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Module 1 Mark Scheme 2018

communication studies

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775 views

Module 1 Mark Scheme 2018

communication studies

Uploaded by

Leeana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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02114020/CAPE/KMS 2018

C A R I B B E A N E X A M I N A T I O N S C O U N C I L

CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

COMMUNICATION STUDIES EXAMINATION

PAPER 02

MAY/JUNE 2018

KEY AND MARK SCHEME


02114020/CAPE/KMS 2018

SECTION A

MODULE 1 – GATHERING AND PROCESSING INFORMATION


Question 1
Content [10 marks]

(a) Writer’s purpose - 3 marks

The writer’s purpose is


 to inform/sensitize/highlight/ draw the attention of
(1) his readers to the consequences for teenage
sexting;
 to inform/sensitize/highlight/ draw the attention of
his readers (2)that there are different ways of
dealing with the problem of sexting other than the
adults’ response of criminalizing the offenders;
 to convince, persuade or sway his readers (3) to
educate youths about the unintended consequences of
such actions through dialogue and counselling.

Award 1 mark for a purpose verb and one mark for EACH of
two points.

(b) Organizational Strategies – 3 marks


Organizational strategies refer to the ways in which the
information is organized, arranged and/or elected to help
emphasize and/or achieve the writer’s/speaker’s purpose.

Award 1 mark each for naming and briefly explaining any THREE
strategies.
Award 1 mark for naming TWO or more strategies without
explanation OR for mentioning TWO but explaining ONE.

 The use of definition of sexting to clarify the concept,


facilitate ease of comprehension and orient the reader.

 Anecdotal examples of teens who have been adversely


affected by participating in sexting – “Jessica Logan” and
“Philip Alpert” - to illustrate the dangers and unintended
consequences of engaging in the activity.

 Evidence from authoritative/expert sources - study


commissioned by the National Campaign to Prevent Teenage
and Unplanned Pregnancy and Cosmogirl.com. – to emphasize
the scope and extent of the problem of teenage sexting.
02114020/CAPE/KMS 2018

 Explanation of the reasons for the phenomenon of teenage


sexting using numbered listing to easily identify the main
points – victims knowingly create and distribute the
images, peer pressure from boys, outgrowth of our highly
sexualized culture, and perceiving the act to be “cool” or
“fun”.

 Use of a conversational, unbiased and measured/balanced


tone to suggest the logic and wisdom of approaching the
problem with dialogue and counselling rather than with
criminal sanction.

 Use of inclusive language via first person plural pronouns


–“Our way out of the problem”, “dialogue with our kids”,
“we should encourage”, “we should use” – to identify with
the problem and other parents as a means of persuading them
to accept the writer’s point of view and not seeming to be
judgmental.

 Use of contrast in citing the example of the UK model as


alternative to criminalize teenage sexting.

 Use of cause and effect organizational pattern to


underscore the inevitable and often unintended consequences
to teenage sexting.

 Statements of facts from the National Campaign to Prevent


Teenage and Unplanned Pregnancies and the Miami Herald to
enhance credibility of the argument through logos appeal.

 Use of inverted commas to call attention to certain key


terms for purposes of emphasis – “send key”, “make a point”
or to signal ironic use or sarcasm – “cool”, “just a bit of
fun”, “trusted friend”.

 Use of active voice and prescriptive language to encourage


a change in behaviour in the final paragraph and to
communicate that recommendations made are feasible and
actionable.

 Presentation of a clear line of argumentation with


identifiable reasons why criminalizing teenage sexting is
not the preferred approach.

 Use of hypophora (ask and immediately answer strategy) -


“But what accounts for this disturbing phenomenon?” to
o focus the reader’s attention on reasons the writer
considers important to his argument
02114020/CAPE/KMS 2018

o create the impression of a dialogue with the reader


and/or anticipating a question that would logically come
to the reader’s mind given the context
o heighten reader engagement.

 Use of statistical date or historical data – to emphasize


or underscore the extent of the problem of sexting: “out of
every five, one has sent nude or semi-nude photos”.

 Problem solution format- in which the problem of sexting is


presented and possible solutions are offered to suggest
that the challenges of sexting are not insurmountable and
can be dealt with without criminalizing teens.

Language Techniques – 2 marks


Language techniques refer to the use of literary devices or figures
of speech which help to enhance the writer’s meaning and to
emphasize aspects of his message in the process of achieving his
purpose.

Award 1 mark each for naming and briefly explaining any TWO
techniques.
Award 1 mark for naming TWO techniques without explanation OR for
mention of TWO but with explanation of ONE.
 Ironic signaling and calling attention to the play on words
or shades of meaning of words and phrases through the use
of inverted commas – “cool”, “just a bit of fun”, “trusted
friend”.

 Use of paradox to emphasize the negative effects of high


technology on teenage lives – “High-tech has created a new
low.”

 Mythological allusion to Pandora’s Box to illustrate that


our actions can have unintended consequences.

 Use of the rhetorical question – “can they really


understand and trust others who like themselves may have
problems with impulse control or who are prone to
exercising bad judgment?” – for emotional emphasis on the
dangers of making sound decisions as teens.

 Use of cliché/hyperbole – “put them in jail and throw away


the key” – to underscore that incarceration is a simplistic
solution to a complex problem and/or to suggest by
exaggeration that incarceration is disproportionate to the
offence.
02114020/CAPE/KMS 2018

 Use of metaphor – “to throw away the baby with the bath
water” – to suggest how wasteful of youth potential it
could be and the life-long ramification of being
criminalized as a sex offender;

Reference to ”Pandora’s box” as a metaphor for danger which


is inadvertently or casually entered into.

 Use of emotive words/phrases – to underscore the


potentially embarrassing, debilitating and/or harmful
effects/consequences of engaging in sexting: “hapless
victim”, “barrage of humiliation”, “slurs”, “tragically”,
“disturbing phenomenon”, ”put in jail and throw away the
key”, “ruined his life”, “throw away the baby with the bath
water”.

(c) Evaluation of validity - 2 marks


Award ONE mark for each of any TWO reasons.

The information may be considered valid as:

 The writer cites credible evidence from authoritative


sources such as The National Campaign to Prevent Teenage
and Unplanned Pregnancy and the Miami Herald.

 The writer uses a measured and balanced tone that is free


of obvious bias.

 All evidence presented is logical and relevant to the


writer’s purpose.

 The writer has engaged a current and topical issue which is


relevant to today’s teens and parents.

 Use of current and relevant examples to make the situation


seem realistic.

The information may be considered of questionable validity


because:

 It is posted in a blog which is personal and subjective.


The credentials of the writer are nowhere stated.

 There is no cited source for some of the information given.

 The information presented from The National Campaign to


Prevent Teenage and Unplanned Pregnancy is over five years
old and may be regarded as indicative but not current.
02114020/CAPE/KMS 2018

Organization

Excellent introduction, thematic cohesion in paragraphs, appropriate use of


7
transitional devices, effective conclusion.

Good use of the above with one to two weaknesses visible. 5-6

Adequate level of organization with several weaknesses noted. 3-4

Unsatisfactory level of organization. Weaknesses in all areas


1-2
Identified above.

Expression

Excellent, effective and error-free use of language. 8

Very good use of language though there may be a 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. 3-4

Frequent, inaccurate use of language.


OR
1-2
Insufficient information presented.

Inability to use language accurately.


OR
0
Too little information presented to make an assessment.

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