Narrative - 30 minute essay

Narrative (Thriller film opening):
Introduction (approx. 50 words/paragraph)
Narrative is an important building block when constructing a media production and is a key part in organising and structuring a storyline. For my AS coursework production of a thriller film opening, it was important for me to plan and structure what the narrative would include; from beguinning, middle to end. When making the thriller, it was important to come up with a successful beguinning, middle and end of the production so that the storyline would flow well and make sense to the audience. The main concept of my thriller opening was based on an 'Assassin' set out to do a task in the dark of the night, but ends up being the one being prayed on by an enemy. This in turn ends up as revealing that the assassin has a unique gift of being able to time travel back and forward into time (being able to rewind and fastforward events). Brannagan suggested that narrative is 'a way of organisng spatial and temportal data into cause/effect events'. Throughout my production, I found the narrative important to plan and structure the thriller opening. Using narrative helped to set out the time and space of the storyline and how it would link to the cause/effect events of the thriller opening - such as the darkness of the night leading into the unexpected attack and outcome of the act. Being able to organise my thriller opening this way helped me to make the gradual opening of my mysterious character walking into the night, to then the second unknown mysterioud character being gradually introduced into the picture, being the cause, and then the effect being the sum up/end of how the film opening creates the way in which the film ends. In relation to my production, I can see where Brannagan's theory appears within my work and how the organisation of spatial and temporal data does lead into the cause/effect events within the production.
Within my thriller film production, I included what Cameron would describe as an 'Anachronic' narrative which involves a 'flashback/flashforward' event. This particular narrative type 'Anachronic' fits in well with my own production when it involves the important 'twist' of the time travel back and then forward into time when the main character is attacked but has an individual gift of time travelling. I believed this particular aspect fit in well with the thriller genre but also to intrigue the audience who are interested in the narrative/storyline of the production.
Kate Domaille (2001) discussed about the ‘eight narrative types’ including ‘Circe: The chase’. My thriller film opening would fit in with the ‘Circe’ narrative type as it involves the aspect of the chase, which in turn supports Domailles theory of the main eight narrative types. Within my thriller, it is all about the chase / assassination of one character trying to find someone but in turn is also the one being chased! My production would probably fall into the action and enigma categories as both codes involves aspects of where the audience can create meaning from the texts which are identified within these categories, such as the gun and violence which could fall in action and the mystery and un-explained happenings of the enigma category.
The characters within my production do play an important part in the storyline. Vladimir Propp (1928) talked about the seven character types from the historical fairy tales he analysed, Including the villain, the hero, the princess, the dispatcher… etc. Within my production, the characters aren’t as clear as this because it is not as clear or identifiable to make out whom is the hero and who is the villain, or have the same structure as what prop suggested. It can be argued that one character can be a hero and villain but not one or the other.
Conclusion (approx. 50 words/paragraph)
To conclude, I believe narrative does play an important part in productions such as mine and is also important in engaging the audience with the point of the thriller production. My aim was to create a more creative narrative than other typical thriller films, and in terms of the theories mentioned; I believe that my work does connect well to some of these theorie, but for the some that were mentioned I believe to have challenged them for my own reasons into creating a successful narrative for my thriller film opening.

modernism/postmodernism

Modernism/Modernity	Postmodern/Postmodernity
Master Narratives and metanarratives of history, culture and national identity as accepted before WWII (American-European myths of progress). Myths of cultural and ethnic origin accepted as received. Progress accepted as driving force behind history.	Suspicion and rejection of Master Narratives for history and culture; local narratives, ironic deconstruction of master narratives: counter-myths of origin. "Progress" seen as a failed Master Narrative.
Faith in "Grand Theory" (totalizing explanations in history, science and culture) to represent all knowledge and explain everything.	Rejection of totalizing theories; pursuit of localizing and contingent theories.
Faith in, and myths of, social and cultural unity, hierarchies of social-class and ethnic/national values, seemingly clear bases for unity.	Social and cultural pluralism, disunity, unclear bases for social/national/ ethnic unity.
Master narrative of progress through science and technology.	Skepticism of idea of progress, anti-technology reactions, neo-Luddism; new age religions.
Sense of unified, centered self; "individualism," unified identity.	Sense of fragmentation and decentered self; multiple, conflicting identities.
Idea of "the family" as central unit of social order: model of the middle-class, nuclear family. Heterosexual norms.	Alternative family units, alternatives to middle-class marriage model, multiple identities for couplings and childraising. Polysexuality, exposure of repressed homosexual and homosocial realities in cultures.
Hierarchy, order, centralized control.	Subverted order, loss of centralized control, fragmentation.
Faith and personal investment in big politics (Nation-State, party).	Trust and investment in micropolitics, identity politics, local politics, institutional power struggles.
Root/Depth tropes. Faith in "Depth" (meaning, value, content, the signified) over "Surface" (appearances, the superficial, the signifier).	Rhizome/surface tropes. Attention to play of surfaces, images, signifiers without concern for "Depth". Relational and horizontal differences, differentiations.
Crisis in representation and status of the image after photography and mass media.	Culture adapting to simulation, visual media becoming undifferentiated equivalent forms, simulation and real-time media substituting for the real.
Faith in the "real" beyond media, language, symbols, and representations; authenticity of "originals."	Hyper-reality, image saturation, simulacra seem more powerful than the "real"; images and texts with no prior "original". "As seen on TV" and "as seen on MTV" are more powerful than unmediated experience.
Dichotomy of high and low culture (official vs. popular culture). Imposed consensus that high or official culture is normative and authoritative, the ground of value and discrimination.	Disruption of the dominance of high culture by popular culture. Mixing of popular and high cultures, new valuation of pop culture, hybrid cultural forms cancel "high"/"low" categories.
Mass culture, mass consumption, mass marketing.	Demassified culture; niche products and marketing, smaller group identities.
Art as unique object and finished work authenticated by artist and validated by agreed upon standards.	Art as process, performance, production, intertextuality. Art as recycling of culture authenticated by audience and validated in subcultures sharing identity with the artist.
Knowledge mastery, attempts to embrace a totality. Quest for interdisciplinary harmony. Paradigms: The Library and The Encyclopedia.	Navigation through information overload, information management; fragmented, partial knowledge; just-in-time knowledge. Paradigms: The Web.
Broadcast media, centralized one-to-many communications. Paradigms: broadcast networks and TV.	Digital, interactive, client-server, distributed, user-motivated, individualized, many-to-many media. Paradigms: Internet file sharing, the Web and Web 2.0.
Centering/centeredness, centralized knowledge and authority.	Dispersal, dissemination, networked, distributed knowledge.
Determinacy, dependence, hierarchy.	Indeterminacy, contingency, polycentric power sources.
Seriousness of intention and purpose, middle-class earnestness.	Play, irony, challenge to official seriousness, subversion of earnestness.
Sense of clear generic boundaries and wholeness (art, music, and literature).	Hybridity, promiscuous genres, recombinant culture, intertextuality, pastiche.
Design and architecture of New York and Berlin.	Design and architecture of LA and Las Vegas
Clear dichotomy between organic and inorganic, human and machine.	Cyborgian mixing of organic and inorganic, human and machine and electronic.
Phallic ordering of sexual difference, unified sexualities, exclusion/bracketing of pornography.	Androgyny, queer sexual identities, polymorphous sexuality, mass marketing of pornography, porn style mixing with mainstream images.
The book as sufficient bearer of the word. The library as complete and total system for printed knowledge.	Hypermedia as transcendence of the physical limits of print media. The Web as infinitely expandable, centerless, inter-connected information system.

POMO STUFF: Information and terms/definitions

http://www.onpostmodernism.com/terms/default.aspx#Simulacra

You need to make sure that you are ready to tackle the following questions
1. What is postmodernism?

2. What makes a text postmodern?

3. What is controversial about postmodernism? Is postmodernism useful in any way?

4. What is the relationship between postmodernism and modernism?What’s new about postmodernism?

5. What does postmodernism say about representation and reality?

6. In what ways is the audience-text relationship different in postmodern texts?

Remember, the exam board want to see:
a) some recent postmodern texts
b) a sense of the past, present and future of postmodernism

POSTMODERN TERMS:

Intertextuality: involves references to other texts within a media text.

Generic hybridity: A hybrid/mixture of genres to make a collective genre/style of music, film or other media text.

Self-reflexivity: This is where a text knows its a text and draws attention to its structure and production to the audience. In doing so inverts its self reflecting on its own reality rather than an outside one.

Pastiche: tongue in cheek: imitating

Parody: this particular term is used described media texts which imitate work to mock, comment on for comic effect, mocking or ridicule.

Recycling: Jameson proposed that nothings original as everything is constantly being regurgitated and recycled to try and create something ‘new’.

Hyper reality: Proposed by the philosopher Jean Baudrillard, hyperreality is shift from texts that reflect an external reality to reflecting one in which reality is false or exaggerated.

Simulacra / simulation:

Dystopian futures: Narratives become dystopian or negative, downbeat. Often the ‘bad’ guys win or everyone dies. Often these texts suggest a lack of hope for the future.

Metanarratives:

Prosumers: The collaboration of producers and consumers. Producing AND consuming media texts.

Active Audiences: Audiences today are alot more active in media texts and are able to manipulate/choose the outcome of the media texts. For example, voting for the ending of a programme or voting on the x-factor to be ‘in control of who wins and who looses’

Blurring Boundaries:

Dislocation between time and space:

Disjointed narrative structures: often manage only a play with multiple, or heavily ironic, perhaps ‘unfinished’ or even parodic endings.

Hybridity/Bricolage: Attempting to create something new by merging two existing objects together. Bricolage is about what use you put something to. Hybridity is about where something comes from.

Nostalgia: There is no future so why not recycle the past? Using remakes and a glossy positive memory of the past to create distracting entertainment from contemporary times. (yearning from the past) Jameson – recycling as historicism

Irony: This involves a playfulness and scepticism about serious values.

Q1B (Hands) notes and exam question structures

Week 2: Preparation for Studying Q1A (Hands)

This is the question students do poorest on because:

• They don't tell the examiner what the productions were
• Students aren't able to identify their specific SKILLS - eg: how they have been creative, used conventions of real media, how they have improved in the skills with technology etc 
• They do not focus on the development/improvement of these skills from AS to A2 - the whole course

4. Look over the resources on the blog page to get an understanding on what the topic means, there is a post for each topic area (see list below). Make notes to help you with...

5. Prepare a list of 4 x SPECIFIC examples for EACH of the following section that demonstrate your skills development across your AS>A2 coursework (some examples can double up on other areas)

http://mediachs.edublogs.org/13-exam-section-a/

• Digital Technology  - 4 examples (handheld canon, Sony HD 1000p, blogger, WIX, SLR canon camera)
• Post-production - 4 examples (Editing (Premiere Pro/Final cut), soundtrack/sound effects, Photoshop, special effects)
• Creativity - 4 examples (creating Bokeh, adding effects/editing to create more creative shots, angles and film camera focus)
• Research & Planning - 4 examples (Ideas,  planning to production phase, research into music videos, audience)
• Real/existing Media - 4 examples (existing film openings e.g. the shining and music videos e.g. Rihanna. photography, conventions)

Post these to your blog

Essay structure for 1A:
*INTRO explaining which projects I did.
*Skill area: what skills already have and how were these illustrated, use an example.
*Use of skill in early projects, what I’ve learnt and developed through these. Examples.
*Skill developed in later projects (use examples) reflect back on how this represents moving forward from early position.
*Conclusion

 6. Deconstruct (break apart) the 3 x Exemplar Essays for (1a) -

• List what they have in common in their approach to the answer?
• What do you have to do?
• Which got the best result & why?
• Summarise in 25 words or 3 bullet points what makes a successful response to the question

7. Prepare a 250 word essay plan responding this question

1(a) In your experience, how has your creativity developed through using digital technology to complete your productions?

Introduction

Explain the tasks you have done across the A Level, and mention anything made outside the course to which you intend to reference.

(Throughout my media a-level course, I have created both a thriller film opening and a music video for an album release, including the digipak and website ancillary products. Both productions have involved alot of planning, research and preparation to ensure they are at the best standard possible)

Main paragraphs

Start by writing about the technology you have used, with some reflections on how you got to grips with if initially, and where you went from there. So you might discuss: using Premiere basic to advanced Final Cut, how you used the camera more creatively, the blogging site you used, YouTube (tutorials etc), Photoshop for A2 print work, and so on.

(In AS, to edit my film footage for the thriller opening I used the programme premiere pro... in A2, i went on to use final cut which is a better piece of software to use as it is used more in industry and has enabled me to have more experience with more programmes. In AS, it was the first time I had used a film camera but I quickly got to grips with the technology. I used some basic handheld Sony DV film cameras and moved onto the more professional equipment such as the SONY HD 1000p which enabled me to use the camera more creatively with the features on the camera, such as the light/contrast adjustment, zoom and focus. I used blogger to document all of the work I have done, including the progress, research and planning, construction and evaluation of both productions - quick and easy to use. Youtube was extremely useful as i was able to access many clips, including tutorials, exisiting media to help inspire me such as thriller film openings and music videos. In AS i didnt use photoshop too much, but for my digipak ancillary products I used photoshop to manipulate the professional photographs I produced from the Canon EOS 450D SLR camera - to create a professional, industry standard digipak)

You might make some observations about how easy it is to get used to technology these days, particularly for young people who have access to it outside of an educational setting. Refer specifically to how you used the technology in particular tasks.

Now open up the question of creativity: what does it mean to you, and where have your ideas about creativity come from? What do other people say about what creativity might mean? How have the tasks themselves encouraged creativity? Refer to examples from what you have done.

(To me, creativity is one of the most important aspects in life as it helps to produce eye-catching work and appeal to audiences. In both productions, I wanted to be as creative as possible by thinking outside the box. For example, in my thriller film opening - I used the film camera to my advantage by using lighting and blurred light effects to make the opening more attractive. I also wanted to be creative with the narrative by mixing the thriller genre with action and sci-fi, to produce a more creative storyline (e.g. using flash-backs, and flash-forwards to add a twist to the storyline. I believe I was more creative in the second year of my media course, as I was able to believe I could do more with the music video and ancillary products. For example, I became more experienced and creative with the camera as whilst being experimental, I was able to achieve the blurred light 'bokeh' effect which I found was used in alot of music videos and believed it would look effective in our own music video. By using the focus dial on the camera, I was able to achieve this effect and it looked extremely effective and eye-catching in the music video! )

(Note - Tripods are not digital! Sounds obvious but there's always someone who puts it in!)

Conclusion

Finally, try to bring together these strands - technology and creativity - to answer the question. Here you might refer to ways in which the technology has also allowed you to develop other skills - teamwork, organisation, planning, research, negotiation. You might finish by opening up to a wider conclusion - that digital technology has given media consumers the opportunity to become media producers too -particularly via web distribution, and that this, in turn, has allowed creative comment in wider communities such as YouTube.

(The technology I have used throughout my media course has enabled me to be more creative and confident with using technology such as the computer, software including premiere pro and final cut as well as the film cameras I have used throughout the course. I have learnt alot about technology and have thoroughly enjoyed it at the same time. Using technology combined with creativity has helped with my planning, research and media products. In the second year, I worked with a partner which has helped to improve and widen my teamwork skills and enable me to have some experience with working in a team which i believe is vital in the workplace. Digital technology has especially helped to meet expectations which are required in industry - such as selling a product and distributing it to target audiences - in my A2 year especially, I was able to distribute and produce my music video on the internet via the internet, using websites such as Youtube, Twitter and facebook. Digital technology has given media consumers the opportunities to produce their own media, such as producing films and publishing them on youtube. Ordinary people now can become prosumers - both a producer and a consumer.

Q1B (Head) exam question structures

(Homework from the easter break)

Week 1: Assessment & Exam Practice Q1B (Head)
1. Write up 4 x essay plans 250 words each (Genre, Narrative, Audience, Representation).

• Include an Introduction (50 words) - what coursework production are you writing about? (the examiner won't know!!!)
•  Each essay should have 4-5 theorists (reference the Name) 
• Main Body (150 words): Structure the essay so you have 1 theorist per paragraph and examples from your Music Video or your Thriller
• Conclusion (50 words) how successfully does your work meet this structural theory or challenge it - remember that's what Post-Modernism suggests & you can use any of those Theorists here)
  
  Important to include:
  - Explanation/Analysis/Argument
  - Use of examples
  - Use of terminology

My essay plan structure for Q1B:
*Introduction: What is (Genre/narrative/audience/representation)? How my coursework production (Film opening/music video) uses/challenges the topic
*Main Body: Talk about production, in relation to the topic. Make sure to include the theories in relation to the work.
*Conclusion: successful? Does it challenge? Relate to question.

Genre (Thriller film opening):
Introduction (approx. 50 words/paragraph)
Genre is a way to distinct one style from another; genre is effective to help the audience to choose what they’d like to consume and experience. In relation to my thriller opening, I have achieved genre by following genre conventions by using research, editing, mis-en-scene, costume…etc (Talk about thriller film opening – its style – how I followed genric conventions) When constructing my film opening, it was important for me to ensure the film opening related to the thriller genre by looking into generic conventions and how I could best reflect the thriller genre.
Chandler (2001) The word genre comes from the French word ‘Type’. When making my film opening, I had to ensure I made sure to follow the type of genre known as a ‘thriller’, by following typical generic conventions of a thriller.
Within industry, genre is useful to sell products to audiences and genre allows audience to make choices. Jason Mittell (2001) – ‘genres are cultural categories that surpass the boundaries of media texts and operate within industry, audience and cultural practices as well. For my coursework production, I was able to use the thriller genre to construct a successful thriller opening to promote the style of film and to successfully operate in industry and sell to audiences who may be interested in watching this particular style of film.
Rick Altman (1999) ‘genre offers audiences a set of pleasures’ – emotional, visceral and intellectual pleasures. Genre is a powerful way to reach to an audience emotionally, physically and intellectually, which is why to my advantage I wanted to ensure within my thriller film opening I was able to take advantage of the genre to elicit these ‘pleasures’. For example, from the beginning to the end of my opening production I tried to include visceral pleasures by including effective sounds and imagery to interest and have the audience feel involved.
Nicolas Abercrombie (1996) ‘the boundaries between genre are shifting and becoming more permeable’ I agree to some extent with Abercrombies theory because many media texts are shifting and tend to meld, as with my thriller opening production I believe to have mixed different aspects of sci-fi and action within my film opening to make it more interesting and applicable to today’s interests.
Conclusion (approx. 50 words/paragraph)
I believe my work has met well to these theories and believe I have used and understood genre well in terms of my own media production for a film opening, as I have used my knowledge from the course to ensure I created a successful thriller. In relation to the theories mentioned above, I believe to have a connection with what has been said about genre.


Narrative (Thriller film opening):
Introduction (approx. 50 words/paragraph)
Narrative can relate to the structure of how a media text can be organised and structured, what the media text may entail and what the storyline is. For my AS coursework production of a thriller film opening, it was important to plan and structure what would be the narrative and how I would set out the beginning, middle and end of the film opening. Branagan ‘Narrative as a way of organising spatial and temporal data into cause/effect chain of events’ When making the thriller film opening, it was extremely important to come up with the narrative of the opening, by coming up with a successful beginning, middle and end to the production. By being able to organise my thriller opening in this way helped me to make the gradual opening of my mysterious character walking, to then the second unknown mysterious character being gradually introduced into the picture, being the cause, and then the effect being the sum up/end of how the film opening creates the summary of what the film entails. I agree with Brannagan’s theory, in relation to my production, of organisation with the spatial and temporal data because it does lead to explaining the cause and effect of the events which the production entails.
Cameron discussed about the types of narratives involved in media texts, including ‘Anachronic’ - ‘flashback/flash-forward’. In relation to my production, Cameron’s narrative type ‘Anachronic’ fits well with my own media production of my thriller opening as my film opening involves the concept of flashbacks and flash-forward’s to add a twist to my narrative.
Kate Domaille (2001) discussed about the ‘eight narrative types’ including ‘Circe: The chase’. My thriller film opening would fit in with the ‘Circe’ narrative type as it involves the aspect of the chase, which in turn supports Domailles theory of the main eight narrative types. Within my thriller, it is all about the chase / assassination of one character trying to find someone but in turn is also the one being chased! My production would probably fall into the action and enigma categories as both codes involves aspects of where the audience can create meaning from the texts which are identified within these categories, such as the gun and violence which could fall in action and the mystery and un-explained happenings of the enigma category.
Vladimir Propp (1928) talked about the seven character types from the historical fairy tales he analysed, Including the villain, the hero, the princess, the dispatcher… etc. However, in my production my characters aren’t as clear as this because it is not as clear or identifiable to make out whom is the hero and who is the villain, or have the same structure as what prop suggested. It can be argued that one character can be a hero and villain but not one or the other.
Conclusion (approx. 50 words/paragraph)
To conclude, I believe my work meets most of these theories however for the some that were mentioned I believe to have challenged them for my own reasons into creating a successful narrative for my thriller film opening.

Audience (Music Video):
Introduction (approx. 50 words/paragraph)
Audience is important to the media world. Without it., there wouldn’t be a reason to product. Having an audience to consume and view the media texts. Audience helps to pick out target audiences to help create media to direct and be preferred by a particular audience. In relation to audience, I will be discussing my music video which I created in my A2 level for my media coursework. Audience was an extremely important factor in the making of this production because the audience is key for consumption and interest of the music video. Finding out the target audience and their preferences/interests was extremely helpful for the construction of a successful video.
Ang (1991) ‘audience hood is becoming an ever more multifaceted, fragmented and diversified repertoire of practices and experiences’. Trying to select or understand an audience is said to have become more and more diverse. When trying to go into detail of the target audience, I went into detail with gender, age, ethnicity and social class but did find it a struggle in some way to have a precise idea on an audience because it is so vast and diverse.
Hartley (1987) institutions must product ‘invisible fictions of the audience which allow the institutions to get a sense of who they must enter into relations with’ In my understanding, I view this as how people in industry have to have an understanding of the audience to create a successful product/media text.I agree with this particular theory because I myself found I was trying to have an understanding with the audience to have a sense/idea on what I needed to create in order to have success with the product I was making. For example, I did some research into the audience in terms of their general likes, preferences, style and dress in order to have some idea on what how I can make the music video a success to the targeted audience.
McQuail – ‘uses of gratifications theory - Surveillance, personal identity, personal relationships, escapism/diversion’ McQuail went into depth about the understanding of how an audience can connect with media texts. I can relate to this theory because when making the music video, I wanted to achieve what other music videos can achieve in relation to McQuail’s theory of the things such as escapism and making the music video visually appealing with the location of London and Hyperreal looking lights, becoming absorbed with the media text and use it as a way of escaping reality.
Hypodermic Theory – passive audiences, consumption of media texts, the media has a direct and powerful effect on its audience. In relation to this, as most media texts aim to do is to engage the audience with the content in which it is trying to display. With my music video, I aimed to try and make a direct and powerful effect on the audience with the visual content so that it ends up being interesting and engaging to watch.
Conclusion (approx. 50 words/paragraph)
I believe that to a great extent that I have a familiarity with the theories mentioned in relation to audience and my own music video coursework. The theories based around audience helps to make sense of media texts such as my music video coursework and how audience makes certain media texts successful.

Representation (Music Video):
Introduction (approx. 50 words/paragraph)
Within my musaic video, it was important for me to make sure I included either meaningful or subtle messages in the media text in order to speak out or relate to the audience; engaging interest. In relation to representation in media texts, I will be talking about my music video and how it relates to representation.
Marxism and dominant ideologies:
Dominant ideologies can create a huge impact on media texts, such as social norms or capitalist ideas. A hegemonic view of this can be the inequalities between social groups, such as the capitalist class and working class. Marxism refers to the reinforcement of dominant ideologies in society – capitalist class. David Gauntlett (2002) ‘ideas are not given but are constructed/negotiated’ To some extent, Gauntlett’s theory can be argued correct because most ideas are based around what is considered as social norms or ideal. In relation to my music video…………………………………………..
Feminism: social constructions
Laura Mulvey (1975) put across the theory of women being in media texts for the ‘male gaze’ – Voyeurism. In relation to my music video, I believe this is applicable because part of the intention for the video is for the female music artist/actress to be portrayed as someone to be attractive and pleasing to the eye to be appreciated by male audience but someone to be looked at as a role model by the female audience, to hopefully make the music video more appealing to watch and be successful.
Postmodernism:
Hyperreality – lights, movements, editing, representation of character…
McDougall (2009) ‘in a media saturated world, the distinction between reality and media representations becomes blurred or invisible to us’  …………………………..
Stereotypes:
O’Sullivan et al (1998) ‘a stereotype is a label that involves a process of categorisation and evaluation. ……………………………………………….
Lippmann (1956) the word stereotype wasn’t meant to be negative and was simply meant as a shortcut or ordering process.
Conclusion (approx. 50 words/paragraph)

2. Look over the students examples of 1b Head that we started looking at in class for examples of how & what to write about - see the photo of the wipeboard.

3. Pick the concept you are most confident with and write a timed essay 30 min essay using your essay structure - i will use this to assess and feedback improvements
(need to insert when marked.)