CAPE® Communication Studies

Teacher Training Workshop

Preparing Students for Success

in Module 1
Facilitators: Dr Harold McDermott 10-13 January 2023
Dr Barbara Constance
PREPARING FOR STUDENT SUCCESS IN PAPER 2
MODULE 1
GATHERING AND PROCESSING INFORMATION
 PART 1 - Ice Breaker Activity

Distinguishing between organizational strategies and language techniques.

Organizational Language
Strategies Techniques

Activity Link: https://notesmaster.h5p.com/content/1291843002004673857

Session Objectives – Part 1
Participants should be able to:

•Explain the difference between organizational

strategies and language techniques
•Give examples of organizational strategies and
language techniques
•Explain how criterion referencing is applied to the
award of grade on the communication studies
examination
Understanding Organizational Strategies
and Language Techniques

Organizational Strategies
• Organizational Strategies refer to ways in which a writer or speaker may arrange, sequence, and structure
the ideas within discourse in order to achieve his or her purpose for writing.
Language Techniques
• Language Techniques aim to enhance/ emphasize/highlight aspects of the writer’s or speaker’s message
which serve to communicate his or her overall purpose.
Generic Features
• Do not refer to generic features of language use except where those features provide additional
dimensions of meaning in achieving the writer’s purpose.
 Understanding Organizational
Strategies
Generic features of discourse not included: Sentences, paragraphs,
punctuation devices – full stops, commas, question mark, colon,
semi-colon, hyphen, apostrophe

Features of discourse which could be relevant: short sentences,

periodic sentences, ellipsis, parenthesis, square brackets, italics,
inverted commas, exclamation mark, underline, all caps
Understanding Language Techniques

Language • Refer to any figures of speech or literary

device which a writer or speaker may use
to heighten and make meaning more
Techniques emphatic.

Language • Help to achieve a writer’s or speaker’s

purpose for communicating a message by
making it more memorable.
Techniques
Writing about Organizational Strategies
and Language Techniques
Valid responses to questions on organizational strategies and language
techniques should:

Give a brief explanation

on how the writer has
used the strategy or
Correctly identify the Provide a correctly technique to
strategy or technique example from the passage communicate his or her
purpose
Valid Responses and Criterion
Referenced Examination
Criterion-referenced tests assess the specific knowledge and
skills students have most likely learned in order to assess
how close a student is to mastering a specific standard.

Criterion validity (or criterion-related validity) evaluates how

accurately a test measures the outcome it was designed to
measure.

Not smarts, not luck, but knowledge.

Criterion Referenced – Award of
Grades
Grading rubric guarantees the Grading rubric guarantees the
validity of the assessment by validity of the assessment by
ensuring mastery of specified ensuring mastery of specified
standards. standards.
• A grading rubric is a criterion • The standard or criteria
referenced assessment referenced in the grading
tool used to score rubric is based on the specific
assignments or performances. objectives found in the
syllabus.
• Work is scored/graded based
on how well the finished
product (the response) lines
up with the criteria or
standard listed on the rubric.
Criterion Referenced –
Award of Grades

Syllabus Objectives informing grading rubric:

(SO1) Speak and write with effective control of grammar,

vocabulary, mechanics and conventions of speech and writing
in the use of Caribbean Standard English;

SO7)Employ appropriate channels (mediums) for specific oral

(
and written presentations;

(SO9) Use appropriate organising and formatting strategies in

producing specific types of oral and written communication;
Criterion Referenced –
Award of Grades
No award of half mark
for content – no half
correct response or half
mastery

No award of half mark Sub-tasks for content

for organization - commonly awarded
discrete marks TWO marks – one for
awarded for identification and one
demonstrated for
competence/mastery justification/explanation
of skills of concepts

No award of half mark for

expression – discrete
marks awarded for
demonstrated
competence/mastery of
skills
 PART 1 ACTIVITY

Grade award discussion from past examination scripts

 PART 2

Understanding Writer’s Main Point

and Purpose
 Session Objectives – Part 2
Participants should be able to:

•Construct main ideas to the standard acceptable

to the Communication Studies examining
committee

•Construct statement of writer’s purpose to the

standard acceptable to the Communication
Studies examining committee

•Construct statements of writer’s intended

audience to the standard acceptable to the
Communication Studies examining committee
 Session Objectives – Part 2 (Cont’d)
Participants should be able to:

• Construct statements on the credibility of a writer’s

information to the standard acceptable to the
Communication Studies examining committee
• Explain the elements of good organization which are
necessary for writing responses that meet the
acceptable standard of the Communication Studies
examining committee
• Explain the elements of good expression which are
necessary for writing responses that meet the
acceptable standard of the Communication Studies
examining committee
 Finding Main Idea

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.
 Paper 2 –
Writing About Main Idea Task

Write an essay, in NO MORE than 500 words, in which you:

• State the writer’s main message in no more than 30 words

• Identify the writer’s purpose

Main Idea in Thirty Words

Main idea should not be

Main idea in thirty Main idea in
expressed as purpose
words should ideally
statements, so avoid verbs thirty words
consist of the writer’s
like “tell, show, emphasize,
thesis and main should not be
illustrate, inform or bring
points (no examples
or supporting details)
across” which suggest vague
purpose.

Outlining skills should be helpful here.

ACTIVITY: Main Idea in Thirty 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.
Considering Intended Audience

The diction – is it The organization – is

simple and can be it organized in a
format which helps
understood by the easy comprehension
average person or or is the organization
complex and may complex?
be understood by a
special audience?

The content density

– are there a lot of The dissemination
ideas and concepts - where is the
per sentence or few information
which makes posted and who
comprehension can access it?
easier?
Credibility of Information
Credibility – refers to whether the information may be believed or
accepted

2) Information agrees with what is already 3) Information is from a trusted source

known

1) Information is enough to
prove what is being claimed

4) Information is from an 5) Information is current and verifiable

knowledgeable/authoritative source

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
Awarding Marks for Expression

Expression
Excellent, effective and error-free use of language. 8
Very good use of language though there may be a few lapses evident. 7
Good use of language though there may be a few lapses evident. 5-6
Some ability to use language effectively and accurately, but there are inconsistencies
3-4
in accurate usage.
Frequent inaccurate use of language OR insufficient information presented 1-2
Incomprehensible response OR no response. 0
Awarding Marks for Organization
Organization
Excellent paragraph development with thematic cohesion,
appropriate use of transitional devices, and connectives and an 7
effective conclusion.
Good use of the above criteria with one or two weaknesses evident. 5-6
Adequate level of organization with several weaknesses evident. 3-4
Unsatisfactory level of organization with weaknesses evident in all
0 -2
areas.
Transitions and Connectives
Transitions & Connectives Transitions & Connectives

additionally, again,
also, and, as well,
accordingly, besides, equally
consequently, Additional
Cause and Effect important,
hence, so, Support or
further,
therefore, thus Evidence
furthermore, in
addition,
moreover, then
Transitions and Connectives
Transitions & Connectives Transitions & Connectives
although
instead
in the first place
whereas
in like manner
despite
in addition
conversely
coupled with
in the same fashion / way Opposition or otherwise
Similar/Agreement however
first, second, third Contradiction rather
in the light of
nevertheless
equally important
nonetheless
by the same token
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 Support indeed
since certainly
while surely
lest markedly
such as
Transitions and Connectives
Transitions & Connectives Transitions & Connectives
after all
for in fact
thus in summary
because the in conclusion
then in short
hence in brief
Consequence or consequently Conclusion or in essence
Effect therefore Summary to summarize
thereupon on balance
forthwith altogether
accordingly overall
henceforth ordinarily
usually
End of Session

QUESTION & ANSWER PERIOD

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