A LITERARY ANALYSIS

1. Title
2. Setting
3. Characters
4. Plot/Narrative
5. Themes and Sub-Themes
6. Style
7. Tone
8. Mood/Atmosphere
9. Register
10. Intention/ Purpose
11. Comparative Literature /Inter-textual Reading

B THE LITERARY ESSAY

C POETRY

Analysis of Poetry
1. Theme or Main Idea
2. Form.
3. Diction (Word Choice)
4. Tone
5. Imagery
6. Rhythm
7. Rhyme
8. Metre

A Poetic Forms

1. Narrative Poetry
2. The Balled
3. The Epic
4. The Allegory
5. Dramatic Monologue
6.

B The Lyric

1. The Sonnet
a: Elizabethan or Shakespearean Sonnets
b: Petrarchan or Italian Sonnets
c: Modern Sonnets
2. The Ode
3. The Elegy

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 LITERATURE
Literature includes Fiction (Novels and Short Stories), Non-Fiction,
Drama (plays), poetry and Visual Literacy

Literary texts ore written versions of our world and our relationships.
On the surface, a book tells a story. However, on further analysis, one
reaches a deeper level of understanding and appreciation. Every reader
gains something personal and subjective from the reading experience.

A. WHEN STUDYING OR ANALYSING A LITERARY WORK, IT IS

IMPORTANT TO CONSIDER:

1) The little encapsulates (summarises), introduces and identifies o

particular piece of work.

• becomes synonymous (the same) with the work.

2) SETTING

The place or location of the action or this is the background against

which the novel, short story or play is set. The setting provides the
historical and cultural context for characters. It often can symbolize the
emotional state of characters.

• The setting provides the frame work of time and place.

It establishes the context (background) of the work. This
context reflects the attitudes and values in which the
work is set, written and received
.
• The reader needs to identify the setting, which is
achieved by direct information as well as by language
usage. This is often the key to identifying the them, sub-
themes and characters

3) CHARACTERS

a. Characters are studied and analysed for their physical

appearances, personalities and actions.

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 Appearance: age, physical appearance, dress, social class,
mannerisms, mode of speech (accent, dialect,
choice of words)

Personality: intelligence, sensitivity attitude, introverted (quiet)

or extroverted (talkative) character, positive or
negative qualities, strengths or weaknesses,
sincerity or falseness

Action: The actions of the characters ore interwoven with the

plot, sub-plots and themes.

b. You learn to know and understand the characters as o result

of:

• What the writer says about them

• what other characters say and think about them
• what they say and think about themselves
• their actions and reactions to certain situations and other
characters
• These aspects allow you to visualise the characters and
make them credible and real.

N.B. you find it useful that you make a list of characters as you encounter
them

c. The main characters are called protagonists.

• You become aware of their strengths and weaknesses. For

example, in The Fatal Pay Out (John Mogami honesty and
straight forwardness while Boitumelo has a weakness for a
lavish lifestyle yet it’s beyond her husband’s means.)

• The protagonist often share his/her inner most thought with

the audience through soliloquy-a speech in which a
character appears to be talking to him/herself

• In most literature' conflict occurs. This causes the characters

to develop and adapt to changing circumstances Conflict is
the disagreement, the differences or the confrontations
between characters. Readers and audiences ore made
aware of the internal (emotional) or external conflicts
portrayed by characters
• Characters cannot be studied in isolation. They have to be
seen in context against the backdrop of their setting and
other characters.

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 CHARACTER - representation of a person, place, or thing performing
traditionally human activities or functions in a work of fiction

• Protagonist - The character the story revolves around.

• Antagonist - A character or force that opposes the protagonist.

• Minor character - Often provides support and illuminates the

protagonist.

• Static character - A character that remains the same.

• Dynamic character - A character that changes in some important

way.

• Characterization - The choices an author makes to reveal a

character’s personality, such as appearance, actions, dialogue, and
motivations.

Look for: Connections, links, and clues between and about characters. Ask
yourself what the function and significance of each character is. Make this
determination based upon the character's history, what the reader is told (and
not told), and what other characters say about themselves and others.

Connotation - implied meaning of word. BEWARE! Connotations can change

over time.

• confidence/ arrogance

• mouse/ rat

• cautious/ scared

• curious/ nosey

• frugal/ cheap

Denotation - dictionary definition of a word

4) PLOT/NARRATIVE

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 Plot is a literary term used to describe the events that make up a story,
or the main part of a story or the arrangement of ideas and/or incidents
that make up a story. These events relate to each other in a pattern or a
sequence. The structure of a novel depends on the organization of
events in the plot of the story. Plot is known as the foundation of a novel
or story, around which the characters and settings are built. It is meant
to organize information and events in a logical manner. When writing the
plot of a piece of literature, the author has to be careful that it does not
dominate the other parts of the story.

SUBPLOT

Subplot is a story within a story.

COMPONENTS/PRIMARY ELEMENTS OF A PLOT

There are five main elements in a plot:

Stories always follow a certain pattern. The pattern of a story whether it is a

novel, a play or a short story is often represented in the following diagram.

3. Climax/Summit

4.
Falling
2.
Action
Rising
Actin

1. Exposition/Motivation 5. Denouement/Resolution/End
(An event introduces the story)

1. Exposition or Motivation

Introduces to challenge the main character or to motivate him or her to act in a

certain way presents the conflict of the story or complication which transports
the reader from the exposition to the climax.

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 This is the beginning of the story, where characters and setting are
established. The conflict or main problem is introduced as well or a story
always starts with an exposition. The exposition is where there is some form of
stability or normalcy as per the story. The author then introduces an event that
challenges the main character and steers up action. This challenge gives the
characters ‘motivation as the main character reacts to it and as a result we get to
understand why he /she is acting in a certain way The event the author

2. Conflict

Conflict in literature refers to the problems or worries or concerns that

the main character in the story has to deal with. These problems or
worries or concerns usually stand in the way of the character achieving
what he/she wants to achieve.

The problems could be internal, that is the problem could be within the
character. Almost everyone has an internal problem. For example, if a
person has low self-esteem or has no self-confidence, such a person
could be said to have an internal problem. It is a problem within him/
herself. Conflict transports .us from the exposition to the climax.

The conflict can also be external. An external conflict could be between

a character and society. Society can be the people that the character
has to live with or regulations or environment that the character has to
live within and which creates an obstacle to his getting what he wants or
wishes for. The conflict is usually presented very early in the story.

3. Rising Action

Rising action which occurs when a series of events build up to the

conflict. The main characters are established by the time the rising
action of a plot occurs, and at the same time, events begin to get
complicated. It is during this part of a story that excitement, tension, or
crisis is encountered.

4. Climax

In the climax, or the main point of the plot, there is a turning point of the
story.

• This is meant to be the moment of highest interest and emotion,

leaving the reader wondering what is going to happen next or
many events have taken place so far.

• I am sure as you have been reading you have been anxious to find out
what happens next.

• All that has happened has been leading to the climax.

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 • Or the climax as earlier indicated refers to the highest point of interest in
the story, the most intense or highest point of an experience or of a series
of events.

• It represents the point of greatest tension, suspense and anxiety in the

reader.

• The climax represents where you are anxious to find out what is going to
happen next. If you are an active reader who gets really involved in the
story your hearing will be pounding hard in your chest.

5. Falling Action

Falling action refers that happens after the climax, or the winding up of
the story, occurs when events and complications begin to resolve. The
result of the actions of the main characters are put forward.

6. Resolution

Resolution, or the conclusion, is the end of a story, which may occur

with either a happy or a tragic ending or resolving of the conflict.

• It is the part of the story where the plot is sorted out and
everything is revealed.

• As a reader, the resolution should have answered all the

questions you might have had as you were reading. The
problem is sorted out.

FUNCTION OF PLOT

A plot is one of the most important parts of a story, and has many different
purposes. Firstly, the plot focuses attention on the important characters and
their roles in the story. It motivates the characters to affect the story, and
connects the events in an orderly manner. The plot creates a desire for the
reader to go on reading by absorbing them in the middle of the story, ensuring
they want to know what happens next.

The plot leads to the climax, but by gradually releasing the story in order to
maintain readers’ interest. During the plot of a book, a reader gets emotionally
involved, connecting with the book, not allowing himself to put the book down.
Eventually, the plot reveals the entire story, giving the reader a sense of
completion that he has finished the story and reached a conclusion.

The plot is what forms a memory in readers’ minds, allowing them to think about
the book and even making them want to read it again. By identifying and
understanding the plot, the reader is able to understand the message being
conveyed by the author, and the explicit or implicit moral of the story.

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 Plot is the sequential arrangement of the main events in the story.

• One needs to have read story for them to work out the plot of read
the story. In the novel, the events will not always appear in their
order of occurrence as the author may use techniques such as:

• Foreshadowing - When the writer clues the reader in to something

that will eventually occur in the story; it may be explicit (obvious) or
implied (disguised).

• Suspense - The tension that the author uses to create a feeling of

discomfort about the unknown

• Conflict - Struggle between opposing forces.

CONFLICTINLITERATURE:

http://www.suite101.com/content/writing-literature-types-of-
conflict-a267096

In literature, conflict is the central issue and makes the story

move. Short stories have one conflict, while novels have many.
Literary conflict includes:
• internal conflict, also called man versus self-conflict

• and external conflict which includes man versus man,

man versus nature, man versus society and man

versus fate.

• The way conflict is used and how the conflicts are

resolved are all determined by the type of story being
told.

INTERNAL CONFLICT MAN VS. SELF:

Internal conflict is that which exists inside the character. Struggles with
morality, fate, desire and belief, to name a few. This form of conflict is central
to the character, or characters and must be resolved by the character alone.
Every good character suffers from the weight of internal conflict, it lends them
an air of complex believability. Internal conflict is also known as man versus
self. Internal conflict is necessary for good characters, but it’s the least
complicated form of conflict.

EXTERNAL CONFLICT:

External Conflict unlike internal conflict, external conflict deals with the
problems of the world. The story's characters will struggle against the
circumstances of external conflict, they may even suffer internal conflict
resulting from the issues of external conflict, but this is not as simple as internal

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conflict. External conflict occurs when characters are involved in the world's
woes, such issues as community, nature, government and other characters are
all examples of external conflict. External conflict manifests itself as man versus
man, man versus nature, man versus society and man versus fate.

Man vs. Man: Man versus man is the most fundamental type of external
conflict. This form of external conflict occurs when a character struggles against
another character. These struggles may be born from moral, religious or social
differences and may be emotional, verbal or physical conflicts. Man versus man
is almost always the conflict present when a hero fights a villain. This form of
conflict may present alone, or in conjunction with other external conflicts. Star
War's is an excellent example, where Luke Skywalker's fight with Darth Vader
is a man versus man conflict that also treads into the realm of man versus fate.
Man vs. Nature: Man versus nature conflicts occur when a character, or
characters, find themselves at odds with forces of nature. A character struck by
lightning, characters whose boat sinks in a storm and a character who struggles
against hypothermia in a snow storm are all characters experiencing man
versus nature conflicts.

Man vs. Society: This external conflict exists when characters struggle against
the morays of their culture and government. Works where character's battle
evil, oppressive cultures are characteristic of man versus society conflict. One
example of man versus society is Ray Bradbury's Fahrenheit 451 a novel about
a fireman who, though it's his job to burn books, secretly collects them.
Man vs. Fate: Man versus fate occurs when a character is compelled to follow
an unknown destiny. Man versus fate conflict breeds internal conflict, while
forcing a character to consciously, or subconsciously, act on his or her fate. The
Star Wars example persists here because while Luke Skywalker chases his
man versus man conflict, he is also propelled into the life of a Jedi as his
destiny, a destiny he is powerless to resist.

While conflict in literature can be complex, knowing the basics is key to

understanding how to conflict is built and how it affects the story. These
elements of conflict can appear both individually and together with one another,
but one of them must exist for the story to exist.

Some modern theory adds the following additional types of conflict in literature:
Character vs. God, or the Supernatural: This could be any supernatural force
that is outside the understanding of the protagonist, including monsters, aliens,
or deities. Examples include the film The Exorcist, Alien, The Seventh Seal, or
Final Destination.

Character vs. Machine/Technology: places a character against man-made

entities which may possess "artificial intelligence". The films Metropolis and
Blade Runner are good examples of this conflict.

POINT OF VIEW - pertains to who tells the story and how it is told. The point of
view of a story can sometimes indirectly establish the author's intentions.

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 • Narrator - The person telling the story who may or may not be a
character in the story.

• First-person - Narrator participates in action but sometimes has limited

knowledge/vision.

• Second person - Narrator addresses the reader directly as though she

is part of the story. (i.e. “You walk into your bedroom. You see clutter
everywhere and…”)

• Third Person (Objective) - Narrator is unnamed/unidentified (a

detached observer). Does not assume character's perspective and is not
a character in the story. The narrator reports on events and lets the
reader supply the meaning.

• Omniscient - All-knowing narrator (multiple perspectives). The narrator

knows what each character is thinking and feeling, not just what they are
doing throughout the story. This type of narrator usually jumps around
within the text, following one character for a few pages or chapters, and
then switching to another character for a few pages, chapters, etc.
Omniscient narrators also sometimes step out of a particular character’s
mind to evaluate him or her in some meaningful way.

SUMMARY

• Exposition - Background information regarding the setting,

characters, and plot.

• Rising Action - The process the story follows as it builds to its main
conflict

• Crisis - A significant turning point in the story that determines how it

must end

• Resolution/Denouement - The way the story turns out.

SETTING

Setting refers to the place and the time the story takes place. I am sure you
remember this from your Just Once and 'The Secret’ lessons.

• It can be described as the general locale, historical time and social

circumstances in which its action occurs, the setting of a story occurs
event is the particular physical location in which it takes place.

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 • Characters act in a particular way and say certain things because of
where they are. This is very similar to how in real life; a place and the
time have an influence on the economic activities of the people, on the
language, on the way they dress and what they eat.

• Some authors will state clearly where and when the story is taking
place. Others will not. They give hints and clues that enable the reader
to determine the setting of the story. So, remember that even if the
author does not state when and where the story is set, you can figure
out the setting by studying things and events mentioned in the story.

The setting of a story is important because of the following:

• It tells the reader the physical details of the story, which are linked
to the values, ideas, and attitude of place at different times.

• It adds an important dimension of meaning, can reflect characters

‘behaviour and can influence the theme

• The details of the setting can provide information from which the reader
needs to predict what is going to happen and can give insight into the
deeper meaning of the story.

The setting can also influence the readers' response to the novel depending on
how the author describes the setting, the reader is able to picture the story and
be in the midst of it. Quite often you will meet questions on setting. The question
may be specific, asking about either place or time setting but if it asks for setting
without being specific, it is important to realize that you will have to give both to
get full marks.

As you read the story, try to find out if any of the functions of setting discussed
above are visible in the story.

Setting In the novel 'The Fatal Pay-out'

• As you already know, the story is generally set in Gaborone.

• But bear in mind that the events of the story shifts from one location
to another and this should not confuse you and make you lose focus.
You know this because the author mentions Gaborone on Page 2.

• So you do not worry about the 'where' part of the setting. However, you
have to figure out the 'when'.

• The setting of a story is not just chosen for the sake of it, there are
reasons behind the choice pertaining to the values (principles,
standards, morals, ethics, beliefs, and prices), ideas (thoughts and
philosophies), and attitudes (boldness, defiance, arrogance, brashness,
, and assertiveness), attached to the time and place of the story.
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 • We have already alluded to the fact that somehow the setting
influences the behaviour of the characters in the story.

• The question now becomes how Gaborone as the setting of The Fatal
Pay-out influences the action of the whole story? I hope you
remember the phrase, 'life in G.C.' this carries a lot of meaning. It
implies that life in Gaborone is somehow different from the kind of
life one might be used to.

• In Gaborone the fast lifestyle that is full of pressures from peoples'

expectations forces one to live beyond his or her means. Think of
Boitumelo's lifestyle. Urban areas, towns and cities are abound with
moral decay such as infidelity, corruption and bribery, sleazy bars and
greed.

• Once the author brings out the fact that the story takes place in
Gaborone, your mind should be preparing itself for how the characters
are going to earn their living in a place like Gaborone with all its
issues.

WORKING ON THE SETTING

Activity 1

Answer the following questions about the setting in, The Fatal Pay-out

1. Do the events of the story map the author's place setting?

…………...................................................................................................
.................................................................................................................
2. How does the place setting suit Boitumelo's character?

…………...................................................................................................
.................................................................................................................

Feedback

1. As there is a tot of moral decay and other social ills prevailing in

Gaborone. For example; corruption, bribery, promiscuity and pretence,
Gaborone becomes the right setting for this story.

2. Boitumelo’s demanding and materialistic nature is accommodated in

Gaborone where material gain and leaving up to the society's
expectation overrides moral stands.

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 Now you are going to study the setting of major or important events in the
story. The event in chapter 1 take place in John Mogami’s office. As he is
thinking, Ludo, his secretary, announces that Mr Simons has come to see
him.

Activity 2

1. How does the place setting impact the characters can say?

…………...................................................................................................
................................................................................................................

2. John’s office is described as chilly what does the use of the word
‘chilly’ tell you about the atmosphere in the office?

…………...................................................................................................
................................................................................................................

3. How does the office make it possible for Simons to offer John P2000?

…………...................................................................................................
................................................................................................................

4. Why does John, who does not want to take the money, accept it at this
particular time?

…………...................................................................................................
................................................................................................................
Feedback

1. The kind of life style and the things that happen in the environment
influences the characters.

2. The atmosphere was not free and welcoming.

3. John's office is taken as a private place where people knock first when
they need help.

4. He is under pressure from his wife's financial demands.

In Chapter 2 the story moves on to Moore Road Works ‘offices on the same
day. After talking to his son on the phone at home, he has a visitor, Dan

13
Moore. He suggests that they give John Mogami P100, 000 so that he could
decide in their favour when the tender for the Gantsi Road comes up.

Activity 3

1. Describe Ronald Simons' office.

…………...................................................................................................
................................................................................................................

2. Why is Dan Moore able to talk about bribing someone openly in this
place?

…………...................................................................................................
................................................................................................................

3. Where is Dan Moore's office located?

…………...................................................................................................
................................................................................................................

Feedback

1. It is a luxurious office (capture the fact that it can only be afforded by

those with money).

2. Paying bribes was their daily job and was common talk in their
corridors.

3. Dan Moore's office is located in Gaborone

In Chapter 3, the story moves to John Mogami's home, as John arrives home
from work, he finds his wife's car outside the garage. When John gets into the
house, his wife is busy at the mirror putting on make - up. She is going to a
function with KB and Mr Raj.

Activity 4

Working out setting in Chapter 3

1. What is the significance of Boitumelo's car being parked out?

…………...................................................................................................
................................................................................................................

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 2. How would you describe the atmosphere at John's home?

…………...................................................................................................
................................................................................................................

3. Do you think it is a good atmosphere for children to live in? Why?

…………...................................................................................................
................................................................................................................

4. Where is Boitumelo meeting KB?

…………...................................................................................................
................................................................................................................

5. Is it good places for a married woman to go to?

…………...................................................................................................
................................................................................................................

6. State two bad things associated with this place.

…………...................................................................................................
................................................................................................................

Feedback

1. It is a sign that she is going out.

2. It is not a pleasant place, crowded and things are not in order, this
signifies lack of peace between Boitumelo and John Mogami as it
results in having no time to take care of the household.

3. No, it is not good for children to be raised in such an atmosphere

because it is really disturbing to see your parents not getting along
well.

4. At a restaurant.

5. No, because as a married woman she should have limits on what she
does, where she goes and the company that she keeps.

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 6. Drunkenness, promiscuity, people not behaving well and some rude,
noisy and not a decent atmosphere.

Chapter 4

As you go through this chapter, you read about Kgakgamatso not feeling well,
but keeping on coming to work because she needs the money to buy her
medication. One day she sneaks into her office cubicle to rest her aching
head on the desk and overhears Mogami and Ronald's conversation over the
phone discussing the bribery and the tender offer. She tells Mogami about the
conversation and demands a share of ten thousand pula and promises not to
spill the beans.
Go through the activity below to work on setting in chapter 4

Activity 5
1. Do you think it was safe for John and Ronald to have a bribery
conversation over the phone? Why?

…………...................................................................................................
................................................................................................................

2. Why was Kgakgamatso sneaking into her office cubicle?

…………...................................................................................................
.................................................................................................................

Feedback

1. No because what they are talking about is involves bribery, and

therefore it needed a they would be sure that there would be no
2. Because she was late.

Working on Setting in Chapter 5

Kgakgamatso's boyfriend comes to visit all the way from Francistown. In no

time, Clyde overhears his girlfriend arguing with someone who threatens to kill
her. Clyde does not like what he has heard and grabs his shirt and leaves,
slamming the door behind him.

Activity 6
1. Where is Kgakgamatso staying?

…………...................................................................................................
.................................................................................................................

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 2. If you were Kgakgamatso's neighbour and you heard the argument she had
with Peter Tau, what would you have done?

…………...................................................................................................
.................................................................................................................

3. Should Tau be angry with Kgakgamatso? Why?

.…………..................................................................................................
.................................................................................................................

Feedback

1. Kgakgamatso was staying in Gaborone West

2. She is cruel and cares less about other people's lives

3. Yes, because Kgakgamatso did not inform him about her HIV status
and was even making fun of him, showing no remorse. OR No,
because Tau has a responsibility to protect himself from diseases such
as HIV/AIDS each time he engages in sex.

Chapter 6

Read the extract below and answer the questions that follow:

'I want you to take some responsibility around here. If you want to stay here
you must carry the load as well. Besides what kind of job is it? Driving stolen
cars for KB? That's not a job! You'11 wind up in jail along with your boss if you
don't watch yourself. I want you here helping your brother.'

Activity 7

1. Where does the conversation above take place?

.…………..................................................................................................
.................................................................................................................
.

2. Discuss the mood in Ronald's house?

…………...................................................................................................
.................................................................................................................

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 3. How does the mood in 2 above contradict the general appearance of the
house.?

…………...................................................................................................
.................................................................................................................

Feedback

1. At Ronald Simmons house.

2. The mood in the house is sad, no happiness prevails because of

Gertrude's illness.

3. The house gives the appearance of a family that is successful and have
no worries while the occupants of the house are in great pain because
of Gertrude's ill health, Bob's association with criminals and the constant
bullying by Dan that Ronald has to put up with at work.

Chapter 8

Read yet another extract to explore setting of different events. 'The sun shone
brightly through the office window of Kalahari Panel Beaters, giving a cherry,
yellow glow to everything inside. Boitumelo was unsettled. She sat looking at
the computer screen with a half- finished invoice blinking at her. Wondering
what she was going to do.

Activity 8

1. Do you think the state in which Boitumelo is in agrees with the kind of
weather portrayed in the above extract, why?

…………...................................................................................................
.................................................................................................................

2. Where does Boitumelo work?

…………...................................................................................................
.................................................................................................................

Feedback

1. No, because a shiny bright weather should reflect happiness which is a

direct opposite of how Boitumelo feels after the previous night's events.
2. At Kalahari Panel Beaters.

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Remember you are still working on the setting of the Novel, The Fatal pay-out
in different chapters.The tone and the atmosphere in which events, represented
are very important. Let’s keep on working on setting from chapter 8.

Activity 9

Chapter 8

In this chapter I would like to check if you have read the novel. I hope you have
a copy of The Fatal Pay-out. Use your knowledge to answer the questions that
follow.
1. How does the relationship between John and Boitumelo affect the
children's lives?

2. Imagine that you are John's child and you are not happy about the way
things are in the family, write a letter to him and advise him on what to
do.

.………………………………………………………………………………….
…………...................................................................................................
...............................................................................................................
3. Given the kind of place Raj and KB took Boitumelo to, what do you think
are their impressions of her?
.…………..................................................................................................
.................................................................................................................

I hope we have explored the setting and I trust that by now you can work out
the setting in other chapters.

Feedback

1. The children are negatively affected and are likely to grow up with a
negative attitude towards marriage.

2. This should be an informal letter, which expresses a child's views about

the conflict at home.

3. They see her as cheap as the restaurant, ready to be used at any time
and easily disposed off.

4. Study the chapter below:

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Chapter 12

"Mr Simons, I think you should put the gun down now," Kate the detective said
in a calm, gentle voice.

Activity 10

1. What does Thato offer to do for detective Kate Gomolemo? Why does
she offer to do that?

…………...................................................................................................
.................................................................................................................

2. Why does the author describe Dan's smile as lecherous?

………………………………………………………………………………….
………………………………………………………………………………….

3. What does detective Gomolemo's determination to crack the

Kgakgamatso murder case say about her attitude towards her work?

………………………………………………………………………………….
………………………………………………………………………………….

4. Why did Kate speak to Simons in a soft gentle tone?

………………………………………………………………………………….
………………………………………………………………………………….

5. Who killed Kgakgamatso Maipelo?

………………………………………………………………………………….
………………………………………………………………………………….

Feedback

1. She offers to get a full confession of the murder from Dan Moore. By
doing that she would be able to get back at Dan for the sexual
harassment he has put her through and also prove John's innocence.

2. To capture Dan Moore's unrestrained and promiscuous sexuality.

3. It demonstrates her commitment towards her job..

4. To try to calm him down.

20
 5. Ronald Simmons.

Discussing the Influence of Setting on the Story

I have already mentioned that the setting influences the story.

• Remember whenever you are reading a story that if it was set in another
place, it would be a different story. For example, if this story The Fatal
Pay-out was set in a rural setting, it would be a totally different story.

Setting influences the story in two ways:

• it influences the events that take place

• and it influences the characters.

This is what you are going to study in this section of the lesson.

Remember I said setting has two aspects;

• place
• and time.

The place and time an author chooses to his or her story take place determines
what events could take place in the story.

Let's start with the place setting of the story The Fatal Pay-out. It is set in
Gaborone - city.

We all have our expectations and understanding of city life, therefore the events
that take place should fit in the lifestyle expected in Gaborone.

• Gaborone is a place where one needs money to survive,

• a place where people's opinions of the life style one leads count a lot.

• People try to out - compete each other in leaving the most luxurious life.
Boitumelo wants to have a luxurious life.

➢ She wants a BMW,

➢ a big house
➢ and wants her children to go to the most expensive school.

Boitumelo's obsession with being the 'top dogs' in Gaborone pushes her
husband to take loans from corrupt people like Ronald Simmons and ultimately
take a bribe. This is believable for a life in Gaborone

If we look at setting in terms of time, you will see that time also has influence
in the story.

21
The story of The Fatal Pay-out is set in modern times.

• These are times when luxury measures how successful one is.

➢ In these times the kind of school one's children go to say a lot about
their social status,
➢ a time where pursuing a married woman is not as shunned upon as it
was in the olden days.
➢ Mr Raj helping KB pursue a married woman can only happen in modern
times.
So the events in the story have to be compatible with the time the story is set.

Activity 11

1. In Chapter 3, John finds his wife getting ready to go to a function with

her boss. Do you think this could have happened if this was a traditional
setting and not modern times?

.………………………………………………………………………………….
………………………………………………………………………………….

2. Explain what you think would have happened if this was a traditional
setting, and a wife behaved the way Boitumelo behaved towards her
husband.

………………………………………………………………………………….
………………………………………………………………………………….

3. What do you think was likely to happen if Boitumelo and John lived in a
rural setting?

………………………………………………………………………………….
…………………………………………………………………………………

Feedback

1. No, men were in control, women did not go to work and only man had to
work to provide for their families.

2. The elders would have been called to a meeting to discuss the wife's
behaviour, and serious action would have been taken against her.

3. Boitumelo could have been well groomed and be fearful of the elders
and considered cultural Practices.

22
Activity 12

1. Briefly explain how Thato comes to be in the same place as Dan Moore.

………………………………………………………………………………….
…………………………………………………………………………………

2. How does Dan Moore behave towards Thato in Chapter 3?

………………………………………………………………………………….
…………………………………………………………………………………

3. Do you think he would have behaved this way in another place?

………………………………………………………………………………….
…………………………………………………………………………………

Feedback

1. Thato works at Dan Moore offices.

2. Dan Moore touched Thato in a way that demonstrated sexual lust and
this was abusive.

3. No, because in some places people are very professional, there are
rules and regulations

Below is another example of the influence of setting on characters:

In Chapter 6, you are introduced to Ronald's home where he lives with his two
together with his sick wife. Ronald's life has changed. He is not enjoying life as
he used to because his wife is sick; his son, Bob is getting out of hand and his
behaviour seems not to be improving at all because we see him working for the
corrupt KB, who sells stolen cars.

Activity 13

1. List two responsibilities of a boy child at homes

.………………………………………………………………………………….
…………………………………………………………………………………

2. Do you think it is fair for Mike and Bob to bath and dress their mother, why?

………………………………………………………………………………….
…………………………………………………………………………………

23
 3. Bob exchanges words with his father; do you think if it was during olden
days he would have behaved that why?

.………………………………………………………………………………….
…………………………………………………………………………………

4. What are your feelings for Ronald at this stage of the story? Why?

………………………………………………………………………………….
…………………………………………………………………………………

Feedback

1. Help in house hold chores.

2. No, because they won't feel comfortable because they are boys.
3. No, children have to respect elders.
4. Feel sympathy, pity, sorry, sad. He has a lot of problems at home, an
ailing wife, a rebellious child and a bully for a boss.

Activity 14

Write down the differences in terms of behaviour between modern generation

and older generation children

Modern children's behaviour Older generation children's behaviour

Feedback

Modern children's behaviour Older generation children's behaviour

Do not respect elders Respect elders
Exchange words with elders Do not exchange words with elders
Do not take elders as their Parents Take every elderly people as their parent

Let's also look at how setting can influence characters to behave in a certain
way. In chapter 9, John's son sat at the table working on his homework. John
hesitated for a moment remembering his own school days, coming home to
their mud house and working next to a smoky paraffin lamp. His father was also
very proud of his son, who could read and write, and would have a better life
than himself.

24
Activity 15

1. Where do you think John grew up? Town or village? Give a reason for
your answer.

………………………………………………………………………………….
…………………………………………………………………………………

2. Which kind of life do you like, town or rural why? Support your answer
giving relevant examples from the book.

………………………………………………………………………………….
…………………………………………………………………………………

3. How do you think Modisa, John's son, would behave when he grows up?
Explain your answer

………………………………………………………………………………….
………………………………………………………………………………….

Feedback

1. He grew up in a village.

2. The passage mentions things like paraffin lamp, mud houses.

3. I would prefer town life because of the advanced technology found in

towns, which makes life easy

This question seeks your opinion based on your understanding of John's

relationship with his family and the likely influence of setting on the children.

Working on place setting

Read the extract below and work on the activities that follow

Ludo looked at Kgakgamatso's empty desk wondered how much longer her
friend would manage to keep her job if she kept missing days and coming late.

Activity 16

1. What do you think comes to Ludo's mind when she sees Kgakgamatso's
seat empty?

………………………………………………………………………………….
…………………………………………………………………………………

25
 2. 'I am a detective with CID here in Gaborone'
If you were Ludo what would come into your mind on the arrival of the

………………………………………………………………………………….
…………………………………………………………………………………

3. When Kate, the detective came to the office to report that Kgakgamatso
is murdered, what tone do you think she uses'

………………………………………………………………………………….
…………………………………………………………………………………

4. After Kgakgamatso's colleagues receive the news, how was the

atmosphere at work?

………………………………………………………………………………….
…………………………………………………………………………………

Feedback

1. She thought Kgakgamatso's illness had made it impossible for her to

come to work yet again.

2. That something wrong has happened to Kgakgamatso.

3. Soft and, gentle tone which is full of sympathy and remorse.

4. There was shock and disbelieve.

Chapter 7

Read another extract below and answer the questions

The sun shone brightly through the office window of Kalahari Panel Beaters,
giving a cheery, yellow glow to everything inside. Boitumelo was unsettled. She
sat looking at the computer screen with a half- finished invoice blinking at her.
Wondering what she was going to do.

Activity 17

1. Do you think Boitumelo's state is in agreement with the kind of weather

portrayed in the above extract, why?

………………………………………………………………………………….
…………………………………………………………………………………

26
Feedback

1. The weather is bright and should be reflected by a happy mood, and not
the troubled state that Boitumelo is in.

Remember you are still working on the setting of the novel The Fatal Pay-out.
The tone and the atmosphere in which events are presented are very important.

CHARACTER AND CHARACTERISATION

What do You Think the Word 'Character' Means?

• The word 'character' means people in a story who are interpreted by

the reader as having moral qualities that are expressed in what they
say(dialogue) and by what they do (action).

The characters may be presented by means of

• Description, through their actions, speech or thoughts.

Characterisation therefore refers to a technique of creating or describing

persons in a story emphasising their qualities as individuals with distinctive
personalities.

From the definition of characterisation you will realize that characterisation is at

two levels.

• At one level is the creation of characters, which is done by the author

as he or she comes up with persons to tell his or her story and thereby
allow him or her to relay his or her themes.

• At another level" the reader reads what characters say, do or how

others perceive the characters and comes up with a judgement of their
personalities thereby describing the characters.

Depending on the kind of people the characters are, the reader may like or
dislike them, feel pity for them or admire them.

Types of Characters

1. Main Character

In every story or play there are different types of characters. There are
characters that are referred to as the main characters and those known
as minor characters.

• The main character is usually the most important character.

• This is the person who carries the story.

27
 • Almost everything in the story or play is centred on this person.

• The central idea of the story revolves around him or her, in other
words they act out the themes of the story.

• This is the character who you follow throughout the story so that
the questions that you have been asking yourself concerning how
she or he responds to certain situations are answered.

This is why the main character is also referred to as the leading character. For
example, in the novel The Fatal Pay-out, I could say the main character is John
Mogami because most of the events happen around him.

2. Minor Characters

Minor characters are the other actors or people found in the story.

• These characters play important roles in the story as they assist

the major characters to play his role through challenging him or
her or creating situations which the main character will be forced
to respond to.

• Minor characters are not the main focus of the story but still
interact with the main character.

• It is through the minor characters that the main character is able

to lead the story.

Now I would like you to spend about 5 minutes in activity 1 to enable you to
identify the characters in The Fatal Pay-out.

Activity 1

1. Make a list of all the characters in the novel The Fatal Pay-out

………………………………………………………………………………….
…………………………………………………………………………………

2. Who do you think is the main character? Give a reason for your answer

………………………………………………………………………………….
…………………………………………………………………………………
.

28
 3. Who do you think are the minor characters?

………………………………………………………………………………….
…………………………………………………………………………………
Feedback

1. List of characters are; Dan Moore, John Mogami, Ronald Simons, KB,
Peter Tau, Kgakgamatso Maipilo, Clyde, Thato, Detective Gomolemo,
Boitumelo Mogami, Gertrude, Modisa, Refilwe, Solomon, Mike and Bob.

2. Main character is John Mogami because most of the events revolve

around him.

3. Kgakgamatso Maipelo, Clyde and Boitumelo Mogami

Kinds of Characters

Having learnt about the types of characters there are in literature, I want you to
go further and learn about the kinds of characters we have in literature are the
flat and the round characters. Let us briefly look at what these characters are:

A. Flat Characters (Static)

Flat characters are characters that do not learn anything from their
experiences. When they make mistakes in their actions or decisions
they fail to learn a lesson.

• They can still repeat the mistake and not avoid the actions or
decisions that led them into making the mistake and getting into
trouble.

• They also do not learn from the mistakes and weaknesses of

other people.

This is not a good thing because it is a sign of immaturity or lack of

development. These characters do not allow their circumstances to make
them better people. They remain unchanged no matter what happens as a
result of their thoughts, ideas, decisions or other weaknesses. This is why
they are described as static (unchanging). Flat characters do not have
much individualizing detail, but are built around a single idea and can be
described in a single phrase or sentence.

B. Round Characters (Dynamic)

Unlike the flat characters, the round characters change to become

better people.

• They can learn from their mistakes and from other people. They
are able to change and act or behave differently. The round

29
 character has some individuality and is as difficult to describe
with adequacy as is a real life person.

• A round character is capable of surprises. He may act in a way

that as you were reading the story you never saw coming.

In The Fatal Pay-out, there are more round characters, for example, John
Mogami is a good example of a round character. He has learnt from his
mistake because we see him saying that he is going to live a clean life after
he was out of prison.

Ways of Revealing Characters

Different writers use different ways to help the readers understand the kind of
people the characters are. Authors can reveal the personalities of their
characters in the following ways:

(a) Showing (dramatic method) - the author merely presents his

characters talking and acting and leaves the reader to infer what
motives lie behind what they do.

For example, Dan says 'so I was thinking, maybe we should offer him a
hundred thousand pula. What do you think? ‘Dan began, continuing
their earlier cell phone conversation.

From this conversation we are able to see Dan as a corrupt and insensitive
who only wants to make money and is not worried by the means he uses to
make money

(b) Telling- author intenseness authoritatively in order to describe, and

often evaluate the motives and dispositional qualities of his characters.

(c) Other Characters

Other characters are also a good source of information regarding

characterisation. The characters may talk about the other character behind his
or her back. They may also tell that particular character what they think about
him or her. For example, people around
Dan Moore thought he is corrupt and very inhuman, and one person who
thinks he is better than other people.

Building Characters' Profile

(Characterisation) Remember that we said characterisation is the analysis of

the people in the story- In characterisation you will be required to write about
character traits or personality traits. Characterisation dwells on the use of
adjectives to describe characters. Remember from your grammar lessons that
adjectives are words that describe nouns. By looking at the action and the

30
behaviour of the characters, you should be able to say what kind of a person a
character is.

Study the example below: Thato is a vengeful character since she is using
detective Gomolemo's investigation to get back at Dan Moore for the sexual
harassment and unwelcome sexual advances he has put her through all along.
Pay attention to the fact that Gomolemo is a character's name and names are
nouns. So any word used to describe, give more information or modify a noun
is an adjective. In this case, the word vengeful is used to describe the name
Gomolemo and therefore it is an adjective. So in describing characters, analyse
a character's behaviour and look for an adjective that best describes the
behaviour'

I would like you to complete Activity 2 below on characterisation. Go through

the story find statements that the author says about each of the following
characters:

Activity 2

(a) John Mogami

………………………………………………………………………………….

(b) Dan Moore

………………………………………………………………………………….
Feedback

(a) John Mogami

Is a straight arrow
(b) Dan Moore
An arrogant, despicable man (pg5)
Ronald refers to him as a jerk.

The activity above has enabled you to explore one of the ways in which
characters can be revealed. The authors could straightaway tell us about the
kind of a person a character is. For example the author tells us about John
Mogami and Dan Moore. The writer describes John as 'a straight arrow'
meaning that he is honest and clear in everything he does.

Character Description

This activity will enable you to build each character's profile by telling us the
kind of a person they are. For example, if we take Kgakgamatso's character
one may say she is self-centred in the sense that she is interested in herself
only and does not care about other people's feelings or opinions. She goes
around infecting people and she does not care. She is cruel.

31
Activity 3

1. Self-centred, straight forward, promiscuous, corrupt, deceitful, sexually

abusive headstrong, disrespectful

i. Kgakgamatso
ii. John
iii. Dan Moore
iv. Clyde
v. Ronald

Feedback

i. Kgakgamatso -self-centred, promiscuous

ii. John Mogami- straight forward

iii. Dan Moore- head strong, disrespectful, self-centred, sexually

abusive

iv. Clyde- sad, straight forward

v. Ronald- deceitful, corrupt

Chapter 9

Read the following extract and answer the questions that follow: John's son sat
on the table working on his homework. John hesitated for a moment
remembering his own school days. Coming home to their mud house and
working next to a smoky paraffin lamp, his father also very proud of his son who
could read and write, who could have better life than himself. John shivered
when he thought about what his father would think of him now. He had been
proud that he had educated his children had taught them right from wrong- sure
that they would carry on what he had started

Activity 4

1. How would you describe John's father looking at the extract?

………………………………………………………………………………….
………………………………………………………………………………….

2. How do you imagine he would react towards what John did?

…………………………………………………………………………………
………………………………………………………………………………….

32
3. Given the first line of second paragraph in the above extract. How would
you describe John?

………………………………………………………………………………….
………………………………………………………………………………….

4. Imagine that you are Ronald Simons, write a letter to Dan Moore
informing him that you want to quit your job. Give reasons for your
decision.

………………………………………………………………………………….
………………………………………………………………………………….

Feedback

1. He is very focused and a responsible father who likes and values

education

2. He would be very disappointed because he taught his children wrong

and right things

3. John is remorseful since he did not meet his father's standards and
he regrets it.

4.

P O Box 60948
Gaborone
23 July 2010

Managing Director
Moore Road Works
Private Bag 006
Gaborone

Dear Mr Moore

This letter serves to inform you that I would like to quit my job from your
company with immediate effect.

It is with great pity and regret that I have taken this tough decision, but
with reasons. I feel there is a lot of dishonesty and corruption in the
operations of Moore Road Works. These go against my ethics as an
honest and truthful man who upholds the rule of law. Bribery and
corruption, which you know, are the backbone and the heart of Moore
Road Works, are unlawful acts which are punishable by law. I can no
longer be part of these illegal acts.

33
I hope you will bear with me in taking this decision.

Yours sincerely

Ronald Simmons

Evaluating Decisions and Actions of Characters

Read the following extract and answer the questions that follow "So
what? You are just going to sit there and say nothing," Boitumelo
interrupted his thoughts. "You can't do anything! My mother was right. I
shouldn't have married you, poor nobody from the bush. She told me,
you’d never amount to anything. I should have listened!"

1. From the extract what kind of a person would you say Boitumelo's
mother is?

………………………………………………………………………………
………………………………………………………………………………

2. If you were John Mogami, how would you have handled the matter?

………………………………………………………………………………
………………………………………………………………………………

3. What do you think of the decision taken by Mogami when he just

walks out away from his wife

………………………………………………………………………………
………………………………………………………………………………

4. In Chapter 1 page 6, it is clear that Ronald hates working for Dan

Moore imagine that at some point Ronald writes a letter to Dan Moore
telling him he wants to quit his job, why he wants to leave the job and
what kind of a person he thinks Dan is.

………………………………………………………………………………
………………………………………………………………………………

34
 Feedback

1. Boitumeto's mother is materialistic and puts materials before

happiness.

2. Different Possible answers. It was a good decision because had he

not walked away he could have killed or beaten her.

Definitions of Theme and Moral Lesson

It is important to make a distinction between the theme and the moral

lesson.

• A theme is a general idea that the author tries to make

persuasive to the reader.

• A moral lesson however, is what a character learns as a

result of his or her behaviour.

During the lesson on characterisation I discussed kinds of characters.

• That is the round and flat characters.

• The moral lesson is expressed through the round character. The

character makes a mistake, suffers as a result of the mistake and vows
to change their ways. Some do not get a chance to change their ways
but die instead.

• Yet still, as readers we look at their lives and learn to avoid a similar
lifestyle to avoid the pitfalls that befell them.

• The other difference in theme and moral lesson is seen in the way they
are structured. While a theme is usually in the form of a word or a
phrase (a noun or noun phrase), the moral lesson follows the pattern of
a complete sentence.

Let's take an example; a theme could be just the word Greed whereas a
moral lesson will be Greed leads to destruction.

• A moral lesson sounds like a waning. When authors sit down to write,
they usually have a message (theme and moral lesson) they wish to
share with the reader.

• The theme and moral lessons are usually the major reasons why
authors write books.

I would like you to work out the following activity. Spend 5 minutes:

35
Activity 1

Working out the Theme.

Read the passage below:

Why Daisies have no tails. It is said that the Daisies went without a tail
because they sent other animals to go and get tails for them. On the
day that the tails were distributed the sky was cloudy. Fire Daisies did
not go with other animals. Instead they said, “Oh, my neighbours, can
you bring back tails for us, we cannot go with our holes because it is
likely to rain." When the other animals returned, they had got tails for
themselves and none for the Daisies. The Daisies never had a tail
because they did not feel like going out in the rain. They lost all the
advantages of having a tail. For example, a tail is useful for driving
away flies, 1(a) Now, I would like you to briefly write down the themes
and moral lesson(s) you learnt from the story.

………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………

Feedback

Theme - Love for comfort

The Daisies love for comfort kept them in the holes when the other
animals went to get tails. They were afraid that if they got out of their
holes to get tails the rain might soak them. They chose the comfort of
their holes over an opportunity to get tails and thereby lost a chance to
own tails and having some to drive away flies with.

Moral Lesson- There is no gain without pain. The Daisies wanted to gain
tails without going through the pain of being soaked in the rain in their
quest to gain tails. The other animals that braved the rain (pain) gained-
tails and a weapon against the flies while the Daisies lost out because
they didn’t want to go through the required pain.

Ways of Revealing the Theme

i. The theme or moral lesson of a novel, play or story may be

revealed through the main character;

36
 ➢ that is what he does, happens to him/her and happens because
of him/ her or how he/she reacts to situations put before him/her.

➢ Whether his/her decision is the best or not, we learnt something

from it.

ii. The author may dedicate a section of the story to discuss his or
her views about a certain topic and thus bring about an issue the
reader might not have always seen to the surface.

iii. The theme and moral lesson of a story may be implied in the title
of the story. It may not be readily visible, but as you break down
the title with the aid of your knowledge of the story you are able
to extract the theme and moral lesson.

Relating the Title to the Theme

Go through the text and find examples of the bad things that the bad
characters were doing and explain the end results of these deeds.

You will then realise that The Fatal Pay-out as the title, surely contains
the theme. You stated some bad things and their consequences.

• You would really agree with me when I say John Mogami did a
bad thing to accept bribery even though he was forced by
circumstances that were beyond his control.

• By doing so, he ended up being in jail and Dan Moore who is the
root of the bribery game died at the end.

• Remember the word fatal means causing or ending in death. For

example, if people are said to be involved in a fatal accident, it
means the accident was so bad that people died.

• So in the case of 'The Fatal Pay-out', a lot of people died. The

'pay-out’s implied in the bribery which is the cause of death at the
end of the story.

Using Character to determine theme

Do you think the message in books would be more meaningful if the

experiences did not happen to people?

Characters are people and so we learn from their actions, decisions,

strengths' and weaknesses.

• The writer makes the characters do certain things, take certain

decisions and have certain ideas so that we can see the central
idea that the writer wants to share with us.

37
 • When we admire characters it is mainly because we think what
they are doing or saying is good. We dislike characters because
we think their ideas; behaviour and actions are not worth copying.

• Take an example of Dan Moore, he is a bad person who ill-treats

other people, who is rude and inconsiderate, but he ended up
dead.

• Through Dan Moore, we are able to see the behaviour that the
author is warning us to guard against.

• This becomes the message that is revealed through the character

of Dan Moore. Let us understand this better by going over the
activity that follows.

Spend about 10 minutes in this activity.

Activity 1

Working on character to reveal theme:

1. You have probably noticed that Dan Moore has not been a good
person' He ill-treated and influenced other characters to be part of his
dirty life. Mention some of his bad behaviour.

………………………………………………………………………………
………………………………………………………………………………

2. You will notice that you used adjectives to bring out Dan Moore's bad
behaviour. To come up with a theme, you then have to turn these
adjectives into nouns (remember I said themes are normally nouns
or noun phrases)' Turn the adjectives you used in 1 above to get the
themes expressed through Dan Moore.

………………………………………………………………………………
………………………………………………………………………………
Feedback

1. Dan Moore is sexually abusive, chapter 2 page 8, we see him

touching Thato around her waist waking her into the office. This
kind of behaviour is uncalled for. - Knowing Dan Moore as a very
corrupt man who gets what he wants legally or illegally.

2. The themes implied are sexual abuse or sexual harassment and

Corruption.

38
Types of Themes

Just like characters, themes are of different types.

• These are major and minor themes.

• The major theme is reflected throughout the story or play and it is the
main message that the author wants to put across to the readers.

• The minor themes, on the other hand, are sub-themes of the major
theme because they help readers to have a clear understanding of the
central message in the story.

Major Theme

I have already mentioned that the major theme in a text is the general message
that the author wants to put forward to the reader. Having read and closely
studied The Fatal Pay-out, you should now be in a position to explain the major
message that the novel is bringing forward.

1. Bribery

The major theme is bribery.

• The theme of bribery is explored through Mr John Mogami who

accepted a bribe from the controversial and corrupt man Mr Dan
Moore.

• Mr Mogami who is described as an average straight-forward (a

straight arrow), affectionate and honest man becomes a victim of
circumstance beyond his control. His selfish, self-centred and
materialistic wife who is never satisfied forced Mogami to accept
bribery so as to please her. He ends in jail after being accused of
the murder of the woman who knows that Mogami is involved in
bribery with Dan Moore and his company. You will agree with me
that as the story develops, many events are influenced by the
bribery or the 'pay-out'.

Minor Themes

The minor themes are those that may be expressed in a chapter or two and
there are not many events that express such themes. However, you have to
understand that minor themes does not necessarily mean less important. The
theme may be minor, but vet very important. Let us look at some of the minor
themes in The Fatal Pay-out.

1. Dishonesty Another theme that the author deals with in the novel is that
of dishonestly. This theme is explored through Boitumelo, Mogami’s wife

39
 who commits adultery. We all know that adultery is a very sinful and
above all degrading act. Boitumelo does this to acquire material things
from KB. Furthermore, we see dishonesty through Kgakgamatso who
cheated on her boyfriend Clyde with Peter Tau. Dishonesty is one of the
themes that the author explores in this novel.

Activity 2

In which other event is the theme of dishonesty revealed?

………………………………………………………………………………
………………………………………………………………………………

You have probably noticed that some people in the novel have made so
many mistakes.

1. Mention some of the mistakes that appear in the story and the
consequences of those mistakes

………………………………………………………………………………
………………………………………………………………………………

2. What message do you think the author is trying to get to the reader
through the characters' mistakes?

………………………………………………………………………………
………………………………………………………………………………

Promiscuity

The other theme the author wants to put across is that of promiscuity.

Infidelity/Promiscuity

Infidelity refers to a lack of constancy in sexual faithfulness while promiscuity

is the act of indulging in casual or indiscriminate sexual relationships.

In the novel The Fatal Pay-out, this lack of constancy in sexual faithfulness or
indulgence in casual or indiscriminate sexual relationships is seen in the lives
of Kgakgamatso Maipelo, Peter Tau, Boitumelo Mogami and KB.

• People are raised to know that sex should happen within the confines of
marriage and that it should come along with a lot of faithfulness.

• However, angry at having contacted the HIV virus, Kgakgamatso is

indiscriminate with sex and engages in unprotected sex with Peter Tau

40
 despite having a boyfriend - Clyde. While she loses a boyfriend who
loved her in spite of her HIV status.

• Peter Tau catches the HIV virus and also loses his fianc6e. Thus the
two of them lose a lot as a result of their promiscuous behaviour.

• For a married woman, Boitumelo should know better that sleeping with
another man constitutes adultery. With her eye fixed only on the fancy
gifts that KB can provide she does not spare a thought for the
consequences of what she is about to do and seals the fate of her
marriage. While nothing is said about what KB loses as a result of their
encounter, Boitumelo loses a lot as there is no going back to her
marriage after this encounter. Thus through these characters, we learn
about the consequences of infidelity or promiscuity.

Activity 3

Working on the theme of Promiscuity

1. Who portrays promiscuous behaviour in the story?

………………………………………………………………………………
………………………………………………………………………………

2. Comment on the result of such behaviour.

………………………………………………………………………………
………………………………………………………………………………

3. What do you think the author wants the reader to know about the
issue of promiscuity?

………………………………………………………………………………
………………………………………………………………………………

4. Mention any other result of promiscuity that is presented in the story

Feedback

1. Kgakgamatso, Boitumelo, KB and peter Tau.

2. Can lead to infections (H\V/AIDS) and broken relationships and
marriages.
3. It does not bring anything positive.
4. Peter Tau ended up infected with HIV after steeping with Kgakgamatso
and Boitumelo lost her marriage due to promiscuity.

41
Greed

Another theme that the author deals with in the novel is that of greed.

A greedy person is one who wants more than he/she really needs. I think you
will agree with me that this theme is shown or revealed through Kgakgamatso,
and also through Mogami’s wife Boitumelo.
To give an example from the novel 'The Fatal Pay-out',

• Boitumelo has a loving and considerate husband who listens to her and
always does everything to please her. But she keeps asking for more
and does not appreciate her husband's efforts. Her insatiable appetite
for luxury drives her husband into accepting a bribe, which brings about
catastrophic results. Her greed leads her to unscrupulous men like KB
and Raj who used her and then dumped her.

• The other character who executes the theme of greed is Kgakgamatso.

When she first blackmailed John Mogami into giving her ten thousand
pula. in return for keeping quiet about the bribery she could have stopped
there but she asks for more and as a result she pays with her life' The
above examples bring out the results of greed or the desire to have more
than one actually needs.

Activity 4

1. How does the character of Dan reveal the theme of greed?

………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………

Feedback

Dan is never satisfied with what he has and is always looking for more and this
results in him obtaining some tenders through illegal means and it is the illegally
obtained tenders that ultimately bring him down. I have given you examples of
some of the themes that are found in the novel The Fatal pay-out. Now I want
you to work out other themes from the novel. Go through the activities below to
do that.

Read the extract below and answer questions that follow:

Chapter 6

Mike had immediately taken up most of the care for his mother, while Bob
avoided her as much as he could. If he had contact with her at all. it usually

42
ended in anger. He seemed to blame her for the stroke. He soon started missing
school and hanging out with the wrong crowd. Then there was the drinking and
the drugs. He even stole things from the house to sell for money to buy drugs
and beer....

Activity 5

1. What does the writer wants to communicate to us looking at the above

extract?

………………………………………………………………………………
………………………………………………………………………………

2. Do you think what Bob is doing is good for him? Why?

………………………………………………………………………………
………………………………………………………………………………

3. Who else in the story (chapter 1) finds relief in the form of an alcoholic
stupor'?

………………………………………………………………………………
………………………………………………………………………………

4. Why does the person in 3 about resort drinking alcohol?

………………………………………………………………………………
………………………………………………………………………………

5. Did resorting to alcohol solve his problem?

………………………………………………………………………………
………………………………………………………………………………

6. How would you advise him?

………………………………………………………………………………
………………………………………………………………………………
Feedback

1. Parent's differences have a negative impact on the children, so parents

should always consider their children's welfare before they act

43
 2. No, because drugs are not good for him, a health hazard and may end
up landing him in trouble or death.

3. John Mogami

4. He is frustrated and wants to forget his problems

5. No, because when he becomes sober he thinks of the problems

6. I would refer him to professional counsellors to seek help.

Chapter 1

Read the extract below to answer the questions that follow:

"Dan Moore had inherited a pile of money from his father in South Africa and
had decided that Botswana was easy pickings. Despite having no training in
the field, he'd been successful so far, mostly because he was ruthless and
would do anything to ensure that Moore Roads Works got the jobs that they
wanted-legally or illegally."

1. What is your impression about Dan Moore being rich though he had no
training in his field of work?

………………………………………………………………………………
………………………………………………………………………………

2. 'Despite not having training in the field, he'd been successful so far..,’
what do you learn about Dan Moore from this quotation?

………………………………………………………………………………
………………………………………………………………………………

3. Discuss a theme of the above extract.

………………………………………………………………………………
………………………………………………………………………………

4. Discuss a moral lesson from the above extract.

………………………………………………………………………………
………………………………………………………………………………

44
Feedback

1. He is a corrupt, determined and hard worker who gets what he set his
mind on.

2. Success requires more than just qualification but requires a

determination and hard work and guts to go along with the qualification.

3. This extract highlights the theme of determination and hard work since
Dan Moore shows resilience by getting what he wanted though with
limited knowledge on the field. There is also the theme of corruption as
underlined by Dan Moore getting some jobs for his company illegally.

4. There is' no sweet without sweat''

Chapter 12

Go on exploring another theme by doing Activity 9.

'I'm pleading guilty and my lawyer thinks I might only spend a few years in
prison. I’ll need to look for a new job when it's over. My marriage is shot. But I
don't know . . .somehow I feel good. I feel new . . . like and I've been to the
worst place and survived and managed to find myself again in the process. I
see a new life ahead. One without lies and without greed.'

Activity 7

1. What is the writer trying to tell us about John Mogami?

………………………………………………………………………………
………………………………………………………………………………

2. What do you think Mogami means when he says " I See a new life ahead'
One without lies and without greed"

………………………………………………………………………………
………………………………………………………………………………

3. Discuss a theme from the above extract.

………………………………………………………………………………
………………………………………………………………………………

45
 4. What moral lesson has John learnt?

………………………………………………………………………………
………………………………………………………………………………
Feedback

1. John Mogami is regretting what he did/ repentant /wants a fresh start.

2. He means he is starting afresh without his wife and sees a different

future ahead.

3. Theme of repentance. No matter how bad one might have been, they all
get a chance to repent from their sinful ways. John knows how bad he
was and regrets every bit of it.

4. He has learnt that 'greed leads to destruction' as he has first-hand

experience of what greed did to him and his wife.

Do not forget that I said the message will be in the form of a theme and that of
a moral of lesson.

• A story will always have a theme that is a general idea that is in the form
a noun or a noun phrase that the writer wants you as the reader to
adopt.

• The theme may be implicit or asserted as demonstrated in the earlier

parts of this lesson.

• At the same time the writer will have his or her characters do things that
will bring certain results in lives of the characters.

• Something happens to a character because of miscalculation or

misjudgement the character makes.

• The character then has to face the consequences of his action. Let us
take an example to explain this.

• The characters of John Mogami makes the mistake of not standing up

to his wife and tell her that they cannot afford a luxurious life and ends
up taking a bribe to meet his wife's luxurious demands.

• What happens to him as a result of this bad judgement? Kgakgamatso

overhears him talking to Ronald/Moore about the P100, 000 bribe and
blackmails him into giving her P10.000.

• Ultimately they are caught and he has to do some prison time.

• What do you as readers learn from what happens to John and his
colleagues? There are no short cuts to success in life or the wages of
46
 sin is death (note this will include other characters other than John). This
is how you work out the moral lesson of a story.

POETRY
https://www.familyfriendpoems.com/poem/were-together-though-were-apart

A poem is a piece of writing in which the words are chosen for their beauty
and sound and are carefully arranged, often in short lines which rhyme.

Sometimes poems are called a verse, song, lyric, rhyme

Structure in Poetry

By Tynea Lewis More

What Is Structure In A Poem?

The structure of a poem refers to the way it is presented to the reader.

This could include technical things such as;

➢ the line length and stanza format.

➢ Or it could include the flow of the words used and ideas conveyed.

Line length

➢ shows the reader how it should be read.

➢ Short lines are usually read faster, with more emotion.

➢ Longer lines you slow down the pace of a poem.

➢ Choosing appropriate line breaks gives a reader a chance to take a

natural breath.

Stanzas

➢ The groups of lines, are like paragraph in prose.

➢ They contain a central idea.

➢ Having multiple stanzas gives readers a chance to focus on multiple

ideas.

47
THINK about a page with writing. Is it more manageable to read it if all the
words flow together as one paragraph or if they are broken apart into
appropriate paragraphs? The same works with poetry.

Consistency

Structure also refers to the consistency used throughout the poem.

➢ An author might start each line with a certain part of speech, or a

repeated line or phrase is used at the same spot in each stanza.

Structure and Poetry

An important method of analysing a poem is to look at the stanza structure

or style of a poem.

➢ Generally speaking, structure has to do with the overall organization

of lines and/or the conventional patterns of sound.

➢ Again, many modern poems may not have any identifiable structure
(i.e. they are free verse), so don't panic if you can't find it!

Stanzas:

➢ Are a series of lines grouped together and separated by an empty

line from other stanzas.

➢ They are the equivalent of a paragraph in an essay. One way to

identify a stanza is to count the number of lines. Thus:

Couplet (2 lines)
Tercet (3 lines)
Quatrain (4 lines)
Cinquain (5 lines)
Sestet (6 lines) (sometimes it's called a sexain)
Septet (7 lines)
Octave (8 lines)

FORM:

➢ A poem may or may not have a specific number of lines, rhyme

scheme and/or metrical pattern, but it can still be labelled according to
its form or style.

➢ Here are the three most common types of poems according to form:

1. Lyric Poetry:

48
 • It is any poem with one speaker (not necessarily the poet) who
expresses strong thoughts and feelings.

• Most poems, especially modern ones, are lyric poems.

2. Narrative Poem:

• It is a poem that tells a story;

• its structure resembles the plot line of a story

• [i.e. the introduction of conflict and characters, rising action,

climax and the denouement].

3. Descriptive Poem:

• It is a poem that describes the world that surrounds the speaker.

• It uses elaborate imagery and adjectives.

• While emotional, it is more "outward-focused" than lyric poetry,

which is more personal and introspective.

In a sense, almost all poems, whether they have consistent patterns of sound
and/or structure, or are free verse, are in one of the three categories above.
Or, of course, they may be a combination of 2 or 3 of the above styles! Here
are some more types of poems that are subtypes of the three styles above:

Types of Poems

Ballad: is a relatively short narrative poem with a simple dramatic action.

• Ballads tell of love, death, the supernatural or a combination of these..

Blank Verse: is a type of poetry, distinguished by having a regular meter, but

no rhyme.

Carpe Diem translated means "Seize the Day." Carpe Diem poetry
encourages readers to make the most of the immediate, to enjoy life.

Concrete Poetry is poetry in which the shape or pattern is essential to the

conveying the intended effect or meaning.

Didactic poems which are usually written to teach or to state an informative

lesson. These poems can be somewhat moralistic.

49
Elegy is a poem of mourning, from the Greek elegos, a reflection on the death
of someone or on a sorrow generally - which is a form of lyric poetry. It is a
lyric poem that mourns the dead. [It's not to be confused with a eulogy.]It has
no set metric or stanzaic pattern, but it usually begins by reminiscing about
the dead person, then laments the reason for the death, and then resolves the
grief by concluding that death leads to immortality. It often uses "apostrophe"
(calling out to the dead person) as a literary technique. It can have a fairly
formal style, and sound similar to an ode.

Epic: It is a long narrative poem in elevated style recounting the deeds of a

legendary or historical hero.

Qualities of an Epic Poem: narrative poem of great scope; dealing with the
founding of a nation or some other heroic theme requires a dignified theme
requires an organic unity requires orderly progress of the action always has a
heroic figure or figures involves supernatural forces written in deliberately
ceremonial style

Epigram is a short, witty poem or statement

Epitaph is a short text honouring a deceased person, strictly speaking that

inscribed on their tombstone or plaque, but also used figuratively.

Extended Metaphor is a poem in which the metaphor continues throughout

the poem.

Found Poetry is the rearrangement of words, phrases , and sometimes

whole passages that are taken from other sources and reframed as poetry by
changes in spacing and/or lines (and consequently meaning), or by altering
the text by additions and/or deletions.

Free Verse is a term describing various styles of that are written without using
strict metre or rhyme, but that still are recognizable as poetry by virtue of
complex patterns of one sort or another that readers will perceive to be part of
a coherent whole.

Lyric is a short poem with one speaker (not necessarily the poet) who
expresses thought or feeling.

Monologue is a speech presented by a single character to express his

thoughts.

Narrative is a form of poetry that tells a story.

Ode is a longer lyric poem having a serious subject and dignified style, often
addressed to some person. The ode is an elaborate, lyric poem that dates

50
back to the Greek choral songs that were sung and danced at public events
and celebrations. Odes celebrated beloved objects, events or people.
Ode: It is usually a lyric poem of moderate length, with a serious subject, an
elevated style, and an elaborate stanza pattern.

Sonnet is a lyric poem consisting of fourteen lines, a set rhyme and rhythm.
In English, the two basic sonnets are the Italian or Shakespearean.

Other types of poems include:

Haiku: It has an unrhymed verse form having three lines (a tercet) and
usually syllables, respectively. It's usually considered a lyric poem.

Limerick: It has a very structured poem, usually humorous & composed of

five lines (a cinquain

Lament: A lament or lamentation is a passionate expression of grief, often in

music, poetry, or song form. The grief is most often born of regret, or
mourning. Laments can also be expressed in a verbal manner, where the
participant would lament about something they regret or someone they've lost,
usually accompanied by wailing, moaning and/or...

HOW TO ANALYSE A POEM?

Name: __________________________________________ Date: ________

Poetry Analysis Sheet

For this project you will read and analyze a poem written by a Latino poet. The
following instructions will help you uncover the meaning of the poem.

1. What does the title mean?

Take a look at the title and reflect on what it means:

_____________________________________________________________________
_______________________________________________________

(You will need this for the introductory paragraph.)

2. Put it in your own words

Read the poem two or three times. You will see something different each time you
read the poem. Write a brief summary of the poem in your own words. Highlight or

51
list some of the words (nouns, verbs, phrases) that are important to understanding
the poem.
_____________________________________________________________________
_____________________________________________________________________
________________________________________________

3. What do you think the poem means?

Now think about the meaning of the poem, not just the obvious meaning of each
word but what they mean beyond the literal. Do these words suggest something
else?
Answer these questions:
• Who is the subject of the poem?
__________________________________________________________
• What are they talking about?
_____________________________________________________________
• Why do you think the author wrote the poem?
______________________________________________
• When is the poem happening?
___________________________________________________________
• Where is the poem happening?
___________________________________________________________
• What is the poet’s attitude?
_____________________________________________________________

• How does the poem shift from person to person or between different times or
places? _____________________________________________________________

Most poems tell us about a poet’s understanding of an experience so the beginning

will be different then the end. The change may be in feelings, language (slang to
formal), or connotation (positive to negative). Explain how these shifts convey the
poem’s message.

4. Poetic devices: Tools of the poet

Identify different poetic devices and how they convey the poem’s message.
• Simile – comparison using like or as
___________________________________________________________
• Metaphor – a direct comparison
___________________________________________________________
• Personification – giving human qualities to nonhuman things
___________________________________________________________

52
 • Tone – what emotion does the speaker use as he talks
___________________________________________________________
• Point of view – who is the telling the poem
__________________________________________________________
• Imagery – creating pictures with words
__________________________________________________________
• Alliteration – repeating the same letter
__________________________________________________________

5. Theme
Identify the theme (central idea) of the poem. How does the theme convey the
poem’s message?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________________________________________

6. Look at the title again

Now look at the title again. Do you now have a different interpretation of the title?

7. Begin writing your analysis

Start with the introductory paragraph. It should contain the title, the author, and an
explanation of the writer’s position as well as the significance of the title. Include a
brief overall statement of the meaning of the poem. This will lead you into the body
of the analysis. In the body of the analysis, discuss how the poem was written, which
poetic devices were used, the tone, the poet’s attitude, and the shift of the poem
from the beginning to the poet’s ultimate understanding of the experience in the
end. Add your interpretation of the poem.

8. Historical and cultural context

Integrate the research you have done on your author into your poetry analysis.
Explain how the author’s history and culture have influenced the poem.
List two important experiences that influenced the author:
1. ________________________________________________________

2. ________________________________________________________
List two conditions in the author’s country that influenced his/her life (poverty,
political unrest, war, lack of opportunities, social constraints especially for women):

1.____________________________________________________________

2.____________________________________________________________

53
 Copyright 2009 IRA/NCTE. All rights reserved.
ReadWriteThink materials may be reproduced for educational purposes.

POETIC DEVICES & LITERARY TERMS USE IN POETRY ANALYSIS

Study the following poetic devices. Learn the definitions and click on the terms
to see examples and get a more detailed explanation. When finished, try one
of the quizzes that can be found at the bottom of the page.

Alliteration - is the repetition of initial consonant sounds.

E.g. most tongue twisters are a combination of alliteration and consonance:
Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?

Allusion - is a direct or indirect reference to a familiar figure, place or event

from history, literature, mythology or the Bible.

Apostrophe - a figure of speech in which a person not present is addressed.

Assonance - is a close repetition of similar vowel sounds, usually in stressed

syllables.

Atmosphere / Mood is a literary element that evokes certain feelings or vibes

in readers through words and descriptions. Usually, mood is referred to as the
atmosphere of a literary piece, as it creates an emotional setting that
surrounds the readers. Mood is developed in a literary piece through various
methods, including setting, theme, tone, and diction. Let us see how writers
use the afore-mentioned elements in their literary works to create a particular
mood.

Cacophony - Harsh sounds introduced for poetic effect - sometimes words

that are difficult to pronounce.

Cliché - an overused expression that has lost its intended force or novelty.

Connotation - the emotional suggestions attached to words beyond their

strict definitions.

Consonance - the close repetition of identical consonant sounds before and

after different vowels.

Vowels: (a, e, i, o, u)

54
Consonants: (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, v, x, y, z)

Contrast - the comparison or juxtaposition of things that are different

Denotation - the dictionary meaning of words.

Dissonance - the juxtaposition of harsh jarring sounds in one or more lines.

Euphony - agreeable sounds that are easy to articulate.

Extended Metaphor - an implied comparison between two things which are

essentially not alike. These points of comparison are continued throughout the
selection.

FIGURATIVE LANGUAGE -

Language used in such a way as to force words out of their literal meanings
by emphasizing their connotations to bring new insight and feeling to the
subject.

Hyperbole - an exaggeration in the service of truth - an overstatement.

Idiom - is a term or phrase that cannot be understood by a literal translation,

but refers instead to a figurative meaning that is understood through common
use.

Imagery - is the representation through language of sense experience. The

image most often suggests a mental picture, but an image may also represent
a sound, smell, taste or tactile experience.

Irony - is a literary device which reveals concealed or contradictory meanings.

Jargon - language peculiar to a particular trade, profession or group.

Juxtaposition - is the overlapping or mixing of opposite or different situations,

characters, settings, moods, or points of view in order to clarify meaning,
purpose, or character, or to heighten certain moods, especially humour,
horror, and suspense. Also Contrast

LITERAL LANGUAGE –

What is said is based in reality without the comparisons used in figurative

language.

Litotes - a form of understatement in which something is said by denying the

opposite.

Metaphor - a comparison between two things which are essentially dissimilar.

The comparison is implied rather than directly stated.

55
Meter - any regular pattern of rhythm based on stressed and unstressed
syllables.

Metonymy - use of a closely related idea for the idea itself.

Mood - is a literary element that evokes certain feelings or vibes in readers

through words and descriptions. Usually, mood is referred to as
the atmosphere of a literary piece, as it creates an emotional setting that
surrounds the readers. Mood is developed in a literary piece through various
methods, including setting, theme, tone, and diction. Let us see how writers
use the afore-mentioned elements in their literary works to create a particular
mood.

Onomatopoeia - the use of words which sound like what they mean.

Oxymoron - two words placed close together which are contradictory, yet
have truth in them.

Paradox - a statement in which there is an apparent contradiction which is

actually true.

Personification - giving human attributes to an animal, object or idea.

Rhyme - words that sound alike

Rhyme Scheme - any pattern of rhymes in poetry. Each new sound is

assigned the next letter in the alphabet.

Rhythm - a series of stressed or accented syllables in a group of words,

arranged so that the reader expects a similar series to follow.

Simile - a comparison between two things which are essentially dissimilar.

The comparison is directly stated through words such as like, as, than or
resembles.

Speaker/Persona - the "voice" which seems to be telling the poem. Not the
same as the poet; this is like a narrator.

Symbol - a symbol has two levels of meaning, a literal level and a figurative
level. Characters, objects, events and settings can all be symbolic in that they
represent something else beyond themselves.

Synecdoche - the use of a part for the whole idea.

Theme - is the central idea of the story, usually implied rather than directly
stated. It is the writer's idea about life and can be implied or directly stated
through the voice of the speaker. It should not be confused with moral or plot.

56
Tone - is the poet's attitude toward his/her subject or readers. It is similar to
tone of voice but should not be confused with mood or atmosphere. An
author's tone might be sarcastic, sincere, humorous . . .

Trope - a figure of speech in which a word is used outside its literal meaning.
Simile and metaphor are the two most common tropes.

Understatement - this is saying less than what you mean in the service of
truth.

Voice - the creating and artistic intelligence that we recognize behind any
speaker.

COMMON EXAM INSTRUCTION WORDS

When answering an exam question, it’s easy to misread what’s being asked
and simply answer it in the wrong way. Your argument may be logical,
thoughtful and well researched, but if you aren’t tailoring your response to the
question, you stand to lose some serious marks! Below are definitions of
some common instruction words.

Instruction word What you have to do

Advise (on) Provide specific advice about something
Analyse Discuss the main ideas/components of an idea or
theory, explaining why they are important and how
they’re related
Assess Determine the value or importance of something;
identify strengths and weaknesses and draw your
own conclusion
Comment on State your views and opinions on the topic clearly,
backing up your points with evidence and
examples
Compare List similarities (and sometimes differences) in two
or more examples, perhaps reaching a conclusion
about which is preferable and justifying why
Consider Identify advantages and disadvantages or
strengths and weaknesses in argument and justify
your own position and conclusion
Contrast List points of difference between examples; set in
opposition in order to clearly show the differences
Compare and Contrast Identify different views on a topic/subject and show
both similarities and differences
Define State the precise meaning of a word or phrase as
outlined in reliable sources; in some cases it might

57
 be necessary or desirable to examine different
definitions and outline limitations
Describe Give in detail the main features or characteristics
of the topic
Determine Work out and show your workings/calculations
Differentiate/Distinguish Look for differences between
between
discuss present different points of view
identify show and describe
illustrate give evidence or examples
outline briefly describe
Prove/disprove Provide evidence for or against and demonstrate
logical argument and reasoning – you often have
to do this for abstract or scientific subjects.
Relate Emphasise the links, connections and
associations, probably with some analysis.
Review Analyse and comment briefly, in organised
sequences –sentences, paragraphs or lists – on
the main aspects of a subject.

EXAM TECHNIQUES

Before the exam

1. Focus on being practical.

2. Make sure you know exactly where each exam will take place. Visit the
room if possible.
3. Plan to leave much earlier to get to the exam than the journey usually
takes. If something makes you late, this will not be taken into
consideration by examiners. You are expected to plan for transport
delays.
4. Check you have spare pens, pencils and any other permitted equipment.
5. Take water to drink.
6. Do not take notes or luggage with you unless you have somewhere to
leave them outside the exam room.
7. Stay positive. It is easier to revise and remember when we are in a
positive state of mind. Avoid people who make you feel anxious about
the exams.
8. Get enough sleep.

58
Before you look at the exam paper

1. Relax your shoulders: make sure that they are not up around your ears!
2. Relax your tongue: it is a large muscle and will help relax your whole
upper body.
3. Breathe deeply for a few seconds: concentrate on breathing out fully.
4. Check the obvious: are you in the right room, at the right desk?
5. Run through in your mind the last minute facts that you need to
remember.
6. Breathe deeply again once more just before you look at the paper.

During the exam

1. Write down the time you must move onto the next question so that you
have time to answer the right number. It is easier to pass if you answer
the right number of questions rather than to write a few good answers.
Leave about five minutes each to check through essay answers at the
end.
2. Number each question. Leave space between each answer so that you
can add in points later if necessary.
3. Read the questions slowly. Highlight key points. Ensure you have really
taken in what each question says as it is easy to misread questions or
miss parts of questions when you are in an exam.
4. Check the back of the paper to see if there are further questions – many
people forget to do this.
5. Write answers to the questions you have selected. Avoid regurgitating
answers you gave for coursework. You will only get marks for material
that answers the question.
6. Structure your answers just as you would for coursework. Essays should
have a clear line of reasoning, a well-structured argument, an
introduction and a conclusion.
7. If you go blank, brainstorm words and ideas onto a sheet of rough paper
or onto the back page. These will eventually begin to stimulate your
ideas. Leave a space and go onto something you can do rather than
sitting with the same problem. The information will probably come back

59
 to you later – and if it doesn’t, it may not be critical. Find a point of calm.
Breathe slowly.
8. Include references in the text. You do not need to write a list of
references or to give the titles of works as your tutors will usually know
the works to which you refer.
9. Check through your answers at the end. You will find parts that do not
make sense because you have missed out a key word or point. Add
these in neatly in the text or at the bottom of the page.

PAST EXAM PAPERS

JC LITERATURE IN ENGLISH

Poetry Study Guide Assignment 2014

Time: 2 hours Total Marks: 100

Instructions

1. Answer all Questions

2. All answers must be written on the spaces provided on the question paper.

Section 1

A: Dreams: by Langston Hughes

Hold fast to dreams

For if dreams die
Life is a broken - winged bird
That cannot fly.

Hold fast to dreams

For when dreams go
Life is a barren field
Frozen with snow
Questions

1. Who is the poet in this poem?

…………………………………………………………………………… (1)

2. Comment on the structure of the above poem:

60
 ……………………………………………………………………………
…………………………………………………………………………… (2)

3. Explain the following lines from the poem:

(i) 'For if dreams die, life is a broken winged bird that cannot fly.'

………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
(2)

(ii) 'For when dreams go, life is a barren field, frozen with snow.'

………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
…………………………………………………………………..
(2)

4. Identify two pairs of rhyming words from the poem:

…………………………………………………………………………………
……………………………………………………………………………. (2)

5. Explain what the poet is saying in your own words:

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
……………………………………………………………………………. (3)
6. Discuss a theme from this poem:

61
 …………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
……………………………………………………………………………. (3)

B. Read the following poem and use it to answer questions that follow it:

Upside Down Cake by I. Choorona

I am going to make
An upside down cake.
I know I’ll need some flour,
But I am going to wait
At least half an hour
Before I begin to bake

I'll need same fat

And eggs, and water
Sugar in an upside down bowl.
And mix all of that

Before I can really begin

I'll need an upside down tin,
And an upside down oven
To fit everything in.
I know you, you will say

I will have to stand on my head

To eat an upside down cake.
But I have thought of that:
I will choke and be dead'

So I will change my mind

And bake instead
A sideways cake
And eat it
Sideways in bed

Questions

62
1. Discuss the structure of the above poem.

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (2)

2. Explain the meaning of the above poem in your own words:

…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (3)

3. What are the ingredients for this cake?

…………………………………………………………………………………
……………………………………………………………………………. (1)

4. Identify a pair of rhyming words from the third verse:

……………………………………………………………………………. (1)

5. Do you think this is a serious poem? Explain your answer.

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (2)

Section 2
The Wind Is Angry-by Adrienne Bradly
Read the following poem and use it to answer the questions that
follow it:

THE WIND IS ANGRY

The wind is angry

63
 he's been in a rage all night,
stamping his feet, bellowing
and finally breaking out.
In morning light he gallops,
At full tilt, round the house,
Charging at the walls,
Pulling at the thatch

And beating with clenched fists

Against the windows.
Even now he's thrusting
Icy fingers through crevices
And under doors.
The house is tired
And slightly bored.
She watches with listless eyes,
Sighs, settles on her hunches
And entrenches herself still more

Questions
1. Comment on the structure of the above poem:

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (2)

2. Explain the meaning of the poem in your own words:

…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (3)

64
 3. Which poetic device runs through the poem?

……………………………………………………………………………. (1)

4. Give three examples of words from the poem that suggest anger.

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (3)

5. Use your own words to explain the meaning of the last three lines of
the first verse.

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (2)

6. Give three examples from the poem which suggest the wind has the
mood of a person:

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (3)

7. What does the uneven length of lines in this suggests?

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………………. (3)

ESSAY WRITING FOR BEGINNERS

Punctuation

65
Punctuation rules
Punctuation marks are symbols which

1. organize the structure of written language,

2. and indicate intonation and pauses to be observed when reading
aloud.

Punctuation marks are also used to avoid ambiguity. For example,

"woman, without her man, is nothing" has a different meaning from
"woman: without her, man is nothing"

This is a summary of punctuation rules.

Read the punctuation rules and study the examples given.

End punctuation marks:

1. Full stop, or period (.)

▪ Used a full stop at the end of a sentence:

She stood up and went away. She was furious.
▪ Used for abbreviations:
Co. (Company)
M.P. (Member of Parliament)

2. Question marks (?)

▪ Question marks are used at the end of direct questions:

Where do you live?
Are you crazy?
Did you do the homework?
▪ Use a question mark at the end of tag questions:
You will help me, won't you?
He likes soccer, doesn't he?

3. Exclamation marks (!)

▪ Used to indicate strong emotions:

She's so beautiful!
What a nice girl!
How interesting!

66
▪ Used after interjections:
Oh! It's awful.
Hi! What's up?

Commas (,)

▪ Commas are used between items in a series or list. The last two items of
the series usually do not need a comma between them. They are
separated by "and".
I like spaghetti, fish, pizza and couscous.
▪ Commas are also used between adjectives or adverbs:
I'd like to have a big, black, German car.
She speaks slowly, quietly and eloquently.
▪ After the street address and city in an address:
34 Hassan II Street, Rabat, Morocco.
▪ Before or after direct speech:
He said,"I hate being treated like that."
"I'm sorry", she replied.
▪ Before a coordinating conjunction (for, and, nor, but, or, yet, so)
He woke up late, so he had to drive to work.

Semicolons (;)

▪ Semicolons are used instead of a full stop or period to separate

independent sentences:
They woke up early; then they went jogging.
▪ Use a semicolon to separate items in a series when those items contain
punctuation such as a comma:
They visited the Eiffel Tower, Paris; Big Ben, London; and the statue of
liberty, New York

Colons (:)

▪ Use a colon to introduce a list:

He visited three cities last summer holiday: Madrid, Roma and Athens.
▪ To introduce an idea or an explanation:
He had one idea in mind: to see her as soon as possible.
▪ To introduce direct speech or a quotation:
The secretary whispered in his ear: "Your wife is on the phone. "

Dashes (--)

▪ To introduce parenthetical information:

I put on a blue jacket --the one my mother bought me-- and blue jeans.

67
▪ To show an afterthought:
I explained to him my point of view-- at least I tried!

Apostrophes (')

Use an apostrophe to indicate a missing letter or letters in a contraction.

I'm fed up with his stories

▪ Use an apostrophe plus the letter "s" to show possession.

My brother's girlfriend is such a sweet girl.

Quotation marks ("")

▪ Quotation marks are used to quote speech, sentences or words.

She said, "I love you.

Capitalization

Capitalization rules
Capitalization is the writing of a word with the first letter as upper-case
letter (A,B, C, D,...) and the rest of the word as lower-case letters
(a,b,c,d,...)

This is a summary of the capitalization.

Read the capitalization rules and study the examples given.

The rules
Capitalize the first word in a sentence.

▪ They arrived late. They had dinner and went to sleep.

The first word in a quote.

▪ He said, "You are fantastic."

Capitalize " I ".

▪ I'm very sorry for being late. I missed the bus.

Capitalize proper nouns.

▪ George was furious when he heard the bad news from Alice.

68
Capitalize names of rivers, mountains.

▪ The Nile River is in Egypt.

▪ The highest mountain in the world is Mount Everest.

The official title of a person, the initials in someone's name are

capitalized

▪ Dr. Lynch.
▪ D. H. Lawrence is a wonderful novelist.

Days of the week, months of the year, holidays are capitalized.

▪ We went to Paris on Monday and came back on Saturday.

▪ The Independence Day is in July not January.

Capitalize countries, cities, languages, nationalities.

▪ New York is more exciting than Seattle.

▪ He lives in London, but he's not English. He's Nigerian.
▪ He speaks English, Chinese and Japanese.

The first word in each line of a poem.

▪ "Who will believe my verse in time to come,

If it were fill'd with your most high deserts?
Though yet heaven knows it is but as a tomb
Which hides your life, and shows not half your parts."
Shakespeare.

Writing tips

Writing tips
These are some tips to help you in your writing.

General
The ideal English text is easy to read and understand. Good writers
usually use plain English words. So your sentences should be simple,
clear and well structured.

When writing, remember the following recommendations in mind:

▪ use simple language

▪ use simple and clear sentences

69
▪ write well-structured paragraphs (with a topic sentences supporting
details and a concluding sentence)
▪ you may use subordinate clauses but keep them short
▪ prefer active voice to passive voice
▪ avoid slang language.

Sentence
Make your sentences simple and clear.
A sentence always encloses a subject, a verb and, optionally, a
complement.
Examples:

▪ she tells stories

▪ She lies

A sentence may contain subordinate clauses (relative clauses, if

clauses…)

Paragraph
As to paragraphs, keep the following rules in mind:

▪ Concentrate on one main point per paragraph. Summarize this point in

the first sentence (topic sentence.)
▪ All sentences that follow support the main point or limit its scope
(supporting sentences)
▪ The last sentence is a summary of the main point of the paragraph and is
used as a transition to the next paragraph. (concluding sentence)

Text
The typical structure of a text is as follows:

▪ (title)
▪ introduction
▪ main part
▪ conclusion

Make your texts interesting. Vary the lengths of your sentences. Use a
short sentence to put emphasis on an important statements. Vary the
lengths of your paragraphs and avoid one-sentence paragraphs.

There are various possibilities on how to structure your texts, e.g.:

▪ General to Specific:
general statement followed by details and examples

70
▪ Specific to General:
details and examples followed by a generalization:
▪ Known to Unknown:
provide new information based on what readers already know
▪ Least Important to Most Important:
catch and keep readers' attention
▪ Chronology (ordering by time):
e.g. in biographies

Process writing
Writing is a process. Famous successful writers follow these steps in
their writing:

▪ Collecting the data

▪ Organizing the data
▪ Making an outline.
▪ The first draft.
▪ Editing.
▪ Possible reassessment of the ideas (crossing out some ideas, introducing
new ideas, rearranging ideas…)
▪ Final draft.

Type of texts

▪ Descriptive
▪ Argumentative
▪ Letters (personal and business letters)
▪ Cause and effects…

Writing | Topic Sentence

What is a topic sentence?

The topic sentence, also called a focus sentence, is the sentence which
summarizes the principal idea of the paragraph. Although topic
sentences may appear anywhere in a paragraph, it is usually the first
sentence in that paragraph.

The topic sentence summarizes the main idea of the paragraph and
adds cohesion to a paper and helps organize ideas both within the
paragraph and the whole body of work at large.

71
All the other sentences in a paragraph have to support the topic
sentence by offering more information or details about the topic. These
sentences are called supporting sentences.

Example of a topic sentence

Louisiana hosts one of the most well-known celebrations - Mardi Gras. Mardi
Gras is French for "Fat Tuesday". This holiday is sometimes called "Shrove
Tuesday". People wear masks and costumes, overturn social conventions,
dance, and organize competitions and parades. Related popular practices
were associated with celebrations before the fasting and religious
obligations associated with the penitential season of Lent.
The sentence "Louisiana hosts one of the most well-known celebrations -
Mardi Gras" is the topic sentence of the paragraph. The other sentences
give more information to support the topic sentence.

Linking Words

Linking words
Like other languages, English has a lot of cohesive or transitional
devices and linking words that can be used to express and join ideas.

1. Expressing addition
To add information, you can use these expressions:

Examples:

In addition - as well as - moreover - what is more - not only...but also... -

furthermore - besides - also - too - and...

▪ If the project fails this will have terrible consequences not only on our
department but also on the whole organization
▪ John's grades are terrible because he has been so lazy these days. In
addition to this, his relationship with his parents got worse.
▪ The report is badly written. Moreover, it's inaccurate.

2. Expressing contrast
To express contrast, you can use these expressions:

Examples:

72
Although - even though - in spite of / despite - however - yet -
nevertheless - nonetheless - on the contrary - whereas - on the one
hand ...but on the other hand... - conversely - but...

▪ Brain drain has terrible consequences on the developing

countries. Nevertheless, nothing has been done to solve the problem or
at least reduce its negative effects.
▪ In spite of / despite Fred's old age, he goes jogging every morning.
▪ Although she's very nice, her classmates hate her.
▪ They have got two children, a boy and a girl. The boy takes after his
father whereas the girl takes after the mother.

3. Expressing cause and effect

To express cause and effect, you can use these expressions:

Examples:

Consequently - as a consequence - as a result - therefore - because of

this - for this reason - because - since - as - for - due to - owing to

▪ She remained silent, for she was so depressed to talk.

▪ We can't go to Sue's party because we'll be busy working on our project.
▪ The plane was delayed because of the foggy weather.
▪ He had spent most of his time hanging around instead of revising his
lessons. Consequently, he had a lot of trouble answering the exam
questions.

5. Expressing purpose
To express purpose use the following words:

Examples:

In order to - in order not to - so as to - so as not to - to - not to

▪ She wakes up early in order to be on time to work.

▪ They visited him so as to offer their condolences for the death of his wife
▪ He helped the new policewoman so as not to fail in her first mission.

4. Summarizing
To summarize, you can use the following expressions:

Examples:

73
in conclusion - to conclude - to sum up - in a nutshell - in brief - in
short - all in all - everything considered...

Academic Writing: Useful Expressions

Useful Academic Expressions

These are some useful expressions used in academic writing:

1. Stating your own position on a Subject or Topic

▪ This paper aims at...

▪ This paper will be concerned with...
▪ The aim of this paper is to…
▪ The point of this article is to…
▪ It shall be argued in this paper/essay/review that…
▪ The view presented in this paper/essay/review is that..

2. Presenting your own point of view

▪ I strongly believe that...

▪ To my mind...
▪ As I see it....
▪ It seems to me evident/obvious that...
▪ I feel that...
▪ I think/contend that...
▪ There are many reasons why…
▪ It is important/necessary to point out that…
▪ The first thing to be considered is…
▪ It is a fact that…

3. Supporting your view and adding more information:

▪ The first/second reason why…is…

▪ Firstly/Secondly...
▪ not only ...but also...
▪ The most important…
▪ In addition, …
▪ Furthermore, …
▪ What is more, …
▪ Another reason is …
▪ A further point is …

74
4. Stating the view of Another Person on a Subject or Topic

▪ Harris's approach (1970, p. 1) can be described as follows...

▪ Chomsky (1965, p. 133) maintains/argues/asserts/claims/points out that...
▪ Th authors views can be stated as follows...
▪ The opinion of Chomsky (1965, p. 133) is that…
▪ Chomsky (1965, p. 133)) has suggested that ….
▪ According to Smith (1992, p. 123), …
▪ It is thought by some theorists, for example, Chomsky (1965, p. 133) and
Harris (1970, p. 1) that…

5. Agreeing with the Views of Others

▪ As Chomsky (1965, p. 133) says/states …

▪ Like Chomsky (1965, p. 133), it can be agreed that …. because…
▪ I agree with the authors' claim that....
▪ There is a general agreement about...

6. Disagreeing with the Views of Others

▪ I don't agree with the authors ideas/thoughts...because...

▪ I don't think the author's views are accurate...because...
▪ Chomsky (1965, p. 133) is certainly/may be correct/accurate in saying
that … because…
▪ Chomsky (1965, p. 133) fails to address the issue when he says "…"
because …
▪ When Chomsky (1965, p. 133) argues that …. his reasoning is
questionable because….
▪ One of the main arguments against Chomsky (1965, p. 133) and Harris
(1970, p. 1) is that …
▪ Harris (1970) approach/position/methods is/are somewhat
inadequate/inaccurate/insufficient because…
▪ There is some doubt that…

7. Indicating a Lack of Knowledge in a Particular Topic or Subject

▪ Despite the book's attempts to... it lacks accuracy...

▪ What I find lacking in the research is...
▪ Although the research has tended to focus on ..., less attention has been
paid to…
▪ Most studies, such as Harris (1970, p. 1) and Chomsky (1965, p. 133) have
emphasized/concentrated on/focused on inadequate /insufficient….

75
8. Drawing a Conclusion Using the Work of Others

▪ To sum up, ...

▪ In a nutshell, ...
▪ As a conclusion, ...
▪ As a summary, ...
▪ All in all, ...
▪ To conclude, ...
▪ Based on these authors, a connection can be made between…
▪ It can be concluded from what Jones (2004, p. 2) and Smith (2002, p. 1)
have stated that...
▪ When Smith's (2001, p.52) work/paper is looked at closely, it is seen
that…
▪ One outcome of Smith's (2001, p.52) work/paper/research is …

Figures of Speech (Stylistic Devices)

What are stylistic devices?

In literature and writing, a figure of speech (also called stylistic device
or rhetorical device) is the use of any of a variety of techniques to give
an auxiliary meaning, idea, or feeling.

Sometimes a word diverges from its normal meaning, or a phrase has a

specialized meaning not based on the literal meaning of the words in it.
Examples are metaphor, simile, or personification.

Stylistic devices often provide emphasis, freshness of expression, or

clarity.

Here is a list of some of the most important figures of speech:

Book / Film Review

Writing a book/film review

Follow these steps to write a book or film review.

Pre writing
Remember and take notes of the plot of the story. What impression did
it produce on you?

76
Writing

▪ Introduction: give the title and author of the book. If you're reviewing a
film mention the director or actors.
▪ Body:
1. Summarize the plot in a few sentences.
2. Mention the setting: the place and time of the plot.
3. Say something about the main characters.
4. Say something about the content.
▪ Conclusion:
1. Comment on the book or film.
2. Let others know whether or not you liked the book/film.
3. Why do you like it? Why don't you like it?
4. Is the author's style good or bad, is the book / film interesting or
boring etc.
5. Do you want to recommend the book/film?

Post writing
Edit your writing.

Useful Expressions:
Title, Author / Director, Actors

The film is directed by

The film is produced by..
It is starred by...
The book is written by ...

Setting

The action takes place in ... (setting)

The action of the film is set in ...
The story takes place in...

Characters and Plot

The main characters are ...

The story is about ....
The novel tells the story of ...
In the course of the novel the action develops dramatically.
The novel / film begins with...
The novel has an unexpected ending.
The end of ... is ...

77
��Reaction

I am impressed by
I think ....
The book is terribly / beautifully written
The film is terrible / exciting.
What surprised me is ...
What I liked is...
What I didn't like is...
I liked/didn't like the film / novel because ...

Writing a Cause and Effect Paragraph

How to write a cause and effect paragraph

What makes something happen is called a cause. An effect is what
happens as a result of the cause. Here are a few basics on writing a
coherent cause and effect paragraph.

Pre-writing
Decide whether to write about a cause or an effect or both. You can
choose to discuss only the causes or only the effects of an event.
Alternatively, you can discuss the causes AND effects of a certain event.

Make a list of causes or effects. Then narrow down that list to include
only the most important causes or effects.

Writing
Write a draft explaining each cause or effect in the paragraph in as
much detail as possible. Don't forget to use transitional words in your
paragraph, such as: also, as a result, because, first and finally.

It is very important to include a clear topic sentence in your paragraph.

This sentence should state the main idea of your paragraph.

Support your topic sentence with supporting details.

Post writing
Edit your paragraph.

Writing about Personal Experience

78
Writing a Personal Experience Essay
Pre-writing
Choose one experience from your life that is interesting enough to be
told.

Introduction
Think of an introduction that will make the reader eager to know more
about the experience.

Body
Use simple past or past continuous tense. If something happened
previous to the personal experience, use past perfect.

Write down some quick notes about the experience.

Don't worry about grammar. Take five minutes at the end to proofread
your essay.

Remember every detail and try to visualize it.

▪ Your feelings
▪ Your thoughts
▪ Objects around you (their shape, colour, size, ...)
▪ The smell
▪ The taste
▪ Actions

Include the setting: place, time. (Give specific details about the place
and the time.)

Tell the events:

▪ in chronological order
▪ or using a flash back technique (depicting / recalling a set of events that
occurred before the scenes immediately proceeding)

Conclusion
Conclude by telling what you learned from the experience.

Post writing
Edit your essay.

79
 Writing - Argumentative Essay

Writing an argumentative essay

Pre-writing
State the "controversy" in the form of a yes/no question.

Should guns be made legal?

Is television harmful to children?

Divide your paper into two parts:

Pros Cons

Guns can be helpful to defend Guns can be harmful, especially at the

ourselves from dangerous criminals hands of irresponsible people
... ...

... ...

▪ Decide which side of the argument you will defend.

▪ Remember to support your opinions with facts, statistics, examples,
quotes ...

Writing
Include an introduction, a body and a conclusion:

Introduction:

State the problem: a clear thesis statement.

Body:

Paragraph: topic sentence

a. argument 1

b. argument 2

c. argument 3

d. ...

Paragraph: topic sentence

80
a. argument 1

b. argument 2

c. argument 3

d. ...

Conclusion:

a. Give a balanced view.

b. Give your opinion.

Post writing
Edit your essay.

Writing a Descriptive Essay

Writing a descriptive essay

Learn to write a descriptive essay.

Pre-writing
Write down notes

Try to be specific

Remember things we describe are what we

▪ feel: happy, angry, cold, hot ...

▪ see: big, large, small, tiny ...
▪ touch: coarse, hard, soft, smooth ...
▪ taste: sweet, sore, bitter,
▪ hear: loud, quiet, silent ...
▪ smell: bad, mouldy, unpleasant, pleasant ...

Describe your feelings, your thoughts, your actions...

Writing:
You can organize your description:

▪ from general to specific or vice versa

▪ from the outside to the inside or vice versa

81
▪ from the least important to the most important or vice versa
▪ from the start (e.g. of a journey) till the end ...

Post writing
Edit your essay

Narrative Essay

Narration
In a narrative, essay we basically tell a story that is related to your own
life. It can be a narration of a personal experience or the events that
happened to someone you know. The narrative essay should have a
purpose. It must make a point and the reader must learn a lesson or
gain insight.

Tips to write a narrative essay

▪ Tell a story based on one of your own experiences.

▪ Use concrete details so that your readers can visualize what is happening.
Give as many sensory details and vivid descriptions to involve the reader.
▪ You may use dialogue.
▪ Make sure that your narrative essay communicates a main idea or a
lesson.
▪ Spend some time drafting what you can remember about the experience.
▪ Create an outline of the basic parts of your narrative.
▪ Write your first draft and don't pay attention to mistakes at this stage.
▪ When writing a narrative essay you may use the tools of descriptive
writing.
▪ Edit the essay:
1. Does the writing effectively recreates the experience for your readers?
2. Are there any more details and descriptions are needed?
3. Are there any information that has to be removed?
4. Is your narration effectively written to help your readers visualize
events?
5. Is there any logical or chronological order in your narration?
6. Are there any grammatical or spelling mistakes?
7. Have you used appropriate cohesive devices?
▪ Write your final draft.

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 Writing - An email to a hotel manager to make a reservation

Hotels
When traveling, we almost always stay at hotels. That's why it is
advisable to pay attention to the following:

▪ Book a room in advance.

▪ On arrival, confirm your reservation. Check in at the reception.
▪ At large hotels you may ask for services by phone. For example, you may
call for room service when you want a drink or a meal.
▪ Let the hotel manager know well in advance when you will leave.

Booking a room
To book a room you need to do one of the following:

▪ to make a phone call,

▪ to write a letter,
▪ or to write an email.

Writing an email to make a reservation

1. Include all relevant information in your email:

▪ your complete contact information,

▪ date and time of arrival and departure,
▪ number of days of your stay,
▪ type of room and any special needs or requests such as a smoking or
non-smoking room.

2. Be to the point. don't include any unnecessary details.

3. Be polite and start your email by "Dear sir or Madam"

4. Example:

Dear Sir or Madam,

Would you mind reserving a non-smoking room for me and my wife
for this date (...) We will be spending three nights. We will arrive on
August 4th at 5 o'clock in the morning.

83
Please charge my credit card for the initial deposit required. Include
any discounts that my early registration permits.

Credit card number:

Name:

Expiration date:

I look forward to receiving a letter confirming my reservation.

Thank you.

Name

5. Don't forget your name, address, email, phone, fax or any contact
details.

Rhetorical Modes (Modes of Discourse)

What are rhetorical modes?

Good writing depends on factors such as purpose, type of writing and
audience. That's why, knowledge of the major categories of
the rhetorical modes is important.

Rhetorical modes (also called modes of discourse) refer to the variety,

conventions, and purposes of the major kinds of writing. In fact, there
are four major categories of rhetorical modes. They are the following:

1. exposition,
2. argumentation,
3. description,
4. and narration

Although the above modes account for the variety that one finds in
texts, it is worthwhile noticing that they are not monolithic. For example,
in narrative modes, there is a group of events and states in sequence
that are bound by a unifying theme. Narrative mode, however, rarely
consists only of sequence of events. There are also descriptive and
sometimes argumentative passages.

84
 Expository writing

What is exposition?
The purpose of exposition (or expository writing) is not primarily to
amuse, but to enlighten and instruct. The objective is to explain and
analyse information by presenting an idea, relevant evidence, and
appropriate discussion. Its essential quality is clarity. Most of the writing
that you are required to do at school is expository (reports, tests, essays
etc...) Similarly most of the writing you will do after school will be of this
sort.

Examples of expository writing include:

▪ Reports
▪ Scientific reports
▪ Term papers
▪ Encyclopaedia articles

Features of expository writing

The main features include:

▪ Informative
Expository text is meant to deposit information
▪ Clarity.
Using words that clearly show what the author is talking about.
▪ Organization of the text.
A well-written exposition remains focused on its topic and lists events in
chronological order
▪ Impersonal
Second-person instructions with "you." However, the use of first-person
pronouns should be avoided.
▪ Unbiased
Expository essays will not overtly reveal the opinion of the writer.

JC PAPER 3 EXAMINATION 2011-2019

85
 BOTSWANA EXAM INATIONS COUNCIL
JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2011

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

1. Write your full names and examination number in the spaces provided above.

2. Write your answers in the space provided on this question paper.

86
 3. Answer ALL questions

FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO

BOTSWANA EXAM INATIONS COUNCIL

JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2012

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

1. Write your full names and examination number in the spaces provided above.

2. Write your answers in the space provided on this question paper.

3. Answer ALL questions

87
 FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO

BOTSWANA EXAM INATIONS COUNCIL

JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2013

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

1. Write your full names and examination number in the spaces provided above.

2. Write your answers in the space provided on this question paper.

3. Answer ALL questions

88
 FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO

SECTION A - POETRY (15 Marks)

Read the poem below and use it to answer question 1 (a) to (f).

On aging

When you see me sitting quietly,

Like a sack left on the shelf,
Don't think I need your chattering,
I'm listening to myself.
Hold! Stop! Don't pity me!
Hold! Stop! your sympathy!
Understanding if you got it!
Otherwise I'll do without it!

When my bones are stiff and aching

And my feet won't climb the stairs, I will only ask one favor:
Don't bring me a rocking chair.

When you see me walking, stumbling,

Don't study and get it wrong.
'Cause tired don't mean lazy
And every goodbye ain't gone.

I'm the same person I was back then,

89
A little less hair, a little less chin,
A lot less lungs and much less wind,
But ain't I lucky I can still breathe.

Adapted from Worldscapes by Robin Malan.

90
1. (a) (i) Give two rhyming words from the first stanza.

…………………………………………………………………………
……………………………………………………………………… (1)
(ii) What function does rhyme serve in a poem?

…………………………………………………………………………
……………………………………………………………………… (1)
(iii) “hold! Stop! hold! Stop!” in the first stanza?

…………………………………………………………………………
……………………………………………………………………… (1)
(b) Quote the lines from the stanza where the poet compares herself
an object and explain what the comparison means.

…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………… (3)

(c) Which category of poems does this poem fall under?

…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………… (3)
(d) Which statement in the poem indicates that even though the poet
is weak, she is not about to die?

…………………………………………………………………………
……………………………………………………………………… (1)

91
 (e) What is the emotional state of the poet? Support your answer
with an example from the poem and say why the poet is in that
state.

…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
……………………………………………………………………… (3)
(f) What lesson can be learned from this poem?

…………………………………………………………………………
……………………………………………………………………… (2)

SECTION B - DRAMA (30 Marks)

Below is an extract from The Lion and the Jewel by Wole Soyinka. Use it
to answer question 2 (a) to (f), and question 3.

Sidi: [can't find the right word, chokes back.]

Give me the bucket now, and if you ever dare
To stop me in the streets again ---

Lakunle: [holds on to her.]

Please, don't be angry with me.
I was just trying to assist you.
Women are naturally weak.
The scientists have proved it. It’s in my books.
Women have a smaller brain than men.
That's why they are called the weaker sex.

Sidi: [throws him off.]

The weaker sex, is it?
Is it the weaker breed who pounds the yam
Or bends all day to plant the millet
With a child strapped to her back?

92
Lakunle: That is all part of what I say.
But don't you worry. ln a year or two
You will have machines which will do
Your pounding, which will grind your pepper
Without it getting in your eyes.

Sidi: O-oh. You really mean to turn

The whole world upside down.
Lakunle: The world? Well, maybe later.
Charity, they say, begins at home.
For now, it is this village I shall turn
Inside out.

Sidi: These thoughts of future wonders - where exactly do you get

them?
Do you dream of them or are you just going mad?

Lakunle: A prophet has honour except

In his own home. Wise men have been called mad
Before me and after, many more shall be
So abused. What I say is known in Lagos, that city
Of magic, where Saro women bathe
In gold.

Sidi: Well go there. Go to these places where

Women would understand you.

Lakunle: Sidi, my love will open your mind

Like the flower in the morning, when
The sun first touches it.

Sidi: lf you start that I will run away.

I had enough of that nonsense yesterday.

93
Lakunle: Wasted! Wasted! Sidi, my heart
Bursts into flowers with my love.
But you, you and the uncivilised people of this village
Trample it with feet of ignorance.

Sidi: [shakes her head in bafflement.]

If the snail finds splinters in his shell
He changes house. Why do you stay?

Lakunle: Faith. Because I have faith.

Oh Sidi, vow to me your own undying love
And I will ignore all the criticism from these bush minds
Who know no better. Swear, Sidi,
Swear you will be my wife and I will
Stand against earth, heaven, and the nine
Hells....

Sidi: Now there you go again.

One little thing
And you must chirrup like a cockatoo.
I shall marry you today, next week
Or any day you name.
But my bride-price must first be paid.
The full bride-price. Will you make me
A laughing-stock? Well, do as you please.
But Sidi will not make herself
A cheap bowl for the village spit.

Lakunle: On my head let fall their scorn.

Sidi: They will say I was no virgin

That I was forced to sell my shame
And marry you without a price.

94
Lakunle: A savage custom, barbaric, out-dated,

Sidi: Just pay the price.

Lakunle: [with a sudden shout.]

An infamous custom
Shaming our heritage before the world.
Sidi, I do not seek a wife
To fetch and carry.
To cook and scrub,
To bring forth children by the gross....

Sidi: Heaven forgive you! Do you now scorn

Child-bearing in a wife?

Lakunle: Of course I do not. I only mean...

Oh Sidi, I want to wed
Because I love, I seek a life-companion...

[Pulpit-declamatory.]
'And the man shall take the woman
And the two shall be together
As one flesh.'
Sidi, I seek a friend in need.
An equal partner in my race of life.

Sidi: [attentive no more. Deeply engrossed in counting the beads on

her neck.]
Then pay the price.
Lakunle: Ignorant girl, can you not understand?
To pay the price would be
Like buying a cow off the market stall.
You'd be my belonging, my mere property.
No, Sidi! [Very tenderly.]

95
 Be a modern wife, look me in the eye
And give me a little kiss—like this.

[Kisses her.]

Sidi: [backs away.]

No, don't! I tell you I dislike
This strange unhealthy mouthing you perform.
Every time, your action deceives me
Making me think that you merely wish
To whisper something in my ear.
Then comes this licking of my lips with yours. It's so unclean.
And then, The sound you make—'Pyout!'
Are you being rude to me?

Lakunle: [wearily.]: lt's never any use.

Bush girl you are, bush girl you'll always be;
Uncivilized and primitive—bush girl!
I kissed you as all educated men—
And Christians—kiss their wives.
It is the way of civilized romance.

Sidi: [lightly.]: A way you mean, to avoid

Payment of lawful bride-price
A cheating way, mean and miserly.

Lakunle: [violently.] It is not.

[Sidi burst out laughing. Lakunle changes his tone to a soulful
one, both Eyes dreamily shut.]
Romance is the sweetening of the soul
With fragrance offered by the stricken heart.

Sidi: [looks at him in wonder for a while.]

Away with you. The village says you're mad,

96
 And I begin to understand.
I wonder why they let you run the school.
You and your talk.
You'll ruin your pupils too
And then they'll utter madness just like you.

2. (a) Why does Lakunle use the words 'charity, they say, begins at home'?

…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………….……………………………………… (2)

(b) State which character you admire most in the play and say why you
admire them?

…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………….………………………………………..
……………………………………….……………………………………… (3)

(c) Explain why Lakunle is regarded as a mad man in his village and give one
example to support your answer.

…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………….………………………………………..
……………………………………….……………………………………… (3)

(d) Show how the setting in the play has influenced Sidi's personality.

…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………….………………………………………..

97
 ……………………………………….……………………………………… (3)

(e) Sidi and Lakunle view bride-price differently. Which one of them do you
agree with and why?

…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………….………………………………………..
……………………………………….……………………………………… (2)
(f) What is the theme of the play? Support your answer with one example from
the text.
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………….………………………………………..
……………………………………….……………………………………… (2)

98
 3. Lakunle seems convinced that' women have a smaller brain than men.'
with reference to the text as well as your own judgement, how far do you
agree with this statement?

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
……………………………………………………………………………………(15)

99
 BOTSWANA EXAM INATIONS COUNCIL
JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2014

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

1. Write your full names and examination number in the spaces provided above.

2. Write your answers in the space provided on this question paper.

3. Answer ALL questions

FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO

100
SECTION A _ POETRY (15 Marks)

Read the poem below and use it to answer question 1 (a) to (g).

The Shepherd and his flock

The rays of the sun

are like a pair of scissors
cutting the blanket
of dawn from the sky.

The young shepherd

drives the master's sheep
from the paddock
into the veld.

His bare feet

kick the grass
and spill the dew
like diamonds on a cutter's table.

A lamb strays away

enchanted by the marvels
of a summer morning
the ram
rebukes the ewe
"Woman! Woman!
Watch over the child!"

The sun wings up

on flaming petals
of a sunflower.

He perches on an ant heap

to play the reed flute,
and to salute
the farmer's children
going to school,
and dreamily asks
"O! Wise Sun above,
will you ever guide
me into school?'

Adapted from A Poetry Anthology for Junior Secondary Schools: MacMillan 1978.

101
1. (a) Quote a simile from the first stanza.

…………………………………………………………………………………
………………………………………………………………………...…… (1)

(b) "A lamb strays away enchanted by the marvels of a summer morning"
What does this symbolise? Support your answer with a relevant
explanation.

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………..………. (3)

(c) Which statement in the poem shows that the boy wants to go to school?

…………………………………………………………………………………
………………………………………………………………………...…… (1)

(d) What are your feelings towards the young shepherd in the poem? Support
your answer with a relevant explanation,

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………..………. (2)

(e) Give three reasons why it is important for the young shepherd to sit on the
ant heap.

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………..………. (3)

(f) What is the mood of this poem? Support your answer with a relevant
102
 example.

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………..………. (3)

(g) Why does the poet use the expression "and dreamily asks"?

…………………………………………………………………………………
…………………………………………………………………………………
……………………………………………………………………..………. (2)

103
SECTION B – DRAMA (30 Marks)

Below is an extract from the Trials of Brother Jero by Wole Soyinka.

Use it to answer questions 2 and 3.

[The stage is completely dark. A spotlight reveals the prophet.]

Jero: I am a prophet by birth and by inclination. You have probably

seen many of us on the streets, many with their own churches,
many inland and many on the coast. Many leading processions,
many looking for processions to lead. I was born a prophet. And I
grew to love the trade. It used to be a very respectable one in
those days and competition was respected. But in the last few
years, the beach has become fashionable, and the struggle for
land has turned the profession into a joke. Some prophets gained
their present land through evil ways. This prejudiced the
councillors who came to divide the land among us. Yes, it did
come to a point where it became necessary for the Town council
to settle the Prophets ‘territorial fights once and for all. My Master
claimed and won a grant of rand. I helped him with a campaign
for the land. What he did not realise was that t was in fact helping
myself. However, these days the beach is hardly worth having.
The worshippers have decreased in number and we have to fight
for every new convert. They all prefer high life and television is
keeping our wealthier patrons at home.

(Enter old prophet unexpectedly.)

Old prophet: Ungrateful wretch! Is this how you repay the long years of training
I have given you? By driving me off my piece of land. Hal May you
be rewarded in the same manner?

Jero: He didn't move me one bit. The old man had been foolish enough
to imagine that when I organised the campaign to acquire his
land, I did it for him.

104
Old prophet: Ingrate! Monster! I curse you with the curse of Daughters of
Discord. May they be your downfall!

Jero: Actually that was a very cheap curse.

(A cycle bell is heard ringing.)

Amope: Stop here. That is his house. I suppose we all do our best, but
after these entire years, one would think you could set me down
a little more gently.

Chume: You didn't give me much notice. I had to brake suddenly.

Amope: The way you complain - anybody who did not see what
happened would think you were the one who broke an ankle.

Chume: Don't tell me that was enough to break your ankle.

Amope: Break? You didn't hear me complain. You did your best, but if
my toes are to be broken one by one just because I have to
monkey on your bicycle, you must admit it's a tough life for a
woman.

Chume: I did my...

Amope: Yes you did your best, didn't I admit it? You know that I'm not
one to make much of a little thing like that.

Chume: Do you want me to bandage it for you?

Amope: What for?

Chume: You're sure you don't want me to take you back? If it swells after
I've gone?

105
Amope: I can look after myself. And after you have broken my foot, the
first thing you asked was if you should take me home. You were
only too glad it happened...... in fact, if I wasn't the kind of
person who would never think evil of anyone, I would have said
that you did it on purpose.

Chume: Is there anything else before I go?

Amope: You've forgotten the mat. I know it's not much, but I would like
something to sleep on. There are women who sleep in beds of
course, but I'm not complaining.

Chume: You've got a bed at home.

Amope: And so I'm to leave my work undone. My trade is to suffer

because I have a bed at home. Thank God I am not the kind of
woman who...

Chume: I am nearly late for work.

Amope: I know you can't wait to get away. You only use your work as an
excuse. A Chief Messenger in the Local Government Office-do
you call that work? Your old school friends are now Ministers,
riding in long cars...

(Jero opens a window and sees Amope outside.)

Jero: Sister... my dear in Christ...

Amope: I hope you slept well, Brother Jero...

Jero: Yes, thanks to God. I hope you have not come to stand in the
way of Christ and his work.

106
Amope: If Christ doesn't stand in the way of me and my work.

Jero: Beware of pride, sister. That was a sinful talk.

Amope: Listen you bearded debtor. You owe me one pound, eight and
nine. .You promised to pay me three months ago but of course
you have been busy doing the work of God. Well, let me tell you
that you are not going anywhere until you do a bit of my own
work.
Jero: But the money is not in the house. I must get it first from the post
office.

Amope: Ei, what are you selling? (The trader hesitates, decides to
continue on her way.)
Isn’t it you I'm calling, trader? What have you got there?

Trader: Are you buying for trade or just for yourself?

Amope: It might help if you first told me what you have.

Trader: Smoked fish.

Amope: Well, let's see it.

Trader: All right, help me to set it down. But I do not usually stop on the
way.

Amope: isn’t it money you are going to the market for and isn't it money I
am to pay you?

Trader: Well, just remember it is early in the morning. Don't start me off
wrong by haggling.

Amope: All right, all right. How much a dozen?

Trader: One and three, and I'm not taking a penny less.

107
Amope: It is last week's, isn't it?
Trader: I've told you, you are my first customer, so don't ruin my trade
with the ill- luck of the morning?

Amope: Well, it does smell a bit, doesn't it?

Trader: Maybe it is you who haven't had a bath for a week.

Amope: Yeh! All right, go on. Abuse me. Go on and abuse me when all I
wanted was a few of your miserable fish. I deserve it for trying to
be neighbourly with a cross-eyed wretch, pauper that you are...

Trader: It is early in the morning. I am not going to let you infect my luck
with your foul tongue by answering back. And just keep your
cursed fingers from my goods because that is where you will
meet with the father of all devils if you don't.

Amope: Yes, go on. Carry the burden of your crimes and take your
beggar's rags out of my sight...

Trader: I leave you in the hands of your flatulent belly, you barren
sinner.

2. (a) Why does Brother Jero use the expression 'l grew to love the trade' in
reference to his profession as a prophet?

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
……………………………………………………………………………. (1)

(b) In what way does the author show the wickedness in Brother Jero?

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
……………………………………………………………………………….…

108
 …………………………………………………………………………………
………………………………………………………………………….………
…………………………………………………………………………………
…………………………………….………………………………………. (2)

(c) What disadvantage does the television have on Prophetic trade?

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
……………………………………………………………………………….…
…………………………………………………………………………………
………………………………………………………………………….………
…………………………………………………………………………………
…………………………………….………………………………………. (3)

(d) What does the beach symbolise? Support your answer with an example
from the extract.

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
……………………………………………………………………………….…
…………………………………………………………………………………
………………………………………………………………………….………
…………………………………………………………………………………
…………………………………….………………………………………. (2)

(e) What role does the environment play on Jero's personality?

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
……………………………………………………………………………….…
…………………………………………………………………………………
………………………………………………………………………….………
109
 …………………………………………………………………………………
…………………………………….………………………………………. (4)

(f) Chume works as a Chief Messenger in the Local Government Office. What
is your opinion about the way his wife views his work? Support your
answer with a relevant explanation.

…………………………………………………………………………………
…………………………………………………………………………….……
…………………………………………………………………………………
……………………………………………………………………………….…
…………………………………………………………………………………
………………………………………………………………………….………
…………………………………………………………………………………
…………………………………….………………………………………. (2)

110
3. With evidence from the extract compare Amope and the Trader's
behaviour, say which one you admire most and why?

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
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111
 BOTSWANA EXAM INATIONS COUNCIL
JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2015

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

1. Write your full names and examination number in the spaces provided above.

2. Write your answers in the space provided on this question paper.

3. Answer ALL questions

FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO S

112
SECTION A – POETRY (15 Marks)

Read the poem below and use it to answer question 1(a) to (e).

ALEXANDRA

lf it was possible to say,

Mother! have seen more beautiful mothers,
A most loving mother,
I would go there,
Alexandra, I would have long gone from you.

But we have only one mother, no one can replace,

Just as we have no choice to be born,
We can't choose mothers,
We fall out of them like we fall out of life to death.

And Alexandra,
My beginning was linked to you,
Just like you are linked to my whole life,
I feel your presence everywhere I go.
Alexandra often I 've cried.

When I was thirsty my tongue tasted dust,

Dust on the nipples of your breast.
I cry Alexandra when I am thirsty.
Your breasts produce the dirty waters of your dongas.
Waters diluted with the blood of my brothers, your children,
Who once chose dongas for the death beds.

Do you love me Alexandra, or what are you doing to me?

You frighten me Mama,
You look like you would be dangerous to me,
You frighten me, Mama.
When I lie on your breasts to rest, something tells me,
You are bloody cruel.

Adapted from Seasons come to pass; Wally Mongane Serofe

113
1. (a) Pick a simile from stanza two and explain what it means.

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(b) What do the last three lines in stanza 4 symbolise? Support your answer
with an explanation.

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(c) What is the mood of this poem? Support your answer with examples from
the poem.

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(d) (i) How can this poem be classified?

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114
(ii) Give a reason for your answer in (d) (i) above.

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(e) Reading through the poem, how do you feel about the poet? Use evidence
from the poem to support your answer.

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115
SECTION B (30 marks)

Below is an extract from songs screams and Pleas by Sena Friesen

Use it to answer question 2(a) to (f) and question 3.

As I was paging through my Bible the other day, I came across two verses
which had been underlined. The verses read thus: "So when you give
something to a needy person, do not make a big show of it as the hypocrites
do" and "Who do you think you are to judge your fellow man?"

I underlined them many years ago, but reading them now brought back that
time and the reasons I had for singling out these apparently unrelated verses
then. This happened twenty years ago when I was a stout single middle aged
woman. I lived alone back then, and I think people thought of me as rather an
unfriendly person.

Certainly I was no favourite among the children. Perhaps these feelings arose
from the fact that I disapproved of ice cream, was allergic to fur, feathers, grass
and dust and I also hated dogs with a passion. I don't know! some people
always said I powdered my face too much and wore bright lipstick. To those, I
beg them to keep their opinion. I do know that my house was dark for much of
the year, I never had sweets on hand and t always served raisin bread when
the reverend came for tea. The small town I was living in was the same one I
grew up in, a town with a population of about 2000 people. When I look back at
it, the town seems to have consisted mostly of old people, for some reason.
Perhaps because I never invited families with children to my house, this
reflected my dislike for children.

In a town of that size, everyone knew everyone else, since they all went to the
same church. I was on the church board in those days, in fact I was a treasurer.
I had reached the prestigious position of a treasurer by election. I was proud of
my position and knew I was an influential member of the church. I remember
sitting up at the front of the church every Sunday, with the church leaders,
where I used to look down on people and thought about them.

One Easter Sunday I remember a feeling of disgust occupying my mind as I

watched all the people walk into church - people who never came to church any
other time of the year. Old Mrs Crandell was there, wearing that faded green
dress she wore every year. Jonas Beaner was there with his two children - his
wife had caused an enormous scandal a few years back when she had walked
out on him. I had always felt rather dubious about him after that.

116
Among the people walking into church was a certain old man who caught my
attention. His name was Jake Orange. He was an old, wrinkled man who
attended church once in a while. He never stayed for tea after the service, he
never visited other people and he never even showed up for church activities.
He was thin and bent with thin grey hair and rheumy eyes. Whenever he came
to church he always wore the same black suit. Anyhow, I found Jake Orange
annoying because he never gave offerings. Every Sunday the plate was passed
around while the organist played music and every Sunday, Mr Orange passed
the plate on without looking at it.

Somewhere back in the early days of the church, it had been agreed that church
members were under an obligation to contribute financially and spiritually to the
church. A fine rule. But if a member did not do this, he would be asked to leave
or discontinue his membership. Well, Mr Orange was not contributing in anyway
and being on the board it was my job to ask him to leave. I brought up the
subject at one board meeting, and everyone was only too glad to let me do it. I
decided to talk to Mr Orange the very next Sunday he was in church.

The next Sunday came around, and Jake was at church. Everything went as
normal. We sang the hymns, prayed and the pastor delivered his message.
Then the offering was taken and Mr Orange did not even look at it. I could see
the ushers glance at each other as they moved onto the next row. Yes, I
thought, something would have to be done.

At last the benediction was said and people rose to leave. I hurried down the
aisle, but Mr Orange had already gone. With a sigh of disappointment, I headed
down the hall to the pastor's office. Fulfilling my duties as a treasurer, I took the
offering plates and emptied them in order to count the money. To my surprise,
the office door was slightly open when I arrived. I pushed it slowly, hoping that
I was not disturbing the pastor. In the process what I saw when I peeped in was
enough to make me gasp!

Mr Orange was standing there by the desk, alone, digging into his pocket. He
did not see me. The offering plates sat on the desk before him. As I watched,
he drew out a few crumpled dollar bills, and placed them on the plate. Then
bowed his head, and prayed silently.

To this day I never asked Mr Orange to leave. He continued to attend church

once in a while until he died about five years later. I think that episode was the
first one in a series of events which gradually brought about a change in my
character. I became more tolerant, more understanding and perhaps a bit more
mature. I even got married soon after that. I also stopped judging people. I
resigned from my position on the board and let someone else have a chance.

117
Although this took a long time, eventually I became a different woman. Every
Sunday that Mr Orange was in church, I noticed a few wrinkled bills on the top
of the offering plate. I think I am a better person now, after a humble man
brought me down a peg or two.

2. (a) Explain why everyone was known in this town?

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(b) Explain how the setting of this story influenced the behaviour of the
narrator?

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(c) What is the theme of the story? Support your answer with examples.

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118
(d) Why did Jake Orange seem outstanding and caught attention of the
people?

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(e) What caused the narrators disappointment at the end of the church
service?

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(f) What could have made Mr Orange to make his offerings alone in the
pastor's office?

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119
 3. Describe Mr Jake Orange's character as outlined in the story and
explain its effect on the narrator's character. Use relevant examples from
the story and real life situations to support yourself.

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120
 BOTSWANA EXAM INATIONS COUNCIL
JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2016

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

4. Write your full names and examination number in the spaces provided above.

5. Write your answers in the space provided on this question paper.

6. Answer ALL questions

FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO

121
SECTION A – POETRY (15 Marks)

Read the poem below and use it to answer question 1 (a) to (g).

THE GARDENER: LOUIS MAGNEICE

He was not able to read and write;

he did odd jobs on gentlemen's places,
cutting the hedge or hoeing the drive,
with the smile of a saint,
with the pride of a King,
for he was not quite all there.

Crippled by arthritis;
he would reach the garden by twelve,
his legs in soiled protective clothing,
a clay pipe in his teeth,
a handkerchief in his cap,
a white cat behind him.

Between the clack of his shears

or the sharpening of the slasher
or the rattle of the rake on the gravel;
he would talk to amuse the little children,
he would talk to amuse himself or the cat,
or the bird waiting for worms,
perched on the handle of the spade.

He would remember pieces of verses

from the primary school;
and would talk about himself forever,
always in the third person,
and he would level his stick like a gun,
saying 'Now I’m a Frenchman',
he was not quite right in the head.

Adapted from: SadIer- HalIar- PoweII: Appreciating Poetry

1. (a). Give a pair of rhyming words from the first stanza.

(b). Explain the gardener's attitude towards his job as portrayed in the
first three stanzas. Support your answer with relevant examples.

I. Stanza1………………………………………………………………
……………………………………………………………… (2)

II. Stanza 2……………………………………………………………

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122
 III. Stanza 3……………………………………………………………

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(c) What does ‘for he was not quite all there' suggest about the Gardener?

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(d) How can the Gardener's personality be described in relation to his

interaction with the creatures in the poem?

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(e) (i). which poetic device has been used in the lines, "between the clack
of his shears or the rattle of the rake on the gravel"?
……………………………………………………………………………… (1)

(ii) What does the device represent in the poem?

……………………………………………………………………………… (1)

(iii) Why did the poet choose to use the device?

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(f) What is the mood of the poem? Support your answer with a relevant
example from the poem

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SECTION B - DRAMA (30 Marks)

123
Below is an extract from Writing About imaginative Literature by Edward
J. Gordon. Use it to answer questions 2 and 3.

[Inside the house Mrs. Popov in deep mourning, staring hard at a photograph,
Luka is with her]

Luka: It is not right madam, you are killing yourself. Every living
thing is happy. But you stay moping here in the house like
it was a convent. lt must be a full year since you set your
foot outside...

Mrs. Popov: And I am not intending to, Luka. Never! I have nothing to
go outside for. My life is done. He is in his grave. I have
buried myself alive in this house. We are both in our
graves.

Luka: I will not listen anymore. Mr Popov is dead, but what can
we do about that? Have you not done your share of
mourning? You cannot go on weeping forever. My old lady
died, and I wept over her a whole month. Well, that was it.
I could not weep all my life; she was just not worth it. You
have buried yourself in this house; forgotten all about your
neighbours. lt is not like there are no nice people around
either. The whole country is swarming with them. There is
a regiment at Riblov, with good looking soldiers. They
throw a party every Friday. You are young and pretty, you
could enjoy yourself before it is late!

Mrs. Popov: Never say that again, Luka. Since Popov died, I am dead.
Let his ghost learn how I love him! Yes, we both know, he
was often unfaithful to the same loyal girl l always was...

Luka: Madam, you could rest in the garden, take a walk, harness
Toby and call on your neighbour!

Mrs. Popov: My Popov! He adored that horse. What a rider! Pulling at

those reins with all his might and main! Oh Luka! Give Toby
an extra portion of oats today. Listen! Who is that? Tell
them I am not home.

Luka: Yes, madam.

Mrs. Popov: (Soliloquizing) you shall see, my Popov, how a wife can
love and forgive. Till death do us apart. Shame on you,
Popov! Here is your little wife, being good and faithful that
she locks herself up waiting for her own funeral! Shame on
you, naughty boy! You were terrible! With those awful
scenes; stormed out and left me alone for weeks...

124
Luka: There is a man asking for you, madam...

Mrs. Popov: Tell him that I see no one.

Luka: Madam he insists. He just curses and swears and comes

in anyway. A perfect monster! He is in the dining room right
now.

Mrs. Popov: Why do they insult my grief, intruding on my solitude?

Huh? I must enter a convent! Bring him.

Smirnov: I have the honour of introducing myself, madam. Gregory

S. Smirnov, landowner and lieutenant of artillery, retired.
Forgive me, madam, if I disturb your peace and quiet, I
have no choice.

Mrs. Popov: Why the agency, sir?

Smirnov: God rest his soul! Your husband owed me one thousand
two hundred dollars. I really need the money today.

Mrs. Popov: How?

Smirnov: Oats, madam.

Mrs. Popov: Mr Popov owed you money, you shall be paid. But today
you must excuse me; I have no ready cash. The day after
tomorrow, will do. My steward will be back from town.
Again, today is exactly seven months from Mr Popov's
death; I am in no mood to think about money.

Smirnov: Madam, if you do not pay up now, they will seize my estate.

Mrs. Popov: I do not have ready cash.

Smirnov: I need it today!

Mrs. Popov: I am sorry,

Smirnov: Mrs. Popov!

Mrs. Popov: (sweetly) Yes, of course. I do not have it today.

Smirnov: I cannot wait any longer!

Mrs. Popov: Be sensible, Mr Smirnov. How can I pay if I do not have it?

Smirnov: And people expect me to keep cool. The tax commissioner

on the street asks me, "Why are you always in such a bad

125
 humour, Smirnov?" Bad humour! ln God's name! I
desperately need money! Yesterday I left home at the
crack of dawn; called on all my debtors. Not one of them
paid up. Then today, fifty kilometres from home! And you
are "not in the mood!" You do not have the money! Christ!

Mrs. Popov: Mr Smirnov, you will get paid the minute my steward
comes back from town.

Smirnov: What the hell do I care about your steward? I came to see
youl

Mrs. Popov: What a language!

Smirnov: Exactly seven months since Popov's death, huh? How

about me? I have a bank loan to re-pay! Of cause your
husband died, you are not in the mood and your steward
is in town, but how do all this concern me, huh? You are
just like other debtors; Gruzdeff, not at home.
Yaroshevitsc, hiding out. Kooristin, starts up a row; I throw
him through the window. Then I come here, still not a dollar
I get! You all are spoiled, and you take me for a fool. Well,
enough is enough. Ughl Hey, you there! Water! Whiskyl

Where is the logic in all this! A fellow creature desperately

needs cash, and this mere cheat of a girl, refuses to pay!
Oh, the logic of women! I could do without the idiots. I
would rather sit on a dynamite, the very thought of them
gives me goose bumps. Womenl Just to see one in the
distance gets me mad.

Well, she will not fool me with widow's weep. What an

unholy messl And here is this... this skirt in mourning! No
money! Where is that whisky, huh! You there!

Luka: Here Sir!

Smirnov: You paying?

Mrs. Popov: Nol

Smirnov: Then I will have to hang myself in the morning!

Mrs. Popov: Mr Smirnov!

Smirnov: Huh? Do you think I am joking?

Mrs. Popov: This is not a stable.

Smirnov: Who said it was?

126
Mrs. Popov: I am a lady!

Smirnov: Lady, indeed! I have known more women than you have
known cats. Fought three fights on their account. Jilted
twelve and jilted by nine others. Oh yes, I have played the
fool all my life! I have squandered half my fortune on
women! All liars! Their behaviour is mere play act; their
conversation sheer gossip! Women! Young or old; all false,
petty, vain, cruel, malicious, unreasonable with deceptive
appearances! Women cannot love anything but a useless
man. For a man, love is suffering and sacrifice. Frankly, did
you ever know a woman to be faithful or sincere? Women
are witches from birth! A faithful woman is a freak of nature;
like a cat with horns.

Mrs. Popov: Man? So you think men are faithful? My late husband is
"the best" of men! I love him; give him my youth,
happiness, life and fortune. I worship him. My reward?
Unfaithfulness; Always away for the weekend with other
women. Squandered my money! He dies; his desk drawers
full of love letters...! But, in spite of that, Mr Smirnov, l was
faithful. Unto death. And beyond! Buried alive!

Smirnov: Buried alive! Till when some fool with his first moustache
come riding by and asks: "Can that be the house of the
mysterious Tamara?" Ha!

Mrs. Popov: How dare you insinuate...?

Smirnov: Look! You have not forgotten to apply makeup.

Mrs. Popov: How dare you?

Smirnov. Well, do not shout at me, I am not your steward.

Mrs. Popov: Oh, leave my house then!

Smirnov: Pay me. And l will.

Mrs. Popov: You will get no money from me!

Smirnov: Oh, so that is it!

Mrs. Popov: Luka!

2. (a) Explain the different attitudes that Mrs Popov and Luka have towards
their late relatives. Support your answer with relevant explanations.

127
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a. Explain the figurative expression 'We are both in our graves'.

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……………………………………………………………………. (2)

b. Why does Mrs Popov feel that Mr Popov loved his horse more
than he loved her? Support your answer with a relevant
example from the extract

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……………………………………………………………………. (2)

c. What is interesting about Mr Smirnov's introduction as a

retired
lieutenant?

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……………………………………………………………………. (2)

d. What is your opinion about the way Mr Smirnov treats Mrs

Popov? Support your answer with a relevant example from the
extract

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128
 …………………………………………………………………………
……………………………………………………………………. (2)

e. Mrs Popov seems to have different feelings towards her late

husband. State them and support your answer with relevant
examples from the extract.

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……………………………………………………………………. (3)

3. With evidence from the extract compare Mrs Popov and Mr Smirnov's
opinion about each of the sexes, say which one you agree with and why?

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129
 BOTSWANA EXAM INATIONS COUNCIL
JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2017

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

1. Write your full names and examination number in the spaces provided above.

2. Write your answers in the space provided on this question paper.

3. Answer ALL questions

FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO

130
SECTION A – POETRY (15 Marks)

Read the poem below and use it to answer question 1 (a) to (g).

The end of the world

I was but nine years old

When I caught the rumour that ran around
From ear to ear in the school playground
That someone's father or someone's friend
Knew the hour when the world would end
Terror took hold
As I heard it told.

All the way home, and in bed

I thought of the awful day that would come;
The sick world trembling like a drum,
Then all on fire, and cries and groans,
With the stars falling like huge hail stones,
And the moon blood-red
As the Bible said"

The day dawned and the sky

Grew dire with a north-west glare and gloom
I saw the signs and the arch of doom
As tremblingly to school I trod
To wait the hour of the anger of God
But the day went by,
And I did not die.

The world's end was not yet

And I was glad, but would I have been
If the child had seen what the man has seen?
O! When will this monstrous spinning top,
Wheeled in its trancelike circuit, stop
And the last sun set
On its fume and fret?

Adapted from Creations: An anthology of Poetry for Secondary Schools by M. Scott.

131
1. (a) Pick a simile from Stanza 2 and explain what it means.

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(b) Identify a pair of rhyming words from Stanza 3 and explain the function of
rhyme in the poem.

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(c) How does the poet think the world would end?

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(d) "Grew dire with a north-west glare and gloom".

(i) What poetic device has been used in the figurative expression?

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(ii) Explain what the expression means.

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(e) What is the mood of this poem? Support your answer with an example from
the poem.

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(f) What feelings does the poet display in Stanza 4 and why?
Support your answer with evidence from the poem.

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(g) What does the poet suggest when he says "But the day went by"?
Justify your answer with a relevant explanation.

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SECTION B – NOVEL (30 Marks)

Below is an extract from Father Monster by Mothobi Mutloatse

Use it to answer questions 2 and 3.

Christmas was approaching, and yet Thabo, aged eight, and Dineo aged ten,
were still without presents or new clothes - unlike previous years, when father
would almost fill the bedroom with expensive toys that were the envy of the
neighbours' young ones. This year their father seemed to have forgotten all
about the festive season. In fact, he refused to discuss it - even with the little
ones' mother, his wife, Lerato.

The children had adopted a hostile attitude towards their father. They would not
even bid him goodnight - let alone welcome him home each afternoon. 'l wish
he was dead, this lousy timer,' Thabo could be heard remarking to his sister in
the bedroom. 'He's so mean,' replied Dineo half angrily, 'you'd think we were
demanding the whole salary. I don't think he still loves us. What do you say, T-
Boy?' 'True, I'll poison his coffee one day. He makes me angry. And, since he
stopped drinking, he's a big bore - sitting at home all the time, instead of boozing
with his friends at Sis Mabinabina's shebeen' said Thabo.

'He's unlike other fathers,' said Dineo. 'He has not even bought Mama a new
dress. Look at our clothes - miserable rags. What does he think we are -
scarecrows? I think of running away from home, you know. Just to spite the
stingy old thing. He's the world's greatest miser and he is proud of it.' lt seemed
at one stage that the conspiracy would gain ground, with Dineo suggesting that
they steal the money that was kept in one of the wardrobes. But Thabo although
angered by his father's meanness was against taking anything that belonged to
somebody else. Mama was also going through hell - trying to hide herself from
friends as she had not bought any new furniture or dresses for ages. She even
stopped going to any of the housewives' meetings, for fear of being laughed at.
Reluctantly she stayed at home. But then it struck her how beautiful and
habitable her house was. She sat down to do things she had never thought of
doing, for instance tending the neglected front garden.

Secretly they called him 'The Monster' and went out into the streets to play with
other children so as to avoid him. They showed their dissatisfaction for him by
greeting only their Mama mornings and evenings. Still, he seemed not moved.
Until Christmas morning, in the mist of celebrations from outside... our father
was the first to wake up. He made the fire and morning tea for the whole family.
Then he called his three 'enemies' to a conference in the dining room. Bravely
he said: 'l wish you blessed Christmas and a prosperous New Year.' But this
did not break the ice. Clearing his throat, father said: 'l know I have been hard
on you for the past few weeks, but after you've listened to what I have to say, I

134
hope you will understand - and agree with me. I want to state here and now that
I truly love you with all my heart, and place nobody above you, except God. You
are my reason for living. I find more satisfaction being with you than with my
friends or colleagues. I love you too much to hurt you. You are my Gods on
earth and I would gladly do anything in this world to make you happy and I
believe I have just succeeded - with the surprise I have in store for all of you.'

'But first I want to clear this confusion regarding Christmas. For me, it has lost
its meaning. It is nothing but old tradition. This negative practice must be
stopped. The so-called spirit of goodwill to all men during the festive season
has become nothing but a mockery. Why must we love only at Christmas and
not every day? And why pretend to be well-off when one is poor throughout the
year?' Still, silence from the 'enemy' camp. And just when it seemed as if the
hostile silence would prevail, Father dropped the bombshell. 'Admittedly, I have
been stingy - yes, for your sake. But I have a lovely surprise for all of you.' 'What
is it?' was the spontaneous question from all three. 'Tell us, Father, come on.
Tell us please. ‘Wasn’t he surprised himself! He quickly dashed into the
bedroom, and returned with three neatly-wrapped little parcels. He handed one
to each of them. When they had finished opening their parcels, all they could
say was: 'Oh Father, our lovely Father,' smothering him with hugs and kisses.
Both T-Boy and Diks had a savings book, each worth P5000.00. On the cards
were written: 'Education is worth more than all the beautiful things in the world
because, as a rare treasure, it can make a person feel like a king. From ever
loving Father.' Mama's note read: 'Yours is in the bedroom. Go and fetch it
yourself.'

She did. It was her long-cherished dream a modern sewing machine! Father
asked, hesitatingly, 'Am I still stingy?' Oh no! they all chorused. Just then, Thabo
and Dineo's playmates from next door came rushing in, dressed to kill, flashing
their toys. 'Where are your new clothes, T-boy? Look at ours, Diks. Aren't we
smart?' Glancing at Mama and Father, T-boy smiled and said: 'We may not look
smart, but we think intelligently. Our education is already paid for.' 'Thanks to
Mr Father,' Diks added. You should have seen how embarrassed T-boy and
Dik's friends were, as they shuffled out and in the end sanity had won.

Adapted from: Flight: A selection of stories by Anderson and Shepherds.

135
2. (a) Why were the children angry with their father?

…………………………………………………………………………………
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……………………………………………………………………………… (1)

(b) How does the author unfold this anger?

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(c) State four ways by which Mama managed to re-shape her attitude towards
her own house?

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(d) Why did Father decide to address his family in the morning of Christmas
day?

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(e) What is the theme of the story? Support your answer with an explanation.

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…………………………………………………………….….………….…(3)

3. Describe the father's character as outlined in the story. Explain how his
behaviour affected his family. Use relevant examples from the story and real
life situations to support your answer.

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138
 BOTSWANA EXAM INATIONS COUNCIL
JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2018

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

1. Write your full names and examination number in the spaces provided above.

2. Write your answers in the space provided on this question paper.

3. Answer ALL questions

FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO

139
SECTION A – POETRY (15 Marks)

Read the poem below and use it to answer questions 1 (a) to (g).

To Hell and Back: Claude Morris

Staggering away from my favourite pub,

The night dark and still,
I thought of taking a shortcut home,
That led through the graveyard.
I wobbled through the cemetery gates,
And fell down a newly dug grave,
And I thought I had landed in hell.

But reason returned and I staggered up,

I made a feeble attempt to get out,
But I knew that in my condition,
I had no chance at all,
So, I thought I would sleep for a while.

I woke to fast oncoming footsteps.

In the grave, there suddenly were two!
By chance, he fell in the grave's other end,
He rose with a strangled scream,
Attempting to go up the wall;
He jumped, scrambled and jumped again.

I had yet not spoken;

Of course he believed he was all alone,
And I got the idea it had entered his head,
That the grave was becoming his own.
Then, I thought he would relax, if he knew,
So, I walked up behind him,
And I tapped on his back:
"You CAN'T make it, mate,"
I breathed in his ear,
But Lo! And behold!
Out he went flying.

Adapted from: Appreciating Poetry by Sadler-Hallar- Powell.

1. (a) Give two rhyming words from Stanza 1.

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 …………………………………………………………………………………
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(b) What does "And I thought I had landed in hell" suggest about the
drunk's thoughts?

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…………………….……………………………………………………..…(1)

(c) From Stanzas 2 and 3, explain the two drunks' attitudes towards
solving the challenge they are facing? Give relevant examples from
the poem.

(i) Drunk 1

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………………………………………………………………………….. (2)

(ii) Drunk 2

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(d) Explain the reason why the second drunk wanted to quickly get out of the
grave?

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………………………………………………………………………….. (2)

(e) Give the different feelings you have for the two drunks.

141
 Support your answer with a relevant explanation.

(i) Drunk 1

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(ii) Drunk 2

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(f) According to the poet, what would make drunk 2 to relax in the grave?

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(g) What is the mood of the poem? Support your answer with a relevant
example.

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………………………………………………………………………….. (2)

SECTIONB—SHORTSTORY (30 Marks)

142
Below is an extract from Comprehension Passages for the Revised
School Certificate English Examinations by Anthony Russell.
Use it to answer questions 2 and 3.

Every day I passed a group of young men sitting on a veranda. On the ground,
in the centre of the group was a fairly large board. lt was divided into segments,
like a cut cake, each segment numbered and coloured in a different bright
colour. In the centre was a pointer, lightly attached.

The man in charge turned a handle and the pointer swung round. lt came to
rest on a certain number, and the owner collected the money which all the
players had staked.

Every day I stood and watched this game for as long as I could without being
late for school. At first I was fascinated but disgusted. Here was the bad life of
the big city about which my father had warned me. Here were able-bodied
young men, whose parents had paid a lot of money to send them to school,
now just idling their time away and throwing their lives to waste. But as the
fascination grew I began to understand and the disgust vanished. I then began
to pretend that I had put a pula on a certain number, and to also count my
imaginary losses and winnings. Then, one day, I really did put a pula on and
bet on a number. This was because the men had grown tired of having me
staring at them, so, one of them had angrily said to me, "You would better come
and play, boy, if you like it so much or else just leave." It was a Friday and I had
three pula in my pocket. Two pula was for lunch but the other pula was spare.
I placed the money on number fourteen. The man in charge smiled and
exchanged glances and nods with the other players. A few of them also placed
their money on various numbers. The pointer spun, and before my delighted
eyes it gently came to rest on number fourteen. The man said, "Well, well.
Beginner's luck, eh?" and he handed me a six pula. I was speechless with
delight. For six pula, I could buy all kinds of things - a pile of sugarcane, a packet
of biscuits, a box of coloured crayons and enough sweets to take for all my little
brothers and sisters when I go home for school holidays. It was the largest
amount of money that I have ever had, with which to do exactly as I liked and
still remain with some small change.

The following week, I stopped every morning and placed a pula on one of the
numbers. One morning, I lost my pula, but on every other morning I left the
game with six pula jingling in my pocket and the laughter of the men following
me. On the following Monday our teacher reminded us that it was time for our
quarterly school fees to be paid. As he usually did, he gave us one week in
which to get the money from our parents and guardians. Anyone who had not
paid by then would not be allowed in the school on the Monday after. This did

143
not worry me. I went to my master that evening and he gave me the seventy-
six pula that my father had sent some time ago for my school fees. The next
morning, I set out for school, my pocket heavy with the school fees and the ten
pula that was to be my weekly upkeep. On the way to school, it occurred to me
that if I put more than one pula on the board I would win more than six pula. So,
when I got to the game I placed three pula down on number thirteen. But, to
find it, I had to take out all my money from the pocket and hold it in my open
hand while I picked out the amount I needed.

"Very rich this morning, eh, my boy?" asked one of the men.
"Oh no, it is not for me, it is my school fees," I said.

Looks and nods were exchanged. The pointer spun and my three pula became
eleven pula. In the middle of laughter and congratulations, I increased the bet
to six pula and lost it. Now, I wanted to leave for school but the men persuaded
me to try again.

"Come on, now," they urged me. "You are mostly lucky. Try again."

Timidly, I placed a pula, but the man in charge refused to spin the wheel.

"Six pula is the lowest stake this morning," he announced.

His voice had grown unfriendly and I began to be afraid. I placed down my six
pula and lost it again. I wanted to leave but one of them caught hold of me. He
took from me all the money that I held in my hand even the ten pula for that
week's upkeep. I helplessly stood there and began to cry, "Give me back my
money! Give back my school fees, please give it back!" But the man in charge
lifted me up bodily, and placed me down on the road. "Get off to school," he
ordered, and gave me a kick that propelled me on my way.

As the morning slowly wore along, the full meaning of what I had done grew
clear to me. After registration, a few of my classmates paid their fees. The fact
that I did not, was not noticed. Many pupils would not bring their money till
Thursday or Friday. But I grew tired as I realised that I could never bring mine.
At lunch time I went hungry, and I realised that I would go without lunch every
day that week. During the week I made and rejected many plans. There was no
way that I could get out of it without being punished. If I said that I had lost my
money, I would be punished for carelessness. If I said that it had been stolen
from my desk, there would be a big enquiry and perhaps the whole truth would
come out. And, whatever happened, the incident would be reported by my
teacher to my master or to my father. The whole week passed slowly on, and I
grew tired from hunger, worry and sleeplessness. On Friday afternoon the

144
teacher called out a list of names, mine amongst them, for not having paid
school fees. "These pupils," he said, "will not be allowed in school on Monday
next week unless they bring their fees with them." And so, I had only two days
left in which to solve my problem and I had no idea how.

Adapted from. The Narrow Path by Francis Serlomey.

2. (a) Explain why the narrator was both fascinated and disgusted?

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(b) What was the significance of the men's "exchange of glances and nods"?

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(c) 'Forewarned is forearmed'. With evidence from the text, briefly explain
how this is not true with the narrator.

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145
(d) How does gambling affect the narrator's choices?
Give an example for your answer.

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(e) In what ways does the narrator show the cruelty in the city men?

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…………………….……………………………………………………..…(2)

(f) What emotions are evoked in the narrator when he is "bodily lifted"
and "kicked" by the man in charge and why?

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3. With close reference to the extract, show how the boy's character contributes to

146
 the wrong decisions he makes throughout and say whether or not he deserves
the treatment he gets at the end.

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147
 BOTSWANA EXAM INATIONS COUNCIL
JUNIOR CERTIFICATE EXAMINATION
_____________________________________________________________________
ENGLISH 12/3

Literature

Paper 3 October/November 2019

Marks: 45 Time: 2 Hours

Candidate
Full Names:

Centre Number: J C Candidate Number

_____________________________________________________________________

INSTRUCTIONS

1. Write your full names and examination number in the spaces provided above.

2. Write your answers in the space provided on this question paper.

3. Answer ALL questions

FOR EXAMINER'S USE ONLY

Section Marks Scored

A
B

Total Marks

____________________________________________________________________
This question paper contains 10 printed pages.
DO NOT TURN THE PAGE UNTIL YOU ARE TOLD TO DO SO

148
References:

https://www.macmillanihe.com/studentstudyskills/page/Exam-techniques/
https://literarydevices.net/essay/
Botswana JC Paper 3 Past Examinations from 2011-2019

149