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10 exam-style questions with model answers, plus 9 quick multi-choice questions — every question on the site for this standard, grouped by the 3 pages of notes they come from.
Write a full answer before you reveal the model one — that comparison is where the marks come from. Every block links back to the notes that teach it.
Explain the two constraints the Explanatory Notes place on a text submitted for AS91103, with one example that meets each and one that does not.
The Explanatory Notes allow components to be adapted or taken from other sources, yet require the text to be original in construction. Discuss what this tells you about what the standard actually assesses, and evaluate how a student should use the allowance.
Explain the three possible relationships between image and words, and how you would build the one you want on purpose.
Explain why the relationship between image and word matters more than the quality of either on its own, and how to construct that relationship deliberately.
Discuss why redundancy is so common in student texts even when both halves are individually good, and evaluate what it costs.
Discuss why tension between image and word is the most persuasive of the three relationships, and evaluate the risks a student takes in using it.
Explain what sustained means for a still visual text, why it is the part of Merit most often missing, and how to fix it.
Explain why sustained is the word that most often keeps a capable student at Achieved, and how to build a text that holds its control to the last element.
Using the two posters, evaluate what commands attention actually requires, and why the intuitive approach produces the weaker text.
Discuss what commands attention actually requires of a static text, and evaluate why students' usual attempts to command attention have the opposite effect.