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Ccs: Communication Skills Question Paper
Ccs: Communication Skills
Course:Bachelor Of Arts
Institution: University Of Nairobi question papers
Exam Year:2013
UNIVERSITY OF NAIROBI
SECOND SEMESTER EXAMINATIONS 2012/2013
FIRST YEAR EXAMINATIONS FOR THE DEGREES OF:
1. BACHELOR OF ARTS
2. BACHELOR OF ECONOMICS
3. BACHELOR OF SCIENCE
4. BACHELOR OF EDUCATION (ARTS)
5. BACHELOR OF EDUCATION (SCIENCE)- KENYA SCIENCE
CCS: COMMUNICATION SKILLS
DATE: MAY 7, 2013 TIME: 2:00 PM -4: 00 PM
INSTRUCTIONS
There are four sections in this paper A, B, C, and D. Answer FOUR questions, one from EACH section.
SECTION A
ORGANISATIONAL COMMUNICATION AND INFORMATION SKILLS
1. At the core of any organizational success is communication:
a. Discuss the importance of communication in achieving organizational objectives and in enhancing relationships between employees. {10 marks}
b. Using relevant examples, describe how communication flows in an organization. [5 marks]
c. Discuss any barriers to organizational communication. [10 marks]
2. i. Define the following terms indicating their importance in retrieval of information:
a. Catalogue
b. Online public access catalogue
c. Electronics resources
d. Bibliographic details
e. Remote access [15 marks]
ii. Compare and contrast the electronic resources and print resources available in the University of Nairobi Library Section. [10 marks]
SECTION B
READING SKILLS
3. Read the passage below and answer the questions that follow.
At first, religious teachers are always maintained willingly by gifts of food or hospitality or alms. But already this support involves a diversion of material resources: only seldom, as in the medieval monasteries of Christendom, do wise and holy men actually till the soil or engage in the manipulation of materials. Usually they produce goods that are desired as music and art. By so doing they help to maintain individual and social harmony, cohesion and morale. Indirectly, no doubt, this helps the production of fundamental necessities- food, shelter, defence – but only indirectly. At a later stage, these same religious men may teach crafts and usable skills: as did the monks who introduced the plough and knowledge of working of metals to the Barbarians of the North. Here they intervened directly, and contributed to economic well-being. Perhaps, however, this should be considered rather as an instance of intercultural contact than as an example of the effect of the religious sentiment. And quite certainly, one of the permanently powerful agencies stimulating the demand for education is precisely the external stimulus due to such contacts. A vigorous and expanding people – the Romans in the Ancient World or the British in the eighteenth or nineteenth centuries – extends its dominion and its trading area. The indigenous population with which it has relations the Guals or the Indians – desires to possess the knowledge which brings power. The conquerors, on the other hand, need the services of clerks, administrators, and soldiers. They allot resources for education and training. The demand exists, the supply is crated.
And sometimes the whole society, while retaining political independence and even autonomy, changes within itself in the effort to acquire what is possessed by those who are richer or more advanced. The rulers of the less developed society may set themselves both to create demand and to organize supply, as happened in Russia a generation ago and is now happening in China.
Questions:
i. Supply a title that befits the passage. [1 marks]
ii. Identify the author’s main idea and one detail that support it. [1 mark]
iii. Using the ideas presented in the passage, provide three ways in which religious leaders contribute to ‘education’ in a country. [6 marks]
iv. Explain the meanings of the underlined phrases. Show how you arrived at each meaning. [8 marks]
v. A student may choose to read this passage aloud noting every word. How can such a student be helped and why? [6 marks]
vi. Explain the meaning of ‘effectiveness’ ‘efficiency’ in reading for academic purposes. [3 marks]
SECTION C
4. Given the following topic:
“Unemployment in Kenya”
a. Come up with a thesis statement of a potential essay on the topic. [5 marks]
b. Using your thesis statement, develop a formal outline of your essay. [10 marks]
c. Write the introductory and concluding paragraphs of your essay. [10 marks]
5. At some point in the past you may have faced a conflict between what was expected of you by parents, friend, family, coach or employer – and your own personality or abilities.
a. Describe one occasion when these expectations seemed unrealistic or unfair. [5 marks]
b. Write a personal experience narrative focusing on that occasion. Remember to give your essay a suitable title. [20 marks]
SECTION D
ORAL PRESENTATION SKILLS AND FUNCTIONAL WRITING
As a member of governance related NGO that has been charged with the responsibility of investigating causes of ethno – political conflict in Kenya, you have identified the following causes: Land, inequitable distribution of resources, political patronage, poor governance, culture, proliferation of illicit small arms, corruption, ineffective state institutions and nepotism.
In an oral presentation at a national conference:
6.
a. Write an outline for this presentation. [5 marks]
b. State and describe the method of delivery you would use to deliver the presentation. Give reasons for your choices. [5 marks]
c. Discuss how you would enhance credibility and confidence. [5 marks]
d. Explain how you would analyse the potential audience and why audience analysis is critical for this kind of presentation. [10 marks]
FUNCTIONAL WRITING SKILLS
7. Write an interpretive report on how universities can improve courses/degree programmes to make their graduates and competitive for employment opportunities in the current job market. The report should be presented to the Vice Chancellor for consideration. [25 marks]
8. Job opportunities have been advertised in the different offices of the devolved government, e.g. offices of governors, senators, county representatives, etc. Apply for one of the positions that interest you and attach your C.V. (in written form) [25 marks]
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