Approaching Exam Questions

Starter: White boards - Write 2/3 key words which describe your emotion when viewing the following scenes from our three case studies:

1. The Crying Game - Jody gets killed by his 'resuers'.

2. Natural Born Killers - 'I Love Mallory' sitcom parody

3. City of God - Benne's killing at the dancehall

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Approaching exam questions.

It is important that before you start answering the question in the exam, that you consider what the question is actually asking you.

The key to this is to unpick the question, look for key words that will allow you to establish a focus for your response.

Example question:
- How important is the soundtrack in influencing the spectator’s emotional response to a film?

By the use of the word ‘how’ you are being asked to make a judgement and come to a conclusion.
You would also be expected to explain what you understand by soundtrack in relation to the texts.

Example question:
-Explore some of the ways in which the spectator’s emotional response to popular films is the result of visual elements such as cinematography, special effects or design.

One of the key words here is ‘explore’, this implies a detailed analysis. You need to demonstrate your understanding of the terminology used. For example; what is meant by cinematography? Notice that the focus of this question is on spectator’s emotional response not of the text itself.

Example question:
-To what extent is the success of your chosen texts dependent on stars and celebrities?

‘To what extent’ allows you to qualify which texts ARE dependent and which aren’t but the question suggests that you need to comment on how much they are dependent. This suggests there may be other factors that have contributed to their success. If this is the case, you will need to develop this point with examples. You should also discuss the notion of success.

Criteria Terms and command verbs

Command verbs that you will see in internal assessments can be confusing. Different command verbs will ask for different types of information. Below is a table, which has the command verb and definition.

Assessment/Command word	Definition
List	Write a list of the main items (not sentences).
State	Point out or list the main features.
Define	To state the meaning of something using the correct terms.
Identify	Give all the basic facts which relate to a topic.
Outline	Write a clear description but without going into too much detail
Demonstrate	Show that you can do a particular activity or skill.
Explain	Make your point clear by providing sufficient detail.
Describe	Give a clear, straightforward description which includes all of the main points.
Summarise	Write down or articulate briefly the main points or essential features.
Discuss	To present an argument for and against.
Explain	Give logical reasons to support your view.
Describe	Give a full description including details of all the relevant features.
Demonstrate	Prove you can carry out a more complex activity.
Analyse	Identify the factors that apply, and state how these are linked and how each of them relates to the topic.
Justify	Give reasons for the points you are marking so that the marker knows how you arrived at that conclusion.
Suggest	Give your own ideas and thoughts.
Assess	Evaluate in terms of advantages and disadvantages.
Analyse	Identify several relevant factors, show how they are linked, and explain the importance of each.
Evaluate	Bring together all of your information and make a judgement on the importance or success of something.
Recommend	Suggest changes or improvements.
Make recommendations	Make relevant and appropriate suggestions; usually for improvement.
Select and demonstrate	Select several relevant examples or pieces of related evidence which clearly support the arguments you are making. This may include showing particular practical skills.
Review	Consider each factor in turn, providing a description and explanation of their uses, strengths and weaknesses, making recommendations.

·         Types of Emotion – tend to be categorised as Positive or Negative:

Positive	Negative
Happy	Worried
Surprised	Anxious
Thrilled	Frightened
Relieved	Uncomfortable
Hopeful	Annoyed
Satisfied	Frustrated
Sympathetic	Doubtful
Excited	Scared
Inspired	Sad
Exhilarated	Disappointed
Charmed	Dissatisfied
Delighted	Revolted
Cheered	Confused
Contented	Embarrassed
Empowered	Manipulated
Enlightened	Ashamed

Section B : Popular Cinema and Emotional Response

'A' Grade Exam Response Guidance

• Answer each question directly/stress the key points
• Use key words from the question: repeatedly throughout
• Make it clear what films will be discussed at the start: directors + year
• Refer directly to key sequences using detailed analysis and film language to refer to key scenes (mise-en- scene/framing/lighting/sound etc)
• Give a ‘personal response’ (ie: for me/ I believe/in my opinion/the second time I watched it/with further viewing)

Task 1:
Look at the examples of past paper questions (handout) and practise ‘unpicking’ them.
Use bullet points to indicate a structure for an essay response.

Work in groups to produce a structure for your response using bullet points.

Q.‘Popular films are a combination of the predictable and the unexpected.’ Use this statement as the starting point for a discussion of some of the particular spectator pleasures offered by the films you have studied for this topic. [35] 

Q.With reference to the films you have studied for this topic, explore some of the techniques that
are particularly powerful in producing an emotional response in the spectator. [35]

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Presentations. 

Before the Easter break you are to produce a presentation which is to be delivered to me

before March 29th.Your presentation can be a Powerpoint of between 6 and 12 slides. Include notes.

The presentation is an outline of a response to the following:

15. Discuss some of the ways in which key dramatic sequences in your chosen films are designed to produce an emotional response in the spectator. [35]

This is what you need to show:

• A very good understanding and appreciation of the films chosen for this topic, in particular the way key dramatic sequences are constructed. 
• A very good appreciation of how key dramatic sequences are designed to produce an emotional response in the spectator. 
• A very good exploratory response using detailed examples carefully applied to spectatorship. 
• (The very best candidates) … will bring a particularly sophisticated understanding and appreciation of the potentially different ways in which key dramatic sequences produce an emotional response in the spectator. 

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