Resource code: 27052529 - Mighty...

QCS Skill DevelopmentVisual Literacy 105

• SR Extended Response• SR Diagrams• MC Figurative Language

Resource code: 27052529

SAMPLE

Please note: any activity that is not completed during class time may be set for homework or

undertaken at a later date.

QCS Skill Development – Visual Literacy

• Activity Description:• The first activity requires students to write a brief analysis of the Van Gogh painting

provided. They are asked to comment on various aspects of the painting.

• In the second activity, students are asked to answer short response-style questions based

on the flow chart provided. Students must interpret the graph to answer the questions

correctly.

• The third activity asks students to analyse two political cartoons and answer multiple choice

questions about them.

• Purpose of Activity:• This lesson is designed to improve students’ understanding of visual

literacy and thus their ability to correctly answer visual literacy questions in

the QCS Tests.

• CCEs:• Interpreting the meaning of words or other symbols (α4)

• Interpreting the meaning of pictures/ illustrations (α5)

• Interpreting the meaning of tables or diagrams or maps or graphs (α6)

• Translating from one form to another (α7)

• Searching and locating items/ information (α52)

• Structuring/ organising extended written text (β21)

• Empathising (α28)

• Comparing, contrasting (β29)

• Hypothesising (θ41)

• Analysing (θ43)

• Using vocabulary appropriate to a context (π10)

• Suggested Time Allocation:• This lesson is designed to take approximately an hour to complete – 20 minutes per

activity.

• Teaching Notes: • After students have completed each question, go through the answers as a class,

encouraging discussion of the model responses and how students’ answers differed.

• Discuss the marking scheme with students so they understand how their work is assessed

and how it would be marked in the actual QCS Tests. Students should be aware that the

difference between receiving an A and a B for a question could be as simple as leaving out

the correct unit of measurement or failing to structure their response appropriately.

Item Description- Skill Development 105 -

For the Teachers

SAMPLE

UNIT ONE

Write a brief visual analysis of the painting below, entitled “Portrait of Dr Gachet”, by

world-famous artist Vincent Van Gogh. Dr Gachet was a close friend of Van Gogh’s.

Comment on the dark colours used (dark blue background, black clothing, maroon table), the

position and expression of the subject, and what you think the image is trying to express.

ITEM 1[***]

SAMPLE

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Hint: think about the

colours used and the

expression on the

subject’s face. What

emotion is being

expressed? How is this

supported by the

surroundings?

SAMPLE

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Hint: think about the

colours used and the

expression on the

subject’s face. What

emotion is being

expressed? How is this

supported by the

surroundings?

The portrait of Dr Gachet

expresses feelings of sadness, depression

and suggests disillusionment.

The expression on Gachet’s face is distinctively gloomy; a wrinkled forehead and

tight mouth contribute to this emotion. His eyes in particular seem to be

reminiscing about a past sadness, as if he is locked in a haunting memory. This

emotion is magnified by his tired position, resting his head in his right hand and

slumped over a table. He is holding a flower in his left hand, perhaps playing with

it mindlessly while he thinks. Gachet is also looking into the distance, past the

viewer. This position enhances the painting’s overall feeling of desolation.

The colour of the background (blue) adds to the depressing scene, as blue is

almost universally seen as a sad or gloomy colour. The entire painting is composed

of quite dark colours, which further create a lonely or sombre mood. The doctor’s

jacket is black rather than the typical white and the table is a dark maroon.

Nothing in the painting is bright or colourful, and so nothing catches the viewer’s

eye. Through this, the composition of colours helps to illuminate Dr Gachet’s

melancholy and the overall “hopelessness” of the piece.

The image is trying to capture a sad, depressing scene of Dr Gachet – who is

possibly disillusioned or wearied by life. The posture, expression, colours and

background all contribute to this sentiment.

SAMPLE

In this unit, students were asked to write a visual analysis of the Van Gogh painting provided. They

should have used the information given in the question, the hints and their knowledge of visual

literacy.

Item One:

A The response shows a thorough understanding of the information presented in the painting.

The student accurately draws information from the introduction, the painting and the hints.

The analysis demonstrates understanding of the use of colour, posture and expression,

and uses this understanding to accurately articulate Gachet’s emotions.

The response draws conclusions and is structured in a logical manner throughout.

B The response shows a good understanding of the information presented in the painting.

The student draws some information from the introduction, the painting and the hints.

The analysis demonstrates understanding of at least two of: colour, posture and

expression, and uses this understanding to comment on Gachet’s emotions.

The response draws conclusions and had some logical structure.

C The response shows some understanding of the information presented in the introduction,

painting and hints. The analysis demonstrates understanding of at least one of: colour,

posture and expression, and uses this understanding to comment on Gachet’s emotions.

The response may lack logical structure.

D The response attempts to show understanding of the information presented in the

introduction, painting and hints. There was limited analysis of colour, posture and

expression used to comment on Gachet’s emotions.

N The response is unintelligible or does not satisfy the requirements for any other grade.

O No response has been made at any time.

Marking SchemeUnit One

CCEs Present in Unit:

5 Interpreting the meaning of pictures/illustrations.

21 Structuring/organising extended written text.

28 Empathising.

41 Hypothesising.

43 Analysing.

This marking scheme is continued on the next page...

SAMPLE

Model Response:

The portrait of Dr Gachet expresses feelings of sadness, depression and suggests

disillusionment.

The expression on Gachet’s face is distinctively gloomy; a wrinkled forehead and tight mouth

contribute to this emotion. His eyes in particular seem to be reminiscing about a past sadness, as if

he is locked in a haunting memory. This emotion is magnified by his tired position, resting his head in

his right hand and slumped over a table. He is holding a flower in his left hand, perhaps playing with it

mindlessly while he thinks. Gachet is also looking into the distance, past the viewer. This position

enhances the painting’s overall feeling of desolation.

The dark blue of the background adds to the depressing scene, as blue is universally seen as

a sad or gloomy colour. There is not detail to the background to hint at the setting. The entire painting

is composed of quite dark colours, which further create a lonely or sombre mood. The doctor’s jacket

is black and the table is a dark maroon– nothing in the painting is bright or colourful. Through this, the

composition of colours helps to illuminate Dr Gachet’s melancholy and the overall hopelessness of

the piece.

The image is trying to capture a sad, depressing scene of Dr Gachet – who is possibly

disillusioned or wearied by life. The posture, expression, colours and background all contribute to this

sentiment.

Marking SchemeUnit One

SAMPLE

The flowchart below represents the steps involved in searching and applying for jobs.

UNIT TWO

Once a jobseeker has found a job advertisement that they are interested in, how many steps

remain that they need to be successful in before they are offered a job?

ITEM 2 [*]

Looking for jobs

Find right job

advertised

Submit

application

Interview

References

checked

Compared to

other applicantsJob offered

Solid arrow = successful

Dashed arrow = unsuccessful

Job accepted

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SAMPLE

ITEM 3 [**]

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Include in your

answer what

this dashed

arrow

represents.

Why is there a dashed arrow from “job offered” back to “looking for jobs”?

Flow charts (such as the one given) are excellent tools for outlining processes succinctly, but

the same information can also be portrayed by a written explanation.

Use the lines below to provide a written explanation of what the flow chart represents.

ITEM 4 [***]

SAMPLE

The flowchart below represents the steps involved in searching and applying for jobs.

UNIT TWO

Once a jobseeker has found a job advertisement that they are interested in, how many steps

remain that they need to be successful in before they are offered a job?

ITEM 2 [*]

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Looking for jobs

Find right job

advertised

Submit

application

Interview

References

checked

Compared to

other applicantsJob offered

Solid arrow = successful

Dashed arrow = unsuccessful

Four: submit application, interview, references checked, compared to other

applicants.

Job accepted

SAMPLE

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Include in your

answer what

this dashed

arrow

represents.

Why is there a dashed arrow from “job offered” back to “looking for jobs”?

ITEM 3 [**]

Just because the job seeker is offered a job doesn’t mean they

have to take it. The dashed arrow represents the option of

declining the job offer, in which case the job seeker would be

back to “looking for jobs”.

The chart shows that a job seeker needs to begin by “looking for jobs” and find an

advertised job. From this point, they may choose either to apply for this job – “submit

application” – which would be considered successful and hence is indicated by the solid

arrow. If they choose not to apply, they will need to go back to “looking for jobs” by

following the dashed arrow. If they submit an application, they may be offered an

interview (solid arrow) or they may be unsuccessful and have to return to “looking for

jobs” (dashed arrow). If the interview is successful (solid arrow) the process continues;

otherwise it is back to the beginning (dashed arrow). After the interview, references

are checked – if these are satisfactory, the potential employer will “compare to other

applicants” (solid arrow); if not, the jobseeker will need to go back to “looking for jobs”

once again (dashed arrow). Finally, if the job seeker is deemed the best of all of the

applicants (solid arrow), they will be offered the job; otherwise it is back to the start

(dashed arrow). From this point, they can accept the job (solid arrow) or decline the

offer and once again go looking for jobs (dashed arrow).

Flow charts (such as the one given) are excellent tools for outlining processes succinctly, but

the same information can also be portrayed by a written explanation.

Use the lines below to provide a written explanation of what the flow chart represents.

ITEM 4 [***]

SAMPLE

In this unit, students were required to interpret a flow chart in order to correctly answer the short

response questions.

Item Two [*]:

Model Response:

Four: submit application, interview, references checked, compared to other applicants.


6 Interpreting the meaning of tables or diagrams or maps or graphs.

7 Translating from one form to another.

10 Using vocabulary appropriate to a context.

52 Searching and locating items/ information.

Marking SchemeUnit Two


A The response gives the correct number of steps (four).

C The response gives a number one below or one above the correct answer (three or five).

N Response is unintelligible or does not satisfy the requirements for any other grade.


SAMPLE

...This marking scheme is continued from the previous page.


Item Three [**]:

Model Response:

Just because the job seeker is offered a job doesn’t mean they have to take it. The dashed arrow

represents the option of declining the job offer, in which case the job seeker would be back to

“looking for jobs”.

A The response clearly explains why there is a dashed arrow from “job offered” back to

“looking for jobs” and includes what the dashed arrow represents.

C The response explains either why there is a dashed arrow from “job offer” back to “looking

for jobs” or what the dashed arrow represents, but not both.

DThe response attempts to explain why there is a dashed arrow from “job offer” back to

“looking for jobs” and what the dashed arrow represents, but both of these explanations are

inaccurate.




SAMPLE

...This marking scheme is continued from the previous page.

Item Four [***]

Model Response:

The chart shows that a job seeker needs to begin by “looking for jobs” and find an advertised job.

From this point, they may choose either to apply for this job – “submit application” – which would be

considered successful and hence is indicated by the solid arrow. If they choose not to apply, they will

need to go back to “looking for jobs” by following the dashed arrow. If they submit an application, they

may be offered an interview (solid arrow) or they may be unsuccessful and have to return to “looking

for jobs” (dashed arrow). If the interview is successful (solid arrow) the process continues; otherwise it

is back to the beginning (dashed arrow). After the interview, references are checked – if these are

satisfactory, the potential employer will “compare to other applicants” (solid arrow); if not, the

jobseeker will need to go back to “looking for jobs” once again (dashed arrow). Finally, if the job

seeker is deemed the best of all of the applicants (solid arrow), they will be offered the job; otherwise

it is back to the start (dashed arrow). From this point, they can accept the job (solid arrow) or decline

the offer and once again go looking for jobs (dashed arrow).

A The response shows a clear understanding of the information presented in the flow chart

and is written and explained in a logical and easy-to-follow manner. The response includes

how each of the six solid and six dashed arrows were used in the flow chart.

B The response shows a clear understanding of the information presented in the flow chart

and is written and explained in a fairly logical and easy-to-follow manner. The response

includes how four or more of the solid arrows and four or more of the dashed arrows were

used in the flow chart.

C The response shows a mostly correct understanding of the information presented in the

flow chart but this may not be explained in a very logical or easy-to-follow manner. The

response includes some mention of the solid and dashed arrows used in the flow chart.

D The response shows some correct understanding of the information presented in the flow

chart. The response included little or no mention of the arrows used in the flow chart.




SAMPLE

UNIT THREE

Items 5-7 refer to Image 1.

Image 1. This cartoon was published in an American newspaper in 1922 following

national elections. The cartoon depicts a politician before (left) and after (right) an

election. Item 5

The cartoon depicts the politician following the election to be

A Busy looking after the welfare of the people

B Aloof towards the people whom he promised to help

C More concerned with the small matters of the people than with the larger problems

D Neglectful of the matters of state

Item 6

What would be the function of this cartoon being published AFTER an election?

A To congratulate the politician on been elected

B To remind people whom they voted for

C To remark on the politician’s new clothes

D To remind the people that the politician has not delivered what he promised

I am a homespun man – a fr-r-riend of the pee pul

I can’t be bothered with small matters –I’m busy attending to affairs of state

SAMPLE

UNIT THREE

Item 7

Which of the options below best describes the technique the author has used to get the point of

the cartoon across?

A Rhetorical question

B Exaggeration

C Juxtaposition

D Humour


Image 2. This cartoon, by Joseph Gaston, depicts three voters in different parts of the

world. The caption describes the voting systems in each city.

No. 1. The Glasgow (Scotland) voter has only one name—his ward councilman—to vote

for, and he has the best city government in the world.

No. 2. The Des Moines (Iowa) voter has only five men on his ticket, and has the best city

government in the United States.

No 3. The Portland, Oregon, voter has in this year of our Lord 1912, about 100 candidates

for office on his ticket; and 39 long initiative and referendum proposed state laws, and 22

proposed city laws—and altogether proposing an indebtedness on the taxpayers of forty to

fifty millions of dollars. It is safe to say that all this proposed law making will not even be

read by one-fourth of the voters—and no man can know what his rights or obligations may

be under these circumstances.

SAMPLE

UNIT THREE

Item 9

What is the relationship between the amount of information on the ballot ticket and the author’s

opinion of the voting system?

A As the amount of information decreases, the author’s opinion of the voting system increases.

B As the amount of information increases, the author’s opinion of the voting system decreases.

C There is no pattern.

D Not enough information is given to decide upon a pattern.

Item 10

How does this cartoon defy Twenty-first Century ideas of democracy?

A The cartoon endorses the government not giving all relevant information to the voter.

B The cartoon depicts the character from the least democratic city as the happiest.

C The cartoon suggests only men should be actors in democratic processes.

D The cartoon depicts people voting outside voting booths, which goes against privacy laws.

Item 8

Judging by the cartoon and the accompanying text, how does the author feel about the voting

system in Oregon?

A He thinks that the Oregon system of voting is superior to that of Glasgow’s and Des

Moines’ because the voters are fully involved in the democratic processes.

B He thinks that the Oregon system of voting is superior to that of Glasgow’s and Des

Moines’ because voters in Oregon are more interested in the laws proposed by their council.

C He thinks that the Oregon system of voting is inferior to that of Glasgow’s and Des Moines’

because voters in Oregon are not told as much about their laws as voters in the other cities.

D He thinks that the Oregon system of voting is inferior to that of Glasgow’s and Des Moines’

because voters in Oregon are given so much information that they cannot meaningfully

process it.

Item 11

To support the point he is making in the cartoon, the author

A Drew the characters similarly to illustrate that their democratic processes were equal.

B Gave all characters hats to show that all voters at the time were of high society.

C Made the cartoon black and white to show that political processes are dull.

D Depicted the voter from Oregon as tired and old as opposed to the attractive, young voters

from Glasgow and Des Moines.

SAMPLE

UNIT THREE

Item 13

One reviewer wrote, “It is absolutely disgusting that this cartoonist has depicted our government

and governmental systems as being ineffective.” The reviewer is most likely writing about

A Both cartoons.

B Neither cartoon.

C Only Image 1.

D Only Image 2.

Item 12

What are two similarities between the two political cartoons?

A They are both by men and they are both negative towards the government.

B They are both negative towards politics and they both use comparison to support

their statements.

C They both encourage voters to be more active in their participation in political processes

and they are both by men.

D They are both drawn in black and white and they both depict voters.

Items 12-13 refer to both images.

SAMPLE

UNIT THREE


Image 1. This cartoon was published in an American newspaper in 1922 following

national elections. The cartoon depicts a politician before (left) and after (right) an

election. Item 5

The cartoon depicts the politician following the election to be

A Busy looking after the welfare of the people

B Aloof towards the people whom he promised to help

C More concerned with the small matters of the people than with the larger problems

D Neglectful of the matters of state

Item 6

What would be the function of this cartoon being published AFTER an election?

A To congratulate the politician on been elected

B To remind people whom they voted for

C To remark on the politician’s new clothes

D To remind the people that the politician has not delivered what he promised

I am a homespun man – a fr-r-riend of the pee pul

I can’t be bothered with small matters –I’m busy attending to affairs of state

SAMPLE

UNIT THREE

Item 7

Which of the options below best describes the technique the author has used to get the point of

the cartoon across?

A Rhetorical question

B Exaggeration

C Juxtaposition

D Humour


Image 2. This cartoon, by Joseph Gaston, depicts three voters in different parts of the

world. The caption describes the voting systems in each city.

No. 1. The Glasgow (Scotland) voter has only one name—his ward councilman—to vote

for, and he has the best city government in the world.

No. 2. The Des Moines (Iowa) voter has only five men on his ticket, and has the best city

government in the United States.

No 3. The Portland, Oregon, voter has in this year of our Lord 1912, about 100 candidates

for office on his ticket; and 39 long initiative and referendum proposed state laws, and 22

proposed city laws—and altogether proposing an indebtedness on the taxpayers of forty to

fifty millions of dollars. It is safe to say that all this proposed law making will not even be

read by one-fourth of the voters—and no man can know what his rights or obligations may

be under these circumstances.

SAMPLE

UNIT THREE

Item 9

What is the relationship between the amount of information on the ballot ticket and the author’s

opinion of the voting system?

A As the amount of information decreases, the author’s opinion of the voting system increases.

B As the amount of information increases, the author’s opinion of the voting system decreases.

C There is no pattern.

D Not enough information is given to decide upon a pattern.

Item 10

How does this cartoon defy Twenty-first Century ideas of democracy?

A The cartoon endorses the government not giving all relevant information to the voter.

B The cartoon depicts the character from the least democratic city as the happiest.

C The cartoon suggests only men should be actors in democratic processes.

D The cartoon depicts people voting outside voting booths, which goes against privacy laws.

Item 8

Judging by the cartoon and the accompanying text, how does the author feel about the voting

system in Oregon?

A He thinks that the Oregon system of voting is superior to that of Glasgow’s and Des

Moines’ because the voters are fully involved in the democratic processes.

B He thinks that the Oregon system of voting is superior to that of Glasgow’s and Des

Moines’ because voters in Oregon are more interested in the laws proposed by their council.

C He thinks that the Oregon system of voting is inferior to that of Glasgow’s and Des Moines’

because voters in Oregon are not told as much about their laws as voters in the other cities.

D He thinks that the Oregon system of voting is inferior to that of Glasgow’s and Des Moines’

because voters in Oregon are given so much information that they cannot meaningfully

process it.

Item 11

To support the point he is making in the cartoon, the author

A Drew the characters similarly to illustrate that their democratic processes were equal.

B Gave all characters hats to show that all voters at the time were of high society.

C Made the cartoon black and white to show that political processes are dull.

D Depicted the voter from Oregon as tired and old as opposed to the attractive, young voters

from Glasgow and Des Moines.

SAMPLE

UNIT THREE

Item 13

One reviewer wrote, “It is absolutely disgusting that this cartoonist has depicted our government

and governmental systems as being ineffective.” The reviewer is most likely writing about

A Both cartoons.

B Neither cartoon.

C Only Image 1.

D Only Image 2.

Item 12

What are two similarities between the two political cartoons?

A They are both by men and they are both negative towards the government.

B They are both negative towards politics and they both use comparison to support

their statements.

C They both encourage voters to be more active in their participation in political processes

and they are both by men.

D They are both drawn in black and white and they both depict voters.

Items 12-13 refer to both images.

SAMPLE

Students were asked to answer multiple choice questions based on the two political cartoons

provided. Image 1 showed illustrations of the same politician before and after he was voted into

power, while Image 2 showed three voters, all from different cities with different voting systems.

Item 5:

B. The ‘after’ illustration of the politician shows him dressed in upper class clothing with his nose up

and eyes closed. He states, “I can’t be bothered with small matters – I’m busy attending to affairs of

state”. This indicates that he is not looking after the welfare of the people and is also not concerned

about the small matters of the people – this rules out options A and C. He is clearly not neglectful of

matters of state, either (“I’m busy attending to affairs of state”) – this rules out D. He is, however,

acting aloof towards the people he promised to help. In the ‘before’ illustration, he promise to be a

“friend of the people”, and is shown presumably addressing the people in clothes that liken him to the

middle and lower classes. This is not the case in the ‘after’ illustration, where he has clearly gone

back on his promises and is no longer interested in the people.

Item 6:

D. This cartoon is clearly against the politician, as it depicts him as someone who doesn’t keep his

promises and does not care about the people. Thus, option A is unlikely. While the cartoon does draw

into focus the politician’s clothing, this is not the function of the cartoon, ruling out option C. Option B

is also somewhat correct in that it does remind the people for whom they voted, except again this is

not the main function of the cartoon – this rules out B. The main function of the cartoon is to remind

the people that the politician has gone back on the promises he made before he was elected, as

illustrated in the cartoon by the politician making promises in the ‘before’ picture and clearly not

delivering those promises in the ‘after’ picture.

Item 7:

C. The author has not used any rhetorical questions in this cartoon. Exaggeration is possible in

regards to the expression on the politician’s face and his clothing; however, this is not the most

correct answer. The cartoon is also not very humorous. The cartoon does use juxtaposition to

demonstrate the differences between the politician before and after he was elected. This is achieved

by placing the ‘before’ and ‘after’ pictures side by side.


4 Interpreting the meaning of words or other symbols.

5 Interpreting the meaning of pictures/illustrations.

29 Comparing/contrasting.

43 Analysing.


Marking SchemeUnit Three

SAMPLE

Item 8:

D. In this cartoon, the author is definitely marginalising the Oregon system of voting. This leaves C

and D as possible options, eliminating A and B. C can be eliminated as the author has clearly stated

that the Oregon voters are given too much information.

Item 9:

B. There is definitely a pattern that can be discerned from the caption. The Glasgow voter has one

name on his ticket and the author states that he has the best city government in the world; the Des

Moines voter has five names on his ticket and has the best city government in the United States. The

Oregon voter has about 100 names (as well as other laws etc.) and it is clear that the author views

this city government as the least effective. Thus, as the amount of information increases, the author’s

opinion of the voting system decreases.

Item 10:

A. Twenty-first Century ideas of democracy involve transparency in the government and the right of

the people to know about what is happening in the government and have a say. This cartoon goes

against those ideas by implying that the best way to run a government is to give the voters as little

information as possible. This is the most relevant answer to the question.

Item 11:

D. The author did not draw all characters in this cartoon similarly, thus eliminating option A. Option B

does not support the point that the author is trying to make in the cartoon; neither does C. The author

has depicted the voter from Oregon as sad, tired and old to show that the Oregon system of voting is

the least desirable. This is in contrast to the voters from Glasgow and Des Moines, who are both

shown as attractive young men. Also note that the Glasgow and Des Moines voters have a

completely different stance to that of the Oregon voter, making the latter appear even less appealing.

Item 12:

B. The students could not have known (for a fact, even if they could guess) that the cartoons were

both by men, thus eliminating options A and C. Option C is also incorrect as neither show voting as a

very desirable activity, and Image 2 certainly does not encourage active participation in voting – it

encourages as little participation as possible. Option D is incorrect as only Image 2 depicts voters;

Image 1 depicts the politician who has been voted in.

Item 13:

A. Both cartoons depict governmental systems as ineffective, as the first demonstrates that politicians

are not held to their promises, while the second criticises the voting system.

Marking SchemeUnit Three

SAMPLE

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