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Examples of Responses to Questions in the 2011 Examinations
In keeping with our drive here at CXC to enhance the support provided to candidates who are preparing to write our examinations, we are displaying on our website exemplars of candidates’ responses to examination questions. These are authentic, unedited responses. They are presented in the candidates’ own handwriting, accompanied by comments from the Examination Committee that indicate the Committee’s judgement of the quality of the responses and the justification for arriving at that judgement.
This is a pilot effort, covering only selected subjects. We at CXC welcome your feedback on how useful you find this information to be and, in particular, how we can improve on the provision of such information. Your comments will contribute to the future expansion and refinement of this material.
Students explore receptively and expressively three major literary modes, Drama, Poetry, and Prose Fiction, in order to become aware of the many functions and purposes of language. In doing so, they discover that the four facets of language arts, namely, listening, speaking, reading and writing, are closely linked together and are interdependent.
Syllabus objectives are organised under understanding and expression in order to guide curriculum development, to give meaning to a teaching programme and to define an assessment scheme that reinforces an English syllabus which has been conceived as an integrated approach to language teaching and which enables students to appreciate the holistic nature of language learning.
The English Syllabus is organised for examination as English A and English B. The former emphasises the development of oral and written language skills among students through a variety of strategies. The latter provides opportunities for students to explore and respond critically to specific literary texts as they observe and appreciate the author’s craft.