Communication studies exam

Communication Studies PAPER 2 Examination- Tips and Strategies

Bridgette Lecky, M.Sc.

CARIBBEAN EXAMINATIONS COUNCIL Caribbean Advanced Proficiency Examination®

CAPE®

CAPE Communication Studies – An overviewStructure of Examination

• PAPER 1 – 45 Multiple Choice 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 question-type suggests, the answers must be written in essay form ONLY!

- Any deviation results in penalties!

https://mix.office.com/watch/1otxpj7hz6kbx

COMMUNICATION STUDIES PAPER TWO

Content

https://mix.office.com/Home/GettingStarted

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 writer’s 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

Purpose/Main point of the Writer

Identifying the type of writing (discourse) will help you determine its function. Consider if it is narrative, 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 as language 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, and vocabulary

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.


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.


Lay-out of the page- use of banner headlines, newspaper (column) or broad-sheet lay-out, advertising-copy layout, verse-lay-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 1Expression


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 - 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


Organization


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


Observations?


Content


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

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 about suitability of 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, nuclear proliferation, 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 writer’s views on the topic he/she is speaking or writing about?


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 is closely organized 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 and acquaintances 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 even elided forms of pronunciation

varied intonation


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, sometimes exaggerated

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


Communicative Behaviours

Yes, another important topic. Have fun :)

Communicative behaviour is 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. Basically how they 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 when delivering a speech, gripping on to the podium as though it's the only thing supporting them.


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 speaker’s 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"


Attitudes Toward Language

Arguments For Creole 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.

Arguments Against Creole 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 examiners appreciate this 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


Attitudes Toward Language

Arguments For Standard 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.

Arguments Against Standard 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 be enhanced by the use of _______*<-----insert technological device there*)


Expression





Some ability to use language accurately and effectively, but with some inconsistency in accurate usage OR half the expected content presented. 3 - 4




Organization






No organisation. 0

Section 3 – Module 3 Speaking and Writing


Observations?


Content


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)

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 the context of 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 writer’s/speaker’s awareness of her relationship to the audience

the way the writer/speaker wishes or expects the audience to respond


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


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.


IntroductionContent of introduction

Describe context/task

Purpose

Brief analysis of target audience

Thesis statement


Maintenance of the CampaignIdentify 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.


Maintenance of the CampaignThe 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.)


ConclusionState 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 3Strategies to 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

Strategies to enhance

Communication challenges


Expression





Some ability to use language accurately and effectively, but with some inconsistency in accurate usage OR half the expected content presented. 3 - 4




Organization






No organisation. 0

Education

Communication studies exam