Structure of the paper 2 questions
Marjorie Henry, Contributor

For several lessons now, I have been sharing with you on Paper I of your examination. I looked at the structure of the multiple-choice items that make up this paper, as well as presented you with some examples of these items for you to work through. Although I have already discussed questions from Paper II, I would like to return to this paper for a while.

Using the information in the syllabus (page seven) as guide, you already know that this paper has four sections A, B, C and D. Section A comprises one compulsory map-reading question. Sections B, C and D assess natural systems, human systems and human-environment systems, respectively. Constructed-response questions make up these sections. Each question in these three sections has the following profile dimensions -

• Practical skills (PI)
• Knowledge and comprehension (P2)
• Use of knowledge (P3).

The marks allocation for each profile is as follows: - P1 - 4 marks; P2 - 8 marks: P3 - 12 marks. These marks are in contrast to question 1 - Section A where the allocations are P1 - 14 marks; P2 - 8 marks; P3 - 6 marks.

You may be asking yourself 'how do I know the different profiles?' The simple response to this is by the command words. I would like to suggest that these words have two main functions: (i) They indicate what the examiners want you to do and (ii) They indicate the different profiles. Mention was already made of some of these command words or key verbs in previous lessons. However, let us look at these words as they apply to each profile.

For the practical skills (P1) component of the question, you are sometimes given what is referred to as stimulus materials. The list includes map, diagram, table, chart and graph. The command words often used are:

• Study the table/chart/diagram/graph and then answer the questions below. Note that invariably, the answers are to be found on/in what is given.
• Identify a feature in a diagram.
• Shade in an area on a map.
• Sometimes you may be asked to
• Draw a labeled diagram to show certain features.
• Construct a graph or divided circle.
• Calculate some data.

Knowledge and comprehension (P2) will include definition of terms, recall of facts and principles. Words such as describe, state, name, define and list are often used. Here are some examples:

• Describe what happens at divergent and convergent plate boundaries.
• Define the term 'economic activity'.
• State FOUR conditions that are required for the successful growth of coral reefs.
• List THREE types of agricultural land use shown in the area.

Words such as explain, give reasons, compare, contrast are the command words for use of knowledge (P3). These require application of knowledge and principles. Here are some examples of how they are used:

• Compare THREE features of the drainage ...
• Explain how and why the shape of the cross section of a river valley differs in its upper and lower courses.
• Compare the adaptations of trees ...

The discussion continues in the next lesson.

Human rights advocate, Yvonne McCalla-Sobers, engages president of the University of the West Indies Guild of Students, Roger Bent (left), and president of the youth arm of the Kingston and St Andrew Action Forum, Lawman Lynch, in a discussion following a forum held at The Gleaner's head office in central Kingston. The forum was to critically analyse the throne speech delivered by the governor general during the ceremonial opening of Parliament at Gordon House, April 7. - Ian Allen/Staff Photographer