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 1 02114020/CAPE/KMS 2019 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. 2 02114020/CAPE/KMS 2019 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. 3 02114020/CAPE/KMS 2019 “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 4 02114020/CAPE/KMS 2019 - 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. 5 02114020/CAPE/KMS 2019 “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. 6 02114020/CAPE/KMS 2019 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. 7 02114020/CAPE/KMS 2019 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
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