TESTCODE OO32'5

FORMTPzs27O MAY/JIJNE 2OO3

CARIBBEAN EXAMINATIONS COUNCIL

ADVANCED PROFICIENCY EXAMINATION
COMMUNICATION STUDIES

PAPER O4lB

$ hourt

INSTRUCTIONS TO CAI\DIDATES

Answer ALL questions.

Copyright @ 2OO2 Caribbean Examinations Council

All rights reserved
oo327'|CAPB2W3
 - 2-

1. Read the three pieces of infomntion below then answer the question that follows.

(a) Statementtromthe BarumbaAssociationofPaedidricians

Corporal punishment may adversely affect a student's self image. This may result in severe depression
or conversely, hyperactive behaviour. Often, rhis student becomes violent and disruptive and begins to
display more and more inappropriate behaviour despite the punishment. Psychological studies of
students who have been punished corporally indicate that those students are generally resentful of
authority and disrcspectful of adulis. They are also most likely to use violence as a firstoption to problem
solving. Clinical studies also reveal that a student's achievement in school is automatically and
negatively affected by corporal punishment. Fear and anger build up to such levels, that the student is
often no longer capable of interest in academic work.

The Barumba Association of Paediatricians therefore advocates alternative methods of behavioural

management. Rewarding good behaviour is a positive way of providing incentives to students. Again
studies have shown that the natural desire for pleasure often prods individuals to repeat the desired
behaviour to the extent that the undesirable behaviour is forgotten. In the same way, deprivation of a
pleasure or privilege in response to negative behaviour reinforces the message that this type of behaviour
will result in disappointment or unhappiness
School authorities, parents and legislators are therefore urged toencourage teachers todesist from using
corporal punishment and to employ alternative methods of managing student behaviour.

Barumba Television N etwork

(b) School Corpoml Punislnpnt

School corporal punishment remained widespread and an accepted part of the classroom experience for
millions of children around the world, wherc the human rights violations inhercnt in iis use went
unrecognised. In many countries, the use of corporal punishment by teachers against children was
explicitly authorised by law, making it a legalised form of violence against children.

The LJN Committee on the Rights of the Child, the UN Committee against Torture, the UN Human Rights
Committee, and the European Court and Commission of Human Rights took a strong stand against
corporal punishment in schools, on the grounds that it may rise to the level of torture or cruel, inhuman
or degrading treatment or punishment. The Committee on the Rights of the Child was particularly
outspoken, stating that the use of corporal punishment against children was incompatible with ttre
ConventionontheRighs oftheChild, and itfrequentlyproposed therevision ofexisting legislation and
the development of education campaigns to prevent the physical punishment of children.

The use of corporal punishment violated the right of children to be free from violence, debased their
dignity and physical integnty, interfered with the development of their physical and mental health, and
infringed on their basic right to education. Aside from the common physical injuries and the extreme
cases of death which resulted, the practice produced psychological scars that stayed with children for
therest of theirlives. Research in Kenyafound thatthe use ofcorporal punishment instilled a fearof the
classroom for some children that impaired leaming and at times led children to drop orit of school
altogether. Other research showed that corporal punishment could be a significant factor in the
development of violent attitudes and actions in childhood and later life.

Hwnan Rrghts Watch Organisation, Children's Rights: Human Rights Development

http://www.hrw.org/wr2lc/Crd.htm#

GO ON TO TTIE NEXT PAGE

oo3275tCAPE2003
 -3-

(c) Lettertothe Editor

Dear Sir,

I wish to add my views to the debate on the issue of abolishing corporal punishment in schools.

I am surethatthepersons whoare advocating theabolition of corporal punishmentdonothavechildren

themselves. Otherwise they would know that one absolutely has to resort to corporal punishment if one
has to raise children who are decent and law-abiding. The Bible does not say "spare the rod and spoil
the child" for nothing.

Most children do not respond to persuasion or rcason until they are almost grown up. What is a parent
to do in the meantime? Allow the child to dictate his behaviour and let him grow completely wild? Or
shouldn't that parent use the Bible advocated method at his disposal and impose corporal punishment
until the child is capable of responding to other means of discipline?

A parent, who has one or two children to deal with, finds himself forced to use corporal punishment at
certain times. Imagine the plight of the classroom teacher who has thirty or forty children at a time. Why
do we expect that teabher to have the effect on forty children that a parent does not have on even one?
Ofcoursetheteacherhas toresorttocorporal punishment.In factcorporalpunishment of onechildoften
deters the others from misbehaving for fear of being puni'shed also.

I-et us stop all the emotional and irrational thinking and get down to earth. Children need discipline and
there is often no better way of ensuring that we do not have a nation of hooligans, than by administering
corporal punishment.

Teacher Supponer

You are doing a research project on Corporal Punishment and have come across the above pieces of
information. In 300 - 400 words, write a comparative evaluation of the three pieces, discussing

(i) how useful they would be to yourresearch

(ii) the validity and reliability of the information in EACH piece.

[30 marks]

GO ON TO TI{E.NE)ff PAGE
003275/CAPE2003
 -4-

2. Rccdthe cxtractbelowthenanswerthequestionthatfollows.'
The surnmernight descend with stars, they walking hand in hand, and Galahad feeling hearts.
'It was a lovely evening -'
Daisy began.
'Come and go in the yard,' Galahad say.
'What?'Daisy say.
'The yard. Where I living.'
All this time he was stalling, because he feeling sort of shame to bring the girl in that old basement
roorn, but if the date end in fiasco he know the boys would never finish giving him tone for spending all that
money and not eating.
Daisy start to hesitate but he make haste and catch a number twelve, telling she that it all on the way
home.WhentheyhopoffbytheWatershewasstillgettingonprinqbutGalahadknowwasonlygrandcharge,
and besides the old blood getting hot" so he walk Daisy brisk down the road, and she quiet as a mouse. They
went down the basement steps and Galahad fumble for the key, and when he open the door a whiffof stale
foodandoldclothes and darrpness anddirt come outthedoorandhe only waitingto hearwhatDaisy would
say.
But she ain't saying nothing, and he walk through the passage and open the door and put the light on.
Daisy sit down on the bed and Galahad say: 'You want a cup of char?' And without waiting for any
answer he full the pot in the tap and put it on the ring and turn the gas on. He feel so excited that he had to
light a cigarette, and he keep saying Take it easy to himself.
'Is this your room?' Days say, looking around and shifting about as if she restless.
'Yes,'Galahad say. 'You like it?'
'Yes,'Daisy say.
Galahad throw a copy of Ebony to her and she begin to turn the pages.
With all the excitement Galahad taking offthe good clothes carefully and slowly, putting the jacket
.and housers on the hanger right away, and folding up the shirt and putting it in the drawer.
When the water was boiling he went to the cupboard and take out a packet of tea, and he shake some
down in the pot.
Daisy look at him as if he mad.
'This is how you make tea?' she ask.
'Yes,' Galalnd say. 'No foolishness about it. Tea is tea - you just drop some in the kettle. If you want
it strong, you &op plenty. If you want it weak, you drop little bit. And so you make a lovely cuppa.'
He take the kettle offand rest it on a sheet of Darly Eryress on the ground. He b,ring two cups, a spoon,
a bottle of milk and a packet of sugar.
'Fix up,' he say, handing Daisy a cup.
firey sit down there srpping the tea and talking.
'You get that raise the foreman was promising you?' Galahad ask, for something to say.
'What did you say? You know it will talce me some time to understand everything you say. The way
. you West Indians speak!'
' 'What wrong with it?' Galatrad ask. 'Is English we speaking.'
'And so he coasting a little oldtalk until the tea finish, and afterwards he start to make one set of loye
to Daisy.
Samuel Selvo4 The Lonely Londoners.
Inngnan Drumbeat, 1979, pp. 76 - 77,

Write an analysis of the above exract taking into consideration

(i) dialectal variation

(ii) attitudes to language
(iii) comrtunicative behaviours
(iv) use of register. [30 marks]

END OF TEST
w3zlsrcp'PE2W3