Response to exam Question Yr 11 English 03 Sem 1 exam
What is gender representation?
Essential elements of our own identity, and the identities we assume
other people to have, come from concepts of gender – ie what it
means to be a boy or a girl / man or woman that are separate from biological
The media in general, and advertising in particular, does not show us
the real world. (Even reality TV and the likes of Big Brother represent
males and females in certain ways via the candidates they choose to
be on the program.) All programs, and in our case advertisements, re-present
reality. In putting forward something that is not the “real thing”,
the media transforms, distorts or re-processes the "reality"
which they present to us.
In advertising, gender is represented in specific, often very stereotyped
ways. Males and females are show to be certain types of people, possessing
certain habits, values and practices.
The exam question called upon candidates to
· use a code analysis
and any other techniques to explore how :
· gender is represented
in the provided advertisement,
· gender representation
is used to sell.
These are THREE distinct requirements
1. Code analysis and other any techniques (AIDA
2. HOW gender is represented;
3. HOW used to sell.
· Candidates simply did
not know or somehow misunderstood what was signified by “gender
representation”. As a consequence they failed because they did not
address the focus of the question. Gender representation is s specific
term; you cannot just choose it to mean something that suits you on the
· Candidates launched
immediately into a code analysis, deconstructing every persuasive element
of the advertisement, failing frequently to discus anything to do with
gender, or providing only some token comment about gender appearing or
being used in the advertisement. (The fact that women appear or are used
in the advertisement is NOT gender representation.)
· Very few candidates
made any effort to define the terms of the question, explaining what they
understood by the term gender representation, and how it is used to construct
meaning and sell.
· Candidates did not
answer the question in the order in which it was asked. Far too many essays
made no references to the question at all!
· LIMITED ANALYSIS of
gender representation in this advertisement was a common problem for those
who were on the right track. You passed if you discussed GR with evidence
from the advertisement, however the scope of your mark was limited unless
you closely deconstructed its use.
· Expression errors significant.
If you cannot even copy correctly words used in the question, then you
are asking for trouble from the marker. Similarly, commonly misspelled
words must be mastered. Perfect spelling and punctuation is not expected.
However, if your level of spelling, punctuation and grammar is poor, you
are behind the eight-ball before any of your analysis is even considered.
Obvious failure of many students to proof their work.
· Many candidates wrote
extensively, that is four or more pages. Quantity is not everything, but
you are giving yourself more of a chance if you demonstrate close analysis
by covering as much relevant ground in the maximum amount of detail possible.
Most did do this.
· Detailed visual analysis
was excellent. Most candidates deconstructed the advertisement well in
terms of the visual elements. Use of specific code language (close-up,
body copy, symbolic codes, depth of field etc) was VERY limited in some
cases. (* You are not expected to have a mastery of all this kind of terminology,
however, you advantage yourself if you use the proper labels or terms.)
· Some clever deconstruction.
Close study of the photographs (or images if you like but NOT NOT NOT
“pictures”) made for some great comments about construction
of women and men. The little girl for example in the more “messy”
and consequently less classy kitchen who is learning about her place in
the world. The little boy not there may be presumed playing outside or
fishing with his Dad doing “men’s things”.