1.

CAPE 2006
Read the extract and answer the questions that follow.

Look at them behind their counters - young, neatly outfitted in their starched fast food uniforms or
their linen and polyester clerk suits. They quickly and effortlessly tap the keys on their cash
registers and computers, answer phones, and look quite efficient, don’t they? They seem as if they
can think, don’t they? Don’t let the pressed clothes and technology fool you; many of them can’t.
Let there be a glitch or a breakdown and then you’ll see what lies beneath the suits and uniforms
and beyond the counters – operates of broken- down cash registers and computers who will fumble
to spell and calculate. And you, older than they, will wonder what they spent their primary and
secondary school years learning.

You can spot them everyday, everywhere. Last week, for example, I saw the brain of a young
attendant at a fast food outlet shut down the instant his computer crashed. Before the crash, he had
appeared capable as he punched the appropriate keys for orders. But when he was faced with
having to write down what his customers wanted, he could only operate in slow motion. I know
because, to my misfortune, I was about to order a tuna sandwich and a large orange juice when the
system failed. After a minute or two of trying to spell the two items, he scrunched up the piece of
paper and started writing afresh on a second sheet. I was not sure I’d get the correct meal.

Two days after this calamity, I encountered one of Mr. Illiteracy’s pals, a Miss Innumeracy, in a
store downtown when I was trying to pay a bill of $26.05 with two twenty-dollar bills. Because of
a mix-up, the cash register was closed, and so the young girl had to calculate on paper how much
change to give me. After an eternity of scratching her head and calculating on a sheet of paper, she
handed me $14.05, but, thanks to my Standard Five teacher, I had already calculated in my head
that I should have received $13.95. When I told her so, she seemed mentally paralysed. Luckily,
another suited girl, who looked senior in age and rank, came to her rescue. She whipped out a
calculator, pressed a few keys, and presto, gave me the right to change, scolding Miss Innumeracy
for her bad math!

I left, thinking sadly that there was nothing I could do to help them make up for the years they had
spent in their classrooms not bothering to learn how to read, write, count or think.

Adapted from Suzanne Mills, “Between the Lines”,

Trinidad and Tobago Newsday, June 2, 2004, p.11

(a) State the writer’s main purpose in no more than 30 words.

Answer:
Using workers in a restaurant and how they work effectively, the writer intends to show how people are
becoming increasingly dependent on technology in the workplace suggesting their incapability without it.

(b) Write an essay of no more than 500 words in which you include reference to the following:
i. The writer’s purpose
Answer:
The writer’s purposes are as follow:
- To show dependent people are on technology
- To use that to express the importance of learning other ways to do things without it e.g. checking
without a cashing machine as use in the passage
- To bring attention to the irony of people effectiveness in the work place- their fancy suits means
nothing without the use of technology

ii. Strategies and language techniques used

Answer:
(a) The use of short paragraphs and very short sentences which appeals the interest of the readers even
before they start to read.
(b) The writer is very informative and persuasive
(c) The use of illustrations mainly in the writer’s reflection on previous encounters
(d) The use of Persuasive Techniques especially rhetorical questions which wins over the reader’s interest
in to anticipate what is coming next on the page.
(e) The use of climax of words in the last lines which adds a dramatic effect to the passage, “to learn
how to read, write, count or think.
(f) There was a plethora of literary devices e.g. hyperboles are used as the writer exaggerates the time
the cashier took to calculate his changes, “After an eternity of scratching her head”, or “After two
days of this calamity”. The use of metaphors, ‘Mr. Illiteracy” etc, and also onomatopoeia, “She
whipped out a calculator”. There is also the use of the metonymy, “mentally paralyzed” which
suggest being petrified.
(g) The writer’s choices of words are very important as it adds to the way he exaggerates throughout the
extract. The way he uses his words evokes interest as the readers get a sense of how willing he is to
make his point. For example, look at these word suggestions, “She whips out her calculator, “after
an eternity of scratching her head”, “I saw the brain of a young”. As such one can understand that
the way he puts his words on paper creates an overwhelming interest to prolong reading.
(h) Punctuation plays an important role in bring out clarify throughout the extract. The use of expressive
dashes helps to bring across the level of expressive writing in the extract. Commas, exclamation
marks, semi- colon, correct use of full stops and the appropriate capitals brings across clarify in the
way the reader’s read and help with the expression and effectiveness of the words used.
(i) There is evidence of expressive writing. The writer relies on his personal experiences to make his
points.
 iii. Appropriateness of the tone and register used.
Answer:
It’s easy to see that the tone is very conversational and the writer uses a formal register. This is very
appropriate as it appeals to all readers and evokes interest. This suggests that as the readers goes deep down
into what the writer is saying they crave more of what he saying. Being conversational also creates a better
appreciation of the way in which the writer expresses his points. When people are in conversations they
exaggerate to bring out their points. As evident the writer exaggerates to prove his points and this is seemed
in his choices of words.
(25 marks)
June 2006

 Writer’s main point is that young adults in the workplace are illiterate and innumerate since
they abandoned their learning opportunities in education.

 Writer’s purpose is to draw public attention to the illiteracy and innumeracy of primary and
secondary school graduates in the workplace in hope, perhaps, of motivating corrective action

 Strategies
1. First person narration
Used in order to relate the story to the audience. It is a report of a personal experience of a
person. There are two encounters of the person in the passage: one with an illiterate young man
and one with an illiterate young lady.
2. Use of contrast (appearance vs. illiteracy)
3. Indication that the problems affect both genders
4. Humor in the names given to the illiterate man and woman (Mr. Illiteracy & Miss Innumeracy)

 Language Techniques
1. Sarcasm
To emphasise his disgust
2. Rhetorical Questions
To provoke thought and engage the reader
3. Repetition
To emphasise the illusion of their appearance
4. General-reference statement
You can spot them everyday, everywhere
5. Choice of names to emphasise the characteristics focused on
6. Emotive Language (the language of frustration and distress)

 Tone
The tone is one of frustration and distress. Illiteracy is a major issue affecting most of school
drop outs presently.