CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Advanced Proficiency Examination
CAPE®
COMMUNICATION STUDIES
Specimen Papers and
Mark Schemes/Keys
Specimen Papers:
-
Unit 1, Paper 01
Unit 1, Paper 02
Unit 1, Paper 03/2
Mark Schemes and Keys:
-
Unit 1, Paper 01
Unit 1, Paper 02
Unit 1, Paper 03/2
TEST CODE 02114010 SPEC/2010
FORM 02114010 SPEC/2010
CA R I B B E A N E X A M I N A T IO N S C O U N C I L
HEADQUARTERS
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
SPECIMEN PAPER
PAPER 01/A
1 hour 15 minutes
INSTRUCTIONS TO CANDIDATES
1.
Answer ALL questions.
2.
Write your answer to each question in the space provided.
3.
You should not bring notes or other textual materials into the
examination room for use during the sitting of the paper.
Copyright © 2010 Caribbean Examinations Council ®
All rights reserved.
02114010/CAPE SPEC/2010
-2 -
SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Questions 1 – 2
Read the situation below and then answer the questions that follow.
Arthur, a medical student, is researching the increasing use of herbal medicines over
conventional medicines. He has prepared a questionnaire and is now ready to commence
his collecting of data. He has decided to limit the distribution of the questionnaire to his
community.
1.
(a)
State FOUR ways in which the questionnaire might be administered.
(i)
(ii)
(iii)
(iv)
[4 marks]
(b)
Compose FOUR questions that Arthur may have included in the
questionnaire. Questions must NOT relate to biographical information.
(i)
(ii)
(iii)
(iv)
[4 marks]
Total 8 marks
-3 -
2.
(a)
Identify THREE groups within the community that would be good
sources of the data for the research.
(i)
(ii)
(iii)
[3 marks]
(b)
Give TWO reasons why it would NOT be appropriate to generalise the
findings of this research.
(i)
(ii)
[4 marks]
Total 7 marks
-4 -
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Questions 3 – 6
Study the scenario below and then answer the questions that follow.
Toni:
That girl Zara dat jus come to di college real standoffish. Shi playing shi ain
know how to speak wi language. Always talkin like BBC news broadcaster or
someting!
Cintra:
You jus jealous dat you ain know to talk so sweet. Dat is why di teachers like
to call on shi to speak. Dey want wi to follow shi example.
Toni:
Not me! I ain changing mi language to suit nobody!
3.
(a)
State TWO differing attitudes to Zara’s language that are revealed in the
dialogue.
(i)
(ii)
[2 marks]
(b)
List TWO reasons that the teachers might have for wanting students to speak
like Zara.
(i)
(ii)
[2 marks]
(c)
Toni says that she refuses to change “mi language”. State THREE features of
her speech that define it as a language.
(i)
(ii)
(iii)
[3 marks]
Total 7 marks
-5 -
4.
(a)
Zara has been described as ‘standoffish’. State TWO ways in which a
person’s language affects our evaluation of them.
(i)
[2 marks]
(ii)
[2 marks]
(b)
Give ONE reason for Zara’s constant use of ‘BBC’ English.
(i)
[2 marks]
(c)
Give TWO historical factors that have influenced the way language is used in
your territory.
(i)
(ii)
[2 marks]
Total 8 marks
-6 -
Read the scenario below and then answer the questions that follow.
In the Caribbean, it is normal for politicians to use Creole during election campaigns when
they move from district to district. However, when they become government ministers,
they typically make their speeches in the standard language.
5.
(a)
Give TWO reasons why a politician might use the TWO language
varieties.
(i)
(ii)
[4 marks]
(b)
(i)
Identify ONE other group of persons who use the TWO different
varieties in their spoken language.
[1 mark]
(ii)
For the group identified in 5 (b) (i) above, state the context in which EACH of
the TWO language varieties may be used.
Creole:
Standard English:
[2 marks]
Total 7 marks
-7 -
6.
Read the scenario illustrated below and then answer the questions that follow.
(a)
In advising Paul against using too much Creole in the valedictory
address, what point is Ron making about language and setting?
[2 marks]
(b)
(i)
What FOUR technological devices could Paul use to enhance his
presentation?
(i)
(ii)
(iii)
(iv)
[4 marks]
(ii)
Explain how ONE device you identified in 6 (b)(i) above could enhance
Paul’s presentation.
DEVICE:
[2 marks]
Total 8 marks
-8 -
SECTION C
MODULE 3 – SPEAKING AND WRITING
Questions 7 – 10
Read the scenario below and then answer the questions that follow.
Dr Haldane Blake, a heart specialist, is speaking to a group of teenagers from the Mile High
Youth Club about the dangers of smoking
7.
(a)
List FOUR aspects of the communication process that he must consider
before he commences his speech.
(i)
(ii)
(iii)
(iv)
[4 marks]
(b)
Select any TWO of the aspects listed in (a) above and explain why EACH is
important and should be considered in preparing his speech.
Aspect:
Explanation:
Aspect:
Explanation:
[4 marks]
Total 8 marks
-9 -
8.
(a)
During his speech, Dr Blake notices that some of the teenagers are
yawning while others are having their own conversations. Suggest TWO
reasons related to the delivery of his speech that might account for the
teenagers’ behaviour.
(i)
(ii)
[2 marks]
(b)
The co-ordinator of the Youth Club, Mrs Brown, has suggested that the
members of the club should pass on the information given by Dr Blake to the
various school bodies to which they belong. Suggest TWO methods that club
members could use to capture the interest of their fellow students.
(i)
(ii)
[2 marks]
(c) Mrs Brown has been asked by the National Organisation of Youth Clubs to
prepare a written version of Dr Blake’s presentation for dissemination in their
magazine. List THREE features of the language organisation necessary for
creating a good written report.
(i)
(ii)
(iii)
[3 marks]
Total 7 marks
-10 -
9.
Your Mathematics class has been assigned a new teacher.
(a)
State TWO examples of non-verbal communication you may observe which
hint that the teacher is nervous.
(i)
(ii)
[2 marks]
(b)
State THREE observations about the teacher’s speech which may confirm
nervousness.
(i)
(ii)
(iii)
[3 marks)
(c)
State TWO examples of non-verbal communicative behaviour that your
classmates might use to encourage the new teacher.
(i)
(ii)
[2 marks]
Total 7 marks
-11 -
10.
Read the scenario illustrated below and then answer the questions that follow.
(a)
Suggest TWO reasons why Nigel did NOT receive the message clearly.
(i)
(ii)
[4 marks]
(b)
List FOUR elements in the communication process implied in the scenario
above.
(i)
(ii)
(iii)
(iv)
[4 marks]
Total 8 marks
END OF EXAMINATION
02114010/CAPE SPEC/MS/2010
CARIBBEAN EXAMINATIONS COUNCIL
HEADQUARTERS
ADVANCED PROFICIENCY EXAMINATION
SPECIMEN PAPER
COMMUNICATION STUDIES
PAPER 01/A
MARK SCHEME
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
MODULE 1
GATHERING AND PROCESSING INFORMATION
Question 1
(a)
Award 1 mark each for any FOUR of the following:
-
Face to face
-
Telephone
-
Mail
-
E-mail
-
Website.
[4 marks]
(b)
Award 1 mark each for any FOUR valid questions.
-
Why have you chosen a herbal remedy over conventional medicine?
-
Do you visit the doctor often?
-
Given the choice, do you always choose herbal remedies?
-
How often do you use these remedies?
-
Have you abandoned conventional medicines?
-
Do you use both herbal and conventional medicines?
-
Is your physician a proponent of herbal medicine?
-
Is there a difference in cost between herbal/conventional medicines?
[4 marks]
Total 8 marks
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
MODULE 1
Question 2
(a)
Award 1 mark each for any THREE of the following:
-
Parents
-
Older members of the community
-
Herbalists
-
Health care givers, including doctors
-
Medical Associations
-
Pharmacists
-
Wellness groups
-
Other support/special interest groups
[3 marks]
(b)
Award 2 marks each for any TWO of the following:
-
Limited sample – his community is not necessarily representative of
the wider population. Numbers too small
-
Limited location – his community reflects the attitudes/behaviours of
people in one area only.
-
Instrument bias or limitations
Award 1 mark where an explanation is not complete/fluent.
[4 marks]
Total 7 marks
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Question 3
(a)
Award 1 mark each for any TWO of the following:
-
To be admired
-
It makes you appear conceited
-
It is pleasant to the ear
-
It alienates
[2 marks]
(b)
(c)
Award 1 mark each for any TWO of the following:
-
It is the formal language of education
-
They already are comfortable with the non-standard and need
practice in the standard
-
They feel non-standard is not associated with educated people
-
There is sometimes a stigma attached to non-standard speech
[2 marks]
Award 1 mark each for the following:
-
A lexicon
-
Grammatical structure
-
Symbolism
[3 marks]
Total 7 marks
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
Question 4
(a)
(b)
Award 2 marks each for any TWO of the following:
-
It is used to judge a person’s social status
-
A different accent may lead to acceptance or rejection
-
Standard/non-standard usage may lead to admiration or ridicule
[4 marks]
Award 2 marks for any ONE of the following:
-
This is the only language she uses
-
She may feel this is the correct register for the school environment
-
She may wish to make a good impression
[2 marks]
(c)
Award 1 mark for any TWO historical factors relevant to the candidates’ territory –
e.g. St. Lucia:
-
The presence of French Europeans and St. Lucia’s acquisition by
France leading to French Creole
-
The fact that the British also held St. Lucia accounting for the standard
being English
[2 marks]
Total 8 marks
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
Question 7
(a)
(b)
Award 2 marks each for any TWO of the following:
(i)
-
On the political platform, they use Creole to bond/identify with the
people.
-
As government ministers, they see their role as more formal/they no
longer see themselves as needing to identify with the people.
-
They see a minister’s role as more formal than that of a campaigner
[4 marks]
Award 1 mark for any ONE of the following:
-
Teachers
-
Ministers of religion
-
Newscasters
-
Public servants
-
Government officials
[1 mark]
(ii)
Award 1 mark for ONE response from Formal context and ONE from
Informal context .
-
Formal context:
classroom, pulpit, public broadcast, government office
-
Informal context:
corridor, staffroom, playground, public transport, game, street
[2 marks]
Total 7 marks
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
Question 6
(a)
Award 2 marks for a compete explanation
Award 1 mark for an incomplete explanation.
-
Standard English should be spoken in formal settings.
-
Creole may be spoken in informal settings.
Choice of language should be informed by the type of occasion or
setting.
[2 marks]
Award 1 mark each for any FOUR of the following:
-
(b)
(i)
-
Hand-free microphone
-
Laptop computer
-
Multimedia projector/projector
-
Audio system, for example, a tape recorder
-
Digital recorder
[4 marks]
(ii)
Award 1 mark for a clear explanation of the way in which EACH device could
be used.
Example of explanation needed:
-
Projector used to easily and quickly project information onto a
screen for viewing
-
Laptop computer used to make a PowerPoint Presentation
[2 marks]
Total 8 marks
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
SECTION C
MODULE 3 – SPEAKING AND WRITING
Question 7
(a)
Award 1 mark each for any FOUR of the following:
-
Conceiving the message
-
Encoding the message
-
Selecting the channel
-
Transmitting the message
-
Decoding the message
-
Interpreting feedback
-
Audience
-
Setting
[4 marks]
(b)
Award 2 marks each for any TWO explanations.
Award 1 mark if the explanation is not full.
For example, encoding the message
This needs to be done in a manner that is suited to the audience. The encoding must
be done in a language form that is accessible to the audience.
[4 marks]
Total 8 marks
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
Question 8
(a)
Award 1 mark each for any TWO reasons.
-
Speaking in a monotone
-
Speaking softly
-
Using language that is too technical
-
Speaking haltingly
[2 marks]
(b)
Award 1 mark each for any TWO methods.
-
Poster
-
Flyer
-
Play
-
Skit
[2 marks]
(c)
Award 1 mark each for any THREE features:
-
Introduction
-
Paragraphing
-
Proper linkages
-
Conclusion
[3marks]
Total 7 marks
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
Question 9
(a)
Award 1 mark each for TWO of the following:
-
Unsteady hands
-
Posture
-
Clicking of pen
-
Tapping on table
-
Blinking of eyes
-
Biting/folding lips
-
Breathlessness
-
Fidgeting/shaking
-
Paralanguage
-
Sweating
[2 marks]
(b)
Award 1 mark each for any THREE of the following:
-
Too soft speech
-
Voice unsteady
-
Mumbling
-
Repetitive clearing of throat
-
Use of ah – um - right
-
Speech filler
[3 marks]
02114010/CAPE/SPEC/2010
COMMUNICATION STUDIES
PAPER 01/a
SPECIMEN PAPER
(c)
Award 1 mark each for any TWO of the following:
-
Smile
-
Look of interest
-
Quiet attentiveness
-
Nod of approval
-
Gesture of understanding
[2marks]
Total 7 marks
Question 10
(a)
(b)
Award 2 marks each for any TWO of the following:
-
In giving her instructions, Janice is not paying enough attention to
Nigel’s possibly low level of education.
-
Nigel’s knowledge of the word ‘prune’ does not extend to gardening.
-
Nigel’s misinterprets Janice’s use of the word ‘prune’.
-
The request to make the hedge ‘pretty’ might have influenced his
misinterpretation
[4 marks]
Award 1 mark each for any FOUR of the following:
-
Sender
-
Receiver
-
Message
-
Feedback
-
Context
-
Channel
[4 marks]
Total 8 marks
TEST CODE 02114040-ES SPEC/2010
FORM – 02114040 SPEC/2010-ES
C A R I B BE A N E X A M I N A T I O N S C O U NC I L
HEADQUARTERS
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
SPECIMEN PAPER
PAPER 01/B
EXAMINER’S SCRIPT
Copyright © 2010 Caribbean Examinations Council ®
All rights reserved.
02114040/CAPE SPEC/2010 – ES
-2
SECTION A
MODULE 1- GATHERING AND PROCESSING INFORMATION
1.
Say to the candidates:
In this section of the examination, you are required to answer four questions based on the
reading of an extract from a piece of communication.
First, I will give you 5 minutes to read through the questions, silently. Then I will read you
the extract twice. You may make notes while you listen to the readings.
Finally, I will give you 20 minutes to respond, in writing, to the questions. I will now
distribute the question papers and then tell you when to begin reading the questions.
2.
Distribute the question papers to the candidates.
3.
Say to the candidates:
You now have 5 minutes to read through the questions, silently. I will tell you when 5
minutes are up. Begin to read silently.
4.
After 5 minutes, say to the candidates:
I shall now read you the extract.
Read the extract aloud:
Cracked concrete blocks that soar skyward between elegant single-storey houses. Peeling art
deco treasures squashed against brand-new smoked-glass shopping centres. Beautifully
restored colonial mansions cheek by jowl with collapsing buildings whose ornate balconies
hang on by mossy threads. Havana is a city of architectural ironies and paradoxes of
harmony and dissonance.
The city’s eventful history can be read in its eclectic streets, from its beginnings as a humble
settlement on the western shore of the great bay to 20th-century suburban sprawl.
02114040/CAPE SPEC/2010 – ES
-3
Nowadays, Havana has a special poignancy, as the years have taken their toll on its
architectural riches. The beautiful but battered buildings have been shaped by the elements
and the lives of the habaneros who have lived out their history side by side with their glorious
architectural heritage.
5.
After you have read the extract, pause for a few seconds and then say to the
candidates:
I shall now read you the extract a second time.
6.
After you have read the extract, pause for a few seconds and then say to the
candidates:
You now have 20 minutes to answer the questions, in writing. I will tell you when 15
minutes are up. Then I will tell you when 20 minutes are up. Begin to write your answers to
the questions.
7.
After 15 minutes, say to the candidates:
Fifteen minutes are up.
8.
After 20 minutes, say to the candidates:
Twenty minutes are up. Stop writing.
9.
Collect the candidates’ scripts.
02114040/CAPE SPEC/2010 – ES
TEST CODE 02114040 SPEC/2010
FORM - 02114040 SPEC/2010
CARIBBEAN EXAMINATIONS COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
SPECIMEN PAPER
PAPER 01/B
30 minutes
CANDIDATE’S PAPER
INSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright © 2010 Caribbean Examinations Council
All rights reserved.
02114040/CAPE SPEC 2010
02114040/CAPE SPEC 2010
-2
NOTES
THIS SPACE IS FOR NOTES ONLY. DO NOT BEGIN YOUR ANSWERS ON THIS PAGE.
02114040/CAPE SPEC 2010
GO ON TO THE NEXT PAGE
-3
SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Directions:
This paper consists of FOUR questions. You will be given 5 minutes to
read through the questions in this paper. The examiner will then read to
you an extract from a piece of communication. You will be given 20
minutes to respond in writing to the questions. The extract will be read
twice. You will be allowed to make notes while you listen to the extract.
1.
State the MAIN idea of the extract in ONE sentence of no more than 20 words.
[3 marks]
2.
Identify FOUR details about Havana which support the claim that ‘the years have
taken toll on its architectural riches’.
(i)
(ii)
(iii)
(iv)
[4 marks]
02114040/CAPE SPEC 2010
GO ON TO THE NEXT PAGE
-4-
3.
(a)
Identify TWO literary devices used in this extract.
(i)
(ii)
[2 marks]
(b)
Give ONE example of EACH device you identified in 3 (a).
(i)
(ii)
[2 marks]
4.
State FOUR details of the physical setting presented in this extract.
(i)
(ii)
(iii)
(iv)
[4 marks]
Total 15 marks
END OF TEST
02114040/CAPE SPEC 2010
02114040/CAPE SPEC/MS/2010
CARIBBEAN EXAMINATIONS COUNCIL
HEADQUARTERS
ADVANCED PROFICIENCY EXAMINATION
SPECIMEN PAPER
COMMUNICATION STUDIES
PAPER 01/B
MARK SCHEME
02114040/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 01/B
MARK SCHEME
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Question 1
Award 3 marks for any answer which says fluently, in essence:
Havana has had an eventful history which is reflected in its contrasting and varied
architecture.
Award 2 marks for an answer which contains the main idea but lacks fluency.
Award 2 marks for an answer which partially explains the main idea and is also fluent.
Award 1 mark for an answer which partially explains the main idea but is not fluent.
[3 marks]
Question 2
Award 1 mark for each of any FOUR of the following:
-
cracked concrete blocks
-
collapsing buildings
-
peeling art deco treasures
-
battered buildings
-
ornate balconies hanging on by mossy threads
[4 marks]
02114040/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 01/B
MARK SCHEME
Question 3
Award 2 marks for each of any TWO of the following:
-
Hyperbole – ‘ornate balconies hang on by mossy threads’
-
Contrast:
(i)
‘Beautifully restored colonial mansions cheek by jowl with collapsing
buildings’.
(ii)
Beautiful but battered buildings
(iii)
Peeling art deco treasures against brand-new smoked-glass shopping
centres.
-
Personification – … buildings have been shaped by the elements.
-
Metaphor – mossy threads
-
Alliteration:
(i)
Soar skyward
(ii)
Beautiful but battered buildings
Award 1 mark if:
(a) An example is given
(b) An example is given but device is not clearly identified/named.
[4 marks]
02114040/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 01/B
MARK SCHEME
Question 4
Award 1 mark for each of any FOUR of the following:
-
cracked concrete
-
elegant single-storey houses
-
peeling art deco treasures
-
brand-new smoked-glass shopping centres
battered buildings
[4 marks]
Total 15 marks
TEST CODE 02114020 SPEC/2010
FORM – 02114020 SPEC/2010
CARIBBEAN EXAMINATIONS COUNCIL
HEADQUARTERS
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
SPECIMEN PAPER
PAPER 02
2 hours 30 minutes
INSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright © 2010 Caribbean Examinations Council ®
All rights reserved.
0211420/CAPE SPEC/2010
-2
SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1. Read the extract below and then answer the questions that follow.
Look at them behind their counters – young, neatly outfitted in their starched fast
food uniforms or their linen and polyester clerk suits. They quickly and effortlessly
tap the keys on their cash registers and computers, answer phones, and look quite
efficient, don’t they? They seem as if they can think, don’t they? Don’t let the
pressed clothes and technology fool you; many of them can’t. Let there be a glitch
or a breakdown and then you’ll see what lies beneath the suits and uniforms and
beyond the counters – operators of broken-down cash registers and computers who
will fumble to spell and calculate. And you, older than they, will wonder what they
spent their primary and secondary school years learning.
You can spot them everyday, everywhere. Last week, for example, I saw the brain of
a young attendant at a fast food outlet shut down the instant his computer crashed.
Before the crash, he had appeared capable as he punched the appropriate keys for
the orders. But when he was faced with having to write down what his customers
wanted, he could only operate in slow motion. I know because, to my misfortune, I
was about to order a tuna sandwich and a large orange juice when the system failed.
After a minute or two of trying to spell the two items, he scrunched up the piece of
paper and started writing afresh on a second sheet. I was not sure I’d get the correct
meal.
Two days after this calamity, I encountered one of Mr. Illiteracy’s pals, a Miss
Innumeracy, in a store downtown when I was trying to pay a bill of $26.05 with two
twenty-dollar bills. Because of a mix-up, the cash register was closed, and so the
young girl had to calculate on paper how much change to give me. After an eternity
of scratching her head and calculating on a sheet of paper, she handed me $14.05,
but, thanks to my Standard Five teacher, I had already calculated in my head that I
should have received $13.95. When I told her so, she seemed mentally paralysed.
Luckily, another suited girl, who looked senior in age and rank, came to her rescue.
She whipped out a calculator, pressed a few keys, and, presto, gave me the right
change, scolding Miss Innumeracy for her bad math!
I left, thinking sadly that there was nothing I could do to help them make up for the
years they had spent in their classrooms not bothering to learn how to read, write,
count, or think.
Adapted from Suzanne Mills, “Between the Lines”,
Trinidad and Tobago Newsday, June 2, 2004, p.11.
02114020/CAPE SPEC/2010
-3
(a)
State the writer’s MAIN point in no more than 30 words.
(b)
Write an ESSAY in no more than 500 words in which you include reference
to the following:
(i)
(ii)
(iii)
(iv)
(2 marks)
The writer’s purpose
Organisational strategies
Language techniques
An evaluation of the appropriateness of the tone.
(23 marks)
[Total 25 marks]
02114020/CAPE SPEC/2010
-4
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Read the extract below and then answer the questions that follow.
With great dignity, she slowly mounted the steps of the Housing Office in town. The
chief clerk in the office greeted her politely and offered her a chair.
He remembered his boyhood days when he would buy three oranges for a penny
from Tantie’s tray in the market.
‘Tantie, I am glad you came in answer to my letter. We have a little matter to settle.’
He stretched out his bare knees and long stockinged legs under the desk. Tantie
remained silent.
‘I know how you feel to leave the old place. But never mind, we’ll fix you up snug
and nice.’
‘Me old house is good enough for me, thank you. I ain’t going nowhere.’
‘Yes, Tantie, but you won’t be able to stay there when they build the road and all the
heavy lorries and taxis start passing along there.’
He pleaded but Tantie remained adamant.
‘All right Tantie. We’ll see what can be done.’
‘Any luck?’ asked his assistant coming in from the adjoining room after she had gone.
‘No use arguing. I think we’ll just have to move the old girl bodily.’
Monica Skeete, The Road,
Thomas Nelson & Sons Ltd., 1982, pp. 115 – 116.
2. In an ESSAY of no more than 500 words, discuss the following:
(a)
The different ways in which the clerk and Tantie use language;
(b)
The various social factors responsible for the tension in the interaction they
have;
(c)
How a video presentation would highlight that tension.
[Total 25 marks]
02114020/CAPE SPEC/2010
-5
SECTION C
MODULE 3 – SPEAKING AND WRITING
3. Read the scenario below and then answer the questions that follow.
Your Principal has invited you to deliver the feature address for the annual graduation
ceremony at your school/college, in which tolerance and togetherness are emphasised.
Your address should be directed to both graduands and parents.
(a)
(b)
In no more than 50 words, explain how you would use TWO verbal and TWO
non-verbal elements to influence how the audience receives your message.
(4 marks)
In no more than 300 words, write the feature address in which tolerance and
togetherness are emphasised.
(21 marks)
[Total 25 marks]
END OF EXAMINATION
The Council has made every effort to trace copyright holders. However, if any have been
inadvertently overlooked, or any material has been incorrectly acknowledged, CXC will be
pleased to correct this at the earliest opportunity.
02114020/CAPE SPEC/2010
02114020/CAPE SPEC /MS/2010
CARIBBEAN EXAMINATIONS COUNCIL
HEADQUARTERS
ADVANCED PROFICIENCY EXAMINATION
SPECIMEN PAPER
COMMUNICATION STUDIES
PAPER 02
MARK SCHEME
02114020/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 02
MARK SCHEME
2010
Question 1
Content (10 marks)
(a)
Award 2 marks for the main point of the writer:
Young adults in the workplace, both male and female, are frustratingly
illiterate and innumerate, having squandered their learning opportunities in
primary and secondary school.
[2 marks]
(b)
(i)
Award 2 marks for the writer’s purpose, something like the following:
To draw public attention to the illiteracy and innumeracy of primary
and secondary school graduates in the workplace in hope, perhaps, of
motivating corrective action.
[2 marks]
(ii)
Award 1 mark for each of TWO of the following organisational
strategies such as:
a)
report of personal experience (two encounters: one with an
illiterate young man , the other with an illiterate young lady);
b)
use of contrast (for example, between the attendants’
impressive attire and their educational incompetence;
between that incompetence and the writer’s (the latter
acquired in primary school)
c)
indication that the problem affects both genders
[2 marks]
(iii)
Award 1 mark for each of TWO language techniques
a)
the general-reference statement ‘You can spot them everyday,
everywhere’, illustrated by the two encounters mentioned
above
b)
emotive language, in particular, the language of frustration
and distress
c)
choice of names to emphasise characteristics focused on.
[2 marks]
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02114020/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 02
MARK SCHEME
2010
(iv)
Award 2 marks for an evaluation of tone such as the following:
a)
there is a clear tone of concern/frustration that is achieved
through, for example, use of negative emotive words/phrase
(for example, ‘fumble’, ‘wonder…’, ‘to my misfortune’,
‘calamity’, ‘Mr. Illiteracy’) and a contrast between physical
appearance and mental incompetence.
Award 1 mark for an answer which simply identifies the tone.
Organisation
Excellent introduction, thematic cohesion, appropriate use of
transitional devices, effective conclusion.
Good use of the above with one to two weaknesses visible.
Adequate level of organisation with several weaknesses noted.
Unsatisfactory level of organisation. Weaknesses in all areas
identified above.
No organisation.
7 marks
Expression
Excellent, effective and error free use of language.
Very good use of language though there may be few lapses.
Good use of language though there may be a few lapses.
Some ability to use language accurately and effectively, but with
some inconsistency in accurate usage.
Frequent, inaccurate use of language.
OR
Insufficient information presented to make an assessment.
Inability to use language accurately.
OR
Too little information presented to make an assessment.
8 marks
8
7
5-6
3-4
7
5-6
3-4
1-2
0
1-2
0
Total 25 marks
-3
02114020/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 02
MARK SCHEME
2010
Question 2
Content (10 marks)
Award 10 marks for the discussion of:
(a)
The clerk’s use of Standard English versus Tantie’s partial use of non-standard
English; the relationship of the usage to social status and level of formality of
context: for example, (i) the clerk holding an important government office but Tantie
being a market vendor who has grown old; (ii) the meeting taking place in a
government office where the atmosphere is, by default, formal; and (iii) Tantie’s
attempt to use standard English as a result of that formality.
Clerk’s use of specific language and tone (i) “little matter” is used to put Tantie at
ease and avoid confrontation (ii) “snug and nice” used to placate her. Also use of
“move the old girl” suggests a disparaging attitude in contrast to his seeming caring
portrayed before.
Tantie shows her inflexibility and formality in her language use. (i) Her use of “thank
you” suggests the formality as she distances herself from the clerk’s attempts to
placate her. (ii) Her abrupt sentence speaks to her dissatisfaction with moving. (iii)
Her not speaking also points to her dissatisfaction.
(b)
Tantie’s desire to keep her old house versus the clerk’s desire for her to move
because of plans to build a road nearby – tradition versus progress; their familiarity
with each other in different roles and at different levels of maturation: she a market
vendor and he merely a boy who bought oranges from her; the social roles reversed
as evidenced, for example, in his government job, his official attire, and her, a grown
woman, having to come to him; his polite tone versus her insistence on staying.
Tantie’s recognition that she is being taken advantage of because of her position in
society (her powerlessness) versus the clerk’s need to carry out his job.
(c)
The clerk leaning towards a stern, straight-backed Tantie, smiling but mixing respect
with firm intention; he pleading and perhaps smiling, but she unwavering, now
expressionless, now animated and perhaps raising her voice; she with a stern, erect
posture as she sits listening, adopting a cold tone in contrast with the intended
warmth of that of the clerk; perhaps background scenes contrasted with the
present-day scene.
The emphasis on the distance between the clerk’s desk and Tantie’s position to
highlight tension.
-4
02114020/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 02
MARK SCHEME
2010
Content
A superior response that addresses all areas identified.
A good response that addresses most of the areas identified.
A fair response that addresses half of the areas identified;
however, not all fully developed.
A weak response – less than half of expected content. Not well
developed.
A poor response. Minimal content evident.
10 marks
9 - 10
7-8
5-6
Organisation
Excellent introduction, thematic cohesion, appropriate use of
transitional devices, effective conclusion.
Good use of the above with one to two weaknesses visible.
Adequate level of organisation with several weaknesses noted.
Unsatisfactory level of organisation. Weaknesses in all areas
identified above.
No level of organisation.
7 marks
Expression
Excellent, effective and error free use of language.
Very good use of language though there may be few lapses.
Good use of language though there may be a few lapses.
Some ability to use language accurately and effectively, but with
some inconsistency in accurate usage.
Frequent, inaccurate use of language.
OR
Insufficient information presented to make an assessment.
Inability to use language accurately.
OR
No information presented to make an assessment.
8 marks
8
7
5-6
3-4
3-4
0-2
7
5-6
3-4
1-2
0
1-2
0
Total 25 marks
-5
02114020/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 02
MARK SCHEME
2010
Question 3
Content (10 marks)
Award 4 marks for discussion of TWO verbal and TWO non-verbal elements.
(a) Verbal
-
language appropriate to both groups
not frozen but not too casual
choice of vocabulary – inclusion of youth language
use of short sentences, rhetorical questions
Award 1 mark each for any two
(b) Non-verbal
[2 marks]
- gestures, eye contact, movement, dress
- voice modulation
- specific dress
Award 1 mark each for any two
[2 marks]
(c) Speech should include:
- formal greeting (not “protocol observed”)
- references to the two terms in relation to both parents and
graduands
- persuasive techniques, for example, repetition, rhetorical questions,
analogy, emotive language, reference to authority.
[6 marks]
See grid on page 7 for descriptors for mark scheme for (c)
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02114020/CAPE SPEC/MS/2010
COMMUNICATION STUDIES
PAPER 02
MARK SCHEME
2010
Content for Part (c )
A superior response that addresses required content.
A good response that addresses most of the areas required.
A moderate response that addresses half of the areas required.
A poor response. Minimal content evident.
6 marks
6
4-5
2-3
0-1
Organisation
Excellent introduction, thematic cohesion, appropriate use of
transitional devices, effective conclusion.
Good use of the above with one to two weaknesses visible.
Adequate level of organisation with several weaknesses noted.
Unsatisfactory level of organisation. Weaknesses in all areas
identified above.
No organisation.
7 marks
Expression
Excellent, effective and error free use of language.
Very good use of language though there may be a few lapses.
Good use of language though there may be a few lapses.
Some ability to use language accurately and effectively, but with
some inconsistency in accurate usage.
Frequent, inaccurate use of language.
OR
Insufficient information presented to make an assessment.
Inability to use language accurately.
OR
No information presented to make an assessment.
8 marks
8
7
5-6
3-4
7
5-6
3-4
1-2
0
1-2
0
Total 25 marks
-7
02114032/CAPE SPEC/MS/2010
CA R I B B E A N E X A M I N A T I O N S C O U N C I L
ADVANCED PROFICIENCY EXAMINATION
SPECIMEN PAPER
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
-2
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Question 1 (a)
An excellent answer should contain:
-
Two Siberian languages – Middle Chulym and Tofa-are vanishing as a result of small
numbers of speakers.
-
They are among hundreds of languages that are likely to disappear.
-
Languages that die without being recorded rob the world of vital information about
complex structures that humans are able to produce, as well as certain knowledge
about the local environment.
[5 marks]
Summary
5 marks
For a well executed summary containing all of the information
5 marks
For a good summary including most of the points
For an answer with half the points
For no response or a very weak attempt at summarising
3 – 4 marks
2 marks
0 – 1 mark
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02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
Question 1 (b)
An excellent answer should contain the following points:
-
Authoritative evidence used as a report refers to the findings and perspectives of a
linguist who had documented two dying Turkic languages
-
Report presents what writer takes to be the thesis/essence of the linguist‟s
documentation.
-
Report cites remarks by the linguist in support of thesis, including data on numbers of
speakers.
-
Report seems credible enough
-
Its credibility would have been strengthened by reference to the work of other
observers/researchers.
Question 1 (b) (15 marks)
Content
An excellent evaluation of the effect of sources, content and medium on
the validity and reliability of the information presented.
7 marks
7
A good evaluation of the effect of sources, content and medium on the
validity and reliability of the information presented.
5-6
An acceptable evaluation of the effect of sources, content and medium
on the validity and reliability of the information presented.
3-4
An unsatisfactory evaluation where the candidate demonstrates little or
no skill in evaluating the effect of sources, content and medium.
0-2
-4
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
Question 1 (b) cont’d
4 marks
Expression
Clear, grammatical Standard English with excellent control of style.
4
Acceptable control of Standard English. However, there may be some
errors.
2-3
Weak control of Standard English with numerous errors.
0-1
Organisation
Information organised meaningfully with excellent use of introduction,
development and conclusion.
4 marks
4
Acceptable use of introduction, development and conclusion.
2-3
Weak response with little or no use of paragraphing.
0-1
-5
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Question 2
Candidate may choose to discuss any two of the following.
(i)
(ii)
Registers
-
Mrs Jackson begins in a very formal register but there are shifts back and forth in the
intimacy and formality of her register depending on what she wants to communicate
-
Andrea uses a formal register throughout the piece indicating her respect for and lack
of intimate knowledge of Mrs Jackson
-
Natasha‟s register indicates the familiarity of the family relationship
Dialectal variation
-
The use of Standard English by Andrea: „You‟ve decorated your home so nicely‟
-
The use of Standard English by Natasha: „The word is “eat”, mama, not “heat”
-
The use of Creole by Mrs Jackson.
I don‟t have no fridge, … it gwine spoil
-
(iii)
Varieties depict the difference in social class and education.
Attitudes to language
-
Natasha is ashamed of her mother‟s use of Creole – she looked at her mother
scornfully. She corrected her mother even though they had a visitor.
-
Mrs Jackson, on the other hand, is proud of her daughter‟s ability to speak English.
She seems to link her accomplishment at school with her ability to speak English.
-
Mrs Jackson welcomes the correction and seems to be making an effort to use
English, illustrating her acceptance of English as “superior”.
-6
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
(iv)
(a)
Communicative behaviours
-
Natasha‟s stern/scornful look: disapproval, shame.
-
Mrs Jackson‟s smile: pride
-
Andrea‟s closed eyes: shutting out unpleasant memory
-
Slow chewing:
Andrea‟s concern for Mrs Jackson‟s & Natasha‟s well-being
Content
8
An effective analysis of all dialectal variation, attitudes to language
and communicative behaviours demonstrated in the given piece.
8
A good analysis of all dialectal variation, attitudes to language and
communicative behaviours demonstrated in the given piece.
6 -7
A fair attempt at analysing the salient features. However, some identified
features are not discussed.
4-5
An inadequate analysis where the candidate identifies but does not
adequately discuss the salient features of the language demonstrated in
the piece.
2-3
Weak, little or no identification or analysis of the given piece.
0-1
-7
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
Question 2 cont’d
(b)
Expression
Analysis done in clear English
Excellent control of formal syntactic structures
No grammatical errors
Style fluent.
Analysis done in clear English
Good control of formal syntactic structures
No grammatical errors
Style fluent.
Analysis done in clear English
Some control of formal syntactic structures
Few grammatical errors
Style not fluent.
Analysis clear
Some control of formal syntactic structures
Several grammatical errors
Style not fluent.
Analysis discernible
Little control of formal syntactic structures
Many grammatical errors
Style not fluent.
Few elements of analysis evident
Poor control of formal syntactic structures
Extensive grammatical errors
Style not fluent.
Expression interfering with coherence of analysis
Almost no control of syntactic structures
English grammar not used.
Answer incoherent.
7
7
6
5
4
3
2
1
0
-8
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
Question 2 cont’d
(c)
Organisation
5
Candidate demonstrates superiority in the use of:
Introduction
Development
Conclusion
Coherence
Paragraph unity/transition words between paragraphs.
4-5
Candidate demonstrates competence in the use of:
Introduction
Development
Conclusion
Coherence
Paragraph unity/transition words between paragraphs.
3
Candidates suggests competence in the use of:
Introduction
Development
Conclusion
Coherence
Paragraph unity/transition words between paragraphs.
2
Candidate demonstrates incompetence in the use of:
Introduction
Development
Conclusion
Coherence
Paragraph unity/transition words between paragraphs.
0-1
-9
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
SECTION C
MODULE 3 – SPEAKING AND WRITING
Question 3
(i)
Writer‟s emotional involvement:
-
(ii)
The writer mentally recaptures the beauty of a place. She loves Tobago.
She seems overwhelmed/ecstatic/mesmerized/nostalgic.
Intended audience:
- Visitors to the island
- Prospective tourists
(iii)
What the writer hopes to achieve:
-
(iv)
An increase in the number of visitors to the island
An appreciation by the non-resident of Tobago as a highly attractive tourist
destination
Suitable contexts for the piece:
-
Trade Fair promoting Tourism product abroad
A reception held for overseas visitors who have just arrived in the island
An advertisement on radio, TV or electronic media
Educational material for building local pride.
Total 20 marks
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02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
Question 3 cont’d
(a)
Content
8
Excellent response in which the candidate clearly and effectively
responds to all the questions asked.
8
Good response in which the candidate effectively responds to most
questions asked.
the
6–7
Adequate response in which the candidate attempts to respond to
of the questions asked but does not do so effectively.
most
4 -5
Inadequate response in which the candidate covers only half of the
expected content.
Weak response in which there is little or no attempt to fulfil the requirements
of the question.
2–3
0-1
-11
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
Question 3 cont’d
(b)
Expression
6
Excellent control of formal syntactic structures
No grammatical errors
Style fluent
6
Good control of formal syntactic structures
No grammatical errors
Style fluent
5
Some control of formal syntactic structures
Few grammatical errors
Style fluent
4
Little control of formal syntactic structures
Many grammatical errors
Style not fluent
3
Poor control of formal syntactic structures
Extensive grammatical errors
Style not fluent
2
Expression interfering with coherence of response
Almost no control of syntactic structures
English grammar not used
1
Answer incoherent.
0
-12
02114032/CAPE/SPEC/MC/2010
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/2
MARK SCHEME
2010
Question 3 cont’d
(c) Organisation
6
Candidate demonstrates superiority in the use of:
Introduction
Development
Conclusion
Coherence
Paragraph unity/transition words between paragraphs.
5-6
Candidate demonstrates competence in the use of:
Introduction
Development
Conclusion
Coherence
Paragraph unity/transition words between paragraphs.
3-4
Candidate suggests competence in the use of:
Introduction
Development
Conclusion
Coherence
Paragraph unity/transition words between paragraphs.
2
Candidate demonstrates incompetence in the use of:
Introduction
Development
Conclusion
Coherence
Paragraph unity/transition words between paragraphs.
0 -1