communication studies cape essay

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CAPE Communication Studies 2019 P2 MS

Communication studies (coms 2001), the university of the west indies st. augustine, students also viewed.

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Preview text, 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 examinationæ, communication studies, may/june 2019, key and mark scheme, module 1 – gathering and processing information.

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

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.

 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.

MODULE 2 — LANGUAGE AND COMMUNITY

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”

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’?”

 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.

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-

Adequate level of organization with several weaknesses noted 3-

Unsatisfactory level of organization. Weakness in all areas identified above.

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-

Some ability to use language accurately and effectively, but with some inconsistency in accurate usage.

Frequent, inaccurate use of language. OR Insufficient information presented to fully determine language competency.

Inability to use language accurately. OR Too little information presented to make any assessment of language use.

 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

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.

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

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

Excellent paragraph development with thematic cohesion, appropriate use of transitional devices, and connectives and an effective conclusion.

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

Adequate level of organization with several weaknesses evident. 3-

Unsatisfactory level of organization with weaknesses evident in all areas.

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-

Some ability to use language effectively and accurately, but there are inconsistencies in accurate usage.

Frequent inaccurate use of language OR insufficient information presented

Incomprehensible response OR no response. 0

Multiple Choice

Course : Communication Studies (Coms 2001)

University : the university of the west indies st. augustine.

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