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CAPE COMMUNICATION STUDIES TOOLKIT EXAMINATION 2021- Paper 2

Candidates will be asked to write THREE essays in which they will be required to do the
following:
1. Analyse an expository passage written in Standard English
• Summarize main message and identify author’s purpose
Assess the effectiveness of the organizational and rhetorical strategies used to convey
the message and achieve the writer’s purpose.

2. Analyse a narrative passage which includes Caribbean Creole English

• Discuss the use of elements of language, such as dialectical variety, language registers,
communicative behaviours and attitudes to language.

3. Write a proposal for the delivery of a message to a specific audience and justify the use of
the following for the targeted audience.
• Promotional strategies
• Rhetorical appeals
• Presentation strategies
• Technological devices
• The timeline for delivery

1. Analyse an expository passage written in Standard English

• Summarize main message and identify author’s
Purpose
Main Point vs Purpose
MODULE ONE (1): Gathering & Processing Information

The purpose of this post is to clear up a mistake that is often made on the exam. The main
point of this post is that there is a marked difference between the main point (main idea) of a
piece and the purpose for writing a piece and you will be tested on whether you can make that
distinction. The main point can never be the same as the purpose and vice-versa. Hence, your
responses should reflect that you recognize this fact.

Main Point/Idea
The main point of a piece is the same as the topic/thesis statement. It refers to those
words/sentences that capture the essence of the overall piece of writing. The thesis/topic
statement is generally found in the first or last sentences of the introductory paragraph.
However, sometimes it is not stated and has to be inferred from the passage A good thesis
statement does two (2) things:
o First, it tells about an essay's topic.
o Second, it presents the writer's attitude, opinion, idea or point about that topic. Let us
look at some examples:

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Example One: 'From King Leopold's Ghost, by Adam Hochschild, 1998'

When the Atlantic slave trade began decimating the Kongo, that nation was under the reign of
a ManiKongo named Nzinga Mbemba Affonso, who had gained the throne in 1506 and ruled as
Affonso I for nearly forty years. Affonso's life spanned a crucial period. When he was born, no
one in the kingdom knew that Europeans existed. When he died, his entire realm was
threatened by the slave-selling fever they had caused. He was a man of tragic self awareness,
and he left his mark. Some three hundred years later, a missionary said, "A native of the Kongo
knows the name of three kings: that of the present, that of his predecessor , and that of
Affonso."

Ask yourself:
a. Who/what do you think the paragraph is about? (Topic)
b. What is the writer's attitude, opinion etc about it?

Discussion: Even though this is an excerpt of the piece, already you should be able to tell that
that the main point/idea of the piece is that 'When the Atlantic slave trade began decimating
the Kongo, that nation was under the reign of a ManiKongo named Nzinga Mbemba Affonso,
who had gained the throne in 1506 and ruled as Affonso I for nearly forty years.' Let us try
another one:

Example Two: 'Adapted from Daniel Pendick

Though it's true that tsunamis are ocean waves, calling them by the same name as the ordinary
wind-driven variety is a bit like referring to firecrackers and atomic warheads both as
"explosives." Triggered by volcanic eruptions, landslides, earthquakes, and even impacts by
asteroids or comets, a tsunami represents a vast volume of seawater in motion -- the source of
its destructive power.

On the open ocean, tsunami waves approach speeds of 500 mph, almost fast enough to keep
pace with a jetliner. But gazing out the window of a 747, you wouldn't be able to pick it out
from the wind-driven swells. In deep water, the waves spread out and hunch down, with
hundreds of miles between crests that may be just a few feet high. A passenger on a passing
ship would scarcely detect their passing. But in fact the tsunami crest is just the very tip of a
vast mass of water in motion, as a tsunami can travel great distances with little loss of energy.
The 1960 earthquake off the coast of Chile generated a tsunami that had enough force to kill
150 people in Japan after a journey of 22 hours and 10,000 miles.

As the waves in the tsunami reach shore, they slow down due to the shallowing sea floor, and
the loss in speed is often accompanied by a dramatic increase in wave height. Tsunamis also
flood in suddenly without warning. Tsunami waves usually don't curve over and break, like
Hawaiian surf waves. Survivors of tsunami attacks describe them as dark "walls" of water.
Impelled by the mass of water behind them, the waves bulldoze onto the shore and inundate

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the coast, snapping trees like twigs, toppling stone walls and lighthouses, and smashing houses
and buildings into kindling.

The contours of the seafloor and coastline have a profound influence on the height of the
waves -- sometimes with surprising and dangerous results. During the 1993 tsunami attack on
Okushiri, Japan, the wave "runup" on the coast averaged about 15 to 20 meters (50 - 65 feet).
But in one particular spot, the waves pushed into a V-shaped valley open to the sea,
concentrating the water in a tighter and tighter space. In the end, the water ran up to 32
meters (90 feet) above sea level, about the height of an 8-story office building.

Discussion: In this example taken from the May 2011 CAPE Paper 2, the main point may
actually be located in the last sentence of the introductory paragraph. Therefore, the main
point is that 'a tsunami represents a vast volume of seawater in motion - the source of its
destructive power.'

Purpose
The purpose of a piece of writing is generally evidenced by the type of discourse used.

Technical/Scientific Writing vs Artistic Writing

There are two (2) major Prose discourse types - Technical/Scientific Writing and Artistic Writing.
Below is how the two differ:

Technical Writing Artistic Writing

1. Objective Subjective
2. Scientific data, figures & statistics Opinions, Biases
3. Precise language Figurative Language
4. Denotative/Concrete words Connotative Words
5. Neutral Tone Affective Tone

There are at least five (5) modes of rhetoric that may utilize either one or a combination of
technical and artistic writing depending on the topic, purpose for writing, and audience.
Rhetoric is simply defined as the art of influencing the thought and conduct of an audience. It
also refers to the specialized literary uses of language and the ability to use language effectively
in communication.

Types of Discourse/Rhetoric
Description
The main purpose of this type of discourse is to explain or describe some concept, person or
setting, thought to be unfamiliar, to the audience. Descriptive writing uses various
organizational/spatial strategies. For example in describing a house on a hill, a writer may start
describing what it looks like starting from the base of the hill upwards (ground view). Another

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writer may start by describing how it looks from the skies going downwards to the base of the
hill (aerial view).

Narration
The main purpose and distinguishing factor of this writing is to explain some concept according
to a given time sequence. For example, The first thing Tory did when she arrived in the
beautiful island of Jamaica was to take a dip in the beautiful azure ocean of the North Coast.
Afterwards, she went to the infamous jerk restaurant, 'Scotchies', for some delicious jerk
chicken, festival and roast corn. She then ordered two glasses of refreshing red stripe beer,
which she savored as she rocked to the irie music floating in the island breeze. As the sun was
about to set, she contacted a reliable tour company and went for a relaxing drive along the sea
coast culminating in a tour of the alluring fern gully which covered with miles of the most
gorgeous indigenous ferns.

Exposition
The main purpose of exposition is to define, inform, teach or explain some concept. As such,
the expectation of expository writing is for it to be objective, precise and neutral (free from bias
and prejudice). In other words, it mostly uses technical/scientific writing. Writers also employ a
combination of varied organizational strategies in exposition, depending on
their topic, audience and purpose for writing. These may include, cause and
effect, comparison/contrast, definition, description/illustration.

Persuasion
The main purpose of this type of writing is to convince or influence readers to accept a
particular point of view. Persuasive writing does this by mainly appealing to readers' emotions.
In this type of writing you may find the use of emotive words, repetition, figurative
language, opinions, biases etc. In other words, this type of writing relies heavily on artistic
writing.

Argumentation
The main purpose of this type of writing is to convince or influence readers to accept a
particular point of view. Argumentative writing does this by appealing to readers' logic. Readers
expect a strong piece of argumentative writing to be as objective and neutral as possible, and
to convince them by presenting them with statistical/scientific data, quotes, facts and other
information that can be tested/substantiated. In other words, this type of writing relies heavily
on technical/scientific writing.

The second example, speaking about tsunamis) evidences mixed discourse types. It utilizes
elements of exposition, description and narrative. Readers receive in-depth information about
tsunami wave formation as well as true to life accounts or anecdotes of tsunami attack. This
combination of discourse types aids the writer's purpose which is to alert or educate readers
about the destructive power of tsunamis.

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Mistakes to Avoid on Examinations

Avoid stating the main point and the purpose as the same thing. They may be similar in content
but how you state it in your responses should be clearly different:
The main point is that....
The purpose is to....
NOT the main point and the purpose is to...
You will score 0 marks if you respond in this way. The examiner will not be able to tell whether
or not you recognize the difference between the two concepts.

• Assess the effectiveness of the organizational and

Rhetorical/language strategies used to convey the message and
achieve the writer’s purpose.

Language /Rhetorical Techniques and Strategies

This is how the writers manipulate language to help bring across their point.
• What you need to do is:
o Name the technique they use
o Give an example from the extract
o Say what it does (that is describe how it is effective)

Examples of language techniques and some of their functions:

I. Statistics (credible information, easy to comprehend as it’s quantitative)
II. Quoting a source (credible, valid information)
III. Hyperbole (emphasis)
IV. Juxtaposition (creates contrast therefore highlighting ideas)
V. Onomatopoeia, Sounds like what it refers to eg. Pop, Bang
VI. Generalization, Doesn't allow for individual difference.
VII. Assonance, Repetition of vowel sounds eg. Slow road to no ware
VIII. Descriptive, Describing.
IX. Paradox, Contradiction seemingly false at first but is found latter to be a truth.
X. Instructive, Inform/enlighten/instruct.
XI. Euphemism, Acceptable/mild expression for something not very nice eg. Instead of
died- Moved on to a better place.
XII. Oxymoron, two words placed next to each other to show contrast eg. Parting is such a
sweet sorrow.
XIII. Personification, Giving human qualities to something lifeless eg. The door squeaked.
XIV. Parody, Conscious imitation of another word.
XV. Repetition, Repeat a word/phrase/idea. Formal, Conventional.
XVI. Denouement, Resolution Of plot, play etc.
XVII. Discourse, A way of communication usually in a group, institute etc.
XVIII. Emotive, Creates emotion eg. Sad, happy
XIX. Hyperbole, Deliberate exaggeration for effect. eg. Endless cry of death and pain.

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XX. Jargon, Technical terms specific to a particular subject.

XXI. Metaphor, Something is said to be something else eg. You're a bear.
XXII. Contrast, To show difference when comparing.
XXIII. Symbolism, Image used to represent an idea.
XXIV. Informal, More appropriate in spoken language.
XXV. Similes, Show how something is similar eg Like/as.
XXVI. Rhetorical question, A question which does not require a response for it is implied.
XXVII. Tone, How something sounds eg. Mysterious/serious etc.
XXVIII. Colloquial, Relating to conversation (Conversational/informal)
XXIX. Alliteration, Repetition of sound eg. Big Blue Bike.

Organisational Strategies
• Order of importance –to emphasise a particular point
• Logical linkages – helps the flow
• Compare and contrast – lets you see the similarities and the differences between two things
• Problem/Solution – makes the reader think and be all curious
• Sequence – teaches us how stuff is done so you can appreciate the process
• Cause and effect – this forces you to think since its trying to show you how the causes and
effects are related.

Don’t forget to use examples from the extract to support what you’re saying. • Use paragraphs!
• Reread and check your spelling and grammar and make sure you’re making sense and
answering the question.

2. Analyse a narrative passage which includes Caribbean Creole English

• Discuss the use of elements of language, such as:
o dialectical variety
o language registers
o communicative behaviours
o attitudes to language.

Language (Dialectal) Variation

Language Variation or Dialectal Variation, refers to changes in language due to various

influences. These include, social, geographic, individual and group factors.

Dialectal Variation This refers to the spoken and written differences in the use of language
within a speech community.
 Speech related variation within the Caribbean may all be located on the Creole continuum.
• Acrolect
• Mesolect
• Basilect

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1. At the top we have acrolect. Acrolect is the standard variety of a language. So therefore
acrolect will be Jamaican Standard English. Acrolect is spoken more in formal situations,
so therefore the Parliamentarian should be using it. This is what people refer to as
"good english".
2. In the middle there we have mesolect, this a a mixture of the Creole and Standard
English. However it leans more on the standard English side. You find this more in the
urban areas.
3. And here on the bottom we have basilect. This is basically Creole. It's used more in the
rural areas and if you ever get a question about farmers you assume they speak it.

Dialect
This refers to the variety of language characteristic of a particular group of people in a given
speech community (country) or region. For example one may refer to a Caribbean dialect as
there are certain vocabulary items and sentence structures that Caribbean countries have in
common.

Creole
There is no definition of creole that is accepted by all. The meaning of the word 'creole' has
changed considerably over the years. However, it is normally used to refer to a dialect or
language which results from contact between the language of a colonizing people and the
language of a colonized people. In the Caribbean, Creole languages are as a result of contact
between English, French, Spanish, Portuguese, Dutch (languages of the colonizers) and West
African languages (languages of the colonized).

Patois
Patois is a word of French origin which translates most closely, in French, to mean 'gibbrish'. It
was a word used to describe how foreign and strange Creole languages sounded to the
speakers of European languages. Patois is used to refer to a geographical dialect which differs
from the standard language spoken in a given country. In Jamaica, for example, the word patois
is used to refer to the English based creole spoken. Patois carries the usual negative
associations and lack of prestige which characterize non-standard, rural or regional dialects

Standard Variety (Eg, English, French)

This is the variety of language or dialect that is used for formal, official and education purposes.
It is also used as an instrument for mass education and communication causing it to
acquire greater prestige and uniformity. (Creoles have been observed to lack uniformity as a
result of not being standardized.) Most Caribbean countries have a European language as its
standard variety for formal, official purposes and a Creole language for informal communication
amongst native, family and friends. The notable exception is Haiti where the French Creole was
made an official language alongside French.

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Slang
This is a popular, fashionable use of words and phrases which may be either old words given
new meaning or completely new words. In the same way that fashion changes, so do slang
expressions. Slang is a normal part of everyday speech but may not be acceptable in certain
formal settings. When used in formal writing, in particular, these expressions should be put in
inverted commas (For e.g, 'wicked'- Jamaican slang for good/amazing, 'off the chain'-American
slang for exciting/good)

Foreign English
This refers to varieties of the English language spoken by persons not from ones country.
Rasta English
This refers to a special variety of English indigenous to Jamaica, spoken by a religious group of
persons called Rastafarians. This variety differentiates itself from standard and non-standard
English by use of different, specialized vocabulary items. The psychology of 'no contradiction'
extends to all aspects of a Rastafarian's life, including language. Hence because it sounds
contradictory for oppress -/up-res/ to mean held down in life, Rastafarians refer to this verb
as downpress. Likewise instead of participation -/part-icipation/ to mean being fully involved
they refer to this noun as fullticipation. The language is also characterized by use of 'I' to signify
positivity and the importance of the individual in relation to another, so instead of 'You and I',
Rasta would refer to us as 'I and I' to signify that we are both equal in importance. Irie, refers to
a good vibe and Ital food refers to food considered good for the body (i.e, Vegetarian based
food).
Language Registers

Register refers to the perceived attitude and level of formality associated with a variety of
language. The relationship between the writer's attitude and the variety chosen is very
important in the study of written language. In face to face speech, the listener can easily
interpret the attitude of the speaker by examining the speaker's tone of voice, facial
expressions and overall body language. This is not possible in writing. The writer has to use
specialized features of discourse to convey or mask attitudes. It is then the reader's
responsibility to correctly interpret the writer's attitude, tone and level of formality. Language
Registers range on a scale from most formal to most informal. The five levels identified have
been given specialized names by Linguists; frozen, formal, consultative, casual and intimate.

1. Frozen: This is where the use of language is fixed and relatively static. The national pledge,
anthem, school creeds and The Lord's Prayer are examples of a frozen register. In essence it is
language that does not require any feedback.
Example: "All visitors are invited to proceed upstairs immediately."

2. Formal: This describes language used in official and ceremonial settings. For example in
court, in a business meeting, at a swearing in ceremony, in an interview or in a classroom etc.
The language used in these settings is comparatively rigid and has a set, agreed upon
vocabulary that is well documented. In other words, the language used is often of a standard

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variety.
Example: "Would everyone please proceed upstairs at once?"

3.Consultative: This describes language used for the purpose of seeking assistance as is
suggested by the word 'consult'. It also describes the language used between a superior and
subordinate. In both cases one person is deemed as more knowledgeable and having greater
expertise and the other person is the beneficiary of such knowledge and expertise. The
language dynamism between lawyer/client, doctor/patient, employer/employee and
teacher/student are examples of this type of register.
Example: "Would you all please go upstairs right away?"

4. Casual/Informal: This describes language used between friends. It is often very relaxed and
focused on just getting the information out. Slangs are quite often used in these instances.
Example: "Come on upstairs now."

5. Intimate: This is used to describe language used between persons who share a close
relationship or bond. This register would take into account certain terms of endearment, slangs
or expressions whose meaning is shared with a small subset of persons. For example lovers
having special terms of endearment, mothers giving pet names to their children based on some
character trait and best friends formulating slangs based on some shared past experience.
Example: "Come up nuh/ Unu naa go up?/ Unu naa forward?"

Non-Verbal Communication/ Communicative Behaviour

This form of communication relies on elements other than speech and writing. Non-verbal
communication is equal in importance to verbal communication. According to Leathers (1992),
non-verbal communication is the use of interacting sets of visual, vocal, and invisible
communications systems to convey and interpret meaning.
Non-verbal actions often tell a different story from the one we are telling with words. For
example, if you are making an apology to someone for a wrong done with a smirk on your face,
the person may not believe that you are serious and genuinely apologetic. Some major
categories that fall under non-verbal communication are paralanguage/vocalic,
Space/proxemics, objects/artifacts, posture & movement, time and the senses. These basic
elements of non-verbal communication may be used to enhance communicative behaviours
and can have a significant impact on your total message.

Vocalics/Paralanguage
The use of volume, tone, rate, pitch, and quality of voice to give dimension and meaning to
words. This is also referred to as paralanguage as the voice ‘surrounds’ the words. For example
you raise your pitch at the end of a sentence to indicate that you have completed a thought.

Proxemics
This is the use of space to communicate. For example if someone comes to sit next to you in the

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library when the whole table is empty it can communicate a range of things about
relations/interests/personality types.

Artifacts
Artifacts are those items, such as jewellery, clothing or a vehicle that may communicate
something about the type of person you are. If a male wears extremely tight pants or shaves his
eyebrows, it may communicate something about him to others.

Movement
This includes posture, gestures, facial expressions and eye contact. Waving, smiling, gazing at
someone, or slumping at your desk, are all instances of movement. Movement communicates
messages.

Time/Chronemics
The way you use time, or chronemics, can communicate attitude or status. For instance, one
may show/communicate respect by being early for an appointment or job interview.
Conversely, lack of respect may be communicated by turning up half-an-hour late for a class.

Senses
Finally, messages can be sent through the five senses – taste, touch, smell etcetera.

Kinesics or Body Language

This refers to the speakers use of body language, facial expression, posture and eye contact in
speech.
o Someone who doesn’t maintain eye contact
o Someone who is slouching during a lecture
o A speaker that has a scowl on their face during a speech.

Functions of non-verbal communication

There are also six (6) functions of non-verbal communication. That is, we use non-verbal
communication for six main reasons:

i. Substituting is where we use non-verbal communication to replace verbal communication.

Waving goodbye instead of saying it out loud is one example of this.

ii. Reinforcement. We also use non-verbal communication to reinforce or complement our

verbal communication. Pounding your hand onto a table when arguing may reinforce whatever
point you’re making.

iii. Regulating. The regulating function of non-verbal communication is used mostly in

conversation to control the flow of messages. Raising your hand to answer or ask a question in
class helps to regulate the communication going on in the room.

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iv. Contradiction. Sometimes we use non-verbal communication to contradict our verbal

communication. The most common example of this is using vocalic sarcasm – when you say one
thing, but your tone of voice says the opposite.

v. Manage Impressions. We often manage impressions through the use of non-verbal

communication. The way we dress, for example, often coincides with the impression we want
others to have of us.

vi. Establish Relationships. Finally, we use non-verbal communication to establish relationships.

The wearing of a wedding band is a non-verbal indication that the person is married.

Attitudes to Language
Attitudes to the varieties of English spoken in the Caribbean result from a number of factors
including historical and social ones.
Attitudes to Language:
 Shows intent of the speaker- to insult, to coax, to denote particular relationship
 Shows how the speaker views different registers, and what impression he hopes to create by
his choice of register in any given context
 May reveal the speaker’s bias/prejudice in terms of class/age/religion and other cultural
practices etc
 Is very specifically related to the use of Language Is not one character’s attitude toward
another

 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 Language:
 Positive Attitudes:
• Pride
• Confidence
• Celebration
• Acceptance
• Approval
• Respect
• Worth
• Trustworthiness

 Negative Attitudes:
• Contempt
• Shame
• Ridicule

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• Disgust
• Rejection
• Disdain
• Scorn
• Scepticism

3. Write a proposal for the delivery of a message to a specific audience and justify the use of
the following for the targeted audience.
• Promotional strategies
• Rhetorical appeals
• Presentation strategies
• Technological devices
• The timeline for delivery

PROPOSALS
• A proposal is a document that is created with the sole purpose of persuading the reader(s).
In a proposal, there are three elements that you should aim at addressing:
• There is a significant problem/situation
• You have a solution
• You are the person who should create the solution

Promotional strategies
 Jingles
 Road shows
 Promotion girls
 Use of paraphernalia (mugs, T-shirts, key rings)
 Billboards
 Public service
 Flyer
 Posters
 Town hall meetings
 Bumper stickers
 Press briefings
 Edutainment (involving the performing arts)
 Blogs
 Celebrity endorsements
 Traditional media (radio/TV/newspaper)
 Town criers
 Social media
 Emails
 Word of mouth

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#### Remember, you will need to justify the inclusion of every choice you make.
Note: If the question asks for strategies to evaluate a campaign which you may have discussed,
the following may be useful:
 Focus group
 discussions
 Suggestion box
 Facebook page
 Polls
 Observation (of whether there has been a change of behavior or achievement of the
desired results)

Rhetorical appeals /Proposal Strategies

• Logos
– use logic and facts to add credibility
– Use of statistics and evidence to give full information or facts about the product

• Ethos
– show your audience that you propose to do what you put forward because it is moral and
ethical
– Seeks to speak to the credibility of character by convincing the individual that the sellers of
the product is reliable and trustworthy by employing experts or celebrities.

• Pathos
– appeal to the emotions of your audience
–Seeks to appeal to emotion of an individual by evoking an emotional response, be it a positive
or negative one.
–a way of convincing an audience of an argument by creating an emotional response to an
impassioned plea or a convincing story.

• Convince your the audience that the character of your team is good, trustworthy and suitable
to do the job

Proposal outline
• Strategies that would be used in the campaign/advertisement
• The information that would be relayed during the campaign
• The medium/channel that would be used

Language registers and varieties that would be considered appropriate

• Audio and/or visual aids that would be considered appropriate

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• Strategies for evaluating the campaign/advertisement

Let us consider the following question from a past paper:

You are a member of the Abstinence Club at your high school. You are concerned about the
small numbers of students that attend your weekly meetings. You have been asked to organise
a campaign that would convince students to attend meetings.
In an ESSAY of no more than 500 words, write a proposal for your advertsing campaign. Include
the following:
a) Strategies you would use to attract students to club meetings and justification for these
strategies.
b) Language varieties and registers that you would consider appropriate.
c) The information you thing must be relayed during this campaign.
Total: 25 marks

Note that although both campaign and proposal are mentioned in the question, it is a proposal
that is required. Your ideas should flow in a coherent essay, not listed in point form. Doing this
may earn you content marks, but will earn you 0/7 marks for organisation. Ensure that you
explain/expound on each idea.

ANSWERS
i. Strategies
• Colourful posters: Proclaiming the benefits of membership and promising an interesting
agenda incorporating the interest of prospective members.
• Music (jingles): Played during break/lunch times encouraging abstinence – to attract and
hold young people’s attention
• Dramatic presentations (skits, role plays, mimes): At assembly, presenting real-life
scenarios on the unhappy effects of abstinence to deter them from that behaviour.
• Special lectures/presentations by experts: In fields like sexual behavior, reproduction,
drug abuse and lifestyle, targeting the entire population.
• Video presentations/films: At special sessions, since young people enjoy visual media.

ii. Appropriate language varieties and registers

• A mixture of Creole, standard English and slang (used by young people): To reflect the
way students within the school and the society usually speak.
• Creole dissemination of information in skits, jingles and posters (as it the language they
commonly use) (casual/ frozen register).
• Standard English for some posters and the lectures/presentations to help communicate
the seriousness of the message (casual and consultative register).
• Youth slang to help students to identify with the theme of abstinence (casual register).

iii. Information to be relayed

On:

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• Benefits of abstinence.
• Risks associated with sexual or other negative activity by students.
• Problems associated with abstinence and viable ways of overcoming them.
• How alternatives to abstinence are not viable for a healthy lifestyle.
• Recuperative strategies for those who have not been abstinent, but who wish to
change.

Kindly note this is just a guide.

You MUST read your notes along with the toolkit.
Remember the key to success in this examination is preparation, and this should include actual practice.
#SlayThatExam!!!
WAMaxwell

CAPE Communication Studies Toolkit for Examination Prepared by WAMaxwell 2021