1. How to take notes and write
paragraphs in AS exam
L/O: to understand
a) How to set up notes effectively
b) How to write effective paragraphs

2. This is on 1st page in representation revision package
CAM SAMC EDIT MES SOUND
Point
(point to cover)
Evidence
Getting evidence from
clip to support clips
(analyise is done in
essay)
Link
How does it link to the
type of representation
Does it reinforce
Develop
Challenge
Stereotypes?

3. Note structure
TECHNICAL AREA
POINT 1.
2.
(points for essay) 3.
4.
5.
EVIDENCE 1.
2.
(evidence from clip to 3.
support points) 4.
5.
(analysis is done in essay)
LINK
How does it link to the
type of representation?
Reinforce?
Develop?
Challenge?

4. Why is this structure good?
• It enables you to start structuring your essay
before you even write it.
• The old way, people just used to write down
random notes and then struggle to piece them
together.
• You only have 30 minutes to write, planning
must begin before this, or you will run out of
time which is the toughest thing of this exam!

5. Taking notes with each viewing
You view it 4 times, you will record info as you
watch it over and over
• 1st no notes
• 2nd points
• 3rd evidence
• 4th evidence & link

6. Paragraphs
• Using PEAL paragraphs is essential in achieving
above a D.
• If you don’t use PEAL structure, you will be
writing randomly. (level 1 and maybe level 2)
• Using PEAL gives you focus.
• Remember you have already started your
point, evidence in note taking!

7. P = POINT
Point
• Make a focused point. This is a statement
which addresses the essay question and
addresses the
paragraph’s topic (subtopic).

8. E = Evidence
Evidence
• 1. Provide evidence (evidence from an image
(example from image) or text (quotation from
text) which supports your point, is relevant
and is the best example you can find.
2. (Explanation - Briefly explain your
evidence)

9. A = Analysis (explanation)
Analysis
• Analyse (explain the point and evidence) the work in more
detail using analytical verbs.
Remember to analyse something means to examine it,
observe it, scrutinize it, study it and evaluate it.
ANALYTICAL VERBS (to use for analysis)
• Connotes (connoting, connotation)
• Indicates (indicating, indicative)
• Shows (showing)
• Suggests (suggesting, suggestive)
• Implies (implying, implication)
• Highlights (highlighting)
• Emphasises (emphasising)
• Underlines (underlining)
• Reinforces (reinforcing, reinforcement)

10. L = Link
Link
• Write and describe how it links back to the
question/argument (thesis).

11. Extension = Effect
Extension:
• Effect: What is the effect on the audience?

12. PEAL paragraphs with multiple points
• PEAL paragraphs aren’t always simple
• Sometimes you can have PEAL paragraphs
with multiple points
• Sometimes they can be comparative and in
the analysis you can COMPARE (similarities &
differences)

13. Comparing
• B or above answers will have an element of comparison.
• You could compare technical areas, stereotypes or even key terms
(ex. Characters costumes)
• Comparing similarities
• Comparing differences
CONNECTIVES to use for comparing
• If you are going to COMPARE, then use appropriate connectives
(comparing connectives):
– Similarities: Equally, similarly, likewise, like, as with, in the same
way,
– Differences: Whereas, alternatively, instead of, otherwise,
however, on the other hand

14. Introduction
• You must always start a response/essay with
an introduction
• Media exam = MUST BE SHORT!!!!!!!!!!! (time)
In the sequence from _________, the technical
features of _________ is applied to construct
the representation of _________.

15. Body paragraphs
• Body paragraphs are the middle of an essay
• Take a look at essay structure in revision
booklet
SIMPLE (C/D) below CHALLENGING (B above)
List off the points randomly Relate to structure of clip, and potentially
compare
Setting
Lighting Beginning of clip
Costume Middle of clip
End of clip

16. Making additional points
• When you write paragraphs, remember simple
connectives.
• Firstly, secondly, next, meanwhile, finally
These help to keep your writing (sentences)
clear and well structured.

17. Conclusion
• A response/essay should always have a short
conclude to conclude/summarize/wrap up the
essay
• MUST BE SHORT!
As we have seen, the representation of
_________ is constructed by the ___________
codes in the sequence.

18. LINKING TO REPRESENTATION
To link to the type of representation you can think about
stereotypes; how are people stereotyped?
• What is/are the stereotypes?
• Is it a positive or negative stereotype?
• Does is reinforce, develop or challenge stereotypes?
• Why does it reinforce, develop or challenge
stereotypes?
• Extension: Why is this relevant or important to our
society?

19. Representation activities
• These are all in the back of the revision
guide…..
• At the bottom are links to clips you can look at
to practice writing responses
• We will do ethnicity first (linked to mise-en-
scene)