The purpose of this task is to explore the relationship between context purpose, audience, stylistic features, and language features in filmed adver

Purpose

The purpose of this task is to explore the relationship between context purpose, audience, stylistic features, and language features in filmed advertisements and effectively compare two texts.

Assessment Type: AT1 Responding to Texts Task Weighting 10%

Task Summary

This task explores the relationship between context, purpose, audience, stylistic features and language in filmed Advertisements. A filmed Ad is a form of advertising where audiences are persuaded to buy a product or attend an event, provided information on a current societal issue or message.

Choose two filmed advertisements and write a comparison of the following characteristics:

Purpose what are the purposes (to inform, to entertain, to promote, to grab attention, to create suspense/tension, to create humour etc.) behind the creation of these filmed advertisements? Remember there may well be more than one. How effective is each in achieving their aim?

Audience/Impact on Audience who is the target audience for each Ad? How can you tell? What different techniques do we see that support this? How are they used?

Stylistic Features - what are the characteristics that define the form of the filmed ad? Does each of the ads follow the typical conventions of this form, or do they break them? Look at features such as genre, characters, setting, visuals, sound, music, editing, pace, camera angles, mood, tension, lighting, narrative structure, point of view, computer generated imagery and symbolism. Are the features different? If so, why?

Language report on the language structures and features used and their purpose and effect. Is narrative voice-over, dialogue, tone or volume used? Is there a relationship between the language and the visual images? Use of emotive language? Idioms? Etc.

Context in what context was this filmed Ad made? How does its social context affect its style and content? How may a different social context have altered it?

Make sure you compare each filmed advertisement within each paragraph, dont just write on one text and then the other. Your discussion should centre on similarities as well as differences between the two Ads and should include specific examples to support your discussion.

Assessment Guide

Support resources available on Daymap

Submission Requirements Modified

Format (including text type) Written Comparison Essay/Report with Subheadings Word Count / Length 1000 File Name: SACENUMBER-2ESH20-AT1-MediaComparisonFirstNameInitialLastName

Example: 123456A-2ESH20-AT1-MediaComparisonKaylaT Deadlines Date Submission Requirements

Checkpoint #1 00/00/2023 Submit to Daymap Draft Drop Box

Due 0/0/2023 Upload task to Daymap

Assessment Design CriteriaWhat you will be assessed on Task Specific Clarification To meet the level descriptors make sure you:

Knowledge and Understanding

KU2 Knowledge and understanding of ways in which creators of texts use language features, stylistic features, and conventions to make meaning.

KU3 Knowledge and understanding of ways in which texts are created for different purposes, audiences, and contexts.

Analysis

An2 Analysis of language features, stylistic features, and conventions and evaluation of how they influence audiences.

An3 Analysis of similarities and differences when comparing texts. Application

Ap1 Use of language and stylistic features to create texts that address the purpose, audience, and context.

Ap2 Use of evidence from texts to develop and support a response.

Ap3 Use of clear, accurate, and fluent expression.

Knowledge and UnderstandingAnalysisApplicationAComprehensive knowledge and understanding of ideas and perspectives in a range of texts.

Thorough knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning.

Extensive knowledge and understanding of a wide range of ways in which texts are created for different purposes, audiences, and contexts. Complex analysis of ideas, perspectives, and/or aspects of culture represented in texts.

Perceptive analysis of language features, stylistic features, and conventions used in texts, and thoughtful evaluation of how these influence audiences.

Critical analysis of similarities and differences when comparing texts. Versatile and precise use of language and stylistic features to create a wide range of coherent texts that address the purpose, audience, and context.

Fluently integrated use of evidence from texts to develop and support a response.

Sophisticated use of accurate, clear, and fluent expression.

BKnowledge and understanding of ideas and perspectives in a range of texts.

Knowledge and understanding of ways in which creators of texts use a range of language features, stylistic features, and conventions to make meaning.

Knowledge and understanding of a range of ways in which texts are created for different purposes, contexts, and audiences. Detailed analysis of ideas, perspectives, and/or aspects of culture represented in texts.

Detailed analysis of language features, stylistic features, and conventions, and evaluation of how these influence audiences.

Clear analysis of similarities and differences when comparing texts. Accurate use of language and stylistic features to create a range of coherent texts that address the purpose, context, and audience.

Appropriate use of evidence from texts to develop and support a response.

Consistent use of accurate, clear, and fluent expression.

CKnowledge and understanding of some ideas and perspectives in texts.

Knowledge and understanding of ways in which creators of texts use some language features, stylistic features, and conventions to make meaning.

Knowledge and understanding of ways in which everyday texts are created for different purposes, contexts, and audiences. Analysis of some ideas and perspectives represented in texts.

Description and some analysis of different language features, stylistic features, and conventions, and/or some evaluation of how these influence audiences.

Analysis of some similarities and differences when comparing texts. Generally accurate use of language and stylistic features to create texts that address the purpose, context, and audience.

Selection of some evidence from texts to develop and support a response.

Appropriate use of accurate, clear, and fluent expression.

DKnowledge and understanding of some ideas in a narrow range texts.

Some knowledge and understanding of ways in which creators of texts use language features and conventions to make meaning.

Knowledge and understanding of ways in which some everyday texts are created for different purposes and audiences. Description of some ideas in texts.

Description of some language features, stylistic features, and/or conventions.

Description of some similarities and differences in texts. Use of some language and stylistic features to create a narrow range of texts.

Partial use of basic evidence from texts to develop a response.

Inconsistent use of expression.

EIdentification of an idea in a text.

Identification of a limited range of ways in which creators of texts use language techniques.

Recognition of one or more ways in which a familiar text is created. Reference to an idea in a text.

Recognition of language or stylistic features.

Recognition of a simple connection between texts. Restricted use of language or stylistic features to create a text.

Limited use of evidence from a text in a response.

Limited use of clear expression.

TEACHER COMMENT GRADE

Teacher comment X