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

KEY AND MARK SCHEME

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COMMUNICATION STUDIES
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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 idea.
Award 1 mark for an answer which mentions two of the following ideas

 Males underperform compared with females especially at the Grade 6 and CSEC levels
 There is gender inequality in academic/educational performance in Jamaican schools
 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 that results in male underperformance ignores

scientific evidence that boys lag behind girls in maturation and development at the
Grade 6 and CSEC performance levels.

Writer’s purpose - 2 marks

Award 2 marks for an answer which clearly states both of the following using clear
purpose verbs.
Award 1 mark for an answer which states or hints at one 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 present
educational system which pits them against girls who are developmentally more
advanced than they are at similar ages
 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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Question 1 cont’d

Organizational Strategies [4 marks]

Award 1 mark EACH for any of FOUR of the following strategies and/or techniques that
is identified and explained.
Award 1 mark for any TWO strategies and/or techniques which are 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 enrolled in post-secondary non-tertiary education

are women”

 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 “GIRLS DEVELOP FASTER”

o “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.

– “Let me quote from my column of April 16, 2010 titled 'Gender justice'”.
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
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Question 1 cont’d

 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.

Language Techniques

 Metaphors: to emphasize huge developmental gulf or difference between the

academic performance of girls and boys.

 “chasm of academic achievement between boys and girls” and “the girls
will run academic circles around the 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.

 “Why is this?

 Is it because boys learn differently than girls, and Jamaica's school

system is hopelessly feminised, putting boys at a disadvantage?”

 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.

Credibility of the information — 2 marks

Award 1 mark EACH for any two of the following ideas.

 The information may not be considered credible as evidence cited is

older than five years.
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Question 1 cont’d

 Although the information is dated, it is still relevant as it

supports what is generally known about male underperformance in the
education system.

 The solution to convert all coeducational schools to single sex school

is not justified by evidence as the writer merely references/cites an
article from Trinidad.

 The writers credentials or qualifications are not stated. This could

have increased the credibility of the information presented.
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Question 1 cont’d

Organization

Excellent paragraph development with thematic cohesion, appropriate use of 7

transitional devices, and connectives and an effective conclusion.

Good use of the above criteria with one or two weaknesses evident. 5-6

Adequate level of organization with several weaknesses evident. 3-4

1-2
Unsatisfactory level of organization with weaknesses evident in all areas.

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
3-4
inconsistencies in accurate usage.
Frequent inaccurate use of language OR insufficient information presented 1-2

Incomprehensible response OR no response. 0

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SECTION B

MODULE 2 — LANGUAGE AND COMMUNITY

Question 2

Content – 10 marks

 Language Variety – 4 marks

Award 2 marks each for the identification and explanation of any TWO dialectal
varieties

In this piece, the story is narrated in Standard English or Acrolect, and

Creole or Mesolect/Basilect or Non-standard is used in the dialogue between
Knickerbocker and Snooker. There is also a brief instance where
Knickerbocker uses Standard English, for example, “Even the beggar can be
king” reflecting his aspiration or intention to belong to a higher class,
though briefly.

- Standard English is used to establish a connection with all readers of

Standard English. This will ensure there is a worldwide reach.

- Standard English would have been taught as the official language of the
Anglophone Caribbean, and Caribbean students have been taught to write
narratives in Standard English with the freedom to use Creole in the
dialogues.

- Creole is used to establish the familiarity between Knickerbocker and

Snooker.

- Creole is used to create comedic effect.

- The Creole dialogue is also used to establish the Caribbean background

of Knickerbocker and Snooker.

- The use of Creole also reflects an appreciation of the existence of an

audience with different language varieties.

- Creole is also used to indicate the social class of Knickerbocker and

Snooker

- The use of both Standard English and Creole (language of the text)
reflects varieties of language as used in the Caribbean.

 Grammatical features [4 marks]

Award 2 marks each for the identification and examples of each of any TWO
grammatical features.

 The use of front focussing or topicalisation (because of the lack of

the use of subject pronoun), for example, “Is downright, absolute
stupid” and “Is what Beresford think it is at all”
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Question 2 cont’d

 Double negatives, for example, “I ain’t no Prince Phillip”

 Lack of auxiliary/helping verbs in continuous tenses and, for example,

“I goin’ to play king”; Now what you think you doin’?”

OR

 Lack of the use of the copula verb, for example “I goin’ to play king”;
Now what you think you doin’?”

 The use of third person singular verbs for the third person plural
subjects, for example, “kings does wear”.

 The lack of past participle in the passive voice, for example, “shape
for dis” instead of “shaped”.

 The use of an adjective where an adverb should be used, for example,

“Is downright, absolute stupid to make me…” where “stupid” is an
adjective and should instead be modified by the adverb “absolutely”.

 Effectiveness of two non-verbal communication evident in the passage.

Award 1 mark for each of any TWO points.

 “He watched it” – This indicates the level of disdain Snooker had for
the top hat. It also reveals that he was contemplating what to do with
it.

 “Stooped as though he would sit on it” illustrates his disdain.

 ‘Snooker was silent” – This reveals Snooker’s contemplation of

Knickerbocker’s regard for the top hat.

 “Knickerbocker hold the top hat like some extraordinary fruit”

illustrates his admiration for it and all it represents.

 “He cuddled the top hat to his chest” – This highlights Knickerbocker’s
attitude to the top hat. He thinks it is something precious that can
elevate his status even if it is for one day.

 “lifting his head towards Snooker,” - This suggests Knickerbocker’s

determination and confidence to be/in being king for a day - He
envisioned himself wearing the top hat and playing the role of king.

 “Sweat spilling out of his pores- This is an indication of his

nervousness as he really does not want to wear the suit. He is sweating
as he is disgruntled / fretful about the upcoming wedding.
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 “Turning his back on the suit- This demonstrates his unwillingness to

wear it. It shows his negative thoughts about the suit itself and/or
reinforces the idea of him not liking the suit.

 “Blurred chuckle” – This shows Knickerbocker’s pleasure in the hat. It

demonstrates his admiration for the hat and/or makes clear
Knickerbocker’s intention to stop Snooker from destroying the hat.

 “A pause drew his attention to … rented”. This indicates his reluctance
to wear the morning suit.
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Question 2 cont’d

Organization

Excellent introduction, thematic cohesion between and within

paragraphs, appropriate use of transitional devices, effective
conclusion. 7

Good use of the above with one to two weaknesses visible. 5-6

Adequate level of organization with several weaknesses noted 3-4

Unsatisfactory level of organization. Weakness in all areas 1-2

identified above.

Expression

Excellent, effective and error free use of language. 8

Very good use of language though there may be few lapses. 7

Good use of language though there may be a few lapses. 5-6

Some ability to use language accurately and effectively, but

3-4
with some inconsistency in accurate usage.
Frequent, inaccurate use of language.
OR
1-2
Insufficient information presented to fully determine language
competency.
Inability to use language accurately.
OR
0
Too little information presented to make any assessment of
language use.
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Question 3

Content – 10 marks

 Appeals for reaching persons who have doubts about the programme - 3 marks

Award a maximum of THREE marks for mention and explanation of one of the types
of appeal.
Award TWO marks for mention and explanation of TWO of the different types of
appeal
Award ONE mark for mention of any ONE type of appeal
Award ONE mark for mention of any TWO types of appeal without satisfactory
explanation

OR

For mention and explanation of one of the types

 Logos or logical appeal – mention and brief explanation of any facts and
figures or incentives that might appeal to sense of logic or reason and
might stimulate interest to participate in the programme by students and
parents. Such appeal could include

 the money to be made

 the experience to be gained
 the contribution to a worthwhile cause
 guarantees of safety and security for participants
 rules and regulations which ensure good order and discipline
 statistic of those who have successfully participated in the programme

 Pathos or emotional appeal - mention and brief explanation of any factor

(graphic, music activity or incentive) which might stimulate emotional
interest to participate by students and parents. Such appeal could include:

 sense of independence and personal fulfilment

 patriotism, in contributing to the building of the nation
 sense of adventure in meeting new people and doing new things
 the satisfaction of participating in a new and popular programme
 sense of enjoyment with other teens while engaging in something useful
 feelings of contentment and reassurance that their children will be
engaged in activities that will be productive and safe during the
summer.
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Question 3 cont’d

 Ethos or credibility appeal - mention and brief explanation of any factor

(personality, figure or institution) which might generate confidence in
the ethics and credibility of the programme and thereby stimulate interest
to participate by students and parents. Such appeal could include:

 Testimonial about or association of the programme with celebrity or

respected public figures

 Endorsement of school officials (principal, PTA president, Guidance

Counsellors, teacher with special responsibility) for the programme

 Provision of vital information about the programme such as contact

information, persons in charge, business address etc. which would assure
parents that the programme is legitimate.

 Strategies for communicating the message to your target audiences

Award a maximum of THREE marks for mention and brief explanation of any THREE
of the following promotional strategies.
Award TWO marks for mention and explanation of TWO promotional strategies
Award ONE mark for mention and explanation of ONE promotional strategy
Award ONE mark for mention of any TWO promotional strategies without a
satisfactory explanation

 Face to face interaction/ communication – to assure potential parent/

participants that this is a credible and serious programme, to deal with
questions and queries in real time and avoid miscommunication, to create
a positive impression on parent/ participants by the personal touch.

o Meetings
o Question and answer sessions
o Lectures
o Seminars/ information fairs

 On-line communication – which allows quick and easy dissemination of

information to those who have access and which can ensure that the same
message reaches everyone.

- Social networks – facebook, twitter, WhatsApp, linked in, skype etc.

- Blogs
- Cell phone messaging
- Websites
- email
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Question 3 cont’d

 Mass media communication – to disseminate information to large audiences

and ensure that the same message reaches everyone. This can be in the
form of public service announcements and/or advertisements.

o Radio
o Television
o Newspapers

 Promotional strategies – intended to inform, generate interest and

motivate participation.

o Celebrity endorsement
o Use of slogans, logos
o Company sponsorship
o Use of town crier/ loudspeaker
o Promotional tokens/ novelties – t-shirts, arm bands, wares
o Use of printed media – flyers and brochures

 Language registers and varieties that would be considered appropriate.

Award a maximum of TWO marks for mention and brief explanation of a language
register and a dialectal variety appropriate for one target audience.
Award ONE mark for mention of a language register with explanation OR a
dialectal variety with explanation

OR

for ONE dialectal variety and ONE register without explanation

 Appropriate Registers:

o Consultative register – for question and answer sessions

o Formal register – for dissemination of information and to communicate
sense of seriousness and a business-like tone.
o Casual register – for easy interaction especially with teen
participants

 Appropriate dialectal registers:

Consider any reasonable rational/explanation for use of dialectal

variety to reach either target audiences.

o Caribbean Standard English

o Caribbean Creole English/Creole
o Acrolect Variety
o Mesolect Variety
o Basilect Variety
o Rasta English
o Erudite English
o Radios/television English
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Question 3 cont’d

Organization

Excellent paragraph development with thematic cohesion, appropriate

use of transitional devices, and connectives and an effective 7
conclusion.
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 1-2

areas.

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
3-4
inconsistencies in accurate usage.

Frequent inaccurate use of language OR insufficient information

1-2
presented

Incomprehensible response OR no response. 0