COMMUNIC ATION

STUDIES
2023 EXAM GUIDE

MTONEYEDU
 Foreword..................................................................................................................3
PARETO PRINCIPLE..........................................................................................4

"Focus on the vital few, not the trivial many." - Stephen R. Covey .................................5
The Red Pill ...............................................................................................................6
"Give me six hours to chop down a tree, and I will spend the first four sharpening the
axe.” -Abraham Lincoln .............................................................................................7
Main Purpose .................................................................................................8

Organizational strategies .............................................................................11

& ...................................................................................................................11

Language Techniques ...................................................................................11

Organizational Strategies ........................................................................................12

Language Techniques ..............................................................................................15
Effectiveness of organizational strategies & language techniques ...............................19
Main Point ....................................................................................................20

Tone & Register ............................................................................................21

Language Registers .................................................................................................21

Types of registers ....................................................................................................21
Tone .......................................................................................................................23
Reliability & validity .....................................................................................24

Putting it all together: Module 1 ...............................................................................25

Putting it all together: Module 2 ...............................................................................27
In Closing......................................................................................................28
 FOREWORD

This Study Guide was written with the objective of providing you with the minimum
effective dose.

The perfect amount of information needed to do well.

Nothing More.

Nothing Less.

So if you’re ever “cramming” .. you can feel confident that this study guide is all you need.

Take it from me .. I got 10 Ones at CAPE.

You’re in good hands.

You now have everything you need to succeed.

Love.

- Khaili
 PARETO PRIN CIPLE

“Dawg, I dunno how I getting a One in this you know ..” *sighs*

This was my friend Brandon, two days before the Communication Studies exam.

We had just finished attempting our 3rd Past Paper & he was struggling … badly.

“Don’t worry bigman .. all exams are the same thing. When you really take it in, CXC does
ask the same questions over & over.”

He looked at me with a blank stare.

My boy was stressed, but I knew he’d be okay.

I smirked.

“Get ready to take the red pill. Watch this …”

" F O C U S O N T H E V I TA L F E W , N O T T H E T R I V I A L M A N Y. "
- STEPHEN R. COVEY
 THE RED PILL

“Look at this bro … literally every year for the past 20 years, CXC has asked questions on
the same 3 Topics - Main Purpose, Organizational Strategies & Language Techniques”

*insert explicit response that couldn’t be included in the study guide*

He was shocked.

“Yeah bro, just focus on these three topics and you basically safe.”

And so he did.

For the next two days, those 3 topics was all he focused on.

He got a distinction.

That’s the power of focusing on the vital few.

Now that we know what to focus on.

Let’s focus on it.

"GIVE ME SIX HOURS TO CHOP DOWN A TREE, AND I
WILL SPEND THE FIRST FOUR SHARPENING THE AXE.”
-ABRAHAM LINCOLN
 MAIN PURPOSE

• It is what the writer wants to happen as a result of your reading the piece.

• Ask yourself this .. “is the writer trying to persuade me, entertain me .. ? What was the
motive behind writing this piece?”

• The writer’s purpose is always stated as a verb.

• Below is a table that illustrates the purpose generally attached to the type of piece you
read.

• This allows you to be a bit swifter in the exams. Think of it like “if it’s this, then the
purpose is most likely that”

Format (this) Main Purpose (that)

• Novels • To entertain
• Short Stories • To explain
• Autobiographies
• To recount or relate an experience

• To highlight

• Journal • To entertain

• Poetry • To illustrate

• To explain
• Stories
• To describe
• Biographies
• To visually present

• To invent

• To expose

• To highlight
 Format (this) Main Purpose (that)
• Reports • To illustrate or demonstrate
• News Articles • To prove
• Academic Writing
• To explain
• Directions
• To inform or expose

• To alert or caution

• Critical Review • To prove the validity of an idea

• Letters of Recommendation • To convince
• Letters to the Editor
• To influence
• Editorials

• Debates

• Commentaries • To urge the audience to take action

• Speeches • To convince
• Advertisements
• To complain

• To criticize

• To influence

• Makes sense? Read it like …

• If it’s a report (this) , then the main purpose is most likely to illustrate or demonstrate,
to prove (that)

• To simplify things a bit further. Here’s a list of all the major main purposes:

• To entertain • To explain

• To recount or relate an experience • To highlight

• To illustrate or demonstrate • To describe

• To visually present • To invent

• To expose • To prove
• To teach or instruct • To declare

• To alert • To establish

• To urge the audience to take action • To complain

• To convince • To criticize

• To influence

Examples:

• A recipe in a cookbook might have the purpose "to provide clear instructions for cooking a
specific dish.”

• In a scientific research paper, the purpose could be "to present experimental findings and
contribute to scientific knowledge.”

• An advertisement for a luxury car may aim "to promote the product and persuade
potential buyers."

• The purpose of a historical biography might be "to educate readers about the life and
achievements of a significant figure from the past.”

• An opinion piece in a magazine may aim "to express the author's personal viewpoint on a
specific issue."
 ORGANIZATIONAL STRATEGIES
&
L ANGUAGE TEC HNIQUES

• When asked about the writer's organizational strategies & language techniques you’re
tasked with spotting the specific elements they used to convey & enhance their message
effectively.

• Think of it as the tools used to fulfill the writer’s purpose - to help get their message
across.

• Organizational Strategies are techniques used by the writer to achieve his/her

purpose.

• Language Techniques are strategies used to enhance the writer’s message.

• We’re going to talk about both of them in one chapter for the sake of simplicity. CXC also
tends to ask for them together in the exam.

• Let’s start with Organizational Strategies ..

ORGANIZATIONAL STRATEGIES

Techniques used by the writer to achieve his/her purpose.

1. Cause & Effect:

- What it does: Demonstrates the relationship between actions and their consequences.

- Why a writer would use it: To explain the reasons behind events or phenomena and
show their impact.

2. Flashback:

- What it does: Interrupts the chronological order to revisit past events.

- Why a writer would use it: To provide context, backstory, or insight into a character's
history.

3. Flash-Forward:

- What it does: Jumps ahead in time to show future events.

- Why a writer would use it: To create suspense, anticipation, or foreshadowing.

4. Foreshadowing:

- What it does: Hints at future events or outcomes.

- Why a writer would use it: To build tension, engage readers, or create expectations.

5. Time Sequence/Chronological Order:

- What it does: Presents events in the order in which they occur.

- Why a writer would use it: To provide clarity and a logical progression of events.

6. Comparison:

- What it does: Highlights similarities between two or more subjects.

- Why a writer would use it: To emphasize shared characteristics or draw parallels.
7. Contrast:

- What it does: Highlights differences between two or more subjects.

- Why a writer would use it: To emphasize distinctions, create conflict, or make a point.

8. Description:

- What it does: Provides detailed sensory information to paint a vivid picture.

- Why a writer would use it: To engage readers' senses and enhance understanding.

9. Spatial Order:

- What it does: Organizes details based on physical location or proximity.

- Why a writer would use it: To help readers visualize spatial relationships.

10. General to Specific:

- What it does: Starts with broad information and narrows down to specifics.

- Why a writer would use it: To provide context before delving into details.

11. Classification:

- What it does: Groups similar items or concepts into categories.

- Why a writer would use it: To simplify complex topics and aid comprehension.

12. Historical Data:

- What it does: Incorporates past information or events.

- Why a writer would use it: To provide historical context, relevance, or background.

13. Concession & Rebuttal:

- What it does: Acknowledges opposing viewpoints and then counters them.

- Why a writer would use it: To strengthen their argument by addressing opposing
perspectives.
14. Counterarguments:

- What it does: Presents opposing viewpoints or objections.

- Why a writer would use it: To anticipate and refute potential objections to their
argument.

15. Order of Importance:

- What it does: Presents ideas or details based on their significance.

- Why a writer would use it: To guide readers to the most crucial information first.

16. Reliable Source:

- What it does: Cites credible references or authorities.

- Why a writer would use it: To establish credibility, support claims, and build trust.

17. Overview:

- What it does: Provides a brief summary or preview of the main points.

- Why a writer would use it: To give readers an initial understanding of what to expect.
L ANGUAGE TEC HNIQUES

Strategies used to enhance the writer’s message.

1. Alliteration:

- What it does: Repetition of the initial consonant sound in a series of words.

- Example: "She sells seashells by the seashore."

- Why a writer would use it: To create rhythm, emphasize words, or make language
more memorable.

2. Allusion:

- What it does: References to well-known people, places, events, or literature.

- Example: "He had the wisdom of Solomon."

- Why a writer would use it: To evoke associations or add depth to the text.

3. Analogy:

- What it does: A comparison between two different things to highlight their similarities.

- Example: "Life is like a box of chocolates; you never know what you're gonna get."

- Why a writer would use it: To clarify complex ideas, make concepts relatable, or
emphasize a point.

4. Assonance:

- What it does: Repetition of vowel sounds within words.

- Example: "The rain in Spain falls mainly on the plain."

- Why a writer would use it: To create musicality, evoke mood, or draw attention to
specific words.

5. Euphemism:

- What it does: Substitutes a mild, less direct word or phrase for a harsh or blunt one.
 - Example: "He passed away" instead of "He died."

- Why a writer would use it: To soften or mask harsh realities, or be tactful.

6. Hyperbole:

- What it does: Exaggeration for emphasis or effect.

- Example: "I'm so hungry I could eat a horse."

- Why a writer would use it: To create humor, make a point, or emphasize a feeling.

7. Irony:

- What it does: A contrast between what's expected and what actually happens.

- Example: "The fire station burned down."

- Why a writer would use it: To create humor, add depth, or highlight contradictions.

8. Litotes:

- What it does: Understatement by negating the opposite.

- Example: "Not bad" instead of "Good."

- Why a writer would use it: To express modesty, soften a statement, or convey irony.

9. Metaphor:

- What it does: A direct comparison between two unrelated things.

- Example: "Her smile was a ray of sunshine."

- Why a writer would use it: To create vivid imagery, convey complex ideas, or evoke
emotions.

10. Onomatopoeia:

- What it does: Words that imitate the sound they represent.

- Example: "Buzz," "Sizzle," "Moo."

- Why a writer would use it: To create sensory experiences and make language more
vivid.
11. Oxymoron:

- What it does: Pairs contradictory terms.

- Example: "Jumbo shrimp," "Deafening silence."

- Why a writer would use it: To highlight contrasts, provoke thought, or create intrigue.

12. Paradox:

- What it does: A self-contradictory statement that may reveal a deeper truth.

- Example: "Less is more."

- Why a writer would use it: To provoke thought, challenge assumptions, or create
intrigue.

13. Pathetic Fallacy:

- What it does: Assigns human emotions to nature or inanimate objects.

- Example: "The angry storm."

- Why a writer would use it: To create atmosphere, mirror characters' emotions, or
convey mood.

14. Personification:

- What it does: Gives human qualities to non-human entities.

- Example: "The wind whispered through the trees."

- Why a writer would use it: To create vivid imagery or make abstract concepts
relatable.

15. Pun:

- What it does: A play on words with multiple meanings or similar sounds.

- Example: "I used to be a baker, but I couldn't make enough dough."

- Why a writer would use it: To add humor, create wordplay, or convey double
meanings.
16. Sarcasm:

- What it does: Mocking or ironic language to convey contempt or ridicule.

- Example: "Oh, great! Another rainy day."

- Why a writer would use it: To criticize, satirize, or add humor.

17. Satire:

- What it does: Uses humor, irony, or ridicule to criticize or expose human folly or vice.

- Example: Jonathan Swift's "A Modest Proposal."

- Why a writer would use it: To comment on societal issues, provoke thought, or
entertain.

18. Simile:

- What it does: Compares two unlike things using "like" or "as."

- Example: "Her laughter was like music."

- Why a writer would use it: To create vivid imagery or highlight similarities.

19. Rhetorical Question:

- What it does: A question posed for effect or to make a point, not expecting an answer.

- Example: "Do you think I'm stupid?"

- Why a writer would use it: To engage readers, emphasize a point, or provoke thought
without seeking a direct response.
EFFECTIVENESS OF ORGANIZATIONAL STRATEGIES &
L ANGUAGE TEC HNIQUES

• After you have identified your Organizational Strategies & Language Techniques you need
to specify it clearly.

• Don’t merely state the line number, reference the exact line in quotation mark.

• Then you can discuss the effectiveness of it. When doing this, consider the following:

- How the device enhances the piece.

- The sensory impact it creates.

- Its contribution to your comprehension of the text.

- Most importantly, how it aligns with the writer's purpose.

• Following these two simple steps will help you to write about the effectiveness of each
organizational strategy and language technique:

1. Refer to the verb that you used in the purpose.

2. Ask yourself questions like this, “How is this simile helping to persuade the reader
to use less plastic straws?”
 MAIN POINT

• The main idea is the most important thing the writer says about the topic.

• It's what you understand or remember after reading.

• To find it, think about .. “what the piece is about and what the writer is trying to say?”

• Don't say the main idea is to do something; instead, say what the piece is really about.

• Example: Instead of saying, "The main idea is to inform..." you can say, "The main idea is
that plastic straws are part of the environment ..."
 TONE & REGISTER

L ANGUAGE REGISTERS

• This refers to the kind of English that is appropriate or inappropriate based on the
context of the situation & the content being delivered.

• They refer to the formality/informality that is correct for a specific context.

• Content (your topic, your message): The subject matter you intend to discuss has an
impact on the language you will ultimately select.

• The suitability of the register depends on variables such as the audience, the subject
matter being discussed & the medium of discussion - this is referred to as the context.

• Perception about language is influenced by:

- Personal Beliefs about the Language being used.

- What other persons have influenced to believe.

- What society has dictated as the norm.

• Pro Tip: Always identify if the language used in the passage is Standard English or Creole.

TYPES OF REGISTERS

• Formal: Used in a formal social setting, almost always involves the use of Standard
English.

• Casual: Used in a non-formal setting, usually involves the use of slang.

• Intimate: Used between people who are very close, has minimal sentence structure and
has a strong use of non-verbal elements along with specialized words & phrases.

• Consultative: Used in situations where the listener is required to give some form of
continuous feedback based on information provided by the speaker.
• Frozen: For use in print & public speeches where no direct response is expected from the
reader or listener.

• Private: Used to express personal impressions & reflections.

TONE

• Tone is the attitude of the author towards the topic that he or she is writing about.

• Tone is closely linked to the writer’s purpose.

• You can understand it by asking, “What attitude did I get from reading the author’s
words?”

• Use adjectives like …

Persuasive Mysterious Appreciative

Sarcastic Critical Calm

Formal Straightforward Serious

Informative Amused Compassionate

Humorous Annoyed Sad

Pleasant Formal Happy

Confused Dark Matter of Fact

Sentimental Hopeful Disgusted

 R E L I A B I L I T Y & VA L I D I T Y

• As an effective essay writer, you need to check if the information you're using comes from
a trustworthy and reliable source.

• Looks for the possibility of bias: Consider if for researching tobacco's effects, relying solely
on a tobacco company's website is a good idea.

• Data is often used to support a particular viewpoint, as writers aim to prove their
arguments.

• When evaluating information, it's crucial to look at who's providing it and consider their
perspective or bias.

• Ask yourself some of these questions:

- Are all aspects of the subject covered?

- Is only one point of view presented?

- Is the information in the resource accurate?

- Are there political or ideological biases?

- Is the information factual, or opinion?

- Does the resource have some reputable organization or expert behind it?

• Answering these questions effectively would allow you to get a clear understanding of the
validity and reliability of the information provided.
PUTTING IT ALL TOGETHER: MODULE 1

• To effectively answer Module 1 Essays use the following frameworks. I’m going to give
you a complex one, then a simplified one:

• The Complex Framework

1. Understand the Purpose: Start by identifying the writer's purpose by looking at the
verb used in the purpose statement.

2. Identify Strategies & Techniques: Recognize the strategies and techniques used by
the writer. For example, "The writer used a simile to persuade against using plastic
straws."

3. Find Examples: Locate specific examples in the passage, enclosing them in quotation
marks instead of just referencing line numbers.

4. Explain Effectiveness: Explain how these examples of strategies or techniques help

the writer achieve their purpose. Assess if they are used effectively.

5. Organize Your Essay: Create a clear essay structure with an introduction, body, and
conclusion. Avoid listing devices mechanically.

6. Improve Flow: Enhance your essay's flow by using transitional words and phrases
effectively.

7. Analyze Writer's Style: Examine the writer's style by critically looking at word choice
and sentence structure to understand their intentions.

8. Consider Tone: Evaluate the writer's tone and how it matches the topic and purpose.
Use adjectives like persuasive, sarcastic, formal, informative, humorous, mysterious,
critical, or straightforward to describe the tone.
• The Simplified Framework: PEER Framework - Point, Example, Explanation & Repeat

P for Point:

• Make a Point by specifying the organizational strategy or language technique you will
discuss in the paragraph.

E for Example:

• Provide a supporting Example from the excerpt, writing out the words instead of using
line numbers. Use Ellipsis only if you are confident in its correct usage.

Second E for Explanation:

• Offer an Explanation to answer the question, "How does this example of the strategy or
technique help the writer achieve the purpose?" Evaluate whether the strategy or
technique was used effectively to achieve the intended purpose.

Repeat for All Strategies and Techniques:

• Apply these steps for ALL organizational strategy and language technique you are asked to
discuss.
PUTTING IT ALL TOGETHER: MODULE 2

1. Begin by briefly summarizing the topic you are asked to discuss.

2. Keep the introduction concise; it should only set the direction.

After the introduction, follow the PEE format:

P - Make a general point or a broad statement about the topic. For instance, "Many
poets use a combination of Standard and Creole language…”

E - Provide a relevant example from the given extract that supports your point. Write
out the example instead of using line numbers, and use ellipsis (...) only if you're confident
in its correct usage.

E - Offer an explanation that justifies or provides reasons for the point you made.
Your explanation should be well-founded. For instance, you might explain, "This poet may
be addressing an audience comfortable with both languages, as seen in..."

Before delving into your explanation, clearly identify or name what aspect of the
language, tone, context, or register you are going to discuss.

Be specific about whether it's Creole English, Standard English, the tone, the context & the
type of register. This helps maintain clarity in your response.

In summary, start with a brief introduction, then follow the PEE format by making a point,
giving an example, and providing an explanation while clearly specifying what you're going to
discuss.
 IN CLOSING

“Broski … it have no way it was that simple!? Every ting we study end up coming.”

My boy Brandon was in a totally different mood after his exam.

“Yeah man, I told you .. CXC gives standardized tests. Understand their system and you’ll
know how to do well. It’s like gaming the system .. a cheat code, the red pill.“

“Forreal. It’s crazy that you figured that out … “

“So wait? .. This is how it is for every subject? What else do you know?”

I smirked once again.

“We have Caribbean next week ent?”

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