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FORM TP 2015068 %. MAY/JLINE 2015

CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE@
EXAMINATION

ENGLISH A

Paper 02 - General Proficiency

2 hours 40 minutes

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

1. This paper consists of FOUR sections: A, B, C and D.

2. Section A consists of ONE question. You MUST answer this question.

3. Section B consists of TWO questions. You MUST answer both questions from this
section.

4. Section C consists of THREE questions. You MUST answer ONE question from this
section.

5. Section D consists of T\\'O questions. \ou \'IUST ans\\'er ONE question from this
section.

6. \\'rite vour ans\\'ers in the spaces provided in this booklet.

7. Do \OT rvrite in the margins.

8. You are advised to spend some time to read through the paper and plan your answers.

9. If you need to rewrite any answer and there is not enough space to do so on the
original page, you must use the extra lined page(s) provided at the back of this booklet.
Remember to draw a line through your original answer.

10. If you use the extra page(s) you MUST write the question number clearly in the
box provided at the top of the extra page(s) and, where relevant, include the
question part beside the answer.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright @ 2014 Caribbean Examinations Council

A1l rights reserved.
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SECTION A

(Suggested time: 35 minutes)

Answer Question 1.

Write your answer on the RULED PAGE provided. There is a space for any notes you may want
to make. THIS WILL NOT BE MARI(ED.

1. Read the following magazine article carefully and then write a summary of it in NOT MORE
THAN 120 words. If this limit is exceeded, only the first 120 words of your answer will
be read and assessed. As far as possible, use your own words. Your summary must be in
continuous prose.

In your answer you will be assessed on how well vou

(a) were able to identify the main ideas and opinions in the extract
(b) organized and expressed these ideas and opinions
(c) used appropriate grammar, sentence structure. r'ocabulan. spelling and punctuation.

Carifesta and Caribbean Dir ersin

Despite their geo-eraphical closeness and their common history'. the countries of the
Caribbean are richly dir-erse and take pride in their diversitl. Cricket is popularly seen as the
activity that brings them together, but the culrural festir al. Carifesta, is just as effective in a
different way. The main purpose of Carifesta is to gather artists, musicians and authors, and to
exhibit the folkloric and artistic manifestations of the Caribbean and Latin American region, in an
intemational multicultural event organized on a periodic basis by the countries of the Caribbean.

The idea of a Caribbean arts festival was fi.rst proposed at a convention of writers and artists
held in 1970 inGuyana. It involved a vision of the region's peoples with roots deep inAsia, Europe
and Africa, coming together to share their art forms, literature inspired by the Caribbean's own
peculiar temperament, paintings drawn from the awe inspiring tropical ecology and the visionary
inheritance of our forefathers.

Two years later, Carifesta I u,as billed as a grand cultural exposition and was held in Guyana
with almost I 000 participants from 30 countries in the Caribbean. Central and South America. It
was originally hoped that Carifesta u'ould be held every ttvo years in a different country but the
second festival, in Jamaica, did not take place until 1976. It was followed by a Cuban Carifesta
in 7979, then Carifesta IV in Barbados in 1981 . Various problems prevented the staging of other
festivals ;ur;ltil7992. Jamaica was due to host the fifth Carifesta in 1988 but economic problems
and the ravages of Hurricane Gilbert made it impossible. The islands of Montserrat, St Kitts
and Nevis and Antigua and Barbuda offered to co-host the festival in 1989, but the idea was not
practicable. Subsequent festivals were hosted in Trinidad, St Kitts and Nevis, Suriname and The
Bahamas.

Carifesta aims to depict the lives and heritage of people of the region, show their similarities
and their differences, and by creating a climate in which arts can flourish, persuade artists who
have migrated for their art's sake, to return to the region.
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The Carifesta slogan, selected after a regional contest, was created by a Guyanese who
lives in Jamaica. It aptly sums up Carifesta and its vision: "Sea of sounds, medley of images,
world of peoples, common heritage".
Total30 marks

SECTION A
.

\bu mav make notes here. This will NOT be marked.

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SECTION B

(Suggested time: 40 minutes)

Answer Questions 2 and3.

2. Read the passage below carefully and then answer all the questions that follow. Write your
answer on the ruled lines provided after each question.

When he had resolved the threatening conflict in his stomach, Paul stood up and placed
his ear against the door. All sounds seemed to be coming from the front of the house. He inched
the door open gingerly, and seeing that nobody u'as in the viciniry. s'ith hands outstretched for
support from the walls on both sides of the passage. he began feeling his u'ay towards the room
in which they were dancing.

Bright-eyed young people spun and u'rithed before him in a confusion of movement and
colouq while the older, more sedate couples glided effortlessly between the gyrating figures, lost
in the smoothness of their rhythm. Then, suddenil-. it ri'as not only the dancers who were moving;
grey streaks like heary rain shot across his vision. and the music receded in the background and
was replaced by a monotonous, lou' humming in his ears. Then the whole room began to turn.
Around and around, and around and around: his head seemed to be revolving with rapidly increasing
momenfum through a narrowing funnel of sound in ever tightening spirals - faster, faster, faster.
Where to? He fought down the mounting pangs of nausea and pushed his head back hard against
the wall, fixing his eyes on the illuminated text opposite him. God is the Head of this House. It
l5 was as if he was standing in a constantly shaken kaleidoscope. And then slowly, it gained control
over his own internal movement, and he was able to separate the stationary objects from the dancers
who continued to move, swaying and twisting.

As Paul watched, he noticed that some dancers glanced occasionally in his direction and
then turned and whispered to their partners, who looked at him with fuilive, suppressed smiles.
But, although these smiles were directed at him, they did not invite his participation. He inspected
his clothing, but could find no possible cause for mirth. But then they were not quite smiles of
mirth. They were rather the sort that set him aparl ... that isolated him. As he watched, he longed
to participate, to be accepted as one of them.
.t,!
Adapted from A. Wannenbaugh, :-i
a
An Anthology of African and Caribbean L[/riting in English. .-_t
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J.J. Figuera (Ed.), Heinemann Educationctl Books, 1982, pp. 24-25. .--t
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(a) What problem had Paul been experiencing according to the words "When he had resolved
the threatening conflict in his stomach" (line 1)?

(1 mark)

(b) What does the word "gingerly" (line 3) suggest about Paul's actions?

(1 mark)

(c) Explain, in your own words, the contrast described in lines 6-8.

(2 marks)

(d) Quote the specific expression from paragraph 2 which suggests that Paul's earlier problem
was not resolved.

(1 mark)

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o'receded" in line 9?
(e) What word or phrase can be used to replace the word

(1 mark)

(f) (D What is the effect of the writer's use of repetition in "Around and around, and
around and around" (line I 1) and "faster, faster, faster" (line 12)?

(2 marks)

(ii) How did Paul bring his problem under control?

(2 marks)

(e) What was the attitude of the dancers towards Paul?

(2 marks)

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(h) (i) What word can be used to describe Paul's feeling as he saw the dancers' smiles?

(L mark)

Quote TWO expressions which show that Paul understood that he would not be
invited to the dance.

(2 marks)

Total 15 marks

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3. Read the passage below carefully and then answer all the questions that follow. Write your
answer on the ruled lines provided after each question.
:-
Formal education, commonly referred to as schooling, can be defined as a country's system
.:
of compulsory teaching and learning. But as one writer suggested. there is a difference between .:.
:.-
schooling and educatior. T.n. objective of schooling is to reinforce u'hat exists in society and this
is largely influenced by what governments do through the availabiliry of resources. Education is
a broader learning activity not conflned to the classrooms'
:-
Schools, colleges and universities have long carried out the business of formal education by !
using the traditional 'chalk and talk' teaching methods. In recent times. however, this education has ':'l
been changed by the introduction of technologies by u'hich the students themselves are involved
.,:
in acquiring knowledge. Chalk and talk approaches in front of a class u'ith students in the same
10 place have been replaced by the technology that allou-s students to participate from any location
at any time.

Despite this introduction ofthe latest technologies, education still has to encourage students
to change the way they look at the world. No matter how important formal education is and what .-
happens in the classroom, the discovery of self and the mastery of tife skills take place both inside
l5 and outside the formal classroom. Too much emphasis is placed on achieving academic success 1..-
I

and far too often one's place in sociefy is based on academic achievements.
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Academic qualifications alone cannot satisff an individual's need to be recognized and ,r
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respected, and to divelop healthy social relationships. Formal education should not only seek lji.

to satisff qualifications for employment, but should provide the opportunities for individuals to [.I.
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make rneaningful contributions to their communities and the wider society. Formal education f.t
means little if students cannot find a place where they can be recognized and valued in a world
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that is very materialistic.
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Adapted fi'om Sandra Richards,
"Assessing the Role of Education in the Rectl World",
Nex Generation. Issue |lo. 5, Autumn 20ll' p. 24.

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 According to paragraph 1, what is formal education?

(1 mark)

(b) What word can be used to replace "objective" in line 3?

(1 mark)

(c) According to the passage, what are TWO advantages of using technology over "chalk and
talk" (line 7)?

(2 marks)

(d) Apart from satisffing "qualifications for employment" (line 19), give THREE examples
from the passage that highlight the u.riter's view of what formal education should allow
students to do.

(3 marks)

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(e) Identiff TWO outcomes of formal education that the writer suggests are over-emphasized.

(2 marks)

(0 What is implied by the expression "not only" (line 18)?

(2 marks)

(e) Quote TWO examples from the final paragraph that sum up the writer's view of what
individuals require from education.

(2 marks)

(h) What is the writer's MAIN purpose in this passage?

(2 marks)

Total 15 marks

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SECTION C

(Suggested time: 45 minutes)

Answer ONE question from this section.

Your answer in this section should be approximately 400 to 450 words in length.

You MUST write in Standard English. However, dialect may be used in conversation.

Write your answer on the RULED PAGES provided. You are expected to adhere to the word limit.
There is a blank page for any notes you may want to make. THIS WILL NOT BE MARI(ED.

In your answer you will be assessed on how well you

(a) used the stimulus provided

(b) developed and organized the content ofyour essay
(c) used language appropriate to your audience, purpose and content
(d) used appropriate grammar, sentence structure, paragraphs, vocabulary, spelling and
Punctuation'
ETTHER

SHORT STORY

4. \\-rite a story based on the picture belou'.

(35 marks)

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OR

absent
5. As I stepped through the front door, something felt different' The usual smell of dinner was
and I knew something had changed.

(35 marks)
Write a story which includes these sentences.

OR

DESCRIPTION

6. The sounds, sights and smells of the festival filled the air. It u'as going to be a new expenence
for me.

Describe what you saw and your thoughts and feelings' (35 marks)

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SECTION D

(Suggested time: 30 minutes)

Answer ONE question from this section.

Your answer in this section should be approximately 250 to 300 words in length.

You MUST write in Standard English.

Write your ans\yer on the RULED PAGES provided. You are expected to adhere to the word limit.
There is a blank page for any notes you may want to make. THIS WILL NOT BE MARKED.

In your answer 1'ou rvill be assessed on

(a) claritr'. organization and development of your argument

(b) correctness of grammar, sentences, paragraphs, vocabulary, spelling and punctuation.

EITHER

7. I am tired of hearing about 'peer pressure'. I am my own person. No peer or friend can make me
into u ho I do not want to be.

\\'nte an essay EITHER supporting OR opposing this view. (35 marks)

OR

8. .\ll secondary schools should introduce Business Education into their curriculum. Too many
graduates \\'ant someone to employ them when they could be taught how to start their own business.

\\'rite an essay giving your views on this statement. (35 marks)

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