CAPE Communication

Studies

Examination Focus Workshop

April 2022
Presenter: Dr. Harold McDermott
 SESSION 1

PAPER 2 MODULE 1
GATHERING AND PROCESSING INFORMATION
 Module 1 – Gathering and Processing
Information
Finding Main Ideas
The main idea or thesis is the main statement which the passage
makes after everything said has been considered.

Main points are conveyed in two ways:

1. Explicitly stated or conveyed directly
2. Inferred or indirectly stated
 Finding Main Ideas

Explicitly stated main points may be a single sentence or a synthesis of

words and phrases which conveys the overall sense of what is being
said.

Inferred main point is a statement of what the writer suggests or

implies based on all of what has been said.

Which of the above is the best guide to finding the main point in the
passage?
 Writing About Main Ideas
What should we include?
• Reasons for skin bleaching are not just clinical but economic and
social
• Light skinned women are considered more beautiful and successful
in some fields
• To end the colour bias, media must feature other types of beauty
beyond the Western ideal
• Sustained work is needed to change the perception fair skin is more
attractive and provide economic advantage
 Writing About Main Ideas
Main points should not be expressed as purpose statements, so avoid verbs like “tell, show,
emphasize, illustrate, inform or bring across” which suggest purpose.

Improper: (Vague and Purposive)

The writer wanted to bring out that light skinned women are better off than dark skin women.

Bettter:
The main point is that that skin bleaching is caused by economic and social reasons because
light shinned women are considered more beautiful and successful.

What else needs to be added?

 Writing About Main Ideas
Combining all the main points into one statement

The point is (that) so long as fair skin is

considered more beautiful and advantageous,
skin bleaching will persist. Perceptions will
change when the media features other types of
beauty. (30 Words)
 Writing about Purpose
All discourse are aimed at achieving THREE main purposes or a
combination of these purposes:

• To inform, explain, tell, illustrate, highlight etc.

• To convince, persuade or sway
• To entertain, amuse or divert

Identify the dominant purpose in the passage.

Use clear verbs to make purpose statements precise.
 Writing about Purpose
Consider if more than one purpose is at play

Weak Response: The writer’s purpose is to explain that skin bleaching is a

problem for African women.

Good Response:
The writer’s purpose is to highlight that skin bleaching has various reasons,
to illustrate that fair skin women have advantages over dark skin women
and explain/convince that the problem will only be solved when the media
promotes non-Western types of beauty.
 Considering Intended Audience
• The diction – is it simple and can be understood by the average person or
complex and may be understood by a special audience?

• The organization – is it organized in a format which helps easy

comprehension or is the organization complex?

• The content density – are there a lot of ideas and concepts per sentence or
few which makes comprehension easier?

• The dissemination - where is the information posted and who can access it?
 What This Passage Tells Us About The
Intended Audience
• The diction – use of compound and complex sentences, and some use of
jargon

• The organization – paragraphs of mainly of average length with some short

paragraphs

• The content density – fairly high number of ideas or complex concepts per
sentence which may pose a challenge to easy comprehension

• The dissemination - published online where interested parsons may access it

 Writing About Intended Audience
Poor: The intended audience is the general public. (Too general with
no reason given)

Weak: The intended audience is people who skin bleach or

contemplate skin bleaching.

Good answers should identify the audience and give reasons related
to the composition of the message as to why it is appropriate.
 Writing About Intended Audience
The intended audience is a general audience of
educated persons who have an interest in the topic of
skin bleaching. This is because the language contains a
fair amount of jargon and complex sentences which
may not be easily understood by the average person.
Also, there is a fairly high number of ideas or complex
concepts per paragraph which may pose a challenge to
easy comprehension for the less educated readers.
 What are Language Strategies?
These refer to the different ways by which an author
arranges and organizes content so that it may help
his/her audience to understand or accept the message
being communicated and achieve the author’s
purpose.

Which language strategies can you identify in the

passage?
 Language Strategies – refers to how the
information is organized
Which ones have you identified in the passage?

• Authoritative Source – World Health Organization(WHO) ;

Matthew Knowles, father of Beyonce and author;
Edward Ademolu, PhD researcher at University of Manchester

• Documentary evidence – Matthew Knowles’ radio interview and book mentioned in paragraph 4

• Examples – African countries like Rwanda, Ghana and Nigeria mentioned in paragraphs 1 and 2

• Hypothetical reasoning – banning skin bleaching products will not solve the problem unless other measures are put
in place

• Problem and solution – the solution to the problem skin bleaching is given in the final paragraph
 Language Strategies – refers to how the
information is organized
What else have you identified in the passage?
• Testimonial – Matthew Knowles’ account of his mother’s disapproval
of dark skinned girlfriends
• Contrast – safer alternatives contrasted to skin bleaching products
with harmful ingredients in paragraph 1
• Examples – harmful ingredients in skin bleaching products – mercury
and high-dose steroids in paragraph 1
• Call to action – appeal to audience about how the problem of skin
bleaching can be solved in the final paragraph
 Language Strategies – refers to how the
information is organized
• Question in Title – “ Is Beauty Fair?” Intended to generate interest/ curiosity in readers

• Cause and effect – health care problems cause by clinical, economical and social reasons;
African women lighten their skins because of perceived attractiveness and
economic advantage;
Beyonce more acceptable because of her light skin according to Matthew Knowles

• Definition – explanation of “colourism” by Edward Ademolu, University of Manchester

• Statistical data – percentage of Nigerian women who use skin bleaching products (World
Health Organization)
 Writing About Language Strategies
It is not enough to simply name the language strategy. You must tell
how it helps the writer to convey his message and achieve his purpose.

Use of authoritative sources:

Dr. Edward Ademolu from University of Manchester is cited as an
authoritative source to convey to the audience that the information
presented is based on research and empirical evidence. Mentioning Dr.
Ademolu increases the logos appeal and relevance of the information
by explaining the why some dark skinned women choose to lighten
their skin colour.
 Writing About Language Strategies
Use of documentary evidence:

By making reference to Matthew Knowles’ book as

documentary evidence, the writer offers additional
proof of the social prejudice against dark skinned
women and girls that cause some persons to feel that
they need to lighten their complexion to gain an
advantage in life.
 Writing About Language Strategies
Use of definition of terms

The writer defines the term “colourism” in paragraph five to

show that there are many societal, cultural and economic
privileges in lightening the skin that motivate many dark
skinned women to engage in this practice.
 Writing About Language Strategies
Use of call to action:

The writer makes a call to action in the final paragraph

to illustrate that skin bleaching is a rational, calculated
business decision that women make and the solution is
for the media to feature other types of beauty. Any
other solution will be treating the symptoms and not
the underlying disease.
 Writing About Language Strategies
Use of cause and effect:

The writer uses a cause and effect pattern in

paragraph three to demonstrate/illustrate that the real
reason that women engage in skin bleaching not
because of vanity but because it is seen as being more
attractive and provides them with better job
opportunities and elevated status.
 What are Language Techniques?
These refer to the rhetorical /literary devices or
figures of speech used to communicate and
enhance the writer’s message and purpose.

What are some of the devices and figures of

speech which you have identified in the
passage?
 Identifying Language Techniques
1. Pun – “Is Beauty Fair” (Title - play on the meaning of fair)

2. Metaphor – “paint a different picture…” (para. 6)

3. Metaphor – “a major part of tackling…a significant public health problem”(para.

6)

4. Metaphor – “treating the symptom, but never curing the disease” (para. 6)

5. Metaphor – “light skin still has social capital ” (para. 5)

 Writing About Language Techniques
It is not enough simply to name the device.
Explain how it helps the writer’s purpose
Weak Response:
The writer uses metaphor to bring his point across. (Vague explanation)

Better Response:
The writer uses a metaphor in paragraph 4 when he states, “no black
popstar …has broken through in the past decade” to emphasize that it is
very difficult for dark skinned persons to penetrate the barriers to success in
certain fields.
 Writing About Language Techniques
Use of metaphor:

Weak Response:
The writer compares being light shinned to having a social currency or
wealth.

Better Response:
The writer suggests a comparison between being light shinned and having a
social currency or wealth in paragraph 5 to establish the financial and
economic connection between being fair skinned and social success.
 Writing About Language Techniques
Use of metaphor:

Weak Response:
The writer uses a metaphor to compare skin bleaching and a disease. (Definition with
no explanation)

Better Response:
The writer uses the metaphor “treating the symptom, but never actually
curing the disease” in the final paragraph to highlight the fact that banning
skin bleaching products will not solve the underlying problem that causes
people to engage in the practice.
 Credibility of Information
Credibility – refers to whether the information may be believed or accepted

Factors affecting credibility:

• Information agrees with what is already known
• Information is from a trusted source
• Information is from an knowledgeable/authoritative source
• Information is current and verifiable
• Information is enough to prove what is being claimed

Which of these apply to the information in the passage?

 Writing about Credibility of Information
Weak response: (vague)
The information is credible because the writer did research and is
knowledgeable.

Better Response:
The information may be considered credible because the writer mentions
various sources of information like the World Health Organization, Matthew
Knowles and a researcher from the University of Manchester all of whom
support his conclusion that skin bleaching has multiple social and economic
causes. The multiple sources of information suggest that the information is
well-researched and corroborated.
 Writing about Credibility of Information
Weak response: (vague)
The information is credible because it makes the writer’s point clear
and easy to understand.

Better Response:
The information may be considered credible because the writer’s
conclusion that being fair skinned gives some persons a social
advantage in some fields which results in better job opportunities and
elevated status has been personally known to be true.
 Organizing Your Essay Answer
Organized your answer in paragraphs which include the following:
• Introduction
• At least one body paragraph for each of the tasks in the question
• Appropriate transitions and connectives between and within
paragraphs
• Conclusion
 Transitions and Connectives

Transitions & Connectives Transitions & Connectives

additionally, again,
also, and, as well,
Additional besides, equally
Cause and
accordingly, Support or important, further,
consequently, furthermore, in
Effect hence, so, therefore, Evidence addition, moreover,
thus then
 Transitions and Connectives

Transitions & Connectives Transitions & Connectives

in the first place although

in like manner instead
in addition whereas
coupled with despite
Similar/ in the same conversely
fashion / way otherwise
Agreement first, second, third Opposition or however
in the light of Contradiction rather
equally important nevertheless
by the same token nonetheless
regardless
notwithstanding
 Transitions and Connectives

Transitions & Connectives Transitions & Connectives

If notably
... then including
unless like
 when to be sure
whenever namely
Condition or while chiefly
purpose  because of Example or truly
as
since Support indeed
certainly
while surely
lest markedly
such as
 Transitions and Connectives

Transitions & Connectives Transitions & Connectives

for after all

thus in fact
because the in summary
then in conclusion
hence in short
Consequence consequently in brief
or effect therefore Conclusion or in essence
thereupon
forthwith Summary to summarize
on balance
accordingly altogether
henceforth overall
ordinarily
usually
 End of Session 1

QUESTION & ANSWER PERIOD

CAPE Communication
Studies
Examination Focus Workshop
April 2022
Presenter: Dr. Harold McDermott
 SESSION 2

PAPER 2 MODULE 2
LANGUAGE AND COMMUNITY
 Features of Caribbean Creole English

DISCUSSION

What are some of the most common

features of Caribbean Creole English which
differ from Foreign English?
 Common Elements of Caribbean Creole
English
1. Grammar – rules of the language
2. Phonology- sound system
3. Syntax – arrangements of words
4. Lexicon – vocabulary of the language
Which language elements are found in the passage?
 Phonetics – Pronunciation of Words
Colloquial aphesis : a tendency to omit unstressed syllables in
pronunciation.

• “Alphanso engaged a ‘prentice’” (para. 1)– Apprentice (English)

• “Sorry bout you brother Bob” (para. 2) – About (English)

• “You fraid you end up like Bob” - Afraid (English)

 Grammar – Rule of Pluralization
Unmarked count nouns with generic meaning in pluralization:

• “Man married because them tired” and “Jamaican man married

because them tired” (para. 2) - Generic noun “man’ means “men”
here

• “pressure women keep up when them decide is time…” - Generic

noun “woman’ means “women” here
 Grammar – Pronoun Substitution
Object pronouns used in subject position:

• “Man married because them tired” and “Jamaican man married

because them tired” (para. 2) - Object pronoun is used here but the
subject pronoun “they” would be used in Standard English

• “pressure woman keep up when them decide is time…” - the subject

pronoun “they” would be used in Standard English
 Grammar – Zero Copula Structure
Absence of the auxiliary or copula verb:

• “How you feel?” (para. 2) – Standard English

would require the use of the auxiliary/copula
verb “do” – How do you feel?
 Grammar – Subject-Verb Syntax
Subject-verb word order used in questions:

• “Youfraid you end up like Bob?” – Standard

English would requite a different word order –
Are you afraid you will end up like Bob? OR You
are afraid you will end up like Bob?
 Lexicon – Creole Words
Use of unique Creole words:

• “And Lilla smiles her winning bag a sugar gal smile.” –

The Creole word “a” is substituted for the Standard
English word “of”
• The Creole word is substituted for the Standard
English word “girl”
 What are Non-verbal behaviours?
Non-verbal bahaviours include any action, gestures, use of objects or
tone of voice that communicate meaning outside of verbal language.

Actions:
Can you find any examples of non-verbal actions by Alphanso in
paragraph 2?
• ““Bwoy, Tipper, I don’t even know.”
Discussion: What does this suggest about Alphanso’s state of mind?
 Alphanso’s Non-verbal Actions
Action:
• “Alphanso leaves the bar and buys a bucket of fried chicken…he goes
over to her and hands her the bucket of chicken” (para.3)
Discussion: What does this tell us about his feelings and attitude?

Action:
• “he gives her an envelope thick with five hundred-dollar bills.
• ” (para. 3)
Discussion: What does this tell us about his feelings and attitude?
 Lilla’s Non-verbal Actions
Action / Tone:
• Questions: “Then is not your wedding too?” (para. 4)
Discussion: What does this tell us about her feelings and attitude?

Action:
• “And Lilla smiles her winning bag a sugar gal smile.” (para. 4)
Discussion: What does this tell us about her feelings and attitude?
 Writing about Communicative Behaviour
Name and explain what the communicative behaviour suggests:

Example:
Alphanso bought the bucket of chicken and went home from the bar
because he was tired of the pressure from Lilla to get married and he
simply surrendered to her will. The bucket of chicken was intended as a
peace offering.
 Writing about Communicative Behaviour
Name and explain what the communicative behaviour suggests:

Example:
In the final paragraph, Lilla smiled her winning smile because she had
won and Alphanso had surrendered to the pressure to get married. She
had finally got what she wanted and she was triumphant.
 Writing about Dialectal Variety
• What is dialectal Variation?

Dialectal variation refers to spoken and written different in the use of

language within a speech community; in our case English.

There are many different types of spoken English in a Caribbean

speech community like ours.
 Writing about Dialectal Variety
When writing about the use of dialectal variety in a passage, consider the language used by the
narrator as well as each of the characters:

• Creole English – acrolect, Mesolect and Basilect

• Standard Caribbean English
• Rasta English
• Foreign English
• Erudite English
• Colloquial English
• Radio and Television English

Comment on why you think each specific type of English is used in the passage.
 Writing about dialectal Variation
Narrator: What type of dialectal variety does the narrator use?

Standard English

Reasons:
1. Appeal and connect with a wider non-Caribbean audience
2. Make Caribbean culture more accessible to a worldwide audience who are
not too familiar with the English Creole.
3. It is one of the varieties used in the Caribbean and is understood by most
persons
 Writing about dialectal variety
Alphanso and the people in Tipper’s bar:
Creole English (Mesolect): Why do they use this dialectal variety?

1. They are engaged in casual/intimate interaction

2. They are familiar with each other - comraderie
3. The context (a community bar) is a place for casual interaction and
does not require formality
 Writing about dialectal variety
Lilla and Alphonso:
Creole English (Mesolect /Basilect): Reasons
1. Creole English is used to signal their social class. They are lower
middle class people
2. The context of communication is an intimate one
3. Creole English is used to produce a comedic effect
4. Used to establish the Caribbean background of the characters and
the context of the action
 Organizing Your Essay Answer
Organized your answer in paragraphs which include the following:

• Introduction
• At least one body paragraph for each of the tasks in the question
• Appropriate transitions and connectives between and within
paragraphs
• Conclusion
 END OF SESSION 2

QUESTION & ANSWER PERIOD

CAPE Communication
Studies
Examination Focus Workshop
April 2022
Presenter: Dr. Harold McDermott
 SESSION 3

PAPER 2 MODULE 3
SPEAKING AND WRITING
 Module 3 – Speaking and Writing

Free Response
There is no one correct response. A good
response will include your application
and justification of fact and concepts
you have learned in this module.
 Module 3 – Speaking and Writing
This is an essay response in which you demonstrate you knowledge of
customizing a message for a target audience.

Customize a message – to create a message that appeals to the interests, ability,

knowledge, age, preferences, gender etc. of a specific group or individual.

Target audience – the individual or group to whom the communication message

is intended to reach.

This essay should have an introduction, a body and a conclusion.

 TASK 1
• State TWO points each that you would include in the message to the
target audience using logos appeal

What are the message points?

What is logos appeal?
 TASK 1 – MESSAGE POINTS
EXPLAINING TYPES OF RHETORICAL APPEALS:

There are three appeals used in arguments or communication

campaigns to attract and convince audiences:
• Logical or Logos Appeal
• Emotional or Pathos Appeal
• Credibility or Ethos Appeal
 TASK 1 – MESSAGE POINTS
Definition of Rhetorical Appeals:
Rhetorical appeals refer to :
• Modes, ways or methods of persuading someone to accept or do
something
• Persuasion techniques aimed at attracting or creating interest in
something
• Persuasion techniques aimed at engaging an audience’s emotions or
support
 TASK 1 – MESSAGE POINTS
What are the message points?
• Message points refer to information relating to the who, what, where
when and how of facts that are communicate to the audience to
achieve the writer’s purpose.

What is logos appeal?

• Logos appeal refers to persuading or convincing an audience using
logical appeal to facts, statistics, definitions, reasoning, regulations,
procedures etc.
 Module 3 – Speaking and Writing
TASK 1: Two points you should include in your message to students using
logical or logos appeal

1. If indoors, stand against a wall near the center of the building, stand in a
doorway,
2. Drop under heavy furniture such as a table, desk, bed or any solid furniture.
3. Cover your head and torso to prevent being hit by falling objects.
4. Hold onto the object that you are under so that you remain covered.
5. Stay away from windows and outside doors.
6. Any other acceptable answer
 Module 3 – Speaking and Writing
TASK 1: Two points you should include in your message to students using logical or
logos appeal

1. If outdoors, stay in the open away from power lines or anything that might fall.
2. Stay away from beaches. Tsunamis sometimes hit after the ground has stopped shaking.
3. Stay away from buildings as debris might fall off the building or the building could fall on
you).
4. If in a car, stop the car and stay inside the car until the earthquake stops.

5. If you are in a wheelchair, lock the wheels and protect the back of your head and neck.
6. Any other acceptable answer
 Discussing Credibility or Ethos Appeal
This form of persuasion is based on the audience’s trust and
confidence in the source of information. Where there is trust persons
are more likely to be emotionally invested and accepts reasoning.

Where a speaker or writer is not thought to be ethical or honest, some

persons will not give him or her a fair or open-minded hearing.
 Discussing Credibility or Ethos Appeal
Ethos (credibility) appeal targets the audience’s trust and confidence in
a source of information based on:
• Expertise or experience of the source
• commitment to a vocation, calling, service or work
• research, training or education
• articulateness, dynamism, popularity
• having a trustworthy reputation
• balanced and fair in presentation of information
• ethical conduct – respect for others, honesty and courtesy
 Discussing Credibility or Ethos Appeal
Use of Testimonial evidence:

• reference to authority figures who can make the audience trust the advice
from the meeting

• reference to knowledgeable experts and respected public officials who will

make the audience believe in the message from the meeting

• Reference to respected celebrity figures who can inspire trust in what is said
at the meeting
Message Points using Ethical or Credibility
Appeal
What expertise, training, popularity, trustworthy reputation or ethical conduct
could be used to illustrate these points?

1. Be considerate and offer assistance to others as you are able

2. Avoid behaviours which will cause harm or injury to others

3. Be helpful to children, the elderly and people with special needs

4. Tell emergency workers where to find persons in need of help

Message Points using Ethical or Credibility
Appeal
What expertise, training, popularity, trustworthy reputation or ethical conduct
could be used to illustrate these points?

1. Obey all the guidelines by the Office of Disaster Preparedness and stay safe

2. The ODP reminds you to go into open spaces one the shaking has stopped

3. The ODP reminds you that there may be dangerous aftershocks so avoid
dangerous situations
 TASK 2 – PROMOTIONAL
STRATEGIES
What are promotional strategies?

By promotional strategy we mean all forms of communication

media, activities or plan of action, intended to achieve specific
communication goals by informing or persuading a target
audience to act, accept, or give favourable consideration to
participating in any activity as a result of being exposed to a
communication event (page 23).
 Which strategies could be used with
students?
• Bumper stickers
•Group Discussion / Rap Session
• Radio and TV ads

•Role Play/ Dramatization

• Promotional novelties
• Promotional fairs
•Videos
• Promotional walks/runs
•Songs and Jingles
• Celebrity endorsement

•Posters and charts

• Social media
• Power points
•Brochures
 Writing the Response: Task 1
“TWO message points – logos appeal”
As the student council representative, I have been asked by
our principal to plan activities to sensitize fellow students on
what should be done during an earthquake emergency. I will
be presenting two message points to students based on
logos or logical appeal. The first point that to be shared with
students is that during an earthquake, the procedure to
avoid injury is to drop under heavy furniture such as a table,
desk, bed or any solid furniture. The second action to avoid
injury is to cover your head and torso to prevent being hit by
falling objects. Students are likely to believe these points as
they are taken from the procedures set out by the Office of
 Writing the Response: Task 1
“TWO message points – Ethos appeal”
As the student council representative, I have been asked by our principal to
plan activities to sensitize fellow students on what should be done during an
earthquake emergency. I will be presenting two message points to students
based on ethos or credibility appeal. The first point that to be shared with
students is that during an earthquake, in order to show consideration to
others persons should look for opportunities to help children, the elderly and
other persons with special needs. The second point that I would communicate
is that the regulations from the Office of Disaster Preparedness should be
obeyed as they are the government agency with the knowledge and
responsibility to keep Jamaican safe during emergencies. The information
presented on what should be done during an earthquake can be trusted.
 Writing the Response: Task 2
“TWO promotional strategies to reach students”
The best promotional strategies that could be used to
sensitize students on what should be done in an earthquake
emergency are testimonial from an authoritative source, Dr.
Marcus Bell from the Earthquake Unit at the University of
the West Indies and dramatization on how to correctly do
the “Drop, Cover and Hold” procedure. A testimonial by Dr.
Marcus Bell could be done on a video so that it can be
replayed many times and in different situations. Students are
likely to believe and trust the information from Dr. Bell
because he is an expert on earthquakes and his advice can be
trusted.
 Writing the Response: Task 3
“TWO promotional strategies to reach students”
On the other hand, the second promotional strategy to be
used to sensitize students on what should be done during an
earthquake emergency is dramatization of the “Drop, Cover
Hold” procedure. Dramatization is a very effective way to
demonstrate what students should do to stay safe indoors
during an earthquake. During a dramatization, students can
ask questions about the procedure and even try to imitate
the actions of the presenters. Students are not likely to
forget what they have seen and witnesses during a dramatic
demonstration.
 Writing the Response: Task 3
“TWO digital media technologies to reach students”
What is digital media technologies?

Digital media is any form of media that uses electronic devices such as
smart phones, tablets, laptops, etc. for distribution through the
Internet. It involves any form of media which can be created, viewed,
modified and distributed using electronic devices. Digital media
includes commonly used software, video games, videos, websites,
social media, and online advertising.
 Digital Media Technology OR Not
• Printer
• Radio
• Audio visual projector
• Microwave
• Digital camera
• White board
• Thumb drive
• Television
 Which Digital Media Technology to use?
Promotional Strategy: Which digital media would be best suited to
the promotional strategies that we are using?

Testimonial

Dramatization
 Organizing Your Essay Answer
Organized your answer in paragraphs which include the following:

• Introduction
• At least one body paragraph for each of the tasks in the question
• Appropriate transitions and connectives between and within
paragraphs
• Conclusion
 END OF SESSION 3

QUESTION & ANSWER PERIOD