FORM TP 2004183 @ TEST CODE O2IT4O32

MAY/JUNE 2OO4

CARIBBEAN EXAMINATIONS COUNCIL

ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STI.JDIES
PAPER O3/B
7 hour 30 minutes

12IUAY 2004 (a.m.)

INSTRUCTIONS TO CAI{DIDATES

Answer ALL questions.

Copyright @ zD3Caribbean Examinations Council

All rights reserved
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SECTION A

MODULE 1 - GATIIERING AND PROCESSING INFORMA'TION

1. Read the information below and answer the question that follows-

It's a tenth-grader's dream: Your teacher catches you cheating, and your parents take
your side. That's exactly what happened last December to a group of sophomores at Piper
High School in Piper, Kan. Teacher Christine Pelton had assigned her students a semester-long
biology project. When the kids turned in their papers, Pelton found that almost a quarter of
them - 28 out of 118 - had been plagiarized. And not only plagiarized, but plagiarized poorly.
According to Pelton, entire sections of the papers were identical, copied from the same Internet
websites.

She had already warned her students about cheating and its consequences. Each of the
28 offenders received a zero on the assignment, and a failing grade in the class. But only .

temporarily.

Soon, parents of the 28 complained to the local school board, refusing to believe their
child had cheated. The penalty, all the parents said, was too harsh. And the school board agreed:
Pelton was instnrcted to give the cheaters partial credit for their work. The cheaters were thrilled.
The next day, Pblton told the Kansas City Star, "I went to my class and tried to teach the kids, but
they were whooping and hollering and saying, 'We don't have to listen to you anymore."'

Her authority gone, Pelton did the only thing she could: She immediately quit in protest.
Most teachers don't. At many high schools and universities, cheating is routine, teacher apathy
the norm. A series of studies by Rutgers University professor Donald McCabe found that on most
campuses, more than 75 percent of students cheat. And why wouldn't they? According to
McCabe, a 1999 survey of 1000 faculty mernbers at 2l colleges found that "one-third of those
who were aware of student cheating in their course in the last two years did nothing to address
it." In other words, there are far more plagiarists on campus than there are Christine Peltons.
Tucker Carlson, "That's Outrageous".
Reader's Diqest, JuIy 2002, pp. 39 - 40.

You have been asked to give a speech on the topic "Plagiarism: How should it be punistied?"
and you have come across the above article.

(a) In no more than 50 words, summarize the views on plagiarism presented in the article.
[ 5 marks]
(b) The writer is of the view that high schools and colleges have too lenient and casual an
approach to plagiarism. In no more than 150 words, evaluate the way in which the writer
supports his position. lL5 marksl

Total20 marks

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SBCTION B

MODULE 2 - LANGUAGE AND COMMTJNITY

2. Read the extract below and answer the question that follows.

RUSS: lEnteringl Anyone seen Mr Hendry?

MICA: I think he's teaching.
RUSS: Have you seen his comments'on these reports? fshows them to fter.l That is
ridiculous. The Head cannot send these to parents. Did you see these,
Mr Josephs?

JOE: Yes, but I noticed nothing unusual. [MICA laughs.]

RUSS: Listen to this one. Davis - 2C History - 'He his making good progress.'
H-I-S!
JOE: That is not unusual for Mr Hendry.

RUSS: What about this one. King - 2C - 'He as not learn his lesson.' These can't go
out. How long has this man been teaching here?
MICA: Too long.

RUSS: And the Head?

PAT: 'E his 'is favourite teacher. What can 'e does?

fEveryone laughs except JQE andRUSS.l

RUSS: And you? [7o PAT]

MICA: What can we do, Russ? The Head sees it, knows it, does nothing.

PAT: The Head's a sensitive man, Mr Dacres. I wouldn't want him to think I was
taking over his job.

CHAPLAIN: Leave well alone is what I say.

RUSS: But this man is creating havoc in the school'

CHAPLAIN: A move against Hendry is a move against the Head, who whether we like it or
not, is the constituted authority.

IHENDRY enters.l
RUSS: Ah, MrHendry.

HENDRY: What is it?

RUSS: Have a look at this. Does it make sense to you?

HENDRY: What?

RUSS: This report.

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 HENDRY: What about it?

RUSS: Read.

HENDRY: What's wrong? I don't see anything wrong.

RUSS: 'He his'? H - I - S! 'He as not learn'?

HENDRY: Oh that, just a slip of the pen. lHe attempts to correct it. Titters from the rest.'l

RUSS: A little slip, Mr Hendry? You slip on every report. As a teacher with some sort
of responsibility to the students, I am going to take it upon myself to tell you
that these reports will have to be done all over again. Here you are, sir. lThere
is alongpause znrilHENDRY, redintheface, turns andwall<s out ofthe room,
leaving RUSS with the reports.f How could that fellow get in to teach?

JOE: The day he walked into this staff-room, I saw it as the beginning of the end.

fPAT leaves in search o/HENDRY.I

Trevor Rhone, "Schools Out".

Two Can PIay and School's Out,
t-ong

In an essay of no more than 300 words, write an analysis of the above extract, taking into
consideration

(a) dialectal variation

(b) communicative behaviours

(c) attitudes to language

(d) use ofregister. [20marks]

Total20 marks

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SECTION C

MODULE 3 - SPEAKING AND WRITING

3. Read the extract below and answer the question that follows.

There are over two million blacks unemployed in our country while billions of Rand
are spent on the war machinery to suppress us. More than five million Africans have been
rendered stateless- More than three million Africans have been affected by the brutal system
of mass removals. Cemeteries throughout the country continue to fill up with the graves of
black infants and children in this Year of the Child, at a time when the pockets of the already
rich white minority bulge out dramatically with the money earned from the prices of gold and
other minerals which have gone sky-high. The jails are full to overflowing with people
imprisoned under the pass laws, as well as so-called criminals, many of whom turned to crime
as a result of the apartheid system.

Millions go to bed hungry with little prospect of food the following morning. Millions
are ill in health but with no possibility of medical attention. Even
beyond our borders yet other
millions cannot go about their legitimate business with a feeling of peace and security because
murderous agents of PW Botha and Magnus Malan are bent on committing aggression against
independent Africa.

These crimes against ourpeople, against Africa and against humanity are perpetrated by
a regime devoid of any legitimacy to rule our country because, as the Freedom Charter states, it
is not 'based on the will of all the people'. All our struggles at all levels this year must be
accompanied by the call - Forward to a People's Government! To give meaning to this call,
and in observing the 25th anniversary of the Freedom Charter and renewing our commitment to
the democratic demands contained within it, we must launch mass struggles everywhere around
all the issues that both agitate us and are reflected in the Freedom Charter.

Oliver Tatnbo, - Ig80 - The Year of the Charter".

Selected Writirtgs on the Freedom Charter 1955 - 1985,
African National Congress, 1985, p. 57.

In an essay of no more than 250 words, discuss

(a) the issue that concerns the writer of the extract given above

(b) the intended audience

(c) the writer's purpose

(d) THREE Situations in which you would consider the extract appropriate.
Total20 marks

END OF TEST

The Council has made every effort tu ftace copyright holders. However, if any have heen
inadveftently overlooked, or any material has been incorrectly acknowledged, CXC will be
pleased to correct tkis at the earliest oppoftunity.
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