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Neco literature in english objective and prose 2022.
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Neco Literature In English Objective and prose questions and answers 2022
Here is the Neco Literature In English Objective and prose questions and answers 2022
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Neco Literature in English
4. The religious riot that happened in Egba portrayed mama as a courageous and selfless woman. The other religious group known as the Sahm Sect caused the mayhem. While Mama and the Secretary of the Amen Kristi church were having a Bible discussion at the Paleos Family house with their hostess, Mrs. Paleo, suddenly the room is filled with smoke, and immediately their hostess who had gone downstairs to check alerted that the building is on fire.
Through the window, mama saw that people were running from the burning houses and she was able to see the chairman of the Amen Kristi church who had been tied to the steering wheel of the bus that brought them to the neighborhood, with a burning tyre left beside him. Bravely, Mama was able to devise a means for her, the Secretary, and their hostess to escape from the building. Mama also assisted the chairman of her church to break loose from where he was tied. When the soldiers arrived, they fired few gunshots into the air to bring the terrain to normalcy and mama alerted them that a woman is trapped in the burning house. The soldiers and some people gave a hand to rescue the woman. Mama discovered that Ibuk had been slaughtered. The soldiers and the journalists commended mama for her courage. She was taken to the barrack to make a statement of the incidents
The novel is centred on the feminist quest of the heroine, Adah. Feminism is the pursuit by man woman to secure more freedom or welfare for females in a place where men are essentially in control or decide what happens as in our culture or tradition. This novel has many points in the narration where the heroine tries to question a poor treatment of females, assumptions about them or their being taken for granted. On the very first page of the novel, the narrator informs that Adah “arrived when everyone was expecting and predicting a boy.” (p. 7). This indicates that society places more premium on the male than on the female. The narrator further remarks that the failure of Adah’s parents to record her birthday is because “she was such a disappointment to her parents, to her immediate family, to her tribe…” (p. 7). Rather than encourage Adah to take up education, she being older, Boy her younger brother is taken to school. As for the girl, “a year or two would do, as long as she can write her name and count” (p. 9). This is not acceptable to Adah who not only forces herself into Mr Cole’s class, but has to tell lies to obtain the two shillings to afford the cost of the entrance form.
Early in Adah’s life, s has become conscious of the sexes, who is to be relied upon more than the other. She says it is her mother, Ma, who gives such a low opinion of the feminine gender. As the narrator puts it, based on what Adah thinks, “… when in real trouble, she would rather look for a man. Men were so solid, so safe” (p. 12). As it turns out in the novel, however, Adah’s reliance on her husband, Francis, is a catastrophe. Not only does he fail to lead his family, he fails to show support to his wife who is the breadwinner of the family.
Adah is compelled by the mother to choose elderly suitors who in the thinking of her mother would look after wives better. Adah is not moved by this view. She wants young suitors rather than those who “she would have to treat as a master or refer to as ‘Sir’ even behind his back” (p. 20). Modern feminism is not so keen about marriage but Adah’s feminist temper initially saw marriage as an escape route out of homelessness. The home she aspires to have is not one there would be trouble today and fights tomorrow, but a good, quiet atmosphere…” (p. 25). Ironically, her marriage with Francis does not provide such a peaceful air.
In their marriage, Adah diseovers that Francis is an African through and through” (p. 30). Even what concerns Adah is not meant to be known by her. To Francis, “he was the mafe, and he was right to tell her what she was going to do” (p. 30). Only once does he kiss Adah in public, and thereafter Francis remains within his African traditional dictates.
Massa is Nii’s wife. She suffers a very serious illness in the first part of the novel and eventually dies by the end of that first part of the novel. Nii loves Massa and goes out of his way to get his wife proper treatment. Meanwhile, Massa is the one that often prevents Nii from doing too much for her. Massa, according to Nii is a pan-Africanist, an idea that all African countries should co-exist. It is perhaps in a bid to promote pan-Africanism that Massa tells Nii not to travel back to Nigeria.
The novel employs two primary narrators: Lockwood and Nelly. Lockwood is Heathcliff’s tenant in the present day, and he wants to learn more about the mysterious man. His narration provides a frame narrative for the story. Lockwood learns the back story of Heathcliff, Catherine and the other residents of Wuthering Heights and Thrushcross Grange from the housekeeper, Nelly. Her narration provides the internal narrative, which is focused in the past. Other characters provide important narration through their dialogue to Nelly. By using Lockwood as the external narrator, Bronte creates some distance from the events. Then, when introducing Nelly’s narrative, supported by the other characters’ narratives, the novel takes on the tone of a stage drama. All of the narrators are considered unreliable, creating more intrigue around the suspenseful story.
In addition to using multiple narrators, the novel also uses multiple narrative devices. For example, Catherine provides significant narration through her diary, as does Isabella in a letter that she writers to Nelly. Each of these devices allows the characters to provide extensive, first-person narration, which gives important intimate details about the story. Catherine’s narration reveals her conflicted feelings about Heathcliff, showing his softer side. Meanwhile, Isabella’s letter reveals the lengths to which Heathcliff will go for revenge, revealing his darker nature. These internal narrative devices help to provide more nuance into the already complex series of events.
The shift between Lockwood and Nelly’s narratives also represents a shift between past and present. The novel starts in the present day, when Heathcliff appears to be an irredeemable and evil man and Catherine is only a ghost, whether just haunting Heathcliff’s mind or physically haunting the manor, as he suggests. By starting in the present day, the novel shows just how desperate the situation has become. The reader knows from the start that the story will not end happily. This creates suspense about how the events will unfold.
The choice of setting is another significant narrative technique. The moors are dark, stormy and gloomy, which reflects the tone of the story. The novel begins and ends with gloomy circumstances. There are few moments of levity throughout, and even those are overshadowed by a sense of foreboding, such as Catherine knowing that she will never marry Heathcliff, even though she loves him. The narrative’s interior is just as stormy as the moors outside.
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NECO Literature Questions & Answers
Modified On Sep 12, 2022
What are the areas Neco will set English Literature questions from and how do I get Neco Literature OBJ and theory questions answered correctly in the exam? Literature Neco Questions and how you can answer them correctly to get A1 .
Neco LITERATURE QUESTIONS are general for every Neco art Candidate writing Neco. Continue reading for Topics/Questions Neco will set in English Literature.
Neco Questions And Answers
You have asked the questions, what are the areas Neco sets questions in English Literature? I am here to give you the bold answers to your question.
To make this topic easy for you to understand, I will divide it into three sections with typical examples. The two sections are:
- Neco English Literature OBJ Questions
- Neco Literature in English African Prose Questions
- Neco English literature Non-African Prose questions
Neco English Literature Objective Questions
As usual, you will be given questions and options A to D to choose from. Normally, the number of objective questions you are to answer in Neco English Literature is 50 questions.
Typical Neco Literature questions you may encounter in OBJ Are:
1. A speech in which a character speaks his or her thoughts alone is
- a monologue
- a soliloquy
- an epilogue
The answer is C
2. The pattern of poem without reference to its content is referred to as the
The correct answer is D
3. In drama, the ___ creates humour
The correct answer is B
4. ‘Let me not love thee if I love thee not’ illustrates
The correct answer is C
5. The rhyme scheme of the stanze is
Neco Literature in English African And Non-African Prose Questions…
The typical question here is as follows: You shall be given a passage and asked a question like
- What role does tradition play in the relationship between
- Discuss the significance of
- Examine the relationship between
Read Also: How to answer Neco questions very fast
Key Points For NECO English Literature
1. The plot of a novel is best described as a summary of the story.
2. Romeo and Juliet is a tragedy because it ends unhappily.
3. A novel can be described as an extended prose narrative covering a wide range of characters and experience.
4. A play is a drama because it can be acted on the stage.
5. In telephone conversation , the tone of the question “you mean-like plain or milk chocolate?’ is Sarcastic .
6. Poetry deals with emotion and ideas.
7. The main purpose of drama is to educate and entertain us.
8. Paradox is a a statement or position that seems self-contradictory or absurd but in reality expresses a possible truth. Paradox is a very common figure of speech.
9. The ”˜Myth of the Bagre’ is recited at the coming age of young men and women.
10. Dramatic Irony entails a statement that means more than is evident to to its maker.
11. The dominant rhetorical device used in poem is Personification.
12. The title of Achebe’s things fall apart is taken from poem written by W.B Yeats.
13. A sonnet is a Poem with fourteen lines.
14. Dialogue is important in drama because it reveals the mind of the characters.
15. The dominant mood in Senghor’s peom ”˜In Memoriam’ is one of Nostalgia
16. Achebe’s Things Fall Apart can be described as historical novel.
17. To be complete, a play must have a conflict.
18. ”˜Assonance’ is a product of a poet’s use of similar sounding vowels.
19. A well known epic in English Literature is Paradise Lost .
20. Because of his fiery temper as a youth, Odewale was called the Scorpion.
21. A deliberate use of exaggeration for humour or emphasis is known as Hyperbole.
22. ”˜The pen is mightier than the sword’ is an example of Metonym.
23. In Poetry, elegiac mood typically attends the occasion or experience of death and decay.
24. In the poem ”˜The Vultures’, David Diop suggests that the Christian missionaries were agents of Colonialism.
25. Characterisation in a novel means the mode of presenting the fictional individuals.
26. The tragedy in Romeo and Juliet occurred as a result of circumstances rather than flaws in character.
27. Caricature is used to ridicule a person by distorting his most prominent features.
30. The substitution of a mild and pleasant expression for a harsh and blunt one is called Euphemism.
That’s all for now… I shall update you when more real live questions and answers come in literature in the English Language. However, I advise that you are hard-working so as to pass your Neco once and for all.
Read Also: How to read and pass Neco in one day
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Pls sir I need the Neco lit in eng prose and obj pls sir may Allah continue to bless you 🤲🤲
I need more lit in eng question thanks for d won u brought
idris m mohammed says
woh are you
Feranmi oluwasegun says
I really appreciate this thanks
No need to thank them they doing the right thing
thank u soo mush I need more of ur help
Possible question and answer in lit in eng needed pls
Adeola badmus says
I need theory questions
Is that the lit WAEC and NECO question
i think so ooo
Oladeji tolulope says
Section 1 contain 4 questions, how many are we to answer?? Thanks
thank you very much god bless you
Isaac Inegbenehi says
Amen, you are welcome
sir pls is this the questions they are setting for this year neco
Is that neco question and answer
Goody Guy says
Thanks for ur assistance in every way sir……pls sir more question are needed so that we will be able to read ahead the day God bless u sir🙏🙏
Please I need answer for literature dramer and poetry
Joseph abardi says
Is that the lit. Qestion and answers.
I learnt a lots
I am glad that I could help
What about the section B qsts?
Pls I want literature question
How are you
Pls also need d literature exam pls
pleas i need answer in literature
Tomorrow paper plz
Lanem samuel says
I need answers in literature please.
Olajubu Esther says
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NECO LITERATURE 2022 ANSWERS
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Neco Literature in English 2022 Questions and Answers
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EXAMINATION SCHEME FOR NECO 2022 Literature answers
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The objective and theoretical sections of the 2022 WAEC Literature QUESTIONS exam will be separated. Here are some hints regarding what these TWO parts will contain. Please remember that you have a specified amount of time and must finish both (two) portions on the SAME DAY. Join us as we analyze the two portions of the 2022 Literature examination.
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What grade can I expect to receive if I use our Literature NECO answers 2022? You will obtain a grade between 7As and 9As if you write the 2022 NECO Literature Answers exactly.
How reliable are your NECO responses for the 2022 Literature? The fact that our 2022 NECO Literature ANSWERS originated from the most reputable exam-running website in Nigeria, archinformant.com, ensures their authenticity, legitimacy, and deserving of trust.
Where can I obtain the 2022 Literature in English NECO questions and answers? Only Archinformant.com will be able to provide access to the 2022 NECO Literature ANSWERS.
Neco Literature 2022 Answers
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NECO Literature Expo 2022 Questions and Answers/Theory and Objectives 2022/2023 Questions and answers, theory, and objectives for the Literature’s WAEC Expo in 2022 NECO’s Literature Runs Runz, Literature Questions, and NECO’s Expo on Literature Questions, Answers, Theory, and Objectives for 2022–2023 are all scheduled events (Runz runs). What will be addressed in the 2022–2023 NECO Literature EXPO on NECO Literature QUESTIONS & ANSWERS 2022
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Waec Literature Questions and Answers 2022. For the National exam Council (June/July 2022. Literature Answers. This article will provide you with a variety of questions, as well as answers to the questions on your Waec Literature exam 2022. This article will help you to understand what you will be asked in the Waec Literature answers 2022.
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Literature 2 (Essay) – 09:30am – 11:30am Literature 1 (Objective) – 11:30am – 12:30pm
Literature OBJ: 1-10: AABDAACBCC 11-20: CACCDACBDC 21-30: BABDCDDBAC 31-40: CCCCBDABBC 41-50: CBBDABBDCB
NOTE: YOU’RE TO ANSWER FOUR(4) QUESTIONS ONLY, TWO(2) FROM EACH SECTION
(1) (i) Failure of the past Literature: Due to the failure of the past Literature in fulfilling fair promises
(ii) Fear of intimidation: This may discourage the individuals the opportunity of expressing his opinions freely and this may affect his trust in the Literature
(iii) Aparthy/Lack of interest: This may create distrust or barrier between individuals and Literature
(iv) Poverty: This may discourage citizens to trust Literature due to high level of Poverty in the country
(v) Ignorance/illiteracy: The efforts of this is that citizens may not see the need to participate in politics due to their lack of knowledge on the Literature activities
(2) (PICK ANY FIVE) (i) Independence of the electoral body: The electoral body should be made autonomous rather than appendages of the executive arm Literature. Literature should not interfere with the conduct of election.
(ii) Secret balloting: Voting should be done sectretly, so as to give the voters the freedom to vote for canditate of their choice.
(iii) Political education of the electorates: The electorates should be educated on their rights and how to identify party symbols and the proper manner of voting.
(iv) Non-inference: There should be no political interference in the affairs of the commission
(v) Appointment: The officials of the commission should not be appointed by the executive Literature. It should be done by the independent body whic is the commission.
(vi) Integrity: Those to be appointed into the commission must be people of proven integrity and transparent honesty.
(vii) Legal backing: The commission should be adequately backed up with the laws to enable it command respect and obedience from political parties and candidates
(6) (PICK ANY FIVE) (i) Settlement of disputes: The traditional rulers performed some judicial functions by settling dispute among the people in their community
(ii) Creation of law enforcement: They also created law enforcement institutions like e.g age grades and masquerade to enable them maintain law and order in the community.
(iii) The use of ancestral spirits: The ancestral spirits were used by the traditional rulers to control their subjects which they believ guides their footseps.
(iv) The use of sanction and punishments: These measures were applied against law breakers in the community, e.g banishment.
(v) The introduction of rewards: people who had contributed to the development of their areas were rewarded with titles or distribution of land and war booty.
(vi) Appointment of Chiefs: Chiefs were appointed by traditional rulers in order to use them to control their subjects
(vii) Conscription of youths: The traditional rulers conscripted youths to perform forced labour and serve in the British army during the world wars.
ANOTHER VERSION (6) (i) Settlement of disputes: The pre-colonial traditional rulers settled disputes. Disputes are normal in every society and pre-colonial societies in West Africa were no exception. Any dispute that arose was settled by the chiefs. Culprits were punished and the innocent were set free. This was one of the ways chiefs controlled their subjects.
(ii) Law enforcement: There were law enforcement institutions in place to ensure law enforcement. Some of the enforcement institutions were the Age grades, masquerades, and militant groups like the Asafo companies among the Akans. These enforcement institutions were used in controlling the subjects.
(iii) Use of ancestral spirits: The traditional belief that when the living misbehaved, the dead who lived in the after world could punish them, was another ingenious way of controlling the people. This belief in the underworld was common in pre-colonial times and nobody wanted to be on the wrong side of the gods hence they obeyed the laws thus helping the chiefs maintain control.
(iv) Customs or taboos and conventions: There were things that the traditional society frowned upon and the society never compromised on them. These were aspects of their customs, taboos, and conventions. Any infraction of the customs, taboos or conventions attracted a certain form of fine or sanctions. This way, the chiefs were able to control their subjects.
(v) Oath taking: In pre-colonial times, one of the ways of ascertaining the truth was the taking of an oath, to tell the truth. There were serious repercussions for anybody who took the oath and still went ahead to tell a lie. The oath was usually taken before the gods of the land represented by the Chief Priests. Sub-chiefs were also made to swear oaths to remain loyal to the Paramount Chief. All these helped to keep them in line.
(9a) E Literature is defined as the employment of the internet and the world wide web for delivering Literature information and services to the citizen. E Literature describes the use of technology to facilitate the operation of Literature and the dispersement of information and services.
(9b) (PICK ANY FIVE) (i)Ultimate goal: The ultimate goal of the E Literature is to be able to offer an increased portfolio of public services to citizens in an efficient and cost effective manner. E-Literature allows for Literature transparency. This is important because it allows the public to be informed about what the Literature is working on as well as the policies they are trying to implement.
(ii)Efficient performance: Many changes such as marital status or addresses can be a long process and take a lot of paper work for citizens. E-Literature allows these tasks to be performed efficiently with more convenience to individuals.
(iii)Political participation: E-Literature is an easy way for the public to be more involved in political campaigns. It could increase voter awareness which could lead to an increase in citizen participation in elections.
(iv)Convenient and cost effective: It is convenient and cost-effective for businesses and the public benefits by getting easy access to the most current information available without having to spend time, energy and money to get it.
(v)Accessibility: E-Literature helps to simplify processes and makes access to Literature information more easily accessible for public sector agencies and citizen
(vi) Accountability: E Literature transparency will give insight to the public on how decisions are made and hold elected officials or accountable for their actions. The public public servants could become a direct and prominent influence in Literature legislation to some degree.
(vii)Interaction with computers: E Literature allows the citizen to interact with computers to achieve objectives at any time and any location and eliminates the necessity for physical travel to Literature agents sitting behind desks and windows.
(viii)Quicker processing time: Improved accounting and record keeping can be noted through computerization and information and forms can be easily accessed, equating quicker processing time.
WAEC Literature 2022 Aims and Objectives
This syllabus aims at assessing the candidates’ ability to
(a) define the concepts of Literature and show their understanding of its principles, institutions and processes.
(b) recognize their role as an informed citizens and their contributions towards the achievement of national development.
(c) evaluate the successes, failures and problems of Literatures in West Africa.
(d) analyse the constitutional developments and processes of colonial and post – independent Literature.
(e) appreciate the role of their country as a member of the international community.
WAEC Literature 2022 Scheme of the Examinations
There will be two papers – Paper 1 and Paper 2, both of which must be taken. Papers 1 and 2 will be composite and will be taken at one sitting.
PAPER 1 : This will consist of fifty multiple-choice objective questions drawn from the entire syllabus. Candidates will be required to answer all the questions in 1 hour for 40 marks.
PAPER 2 : This will be a 2-hour essay type test consisting of two sections, Sections A and B as follows:
Section A: Elements of Literature
Shall contain five questions out of which candidates shall be required to attempt any two.
Section B: Political and Constitutional Developments in West Africa and International Relations
Shall contain sets of five questions each; one set for one member country. Each candidate is to answer two questions chosen from the set on the country in which he/she is taking the examination.
The paper shall carry 60 marks.
WAEC Literature 2022 Section A: Elements of Literature
Meaning and scope of the subject matter – literature.
- Literature as an institution of the state
- Definition of state, features, structure and functions.
- Literature as a process or art or governing.
- Literature as an academic field of study – reasons for studying Literature.
WAEC Literature 2022 Basic Concepts and Principles of Literature
- Basic concepts – State, *Society, *Nation, Power, Authority, Legitimacy, Sovereignty, Democracy, Political Culture and Socialization, Communalism, Feudalism and oligarchy, *Liberalism, Socialism, Communism, Capitalism, Fascism, Aristocracy, Totalitarianism.
Meaning and features.
- Basic principles – Rule of Law, Fundamental Human Rights, Separation of Powers/Checks and Balances, Constitutionalism, Political participation, Representative Literature, Centralization and Decentralization – (Delegated Legislation, Devolution and Decentralization).
WAEC Literature 2022 Constitutions
- Definition and Sources
- Types and Features, (Written and Unwritten, Rigid and Flexible).
WAEC Literature 2022 Organs of Literature
The Executive, the Legislature and the Judiciary – Judicial Independence. (Types, Structure, Composition/membership; Functions; powers and limitations).
WAEC Literature 2022 State Structure and Characteristics of Literature
- Types – Unitary, Federal, Confederal, Presidential or Non-parliamentary, Parliamentary or Cabinet, Monarchical and Republican.
- Meaning, types, features, merits and demerits.
WAEC Literature 2022 Citizenship
Meaning, mode of acquisition, rights, duties and obligations of individuals in the state. Means of safeguarding rights of citizens.
WAEC Literature 2022 Political Parties and Party Systems
- Political Parties – definition, organization/structure, and functions.
- Party Systems – definition, types, merits and demerits.
Pressure Groups, Public Opinion and Mass Media
- Pressure Groups – definition, types, mode of operation and functions;
- Public opinion – definition, formation, Measurement and importance;
- Mass Media – definition, roles and impact.
WAEC Literature 2022 The Electoral Systems, Processes and Electoral Management Body
- Election- Meaning and purpose of elections.
- Franchise – meaning, and limitations.
- Types, advantages and disadvantages of Electoral Systems.
- Electoral Management Body – definition, function, problems/constrains.
WAEC Literature 2022 Public/Civil Service Administration
- Public/Civil Service – Meaning, Structure, Characteristics and Functions.
- Public/Civil Service Commission –meaning and Functions.
- Public Corporations – definition, purposes, functions, control, challenges, need for commercialization and privatization.
- Local Literatures – Meaning, structure, Purposes, Functions, Sources of revenue, control and problems.
WAEC Literature 2022 Section B: Political and Constitutional Developments in West Africa and International Relations
SECTION B: POLITICAL AND CONSTITUTIONAL DEVLEOPMENTS IN
Pre-colonial Political System of Candidates Respective Countries
The Structural Organization of the following:
- Nigeria – Hausa/Fulani, the Yoruba and the Igbo.
- Ghana – The Akan and the Talensi.
- Sierra Leone – The Mende and Temme.
- The Gambia – The Wolof, Mandingo and Jola.
- Liberia – The Vai and the Kru.
WAEC Literature 2022 Colonial Administration
- The Policy and Structure of the British Colonial Administration – Crown Colony, Protectorate and Indirect Rule.
- The Policy of French Colonial Administration – Assimilation and Association (Loi Cadre).
- Impact, Advantages and disadvantages of Colonial Rule.
Nationalism in Candidates respective Countries
- Nationalism: Meaning, factors and effects.
- Key Nationalist leaders/movements and their contributions.
WAEC Literature 2022 Constitutional development in Candidates Respective Countries
(i) Pre-Independence Constitutions –
- Nigeria (features) – Clifford 1922
- Ghana (features, merits and demerits) – Clifford 1916
Arden Clarke 1951
- Sierra Leone (features, merits and demerits) – Slatter 1924
Beresford Stooke 1951 The 1956 and 1958
(d) The Gambia (features, merits and demerits) – The 1947, 1951,
1954, 1960, 1962 and 1963
(ii) Post-Independence Constitutions – Features
(a) Nigeria – Independence Constitution, 1960
Republican Constitution 1963
The 1979 and 1989 Constitutions
1999 Constitution – Origin, features, strength and Weaknesses.
(b) Ghana – Independence Constitution, 1957
Republican Constitution 1960
2 nd Republican Constitution 1969
3 rd Republican Constitution 1979
4 th Republican Constitutions 1992.
(c) Sierra Leone – Independence Constitution 1961
Republican Constitution 1971
The 1978 and 1991 Constitutions,
(d) The Gambia – Independence Constitution 1965
Republican Constitution 1970.
2 nd Republican Constitution 1997
(e) Liberia – Independence/Republican Constitution 1947
2 nd Republican Constitution 1985
Development of Major Political Parties in the Candidate’s Respective Countries
- Sierra Leone
Formation, Objectives, Sources of Finance, Achievements and Failures
Military Rule in the Candidates’ Respective Countries
Causes, effects and various military regimes.
WAEC Literature 2022 Federal/Unitary Systems of Literature in West Africa
Origin, Factors, Structure, Features and Problems
WAEC Literature 2022 Foreign Policies of the Candidates’ Respective Countries
Definitions, Factors, objectives, advantages and disadvantages.
WAEC Literature 2022 International Organizations
- The United Nations Organizations (UNO),
- The Commonwealth of Nations,
- African Union (AU) – NEPAD,
- The Economic Community of West African States (ECOWAS).
- Origin, aims/objectives, achievements and problems.
Waec Literature 2022 Answers, Waec Literature 2022, Waec Literature Answers 2022. Waec 2022 Literature obj, 2022 Waec Literature obj and Theory Answers, Waec Literature 2022, Many Waec candidates find it difficult to answer the Waec 2022 Literature obj and theory question and Answers correctly due to not understanding the questions. I will show you the best way to answer Waec Literature Obj and Theory questions and make a good Waec result in your Literature examination.
Waec Literature Questions and Answers 2022. Objective and theory answers (Expo), for the National examination council (June/July 2022. Waec Literature Objective and Theory Answers. This post will provide you with repeated questions as well as the answers to your Waec Literature Literature exam. This post will help you understand the Waec Literature Literature objectives and answers.
41-50: CDDDADBDCA ===================
(2a) (i) Monocropping: The practice of growing a single crop year after year on the same land.
(ii) Mixed cropping: It involves the growing of two or more species or cultivars of the same species simultaneously in the same field.
(iii) Mixed farming: It is a type of farming which involves both the growing of crops and the raising of livestock.
(iv) Crop rotation: the practice of growing a series of different types of crops in the same area across a sequence of growing seasons.
(2bi) Phosphorus deficiency
(2bii) (i) Anhydrous ammonia (ii) Ammonium sulfate (iii) Superphosphate (iv) Urea-ammonium nitrate
(2c) (i) Wax (ii) Propolis (iii) Old brood comb (iv) Pheromones (v) Lemongrass essential oil
(1a) (i) To safeguard farmers against unreasonable eviction (ii) To ensure that agricultural land is not unnecessarily diverted to non-agricultural purposes (iii) To make large tracts of land available for government-sponsored development of large scale farms (iv) To carry out large scale improvement such as irrigation, drainage and soil water conservation
(1bi) Mechanical power
(1bii) (i) It can handle more areas per unit of time (ii) It works faster and more efficient (iii) It can perform a wide range of operation (iv) It reduces cost of labor and total cost of production
(1c) (i) Seed tube: They conduct seeds from feed cups to the furrow lines (ii) Furrow opener: It creates a well-defined groove in the soil where the seed can be placed at the proper depth (iii) Hopper: holds particulate matter or flow-able material of any sort (iv) Seed metering device: to collect seed in a singular or group fashion (v) Furrow wheel: To stabilize the plough and take side thrust
(1d) (i) Power threshers (ii) Milling machine (iii) Winnowing machine
(5ai) Balanced Diet: is a diet containing all the six food classes/types of food in the right proportion to meet the body’s requirement for growth, repair and maintenance.
(5aii) Maintenance ration is given to farm animals just sufficient/enough to maintain/sustain the basic/basal metabolic functions of the body.
(5aiii) Production ration is given to farm animals to enable them produce either egg, meat, milk, offspring, hair/fur/wool/work.
(5iv) Malnutrition is a condition which results when an animal is fed on a diet which is deficient in quantity and quality of the essential nutrients in the right proportion.
(5b) [PICK ANY SIX] (i) Slow or retarded growth (ii) Loss of weight/emaciation. (iii) Low production/ reduced egg laying in birds/decrease in milk production in cow, etc. (iv) High mortality rate in young animals. (v) High susceptibility to disease attack. (vi) Physical deformities such as rickets, osteomalacia, etc. (vii) Retarded growth
(5c) (i) Nursery is done on ground, beds or seed boxes and trays with top soil mixed and sterilise (ii) Seeds are sown in drills 5cm apart and 2.5cm deep. (iii) Shading, weeding, watering and mulching are done regularly. (iv) Transplanting is done when seedlings are 3 weeks old on Nursery
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Literature in English Expo NECO 2022 Free Questions & Answers 2022
Literature in English (Drama & Poetry) Free NECO Literature Questions and Answers 2022 at the moment are to be had for the May/June 2022 examination length. NECO Literature 2022 Questions and Answers for Theory and Objective is 100% reputable and verified. Our NECO Literature in English 2022 Expo Answers will will let you have a excellent 2022 Literature NECO consequence. The subject matter for NECO Literature questions 2022 will likely be launched in this web page for each principle and OBJ solutions 2022.
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NECO Literature in English Questions and Answers 2023/2024 (Theory and Objective)
NECO Literature Questions and Answers 2023. I will be showing you past Literature objectives and theory repeated questions and NECO Literature Drama and Poetry for free in this post. You will also understand how NECO Literature in English questions are set and how to answer them.
The National Examinations Council (NECO) is an examination body in Nigeria that conducts the Senior Secondary Certificate Examination and the General Certificate in Education in June/July and December/January respectively.
Table of Contents
NECO Literature Objectives and Essay (Prose) Answers 2023 (Expo)
The 2023 NECO Literature Expo will be posted here today, 27th July during the NECO Literature examination. Keep checking and reloading this page for the answers.
Drama and Poetry Answers Loading…
(1) Queen Yoko is the tragic heroine who is also a historical figure in the play, She is the wife of Gbanya who is the chief of Senehun and Lamboi’s blood sister. She is high-spirited, determined, focused, and courageous, she knows what she wants and she is willing to do everything to achieve her heart desire. Gbanya made a promised to pass the chiefdom to her when he is no more her derails in his decision. Yoko refuses to cave into Gbanya’s attempt to give it to his chief warrior. Ndapi, Yoko continues to pester him until an unfortunate incident happened. She is very sensitive to other people’s plight. She is not a greedy leader who is power drunk. She is very empathetic, for she is ever willing to share in her people’s feelings.
She is a peace-loving leader who does not derive joy in shedding innocent blood and that is why she strives hard to put an end to wars during her reign as Queen of Moyamba. She also demonstrates this in her relationship with the Governor. She knows how to be calm in a tense and unfortunate atmosphere. This is seen when she’s accused of being responsible for the death of Ndapi’s daughter, Jeneba, she could not react immediately but waits patiently to dig deep into the root of the matter.
Yoko is sensitive and soft-hearted. She allows the problems in the land to affect her psychologically, consequently, she could not manage it, and she feels that taking her own life is the best option, she takes poison and dies. This is because she believes that the only way to achieve peace on earth is through death.
Madam Yoko is a woman who loves to make sacrifices. She sacrifices her womanhood in order to govern her people. She refuses to bear children, a decision she took with Gbanya. She keeps to Gbanya’s decision not to allow her to have children but she concurs. She reminds him of the promise when Gbanya apparently declares that he cannot give a woman, the land of his ancestors Yoko laments, Yoko feels betrayed by Gbanya in this regard and the people she eventually governs. =================================================
(2) This theme of colonial oppression is introduced at the beginning of the play when Gbanya narrates the dreams he had the previous night to Yoko about how the Governor humiliated him in the eyes of his people. Gbanya vows to receive and treat the Governor well in order not to incur his wrath. This shows that the setting of the play is connected to a pre-colonial era where Governors were appointed to oversee the activities of African communities.
Some of these Governors, representatives of Imperial Majesty tend to overzealously exploit the people but also treat them as sub-humans or humiliate them when the people in the community err against them and that is exactly what Dr. Samuel Rowe, the Governor does to Gbanya when he finds out that the people have not stopped engaging in the war despite his stern warning to desist from such barbaric act.
As a punitive measure or punishment, Gbanya the chief of Senehun is humiliated before his people. Rowe orders the soldiers to stretch Gbanya out on the ground. He also fires a shot from his pistol in the air to threaten Lavalie and Ndapi not to retaliate, Rowe takes the rice and cattle Gbanya entertained him with and zoom off.
Moreover, colonial domination also makes the chief and the people, not to have confidence in themselves because they feel and believe that the Governor, the white man is awash with superior and supreme power. That is why even when Rowe sends his Messengers to Moyamba, the people especially the chief treat him well like the Imperial Majesty herself.
Lastly, the people receive a dirty slaps on their faces when the Governor turns against them to gives out a portion of land that belongs to them to the chiefdom of Bo. ===================================================
(3) The central theme of youth and old age is prominent throughout the play and is portrayed through the interactions and conflicts between the characters.
Firstly in Youthful Exuberance and Traditional Wisdom as the play features two central characters who represent the contrasting aspects of youth and old age. Lakunle symbolizes the modern, educated youth with new ideas and aspirations. He advocates for change, gender equality, and the rejection of traditional practices. On the other hand, Baroka, the Bale (chief) of the village, embodies the wisdom of age and the traditional values of the community. He resists the changes Lakunle wants to bring and embraces the old ways.
Secondly in Beauty and Attractiveness delves into the perception of beauty and attractiveness, particularly concerning Sidi, the “jewel” of the village. Both Lakunle and Baroka are attracted to her, but their perceptions of her beauty are influenced by their age and mindset. Lakunle sees her as an idealized modern woman, while Baroka, despite his age, desires her youthfulness, portraying how youth and age approach attractiveness differently.
Thirdly the play uses Power and Control as age often comes with power and influence in traditional societies, and the play explores the struggle for control between the young and the old. Baroka, as the Bale, holds significant authority over the village, while Lakunle seeks to challenge and undermine that authority. The generational conflict highlights the tensions between the established order and the desire for change.
Fourthly in Tradition and Modernity which the play examines the clash between tradition and modernity. Lakunle represents the forces of modernization, trying to introduce Western ideas and values into the village, while Baroka stands for the preservation of traditional African customs and norms. This theme raises questions about the potential benefits and drawbacks of embracing modernity while preserving cultural heritage.
Lastly is in the Role of Women as it touches on the role of women in traditional societies and how it changes with the influence of youth and old age. Sidi, as a young woman, has dreams and aspirations, but she is also bound by societal expectations and the desires of the men around her. The conflict between Lakunle and Baroka also highlights the power dynamics within male-female relationships. Additionally Legacy and Impact in the older characters in the play, particularly Baroka, are concerned about their legacy and how they will be remembered after their time is over. Baroka’s desire to maintain his virility and youthfulness by marrying Sidi is driven, in part, by his fear of being forgotten and replaced by a younger generation.
The play uses the theme of youth and old age to explore deeper issues within African society, such as tradition, change, power dynamics, and the evolving roles of men and women. The play offers a complex portrayal of these themes through its rich characters and their interactions, shedding light on the challenges and conflicts that arise when tradition meets modernity. ================================================
(4) In African society, bride price is considered to be the most important part of a marriage rite such that any married woman without it is branded as illegal and unrecognized. In some African communities, children raised or given birth to in such marriage are taken away from their father.
In the play, Bride price is an integral aspect of African culture and tradition because Sidi could have married Lakunle before she is seduced by Baroka whom she believes is ready to pay her bride price unlike Lakunle who describes such traditional rite as “savage custom, barbaric, outdated, retrogressive and unpalatable… To further demonstrate the importance of bride price in the play, Sidi promises to marry Lakunle only if he agrees to settle her bride price.
Ideally, bride price is a sign of respect and regard for the bride and her family who otherwise would become “a cheap bowl for the village spit” (object of scorn and shame). It also portrays bride’s purity (virginity) and undefiled status. Lakunle sees it as “buying a heifer of the stall, while Sidi sees it as a mark of honor and respect identity and dignity to womanhood in Africa.
Lakunle opposes this idea because of his influence on the western concept of gender equality. He thinks that bride price is uncivilized and outrageous custom.
SECTION B (Answer ONE Question from this section) (5) “Innocence” is an underlying theme the play, which its portrayal of disillusionment and societal unrest is characterized.
The theme of innocence is explored in the play firstly through the Loss of Innocence as the play’s main character, Jimmy Porter, is filled with anger and bitterness towards society, his upbringing, and his own circumstances. He is disillusioned and frustrated with the world around him, feeling that his dreams and aspirations have been crushed. His anger stems from the loss of innocence he experienced as he transitioned from a hopeful and optimistic young man to a bitter and resentful adult.
Secondly, throughout the play, there are references to childhood memories and innocence. These memories serve as a stark contrast to the present state of the characters’ lives, reminding the audience of the characters’ lost innocence and the passage of time. The past is portrayed as a time of simplicity and purity, which stands in contrast to the complexities and disappointments of the present.
Thirdly Alison, Jimmy’s wife, is portrayed as a gentle and sensitive character who has lost touch with her own innocence due to her troubled marriage with Jimmy. Her life with him has been filled with emotional turmoil, and she struggles to find happiness and fulfillment. Her inability to connect with her own feelings and desires is emblematic of the loss of innocence and the impact of a tumultuous relationship.
Fourthly the play is set in post-World War II Britain, a time of significant social change and upheaval. The characters in the play grapple with the loss of innocence related to their beliefs and values. The disillusionment with societal norms and the establishment is a central theme throughout the play.
Additionally the Desire for Innocence his the characters in the play, particularly Jimmy and Alison, yearn for a return to innocence and simplicity. However, the weight of their past experiences and their strained relationship makes it difficult for them to recapture that sense of innocence.
Further more the character of Helena, Alison’s friend, serves as a symbol of innocence in the play. She is depicted as a contrast to Alison, embodying a sense of purity and simplicity that the other characters lack. Helena’s presence highlights the loss of innocence experienced by the other characters.
The play explores the theme of innocence through the lens of personal and societal disillusionment. The characters’ struggles with their past, their relationships, and their desires for a simpler time underscore the loss of innocence as a fundamental aspect of their lives. The play remains a powerful depiction of the human condition and the complexities of navigating adulthood amidst the loss of youthful innocence. ====================================================
(6) Jimmy porter is the central character in the play; a twenty five year-old man who lives in Britain’s industrial midlands. He is an educated; well-read individual who works in a factory that is tends a sweet stall he is trying to buy, and issues diatribes about British society, which he feels has denied him opportunity simply because of his working class background.
Jimmy is self-conceited, self-centered and individualistic. He prides himself on his honestly, but can be cruel, as seen in his verbal attacks on his wife, Alison and his father, and on, Cliff Lewis, who lives with them.
Jimmy is a misogynist, that is, one who hates women. He hates womenfolk with passion and never takes them seriously. He sees them as people who cannot contribute anything meaningful to his life. He tends to transfer the anger in the past to them. He maltreats Alison, makes her feel subhuman to the point of resistance and her father, until Colonel Redfern comes to her rescue, and the Colonel takes her home. His only reason for maltreating Alison is the fact that she is too possessive and that she cannot understand him because she has never suffered, because he suffered at the age of ten; for he had to watch his father die. Because he insists on total loyalty, Jimmy feels betrayed when his wife, Alison, does not accompany him to the dead bed of a friend’s mother, yet he does not see anything wrong with his having an affair with Helena, his wife’s friend.
Jimmy is egocentric and egoistic; for he cares only about his own feeling and cares less about other people around him. He seems incapable of empathizing with his wife, even when she grieves over losing their baby. He takes her back only after he has realized her importance and completely abased herself to him. Jimmy is the “angry young man” of the play. Born working class but highly educated like his friend and roommate, Cliff but Jimmy have an ambivalent relationship with his educated status and yet frustrated that his education can do nothing to effect his class status. Jimmy is a frustrated character who wallows in his feelings of alienation and uselessness in post-war England. Jimmy is a bundle of contradictions. He is passionate about progressive politics but he treats his wife like a slave, which might seem contrary to being progressive, Jimmy is filled with rage but the reason for this misery is not known to anyone. =================================================
(7) The theme of parental responsibility is explored through the family disintegration and rebirth
There is a serious case of one who is building an enduring family reputation and unity and there is another who is destroying it and bringing it to disrepute.
Rose who is positive minded does everything possible to reposition the Maxson’s family by giving moral and financial support to the members in her household, while Troy whose income cannot even settle his family’s need is busying dragging the family name on the mire.
So, Troy struggles to fulfill his role as a father to his son and husband to his wife. He does not do much before his demise. The family he ruled with Iron hand or hard-handedness is torn apart, as his son; Cory turns against him and also becomes a rebel. After leveling serious criticism on how Troy tormented his life and dreams for a better future, he vows not to attend his funeral. Troy’s adulterous act with Alberta also contributes to Troy’s backwardness and family disintegration. The nature of trust between Rose and Troy is broken here, because Rose has vowed never to have anything to do with Troy, especially when the news about Alberta’s pregnancy for “Troy filters in.
To further demonstrate that Rose is an embodiment of unity and family’s rebirth, she tries to convince Cory not to speak despicably against his dead father and to assure him that Troy means well for the family, “Your daddy wanted you to be everything he wasn’t… and at the same time he tried to make you everything he was… he meant to do more good than he meant to do harm” Rose cautions Cory. Troy also sees Rose as a good woman capable of uniting the family when he says… “I know she’s a good woman I have been married to her for eighteen years”
Also, Rose forgives Troy and accepts to bring up Raynell, that is, the illegitimate daughter of Troy and Alberta who died shortly after child birth in order to promote peace harmony and family integration in Maxsons. ===============================================
(8) (i) Rose Maxson is Troy’s devoted wife and mother of his second son, Cory. She is a forty three years-old African-American house wife who volunteers to attend church regularly. She is ten years younger than Troy. Her devotion to him stem from her recognition of the possibilities of her life without him.
She is a woman with excellent spirit and great understanding. She recognizes Troy’s spirit as a fine and illuminating one and she either ignores or forgives his faults, only some of which she recognizes, Rose’s request that Troy and Cory build a fence in their small dirt backyard comes to represent her desire to keep her loved ones close to her with tender care while she is doing everything to unit her family; Troy is busy destroying the family’s dreams and aspiration.
She is a compassionate mother in all of her relationship with the members of her family, unlike Troy who discriminates. She is a fair Judge of character, and she sincerely hopes for a better future for her husband and son by not begrudging the stagnant situation at the moment. She is also kind, peaceful and ever willing to forgive those who wrong her. Rose’s acceptance of Troy’s illegitimate daughter, Reynell, as her own child demonstrates this attribute of hers.
(ii) Cory Maxeon is Troy and Rose’s teenage son. He is an ambitious young man who has the talent and determination to realize his dreams. He is a very respectful and compassionate nephew to his disabled uncle Gabriel. He is quite passionate and optimistic about great future to become a footballer and he needs to actualize it through his father’s support and love, but contrarily unmet by the pessimism of his father. His father, Troy believes that he can’t excel as a result of racism. He prefers him to read more books to get promoted in his A & P Job, or learn how to fix cars or build houses or learn a trade. Troy views Cory’s career aspirations as idealistic and detached from the realities of a racist society where the white dominate world of sports will not support his son’s dream of becoming a footballer.
He is a dynamic and persistent person, for he is undaunted by Troy’s bully and this makes Cory hate him vehemently. He refuses to attend Troy’s funeral because of his father’s hard handedness. He does not want to be Troy Maxson, he wants to be himself. He says this to stand up to his father who is not willing to support his dreams.
August Wilson uses Cory as an opposing force to Troy’s views and values which Troy stands for and the clash before both is the central conflict in the play. Cory undergoes transformation when she leaves home to join the marines in the end.
SECTION C (Answer ONE Question from this section) (9) The Grieved Lands of Africa” by Agostinho Neto is a poignant and emotionally charged poem that addresses the suffering, oppression, and resilience of Africa and its people. The poem delves into the historical and contemporary injustices faced by the continent, while also celebrating the enduring spirit and unity of its people.
Tone: The tone of the poem is one of sorrow, grief, and lamentation. The title itself, “The Grieved Lands of Africa,” sets the somber tone for the entire poem. The poet paints a picture of the hardships endured by Africa, referencing slavery, degradation, and oppression. The repetition of “grieved” throughout the poem emphasizes the weight of suffering borne by the continent and its people.
Mood: The mood of the poem is both sorrowful and hopeful. While it acknowledges the deep pain and injustice faced by Africa, there is also a sense of resilience and hope that shines through. The poem celebrates the enduring spirit of Africa and its people, emphasizing their vitality and the richness of their culture. The mention of dreams, dances, and the sound of life alludes to the indomitable spirit of the continent, despite its history of suffering. ===================================================
(10) The Leader and the Led is an allegorical poem. Hence, it can be understood at two levels of meaning. The poem makes use of animal characters to illustrate human conditions. The poem dramatises a situation where different animals vie for leadership positions, but are judged by other animals to be unqualified because of certain negative attributes that they possess. For instance, the Lion is seen to be ‘ferocious’ in his dealings with other animals. In other words, the Lion’s anger and oppressive tendencies disqualify him from being an ideal leader. Other animals who aspire to the leadership of the jungle are the Hyena, the Giraffe, the Zebra, the Elephant, the Warthog and the Rhino. Each of these aspirants is seen to have one or two negative attributes that disqualify them from being leaders.
In other words, they have their excesses and these do not make for the ideal leadership that the animals are glamouring for. For instance, the Hyena’s ‘lethal appetite’ is what detracts from his leadership abilities. The Giraffe is seen to be high up there, which means that he might not be in tune with the real experiences of the masses. The Zebra is seen not to be an honest and straightforward person. The elephant is feared for its gigantic feet which could easily crush the lesser creatures. The Warthog has an ugly character while the Rhino is seen to be too violent to be a good leader.
In the ending stanza, it is revealed that a good leader is one who has ‘a hybrid of habits’. This is further explained in the next stanza: ‘A little bit of a Lion/A little bit of a Lamb’. This means that leaders should have dynamic, unpredictable but virtuous qualities. Again, the poem implies that leaders should acknowledge the fact that they derive their value from the followers, as it is the followers that enthrone leaders
SECTION D (Answer ONE Question from this section) (11) The theme of change is portrayed in the poem as it questions the essence of modernism which seeks to reflect the shift in human consciousness, that is an essential part of modernist thought. The poet uses the poem “Bat” to represent 20th-century society which was characterized by war, religion, different beliefs and politics. It is a well-known fact that there is a shift or change in thinking and relation which has caused unrest in our modern society. “Bat” for instance, is an animal that is neither a bird nor rodent. It hangs upside down to sleep. This is symbolic of abnormality which is a product of 20th century society. The birds do perch and sleep in their nest which is contrary to the bat.
The fact that the protest poem ends “not for me” is also a sign of rejection of modernism. This poem dwells on loss of innocence into experience or the charge that Virginia Woolf identifies as part of modernism. This experience is the cause of human predicament. Also, the poet resets the idea about modernity which marks the advancement of technology, nuclear weapon because they are meant for destruction. Despite the fact that bat represents happiness in china which is symbolic of technological invention, the persona is not moved by such revelation. =================================================
(12) Journey of the Magi” by T.S. Eliot is a travelogue recounting the arduous expedition of the three wise men from the East in search of the newborn baby Jesus. The poem is divided into three parts, depicting the harsh weather conditions they endured, the toll it took on them and their camels, and the transformative impact of witnessing the birth of Christ.
In the opening stanza, the Magi face the bitter cold of winter, and the persona bitterly complains about the challenging conditions, providing vivid details of the setting. The poem sets the stage for the difficult journey ahead.
The second part portrays the exhausting nature of the journey, which seems endless. The relentless cold and harsh weather cause painful injuries to their camels, making them reluctant to continue. The Magi regret their decision, yearning for the comforts of home and the pleasures they left behind. The mention of “silken girls” serving them sweet fruits and diluted fruit juice evokes nostalgia and temptation to abandon the quest.
As they seek refuge in cities along the way, they find no respite. The cities are unwelcoming, and the villagers charge exorbitant prices for basic necessities, leaving the Magi without proper accommodation. Traveling at night to avoid danger, doubts arise about the purpose of their journey.
The third stanza brings a glimmer of hope as they arrive in Bethlehem, a temperate valley “smelling of vegetation.” However, the mention of “three trees on the low sky” foreshadows the crucifixion of Christ, adding weight to their destination’s significance.
Upon entering Bethlehem, they find the locals engrossed in drinking and merriment, seemingly oblivious to the birth of the Messiah in their midst. The Magi continue until they reach an unexpected location in the evening—a manger. They struggle to comprehend how such a great savior could be born in such humble surroundings among animals.
The concluding stanza takes on a philosophical tone as the narrator reflects on the transformative impact of their journey. Witnessing the birth of Christ brings death to their old way of life, leading to repentance and salvation. The gifts they offer symbolize their newfound devotion. Returning to their homeland, they no longer fit into their former pagan practices and view their fellow countrymen as “alien people.” The birth of Christ heralds the death of their old worldly ways.
The poem concludes with a longing for another transformative experience, akin to death. This alludes to the death of Jesus Christ, bringing salvation and redemption to the world. It serves as a call for fortitude on the Christian journey, acknowledging the challenges and sacrifices that ultimately lead to spiritual renewal and eternal life.
In conclusion, “Journey of the Magi” presents a poignant travelogue of the wise men’s hardships in their quest to witness the birth of Christ. Their journey leaves them forever changed, embracing a new life of repentance and devotion. Through vivid imagery and allusions, the poem explores the transformative power of faith and the profound impact of encountering the divine.
NECO 2023 Literature Answers Loading…
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There are TWO sections in this Literature paper.
Section I (1-4) Section II (5-8)
You are required to answer ONLY ONE question from each section. SECTION I (Answer ONLY ONE question from this section) (NUMBER 1) VERSION ONE (1) Adah is the daughter of both Pa and Ma, Boy’s sister and Francis Obi’s daring wife. As the heroine of the novel, she is given birth in a wrong era where female children are treated as subhuman who is of no value. Her upbringing is surrounded by a struggle for survival, not only of herself but also her dreams, while growing into a woman, moving from a high-class position in her native Nigeria to a very poor class in a predominantly white society. She struggles with motherhood and with being a wife and supporting her entire family along with being her own independent person. Part of her struggle also deals with the issues of marriage.
Adah is a dreamer and self-motivator. Her dream of going to the United Kingdom begins when she was just eight years. This dream of hers is further oiled by a lawyer Nweze, the first lawyer in Ibuza who serves as her role model. Initially, she wants to go to school especially, now that her brother is already in school and she sneaks away from her mother one day and runs to school unregistered. Adah’s dream to go to the United Kingdom to study and for her to achieve greatness over there does not come through without setbacks. Firstly, she is not allowed to go to school because she is a girl and the family does not want to spend the money on her to go and she gets her mother into trouble to actualize this dream.
She is patient and hardworking. Adah is a strong believer in hard work and consistency. It is this attribute that helps her achieve most of her goals. and also makes her develop a thick skin to withstand and confront all the challenges she encountered while growing up as a young girl. One of such challenges occurs when her father dies and she is sent to live with her mother’s brother. when she could not pay for her entrance examination, she cunningly obtains money from her cousin and the fact that she receives one hundred and fifty strokes of canes and this makes her a strong will and stubborn child. For instance, Adah learned very early to be responsible for herself. It is also the driving force behind her desire to never give up on her dream.
Adah is also a responsible mother per-excellence who cares a great deal for her children and she is ever ready to spoil them with all the goodies in the world, unlike Francis who denies them and disowns them and even wishes to put them on for adoption when the children need him most like their father. At the beginning, Adah tries to avoid marriage until she realizes that marriage might be her only way to continue on with her dreams.
As an independent worker and a go-getter, Adah is poised to work and contribute to the family and she is certain that she must care for her five children when she eventually divorces Francis.
Adah is a Christian to the core who prays fervently for her family but does not have time to go to church in England. Adah is also characterized throughout the novel by her sense of initiative and determination to change her course in life. ===================================================== VERSION TWO (1) In Buchi Emecheta’s novel “Second Class Citizen,” Adah Ofili emerges as a central and resilient character, embodying the struggles and triumphs of an African woman navigating a patriarchal society. Adah’s role in the narrative provides profound insights into the challenges faced by women in post-colonial Nigeria, highlighting themes of gender inequality, cultural expectations, and the pursuit of personal and professional fulfillment.
Adah is depicted as a determined and resilient woman, striving to overcome the limitations placed on her as a “second-class citizen” due to her gender and societal norms. From a young age, she exhibits intelligence, ambition, and a thirst for education, setting her apart from traditional gender roles in her community. Despite encountering numerous obstacles and societal disapproval, Adah remains steadfast in her pursuit of education and a better life.
Throughout the novel, Adah undergoes a transformative journey, experiencing both victories and setbacks. She endures poverty, domestic abuse, and cultural barriers while juggling the responsibilities of motherhood and her aspirations as a writer. Adah’s resilience shines through as she navigates the complexities of providing for her children, facing limited employment opportunities, and challenging the constraints imposed by a patriarchal society. Her experiences exemplify the sacrifices and hardships endured by women in similar circumstances.
Adah’s role as a mother adds depth to her character. While she deeply loves her children, she grapples with balancing maternal duties and personal ambitions. This struggle reflects the challenges faced by women striving for self-fulfillment within societal expectations. Adah’s determination to be a writer becomes a powerful symbol of resistance and empowerment. Writing provides her with an outlet for self-expression and an avenue to challenge social norms and injustices faced by women in Nigeria. ==========================================================
(NUMBER 2) VERSION ONE (2) The theme of cultural shock in Buchi Emecheta’s novel “Second Class Citizen” serves as a central thread that weaves throughout the narrative, illuminating the challenges faced by the protagonist, Adah Ofili, as she navigates between her Nigerian heritage and the cultural realities of her new life in Britain. The novel explores the profound impact of cultural dissonance on individual identity, relationships, and the struggle for self-acceptance.
Adah experiences a profound cultural shock when she moves to Britain with her husband, Francis. The stark contrast between the cultural values, customs, and expectations of Nigeria and those of her adopted country significantly shape her experiences and contribute to her personal growth and adversity. Adah finds herself torn between the traditional expectations placed upon her as a Nigerian woman and the opportunities and freedoms she encounters in her new environment.
One aspect of cultural shock that Adah faces is the clash between traditional gender roles in Nigeria and the more progressive attitudes in Britain. In her homeland, women are expected to conform to submissive roles, sacrificing their ambitions for the sake of family and community. Adah’s aspirations for education and independence challenge these norms and often lead to conflict and alienation from her family. In Britain, she is exposed to different gender dynamics, where women have more agency and opportunities for self-expression. This stark contrast highlights the complexities and challenges she faces as she strives to reconcile her Nigerian heritage with her evolving identity in a new cultural context.
Additionally, the theme of cultural shock is intertwined with issues of race and identity. Adah encounters racism and discrimination in Britain, which further complicates her sense of self. The prejudice she experiences shapes her perceptions and interactions with others, ultimately influencing her determination to succeed despite the hurdles placed before her. The novel portrays the psychological and emotional toll of cultural shock, as Adah grapples with questions of belonging, self-worth, and the preservation of her cultural identity.
Through Adah’s journey, “Second Class Citizen” explores the transformative power of cultural shock. While initially disorienting and challenging, Adah’s experiences ultimately lead to self-discovery, resilience, and a stronger sense of identity. She learns to navigate between her Nigerian roots and the British context, carving out her own path and challenging societal expectations. Adah’s story invites readers to reflect on the complexities of cultural adaptation and the ways in which individual identity is shaped by encounters with new environments. =================================================
VERSION TWO (2) The role of tradition and modernity cannot be downplayed in this novel as it exhibits a cultural shock as it serves as the ultimate conflict that makes the two key characters, Adah and Francis to be at loggerhead with each other before they finally part ways. Francis, his family, and Adah’s parents so much believe in tradition and superstition, for they want things to be done as laid down by their ancestors.
In Buchi Emecheta’s novel “Second Class Citizen,” the theme of cultural shock plays a central role, penetrating every aspect of the narrative and offering a profound exploration of the protagonist’s struggle to navigate the clash between her Nigerian heritage and the realities of her new life in Britain. The novel vividly portrays the transformative and far-reaching impact of cultural dislocation on individual identity, relationships, and the quest for self-acceptance.
The theme of cultural shock is central in “Second Class Citizen” as it permeates the experiences and challenges faced by the protagonist, Adah Ofili, throughout the novel. When Adah moves to Britain with her husband, Francis, she encounters a stark contrast between the cultural values, customs, and societal expectations of Nigeria and those of her adopted country. This dissonance becomes a defining element of her journey, shaping her experiences and exposing her to a multitude of personal and societal conflicts.
Adah grapples with the clash between traditional gender roles in Nigeria and the more progressive attitudes she encounters in Britain. In Nigeria, women are expected to conform to submissive roles, prioritizing family and community over personal aspirations. Adah’s pursuit of education and independence challenges these norms, leading to tension and estrangement from her family. In Britain, she confronts a different set of gender dynamics, where women have more agency and opportunities for self-expression. This dichotomy highlights the complexities Adah faces as she strives to reconcile her Nigerian heritage with her evolving sense of self in an unfamiliar cultural context.
Her story serves as a reflection of the challenges faced by individuals caught between different cultural worlds and invites readers to contemplate the complexities of cultural adaptation, the negotiation of identity, and the universal longing for self-acceptance. ===================================================================
(NUMBER 3) VERSION ONE (3) In the novel, citizens and governments of both Nigeria and Ghana are not comfortable with other country’s nationals in their country. The Bank Manager of Expense Bank does not hide his dislike for Nii Tackie whom he sees as a Nigerian living off the wealth of Ghana. He goes to the extent of saying that if given the power, he would gladly sack all the “aliens” working in the bank.
The Bank Manager’s wish though not fulfilled is already in motion outside the bank. Ghanaians are already hitting out on Nigerians living in Ghana. This is further confirmed by newspaper reports as related by an immigration officer during the screening of Mama Orojo’s luggage in the airport on her way to Accra and also by Nii Tackie’s sudden consciousness of his tribal marks.
In Nigeria, there is expulsion of aliens from the country; mostly Ghanaians. The Ghanaians are clearly doing well in Nigeria before the alienation policy is introduced. They work in banks, schools, and construction companies. But immediately the new immigration policy is introduced, their Nigerian employers subtly collect their residents’ permits and destroy them.
Idem’s expression in Chapter 8 (Part 1) of the text, “Omo Ghana no go go oo”, underscores the attitude of many Nigerian citizens to Ghanaians; whether legal or illegal immigrants.
Nii and Aaron encounter a severe bout of xenophobic hostility upon reaching the Nigerian border in Lagos. Despite Nii’s relentless efforts to thrive in Ghana, he ultimately decides to embark on a fresh start in Nigeria, driven by the desire to reunite with his long-lost sister and rebuild his life. Unfortunately, upon his arrival, he is met with the Nigerian government’s implementation of a policy aimed at expelling foreigners from the country—a retaliatory response to previous xenophobic attacks.
Despite Nii’s Nigerian heritage, he finds himself engulfed in despair and anguish, unable to communicate in any local language. Even his tribal marks and family name fail to shield him from the clutches of discrimination. Nii soon realizes that acquiring citizenship requires much more than superficial markers such as tribal affiliations or family lineage. Consequently, he is apprehended by an officer and forced into labor on a cassava farm as a means to regain his freedom within his own homeland.
The journey of fruitless searching plunges Nii into a state of emotional turmoil, until fate intervenes, finally reuniting him with Mama Orojo, his long-lost sister, in Nigeria. The reunion brings a glimmer of hope amid the hardships and tribulations Nii has endured, offering a semblance of solace and connection in a foreign land. ============================================
VERSION TWO (3) In Alex Agyei-Agyiri’s novel “Unexpected Joy at Dawn,” the theme of xenophobia is a prominent thread that weaves throughout the narrative, shedding light on the destructive nature of prejudice and discrimination. The story unfolds in a small rural community in Ghana, where the arrival of a group of strangers from various African countries exposes the deeply ingrained xenophobia within the local residents.
According to Mama, the then opposition party accused aliens, that is, non-citizens of ruining the country, or the government of that time has made a mess of its management of the affairs of the Ghanaian economy and blamed their failure to do things right on us aliens as scapegoats. Life becomes quite unbearable to learn that Mama Orojo and her family are unwanted in a country they have come to regard to be their home. The journey to Nigeria is not without difficulties, as they stopped to bury someone each time the track stopped. She buried her father and mother on her way. Not heard about her grandma who refused to come with them.
As a result, the economic situation in Ghana deteriorates, forcing many skilled workers and professionals to leave the country. The nation faces a devastating drought, leading to widespread crop failure and a decline in primary product exports. The country’s burdens multiply, exacerbating the economic gloom. Even Nii Tackie, working as an assistant manager in a bank, is compelled to take up part-time teaching to make ends meet during this difficult period.
The authorities implement panic-driven economic measures, including the withdrawal of the fifty cedis note, the highest denomination of the national currency. This decision leaves the people impoverished and disheartened. The economic downturn also fuels tension and animosity between the native population and immigrants, resulting in xenophobic attacks as an outlet for expressing their dissatisfaction and disapproval of foreigners. Both natives and non-natives become victims of this escalating hostility.
Aaron Tsuru, the owner of Ant Hill brick, is among those affected by the adverse consequences of xenophobia. Unable to secure a loan from the bank due to detrimental government policies, he is compelled to abandon his career and seek better opportunities elsewhere. Similarly, Nii Tackie, despite his aspirations, decides to leave his dream career behind and journey to Nigeria in search of greener pastures.
Another distressing consequence of xenophobia is the unjust brutality perpetrated by security personnel, who exploit the situation to mistreat both citizens and non-citizens. In a chilling incident at the market, an armed soldier chases a ten-year-old girl for selling goods above the government-imposed price controls.
All in all, the novel portrays the worsening economic conditions in Ghana, forcing professionals and skilled workers to emigrate. The country grapples with a devastating drought, crop failures, and economic hardships. The withdrawal of the highest denomination currency triggers tensions between natives and immigrants, resulting in xenophobic attacks. Individuals like Aaron Tsuru and Nii Tackie are compelled to abandon their career aspirations and seek opportunities elsewhere. The incidents of brutality by security personnel further highlight the grim consequences of xenophobia on both citizens and non-citizens alike. =====================================================================
(NUMBER 4) VERSION ONE (4) Mama Orojo and Nii Tackie, two siblings separated by circumstances, make several heartfelt attempts to reconcile with each other throughout the narrative. Their desire to reconnect and mend their strained relationship serves as a driving force in the story, showcasing the power of forgiveness, resilience, and the enduring bond of family.
Initially, Mama Orojo and Nii Tackie are separated at a young age due to a tragic event. As they grow older, both siblings harbor a deep longing to reunite and find solace in each other’s presence. Mama Orojo, aware of her brother’s existence, actively searches for him, driven by the memories and love they shared as children. She seeks information, reaches out to mutual acquaintances, and even embarks on journeys to different locations in hopes of discovering Nii Tackie’s whereabouts.
On the other hand, Nii Tackie, unaware of his sister’s efforts, also experiences a sense of longing and loss. He carries the weight of their separation, feeling an inexplicable void in his life. He nurtures a flickering hope of reuniting with Mama Orojo, although the passage of time and life’s challenges make it increasingly difficult.
As the narrative unfolds, circumstances align, and fate intervenes, bringing Mama Orojo and Nii Tackie closer to a long-awaited reunion. Through chance encounters, the assistance of kind-hearted individuals, and a series of fortuitous events, the siblings’ paths gradually converge. The author intricately weaves their individual journeys, highlighting the perseverance, determination, and unwavering love that propel Mama Orojo and Nii Tackie towards each other.
When Mama Orojo finally locates Nii Tackie, their reunion is a powerful and emotionally charged moment. The years of longing and separation dissolve as they embrace, their hearts filled with joy, forgiveness, and a shared understanding of the past. The siblings embark on a journey of reconciliation, seeking to heal the wounds inflicted by their separation and rebuild the bond that was once shattered.
Throughout their reconciliation process, Mama Orojo and Nii Tackie engage in heartfelt conversations, sharing their experiences, regrets, and dreams. They confront the pain and misunderstandings of the past, allowing empathy and forgiveness to pave the way for healing. Their determination to rebuild their relationship serves as an inspiration, illustrating the profound impact of forgiveness, resilience, and the enduring power of familial love. =============================================
VERSION TWO (4) Nii Tackie and Mama Orojo, blood relatives from Nigeria, find themselves separated by two deportations. The first deportation occurred when Mama Orojo was still young and living with her parents in Ghana. The Ghanaian government implemented an Alien Compliance Order in 1969, forcing aliens without resident permits to regularize their stay or leave the country. Mama Orojo’s great grandparents had migrated to Ghana years ago.
Mama Orojo, aware of her brother’s existence, takes the initiative to search for Nii Tackie. She actively seeks information from family members, acquaintances, and anyone who may have knowledge of his whereabouts. Driven by her memories of their childhood and the deep bond they shared, Mama Orojo embarks on a relentless pursuit, leaving no stone unturned in her quest to find her long-lost brother. Her determination fuels her resilience, as she travels to different locations in her search for Nii Tackie.
On the other hand, Nii Tackie, though unaware of Mama Orojo’s efforts, carries the weight of their separation within him. He experiences a sense of longing and loss, clinging to the hope of reuniting with his sister. Despite the challenges life throws at him, Nii Tackie holds onto the belief that they will one day reconnect.
Throughout the narrative, circumstances align, and fate plays its part in bringing Mama Orojo and Nii Tackie closer to their long-awaited reunion. Chance encounters, the assistance of kind-hearted individuals, and a series of fortunate events gradually bring their paths together. These providential occurrences underscore the depth of their connection and the significance of their bond.
Finally, the pivotal moment arrives when Mama Orojo and Nii Tackie are face to face. Their reunion is marked by overwhelming emotions as years of separation dissolve in an embrace filled with joy and forgiveness. The shared understanding of their past experiences allows them to confront the pain and misunderstandings that kept them apart. With empathy and a willingness to heal, they embark on a journey of reconciliation, determined to rebuild the bond that was shattered by their separation.
During their journey of reconciliation, Mama Orojo and Nii Tackie delve into deep and heartfelt dialogues, exchanging tales of their personal journeys, reflections on past experiences, and aspirations for the future. Together, they confront the hurdles and hardships that once divided them, embracing the transformative powers of forgiveness and empathy as they navigate the path to healing. Their mutual dedication to rebuilding their bond stands as a testament to the unwavering strength of familial love and the profound impact of forgiveness in shaping their lives anew. ================================================================
SECTION II (Answer ONLY ONE question from this section) (NUMBER 5) VERSION ONE (5) The statement “To whom it may concern: keep this nigger boy running” encapsulates a central theme that resonates throughout the life of the Narrator. This statement serves as a reminder of the dehumanizing and oppressive forces that shape the Narrator’s existence, forcing him to constantly strive for survival and maintain an elusive sense of identity.
From the beginning of the novel, the Narrator finds himself caught in a web of expectations and prejudices that reduce him to a mere object or stereotype. He is seen as a “nigger boy” by those in positions of power, subjected to their whims and desires. The statement encapsulates the systemic racism and social hierarchy that permeate the world in which the Narrator lives, constantly reminding him of his marginalized position and limited agency.
Throughout the narrative, the Narrator’s life is marked by a series of encounters and experiences that reinforce the statement’s meaning. From his time at the college, where he is manipulated by the white trustees and treated as a pawn, to his involvement with the Brotherhood, where he becomes a faceless member serving the organization’s hidden agenda, the Narrator is consistently pushed to keep moving, serving the interests of others without consideration for his own desires or individuality.
The theme of running symbolizes the Narrator’s perpetual state of motion, both physically and metaphorically. He is constantly on the move, navigating a hostile and ever-shifting world that denies him a stable sense of self. He is expected to conform, adapt, and perform according to the expectations and desires of those in power. The pressure to keep running, to keep pushing forward despite the odds, becomes a defining characteristic of his life.
Moreover, the statement underscores the ways in which the Narrator’s identity is defined by others. His existence is shaped by the perspectives, prejudices, and stereotypes imposed upon him by a society that fails to see his humanity. It is a constant reminder that he is seen as a “nigger boy” first and foremost, stripped of his individuality, agency, and the opportunity to define himself on his own terms. ==============================================
VERSION TWO (5) The phrase “To whom it may concern: perpetually propel this individual” encapsulates the pervasive dehumanization and subjugation experienced by the protagonist in Ralph Ellison’s novel “Invisible Man.” Throughout the narrative, the protagonist finds himself incessantly manipulated and utilized by those in positions of power, who view him merely as a means to their own ends. From the outset of the novel, the protagonist is thrust into a degrading and brutal battle royal, where he is compelled to entertain a white audience and compete against fellow black individuals. This traumatic event sets the tone for his ongoing struggle, as he is consistently pushed to keep moving by those who exploit him.
Additionally, the protagonist is subject to the expectations and ideologies of both white and black communities. Initially believing that adhering to the norms and ideals of the dominant white society would enable him to succeed and be acknowledged as an individual, he soon realizes the futility of his efforts. He becomes acutely aware that he is perceived solely as a representative of his race, expected to conform to predetermined stereotypes and fulfill specific roles.
Moreover, the protagonist’s affiliation with the Brotherhood further accentuates his status as a perpetual pawn. The organization utilizes his invisibility to their advantage, employing him as a symbol to manipulate and gain support from the masses. Exploiting his passion for societal change, they discard him when he no longer serves their purpose.
In essence, the phrase “To whom it may concern: perpetually propel this individual” underscores the pervasive dehumanization and exploitation endured by the protagonist in “Invisible Man.” He is incessantly used and manipulated, stripped of his agency and compelled to conform to societal expectations. His journey serves as a poignant exploration of the struggle for autonomy and recognition in a world that perpetually seeks to control and define him. ============================================================
(NUMBER 6) VERSION ONE (6) The theme of identity permeates the narrative, exploring the complex and multifaceted nature of individual and collective identity. Throughout the story, the protagonist grapples with questions of self-perception, societal expectations, and the struggle to establish a sense of self in a world that often renders him invisible.
The protagonist’s journey begins with a quest for self-discovery and the desire to define himself on his own terms. However, he quickly realizes that his identity is shaped by external forces, such as societal expectations and racial stereotypes. As an African American in a racially divided society, he is subjected to both overt and subtle forms of racism, which contribute to his invisibility and erode his sense of self.
The concept of invisibility symbolizes the protagonist’s struggle to be seen and recognized as an individual with agency and autonomy. He is rendered invisible by the dominant white society that fails to acknowledge his humanity beyond racial stereotypes. Furthermore, he is rendered invisible by the black community, which often views him through the lens of collective identity rather than as an individual with unique experiences and aspirations.
As the narrative unfolds, the protagonist grapples with multiple identities that are imposed upon him. From his early experiences at college, where he is manipulated by white figures in power, to his involvement with the Brotherhood, where he becomes a faceless member serving their hidden agenda, his identity is constantly shaped and reshaped by external influences. The novel underscores the dangers of conforming to prescribed identities and the importance of reclaiming one’s individuality.
Throughout his journey, the protagonist confronts the complexities of identity, questioning his role as a black man in a racially divided society. He navigates the tensions between assimilation and cultural heritage, struggling to reconcile the expectations placed upon him by society with his own desires and aspirations. Ultimately, he seeks to define himself outside the confines of societal expectations and stereotypes.
The theme of identity in “Invisible Man” is intricately connected to larger social and cultural issues. The novel explores the intersections of race, class, and power dynamics that shape individual and collective identities. It challenges societal norms and invites readers to question the impact of societal expectations on personal identity and self-perception. ==================================================
VERSION TWO (6) In the novel, the narrator is especially searching for his identity in the race dominated society, unsure about where to turn to define himself. As the narrator states at the beginning of the novel, “All my life I had been looking for something, and everywhere I turned something tries to tell what it was”. It is undoubtedly clear that the narrator’s blackness comprises a large part of his identity.
The theme of identity in “Invisible Man” explores the notion of self-discovery and self-acceptance. As the protagonist embarks on his journey, he undergoes a process of unmasking societal illusions and confronting his own preconceived notions of identity. He seeks to redefine himself outside of the confines of societal expectations and to reclaim his individuality.
However, invisibility doesn’t come from racism alone. For example, when the narrator decides to work with Liberty Paint Plant, he becomes excited with the hope of equality or finding a natural ground with the white. He feels that he has finally found his identify, unknown to him that it is the beginning of his endless search for one. It is search for identity that makes him stage Tod Clifton’s funeral ceremony without-consulting the Brotherhood. The Brotherhood also provides systematic way of thinking about the world that claims to be solution to racism and inequality.
The narrator at first, embraces the Brotherhood, thinking it would help him ascertain his missing identity as a member of the black race. The narrator at first embraces this ideology of the Brotherhood and structures his identity around it. However, he comes to discover that the Brotherhood is perfectly willing to sacrifice him for their own selfish interest, and it is not what it truly represents. Thus, this novel can be read not only as a story, but a black man’s struggle to find his identity or grow up and learn to be himself, against the backdrop of social pressure or racism.
The theme of identity in “Invisible Man” delves into the complex struggle of the protagonist to establish his sense of self in a society that renders him invisible. The novel explores the challenges and complexities of individual and collective identity, highlighting the influence of societal expectations, racial stereotypes, and the quest for personal autonomy. By delving into these themes, Ralph Ellison invites readers to reflect on their own notions of identity and the impact of societal forces on the construction of self. ====================================================================
(NUMBER 7) VERSION ONE (7) In Emily Brontë’s novel “Wuthering Heights,” the consequences of characters’ actions are central to the development of the plot and the exploration of themes. The story presents a web of interconnected actions and their repercussions, demonstrating how choices and behaviors have far-reaching effects on individuals and generations. Here are several examples that illustrate the consequences of actions in the text:
(i) Heathcliff’s Revenge: Heathcliff’s actions are driven by his desire for revenge against those he believes have wronged him, primarily the Earnshaw and Linton families. His cruel treatment of others, particularly Hindley Earnshaw and Edgar Linton, leads to a cycle of vengeance and suffering. As a result, Heathcliff loses his humanity, becomes consumed by bitterness, and inflicts pain on those around him. The consequences of his actions extend beyond his own life, impacting future generations and perpetuating a cycle of misery.
(ii) Hindley Earnshaw’s Abusive Behavior: Hindley’s actions, fueled by jealousy and resentment toward Heathcliff, have severe consequences for both himself and others. His mistreatment of Heathcliff as a child and later as a master of Wuthering Heights contributes to Heathcliff’s desire for revenge. Furthermore, Hindley’s descent into alcoholism and neglect of his responsibilities lead to the deterioration of his own health and the decline of the Earnshaw family’s fortunes.
(iii) Catherine Earnshaw’s Decision to Marry Edgar Linton: Catherine’s choice to marry Edgar Linton, motivated by social ambition and the desire for a comfortable life, has significant consequences. Her decision separates her from Heathcliff, her true love, and sets in motion a series of events that cause immense suffering for all involved. Catherine’s marriage to Edgar ultimately leads to her own unhappiness, as she cannot fully suppress her intense connection to Heathcliff. Additionally, it fuels Heathcliff’s desire for revenge, further intensifying the cycle of pain and destruction.
(iv) Isabella Linton’s Infatuation with Heathcliff: Isabella’s infatuation with Heathcliff has devastating consequences for her. Ignoring warnings about his cruel nature, she elopes with him, hoping to escape her unhappy life at Thrushcross Grange. However, once married, she experiences Heathcliff’s brutality firsthand. Isabella becomes isolated and trapped in an abusive relationship, forced to endure physical and emotional torment. Her actions result in her own misery and serve as a cautionary tale about the repercussions of blind infatuation. (v) Edgar Linton’s Attempt to Protect His Family: Edgar’s actions are driven by his desire to protect his family, particularly his daughter, Cathy. He tries to shield her from the negative influence of Heathcliff and the destructive environment of Wuthering Heights. However, his attempts to maintain order and protect his loved ones inadvertently contribute to the continuation of the cycle of vengeance. His refusal to confront Heathcliff directly and his reliance on social conventions rather than addressing the underlying issues ultimately lead to the tragic consequences faced by his family. ===================================================
VERSION TWO (7) In Emily Brontë’s masterpiece, “Wuthering Heights,” the narrative intricately weaves together actions and their consequences, delving into the profound impact of choices and behaviors on individuals and subsequent generations. The novel vividly portrays how characters’ actions unleash a chain of events with far-reaching implications. Let’s explore various instances that exemplify the consequences of actions within the text:
(i) Heathcliff’s Quest for Retribution: Heathcliff’s actions are driven by an insatiable thirst for revenge against those he perceives as having wronged him, most notably the Earnshaw and Linton families. Through his merciless treatment of individuals such as Hindley Earnshaw and Edgar Linton, he initiates a vicious cycle of vengeance and suffering. Consequently, Heathcliff forfeits his own humanity, consumed by a deep-seated bitterness that inflicts pain upon all those within his orbit. The consequences of his actions extend beyond his lifetime, permeating future generations and perpetuating a legacy of anguish.
(ii) Hindley Earnshaw’s Cruelty: Hindley’s actions, stemming from jealousy and resentment towards Heathcliff, bear grave consequences for himself and others. His mistreatment of Heathcliff during their formative years and later as the master of Wuthering Heights fuels Heathcliff’s thirst for retaliation. Furthermore, Hindley’s descent into alcoholism and dereliction of familial duties results in the erosion of his own well-being and the gradual decline of the Earnshaw family’s prosperity.
(iii) Catherine Earnshaw’s Decision to Wed Edgar Linton: Catherine’s choice to marry Edgar Linton, motivated by social aspirations and the yearning for a comfortable life, yields profound consequences. Her decision estranges her from Heathcliff, her soulmate, setting in motion a series of tragic events that engender immense suffering for all involved. Catherine’s marriage to Edgar ultimately leads to her own dissatisfaction as she fails to suppress her profound connection to Heathcliff. Moreover, it fuels Heathcliff’s desire for vengeance, perpetuating the cycle of pain and devastation.
(iv) Isabella Linton’s Infatuation with Heathcliff: Isabella’s infatuation with Heathcliff elicits dire consequences for her well-being. Ignoring cautionary warnings about his cruel nature, she elopes with him, seeking an escape from her discontented life at Thrushcross Grange. Yet, once married, she becomes a victim of Heathcliff’s brutality. Isabella finds herself isolated and ensnared in an abusive relationship, subjected to physical and emotional torment. Her actions result in her own misery, serving as a cautionary tale about the repercussions of blind infatuation.
(v) Edgar Linton’s Attempts to Safeguard His Family: Edgar’s actions are fueled by his desire to protect his family, particularly his daughter, Cathy. He endeavors to shield her from the pernicious influence of Heathcliff and the malevolent atmosphere of Wuthering Heights. However, his efforts to uphold order and ensure the well-being of his loved ones inadvertently contribute to the perpetuation of the revenge cycle. Edgar’s reluctance to confront Heathcliff directly and his reliance on societal conventions, rather than addressing the underlying issues, ultimately culminate in tragic consequences for his family. ==================================================================
(NUMBER 8) VERSION ONE (8) The relationship between Heathcliff and Lockwood is marked by a significant level of hostility. Lockwood, a gentleman from the city, rents Thrushcross Grange from Heathcliff, the mysterious and volatile owner of Wuthering Heights.
The initial encounter between Lockwood and Heathcliff sets the stage for their tense relationship. Lockwood, eager to introduce himself to his landlord, ventures to Wuthering Heights but is met with a cold reception. Heathcliff, wary of outsiders and possessing a surly disposition, responds to Lockwood’s attempts at conversation with hostility and dismissiveness.
As the story unfolds, Lockwood’s fascination with the enigmatic atmosphere of Wuthering Heights grows, but his attempts to engage with Heathcliff are met with resistance. Heathcliff, harboring deep-seated resentments and bitterness, holds no interest in establishing rapport with Lockwood, viewing him as an unwelcome intruder into his isolated world.
Their interactions are characterized by tension and clashes of temperament. Lockwood, initially curious about Heathcliff and the history of Wuthering Heights, becomes frustrated with his landlord’s hostility. Despite Lockwood’s attempts to bridge the gap, Heathcliff maintains a distant and antagonistic attitude, further exacerbating their strained relationship.
The hostility between Heathcliff and Lockwood serves to highlight the stark contrast between their personalities and backgrounds. Lockwood represents the refined and conventional world, while Heathcliff embodies the wild and untamed nature of Wuthering Heights. The clash between their differing social statuses and perspectives fuels the animosity between them.
Throughout the novel, their hostile dynamic underscores the larger themes of social class, isolation, and the destructive power of unresolved anger. Lockwood’s attempts to understand the enigma of Heathcliff and Wuthering Heights are met with a wall of hostility, leaving him feeling like an outsider unable to penetrate the depths of Heathcliff’s troubled soul.
The hostility between Heathcliff and Lockwood in “Wuthering Heights” stems from their conflicting personalities, backgrounds, and interactions. Lockwood’s curiosity and desire for connection are met with disdain and aloofness from the brooding Heathcliff. Their strained relationship serves as a reflection of the tumultuous and volatile world of Wuthering Heights, adding to the overall atmosphere of the novel and emphasizing the themes of social divide and emotional turmoil. ================================================
VERSION TWO (8) The hostility between Heathcliff and Lockwood in Emily Brontë’s masterpiece “Wuthering Heights” spreads from their initial encounter and intensifies throughout the unfolding tale. This conflict emerges from their contrasting temperaments, backgrounds, and life experiences.
Lockwood, a sophisticated gentleman hailing from London, finds himself an outsider when he leases Thrushcross Grange, the neighboring estate to Wuthering Heights. Curious and inquisitive, he is captivated by the enigmatic ambiance of the moors and the unconventional nature of the inhabitants of Wuthering Heights. However, his initial attempts to forge a friendly rapport with Heathcliff are met with indifference and occasional rudeness.
Heathcliff, on the other hand, embodies a brooding and mysterious persona. As an orphan brought to Wuthering Heights by Mr. Earnshaw, he too is often viewed as an outsider. However, unlike Lockwood, Heathcliff shares an intense connection with the estate and its tumultuous history. He resents Lockwood’s intrusion into his solitude, regarding him as an unwelcome interloper.
Their enmity intensifies when Lockwood unwittingly becomes entangled in a confrontation between Heathcliff and Catherine Earnshaw, the object of Heathcliff’s deep affection. Lockwood bears witness to the emotional turmoil between the two and is increasingly drawn into their intricate relationship. This intrusion further fuels Heathcliff’s ire towards Lockwood, as he perceives it as a violation of his privacy.
Additionally, the stark disparities in their social standings and upbringings contribute to the animosity between them. Lockwood personifies the upper-class gentry, while Heathcliff is perceived as a social outcast. These class distinctions exacerbate the tension between the two, amplifying the power dynamics at play.
Heathcliff’s profound resentment towards Lockwood stems from a combination of his isolated upbringing, his profound love for Catherine, and his general disdain for anyone he perceives as an intruder or threat to his dominion over Wuthering Heights. The hostilities between Heathcliff and Lockwood imbue the narrative with a heightened sense of complexity, accentuating the prevailing themes of isolation, obsession, and the relentless pursuit of revenge that permeate the novel.
NECO Literature Questions and Answers For Practice
The questions below are the Neco past questions and answers that will help you in your 2023 NECO Literature Questions.
The questions below are the NECO 2023 Literature Practice Questions. Go through them and be ready to score high in your NECO 2023 Literature in English Examination.
1. In Literature generally, a stock character is a character A. who plays the role of a stock B. broker or merchant C. whose actions, speech, style, and role are predicable D. whose manner is as stiff as a dry stockfish E. Hypocrite
ANSWER: C (whose actions, speech, style, and role are predicable)
2. A light or amusing interlude inserted in the middle of a tragic play is called
A. a comic relief
B. an aggression
C. a contrast
ANSWER: A (comic relief)
3. When one author produces a mocking invitation of another author’s work we call his product A. a conceit B. an aggression C. a contrast D. a parody E. Monologue
ANSWER: D (parody)
4. A type of poem which may be sung and which embodies a tale is called A. sentimental poem B. sonorous poetry C. musical interlude D. a ballad E. satire
ANSWER: D (a Ballard)
5. Poetry is distinguished from prose fiction in that it A. uses puns and persona B. injects emotion and sentiment C. does not have a hero D. uses rhyme and meter E. uses stanza
ANSWER: D (uses rhyme and meter)
6. Go, lovely rose,
Tell her that wastes her time and me When I resembled her for thee, How sweet and fair she seems to be In the above lines, the rose is presented as having human characteristics or abilities. This is knowns as
A. climax B. epigram C. Personification D. hyperbole E. paradox
ANSWER: C (personification)
7. When a story is told at one level but has its true meaning at another level it is called A. a horror story B. a confusing story C. an epic D. an allegorical story E. theme
ANSWER: D (allegorical story)
8. When an unrelated incident is inserted in a work of literature it is called A. a dream sequence B. a flashback B. a digression D. a masque E. a prologue
ANSWER: C (digression)
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Have a Target and Work Towards Actualizing it
You have decided to pass NECO Literature 2023 and I am sure of that. Now, the next thing you should do is set targets.
You have told yourself, “I will score A in Neco Literature 2023”, that’s not all. You need to plan on how to make it happen. Create a timetable and master plan to achieve your goals.
Get the Recommended Textbook on Literature for 2023 NECO Examination
Normally, NECO recommends books for the examination. But apart from some parts of NECO Literature English where certain novels are compulsory, you are free to use any good Literature textbook to prepare for NECO 2023 exam.
Some textbooks are more difficult to understand. If you have any topic you are finding difficult to understand, then get a textbook that will simplify the topics and make life better for you.
Do not Skip Literature Examples and Exercise you Will Come Across While Reading:
Many candidates are fond of skipping exercises and even examples while studying textbooks. In fact, we like notebooks so much that we could ask, “can I read my notebook and pass NECO Literature 2023?” Don’t be scared of attempting exercises in Biology. Face the challenges.
If you have any questions about the NECO Literature Questions and Answers 2023 , kindly drop your question in the comment box.
Last Updated on July 27, 2023 by Admin
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ESSAY-PARTY (5a) They hate geography because their former geography teacher didn’t handle the subject well
(5b) The Guidance counsellor was astonished because he had ensured to convinced the students to offer geography up to the school certificate level
(5c) The probability that they might travel by air with their principal with one of them being the pilot
(5d) Their geography teacher killed that dream of having the urge to become a pilot
(5e) (i) Adjectival clause (ii) It qualifies the noun “Guidance counsellor”
(5f) They found out that “water meandering” was not the only topic in geography. More so water meandering was not even a topic on its own
(5g) Subject specialist should be made to handle their areas of specialty
(5h) (i) Back (ii) Deafening (iii) Enthusiasm (iv) Professional (v) Appeals (vi) Beginning
(6a) Poor preparation was part of the reason for poor performance at the london Olympics.Also, moral contributed to poor performance in the Olympics
(6b) Part of the resolutions of the sports summit was early preparation for major competition. The other was living up youth prepations to produce champions
(6c) One of the developments which hindered the implementation of the resolution was the replacement of the sports minister. The other was blocking out of the federations from international competitions due to lack of funds. ====================================
ANSWER ONE (1) QUESTION FROM THIS SECTION
(2) Recent findings have revealed that students have lost the culture of reading. The reading culture among youths has been said to have waned away. This is unfortunate. In fact, the rate by which, Nigeria recorded failure by Nigerian students in the West African Examination Council WAEC, and National Examination Commission NECO including, other examinations taken in Nigeria is quite glaring that this is true. My first suggestion on how to go about improving the reading culture among students will be to organize trainings for youths and workshops for students. There should be series of such training programs for young people in the country on reading culture, and course of study counseling, and Parents Teachers training, including, child development workshops across the country. For instance, government and corporate organizations and non-governmental organizations should volunteer in hosting students of public secondary schools and students of private secondary schools across Nigeria, for instance, all for the purpose of enlightening the students on the important of imbibing the culture of reading, because this approach will help make these students brilliant and best brains, and subsequently make them responsible citizens in the future, that will contribute outstandingly to nation building. Another way that I think will improve and promote reading culture in among students will be in the area of students’ debate and students assay competition. I must tell you that this is one of the key factors that will actually help in achieving an improvement in the area of reading culture among youths and students. Therefore, there is need to organize inter school debate competition and inter school essay writing competition for both students in public secondary schools and students in private secondary schools across the country. While organizing for these student competitions, prizes must be given to the best performing students in the competitions, as well as the participating schools. This gesture will encourage Nigerian students, as well as, their teachers to put more efforts, so that they can stand a chance of winning the prizes next time there is such competition. By so doing, there is all indications that, the reading culture among students will improve. Again, if free books can be donated to pupils and students in both private primary and secondary schools, as well as public primary and secondary schools it will contribute towards improving reading culture in among students. That is why it is important and necessary for Nigerian government and other government agencies, including, non-governmental organizations and corporate organizations to take upon themselves the running of campaign programs, where free books can be donated to students in both private primary and secondary schools and public primary and secondary schools. Good enough, some students particularly, those ones in private schools are privileged to study in environments that have well equipped modern library facilities with books that even promotes reading culture and promote research but unfortunately, students have been carried away by those set of things that do not add value for their studies, for example, Facebook, and WhatsApp, and Twitter, as well as, other social media platforms which have distracts them from studying. In fact, some of those students, whose parents are wealthy and influential believed that, with their parents wealth disposition, they will sort their way out. These behaviours and attitudes on the part of students should be discouraged, and they should be redirected to path of being book friendly, as well as imbibing the culture of reading. Examination malpractice has remained one of the evils that have bewitched Nigerian students, to the extent that, the students have lost the culture of reading, let alone to read and prepare for examination. In my opinion, I will be suggesting that, there should be campaign and advocacy against examination malpractices. This platform can also serve as a forum, where issues concerning the role of stakeholders in investing their time and resources and energy towards eradicating examination malpractices in Nigeria can be discussed. It could also serve as platform, where members of the public can be sensitized on how they can collectively work to assist in complimenting the efforts of the government in eradicating examination malpractices in Nigeria, and promote reading culture. There is need therefore, for Nigerian government to rise up and be committed in making sure that it promote better education philosophy in the country and as well, restore reading culture for the purpose of eradicating the problem of examination malpractices in Nigerian schools. ====================================
(1) In April 1993, at a young and irresponsible age, I found out I was pregnant. With much prodding, I reluctantly and regretfully terminated the pregnancy. I struggled with what I had done and went through several years of feeling unbearably guilty. As a Catholic, I went to confession, but after a brief, tearful session, I figured the priest must not have heard me through my sobs because God couldn’t possibly forgive me with a couple of Hail Marys and Our Fathers. After dealing with several years of depression, I found myself on a different path of self-destructive behavior. I was motivated enough to go to college, but not for all of the right reasons. I did okay at school and attended class regularly, but I partied extensively and dabbled in drugs. Once again, I found myself pregnant. This pregnancy was the motivation I needed to get my act together. I moved home and finished the one class I needed to get an associate’s degree, and I picked up additional classes at the local technical college. After graduating from college with a couple of two-year degrees and then a bachelor’s degree, I felt like I had my act together. Still, two dates continued to haunt me: April 26th, the day I’d terminated the first pregnancy, and November 22nd, the day the baby was due. In July 2005, I got married to a wonderful man who was willing to accept me, my son and all of my baggage. We were fortunate to become pregnant that August, with a due date of May 23rd. We were ecstatic, and two ultrasounds at the beginning of the pregnancy revealed a healthy, growing baby. It wasn’t until our routine ultrasound in late December that we found out we were having twin boys. They pushed up my due date to the week of April 26th. I didn’t want to have the babies on that day. I had always vowed that I would think of my unborn baby daily, to somehow repent for what I’d taken away from that child. I felt like I needed to leave April 26th as a day of mourning. It was sacred in my mind. At a routine checkup on the morning of April 26th, my doctor found that I was five centimeters dilated. It was time to have my babies. As much as I was ready to meet my boys, I choked back tears and confided in her about the irony of the date. She held my hand and offered me different options, but I decided that God had His hand in this, and I needed to do what was intended. Although I am ashamed to admit it, despite the fact that my faith in God is true, I couldn’t get it out of the back of my mind that this was His opportunity to take something away from me as I had done thirteen years ago. Eleven hours later, I pushed out the first baby—a four-pound, eleven-ounce miracle. We knew the second baby was breech, and the plan was to turn him around and deliver him normally. After the expert medical staff turned him around and all was going as planned, he stuck his arm out in one last attempt to enjoy some space to himself. In their efforts to push his arm back in to deliver his head first, the cord got pinched between his arm and his head. With no vital signs on the delivery room monitors, my mind raced with the penance I must be paying now. Surely, the Hail Marys and Our Fathers had been enough. Surely, the guilt I’d carried with me for thirteen years had signified my repentance. My second baby was born via emergency C-section, all five pounds, fifteen ounces of healthy baby boy. After a very brief stay in the NICU, the babies were released to our care. For weeks after I had the twins, amidst the feelings of being overwhelmed and ecstatic, I could not help but question why God had not allowed me to keep that day to mourn and remember every year. I swear Prevention is better than cure. ====================================
ESSAY-PART-QUESTION- THEY ARE POSTED BELOW. ====================================
You Are To Write 450 Words
(1) Write a story to illustrate the saying: Prevention is better than cure. ====================================
(2) Write an article suitable for publication in your school magazine on way of improving reading culture among students. ====================================
(3) You’re a chief speaker in a debate on the topic: Our forefather upheld our cultural values more than these generation. write your argument for or against the motion. ====================================
(4) Your best friend has just been suspended from school for truancy. write a letter to him/her expressing your displeasure and advising him/her to turn a new leaf ================================ ====
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NECO Literature Syllabus & Books 2024/2025 – Download PDF
Are you looking for the new 2024/2025 NECO syllabus for literature in English? Is NECO literature syllable real or fake? Where do I get the real area of concentration for NECO? Download the latest NECO topics to read including all the newly approved literature books (prose, drama and poetry) for Senior Secondary schools.
Table of Contents
Is NECO Syllabus real or Fake?
NECO syllabus are real. They contain the topics recommended by the National Examination Council for SSCE students.
90% of the NECO syllabus are the same with that of the West African Examination Council (WAEC).
SCHEME OF EXAMINATION
There will be three papers – Papers 1, 2 and 3. Papers 1 and 2 will a composite paper and will be taken at one sitting.
Paper 1 will be a multiple choice objective test. It will contain fifty questions distributed as follows:
(a) Twenty questions on General Knowledge of Literature;
(b) Five questions on an unseen prose passage;
(c) Five questions on an unseen poem;
(d) Twenty context questions on the prescribed Shakespearean text.
Candidates will be required to answer all the questions within 1 hour for 50 marks.
Paper 2 will be an essay test with two sections, Sections A and B.
Section A will be on African Prose and Section B on Non-African Prose.
Two essay questions will be set on each of the novels prescribed for study.
Candidates shall be required to answer one question only from each section within 1 hour 15 minutes for 50 marks.
Paper 3 will be on the Drama and Poetry components of the syllabus.
It will be put into four sections, Sections A, B. C and D as follows:
There shall be two questions on each of the prescribed drama texts for Sections A and B. There shall also be two questions for each of the poetry sections ie Sections C and D.
Candidates shall be required to answer one question from each of the sections, making a total of four questions. The paper will take 2 hours 30 minutes to complete and will carry 100 marks.
(i) The Unseen Prose passage for Paper 1 shall be about 120 – 150 words long. (ii) Only context questions shall be set on the Shakespearean text. The context questions will test such items as theme, characterization, style and setting in the Shakespearean text.
(iii) No essay question shall be set on the Shakespearean text.
- WAEC Syllabus For Literature In English
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NECO Syllabus for Literature 2024/2025
The areas of concentration in literature are the books (NECO recommended texts). So, read till the end and find out very vital information about these syllabus.
Find out more about the Literature texts and how to get them .
NECO Literature Texts 2024
- Second Class Citizen by Buchi Emecheta
- Unexpected Joy at Dawn by Alex Agyei-Agyiri (2018 Edition)
Non African Prose
- Wuthering Heights by Emily Bronté
- Invisible Man by Ralph Ellison
- Let me Die Alone by John K. Kargbo
- The Lion and the Jewel by Wole Soyinka
Non African Drama
- Look Back in Anger by John Osborne
- Fences by August Wilson
NECO Syllabus for Literature in English
- “Black Woman” by Leopard Sedar Senghor
- “The Leader and the Led” by Niyi Osundare
- “The Grieved Lands” by Agostinho Neto
- “The Song of the Woman of my Land” by Oumar Farouk Sesay
- “Raider of the Treasure Trove” by Lade Wosomu
- “A Government Driver on his Retirement” by Onu Chibuike
Non African Poetry
- “The Good-Morrow” by John Donne
- “Caged Bird” by Maya Angelou
- “The Journey of the Magi” by T.S Eliot
- “Do not Go Gentle into the Good Night” by Dylan Thomas
- “Binsey Poplars (Felled 1879)” by G.M. Hopkins
- “Bat” by David H. Lawrence
Drama Text for Objective/Contextual Questions
A Midsummer Night’s Dream by William Shakespeare
NOTE: All NECO literature objective questions and answers will come from general knowledge in literature. To study these general knowledge (literary appreciation), I recommend Essential Literature textbook or Exam Focus on Literature in English for you. These books shared comprehensive literature general knowledge.
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NECO GCE Literature in English Questions & Answers 2022 Free Expo Objective and Prose
NECO GCE Literature in English 2022 Questions and Answers: Get NECO GCE Literature 2022 answers for Friday 9th Dec. , Literature in English, 1hr 40mins, 3.00 pm – 4.40 pm.
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NECO Syllabus for Literature in English 2023/2024 SSCE & GCE | DOWNLOAD & CHECK NOW
This content would be giving you by the National Examination Council in the short “NECO” Syllabus for Literature in English 2023/2024. Details about the syllabus are given below.
NECO Exam is finally taking place, and all candidate who is writing Literature in English in the GCE or SSCE exams is to go through the Syllabus for Literature in English.
Unlike WAEC, NECO is for Nigerian students only. The examination is meant for secondary school students in their final year, the exam is used for entrance into higher institutions which is why it is critical for any student taking part in this examination to pass it.
To pass NECO or any examination at all with flying colors you will need to read thoroughly, and I don’t mean reading aimlessly, you will need a guide like a scheme of work or syllabus. This is why in this article we have helped all students sitting for the NECO examination this year to compile the NECO Syllabus for Literature in English.
NECO Syllabus for Literature in English 2023/2024
Before we give you this syllabus you should know that there is no syllabus for NECO at all, even on NECO’s official website , but from previous years we have found out that questions from WAEC and NECO are very similar, which means they share the same syllabus. Below is the detailed NECO Syllabus for Literature in English.
If you want to be successful with Literature in English in Your SSCE & GCE exam, You need to spend some quality time with this NECO Syllabus.
CLICK ON THIS LINK TO VIEW THE NECO SYLLABUS FOR LITERATURE IN ENGLISH
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NECO Literature in English Questions and Answers 2023 Essay and Objective
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- Post published: October 26, 2023
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NECO Literature in English 2023 answers are now available. NECO Literature in English questions and answers 2023/2024 objective and essay and other exam details for NECO 2023 are on this page. See the 2023 NECO Literature in English answers for both objective and theory below. Get the NECO Literature in English objective and essay answers here.
The 2023 Literature in English NECO OBJ, drama, poetry, prose, and essay questions and answers are provided here for free. All you have to do is to go through the questions and take note of the NECO Literature answers 2023. Read on to find out.
NECO Literature in English Questions and Answers 2023 Objective and Essay
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NECO Literature in English Answers 2023 Objective and Theory
The National Examination Council (NECO) is an examination body in Nigeria that conducts the Senior Secondary Certificate Examination and the General Certificate in Education in June/July and November/December respectively.
The 2023 NECO Literature in English questions are set from the SS1 to SS3 Literature in English syllabus. So all the questions you will encounter in this year’s examination are in the syllabus, and nearly 95% of the questions are repeated.
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2024 NECO Literature Objective and Prose Questions and Answers
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2023 NECO LITERATURE: 2023 NECO LITERATURE ANSWERS (6032)
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CLICK HERE TO VIEW ANSWER No. 1 (V1) on Literature
Yoko is one of the thirty seven wives of Chief Gbanya. She is his favourite wife. The chief does whatever Yoko tells him to do. This does not go well with Lamboi and Musa. They look for ways to kill the Chief and take over the reign of Mende Kingdom. Their opportunity comes when the Chief is flogged mercilessly in their presence by the Governor. He sustains injuries during the flogging. Lamboi and Musa mix a poisonous concoction using alligator gall. They give it to him. He drinks it. Before he dies, he hands over his Chiefdom to Yoko after she persuades him. This does not go well with Musa and Lamboi. They look for ways of removing her from the throne. Meanwhile, Yoko upon ascending the throne, sacrifices her womb as it is in line with the tradition. During her reign, she is able to conquer more territories and add them to her kingdom. She also maintains a cordial relationship with the Governor and act according to the dictates of the imperial representative. In a plot to dethrone her, Musa and Lamboi kidnap and kill Jeneba and lied to the people that it is Madam Yoko that use her for ritual. This allegation makes Queen Yoko to be subjected to humiliation and disgrace from her subjects. She finally goes to the poro bush and clears her name of the allegation. In a bid to avoid further embarrassment and disgrace, she asks her maid to prepare for her a poisonous concoction. She drinks it and takes her own life. She says 'copied from e x a m p l a z a . c o m free' it is better than facing further humiliation.
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(1) Yoko is the favourite of all Chief Gbanya's thirty seven wives. The chief does whatever Yoko tells him to do. This does not go well with Lamboi and Musa. They look for ways to kill the Chief and take over the reign of Mende Kingdom. Their opportunity comes when the Chief is flogged mercilessly in their presence by the Governor. He sustains injuries during the flogging. Lamboi and Musa mix a poisonous concoction using alligator gall. They give it to him. He drinks it. Before he dies, he hands over his Chiefdom to Yoko after she persuades him. This does not go well with Musa and Lamboi. They look for ways of removing her from the throne. Meanwhile, Yoko upon ascending the throne, sacrifices her womb as it is in line with the tradition. During her reign, she is able to conquer more territories and add them to her kingdom. She also maintains a cordial relationship with the Governor and act according to the dictates of the imperial representative. In a plot to dethrone her, Musa and Lamboi kidnap and kill Jeneba and lied to the people that it is Madam Yoko that use her for ritual. This allegation makes Queen Yoko 'copied from e x a m p l a z a . c o m free' to be subjected to humiliation and disgrace from her subjects. She finally goes to the poro bush and clears her name of the allegation. In a bid to avoid further embarrassment and disgrace, she asks her maid to prepare for her a poisonous concoction. She drinks it and takes her own life. She says it is better than facing further humiliation.
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Jimmy Porter is the “angry young man” of the play, usually found spouting tirades against the complacency of the British upper classes, and especially against his wife Alison and then his lover Helena. Born working class but highly educated, like his friend and roommate Cliff, but has an ambivalent relationship with his educated status, seeing himself mostly as a working class man and yet frustrated that his education can do nothing to affect his class status. “He is a disconcerting mixture of sincerity and cheerful malice, of tenderness and freebooting cruelty.” Jimmy “alienates the sensitive and insensitive alike,” and his “blistering honesty, or apparent honesty…makes few friends.” Jimmy is a frustrated character, railing against his feelings of alienation and uselessness in post-war England.
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(i)THE DESTRUCTIVE NATURE OF UNCONTROLLED JOY: The poet persona is obviously happy and joyous about his retirement from service after thirty five years in service. This explains why he organises a party to mark his retirement. However, his joy gets the better of him and he drinks to stupor, something he has been able to control for over thirty-five years in government employment. His over-joyousness lands him in his grave. Thus, in everything we do, there is need for moderation. Had the retiree been moderate while rejoicing and compliant to his erstwhile driving code, he would have enjoyed his retirement in peace. All his years he “pummeled his boozy throat” in compliance with his duty rules just went to waste.
(ii)THE DANGER OF DRUNK DRIVING:This is another significant theme in A Government Driver on His Retirement. The poem expresses the universal driving rule that drivers should not drive when drunk. It is widely believed that driving when drunk makes the driver(s) susceptible to auto-crash as in the case of our newly retired government driver. Driving when drunk pushes him to his early grave. His drunkenness “sent him home to rest in peace”. The poem exposes us to the dangers of driving when drunk and of course, that of careless driving.
(iii)DEATH: Towards the tail end of the poem, the theme of death manifests. Death is an inevitable phenomenon every human being must undergo. Every one of us will die someday. However, the poet persona hurries his death time as a result of his carelessness and unrestrained joy.
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(i) THE DESTRUCTIVE NATURE OF UNCONTROLLED JOY: The poet persona is obviously happy and joyous about his retirement from service after thirty five years in service. This explains why he organises a party to mark his retirement. However, his joy gets the better of him and he drinks to stupor, something he has been able to control for over thirty-five years in government employment. His over-joyousness lands him in his grave. Thus, in everything we do, there is need for moderation. Had the retiree been moderate while rejoicing and compliant to his erstwhile driving code, he would have enjoyed his retirement in peace. All his years he “pummeled his boozy throat” in compliance with his duty rules just went to waste. (ii) THE DANGER OF DRUNK 'copied from e x a m p l a z a . c o m free' DRIVING: This is another significant theme in A Government Driver on His Retirement. The poem expresses the universal driving rule that drivers should not drive when drunk. It is widely believed that driving when drunk makes the driver(s) susceptible to auto-crash as in the case of our newly retired government driver. Driving when drunk pushes him to his early grave. His drunkenness “sent him home to rest in peace”. The poem exposes us to the dangers of driving when drunk and of course, that of careless driving. (iii) DEATH: Towards the tail end of the poem, the theme of death manifests. Death is an inevitable phenomenon every 'copied from e x a m p l a z a . c o m free' human being must undergo. Every one of us will die someday. However, the poet persona hurries his death time as a result of his carelessness and unrestrained joy.
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(11) (i) Repetition: There are a lot of repetitions within this poem especially the repetition of lines due to the unique pattern of repetition used in this poem. For examples are repetitions of lines like 'do not go gentle into that good night' (line 1) and 'rage, rage against the dying of the light' (line 3). These repetitions are made for emphasis. The constant and deliberate repetition of 'good night' and 'dying of the light' emphasizes the theme of death while at the same time teaches the readers about the transience of life. Its repetition also foregrounds the will with which the poetic persona wants the readers to reject death and all other symbolic ideas of it. 'Do not go gentle into that good night' is repeated in the first, second, fourth and sixth stanzas. The repetition of this line, other than serving as a refrain, helps to emphasize the poet's message, which 'copied from e x a m p l a z a . c o m free' is that death should not be simply accommodated without a protest. The use of the words, 'gentle' and 'good night' help to give a positive connotation to the underlying meaning expressed through them. 'Rage, rage against the dying of the light' is also repeated at the end of various stanzas in the poem. The repetition of the word, 'rage' creates a vivid image of anger and strong protest. It underlines the strong emotion which the poet persona evidently feels towards the subject matter of the poem. He insists that nobody should simply submit to death. In addition, the expression 'the dying of the light' presents death in grim, dark terms. 'Light' here is a metaphor for life. Repetition also serves an aesthetic purpose in this work. It helps the poem to achieve musicality and rhythm by emphasizing some cogent rhythmical lines. Repetition plays numerous roles at once in this poem-creating emphasis in meaning, bridging lines and stanzas and providing the poem with rhythm and musicality. (ii) Euphemism: The poetic persona also makes use of euphemism throughout the work. Euphemism is a figure of speech in which words which are serious, vulgar or offensive are put in milder tones that would not affect people as badly as those other words will. Euphemism begins to come to play even from the title. The poem is titled 'Do Not Go Gentle Into That Good Night'. In simple terms, one could give this poem the title 'fight against death'. Instead of this raw and very obvious title, the poet persona puts it in milder tones. Rather than using 'fight', the poet persona makes use of 'do not go gentle'. If one is not doing something in a gentle manner especially when being forced, then such a person is fighting both physically and psychologically against that thing. Death is not called death but by all manner of milder phrases and words like 'good night' (line 1), 'dark' (line 4), 'close of day' (line 2), 'sad height' (line 16) and so on. All this helps to reduce the tension behind the use of words like 'death' and 'losing'. The effect of the use of euphemism is that it belittles what should have had grave demoralizing 'copied from e x a m p l a z a . c o m free' effects on the contents of the entire poem. Thus, the poem engages the reader with a reflective mood and a persuasive tone. This would never have been the case without the use of euphemism. The mood would have been melancholic and the tone would have been sad. The use of euphemism also helps people to appreciate the different levels of meaning and effect that words can have on an individual. For example, 'dying of the light' in line 3 could simply be referring to the act of putting off lights in a particular place. At a euphemistic level, it could refer to someone losing fame or stardom or death. (iii) Simile: Apart from the above 'copied from e x a m p l a z a . c o m free' mentioned figurative devices employed by the poet persona, there are others that find expression in the poem but not in as much proportion as the aforementioned. For example, the poetic persona makes use of simile. This can be seen in line 14 where the poet persona tells the grave men to 'blaze like meteors'. Meteors are rocks from outer space that blaze when they pass through the earth's atmosphere. The poet persona compares the way the meteors fall from space into the earth's atmosphere to the grave men's lives on the verge of ending. He encourages them to still strive for life and try to leave a legacy. This is because the meteor does not just fall and die off, rather, it burns and blazes as it falls from the sky. It leaves a deep impression on every part of the earth before it finally bows to the mortality of its existence. It does not bow gladly, though, it goes down with a fight and this is what the poetic persona is trying to get the grave men to emulate. He insists that they do not have to be saddened or weighed down by their situation. On the contrary, they can be joyful. Rather than being sad, they can approach death with a defiant twinkle in their eyes.
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(i) Freedom and Slavery: The predominant theme of the poem is freedom. The first line depicts this by introducing "the free bird." And the opposite theme is "slavery." A caged bird in captivity "sings of freedom." The caged bird was created for freedom as a free bird. Nonetheless, it is in an unnatural situation, trapped in a cage. Not only is it trapped, but its body has been mutilated as well.
(ii) Despair and Hope: The caged bird is in a state of despair. Being tied up in the cage compromises his movement. He is hopeful that it will transform into a free bird. That is why he sings of the anticipated freedom. Freedom seems out of reach, and his "tune is heard" in the distant hill. This tells us that the bird is hopeful one day he will fly over to the distant hill just like his voice.
(iii) Fear and Courage: While the free bird finds it easy to fly and enjoy his freedom by claiming the sky, the caged bird lives in fear. However, he is courageous enough to keep singing and use the power of his throat to fight for his freedom
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