1. Learning Objectives:
• Begin to understand what is required in
this section of the exam.
• Consider how to structure a comparative
essay.

2. The Mark Scheme
• This section of the exam is marked out of 50.
• You are marked on 3 strands:
• Explanation / analysis / argument (16-20 marks)
• Use of examples (16-20 marks)
• Use of terminology (8-10 marks)

3. Level 4
Explanation / analysis / argument (16-20 marks)
• Candidates adapt their learning to the specific requirements of the
chosen question in excellent fashion and make connections in order
to present a coherent argument. The answer offers a clear, fluent
balance of media theories and knowledge of industries and texts
and informed personal engagement with issues and debates.
Use of examples (16-20 marks)
• Examples of contemporary texts and industry knowledge are clearly
connected together in the answer. History and the future are
integrated into the discussion with conviction.
Use of terminology (8-10 marks)
• Throughout the answer, material presented is informed by media
theory and the command of the appropriate conceptual and
theoretical language is excellent.
• Complex issues have been expressed clearly and fluently using a
style of writing appropriate to the complex subject matter. Sentences
and paragraphs, consistently relevant, have been well structured,
using appropriate technical terminology. There may be few, if any,
errors of spelling, punctuation and grammar.

4. Level 4 – what does the mark
scheme mean?
Explanation / analysis / argument
• Focus on the question throughout, using key
words.
• Plan, and order ideas logically in paragraphs
• Link theory to your case study examples
Use of examples
• Include a range of examples
• Focus on past and present
• Connect, link and compare your case study
examples
Use of terminology
• Show you understand theory
• Use theoretical and technical language

5. How do ‘if…’ and ‘Fish Tank’ present
different representations of youth?
Similarities:
• Strange, hypocritical adult figures
• Main characters are lone, isolated figures
• Main characters are angry, violent
• Both have absent parental figures
• Solitary ‘artistic’ pursuits (Mia’s dancing, Travis’
music)
• Both drink, steal
• Both don’t want to be where they are

6. How do ‘if…’ and ‘Fish Tank’ present
different representations of youth?
Differences:
• Time – when they are set
• Different social class
• Genders
• Travis has friends – Mia only interacts with males who are older
than her
• Both characters are destructive, but Mia’s destructive nature is
turned inwards, whereas Travis ends up killing people. There is the
slight possibility of Mia having a new beginning at the end of the
film.
• Mia has definite goals (dancing) and works towards them – Travis
does not
• Possible message – warning- in ‘if…’ – representation of institutional
issues WHEREAS ‘Fish Tank’ is more intimate, personal – issues
cannot be fixed – roles are shown as inevitable (e.g. Mia’s mother
dancing) – Mia and her sister are trapped.

7. 1) Intro – brief answer to the question
- Say which films you will be discussing
- Say you are focussing on British youth
- Say which theorists you are going to mention
1) Explain which aspects of youth are
represented in each film.
- details of who they are and what they do
- how they interact with others
1) Compare / contrast technical details of how the
films present representations.
- main focus on mise en scene (1. costume, hair and
make-up; 2. colour and lighting; 3. facial expressions and
body language; 4. position in the frame; 5. setting and
props).
- camerawork
- sound
- editing / effects
1) Theory

8. Theory
• Hebdige
– Subcultures allow youth to express opposition to
society and challenge hegemony.
– Style is key aspect of subculture – attempt to resist
hegemony.
• Lacan
– Mirror stage
• Acland
– Media representations of youth maintain social
order/hegemony.
– Ideology of protection
• McRobbie
– symbolic violence against the working class.