Profiles in exam questions
Marjorie Henry, Contributor

As indicated in the previous lesson, the questions in Sections B, C, and D of paper two are constructed-response questions.

You should also note that rather than continuous writing, the questions have sections and sub-sections. Each section is linked with one of the profiles.

Let me state here that when you are writing your response, make sure to use the same format of the question you have chosen to answer, as indicated on the paper.

Marks are also allotted to each section and sub-section. Make a note of these and use them to guide you in how much you write in your answer.

Question 9 from the June 2008 examination paper was already discussed in earlier lessons. Refer to the question to identify the profiles by the command words while noting the marks allocation. I hope you do have those lessons on hand.

Practical Skills (P1)

In section (a) of the question, a table was given as stimulus material. This was showing carbon dioxide emissions per person (tonnes) and GNP per capita.

The command word used in the instruction was 'study'. The questions asked about the table and had 'calculate' and 'state' as command words.

With regard to the allocation of marks, one mark each was given where you were asked to identify the country with the smallest increase in carbon dioxide emissions per person over the years and also for stating the relationship between carbon dioxide emissions and the GNP per capita of the countries.

Two marks were given where you had to calculate the change in carbon emissions per person for Canada. This calculation was demanding a little more from you when compared with the other parts of the question.

For the other parts, you simply had to look at the table to find the answer.

When the marks for all the questions are added, you will realise the total of four marks for this section.

Knowledge and Comprehension (P2)

Section (b) of the question represents this profile. It has two sub-sections.

Sub-section (1) has 'define' as the command word. Two marks were given for this definition of 'air pollution'.

To ensure this, you must include certain key words in the definition, saying what has happened (that it is, contamination of the air) and how it occurred (by harmful or toxic substances).

'Describe' is the command word in sub-section (ii).

Describe THREE causes of river pollution in a named Caribbean country, and that was for six marks. It follows that for each correct response you will be awarded two marks.

A word of caution, however. Should you fail to give the name of a Caribbean country, it is likely that you will lose a mark. This is a requirement of the question and must not be ignored.

It is the total of the two sub-sections that will give you the eight marks for P2.

Use of Knowledge (P3)

The command word for section (c) of the question is 'explain'.

Here you are applying knowledge and principle. In short, more is required of you in answering the questions in this section hence the allocation of 12 marks for your response, more than the other sections.

For sub-section (i), you need to display your knowledge on how greenhouse gases are emitted into the atmosphere and then explain the principle of the measures that have been implemented to reduce those emissions.

The same approach is used for sub-section (ii) that deals with land pollution.

Understand command words

For all that has been said about the profiles of the question, it is obvious that you must understand the meaning of all these command words and you must be able to apply them in the appropriate sections of the question.

Remember also to pay attention to the object (this tells you on what to perform your task) and the limiting factor (this tells you how to go about your task) in the question. These were already discussed when I shared with you on the matter of decoding the question.

Look at some past papers and try to identify the different profiles in the questions. Look as well at the command words and try to understand them, even if it means using a dictionary.

Members of the National Dance Theatre Company caught in a memorable Easter Sunday morning performance. - Ricardo Makyn/Staff Photographer