CAPE Communication Studies Syllabus -A Summary

The qualification will give students a chance to demonstrate their ability to communicate
thoughts, emotions, ideas and attitudes effectively. A good grade in this subject will show that a
student also understands how people communicate, theories of communication and the
relationship of language and communication particularly within the Caribbean context.

A central expectation of the syllabus is that students will be able to “use the structures of English
correctly and appropriately, as well as with a degree of elegance” (CAPE Communication Studies
syllabus). Developing high levels of competence in English, both in speaking and writing, is at
the heart of this the course.

Module 1: Gathering and Processing Information

The main areas covered are
(a) General study skills.
(b) Listening skills.
(b) Comprehension skills for wide range of oral and written material.
(c) Oral summary presentations and summary writing
(d) Critical thinking skills - evaluating arguments and assessing concepts
(e) Using sources and research including data collection methods

Module 2: Language and Community

The main areas covered are

(a) The concept of language
(b) Creole and Creole-influenced languages in the Caribbean
(c) Language and the Caribbean identity and attitudes towards language.
(d) Language in society – development, social, psychological and political
models for language analysis
(e) Communication and technology

Module 3: Speaking and writing

The main areas covered are

(a) Communication theories
(b) Contexts of communication and using the appropriate methods
(c) Organising speaking and writing
(d) Producing a variety of forms of speech and written communication

A full copy of the syllabus can be purchased at Gaymes Book Store. You can get a copy of an
extract from the syllabus which gives details of the content of the modules from the Business
Copy Centre at College.

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Language: registers
An acrolect is a register of a spoken language that is considered formal and high-style.

The term mesolect refers to a register or range of registers of spoken language whose

character falls somewhere between the prestige of the acrolect and the informality of
the basilect. Mesolectic speech, where it is distinguished from acrolectic speech, is often
the most widely spoken form of a language, generally being used by lower and lower-
middle classes. Within the context of Creole languages, mesolects only appear in
instances of a post-Creole speech continuum wherein speakerscode-switch between
various mesolectal levels within the continuum depending on context.

In linguistics, a basilect is a dialect of speech that has diverged so far from the standard
language that in essence it has become a different language. A basilect represents the
opposite end of the scale of linguistic formality from an acrolect. In certain speech
communities, a continuum exists between speakers of a Creole language and a
related standard language. Basilects typically differ from the standard language in
pronunciation, vocabulary, and grammar, and can often develop into different
languages.

Language variety
All human societies use language. Some societies use just one and are said to be
monolingual. Most societies use more than one language. Such societies are bilingual,
trilingual or even multilingual. Sometimes individuals within a society might be
bilingual or multilingual. There is a difference between a society that is bilingual and an
individual who is bilingual. In bilingual societies such as Canada, provision is sometimes
made for equal treatment for speakers of either language. Road signs and other public
use of language are often presented in both languages. The bilingual individual usually
has to make a choice of language depending on her audience.

Usually the history of a language is the history of the people who speak it. The Caribbean
provides good examples of this. It is a complex linguistic area. The original inhabitants
spoke, and in places like Guyana and Suriname still speak, a range of indigenous
languages brought to the region many hundred years ago. These languages are mainly
the Arawaccan or Cariban language groups but there are also speakers of Warrau.

The official languages of the Caribbean are local or regional forms of European
languages such as Spanish, French, Dutch and English. In the special case of Haiti, the
French-lexicon Creole language, called Haitian, is also regarded as an official language
along with French.

It must be remembered that many of the Europeans who came to the Caribbean
territories were themselves speakers of non standard dialects of Englis

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Language - its origins and characteristics
Many animal and even plant species are said to ‘communicate’ with each other. Humans
are not unique in this capability. However, human language is unique in being a
symbolic communication system that is learned instead of biologically inherited.

Symbols are sounds or things which have meaning given to them by the users.
Originally, the meaning is arbitrarily assigned. For instance, the English word "dog"
does not in any way physically resemble the animal it stands for. All symbols have a
material form but the meaning can not be discovered by mere sensory examination of
their forms. They are abstractions.

A major advantage of human language being a learned symbolic communication system

is that it is infinitely flexible. Meanings can be changed and new symbols created. This is
evidenced by the fact that new words are invented daily and the meaning of old ones
change.

Languages evolve in response to changing historical and social conditions. Some

language transformations typically occur in a generation or less. For instance, the slang
words used by your parents were very likely different from those that you use today. You
also probably are familiar with many technical terms, such as "text messaging" and
"high definition TV", that were not in general use even a decade ago.

Communications forms and contexts : Verbal and Non-verbal Communication

COMMUNICATION FORMS & CONTEXTS

Verbal & Non-Verbal Communication

In general, human beings communicate using two main forms:verbal

communication and non-verbal communication.
Verbal communication, simply put, is any form of communication that uses words in
order to convey meaning or transmit messages. Essentially, verbal communication is
either speech or writing. There are four main skills that human beings put into practice
when engaging in verbal communication: reading, writing, speaking and listening. Any
verbal communication involves at least two of these skills.

Language is the one thing that all four verbal communication skills have in common; it
is a specifically human form of communication that uses symbols to represent ideas and
concepts. Later on in the course, we will look more closely at the concept of language, its
uses and variations.
Non-Verbal Communication is the form of communication that does not involve the
use of speech or writing. In effect, non-verbal communication is the use of voice, space,
objects, movement, time and the five senses to convey meanings that without using
words. Because the types of non-verbal communication focus on physical actions and
manipulations to convey meaning, they are often referred to as communicative
behaviours.

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Communicative behaviours comprise the following:

Vocalics refers to the use of voice in communicating messages. This does not include
actual words, but modulations in tone of voice, rate of speech, pitch and non-verbal
utterances. Because vocalics is often used in conjunction with speech communication
(i.e. – verbal), it is often referred to as paralanguage.

Proxemics is the use of space to communicate. Standing close to someone may

indicate that you like her; likewise, changing seat during an exam may indicate that you
suspect your neighbour of cheating or some sort of discomfort.

Artifacts are objects that convey some sort of message about you. These include
clothes, jewellery, home decorations, book bags etc.

Movement incorporates several movements of the body – eye contact, facial

expressions, posture and gestures all communicate information. Failing to meet eye
contact when speaking to a parent may indicate nervousness, shame or the possibility of
untruthfulness; sitting straight in a chair could indicate attentiveness.

Chronemics refers to the use of time. By being early for class you show respect for the
teacher and fellow classmates; similarly, a teacher who arrives consistently late for class
is exhibiting a lack of respect for her students and profession.

The five senses (sight, hearing, touch, taste and smell) are also used in non-verbal
communication. For example, a normally good cook who over-salts a dish for her
cheating spouse may be using taste to indicate her unhappiness or displeasure.

There are also six 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 instead of, or to replace

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

ii. 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. 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.

iv. Sometimes we use non-verbal communication to contradictour 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.

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v. 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. Finally, we use non-verbal communication to establishrelationships. The wearing

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

More on Context

As stated earlier, the context of communication is itsenvironment. Context is

particularly important in choosing the types of verbal and non-verbal communication
we use every day. A doctor does not wear short pants and slippers at the clinic; this
would be inappropriate. A lawyer may choose to speak in simple language to a client
while using more complex language to a colleague. A hip-hop star covers himself in
“bling” and speaks a version of English that is not standard when addressing his fans.
All of these are examples how communication context influences form of
communication.

* When deciding on which form of communication to use, always ask yourself this:
* Who am I communicating with?
* What is the attitude of my audience?
* Where is this communication act taking place?

Usually, communication contexts occur along a scale fromformal to informal. Formal

contexts require certain types of communication and communicative behaviours;
informal contexts require others. A conversation between employer and employee, for
example, is not the same as one between friends, even if the subject matter under
discussion is the same.

Basically, a formal situation is one where behaviour is dictated by social norms and
patterns, and an informal situation is one where there are no constraints on behaviour
and communication.

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The Communication Process

THE COMMUNICATION PROCESS

Observe a newborn baby. When she’s hungry or uncomfortable, she cries; when she
likes something, she smiles or coos. Communication begins at birth and is an intrinsic
part of human development and interaction. As we grow older and begin interacting
with the world around us, and the other people in that world, the efficiency, complexity
and competence of our communication increases. Without effective communication
skills, we are at a disadvantage in situations that involve other people.

Ultimately, communication is the process whereby people interact using messages.

Because communication is a process, there are certain elements of this process that are
present in every communication act.

Message:
This is the content of the communication process. Before the communication process
begins, there must be an idea or body of knowledge that needs to be communicated.

Sender (also called source or encoder):

As the word suggests, the sender is the person/group with whom the message
originates. The sender conceptualises the message. That is, she determines what the
content of the message will be, the best form for the message to take and the best way of
getting the message across.

Medium:
This is the method that someone chooses to convey her message. Will you use e-mail?
Speech? Gestures? A poster?

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Channel:
Channel is closely associated with medium. This is the means by which your message is
conveyed. For example, an e-mail is a medium, whereas the internet is a channel;
speech is a medium, but radios and loudspeakers are channels; gestures are a medium,
your hands act as their channel; finally, a poster may be your medium, but the poster-
board and ink are your channel.

Receiver (also called decoder):

Eventually your message arrives at the receiver. This is the person responsible for
interpreting your message and taking some sort of meaning form it. The receiver is the
main goal of any communication act.

Feedback:
After the receiver interprets the sender’s message, she then provides feedback to the
sender. This is the receiver’s response to the message and is essential in that it alerts the
sender to whether or not the message has been accurately/effectively received and
interpreted.

Context:
Communication does not take place in a vacuum. The context of any communication act
is the environment surrounding it. This includes, among other things, place, time, event,
and attitudes of sender and receiver.

Noise (also called interference):

This is any factor that inhibits the conveyance of a message. That is, anything that gets
in the way of the message being accurately received, interpreted and responded to.
Noise may be internal or external. A student worrying about an incomplete assignment
may not be attentive in class (internal noise) or the sounds of heavy rain on a galvanized
roof may inhibit the reading of a storybook to second graders (external noise).

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Literary devices commonly used in Paper 1A (Listening comprehension)
CONTRAST

The two widely differing elements are contrasted using a common value to convey
further information about one or both elements. The differences between them often
intensify either their positive or negative qualities. They frequently will be opposites. E.g
the warmth of the Caribbean with the cold of a New York Winter (comparison point
temperature). Contrasts also can be metaphorical.

IRONY
Irony is the contrast between what is expected or what appears to be and what actually
is. For example A clumsy ballet dancer.
Verbal Irony (sarcasm is the tone of voice/writing)
The contrast between what is said and what is actually meant. E.g He did an excellent
job of making a mess.
Irony of Situation
This refers to a happening that is the opposite of what is expected or intended. E.g. The
wedding of a son causes a marital breakdown for the parents.

DEVICES OF COMPARISON

METAPHOR 
Compares by stating the element is the item of comparison e.g. The lawyer’s claws were
out and he would not stop until they drew blood,

ANALOGY
Extends a metaphor to compare a situation or particularly to explain a complex item by
using a familiar item to structure the explanation. E.g. Exam preparation is like baking a
cake all the ingredients must be used and preparations thorough before baking. Firstly
the ingredients: study which is lightened with periods of recreation, physical health,
managing stress. (The analogy would continue for several paragraphs even)

SIMILE (note spelling well)

Compares using the like, as, resembles, looked as though etc. e.g. His exam worries even
after the event were as if a rat was gnawing at his brain.

PERSONIFICATION
Compares non-human, inanimate elements OR abstract concepts to using HUMAN
qualities e.g. The building stared down at him daring him to enter OR Justice is never
kindly but it is ruthlessly fair. If the qualities are not human then the comparison is a
metaphor e.g. A beast of a car.

ANTHROPOMORPHISM
Gives animals human characteristics e.g. The fox spoke to the cubs and then strolled
away with a dancing step.

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ALLUSION
Uses familiar classical, biblical or other well know cultural references . E.g. Anasi-like
cunning

DEVICES OF EMPHASIS 

HYPERBOLE
Exaggerates qualities of an element or an overstatement (sometimes for comedic effect).
E.g. I could eat my shoes I’m so hungry.

REPETITION
Uses repetition of either words, phrases or even a whole sentence. E.g What if I don’t
make it, what if I can’t pass, what if I fail

DEVICES USING SOUND

Alliteration – similar consonant sounds
Assonance – similar vowel sounds AND Onomatopoeia - the word sounds like the
sound

Language: dialects and registers

Language is systematic or rule governed. Although this is true, it is also true that there is
often variation in the actual use of any language. All users of the same language do not
necessarily use it in the same way. Often the same speaker may use the same language in
different ways depending on a number of factors.

A dialect is a variant of a language. If it is associated with a geographically isolated

speech community, it is referred to as a regional dialect. However, if it is spoken by a
speech community that is merely socially isolated, it is called a social dialect. These
latter dialects are mostly based on class, ethnicity, gender, age, and particular social
situations. Black English (or Ebonics) in the United States is an example of a social
dialect.

Code switching: People may quickly switch back and forth between dialects, depending
on the person they are talking to at the time. This pattern is referred to as diglossia or
"code switching." Code-switching is a term in linguistics referring to alternation between
two or more languages, dialects, or language registers in the course of discourse between
people who have more than one language in common. Sometimes the switch lasts only
for a few sentences, or even for a single phrase.

More broadly defined, code-switching occurs when people alter their speech and
behavior so as to fit into different social situations. The most common changes involve
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vocabulary, levels of casualness or formality, types of clothing, and facial and hand
gestures.

Dis ting called language is real funny

We does use it for all kinda ting you see
Sometimes it fancy and sometimes it free
And in did Caribbean is a real potpourri

When it fancy we it formal and real ‘la de da’

When it free we does call it vernacular
Each country down here have it own language flavour
But they each have a standard that they must master.

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