a2Lt404 0 /CAPE /MS / 20 09

Cii P. I P, B trht'l E,{AM I NAT I ON rj C OI--lfiC I L

ADVAX]CED PFOF'ICIENCY EXA-I]]I{ATION

COMfrD'JTCATION STUDI ES

PAPER OT /4,
I'LARK SCHEME

2009
 I \,:$ i1\ ,-,/
:\
0271 4 01 0 /CAPE /MS / 2 OO 9

ADVANCED PROFTCTENCY EXAMINA'ITON

COIWUNTCAT]ON STUDIES

PAPER 01lA

MARK SCHEME

2009

Ouest.ion 1

( a ) Sources [ 2x1 mirrks ]

t'
Primarv sources I
I I
(i) TruariEl sEudents
(ii) Parents of truant students
(iii) CLose friends of Lruant students
Secondarv sources \_[].xL marksl
(i ) principar'" p.{.+t CZ .
'".;;-
(ii) Newspaper article Fa-fnfi
' )
(iii) Teachers
(iv) OistriCt EducaE-ion Of f icers,/Schoo1s Super.,lisol-s

, t3 marksl
(b) Data from sourc6s
Primarv sourcej []- x 1 marksl ,

r:,i'

' Outbreak of , disease (e.g. , chi-cken pox) among students

. Socio-economic problems or situations
. DomesLic/family related problems or situations
o Transportation problems to and ..from school
Secondarv sourse [1 x 1 marks]
. Students ran ahtay from home
. Students decided E.hat they would sLart a company
r StudenLs were engaged in seasonal employment
r fnformation relating Eo issues like transport.ation,
bullying dt, school, unpopular subjects, days of week with
lowest atEendance.
[2 marksJ
 I:!
-3
02,774 01,0 /CAPE/MS / 2009
ADVANCED PROFICIENCY EXAMINATIOI!

CO}O{UNI CATI ON STLTDI E5

PAPER O1 /A
MARX SCHEME

2009
Ouestion 1 cont'd

) (i ) Addi tional- data [lx1 marks tl

(c ]

. Data f rom a survey of other districl.s

. Historical data on truancy rates
. National data
, il4,1',ti S4n1 2f 7rn-nnPr-1'-6 '*
Any one 1 ma'fk
(ii) Challenges [2x1 marks]
. Time constraints due to increased nurnbers for
interview. etc
. Sorting and analyzing large vol-ume of' data.
. Maintaining the focus of Lhe findings as specific to
the identif ied instance,/location of 'r:he problem.

L(fk,l- [3 marks]
.

"f
No "- s-h-.51t/
n^ay no/: bl ry/r;,zga
-.-t- J

L/ o'T 4 /n"/ich 9 (\'- t'€l|rzh /,9

 -9

0 21.r 4 01, O / C APE / MS / 2 0 0 9

;EDVANCED PROFTCIENCY EXA}{INATION

CO}O'I'NI CATTON STTIDI ES

I

I
PAPER O7/A
lt- L'4al
(-'
I

"'/ ''rf-? L/-4-Q'q :";ffi

20 oe c.,- rp / a1,,{
?;'a n4/u rG-
Oueetion 2 tt
c.cy_.rc_t l.l,t4t*/1, .
-t^1/
(a) Sources Methods

,\ , l0 Primarv
srudenrs
^PtuYcS^4!K"
NL' t Parents of tpuant
fnterview/Quest ionna i relObserva t,ion
s tudents fn tervi ew/Ques t i onnaj re
CLose friends;of truant
Sludents : f nt ervi ew,/Ques t i onnai re
i aANu'L survey : f n Lerv i ewlQues t i onna i re
,O0' lu ''' ,"1 ( .
yr' ^L^ ^-.-^ r i ^-
observation/Experiments Non-participant observa tion/case
ffi[t.t
I study/ethnographi c observat i on
interpretative observat ion
.i. I

Secondarv
I
Principal's g,eport. Cont-ent analysis
Newspaper urCi.le Cont.ent analysis
Teachers Intervi ew/Ques t i onna ire
District EducaEion Officers/
Sclrools' supervisor Interview/Questionnaire
l,
[:
[3 marks]
h, Uutn<a-rv4r4'Qe44 &ua"rs

t.
 -5
021L 4 01 0 / ]APE /MS / 2 009
ADVANCED PROFICTENCV EXAMTNAT]ON

COI'OJ]-INI CATf ON STUDI ES

PAPER O1lA

l''LARK SCHEME

20 09

Ouestion 2 cont'd.
(b) Advantages / Disadvantages of one method [2x1 marks]
i;l

Method Adwantage Disadvantage

QuesEionnaire Many questions covered No sense of emotions
Easy administration Some respondents miqht
have reading probLems
Time saving
fnterview Detaifs and personal Time and possible
interaction problems with location
OpportuniLies to probe
/ery:lore newcomers
Observat ion First hand knowledge Assr-rmptions might be
(non-participant ) made

Difficul-ty of observing
s.evera] truant s tudents
sometimes
PotenE.ially obtrus ive
Assumed objectivity effect on observee
Case study In-depth j Finding not
investigation, so I generalizable; too time-
deeper understanding I consuming for
I participant and
i researcher
i

Interpretat ive / orthographic Holistic, broad-based l'ti*.-inefficient for

observaLion understanding I student researchers
I

Content analysis Isolation of salient j neports might be biased

characteris t ics/points I

[2 marks)
 -b
, 021.1.401.0 /CAPE/MS / 2009
ADVANCED PROF]CIN{CY EXA}J]NATION

COMMUNTCATION STUDIES

PAPER O1lA
1 MARK SCHEME

Ouest ion 2 cont'd

(c) ConLexts for sllaring findings []. mark for each of any twol
r Village courrcil meeting
. Meeting wiLh parent.s in the community
r Meeting wiEh parents and principal
r A play (at community centre or school) highlighLing the
effects of truancy
. MeeLing with the dist.rict's political represent.ative
o Assembly (findings incorporat.ed in song or poem)
[2 rnarksJ
,N/,.uWF.-
//1
r f A.'[4rtLft' Ll;-)

r Fle Jt t-e*/e-e'n q ,
 -4-

SECTION B
MODULE 2 + LANGUAGE AND COMMUNITY

euestions 3 - d
3' Read the folrowing folk song and answer
the questions that forlow.
Whe Sammy gone? Sammy gone to plant
corn a gully.
Sammy plant piece a corn down a gully

An it grow rill ir kill poor ole S3mmy

Sammy dead, Sammy dead, SEnmy dead_o

An is tief Sammy tief mek derf,kill im.

An is lie Sammy lie mek dem kill im.
ru )
n^
f tu t,u V List THREE characteristics of the song thar
mighr make it difficurt for a non-Creore
X speaking visitor to understand it.

ffi
,/n /t t( t.xa-
;,p H t:r1i[);;:;',
'#flff"(;")"a characteristic I W:;I,,'t,fi
,-e:ry::
/,
*,v,?' w__ ffi ,

" ," ,.fiff1

t
uS s,,uy
'

ffufr:i)ry"-
'g*+''ca "r characteristi

t n, r1 Characteristic3 #$,tf^;
characrerisric ? ',,Ll_
LL+a aj '
*i
- .
,"n! -.^^
U^ t^.'Wr9l1ou-n_
..' "a %,W"
"V"*;:y*:: H.:,:^',,n'ffii,:r";!,Krro*Kun
*;{P,'ffi
4D

: k
,

:"i;;T'r)y*ot;),- ^.. uft:##ifkl,#^,,,ffi3 o.s o,".6

K /n/n//t^Rlak L/e/.b I - pf,
'

-f'lLe t44-e, .

*#'k#k*r,K"ltr#fuHr^np("{*,
t1,u'fr14-t "be_
language like that of the song?
/a",*kl
_-- ---1- , ur,l
,l l-1-v
k t'nr*' , k r/r::
?a

O specific roles that this language performs in Caribbean

society.
ole I r t' F:'zft<Ae/ € *{e Le/41/nE 1
*/^**
,( c ^ATu 'b Role 2 -7rc rtz&s,,tk/.4 lUA4,. .rte ."ayrop rt e-gp€c//h/f4l " ?ru+
"
ln udN' u'ft, J

4)"*5)i;'ff - 7V zy-py^p is n-as6{gz--a r 4n a rotittmarks

v 94',o'u5
t
'( or,4oro/( PE2ooe
aabege rc""e7'%toa'STuffi"sy
rffii* ^",^.A'0-t1

0t Lfi'','<
I
- /a t, L.t<i-t?(.( 1t,il1
y'-PLctrz.r.
,.
,fu^", /,7 4t,,C rhZnd.f /oo
k:",r!-6,e, / &, d,k"zrr/ lZ*lr
M /+z'h rJ)
 4. Read the following scenario and answer the questions that follow.

/rt {

(a) Give FOUR reasons why the students' speech can be described as language.

Reason r /+ k'F-4"
Reason 2 i /4",*" K?-4

Reason 3 --l-.t rf s--,. a-+-r- r-d c , -fU* ,t

/"(/
Reason 4 --;, 14-
-f, lt //CCaL, tarr4
A-O fel , y'"
J r ^,a^,]tlt
- [4marks]
Ak-A+
_ L,ea-s- h',-a-f6 leVy ( r*o-/.a/a' *&z-zt-.6e aJ (ueu./t/^t
^, ( a).)
A,+\z(
" n nL-*
h-at /g"+<Y / b / ors (ut €t 6*i//z /
& fu- A-
i \-/
fmr14/'4r '

Fr.Zy-e )
# ff- /^e-r cl fAp-1;tryy /gr-nturra/P4 gystzrrt (1orrrr-,
?Lg!ar+ ^ u-t2J/ / F,o'%6ffilJrnu NEXr pAcE
021140r1lCAPE 2009

#. W ,-/rz A}frUt tP'o'z hfno*n ?b Z)<7O-I'"1^S 46a/.ry /

uAsSage- -
 (b) Sute TWO non-linsuistic reasorns why the,students are NOT soeakins Standard English.
-,\171: A fe_ria / 94r'ff,5
Reason t: z)+"' ii/'W,ryi 7 t,^
o ag 4d

Reason 2

[2 marks]
'.--/zr-.
(c) (i) Define the term 'register'

LLgl
? *aJ
6t- p"+i+ a,.t.(ar-r,,
.'^(,,nf#rry
' [1ma
- 6L
,-.U aA A
?:i..9 . q..
L/arle{tt A b,"1g u!<7 i"'p,-4,cr*h.- SlzQala(
/
(ii) lctentrty the reglster tnat is beingYsed in this scenano.
&7-Z{4s-
J

[1mark ]

t Total S marks
'll

r'i

f
5. '"-, (a) Define the term 'dialectl
&# 'tuht-
L.{7 rZ Ler.-rnLz.
[1 mark ]
:/
(b) Give ONE example of dialectal variation found within a named Caribbean territory.

Caribbean territory

Dialectal variation
[2 marks]
fos,/r.ct /rtu-/ect
(c) State TWO specific purposes for which the dialect name$

Diarect E^Z/,ft- f.r a4 - W'- LL,/7^1t I

trte^A .

v"Po'"2
,r*L''W f*Ycb
"* |(:f,+c nD]_ bra /e lartrn o-
'd Ltu're f^
,|-sff;"'bo2tr40rotcAPE 2009
'n'crrs GO ON TO THE NEXT PAGE
 - 11

02l.1 40L0 / CAPE/MS / 2009

ADVANCED PROFTCTENCY EXAMINATtrON

COMMUNICATION STUDIES :

PAPER O]-/A

MARK SCHEME
Ouestion 6 2009
(a) (i) Purposer
. To persuade shoppers to purchase visit the p/K Trading
stordf
';

any ipher reasonable response.

t
, .: .,, [1 rnark]
(ii) Strat.egies (1 mark for each of any two st.rategies)
r Use of l-ine f rom popular Christmas song 'Tis the
season to be jo11y'
,.1
o Repetition e.gr. 'win! winl win!'
o LLry e L4pres,
4{Ch. *21"e- ; {/
o Chanqe in font :

. Foregrounding of main item being advertised

. SLraE;egic repetition of store name
o H14gerpolg, €.9., 'Has Everything and,More'11
, (Ik ! ff . fl,'rha-re or' v /J€.m fu^a/ fo/ft [2 marks]
' bly'e i b/ /o7a 'J/
(1ii) W?ys of 'hchieving purpose (1 mark for each of any two
ways) I
o Use of line ,from the sonE. engrend.ers a f eeling of
Chris tmas / familiarity
. Repetitrion emphasizes product. in one's mind
. Font size emphasizes / highlights important aspects
. ForegLounding makes item stand out.
. StraLegic repetition of store nane emphasizes nane in
onets mind
t2 narksl
(b) Three nieies of technology (1 mark for each)
. Digicbl camera
. Printbr
o Compug€f, , ,,
 -12
rt t'hl-e
' "-,
AIJL
a,a)tuJL ifl
^/7 I{ 0211, 4 01 / CAPE / MS / 2 0 09
/ d"
A
(
'r4 ^ .n4A)
carl4l
;:, ilU 1"t f/ n..r.rnn.
,\ ,fTn' (i,'r
ADYANCED PROFICIENCY EXAMINATTON
IKry
v \ /.- " ,ct ) _r:pr*ile
W:}ll?E coIfr{UNICATIoN sruDIES
,t,,^,uPF/
lt.>-- }h,'.'Wfll
,. nr. t/*V ,
t'"J (u"$L PAPER o1lA

MARK SCHEME
/r 2009
_ t/t",.
^l

ffiryZ estion
Barriers (1 mark each for any o)
6'
t- Ways of copingr (1 mark -ch for any Lwo) [2 marks]
(a) Barriers (b) Ways of Copinsl
nl
th
L

/Ti l tering Beinq open-minded

f!"*ili
..h Avoid rebuttals whil-e listening
)'W .*
Avoid tuning out what you do not wish to
$Yd'
/^
hear
'L'a r( Information overload Focus on key idea
rn )-
oLt' Orgranize information
,

Summarize informati.on perirtdical ly

flf'n r
Apprehens ion Rehearsal /prac t ice
,iL/e) Cognitive and mental preparation
*'r' o f fY Systemat.ic desensitization e.g. avoid
f\4" physio/chemical s timul-ants
Pos itive visua] ization

Emotions Ventilate rather than suppress

Confront rather t.han avoid emotions
Distinguish fact from opinion
Examine assumptions and inferences
[3 marks]
(c) Reasons for feedback (1 mark for each of anyr, three)
r Helps the sender to evaluate the receiver's resDonse
. Helps sender to make sure message is cleaL:.
. Guides sender to improve future message delivery

[3 marks]
 - 13

027740 10 /CAPE /MS / 20 09

ADVANCED PROFICIENCY EXAMINATION

CO}O{UNICATION STUDIES

PAPER 01lA
! MARK SCHEME

2009
Ouestion 8

(a) Non-verbal cue5 [1 mark for each of any three]

. Keeping their distance
I'

i
c Moving awaylfrom her when she attempts to get into a group to
chat
r l
Getting up and leaving whenever she enters study roem
o Shaking head negratively when she seeks d.irections
o Yawning when she tries to give an answer in class
r Laughing when she gets an answer wrong in cl_ass

(b) Verbal means t1 mark for each of any three answers like the
Iot-tow1nq I

o Hi. Want t.o join us?

. So how do' yc,u like it here?
. Heyl Come eat with us today!
[3 marks]
(c) Non-verbal behaviours t1 mark for,,each of any Lwo answers like
the followingl
. Smifing
o Nodding of Lhe head in greeting
o Stretching out hand for a handshake
o Comingr close together
o Giving a hugr
[2 rnarks]
 I
-'
- 14

02 1, 1, 4 0 1" 0 / CAPE / MS / 2 0 0 9
ADVANCED PROFICTENCY EXAMINATION

COMMUNICATION STUDIES
.

PAPER01/A I
MARK SCHEME :

2009
Ouestion 9

(a) Verbal means [1 mark for each of any four of the following]

' Speech
. song
. Story telling
. play
. Poem
[4 marksJ
i.

(b) Written forms and benefits

written form Benefit

Essay Aflows for detaiL;
has literary and
aesthetic potent.ial
ReporE A1lows for detail
Letter Enables personal
touch and int.imaLe
tone
Emai I Can reach large
ntunbers
Website Can reach large
nrunbers

[4 marks]
 :
15-
2 0 09
02 1l-4 01 0 /CAPE/MS /
l

$
!
EXAI'4INATION
,aOVartCeD PROFICTENCY
COMIVII.'NICATION STUDI ES

PAPER OI/A

}4ARK SCHEME

2009

Ouestion 10
fourl
(a) Elements [1 mark for each of anY
o ContexE
I Receiver/Deioder ji

e Feedback i
. Messaqe i
o Channel
r Medium [4 rnarks]
each exPlanationJ
(b) Explanation of terms tL mark for
InterPretation
message means
' Workinq out what the
ConcePtualization
. Thinking through what You are going Lo
saY

Encodinq
. ActuallY composing the message in some form'
t3 marksl
 02L1-4040/CAPE /t'15 / 2009

a,l A F. I E E !l A N E l{ A I'{ I ln h'l I O N li C C U llJ .l i i

AD\,"AfNCF]D PROtrI CI E}ICY EXAI"{II'JATi ON

COM!fu\iTCATl ON STUDItrS

PAPER C1 /B

}LARK SCI]trME
?nnq
 .L a

02L1, 4 0 4 () / CAPE / IqS / 2 0 09

CO}MTINICATION STUDIES
PAPER 01lB
MARK SCHEME

Ouestion 1

The speaker's rnain purpose

(a) The speaker intends bo warn Caribbean people to resist foreign
qlobalized infl-uence despite j-ts benefits by embracing and promoting
their unique culLure.
OR

The speaker intends to inspire Caribbean .people to preserve and

promote bheir valuable unique Caribbean her:tage in the face of a
globalized world order thaE threatens t.o destrly it.
Award 3 marks for any answer that includes Lhe notions to
(i) resisting foreign influences and
(ii) promoting Caribbean culture
Award 2 marks f or answer containing warning,/ inspiration vis-A-vis
91oba1 influence but lacking secondary idea.
Award 1 mark for answer containing only secondary idea.
[ 3 marks ]
(b) Tvro pieces of informat,ion in arriving at, main prrrpose (use quotations
and/or paraphrases)

' 'Our Caribbean people need to arm t.hemselves...globalrzed new

worfd order.'
o 'unless there is a conscious effort...unicr,,,:e1y caribbean.'
. 'Our youth need to swim,..soca and reggae. '
o 'inoculaEe yourselves foreign intrusion.'
[ 2 marks ]
 a21 r 404 0 / CAPEiMS,/ 20 09

CO]WILINICATION S'IUDI ES

PAPtrR O1/B

I"LARI{ SCHEME

Ouestion 2
(a) Main dewice

. Contrast of the bad influence of globalizacion with good aspects

of Caribbean culture/contrast or juxtaposirion of contrasting
ideas
llmarkl
(b) Instances of use of device
Cont ras t
. Taking rhe benefits of 9l1obal:-zation vs noL givinqt away the
jewels o-' loca1 culCure
. Chicken ;ind chips, pizza and Starbucks cof fee vs doub]es, dukuna
and cocoa Lea
. Tsunami :rf hip hop vs life jacket of soca and regqae
(Any 2, 1 mark each)
(2 marks)
 A-

O2I1 404 0 /ChPEr MS.' 2 009

COIWUNICATION STUDIES
PAPER 01 /B

MARI', SCHEME

Ouestion 3

Effectiwenesg of device
Contras t
Award 2 marks for an ansv/er thai shows how a parti-cu1ar. conti'.ast
specif ically contributes, or rs r elaced, to the pur;-,ose. For e:<ample, the
conLrast of 'tsunami of )rrp hop' with '1ife jackeLs of soca and reggae,
effectrvely captures the idea Lhat Caribbean culture 1s rn danger of
drownrng and needs to be protected and saved.
Award 1 mark for a vague answer.
Award 0 for an answer that merely scipulaEes Lhat the contr-a.-sL ;.s
ef fective .

(4 marks)
 0271- 404 0 / CAPE /MS i 2 0 09
COMMUNICATION STUDTES

PAPER O1lB

MARK SCHEME

Question 4

Other devices

Devices Exarnples
Focr-rsing Quest:.ons "What can we do?"
"Whv do f bel-ieve this?"
Al-fiteration 'doubles, dukuna"
"swim and survive a tsunami"
CulturaL identif, ication 'Our Caribbean
with Caribbean audi-ence civilisation', 'Our
Caribbean people', 'We
Caribbean people', 'a11 that
makes us uniquely Caribbean
people,'
(2 marks: 1 for d.evice; L for example)
 vz !r4uzu / cAYE/ 145 zUU9

CARIBBEAN EXAMINATIONS COUNCIL

ADVANCED PROF]CIENCY EXA.I'4TNATION

COMMUNICATION STUDIES

PAPER 02

MAY/JUI.]E 2OO9

I4ARK SCHEME
 -L-

02774 020 /CAPE /MS / 2009

COI'{MUNICATION STUDIES

PAPER A2

MARK SCHEME

Ouest,ion 1.
Content: [2 + 2 + 4't 2]
(a) The writer' s ma$__po_l_!! [ 2 marks ]

Award 2 marks for an answer like the following:

Education can break the stranglehol-d illiteracy has over
women, especially in the areas of personal health, child
heal-th and education, economic opportunity, political
choice, social standing, and sexual- integrity.
OR
The power of education to break ...,

Award 1 mark for aD answer that either Iimits itself to a

generalisation of the areas in which education can mitigate
the scourge of .i. lliteracy, or hints at the answer above.
(b) ( i ) The writer's purpose [2 marks]
Award 2 marks for an answer Like the following:
It i: to persuade the reader that education is the
(reaJ-) means of seriously reducing the scourge of
worldwide femal-e iltiteracy and providing women
with various critical, personal, social, economic
and political- benefits.
OR
ft is to persuade the reader that education is the
salvation for illiterate women re problems in the
areas of personal health, child health, economic
opportunity, political- choice, social standing, and
sexual- integrity.
Award 1 mark for an incomplete answer.
(ii) Strateqies and lanquage techniques [ 4 marks ]

Strate gie s

Award 1ma:.'k for EACH of any Two of the following:

Use of UNESCO - a reputable international
organisation - as a source of statistical and other
information. Makes for credibility of information.
Presentation of a number of ways in which female
illit,eracy is a scourge r and provision of
supporting factual-sounding information. Builds
credibility.
 02 17 40 2 0 /CAPE / t4S / 2009

COMMUNICATION STUDIES

PAPER 02

MARK SCHEME

Question L. (cont'd)

Cont ent

e good response that ad.lresses most of the areas identified. 4- 5

A fair response that addresses the areas identified however

does not discuss them.
A weak response - Less than half of expected content. 2
Not developed.
A poor response Minimal content evident o-1
Organi zation
Exceffent introduction, thematic cohesion, appropriate use of 7
transitional devices, effective conclusion.
Good use of the above with one to two weaknesses visibl-e. 5-6
Adequate Ievel- of organization with some weaknesses noted. 3-4
unsatisfactory l-evel- of organization. Weaknesses in aLl areas 1-2
identified above.
Expres s i on
Excellent, effective and error-free use of language. .1

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

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

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.
Inability to use language accurately'
OR 0
Too 1ittle information presented to make an assessment.

Tota.l. 25 marks
 -_i-
027 - 4020 /CAPE/t'15 / 2009

COMMUNlCATION STUDIES

PAPER 02

I.{ARK SCHEME

Ouestion 1 . (cont'd)
More specifically:
' Provision of examples of the effects of female
il-literacy f rom dif f erent parts of the worl-d.

Provision of the benefits of education,

Language technlgues ,

Award 1 mark for EACH of any TWO of tbe tollowing:

Contrast of the effects of illiteracy with the
benefits generally, but sometimes in the same
paragraph. Helps make author's theme and purpose
cl-ear.
Repetition of the notj-ons of ill j-teracy' ,
'education' , and 'il-Literacy' . HeJ-ps reader to
focus on author's theme and purpose.
Use of dispassionate academic language. Gives
reader a sense of objectivity on the part of the
author.
(iii) Reliabilitv of information [2 marks ]

Award 2 marks for an answer like the fol)'owing:

UNESCO as a source of informatior:, contributes to
the reader's sense that the information is
rel-iabl-e. Reader can retrieve /verify the
information by reference to UNESCO's; records.
Award 1 mark for an answer that hints at the above but is
incomplete "
 02 Ir 4 020 / 3APE / i'15 / 2009

COMMUNTCATION STUDIES

PAPER 02

MARK SCHEME

Ouestion 2 '

Content [10 marks]

(a) Tiqer's sense of 'qood' exPresslon
. use of dictionary meaning of words, including everyday
words ( e. g. , 'obtain by paying a price' for 'buy' ;
'animal living in water, is a vertebrate modified into
fins ) rather than the intuitive meanlngs of speakers
( Iike Urmilla and himself ) .

. Expressing messages in verbose/wordy rather than

commonplace ways ( e.g. , 'cylinders of narcotic rolled in
paper' for 'cigarettes' ) .
. Use of the dictionary as the basis for, educated speech
(e.g., 'The dictionary ain't say anything like that!'/'rf
you don't have education ... what it real-lf is').
(b) Differences/simil-arities between his speech anh Urmil-1a's
Di f ference s

Choice of vocabulary: he uses 'big' dictionary words to

refer to commonplace objects while she uses the
straightforward conventional- words.
Non-pluralisation of nouns by her but pluralisation by
him. (e.g., 'in river and pond'/'git.l-s', fins',
'Americans' ) .
S imi lari ti es

Far more simil"arities than differences. Same kinds of

grammatical structure provision of example -'irom each of them
(

re each kind ) : ,

No verb between subject and adjectirre (e.9., 'that

easy' / 'you still not correct' ) .
Absence of subject before 'is' (e.9., ' Is a thing that
does live in the sea'/'is a animal- living in water' ) .
No subject-verb inversion in WH-guestions (e.9., 'What it
j-s to buy?'/'Why you want to find out ...?'.

Subject + present participle ( e.g. , 'people pass ing

/'lL getting ...') .
...'

The bare, uninflected verb expressing past time ( e. g. ,

'we just eat'/'Lhis time you real1y tie me up').
 -o-
02 r I 4 020 / 3APE / MS / 2009
COMMUNICATTON STUDIES

PAPER 02

MARK SCHEME

Ouestion 2. (cont'd)
' 'did' expr€rssing past time (e,g., 'T did lhink'/'you did
say' ) .

(c) Social factors affectinq Tiqer's speech choices

His perception of himself as having a l-ower social status
than the Americans 'Chief' and Mr. Larry.
English having a more privileged/respectable status than
Creole/the Vernacular.
ConsequentJ-y, his need to sound educated and impressive
by using (dictionary) English, even when speaking to (his
woman/wife ) Urmilla.

(d) How a dramatic production would hiqhliqht the communicative

tens ion
By focussing on:
A scene shcwing the inequality of social- status between
Tiger and Urmil-l-a. (Such a scene might f ocus on the
visual- -impact of props, €.9. d large dictionary for use
by Tiger; perhaps differences in dress).
Tiger's seff-contentment vs Urmilla's confusion when he
spoke to her with his dictionary EngIish.
' Tiger's tone and body language as he admonishes Urmill-a
to make sure she understands his speech when the
Americans visit.
. Urmilla's shock at his demand and the tone of that
demand.
 - t-
02tr4020 /3API'/MS / 2009

COMMUNICATlON STUDIES

PAPER 02

MARK SCHEME

Ouestion 2. (cont'd)

content
A superior response that addresses all areas identifred. 9- 10

ao
A good response that addresses most of the areas identified.
A fair response that addresses half of the areas identified 5-5
however not fu11y developed.
A weak response - Less than half of expected content. 3- 4
Not well developed.
A poor response Minimal content evident o-2
Organi z ati on
Excellent introduction, thematic cohesion, appropria'e use of 7
transitional devices, effective conclusion.
Good use of the above with one to two weaknesses vis:.bl-e. 5-5
Adequate leve,L of organization with several- weaknesses noted. 3- 4

Unsatisfactory level of organization, Weaknesses in all- areas

1-2
identified above.
Expres s ion
Excellent, effective and error-free use of language. 8

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

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

Some abitity to use language accurately and effectively, but 3- 4
with some inconsistency in accurate usage.
Freguent, inaccurate use of language.
OR 1-2
Insuf f icient information presented.
Inability to use language accurately.
OR o
Too little information presented to make an assessment.

TotaL 25 marks
 02 71t 4020 / 3APE/MS / 2009
COMMUNICATION STUDIES

PAPER 02

MARK SCHEME

Question 3.
Conten! [10 marks]
(a) Maintenqnce of tJreme
i
Through:

' use of a variety of o'udi'. ( speeches, Iecture-discussions,

dramatic pre'seirtations, documentaries, songs, jingles,
quizzes, public notices, etc.)
use of a variety of channels ( TV, radio, theatre,
banners, posters, f J-yers, ne\.{spapers, PA systems, etc ) .

daily bombardment over the period.

(b) Tarqetinq of different kinds of audience i'll
{

Through: t\'irl' 'i i \. t

I

' profiling the community by various c at egor ie s ( age,

gender, education, ethnicity, etc). :- i-
I
-+.---.
I \r I
l
t
' developing media to suit different categories 'tr''

(c) Use of l-anquaqe

. use of simple everyday structures, idioms and words as
far as possible.
, Minimal use of technicaL words and phrases.
) (ti
!.
'i U.s. of narraLive and conversational- language.
I

i ' .' i'i.

\!
11 Use of a mixture of formaL and vernacular English
depending on audience, context, medium and channel-.
(d) Evaluation of Campaiqn *12
[-ru
t! /. , ..
/ i. L[\J,\,i .('_- i. 1,,.,
v\ J
i :

|/

" Use of focus groups during campaign and at conclusion.

. Use of sureet interviews during campaign and at
conc f u s.i on .
. Observation of practices during campa].gn and at
concl-usion.
Survey of Practices before and after campaign
 )
,
|h-\, r-r^1".^ ", i
02 rr 40 20 / 3APE / MS / 2A09

/,l r \
,/" /'1.' \
' f' \ i\ , ,-y.,t -,.^ 1 .xZ
,,..
COMMUNICASION STUDIES
I
.t
I i \i
;t)'t).n. , ..:'7 i r,,1, 1 ,1 I,,ra .,,,
t,' PA+ER 02
l"{
IJ
\

MARK SCHEME
.,.. /r I .j , '

Ouestion 3 ' (SqLqi) il r

Content
1,"\r r i 'i',, o \ r) i

A superior resPonse that addresses al l- areas i"ddnfi iiodtr\i I

.1 t
''i
,i .i, .- i

a good- response that addresses most of the areas identified t-o

a fair -fesponse that addresses half of the areas identified 5-5

however not fu1lY develoPed.
a !weali , response - Less than half of exPected content. J-9
Nof-fJel1 developed.
AIpoor response. Minimal content evident" o-2
.Organization I

ExceIlent introduction, thematic cohesi-on, appropriate use of 1 ,{ I ir I r

tr an s i tion af* d'dvic e5,""".gJf q c! ive conc ]u s ion t

Good use of the above with one Lo f.-14s rlrs3ftnesses visil:le. 5-6
Adequate level of organization with several weaknesse:; noted. 3-4
Unsatisfactory l-eve1 of or gani zation Weaknesses in a I I a4eas 1_)
i-denlif ied above.
{
Expres s ion
Excellent, effective and error-free use of language. B

Very good use of language though there may be a few lapses ' l
Good use of language though there may be few lapses. 5-5
Some ability to use language accurately and effectively, but J-+
with some inconsistency in accurate usage.
4:r
Frequent, inaccurate use of language
OR 1-2
Insufficient information presented-
Inability to use language accurately.
OR 0
Too little inf ormation presented to make an assessmen.i-.

Total 25 marks
i
,t
 COMMUNICATION STUDTES

PAPER 02

MARK SCHEME

0uestion 3.
Cont ent [ 10 rnarks ]

(a ) Maintenance of tlreme
Through: 't
' use of a variety of *"d-iu (speeches, lecture-discussions,
dramatic pre-entations, documentaries / songs, jingles,
quizzes, public noti-ces, etc.)
. use of a vgliely of channels ( TV, radio, theatre,
banners, posters, flyers r newspapers / pA systems / etc ) .
. daily bombardment over the period
(b) Tarqetinq of dif ferent kinds of audi-ence !.'r' ' ' ' "- ''
t

'..i '- i '

Through --t{t,r. l,ti.r1i I

,i
' profiling the community by various categories ( age,
gender, edu:ation, ethnicity, etc)- -,-ii.r\-\ I --L-
I \, I
.deve1opingmediatosuitdifferentcategories...irl-.
(c ) Use of l-anquaqe
Use of simple everyday structures, idioms and words as
f ar as pos s ibl-e .

'ri i
i

' Minimal use of technical- words and phrases.

,
,. I
i of narrative and conversational- language.
) V.se
:r\ I
(
"i
\\ . | ! ' 'r Use of a mixture of formal and vernacular English
l/\\i

',., depending on audiencer context, medium and channel.

(d ) Evaluation of Campaiqn --D [-,.
i,
' Use of focus groups during campaign and at conclusion,
Use of sLreet interviews during campaign and at
conclusion " '

Observation of practices during campaign and at

conclusion.
Survey of practices before and after campaign.