1. Communication Studies
PAPER 2 Examination
- Tips and Strategies
Bridgette Lecky, M.Sc.
CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Advanced Proficiency Examination®
CAPE®
2. CAPE Communication Studies – An overview
Structure of Examination
• PAPER 1 – 45 Multiple Choice items
• PAPER 2 – 3 essay-type questions
Content of the Examination
Module 1 – Gathering and Processing Information
Module 2 – Language and Community
Module 3 – Speaking and Writing
N.B. All modules are tested in Paper 1 and each essay-type question tests each
module consecutively (i.e. Question 1 – module 1, etc.)
3. PAPER TWO –
ESSAYS!
- As the question-type
suggests, the answers
must be written in
essay form ONLY!
- Any deviation results
in penalties!
5. Section 1 – Module 1 Gathering and Processing Information
Excerpt from Question 1 - 2012 Past Paper…
Observations?
6. MARK SCHEME – Question 1
Content
Points awarded - 10 marks
Content (10 marks)
(a) Award 2 marks for the main point of the writer
(b) (i) Award 2 marks for the writer’s purpose
(ii) Award 1 mark for each of THREE organisational strategies identified and discussed
(iii) Award 1 mark for each of THREE language techniques identified and discussed
7. Purpose/Main point of the Writer
Identifying the type of writing (discourse) will help you determine its function.
Consider if it is narrative, expository, descriptive, dramatic, argumentative?
Purpose statement – “the purpose is to…”
Main point statement – “the main point is that…”
DEVIATIONS RESULT IN AN INSTANT ZERO! NO TOLERANCE/DISCUSSION!
Question 1 Content Points
8. The use of various linguistic, grammatical, punctuations and features to convey
the overall purpose of the speaker/writer are referred to as language
strategies.
In assessing the language strategy of a speaker/writer or in devising strategies
of your own, you may want to consider the following:
The Linguistic Features: grammar, syntax, and vocabulary
Type of language used: spoken or written, formal or informal, personal or
impersonal, standard or creole?
The vocabulary used: prosaic or florid, simple or stilted, slang or formal,
repetition of key words and phrases?
N.B. These 3 features are mainly reserved for question 2, but if they are
significant in the passage in question 1, feel free to discuss them.
Question 1 Content Points
9. The phrasing and sentence structure: simple or complex, economical or
verbose, direct or circumlocutory
Figurative language/Connotative or Denotative use of language: words
used emotively - to convey arouse feelings, to suggest; words used
referentially - to emphasize or state factual content; words which seem to
primarily about conveying facts but which are really intended to arouse
emotions.
Significant use of punctuation marks- eg. pause marks such as full stops,
question signs, exclamation marks and suspension dots.
Question 1 Content Points
10. Lay-out of the page- use of banner headlines, newspaper (column) or
broad-sheet lay-out, advertising-copy layout, verse-lay-out, portrait or
landscape lay-out.
Typographical features- use of font sizes, bold face, capitals, spacing,
indentation, italic/roman type.
Use of pictures and graphics - help make written concepts plain; reinforce
concepts; help to stimulate for younger readers.
Question 1 Content Points
11. Other Possible Content Points – Question 1
- Appropriateness of tone
- Evaluate the reliability of the information
12. MARK SCHEME – Question 1
Expression
Points awarded - 8 marks
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 with some
inconsistency in accurate usage OR half the expected content presented. 3 - 4
Frequent, inaccurate use of language. OR Insufficient information presented to
make an assessment. 1 - 2
Inability to use language accurately. OR Too little information presented to make an
assessment. 0
13. MARK SCHEME – Question 1
Organization
Points awarded - 7 marks
Excellent introduction, Thematic cohesion, Appropriate use of transitional
devices, Effective conclusion. 7
Good use of the above with one to two weaknesses visible. 5 - 6
Adequate level of organisation with several weaknesses noted. 3 - 4
Unsatisfactory level of organisation. Weaknesses in all areas identified. 1 - 2
No organisation. 0
14. Section 2 – Module 2 Language and Community
Excerpt from Question 2 - 2012 Past Paper…
Observations?
15. MARK SCHEME – Question 2
Content
Points awarded - 10 marks
Content (10 marks)
(a) Award 4 marks for the identification and discussion of the varieties used
(b) (i) Award 2 marks each for the identification and discussion of THREE verbal
and non-verbal characteristics
16. Language Registers
The register refers to the kinds of English appropriate to a particular purpose or situation. It
refers to the level of formality or informality and tone that are correct for a specific context.
A few things affect register, so when doing a question about suitability of register, please
keep in mind the following:
The audience - that is who the communication is intended for. Who is the writer speaking or
writing to? How old are they? What's their level of education or social status?
The subject matter - what is the writer really speaking or writing about? Be specific: e.g.
poverty in India, nuclear proliferation, building a highway through someone's house or
leprechaun rights.
The medium - how is the writer getting the message across? Is it a public speech? Is he/she
on television, writing a letter to the president, or texting his/her best friend?
The writer's attitude - What are the writer’s views on the topic he/she is speaking or writing
about?
Question 2 Content Points
17. Types of Registers
Formal or Academic - you use this register in a formal setting. Lectures, ceremonies, talking
to a stranger (with candy of course). You almost ALWAYS use Standard English here.
grammar is closely organized and complex sentence structures are used
clear pronunciation (meticulous even),
no contractions of words (eg. don't, can't, won't etc.),
neutral intonation
Informal or Casual - you use this one when you're talking to friends and acquaintances in a
non-formal setting, like when you're just liming wherever using yuh slang and ting.
sentence fragments, fillers (you know, well I mean, uhhh, huh, eh?)
meaningless word fillers (semantically empty words) (eg. thingamajig, and stuff)
slurred or even elided forms of pronunciation
varied intonation
Question 2 Content Points
18. Types of Registers
Consultative - this is used when the listener is expected to give some feedback based on the information provided by the speaker. Like a
doctor's visit or therapy session with your shrink.
complete grammatical forms and sentences
avoidance of elaborate terms and slang
clear pronunciation
friendly intonation
Intimate - used between people who are very close, like close friends, lovers, teammates, sister from another mister, bro from another h- well
you get the point.
non-verbal communication (shrugs, eyebrow raising, elbow nudging, chin pointing)
private vocabulary (inside jokes)
minimal sentence structure
ellipsis
heavy use of stress and intonation, sometimes exaggerated
Frozen - this is basically used for things that don't change, they're the same each time you read/speak them. They're frozen. Stuck. Not
moving. Examples are like treaties and wedding/funeral services (dearly beloved we are gathered here today....)
no response from listener is expected
sentence structure is often archaic (well I mean if these things were created hundreds of years ago and haven't changed...) you get some Latin in there,
some dead expressions
pronunciation is meticulous
intonation neutral, pitch is usually raised
Question 2 Content Points
19. Communicative Behaviours
Yes, another important topic. Have fun :)
Communicative behaviour is basically what is communicated to the listener by the speaker. Its
the impression that they get. The speaker may be unaware of these impressions but they say a
lot about a person. Let me tell you about them in fancy CAPE words:
Vocalics or paralanguage - this refers to how loud/fast the speaker talks (volume/rate), their tone
and pitch of voice. Basically how they speak. Example?
Someone who speaks really quickly, with a high pitch during an interview can be assumed to be nervous.
Someone who speaks my sarcastic monotone is conveying that they are bored and probably annoyed at
how stupid you are.
Proxemics - you know, like proximity? That's basically the speaker's use of space when they try to
deliver a message. What do these things say about the speaker?
They stand six inches in front of you
They stay in one place when delivering a speech, gripping on to the podium as though it's the only thing
supporting them.
Question 2 Content Points
20. Communicative Behaviors
Artifacts - this refers to the speaker's use of objects to relate a message.
a politician who is wearing your national flag as a tie pin vs. one that has a nazi armband
Kinesics or Body language - this refers to the speaker’s use of body language, facial
expression, posture and eye contact in speech.
someone who doesn't maintain eye contact
someone who is slouching during a lecture
A speaker that has a scowl on their face during a speech
Chronemics - The speaker's attitude or use of time says a lot about them.
someone who shows up an hour late to an orientation to make a speech
Try to remember the fancy words and come up with examples instead of only
saying something like "the raising of one's eyebrows"
Question 2 Content Points
21. Attitudes Toward Language
Arguments For Creole as a Language:
Over here they basically ask you for the characteristics of a language. You're supposed to
say that Creole is dynamic/human/systematic etc. so it is a language and equal to Standard
English.
Arguments Against Creole as a Language:
Creole is the language of the lower class, uneducated, powerless, country folk and persons
whose ancestors were slaves and indentured workers in the Caribbean! It has no prestige
and it is sub-standard and inferior! (word of advice, I don't think examiners appreciate this
much sarcasm in answers, so tone it down a little)
Creole cannot be written as there is no consensus on an official written form
Creole language varies from island to island (even parish to parish)
Creole is the language of comedy
Question 2 Content Points
22. Attitudes Toward Language
Arguments For Standard English:
It is internationally recognized and accepted
It is governed by grammar, phonological, syntactic and morphological rules
It is the main language used in the media, in schools, in exams etc.
Arguments Against Standard English:
It may not be as recognized or understood in the Creole speaking community.
Code switching or adopting a variety of English spoken by others can be a sign of a
lack of confidence or pride in one's own language.
Question 2 Content Points
23. Other Possible Content Points – Question 2
• Uses of language
• Social factors influencing language
• Dialectical variation
• relationship between language and context
• Appropriateness of language
• Communication/meaning and technology (how can the communication
process/meaning be enhanced by the use of _______*<-----insert
technological device there*)
24. MARK SCHEME – Question 2
Expression
Points awarded - 8 marks
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 with some
inconsistency in accurate usage OR half the expected content presented. 3 - 4
Frequent, inaccurate use of language. OR Insufficient information presented to
make an assessment. 1 - 2
Inability to use language accurately. OR Too little information presented to make an
assessment. 0
25. MARK SCHEME – Question 2
Organization
Points awarded - 7 marks
Excellent introduction, Thematic cohesion, Appropriate use of transitional
devices, Effective conclusion. 7
Good use of the above with one to two weaknesses visible. 5 - 6
Adequate level of organisation with several weaknesses noted. 3 - 4
Unsatisfactory level of organisation. Weaknesses in all areas identified. 1 - 2
No organisation. 0
26. Section 3 – Module 3 Speaking and Writing
Excerpt from Question 3 - 2012 Past Paper…
Observations?
27. MARK SCHEME – Question 3
Content
Points awarded - 10 marks
Content (10 marks)
(a) Award 3 marks for the identification and discussion of THREE strategies
(media/channel) for reaching the adolescents
(b) Award 3 marks for the identification and discussion of the registers and varieties
to be used
(c) Award 4 marks each for the identification and discussion of any THREE
elements/aspects of the communication process (sender, message, medium, receiver,
feedback, facilitator, barrier)
28. The Context of the Language
Every time language is used to communicate meaning, it takes place within a
particular set of circumstances referred to as the context of use. The context
influences the way language is used and it includes:
the subject matter or content to be communicated
the purpose for the communication
the writer’s/speaker’s awareness of her relationship to the audience
the way the writer/speaker wishes or expects the audience to respond
Question 3 Content Points
29. Selecting Your Target Audience
To communicate effectively with your intended target audience, you must
have a ‘sense’ of that audience. You need to know what they are like and
what their expectations are. Here are some considerations:
The age of the speaker/narrator and the effect on the
audience/reader/listener receiving the communication
The status or social background of the audience
Question 3 Content Points
30. Selecting Your Target Audience
The knowledge background of the audience - how much or little do they
know of the topic being communicated and the level of their interest.
The presence or absence of an emotional connection between
speaker/writer and intended audience - is it hostile, indifferent, cordial,
intimate?
The size of the audience being addressed - inter-personal or group
communication?
The degree to which the communication is intended to be public, private or
intimate.
Question 3 Content Points
32. Maintenance of the Campaign
Identify the medium/channel that you will use to sensitise your target audience about the
issue.
Media include songs, documentaries, advertisements, lectures, flyers
But channels are billboards, PA systems, human voice ,neighbourhood meetings
Indicate clearly that the campaign would last over an extended period of time to facilitate
effectiveness.
Candidates are expected to profile the target audience by various demographics such as:
age, social class, gender, occupation etc.
and say which media and channels are appropriate.
Question 3 Content Points
33. Maintenance of the Campaign
The use of language in campaign messages.
Identify audiences and relate the use of language to the particular audiences.
eg. for a less formally educated target, students should opt for simple, everyday
structures and a direct, clear tone
N.B. Sometimes you are asked to write the actual message. It must be written in
the form in which you will send it (e.g. letter format, cartoon drawings with
speech bubbles, etc.)
Question 3 Content Points
34. Conclusion
State the expected outcomes:
trace the process of communication
integrate the language of communication
use communication jargon
application of this term
diction/vocabulary
Question 3 Content Points
35. Other Possible Content Points – Question 3
Strategies to persuade
Register and Tone
Media/Channel to be used
Targeting different audiences
Use of language
Influence of verbal and non-verbal elements on audience
Visual aids to be used in campaign/presentation
Strategies to enhance
Communication challenges
36. MARK SCHEME – Question 3
Expression
Points awarded - 8 marks
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 with some
inconsistency in accurate usage OR half the expected content presented. 3 - 4
Frequent, inaccurate use of language. OR Insufficient information presented to
make an assessment. 1 - 2
Inability to use language accurately. OR Too little information presented to make an
assessment. 0
37. MARK SCHEME – Question 3
Organization
Points awarded - 7 marks
Excellent introduction, Thematic cohesion, Appropriate use of transitional
devices, Effective conclusion. 7
Good use of the above with one to two weaknesses visible. 5 - 6
Adequate level of organisation with several weaknesses noted. 3 - 4
Unsatisfactory level of organisation. Weaknesses in all areas identified. 1 - 2
No organisation. 0
