COMMUNICATION STUDIES

EXAMINATION STUDY GUIDE

PAPER 1 (1 HOURS) MULTIPLE CHOICE QUESTION
This paper consists of 45 multiple choice questions based on the three modules: Gathering and Processing
Information, Language and Community, and Speaking and Writing. The first 7 items are listening
comprehension related. The passage/extract will be read twice after which you will answer the questions and
then move on to answer the remaining questions. To properly prepare for your examination, your content
coverage must include the following topics for the three modules.
MODULE 1: GATHERING AND MODULES PROCESSING INFORMATION Content Checklist

Types of research
Characteristics of research
Research design and factors affecting validity of research design
Sources of information primary, secondary (characteristics of sources)
Sampling types, advantages, disadvantages
Data collection tools- types, advantages and disadvantages
Reading techniques skimming, surveying, scanning, critical reading
1.
MODULE 2- LANGUAGE AND COMMUNITY Content Coverage Checklist
Definitions of language, a language, dialectal variations
The communication process
Nature and functions of language
How language changes
Language registers
Differences between written and spoken language
The Post Creole language continuum acrolect, mesolect, basilect
Types of Caribbean English/Creole languages
Features of Caribbean English
Non-verbal communication types and functions
Effects of communication devices on language use and development
Attitudes to standard language and dialectal variations

MODULE 3 SPEAKING AND WRITING Content Coverage Checklist

Differences between speaking and writing
The Communication Process
Nature and characteristics of discourse artistic, scientific/technical
Nature and features of types of writing narrative, expository, argumentative, descriptive
Purpose for speaking or writing persuade, inform, entertain
Patterns of organization of discourse contrast, simple listing, comparison, problem solving
Impact of technology on presentation and dissemination of speech and writing
Audience analysis and factors determining whether speech or writing is used.

SAMPLE MULTIPLE CHOICE PAPER

SECTION A
ITEMS 1-7
Instructions: You will hear an extract. It will be read twice. Listen carefully before answering the
questions based on the extract.
1. What is the MAIN idea of the extract?
a. Havana is a beautifully decorated place with elegant architecture contrasting with the beauty of
nature.
b. Havana has lots of old and new buildings which are in harmony with nature.
c. Havana has a colourful history which is brought out in its contrasting and varied architecture.
d. Havana has a poignant feel due to its varied architecture from humble settlement to suburban sprawl.
2. The writers MAIN purpose is to
a. persuade tourists to visit Havana with its beautiful and varied architecture.
b. inform readers of the history of Havana.
c. describe Havanas architectural richness and history.
d. tell readers of the architecture found in Havana.
3.

Identify the writers tone.

a. Informative
b. Reflective

c. Serene

4. What is the MAIN technique used by the writer?

a. Paradox
b. Irony

c. Contrast

d. Sombre
d. Metaphor

5. The writer used the alliteration The beautiful but battered buildings to
a. enhance the visual imagery of the architectural history of Havana.
b. enhance the aural imagery of the architectural history of Havana.
c. enhance the presentation of Havanas rich architectural history.
d. enhance the visual and aural imagery of the architectural history of Havana.
6. Which of the following supports the claim that the years have taken toll on its architectural riches?
a. Ornate balconies hanging on by mossy threads
b. Havana is a city of architectural ironies and paradoxes of harmony and dissonance.
c. The citys eventful history can be read in its eclectic streets
d. Havana has a special poignancy
7. Which of the following is an example of metaphor?
a. beginnings as a humble settlement
b. cheek by jowl with collapsing buildings
c. buildings have been shaped by the elements..
d. cracked concrete blocks

SECTION B
ITEMS 8-13
INSTRUCTIONS: Read the following scenario carefully and then answer ITEMS 8-10.
Arthur, a medical student, is researching the increasing use of herbal medicines over conventional
medicines. He has prepared a questionnaire and is now ready to commence his data collection. He has
decided to limit the distribution of the questionnaire to the community.
8. Which of the following would be the best way for Arthur to administer the questionnaire?
a. Mail
b. Email
c. Face to Face
d. Telephone
9. Which of the following questions would be relevant to Arthurs research?
I. Are you married, single or divorced?
II. Do you use herbal medicines?
III. Which type of medicine is cheaper?
IV. Are you are religious or spiritual person?
a. I, II

b. II, III

c. I, IV

d. III, IV

10. What disadvantage might using the questionnaire pose for Arthur?
a. It may be time consuming to distribute
b. It may have a poor response rate
c. The Hawthorne effect
d. One respondent might overshadow the
others
11. You are conducting research on cell phones use at your school and you want to capture data from all
the grade levels. Which of the following sampling techniques would be BEST for you to use?
a. Simple random sampling
b. Snowball Sampling
c. Stratified random sampling
d.) Probability sampling
12. Which of the following factors can impact the validity of information?
a. An unrepresentative sample
b. An uneducated person
c. A person of authority
d. The use of secondary information
13. Which of the following are examples of research design?
I. Case Study
II. Questionnaire
III. Survey
a. I,II
b. I, III
c. I. IV

IV. Observation
d. II, IV

ITEMS 14-20
INSTRUCTIONS: Select the most appropriate answer for each of the following.
14. Which term BEST describes the language situation of Jamaica and Guyana?
a. bilingual
b. diglossic
c. continuum
d. monolingual
15. Which of the following reasons BEST explains language variation in the Caribbean region?
a. Its history of a highly stratified plantation society
b. Its extensive trade relations with other countries
c. Its use of communication technologies
d. Its wide geographical area and culture.

16. What reason do some Caribbean parents have for not wanting their children to speak Creole?
a. Use of Creole is indicative of a weak mental ability.
b. Use of Creole is associated with poverty and lack of education
c. Use of Creole diminishes ones individuality and social mobility
d. Use of Creole prevents one from developing his/her talent
17. Michelles teacher reprimands her for being too familiar in her word choice when she asked to be
excused from class. To which aspect of language is the teacher referring?
a. Dialectal variation b. Communicative behaviors
c. Registers d. Attitudes to language
18. Which of the following sets of words represent communicative behaviours?
a. Proxemics, artifacts, distance, touch
b. Posture, gesture, speech, artifacts
c. Artifacts, pictures, writing, touch
d. Proxemics, touch, gesture, speech
19. Why are smart phones seen as effective tools for communication?
a. They enable text messaging
b. They create language mergers
c. They facilitate fast messaging
d. They encourage unity among nations
20. How has Jamaican Creole been impacted by the use of technology?
I. Instilled pride in Jamaican Creole speakers
II. Improved its move towards
standardization
III. Encouraged its use in more formal domains
IV. Diminished the used of Standard English
a. I, II, III
b. II, III, IV
c. I, III, IV
d. I, II, IV
ITEMS 21-30
INSTRUCTIONS: Select the most appropriate answer for items 21-30.
21. Which of the following characteristics captures the arbitrary nature of coding in language?
a. Language is systematic
b. Language is symbolic
c. Language is verbal
d. Language is non-instinctive
22. Which linguistic feature do creoles mostly have in common with their standard variety?
a. phonology
b. syntax
c. lexicon
d. semantics
23. Garfield is a new student. He wants to know where to find the restroom, so he asks, which paat mi
gwain go fi de baattchruum( bathroom)? What dialectal form of the creole does Garfield use?
a. mesolect
b. basilect
c. patois
d. acrolect
24. Which word is NOT similar in meaning to the term mother-tongue?
a. Creole
b. Native language
c. Vernacular

d. First language

25. Give the English Equivalent for the Jamaican expression Mi teet a nej mi.
a. My teeth have been hurting.
b. My teeth have been set on edge.
c. My teeth are annoying me a lot.
d. My teeth are nagging me.
26. Janelle sees her friends passing and yells, Mi neva memba fi kaal yo! What role does Jamaican
Creole play in the above context?
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a. Political

b. Ethical

c. Social

d. Psychological

27. Which group of countries are correctly matched with their Creole language lexifier?
a. French: Haiti, Aruba, St. Martin
b. Spanish: Cuba, Dominican Republic, Puerto Rico
c. English: Jamaica, Antigua, St. Martin
d. Dutch: Aruba, Curacao, Cuba
28. Which two (2) languages contributed MOST to the Jamaican Creole?
a. English and Spanish
b. English and French
c. English and African
d. Spanish and Dutch
29. Which of the following is NOT an example of a calque?
a. Hard-ears
b. Hand-middle

c. Foot-bottom

d. Eye-water

30. Sandra sends a message to a friend and signs Your Gummy Bear at the end. Which language register
does she use?
a. Casual
b. Consultative
c. Informal
d. Intimate
ITEMS 31-35
INSTRUCTIONS: Read the extract below and answer the questions which follow.
Peter:
Haley:
make
Peter:
fascinating!

Hi Haley! How was the lecture? I noticed you were frowning a lot.
Boy Peter, I dont know what the lecturer was saying, with all those big words and to
things worse, I had a headache cause I was so hungry.
Never mind, I did not get much from the lecture either. The fight outside was too
Lets go to lunch and I will tell you all about it.

31. What communication roles did Peter perform in this exchange?

a. Context, conceptualizing, sender, and encoding b. Audience, encoding, channel and conceptualizing
c. Encoding, message, receiver and feedback
d. Encoder, sender, receiver and interpreter
32. What was the communication setting being discussed?
a. interpersonal
b. academic

c. intercultural

d. public

33. Haley was exhibiting which aspect of non-verbal communication during the lecture?
a. body language
b. use of space
c. use of objects
d. vocalic
34. Which aspect of the communication process did the lecture fail to consider in his preparation?
a. feedback
b. audience
c. interpretation
d. sender
35. Which of the following barriers MOST affects Haley at this communicating event?
a. physiologically
b. psychologically
c. externally
d. semantically

ITEMS 36-40
INSTRUCTIONS: Read the following scenario and then answer items 36-37.
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Gayle is an excellent student of English Language. Her teacher has asked her to make a presentation in
English Language class. Gayle will be explaining an often misunderstood grammar rule.
36. Which of the following set of strategies would be MOST appropriate for Gayles preparation?
a. clear explanation, examples, referring to a text
b. statistics, graphs, examples from the internet
c. eloquent explanations, graphs, illustrations
d. reference to a text, reference to internet source, directions.
37. Which of the following technological devices would aid in the class benefiting MOST from Gayles
presentation?
a. television, DVD
b. wireless fidelity, phablet
c. radio, computer
d, laptop, overhead projector
38. Which of the following is an example of horizontal communication?
a. Prime Minister giving instructions to a Member of Parliament
b. Prime Minister in an interview with a member of the Press.
c. Minister of Finance responding to an enquiry from the Minister of Security
d. Minister of Sport responding to an enquiry from the Olympics
ITEMS 39-40
INSTRUCTIONS: Read the following scenario and answer the questions based on it.
Joseph is attending a lecture sponsored by the Eloquence Society. The presenter is a world renowned
public speaker; however, Joseph is disappointed with what he is experiencing thus far.
39. What could the presenter possibly be doing to contribute to Josephs disappointment?
a. The presenter is articulate and unprepared.
b. The presenter is engaging and well-spoken
c. The presentation seems impromptu and disjointed d. The presentation is well-researched and articulate
40. Which of the following communication behaviours could be speaker use to improve the presentation?
a. Standing still on the stage
b. Using a loud, booming voice
c. Reading from a prepared script.
D. Using appropriate gestures.
41. What is verbal communication?
a. Communication that does not include sound.
b. Communication that is spoken and passed down.
c. Communication that is both spoken and written
d. Communication that is in a variety of forms.
42. In which three forms can non-verbal behaviour be expressed?
a. charts, PowerPoint presentation, facial expression
b. gestures, writing a letter, sending a text
c. dress, pat on the shoulder, artifacts
d. a journal entry, diagrams, speech
ITEM 43-44
INSTRUCTIONS: Read the following scenario and answer the questions based on it.
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The Sixth-Form Association is a newly formed organization with a small membership. The members
wish to embark on a recruitment drive.
43. Which of the following communication contexts would be suitable for the Sixth-Form Associations
recruitment drive?
a. Public communication
b. Mass communication
c. Academic communication
d. Small group communication
44. Which medium would BEST facilitate the associations message?
a. Drama piece
b. Posters
c. Radio advertisement
article

d. Newsletter

45. An overseas student has been asked to inform an assembly of students about her culture. Which verbal
means could she use to do this?
a. Wearing her national colours to school.
b. Using PowerPoint presentation to do so.
c. Demonstrating her culture through dance
d. Using objects from her country to do so.

PAPER 02 (2 HOURS) The Essay Type Questions

This paper consists of three compulsory essay type questions based on the three modules: Gathering and
Processing Information, Language and Community, and Speaking and Writing. The essay type questions
require you to pay close attention to expression and organization of your response. Each question is worth
twenty five marks. Of these twenty five marks, only ten is for content. The majority of fifteen marks are
awarded for Organization and Expression.
To properly prepare for your examination, your content coverage must include the following topics/skills for the
three modules:
MODULE 1 : GATHERING AND PROCESSING INFORMATION Content Checklist
Identifying main ideas
Distinguishing between major details and minor or supporting details
Identifying purpose for speaking or writing
Identifying language techniques and organizational strategies that help communicate the writers or
speakers purpose.
Language strategies and techniques refer to the devices and ways in which the writer organizes
his use of language to specifically suit his target audience and to achieve his purpose of informing,
persuading, amusing, or entertaining. Sometimes the strategies and techniques are intended to
achieve a combination of purposes and effects rather than a single one.
Demonstrate how graphic details serve the writers or speakers communicative purpose.

There is a distinction between organizational strategies and language techniques. Organizational

strategies are ways in which the text or discourse was organized. For example, in an Expository piece,
the writer may use an analogy to introduce the topic where he or she compared one element to another.

In identifying and giving an example of the strategy as given in the passage you must link the writers
use of this strategy with the achievement of his purpose. For example, Another strategy that the
writer used is that of contrast. This can be seen when he discussed the differences between ordinary
waves and powerful tsunamis and different types of explosives. (Make the link between the
organizational strategy and the achievement of his purpose.) By comparing these two different
elements the writer shows the reader how terrifyingly destructive, vast and speedy tsunamis are
when compared to waves. (See the sample question and answer attached)
Some students correctly identify the organizational strategy or language techniques but do not link it
with the writers purpose and thereby get no mark for their effort.
For any organizational strategy or language technique to be effectively utilized in the passage, you must
write about the connection between the strategy or technique and the achievement of the writers
purpose. Effectiveness is how the strategy or technique is used and how it connects or relates to the
achievement of the writers purpose; it is not just identifying and naming the strategy or technique!
Some students seem to approach this Module One essay with pre-planned strategies and techniques
and as such they create strategies and techniques when there are none. (Ensure that you avoid doing
this. Instead, know the list of organizational strategies and language techniques given and be
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able to identify them.)

A final word of advice, Do not critique the passage! and thus you should not be making statements
such as the writer could have, or the writer should have.
ORGANIZATIONAL STRATEGIES

Examples and illustrations

Historical data and facts
Statistical data
Definitions and Classifications and Descriptions
Cause and Effect Analysis
Comparison and Contrast
Use of eyewitness or first hand account
Chronological sequencing
Use of humour
Use of narrative discourse to present or discuss a complex issue
Use of analogy
Presentation of an issue in a number of different ways
LANGUAGE TECHNIQUES
Repetition direct(repetition of identical words and phrases) or indirect (ideas and sentiments
are repeated but not in the same words)
Rhetorical questions questions asked for effects (Make the effect relevant to the context in
which the rhetorical question is used)
Anecdotal evidence story or illustration to make a point (personal experience, case study)
Figures, statistics and graphs add credibility and authenticity to your argument.
Citing expert knowledge or authority makes the argument seem more credible and trustworthy
because of the research knowledge of experts.
Allusion to event, places or process reference to events, places, processes and persons that add
further layers of meanings to the presentation.
Humour makes evidence more likely to accept the message of presentation and make them
pleasant disposed to painful, embarrassing or unpleasant ideas.
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 Discourse Type and rhetoric mode used (Be specific . For example, Prose DiscourseExpository in nature hence technical scientific or it can be a combination of two or more rhetoric
modes)
The type of language used: spoken or written, formal or informal, personal or impersonal and
standard or Creole (non-standard)
The vocabulary used: prosaic or florid, simple or stilted, slang or formal and repetition of key
words/phrases. Vocabulary also speaks to the jargon used.
Denotative and connotative use of language: words used emotively to convey or arouse
feelings, to suggest; words used referentially to emphasize or state factual content; words which
seem to be primarily about conveying facts but which are really intended to arouse emotions.
Denotation the literal or dictionary definition of a word.
Connotation The unspoken or unwritten meanings associated with a word beyond its
dictionary definition or denotation. The context in which a word appears is critical to
understanding its connotation.
Use of punctuation marks which stand-out as being significant suspension marks (inverted
comas), exclamation marks, full stops, ellipses, and question marks.

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In the article penned by David Pendick the writers main point is that tsunami have destructive power and so
cause detrimental effects on an area.
His purpose is to create an awareness in his readers of the catastrophic ability of these waves to cause
destruction and also to educated them about the factors affecting the formation of these gigantic waves. He
accomplishes this through the use of various organizational strategies and language techniques.
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One such strategy that the writer employs extensively is the provision of facts and statistics or figures. For
example, he lets his readers know the average speed of a tsunami when travelling in open water and also some
of the factors that can affect the ways in which a tsunami is formed such as slope and shape of the seas floor.
By doing this the author proves to the readers that he is not only well educated on the topic but that he is
achieving his purpose of warning them of the tsunamis power and potential to destroy everything and everyone
in its path.
Additionally, the writer utilizes the strategy of comparison as he describes the tsunamis to ocean waves telling
us that it was like referring to fire crackers and atomic warheads both as explosives and also when he
described the speed of a tsunami to the speed of a jetliner. This is a very appropriate strategy as it give the
reader a better understanding of how powerful and destructively fast tsunamis are.
The recalling of past events is another strategy that the writer uses to achieve his purpose. The writer chose to
refer to two deadly tsunamis that struck Chile in 1960 and Japan in 1993 leaving destruction in its path. In
recalling these tsunami occurrences, the writer also presented first hand or eyewitness accounts of survivors of
both experiences. The writer does this to probably instill a sense of the fear that a tsunami attack can evoke in
people as they see dark wall of water approaching.
Together with organizational strategies, the writer uses techniques to ensure that his purpose is achieved. For
example his use of both visual and auditory metaphors to describe tsunamis as dark walls and waves
bulldozing into the shore allow readers to visualize the destructive and immense power of the tsunamis.
Including emotive words or connotative language that invoke both visual and auditory images in the mind of the
reader is an effective language technique that also allows the writer to achieve his purpose. Examples such as
attack, overwhelm, snapping trees like twigs, smashing houses effectively serve to help the writer
achieve his purpose of showing the great power of a tsunami.
The final language technique that the writer used is that of combining the rhetoric modes of narration and
exposition thus creating an artistic and technical/scientific type of writing. This only serves to heighten the
readers sense of the imminent danger and destructive power of tsunamis.
Through the writers use of various organizational strategies and language techniques, he was able to put
forward his main point and achieve his purpose at the same time. His readers were able to have a clear
description of the destructive power and speed of tsunamis from reading this adaptation by Daniel Pendick.

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MODULE 2 LANGUAGE AND COMMUNITY Content Checklist

The effects of context on language behaviours registers, non-verbal behaviours
Social attitudes towards language standard English and dialectal variations
Use of communication technology to enhance language meaning, uses and effectiveness
Identifying language techniques and organizational strategies that help communicate the writers or
speakers purpose.
Social factors influencing code switching linguistic convergence and divergence
Linguistic Convergence: When persons alter their speech to fit more closely with the speech of the
person they are talking to. This is a type of code-switching that is common in tourist areas.
Linguistic Divergence: This is the opposite of linguistic convergence and happens when some persons
may opt to deliberately affirm differences between themselves and others to whom they are talking.
This has been observed among immigrants who wish for exclusion from the dominant culture.
THE LANGUAGE ANALYSIS
The Language Assessment requires students to write a critical analysis of a given piece of written
communication commenting specifically on language registers, dialectal variation, attitudes to language
and communicative behaviours. Here are brief notes of these key terms that may prove useful in the
completion of this assignment.
Language Registers
This refers to the kinds of English appropriate to a particular purpose or situation. It refers to the levels
of formality/informality and tone that are correct for a specific context. A register can refer to either
written or spoken language. In deciding which register is suitable for a given situation one has to
consider factors such as the audience for which the communication is intended, the nature of the
subject matter being spoken or written about, the medium which may/may not include non-verbal
elements of communication and the writers attitude towards the content he writes about.

Language registers may be identified as:

Formal: for use in formal social settings eg. Ceremonies, services and in conversation between strangers.
It almost always involves the use of Standard English.
Casual: for use between friends/acquaintances in a non-formal setting. Usually marked by the use of
slang and ellipsis.
Intimate: for use between people who are very close. Usually marked by minimal sentence structure,
ellipsis, non-verbal elements of communication and specialized words/expression restricted in meaning
to those involved in this intimate relationship.
Consultative: for use in a situation in which the listener is expected to give some form of continuous
feedback based on the information provided by the speaker.
Frozen: for use in print and public speeches, sermons and recitations for which no direct response from a
reader/listener is expected.
Private: Intended Audience: Intra-personal: self
Content Communicated: Innermost thoughts, impressions and feelings kept within the self.
Linguistic Features: Use of standard and non-standard structures; ellipsis and slang. Exclamations,
interjections and non-verbal expressions are possible.
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E.g. Well, I dont believe it. Where did I put that book? Oh, no! Please dont tell me I lost it.
Dialectal Variations
Dialectal variation refers to spoken and written different in the use of language within a speech community; in
our case English. Speech related variation within the Caribbean may all be located on the creole continuum.
This is a spectrum of language variation linking the more standard end of the linguistic range to the creole end.
In short, the acrolect refers to the standard variety of the language; the mesolect refers to varieties which are
closer in features to the standard language and which are used primarily in the urban areas. The basilect
represents the variety mainly used in the rural areas and which has mainly creole features. In commenting on
dialectal variation the student needs to be aware of the different types of English used and spoken in the
Caribbean. Their difference is apparent in their accent and inflection. These include:
Foreign English: used mainly by tourists and expatriates from other countries where English is a major
language. IT may also be spoken by Caribbean nationals who try to imitate the accent of tourists with
whom they associate.
Radio and Television English: involve sound and the human voice in the electronic media. Can be
divided into four categories newscasts, music programmes, advertisements and general public features.
Erudite English: language containing features that show that the speaker is knowledgeable of words,
phrases and idioms, especially older one and foreign ones which are considered to be difficult.
Colloquial English: refers to English which are characteristically West Indian without being creole
English marked by differences in pronunciation, pitch and syntax.
Rasta English: variety of English made popular by the Rastafarian cult which consists of biblical and
apocalyptical words; words related to Africa or things African; punning or playing on words and I
words.
Profane English: refers to impolite and shocking expressions and obscenities (used in cursing) involving
God, sex, religious things, sexual organs and practices.
Standard English (S.E.)
English Creole (differs according to the country/region in which it is spoken. Eg. Jamaican Creole,
Tobago Creole)
Attitudes to Language
Attitudes to the varieties of English spoken in the Caribbean result from a number of factors including
historical and social ones. Crucial to the attitude one adopts are two considerations the association of
education, formality and good taste with Standard English and the question as to whether creole English is
fitting and appropriate for certain uses. Attitudes to the use of language may include: pride, confidence, and
celebration on the one hand, and contempt, shame and even ridicule of the language one speaks. Code
switching or adopting the variety of English spoken by others can be a sign of lack of confidence and pride in
ones mother tongue. Simply put, Attitude to Language is ones perception of another based on the variety of a
language used; and how the user perceives himself based on what others think.
Communicative Behaviours
This refers to communicating impressions to others without being aware of doing so (unconscious) and without
even wishing to do so(inevitable). Such include the following:
Parallinguistics: speech filters such as hmmmm, mmmm; ah; ahmm
Vocalics: the use of the volume, rate, tone, and pitch of the voce to give dimension to meaning
Proxemics: Use of space to communicate
Artifacts: Objects that relay a message about you eg. Place of work, dress, vehicle, address
Kinesics: posture, eye contact, facial expression that say something about you
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Chronemics: attitude and use of time that communicate something about you
Our five senses: these convey information to you about others.
Non-verbal communication has six basic functions substituting for words, reinforcing words;
regulating how the verbal message is received; contradicting the verbal message; managing impression
or the way other people perceive you and establishing relationship.

N.B. You MUST be familiar with the following topics: Dialectal Variation, Attitude to Language,
Communicative Behaviour and Language registers in order to effectively write a module 2 essay.
(Use the past papers given)
Ensure that your essay has an INTRODUCTORY PARAGRAPH, several BODY PARAGRAPHS
and a CONCLUDING PARAGRAPH.
SAMPLE MODULE 2 ESSAY #1
In this excerpt one can see that the writer employed both the creole and the Standard English. It can also
be seen that peoples perception of the use of either of these languages differs in many ways. To many
persons, the use of the creole language is looked down on and is thought of as backward while
Standard English is perceived as the finest language.
Taffy appears to have a fair command of the English Language and his possible motivation for achieving
the command of English is to appear intelligent. Taffy believes that the creole language is backward
and foolish; he believes that by using this perfect English he would be able to progress in his everyday
life. Taffy describes the creole language as having funny words seemingly see creole as ideally a
language for comic relief. Taffy does not want to be classed with the others in his village and he says
There is no place for your backward Trini dialect. The villagers on the other hand seem to strongly
disagree with Taffy over his preference of Standard English. Both Olga and Boysie openly defended the
creole with passion and pride. They were highly offended when Taffy described the creole language as
being backward and foolish.
Olgas passion for creole is very pronounced as she defends her belief saying that Trini talk is not bad
English is jus a special way. She also believes that people code-switch whenever and wherever they
feel they deem necessary as we are quite capable of moving from creole to Standard English with ease
as she says Trinis know when and where to speak the Standard English. For Boysie, talking Trini
creole identifies us as nothing but Trinidadian de way we talk give we Trinis an identity. Olga and
Boysie appear to be proud to use the creole.
It is well known that a video presentation will greatly enhance this language situation in that it allows for
the audience to see the non-verbal communications which took place, mainly the characters body
language, gestures and facial expressions. For example, the viewing audience will be able to see the
shock on both Boysie and Olgas face when Taffy walked in to Mr. Chins village shop and asked for
crackers and candy. It also allows the reader to see the proxemics in the way the characters used
space and their vocalics.
In conclusion, it can be seen in this excerpt that peoples attitudes to language fuel their motivation and
choice of language. Making a language choice should be someones prerogative but in many cases the
choice comes with negative against the language that is not chosen. In this excerpt we see Boysie and
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Olga exhibiting pride and confidence as they defended their choice of creole. Taffy, like many persons,
made the choice of Standard English because he believed that it will help him in many areas of his life.

SAMPLE MODULE 2 ESSAY #2

Creole usually refers to languages that result from contact between the language of the colonizing
peoples and the language of the colonized people. Caribbean society in general assigns high value to
standard languages as opposed to Creole. However, some individuals choose to take pride in their Creole
language and view it as an identity marker. The excerpt Talk dat Talk! is a perfect example of this.
In the passage, it is evident that the man called Taffy places great importance on achieving a good
command of the English Language. One of Taffys motivation for achieving a good command of the
English Language seems to be so that he can be understood abroad by foreigners. In the passage he said
that if he continued to speak the Creole language, people in New York would not understand him. He
also seems to respect and value the Standard English and associates prestige with its use whereas he
refers to the Creole as having funny words.
Another reason for his motivation is that he believes that a good command of the English will help him
achieve success and upward mobility. He even purchased books that he believes will teach his
daughters how to progress and do well and speak de proper way. This shows that he believes that the
Standard English is proper as opposed to the Creole that is improper. To him, the reason why he has not
chosen to embrace Creole is that it is backward.
Choice of language is personal and for Boysie and Olga, the Creole was their main choice of language.
In the passage they defended it vociferously revealing their pride in their Trini language. Olga
responded to Taffys denigration of the Creole by telling him that Creole should be something to inspire
pride because it is a historical and cultural legacy from our African, Amerindian and Indian ancestors.
Boysie supported this by adding that Creole was indeed a language just like Standard English retorting
that if Taffy believed that Creole had funny words then Standard English had even stranger words and
even breaks the rules of its own language. To them both Creole was what identified them as true Trinis.
This is a dramatic passage and a video presentation would greatly enhance the written words. Aspects
of non-verbal communication, that is, kinesics and vocalic would be enhanced. The paralanguage such
as tone of voice, volume, pitch and rate of the characters input would be emphasized. It would be great
to see Taffys shame and embarrassment as he lost the argument.
A video presentation will certainly enhance this poem as it would act as a visual stimulus particularly to
the setting of the shop and the way in which the characters presented themselves.
The attitudes formulated to language give persons a preconceived judgment of other people and their
language choice. As seen in this poem there were conflicting beliefs and motivations. Whilst Taffy
argued vehemently in favour of his choice of the Standard English, Olga and Boysie argued in favour of
their choice, the Creole.
MODULE 3 SPEAKING AND WRITING Content Checklist
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Audience analysis identifying crucial characteristics of target audience (age, sex, educational
background, extent of previous knowledge, level of interest.)
Message design identifying appropriate content, register, organizational features for a specific
audience in a given context.
Identifying appropriate communication strategies to maximize message effectiveness.
Providing adequate rationale for message designed based on audience analysis.

Question
Read the scenario below and then answer the questions that follow.
Your countrys Board of Tourism intends to promote the country as a destination that offers cultural and
business opportunities to visitors. Wealthy elite travelers from Europe and North America are to be targeted
during the campaign.
(a) Identify the medium you think would effectively promote the campaign.
(b) Write the presentation that the Board of Tourism could use to promote your country.
(c) Point out the strategies you would employ to enhance the presentation and explain why you would
consider these appropriate.
N.B. This question must be answered as an essay using well developed paragraphs. Remember,
too, that you will be marked for CONTENT, EXPRESSION and ORGANIZATION.

Question
You are am member of the Progressive Youth International Service Club and your Jamaican Chapter is
hosting youths from the Americas and the Caribbean. You have to make a presentation on the effect of
music on young people in your country.
(a) Identify and justify the considerations you would need to consider in planning your presentation for
the audience identified. Your response should focus on your use of content, language and register.
(b) List the thesis of your presentation and FIVE points you would use to develop your argument in the
presentation.
(c) Describe those strategies and visual aids that could be used to enhance the presentation to your
audience.

FOR EACH question you MUST have:

AN INTRODUCTION: Make reference especially for modules one and two to the title of the
extract mentioned at the end.
SEVERAL BODY PARAGRAPHS in which you adequately deal with the areas to be
discussed/explained.
A CONCLUSION:
THOUGH THE QUESTIONS ARE DIVIDED INTO SECTIONS (A, B, C etc), each MUST be treated as
an essay. Ensure that EACH SECTION of the question is answered in a paragraph and that there is cohesion
between the paragraphs. This is where transitional devices or connectives come in handy. (PLEASE SEE THE
ATTACHED COPY)
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SAMPLE MODULE 3 QUESTION

Read the following scenario and answer the question that follows.
You are a member of an environmental group that is concerned about shipments of nuclear waste
through Caribbean waters. Your group is trying to sensitize persons in the community to the potential
threat, and persuade them to join a protest march.
(a) Indicate an appropriate channel and medium you would use for the above purpose. Compose your
presentation.
(b) Write a paragraph explaining the appropriateness of your composition.
[25 marks]
SAMPLE MODULE 3 ESSAY
Good afternoon ladies and gentlemen of Sunville, I am Ann-Marie Powell, the head of the environment
protection group known as The Environment Inspector. My purpose this afternoon is to inform you of the large
shipments of nuclear waste that is being transported through our waters as well as the harmful consequences
which it may have on our community if this problem persists. My group is preparing for a protest march
against this problem and we would like all of you to come out in your numbers and make a choice, let your
voices be heard. Come make a choice!
A community meeting would be held on a Sunday afternoon at 5pm at the local community center. This time
and location was chosen as persons usually home at this time and have usually finished all their chores. The
location is convenient to all members of the community. The method chosen is appropriate as the community
members would be able to interact and voice their concerns and ideas on the matter. Speech would be chosen as
the medium as the speaker would be able to relate to the audience and clarify any questions.
As the head of the group, I am determined to protect our beautiful community from these harsh consequences
which would result if the illegal act continues. Do you remember ten years ago in 1989 when Venezuela
suffered? Tens of thousands of the fishes died as a result of this nuclear waste. Their oceans were polluted and
citizens were falling ill. Do you remember that day when the breaking news reported that fifty children died
after being exposed to the pollution? Women were giving birth to handicapped children. Do you remember?
Do you want this to happen to you and your children? (raise voice) Make a choice! Come out in your numbers
and let your voices be heard. Allow our community of Sunville to be bright once again; where your children
can play free from diseases, mothers can give birth to healthy babies. Make a choice! Put a stop to this illegal
activity that is taking over our precious waters. Make a choice! Think about your children, your nieces,
nephews, grand-children. Make a choice! Give them a clean non-polluted life. I leave it in your hands now to
come out and Make a choice!
The presentation is appropriate as it allows the community members to see the emotion in the speaker through
the tone, pitch and rate of his voice. It allows immediate feedback and the speaker is able to read non-verbal
communication from the community members. It is also appropriate as it exposes the community members to
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the consequences that they may face if they do not make a choice. The use of the tag line Make a Choice also
alerts the people that it is their decision to put a stop to the illegal activity and it gives them a sense of
responsibility to their children, therefore they may react faster. The reality that their children may as a result of
this situation may also make them aware of the harsh consequences that they may face. All these can be push
factors for them to join the project and Make a Choice!

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