02114020/CAPE/KMS 2019
C A R I B B E A N
E X A M I N A T I O N S
C O U N C I L
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
COMMUNICATION STUDIES
PAPER 02
MAY/JUNE 2019
MODULE 1 QUESTION 1 KEY AND MARK SCHEME
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SECTION A
MODULE 1 – GATHERING AND PROCESSING INFORMATION
Question 1
Content (10 marks)
Writer’s main point - 2 marks
Award 2 marks for an answer which clearly mentions 3 or more of the following
details.
Award 1 mark for an answer which mentions two of the following details




Jamaican males underperform compared with females.
There is gender inequality in academic/educational performance in Jamaican
schools
The Jamaican education/school system contributes to the underperformance by
ignoring the scientific fact that boys develop at a slower rate
We need to address the question of gender inequality in schools.
Sample Statement: Educational practice in Jamaica results in male underperformance
by ignoring scientific evidence that boys lag behind girls in maturation and
development and this need to be addressed.
Writer’s purpose - 2 marks
Award 2 marks for an answer which clearly states any of the following using clear
purpose verbs.
Award 1 mark for an answer which states or hints at a part of any of the
following using a clear purpose verb.

To inform/sensitize/alert/educate/instruct/enlighten/apprise/explain/ to/the
public that boys are at a disadvantage and programmed for failure in the
Jamaican educational system which pits them against girls who are
developmentally more advanced than they are at similar ages, which needs to be
addressed.
OR

To highlight the reasons for the underperformance of boys in hope of steps
being taken to redress how boys are being educated.
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OR

To persuade/convince the audience that boys are at a disadvantage and
programmed for failure in the Jamaican educational system which favours girls
who are developmentally more advanced than they are at similar ages and this
situation needs to be addressed.
OR

To persuade/convince the audience that the present Jamaican educational
system, which is biased towards girls who are developmentally more advanced
than boys are at similar ages, needs to be addressed.
Organizational Strategies
[4 marks]
Award 1 mark EACH for any of FOUR of the following strategies and/or techniques
that are correctly identified and explained.
Award 1 mark for any TWO strategies and/or techniques which are correctly
identified but not explained.

Statistical Information: offered as hard/scientific evidence that there
are developmental difference between girls and boys.
 “in 2005 (the latest data I can find), 48 992 boys and 81 111 girls
sat CSEC subjects,”
 “more than twice the number of females (67 per cent) are enrolled in
UWI than males (33 per cent),
 59 per cent of those
education are women”

enrolled
in
post-secondary
non-tertiary
Sub-heading: to make
 comprehension easier
 give a clue as to where specific information can be found/to navigate to
specific information e.g.
o
o

“GIRLS DEVELOP FASTER”
“SAME-SEX SCHOOLS”
Expert/Authoritative reference:
-
the writer cites his own earlier work to reiterate that the problem
of male underachievement is a longstanding problem and to emphasize
his credibility and expertise on the given topic.
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“Let me quote
justice'”.

from
my
column
of
April
16,
2010
titled
'Gender
And that of other experts as well
“the medical journal Cerebral Cortex on December 19, 2013” to
emphasize the cognitive and emotional gap between male and female
adolescent development and maturation.


“Dr Marcus Kaiser of Newcastle University in the UK” also to
emphasize the cognitive and emotional gap between male and female
adolescent development and maturation.

The Trinidad Express of March 26, 2010, story titled 'Minister:
Shift to same-sex schools to target males' to prove that the problem
is acknowledged in other CARICOM jurisdiction and is acted upon with
positive results.
Comparison/Contrast: to highlight that the issue is not just confined
to Jamaica but other Caribbean countries.
 between male and female cognitive and emotional maturation
 differences in the approach adopted to the problem by Trinidad and
Jamaica respectively.

Problem/Solution: to assist the reader to better understand the issue,
including its impact, so that they are more likely to accept the
solution.
 Problem: “ ‘chasm of academic achievement’ between boys and girls in
Jamaican high schools.”
 “There is gender injustice here”
 “girls outperformed the boys in all arts subjects and all science
subjects, except Mathematics.”
 “boys will develop a negative
feelings towards women.”
image
of
themselves
and
aggressive
 Solution: We must convert co-ed high schools to single-sex schools
 “build more
injustice”

grammar
schools
for
boys
only
to
redress
the
gender
Use of Rhetorical Appeals
 Logos: inclusion of statistics and research evidence to appeal to
reason and inspire credibility
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- Pathos: to sway the reader into accepting the view that there is
injustice being done to males in the educational system and
that action is needed to correct it.
 “Walk street, kick-stone posse” and “Give them feelings of
inferiority” are examples of emotive language conveying the
consequences of this injustice.
 Inductive Reasoning/Ordering of information: The writer uses a series
of examples and illustrations to lay the foundation for his conclusion
that the educational system is fostering male underperformance and
needs to change.
 Cause
and
effect:
The
writer
mentions
the
cause
of
male
underperformance at the different age level and the negative personal
and societal effects in the hope that action will be taken to correct
what he calls an injustice.
 Use of repetition: The writer uses a kind of incremental repetition by
first stating that girls outperform boys at the CSAT level in paragraph
2 and reiterates this idea of outperforming boys at the CXC and higher
levels later in paragraph five. The use of the repetition emphasizes
the fact that male underachievement is a systemic problem in Jamaican
education because officials ignore the scientific factors about gender
development which the writer cites.
Language Techniques:

Metaphors:
 “chasm of academic achievement between boys and girls” and “the
girls will run academic circles around the boys” to emphasize huge
developmental gulf or difference between the academic performance
of girls and boys.
 “kick-stone posse” – to suggest the dereliction and illegality which
can result from male underachievement in the educational system
 “woven into the fabric of Jamaican society” – to suggest just how
ingrained the problem of gender injustice is in the Jamaican
educational system

Rhetorical Questions: to focus the argument on the developmental
difference between the sexes and the built in disadvantage that boys
face in the educational system.
Also to invoke/ create/ appeal to a
sense of injustice in the public consciousness about the boys’
educational plight.
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 “Why is this?”


Hypophora (question and answer): The author answers “Maybe” to the
question “Is it because boys learn differently than girls, and
Jamaica's school system is hopelessly feminised, putting boys at a
disadvantage?” in order to focus his audience on his perspective on
the answer for which he will later provide evidence.
Call for action: to emphasize his main concern and appeal for a change
to same-sex education
 “We must convert co-ed high schools to single-sex schools,
 build more grammar schools for boys only to redress the gender
injustice…”
 comparison
between
global
warming
and
male
educational
underperformance where the issue has been ignored to out peril.
 Conversational Tone: Use of diction consisting of idiomatic
expressions,
clichés,
personal
pronouns
and
questions
to
communicate his message with a matter of fact informality which may
be more easily accepted/understood by his audience.
Contrast may also be accepted as a technique. For example, the writer
contrasts the performance of boys and girls at the GSAT and CXC levels to
illustrate the imbalance or injustice which can occur when the scientific
evidence of their different rates of development is ignored.
Credibility of the information — 2 marks
Award 1 mark EACH for ANY TWO of the following ideas.
 Relevance: Although the information is dated, it is still relevant
as it supports what is generally known about male underperformance
in the education system.
 Evidence of research: The writer’s main claim is based on research
evidence which includes scientific data, quotations from
authoritative expert and the institutional reliability of The
Gleaner newspaper. These factors lend some amount of credibility to
the writer’s claim.
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 Outdated sources: The information may not be considered credible as
evidence cited is older than five years.
 Unsupported conclusion: The solution to convert all co-educational
schools to single sex school is not justified by evidence as the
writer merely references/cites an article from Trinidad.
 Unstated Credentials: The writer’s credentials or qualifications are
not stated.
This could have increased the credibility of the
information presented.

Unreferenced sources: The writer did not provide the source for
some of his evidence hence many of the details presented seem like
opinions.

“In 2005 (the latest data I can find), 48,992 boys and
girls . . .”

“In both primary and preparatory schools, girls
outperform boys in…”

“At the age of 12-13 years, the girls will run academic
circles around the boys . . .”

Biased presentation: The writer has a clear bias in favour of
gender injustice in Jamaican education and hence he provides no
information on the other side of the issue.

Illogical conclusion/ Flawed reasoning: The writer’s main
conclusions do not logically flow from the evidence presented
about male underperformance since this can be caused by a variety
of other factors.
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Organization
Excellent paragraph development with an effective introduction, thematic
cohesion, appropriate use of transitional devices, and connectives and an
effective conclusion.
7
Good use of the above criteria with one or two weaknesses evident.
5-6
Adequate level of organization with several weaknesses evident.
3-4
Unsatisfactory level of organization with weaknesses evident in all areas.
1-2
Expression
Excellent, effective and error-free use of language.
8
Very good use of language though there may be a few lapses evident.
7
Good use of language though there may be a few lapses evident.
5-6
Some ability to use language effectively and accurately, but there are
inconsistencies in accurate usage.
3-4
Frequent inaccurate use of language
1-2
OR insufficient information presented
Incomprehensible response OR no response.
8
0