Cape Communication Studies: Practical Exercises for Paper 02 Essays

CAPE COMMUNICA TION STUDIES :

PRACTICA L EXERC ISES FOR PAPER 02 ESSA YS

Copyright © 2015 EDLIN D. ROCHFORD.

All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

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ISBN: 978-1-4917-7590-5 (sc)

ISBN: 978-1-4917-7589-9 (e)

iUniverse rev. date: 10/29/2015

Contents

Introduction

SECTION A - MODULE ONE ESSAYS

1.    The Format Of Module One Essay Question In Paper 02

2.    Marking Scheme With Allocation Of Marks For Module 1 Essay

3.    Identifying The Writer’s Main Point

4.    Identifying The Writer’s Purpose

5.    Identifying The Language Techniques And Organizational Strategies

6.    Examples Of Some Language Techniques Found In Module One Essay

7.    Examples Of Organizational Strategies Found In Module One Essay

8.    Effectiveness Of Organizational Strategies And Language Techniques

9.    Determining The Credibility Of Sources

10.    STUDENTS’ ACTIVITY #1: How Much Do You Know About Validity And Reliability Of Information?

11.    STUDENTS’ ACTIVITY #2: Organizational Strategies And Language Techniques

12.    Suggestions For Writing Your Best Module One Essays - Using The Pee Format For Module 1 Essay

13.    MODULE 1 - ESSAY QUESTIONS FOR PRACTICE

14.    STUDENTS’ ACTIVITY #3: Main Point And Dominant Purpose

15.    STUDENTS’ ACTIVITY #4: Crossword Review Of Module One

16.    STUDENTS’ ACTIVITY #5: Crossword Review #2 Of Module One

SECTION B - MODULE TWO ESSAYS

17.    The Format Of Module Two Essay Question In Paper 02

18.    Factors To Consider When Writing Module Two Essays

19.    Suggestions For Writing Your Best Module Two Essays - Using The Pee Format For Module Two Essay

20.    Some Transition Or Linking Words

21.    Marking Scheme With Allocation Of Marks For Module Two Essay

22.    STUDENTS’ ACTIVITY #6: The Right View Or The Wrong View

23.    STUDENTS’ GROUP ACTIVITY #7: Working In Groups Of 4, Discuss These Questions.

24.    Some Suggestions For Responses To Module Two Essay Discussion Topics In CAPE Past Papers

25.    STUDENTS’ ACTIVITY #8: Module Two Essay Questions Review

26.    STUDENTS’ ACTIVITY #9: Matching The Words To The Statements And Questions

27.    STUDENTS’ ACTIVITY #10: Working With A Peer

28.    MODULE TWO ESSAY QUESTIONS FOR PRACTICE

SECTION C - MODULE THREE ESSAYS

29.    The Format Of Module Three Essay Question In Paper 02

30.    Possible Genres In Module Three Essay:

31.    The Actions You May Be Asked To Perform In Module Three Essays:

32.    How To Write Or Compose A Feature Address Or Speech:

33.    How To Write An Essay

34.    How To Compose A Presentation

35.    The Features Of A Proposal

36.    How To Compose An Advertisement

37.    The Different Media That Are Used In Campaign

38.    Possible Factors To Consider When Doing Module Three Essay

39.    Marking Scheme With Allocation Of Marks For Module Three Essay

40.    STUDENTS’ ACTIVITY #11: Fill In The Blanks In Each Passage Using The Words And Phrases In The Boxes Below.

41.    Some Suggestions For Responses To Module Three Essay Discussion Topics In Cape Past Papers

42.    MODULE THREE ESSAY QUESTIONS FOR PRACTICE

43.    STUDENTS’ ACTIVITY #12: The Functions Of Non-Verbal Communication

44.    STUDENTS’ ACTIVITY #13: Understanding Non-Verbal Communication

45.    Possible Answers For Module One Past Paper Essay Questions In Paper 02

46.    Word Search Activities For All Modules

SECTION D - SAMPLE ESSAYS

47.    Sample Essays From Students For All Modules

48.    Tribute To My Students

About the Author

AUTHOR’S CONTACT INFORMATION

Dedication

I have been overly blessed by the thousands of students and by extension their families who have crossed my path as a teacher. CAPE Communication Studies: A Practical Guide to Paper O2 Essays is the outcome of my continued effort to ensure that all students are guaranteed the highest grade in this subject.

Acknowledgements

All illustrations are the created property of PRESENTERMEDIA

Ms. Sharlee Barkarr for choosing and placing all PRESENTERMEDIA illustrations

Photography by Ms. Allison Punch of Fotocraft Ltd

Editing and reviewing by Mr. Philip G. Rochford HBM

Introduction

My professional worth is intricately connected with my students’ academic achievement- Edlin Dianne Joseph Rochford

Ever since I published in 2008 my first book Communication Studies: Preparing Students for CAPE, I have been bombarded with requests from both students and teachers throughout the Caribbean to address the requirements of the essay component in Paper 02 of the examination; writing this book is my attempt to fulfil their requests.

CAPE Communication Studies: A Practical Guide to Paper 02 Essays is structured in such a way that users are given the opportunity to review each of the three modules. The various essay questions are closely aligned to the requirements of the Communication Studies Syllabus so that for the students, perfect practice will provide perfect examination delivery! A template that can be customized to suit the specific requirements of each essay is provided.

Fun activities that test their knowledge of the content of each module are also included. For example in Module One, students will be able to assess how well they can distinguish the reliability and validity of information. Additionally, in Module Two, there are group activities which develop their understanding of language and community. Finally, activities in Module Three test whether the students understand the dynamics involved in the entire communication process. This testing ultimately enables the student to fill the missing information so identified.

CAPE was introduced in Trinidad and Tobago in 2004, and from its inception I began teaching Communication Studies; Two years later I became an assistant examiner for the subject in the annual marking exercise and for the last 3 years I have been a table leader. The results of my students reveal that of the total number my record of success in CAPE from 2004 to present will show that of the total 425 student s that I’ve sent up for the exam 94.1% got ones, 1.2% got twos and 4.7% got threes.

SECTION A

1.    THE FORMAT OF MODULE ONE ESSAY QUESTION IN PAPER 02

In the Module 1 essay students are asked to read an extract and respond to the instructions. The instructions will be similar to the following:

a. State the speaker or writer’s main point.

b. Write an essay of approximately 500 words in which you include reference to the following:

(i) The speaker’s DOMINANT purpose

(ii) Identify the (specific pieces of information) organizational strategies and language techniques that the writer or speaker or poet used to help him or her to achieve that purpose.

(iii) Comment on the reliability and validity of the information. (optional)

(iv) Evaluate the validity of the information presented. (optional)

(v) Comment on the appropriateness of tone and register. (optional)

[25 marks]

2.    MARKING SCHEME WITH ALLOCATION OF MARKS FOR MODULE 1 ESSAY

Content – 10 marks

(a) The Main Idea

Award 2 marks for an answer that fully captures the expected answer.

Award 1 mark for an answer that partially captures the expected answer.

(b) Purpose

Award 2 marks for an answer that fully captures content and purpose.

Award 1 mark for partial content connected to an appropriate purpose verb.

Do not award any marks for an appropriate purpose verb only.

(c) Language techniques used

Award 2 marks for mention and explanation of TWO techniques.

Award 1 mark for mention of any TWO techniques without explanation

OR Award 1 mark for mention of TWO techniques but with an explanation of one

(d) Organisational strategies

Award 1 mark for mention of EACH strategy

(e) Appropriateness of tone                (Optional)

Award 1 mark for mention of an appropriate tone

Award 1 mark for discussion

3.    IDENTIFYING THE WRITER’S MAIN POINT

• The main idea is the most general and important statement that the writer makes about the topic

• The main idea is what the writer is writing about, the idea that you as reader get as you read or is left with after you are finished reading.

• The main idea is always definitive and balanced! Sometimes students make the mistake and write only the negatives and omit the positives of the topic.

• If you were asked the questions, What is the piece about? and "What is the writer saying about it?" your responses will be what you determine is the main idea.

• The main idea is never a verb so it can never be stated like this ‘The main idea of this passage is to inform…’

• An example of how to state the main idea can be, ‘The main idea of the piece is that students have problems answering the Module One essay…".

4.    IDENTIFYING THE WRITER’S PURPOSE

• To understand or know why the writer wrote the piece is to understand the writer’s purpose.

• To analyse that is to examine what was written and how it was written is to understand the writer’s purpose.

• It is what the writer wants to happen as a result of your reading the piece.

• The writer’s purpose/intent is always stated as a verb!

• Being aware of the writer’s purpose when you read helps you evaluate how well the writer has achieved the purpose and decide whether he or she has convinced you as a reader.

• The active reader reads more than the words and more than even the ideas: the active reader reads what the writer is doing.

• The active reader reconstructs both the strategies and the techniques that the writer used to realize the purpose.

• Likewise the writer’s overall or dominant purpose determines the techniques he or she uses.

» For example, a purpose for the list of stock market prices in the daily newspaper can be to report information needed for making new decisions.

» An editorial in the same paper might be considered specifically to criticize the actions of a particular public official.

» The purpose of the comic strips would be to entertain

» The use of personal anecdotes in any given piece might suggest that the writer is seeking your emotional response or sympathetic involvement in the material

» The heavy use of statistics in an excerpt suggests that the writer’s major purpose is to provide documentation and proof of the particular topic.

» The writer’s purpose might be to persuade the reader of the attraction of the island as a nature lover’s paradise.

» The writer’s purpose is to criticise the behaviour of the government’s policy on crime.

5.    IDENTIFYING THE LANGUAGE TECHNIQUES AND ORGANIZATIONAL STRATEGIES

When you are asked to identify both the language techniques and the organizational strategies that the writer used to help achieve the dominant purpose of the piece, what you are really being asked to do is to identify the pieces of information (found in the techniques and strategies) that the writer carefully and specifically used to get the message across.

6.    EXAMPLES OF SOME LANGUAGE TECHNIQUES FOUND IN MODULE ONE ESSAY

All Similes use ‘like’ or ‘as’ in comparison, and are effective in helping the writer achieve two purposes; firstly similes give the reader a truly vivid picture of the situation for clarity and secondly it always evokes some sort of response in the reader.

Many times similes and metaphors are also used as forms of imagery.

Personification gives inanimate or non-living things only human qualities and not just any qualities. Some students make the mistake by not asking if the quality is a human quality: if you ask that question and the answer is ‘no’ then it is not a personification. This device is effective in that, by imbuing the object with human qualities, the writer is emphasising connection and piquing the reader’s interest in the theme.

The purpose of imagery in literary works is to generate a vibrant and graphic presentation of a scene that appeals to as many of the reader’s senses as possible.

Visual Imagery

Visual imagery is as simple as it sounds: It describes something you can see. Visual imagery will describe a setting’s colours, size, shape, physical features and anything else that you detect with your eyes. Visual imagery creates the vivid mental picture you see as you read.

Auditory Imagery

Auditory imagery, also known as aural imagery, describes something you can hear. It can be used on a large scale, such as describing the sounds of an earthquake, or it can be more subtle, such as the sound of an individual’s footsteps on a wooden floor.

Tactile Imagery

Tactile imagery appeals to your sense of touch. It describes parts of the story you can feel. Good tactile imagery should make you feel something as though it were really there.

Olfactory Imagery

Olfactory imagery describes something you can smell. Writers can use lots of creative license with olfactory imagery by assigning smells to unusual things. For example a writer can use olfactory imagery to describe the smell of a forest after it rains or the strong smell of a fresh cup of herb tea.

Gustatory Imagery

Gustatory imagery describes something you can taste. Like olfactory imagery, gustatory imagery has endless possibilities for describing simple things in a creative way. Gustatory imagery can