficient identification and interpretation of those messages and values
• very good understanding of how texts use media language and areas of representation
• very good knowledge and understanding of the codes and conventions according to generic
• categorisations of media texts
• accurate use of technical terms and medium-specific terminology, as appropriate
• very good understanding of the effects of techniques on texts and audiences
• confident comparison of media texts, as appropriate
• appropriate use of some examples to support points made
• personal insights and engagement with objects of study and concepts.

Level 3 (31–45 marks)

Candidates will demonstrate:

• good knowledge and understanding of the texts studied
• sound analysis and interpretation of the texts
• good understanding of how texts represent social and cultural messages and values, including
• competent identification and interpretation of those messages and values
• good understanding of how texts use media language and areas of representation
• good knowledge and understanding of the codes and conventions according to generic
• categorisations of media texts
• mostly accurate use of technical terms and medium-specific terminology, as appropriate
• good understanding of the effects of techniques on texts and audiences
• comparison of media texts, as appropriate
• appropriate use of some examples to support points made
• some personal insights and engagement with objects of study and concepts.

Level 2 (16–30 marks)

Candidates will demonstrate:

• some knowledge and understanding of the texts studied
• some analysis and interpretation of the texts
• some understanding of how texts represent social and cultural messages and values, including
• clear identification of those messages and values
• some understanding of how texts use media language and areas of representation
• some knowledge and understanding of the codes and conventions according to generic
• categorisations of media texts
• some accurate use of technical terms and medium-specific terminology, as appropriate
• some understanding of the effects of techniques on texts and audiences
• appropriate use of some examples to support points made.

Level 1 (1–15 marks)

Candidates will demonstrate:

• basic knowledge and understanding of the texts studied
• description, rather than analysis and interpretation of the texts
• basic understanding of how texts represent social and cultural messages and values, including
• basic identification of those messages and values
• basic understanding of how texts use media language and areas of representation
• basic knowledge and understanding of codes and conventions used according to generic
• categorisations of media texts
• minimal use of technical terms and medium-specific terminology, as appropriate
• basic understanding of the effects of techniques on texts and audiences
• minimal reference to appropriate examples to support points made.

0 marks = no response or no response worthy of credit

10W Essay Preparation

The essay question you will answer is:
Compare how teenagers are represented in the action adventure films: The Maze Runner and Tomorrowland.

As part of your preparation you need to watch a selection of these clips (two for each film should do) and make notes on the following areas:

• Mise en scene
• Sound
• Editing
• Camera work

Use the glossary to help with this.


To help you make notes, you need to do the following
STEP 1: SELECT TWO or THREE KEY SHOTS/SEQUENCES in a sequence and print screen them.
STEP 2. COPY THESE INTO WORD
STEP 3. ANNOTATE THEM WITH NOTES ON the four areas.

Year 10 Essay (The Maze Runner & Tomorrowland)

Compare how teenagers are represented in the action adventure films: The Maze Runner and Tomorrowland.

Make notes on:

• Mise en scene
• Sound
• Editing
• Camera work

Tomorrowland - Representation Of Teenagers (Casey)

Consider the ways that teenagers are represented in Tomorrowland (this will really help with your coursework essay).

• Make notes on the representation of  Casey. 
• Consider things such as what she wears, hairstyles, body language and attitude. 
• Is she a stereotypical teenager or is she more realistic (a countertype)? Explain your conclusions.

Find images that illustrate your points.
This example on The Hunger Games has the sort of detail you need.

Tomorrowland Scenes

The Maze Runner Scenes

Moving Image Glossary

The Maze Runner - Representation Of Teenagers

Consider the ways that teenagers are represented in The Maze Runner (this will really help with your coursework essay).

• Make notes on the representation of  Thomas and three other characters of your choice. 
• Consider things such as what they wear, hairstyles, body language and attitude. 
• Are they stereotypical teenagers or are they more realistic (countertypes)? Explain your conclusions.

Find images that illustrate your points.
This example on The Hunger Games has the sort of detail you need.

TV Comedy: Scheduling Question (4a)

4. (a) Compare how and why two programmes were scheduled on different channels.

State the day, time and channel on which the two programmes were scheduled. [15 marks]

Include details about the demographic groups and information on the remit of the channels.

The Amazing Spiderman 2: Key Scenes Analysis

Using the same format as The Hunger Games: Catching Fire document, screen grab shots from the two The Amazing Spiderman 2 scenes.

Make notes in the same way you did for The Hunger Games: Catching Fire clips, using the same criteria to guide you.

The Amazing Spiderman 2: Opening Scene

The Amazing Spiderman 2: Final Scene

The Hunger Games: Catching Fire - key scenes analysis

The Hunger Games: Catching Fire Key Scenes Analysis Year 10

The Hunger Games: Catching Fire - Katniss Destroys The Arena

The Hunger Games: Catching Fire - Victory Tour in District 11

The Amazing Spiderman 2 Research - Representation Of Teenagers

Consider the ways that teenagers are represented in The Amazing Spiderman 2 (this will really help with your coursework essay).

• Make notes on the representation of  Peter, Gwen and Harry.
• Consider things such as what they wear, hairstyles, body language and attitude. 
• Are they stereotypical teenagers or are they more realistic representations? Explain your conclusions.

The Amazing Spiderman 2 - Electro Trailer

The Amazing Spiderman 2 Trailer

Representation of Katniss and Peeta by Abbie Waterson

Representation of Katniss and Peeta in The Hunger Games: Catching Fire by Abbie Waterson