Cambridge A Level Media Studies 9607 — 2016 Oct/Nov Paper 4 · Variant 1

This document consists of 3 printed pages, 1 blank page and 1 insert. DC (CW) 109609/1 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 9 0 8 9 7 1 4 1 9 2 * MEDIA STUDIES 9607/04 Paper 4 Critical Perspectives October/November 2016 2 hours No Additional Materials are required. READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper ask the invigilator for a continuation booklet. Answer Section A and one question from Section B. The number of marks is given in brackets [ ] at the end of each question or part question.

2 9607/04/O/N/16 © UCLES 2016 Section A: Evaluation of skills development In this section you need to write about your work for the Foundation Portfolio and Advanced Portfolio components. You must answer both 1(a) and 1(b). 1 (a) In what ways did the development of your skills using digital technology impact upon your creative practice? [25] (b) Analyse one of your productions using the concept of audience. [25]

3 9607/04/O/N/16 © UCLES 2016 Section B: Contemporary media issues Answer one question from Section B. You should refer to at least two different media and support your answer with reference to contemporary examples. Contemporary media regulation 2 To what extent is effective regulation of the media possible? [50] OR 3 Evaluate the arguments for and against stricter media regulation. [50] Global media 4 The media enable us to live in a ‘global village’. Discuss. [50] OR 5 Assess the impact of global media on local culture. [50] Media and collective identity 6 “Collective identity is determined by media representations.” How far do you agree with this statement? [50] OR 7 Analyse the media representation of a particular collective identity. [50] Media in the online age 8 “Online media has revolutionised production.” How far do you agree with this statement? [50] OR 9 To what extent has online media replaced all other kinds of media? [50] Post-modern media 10 Explain how certain kinds of media can be defined as post-modern. [50] OR 11 How far do post-modern media challenge traditional ways of reading texts? [50]

4 9607/04/O/N/16 © UCLES 2016 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® IGCSE is the registered trademark of Cambridge International Examinations. This document consists of 8 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level MEDIA STUDIES 9607/04 Paper 4 Critical Perspectives October/November 2016 MARK SCHEME Maximum Mark: 100 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2016 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2016 9607 04 © UCLES 2016 Question Answer Marks Guidance 1 (a) Candidates need to write about their work for the Foundation Portfolio and Advanced Portfolio components Assessment will take place across two criteria: • explanation/argument/ analysis [15 marks] • use of examples [10 marks] Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. It should be noted that it is possible for a candidate to achieve a different level for each assessment criterion. Explanation/argument/ analysis Level 5 21–25 • There is a clear sense of progression established by the answer. • Offers a full range of articulate reflections on the production process. Use of examples Level 5 • Offers a broad range of specific, relevant and clear examples from their production work of the development of research and planning in relation to creative practice. • Shows an excellent understanding of how the development of research and planning skills has helped create meaning Explanation/argument/ analysis Level 4 16–20 • There is a sense of progression established by the answer. • Offers a range of reflections on the production process. Use of examples Level 4 • Offers a range of relevant and clear examples from their production work of the development of research and planning in relation to creative practice • Shows a competent understanding of how the development of research and planning skills has helped create meaning.

Page 3 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2016 9607 04 © UCLES 2016 Question Answer Marks Guidance Explanation/argument/ analysis Level 3 11–15 • There is some sense of progression established by the answer. • Offers some reflections on the production process. Use of examples Level 3 • Offers some examples from their production work of the development of research and planning skills in relation to creative practice. • Shows satisfactory understanding of how the development of research and planning skills has helped create meaning. Explanation/argument/ analysis Level 2 6–10 • There is a limited sense of progression established by the answer. • Offers limited reflections on the production process. Use of examples Level 2 • Offers limited examples from their production work of the development of research and planning skills in relation to creative practice. • Shows limited understanding of how the development of research and planning skills has helped create meaning. Explanation/argument/ analysis Level 1 1–5 • There is a minimal sense of progression established by the answer. • Offers minimal reflections on the production process. Use of examples Level 1 • Offers minimal examples from their production work of the development of research and planning skills in relation to creative practice. • Shows minimal understanding of how the development of research and planning skills has helped create meaning. Explanation/argument/ analysis Level 0 0 No response or response does not answer the question at all. Use of examples Level 0 No response or no examples at all.

Page 4 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2016 9607 04 © UCLES 2016 Question Answer Marks Guidance (b) Candidates need to analyse one of their productions in relation to the concept Assessment will take place across two criteria: • explanation/argument/ analysis [15 marks] • use of examples [10 marks] Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. It should be noted that it is possible for a candidate to achieve a different level for each assessment criterion. Explanation/argument/ analysis Level 5 21–25 • Offers a full range of articulate reflections on the production • Shows an excellent understanding of the concept Use of examples Level 5 • Offers a broad range of specific, relevant and clear examples from their production in relation to the concept. Explanation/argument/ analysis Level 4 16–20 Offers a range of reflections on the production. Shows a competent understanding of the concept Use of examples Level 4 • Offers a range of relevant and clear examples from their production in relation to the concept. Explanation/argument/ analysis Level 3 11–15 • Offers some reflections on the production. • Shows some understanding of the concept Use of examples Level 3 • Offers some relevant and clear examples from their production in relation to the concept. Explanation/argument/ analysis Level 2 6–10 • There is a limited reflection on the production • Shows limited understanding of the concept Use of examples Level 2 • Offers limited examples from their production in relation to the concept Explanation/argument/anal ysis Level 1 1–5 • There is minimal reflection on the production • Shows minimal understanding of the concept Use of examples Level 1 • Offers minimal examples from their production in relation to the concept

Page 5 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2016 9607 04 © UCLES 2016 Question Answer Marks Guidance Explanation/argument/ analysis Level 0 0 No response or response does not answer the question at all. Use of examples Level 0 No response or no relevant examples at all. End of Section A

Page 6 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2016 9607 04 © UCLES 2016 Section B Question Answer Marks Guidance 2–11 Candidates should refer to at least two different media and support their answers with reference to contemporary examples. Assessment will take place across two criteria: • explanation/argument/ analysis [30 marks] • use of examples [20 marks] Candidates’ work should be judged on each of these criteria individually and marks awarded according to the level attained. It should be noted that it is possible for a candidate to achieve a different level for each assessment criterion. Explanation/argument/ analysis Level 5 41–50 • Shows excellent understanding of the task. • Offers a clear, articulate balance of media theories, knowledge of texts and industries and personal engagement with issues and debates. • A coherent and developed argument. • Clearly relevant to set question. Use of examples Level 5 • Offers examples which are clearly relevant to the set question. • Examples of texts, industries and theories are accurate, and clearly connected together in the answer. Explanation/argument/ analysis Level 4 31–40 • Shows proficient understanding of the task. • Offers clear evidence of understanding media theories, knowledge of texts and industries and personal engagement with issues and debates. • A clear argument. • Relevant to set question. Use of examples Level 4 • Offers a range of evidence which is relevant to the set question. • Examples of texts, industries and theories are mostly accurate, and connected together in the answer.

Page 7 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2016 9607 04 © UCLES 2016 Question Answer Marks Guidance Explanation/argument/ analysis Level 3 21–30 • Shows satisfactory understanding of the task. • Offers some evidence of understanding of media theories, knowledge of texts and industries and personal engagement with issues and debates. • Some evidence of an argument, though likely to be lacking in detail. • Some relevance to set question. Use of examples Level 3 • Offers evidence which is of some relevance to the set question. • Examples of texts, industries and theories are referenced some of the time in support of points. Explanation/argument/ analysis Level 2 11–20 • Shows limited understanding of the task. • Offers limited evidence of understanding of media theories, knowledge of texts and industries and personal engagement with issues and debates. • Limited evidence of an argument, though lacking in detail. • Limited relevance to set question. Use of examples Level 2 • Evidence is of limited relevance to the set question. • Offers a narrow range of examples related to texts, industries or audiences. Explanation/argument/ analysis Level 1 1–10 • Shows minimal understanding of the task. • Offers minimal evidence of understanding of media theories, knowledge of texts and industries and personal engagement with issues and debates. • Minimal evidence of an argument, though lacking in detail. • Minimal relevance to set question. Use of examples Level 1 • Evidence is of minimal relevance to the set question. • Offers a minimal range of examples related to texts, industries or audiences.

Page 8 Mark Scheme Syllabus Paper Cambridge International AS/A Level – October/November 2016 9607 04 © UCLES 2016 Explanation/argument/ analysis Level 0 0 No response or response does not answer the question Use of examples Level 0 No response or no examples relevant to the question. End of Section B