Communication
Studies
CAPE® PAST PAPERS
Macmillan Education
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www.macmillan-caribbean.com
ISBN 978-0-230-48279-1 AER
© Caribbean Examinations Council (CXC ®) 2016
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First published 2014
This revised version published August 2016
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system,
transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or
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Designed by Macmillan Publishers Limited
Cover design by Macmillan Publishers Limited and Red Giraffe
Cover photograph © Caribbean Examinations Council (CXC ®)
Cover photograph by Mrs Alberta Henry
With thanks to Priscilla Peter
CAPE® Communication Studies Past Papers
LIST OF CONTENTS
Paper 01B May/June 2005 ES
4
Paper 02 May 2005
7
Paper 03B May 2005
12
Paper 01A May/June 2006
16
Paper 01B May/June 2006 CP
24
Paper 01B May/June 2006 ES
28
Paper 02 May 2006
31
Paper 03B May 2006
35
Paper 02 May 2008
40
Paper 02 June 2008
45
Paper 03B May 2008
50
Paper 01A May/June 2008
54
Paper 01B May/June 2008 CP
64
Paper 01B May/June 2008 ES
68
Paper 02 May 2009
71
Paper 03B May 2009
77
Paper 01A May/June 2009
81
Paper 01B May/June 2009 CP
92
Paper 01B May/June 2009 ES
96
Paper 01A May/June 2010
99
Paper 02 May 2010
109
Paper 03B May 2010
114
Paper 01B May/June 2010 CP
118
Paper 01B May/June 2010 ES
122
Paper 01A May/June 2011
125
Paper 02 May 2011
137
Paper 03B May 2011
143
Paper 01B May/June 2011 CP
147
Paper 01B May/June 2011 ES
151
Paper 032 May 2012
154
Paper 01A May/June 2012
161
Paper 02 May 2012
172
Paper 01B May/June 2012 CP
178
Paper 01B May/June 2012 ES
182
Paper 02 May 2013
185
Paper 032 May 2013
190
Paper 01A May/June 2013
194
Paper 01B May/June 2013 CP
205
Paper 01B May/June 2013 ES
209
Paper 01A May/June 2014
212
Paper 01B May/June 2014 CP
225
Paper 01B May/June 2014 ES
231
Paper 02 (11 May 2015)
234
Paper 02 (15 June 2015)
239
Paper 032 (May/June 2015
245
Paper 02 May/June 2016
251
Paper 032 May/June 2016
257
TESTCODE02114040- ES
FORMT P200518 2-ES
MAY/JUNE2005
CA RIBB EAN EXAMINA T IONS COUNC IL
ADVANCEDPRO~CffiNCYEXAMITNATION
COMMUNICATION STUDIES
PAPEROl/B
EXAMINER 'S SCRIPT
Copyright© 2004 Caribbean Examinations Counci I.
All rights reserved.
02114040/CAPE2005- ES
- 2 -
SECTION A
1.
Say to the candidates:
In this section of the examination, you are required to answer four questions based on the
reading ofan exlractfrom a piece of communication.
First I will give you five minutes to read through the questions, silently. Then / 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 quest.ions. 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 Jive minutes to read through the questions, silently. I will tell you when jive
minutes are up. Begin to read silently.
4.
After five 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-story houses. Peeling art
deco treasures squ.a.r;hed against brand-new smoked-glass shopping centres. B eautiful/.y
restored colonial mansions cheek byjowl with collapsing buildings whose ornate balconies
hang on by mossy threads. Havana is a ciiy 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 ofthe great bay to 20th-century suburban sprawl.
Nowadays, Havana has a special poignancy, as the years ha ve taken their toll on its
architectural rich es. The beaut~ful but battered buildings have been shaped by the elements
aJUl the lives ofthe habaneras who ha ve lived out their history side by si11e with their glorious
arch itectural h eritage.
GO ON TO TH E NEXT PAGE
02 114040/CAPE2005- ES
- 3 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 20minutes toanswerthe questions, in writing. lwilltellyou when I S minutes
are up. Th en I will tell you when 20 minutes are up. B egin to write your answers to the
questions.
7.
After 15 minutes,say tothecandidates:
Fifteen minutes are up.
8.
After 20 min utes, say to the candidates:
Tw enty minutes are up. Stop writing.
9.
Collectthecandidates' scri pts.
021 14040/CAPE 2005 - ES
TESTCODE02114020
FORMTP2005183
MA Y/JUNE2005
CA RIBB EAN EXAM I NAT IO NS COUNCIL
ADVANCED PROFIClENCY EXAMINATION
COMMUNICATION STUDIES
PAPER02
2 hour 30 minutes
( 12 MAY 2005 (p.m.) )
INSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright© 2004 Caribbean Examinations Council.
All rights reserved.
02114020/CAPE 2005
- 2 -
NOTHING HAS BEEN OMITTED
GO ON TO TH E NEXT PAGE
02114020/CAPE2005
- 3 SECTION A
MODULE 1 - GATHERING AND PROCESSING INFORMATION
1.
Read the extract below, then answer the questions that follow.
From Cuba to Guyana, Trinidad to Antigua, the Caribbean exhales rum culture. These are the
islandsofthespirit's birth, and the history ofrum-astory of sugar plantations, slavery, emancipation,
and ultimately i ntemational appreciation -shadows our own.
Someofus,followingcenturiesofrumbutli onexposure, havebecomerumsnobs-aghastshould
anything but white rum be used to make cocktails! This rum elite, fearsomely knowledgeable when it
comes to flavours and aromas, distillation techniques, and secrets ofblending, also knows that rum can
be a remarkable storyteller. And these experts say no rum story is older than that ofBarbados, where
theMt Gay distillery has documentary evidence to back up its claim to be the world' s oldest surviving
rum-maker- 300 years old, and counting.
Many historians believe this estimate to be a touch conservative, pointing outthatBajanrum was
created long before. Nonetheless, the legal deed, dated 20 February 1703, complete with age-darkened,
dog-eared edges, is the world's oldest proofofrum production, listing the equipment found on theMt Gay
estate at the time: "two stone windmills ... one boiling house with seven coppers, one curing house and
one still house."
Originally called Mt Gi Iboa, the estate comprised several separate pi aotations in the northern
parishofStLucy ; the name "MtGay" appeared later, to honour Sir John Gay Alleyne, an 18th-century
aristocrat who managed the 280-acreestate until his death in 1801. In the 19th century, as the plantation
grew in size, it passed from the ironically named Soberfamily to the Thomhills. Butit wasn't untill918,
when an astute business man by the name of Aubrey Fi tzosbert Ward bought the now 3 72-acre M t Gay
estate, thatMtGay rum, as we know it today, truly began its ascendance into international drinking lore.
When Ward purchased an Aeneas Coffey still in the UK- permitting a single or continuous
distillation process, as opposed to the double distillation process of the pot still - he revolutionised the
quantity and quality of rum being produced. Shortly afterwards, Mt Gay moved its operations to
Bridgetown, where the rum produced at the distillery in StLucy was aged in Kentucky white-oak casks,
blended, and finally bottled. Today the Ward family continues to be involved with Mt Gay Rum
Distilleries, the majority interest in which was acquired by the Remy Cointreau Group in l 989.
Adapted from Dylan Kerrigan, "Rum Tales",
Caribbean Beat. No. 64, November/December 2003,
Media and Editorial Projects, 2003, p. 25.
(a)
State the writer' s main point in no more than 30 words.
(b)
Write an essay of no more than 500 words in which you establish the writer's purpose, and
comment on the strategies and language techniques used. In addition, briefly evaluate the
reliabilityofthe information presented in this extract.
[25 marks]
GO ON TO THE NEXT PAGE
02114020/CAPE2005
- 4 -
SECTIONB
MODULE 2 - LANGUAGE AND COMMUNITY
2.
Read the excerpt below, then answer the questions that follow.
' I think is Mr. Robinson,' Babolal said, shaking a little, as ifhe trembled with the horses' hooves.
'But you best hadscall him " sir".'
'Not me!' Tiger said , 'I not"sir" ing anybody.'
When Mr. Robinson drew rein in front of the house Tiger's attention was all on his companion
and he didn ' t see when Manko held the horse while Robinson dismounted, then lead it to the side of the
house.
It was the woman he had seen naked by the river. She had on a white straw hat turned up at
the front and pushed half-way off her head at the moment, a white shirt broken about three buttons from
the neck, and a fawn-coloured pair of riding breeches tucked into brown leather riding-shoes. She
dismounted swiftly and stood looking around, fumbling with her shirt at the back.
Her presence upset Tiger completely and disrupted his plan ofbehaviour. He had intended to
be cool or even cold to the supervisor, callingoutthenames and wages inaclearvoiceand leaving the
house tbeminute he was through. At sight of the woman he had unconsciously risen from the chair and
he stood now a little off-guard, watching her.
Shecameupthesteps with the supervisorandBabolal was waiting, his lips parted in a kind of
smile, and his whole expression denoting service behind which his uncertainty and nervousness flickered.
' Morning sir, morning,' Babolal said, standing there and makingalittle half-bow, and a series of
'morning, sirs' echoed from the labourers.
' I want to get on with it as quickly as possible, Babolal,' Robinson said, 'and afterwards I want
to have a little talk with you about things here. This is my wife. Have you got a chair for her?'
Fora moment Tiger debated whether he should rei inquish his seat: sti II unresolved he rose and
pulled the chair back in an offer to Mrs. Robinson.
'Thank you,' she said in a soft voice, and she looked at him. Was there amusement inhereyes?
Did she recognise him?
He stared back boldly and she appraised him swiftly as she sat. There was a slightsmileon her
lips; he had the feeling she was laughing at him forrunningaway by the riverJikea little boy caught at
a prank.
While they were talking Tiger could feel Doreen' s eyes on him and he cursed her in his mind,
and desperate to make up to himselffor his flight, he suddenly blurted out to her:
' Have you been here long, Mrs Robinson?'
GO ON TO THE NEXT PAGE
02114020/CAPE2005
- 5 Babolal shot him a mingled glance of fear and surprise but Tiger looked straight at Doreen.
She answered easily, with a smile, 'Oh yes. We lived in Chaguanas while my husband worked
there.'
What next should he ask or say? Anything at all. Just keep talking. And talk good English.
'D o you findittoohotforyou in this country?'
Adapted from Samuel Selvon, Tum Again Tiger,
Heinemann Educational Books Ltd., 1958, pp.58- 60.
In an essay of no more than 500 words, discuss the use of speech and body language in the excerpt,
concentrating on the following:
(a)
A carefu I analysis of the context and its effect on the language behaviour ofBabolal, the other
labourers, and Mr. and Mrs. Robinson
(b)
Tiger's inte rpretation of, and reaction to, Mrs. Robinson's non-verbal gestures
(c)
What Tiger hopes to achieve by addressing Mrs. Robinson in "good English"
(d)
How Tiger' s discomfort would be highlighted in a video presentation of the scene.
[25 marks]
SECTIONC
MODULE3- SPEAKING AND WRITING
3.
Read the scenario below then answer the questions that follow.
Your country's Board ofTourism intends to promote the country as a destination that offers cui tural and
business opportunities to visitors. Wealthy elite travellers from Europe and North America are to be
targeted in this campaign.
(a)
Identify the medium you think would effectively promote the campaign.
(b)
Write the presentation that the Board ofTourism could use to promote your country.
(c)
Point out the strategies you would employ to enhance the presentation and explain why you would
consider these appropriate.
[25 marks]
END OF TEST
The Council has made every effort to trace copyright holders. However, if any have been inadvertently
overlooked, orany material has been incorrectly acknowledged, CXC will be pleased to correct this at the
earliest opportunity.
02114020/CAPE2005
TESTCODE02114032
FORMTP2005184
MAY/JUNE2005
CARIBBEAN EXAM I NAT I ONS COUNC IL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER03/B
1 hour 30 minutes
( 11MAY2005(a.m.) )
INSTRUCTIONS TO CAN DIDATES
Answer ALL questions.
Copyright © 2004 Caribbean Examinations Co unciI.
All rights reserved .
02114032/CAPE 2005
- 2 SECTION A
MODULE 1 - GATHERING AND PROCESSING INF ORMATION
1.
Read the extract from a newspaper article below, then answer the question that follows.
Regional experts are suggesting that while the Caribbean has, so far, been spared the worst effects of
a looming, global freshwater shortage, there are several signs that are not the most encouraging.
Viewed on a global scale, the Caribbean region is relatively well endowed with water resources.
However, current predictions indicate that per capita water availability will shrink to half by the year2025
and, already, several Caribbean countries are experiencing difficulty meeting increased demands.
According to Infom1ation Services Director at the Caribbean Environmental Health Institute (CEHI),
Herold Gopaul, there are "several important factors we need to look at in order to understand what is
the reality of our situation". He points to "rapid population growth and trends in urbanisation, tourism,
rural development, and agricultural and industrial development".
Driven by programmes of diversification in the face of falte ring economies, Caribbean nations have
increased investments in the areas of tourism, manufacturing and new areas of agricultural development
over recent years.
The increase in water demand that has followed expanded involvement in tourism is also having an impact
on urban waste and water quality.
Caricom Secretariat, "CEHI Leads Water Battle".
Caricorn View. July- September 2002, p. 30.
You are conducting research on the sustainability of the Caribbean's water resources, and you have
come across the above article.
(i)
In no more than 60 words, summarize the argument put forward in the extract.
[ 5 marks]
(ii)
In no more than 150 words and in point form, write an evaluation that explores whether the
infonnation is credible.
[15 marks]
Total20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE2005
- 3 -
SECTIONB
MODULE 2 - LANGUAGE AND COMMUNITY
2.
Read the excerpt below, then answer the question that follows.
'I wish you would watch your language,' Harris say. 'You don'tknowit, buttherearedecent
people around you.'
·Yes, ' Big City say, 'stop- ing up a good time, Five.'
'Take it easy boys,' Moses say.
'Another thing,' Harris say, drinking the lemonade and forgetting to speak proper English for a
minute, 'is when thefetefinishand thebandplayingGodSaveTheQueen, some of you haveahabitof
walking about as if the fete still going on, and you, Five, the last time you come to one of my dances you
was even jocking waist when everybody else was standing at attention. Now it have decent people here
tonight, and if you don' tgeton respectable it will be a bad reflection not only on me but on all the boys,
and you know how things hard already in Brit' n. The English people will say we are still uncivilisedand
don' t.know how to behave properly. So please boys, do me a favour, and when the band play God Save
The Queen, stand up to attention.'
'All rightMr Harris,' Five say, 'anything you want. If you want me to leave right now I will
leave.' Then he change his tone. 'Come and have a drink with the boys, man. You haven ' t had one
for the night.'
'You know l don'tdrink,' Harris say.
'Ah, that is now, but you remember them days in Port of Spain when - '
But Harris went away before Five could finish stirring up the memories, to telllheotherboys to
remember to standstill when the band playingGodSaveTheQueen.
Samuel Selvon, The Lonely Londoners,
Longman, 1956, p.J22.
In an essay of no more than 300 words, write an analysis of the above extract taking into consideration:
(i)
Dialectal variation
(ii)
Attitudes to language
(Lii)
Communicative behaviours
(iv)
Use of register
Total20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2005
-4 SECTIONC
MODULE 3 -SPEAKING ANO WRITI NG
3.
Read the extract below, then answer the question that follows.
The more than 2000 unwanted pets brought to the Humane Society ofSeminole County each
year are also offered for adoption. But unlike the San Francisco Society for the Prevention of Cruelty
to Animals, many are not taken. Sometimes they pace pens for months and even years, suffering from
lack ofsocialization and "kennel craze," a condition in which animals caged for long periods of time twirl
incessantly orlungeatpassers-by.
And that, in a nutshell , is what's wrong with no-kill shelters, say numerous animal-welfare
officials and experts interviewed by Reader' s Digestoverasix-month period. ''These people are blinded
by their compassion," says Dean Humfleet, director ofoperations at the Orlando Humane Society, which
is forced to euthanize about half of the 8200 animals it handles each year.
"We wouldn' t think of throwing people in jail for five years at a time for no good reason. Yet
no-kill people do this to animals because they feel it' s better than painlessly ending that animal's life."
J. Todd Foster, "Are these Animal Shelters truly Humane ?"
Reader's Digest. July 2000, p. 104.
In an essay of no more than 250 words discuss
(i)
the writer' s concem in this passage
(ii)
the intended audience
(iii)
the write r's purpose
(iv)
THREE context(s) in which you would consider this piece appropriate.
Total 20 marks
END OF TEST
The Council has made every effort to trace copyright holders. However, ifany have been inadvertently
overlooked, or any material has been incorrectly acknowledged, CX C will be pleased to correct this at the
earliest opportunity.
02114032/CAPE2005
a\
FORM TP 2006187
CARIBBEAN
\.3)
EXAMINATIONS
TESTCODE02114010
MAY/JUNE 2006
COUNC IL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 01/A
1 hour
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 this paper.
Copyri ght © 2004 Caribbean Exami nati ons Council ®
All rights reserved.
021 14010/CAPE 2006
-2SECTION A
MODULE 1 - GATHERING AND PROCESSING INFORMATION
Questions 1 - 2
Read the situation below then a nswer 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
2.
(a)
Identify THREE groups within the community that wou ld be good sources of the data for
the research.
(i)
(ii)
(iii)
[3 marks]
GO ON TO THE NEXT PAGE
02ll40 10/CAPE 2006
- 3(b)
Give T WO reasons why it would NOT be appropriate to generalise the findings of this
research.
(i)
(ii)
[4 marks]
Tota l 7 marks
SECTION B
MODULE 2 - LANGUAGE AND COMMUNITY
Questions 3 - 6
3.
Read the letter below then answer the questions that follow.
Dear Miss Kristie,
I trust that you an Mr. Duffy ar enjoin the best of helth. I write you this letter in fear and trimblin
for I am only a maid and you ar high up in society but I hope you will not take me too fon·ard but
rnr. Bertram little girl now nine year old would go far in Life if she could have some Help. She
take after her Father. If you can fine it in Your Power to do Anything for the little girl God
Richest Blessing wil come down on You.
Yours truly
Myrtle Johnson
Olive Senior, " Bright Thursdays".
Summer Lightning and Other Stories.
Longman Group Ltd., 1986, p. 40.
(a)
Give FOUR examples from the letter that show how Myrtle Johnson 's writing reflects
her social and educational status.
(i)
(ii)
(iii)
(iv)
[4 mar ks]
GO ON TO THE NEXT PAGE
02114010/CAPE 2006
-4-
(b)
Identify FOUR features of Creole, as used in the letter, that makes it different from Standard
English.
(i)
(ii)
(iii)
(iv)
[4 marks]
Total 8 marks
4.
Read the situation below then answer the questions that follow.
Recently, several cans have gone out for the local newspapers to be written in Creole. However,
this has been stoutly resisted by advocates of Good Language Usage, a language watchdog group
in your ten-itory.
(a)
Give FOUR reasons why the language watchdog group in your territory did not support this
attempt to have newspapers written in Creole.
(i)
(ii)
(iii)
(iv)
[4 marks]
(b)
Give THREE examples of the kinds of linguistic difficulties that a non-Creole speaker
may encounter in reading the Creole newspaper.
(i)
(ii)
(iii)
[3 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
0211401 0/CAPE 2006
-55.
(a)
State FOUR ways in which language and communication have been affected by the use
of the computer.
(i)
(ii)
(iii)
(iv)
[4 marks]
(b)
State THREE negative impacts that the use of communication technology has had on
your community.
(i)
(i i)
(iii)
[3 marks]
Total 7 marks
6.
(a)
State FOUR purposes of language .
(i)
(ii)
(iii)
(iv)
[4 marks]
(b)
Indicate ONE occasion when EACH of the purposes outlined above would be appropriate.
(i)
(ii)
(iii)
(iv)
[4 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
0211401 0/CAPE 2006
- 6SECTIONC
MODULE 3 - SPEAKING AND WRITING
Questions 7 -10
7.
(a)
Complete the table below.
FORMS OF COMMUNICATION
EXAMPLES
(i)
Verbal
(ii)
(iii)
Non-verbal
Posture
Speech
(iv)
[4 marks]
(b)
Identify F OUR features of non-verbal communication that a politician might use in a debate in
parliament. DO NOT use any answers supplied in 7 (a).
( i)
(ii)
(iii )
(iv)
[4 marks]
Total 8 marks
8.
(a)
Identify FOUR elements in the communication process that you must take into account
in preparing a speech.
(i)
(ii)
(ii i )
(iv)
[4 marks]
GO ON TO THE NEXT PAGE
0211401 0/CAPE 2006
-7(b)
Label the steps in the communication process taking place in the following scenario.
1, _ __ __
_
n. _______
_
Ill. _ _ _ __ _
IV. _ _ __ _ _
[4 marks]
Total 8 mar ks
9.
R ead the situation below and ans wer the questions that follow.
It's the hurricane season again and, as a young member of the Emergency Relief Organisation,
you are asked to make suggestions of ways in which other youth may be mobi lized to act as
volunteers in the event of a hurricane.
(a)
(i)
State TWO types of verbal communication you could use to attract your youthful
audience.
1.
2.
[2 ma rks]
(ii)
Give ONE reason why you think EACH of the two types stated above would be
appropriate.
1.
2.
[2 marks]
(b)
(i)
Identify TWO means of mass communication through which you are most likely
to reach your target audience.
1.
2.
[2 m arks]
GO ON TO THE NEXT PAGE
021140 10/CAPE 2006
-8(ii)
Give ONE reason for any ONE of the means identified in (b) (i) above.
Means identified
Reason
[1 mark]
Total 7 ma rks
10.
Read the situation below then answer the questions that follow.
Your younger brother is doing a Social Studies assignment. He has given you the first draft and
you note that it is poorly organised.
(a)
List THREE basic skills of organisation that you would point out to your brother to
improve his assignment.
(i)
(ii)
(iii)
[3 marks]
(b)
Suggest TWO ways in which your brother could use the computer to improve the form
and appearance of his assignment.
(i)
(ii)
[2 marks]
(c)
Give ONE reason why EACH of the TWO ways suggested in (b) above might improve
your brother's assignment.
(i)
(ii)
[2 marks]
Total 7 marks
ENDOFTEST
02114010/CAPE 2006
'
'
~
\3)
FORM TP 2006188
CARIBBEAN
EXAMINATIONS
TEST CODE 02114040
MAY/JUNE2006
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAI>ER 01/B
30 minutes
CANDIDATES'S PAPER
INSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright© 2004 Caribbean Examinations Council ®
All rights reserved.
02114040/CAPE 2006
-2-
NOTES
THIS SPACE IS FOR NOTES ONLY. DO NOT BEGIN YOUR ANSWERS ON THIS PAGE.
GO ON TO THE NEXT PAGE
02114040/CAPE 2006
-3MODULE 1 - GATHERING AND PROCESSING INFORMATION
Directions:
This paper consists of FOUR quesions.
First, you will be given five minutes to read through the questions, silently.
Then the examiner will read an extract twice.
You may make notes while you listen to the readings.
Finally, you will be given 20 minutes to respond, in writing, to the questions.
1.
In ONE sentence of no more than 20 words, state the main idea of the passage.
[3 marks]
2.
(a)
In ONE sentence of no more than 20 words, state the writer's main purpose.
[2 marks]
(b)
What is the main strategy that the writer relies on to achieve that purpose?
Strate~y
[1 mark ]
GO ON TO THE NEXT PAGE
02114040/CAPB 2006
'
.
-4-
3.
Give TWO details about Trinidad AND TWO about Tobago that show how the writer uses the strategy
you identified in 2 (b) above.
Trinidad
(i)
(ii)
Tobago
(i)
(ii)
[4 marks)
4.
(a)
Identify THREE metaphors that the writer uses in the description of the islands.
(i)
(iii)
[3 marks]
(b)
Choose ONE of the metaphors identified above and conunent on its effectiveness.
Metaphor:
Comment:
[2 marks]
TotallS marks
ENDOFTEST
02114040/CAPE 2006
FORM TP 2006188-ES
CARIBBEAN
r6J\
~
TEST CODE 02114040-ES
EXAMINATIONS
MAY/JUNE 2006
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDI ES
PAPER 01/B
EXAMINER'S SCRIPT
Copyright© 2004 Caribbean Examinations Council®
All rights reserved.
02114040/CAPE 2006-ES
-2MODULE 1- GATHERING AND PROCESSING INFORMATION
1.
Say to the candidates:
In this section ofthe 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 five 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 five minutes to read through the questions, silently. I will tell you when five
minutes are up. Begin to read silently.
4.
After five minutes, say to the candidates:
I shall now read you the extract.
Read the extract aloud :
There are two sides to every story - and Trinidad and Tobago is no exception. On one side,
there's Trinidad: energetic, exciting; a melting-pot of races, cultures and ideas. This, for
the most part, is a place of stimulus and excitement rather than relaxation. It demands
participation: in a sport, a f estival, a journey ofdiscovery. A place that gives back what is
put into it.
The flip side is Tobago, serene, philosophical, dreaming beneath the sun and the wash ofthe
waves. Tobago, where the sea's blue is startling and the roads wind like snakes along the
steep green hillsides, is the place for dozing in a hammock, snorkelling on a reef, sipping a
rum punch at sunset. A place for rest, or romance; for regeneration.
Toss a coin, take your pick; choose one island or both. Heads or tails-you win. Expect an
unforgettable experience.
GO ON TO THE NEXT PAGE
02114040/CAPE 2006-ES
-35.
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 twenty minutes to answer the questions, in writing. I will tell you when 15
minutes are up. Then I will tell you when twenty minutes are up. Begin to write your
answers to the questions.
7.
After fifteen 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 2006-ES
a\
\3)
FORM TP 2006189
CARIBBEAN
EXAMINATIONS
TEST CODE
02114020
MAY/JUNE2006
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 02
2 hours 30 minutes
(
11 MAY 2006 (p.m.) )
I NSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright © 2004 Caribbean Examinations Council ®
All rights reserved.
02114020/CAPE 2006
-2SECTION A
MODULE 1 - GATHERING AND PROCESSING INFORMATION
1.
Read the extract and 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, bul, 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 leam how to read, write, count, or think.
Adaptedfrom Suzanne Mills, "Between the Lines",
Trinidad and Tobago Newsday. June 2, 2004, p.ll.
(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)
The writer's purpose
(ii)
Strategies and language techniques used
(iii)
Appropriateness of the tone.
[25 marks]
GO ON TO THE NEXT PAGE
02114020/CAPE 2006
- 3-
SECTION B
M ODULE 2 - LANGUAGE AND COMMUNITY
2.
Read the excerpt carefuUy a nd answer the questions that follow.
T he following is a discussion between Andrea, a university student, a nd Natasha, a primary
school student whom Andrea tutors.
Natasha was very intelligent, almost unchildlike, and Andrea felt at a loss. She didn't know how
to talk to children who didn't particularly act like children, didn't know what tone to adopt, what
subject might be good. She said, "Do you like dolls?" and Natasha said: "When I grow up I'm
going to be an astronaut.''
Andrea hadn't heard that one before. Doctor, teacher, nurse and policeman she was used to, but
not astronaut. Especially not from a child who'd probably never been further than Kingston.
She felt herself pitying the child for being so ambitious, knowing her ambitions would never be
fulfilled. She said, "That's a good profession. Why do you want to do that?"
"So I can float around. My teacher says there's no gravity in space, so you have to float. They
showed a movie at school about it. And I know that's what I want to do."
Andrea burst out laughing. How many people were there who wanted to float? Natasha was
staring at her and she tried to stop laughing, swallowed hard.
Natasha said, "What are you going to be? A doctor?"
"No" Andrea said. "I'm studying languages. You know, French and Spanish. I'll probably teach
when I graduate."
"Oh." She was un impressed and Andrea felt belittled.
Natasha spoke good English, which was strange because her mother knew only dialect. When
Mrs Jackson brought Natasha, she had tried to speak 'properly ', but Andrea knew it was beyond
her. She herself spoke Creole to the woman, to put her at ease, but Mrs Jackson had been
insulted. She left quickly, telling Natasha she'd be back for her at one o'clock.
Adapted from Alecia McKenzie, "Natasha",
Satellite City and Other Stories. Longman, 1992, p.31 - 32.
In an essay of no more than 500 words, discuss:
(a)
Natasha's possible motivation for achieving a good command of the English Language
(b)
Any possible justification for Andrea's surprise that Natasha spoke English so well
(c)
What Mrs Jackson's behaviour reveals about her attitude to the use of the Creole
(d)
How communication could be enhanced through a video presentation of this scene.
[25 marks]
GO ON TO THE NEXT PAGE
021 14020/CAPE 2006
-4SECTION C
MODULE 3 - SPEAKING AND WRITING
3.
Read the scenario below and answer the questions that follow.
You are a school counsellor who has been asked to make separate addresses to parents and
guardians of teenagers aged 14- 17, and to the teenagers themselves. The address would be
based on the sensitive subject of sexua1 activity and sexually transmitted diseases (STD's).
(a)
Identify and justify the difference in approach that you would use in your address to
BOTH audiences. Your response shou ld focus on your use of content, language and
register.
(b)
Describe those strategies and visual aids that could be used to enhance your presentation
to BOTH audiences.
[25 marks]
END OF TEST
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 at the
earliest opportunity.
02114020/CAPE 2006
a\
\3)
FORM TP 2006190
CARIBBEAN
EXAMINATIONS
TESTCODE 02114032
MAY/JUNE2006
COUNC IL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/B
1 hour 30 minutes
( 10MAY2006(a.m.))
INSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright © 2004 Caribbean Examinations Council ®
All rights reserved.
021 14032/CAPE 2006
-2-
NOTHING HAS BEEN OMITTED
GO ON TO THE NEXT PAGE
02 .114032/CAPE 2006
-3S ECTION A
MODULE 1 - GATH ERING AN D P ROCESSING INFORMATION
1.
Read the info rmation below and answer the questions that fo Uow.
In half a dozen fi shing villages in a remote part of central Siberia, the Middle Chulym people are
losing their language, one of hundreds of tongues likely to vanish around the globe during the
next half century. Among the Middle Chulym, who survive by ancestral ways of hunting, gathering
and tishing, only about 40 out of 426 people continue to speak the native language, according to
K. David Harri son, a linguist at Swarthmore College, who travelled to the region last year to
document two Turkic languages in imminent danger. He found that no one under the age of 52
can speak Middle Chulym fluently, and the rest speak on ly Russian. ''Each language that vanishes
without being documented leaves an enormous gap in our understanding of some of the many
complex structures the human mind is capable of producing," Harrison says.
VALUABLE LOSS
Number systems, grammatical structures and classification systems not found in other languages
can be lost, along with knowledge about medicinal plants, animal behaviour, weather signs and hunting
techniques.
Another Siberian language called Tofa also is threatened, with only 35 out of 600 people in the
community still able to speak it. When such native languages die, Harrison said recently at a
meeting of the American Association for the Advancement of Science, the villagers lose an oral
history as well as detailed knowledge of the local environment.
Earl Lane, "Linguists work to head off loss of languages".
Sunday Gleaner. Vol. 65 No. 12, March 21, 2004.
You have discovered the above article, while doing research on the death of languages.
(a)
ln no more than 60 words, summarize the arguments put forward in the article.
[5 marks]
(b)
In no more than 150 words, write an evaluation of the article in point form that explores the
[15 marks]
credibility of the information.
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2006
-4SECTIONB
MODULE 2 - LANGUAGE AND COMMUNITY
2.
Read the excerpt below then answer the question that follow.
They lived in a tenement yard in August Town. An L-shaped row of rooms housed
several families, each family occupying one room, and all sharing a long, red-tiled verandah that
ran along the building.
Mrs Jackson had cooked rice and peas and fried chicken, a real Sunday meal made a day
too early. Carrot juice sweetened with condensed milk was already in a plastic jug on the table.
'Sit down, sit down, please,' Mrs Jackson said. 'Sorry the place not bigger.'
'It's nice, it's nice,' Andrea assured her. 'And what a lovely bedspread.'
'Yes, is real linen, you know. My sister in England sent it for me. '
'It's lovely.'
They ate. The food was spicy and delicious. Andrea chewed slowly; she didn't want to
offend by not eating enough but she also wanted them to have some food left for tomorrow.
'Heat up, heat up,' Mrs Jackson said. 'I don't have no fridge , so if we don't heat everything,
it qwine spoil. '
'The word is "eat," mama, not "heat",' Natasha corrected her mother sternly. Mrs Jackson
looked at her with pride.
'You know, Natasha always comes first or second in her class. The only thing her teacher
say is that she talk too much.'
The child tightened, her face scornful and angry as she looked at her mother. Mrs Jackson
smiled gently and several emotions went across Natasha 's face. Andrea watched her, knowing
she loved her mother but was ashamed of her. She, too, had felt that way, until her mother died
when she was sixteen, three years ago. But her reasons had been different. Mrs Jackson didn't
seem the type who could drink white rum like a man and go to bars where she was the only
woman. Andrea closed her eyes briefly.
'You've decorated your home so nicely, Mrs Jackson,' she said. 'Have you lived here
long?'
'Thank you, love. 1 been living here since Natasha born. Her father abroad, you know.
He working so he can send for the two of us.' Natasha had heard this since she was old enough
to ask where her father was.
Aclapiedfrom Alecia McKenzie, "Natasha",
Satellite City and Other Stories, Longman, 7992, p. 34 - 35.
GO ON TO THE NEXT PAGE
02114032/CAPE 2006
-5In an essay of no more than 300 words, write an analysis of the above excerpt taking into consideration
(i)
dialectal variation
(ii)
attitudes to language
(iii)
communicative behaviours.
Total 20 marks
SECTION C
MODULE 3 - SPEAKING AND WRITING
3.
Read the extract below then answer the question that follow.
Tobago is an island that has to be experienced to be believed; a tiny magic kingdom with
a wealth of everything that matters.
Whether you're seeking sunsets or suntans, recreation or relaxation, thh is a place that
can probably fill the bill. You can wander through towering forests and listen to mysterious
birdsong; you can drive to the very edge of the world and wonder what lies beyond the horizon;
you can plunge into an amazing underwater universe. Or you can just lie in your hammock and
do- nothing at all.
Whatever your choice, Tobago and her people will take it in stride. This is an island that has
already taken many things in its stride, from a turbulent history of conquest and counter-conquest (the
island changed hands forcibly at least25 times) to today's (immensely more agreeable) invasion of sunseeking visitors. Through it all, Tobagonians have maintained a remarkable aplomb, a sense of humour
and dignity that allows them to accept and welcome you into their domain.
Donna Yawching, "And now for something completely different" .
Discover Trinidad and Tobago. Media and Editorial Projects Ltd., 1998, p. 61.
In an essay of no more than 250 words, discuss:
(i)
The writer's level of emotional involvement with the subject
(ii)
The intended audience
(iii)
What the writer hopes to achieve
(iv)
TWO suitable contexts for this piece, other than a travel guide.
Total 20 marks
END OF TEST
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 at the
earliest opportunity.
02114032/CAPE 2006
TESTCOD£ 02114020
FORM T P 2008172
CA RIBB EA ='
MAY/IUNE2008
EXAMINATIONS COUNCIL
AD\'ANCED PROFICIENCY EXAJ.\U:'IATION
COMMUI\lCA no:-. STUD££S
PAPER02
..
2 hours 30 mimttes
( OS MAY !008 (p.m.))
L"STRUCrJO='S TO O.SOID~TES
A..nswer ALL quesdoN.
I
Copynghl 0 2007 Caribbean Examinations Council t>
All rights rcsei'Yt-d.
02114020/CAI'll 2008
-2SECTION A
MODULE 1- GATHERING AND PROCESSING INFORMATION
1.
Read the extract below carefully and then answer the question that follows.
It's an alarming prospect. The recent report out of the U.K., equating the spread of
surveillance technology to the rise of the Big Brother state. is enough to send more than the
occasional shiver down one·s spine.
5
It would seem that George Orwell's "society of the future" has been transported from
the pages of his satirical novel, 1984. directly into the real world.
The totalitarian society of Orwell's novel. written way back in 1949, has no place for
truth since historical records are destroyed and information is replaced by propaganda.
Additionally, thought and love attract punishment, and privacy simply doesn't exist!
10
But it is the ominous warning, "Big Brother is watching you", conveyed through
placards in the imaginary Orwellian state that is probably best remembered by readers of 1984.
That warning is certainly a propos if the British report on the emergence of the Big
Brother state is anything to go by.
15
Drawn up by a team of respected academics, the document is said to paint a disturbing
picture of what Britain (and, elsewhere I suggest!) could be like in ten years time unless the
use of spy technologies is regulated.
Anyone reading the newspaper or watching the international TV news within the last
week or so would have gathered that the UK is one of the three world leaders in the use of
surveillance technology; and the Brits, the most spied-on citizens in what most of us still think
of as "the free world".
20
25
30
A fallout of New York's "Nine-Eleven" terrorist attack and more recent London
bombings, this obsession with surveillance is becoming contagious. And my guess is that it
won't be long before Big Brother makes his presence more obvious here in our own backyard.
The British report on the spread of surveillance technology looks at a time in the
not-too-distant future when human beings everywhere may be forced to be "microchipped",
with implants under the skin storing personal information, allowing everybody's movements
to be tracked.
The claim made by editors - Dr David Murakarni Wood (managing editor of the
journal... and Dr Kirstie Ball, Open University lecturer in Organisation Studies, is astonishing.
It asserts that by 2016, almost every movement, purchase, and communication of these
"chip-citizens " could be monitored by a complex network of interlinking surveillance
technologies!
GO ON TO THE NEXT PAGE
02114020/CA PE 2008
·-
- ...,.) -
35
Some time ago, it was disclosed that the use of Radio Frequency Identification (RFID)
in humans (with the implantation of chips in 70 mentally-ill patients) was being put on trial in
the United States. If the claims of the official British report prove to be accurate, such use
would, in a decade or so, be unlimited and the Orwellian state would have become a reality.
Only this past week., the BBC revealed the presence of 4.2 million surveillance cameras
in Britain. And viewers were informed that the average Briton is caught on camera some 300
times every day !
Jeannette Layne-Clarke, Shades of 1984.
Sundav Sun. November 5, 2006, p.9.
Write an ESSAY of no more than 500 words in which you include reference to the following:
(i)
The writer's purpose
(ii)
Strategies and language techniques used
(iii)
The effectiveness of the strategies and language techniques identified in (ii) above in
achieving the writer's purpose.
Total 25 marks
.
GO ON TO THE NEXT PAGE
021 14020/CAPE 2008
-4SECTION B
MODULE 2- LANGUAGE AND COMMUNITY
2.
Read the poem below carefully and then answer the question that follows.
A Tale of Two Tongues
5
10
15
20
Miss Ida speaks only English to God
Scholars cannot fault the diction
of her graces and prayers;
to her, it is the language of holy things;
and the giver of commandments
deserves a grammar of respectability
as firm and as polished
as his tablets of stone.
But to fellow mortals she speaks Creole.
the tongue of the markets and fields,
the language of labrish,
su-su, proverbs and stories,
hot-words, tracings and preckeh;
it is the way to get
hard-ears pickney to listen
and facety men to keep off;
it is the tongue of belly laughs
and sweet body action.
And to Miss Ida it is no bother
to laugh and suffer in one language
and worship in another.
Earl McKenzie, "A tale of two tongues".
in Cecile Gray, Bite in Stage 3,
Thomas Nelson and Sons Ltd., 1972, p. 18.
In an ESSAY of no more than 500 words, discuss:
(i)
The differences in the language in stanzas one and two
(ii)
The attitudes to English and Creole as revealed in the poem
(iii)
How a televised reading of this poem could enhance its meaning.
·.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2008
..
·5.
SECTIONC
MODULE 3- SPEAKING AND WRITING
l.
•I·
•
Rtad lhc: foUO\'ii:n.g scenario carcfulJ)· and thtn tmswer the qutstioo thnt follows.
Your Princip:tl has invi1ed )'Otl10 deliver the fe.tture address for the :~nnu:d grnduation oeremony o.t
your schooUco!lege. in whi<::h ft'Spect, tolerance a.nd togetbern-e$s areetn?hasized. Your address sh~ld
be directec!1o both groduands and parents(a)
ln no more tb.'Ul 50 W«ds. exp!:un how you would use TWO verlxa.l W TWO non-verb:!J
elemenrs 10 mfluence how the audieB:e receives )'Out m~age .
(b)
1n no more than 300 words. write the feature address in which respect tolerance o.nd
toge1hcmess !Ire emphasi1;.cd.
Totai2S marks
eNDOFTEST
Tilt Council Ju:s 11UJdt>
ev~ry
f'jfOrt to tract copynl,hl hofdtrs. However,
if any ha•·~ b~tn inadverrenily
Oli'trlooke.~
or lllf)' nrattria/ has been incorrt1clly aclnowledg11d, CXC will bt pltastd UJ correct this at tht
tarlitsr opporwni.')·.
I
021l40201CAPE 2008
TEST CODE 22114020
FORM TP 2008172
CARIBBEAN
MAY/JUNE 2008
EXAM I NATIONS
COUNC I L
ADVANCE D PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
..
PAPER 02
2 /tours 30 minutes
( 16 JUNE 2008 (n.m) )
INSTRUCTIONS TO CAI\'OlDA TES
Answer ALL quest-joos.
..
Copyright C 2008 Caribbean Examinations CounciJ ®
All rlghu reserved.
22114020/CAPE 2008
. l·
SECTION A
MODULE 1- GATHERING AN) PROCESSING iNfORMATION
Rtad the following extract carefully and lhrn a.nswer the questions thn1 follow.
1.
Contrary to what many women believe:, it is easy to develop a lon,g·term. intimate and nnuoolly
fulfi lling relalionship with a guy. Of course. the guy has to be a Labrador retriever. Wilh human
guys.. it's extremelydifftc:ult. This is because guys don't really grasp whal women me<~n by the \\"'rd
relationship.
5
Let's say a guy named Roger asks a woman named 61aine out to a movie. She accepts: !hey
have 3 preuy good h me. They continue t~ see each other regularly. and soon neither is ~ing
anybody else.
Then one e\•ening while they· re driving home. alhought occurS to Elaine. She says: "Do you
we've been .seeing each other for exactly six months?"'
reali~ that
10
Silence fills the ear. To Elaine:. it seems Hke a very loud silence. She thinks to herself: ..1
wonder if it bothers him that I said that Mlybe be feels confined by our relationship. Maybe he
thinks I'm trying to push him into some kind of obligation."
And Roger is thinking: ''Gosh. Six months."
15
And Elaine is lhinking: "But hey./'m OOl so sure I \1,'3lll this kmd o( relntionshipeithet. Are we
he.ading toward ma.rr~e? Toward children? To~A--ard a lifesimt together? Am {read)' for thatlevtl
of <-OmMitM<Hit'?
And Roger is thinking: "So that mean; it was •.. lefs see ... February when we 5taned going
out. which was rigtn after I had the car at the :lealer's. which means •. . kmmc chetk. the odometer ...
whoa! I a.m way O\'erdue for an oil change here."
20
And Elamc 15 thinking: "He's angry. and 1 don't blame him. I'd be angry too. J feel so guilty.
putting hiM Lhrough this. but I can't help the way J feel. l'mjust not sure."
And Roger 1s thinking: "They'll prob.<bly say il'sonly a 90-day warta~ny. 'That's wh:u tbe)l're
gonna say!"
And Elaine is thinking: ..Maybe I'm 100 idealistic. waiting for a knight to come riding up on
15
hilt white horse. when I'm sitting next to a p!rft:ctly good person who's in p.'lin because o( my self.
centered. school_girl fantasy."
And Roger is thinking: "Warranty? I'll give them a warranty!"
We're not talking about different wavelengths here.
30
We're ta.l.klng about different pltUieu in <:ompletely different .solor .f'JSWnJ.. Elaine cannol
comm uni<:~1.le meaningfully with Roger because the sum tOI.ll.l of his thi.nking abotlt relationships ilt
H1tJt?
GO ON TO TH.E NEXT PAGE
22114020/CAPE 2008
- 3-
35
He has a guy brain, basically an analytical, problem-solving organ. It's not comfortable with nebulous
concepts such as love, need and trust. Women have trouble accepting this. They are convinced that
guys must spend a certain amount of time thinking about the relationship. This is what women
figure.
They are wrong. A guy in a relationship is like an ant standing on top of a truck tyre. The ant
is aware that something large is there, but he cannot even dimly comprehend what it is. And if the
truck starts moving and the tyre starts to roll, the ant will sense that something important is happening,
but right up until he rolls around to the bottom and is squashed, the only thought in his tiny brain will
40 be, Huh?
Adapted from Jack Canefield et al, Chicken soup for the woman's soul:
101 stories to open. the hearts and rekindle the spirits of women,
H ealth Communications Inc., 1996, pp. 144 - 147.
(a)
State the writer 's MAIN point in no more than 30 words.
(b)
Write an essay of no more than 500 words in which you include reference to the
following:
(i)
(ii)
(iii)
The writer's purpose
Strategies and language techniques used
The effectiveness of the strategies and language techniques identified in (ii)
above in achieving the writer 's purpose.
Total 25 marks
..
GO ON TO THE NEXT PAGE
22114020/CAPE 2008
-4-
SECTIONB
MODULE 2- LANGUAGE AND COMMUNITY
Read the following excerpt carefully then answer the question that follows.
2.
The strangest caller came one afternoon at about four o'clock. I had come back from school
and was in my home-clothes. The man said to me, "Sonny, may I come inside your yard?"
He was a small man and tidily dressed. He wore a hat, white shirt and black trousers.
I asked, "What you want?"
He said, "I want to watch your bees."
5
I ran up to the steps and shouted, "Ma, it have a man outside here. He say he want to watch the
bees."
My mother came out, looked at the man and asked in an unfriendly way, "What you want?"
The man said, "I want to watch your bees."
His English was so good, it didn 't sound natural, and I could see my mother was worried.
10
She said to me, "Stay here, and watch him while he watch the bees."
The man said, "Thank you, Madam. You have done a good deed today."
We watched the bees, this man and I for about an hour, squatting near the palm trees.
15
He pulled out a printed sheet from his hip-pocket and said, "On this paper is the greatest poem
about mothers and I'm going to sell it to you at a bargain price of four cents."
I went inside and I said, "Ma, you want to buy a poetry for four cents?" My mother said,
"Tell that blasted man to haul his tail away from my yard, you hear?''
I said to B. Wordsworth, "My mother say she ain't have four cents."
Adaptedfrom V. S. Naipaul, "B. Wordsworth".
Miguel Street, Penguin Books, 1959, pp. 45-48.
In an essay of no more than 500 words, discuss the following:
(a)
The dialectal variation used in the passage
(b)
The effect that B. Wordsworth has on: (i) the boy (ii) his mother
(c)
How film would effectively capture the communicative behaviours in this excerpt.
Total 25 marks
GO ON TO THE NEXT PAGE
22114020/CAPE 2008
SECTJOSC
MODULE J- SPI!A ~ING A.' "D \\'RJTL"<G
3.
..
Rt llld the scenario b<-:lo w arerully then ~ns"'Cr the qut stion5 tl'uH folio " .
You are investigating the effects or cc:tlulw te lephone use on the popuh11ion. You decide to do
an "nw:\renes.s seminar'' about the danger~ posed by frequent use of the~ devices. The seminar
will be dcli\.·ered tO a high school populati<·n,
(a)
ln oo more tbat 50 "'otds. explarn how you would
yoor delivery.
(b)
ln no more lha:n 300 -.'ORb,. v.-nte tx ft"Atllf"r address.. to be dch,c:mi aa cbe ~minar. In
yoor addross. dt'CUSS •• lust TilREE <ll'ecu of cellular telepbone use on lhe population.
U$C
TWO \'1\:ual aids.
to~
Total 25 marks
END OFTEST
..
2211.10201CAPE 2008
TEST CODE 02114032
FORM TP2008173
CA RIB BEAN
MAY/JU NE 2008
EXAM IN ATIONS
COUNCIL
ADVANCED PROFICIENCY EX..J\.MINATION
COMMUNICATION STUDIES
PAPER 03/B
'
I hour 30 mitmlt$
( 07 MAY !008 (o.m.) )
INSTRUCTIONS TO C,\NDIDAT CS
Ansn·er ALL questions.
'
Caribbean E.•:unin&ions Council®
All rig.hu reserved.
Copyright ~ 2007
02114032/CAPE 200S
SECTION A
MODULE I -CATHEIUNC AND I'ROCESSING INFORMATION
t.
Read th e e..-.:tract below eareJull)' ilnd tlu;n flDS\\·cr tht': quc....-tion that follows.
lndividua.ls willmt to sh:tre lhe1rwort space with HJV-pos-itive colleagues rna>' s.till
be reluctant to r.mp1oy a person living \\ith HJV/AIDS in their home to tsl:e C'are of their
chUdren. S~.JCh ambivalence emphasiz.es: i.he need for funher eduC3.tioa on tUVJAIDS in the
world of work.
s
The 1/..()!USDOL 11/V/AJDS ;, 11:~ l\~rld of \~brk Pf'O$.r3mme is one a.uempt to
confrom this. situation. Arlene Husbands the Nruiooal Projecl Co-ordi.natOI' for Lhe Jmem:t·
tio~al Labour Org:mit.a.tioo (ILO) io Barbados. is working on one of lhe several projects
sponsored in over 20 coumries across the wodd by the [LO And the US Depanment of Uabof
(U$001...). Five of these proJCClS are based in the Cmbbcan.
Redud n ~
10
Risk Bchtt\·iours
The project seeks to reduce HTV/.®S risk behaviours among ll~Jl,eted workers and
to reduc-e employmem ..rel:ued discrimination against persons iiviog with or affec1ed by KJV/
AIDS.
IS
The ProJec' Co-ordinator is work~ in collabonnion with tLO tripartite constituems
- Government, employers. trade unions- wd the National 1-UV/Al))S Commission to develop
workplace policies that protect people lh•ins with HJVIAJDS (PLWHA) (see http:J/
www.ilo.or;fpublic/englishlstandards/nor:n/wbjeallripanite.htll\),
The workpl:oe must become proactive in response to the epkicmic, gjven the high
rate'$ of known inf~ion in the age group 2S - 45 and the poss.ibilit) lhBI m:usy Others art
10
infeetod without yet being :~ware.
l5
The firs.1 requirement is 3!l education ptogramme in the workplace. Employees are
encouraged to know their HIV .statU$ and. where ncoeSSill')'. to seek early ueaunem since it is
nov; ae«pted that early treatment can pl:t)• a major role in extending !he quality of life of a
perSOn infected with HfV. Encour.tging employees to know their St:~tus must ho"-e.ver never
be used as a tool for scrcenins:. N01tshou1c. employees be required co h.'l\emandatory 1.e..coting.
Adopt~dfrom
..Rccogni.;ms/IIV/A.JDS m rhc "'-Y>rld (){work ...
Nrw.tltru-rr ttfthr liND" Subrcg;qnql Offlcc IM Barbqdru omf rhr QECS
Vol, 2 No. 2. Aug11st 2005, p.1.
You ha~o·e djscovered the above an.icle wh le domg research on HIV/AlDS.
(n)
In no more than 60 words. summuize the argumenrs put forward in the article.
IS marks]
(b)
In no I'OOI'e than ISO words. in point {onn, wri1e an evaluation of the m .icle that
explores tile credibility o(lhe infomunion.
[15 mark.s]
TC)t.-a120 m:.rks
GOON TO THE NEX·r PAGE
02114032/CAPE 2008
,
-3-
SECTION B
MODULE 2- LAI'GUAC£ .'\ND COMMUNITY
Read the ~tract below carefully and then n.DS"•er the <1uest.ion that rollo'"'S·
2.
Bee reach back home. his shadow long on the ground in £root him. his face swell up
like a fro~ that take aU the stones the boys pelt it with and if it get hit once again will burst. J
s
\
w:uch Bee. J don't ask him anythin£. l dc<O't know what word 10 ~in wnh. what tone 10 use.
He sit down. He ci.n't say nothing. Then he see the Jeuer the postman bring, where I rest non
the ledge in the l:ite.hen. So 1 tell him: 'They send fo:- Reggie 10 go tO high schooL·
He reach out his hand. take down tbe lene:. open it. and as be read it his face come
down a 1inle from the mountair.... He look at m-:. He look away. an<! I know the words in hlm to
s:ay. but £ know there is ttnngs that words can't say.
1 tAlk again: 'Reggie wil: be fourteen just now. If h:. is to go to hjgh school 3t an. is
10
beSl we send him nov..'
Boe eyes wander all O\'Cr the Jdtchen. and he ain't look :st me. He shift a little on the
bench and hts voice take on ll kind ofstmi~ ~s If what he aoing to say is too heavy for-him. have
me smaining too. like when you w~tchint a ll'.an tal:.e up n 100 h-...llvy load. in your rnind you
$'1!3-ming wnh the load too.
15
·Eva, that lvnn Mooon look <It me Olnd ul v.·bAt lW4ntto worship :tS 6ap1.ist (or. That jackass
ask sm: that. Gi\'e me a loog lecture about how he up tlt-...re trying his best 10 lift b.is people out
of darkn~s and bo\1.· -1i.$(en to tt1is- how he surprise that a man like me wb!) Support hi.m $!)
strong in the eleclioo could Mill hokl oa totha: b:lckwartl suggesrion that the law sbould chiUlge
to allow us to worship as ~athen..
20
·Tel1 me he not agaiost the prineipJeo!tM freedom of wocship but wha' wcrrying him is th3t L
we shoul-d still be in the dark ages in :hese mode..-n time$ when \\.'to could s~ttle down and bt
civilize::
·see..:
25
·And Mt Ci"·iliz.e sit down there it me whitemn."l house on th~ whiteman ch:~ir with the
wh.ireman tie a.ud cuff.Jinks.ml wris.tW2tcb oo1elling me:~ ''\Vecan't changeoU!colour. Dorcas.
but we can change our :uutude. We ctn't be whitt. but we c:~uct white." A: ;i e.lll want is 10
worship God in my way.·
Ear/ l.,o\•f!i!JCC, zn,.. Wiar o{d,'I'U)Iti,'l'hm¢n:.
Hetnemn:nr: Educotio~tal Booh. J9t2, pp. 1~-13.
In e.n essay of no more than 300 words.. wrile an an.a1ysis of the tbov~ excerpt. caking imo
c:onsi~ion;
(i)
(ii)
{iJi)
DialecU!.l variation
Attitudes 10 langu:ge
Communiwi~·e
beh::\'iours.
Tot:ll ZO marks
GO ON TO TI-lE NEXT PAGE
02114032/CAPE 200S
SECTIO?' C
MODULE 3- SPEAKING ANI) WRJT ING
n end tht cxu·r•C't belch\ a~rtfully and Llcn answer th<: que-stion thnt follows.
3.
~
According 10 Glyn Davies. in hi$ book, A. lluuory()fMott~·jmm A11~1t'lll Ttmt-J. w 1/rr
Pre..tenr DCtJ. many things ha..·e been used as money m different plaoes and times. Tiley ulcludt
amber. beads. cowrie shelb. drums. eg~!. fell.thcrs. ~OOi;$. hoes. ivory. J:•de. kettles. leathet.
mats. nails. oxen. pigs. qu:~.r.z. nee. salt thimbles. vodka. yam! . and zappouus (dccor.~tod
xax~ ).~ Almost all of these mean~ of e.\clllnge ha.ve fallen mto dtsuse.
10
Some historians believe thnl c~ule were the ¢arliest fon'n of monty. clo.~ly followed
b~ crops. wh1ch tx:ca~ populnr when hura.1.n beings moved to a less noiTI:!diC. more ng:ricuhural
wsy or lik They believe th:u these entlies( forms of mone)' were in u~ as long :)go as 9.000
10 6.000 BC. Indeed. •n Afrieu an tbe mOdle of Lhe 2C'JI& ccmury. c:mle we~ still in use as 01.
mean~ of p:tyment
15
Coins came later. According to tte British Museum. ''The Greek historian Herodotus,
wmmg in the s• oemury BC. famously suted tha.t the 'Lydians v.'ere the first people we l::now
to h:ave struck and used coinat:e of silver and gold.' ·· But the Mu.c;eum says th:u Herodocus
was not quite correct because the ..CMfiest coins were in f3Ct made from eloetrum. an alloy oi
gold and siJ ..·er. ··
Coins continue to be used in the l'lodem world ud. along with noces.. cheques. c~dit
cards. debit canb. smnn cards and c:~s.h cards. grease the wheels of our world. .But coins :tnd
no,es. which ha"e been with us for so lorg that we t~lmost completely take them for granted.
seem themselves to be p;:!ssins, into history. E\•cn the cheque.:. relatively modem invenll<>n,
now seems cumbersome and out of dille. Cards m the prodominant means of p:tying for
~oods and ser\'ices in most of the world. Davies observes thaL by 1995. ninety percent of all
tr.rnsactions (b) ,·aJ.ue) in the- Unitbd St:tl·!s were made e1ecuonic:t..Uy.
_,.,
This trend towards •vi:nual mOll'!)'' continues to g4ther pace throughout the world.
uavellers still h:t\·e the optioo of buying U'3vtllers' ehoques. most now prefer to use
the1r intemationaJiy rtceepted credit or debit cnrds co p:ty for hotel rooms. rem:.l cars. me.'lls.
and shopping. Ot 10 withdmwcasb from an ATM. ln ra::t. if the)' bo)' on-line« by phone.. they
don't have to ptesent a ea.n!: all they ha"etodo is provide the number on it.. Noc.hing is passed
from hand to hand.
Thou~ h
Money ha.s become a. number:
Atlllpretlfrom R!chartl C('lslas.. "Ct~rrency Nores ", Caribbean Brq;.
75fll lssut, Sepr.enrbcr/Ocrub'r :t()()-5, pp.84..s6.
ln an ess~y of no 1Jl01re than 250 words. discuss:
(l)
(ii)
The writer's Style in producing tfjs piece
Tile intended :.ucben.."t
(iji)
What the writer hopes to nchieve
(ivl
Two contexts in whkh this piece :::nn be use-d .
Tota120 me•ks-
tNDOFTEST
Tlu•O>mrcilluu mad6 t l'el)· effort to Irace copyrlght !toldus. f/owew!t; ifmry ltal't! bee.11 itrad,•ertemly
ot·crlMkrd or any mttftrinf bat bec11 incorrectly 7cktrottdedgofd, CXC will be pff(l$td 10 t:()rrut this
at tht! carlitst opportunity.
02114032/CAI'E 1008
I
Tf.STCODE 02114010
FORM TP 2008170
CARIBBEAN
MAY/JUNE 2008
EXAM I NATIONS
C OUN C I L
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION SlUOLES
·.
PAPER 01/A
I II our
INSTRUCTIONS TO CANDIDATE$
1.
Answer ALLque$tions.
2.
Write your answei'S lO e~h question in tho: space provided.
3.
Notes or other textual materials tre not :Uiowed in the examin:~tjon room.
Copyright C 2007 Caribl:eru1 Examinations Council®
All righ:s reserved.
02114010/CAPE 2008
SECfiON A
MODULE 1 - GATHERING AND PROCESSING L'IFORMATION
Quest10 1tS J • 2
S tudy Cbe s«:nario b<'-low nod then answer the questions thnl rouo\\.
.•
A media house wishes to gain information on the popularity of certain 1elevision ptOg_r...mmes.. There. is a
pl:.m to use interviews to gather information.
I.
(a)
Identify THREE methods the l'nedi~ h-ouse could use to condu-ct inter'\•iews.
(i)
(ii)
(iii)
(3 marks)
(b)
(i)
St:ue ONE method. 01her lha.n interviews. thnt the med1n house could use to gather
informmion.
[I mark )
(ii)
Identify TWO Slftngths an< ONE wc:tkness of the method S-W.ted in (b)(i) above.
Stteggth:
Streneth:
Wcg);o<:ss:
[3 marks]
2.
(a)
Identify THREE pieces of infotmat1on that the media house will require the respondents
to provide.
( i)
(ii)
(iii)
(~
mnrks]
GO ON TO THE NEXT PAGE
02114()10/CAPE 2008
-3 -
(b)
Identify THREE findmgs th:lt the research should gener.ne for lhe medla house.
·.
(3 marks)
(c)
Suggest TWO woys in which the fmdings identified in (b) above may be used for future
plnnning in the programming dep311mcnt.
(2 markS)
Tot.al IS marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2008
SECTIOI'> ll
MODIJl.E 2- LANGUAGE ANil COMMUNITY
Questions 3 • 6
3.
Study the scenario below and then answer the q uestions that foUow.
That girl Zorn dat j us come to & ~liege real standoffish. She playing she ain know
how 10 speak we language. Always mJkin like BBC news broadcaSter ot SOfl'leting!
Toni:
Cintro.:
You jus jc3lous dat you ain know to t:llk so sweel. Oat is why de teachers like 10 call
on she to speak. Dey want we t>l follow she example.
Toni:
Not me! I run ch 3.11ging me lantu::~,ge 10 suit nobody!
(a)
State TWO differing attitudes to Zam's J:1nguage reve.tled m the dialogue.
(i)
(ii)
(2 marks]
(b)
List TWO reasons that the teachers IDigh1 have for W3.nting swdenrs to speak like Zara.
(i)
(ii)
{2 marks)
(c)
Toni says that she refuses to change "me Jsngunge... Suue 11iR.EE fe3tures of her speech
that define it o.s alaJlguage.
(i)
(ii)
(iii)
[3 marks)
GO ON TO THE NEXT PAGE
02114010/CAPE 2008
;
-s 4.
(o)
Z:.ra h:LS been described ns 'st:mdomsh·. State "tWO ways in which a person's lan_@'ua~c
affeclS our evaJu::nion of (hem.
(i)
(2 mnrks]
(ii)
(Z marks]
(b)
Wh:n TWO reasons might there be for Za.~·s constant use of 'BBC' English?
(i)
(ii)
[2 marks]
(c )
Give TWO historical factors that hn\'e influenced the way language is used in your territory.
(o)
(ii)
[2 marks]
(d)
A college summit involving the counuies of the English-speaking Caribbean is pl:mned
for December 2008. List TWO reasons why some or the particip;mts may experience
difficulties in communicating their messages :mel ideas.
(i)
(ii)
(2 ma rks]
GO ON TO THE "''EXT PAGE
02114010/CAPE 2008
.6 •
5.
Stud ~·
I he scennrio bdow and I hen answc.r tht> r1ueslion.s that follow.
Akini. who Ji,·cs in St Vincent. h:tS just be-en 3~pted by the St.AugustineC;lmpusofThe Univertity
of the West Indies in Trinidad to read for an tndergmduate degree. His parents w:mt to ensure that
he is fully ptepared technologieally to funcuon ;u lhis le\·el and have money s:wed towards this
venture.
(>)
What THREE technologic.al devices could his parents purchase to help him function :11
this level?
•
(i)
(ii)
(i ii)
[3 marks)
(b)
State TWO ways in which ONE of t,hc devices you identified in 5(a) above could help
Akin.i to prepare his first rese:~reh :ts$ign1nent.
DEVICE:
(i)
(ii)
[2 marks)
(c)
A.k:ini meets Sludents from throughoJt the Caribbean, State TWO reasons why Akini ma)'
feel a sense of alien:nion on eampuf.
12 marks)
(d)
State TWO ways by which Akini cc;uld shtu'C hi~ cuhure.
(i)
(ii)
{2 m.a rks]
..
GO ON TO THE NEXT PAGE
02114010/CAPE 2008
- 7 -
6.
One oflhe firstcou rses.Akini takes is lmrodtlctiou to Cqnwum;cation Skills. Sune TWO purposes
ofl:tnguage he discovetS in his te.'l.ding and give 01'-tE example of EACH.
P!lRJ'OSE
EXAMPLE
(i )
(ii)
(4 rnarksl
1'ota130 mark.o;
SECTION C
MODULE 3- SPEAKJNG AND WRITING
Q u c.~tions 7 · 10
7.
Study the .s«norio below n.nd then onswrr the questions that ronow.
Dr Haldane Blake, a he.nt1 specialist. is speaking to~ group ofteenagers rrom the Mile High Youth
Oub abot.ll the dnngers of smok.ing.
(3)
List FOUR aspects of the comm•nic:u.ion process thal he must consider be(ore he
commences his speech.
(i )
(ii)
(iii)
(i\•)
(4 marks)
(b)
Slate MY TWO of the aspects listed in (a) above and explain why EACH is important and
should be considered in preparing his speech.
As~c" ---------------------------------------------ExplanatiOn: - - - - - - -- - - - - - - - - - - - - - - - - -
A~"-------------------------------------------Explanation: _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ __
[4 mntl<sl
GO ON TO THE NEXT PAGE
02114010/CAPE2008
- 8 -
8.
(a)
During his speech. Dr Blake notices th31 some of the teeM~et"$ are ~·awni ng while others
arc having lhcir own conversations. Suggest TWO rensons reJ:ued to Lhe delivery of his
speech lh:tl might aocoun t for th e te:nagers' behaviour.
(i)
(ii)
(Z marks]
(b)
The co-ordinator of th-e Youth Club, M rs B rown. has $U&gested th-3t the members of the.
club should pass on the information gi\·en by Dr Bloke to lhe various school bodjes to
which they belong. Suggest TWO me:lnS that club members could use to c:tpture. the
interest or &heir fellow students.
(i)
(ii)
[2 mark s]
(c)
Mrs Brown has been asked by the National Organiz:a.tion of Youth Clubs to p rt'-parc a
written version of Dr Blake's presenu.tion for dissemination i n their magazine. List THREE
fe:;uures of language organization n<Ccssary to cre.atc a good wriuen report..
(i)
(ii)
(iii)
13 ma rks)
GO ON TO THE NE>.'T PAGE
021140 10/CAPE ~ODS
•9.
9.
Study the scenano belo\\ 1nd then answer the quesuon' that foUo"'
CHILDREN
NOT ALLOWED
•.
(a)
The ilin above appeared on the wall of 1 r•mes nn:ade
oommun•eatJOn process which ma)· ))e s;ecn on lhu, to11n
J:)e.i;cnbe ONE b3rrier 10 the
{ ~ma rks]
Cb)
S\ale TWO ooo-'\'C':fbaJ ttaetioDs 10 U.C ilp b ~b) the cfuldtm m lbe dQgmn
obo>e
(o)
(II)
(2 m•rksl
(c)
C •vc TWO verbal reactions that the children m•a.ht use tOupre~ tbett re..ction to thesia:n.
(I)
(il)
[2 marks)
(d)
In che bo.x prov1ded below. modi.iy the text o(the Jia:n to mal-e 11accuratel)' rtfloc( 1ts intended
n~.n.nJQJ.
{2 marks]
00 ON TO THE NEXT p,\ GE
02 114010/CAI'E 2008
• 10 •
10.
(3)
Complete the t:tble below:
ContextS of
Communication
Example
lntrnpersonlll
(i)
Public
(ii)
:
Acndemic
( iii)
..
lnterpersonal
{iv)
(4 marks)
(b)
You have been asked to prepare an advenisement for your school's graduation (Xlny.
(i)
l&ntify the ch3nnel Lh:u you would select to send your message to the public .
{1 mark
(ii)
J
ldemjfy TWO forms of mass media Lhat would reach the widest audjcnee.
n
(2 marks)
Toto.! 30 mark."
END OF TEST
02114010/CAPE 2008
.
.
TEST CODE 02114040
FORM TP 2008171
CA R IB B EAN
MAYIJ UNE 2008
EXAMINAT I ONS
COUNC i l.
ADVANCED PROFI CIENCY EXAMINATION
COMMUNICATION STUDIES
f>Al'£R 01/B
30 m biUICS
CANO!OATES. PAI'E R
INSTRU(."TI ONS TO CANOIDATES
Answer AU.. q uestion.,,
'
·.
Copyright C 2007 C:u-ibbtnn Ex:unin!Hions Council®
All ri(thts reser\'ed.
02114040/CAPE 2008
. 2 •
NOTES
TillS SPACE IS FOR NOTES ONLY. DO NOT BECU\ YOUR ANSWERS ON THlS PAGE.
•
GO ON TO THE NEKf PAGE
02114040/CA I'E 2008
- 3
MODULE I- GATHERING At\1) PROCESSING INFORMATION
s
Directions : This pnper (,.'(IOSIStS or FOU R qutstiOl\S. You will be given miJ'lu1es 10 n:ad
throut:h tht• questicms: i.n this pnper. The c:\:omincr wiU then read to ~·ou nn extract from a
piece of communication. The c.-.:trac:t will he rend twice. You will be allowed to make notes
wbile you Usten to tbe extracl. You will tben be gi\'en 20 minutes to respond. in " 'riling. to
~
the <Juestion.s.
-1.
In a sentence of no more than 20 words. S'flte the ma.in idea of the poem.
[3 m>rk•J
2.
(3)
(i)
Sugges.t a title for the poem.
( I mark J
Stale TWO phrases from the poern that justify the title you suggested.
(ii)
L
11.
'
(2 marks]
(b)
Give TWO examples or rhyme in the poem.
(i)
(ii)
(2 marks)
GO ON TO THE NEXT PAGE
02114040/CAPE 2008
.
. .. .
3.
.
Give THREE examples of metaphor in the poem.
( i)
(li)
( iii)
(3 marks)
4.
Comment on lhe effeclivene$$ of TWO of tBe metaphors gh·en at 3 abo\•e.
Melllphor: - - - - - - - - - - - - - - - - - - - - - - - - -
Con1ment: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ __
Meuphoh - - - - - - - - - - - - - - - - - -- - - - - - - Comment: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ __
14 marks]
Totul J 5 marks
J::ND OF Tf;$T
I
:
021140.10/CAPc 2008
I
•
TEST CODE 02114040-ES
F ORM TP 2008171-ES
MAY/JUNE 2008
C A RIBB E A N E XA M I N AT I ONS C O U N C I L
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAI' IlR OJJB
EXAMlNER'S SCRO'T
)
Copyright ~ 2007
C<tri'obe:s.n Examinations Council ®
AU righu resetved.
0 2 I 140.U/CAPE 200S·ES
MODULE l - GATHERING AND PROCESSING INFORJIIATION
1.
Say to lhc cand1dnu~s :
/11 tlris Section ojtJ1t t'XamintJiion, y011 are reqatir~d to an.fwer four qttestiont based on tht'
reading of 011 e:.:trnct from n piece of:ommllflicati'!''·
FirSt, I will gi,·t youfit:t min liltS /(} rrod through she quesfio,r, silmtly. Then I will read
you til~ ~xlroct twice. )'cw may make notes while you listen to the readings.
Final/)'. I will gil¥ )'OU 20 minutes tc respond. in writing, to the qu~slions. I will no••
distn'bute lht questiOt: papers 11nd thtn tell you when to M-gin reading the questions.
2.
DiStribute the queslion J>4pers 10 the cancidates.
3.
Say to the ca.ndid.ates:
lOu11ow havefivt mitrurtt to read thrtmgh lht que&lifJnS1 silently. I N·illttll yo" when fi'~~t
mimlleS are 11p, Btgi't1tO rtad sile"llJ.
4.
Af1er five minutes.. S3)' 10 the candidares:
I shall ttolf' rtad you tile exlracl.
RW !he extract aloud:
Working. thafs not (or me
l'm ont ohhe !Uppy C«:e
Wbo defy thi' putrid society
( Reader pauses)
Democ-racy. is lOOt itS name?
When everyone's told to play the gtme
Of wori:.ing for the country's goaL
It's only n stupid fool•hat woukl.
(Reader p3US¢S)
GOON TOTI-IE :-.'EXT PAGE
021 I 4040/CAI'E 2008-ES
I prefer to spend my days
In the town. to sit and gnu
At people. governm:m sJa.ves for life.
Tbei.r working days torment anc strife.
(Reader pauses)
That's why I don't worl.:. you see.
All my life I want to be frtt..
Doins; what J want to do:
rul not n mo!'ll slave like you.
5.
After you have read the exu-.t..."t. pause r~ a (ew ~ond.s and then s:y to dJC candidates:
I shall "ow reM! )'Oit lht rxtracl a !iectmd tim ~.
6.
After you have read the exU'3Ct. p3use f()r ~ few soeoods. and tbeo say to the candidates:
}~u now ltave t"'tll-l)' minutct to unswer the questions.
it: wriring. 1 will ttl/ you when 15
minutes ort up. Then I will tell you when twenty minutes ore up. Btgin 10 '"'ri14t your
the questions.
O.llE14'tiTS to
7.
After fifteen minutes• .say to lhe candidtates:
I
8.
Fiftt tn milrutes are up.
After 20 minuteS. s:.y to the candidates:
T..,~"l.' minuta are
9.
11p. Srop writing.
Collect til.: candidates' scripu.
I
o: 1140<10/CAPE ZOOS·ES
'
'
' '
TEST CODE 02114020
FORM TP 2009163
CARIB B EAN
MAY/JUNE2009
EXAMINATIONS
COUNC I L
ADVANCED PROFICIENCY EXAMINATION
C0MMUN1CATION STUDIES
PAPER02
2 !tours 3Q minules
( 01 MAy 2009
(P·"'·V
INSTRUCTI ONS TO CANI>IDATES
Answer ALL questions.
Copyright C 2008 Cnril:t>ean Examinations Council ®
All rights reserved.
02114020/CAPE 2009
. 1.
SECTION A
MOOULE I - GATIIERING ANI) PROCESSING INFORMATION
1.
Rtad the foiJowing extract carerully and t nswcr the questions th<lt follow.
According to lhe United Nations Educ~-cional. Sdemific and Cultural Orga.niS4tiOn (UNESCO).
in 1990. 26.5 per cent (948.1 million) of tht aduh population of the worfd were illiterate. or that
number, 346.5 million (or 36.$ per cent of L1e male popuJation) \\'ere men white 601.6 million (ot
63.5 percent orthe female popul:uion) were .vomen. The illittrlkty rate for women is far higher than
5
for men.
10
For women. iflitcmcy compounds lhe.r ocher problems. COiltributing to their marginalisation
within \be family. the workplace. and public life. lt accounlS for the fact that women ha\'C often 001
benefited from socio-economic and technologic.nl progress. lllitetate women arc invariably caught
in a vicious circle of pOverty. repe31ed child·bearing, ill health and powerlessness.lackiog the means
-education- to break out of theit predicarw.nt.
t5
The direct comlatioo be1ween litemy. health. economic and political eboice. especially for
women, c.~nnot be emphasised enough. Edceation decisively determines a woman·s access to paid
employment. her earning capacity, her ovcr.lll heallb. oonuol O\-erher ferti lity. family size nnd ~cing.
and the cdu~tion and health of her family. For c.x.ample, it has been found that women with se\'en
yt-ar$ or more of education tend to m311)' oo $V<:rage four y~arS Inter and have 2.2 fewer children
sutistically than women with no schooling.
20
Educ.<ttion alw plays a crucial role in child survival. ln Ghan.a, womc.n wilh no education are
twice as Hlr:~ly to lose children as mOthers witt primary schooling, and (our times as likely as mothers
with $CCOnd:uy education. In lndonesiJ. 11X>1hers who have not received any education are lhree
limes more likely to lose chiJdren under fivt years than mothers with some schooling.
zs
In addition. education h~lps women overcome social prejudice, take control of their li.,·es. and
assun\e a SUI.tus and identity be)'ond child-bearing. thereby allowing them to participate more fully
in the public life of their community. It o~ns up wider horizons, creates new opponunities and.
most importantly. empowers women with choice. And, last but not least. educalion is lhe single
most important weapon to combat sexual stereotyping ::md discriminatory attitudes towards women.
Adaplf'.dfrom \\b.rrrn '.r Supptrmcn1, Sunday. Stptember 03, /995. p.4.
(a)
Sta.te the writer's MAIN idea in no more than 30 words.
(b)
Write an ESSAY of no more !.han 500 words in whiC'h you
( i)
(ii)
(iii)
stme 1he: writer's purpose
discuss strategies and language tedmjques used
evaluate the reliability of the infonnation presented.
Tolol lS marks
GO ON TO TRE NEXT PAGE
021 14020/CAPE 2009
..
••
• •
J •
NOTHL"'G HAS BEEN OMITTED.
GOO~TOTHENEXT
02114020/CAPE 2009
PAGE
..
•• •
SECflON 8
MODULE 2- IA\ NCUAGE AND COMMUNITY
2.
Read the exlraet below carefully and a.nswer the questions that follow.
s
Tiger wrote down everything in his O)p)'book. When he read over what he bad written he
reali7.cd that he didn't know any big words at all except the names of the equipment they were
working with. This was a bad thing. All lhe books he n:".ad bad big words, and he had to use a
dictionary to see what they meant. Hecouldunderstand some and could spell them. but he couldn't
use them. He would have to prnctise while talking to people. He memorized a few words from the
dictionary every night. But wbiJe he was ~e.uning words be ignored grammar.
''Now. Unnilla. I will oy you out whha little word. What it is 'to buy'r'
"Oh. lhat easy. man. That is when you go in the shop and buy anything. and you pay for it.
That nlean you buy h."
10
''Well. you have the idea. but you s-.i.ll noc coaecct To buy is to obtain by paying a price!''
··But ain' t is the same thing l say. TigerT'
"How is the same thing? You must leun to express. yourself good. girl. like me. I will catch
you with a easy one now! Every day people passing selling f'is.b- look \lte just eat some fOf dinner.
You know wh:tt ,_ fis.h ls.?..
15
"But how? Is a thing lhat does li ..·e in the sea. and in river nnd pond too. It does swim. llnd
people doe.~ eat it for food. Some of them OO.'·e sea~ on them:·
" Tknow I would catch you! You really wrong this time! 'The dictionary ain't say anything like
that! lt say i.s a animal li,•ing in water, IS a 'o'trtebrate, cold·blooded animal hlving gills throughout
life. and limbs, if any. modified into firu;. You see!"
zo
''But man. Tiger. why you want to find out all of that for? I don't know what all them big
word mean. mM. ll getting me puzzle up··
" {$the same thing I tell you. lfyou cbn't have education, people could always he you up.
All !.he time 1 did think a nsh wn.s just like: what you say. bul now 1 find out for cruth what it
really is! Look. hand me tuy small cylin~ of naroocic: rolled iJl paper."
25
"Cylinder? What is that? Js what you mean at all'?"
Tiger chuckled. self-contented. "Just extend the termiMI pan of your ann: the extent of
space between where you is and which part il is not remote."
''I beg you pardon. Tiger. but I reallydon·l know whal you mean. This time you really tie
me up!"
30
Tiger chucldc:d again. ''A11 righ,. girl
Re:~cb
the cigarettes ror me, then....
GOONTOTHENEXTPAGE
02114020/CAPE 2009
..
·l .
..Well.- l!rmill:t saad. "t( )OU dJd SO.) $0 aU the time. all no,. '\0 you smokin, already.
man'.. she said. b:andin& htm the pack. "1 don't Lite dus Mine\.' Too much &lung c:oming
bel'l\ttn v.e. lf you go on iO. I "on'• uncbstand anything )OU Q) ..
··You bc.-ltC'r unde~tand' .. Tiacr \:114 meaningfully. '1bi, momma I :1!!-k chtcf and Mr.
J5
l.:IIT)' if they would like toe;ulndtan fooci.:Uld he say. ·Sure. John.· So tomorrow I bnnging the
""0 Americans home afler worlo.,"
UnniHa ga..ped. "But whitt\ thh -··
AdaptM/rom Sam~trl St'IWH, ..A Brighter Smr ... l..bnl:mDn, 1987, pp. 158-159.
In an ESSAY of no~ tN.n
~'1\ord.\..
d«w.slhe foi)Oowmg
(a}
Tiger's sense: of• h:at 'cood' e'prt~IOI't u
(b)
Otfferences and ~tmdanbt) be1v.eer has speech and Umuua·~
(c)
Social f:.cton affttttn& th.e \ptteh cwttts JKo mate..
(d)
I low a dtarn:uic pt'oduct.on (\uCh 11...' a vtdeoor a play) would hlghhj.hl l.hc commumcntive
(tnsion bet'-"ccn him and Unmlha.
Totnl25 mnrks
GO ON TO TilE NEXT PAGE
02114026'CAPE 2009
..
. e.
SEC110N C
MODUL£3-SPEAKI.NG AND WRIT ING
3.
Read the following scenario und (Ul$W('r the qu<$tions thnt
rouow.
There has been a flood in your c:ommunity 3') a result of c~tensive littering and deforestation. A
group
young people rrom your neighbourhood has decided to launch a campaign to make
people aware of their duty to protect the en,;ronment, You h:we been chosen 10 hend 1his group
and to ensure that the campaign is effecth•ely planned and executed.
or
In an ESSAY of no more that 500 words. di..~cuss how your group proposes to make the campaign
effec1jve. Your proposal must address the fctlowing:
(a)
Maintenance of lhe theme of lhe Catlpaign
(b)
Tn.rgecing of different kinds of audieoce in the campaign
(c)
Use of language in campaign messa&es
(d)
Evaluation of the campaign.
Tota125 marks
END OF TEST
The Councill•as made every e/f()rt to lr<ue topyn'ghl holders. Ho..,·evtlj If any have bee11
inad~'erl~ntly overlooktd or any malerial has been incorrtclly ncknowltdged, CXC ttdll be piMStd
to oorrecl this at tht tarUest opportrmil)\
02114020/CAPE2009
TEST CODE 02114032
FORM TP 2009164
MAY/JUNE 2009
CARIBBEAN EXAMINATIONS COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER03/B
1 hour 30 milrui~S
(o6 MAY 2009 (a.m.~
U'ISTRUCHONS TO CANDIDATES
Answe r ALL questions .
Copyright Q 2008 CaribbeM Examinations Council®
All rig1tts reservod.
021 14032/CAPE 2009
'
•
SECTION A
MODULE 1- GATHERING AND PROC€SS£NG
1Nf0Ri\IATIO~
Rtad the- ex-lrac:t below carefully and lutswe.r the questions 1bat roUow.
1.
ln .ny practice, I've seen o. numb!r of overv.·dg.ht patients virtually elimiruue lheir
hean disease risk by Josing just a few pourKis. Thi!i is. of course. wonderful new-s, 1 belic,·e
that most of us, by employing a few simple lifestyle changes, can a\'Oid having a beart auack.
5
and l intend to use this spaoe every month to help you do that. But while I delight in my
p.11icnts' $Uc:ces~s.. some of them are djss:uisfaed by minimal weight Joss and tell me they
"ju.s4 wao.llO be thin··. ln rtJ.ching for lhat goal. lhey often inadvertently sabot.'\ge the newfound
cardiov3SCular fitness thnt losing just a linle weight tan provide.
nt
Are you surprised 10 1eam that you can be and. to pu1 iL indelicately. fat? Man)'
doctors I know are startled to hear this - t.'>O. 8\ll the latest research, out of Loul~iana State
10 University, Shows that overweight wome• can improve their hcan health by adding just 10
minutes o( activity a day.
In that study, researchers asked more thiU1400 .sedentM)' women w ith high OC' border·
Jioe-high blood pressure to add a short bout o( moderately intense activity. s.uc.b as bl'isk
walking. to their daily routines for 6 moriths. Allhough lhe women as a group neither lost
IS weight nor lowe-red their blood pressure. they ended up fitter as measured by their o:tygtn
inta.ke. and- this is the really impOrt.1.nt part - their waistlines g<M smaller. That's 5ig.nit'icant
because belly. or vi~l. fat is linked to insulin resistance. a contributor to he:tn disease.
You c.an reach this leve-l of fitnc$$ w ith ou1IO$ins :. pOund.
A11l111r AgfJt..tton, .. 71te hea")' heolrhyheart ... Paycntjqn. S~ptember.
2007. pp. 41-42.
You are doing research on the links bet~en health and obesity and this article is part or the
litcrat·wc you art reviewing.
(a)
In no more th:ln 60 words. summtrize the informattofl in the article.
(5 marl<s(
(b)
ln no more.tha.n ISO words. wri~r; an C\'aiWition of the article (in point fonn) that
explores the credibility ohbe inform:\tion.
[IS mar-ks]
Total 20 marks
GQ ON TO THE NEXT PAGE
02114032/CAPE 2009
-3-
SECTIONB
MODULE2-LANGUAGEANDCO~TY
2.
Read the extract below carefully and answer the question that follows.
That made me brave. I thought of the word I knew in the strange tongue and when
I remembered it I drew nearer. 'Salaam,' I said.
The rug merchant laughed aloud and the two women laughed aloud and I laughed
too. Then the merchant bowed low to me and replied, 'Salaam!'
5
This was very amusing for the two women. They talked together so I couldn't
understand and then the fat one spoke.
'Wat wrang with the worl?'
I was puzzled for a moment and then I said, '0, is the street sign. Dust cover it.'
'Street sign?' one said, and they covered their laughter with their veils.
10
' I can't read what street it is,' I said. 'What street this is?'
The rug merchant spoke to the two women in the strange tongue and the three of
them giggled and one of the women said: 'Every morning you stand up dey and you don't
know what they carl here?'
'First time I come down here,' I said.
15
'Yes,' said the fat woman. Her face was big and friendly and she sat squat on the
pavement, 'First time you wark down here but every roaming you stop dey and watch we.'
I laughed.
'You see 'e laughing?' said the other. The rug merchant did not say anything but he
was very much amused.
20
25
'What you call this street?' I said. I felt very brave because I knew they were
friendly to me, and I looked at the stalls, and the smell of the sweetness was delicious. There
was bara too, and chutney and dry channa, and in a square tin there was the wet yellow
channa, still hot, the steam curling up from it.
The man took time to put down his rugs and then he spoke to me. 'This,' he said,
talking slowly and making actions with his arms, 'from up dey to up dey is Calcutta Street.'
Michael Anthony, "Enchanted Alley". In Cecil Gray, Response.
Thomas Nelson and Sons Ltd., p.l7.
In an essay of no more than 300 words, write an analysis of the above extract taking into
consideration
(i)
(ii)
(iii)
dialectal variation
attitudes to language
communicative behav iours.
Total20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2009
.
•'
-4-
SECTIONC
MODULE 3- SPEAKING AND WRITING
Read the extract below carefully and answer the question that follows.
3.
5
As a retired matador and the oldest novillero (novice bullfighter) to debut, at age 54,
in Plaza Mexico in 1986, I must comment on "Postcard: Mexico" (June 11). Bullfighting is
not a sport, since it is not a match between supposed equals to see which one wins. But the
cruelty involved is vastly exaggerated. Whether a bull dies in the slaughterhouse or by the
matador's sword, its destiny is steak and hamburger. There is blood in bullfighting just as
there is in childbirth and in a man's carrying a cross to his crucifixion. Adrenaline plays a
tremendous role in killing pain for both man and bull. A goring that opened my leg from the
knee to the hip merely felt warm as I tried in vain to return to my bull while my helpers
forcibly carried me off to the infirmary.
Fernando Corral, "Of adrenaline and steak". Time. Time Inc., June 25, 2007, p.9.
In an essay of no more than 250 words, discuss
(i)
(ii)
(iii)
(iv)
the writer's level of emotional involvement with the subject
his intended audience
what he hopes to achieve
TWO suitable context(s) you would consider for this piece, other than a magazine.
Total 20 marks
ENDOFTEST
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.
02114032/CAPE 2009
.. ...'.
,•:
TEST CODE
FORM TP 2009161
02114010
MAY/JUNE 2009
CA RIBB EAN EX ;\MI NAT ION S
COUNC I L
ADVANCED PROF I CIENCY EXAMINATION
COMMUNI CATION STUDIES
I'APEROJ/A
I IJou,.
INSTRUCTI ONS '1'0 CANDIDATF.'i
I.
This paper consistS ofTEN queslions.
2.
Aru>'Wer ALL. queslions.
3.
Write your answers to each quest.i:>n in the sp3Ce provided.
4.
Notes or olher textual materials are: not allowed in the examination room.
Copyright C 2008 Caribbean Examination,; Council ®
All right.$ reserved.
0211401 0/CAI'E 2009
•'
...
,
.
• 2 .
S£cnONA
MODULE I- GATHERING A."'V PROCf-SSING INfORMATION
Q uestions 1 • 2
Read the following scenario nnd a nswer the <tuestioos thot foUow.
Teachers in a oertain district ha\'e reported that there is a very high uuancy rate nmo ng secondary
school students who live in o p.a.nicular rural villnge in the distrki..
.. A gtoup of students from your
Form 6 class has decided to determine the reasons for the high truancy rate.
1.
(a)
State TWO primary sources and ONE secondary source from which the group might
be able to obtain data.
Primary source
Primary source
Second.'l.ry 5Qllrcc
(3 mnr ks)
(b)
Liu ONE piece of data that might be obtained from ONE of the primary sourc:es and
ON'E from lhe secondary source.
Primary source:
Piece of data from primary source
Piece of dala from secondary soutce
{2 mnrl<s)
(C)
(i)
Provide ONE piece of additional data the group of students should usc to make
their l'eSeal'cl1 more relevant to the wider community.
(I mark )
( ii)
List TWO challenges that the researchers might (ace after including the
additional data.
Challenge 1
Challenge 2
(2 mark!)
Totnl8 marks
GO ON TO THE NEXT PAGE
021J4010/CAPE2009
,·
.
...
• j •
(a)
Oive TIIR.EE methods that would bt appropriate for collecting data rrom the primary
sources and secondar)' sot.~rce identi:i ed in your answer to question I (a).
Primary source
Method
Primary source
Method
Secondary source
Method
[3 mark•]
(b)
Suggest ONE ad\•Mtage and ONE disadvamage of ON£ or the method§ of data
collection identified in 2 (a) above.
Melhod
Advantage
Disadvantage
(2 marks)
(c)
State TWO pOssible c::ontcx.ts within wWch the findings of the studentS' srudy would
be most effectively shared.
Context I
Context 2
[2 morks)
Total? marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2009
.· .
- 4 -
SECTIONB
MODULE 2- LANGUAGE AND COMMUNITY
Questions 3 - 6
3.
Read the following folk song and answer the questions that follow.
Whe Sammy gone? Sammy gone to plant com a gully.
Sammy plant piece a com down a gully
An it grow till it kill poor ole Sammy
Sammy dead, Sammy dead, Sammy dead-o
An is tief Sammy tief mek dem kill im.
An is lie Sammy lie mek dem kill im.
(a)
List THREE characteristics of the song that might make it difficult for a non-Creole
speaking visitor to understand it.
Characteristic 1
Characteristic 2
Characteristic 3
[3 marks]
(b)
(i)
How might the visitor respond to the language of the song in an entertainment
setting?
[1 mark]
(ii)
How might the visitor respond to a hotel receptionist speaking to him/her in
language like that of the song?
[1 mark]
(c)
State TWO specific roles that this language performs in Caribbean society.
Role 1
Role2
[2 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
0211401 0/CAPE 2009
5
4.
-
Read the following scenario and answer the questions that follow.
ONE OF DEM PARTIES,
IF IT HAD A MANIFESTO,
IT WOULDA BE ABOUT
DE OTHERS W OULDABE
ABOUT CHANGE.....
CHANGE... CHANGE.!
SPEND... SPEND... SPEND! ...
vo tT 1
the
PPP..
' DEY WANT R E A L 'S
y CHANGE FROM WE
DOLLAR! DAT IS
<
W H Y DEY DOES ROW! /
Trinidad Guardian. November 2007.
(a)
Give FOUR reasons why the students’ speech can be described as language.
Reason 1
_______________________________ ______________________
Reason 2
Reason 3
Reason 4
[4 marks]
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02114010/CAPE 2009
.•
..
•6 .
(b)
State TWO nOn·linguistic rc:tSOns why thesrude:ntsaro NOT spcakjng Standard English.
Reason I
Reason 2
12 •»arks)
(c)
(i)
Define the term •register•.
11 m:ork I
(ii)
Identify the registe-r that is being used i.n this scenario.
11 m:lrk I
Total 8 marks
s.
(a)
Define the tcnn 'dialect'.
(I mark J
(b)
Give TWO examples ofdjalec1ia1 variatlon found witbln a named Caribbean territory.
Cnribbe:ln territory
Example I
Example 2
12 mtrks)
(c)
State TWO :>pccific purpO-SeS forwticb EACH diale<:Utl variation nnmcd in 5 (b) abo\le
cao be use-d.
DJfllectal variation
Purpose 1
Purpose 2
Dinlectal variation
Purpose 1
Purpose 2
(4 marks)
GO ON TO THE NEXT PAGE
021140101CAPE2009
.
6.
7
-
Read the following advertisement and answer the questions that follow.
PK
has...
Your Home Store
^nA w 6tm a& /
—
The widest range of
Pre-lit & Regular
Christmas Trees
in all sizes
m
!
Wreaths
Garlands
Christmas Lights
and more...
Season to
b e j° ^ .
4^
>:(BIG BEAR 1— v
QJ)mw\
i£ ^ ®o<
e
PK
JT,
wi
K1i l
N! W IN! WIN!
Has Everything & More
Your Home Store
Adapted from Trinidad Guardian. November 2007.
(a)
(i)
State ONE purpose of the advertisement, other than to sell the product.
Purpose
_ __________________________________________
[1 mark ]
(ii)
List TWO strategies used in this advertisement.
Strategy 1 _______________________________
Strategy 2
_______________________________
[2 marks]
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02114010/CAPE 2009
.•
..
. ! .
(ui)
StaLe ONE way in"' hich EAOi of the snc~~ hsted lft 6 (a) (ii) abo\•e can
adue''C- tbe purpose or the ahertiscomtnL
~yl
--- - - - - - - - - - - - - -- - - - - - - - - - - -- - - - - --
Way2 ---------------- ---------------- ------[2 m ar k$]
(b)
Olvc TIIREE examples or u:chnaogy 1hat may hnvc been used 10 produce this
advcnl semcm.
Eumple I
Exampte2
Exampte3
(J marks)
Total 8 ma:rb:
00 ON TO THE NEXT PAGE
1
02114010/CA1 ll2009
•' :
- 9 -
SECTIONC
MODULE 3- SP£AKL'IC ANl) WRITING
Questions 7 • 10
7.
(a)
List TWO barriers 10 commun.icatioo.
Barrier J
Barrier2
[2 marks]
(b)
State ONE way of coping with EACH barrier.
Barrier I
Way or coping
Barrier 2
Way of coping
[2 mark.<>)
(c)
State TlfR.Ee reasons why feedback is nn imponant part or the communication process.
Reason I
Reason 2
Reason 3
[3 mnrks)
TolaJ 7 mark..;
8.
An oveneas student hilS just joined your schc<OI as pan of lhe school's annual s-tudent exchange
programme. She believes that she is not v. elcome at the school.
(a)
Suggest TiiREE z~on-verbal cues ftcm studentS that might make the over;scas student
feel unwelcome.
Cue I
Cue2
Cue3
[3 marks)
GO ON TO THE NEXT PAGE
02114010/CAPE 2009
'•
• 10 •
(b)
State 'fHR.EE verbal statemenLS lhat might make lhe s•udem feel welcome.
Statement I
Statement 2
Statement 3
(3 marks]
(c)
State TWO non-verbal behaviOUJ'$Ll)at might make lhe studem feel welcome.
Behaviour 1
Behaviout2
[2 marks]
TotalS marks
9.
The ovetSeaS studemllas been asked to i.nfam an assembly of students aboot her culture.
(a)
Identify FOUR verbal means that the student could use.
Men.ns I
Means2
M ean.sJ
Means 4
[ 4 marks]
(b)
Ust T WO written fonnl of communication lhat the O\'CC'SUS studem might use to
introduce her culture. and gh·e a be.efit of u.sing EACH fonn.
Form I
Benefit
Fonn2
Benefit
(4 marks]
Total S morks
GO ON TO T HE NEXT PAGE
021140 I 0/CAPE 2009
...
- 11 -
10.
You have been asked to help the overseas student referred to in question 9 with her presentation.
(a)
State FOUR elements in the communication process that she needs to consider before
making her presentation.
Element 1
Element 2
Element 3
Element4
[4 marks]
(b)
Explain to the overseas student the following terms with which she is not familiar.
Interpretation
Conceptualization
Encoding
[3 marks]
Total 7 marks
END OF TEST
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.
02114010/CAPE 2009
..
TEST CODE
FORM TP 2009162
02114040
MAY/JUNE 2009
CARIBBEAN EXAMINATIONS
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPEROl/B
30 minutes
CANDIDATES' PAPER
INSTRUCTIONS TO CANDIDATES
1.
This paper consists of FOUR questions.
2.
Answer ALL questions.
Copyright © 2008 Caribbean Examinations Council ®
All rights reserved.
02114040/CAPE 2009
- 2-
1'00f£S
TillS SPACE IS ~OR I'OOTES ONLY- 00 N<Jr BEGIN VOlJR A "!iWERS ON TillS PACE-
02114040/CAI'B 2009
CO ON TO THI! NEXT PACe
• 3•
MODULE 1- GATIIERING AND PROCESSING INFORMATION
Directions:
This paper consists or FOU'R QIICSiions.
First. you wUI be gh·en FlVE mll'lutes to read through llu~ <Jutslions sUtutJy.
Then nn t'xnmJoer will rud 1m e-ctract twict'.
You mny mokc notts " 'h ilc you li!rttn
co the reading.-;.
Finally, you will be given 20 minutes to respond, in writing1 to the questions.
I.
(a)
ln ONE sentence of no more than 3Q words. state the MAIN purpose of the speaker.
13 marks]
(b)
Give TWO pieces of information you used in arTiving at the main purpose.
( i)
(ii)
12 morks)
2.
(o)
What is the MAIN device used by the speaker to achieve his pwpose7
MA.IN device
(b)
Give JHRI!E. examples of the use of this device.
(i)
(ii)
(iii)
[3 marks)
GO ON TO THE NEX'f PAGE
02114040/CAPE 2009
..
• 4 •
3.
Comment on the cff«th:ent"$$ ofANYnYOe.x.ampkos tn 2 (b) abo\'e 1n relation to lhe speater·s
purpose'
Example
(4 ma r k$)
.t.
Sunc ONB other device used by lhe speaker nnd give ONB insumce of hs usc.
Dev5ce
11 marks!
Tolal IS IWirl<s
END OP TEST
02 114040/CAPE 2009
.
•
'
TESTCODI ! 02114040-ES
MAY/JUNE2 009
FORM TP2009 162-ES
CA RIIIII t:AN
EXA MINATIO N S
CO U N C I L
ADVANCED PROF IC IE NCY EXAMIN ATION
CO~L\1UN I CAnON
STUD I ~:S
PAPER 01/ll
EXAMINE R•S SC RWf
Co,Jyriaht 4> 2008 Cal'ibl:'lfon B.xamii);'IUons Council <II
All righlll rest-1'\•ed.
02 114040/CAPE 2009·ES
.
MOOUI,E I- GATIIf: RING AND PROCF.SSING INFORMATION
1.
Say to the candidates:
/11 tltls sutiDif oftlie uaMiMiion.to~utn rtqu1'rd I0411SWtr/ow qu~Rkuu bcscd on rAe
rtodinx of.., utnd fro,. • picte ofct>lrUitu.tJit'411oJt.
First, I wlll gil't youflt•e mi n1U11 to rNd througlt tht q11tll il.m1, silt niiJ. TIJtn I will read
)'0" th ~ txtrnC.J twic~ Ymt may mak~ Roles whllt JO" USitn to tlrt rt(ld/rrgl.
Finally, I will ti~'t ,ou 20 m(nutu to nspond, In • •riling, to tht quuionJ. I trill now
diYrilnltt dt~ quutiOJt p«pt" tuul tlrtw Ia/ 10" .,.. ,,,. to lwgin niUHnt tht qruslit,u.
1.
Dastnbute Lhe q~stion p:1pus 10 the can6datt:$.
3.
Say to the candidates:
)().,now lfa•·e jh·e m inuttr to rcod tlv.ugh tht qutsliQIIS, $lltnll1. I M'ill Ull 10" t.-lltnfi•~
.,;,.utts .,., liP-
4.
B~U. to rto4 slltlll.IJ.
After five mmutes. say to the camhdates:
I Shfi/J 'lOW r ead JOIIIh r: «'AIWl-1, whttlr l.J t ill
u:c~rpt fro m
a BJU«h.
"Our Canbbtan CI'Yili:UCion wdllose iu bmUJ.c- the \'Cry CSS("nct: or our cultureunle.ss there is 11 eonsctous dfo:t to promote o.nd uphft all that m11~es us uniquely
Carlbt>c>n.
What can we do?
()ur Canbbe&:l ptople need CO IITD thernst.h'tS ID C1Ull\"e tc:SlSlan«: lplnSl tbc Oft.
Jlaugbt of tbt J1obahzcd new 'liOrld order To take •·ilh ant lwtd tbe bcoe(iu of
&Sobaliutioo. but not &•'"t &\\a)· our ramll)' .ft'4"Cis or culture To""'" the •u ap.inst
ch.cktn and cb1ps, Pllll B.nd SWbucks coffee W1th a victory for doubk.s. dukuna and
cocoa tta.
Out youth need co swim and ~h·t ag.tin~ the l!urwni or hip-bop w1lh lhe life jacket
of '(JC:a .and reggae
J N). rnoculate )·OW'tfhn apnst die \UVS of fcn:tgn
ct... lltzatton autbtntac: and a tn_Je.-"101) for .t\anccmcn t.
~by dccLanng
your
Why do I belie\'t th1$?
We Canbbcan people may not be ~utr thrLn anyone else bu1 ir)(leed no one else ts
bttt.er than .,.,-e a~...
GO ON TO TllE NEXT PAGE
02114().1(VCAPE 2009·ES
- 3-
S.
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 twenty minutes to answer the questions, in writing. I will tell you when 15
minutes are up. Then I will tell you. when twenty minutes are u.p. Begin to write your
answers to the questions.
7.
After fifteen 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 2009-ES
TEST CODE
FORM TP 2010154
CARIBBEAN
02114010
MAY/JUNE 2010
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 01/A
1 hour
INSTRUCTIONS TO CANDIDATES
1.
Answer ALL questions.
2.
Write your answer to each question in the space provided.
3.
Notes or other textual materials are not allowed in the examination
room.
Copyright © 2009 Caribbean Examinations Council ®.
All rights reserved.
02114010/CAPE 2010
-2-
SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Questions 1 - 2
Read the scenario below then answer the questions that follow.
A group of Food and Nutrition students at Baxter High School is doing research on the nutritional value
of food consumed by the student body at lunch time.
1.
(a)
List TWO methods, other than a questionnaire, that would be suitable for gathering data
for this research.
Method 1 ______________________________________________________________
Method 2 ______________________________________________________________
[ 2 marks]
(b)
State ONE strength and ONE weakness of EACH method listed in 1 (a) above.
Strength of Method 1 _____________________________________________________
_______________________________________________________________________
Weakness of Method 1 ____________________________________________________
_______________________________________________________________________
Strength of Method 2 _____________________________________________________
_______________________________________________________________________
Weakness of Method 2 ____________________________________________________
_______________________________________________________________________
[ 4 marks]
(c)
Suggest TWO reasons why a questionnaire may NOT be suitable for collecting data for
this research.
(i)
________________________________________________________________
(ii)
________________________________________________________________
[ 2 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2010
- 3 -
2.
(a)
Outline THREE types of data that the researchers might want to obtain from the students.
(i)
________________________________________________________________
(ii)
________________________________________________________________
(iii)
________________________________________________________________
[ 3 marks]
(b)
Name FOUR sources, other than the students themselves, that could provide data on the
consumption of nutritious lunch choices at the school.
(i)
________________________________________________________________
(ii)
________________________________________________________________
(iii)
________________________________________________________________
(iv)
________________________________________________________________
[ 4 marks]
Total 7 marks
Module Total 15 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2010
- 4 -
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Questions 3 - 6
3.
(a)
Read the lyrics of the calypso below then answer the questions that follow.
Dey say ah too young to soca.
Dey say ah playin with fire.
Dey say ah too young to boogie.
Dey say ah come in too early.
Tell dem ah feelin to soca.
List FOUR linguistic features in this calypso that are NOT features of Standard English.
(i)
________________________________________________________________
(ii)
________________________________________________________________
(iii)
________________________________________________________________
(iv)
________________________________________________________________
[ 4 marks]
(b)
In the table below, indicate the appropriate registers for the situations given.
Situations
(i)
Registers
Swearing in of government
officials
(ii)
A conversation between
patient and doctor
(iii)
Friends having a discussion
[ 3 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2010
- 5 -
4.
Read the poem below then answer the questions that follow.
Ah hear dem say Creole is wrong,
It only good for stage and folk song.
To use it mean yuh didn go to school
An if yuh talk it too much yuh go look like a fool.
Well ah eh believe in all da comess*!
In my opinion my creole is de bess.
Ah know in my country it have it time and place,
But ah doh think dat using it is a waste.
*comess - confusion
(a)
List TWO differing attitudes to Creole that are revealed in the poem.
(i)
________________________________________________________________
(ii)
________________________________________________________________
[ 2 marks]
(b)
State TWO social factors that might contribute to EACH of the attitudes in your response
to 4 (a) above.
Attitudes
Social Factors
(i) _________________________________
(ii) _________________________________
(i) _________________________________
(ii) _________________________________
[ 4 marks]
(c)
State TWO other media, apart from a poem, in which Creole is used.
(i)
________________________________________________________________
(ii)
________________________________________________________________
[ 2 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2010
- 6 -
5.
Study the cartoon below then answer the questions that follow.
“LIVING GREEN* DOESN’T MEAN SPENDING MORE
MONEY, LORETTA!”
*Green is a term that is often used to refer to American currency.
“The Lockhorns”. King Features Syndicate Inc., 2007.
(a)
(i)
For what purpose is language used in this cartoon?
________________________________________________________________
[ 1 mark ]
(ii)
List TWO other purposes for which language is used.
(1)
__________________________________________________________
(2)
__________________________________________________________
[ 2 marks]
(b)
(i)
Which dialectal variety is being used in this cartoon?
________________________________________________________________
[ 1 mark ]
(ii)
List THREE situations in which the use of the dialectal variety in 5 (b) (i) above
is preferred.
(1)
__________________________________________________________
(2)
__________________________________________________________
(3)
__________________________________________________________
[ 3 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2010
- 7 -
6.
You are required to address your local community on the use of illegal drugs.
(a)
(i)
List THREE pieces of technology that you would use to aid in presenting your
address.
(1)
__________________________________________________________
(2)
__________________________________________________________
(3)
__________________________________________________________
[ 3 marks]
(ii)
Explain the purpose of ONE of the pieces of technology listed in 6 (a) (i) above.
Piece of technology _______________________________________________
Purpose ________________________________________________________
________________________________________________________________
________________________________________________________________
[ 2 marks]
(b)
(i)
Identify TWO audiovisual aids you would use in your presentation if you were
addressing only five-year-olds.
(1)
__________________________________________________________
(2)
__________________________________________________________
[ 2 marks]
(ii)
Give a reason for using ONE of the audiovisual aids identified in 6 (b) (i) above.
Audiovisual aid __________________________________________________
Reason _________________________________________________________
[ 1 mark ]
Total 8 marks
Module Total 30 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2010
- 8 SECTION C
MODULE 3 – SPEAKING AND WRITING
Questions 7 - 10
7.
Study the cartoon below then answer the questions that follow.
MU
NCH
ROOM
12
GET RID OF
THAT BAG OF
CANDY AT
ONCE, HENRY!
MUNC
H
“Henry”. King Features Syndicate Inc., 2007.
(a)
List FOUR elements in the communication process that are implied in the cartoon above.
(1)
________________________________________________________________
(2)
________________________________________________________________
(3)
________________________________________________________________
(4)
________________________________________________________________
[ 4 marks]
(b)
List THREE non-verbal communicative behaviours that are evident.
(1)
________________________________________________________________
(2)
________________________________________________________________
(3)
________________________________________________________________
[ 3 marks]
(c)
Identify ONE barrier that influences Henry’s response.
______________________________________________________________________
[ 1 mark ]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2010
- 9 -
8.
Trevor could not understand why he did not get the job at the reputable accounting firm. He possessed excellent qualifications and had felt comfortable during the interview. Besides, he
had worn his best pair of jeans and brand-name sneakers. You told him that his dress was
inappropriate.
(a)
Suggest THREE occasions on which his attire would have been appropriate.
(1)
________________________________________________________________
(2)
________________________________________________________________
(3)
________________________________________________________________
[ 3 marks]
(b)
Give THREE examples of a formal communicative context.
(1)
________________________________________________________________
(2)
________________________________________________________________
(3)
________________________________________________________________
[ 3 marks]
9.
Total 6 marks
Ann wants to write an essay on global warming but does not know how to begin.
(a)
List FOUR pre-writing tasks that Ann needs to complete during the planning stage.
(1)
________________________________________________________________
(2)
________________________________________________________________
(3)
________________________________________________________________
(4)
________________________________________________________________
[ 4 marks]
(b)
State TWO functions that essay writing facilitates. Give an example of EACH function.
Functions
Examples
(i)
(ii)
[ 4 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2010
- 10 -
10.
Study the cartoon below then answer the questions that follow.
I‘M GOING
TO A WAKE.
WHO?
WHAT DO YOU
MEAN “WHO”?
WHO YOU
GOING TO
AWAKE?
MY
COUSIN
DIED.
IT WON’T
BE
EASY.
“PEARLS BEFORE SWINE” © Stephan Pastis/Dist. by United Feature Syndicate, Inc.
(a)
It is clear that the pig did NOT receive the message clearly.
List TWO factors that might have led to a breakdown in the communication process.
(1)
________________________________________________________________
(2)
________________________________________________________________
[ 2 marks]
(b)
State TWO ways by which communication could have been improved.
(1)
________________________________________________________________
(2)
________________________________________________________________
[ 2 marks]
(c)
State ONE communication strategy you would use for EACH of the following scenarios.
Scenarios
i.
Strategies
Giving directions from your school
to your home
i.
ii. Expressing disapproval of a class mate who is cheating during an
examination
ii.
iii. Persuading a shy friend to join a
dance class
iii.
iv.
iv.
Congratulating a friend on his/her
success at examinations
[ 4 marks]
Total 8 marks
Module Total 30 marks
END OF TEST
02114010/CAPE 2010
TEST CODE 02114020
FORM TP 2010156
CARIBBEAN
MAY/JUNE 2010
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 02
2 hours 30 minutes
06 MAY 2010 (p.m.)
INSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright © 2009 Caribbean Examinations Council ®
All rights reserved.
02114020/CAPE 2010
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the extract below carefully then answer the questions that follow.
After analyzing 102 local TV newscasts from 52 metropolitan areas in the United States for
content and presentation, a media-watch group found that only 41.3 percent of the programs
contained news. What makes up the rest of the newscast?
On an average, 30.4 percent of airtime of local TV news consists of commercials. In fact,
5
some of the stations surveyed devoted more time to commercials than to news. In addition,
news airtime is often filled with fluff, states the report summarizing the findings of the study.
Under the heading “Fluff,” the report groups “the cumulative air-time given to chit-chat
between anchors, promotions and previews of upcoming stories, the ‘soft’ or silly news and the
items about celebrities.” A sample of some fluff stories: “Terrible Tenors Contest,” “Reporter
10
Takes ‘Awesome, Incredible, Astounding’ Ride on Roller Coaster,” and “More People Buy
Sandwich Spread at Supermarkets.”
What stories make up the actual news? Crime stories dominate the TV news, comprising
26.9 percent of the news airtime. “‘If it bleeds, it leads’ remains a truism on local TV news
... . Crime rates may be down across the U.S. over the last few years, but not on local television
15
news.” Why? According to the authors of the study, “crime events are dramatic and gain people’s
attention.”
Next to crime comes coverage of disasters, such as fires, car crashes, floods, and explosions
(12.2 percent of the news), followed by sports news (11.4 per cent). Then comes coverage of
health (10.1 percent), government (8.7 percent), and the economy (8.5 percent). Such topics as
20
education, the environment, the arts, and science receive little attention (from 1.3 to 3.6 percent).
Weather reports, on the other hand, average 10 percent of all newscasts. “Everyone likes to talk
about the weather and TV news is no exception,” comment the researchers. They add: “Any
type of weather, good or bad, hot or cold, wet or dry, can elicit extensive TV news coverage.”
On a positive note, the report states that a growing number of journalists and viewers see the
25
need for change. However, the study admits that such a change will not come easily because
“market forces and greed may always threaten quality journalism.”
“TV News: How much of it is really news?”
Awake Magazine, April 22, 2003, p. 12.
GO ON TO THE NEXT PAGE
02114020/CAPE 2010
-3-
(a)
In not more than 30 words, state the writer’s MAIN point.
(b)
Write an ESSAY of no more than 500 words in which you identify the writer’s
purpose and comment on his/her use of THREE strategies/language techniques to
achieve this purpose.
Total 25 marks
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the excerpt below carefully then answer the question that follows.
She remembered it just in time and panicked: but there must be a way of getting the money
there today. Her children were heartless, telling her it wasn’t necessary: they had no respect for
the dead.
At the Post Office, she went to the wrong end of the counter, and felt a fool when they
directed her to the right queue, as if she couldn’t read; so she tried to explain. There were a
5
lot of openings but most of them said CLOSED, so she had to join a queue. It embarrassed
her that all these Post Offices now had bullet-proof glass shutting out the customer: really it
was offensive to treat people like this – she was almost beginning to feel like a criminal. She
thought of Teacher Tudy’s Post Office at home where people from the village would come and
stand in the yard with their back to the stables (which Tudy had converted to a garage) while
10
their names were read out from the dining-room door. Of course, Mammie never had to stand
in the yard; she would either send over Sarah or Franco; or if she didn’t think of it, Tudy would
put the letters aside, and probably bring them over herself the next night. Queuing behind the
bullet-proof glass, Mammie couldn’t help feeling that she’d been reduced to standing with her
back to Teacher Tudy’s stables, waiting for her name to be called out.
15
When it was at last her turn, she told the boy behind the counter that she wanted to send
some money to the West Indies, she wanted to send $100 home. But the boy pretended he didn’t
understand what she was saying and then asked if she wanted to send money ABROAD. She
had to correct him and tell him she was sending her money HOME: that’s where she was from.
She was indignant that first they treated you like a foreigner, and then they denied you your
20
home. He was just a child, and she wondered why they didn’t have anyone bigger who could
deal with the customers and understand what they wanted. She wanted to send $100 home.
25
“D’you want to send dollars?”
“Yes. Yes. A hundred.”
“$100. To the West Indies.”
“To Murial.”
“Yes. Not sure if you can do that, actually. Look, I’ll just . . .”
“And I’m in a hurry.”
GO ON TO THE NEXT PAGE
02114020/CAPE 2010
-4-
He was just moving off, apparently to look for something, and stopped. “Look, I’ve just
got to check this, all right?”
30
“Yes. Go ahead. As long as it gets there in a hurry.”
“You’ll have to send it by telegraph in that case. Can you . . . Just hang on . . .” He reached
under the counter and took out a Form. “I’ll just go and check on the rates. If you’ll just fill
out this meanwhile.” He slipped the Form under the bullet-proof glass, and told her to fill out
both sides.
35
Mammie took the Form and started searching for her glasses. And after all that, the Form
didn’t make sense. It was all to do with people sending money to Bangladesh and Pakistan, and
not one word about the West Indies; so the young fellow must have given her the wrong Form.
Adapted from Archie Markham, “Mammie’s Form at the Post Office”.
A dark against the sky: An anthology of poems and short stories from Montserrat,
edited by Howard Fergus and Larry Rowdon,
UWI Publishers’ Association, pp. 63 - 66.
In an ESSAY of not more than 500 words, discuss the use of language in the excerpt, with
reference to the following:
(a)
The relationship between the use of language and the context of the narrative
(b)
How Mammie’s discomfort could be highlighted in a video production depicting this
scene
(c)
The characters’ reaction to each other’s communicative behaviours and words.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2010
-5-
SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the following scenario carefully then answer the question that follows.
A Caribbean-wide youth sports tournament is to be held in your country. Volunteers are needed
for the duration of the event as general stewards and as providers of medical and first aid to the
competitors.
As the volunteer coordinator, you are required to organize a publicity campaign to encourage
volunteers to come forward for BOTH positions.
In ESSAY format, write a PROPOSAL for the organizing committee. Your proposal should provide
details of
(a)
strategies to be used to persuade EACH of the TWO target groups
(b)
register OR tone to be used with EACH of the TWO target groups
(c)
the media/channels to be used to reach EACH of the TWO target groups.
Use examples to support your points for (a), (b) and (c).
Total 25 marks
END OF TEST
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 2010
TEST CODE 02114032
FORM TP 2010157
CARIBBEAN
MAY/JUNE 2010
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/B
1 hour 30 minutes
05 MAY 2010 (a.m.)
INSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright © 2009 Caribbean Examinations Council ®
All rights reserved.
02114032/CAPE 2010
-2-
SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the following extract carefully then answer the questions that follow.
In a study by the Center for Disease Control and Prevention (CDC), around 30 percent of
students thought they were overweight. In reality, less than 14 percent of students were “at risk
for becoming overweight.” (The term ‘overweight’ refers to students whose body mass index
was above the 85th percentile.)
5
Yet the 14 percent figure is also a problem. Nearly one-third of students get little or no
physical activity, reports the CDC. Higher weight and a sedentary lifestyle increase the risks for
diabetes, heart disease, and other health problems. Meanwhile, young people at the higher ranges
of the weight scale often feel more frustrated by the gap between what they see in the mirror and
what they see in the media.
Puberty complicates things. Girls get taller and gain an average of 25 pounds. They need
10
the added fat for breast development and to enable them to conceive and carry babies as adults.
“Young women don’t believe that they should gain fat,” says Sarah Stinson, head of the eating
disorders program at Fairview Red Wing Health Services (FRWHS) in Minnesota. “They are
terrified of it and don’t understand the healthy role of natural body fat in development.”
Boys get taller and more muscular as their bodies mature. That’s generally consistent with
15
our culture’s ideal for males. But not all boys mature at the same rate. And not everyone gains
muscle like the images featured in sports and fitness magazines.
20
25
When teens have a poor body image, self-esteem dips. Relationships suffer too.
Conversations with friends may center on dieting and exercise, to the exclusion of other topics.
Teens focus more on how they look than on what they want to accomplish in life. Instead of
bonding with each other, they often become competitive. That fuels feelings of isolation. In the
worst cases, eating disorders and other unhealthy behaviors develop. Eating disorders are more
common among females than males. Yet the National Eating Disorders Association says about
10 percent of patients are male. (Besides a poor body image, other factors are often to blame.
These include feelings of being out of control and, in some cases, a history of physical or sexual
abuse.)
Adapted from Kathiann M. Kowalski, “Body Image:
How do you see yourself?” Adolescent Psychology,
Fourth Edition, McGraw-Hill/Dushkin, pp. 40 - 41.
Your best friend is depressed because she thinks she is overweight. You come across the article
above which helps you to understand her problem.
(a)
In no more than 90 words, summarize the points raised in the article.
(b)
In no more than 150 words, write an evaluation of the article, in point form, that explores
the credibility of the information.
[15 marks]
[ 5 marks]
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2010
-3-
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
5
Read the following extract carefully then answer the question that follows.
When I first met Zulma, I didn’t understand much of what she said, especially when she
talked quickly, which was often. Within two or three weeks though, I was understanding most of
what she was saying. Her talk had all these hills and valleys – nothing like my flat, old, boring
Canadian talk. Where I would say ‘I’, she would say ‘me’ or ‘ah’; where I said ‘her’, she would
say ‘she’; but that was only the beginning of how we talked differently, although it was supposed
to be English we both spoke.
When I asked her on the way home that evening to teach me Tobago-talk (that was what
I called it), she got all quiet and serious; she didn’t say anything for a while. Then: ‘Is what you
want to talk like that for? You speak nice already.’
‘I like the way you talk. I want to talk like that. Sometimes I hear my mother on the phone
10
with her Jamaican friends; when they get going, I can hardly understand them.’
‘Your mother talk dialect?’
‘Yep, but she likes to pretend she doesn’t know how to; she thinks it’s better to sound
like a Canadian. In any case, after a while you begin to lose your accent, you know, like you’re
doing.’ I nudged her and smiled.
15
‘Me? Never! Me never going lose me accent. I’se a Tobagonian and I’se proud of it.’
‘All right, all right, I’m sorry.’ I laughed. ‘I didn’t mean to insult you.’
‘Well, I want to talk like you . . . if you’ll teach me.’
‘You serious?’
‘Uh huh, then I’ll be bilingual.’
20
’Oh, all right. When you want to start?’
That was how our lessons in Tobago-talk started.
Adapted from Marlene Nourbese Philip, Harriet’s Daughter, Heinemann, 1988, pp. 10-11.
In an ESSAY of no more than 300 words, write an analysis of the above excerpt, taking into
consideration
(i)
language variation
(ii)
attitudes to language
(iii)
communicative behaviours.
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2010
-4
SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the following extract carefully then answer the question that follows.
Our Environment and a Sustainable Future
5
10
15
20
25
The Earth as home to humankind provides us with an environment that is sometimes
reliably benign, constant and predictable and at other times hazardous, unpredictable and threatening. People contribute both to its health and also its destruction. As we approach the
hurricane season, the disastrous potential of the natural environment becomes the focus of our
concerns in the Caribbean. The seriousness of Hurricane Ivan’s impact on our region, and the
devastation wrought by Katrina on New Orleans, have spurred our efforts to prepare for such
possibilities in the future. But memories can be short. Where rainfall has been plentiful and
flooding occurred in recent years, the likelihood of future drought and the contingent demand for
water are almost forgotten.
After the threat of a natural disaster has passed, the ‘business as usual’ attitude
often predominates on the assumption that such devastation will not recur in the near future and
as other pressing issues claim the headlines. The bad news is that hazards are here to stay and
with increasing frequency, intensity and duration. The effects of climate change are likely to
be irreversible, and are expected to grow worse. Unlike hurricanes, sea-level rise will not just
be confined to a season. Nor will the pressure for radical change in agriculture and industry be a
mere temporary phenomenon. The possible inundation of coastal settlements, the disruption of
vital services and installations caused by sea-level rise and the mass migrations that will follow,
together with an increase in vector-borne diseases, will bring about circumstances for human
suffering and human conflict in the Caribbean on a scale unimaginable.
In attempting to mitigate the worst effects of hazards, it is essential that they are seen
and tackled within their wider context, namely the proper management of the environment as
a whole. Thus we need to concentrate on reducing risk over the long term while proactively
making the necessary adaptations required in the context of environmental change. This involves
paying much more serious attention to measures regarding causes and consequences of long-term
environmental degradation and poverty that together increase vulnerability to hazards and also
contribute significantly to their frequency and severity.
Reprinted from The Pelican – A Magazine of the University of the West Indies,
Issue 3, July-December, 2007 – p. 18, by permission of the author,
Professor Elizabeth Thomas-Hope and the publisher, University Marketing
and Communications, The University of the West Indies.
In an ESSAY of no more than 250 words, discuss:
(i)
The writer’s concern
(ii)
The intended audience
(iii)
What the writer hopes to achieve
(iv)
TWO contexts, other than a magazine, in which the piece could be used effectively.
Total 20 marks
END OF TEST
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.
02114032/CAPE 2010
TEST CODE
FORM TP 2010155
CARIBBEAN
02114040
MAY/JUNE 2010
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 01/B
30 minutes
CANDIDATES’ PAPER
INSTRUCTIONS TO CANDIDATES
Answer ALL questions.
Copyright © 2009 Caribbean Examinations Council ®.
All rights reserved.
02114040/CAPE 2010
- 2 -
NOTES
THIS SPACE IS FOR NOTES ONLY. DO NOT BEGIN YOUR ANSWERS ON THIS PAGE.
GO ON TO THE NEXT PAGE
02114040/CAPE 2010
-3MODULE 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. The extract will be read twice. You will be allowed to make notes
while you listen to the extract. You will then be given 20 minutes to respond, in writing,
to the questions.
1.
In ONE sentence of no more than 20 words, state the MAIN idea of the poem.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
[ 3 marks]
2.
State FOUR pieces of information that you used to identify the main idea.
(i)
______________________________________________________________________
(ii)
______________________________________________________________________
(iii)
______________________________________________________________________
(iv)
______________________________________________________________________
[ 4 marks]
3.
(a)
Identify TWO literary devices used in the poem.
Device 1 ______________________________________________________________
Device 2 ______________________________________________________________
[ 2 marks]
(b)
Give ONE example of EACH device identified in 3 (a).
Device 1 ______________________________________________________________
Example ______________________________________________________________
Device 2 ______________________________________________________________
Example ______________________________________________________________
[ 2 marks]
GO ON TO THE NEXT PAGE
02114040/CAPE 2010
- 4 -
4.
Comment on the effectiveness of the devices as used in EACH of the examples given in your
answer to Question 3 (b).
Device 1 ____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Device 2 ____________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
[ 4 marks]
Total 15 marks
END OF TEST
02114040/CAPE 2010
TEST CODE 02114040-ES
FORM TP 2010155-ES
CARIBBEAN
MAY/JUNE 2010
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 01/B
EXAMINER’S SCRIPT
05 MAY 2010 (a.m.)
Copyright © 2009 Caribbean Examinations Council ®
All rights reserved.
02114040/CAPE 2010-ES
-2-
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 a poem.
First, I will give you five minutes to read through the questions, silently. Then I will read
you the poem 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 five minutes to read through the questions, silently. I will tell you when five
minutes are up. Begin to read silently.
4.
After five minutes, say to the candidates:
I shall now read you the poem.
Read the poem aloud:
Here a plane taxies slowly
jets screaming
down the stained runway
to the edge of the strip,
turns a wide arc,
pauses to start, then roars
and thunders past again
to fly away
into the sun.
Its windows show no face
its white rope of smoke
pulled taut
after it’s gone.
So I turn briskly and race
back to the car park
keeping the screams all quiet
inside my heart.
GO ON TO THE NEXT PAGE
02114040/CAPE 2010-ES
-3-
5.
After you have read the poem, pause for a few seconds and then say to the candidates:
I shall now read you the poem a second time.
6.
After you have read the poem, pause for a few seconds and then say to the candidates:
You now have twenty minutes to answer the questions, in writing. I will tell you when
15 minutes are up. Then I will tell you when twenty 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 2010-ES
TEST CODE
FORM TP 2011158
CARIBBEAN
02114010
MAY/JUNE 2011
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 01/A
1 hour 15 minutes
INSTRUCTIONS TO CANDIDATES
1.
This paper comprises TEN questions.
2.
Answer ALL questions.
3.
Write your answers to each question in the space provided.
4.
Notes or other textual materials are not allowed in the examination room.
Copyright © 2009 Caribbean Examinations Council
All rights reserved.
02114010/CAPE 2011
- 2 SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Questions 1 – 2
Study the scenario below and then answer Questions 1 and 2.
A group of Communication Studies students at Vader High School is researching student use of the Internet
for educational purposes.
1.
(a)
List TWO data collection methods, other than personal observations, that would be
suitable for gathering data for this research.
Method 1: __________________________________________________________
Method 2: __________________________________________________________
[2 marks]
(b)
State ONE strength and ONE weakness of EACH method listed in (a) above.
Strength of method 1:
___________________________________________________
___________________________________________________
Weakness of method 1: ___________________________________________________
___________________________________________________
Strength of method 2:
___________________________________________________
___________________________________________________
Weakness of method 2: ___________________________________________________
___________________________________________________
[4 marks]
(c)
Give ONE advantage and ONE disadvantage of the use of personal observations for
collecting data for this type of research.
Advantage:
__________________________________________________________
__________________________________________________________
Disadvantage: __________________________________________________________
__________________________________________________________
[2 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
- 3 -
2.
(a)
State THREE pieces of information the students should seek in their research.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
(iii)
_____________________________________________________________
________________________________________________________________
[3 marks]
(b)
Name FOUR sources, other than the student users, that could provide data on how the
Internet can be used for educational purposes at school.
(i)
________________________________________________________________
(ii)
________________________________________________________________
(iii)
________________________________________________________________
(iv)
________________________________________________________________
[4 marks]
Total 7 marks
Module Total 15 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
- 4 -
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Questions 3 – 6
3.
Read the dialogue below and then answer the questions that follow.
Renaldo:
Miss John, why yuh makin me learn English in school for? I does talk good
English already!
Miss John:
Renaldo, what you are speaking is not “good English” at all. In fact, it isn’t even
a language. One day you will understand the need to learn proper English.
(a)
Identify THREE aspects of Renaldo’s speech that are NOT examples of “good
English”.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
(iii)
_____________________________________________________________
________________________________________________________________
[3 marks]
(b)
Give TWO reasons why Renaldo’s speech may be considered language.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
[2 marks]
(c)
Suggest TWO ways in which learning Standard English might be useful to Renaldo
one day.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
[2 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
- 5 -
4.
The following is an email exchange between a teacher and one of his students. Read the
exchange and then answer the questions that follow.
Hi Sir
What’s up?
It real cool that we cud email we work 2 u. i sending u a essay i just
write. I think it gr-8. Tell me what u tink.
George
Dear George
Your email was very disrespectful. Please re-write it. Then I will think
about looking at your essay.
Yours faithfully,
Mr. Jack
(a)
Suggest TWO reasons why Mr. Jack saw George’s email as being disrespectful.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
[2 marks]
(b)
Give THREE reasons why Mr. Jack might have asked his students to email their work
to him.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
(iii)
________________________________________________________________
________________________________________________________________
[3 marks]
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02114010/CAPE 2011
- 6 -
(c)
Suggest THREE other electronic means which Mr. Jack can use to communicate with
his students.
(i)
________________________________________________________________
(ii)
________________________________________________________________
(iii)
________________________________________________________________
[3 marks]
Total 8 marks
5.
Read the dialogue below and then answer the questions that follow.
Fred:
Henry, how you goin boy? I hear you jus come down from foreign. Is studyin you
was studyin?
Henry:
Fred, it’s been a while, hasn’t it? Yes, I’ve been studying abroad. Nice to see you,
my friend.
Fred:
But how you talkin hoity-toity so? Like you forget where you come from? I went
away already and I doh talk like you. Loosen up nah man!
(a)
Give THREE possible reasons why Henry has chosen to speak exclusively in Standard
English.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
(iii)
________________________________________________________________
________________________________________________________________
[3 marks]
(b)
Give THREE possible reasons why Fred has chosen NOT to speak exclusively in
Standard English.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
(iii)
________________________________________________________________
________________________________________________________________
[3 marks]
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
- 7 -
(c)
Identify ONE specific context in which Standard English may be more appropriate
than Creole.
___________________________________________________________________
___________________________________________________________________
[1 mark ]
(d)
Identify ONE specific context in which Creole may be more appropriate than Standard
English.
___________________________________________________________________
___________________________________________________________________
[1 mark ]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
-
6.
8
-
Read the scenario below and answer the questions that follow.
Sean, you used
to speak so well
when you were
younger. What
happened to
your language?
Yeah bwoy.
No scene.
Laterz.
(a)
Ma, I can’t
talk like
that all the
time. Meh
friends go
laugh at me.
Based on Sean’s response, identify ONE social function of language.
[1 mark ]
(b)
List THREE functions o f language, other than the social function, and give ONE
example o f EACH function.
(i)
(ii)
(iii)
Function:
_________________________________________________________
Example:
_________________________________________________________
Function:
_________________________________________________________
Example:
_________________________________________________________
Function:
_________________________________________________________
Example:
_________________________________________________________
[6 marks]
Total 7 marks
Module Total 30 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
- 9 SECTION C
MODULE 3 – SPEAKING AND WRITING
Questions 7 - 10
7.
A class of first-year secondary school students is extremely noisy. The Principal walks into the
classroom and the class immediately becomes quiet.
(a)
Suggest THREE non-verbal cues from the Principal that might have caused the
students’ reaction.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
(iii)
________________________________________________________________
________________________________________________________________
[3 marks]
(b)
What THREE non-verbal behaviours could the students have exhibited on seeing the
Principal enter the classroom?
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
(iii)
________________________________________________________________
________________________________________________________________
[3 marks]
(c)
If the class had not become silent, what TWO verbal cues could the Principal have
used to achieve silence?
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
[2 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
- 10 8.
Read the dialogue below and then answer the questions that follow.
Lisa, the Manager of Company X, is conversing with her friend, Marva.
Lisa:
Last Friday, we had a luncheon for all the maintenance workers of the company but
hardly any of them turned up.
Marva:
That’s strange! Were they officially invited?
Lisa:
Of course! I put an invitation on their notice board. The invitation read: “Management invites you to a luncheon Friday 30th. It will be gratis.1”
Marva:
Hmmmm. I wonder why they did not accept the invitation.
1
(a)
free
Suggest FOUR factors that could account for the workers’ non-attendance.
(i)
________________________________________________________________
________________________________________________________________
(ii)
________________________________________________________________
________________________________________________________________
(iii)
________________________________________________________________
________________________________________________________________
(iv)
________________________________________________________________
________________________________________________________________
[4 marks]
(b)
State TWO OTHER methods which Lisa could have used to attract a more positive
response to the invitation, and give ONE reason why EACH method might have been
successful.
Method 1:
______________________________________________________
___________________________________________________________________
Reason: ___________________________________________________________
___________________________________________________________________
Method 2:
______________________________________________________
___________________________________________________________________
Reason: ___________________________________________________________
___________________________________________________________________
[4 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
- 11 Read the scenario below and then answer Questions 9 and 10.
The prefect body of Mamoral High has embarked upon a clean-up campaign to address the school’s problem
of littering. The prefects have been permitted to launch their campaign at the Monday morning assembly.
9.
(a)
Identify ONE part of the communication process that the prefects might engage in
during the planning stage of the campaign and illustrate how they would do so.
Element:
________________________________________________________
___________________________________________________________________
Illustration: ________________________________________________________
___________________________________________________________________
[3 marks]
(b)
Identify ONE barrier that could prevent the audience from effectively receiving the
intended message. Illustrate how the barrier might be removed.
Barrier:
________________________________________________________
___________________________________________________________________
Illustration: ________________________________________________________
___________________________________________________________________
[3 marks]
Total 6 marks
10.
(a)
State FOUR methods by which the prefects could arouse student interest in the
campaign.
Method (i)
__________________________________________________________
__________________________________________________________
Method (ii)
__________________________________________________________
__________________________________________________________
Method (iii)
__________________________________________________________
__________________________________________________________
Method (iv)
__________________________________________________________
__________________________________________________________
[4 marks]
GO ON TO THE NEXT PAGE
02114010/CAPE 2011
- 12 -
(b)
For EACH method identified in 10 (a), explain how it could help the prefects convey
their message effectively.
Method 1:
________________________________________________________
Explanation: ________________________________________________________
___________________________________________________________________
Method 2:
________________________________________________________
Explanation: ________________________________________________________
___________________________________________________________________
Method 3:
________________________________________________________
Explanation: ________________________________________________________
___________________________________________________________________
Method 4:
________________________________________________________
Explanation: ________________________________________________________
___________________________________________________________________
[4 marks]
Total 8 marks
Module Total 30 marks
END OF TEST
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. 02114010/CAPE 2011
TEST CODE 02114020
FORM TP 2011160
MAY/JUNE 2011
CARIBBEAN
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 02
2 hours 30 minutes
09 MAY 2011 (p.m.)
INSTRUCTIONS TO CANDIDATES
1.
This paper comprises THREE questions.
2.
Answer ALL questions.
Copyright © 2009 Caribbean Examinations Council
All rights reserved.
02114020/CAPE 2011
-2-
NOTHING HAS BEEN OMITTED.
GO ON TO THE NEXT PAGE
02114020/CAPE 2011
-3SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the extract below carefully and then answer the question that follows.
Though it’s true that tsunamis are ocean waves, calling them by the same name as the
ordinary wind-driven variety is a bit like referring to firecrackers and atomic warheads both as
“explosives”. Triggered by volcanic eruptions, landslides, earthquakes, and even impacts by
asteroids or comets, a tsunami represents a vast volume of seawater in motion – the source of its
destructive power.
5
On the open ocean, tsunami waves approach speeds of 500 mph, almost fast enough to
keep pace with a jetliner. But gazing out of the window of a 747, you wouldn’t be able to pick
it out from the wind-driven swells. In deep water, the waves spread out and hunch down, with
hundreds of miles between crests that may be just a few feet high. A passenger on a passing ship
would scarcely detect their passing. But in fact, the tsunami crest is just the very tip of a vast mass
10
of water in motion, as a tsunami can travel great distances with little loss of energy. The 1960
earthquake off the coast of Chile generated a tsunami that had enough force to kill 150 people in
Japan after a journey of 22 hours and 10,000 miles.
As the waves in the tsunami reach shore, they slow down due to the shallowing sea floor,
15
and the loss in speed is often accompanied by a dramatic increase in wave height. Tsunamis
also flood in suddenly without warning. Tsunami waves usually don’t curve over and break,
like Hawaiian surf waves. Survivors of tsunami attacks describe them as dark “walls” of water.
Impelled by the mass of water behind them, the waves bulldoze onto the shore and overwhelm the
coast, snapping trees like twigs, toppling stone walls and lighthouses, and smashing houses and
20
buildings into kindling.
The contours of the seafloor and coastline have a profound influence on the height of the
waves – sometimes with surprising and dangerous results. During the 1993 tsunami attack on
Okushiri, Japan, the wave “runup” on the coast averaged about 15 to 20 metres (50 - 65 feet). But
in one particular spot, the waves pushed into a V-shaped valley open to the sea, concentrating the
25
water in a tighter and tighter space. In the end, the water ran up to 32 metres (90 feet) above sea
level, about the height of an 8-storey office building.
Adapted from Daniel Pendick,
Courtesy WNET.ORG (http://www.pbs.org/wnet/savageearth/tsunami/index.html)
Write an ESSAY of not more than 500 words in which you identify the writer’s main point and
purpose, and comment on THREE organisational strategies and THREE language techniques
used to achieve the purpose. The strategies and techniques identified should be supported by
specific references to the extract.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2011
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the extract below carefully and then answer the question that follows.
Carol threw many a tantrum in the bathroom, screaming at Eudora to hurry up and get
the soap off her and Eudora said, ‘Awright White-lady,’ after which she would sometimes mutter
under her breath, ‘You damn lil red ants!’ Then Carol enjoyed running all over the house naked
with Eudora shouting after her: ‘Come put-on yu frack! Caral! Come put-on yu frack!’ The day
Carol started calling her dress her ‘frack’, Auntie Beatrice was near hysterical: ‘If you can’t speak
5
properly when you speak to these children then don’t bother to say anything to them at all! It’s
not that you never went to school in Grenada! What class did you go up to?’
‘T’ird Standard, Ma’m,’ replied Eudora without raising her eyes.
‘Well! There you are! Third Standard! That means you could very well speak properly
10
if you wanted to! You came over here to better yourself, girl, so I don’t understand why you have
to go on talking like Grenadian people!’
Eudora always looked as though she was on the point of crying. She went about singing
in a mournful voice the chorus:
15
Don’t pass dey
Don’t pass dey
Yu go get big-belly...
During the day when Auntie Beatrice and Uncle Norman were at work and the others at
school (Auntie Beatrice said that I would go to school with Carol and Jessica soon), Eudora leaned
over the banister and talked gaily with people going up the road, laughing quite as boisterously as
Tantie. Sometimes people came in to her. There was a young man who always had a matchstick
20
in his mouth and a cap on back to front. He chewed the matchstick and eyed her up and down
slowly with the matchstick hanging out of one corner of his mouth and the other corner stretched
upwards in a saucy sneer: ‘How the Seen-Giargies gal?’
‘Gwan, you hear, you ever hear me say “Seen-Giargies”? I from St. George’s, boy, an
gwan I tell you, come-out the people house. You want the Madam put me out on the streets?’
25
‘Let she put yu out nuh. Yu could come down by me,’ and he made a swipe at her as she
fled giggling to the kitchen.
Adapted from Merle Hodge, Crick Crack, Monkey.
Heinemann Educational Publishers, 1970, pp. 38 – 39.
GO ON TO THE NEXT PAGE
02114020/CAPE 2011
-5In an ESSAY of no more than 500 words, discuss the following:
(a)
What in the passage indicates Eudora’s social status and her attitude to language
(b)
What Auntie Beatrice’s behaviour reveals about her perceived social ‘superiority’ and her
attitude to language
(c)
How social tensions between the characters in ONE of the following pairs are conveyed
verbally and non-verbally:
•
Eudora and Auntie Beatrice
• Eudora and Carol.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2011
-6SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the following scenario carefully and then answer the question that follows.
You are a member of the Abstinence Club in your high school. You are concerned about the
small numbers of students that attend your weekly meetings. You have been asked to organise a
campaign that would convince students to attend meetings.
In an ESSAY of no more than 500 words, write a proposal for your advertising campaign. Include
the following:
(a)
Strategies you would use to attract students to club meetings and justification for these
strategies
(b)
Language varieties and registers you would consider appropriate
(c)
The information you think must be relayed during this campaign.
Total 25 marks
END OF TEST
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 2011
TEST CODE 02114032
FORM TP 2011161
CARIBBEAN
MAY/JUNE 2011
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 03/B
1 hour 30 minutes
04 MAY 2011 (a.m.)
INSTRUCTIONS TO CANDIDATES
1.
This paper comprises THREE questions.
2.
Answer ALL questions.
Copyright © 2009 Caribbean Examinations Council
All rights reserved.
02114032/CAPE 2011
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the extract below carefully and then answer the question that follows.
The origin of the kiss is shrouded in mystery. Kissing may have started because of the
pleasure that babies get from their habit of putting things in their mouths. This action helps them
to get to know their environment. It may persist into adulthood as kissing.
The act of kissing has become a sign of friendship and of intimacy. A kiss is perceived
as more of an act of love than of an act of sex. Mothers kiss their newborn babies to get to know
5
them better. There is also a very real health benefit for the baby. When a mother kisses her baby,
she ingests the germs that are on the baby’s body and face, the very ones that the baby is about to
swallow. Her body is then stimulated to produce antibodies that the baby needs. When the mother
breastfeeds, these antibodies are passed on to her baby in her milk. Kissing the baby is a very
important biological activity beyond its obvious pleasurable and attachment-promoting value.
10
Kissing causes the brain to release that amazing hormone called oxytocin into the blood
stream. Oxytocin, known as the “love hormone”, boosts feelings of affection and promotes
caretaking. It also causes the release of adrenaline and a substance called dopamine, both of which
result in feelings of pleasure.
15
Apart from the feelings of pleasure associated with kissing, various clinical studies have
demonstrated that touching, which includes kissing, lowers blood pressure, reduces stress hormones
and enhances the immune system.
In one study done in Germany, men who kissed their wives when leaving for work lost
fewer working days to illness, had fewer traffic accidents and lived five years longer than nonkissers on the average. The reason given for these startling facts was that these men appeared “to
20
start the day with a positive attitude”, said Arthur Sazbo, the psychologist in charge of the study.
Finally, kissing is good for the teeth, too, because your mouth waters when you kiss and
saliva helps destroy the plaque.
The health benefits of kissing appear to be tremendous.
Adapted from Dr. David E. Bratt, “Nothing like kissing”. Trinidad Guardian, 2007.
(a)
In no more than 60 words, summarise the benefits of kissing as put forward by the author.
(b)
In no more than 150 words, write (in point form) an evaluation of the article that discusses
the reliability and validity of the author’s arguments.
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2011
-3SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the excerpt below carefully and then answer the question that follows.
We bade our English master, Mr Ramsawak, a solemn farewell. Tall, lean and graying, Mr
Ramsawak had taught at the school for many long years, and he was a favourite with everybody.
Now he was retiring. He had reached the age limit.
He himself spoke elegant English, and he insisted that we should do the same. Year after
5
year, the percentage of passes in his subject had generally been higher than in many of the other
subjects taught in the school. Mr Ramsawak was considered a good teacher!
His successor arrived two days after Mr Ramsawak had left. His first class was the Fifth
Form – my class – and so I had my first meeting with the new teacher.
As he entered the classroom, I observed that he was a young man. His well-coiffured hair
hung down to his shoulders. His penetrating, brown eyes focused on us; his voice was slightly
10
metallic. But what fascinated us most about him was his manner of speech. It was – to say the
least – unexpected!
He paced from one end of the room to the other.
‘Ah name Ramoudit Singh; ah was born on de 30th December, 1950; ah come out from
San Fernando. As all yuh know, ah come to teach English Language, buh as all yuh will find out,
15
ah believe in talking de language of de people. Dat way all yuh understand mih, an ah understand
all yuh. Right?’
He paused and looked at us intently.
‘Ah know all yuh ain’t too happy wid mih cutting in at dis present time, especially as dis
is mih fust job, and wid English exam coming up just now, buh we go have to try to get along and
20
see wha we could do. Right?’
He resumed his pacing. He held the attention of the entire class. Eyes followed him from
one place to another and back again as he retraced a steady path. Utter silence from us students
prevailed for that entire period. What was happening was unbelievable, but it was true.
‘Leave de fancy style fuh writin. In any case, yuh won’t hah much uses fuh dat wen yuh
25
leave school, cause is here in yuh own country we want yuh to stay.’
Adapted from Ninnie Seereeram, “The New Teacher”. Backfire,
Neville and Undine Giuseppi, Macmillan Education, 1973, pp. 68 – 71.
In an essay of no more than 300 words, write an analysis of the above excerpt taking into
consideration:
(a)
Dialectal variation
(b)
Attitudes to language
(c)
Communicative behaviours.
Total 20 marks
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02114032/CAPE 2011
-4-
SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the letter below carefully and then answer the question that follows.
Our peaceful God-given land is now threatened by the terrible scourge of rampant,
uncontrollable crime, according to the trend of recent events. It was reported to us that Mr. Ken
London of Windmill Road in Lincoln Town had returned from the cinema on Tuesday night to
discover a young burglar rummaging in his refrigerator. In shocked anger, Mr. London took off
his belt and gave the burglar a good flogging. The criminal intruder begged not to be handed over
5
to the police. He just wanted some food, he said, and he had found the house open.
That incident followed another not more than six weeks ago when a tourist left his
expensive camera in a night club and, when he returned for it, it could not be found. The manager
of the club claimed the visitor was drunk and suggested that he had dropped the camera while
crossing the nearby bridge over the river. But it is incidents like these that have brought to light
10
the danger we are in.
For some time now we have been warning our countrymen that forces of evil are spreading
their poisonous influence through the body of our cherished way of life. The irresponsible officials
in authority have continued to ignore our warnings. It is now impossible for peaceful citizens to
go about their business by day or by night. The shocking crime reported by Mr. London is proof
15
of the alarming state of affairs. Respectable citizens of this country are now in dire peril of their
lives.
We call again for swift action in stamping out the ugly menace of crime in our community.
We call for integrity and devotion to duty on the part of the agents of law and order. We call for an
end to laxity and slackness in dealing with hardened criminals. We expect our police to do their
20
job of protecting the hard-earned property of self-sacrificing, thrifty citizens.
Adapted from “Country in Great Danger”. Cecil Gray, English for Life,
Nelson Thornes Ltd., 1985, p.120.
In an essay of no more than 250 words, discuss
(a)
the writer’s central concerns
(b)
the intended audience
(c)
the writer’s intention
(d)
THREE contexts in which it would be appropriate to deliver this text.
Total 20 marks
END OF TEST
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.
02114032/CAPE 2011
TEST CODE
FORM TP 2011159
CARIBBEAN
02114040
MAY/JUNE 2011
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 01/B
30 minutes
CANDIDATES’ PAPER
INSTRUCTIONS TO CANDIDATES
1.
This paper comprises FOUR questions.
2.
Answer ALL questions.
Copyright © 2009 Caribbean Examinations Council
All rights reserved.
02114040/CAPE 2011
- 2 -
NOTES
THIS SPACE IS FOR NOTES ONLY. DO NOT BEGIN YOUR ANSWERS ON THIS PAGE.
GO ON TO THE NEXT PAGE
02114040/CAPE 2011
- 3 -
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. The extract will be read twice. You will be allowed to make
notes while you listen to the extract. You will then be given 20 minutes to respond, in
writing, to the questions.
1.
In a sentence of no more than 20 words, state the author’s MAIN purpose.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
[3 marks]
2.
State FOUR details that you used to identify the MAIN purpose.
(i)
_____________________________________________________________________
(ii)
_____________________________________________________________________
(iii)
_____________________________________________________________________
(iv)
_____________________________________________________________________
[4 marks]
3.
(a)
Identify TWO emotions displayed by characters in the passage.
(i)
_______________________________________________________________
(ii)
_______________________________________________________________
[2 marks]
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02114040/CAPE 2011
- 4 -
(b)
For EACH emotion identified in (a) above, support your answer with evidence from the
passage.
Emotion: ____________________________________________________________
Evidence: ____________________________________________________________
____________________________________________________________
Emotion: ____________________________________________________________
Evidence: ____________________________________________________________
4.
(a)
____________________________________________________________
[2 marks]
Identify TWO different figures of speech used in the passage.
(i)
______________________________________________________________
(ii)
______________________________________________________________
[2 marks]
(b)
Comment on the effectiveness of ONE of the figures of speech identified in 4 (a).
Figure of speech: _____________________________________________________
Comment:
_____________________________________________________
_____________________________________________________
[2 marks]
Total 15 marks
END OF TEST
02114040/CAPE 2011
TEST CODE 02114040-ES
FORM TP 2011159-ES
CARIBBEAN
MAY/JUNE 2011
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
PAPER 01/B
EXAMINER’S SCRIPT
Copyright © 2009 Caribbean Examinations Council
All rights reserved.
02114040/CAPE 2011-ES
-2-
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 five 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 five minutes to read through the questions, silently. I will tell you when five
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:
“It rocked the region yesterday, and we are still recovering. Buildings cracked and
crumbled in obedience to its insistent shaking. Men’s hearts fainted with fear. School
children scampered like crazy ants, ignoring pre-planned procedure. Dishes danced
crazy dances in kitchens. Books fell with resounding thuds. Automobiles gyrated on
the roads. Old man Jango’s ancient house wobbled precariously on four skinny legs.
Miraculously, it didn’t fall like the others in the village.
The calmer ones among us glanced at their watches and counted out the time . . . 5
. . . 10 . . . 20 . . . 30 . . . . Sam, an unflappable youth, briefly turned down the volume
of his blasting music and thought, ‘These speakers are excellent!’
Yes, it rocked the region yesterday. Will it do so again today?”
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.
GO ON TO THE NEXT PAGE
02114040/CAPE 2011-ES
-3-
6.
After you have read the extract, pause for a few seconds and then say to the candidates:
You now have twenty minutes to answer the questions, in writing. I will tell you when
15 minutes are up. Then I will tell you when twenty 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 2011-ES
TEST CODE 02114032
FORM TP 2012161
CARIBBEAN
MAY/JUNE 2012
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
Paper 032
1 hour 30 minutes
04 MAY 2012 (a.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114032/CAPE 2012
-2-
NOTHING HAS BEEN OMITTED
GO ON TO THE NEXT PAGE
02114032/CAPE 2012
-3SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the information below carefully and then answer the question that follows.
5
The jet aircraft has probably done more than any other modern product of science and
technology to bring change to the global community. Whereas the telephone and the television
have broadened the community’s mental horizon by bringing its members into contact with cultures
different from their own, airplanes have made physical contact possible. In this, the aircraft is the
direct descendant of the bicycle, which put villages in touch with each other more cheaply than
any other previous form of transport, and of the train and the automobile which made contact
possible between one country and another. The aircraft has made such contact possible between
continents.
It has undoubtedly changed the concept of distance. When the modern airplane passenger
10 takes off, he leaves the reality of his surroundings, passes a period of time in a travelling capsule,
and goes to the reality at the other end of the flight. The reality of the terrain and the ocean that
lie between his point of departure and his destination is removed.
15
With the advent of supersonic flight, the concept of time has also changed. Now the traveller
flying from east to west may arrive at his destination before he has left his point of departure, and
in so doing experience the one bodily condition created by the development of the aircraft – jetlag.
The increasing use of aircraft has also contributed to the speed with which the world is
using up one of its scarcest resources. In one hour’s flight, hundreds of gallons of fuel are burned,
and since the efficiency of an aircraft is measured by the amount of time it spends in the air, the
incentive is to get back into the air with the minimum delay.
James Burke, “Connections”. Mastering CXC English,
Clive Borely and Hollis Knight,
Nelson Thornes Ltd, 2002.
You are doing research on major developments in science and technology and have come across
this article.
(i)
In no more than 60 words, summarise the information in the article.
(ii)
In no more than 150 words, write an evaluation of the article that explores the validity of
[15 marks]
the information.
[5 marks]
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2012
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the excerpt below carefully and then answer the question that follows.
5
Small Change hail from Barbados. You know where Barbados is? You don’t? Well that is
your hard luck. Anyway you must be read in the papers about how London Transport send men
down there in the West Indies to get fellars to work on the tube and bus, and it look as if they like
Barbadians, because they didn’t go to any other islands: they just get some of the boys from little
England – that is what they call Barbados down there – and bring them up to work the transport.
At the time Small Change was working on a barge what used to go out to the big ships
and bring in goods. He used to handle a oar so big that two-three fellars had to handle one oar.
When Small Change get the wire that they recruiting fellars to go to England and work,
he left the barge same time and went home and put on some clean clothes and went to the office
10 where they was recruiting these fellars.
‘Can you drive?’ they ask Change.
‘Me? Drive?’ Change smile and try to make his face look like he driving bus ever since he born.
‘I born behind a wheel.’
‘Have you got your licence?’
15 ‘Yes, but not right here. I could go back home for it, though, if you want.’
‘Driving in London isn’t like driving in Barbados, you know.’ The Englishman lean back in his
chair, smoking a Lighthouse, which is the Barbadian equivalent to a Woods.
Change didn’t deign to say anything to that; he just wait.
‘How about your education?’
20 ‘Codrington College’, Change say. Change never went to school, but he call the name of one of
the best college in that part of the world, and hope for the best.
‘Have you got any recommendations?’
Change wasn’t sure what the word mean, so he say quickly:
‘No, but I could get some if you want.’
Well in the end Change find himself on a ship going to England. I mean, when you have
ambition you have to play boldface and brazen; otherwise you get no place at all. It have fellars
who get to the top only playing boldface, telling people they could do this and that when they
don’t know Adam from Eve. Change was always like that from small, only, he more boldface
than ambitious, that’s why he was only rowing them big barge instead of holding down a smart
30 work in the island.
25
Anyway, Change come to London city, with Alipang, All Fours, Catch-as-Catch-Can,
Jackfish and a set of other fellars what get work with London Transport (I sure you must be see
All-Fours already – he have a work conducting in a bus, he only have eight fingers in all.)
GO ON TO THE NEXT PAGE
02114032/CAPE 2012
-5Coming up on the ship, Change get the other fellars to come up to scratch on addition
35 and subtraction, and he rig up a contraption like a car, with steering wheel and gear and clutch
and brakes, and all the time the ship coming to England, Change sitting there behind the wheel
learning from one of the boys how to drive.
Samuel Selvon, “Working the Transport”.
Adapted from Ways of Sunlight,
Longman, Drumbeat, 1979, pp. 132–133.
In an essay of no more than 300 words, write an analysis of the above excerpt taking into
consideration:
(i)
Dialectal variation
(ii)
Communicative behaviours
(iii)
Use of register.
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2012
-6SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the extract below carefully and then answer the question that follows.
Like all great love affairs, mine with Brooklyn started with an explosion of chemistry, and
mellowed into a continuous stream of subtle comforts. My real baptism into Brooklyn – away from
my friends’ dining tables and into the belly of the Caribbean beast – came last year. I was headed
downtown to my office on Labour Day, glum and resentful at having to work on a public holiday.
5 As the train headed south, I noticed more and more people getting on, clutching Caribbean flags
of every stripe, carrying flag umbrellas, wearing flag bandanas. Spontaneously, I followed them,
staying on the train well past the few stops I knew, all the way to Eastern Parkway and smack into
the Labour Day Parade. I took my place on the sidewalk – one of nearly four million spectators
that day – doe-eyed at the drama and the splendour, the magnitude of it all. I stuffed myself with
10 roast corn and plantain, jerk chicken that would make Portland proud, and snapper that tasted like
it belonged at Hellshire Beach. And I danced and danced, oblivious to the driving rain, as Machel
Montano defied the laws of physics and biology, gyrating on top of a rainslicked float.
What really is in Brooklyn? A Caribbean state so large and dynamic, it ought to have
a seat in Caricom. Brooklyn is a borough of people who are just as likely to define themselves
15 as Caribbean as by their specific country of origin; a borough full of Caribbean nationals with
a regional mindset and Caribbean hybrids of every permutation and combination: “My mom’s
Jamaican and my dad’s Antiguan”; “I was born in Trinidad, but my mother is Guyanese and my
father is from St Lucia”.
20
25
At the Food Market on Flatbush there’s a dizzying array of West Indian foods and spices.
As I snatch up bags of my favourite Jamaican brand of tamarind balls, I think to myself, “This is
just like home”. But then my eye wanders. I see a brand of Trinidadian peppered tamarind balls
I’m tempted to try. I pick up a bottle of Barbadian hot sauce – one of seven Caribbean versions
on sale. I’m eager to sample the sauces, soups, candies from every island in the region. I realize
I’ve never seen a supermarket in Jamaica with this great a variety of Caribbean products.
This is better than home, I think. This is Brooklyn.
Extract from “Brooklyn Crush,” by Kelly Magnus published in Caribbean Beat,
In flight magazine for BWIA (September/October 2005) From the website –
www.meppublishers.com/online/caribbeanbeat/archive/index.pid=600
GO ON TO THE NEXT PAGE
02114032/CAPE 2012
-7-
In an ESSAY of no more than 250 words, discuss
(i)
the writer’s intended audience
(ii)
the writer’s purpose in writing
(iii)
how the writer engages the audience
(iv)
two contexts other than the printed word that would be suitable for this piece.
Total 20 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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.
02114032/CAPE 2012
TEST CODE
FORM TP 2012158
CARIBBEAN
02114010
MAY/JUNE 2012
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
Paper 01A
1 hour 15 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
.
1.
This paper consists of TEN questions.
2.
Answer ALL questions.
3.
Write your answers to each question in the space provided.
4.
Notes or other textual materials are not allowed in the
examination room.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114010/CAPE 2012
- 2 -
SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Questions 1 – 2
Study the situation below and then answer the questions that follow.
Mr David Henry is in charge of discipline at Kingsman High School. He realizes that a large percentage
of the student population is sent to his office on a daily basis for not doing homework. He would like
to research the reasons for this situation in order to assist the teachers and students in dealing with the
problem of not doing homework.
1.
(a)
Identify TWO methods of data collection that Mr Henry can use for his research.
Method 1 ___________________________________________________________
Method 2 ___________________________________________________________
(b)
[2 marks]
State ONE advantage and ONE disadvantage for ONE of the data collection methods
identified in (a) above.
Method
_______________________________________________________
Advantage
_______________________________________________________
_______________________________________________________
Disadvantage _______________________________________________________
_______________________________________________________
[4 marks]
(c)Identify ONE activity that Mr Henry can engage in to ensure validity of the data.
____________________________________________________________________
____________________________________________________________________
[1 mark ]
Total 7 marks
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02114010/CAPE 2012
- 3 -
2.
Rhea and Mariah are conducting research on teenage pregnancy for their Social Studies project.
They are discussing the sources they can use for data and information.
Rhea:I discovered a website on teenage pregnancy in America. That is
all we need.
Mariah:
(a)
That may not be adequate since we have to look at pregnant
teenagers in the Caribbean as well. I suggest that we look at the
local production of “Teenage Mother” on television. Sometimes
there are interviews with actual teenage mothers on the television
programme.
In the dialogue, identify
(i)
a source of primary data.
______________________________________________________________
(ii)
a source of both primary data and secondary information.
______________________________________________________________
[2 marks]
(b)
State how the TWO sources identified in (a) (ii) above may be useful to the research.
(i)
Source _______________________________________________________
Usefulness _____________________________________________________
______________________________________________________________
(ii)
Source _______________________________________________________
Usefulness _____________________________________________________
______________________________________________________________
[4 marks]
(c)
Identify TWO other sources from which the students may collect data for the research.
(i)
______________________________________________________________
______________________________________________________________
(ii)
______________________________________________________________
______________________________________________________________
[2 marks]
Total 8 marks
Module Total 15 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2012
- 4 -
SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Questions 3 – 6
3.
Read the extract below and then answer the questions that follow.
Toolwa asked Gobin if he thought Hoolcharran would leave anything for Harry. “Harry
disappoint he bad,” said Toolwa.
“Me can’t tell you, Toolwa,” said Gobin, shaking his head patiently. “Only he lawyer can
tell you wha he leff and wha he ain leff.”
Toolwa glanced round again and then asked: “Why he didn’t tek Rambarry for he lawyer?
Ent Rambarry he son-in-law?”
“Me can’t tell you, Toolwa,” said Gobin, fidgeting and frowning now.
Adapted from Edgar Mittelholzer, “We know not whom to mourn”.
West Indian Stories, Andrew Salkey (ed), Faber and Faber, 1960, p. 24.
(a)
From the extract above, give THREE examples of Creole structure that clearly contrast
with comparable Caribbean Standard English structures.
(i)
______________________________________________________________
______________________________________________________________
(ii)
______________________________________________________________
______________________________________________________________
(iii)
______________________________________________________________
______________________________________________________________
[3 marks]
(b)
Suggest TWO reasons why the writer may have used Creole in the extract.
(i)
_____________________________________________________________
______________________________________________________________
(ii)
______________________________________________________________
______________________________________________________________
[4 marks]
Total 7 marks
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02114010/CAPE 2012
- 5 -
4.
(a)
Identify FOUR challenges that native speakers of Creole may experience when learning
Caribbean Standard English.
(i)
______________________________________________________________
______________________________________________________________
(ii)
______________________________________________________________
______________________________________________________________
(iii)
______________________________________________________________
______________________________________________________________
(iv)
______________________________________________________________
______________________________________________________________
[4 marks]
(b)
Your school has taken the step to teach some subjects in Creole, causing a public
outcry. State ONE argument for the use of Creole and ONE argument against its use
in teaching.
For Creole
___________________________________________________________________
___________________________________________________________________
Against Creole
___________________________________________________________________
____________________________________________________________________
[4 marks ]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2012
-
5.
6
-
Read the scenario below and then answer the questions that follow.
©
SIAM
(foil
©
(a)
Fight down
Babylon.
Wo! Wo!
Stand firm
------ h t 4i young bredren
Wo! Wo!
DDDDDD
A
But Dad, this song is
very profound!
It is saying that young
men need to think for
themselves and not blindly
follow the established
opinions of others.
©
Barry’s
father
Barry, how
could you
listen to
this? I don’t
understand a
word!
Well, why didn’t he say
it like that?
©,
Then it wouldn’t be a
cool tune!
Suggest ONE reason why Barry understands the song and his father does not.
[2 marks]
(b)
Barry has been asked to give a speech to parents in his community to persuade them to
listen to dancehall music. Name TWO forms of communication technology he could
use to get their interest.
(i)
(ii)
[2 marks]
(c)
Explain why EACH of the examples given in (b) above would be suitable to get the
parents’ attention.
(i)
(ii)
[4 marks]
Total 8 marks
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02114010/CAPE 2012
- 7 -
6.
Read the scenario below and then answer the questions that follow.
Caller:
Good morning. Is this Fashion Boutique?
Store Clerk:
Yeah.
Caller:
Do you have any linen suits?
Store Clerk:
Me eh know nah. I new here. Hold on, darling. Lemme check.
Caller:
That won’t be necessary, young lady. When you learn to speak properly on
the phone, I will call back. Goodbye.
(a)
State ONE reason why the caller was displeased with the store clerk’s way of speaking.
____________________________________________________________________
____________________________________________________________________
[2 marks]
(b)
For EACH of the store clerk’s responses, suggest an alternative response in the
appropriate register designed to produce a favourable response from the caller.
Response
Yeah.
Alternative
_________________________________________________________
Me eh know nah. I new here. Hold on, darling. Lemme check.
Response
Alternative
_________________________________________________________
_________________________________________________________
[4 marks]
(c)
Assuming you are the supervisor of the store clerk and you have received a complaint
from the caller, list ONE suggestion for improving communication between employees
and customers.
___________________________________________________________________
___________________________________________________________________
[1 mark ]
Total 7 marks
Module Total 30 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2012
- 8 -
SECTION C
MODULE 3 – SPEAKING AND WRITING
Questions 7 – 10
Read the statement below and then answer Questions 7 – 8.
7.
You are a young advertising executive who has been invited to address a group of CAPE
Communication Studies students on the advantages and limitations of advertising. You are
ready to plan your presentation carefully because you want to communicate effectively.
(a)
List TWO elements of the communication process, other than the medium, which you
should consider in planning the presentation.
(i)
______________________________________________________________
______________________________________________________________
(ii)
______________________________________________________________
______________________________________________________________
[2 marks]
(b)
State ONE reason why the medium is an important element to consider in planning
your presentation.
___________________________________________________________________
___________________________________________________________________
[2 marks]
(c)
You anticipate that one barrier you might face is that your message might not be clear
enough to some members of your audience. State TWO ways in which you would
effectively deal with this barrier.
(i)
______________________________________________________________
______________________________________________________________
(ii)
______________________________________________________________
______________________________________________________________
[4 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2012
- 9 8.
(a)
As the young advertising executive, identify THREE types of non-verbal communication
other than graphics that you would take into account in preparing your presentation.
(i)
_____________________________________________________________
(ii)
_____________________________________________________________
(iii)
_____________________________________________________________
[3 marks]
(b)
Describe ONE form of graphics you would use in your presentation.
___________________________________________________________________
___________________________________________________________________
[2 marks]
(c)
Give ONE reason why you would use graphics in this way.
___________________________________________________________________
___________________________________________________________________
[2 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2012
-
9.
10
-
Read the scenario illustrated below and then answer the questions that follow.
CD
©
Do I take your class
for Communication
Studies?
No, Miss, you have
another English
class now.
(a)
Miss, you had
us yesterday.
Miss, do you
want to
take our
class now?
You children
never listen
to the
question asked!
When students interpret the teacher’s question, they are operating at the interpretation
stage of the process of communication.
Between which TWO stages of that process do the students’ interpretations occur?
Stage__________________________________________________________________
Stage__________________________________________________________________
[2 marks]
(b)
Suggest TWO reasons why the teacher thinks the students did not listen to her.
(i)
(ii)
[4 marks]
(c)
What PURPOSE does the teacher’s comment in box 2 of the scenario serve?
[2 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2012
- 11 -
10.
Your Communication Studies teacher has announced that she intends to shift from the method
of chalk and talk and use of the overhead projector and the slide presentation to more up-todate information and communication technologies in her teaching in and out of the classroom.
(a)
Suggest THREE examples of more up-to-date information and communication
technology which she could use.
(i)
__________________________________________________________
(ii)
__________________________________________________________
(iii)
__________________________________________________________
[3 marks]
(b)
Give ONE purpose for which she might use EACH of TWO examples suggested in
(a) above.
Example of technology _________________________________________________
Purpose of use________________________________________________________
____________________________________________________________________
Example of technology _________________________________________________
Purpose of use
______________________________________________________
____________________________________________________________________
[4 marks]
Total 7 marks
Module Total 30 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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. 02114010/CAPE 2012
TEST CODE 02114020
FORM TP 2012160
CARIBBEAN
MAY/JUNE 2012
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
Paper 02
2 hours 30 minutes
09 MAY 2012 (p.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114020/CAPE 2012
-2-
NOTHING HAS BEEN OMITTED
GO ON TO THE NEXT PAGE
02114020/CAPE 2012
-3SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Read the following extract carefully and then answer the questions that follow.
1.
If you listen to the makers, hybrid cars are the best invention since sliced bread. While
there are many reasons to buy a hybrid car, including a new tax incentive for US owners, it helps
to have a good understanding of how they work.
What is a hybrid car? Basically, it’s a normal, fuel-efficient car that has two motors – an
5 electric motor and a gasoline-powered motor.
The reason for two motors is in the strengths and weaknesses of both types. Electric motors
use no energy during idle – they turn off – and use less than gas motors at low speeds. Gas motors
do better at high speeds and can deliver more power. That means that during stop-and-go driving
the electric motor works great and does not produce any exhaust. At higher speeds – above 65
10 kph – the gas motor kicks in and gives that peppy feel many car owners look for when driving
on the highway. Another benefit of having the gas motor is that it charges the batteries while it’s
running.
All this new technology comes at a price: a hybrid car is complex and expensive, so owners
of hybrids can expect more time in the shop and larger repair bills.
15
Much of the fuel efficiency comes from improvements in aerodynamics, weight reduction
and a smaller, less powerful gas engine.
Hybrid cars offer many green advantages as well. Even a small increase in fuel economy
makes a large difference in emissions over the life of the car. Also, in large cities where pollution
is at its worst, they make an even larger difference since they produce very low emission levels
20 during low-speed city driving and the inevitable traffic jams.
A hybrid cuts emissions by 25 per cent to 35 per cent over even the most fuel-efficient,
gas-powered models.
Experts think that, in the end, hybrids are probably a transition technology. Hydrogen or
methane fuel cell-powered cars are probably the cars of the future. As for the environment, there
25 are many ways to reduce emissions – using public transport, car pooling, riding a bicycle and
even walking. Even just buying a smaller, fuel-efficient car makes a big difference.
Adapted from Philip Dunn,
http://www.physorg.com/news10031.html
Copyright 2006 PhysOrg.com.
(a)
State the writer’s main point in no more than 30 words.
(b)
Write an ESSAY of no more than 500 words in which you state the writer’s purpose and
discuss THREE language techniques and THREE organizational strategies used to achieve
this purpose.
You must also evaluate the validity of the information presented.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2012
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the following excerpt carefully and then answer the question that follows.
Harris is a fellar who like to play ladeda, and he like English customs and thing. He does
be polite and say thank you and he does get up in the bus and the tube to let woman sit down,
which is a thing even them Englishmen don’t do. And when he dress, you think is some Englishman going to work in the city, bowler and umbrella, and briefcase tuck under the arm, with The
5 Times fold up in the pocket so the name would show, and he walking upright like if is he alone
who alive in the world. Only thing, Harris face black.
One time Moses meet Harris by Queensway buying daffodil from a barrow boy.
‘Ah, you going in for horticulture now,’ Moses tone.
The old Harris smile. ‘No, I’m going to have high tea with Lord’s daughter, and I thought
10 it would be a nice gesture to take some flowers along.’
Man, when Harris start to spout English for you, you realise that you don’t really know
the language. Harris moving among the bigshots, because of the work he does do, which is to
organise little fetes here and there, like dance and party and so on. And every time Harris worried
if Five would turn up, because Five like to make rab and have Harris feeling small, though it does
15 only be fun he making, for he not a malicious fellar at heart.
Of course, none of the boys paying to go to Harris dance; they only breezing in and saying
good evening Mr Harris. Harris can’t do anything about that, and in order to avoid contention
by the door he does only shrug his shoulders and allow them to pass. But all the time he keeping
an eye open for Five, praying that he would be out of town on business, for Five does make it his
20 business to pick on Harris because he so ladeda.
But Five never fail to appear, with four or five white chicks holding on to him. And from
the minute he burst through the door with a long jacket draping across the knees he bawling out:
‘Harris, you old reprobate! What happening?’
Harris naturally feel bad that in front of all the English people Five getting on so. He pull
25 Five to one side while the girls go inside.
‘Listen man,’ Harris plead with Five, ‘I want you to make an effort to behave and comport
yourself properly tonight. I have a distinguished gentleman and his wife here tonight. Try to get
on decently just for once.’
But nothing could rouse Five more than to approach him like this.
‘But Harris man, you looking prosperous, things going good with you. I hear you did
30
make bags of money out of that fete you had in Kilburn last Saturday. You think you will make
a lot tonight? I hear you have steel band – oh God, fete like stupidness!’
GO ON TO THE NEXT PAGE
02114020/CAPE 2012
-5
out.’
‘I am warning you, Five,’ Harris say. ‘If you behave disgracefully I shall have to put you
Five stand back and look at Harris, ‘You know you wouldn’t do that to your good friend,’
35
he say. ‘Man, sometimes you get on like if we didn’t grow up together, don’t mind you born in
Jamaica and spent time there before you come to Trinidad. You remember them lime we used to
coast by Gilda Club in Charlotte Street in Port of Spain? You remember the night when Mavis
make you buy ten rum for she, and then she went behind the rumshop and tell you to come.’
Harris look around desperately. ‘Don’t talk so loudly, man,’ he tell Five. ‘It seems you
40
are drunk already. I hope you haven’t brought any weed here tonight.’
‘How you mean, I must hit a weed before I get high,’ Five say. ‘Later on when you finish
come and see me and we will go in the back and have a puff.’
‘I won’t touch that disgusting drug,’ Harris say, ‘and you had better not smoke it here. I
am
warning
you, Five. I really have distinguished people here.’
45
‘Ah, you does say so every time I come to any of your fete,’ Five say. ‘You think you
could fool me? You forget I know you from back home. Is only since you hit Brit’n that you
getting on so English.’
Adapted from The Lonely Londoners, Samuel Selvon,
Longman 1956, pp. 111–113.
In an ESSAY of no more than 500 words, discuss the use of language in the excerpt, focusing on
the following:
(i)
The varieties of language used by Harris and Five and what they reveal about each character.
(ii)
What you notice in the relationship between Harris’ verbal and non-verbal communication
and his character.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2012
-6SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the following scenario carefully and then answer the question that follows.
Your community has decided to host a Family Day. You have been selected to serve as Public
Relations Officer. You have been given substantial funds to promote the Family Day and you
have been mandated to target the adolescents in the community.
In an ESSAY of no more than 500 words, discuss the plan of action that you propose to undertake
to promote the Family Day. Your plan must include the following:
(i)
Three strategies for reaching the adolescents in the community, and one way of achieving
each strategy
(ii)
Language registers and varieties that would be considered appropriate
(iii)
How your knowledge of the process of communication would help you to conduct a
successful promotion.
Total 25 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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 2012
TEST CODE
FORM TP 2012159
CARIBBEAN
02114040
MAY/JUNE 2012
E XAM I NAT I O N S
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
Paper 01B
30 minutes
CANDIDATES’ PAPER
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of FOUR questions.
2.
Answer ALL questions.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114040/CAPE 2012
- 2 -
NOTES
THIS SPACE IS FOR NOTES ONLY. DO NOT BEGIN YOUR ANSWERS ON THIS PAGE.
GO ON TO THE NEXT PAGE
02114040/CAPE 2012
- 3 -
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. The extract will be read twice. You will be allowed to make notes while
you listen to the extract. You will then be given 20 minutes to respond, in writing, to the
questions.
1.
State the MAIN idea of the passage in no more than 25 words.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
[3 marks]
2.
Identify FOUR pieces of evidence that you used to identify the main idea.
(i)
_______________________________________________________________________
(ii)
_______________________________________________________________________
(iii)
_______________________________________________________________________
(iv)
_______________________________________________________________________
[4 marks]
3.
(a)
Identify TWO literary devices used in this passage.
(i)
_________________________________________________________________
(ii)
_________________________________________________________________
[2 marks]
GO ON TO THE NEXT PAGE
02114040/CAPE 2012
- 4 -
(b)
Give ONE example of EACH device identified in question 3(a).
(i)
Device
_________________________________________________________________
Example
_________________________________________________________________
_________________________________________________________________
Device
(ii)
_________________________________________________________________
Example
_________________________________________________________________
_________________________________________________________________
[2 marks]
4.
Comment on the effectiveness of the device as used in EACH of the examples given for
Question 3 (b) above.
(i)
_________________________________________________________________
_________________________________________________________________
(ii)
_________________________________________________________________
_________________________________________________________________
[4 marks]
Total 15 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
02114040/CAPE 2012
TEST CODE 02114040-ES
FORM TP 2012159-ES
CARIBBEAN
E XAM I NAT I O N S
MAY/JUNE 2012
COUNCIL
ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES
Paper 01/B
30 minutes
EXAMINER’S SCRIPT
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114040/CAPE 2012-ES
- 2 -
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
the 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:
There was a sort of finality about everything. The day was Old Year’s Day, the period that of
sunset; the end of the day and a year, and also the end of a young man’s first phase of life. And at the
same time, there was a beginning; for a new day and a new year lay ahead, and new opportunities
were in the distance too. At this moment, everything was perfectly still though, as if this period
was the point at which both aspects, that of a past and that of a future life, merged. There was
that hushed and perfect stoppage of all moving things. The sun hung still in the melted tints of the
sky, and the colours of fading evening and approaching night had met and blended in a perfect
pattern. The tints of the sea and the sky were the same, so much so that one could not discern the
line where the sea ended and the sky began.
The jetty stretched long and narrow out into the sea, its great posts stiffly standing in the water
like black sentinels, silhouetted against the orange-tinted surface of the water. The sea itself was
calm and peaceful; there were scarcely any waves, but the whole surface of the water was rising
and falling.
Adapted from Timothy Callender, “ A Farewell”, Response.
Thomas Nelson & Sons Ltd., 1987, p. 192.
GO ON TO THE NEXT PAGE
02114040/CAPE 2012
-3-
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 2012
TEST CODE
FORM TP 2013160
CARIBBEAN
02114020
MAY/JUNE 2013
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 02
2 hours 30 minutes
13 MAY 2013 (p.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114020/CAPE 2013
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the extract below carefully and answer the questions that follow.
The University of the West Indies (UWI), along with the Caribbean Community and the West Indies
Cricket Team, has long been one of three tangible products of the much-talked-about Caribbean
integration that have had substantial government support.
It has not, however, been the most accessible of institutions, not least of all because it has only three
campuses: Cave Hill in Barbados, St Augustine in Trinidad, and Mona in Jamaica for the fifteen
territories it serves. Mona has limited housing on campus and has the additional disadvantage
of being far removed from Jamaica’s rural areas, with traffic congestion making daily travel a
daunting affair.
With this in mind, it is of course welcome that, at the time of writing, UWI is planning to open
a ‘fourth campus’ — this one sited in the most accessible of places, cyberspace. As reported in
Wednesday’s Gleaner, Professor E. Nigel Harris, Vice Chancellor of UWI, on Monday announced
the initiative as part of a five-year US $600 million plan not only to increase the number of
graduates, but also to turn out ‘work-ready’ ones.
We cannot help thinking, though, that competition is in part a catalyst for this logical development
of the long-standing UWI distance-teaching programme. The mental repositioning of the former
‘College of Arts, Science and Technology’ to the ‘University of Technology’ has been long complete
since the institution was granted university status in 1995. The Northern Caribbean University
has had close to a fresh start as it is no longer saddled with the extreme unpopularity of its former
name, the West Indies College and, with its Mandeville location, it serves an area from which
UWI’s Mona campus is physically distant.
In addition, there is the University College of the Caribbean which in 2005 launched its Distance
Education and Global Learning initiative, as well as any number of overseas universities which
offer a combination of virtual classes and regular face-to-face instruction.
Even with its prestigious position of being ‘A Light Shining From the West’ for 45 years and of
being a full university since 1962, UWI cannot afford to rest on its laurels. New areas of technology
arise, new lights shine, and healthy competition in offering tertiary education, as in all spheres of
life, cannot but benefit the consumer.
How this competition will affect the cost of education and the attendant opportunities remains to
be seen, and we hope that tertiary education will now not only be closer to more persons but also
be more affordable to them.
Adapted from “A campus open to more”,
Jamaica Gleaner, 14 July 2007.
GO ON TO THE NEXT PAGE
02114020/CAPE 2013
-3(a)
State the writer’s main point in the extract in no more than 30 words.
(b)
Write an essay, in no more than 500 words, in which you discuss the writer’s
(i)
purpose
(ii)
organizational strategies
(iii)
language techniques
(iv)
tone.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2013
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the passage below carefully and answer the questions that follow.
He found out Rosa was called Nympha purely by accident. He found it out when by chance
he met his cousin on the very day Thomas Appleton, a man whose name he had never been able
to disassociate from his own father’s death, was being carried in a hearse that had finally come to
a stop at the steps of the Church of the Holy Rosary.
“Your father uses to work for a man name Appleton. Dat was before he left the cane
fields,” his mother had told him. “Appleton. Dat uses to be the overseer.”
As he had done so often since he understood the political implications of the difference
between the English the missionary teachers in his school spoke and the dialect the people in the
street used, Cedric begged his mother to speak good English.
“And what you tink it will get you? What it got your father? He uses to work for Thomas
Appleton, and look what happen. He end up a poortail man in Cedros.”
But in those days, Anna DesVignes needed to tell her son the story about his father, so she
corrected her English. “He used to cut cane but I didn’t know him in the cane fields. I was working
in the factory then, Usine Ste. Madeline. I used to bring tea at tea time for the bossmen. Put the
silver pot on a white linen doily on a silver tray. It was the kind of pot with the round strainer
that fit right inside it with a chain. I knew just the amount of tea leaves to put in the strainer. Just
the amount for Mr Smith who liked his tea weak. Just the amount for Appleton when he came on
Fridays to make his report. He liked his strong. I put a lot of tea leaves in that silver strainer for
him before I drop it in the hot water and let it stay there a long time so the tea be strong.”
The boy corrected her again. “Dropped it, so the tea would be strong.”
“Is a long time. Sometimes I forget to talk proper like I used to.”
“You must remember, Ma. You’re nothing if you don’t talk like them.”
She sold fish in Cedros. Cedric knew Rosa had found her out, yet she married him. He
overheard her sister warning her, “He is the illegitimate son of a fisherwoman, Rosa. He doesn’t
even know his father. Are you sure, Rosa? Are you sure? I don’t care if he can read Latin and
Greek, he’s still common. He’s still way below your class.”
But Rosa didn’t blink an eye, neither did her mother who was sitting next to her.
GO ON TO THE NEXT PAGE
02114020/CAPE 2013
-5Yet they didn’t know that Anna DesVignes was not always a fisherwoman. There was a
time when every afternoon she poured tea and served scones in the board room of the Usine Ste.
Madeline sugar factory for a dozen Englishmen. Once, with a military band playing outside, the
governor himself, who had come on a mission for the queen, remarked to her, after she had asked,
“How many spoons of sugar?” that her English was as good as any he heard spoken on the island.
“Better than some Englishmen I know,” he added.
“He had expected you to say ‘much’”, said her son when she told him the story.
Adapted from Elizabeth Nunez, Bruised Hibiscus.
The Ballantine Publishing Group, 2000, pp 124–125.
In an essay of not more than 500 words, discuss the following:
(a)
The attitude of Cedric and Anna towards Creole and Caribbean Standard English
How a televised presentation of the relevant scenes in the extract could help readers to
understand their attitude to language.
Total 25 marks
(b)
SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the scenario below carefully and answer the questions that follow.
It is time for your annual school fair and a decision has been taken to promote the fair as a community
event, which should include the participation of the surrounding neighbourhoods. Your class,
Upper Six, has been selected by the principal to create the campaign, with you as coordinator.
(a)
In no more than 50 words, outline how your class would go about creating the campaign.
(b)
In no more than 300 words, write a letter to the principal setting out the proposals of your
class for the campaign.
Total 25 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
02114020/CAPE 2013
TEST CODE
FORM TP 2013161
CARIBBEAN
02114032
MAY/JUNE 2013
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 032
1 hour 30 minutes
08 MAY 2013 (a.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114032/CAPE 2013
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the information below carefully and answer the questions that follow.
It is not just athletes who are tempted to take steroids. A study in the medical journal
Pediatrics estimates that almost 3 per cent of today’s boys and girls in the United States aged 9 to
13 have used these drugs. Dr Nora D. Volkow, Director of the National Institute on Drug Abuse,
noted, “An estimated 79 000 high school seniors reported having abused anabolic steroids in
5 2003.”
Why the rise in steroid abuse? One reason is that successful athletes can win instant fame
and a huge fortune. A survey conducted by Bob Goldman, a physician specializing in sports
medicine, appears to confirm this grim conclusion.
10
Charles Yesales, Professor of Health and Human Development at Pennsylvania State
University, said concerning steroid use, “There’s been a substantial increase for girls during the
1990s and it’s at an all-time high right now.”
Jeff Hoerger of Rutgers University in New Jersey says, “With young women, you see them
using it more as a weight control and body fat reduction method.”
Adapted from “What Should I Know About Steroids?”
Awake, Vol. 86, No. 24, 22 December 2005, p. 5.
You are conducting research on the abuse of steroids among high school athletes and you have
found the above article.
(a)
In no more than 60 words, summarize the argument put forward in the extract.
(b)
In no more than 150 words and in point form, write an evaluation of the article that explores
whether the information is valid.
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2013
-3SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the excerpt below carefully and answer the question that follows.
“The mistress pay a visit,” Baptiste told me when he brought my coffee that morning.
“She will come back tonight or tomorrow. She make up her mind in a hurry and she has gone.”
In the afternoon Amélie brought me a second letter. I began reading.
“Why you don’t answer? You don’t believe me? Then ask someone else — everyone in
5 Spanish Town know. Why you think they bring you to this place? You want me to come to your
house and bawl out your business before everyone? You come to me or I come —”
At this point I stopped reading. The child Hilda came into the room and I asked her, “Is
Amélie here?”
“Yes, Master.”
“Tell her I wish to speak to her.”
10
“Yes, Master.”
She put her hand over her mouth as if to stifle laughter, but her eyes, which were the
blackest I had ever seen, so black that it was impossible to distinguish the pupils from her iris,
were alarmed and bewildered.
15
I sat on the veranda with my back to the sea and it was as if I had done it all my life. I
could not imagine different weather or a different sky. I knew the shape of the mountains as well
as I knew the shape of the two brown jugs filled with the sweet-scented flowers on the wooden
table. I knew the girl would be wearing a white dress. Brown and white she would be, her curls,
her white girl’s hair she called it, half covered with a red handkerchief, her feet bare.
Adapted from Jean Rhys, Wide Sargasso Sea,
edited by Angela Smith, Penguin Books, 1966, pp. 90–91.
In an essay of no more than 300 words, write an analysis of the above extract taking into
consideration any TWO of the following:
(a)
Dialectal variation
(b)
Attitudes to language
(c)
Communicative behaviours
(d)
Use of register
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2013
-4SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the extract below carefully and answer the question that follows.
In many ways the Grenadine Islands are emblematic of the rich but vulnerable nature
of the marine ecosystems of the region. The chain of more than twenty islands, from Bequia
to Carriacou, lies on the Grenada Bank and straddles the boundary between Grenada and St
Vincent and the Grenadines. They remain some of the few largely unspoiled natural wonders of
5 the Caribbean, but the islands, nine of which have permanent settlements, with two being resort
islands, are extremely vulnerable to the encroaching developments around them.
Both the Grenadian and the Vincentian governments perceive their Grenadine Islands as
having high potential for tourism and associated development. In addition to the marine-based
activities pursued by many of the area’s inhabitants, tourism and bourgeoning tourism development
10 are regarded as the biggest economic winners. What holds promise for economic development
also signals a serious threat to the fragile marine and terrestrial resource systems of the area, which
occupies about 1,500 sq. km. This large area, however, is shallower than 50 m and supports the
most extensive coral reefs and related habitats in the south-eastern Caribbean.
This realization, coupled with the recognition that civil society possessed real and potential
15 capacity to contribute to sustainable development for its own benefit, prompted the birth of the
Sustainable Grenadines project.
Reprinted from The Pelican – A Magazine of the University of the West Indies,
Issue 3, July–December, p. 11.
In an essay of no more than 250 words, discuss
(a)
the writer’s level of involvement with the subject
(b)
the intended audience
(c)
the purpose of the piece
(d)
TWO situations in which this piece could be used effectively.
Total 20 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
02114032/CAPE 2013
TEST CODE
FORM TP 2013158
CARIBBEAN
02114010
MAY/JUNE 2013
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 01/A
1 hour 15 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of TEN questions.
2.
Answer ALL questions.
3.
Write your answers to each question in the spaces provided.
4.
Notes or other textual materials are not allowed in the examination room.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114010/CAPE 2013
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Questions 1–2
1.
Study the situation below and then answer the questions that follow.
It has been reported in the press that students between the ages of 13 and 18 are increasingly
using alcohol and cigarettes at school. A group of sixth form students have decided to investigate
this matter at their school. They have decided to focus on the age group in question and they are
interested in discovering which gender is affected more. The findings of this investigation will
be used as part of their Drug Awareness Programme to be conducted at the school.
(a)
Identify TWO methods that the students could use to gather data for their research.
Method (i)
____________________________________________________________
Method (ii) ____________________________________________________________
[2 marks]
(b)
State ONE strength and ONE weakness of EACH of the methods listed in (a) above.
Method (i):
Strength
_____________________________________________________________
_____________________________________________________________
Weakness _____________________________________________________________
_____________________________________________________________
[2 marks]
Method (ii):
Strength
_____________________________________________________________
_____________________________________________________________
Weakness _____________________________________________________________
_____________________________________________________________
[2 marks]
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
-3(c)
One of the students found an article on the Internet entitled “Alcohol: Abuse Among
Teenagers at Newton High School”.
Suggest ONE reason why this article could be used as part of the group’s research.
_______________________________________________________________________
_______________________________________________________________________
[2 marks]
2.
(a)
Total 8 marks
Name THREE sources, apart from the students, from whom the researchers could elicit
information about the increasing use of alcohol and cigarettes amongst students.
Source (i)
____________________________________________________________
Source (ii)
____________________________________________________________
Source (iii) ____________________________________________________________
[3 marks]
(b)
Suggest TWO possible findings of the researchers in their investigations.
(i)
_________________________________________________________________
(ii)
_________________________________________________________________
[4 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Questions 3–6
3.
Study the scenario below and then answer the questions that follow.
(a)
Identify the language spoken in the scenario.
_______________________________________________________________________
[1 mark]
(b)
Give TWO linguistic features in the language of this dialogue that make it different from
Standard English.
Feature (i)
____________________________________________________________
____________________________________________________________
Feature (ii)
____________________________________________________________
____________________________________________________________
[2 marks]
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
-5(c)
State TWO reasons why the language used in the scenario may not be considered acceptable
in a lecture on “Rights of the Voter”.
Reason (i)
____________________________________________________________
____________________________________________________________
Reason (ii) ____________________________________________________________
____________________________________________________________
[4 marks]
4.
(a)
Total 7 marks
State THREE features of a language.
Feature (i)
____________________________________________________________
Feature (ii) ____________________________________________________________
Feature (iii) ____________________________________________________________
[3 marks]
(b)
List TWO purposes of language, apart from directing.
Purpose (i)
____________________________________________________________
Purpose (ii) ____________________________________________________________
[2 marks]
(c)
(i)
Give the Creole language of a named Caribbean territory.
Territory: _______________________________________________________
Creole language: __________________________________________________
[1 mark]
(ii)
Suggest a factor that has influenced the evolution of the creole language of the
named territory.
_________________________________________________________________
_________________________________________________________________
[2 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
-65.
Read the comic strip below and then answer the questions that follow.
Adapted from The Daily Express, Trinidad.
19th November, 2007.
(a)
(i)
State the attitude that the passer-by displays towards the language of the first group
of young men.
_________________________________________________________________
_________________________________________________________________
[1 mark]
(ii)
Give TWO reasons that might account for this attitude.
Reason (i)
______________________________________________________
______________________________________________________
Reason (ii) ______________________________________________________
______________________________________________________
[4 marks]
(b)
The passer-by uses a different adjective to describe the two groups of young men. Choose
ONE of the adjectives and explain what he uses it to mean.
Adjective: _____________________________________________________________
Explanation:
__________________________________________________________
__________________________________________________________
[2 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
-
6.
7
-
View the illustration below and then answer the questions that follow.
Obesity
rate highest
in the region
- study
Help!
Slg^Li
j'
Adapted from The Guardian, Trinidad, 24th November 2007.
PRESSURE!
(a)
Give TWO reasons why the messages in this illustration might successfully reach the
public.
Reason (i)
______________________________________________________________
Reason (ii)
[4 marks]
(b)
(i)
(ii)
Suggest TWO technological devices that could be used to sensitize teenagers about
the growing rate of obesity in society.
Device (i)
________________________________________________________
Device (ii)
________________________________________________________
[2 marks]
Explain how you would use ONE of the devices suggested in (b) (i) above to
convey the message of the cartoon.
Device____________________________________________________________
How you would use device____________________________________________
[2 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
-8SECTION C
MODULE 3 – SPEAKING AND WRITING
Questions 7–10
7.
Read the scenario below and then answer the questions that follow.
The Minister of Health has decided to visit a rural area that has been severely affected by recent
flooding. He has on his agenda an address to members of the community about the precautions
they need to take against diseases that might arise from flooding. He has asked you in your capacity
as Communications Specialist to write the speech.
(a)
State THREE elements of the communication process that you need to consider before
beginning to write the Minister’s speech.
Element (i)
__________________________________________________________
Element (ii)
__________________________________________________________
Element (iii)
__________________________________________________________
[3 marks]
(b)
Name TWO other forms of communication, apart from a speech, that the Minister could
use to convey his message.
Form (i)
_____________________________________________________________
Form (ii) _____________________________________________________________
[2 marks]
(c)
Give ONE reason why ONE form of communication you named in (b) above might be
more effective in creating interest.
Form of communication __________________________________________________
Reason
_______________________________________________________________
[2 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
-98.
Read the scenario below and then answer the questions that follow.
A student from another school has recently been transferred to your school and is now a member
of your class. However, since she arrived, she has sat by herself at the back of the class, made no
eye contact with any of her classmates, and left the class in a rush at the end of the school day.
Some members of your class say it appears that she feels superior to the class.
(a)
Suggest a possible interpretation of the non-verbal communication behaviours of the new
student.
_______________________________________________________________________
[2 marks]
(b)
State TWO types of non-verbal communication that the class could use to make the new
student feel welcome.
Type (i)
_____________________________________________________________
_____________________________________________________________
Type (ii)
_____________________________________________________________
_____________________________________________________________
[2 marks]
(c)
Write TWO statements that could have the same effect as the types of non-verbal
communication given in (b) above.
Statement (i)
__________________________________________________________
__________________________________________________________
Statement (ii) __________________________________________________________
__________________________________________________________
[4 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
- 10 9.
Read the scenario below and then answer the questions that follow.
The hibiscus plants at your school are gradually being destroyed by the mealybug. The school’s
agricultural club has embarked on a project to alert the students, staff, and community about the
effects of the insect’s actions and some of the preventative measures that they could take to stem
these effects.
(a)
Suggest THREE mediums that could help convey the club’s message effectively.
Medium (i) ____________________________________________________________
Medium (ii) ____________________________________________________________
Medium (iii) ____________________________________________________________
[3 marks]
(b)
Select TWO of the mediums that you have identified in (a) above and, for EACH, explain
why it would be effective.
(i)
Medium ________________________________________________________
Reason
________________________________________________________
________________________________________________________
(ii)
Medium ________________________________________________________
Reason
________________________________________________________
________________________________________________________
[4 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2013
-
10.
11
-
Study the scenario below and then answer the questions that follow.
Treina’s grandfather recently received a cellphone as a gift. Treina sent him the following text
message but did not get a response:
C u 2 nite.
3na
(a)
W hat are TWO possible barriers to communication in this situation?
Barrier (i) __________________________________________________
Barrier ( i i ) __________________________________________________
[4 marks]
(b)
Suggest a way to facilitate communication between Treina and her grandfather.
[2 marks]
(c)
Suggest a form of communication, EITHER verbal OR non-verbal, by which the grandfather
could express a lack of understanding.
Verbal
OR
Non-verbal
[2 marks]
Total 8 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
02114010/CAPE 2013
TEST CODE
FORM TP 2013159
CARIBBEAN
02114040
MAY/JUNE 2013
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 01/B
30 minutes
CANDIDATES’ PAPER
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of FOUR questions.
2.
Answer ALL questions.
3.
Write your answers to each question in the spaces provided.
4.
Notes or other textual materials are not allowed in the examination room.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114040/CAPE 2013
-2NOTES:
GO ON TO THE NEXT PAGE
02114040/CAPE 2013
-3SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Instructions:
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. The extract will be read twice. You will be allowed to make notes while you
listen to the extract. You will then be given 20 minutes to respond, in writing, to the questions.
1.
State the MAIN idea of the extract in ONE sentence of not more than 30 words.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
[3 marks]
2.
List FOUR details from the passage that assisted you in identifying the main idea.
Detail
(i) ____________________________________________________________________
Detail (ii) ____________________________________________________________________
Detail (iii) ____________________________________________________________________
Detail (iv) ____________________________________________________________________
[4 marks]
GO ON TO THE NEXT PAGE
02114040/CAPE 2013
-43.
(a)
Identify TWO literary devices used by the author.
Device (i) _____________________________________________________________
Device (ii) _____________________________________________________________
[2 marks]
(b)
Give ONE example of EACH literary device you identified in 3 (a) above.
Device (i) _____________________________________________________________
Example
Device (ii) _____________________________________________________________
_____________________________________________________________
Example _____________________________________________________________
[2 marks]
4.
Comment on the effectiveness of EACH of the TWO devices you identified in 3 (a) above.
Device (i) ___________________________________________________________________
Comment
___________________________________________________________________
___________________________________________________________________
Device (ii) ___________________________________________________________________
Comment ___________________________________________________________________
___________________________________________________________________
[4 marks]
Total 15 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
02114040/CAPE 2013
TEST CODE
02114040–ES
FORM TP 2013159–ES
CARIBBEAN
MAY/JUNE 2013
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 01/B
30 minutes
EXAMINER’S SCRIPT
Copyright © 2011 Caribbean Examinations Council
All rights reserved.
02114040/CAPE 2013–ES
-2MODULE 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 the
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:
The streams of the Northern Range which make up its source are beautiful and cool and crystal
clear flowing from the hills to the valleys over rock and pebble, but once they get out of the valleys
they become dustbins for people who do not care anything about polluting or dirtying the clean
waters.
By the time these streams join the main stream on the plains of the Caroni, the river is muddy,
sickly brown, sluggish and filthy, and so lazy to move (except in the rainy season) that it is a
wonder it gets to the sea at all. It meanders and turns and twists as if to avoid all movement and
flow, backing into a bend here, almost stagnant in a pool there. Sometimes it turns back and heads
for the hills, and sometimes it is still and lifeless like a long lake. But in the rainy season, when it
cannot accommodate the swollen streams, it overflows its banks and destroys crops and livestock,
and makes some adjacent roads impossible to cross.
Adapted from Samuel Selvon, The Plains of Caroni,
Thomas Nelson and Sons Ltd., 1978, p. 124.
GO ON TO THE NEXT PAGE
02114040/CAPE 2013–ES
-35.
After you have read the extract, pause for a few seconds and then say to the candidates:
I shall now read the extract a second time.
6.
After you have read the extract a second time, 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 2013–ES
TEST CODE
FORM TP 2014155
CARIBBEAN
02114010
MAY/JUNE 2014
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 01A
1 hour 15 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of TEN questions.
2.
Answer ALL questions.
3.
Write your answers to each question in the spaces provided.
4.
Notes or other textual materials are not allowed in the examination room.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2012 Caribbean Examinations Council
All rights reserved.
02114010/CAPE 2014
- 2 SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Questions 1–2
Read the scenario below and then answer Questions 1 and 2.
Recently, several newspaper reports in your territory have indicated that a large number of teenagers spend
a considerable amount of time playing video games and, as a consequence, neglect their studies. A group of
students from a high school in your country has decided to research this behaviour as it relates to their school.
1.
(a)
Identify THREE methods that the students could use to gather data for their research.
Method (i):
__________________________________________________________
Method (ii):
__________________________________________________________
Method (iii): __________________________________________________________
[3 marks]
(b)
For ONE of the methods identified in (a) above, explain ONE advantage or ONE disadvantage
of using this method.
Advantage:
_____________________________________________________________
_____________________________________________________________
OR
Disadvantage: _____________________________________________________________
_____________________________________________________________
[2 marks]
(c)
For ONE of the methods identified in (a) above, describe TWO activities the group of students
will need to undertake in order to conduct the research.
Method:
________________________________________________________________
Activity:
________________________________________________________________
________________________________________________________________
[2 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 3 2.
(a)
Based on the issues raised in the scenario, write ONE relevant research question that the
students might develop.
__________________________________________________________________________
__________________________________________________________________________
[2 marks]
(b)
Compose ONE question that the students could ask participants to help them answer the
research question in (a) above.
__________________________________________________________________________
__________________________________________________________________________
[2 marks]
(c)
State TWO sources that the students could use to gather information on participants’ academic
performance.
Source (i): ________________________________________________________________
Source (ii): ________________________________________________________________
[2 marks]
(d)
Evaluate the effect of the use of ONE of the sources in (c) above on the validity of the
research.
__________________________________________________________________________
__________________________________________________________________________
[2 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 4 -
NOTHING HAS BEEN OMITTED.
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 5 SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Questions 3–6
3.
(a)
Explain TWO advantages which computer users have compared to non-users.
Advantage (i)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Advantage (ii) _____________________________________________________________
_____________________________________________________________
__________________________________________________________
_____________________________________________________________
[4 marks]
(b)
You are about to start university. You have access to a personal computer at home but wish
to persuade your parents to let you have a laptop. Give TWO arguments you could use to
persuade your parents.
Argument (i)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Argument (ii)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
[4 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 6 4.
The comic strip below shows how a revolution in technology has resulted in new ways of using
words. Read the comic strip and then answer the questions that follow.
Adapted from CROCK (2006), North America Syndicate
(a)
Give an example of a word that is used in a new way in the comic strip above.
__________________________________________________________________________
[1 mark]
(b)
List THREE other words not found in the comic strip, whose meanings have changed
because of the technological revolution.
Word (i)
________________________________________________________________
Word (ii)
________________________________________________________________
Word (iii) ________________________________________________________________
[3 marks]
(c)
Describe TWO possible attitudes that Shanna might have towards Kevin’s use of the
word ‘virus’.
Attitude (i)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Attitude (ii)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
[4 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 7 5.
Read the scenario below and then answer the questions that follow.
Ivan is a student who is being trained as a minister of religion to serve congregations in the
English-speaking Caribbean. He likes to use English Creole in his sermons. His supervising
minister tells him to refrain from doing this because it is not appropriate.
(a)
Give TWO arguments Ivan might offer for the use of English Creole in his sermons.
Argument (i)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Argument (ii)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
[4 marks]
(b)
(i)
Name ONE register that may be used by Ivan while he delivers his sermon.
___________________________________________________________________
[1 mark ]
(ii)
List TWO features of the register named in (b) (i) above.
________________________________________________________________
________________________________________________________________
[2 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 8 6.
Read the comic strip below and then answer the questions that follow.
(a)
Suggest ONE reason why James does not understand why the woman is able to identify him
as being from the Caribbean.
__________________________________________________________________________
__________________________________________________________________________
[2 marks]
(b)
List TWO features of James’ speech that allow the woman to identify him as being
Caribbean.
Feature (i)
_____________________________________________________________
_____________________________________________________________
Feature (ii)
_____________________________________________________________
_____________________________________________________________
[2 marks]
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 9 (c)
Suggest THREE roles that language plays in any society.
Role (i)
________________________________________________________________
________________________________________________________________
Role (ii)
________________________________________________________________
________________________________________________________________
Role (iii)
________________________________________________________________
________________________________________________________________
[3 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 10 SECTION C
MODULE 3 – SPEAKING AND WRITING
Questions 7–10
7.
Read the scenario below and then answer Questions 7 and 8.
The Newsletter Committee of Barker Secondary School is trying to sell its first school newsletter. It decides to market the newsletter within the school.
(a)
List THREE aspects of the communication process that the committee should consider
before it markets the newsletter.
Aspect (i)
_______________________________________________________________
Aspect (ii) _______________________________________________________________
Aspect (iii) _______________________________________________________________
[3 marks]
(b)
Select TWO of the aspects that you have listed in (a) above and explain the significance
of each.
Aspect:_____________________________________________________________
_____________________________________________________________
Significance: _____________________________________________________________
_____________________________________________________________
Aspect:_____________________________________________________________
_____________________________________________________________
Significance: _____________________________________________________________
_____________________________________________________________
[4 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 11 8.
(a)
Identify THREE mediums which the committee could use to effectively convey its
message.
Medium (i) ______________________________________________________________
Medium (ii) ______________________________________________________________
Medium (iii) ______________________________________________________________
[3 marks]
(b)
Select TWO of the mediums you have identified in (a) above and explain why EACH can
be used to market the newsletter effectively.
Medium:
__________________________________________________________
Explanation:
__________________________________________________________
__________________________________________________________
Medium:
__________________________________________________________
Explanation:
__________________________________________________________
__________________________________________________________
[4 marks]
Total 7 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 12 9.
Read the scenario below and then answer the questions that follow.
Mr Jackson, a teacher at Grasville High School, was advised by his principal to use visual aids in his
teaching, instead of lecturing to his students all the time.
(a)
Identify FOUR visual aids Mr Jackson could use to enhance his teaching.
(i)
___________________________________________________________________
(ii)
___________________________________________________________________
(iii)
___________________________________________________________________
(iv)
___________________________________________________________________
[4 marks]
(b)
Choose TWO of the visual aids identified in (a) above and state ONE way in which
EACH could facilitate the learning process.
Visual aid (i): __________________________________________________________
Way:
__________________________________________________________
__________________________________________________________
Visual aid (ii): __________________________________________________________
Way:
__________________________________________________________
__________________________________________________________
[4 marks]
Total 8 marks
GO ON TO THE NEXT PAGE
02114010/CAPE 2014
- 13 10.
Read the scenario below and then answer the questions that follow.
“My fellow citizens, I urge you to go out and vote for my party on Election Day. The decision
you make will affect you for the rest of your life. I know that you are good people and I trust you
will do the right thing.”
(a)
Identify the form of communication suggested by the scenario.
__________________________________________________________________________
[1 mark]
(b)
Give ONE reason to justify your answer in (a) above.
______________________________________________________________________
______________________________________________________________________
[2 marks]
(c)
Identify TWO non-verbal forms of communication that could be used to enhance the
message in the scenario.
Non-verbal form (i)
Non-verbal form (ii)
(d)
_____________________________________________________
_____________________________________________________
[2 marks]
Suggest ONE technology that could be used to deliver this message to the electorate and
explain how it could be used to good effect.
Technology: ______________________________________________________________
Explanation: ______________________________________________________________
______________________________________________________________
[3 marks]
Total 8 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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. 02114010/CAPE 2014
TEST CODE
FORM TP 2014157
CARIBBEAN
02114020
MAY/JUNE 2014
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 02
2 hours 30 minutes
12 MAY 2014 (p.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE Sections.
2.
Answer ALL questions.
3.
You are advised to take some time to read through the paper and
plan your answers.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2012 Caribbean Examinations Council
All rights reserved.
02114020/CAPE 2014
-2-
NOTHING HAS BEEN OMITTED.
GO ON TO THE NEXT PAGE
02114020/CAPE 2014
-3SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the extract below carefully and then answer the questions that follow.
It’s all different, quiet and grey now, like the sun reflecting on the previous night’s darkness
or predicting the afternoon’s storm. On this stifling summer morning, I scarcely recognize the school
I had attended for four years. The life and laughter have died. It is another world.
I walk down the vacant halls, and what light there is shines a path on the mirrored beige
5 floors, leading me past imposing grey lockers that stand erect in columns. At one time, they woke
the dead in closing but now remain closed in silence. I remember the faces of people who stood and
sometimes slumped before them at day’s end. They were friendly faces that looked up and nodded or
said “Hello” as I galloped past. Now there are other faces, faces of people I never got to know.
The lockers soon give way to the classrooms, cement cells we once lived in, learned in, and
10 often slept in. Steel I-beams I had once hardly noticed now hang like doom over cracked and peeling
walls. The architect left them exposed — for want of talent, I assume. From the color scheme of
putrid green to the neutral asbestos ceiling and steel rafters, the banality of the classroom overwhelms
me.
The rooms are empty now, save the ancient desks. They are yellow clay and steel and much
15 smaller than I remember. I can still read arcane graffiti, its meaning forgotten, on their dull surfaces. The handwriting is my own. I recognize the doodles drawn as every minute ran past like a turtle
climbing up a glass wall. Back then, they killed the time. They didn’t do much for the furniture either.
Eventually, my eyes come to rest on the chalkboards. Old habits die hard. I remember
staring at them through teachers whose words “had forked no lightning”. My teachers and classmates
20 are gone, but many faces remain. From seats in front and to my side, they turn and stare. They are
shadows of the past, bloodless visions, returned from long exile to mock my exile and return. They’re
looking for me and through me. But they’re only memories. They’ve left, you know — some gone to
school, some gone to the world, others gone to their own private hells. Faces that laughed, young and
innocent, now cry, worn and haggard. Their expressions hide lives that were true and alive but now
25 are neither.
James Keller, “Exile and Return”,
A Reader for Developing Readers,
S.V. Buscemi, Ed., McGraw Hill College, 1999, p. 112.
(a)
State the writer’s main idea in approximately 30 words.
[2 marks]
(b)
Write an ESSAY, in approximately 500 words, in which you include:
•
The writer’s purpose
•
The effectiveness of at least TWO different organizational strategies and at least
TWO different language techniques used to achieve that purpose
•
Appropriateness of the tone
[23 marks]
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2014
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the poem below carefully and then answer the questions that follow.
VESSELS
We are vessels, and for starters,
There are those who refuse to take shape.
Fighting the mold from which they make.
Those to be delicate, clear and pure like a glass,
5 Choose to be rotten,
And live in the rum bottle.
Those to be solid and filled with good food like a pot,
Instead of using what they got
Keeping all covered until it rot.
10 That how they throw away the treasure of their lot.
And so people playing hop-scotch with destiny,
Fearful of the challenge of what they were meant to be.
We real wrong-side.
That is a scary situation
15 When you doh know your purpose or destination.
I tell allyuh some years ago
About the man who didn’t know
Who was head of his own house.
He gone to run an errand for his wife,
And was gone for two days.
When he come home is noise in his head.
She waiting with a broom,
And he dive under the bed.
She say, “Where you was? Come out now. Where you was?”
25 And she sticking him with the broom under the bed, licks all in he head.
Hear him from under the bed,
“I am the man in the house, and if I say I not coming out, I not coming out.”
See what I mean.
You think he for real?
30 The man was designed to be like a large storage jar
Filled with wholesome goodness, and strong in stature.
But here he was like a flask that break
Echoing words that fail to carry power with it.
20
Be sure you know what vessel you are.
Deborah Jean-Baptiste-Samuel, “Vessels”,
Vessel and Voice. Dramatic Monologues 1999, pp. 29‒30.
GO ON TO THE NEXT PAGE
02114020/CAPE 2014
-5In an ESSAY of no more than 500 words, discuss the following:
(a)
What the poet achieves by using a mixture of Standard English and Creole in the poem
(b)
The implications for the wider acceptability of Creole arising from the poet’s use of this
language variety
(c)
How a video presentation would enhance the message of the poem
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2014
-6SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the scenario below carefully and answer the questions that follow.
To encourage teenagers to save their money, Pelican Bank has decided to match the opening deposit
(up to US$200.00) in the accounts of 10 lucky new savers between the ages of 13 and 18. This will
be a new type of savings club/account.
You are the youngest member of the marketing and communications company which has been given
the task to promote this service and you are eager to prove your ability and come up with a winning
plan.
In an ESSAY of no more than 300 words:
(a)
Write the plan that you will present to the bank’s board of directors, clearly showing:
• The appeals to the target group
• The effectiveness of THREE strategies to be used to encourage teenagers’ awareness
(b)
Identify TWO aids that you could use to enhance your presentation to the board.
Total 25 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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 2014
TEST CODE 02114040-ES
FORM TP 2014156–ES
CARIBBEAN
MAY/JUNE 2014
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
PAPER 01B
EXAMINER’S SCRIPT
Copyright © 2012 Caribbean Examinations Council
All rights reserved.
02114040/CAPE 2014‒ES
-2-
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 five 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 five minutes to read through the questions, silently. I will tell you when five
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:
And this is how I see the East. I have seen its secret places and have looked into its very
soul; but now I see it always from a small boat — a high outline of mountains, blue and
afar in the morning; like faint mist at noon; a jagged wall of purple at sunset. I have the
feel of the oar in my hand, the vision of a scorching blue sea in my eyes. And I see a bay,
a wide bay, smooth as glass and polished like ice, shimmering in the dark. A red light
burns far off upon the gloom of the land and the night is soft and warm. We drag at the
oars with aching arms, and suddenly a puff of wind, a puff faint and tepid and laden with
strange odours of blossoms, of aromatic wood, comes out of the still night — the first sigh
of the East on my face.
Adapted from Joseph Conrad, Youth,
Available online at http://ebooks.adelaide.edu.au/c/conrad/joseph/c/5y/
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.
02114040/CAPE 2014‒ES
GO ON TO THE NEXT PAGE
-3-
6.
After you have read the extract, pause for a few seconds and then say to the candidates:
You now have twenty minutes to answer the questions, in writing. I will tell you when 15 minutes
are up. Then I will tell you when twenty 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 2014‒ES
TEST CODE
FORM TP 2015162
CARIBBEAN
02114020
MAY/JUNE 2015
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 02
2 hours 30 minutes
11 MAY 2015 (p.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
127100
5162
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
3.
You are advised to take some time to read through the paper
and plan your answers.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2013 Caribbean Examinations Council
All rights reserved.
02114020/CAPE 2015
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the extract below carefully and answer the question that follows.
There was a time when it seemed the Caribbean might be the next big thing in world
cinema. In 1970, the first indigenous feature film in the English-speaking Caribbean, the historical
drama The Right and the Wrong, was made in Trinidad. The Harder They Come, Jamaica’s first
feature — and arguably the finest film yet made in the region — was released in 1972. Further
5 films, such as Bim (Trinidad and Tobago, 1973) and Smile Orange (Jamaica, 1976), followed. A
Caribbean New Wave seemed about to put the region on the cinematic map, much as the region’s
writers had brought Caribbean literature to the world’s attention a generation before.
But the wave petered out. The ideological fervour that fuelled the best of these releases, born
of the social and political upheavals of the day, dissipated. Much of the region’s top filmmaking
10 talent struck out for greener pastures due north. Then there was the rise of the Hollywood
blockbuster, the phenomenal global box-office success of spectacles such as Jaws (1975) and Star
Wars (1977), reminding everyone just who was number one in the cinema business.
Perhaps, most crucially, the surge in the popularity of television, with the attendant
revolution in video production, meant a shift away from the much more costly medium that is film
15 to TV production. The next three decades were lean ones for the Caribbean film industry — if
such a thing could even have been said to exist.
Now, however, there’s a resurgence in Caribbean cinema. From The Bahamas right down
through the islands to Trinidad, a new generation of filmmakers is emerging. One of the main
reasons for this is purely practical: the technology has changed. More than any other, film is a
20 technology-led art form, and the advent of digital technology — vastly cheaper than film — has
put movie cameras into the hands of more would-be filmmakers than ever before.
“The coming of video might be why the emphasis moved away from feature films in the
1980s and 1990s,” says Bruce Paddington. “Now, with digital video and high-definition video,
we’re having a renaissance in filmmaking.”
Paddington is co-ordinator of the film programme at the University of the West Indies
at St Augustine in Trinidad, and founder of the Trinidad and Tobago Film Festival. The film
programme, which offers a bachelor’s degree, turned out its first set of graduates in 2009, and the
film festival celebrates its fifth anniversary this year. Also key to the growth of the local industry
is the state-run Trinidad and Tobago Film Company, which was founded in 2006 and which, among
30 its various services, provides production grants to local filmmakers.
25
“Hopefully,” says Paddington, “this renewed activity will one day soon bear fruit, and we
will see local films being shown at cinemas throughout the country.”
Adapted from Caribbean Beat, September/October,
Media and Educational Projects Ltd, Trinidad, 2010, p. 41.
GO ON TO THE NEXT PAGE
02114020/CAPE 2015
-3Write an essay, in no more than 500 words, in which you
(i)
state the writer’s purpose
(ii)
discuss THREE organizational strategies and THREE language techniques used by the
writer to achieve his purpose
(iii)
evaluate the validity of the information presented.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2015
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the passage below carefully and answer the question that follows.
‘Now Rebecca. Hm. You are a very clever, very entertaining little girl. Very. But what I
had in mind were questions that are a bit more serious. Your Aunt tells me you are being prepared
for confirmation. Surely you must have some questions about doctrine, hm, religion, that puzzle
you. No serious questions?’
Beccka look at Archdeacon long and hard. ‘Yes,’ she say at long last in a small voice.
5
Right away Archdeacon sit up straighter.
‘What is it my little one?’
Beccka screwing up her face in concentration.
10
‘Sir, what I want to know is this for I can’t find it in the Bible. Please sir, do angels wear
brassieres?’
Auntie Mary just that minute coming through the doorway with a full tea tray with Cherry
carrying another big tray right behind her. Enough food and drink for ten Archdeacon. Auntie
Mary stop braps in the doorway with fright when she hear Beccka’s question. She stop so sudden
that Cherry bounce into her and spill a whole pitcher of cold drink all down Auntie Mary back. As
15 the coldness hit her Auntie Mary jump and half her tray throwaway on the floor. Milk and sugar
and sandwiches a rain down on Archdeacon. Archdeacon jump up with his handkerchief and start
mop himself and Auntie Mary at the same time he trying to take the tray from her. Auntie Mary
at the same time trying to mop up the Archdeacon with a napkin in her mortification not even
noticing how Archdeacon relieve that so much confusion come at this time.
Oliver Senior, “Do Angels Wear Brassieres?”
The Oxford Book of Caribbean Short Stories.
Oxford University Press, 1999, pp. 310–311.
In an essay of no more than 500 words, discuss
(i)
possible reasons for the writer’s language choices used in the narrative
(ii)
difficulties that non-West Indians may experience in understanding the passage
(iii)
how a video presentation could enhance the comedic effect of the extract.
Total 25 marks
GO ON TO THE NEXT PAGE
02114020/CAPE 2015
-5SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the scenario below carefully and answer the question that follows.
The prefect body at your school has decided to organize a campaign promoting a healthy lifestyle
among the school community. As a student of the Communication Studies class, you have been
asked to develop a proposal for presentation to the principal.
In an essay of no more than 500 words, present
(i)
your proposal, including such items as theme, timetable of events, personnel to be involved
and benefits to the school
(ii)
justification for at least THREE specific strategies to be used to promote the campaign.
Total 25 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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 2015
TEST CODE
FORM TP 2015312
CARIBBEAN
02114022
MAY/JUNE 2015
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 02
2 hours 30 minutes
15 JUNE 2015 (p.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
3.
You are advised to take some time to read through the paper
and plan your answers.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2015 Caribbean Examinations Council
All rights reserved.
02114022/CAPE 2015
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the extract below carefully and answer the question that follows.
Chikungunya was first reported in Southern Tanzania in 1952, according to the World
Health Organization (WHO). The chikungunya virus is carried by two types of mosquitoes —
the yellow fever mosquito (Aedes aegypti) and the Asian tiger mosquito. So far, the virus strain
circulating in the Americas is primarily spread by the former.
5
10
15
20
25
30
For public health authorities, the first line of attack was to destroy all breeding sites for
the mosquitoes, which bite during the day and need only a few drops of stagnant water in which
to lay their eggs. Late last year, CARICOM leaders met and agreed on a plan to tackle “CHIK-V”
(as it is commonly called). This plan saw the WHO and the Pan-American Health Organization
facilitating the bulk purchase of essential public health supplies, such as bed nets, insecticides and
repellent, as well as widespread campaigns to educate citizens and stakeholders in the tourism
industry, with the media and local government bodies playing key roles in delivering the message
about the need for all citizens to be part of the fight. Regional leaders also acknowledged the need
to strengthen vector-control response capacities.
Public health agencies across the region have been on all-out education campaigns to
sensitize their populations about the need to get rid of mosquito-breeding sites. In Trinidad and
Tobago, the health minister took the unprecedented step of writing a letter about the virus that
was posted to households across the country. The Chikungunya Bus Tour – which featured a bus
painted with the words “Don’t get bite! You can help tackle CHIK-V and Dengue!” — was used
to distribute fliers, mosquito nets, and “zappers” across the country.
In Jamaica, the parish council in Trelawny issued tough warnings to litterbugs about
the hazards posed by discarded tyres, cups, and containers — all perfect breeding grounds for
mosquitoes — and threatened to fine persistent offenders. Jamaica’s chief medical officer urged
every Jamaican to search for and destroy mosquito breeding sites in and around their homes,
workplaces and communities, by getting rid of old tyres and containers in which water can settle,
punching holes in tins before disposing of them, and covering large drums, barrels, and tanks
holding water.
“While the Government must lead the process, citizens have a major role to play in the
reduction of the spread of this disease,” the health minister said. “It is therefore important for all
of us to ensure that we are not harbouring this mosquito in our homes. Personal responsibility is
going to be of utmost importance in the reduction of the spread of this disease.” He appealed to
Jamaicans to take ten minutes each week to look around their environs and ensure there was no
uncovered container with water that could breed mosquitoes. “Check your flower-pot saucers, dish
drainboards, refrigerator troughs, plants, and pet feeding bowls. Scrub them clean,” the minister
urged.
Adapted from Caribbean Beat January/February 2015,
Media and Educational Projects Ltd, Trinidad, p. 109.
GO ON TO THE NEXT PAGE
02114022/CAPE 2015
-3Write an essay, in no more than 500 words, in which you
(i)
state the writer’s purpose
(ii)
discuss THREE organizational strategies and THREE language techniques used by the
writer to achieve his purpose
(iii)
evaluate the validity of the information presented.
Total 25 marks
GO ON TO THE NEXT PAGE
02114022/CAPE 2015
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the passage below carefully and answer the question that follows.
“Call the complainant to the witness stand,” said the judge.
5
The complainant, James Brown, was called by the constable and he stood on the witness
stand. His right arm was in plaster and in a sling. The stand was on the right of the platform
where the judge was seated. In the corner was a lectern with the Bible on it. A policeman handed
the Bible to the complainant. He took it in his left hand. ‘Repeat after me,’ he said.
“I swear by Almighty God,” said the policeman.
“I swear by Almighty God,” repeated the complainant.
“That the evidence I shall now give ...”
“That the evidence I shall now give ...”
10
“Will be the truth, the whole truth, and nothing but the truth.”
“Will be the truth, the whole truth, and nothing but the truth.”
The clerk of courts asked him a series:
“Is your name James Brown?”
“Yes.”
15
“Are you from Palmer Estates?”
“Yes.”
“Are you an electrician?”
“An apprentice.”
“What happened on the afternoon of 4 May 1980?”
20
“When I walking through the state road to me house I see dis bwoy stoning me mango tree.”
“Which boy are you talking about?” asked the judge.
The complainant pointed at the accused. ‘‘That bwoy, your Honour.”
GO ON TO THE NEXT PAGE
02114022/CAPE 2015
-5“Do you mean the accused? You say you saw him stone your mango tree?”
25
“Yes, your Honour. I tell him not to stone de tree and him tell me a bad word and start
throw stone after me. One of de stone lick me on me hand and bruk it your Honour.”
“Thank you,” said the judge. “You may leave the witness stand. Dennis McCaulay, is it
true that you left school before you could even read or write?”
“No, sir – is not true.”
30
“What do you mean it is not true? I have the documents from your school right here. Your
teacher says you can hardly read or write. Is that correct?”
The accused did not answer.
In an essay of no more than 500 words, discuss
(i)
possible reasons for the writer’s choice of language used in the passage
(ii)
difficulties that non-West Indians may experience in understanding the passage
(iii)
how a video presentation of the passage could be used to create a comedic effect.
Total 25 marks
GO ON TO THE NEXT PAGE
02114022/CAPE 2015
-6SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the scenario below carefully and answer the question that follows.
The sporting committee at your school has decided to organize a walkathon to promote weight
loss among the school community. As president, you have been asked to develop a proposal for
presentation to the principal.
In an essay of no more than 500 words, present
(i)
your proposal, including items such as theme, timetable of events, personnel to be involved
and benefits to the school
(ii)
justification for at least THREE specific strategies to be used to promote the walkathon.
Total 25 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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.
02114022/CAPE 2015
TEST CODE
FORM TP 2015163
CARIBBEAN
02114032
MAY/JUNE 2015
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 032
1 hour 30 minutes
5163
06 MAY 2015 (a.m.)
126285
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
3.
You are advised to take some time to read through the paper
and plan your answers.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2013 Caribbean Examinations Council
All rights reserved.
02114032/CAPE 2015
-3SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the excerpt below carefully and answer the questions that follow.
For most people, bugs are organisms to be avoided, but perhaps we have been unfair to
them, and guilty of unwarranted prejudice. Just as human beings can be good, bad, or indifferent,
and while there are definitely bad bugs, there are also good bugs, which are increasingly being
studied by scientists and used by technologists. In fact, it has been stated that maybe 99 per cent
5 of all bugs are helpful — a striking example of how the presence of a few bad apples can give a
bad reputation to the whole barrel.
In an age of instant everything, including food, the public demands the convenience of
ready-to-eat products, including packaged fresh salads, but they prefer these foods to be preservative
free. It has been found that non-pathogenic bacteria (aka good bugs) can be used to preserve food
10 by producing acids that prevent the growth of spoilage bacteria like Listeria and E. Coli. One such
bacterium is the lactic acid bacterium — Lactobacillus or LAB — which is amazingly versatile.
Both good and bad bacteria thrive under conditions in common, but LAB can prevent the growth
of harmful bacteria.
Amazing as it may seem, in the human body, where bugs reside in the intestines, lungs,
15 and skin, there are 10 times more bacterial cells (10 trillion) than human cells. While some of
these bacteria are harmful, the majority are helpful, and essential for human health. Scientists are
now investigating the possibility of introducing helpful bacteria, including LAB, into therapeutic
remedies. These remedies can be safely taken, even by infants, for complaints such as severe
diarrhoea.
Helpful bacteria do not confine themselves to the human body. They also help to promote
the growth of certain plants by fixing nitrogen in the soil to purify water in sewage treatment plants
and septic tanks, and to break down oil after accidental spills. We are all familiar with the damage
caused by the latter — the ruined beaches and fouled boats, the consequent impact on tourism,
and the loss of marine life and sea birds. In 1989, a mammoth oil spill from the Exxon tanker
25 Valdez made headline news, as it coated miles of beaches in Alaska. Various clean-up techniques
were immediately used, but one of the most effective was the use of naturally occurring oil-eating
bacteria.
Adapted from Caribbean Beat, May/June,
Media and Educational Project Ltd, 2003, pp. 86–87.
20
(a)
In no more than 60 words, summarize the arguments put forward by the author.
[5 marks]
(b)
In no more than 150 words, write an evaluation of the article that explores the validity of
the information.
[15 marks]
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2015
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the excerpt below carefully and answer the question that follows.
The next day and the next Glen did not come near the house, and as it was he who always
split the firewood for the kitchen, Bess was considerably put out. In her fussy, blundering way
she kept fretting over this irritation, and Miriam got in the way.
‘They are all alike,’ she grumbled. ‘They are only around when there is something to be
got.
Good-for-nothing
bunch, the lot of them, I say.’
5
‘He’s not like that at all, Ma,’ said Miriam, instantly.
Bess just stood still for a moment, glaring at her, her mouth gaping a little.
‘Gal, you stand there contradicting me! What you know ’bout it, at all? You must be want
me fire you a box side of you’ face!’
10
Miriam just shrugged and turned away.
Bess saw the gesture, read in it a certain assertiveness that she was not prepared to let pass
like that. She set her lips together tightly.
‘Come here,’ she said.
Miriam came up to her obediently, looking her squarely in the eye, instead of hanging her
15 head before her, looking down at her feet.
This to Bess was an act of overt defiance. Her own daughter! Things had come to a pass,
indeed! It was time she took a hand.
‘What you have with him?’ she demanded, coldly, grimly.
‘What you mean?’
20
‘Don’t back-answer me like that. I asked you a question, like I have a right to. You watch
you’ step, and answer me good.’
‘I don’t understand you, Ma,’ said Miriam.
‘I’m asking you what he mean to you, that’s what.’
‘Don’t mean nothing special, like so, Ma.’ She added, bitterly, and with sufficient cause.
25 ‘We’re not even friends.’
GO ON TO THE NEXT PAGE
02114032/CAPE 2015
-5Bess shook an admonishing finger in her face.
‘You better watch your step. You just a young gal, I want you to know. You make me
catch any young man playing any hanky-panky with you.’
Miriam’s gaze faltered before her now, her lower lip jerked a little, and she held it between
30 her teeth to keep it still.
‘All right, you get on with what I gave you to do now,’ said Bess, feeling as though she
had discharged her obligations as a parent, clearing up a little issue that was in doubt, as Miriam
turned away.
Roger Mais, Black Lightning,
Heinemann, London, 1983, pp. 54–55.
In an essay of no more than 300 words, write an analysis of the above extract taking into
consideration
(i)
dialectal variation
(ii)
communicative behaviours
(iii)
use of register.
Total 20 marks
GO ON TO THE NEXT PAGE
02114032/CAPE 2015
-6SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the extract below carefully and answer the question that follows.
Unlike other diet books that make big promises, Eat More, Weigh Less, by Dean Ornish,
MD, soft-pedals the health claims for a diet for the masses, adapted from his regimen to reverse
heart disease. Ornish is well known in the medical community because of his success in reversing
blockages to the heart, once thought impossible without surgery or drugs. Ornish also runs his
5 own health and diet site here at WebMD, which can give you additional details about his plan.
Unlike other books that are full of scientific-sounding theories and explanations without
clinical studies to back them up, Ornish’s explanations are simple and well supported. His main
point is that eating a high-fibre, low-fat vegetarian diet will not only help you stay healthy, or get
you there, but also will help you lose weight.
This is accomplished, according to Ornish, by a combination of diet and exercise that
10
allows the body’s fat-burning mechanism to work most effectively.
That’s it. If you stick to this plan, you will meet Ornish’s recommendation of less than
10% of your calories from fat, without the need to count fat grams or calories. Ornish suggests
eating a lot of little meals because this diet makes you feel hungry more often. You will feel full
15 faster, and you’ll eat more food without increasing the number of calories.
Ornish’s regimen is more than mere diet, he claims. He is a stickler about incorporating
at least 30 minutes of moderate exercise a day, or an hour three times a week, and using some
kind of stress-management technique, which might include meditation, massage, psychotherapy,
or yoga.
Eating Healthy. Retrieved 6 December 2011,
from http://www.webmd.com/diet/ornish-diet-what-it-is.
GO ON TO THE NEXT PAGE
02114032/CAPE 2015
-7In an essay of no more than 250 words, discuss
(i)
the intended audience
(ii)
strategies that the writer uses to convince the audience
(iii)
what the writer hopes to achieve
(iv)
TWO suitable channels for this piece, other than the worldwide web.
Total 20 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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.
02114032/CAPE 2015
TEST CODE
FORM TP 2016172
CARIBBEAN
02114020
MAY/JUNE 2016
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 02
2 hours 30 minutes
09 MAY 2016 (p.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
3.
You are advised to take some time to read through the paper and
plan your answers.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2013 Caribbean Examinations Council
All rights reserved.
02114020/CAPE 2016
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the following extract carefully and then answer the questions that follow.
Years of fiscal indiscipline and a build-up of sovereign debt have plunged the global economy
into another crisis, particularly in Europe and the United States. But this crisis is not as far away as
we in Trinidad and Tobago would like to believe.
As most of the business community in the country have already realized, problems an ocean
5 away can stir up waves here at home. That the challenges faced by Europe and the US — anaemic
growth and high unemployment — could have a significant impact on the local economy is cause for
concern.
Even though the Trinidad and Tobago economy has shown what Central Bank governor Ewart
Williams last week described as “remarkable resilience”, thanks to energy sector resources and a
10 lower debt position than other Caribbean countries, changes taking place in the international economy
could quickly push Trinidad and Tobago to the brink of a second fiscal crisis next year.
“It is no cliché that the global economy is going through a major transformation and that
economies, large and small, need to adapt to survive,” Williams said last Wednesday. Speaking at a
luncheon hosted by the Chamber of Commerce at Westmoorings on the topic “The Current State of the
15 Economy and the Outlook for 2012”, he pointed out that the eyes of the world were locked on Europe
“since the storm in the Euro area is casting a long shadow over the entire global economy”.
Williams went on to observe that crises in Ireland, Greece, Portugal, Spain and Italy, caused by
problems in servicing sovereign debt, have spread to European banks, which are now facing shortfalls
similar to those in 2008, and real GDP in the Eurozone is projected to contract at an annualized rate of
20 one per cent in the last quarter of this year and 0.4 per cent in the first three months of 2012.
Last week the United Nations sharply cut its economic projections for global growth and said
that the world was at risk of a new recession.
In the circumstances, therefore, Trinidad and Tobago’s economic position next year is far
from certain even though the projection for growth is about 1.5 per cent.
Adapted from“A Time for Diversification”,
Business Express, Vol. 474, 7 December 2011, p. 3.
02114020/CAPE 2016
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-3(a)
State the writer’s MAIN point in no more than 35 words.
(b)
Write an essay in NO MORE than 500 words in which you focus on the following:
(i)
The writer’s purpose
(ii)
Organizational strategies
(iii)
Language techniques
(iv)
Tone
Total 25 marks
02114020/CAPE 2016
GO ON TO THE NEXT PAGE
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
Read the following extract carefully and then answer the question that follows.
2.
“Eh-eh! Is Geoffry,” said Beena. She waved.
“Geoffry? Wha’ Geoffry? Who dah?”
“Geoffry, na? Geoffry Weldon. You’ grandson.”
“Oh-h-h-h! You mean dah Geoffry? Me na know ’e come back from school. When ’e
5 come?”
“Me na know. ’E mus’ be come fo’ de holiday season like ’e always come. Easter holiday.”
“Oh-h-h-h!’ Ramgolall shaded his eyes to better see the approaching figures. ’E tall, boy. ’E
grow big since last time me see ’e.”
“Me na see he since las’ year July holiday. He nice boy. He always talk to me good.”
10
They crossed over the canal, taking with them the milk-cans, and in a minute or two Geoffry
and Stymphy came striding up, haversacks on backs and fishing tackle under arms. “I made you out
from a distance, Beena,” smiled Geoffry, gripping her hand. “This is my friend, Stymphy.” She shook
hands with Stymphy who smiled and said: “How do you do?” in his usual half-shy way when meeting
anyone for the first time. “And, Ramgolall, how are you keeping? You’re getting old, you know.”
15
“Eh-h-h-h!” said Ramgolall. “Baaya, you grow big. Me hardly rec’nize you. Tall, tall boy.”
“Yes, one does grow, doesn’t one?”
“You come home spen’ holiday, na?”
“That’s right. The Easter holidays. And I’ve brought my good friend along with me –
Stymphy. We’re trying to do a bit of fishing. We left home since six o’clock this morning.”
20
“You come walking all de way!” said Beena in surprise.
“Good Lord, no! We started off on our bikes. We left them at the Brankers’ house, about a
mile from here, and came the rest of the way on foot. I was hoping to meet you all, as a matter of fact.
Where’s Kattree? She didn’t come out with you?”
“Na. She aketch fish fo’ we breakfas’.”
25
“You don’t say! You mean you actually catch fish every day for your breakfast?”
“Eh-heh. Every day. Mullet plenty a Long Canal now rain afall.”
Edgar Mittelholzer, Corentyne Thunder,
Heinemann Educational Books, 2009, p. 65
02114020/CAPE 2016
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-5In an essay of NO MORE than 500 words, write an analysis of the extract taking into consideration
the following:
(i)
Dialectal variation
(ii)
Use of register
(iii)
Communicative behaviours
Total 25 marks
02114020/CAPE 2016
GO ON TO THE NEXT PAGE
-6SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the following scenario carefully and then answer the question that follows.
As a Communication Specialist in the Ministry of Health, you have been asked to speak to a group of
high school students about the negative effects that the abuse of alcohol and drugs can have on their
lives.
In an essay of NO MORE than 500 words, discuss how you would go about
(a)
sourcing information for your speech
(b)
using language techniques to make the speech effective
(c)
using nonverbal forms of communication to enhance the delivery of the speech
(d)
using digital technology to enhance the delivery of the speech.
Total 25 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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 2016
TEST CODE
FORM TP 2016173
CARIBBEAN
02114032
MAY/JUNE 2016
E XAM I NAT I O N S
COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
Paper 032
1 hour 30 minutes
04 MAY 2016 (a.m.)
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of THREE questions.
2.
Answer ALL questions.
3.
You are advised to take some time to read through the paper and
plan your answers.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.
Copyright © 2013 Caribbean Examinations Council
All rights reserved.
02114032/CAPE 2016
-2SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
1.
Read the following extract carefully and then answer the questions that follow.
Many people today think that Father Christmas is just the British name for Santa Claus.
Whilst it is true that Father Christmas and Santa are considered virtually the same today, Father
Christmas is a completely different person, with a much longer history.
The American Santa Claus has one source. He originated from Dutch settlers’ stories about
5 Sinter Klass, the Dutch name for St Nicholas, and how he gave presents to girls and boys.
St Nicholas was Bishop of Myra, in Turkey in the 3rd century AD, who would travel in his red
bishop’s robes and give gifts to the poor. He was believed to have been particularly kind to children.
Apparently, he was also very shy. Legend has it that one day, wanting to give money to a family in
secret, he dropped some gold coins down the chimney, where they landed in a girl’s stocking. St
10 Nicholas didn’t ‘arrive’ in Britain until after the Norman invasion and when he did arrive his story was
quickly absorbed into the legend of Father Christmas. By this time, our Father Christmas had already
been around for centuries!
The earliest Father Christmas appeared during ancient British midwinter festivals. He wasn’t
known as Father Christmas then, of course, but as a general pagan figure who represented the coming
15 of spring. He would wear a long, green hooded cloak and a wreath of holly, ivy or mistletoe. It is
the association with holly and mistletoe, and his ability to lift people’s spirits, that we retain from this
ancient Father Christmas.
When Britain fell under Saxon rule in the fifth and sixth centuries AD, Father Christmas took
on the characteristics of the Saxon Father Time, also known as King Frost or King Winter. Someone
20 would dress up as King Winter and be welcomed into homes, where he would sit near the fire and
be given something to eat and drink — a bit like our mince pies and whisky for Father Christmas,
perhaps? It was through that, by being kind to King Winter, that the people would get something good
in return: a milder winter. Thus Father Christmas became associated with receiving good things.
This association was strengthened when the Vikings invaded Britain and brought their own
25 midwinter traditions with them. The 20th through the 31st of December is known as Jultid — the time
when the Norse God Odin takes on the character of Jul, one of his twelve characters, and visits the
earth. The name lives on today as Yuletide. During Jultid, Odin, a portly, elderly man with a white
beard and a long, blue, hooded cloak, was said to have ridden through the world on his eight-legged
horse Sleipnir, giving gifts to the good and punishment to the bad.
Adapted from The Daily Express, Section 2,
Monday 19 November 2007.
02114032/CAPE 2016
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-3You are preparing a midterm paper on the origin of Santa Claus, and you have come across the extract.
(a)
In NO MORE than 65 words, summarize the information presented in the extract. [5 marks]
(b)
In NO MORE than 150 words, write an evaluation of the factors that help to establish the
[15 marks]
validity of the information.
02114032/CAPE 2016
Total 20 marks
GO ON TO THE NEXT PAGE
-4SECTION B
MODULE 2 – LANGUAGE AND COMMUNITY
2.
Read the following extract carefully and then answer the question that follows.
The pastor spoke up rapidly, while the sexton followed his words, nodding nervously with
intense agreement. “At de bogs, mon — a maskeetoe, big, big, big, like so, mon.” The pastor spread
his arms wide. “Big as a donkey!” “Me arm!” muttered the corporal, involuntarily. “No, Mon,
bigger dan dat!” protested the pastor.
5
One of the constables snickered.
“Shut up,” ordered the sergeant, glowering at the man.
“Beejeese,” the pastor continued, “I never see dat before!” From his accent and unique
phraseology you could tell he was a Bajan. A mixture of quaint West Indian expressions from the
sergeant’s Barnes Ghaut in Nevis and the pastor’s Bridgetown in Barbados spiced the air as the
10 sergeant conducted the questioning.
“Start from de beginning,” he advised the pastor. “And Corporal, take some notes. I want a
clear picture of dis, dis, dis...”
“Picture?” blurted the sexton. “I have it; see it here!”
He waved a Polaroid photograph at the sergeant who took it, holding it this way and that,
15 peering at it from different angles.
“You have any udders? Dis one is kinda blurry.”
“Lawhawd, Sergeant, is de only one. Me could hardly hole de camera — me fraid for so!”
The sergeant passed the picture for the other officers to look at. “Way you was standin’ when
you take de picture?”
20
“I was standin’ right dere ’pon de groun’ at de bogs.”
“I mean how far you was standin’ from de ting?”
“Sergeant, we had just pushed through some bushes an’ dere we was — right on top of it!”
“On top of it?” said the sergeant. “How you mean?”
“Well, maybe ten feet away.”
25
“Twenty,” said the pastor. “Well, anyway it was too close. An when de ting start to tun
towards us, Lawd, me nearly trip an fall over Smiley in me rush to get outta dere!”
02114032/CAPE 2016
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-5
“Smiley was wid you?” queried the sergeant.
“Is he showed us de way,” said the pastor.
“Where Smiley is now?” asked the sergeant.
“Beejeeze...!” the pastor’s eyes widened with horror as he looked around questioningly. “Oh
30
me God, he mus’ still be dere!”
“Oh me arm!” said the corporal.
“Shut up!” snapped the sergeant who was now clearly disturbed.
Adapted from “Smiley Stories: The Big Donkey Mosquito Affair in Nevis”,
Nonsense in Nevis by Amba Trott, pp. 13‒14.
In an essay of NO MORE than 300 words, write an analysis of the extract taking into consideration
the following:
(i)
Dialectal variation
(ii)
Communicative behaviours
02114032/CAPE 2016
Total 20 marks
GO ON TO THE NEXT PAGE
-6SECTION C
MODULE 3 – SPEAKING AND WRITING
3.
Read the following extract carefully and then answer the question that follows.
Adolescents are without a doubt more peer-oriented than any other age group. But it is
simplistic to assume that peer influence is always negative or that it outweighs parental influence.
Research demonstrates that the nature of the parent–child relationship is consistently the best predictor
of adolescent psychological health and well-being. Adolescents who have poor relationships with
5 their parents are precisely the adolescents who are most susceptible to negative peer influences. Poor
parent–adolescent relationships are not the norm during the pubertal years, but, rather, conflicted
relationships more likely represent a continuation of poor family relationships from childhood.
Research also indicates that most adolescents feel close to and respect their parents. Most
adolescents share their parents’ values — moral, religious, political and educational. The school the
10 adolescent attends, the kind of neighbourhood the parents live in, whether the parents attend religious
services, and what parents do for a living — all influence their children. Parental choices such as these
have a definite impact on their children or on the network of friends they select.
Unit 6 — Peers and Youth Culture,
Adolescent Psychology 04/05 Fourth Edition.
In an essay of NO MORE than 250 words, discuss the following:
(i)
The writer’s purpose and argument
(ii)
The intended audience
(iii)
THREE suitable contexts for the extract
Total 20 marks
END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK ON THIS TEST.
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.
02114032/CAPE 2016