CAPE Communication Studies · 2005 · Paper 1/A

23 questions and parts from this paper. Open one to see it in full, then practise it on Quelpr and get it marked against the mark scheme.

1. 1(a)(i)2 marksList TWO data gathering methods, other than a questionnaire, suitable for this research.
2. 1(a)(ii)4 marksState ONE strength and ONE weakness of EACH method listed in 1(a)(i).
3. 1(b)2 marksSuggest TWO reasons why a questionnaire might NOT be suitable for collecting data for this research.
4. 2(a)3 marksState THREE questions the students could ask farmers to obtain valid research data.
5. 2(b)4 marksName FOUR sources, other than the farmers themselves, that could supply information regarding the farmers' transportation challenges.
6. 3(a)3 marksGive THREE examples of structures from Susan's monologue that Tantie would object to.
7. 3(b)4 marksState FOUR reasons why Tantie considers the standard language to be "good language".
8. 4(a)4 marksState FOUR arguments to convince Tantie that Susan's speech is a genuine language.
9. 4(b)4 marksDescribe how history has influenced the language situation in a named Caribbean territory you have studied.
10. 5(a)2 marksGive TWO reasons why a politician might switch between these TWO language varieties.
11. 5(b)(i)3 marksIdentify THREE other groups of people who use both language varieties in their speech.
12. 5(b)(ii)2 marksFor ONE group identified in 5(b)(i), state the context in which Creole may be used, and the context in which Standard English may be used.
13. 6(a)2 marksIn advising Paul against using Patois in his valedictory address, what point is Ron making regarding language and setting?
14. 6(b)(i)4 marksWhat FOUR technological devices could Paul use to enhance his presentation?
15. 6(b)(ii)2 marksExplain how ONE device identified in 6(b)(i) could enhance Paul's presentation.
16. 7(a)3 marksList THREE aspects of the communication process the members should consider before drafting their recruitment message.
17. 7(b)4 marksSelect TWO aspects listed in 7(a) and explain the significance of EACH.
18. 8(a)3 marksIdentify THREE means/channels through which the Sixth-Form Association members could convey their message effectively.
19. 8(b)4 marksSelect TWO means identified in 8(a) and explain why EACH can effectively convey the message.
20. 9(a)4 marksList FOUR communication contexts suitable for the Sixth-Form Association's recruitment drive.
21. 9(b)4 marksSelect ONE context listed in 9(a) and provide TWO reasons for its suitability.
22. 10(a)4 marksSuggest TWO reasons why Nigel did NOT receive the message clearly.
23. 10(b)4 marksList FOUR elements of the communication process implied in the scenario.