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Literature-In-English 2 (Prose) 9:30am. –10:45am.
Literature-In-English 1 (Objective) 10:45am. –11:45am.
Literature-In-English 3 (Drama&Poetry) 2:00pm. –4:30pm.
LITERATURE DRAMA & POETRY
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A poem tone is expressed through the attitude of emotional state of the speakers, ’Do not go gentle into that good night’ has an unusual tone of defiant towards death rather than accepting or resigned. This explains the strong emotions that run through the poem. The poetic persona urges the listeners to rage, rage against the dying of the light. Rage is repeated for emphasis. It is also used to add taste of urgency to his request. He is desperately trying to appeal or provoke his listeners into finding the strength and audacity that he needs to stand up to death. He also affirms that old age should rave and burn only at the close of the day. The repetition rate of rage in the poem suggests desperation in the tone of the poet; in additional are anger and defiance. In the poem, the poetic persona portrays his attitude of defying death and encourages his listeners to do same. The poetic persona is angry at the despondence death brings and he believes strongly that the only way to counter the feeling of death is to defy it.
In conclusion, the poet uses the attitude of deviance to portray death as a normalcy ,a necessity and the uniting force in society
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(11)
Many of figures of speech are explored in the poem Binsey Poplars felled of which are:
(a) Alliteration – This is the repetition of the same consonant sound on the same line. The
following alliterates in the poem:
(i) ’….leaves….leaping….’ /L/
(ii) ’….fresh….following folded….’ /f/
(iii)’….swam… sank’ /s/
(iv) ’….wind – wandering weed.. winding….’
(v) ’….when we’ /w/
(vi) ’….growing green’ /g/
(vii) ’since …so’ /s/
(viii) ’To touch …so slender’ /s/
(ix) ’where we’ /w/
(x) ’when we’ /w/
(xi) ’…comers cannot ..beauty been’ /k/ and /b/
(xii) ’….ten….twelve’ /t/
(xiii)’….sweet…scene’ /s/ lines 23 and 24.
(b) Assonance: This is the repetition of the same vowel sound in a line of a poem. The following Assonate:
(i) ’Quelled …quenched’ /e/
(ii) ’….dandled….sandlled’ /æ/
(iii) ’….knew….do’ /u:/
(iv) ’….we delve….’ /e/
(v) ’Hack rack…. /æ/
(vi) ’….sleek….seeing….’ /i:/
(vii) ’….prick will….’ /i/
(viii) ’….we….even….mean’ /i:/
(ix) ’….mend….end’ /e/
(x) ’when …delve’ /e/
(xi) ’ten …twelve’ /e/
(xii) ’…sweet …scene’ /i:/
(c) Repetition: This is the casual re-writing or calling of the same word word for emphasis. The following are repeated for emphasis –
(i) ’quelled’ lines(1 and 2)
(ii) ’felled’ line/3/
(iii) ’not’ line/5/
(iv) ’we’ line/9/
(v) ’so’ lines/2/13
(vi) ’where we(line 6)
(vii) ’when we’ lines(10 and 18)
(viii) ’Ten or twelve’ (line 20)
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TYPING IN PROGRESS, IMAGE WILL BE REMOVED AFTER I FINISH TYPING IT OUT
SECTION A:
(1)
Yoko is portrayed as a beautiful, ambitious, and courageous woman who joins an all-male secret society (the feared Poro society) and consequently loses her right to motherhood, though not to her sexuality. She knows not everyone is happy that she is the chief of Kpa-Mende, especially her brother Lamboi. Ruler of Mende Chiefdom who is described to have a brain made from music. She wants to inherit the chiefdom of Senehun after her husband and she played the politics of succession well.Because it is war time, her husband prefers Ndapi his chief warrior. She is greedy and insolent
In becoming a male-female, Yoko is much feared by her male contemporaries, envied by women in her constituency, and doubly pliable in the hands of the British rulers. The Governor describes her as a shining example not only of African feminine pulchritude but of one who blends grace, magnanimity, bravery, audacity, tranquillity, and majesty. She feels so disgraced by the Governor’s boundary demarcations to reduce her territorial control in spite of her years of loyalty to him.
In history, Yoko is seen by many of her subjects as a usurper and a friend of the colonial administration; she remained controversial throughout her reign until her death in 1906. In the play, this controversy is packaged as a defiance of the cultural norm that women should not dare rule during war times.Because of her loyalty to her husband and her desire to lead, being somebody else’s wife after her husband does not appeal to her. Her insistence at having control of her space and fighting a culture set-up that has no consideration for women as rulers, she has to be tough and insolent to push her agenda through.
Being a visionary who willingly gives up the privilege of childbearing for the leading chieftaincy title in all of Kpa-Mende, she is willing to disprove the myth of female inferiority. Kargbo has done a tremendous job of portraying Yoko as an impressive ruler of heroic proportions. Indeed, the historic Yoko was nothing short of the heroic present Yoko as a complex figure whose feminine comportment, sensuality, and beauty promoted her among women, but whose fearless soul and unrestrained ambition made her to competent and visionary leader among her males counters. It is a painful realization for Yoko that all this while she was being used and now she is being humiliated.
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Drama & Poetry Questions ???
LITERATURE OBJ:
1-10: DBADACDABD
11-20: BBBDBADADD
21-30: ACDABDDCDB
31-40: CDBCBCCBCD
41-50: BCDCDBADAC
NOTE: YOU’RE TO ANSWER JUST TWO(2) QUESTIONS.
ONE(1) QUESTION ONLY FROM EACH SECTION
UPDATE: THIS IS LITERATURE. WE WILL TRY AS MUCH AS POSSIBLE TO GET YOU DIFFERENT SOLUTIONS.
(2)
Adah’s growth in confidence and determination in pursuit of dreams all begun like a dream which originated from nowhere, yet one was always aware of its existence. This according to the novel later became a ’presence’.
At the time of her birth, Adah’s birth is not all that welcomed because people are predicting a boy, but it turned out to be a girl. Probably at the age of eight, Adah can point out that her parents should have given birth to her because they don’t want her to pursue her dream because she is a female child.
The ibo some then believe that a female child only needs to attend school for two years at most so that she will be able to read or write. Hence, Adah’s younger brother Boy started school at the posh Ladi-Lak Institute ahead of her . Hence, Adah would stand at the gate of the school to watch other pupil march pass out of jealousy.
Adah knows quite well that her mother (Ma) is the chief course of her not going to school. Never the less an opportunity sprang up one after as her mother was engrossed in the conversation she was having with one of her innumerable friends. Ada who has helped her mother out with the domestic chores sneaked out and headed for the methodist school.
Luckily, she did not meet any of their neighbours as she run on to school. She caused much short laughter in the class manned by Mr. Cole because of her behaviour and outfit. Me Cole later controlled the situation made her sit down and bought her .
’Bori; When Adah got home she meet a hullabalo. Ma has been arrested and taken to Sabo Police station where she was forced to drink a bowl of garri. She was later advised to send the scary Adah to school.
Adah’s second set back was papa’s death. But her dream still work on because of her confidence and determination. Again the fact that the longer she stays in school the bigger her dowry saw her through. So, Ada who live with her mother’s elder brother as a servant stole two sibling she was given to buy a pound of steak.This made her cousin cain Ada with koboko’ until the latter became unfeeling to it . Hence, Adah not only register to her entrance examination into the Methodist Girls – a boarding school.
Later, when Adah got married to Francis Obi and worked in the American Consulate, she worked on Francis and his parents and finally found herself in the United Kingdom where she intended to do further studies on Librarianship.
In conclusion, Adah’s growth in confidence and determination helped her in the pursuit of her dream.
ANOTHER VERSION:
(2)
Adah’s story begins when she is about eight years old, when she develops a dream to go to the United Kingdom. (Though she does not know her exact age, she does know that she “fe[els] eight” and was born during World War II.) As a Nigerian girl, however, she must overcome limitations placed upon her gender. She fights to be sent to school, as education is seen as unnecessary for girls. Adah takes it upon herself to go to school one day; thereafter, she is allowed to attend school with her younger brother, Boy, at an expensive private institution. In other words She is permitted to continue to pursue an education so that her family can charge a higher “bride-price.” Adah wins a scholarship for high school that includes room and board, so she moves out of her uncle’s house. Soon, though she wishes to continue studying. She decides she will have to marry. Her mother and others in the community have been encouraging Adah to consider suitors for some time already, but Adah did not want to marry a much older man. She ultimately marries Francis Obi, a young man who is studying accounting and cannot afford her bride-price. Adah lives with Francis and his parents, with whom she gets along well. She starts a good job at the American Consulate but is dismayed to discover that she will be the only one working to support the family. She quickly becomes pregnant with her first two children: a daughter, Titi, and a son, Vicky. While Adah is pregnant for the second time, a plan is conceived for Francis to study in England; Adah has shared her dream with Francis and he finally agrees that they can pursue it.
(1)
Please start from the right hand page.
(5)
The text, Invisible Man depicts the charismatic & domineering personality of a nameless narrator dated back to the twentieth centuries in the united states where his reality is surreal & he can only survived through pretense
In the text, Mary is a motherly figure for the narrator, a caring mother who provide food & shelter for the narrator in times of need even the narrator feels indebted to Mary despite finding her bothersome from time to time
In the text, Ralph Ellison’s Invisible Man uses Mary to convey his literary taxonomy through his beautifully penned illustrations as Mary serves as one friend who the narrator entrusted his confidence in. She is a break from society as she allows him to rest and gather his strength until he can get back up on his own feet. She is like a mother to him
Invisible Man depicts Mary as a kind & motherly woman who sees plenty of potentials for the narrator to contribute to racial progress, and her flaw is that she talks to much according to the narrator. She takes the narrator in after his disastrous stint as a lab experiment and never ask questions about rent.
Mary however can be seen as an illuminator to the narrator in the story. She also has high ideals telling the narrator that whatever he does, should be a “credit to the race”
What Ralph Ellison’s texts is trying to convey to the read is that Mary represents both mother and spiritual guide for the narrator. Here, she prepares the narrator for his entry into the segregated society, a society that sees a man being invisible becos of his personality: his essence in same society and the need to reclaim his invisibility back then in the united states
In the story, Mary portrays the character of a strong woman and independent who feels the narrator needs to do something to discover his innate abilities & identity in that societal decadence.
In the final analysis, one can inferred that Mary is a survivor who represents the courage and dignity of the black woman. Although she is not based on any specific historical character, she is a woman in the tradition of Harriet Tubman, Sojourner Truth, or Mary McCloud Bethune.
ANOTHER VERSION:
(5)
Mary Rambo is both Mary, the saintly mother of Jesus, and Aunt Jemima, the female version of Sambo. Mary is a strong black woman who has learned to survive the violence and corruption of the city by relying on her inner resources. A Southern woman who now lives in the North, Mary provides the narrator’s only source of love and comfort.
After his harrowing experience at the Liberty Paint Factory Hospital, the narrator is grateful for Mary’s kindness and generosity. Seeing him simply as a fellow human being who needs help, Mary takes him into her home, cooks for him, and nurses him back to health. When he can’t pay his rent, she tells him not to worry. Seeing how depressed he is about his situation, Mary encourages him and reassures him that he will make something of himself and be “a credit to his race.” She does everything she can to demonstrate her faith in him and, in effect, adopts him as her surrogate son. During this time, the narrator sees Mary as the saintly mother figure, referring to her as his anchor and guide, and appreciating her support and generosity.
But after he meets Brother Jack and begins to work for the Brotherhood, he sees Mary through different eyes. She becomes a source of shame and embarrassment for him, prompting him to try to shatter her image, as symbolized by his futile attempt to discard the cast-iron bank. The bank, like Mary, represents a part of his heritage he wants to forget. Although he initially appreciates her cooking, he now complains of his steady diet of cabbage.
At first he sees her home as a sanctuary and source of solace and comfort, but later he notices the noise, poverty, and filth surrounding her, as indicated by the banging on the pipes, the smell of cabbage, and the invasion of roaches. He finally leaves Mary without even saying goodbye, confident that she will survive, having undoubtedly gone through similar experiences with other black men.
In a nutshell, Mary is a survivor who represents the courage and dignity of the black woman.
(7)
Setting can be defined as the physical or social environment within the character in a work of prose operate. Setting is also the location and time frame in which the action of a narrative takes place. The setting is the backbone for a novel it sets the tone and gives the reader a mental image of the time and places the story takes place. The Wuthering Heights Estate in Emily Bronte’s novel “Wuthering Heights” is one of the most important settings in the story.
The spatial setting of the story straddles three important places, namely Wuthering Heights, Thrushcross Grange and the moors in between. Each of these places is important for different reasons. The two families the story centres around live in these houses, and the houses are symbolic in different ways. Wuthering Heights, as the word wuthering suggests, represents a world that is withered of humanity, a world of darkness in the figurative sense; while the Grange directly suggests a land being farmed, with its implication of fecundity. The Heights does not only experience wild wind and cold weather, its inhabitants are also people with a wild streak, generally cold and crude. Like a typical gothic setting, Wuthering Heights, from the beginning of the novel, is presented as a dark and ominous building. ancient and isolated, all of which foreshadow the gloomy atmosphere that dominates the novel, especially the events that take place there.
On the other hand, the Grange is peopled by a refined gentleman, a gentlewoman and their waited-on-children. The house is well furnished, the weather there more clement, and almost everything about the house in an ideal state. It is also closer to town and its inhabitants are more conscious of social manners as well as morals. The moors separating the two houses signify barrenness, wildness, coldness, and wilderness where people get lost easily; yet, it is a place of attraction to wild spirits such as those of Heathcliff and Catherine. In temporal terms, the story is set in the late 18th century England. Although the period preceding this time was already characterized by class stratification in England, social mobility through marriage gained currency in the 18th century following the emergence of the middle class that came to bridge the gulf between the aristocracy and the working class.
(7)
Setting can be defined as the physical or social environment within the character in a work of prose operate. Setting is also the location and time frame in which the action of a narrative takes place. The setting is the backbone for a novel it sets the tone and gives the reader a mental image of the time and places the story takes place. The Wuthering Heights Estate in Emily Bronte’s novel “Wuthering Heights” is one of the most important settings in the story.
The spatial setting of the story straddles three important places, namely Wuthering Heights, Thrushcross Grange and the moors in between. Each of these places is important for different reasons. The two families the story centres around live in these houses, and the houses are symbolic in different ways. Wuthering Heights, as the word wuthering suggests, represents a world that is withered of humanity, a world of darkness in the figurative sense; while the Grange directly suggests a land being farmed, with its implication of fecundity. The Heights does not only experience wild wind and cold weather, its inhabitants are also people with a wild streak, generally cold and crude. Like a typical gothic setting, Wuthering Heights, from the beginning of the novel, is presented as a dark and ominous building. ancient and isolated, all of which foreshadow the gloomy atmosphere that dominates the novel, especially the events that take place there.
On the other hand, the Grange is peopled by a refined gentleman, a gentlewoman and their waited-on-children. The house is well furnished, the weather there more clement, and almost everything about the house in an ideal state. It is also closer to town and its inhabitants are more conscious of social manners as well as morals. The moors separating the two houses signify barrenness, wildness, coldness, and wilderness where people get lost easily; yet, it is a place of attraction to wild spirits such as those of Heathcliff and Catherine. In temporal terms, the story is set in the late 18th century England. Although the period preceding this time was already characterized by class stratification in England, social mobility through marriage gained currency in the 18th century following the emergence of the middle class that came to bridge the gulf between the aristocracy and the working class.
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WAEC Literature QUESTION 2021?
