Comment: The student effectively supports their discussion of the global issue with detailed analysis from both extracts/works. They explore how the literary extract and the non-literary body of work exemplify the selling of dreams by institutions for their gain, thus effectively supporting their ideas.

Comment: The student effectively supports their discussion of the global issue with detailed analysis from both extracts/works. They explore how the literary extract and the non-literary body of work exemplify the selling of dreams by institutions for their gain, thus effectively supporting their ideas.

Comment: The student effectively supports their discussion of the global issue with detailed analysis from both extracts/works. They explore how the literary extract and the non-literary body of work exemplify the selling of dreams by institutions for their gain, thus effectively supporting their ideas.

Comment: The student effectively supports their discussion of the global issue with detailed analysis from both extracts/works. They explore how the literary extract and the non-literary body of work exemplify the selling of dreams by institutions for their gain, thus effectively supporting their ideas.

Comment: The student selects specific references from both 'Persepolis' and 'Loaded' to effectively support their ideas about the selling of dreams by institutions. They provide detailed analysis and interpretation of the chosen references to support their arguments.

Comment: The student selects specific references from both 'Persepolis' and 'Loaded' to effectively support their ideas about the selling of dreams by institutions. They provide detailed analysis and interpretation of the chosen references to support their arguments.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student selects specific references from both 'Persepolis' and 'Loaded' to effectively support their ideas about the selling of dreams by institutions. They provide detailed analysis and interpretation of the chosen references to support their arguments.

Comment: The student selects specific references from both 'Persepolis' and 'Loaded' to effectively support their ideas about the selling of dreams by institutions. They provide detailed analysis and interpretation of the chosen references to support their arguments.

Comment: The student demonstrates a correct understanding of the literal meaning of both 'Persepolis' and 'Loaded' by providing accurate summaries and interpretations of key events and themes from the works.

Comment: The student demonstrates a correct understanding of the literal meaning of both 'Persepolis' and 'Loaded' by providing accurate summaries and interpretations of key events and themes from the works.

Comment: The student demonstrates an excellent and insightful understanding of the message behind both 'Persepolis' and 'Loaded' by delving into the deeper implications and themes presented in the works. They analyze the works in relation to the global issue, showcasing their insightful understanding.

Comment: The student demonstrates an excellent and insightful understanding of the message behind both 'Persepolis' and 'Loaded' by delving into the deeper implications and themes presented in the works. They analyze the works in relation to the global issue, showcasing their insightful understanding.

Comment: The student demonstrates an excellent and insightful understanding of the message behind both 'Persepolis' and 'Loaded' by delving into the deeper implications and themes presented in the works. They analyze the works in relation to the global issue, showcasing their insightful understanding.

Comment: The student demonstrates an excellent and insightful understanding of the message behind both 'Persepolis' and 'Loaded' by delving into the deeper implications and themes presented in the works. They analyze the works in relation to the global issue, showcasing their insightful understanding.

Comment: The student demonstrates knowledge by recalling relevant details from both 'Persepolis' and 'Loaded'. They discuss plot points, themes, and historical context, showcasing a comprehensive understanding of the works.

Comment: The student demonstrates knowledge by recalling relevant details from both 'Persepolis' and 'Loaded'. They discuss plot points, themes, and historical context, showcasing a comprehensive understanding of the works.

Comment: The student demonstrates knowledge by recalling relevant details from both 'Persepolis' and 'Loaded'. They discuss plot points, themes, and historical context, showcasing a comprehensive understanding of the works.

Comment: The student consistently makes references to both 'Persepolis' and 'Loaded' by quoting and paraphrasing specific passages from the works to support their analysis of the global issue, demonstrating a deep engagement with the texts.

Comment: The student demonstrates knowledge by recalling relevant details from both 'Persepolis' and 'Loaded'. They discuss plot points, themes, and historical context, showcasing a comprehensive understanding of the works.

Comment: The student effectively analyzes and interprets both extracts/works as part of their respective texts, justifying their significance in the broader context of the works and their relation to the global issue of institutions selling dreams for personal gain. This is done by referring to the praise given to martyrdom in "Persepolis" and spreading the unrealistic dreams of success through hypermasculinity in "Loaded".

Comment: The student draws correct and in-depth conclusions about how the global issue of institutions selling dreams for personal gain is presented and utilized in both 'Persepolis' and 'Loaded'. They provide insightful conclusions based on their analysis of the works.

Comment: The student effectively analyzes and interprets both extracts/works as part of their respective texts, justifying their significance in the broader context of the works and their relation to the global issue of institutions selling dreams for personal gain. This is done by referring to the praise given to martyrdom in "Persepolis" and spreading the unrealistic dreams of success through hypermasculinity in "Loaded".

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student effectively analyzes and interprets both extracts/works in relation to the global issue of institutions selling dreams for personal gain. They provide insightful analysis of how the works exemplify this global issue, relating to their references to political and financial power over people.

Comment: The student effectively analyzes and interprets both extracts/works in relation to the global issue of institutions selling dreams for personal gain. They provide insightful analysis of how the works exemplify this global issue, relating to their references to political and financial power over people.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student effectively analyzes and interprets both extracts/works in relation to the global issue of institutions selling dreams for personal gain. They provide insightful analysis of how the works exemplify this global issue, relating to their references to political and financial power over people.

Comment: The student effectively analyzes and interprets both extracts/works in relation to the global issue of institutions selling dreams for personal gain. They provide insightful analysis of how the works exemplify this global issue, relating to their references to political and financial power over people.

Comment: The student consistently makes references to both 'Persepolis' and 'Loaded' by quoting and paraphrasing specific passages from the works to support their analysis of the global issue, demonstrating a deep engagement with the texts.

Comment: The student demonstrates knowledge by recalling relevant details from both 'Persepolis' and 'Loaded'. They discuss plot points, themes, and historical context, showcasing a comprehensive understanding of the works.

Comment: The student consistently makes references to both 'Persepolis' and 'Loaded' by quoting and paraphrasing specific passages from the works to support their analysis of the global issue, demonstrating a deep engagement with the texts.

Comment: The student consistently makes references to both 'Persepolis' and 'Loaded' by quoting and paraphrasing specific passages from the works to support their analysis of the global issue, demonstrating a deep engagement with the texts.

Comment: The student consistently makes references to both 'Persepolis' and 'Loaded' by quoting and paraphrasing specific passages from the works to support their analysis of the global issue, demonstrating a deep engagement with the texts.

Comment: The student consistently makes references to both 'Persepolis' and 'Loaded' by quoting and paraphrasing specific passages from the works to support their analysis of the global issue, demonstrating a deep engagement with the texts.

Comment: The student consistently makes references to both 'Persepolis' and 'Loaded' by quoting and paraphrasing specific passages from the works to support their analysis of the global issue, demonstrating a deep engagement with the texts.

Comment: The student consistently makes references to both 'Persepolis' and 'Loaded' by quoting and paraphrasing specific passages from the works to support their analysis of the global issue, demonstrating a deep engagement with the texts.

Comment: The student draws correct and in-depth conclusions about how the global issue of institutions selling dreams for personal gain is presented and utilized in both 'Persepolis' and 'Loaded'. They provide insightful conclusions based on their analysis of the works.

Comment: The student effectively analyzes and interprets both extracts/works as part of their respective texts, justifying their significance in the broader context of the works and their relation to the global issue of institutions selling dreams for personal gain. This is done by referring to the praise given to martyrdom in "Persepolis" and spreading the unrealistic dreams of success through hypermasculinity in "Loaded".

Comment: The student draws correct and in-depth conclusions about how the global issue of institutions selling dreams for personal gain is presented and utilized in both 'Persepolis' and 'Loaded'. They provide insightful conclusions based on their analysis of the works.

Comment: The student draws correct and in-depth conclusions about how the global issue of institutions selling dreams for personal gain is presented and utilized in both 'Persepolis' and 'Loaded'. They provide insightful conclusions based on their analysis of the works.

Comment: The student draws correct and in-depth conclusions about how the global issue of institutions selling dreams for personal gain is presented and utilized in both 'Persepolis' and 'Loaded'. They provide insightful conclusions based on their analysis of the works.

Comment: The student draws correct and in-depth conclusions about how the global issue of institutions selling dreams for personal gain is presented and utilized in both 'Persepolis' and 'Loaded'. They provide insightful conclusions based on their analysis of the works.

Comment: The analysis provided in the assessment is insightful and directly relevant to the topic of institutions selling dreams to the vulnerable for personal gain. The student offers deep insights into the works and their connection to the global issue, showing how the authors' choices support their interpretations.

Comment: The analysis provided in the assessment is insightful and directly relevant to the topic of institutions selling dreams to the vulnerable for personal gain. The student offers deep insights into the works and their connection to the global issue, showing how the authors' choices support their interpretations.

Comment: The analysis provided in the assessment is insightful and directly relevant to the topic of institutions selling dreams to the vulnerable for personal gain. The student offers deep insights into the works and their connection to the global issue, showing how the authors' choices support their interpretations.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The analysis provided in the assessment is insightful and directly relevant to the topic of institutions selling dreams to the vulnerable for personal gain. The student offers deep insights into the works and their connection to the global issue, showing how the authors' choices support their interpretations.

Comment: The analysis provided in the assessment is insightful and directly relevant to the topic of institutions selling dreams to the vulnerable for personal gain. The student offers deep insights into the works and their connection to the global issue, showing how the authors' choices support their interpretations.

Comment: The analysis provided in the assessment is insightful and directly relevant to the topic of institutions selling dreams to the vulnerable for personal gain. The student offers deep insights into the works and their connection to the global issue, showing how the authors' choices support their interpretations.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The analysis provided in the assessment is insightful and directly relevant to the topic of institutions selling dreams to the vulnerable for personal gain. The student offers deep insights into the works and their connection to the global issue, showing how the authors' choices support their interpretations.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student effectively analyzes and interprets both extracts/works as part of their respective texts, justifying their significance in the broader context of the works and their relation to the global issue of institutions selling dreams for personal gain. This is done by referring to the praise given to martyrdom in "Persepolis" and spreading the unrealistic dreams of success through hypermasculinity in "Loaded".

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student effectively analyzes and interprets both extracts/works in relation to the global issue of institutions selling dreams for personal gain. They provide insightful analysis of how the works exemplify this global issue, relating to their references to political and financial power over people.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student identifies many different features and authorial choices from both 'Persepolis' and 'Loaded', quoting directly from the works to support their analysis of how these choices contribute to the representation of the global issue.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student selects specific references from both 'Persepolis' and 'Loaded' to effectively support their ideas about the selling of dreams by institutions. They provide detailed analysis and interpretation of the chosen references to support their arguments.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: The student correctly interprets and analyzes the features and authorial choices from both 'Persepolis' and 'Loaded' with direct respect to the global issue of institutions selling dreams for personal gain, either political or financial, showcasing a clear understanding of the works' relevance.

Comment: In this section and the paragraph above when discussing the given extract from "Persepolis", the student does not explicitly point out how effective the authorial choices analysed are in evoking a specific reaction in the reader or conveying the underlying message. The student would have been advised to explicitly underline the effectiveness of the visual features discussed in this section in, for instance, evoking empathy in the readers of the graphic novel towards the "vulnerable" and "expendable" children, as depicted by Satrapi.

Comment: The example given in this case is good to prove the specific interpretation, however, the student does not devote much attention to analysing the form of the extract's source - i.e. the graphic novel "Persepolis". To improve, the student would have been advised to acknowledge how the author's choices related to the form of "Persepolis" influence how it depicts the exploitation of vulnerable individuals by idealising martyrdom. For instance, the student could have additionally referred to the visual devices used in the specific example from page 31.