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CARIBBEAN EXAMINATIONS COUNCIL

@ MAY/JI.JNE2OO5

ADVAI\CED PROFICIEI\CY EM
COMMTJNICATION STIJDIES

PAPEROUA

Thour

INSTRUCTIONS TO CANDIDATtr'S

1. AnswerAllquestions.

2. Write your answer to each question in the sPace provided'

3. Notes or other textual materials are not allowed in the

examination roonl

Copyright @ 2004 Caribbean Examinations Council'

All rights reserved'

02ll/OlryCAPE2005
 -2-

SBCTIONA

MODULE 1 - GATHERING AND PROCESSING INFORMATION

Questions I-2
Read the scenario below, then answer questions I- 2.

AgroupofAgriculturalsciencestudentsatMillerHighschool,whichislocatedinaremotecommunity,isdoing
research on the transportation problems faced by the small farmers in the community .

1. (a) (l) ListTWOmethods,otherthanaquestionnairc,thatwouldbesuitableforgatheringdata

forthisrcsearch.

Methodl:

Method2:
[2 marksJ

G) State ONE strength anrl ONE weakness of EACH method listed in I (a) above.

StrengthofMethod I

[1mark]

WeaknessofMethod I

[l mark I
SrengthofMethod2

[l mark]
WeaknessofMethod2

[1 mark ]

GO ON TO TIIE NE>(T PAGE

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 -3-

(b) SuggestTWOreasonswhyaquestionnairemightNOTbesuitableforcollectingthedataforthis
research.

(r)

[2marks]

TotalE marks

(a) StateTHREEquestionswhichtheshrdentsmightaskthefarmersthatwouldelicitvdiddatafor
thisresearch.

(D

(ii)

[3marls]

Name FOUR sources, other than the farmers themselves, thatcould provide information on the
transportation problems facedby the farmers in the community.

(ii)

Cn)

Gv)
[4marks]

TotalTuiarks

GO ON TO THE NEXT PAGE

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SECTION B

MODULE 2 - LANGUAGE AND COMMUNITY

Questions 3 - 6

Read Susan's monologue below, then answer questions 3 - 4.

'Lord, mi chile, every time mi go by Tantie, she does seh mi does talk too bad. She does say ah does chop up de
wordsandemandmixupdelanguagetoomuch. Shedoessehmi doesn'communicate'right- Lord! Dembig
words dere she expec mi to use. She does seh I must speak the standard language so that I may move up in society.
An yu know, I say I was talking nice wid Merican accent an ting !'

3. (a) SusanlamentsbeingtoldbyTantiethatshedoesnotcommunicatewell. GiveTHREEexamples

of structures in Susan's monologue to which Tantie would object.

(D

(ii)

(iii)

[3 marks]

O) State FOUR reasons why Tantie sees the standard language as "good language".

(D

(ii)

cii)

(iv)

14 nrarksl

'l'otal7 marks

(iO ON TO TI.IE NEX'I' PAGE

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 -5-

State FOUR argur-.lts you would use to convince Tantie that what Susan is speaking is a
language.

(D

G)

Cm)

[4marks]

Describehowhistoryhasinfluencedthelanguagesinrationinanamedtenitoryyouhaveshrdied.

[4marksJ

TotalSmarks

C'O ON TO TIIE NH(T PAGE

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5. Read the scenario below, then answer the questions that follow.

IntheCribbean,itisnormalforpoliticianstouseCreoleduringelectioncampaignswhentheymovefrom
disrictodisuicl Howerrer,whentrreybecomegovernmentministers,theytypicallymaketheirspeeches
in the standard language.

(a) GiveTWOreasonswhyapoliticianmightusetheTWOlanguagevarieties.

(r)

G)

[2marls]

O) (D Identify THREE other groups of persons who use the two different varieties in their
spokenlanguage.

(r)

G)

Crr)
[3 marks]

G) ForanyONEofthegroupsidentifiedin5 (b)(i) above, state thecontextinwhicheach

of theTWO languagevarieties may be used.

Creole:

StandardEnglish:

[2 marls]

Total7 marks

GO ON TO TI{E NEXT PAGE

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(r. Read the scenario illustrated below, then answer the questions that follow.

congratulations, ) ffik-J.-t
PauL I understand I I coov ofmi I

llH:.'J*"Z1 q:"n'"*J

tf tf
tf E
E tl
E E
(a) In advising Paul against using too much Patois in the valedictory address, what point is Ron
making about language and setting?

[2 marksl

o) (i) What FOUR technological devices could Paul use to enhance his presentation?

(i)

G)

Cut)

(iv)
[4 marksl

(ii) ExplainhowONEdeviceyouidentifiedin6(b)abovecouldenhancePaul'sprcsentation.

DEVICE:

[2 marls]

Total E marks

GO ON TO THE NEXT PAGE

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 -8-

SECTION C

MODI,'LE 3 - SPEAKING AND WRITING

Questions 7 - lO
Consider the situation below, then answer the questions that follow.

TheSixth-FormAssociationisanewly-formedorganizationwithasmallmembership. Thememberswishto
embark on a recruitrnent drive.

7. (a) ListTHREEaspectsofthecommunicationprocessthatthemembersshouldconsiderbefore
they begin to create their recruitment message.

G)

G)

CnD
[3 marls]

O) SelectTWOof theaspects thatyouhave listed in7 (a) above, andexplain the significanceof
EACH.

Aqpecc

Significare:

AsDect

Significare:

[4marks]

TotalTmarks

GO ON TO THE NE)ff PAGB

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E. (a) IdentiffTHREEmea.'rsbywhichthenpmbersoftheSixth-FormAssaiationcanconvcytheir
messageeffectively.

(r)

G)

Cm)
[3marksl

O) SelectT'WO of the means thatyou have identified in 8 (a) above, andexplain why EAClIcan
be used to convey the message effectively.

Means:

Explanation:

Means:

Explanaion:

[4mnrks]

TotelTmarks

GO ON TO THE NE}CT PAGE

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 -10-

List FOUR contcxts of communication that may be deemed suitable for the Sixth-Form
Association's recruitment drive.

(t)

G)

CnD

Gv)
[4marks]

ChooseONEofthecontextsyoulisteding(a)aboveandgiveT'WOreasonsforitssuitability.

C. ontext

Reasons:

(r)

G)

[4marksl

Totaltmarks

e'O ON TO THE NEICT PAGB

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 - ll -

10. Read the scenario illustrated below, then answer the questions that follow.

My Gosh! Nigel,
Nigel, remember to prune what have you -prune di'edga It
the hedge today. Make sure done? not pretty, Ma'am?
it's pretty.

(a) Suggest TWO reasons whir Nigel did NOTreceive the messageclearly.

(D

(ii)

[4marl6]

ListFOUR elements in the communication process implied in the scenario above.

(i)

(ii)

Gu)

(iv)
[4marksJ

Totaltnarks

ENDOFTEST

()2lt40lucAPE2005