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Notes/Portuguese/O filme: Paper 2 Section C and writing about what you saw
Notes · PortugueseUK · A-Levels

O filme: Paper 2 Section C and writing about what you saw

This topic carries Paper 2 Section C, the written response to a prescribed film. It is attempted only by candidates who have answered on one literary text in Section B: a student answers either on two literary texts, both in Section B, or on one literary text and one film, one essay in each section. Two films is not permitted, and it is not possible to reach Section C without a Section B literary essay. The film essay is worth 45 marks like its neighbour, is marked by the same three grids — critical and analytical response for AO4, range of grammatical structures and vocabulary for AO3, accuracy of language for AO3 — offers a choice of two questions, and shares the same recommended length of approximately 300 to 350 words and the same prohibition on taking any documentation into the examination. Appendix 1 lists four films: Abril Despedaçado, directed by Walter Salles, 2001; A Canção de Lisboa, directed by Pedro Varela, 2016; Os gatos não têm vertigens, directed by António-Pedro Vasconcelos, 2014; and Que horas ela volta?, directed by Anna Muylaert, 2015. Prescribed lists are the board's and are revised between issues, so confirm the list current for your own series. These notes teach method, name no plot detail that is not documented, and invent no dialogue.

5 sections·~38 min reading time·2 competencies·Level Standard 2 · Advanced 3

T·111111 / 12
Exam profile
AO3 · Manipulate Portuguese accurately and with range in an extended written response about filmAO4 · Respond critically and analytically to a film, its technique, themes, characterisation, structure and social and cultural setting
Operators:analisaravaliarjustificarexplicarargumentardescreverconcluirselecionar

basic level

At first-year standard the expectation is a structured response showing the film has been watched attentively: an answer to the question set, evidence taken from specific scenes rather than from a plot summary, and Portuguese that is comprehensible and broadly accurate across several hundred words.

higher level

The full A-Level expects the film treated as a made object rather than as a story: technique named and used as evidence, scenes located and described rather than narrated, arguments developed and justified, and conclusions drawn — in Portuguese with deliberate structural range and controlled accuracy, planned and written in about sixty-five minutes with no documentation available.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 5 sections▾
  1. O filme: Paper 2 Section C and writing about what you saw
    • 01The film essay's specific risk, and the vocabulary that fixes it●
    • 02Evidence from a film: the located scene●
    • 03Social and cultural setting, and the four films' transnational shape◐
    • 04Two works, one strategy: choosing and preparing the pair◐
    • 05The Portuguese of writing about film, and the accuracy check●
§ 01

The film essay's specific risk, and the vocabulary that fixes it#

●●●AdvancedLPPearson Edexcel 9PG0 Paper 2 Section C — Written response to works (films), 45 marks; responses relate to form and technique of presentation, themes, concepts and issues, characterisation, plot structure, and social and cultural settingLPDfE GCE AS and A level subject content for modern foreign languages

Film vocabulary and the claim each term licenses

Film terms and the claims they licenseTable with 2 columns and 8 rows, Data: Portuguese term · The claim it licenses; o grande plano · Interiority; the withholding of surrounding context; o plano geral · A figure made small; landscape given the weight of a presence; o plano-sequência · Duration made felt; a refusal to cut away; a elipse · What the film declines to show — often its loudest choice; o fora de campo · A presence or a threat kept deliberately outside the frame; a voz off · Who holds narrative authority, and whether it is reliable; a banda sonora / o silêncio · What the film asks you to feel, or refuses to; a paleta de cores · A visual system, and whether it changes across the filmPORTUGUESE TERMTHE CLAIM IT LICENSESO GRANDE PLANOInteriority; the withholdingof surrounding contextO PLANO GERALA figure made small;landscape given the weightof a presenceO PLANO-SEQUÊNCIADuration made felt; arefusal to cut awayA ELIPSEWhat the film declines toshow — often its loudestchoiceO FORA DE CAMPOA presence or a threat keptdeliberately outside theframeA VOZ OFFWho holds narrativeauthority, and whether it isreliableA BANDA SONORA /OSILÊNCIOWhat the film asks you tofeel, or refuses toA PALETA DE CORESA visual system, and whetherit changes across the film
Fig. 1Not a glossary but a working table: the left column is a term you must be able to write in Portuguese, and the right column is the analytical claim that using it accurately allows you to make. The point of the pairing is that a technique named without a claim is decoration, and a claim without a technique is an assertion — the marks are in the join. Two entries are false friends worth flagging separately: o realizador is the director, not o diretor, and o argumento is the screenplay, not an argument.

Key points

The film essay carries one risk that the literary essay does not carry to the same degree, and naming it early is the most useful thing this topic can do: candidates narrate the plot. The reason is structural rather than lazy. A film is watched once or twice, often some months before the examination, and what survives in memory is the story — who did what, in what order — while what survives of a novel is usually more textured, because reading is slower and involves returning to pages. So the material most readily available for a film essay is precisely the material the AO4 grid rewards least, and the essay has to be built deliberately against that gravity.
The fix is a vocabulary, because you cannot analyse what you cannot name. Portuguese film vocabulary is learnable in an afternoon and transforms what a candidate can say. For the shot: o plano, o grande plano for a close-up, o plano geral for a wide shot, o plano de conjunto, o plano-sequência for a long take, o contra-picado for a low angle and o picado for a high angle, o enquadramento for the framing, o campo and o fora de campo for what is in and out of frame. For editing and time: a montagem, o corte, a elipse, o flashback or a analepse, o ritmo. For sound: a banda sonora, o som ambiente, a voz off for voice-over, o silêncio. For light and colour: a iluminação, o contraluz, a paleta de cores. For the film as an object: a realização for the directing, o realizador for the director — not o diretor, which is a false friend — a interpretação for the acting, o argumento for the screenplay, the third and most dangerous false friend in this set, since o argumento does not mean argument in this context.
Each of those terms licenses a claim, and that is the point of learning them rather than reciting them. A grande plano licenses a claim about interiority or about withholding context; a plano geral about a character's smallness or about a landscape as a presence; um plano-sequência about duration being made felt; uma elipse about what the film declines to show, which is often its most eloquent choice; o fora de campo about a threat or a presence kept outside the frame; a voz off about narrative authority; o silêncio about refusal. A sentence containing a technique term and a claim — o recurso ao grande plano nesta cena retira ao espectador qualquer informação sobre o que rodeia a personagem — is analysis. A sentence saying what happened is narration.
The self-check while writing is the same as for the literary essay and worth restating in film terms: every two sentences of description should be followed by a sentence containing an analytical verb, and if you have written three sentences about what happens without naming a technique or making a claim, you are telling the story. A second and film-specific check: count the technique nouns in your finished essay. Three hundred to three hundred and fifty words should contain at least four or five, distributed across the paragraphs rather than clustered in one. An essay with none is a plot summary however fluent its Portuguese, and the AO4 grid will place it in the description bands.
Worked example

Rewriting a narrating paragraph into an analysing one

A paragraph of the kind that scores in the middle bands: Nesta cena, a personagem chega a casa e encontra a família à mesa. Ninguém fala com ela. Depois ela sai e vai para o quarto. Isto mostra que ela está sozinha. Rewrite it using the technique vocabulary, changing nothing about what happens.

  1. 01Diagnose what the paragraph is doing

    Three sentences of plot and one flat conclusion. Everything in it is true of the scene and none of it is about the film as a made object: there is no framing, no shot, no sound, no editing, and the analytical verb mostrar arrives once, at the end, attached to a claim — she is alone — that the plot alone already established. The AO4 grid would read this as description, and correctly.

  2. 02Name what the camera is doing, not only what the character is

    Start from the shot rather than from the action. A cena abre num plano geral que coloca a personagem à entrada, à distância da mesa onde a família está sentada. Now the same event carries a claim: the framing itself puts distance between her and them. Colocar a personagem à distância de is doing analytical work in ordinary words. Note that the description remains accurate to what happens — nothing has been invented — and that it is now about a choice made by the film.

  3. 03Use the absence of dialogue as a technique, not as a plot fact

    O silêncio não é vazio: é preenchido pelo som ambiente da refeição, que continua sem interrupção. Silence used as a technique term rather than as a report that nobody spoke. Preenchido pelo som ambiente names what is actually on the soundtrack. Sem interrupção is the point — the meal's continuing sound is what makes the silence pointed. If the scene you are writing about does not work this way, the sentence must be different, and this is exactly why the method requires having watched attentively rather than remembering a plot.

  4. 04Make the editing carry the conclusion

    O corte para o quarto é imediato, sem plano de transição, o que faz da saída da personagem menos uma decisão do que uma consequência. O corte and plano de transição are technique terms; o que faz de X menos Y do que Z is a comparative construction from Appendix 2's list carrying a real analytical claim. This sentence replaces depois ela sai e vai para o quarto with an argument about how the film presents that departure, which is the difference between the middle bands and the top ones.

  5. 05Close on the claim, now earned

    A solidão da personagem não é, portanto, enunciada: é construída pelo enquadramento, pelo som e pela montagem. Não é enunciada, é construída is the essay's whole method in one sentence, and the three nouns at the end name the three techniques the paragraph actually used. The claim is the same as the original paragraph's — she is alone — but it now arrives as a conclusion from evidence rather than as a restatement of the plot, and the paragraph contains five technique terms distributed across four sentences.

Result: A cena abre num plano geral que coloca a personagem à entrada, à distância da mesa onde a família está sentada. O silêncio não é vazio: é preenchido pelo som ambiente da refeição, que continua sem interrupção. O corte para o quarto é imediato, sem plano de transição, o que faz da saída da personagem menos uma decisão do que uma consequência. A sua solidão não é, portanto, enunciada: é construída pelo enquadramento, pelo som e pela montagem.

Exam focus

  • The film essay's characteristic failure is plot narration. Build against it deliberately (AO4).
  • O realizador is the director and o argumento is the screenplay. Both are false friends and both appear in every film essay (AO3).
  • Each technique term licenses a specific claim: grande plano for interiority, elipse for what is withheld, fora de campo for what is kept outside.
  • Count the technique nouns in a finished essay. Four or five, distributed, is the target; none means a plot summary.

Typical mistakes

  • Writing o diretor for the director. In film it is o realizador.
  • Using o argumento to mean an argument. In film it is the screenplay.
  • Naming techniques in a list without attaching a claim to any of them.
  • Clustering all the analysis in one paragraph and narrating in the other two.

Active revision

Watch any ten minutes of the film your centre has chosen with a notebook and write down, for each scene, one technique you can name in Portuguese and one claim it licenses. Ten scenes, twenty lines. Then close the notebook and write the same list from memory. What survives is what you will have in the examination, and if the technique terms do not survive, learn the terms before you rewatch anything.

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Portuguese (9PG0) specification (Pearson Edexcel)

§ 02

Evidence from a film: the located scene#

●●●AdvancedLPPearson Edexcel 9PG0 Paper 2 — students should justify points of view, arguments and conclusions with evidence from the work; no documentation relating to the works may be taken into the examinationLPDfE GCE AS and A level subject content for modern foreign languages

Key points

The evidential method for film is the same as for literature and adapted to a different medium: locate the scene, describe what is on screen, state the claim. Locating a scene has its own Portuguese and it is worth having ready: na cena de abertura, logo nos primeiros minutos, a meio do filme, na sequência em que, na cena que antecede, imediatamente a seguir a, na cena final. Describing means saying what is visible and audible, in two or three clauses, in the present tense, with at least one technique term. And the claim is what the scene shows about the question you were asked. Three components, roughly four sentences, one paragraph.
Two things must never appear, and they matter more for film than for literature because film memory is unreliable in a particular way. The first is invented dialogue. Words placed in quotation marks and attributed to a character in a film you saw once are almost certainly not the words that were said, and an essay that quotes them is fabricating evidence. Describe instead: a personagem recusa-se a responder, o pai muda de assunto. The second is invented visual detail. A scene half-remembered is easy to embellish with a colour, an object or a gesture that was not there, and the embellishment feels harmless because it seems plausible. It is not harmless: it is a claim about a film that the film does not support, and an examiner who knows the work will see it.
Because a film runs to time rather than to pages, there is a form of evidence available in a film essay that literature does not offer, and strong candidates use it: duration. How long a shot is held, whether a scene is long relative to its content, whether the film cuts away quickly from something difficult — these are choices with meaning, and Portuguese has the vocabulary: o plano prolonga-se, a câmara demora-se, o filme corta rapidamente, a cena é breve mas insistente. A claim about duration is a claim about technique that requires having watched attentively, cannot be recovered from a plot summary, and is therefore exactly the kind of evidence that distinguishes a candidate who has engaged with the film from one who has read about it.
One further discipline is specific to film and worth building into revision. A film's meaning is often carried by patterns rather than by single scenes — a motif that recurs, a colour that returns, a framing repeated with a variation, a piece of music heard twice in different circumstances. Patterns are the strongest evidence available in a 45-mark essay because they require knowledge of the whole film, and they are impossible to fake. Identifying two or three patterns during a rewatch, and being able to name where each occurs, gives you the material for a paragraph that most candidates cannot write. Um motivo que regressa, um plano que ecoa outro, a mesma música em circunstâncias opostas — three phrases, and a whole level of argument.
Worked example

One body paragraph built on a pattern rather than on a scene

The question type: Analise o modo como o filme apresenta as relações entre as personagens. Build one paragraph on a pattern rather than on a single scene, on a film deliberately left unnamed so that the structure is what transfers.

  1. 01State the pattern as the claim

    O filme constrói as relações entre as personagens menos através do diálogo do que através da forma como as coloca, ou não, dentro do mesmo plano. Menos através de … do que através de is the comparative frame again. The claim is about a pattern — how characters are framed together or apart — and it announces that the paragraph will be about a system rather than about a moment. Ou não, set off by commas, is doing precise work: the absence of shared framing is part of the pattern.

  2. 02Locate the first occurrence

    Logo na primeira sequência, duas personagens conversam sem que a câmara as reúna: cada uma ocupa o seu plano. Logo na primeira sequência locates. Sem que takes the subjunctive reúna. Cada uma ocupa o seu plano is a plain, accurate description of a shot-reverse-shot pattern in ordinary Portuguese that needs no technical jargon to be precise. Nothing is invented here beyond what the method requires you to have observed in the film you actually watched.

  3. 03Locate the second occurrence and name the variation

    A meio do filme, a mesma disposição repete-se, mas com uma diferença: uma das personagens entra agora no plano da outra, sem que esta o registe. Repetir-se establishes the pattern; mas com uma diferença names the variation, which is where the argument lives. A variation on a repeated pattern is the single most persuasive kind of film evidence, because it demonstrates that you watched the whole film attentively and it produces a claim that no plot summary could supply.

  4. 04Turn the pattern into an argument about the relationship

    A relação é, portanto, descrita visualmente antes de ser dita: a aproximação de uma personagem e a indiferença da outra ficam estabelecidas sem uma única linha de diálogo que as enuncie. Antes de ser dita is a plus infinitive after the preposition. Ficar estabelecido is the state passive from the grammar topic, correctly used: the relationship stands established, and the sentence does not say who established it, which is right because the film did. This is the analytical payoff and it took two located occurrences to earn.

  5. 05Close by generalising the pattern, carefully

    Este princípio — a informação sobre as relações passa pelo enquadramento e não pelas palavras — atravessa o filme inteiro, e é o que torna as poucas cenas de confronto verbal tão abruptas. Atravessar o filme inteiro is a general claim, and it is safe only because two occurrences have been evidenced; generalising from one would be over-reading. The final clause connects the pattern to something else in the film, which is what makes a paragraph feel like part of an argument rather than a self-contained observation.

Result: Paragraph shape: (1) the pattern stated as the claim, using a comparative frame; (2) the first occurrence located early and described in two clauses; (3) the second occurrence located mid-film, with the variation named — this is where the argument lives; (4) the analytical turn, using a state passive; (5) a careful generalisation, earned by two occurrences, connected to something else in the film. No dialogue quoted, no visual detail invented, and evidence that no plot summary could have supplied.

Exam focus

  • Locate, describe, claim. Present tense, at least one technique term, two or three clauses of description (AO4).
  • Never invent dialogue and never invent visual detail. Describe what happened instead of quoting what was said.
  • Duration is evidence available only in film: o plano prolonga-se, a câmara demora-se, o filme corta rapidamente.
  • Patterns across the whole film — a motif, a colour, an echoing shot — are the strongest and least fakeable evidence.

Typical mistakes

  • Quoting dialogue from memory, which after months is almost certainly inaccurate.
  • Adding a plausible visual detail that was not in the scene.
  • Writing about scenes only in isolation, and never about anything that recurs.
  • Describing at length and claiming in a clause, which inverts the proportions the AO4 grid rewards.

Active revision

Rewatch your film once with a single task: find three patterns. A recurring object, a repeated framing, a piece of music used twice, a colour that changes across the film, a line of behaviour that echoes. For each, note where it occurs — twice at least — and what the variation between occurrences is. Then write one paragraph in Portuguese on each, using the locate-describe-claim shape. Those three paragraphs are worth more in an examination than any amount of plot recall.

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Portuguese (9PG0) specification (Pearson Edexcel)

§ 03

Social and cultural setting, and the four films' transnational shape#

●●○StandardLPPearson Edexcel 9PG0 Appendix 1 — Prescribed films: Abril Despedaçado (Walter Salles, 2001); A Canção de Lisboa (Pedro Varela, 2016); Os gatos não têm vertigens (António-Pedro Vasconcelos, 2014); Que horas ela volta? (Anna Muylaert, 2015)LPPearson Edexcel 9PG0 Paper 2 — responses relate to the social and cultural setting

Key points

Appendix 1 lists four feature films: Abril Despedaçado, directed by Walter Salles and released in 2001; A Canção de Lisboa, directed by Pedro Varela and released in 2016; Os gatos não têm vertigens, directed by António-Pedro Vasconcelos and released in 2014; and Que horas ela volta?, directed by Anna Muylaert and released in 2015. Two are Brazilian and two Portuguese, and the same transnational shape that characterises the literary list characterises this one — the qualification treats Brazilian and Portuguese cinema as equally its subject. As with the texts, the list is the board's and is revised between issues, and a candidate must confirm the list current for their own series rather than trusting any single printing.
The specification names the social and cultural setting as one of the six things a response may relate to, and it is the angle where film essays most often gain marks cheaply, because a film always has a setting and a candidate who can name it precisely can build a paragraph. What is required is precision rather than background: the country and the period in which the film is set, which may differ from the year of release; whether it is urban or rural, and where specifically; the social position of the characters and how the film indicates it; and the language itself, since a Brazilian and a Portuguese film sound different and the difference is available as evidence. A film set in a particular decade is making a choice about that decade, and asking why the director set it then is a question with an arguable answer.
The relationship between a film and the world outside it should be handled with the same restraint the history topics require. What is safely stateable is what the film shows and how it shows it. What requires attribution or hedging is any claim that the film represents a society accurately, or that it caused or reflected some social change, or that its director intended a particular message. Directors' intentions are not accessible from the film and should not be asserted; a claim about what a film does is far stronger than a claim about what a director wanted. O filme apresenta is safe; o realizador quis mostrar is a claim about a mind and should be avoided unless you are reporting something the director actually said, which you cannot verify in an examination room.
One useful move for the setting angle is to attend to what a film includes that it did not have to. Every film selects: a scene in a particular kind of home, a particular job, a particular institution, a particular kind of conversation. Noticing a selection is noticing a choice, and a choice can be argued about. O filme podia ter contado esta história em qualquer lugar e escolheu este is a sentence that opens an argument. So is the observation that something expected is absent — that a film about a family never shows a particular member, or that a film about work never shows the work being done. Absence, as with the elipse, is often a film's clearest statement, and it is available as evidence to anyone who watched attentively.
Worked example

Building a setting paragraph that argues rather than describes

The question type: Em que medida o contexto social é determinante no filme que estudou? Show how a setting paragraph is built so that it argues, on a film deliberately unnamed.

  1. 01Convert the setting into a claim in the first sentence

    O contexto social não é, neste filme, um pano de fundo: é aquilo que torna a história possível e, ao mesmo tempo, aquilo que a limita. Um pano de fundo is a backdrop, and the não é X: é Y frame states the claim. Naming the setting as both enabling and limiting is a two-sided claim, which is what a paragraph needs if it is to develop rather than to assert. Em que medida in the question invites exactly this kind of qualified answer.

  2. 02Name the setting precisely, in one clause

    A ação decorre num meio urbano concreto, num período identificável, e o filme não o disfarça. Precision here means naming what your film actually specifies — a city, a decade, a kind of neighbourhood — and the notes deliberately do not supply it, because inventing a setting for an unnamed film would be exactly the fabrication this topic warns against. Decorrer is the standard verb for where and when the action takes place. Não o disfarça is a claim about the film's own attitude to its setting.

  3. 03Show that the film shows rather than states the social position

    A posição social das personagens nunca é enunciada: percebe-se pelo espaço em que vivem, pelo trabalho que fazem e pelo modo como se dirigem umas às outras. Nunca é enunciada, percebe-se is the same structural contrast the film-technique section used, and it is the most useful sentence shape in the whole topic. Dirigir-se a alguém is to address someone, and modes of address are a genuine marker of social position in Portuguese — tu, você, o senhor — which makes this a claim about language as well as about setting.

  4. 04Argue from a selection the film made

    É significativo que o filme escolha mostrar as deslocações entre esses espaços e não apenas os espaços em si: o tempo gasto a atravessar a cidade é ele próprio uma informação social. É significativo que takes the subjunctive escolha. The argument is from a selection — the film shows journeys, not only destinations — and it converts a formal observation into a social claim. O tempo gasto a atravessar is a plus infinitive after tempo, and ele próprio is the emphatic pronoun.

  5. 05Qualify, because em que medida asked you to

    Seria exagerado, ainda assim, dizer que o contexto determina inteiramente as personagens: o filme dá-lhes margem, e é nessa margem que a história acontece. Seria exagerado is the conditional, hedging appropriately. Ainda assim is a concessive connective. Dar margem a alguém is to give someone room. The final cleft, é nessa margem que, resolves the two-sided claim made in the first sentence, which is what makes the paragraph a movement rather than a statement — and answering em que medida with a measured rather than an absolute answer is what the question asked for.

Result: Paragraph shape: (1) the setting stated as a claim, two-sided — enabling and limiting; (2) the setting named precisely in one clause, from the film you actually watched; (3) the social position shown rather than stated, with modes of address as linguistic evidence; (4) an argument from a selection the film made, using é significativo que with the subjunctive; (5) a qualification in the conditional, resolving the two-sided claim with a cleft. The question em que medida is answered with a measure, not with a yes.

Exam focus

  • Four films: two Brazilian, two Portuguese, 2001 to 2016. Confirm the list current for your series (AO4).
  • Setting means the country, the period, the place, the social position and the language — precisely, not as background.
  • O filme apresenta is safe; o realizador quis mostrar is a claim about a mind. Argue about what the film does.
  • Attend to what the film selects, and to what it leaves out. Absence is evidence.

Typical mistakes

  • Confusing the year of release with the year the film is set in. They are frequently different and the difference is arguable.
  • Asserting a director's intention, which cannot be evidenced from the film.
  • Writing the setting as background information rather than as a choice the film made.
  • Treating the two Portuguese and two Brazilian films as interchangeably lusophone rather than as films from two countries.

Active revision

For the film your centre has chosen, write one page in Portuguese answering five questions precisely: in what country and what period is it set; urban or rural, and where; what social position do the principal figures occupy and how does the film show it rather than state it; what variety of Portuguese is spoken and does that carry meaning; and what does the film conspicuously not show. The fifth question is the one most likely to produce a paragraph nobody else writes.

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Portuguese (9PG0) specification (Pearson Edexcel)

§ 04

Two works, one strategy: choosing and preparing the pair#

●●○StandardLPPearson Edexcel 9PG0 Paper 2 Sections B and C — two works, either two literary texts or one literary text and one film; two films is not permitted; no credit for evidence from a film adaptation in a literary essayLPDfE GCE AS and A level subject content for modern foreign languages

Key points

The combination rule is worth restating because it constrains preparation as well as the examination itself: two literary texts, both answered in Section B, or one literary text and one film, one essay in each section. Two films is not permitted. A candidate whose centre has entered a text and a film therefore knows in advance that they will write one essay in each section, and a candidate with two texts knows they will never open Section C. Knowing which of those you are in is the first fact of your preparation, because the two paths need slightly different revision: two texts means two evidence banks of the same kind, while a text and a film means two banks in different media with different retrieval problems.
The film is the harder of the two to keep in memory, and the reason is worth understanding. A book can be reread in fragments — five minutes with a chapter refreshes a great deal — while a film resists sampling, because its meaning is carried by duration and sequence and a two-minute clip out of context refreshes very little. The practical consequence is that film revision should be front-loaded and note-based: watch attentively, take extensive notes on scenes, techniques and patterns while watching, and then revise from the notes rather than from repeated viewing. A candidate who plans to rewatch the film the week before the examination has planned badly, because that rewatch will produce a fresh plot memory and not much else.
There is one rule that catches candidates every year and it deserves its own paragraph: no credit is given for an essay on a literary text whose evidence comes from a film adaptation of that text. If a work on the list has been filmed, and a student has seen the film, the memory of the film will contaminate the memory of the book — a scene that was in the adaptation but not in the novel, a detail changed for the screen, an ending altered. The defence is to be aware of the risk and to check any striking piece of evidence against the book itself during revision. The specification's wording is unambiguous: evidence given in the essay to justify viewpoints and arguments must be based on the original literary text.
Finally, a note on the two essays as a pair. They are marked entirely independently, by the same three grids applied twice, so there is no benefit in linking them and no penalty for treating them as unrelated — which they are. What is worth managing is the clock: two hours ten minutes for both means sixty-five minutes each, and the commonest failure on this paper is to write a good first essay in eighty minutes and a poor second one in fifty. Because the essays are independent, the marginal mark from a fifth paragraph in essay one is almost certainly worth less than the marginal mark from a proper conclusion in essay two. Stop the first essay on time, whatever state it is in.
Worked example

Building the film evidence bank while watching, not afterwards

You are about to watch the prescribed film for the first time as a student rather than as a viewer. Design the note-taking so that what you produce is usable in an examination nine months later with no documentation permitted.

  1. 01Take notes in Portuguese from the first minute

    Notes in English will have to be translated under pressure and will be translated badly. Write in Portuguese even if the Portuguese is imperfect, because the point is to rehearse the vocabulary you will need. Three columns: onde na narrativa, o que se vê e se ouve, que técnica. The third column is the one that must never be left empty, because it is the one that will not be recoverable later.

  2. 02Record scene locations, not timestamps

    A timestamp is useless in an examination; a narrative location is not. Write na cena de abertura, depois do primeiro confronto, imediatamente antes do regresso, na última sequência. Those phrases are what you will use in the essay itself, so writing them now is rehearsal rather than administration. Ten to fifteen located scenes is the right number — enough to select from, few enough to memorise.

  3. 03Watch a second time for patterns only

    A first viewing yields scenes; only a second yields patterns, because a pattern is only visible once you know what recurs. On the second viewing, ignore the plot entirely and track three things: what returns, what changes when it returns, and what is conspicuously absent. Two or three patterns, each with two located occurrences, is the highest-value material in the whole bank and the material no summary can supply.

  4. 04Attach two possible claims to every scene, as with the literary bank

    A scene attached to one claim is usable if that question comes up. A scene attached to two — one about a character, one about a theme or a technique — is usable for twice as many questions. Do this at the end of each viewing session while the scene is fresh, not months later. Beside each, note the one technique term the scene lets you use, since that is the term you will need to have automatic.

  5. 05Test by generation, months later, with no documentation

    Once a month, set yourself a theme and write three located scenes bearing on it, in Portuguese, in five minutes, with your notes closed. This is the only test that predicts examination performance, because it reproduces the examination condition exactly: no documentation, retrieval rather than recognition, and Portuguese under time. Whatever fails the test goes back into active revision; whatever survives it is what you will actually have.

Result: The bank: ten to fifteen scenes, each with a narrative location phrase rather than a timestamp, each described in Portuguese in two or three clauses, each carrying one named technique and two possible claims; plus two or three patterns from a second viewing, each with two located occurrences and the variation between them named; all rehearsed monthly by generation with the notes closed.

Exam focus

  • Two texts, or one text and one film. Never two films. Know which path you are on before you revise (AO4).
  • Film revision is front-loaded and note-based. A film resists sampling in a way a book does not.
  • No credit for evidence drawn from a film adaptation in a literary essay. Check striking evidence against the book.
  • Stop essay one at sixty-five minutes. The essays are marked independently and the second one needs its conclusion.

Typical mistakes

  • Discovering the two-films rule after both works have been prepared.
  • Planning to revise a film by rewatching it, which refreshes plot and little else.
  • Importing a scene from an adaptation into an essay on the book.
  • Overrunning on the first essay and leaving the second without a conclusion.

Active revision

Sit both essays in one session against a two-hour-ten-minute clock, with a hard stop at sixty-five minutes for the first. Note what you had to abandon and what the second essay gained from the time. Then repeat a fortnight later, having adjusted your plan rather than your speed. Most candidates find the first essay loses almost nothing and the second gains a whole band.

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Portuguese (9PG0) specification (Pearson Edexcel)

§ 05

The Portuguese of writing about film, and the accuracy check#

●●●AdvancedLPPearson Edexcel 9PG0 Paper 2 Section C — range of grammatical structures and vocabulary (AO3); accuracy of language (AO3)LPPearson Edexcel 9PG0 Appendix 2 — the subjunctive; passive voice; relative pronouns; word order

Key points

Writing about film in Portuguese has its own tense convention and getting it wrong is visible on every line. The present is used for what happens in the film — na cena de abertura, a personagem chega, a câmara aproxima-se — and for what the film does — o filme mostra, o plano prolonga-se, a montagem corta. The past is used only for the circumstances of production and reception: o filme estreou em 2015, foi realizado por, teve uma receção internacional. That division is identical to the one for literature and is broken in the same way, by sliding into narration in the past when describing a scene at length. Since two of three grids assess language, a mechanical check for tense consistency during the final twelve minutes is one of the highest-value uses of that time.
The passive and the impersonal do a great deal of work in film writing, because a film's choices are usually described without naming an agent. Both passives from the grammar topic are useful and they say different things: o plano é construído de modo a is an action passive, someone constructed it; a personagem está enquadrada à distância is a state passive describing how she appears. The impersonal reflexive is even more common — vê-se, percebe-se, nota-se, sugere-se — and it is exactly the right register for analysis, because it says that something is perceptible without claiming who perceived it. Vê-se que a relação já está estabelecida is better Portuguese for an essay than eu vejo que or o espectador vê que.
The vocabulary of the viewer is worth getting right too, because it appears constantly. O espectador is the viewer; a assistência and o público are the audience; a receção is the reception. Assistir a um filme is to watch a film — with the preposition a, and assistir um filme without it is a Brazilian usage that a European examiner will notice. Ver um filme is also correct and simpler. A film is realizado by its realizador, protagonizado by its lead actors, and estreia — it premieres — rather than being published. And a personagem remains feminine in film exactly as in literature, so the same agreement trap applies.
One final register point. Film writing in Portuguese tolerates, and rewards, a slightly more concrete vocabulary than literary criticism, because the object is visible: words like o gesto, o olhar, a distância, o silêncio, o ritmo, a luz do a repetição do the analytical work directly and are easy to spell correctly under pressure. That is a real advantage in a paper where a third of the marks on each essay are for accuracy. A candidate writing about film can make sophisticated arguments in relatively simple nouns, which means the range marks can be earned by structures — clefts, concessives with the subjunctive, relatives with prepositions, comparatives — rather than by risky vocabulary. Complexity in the grammar and simplicity in the nouns is, for this essay, the optimal trade.
Worked example

The twelve-minute accuracy pass, run on a real paragraph

A candidate has written: Na cena final, a personagem principal voltou para casa e a câmara ficou parada durante muito tempo. Eu vejo que o realizador queria mostrar que ela estava sozinho. O filme foi muito importante e a assistência assistiu ele com emoção. Run the accuracy pass and explain each correction.

  1. 01Pass one: tense of everything describing the film

    Voltou and ficou are past tenses describing what happens in the film and must be present: volta, fica. Queria describes the director's supposed intention and will be removed anyway. Estava should be está. Three corrections in one sentence, all of the same type, which is why a dedicated tense pass finds them faster than reading for meaning would. Na cena final, a personagem principal volta para casa e a câmara fica parada durante muito tempo.

  2. 02Pass two: agreement, and the personagem trap

    Ela estava sozinho is the classic error: the adjective has been made to agree with the character's apparent gender rather than with the feminine noun a personagem. It must be sozinha. Note that even if the character is male, a personagem principal está sozinha is what Portuguese requires, which is counter-intuitive and worth checking specifically every time. This single check is worth doing on every adjective in the essay.

  3. 03Pass three: register and the impersonal

    Eu vejo que o realizador queria mostrar is wrong on two counts. Eu vejo is the wrong register — analysis uses vê-se, nota-se or percebe-se — and o realizador queria mostrar asserts an intention that cannot be evidenced from the film. Replace both at once: Vê-se que o plano prolongado sublinha a sua solidão. The claim is now about what the film does, the register is impersonal, and a technique term has appeared where there was none.

  4. 04Pass four: prepositions and false friends

    A assistência assistiu ele contains two errors. Assistir takes a with its object in European Portuguese, so assistir a ele — but with a film the natural object is the film, and a pronoun would be a ele or better simply repeat: a assistência assistiu ao filme. The sentence also uses muito importante, the empty evaluative the literary topic warned about. Replace with something that says what kind of importance: o filme teve uma receção assinalável, in the past, correctly, because reception is a fact about the world rather than about the film.

  5. 05Read the result and check the trade

    The rewritten paragraph is not more ambitious in vocabulary than the original — plano prolongado, solidão, receção assinalável are all ordinary words — but it is correct in tense throughout, correct in agreement, correct in register, and it contains a technique term and an impersonal construction that were absent. That is the trade this section recommends: keep the nouns concrete, spend the risk budget on structures, and use the checking pass mechanically rather than aesthetically. Four passes, about ten minutes, and several accuracy marks recovered.

Result: Na cena final, a personagem principal volta para casa e a câmara fica parada durante muito tempo. Vê-se que o plano prolongado sublinha a sua solidão, sem que nada seja dito. O filme teve, aliás, uma receção assinalável junto do público.

Exam focus

  • Present tense for what happens in the film and what the film does; past only for production and reception (AO3).
  • The impersonal reflexive — vê-se, nota-se, percebe-se — is the register of analysis and avoids naming a perceiver (AO3).
  • Assistir a um filme takes the preposition in European Portuguese. O realizador, not o diretor; a personagem stays feminine.
  • Earn range through structures and keep the nouns concrete. It is the best accuracy trade available in this essay.

Typical mistakes

  • Narrating a scene in the past tense, which reads as a plot summary and slips into inconsistency.
  • Writing eu vejo que or o espectador vê que where the impersonal vê-se is the correct register.
  • Dropping the preposition in assistir a um filme.
  • Reaching for ambitious vocabulary and losing accuracy marks, when a cleft would have earned the range mark more safely.

Active revision

Take one page of your own film writing and run three mechanical checks in order, without reading for meaning: every verb describing the film in the present, every adjective attached to personagem feminine, and every assistir followed by a. Then count your impersonal reflexives; if there are none, rewrite two sentences to use them. Twelve minutes, three passes, and it is exactly the checking routine the examination allows for.

Active recall

Recall the key points — then reveal.

Sources: Pearson Edexcel Level 3 Advanced GCE in Portuguese (9PG0) specification (Pearson Edexcel)

Contents

Section -- / 05

    • 01The film essay's specific risk, and the vocabulary that fixes it●
    • 02Evidence from a film: the located scene●
    • 03Social and cultural setting, and the four films' transnational shape◐
    • 04Two works, one strategy: choosing and preparing the pair◐
    • 05The Portuguese of writing about film, and the accuracy check●

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From notes into training

O filme: Paper 2 Section C and writing about what you saw

Reinforce this topic with matching tasks from the question bank.

~38
min
2
Competencies
Practise

References & sources

Sources

Pearson Edexcel

  • Pearson Edexcel Level 3 Advanced GCE in Portuguese (9PG0) specification

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