CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Advanced Proficiency Examination

CAPE

Communication Studies
PAPER 2 Examination
- Tips and Strategies
Bridgette Lecky, M.Sc.

CAPE Communication Studies An

overview
Structure of Examination
PAPER 1 45 MultipleChoice 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.)

PAPER TWO
ESSAYS!
- As the questiontype suggests, the
answers must be
written in essay
form ONLY!
- Any deviation
results in
penalties!

COMMUNICATION STUDIES PAPER

TWO

Content

Section 1 Module 1 Gathering and Processing

Information
Excerpt from Question 1 - 2012 Past Paper

Observations?

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 writers 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

Question 1 Content Points

Purpose/Main point of the Writer
Identifying the type of writing (discourse) will help you determine its
function. Consider if it isnarrative,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

The use of various linguistic, grammatical, punctuations and features
to convey the overall purpose of the speaker/writer are referred to
aslanguage 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, andvocabulary
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

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

Lay-out of the page- use of banner headlines, newspaper
(column) or broad-sheet lay-out, advertising-copy layout, verselay-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.

Other Possible Content Points

Question 1
- Appropriateness of tone
- Evaluate the reliability of the information

MARK SCHEME Question 1

Expression
Points awarded - 8 marks
Excellent, effective and error free use of language.

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

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

7
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

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

Section 2 Module 2 Language and

Community
Excerpt from Question 2 - 2012 Past Paper

Observations?

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

Question 2 Content Points

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 aboutsuitabilityof 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, nuclearproliferation, 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 writers views on the topic he/she is speaking or writing
about?

Question 2 Content Points

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 iscloselyorganized 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 andacquaintances 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 evenelided forms of pronunciation
variedintonation

Question 2 Content Points

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, sometimesexaggerated

Frozen- this is basically used for things that don't change, they're the same each time you read/speak them.
They'refrozen. 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

Communicative Behaviours
Yes, anotherimportanttopic. Have fun :)
Communicativebehaviouris 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. Basicallyhowthey 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 whendeliveringa speech, gripping on to the podium as though it's the only thing
supporting them.

Question 2 Content Points

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 speakers 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

Attitudes Toward Language
ArgumentsForCreole 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.
ArgumentsAgainstCreole 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 examinersappreciatethis 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

Attitudes Toward Language
ArgumentsForStandard 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.
ArgumentsAgainstStandard 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.

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 beenhancedby the use of
_______*<-----insert technological device there*)

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.

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

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

Section 3 Module 3 Speaking and

Writing
Excerpt from Question 3 - 2012 Past Paper

Observations?

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)

Question 3 Content Points

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
thecontextof 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 writers/speakers awareness of her relationship to the audience
the way the writer/speaker wishes or expects the audience to
respond

Question 3 Content Points

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

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

Introduction
Content of introduction
Describe context/task
Purpose
Brief analysis of target audience
Thesis statement

Question 3 Content Points

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

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

Conclusion
State the expected outcomes:
trace the process of communication
integrate the language of communication
use communication jargon
application of this term
diction/vocabulary

Other Possible Content Points

Question 3
Strategiesto 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
Strategiesto enhance
Communication challenges

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.

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

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