2013 JAMB LITERATURE PAST QUESTIONS AND ANSWERS

The Literature-in-English exam administered by JAMB in 2013 follows a specific question paper type. Type U is the designated format for Literature, which includes essay writing, comprehension, and analysis questions. This format is distinct from other types like Type B or Type I, which cater to different subjects. Therefore, Type U is the correct designation for the Literature-in-English paper.

The lines from J.C. De Graft’s “Sons and Daughters” illustrate James making a solemn oath by his father’s coffin, highlighting his commitment and respect for tradition. This behavior suggests that James values traditional beliefs and practices, aligning him with the characteristic of a traditionalist. The other options like Christian, pagan, or Muslim pertain to specific religious identities, which are not explicitly indicated in this context. Therefore, ‘traditionalist’ is the most fitting description of James’s portrayal.

In “Sons and Daughters” by J.C. De Graft, the speaker’s reference is to a character central to the narrative’s conflict or theme. In this instance, ‘Awere’ is the character being referred to, as indicated by the dialogue and context. The other options, such as Fosuwa, Maanan, and Hannah, are either minor characters or unrelated to this specific reference, making ‘Awere’ the correct answer.

In the excerpt, the speaker personifies engineering by suggesting it can “go hang itself,” attributing human-like agency to an abstract concept. Personification is a figure of speech where non-human elements are given human characteristics. This differs from metonymy or synecdoche, which involve substitution based on association or part-whole relationships, and metaphor, which involves direct comparisons without using ‘like’ or ‘as’.

Aaron embodies the qualities and aspirations of the new generation, often challenging traditional norms and seeking innovative paths, as seen in his desire to attend art school over engineering. This reflects the shift towards modernity and the evolving interests of younger individuals. The other options like painters or art work are too narrow, and old generation contradicts the characteristics Aaron displays.

The excerpt describes the villain as a Montague who arrives despite being an enemy, thereby disrupting the solemn event. This behavior is indicative of attending a feast or gathering uninvited, showing disrespect and causing tension. Other options such as attempting to steal, engaging in a shouty match, or holding a sword to commit murder involve more direct and violent actions not suggested by the given lines.

The speaker’s vehement rejection of peace and strong hostility towards the Montagues highlight a confrontational and trouble-seeking nature. This is evident in the aggressive language used, such as “I hate the word” and “Have at thee, coward!” indicating that the speaker is more inclined towards creating or escalating conflicts rather than seeking peace or resolving issues amicably. Other options like violence seeker or real Montague do not capture the essence of actively trying to cause trouble.

At the outset of the play, Romeo exhibits frustration and pensiveness, particularly evident in his melancholic reflections on love and his apparent despair. His interactions and soliloquies reveal deep contemplation and inner conflict, aligning with the descriptors of ‘frustrated and pensive’. The other options like ‘gay and elated’ are inconsistent with his portrayed emotional state, and while ‘melancholic and sentimental’ partially fits, ‘frustrated and pensive’ more accurately captures his initial demeanor.

The speaker criticizes the leniency of the Prince, who has mitigated the punishment from death to banishment. This suggests a figure of authority affected by the law’s alteration, aligning with Lord Montague’s perspective, possibly in a context of family feud repercussions. The other options, such as Friar Lawrence, Apothecary, or Lord Capulet, hold different roles and perspectives that may not directly correspond to the passage’s critique of legal leniency.

The lines indicate an attempt to de-escalate a conflict, likely when Benvolio intervenes to separate feuding individuals, urging them to put away their swords or at least attempt to calm the situation. This aligns with the scene where Benvolio, known for his peacekeeping efforts, tries to prevent violence between the families. Other options involve direct challenges or fights, whereas this speech is about mediation.

In “The Old Man and the Medal” by Ferdinand Oyono, Meka’s dedication and sacrifices to the church are recognized by elevating his status within the church hierarchy, specifically by being appointed to the church elders’ council. This acknowledgment not only serves as a reward but also as a means to integrate him further into the church’s influence. The other options do not accurately reflect the specific rewards detailed in the narrative.

The speaker commenting on the quality of cocoa drying likely holds a position of authority or oversight in agricultural practices, such as the Catechist, who may be responsible for managing or evaluating agricultural outputs. The other options like Nkolo, the Commandant, or Nua do not directly relate to the specific task of assessing cocoa drying quality.

In “The Old Man and the Medal,” the medal awarded by the white men represents their perception of honor and friendship, often misaligned with the local significance and the old man’s understanding. This symbolizes a superficial recognition rather than genuine harmonious relationships or love. The other options like harmonious relationship, love, or peace do not capture the nuanced symbolism of friendship as perceived by the white men in the narrative.

In “The Joy of Motherhood,” Nnu Ego faces criticism and blame from her community and family members for various misfortunes, primarily related to her children. Her role as a mother places her at the center of expectations and disappointments, making ‘children’ the correct answer. The other options like parents, husband, or siblings do not align with the primary source of blame depicted in the novel.

Nnaife’s frustration arises when his wife gives birth to female twins, reflecting the societal and cultural pressures regarding gender preferences and the importance of male heirs. This event underscores the conflict between personal desires and societal expectations. The other options, while significant, do not specifically align with the source of his frustration as indicated in the novel.

Adaku’s faithfulness to Nnaife is tested when she is rebuked by the Ibuza society for abusing Nnu Ego, highlighting the societal pressures and expectations placed upon her. This breach of faith signifies a turning point in their relationship, influenced by external judgments and internal conflicts. The other options do not accurately reflect the pivotal moment that leads to the end of her faithfulness.

In George Orwell’s “Nineteen Eighty-four,” the Ministry of Love is ironically responsible for maintaining law and order through fear, torture, and punishment. It is not concerned with peace or freedom but rather with enforcing the Party’s control and eliminating dissent. The other options do not accurately represent the oppressive nature of the Ministry of Love.

In “Nineteen Eighty-four,” the instruments of power and torture are tools utilized by the Party to maintain control over the populace. These tools are designed to instill fear, suppress rebellion, and enforce conformity, ensuring the Party’s dominance. The other options do not fully capture the systemic and institutional nature of these instruments within the context of the novel.

The central focus of “Nineteen Eighty-four” revolves around Winston Smith, whose struggles against the oppressive regime and his quest for truth and individuality drive the narrative. His personal rebellion and experiences embody the broader themes of resistance and the fight for freedom. The other characters, while significant, do not serve as the primary axis around which the story unfolds.

Winston Smith’s role in the Record Department involves altering historical records to fit the Party’s changing narratives. This position is crucial for the Ministry of Truth’s mission to control information and manipulate reality, reinforcing the Party’s omnipotent authority. The other ministries have different functions that do not align with Winston’s responsibilities.

Adeoti’s “Naked Soles” primarily uses onomatopoeia, a poetic device that imitates natural sounds associated with actions or objects described. This technique enhances the sensory experience of the poem, making the imagery more vivid and engaging for the reader. The other options do not accurately represent the primary technique used in this work.

“An African Thunderstorm” by Rubadiri is characterized by traditional elements that reflect cultural heritage and natural phenomena. The poem intertwines indigenous beliefs with the depiction of a thunderstorm, highlighting the interplay between nature and tradition. The other options do not fully capture the essence of the poem’s thematic focus.

The line utilizes apostrophe, a literary device where the speaker addresses someone who is not present or is abstract. In this case, the speaker is directly addressing ‘you’ in a manner that conveys deep emotion and contemplation, enhancing the poem’s expressive quality. The other devices do not accurately describe this direct address technique.

The lines pose rhetorical questions to provoke thought and highlight societal expectations regarding marriage and gender roles. By questioning the rationale behind women’s reluctance to marry despite societal norms, the poet emphasizes the inherent conflicts and tensions. This technique effectively engages the reader in contemplating the underlying issues.

The phrase “Time winged chariot” is a metaphor that illustrates the swift passage of time. By comparing time to a chariot with wings, Marvell emphasizes its rapid and unstoppable nature, urging the listener to seize the moment before time runs out. The other options do not capture the essence of this direct comparison.

The opening of Lawrence’s “Bat” focuses on the creatures themselves, highlighting their characteristics and behavior. This vivid description sets the tone for the poem, allowing readers to visualize and connect with the subject matter. The other options like scene or scenery do not accurately represent the primary focus of the description.

“The Journey of the Magi” by T.S. Eliot explores the quest for salvation through the arduous journey the Magi undertake. The poem delves into themes of spiritual transformation, sacrifice, and the challenges faced in the pursuit of enlightenment. The other options do not fully encompass the profound spiritual and existential themes presented in the poem.

“In The Navel of the Soul” by Acquah delves into the complexities of motherhood and childbearing, highlighting the emotional and physical challenges faced by mothers. The narrative explores the deep connections and struggles inherent in maternal roles, emphasizing the profound impact of these experiences on one’s identity and soul. The other options do not accurately reflect the central focus on motherhood’s complications.

The lines enhance the language of the poem by using evocative and rhythmic phrasing that deepens the thematic resonance. The metaphor of drums transitioning from children’s play to adults starting echoes symbolizes the enduring impact of war on society and individuals. This linguistic choice enriches the poem’s emotional and conceptual layers.

The language in Cope’s Sonnet VII utilizes poetic complexity to reflect on past events, employing intricate structures and nuanced expressions. This sophisticated language enhances the depth and emotional weight of the poem, allowing for a richer interpretation of its themes and motifs. The other options do not accurately describe the nuanced and layered linguistic style present in the sonnet.

Flashback is a literary device that allows writers to revisit past events within a narrative, providing background information and context that enriches the current storyline. This technique helps in character development and plot progression by revealing key moments from the past. The other options serve different narrative purposes and do not specifically pertain to recalling past events.

In poetry, a stanza serves as a unit of structure analogous to a paragraph in prose. Both function to organize ideas, themes, and rhythms within their respective forms, providing coherence and flow to the overall work. Understanding this equivalence helps in analyzing and appreciating the structural elements of both prose and poetry.

A fable is a concise story that imparts moral lessons or truths, often using anthropomorphized animals or characters to convey ethical teachings. This literary form serves as a vehicle for imparting wisdom in an engaging and memorable manner. The other options do not accurately represent the primary purpose of fables.

Repetition is a poetic device that involves the intentional reuse of words or phrases to emphasize a particular point or theme. This technique enhances the poem’s rhythm and reinforces key ideas, making them more memorable for the reader. The other options, while significant, serve different functions within poetic structure.

Satire is a literary genre that employs humor, irony, and exaggeration to criticize and expose the flaws or shortcomings of individuals, institutions, or societal norms. This form serves as a tool for social commentary and reform by highlighting issues in a thought-provoking manner. The other options do not specifically focus on ridicule or criticism.

Irony is a rhetorical device where the intended meaning is opposite to the literal meaning of the words used. This technique often adds layers of meaning and can convey complex emotions or critiques subtly. The other options involve different forms of figurative language that do not encompass this opposite intention.

Mime is a form of theatrical performance that involves conveying emotions, actions, and narratives without the use of spoken dialogue. This non-verbal expression relies on gestures, facial expressions, and body movements to communicate effectively with the audience. The other options represent different dramatic techniques that involve speech or internal monologue.

A didactic work is intended to instruct or provide a moral lesson to the audience. This type of literature often incorporates clear ethical messages or teachings within its narrative structure, aiming to educate as well as entertain. The other options, while related to instruction or education, do not specifically denote the primary purpose of teaching morals.

A tragic flaw, or hamartia, is a characteristic or error in judgment that leads to the protagonist’s downfall in a tragedy. This flaw often brings about internal or external conflicts that ultimately result in the character’s demise, highlighting the complexities of human nature. The other options pertain to different narrative elements that do not specifically involve the protagonist’s critical error.

The persona in the lines expresses deep affection and longing, indicating that he is so much in love with the girl that he is desperate to understand her actions and emotions. This emotional intensity reveals the depth of his feelings and the central role the girl plays in his life, enhancing the poem’s romantic themes.

A soliloquy is a dramatic monologue where a character speaks their thoughts aloud, usually while alone on stage, revealing their innermost feelings and motivations. This device provides insight into the character’s psyche and advances the plot by exposing hidden intentions. The other options represent different forms of dialogue or narrative techniques that do not involve internal monologue.

The lines suggest that women are portrayed as seers, possessing an almost mystical ability to perceive and influence their surroundings. The imagery of eyes quenching fluorescence and dancing on pulses evokes a sense of deep insight and foresight, aligning with the role of seers in literature as figures of wisdom and vision.

The figure of speech used in the lines is irony. The poet addresses the sun as “unruly” and a “fool,” expressing frustration with its persistent presence, which contrasts with the typical reverence for the sun. This ironic treatment emphasizes the speaker’s annoyance and challenges the usual portrayal of the sun as a benevolent force.

The theme of the poem revolves around the permanence of love. The imagery suggests an enduring and unchanging nature of love, much like the relentless and constant presence of the sea’s fluorescence and the pulse. This theme underscores the timeless and unyielding quality of true affection and commitment.

This line means that there is no permanent love. The presence of a rival’s weeping disrupts the peace between lovers, indicating that true and lasting love cannot coexist with unresolved conflicts and jealousy. This highlights the fragility and conditional nature of romantic relationships.

The literary device used in the passage is parallelism. The repetition of the structure “Will it make you…?” creates a rhythmic and balanced flow, emphasizing the speaker’s argument against the necessity of formal education for fulfilling traditional roles. This technique enhances the persuasive quality of the speech.

The theme of the poem above is the permanence of love. The continuous and vivid imagery of the sea and pulses symbolizes enduring emotions and the lasting nature of true love, suggesting that such feelings remain constant despite external changes and challenges.

The theme of the poem above is the permanence of love. The imagery of drums and echoes symbolizes the lasting impact of actions and emotions, suggesting that what begins as playful or simple can have enduring and profound effects. This reflects on how initial actions can resonate and persist over time, much like love.

The lines above show that the persona is so much in love with the girl. The speaker questions the necessity of formal education in fulfilling traditional roles, emphasizing his inherent qualities and dedication without relying on academic credentials. This reflects a deep emotional connection and personal conviction.

From the lines above, the poet sees the sun as a necessary evil. The poet addresses the sun with frustration, indicating a complex relationship where the sun is both essential and troublesome. This duality captures the poet’s ambivalence towards the sun’s persistent presence.

The figure of speech involved in the lines above is personification. The poet attributes human characteristics to non-human elements like the body, platter, and log, emphasizing the contrast between physical decay and enduring emotional states. This enhances the thematic exploration of mortality and emotional turmoil.

The lines end in a literary device known as rhetorical question. By posing questions without expecting answers, the poet engages the reader to think deeply about the underlying messages regarding the significance and impact of actions over time. This device effectively highlights the poem’s themes.

The lines depict the sun as a necessary evil. The poet addresses the sun with frustration, indicating a complex relationship where the sun is both essential and troublesome. This duality captures the poet’s ambivalence towards the sun’s persistent presence.

The line “No lover peaceful while the rival weeps” means that the pain of one lover is felt by the other. This suggests that in the presence of rivalry and jealousy, true peace in love cannot exist, as the emotions and actions of one lover directly affect the other.

The literary device used in the passage above is metaphor. The comparison between formal education and traditional priesthood roles serves as a metaphor for questioning the value of modern education in fulfilling ancient spiritual duties, emphasizing innate qualities over learned ones.