{"id":98,"date":"2023-04-01T12:20:14","date_gmt":"2023-04-01T12:20:14","guid":{"rendered":"http:\/\/localhost\/solvefor2\/?p=98"},"modified":"2023-04-01T12:30:22","modified_gmt":"2023-04-01T12:30:22","slug":"literature-in-english-novels-paper-3-joint-mock-examination-uganda-teachers-intervention-scheme","status":"publish","type":"post","link":"https:\/\/edu.co.tz\/notes\/literature-in-english-novels-paper-3-joint-mock-examination-uganda-teachers-intervention-scheme\/","title":{"rendered":"Literature in English (Novels) Paper 3 Joint Mock Examination, UGANDA TEACHERS\u2019 INTERVENTION SCHEME"},"content":{"rendered":"

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UGANDA TEACHERS’ INTERVENTION SCHEME
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Joint Mock Examination
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UGANDA ADVANCED CERTIFICATE OF EDUCATION
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Literature in English
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(Novels)
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Paper 3
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3 hours
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INSTRUCTIONS TO CANDIDATES:
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This paper consists of four sections; <\/em>A, B, C<\/strong> and <\/em>D<\/strong>.
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Candidates
\n\t\t\t\t<\/strong><\/em>must
\n\t\t\t\t<\/strong>answer <\/em>three
\n\t\t\t\t<\/em><\/strong>questions in all; <\/em>one <\/strong>question must be chosen from section<\/em>
\n\t\t\tB<\/strong> and <\/em>two
\n\t\t\t\t<\/em><\/strong>others from <\/em>A, C
\n\t\t\t\t<\/em><\/strong>and
\n\t\t\t\t<\/strong><\/em>D.
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Not more than one <\/strong>question may be chosen from one section.
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Any additional questions will <\/em>not<\/strong> be marked.
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SECTION A:
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PERSUASION (J. AUSTEN)
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1.<\/strong>\u00a0\u00a0\u00a0\u00a0Read the following extract and answer the questions that follow:
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Anne went home to think over all that she had heard. In one point, her \u00a0\u00a0\u00a0\u00a0feelings were relieved by this knowledge of Mr. Elliot. There was no longer \u00a0\u00a0\u00a0\u00a0anything of tenderness due to him. He stood, as opposed to capital Wentworth, in all his own unwelcome obtrusiveness; and the evil of his attentions last night, the irremediable mischief he might have done, was \u00a0\u00a0\u00a0\u00a0considered with sensations unqualified, unperplexed \u2013Pity for him was all over. But this was the only point of relief. In every other respect, in looking around her, or penetrating forward, she saw more to distrust and to apprehend. She was concerned for the disappointment and pain Lady Russell would be feeling, for the mortifications which must be hanging over her \u00a0\u00a0\u00a0\u00a0father and sister, and had all the distress of foreseeing many evils, without knowing how to avert any one of them. She was most thankful for her own knowledge of him. She had never considered herself as entitled to reward for not slighting an old friend like Mrs. Smith, but here was a reward indeed springing from it! Mrs. Smith had been able to tell her what no one else \u00a0\u00a0\u00a0\u00a0could have done. Could the knowledge have been extended through her family! But this was a vain idea. She must talk to lady Russell, tell her, consult with her, and having done her best, wait the event with as much composure as possible; and after all, her greatest want of composure would \u00a0\u00a0\u00a0\u00a0be in that quarter of the mind which could not be opened to Lady Russell, in \u00a0\u00a0\u00a0\u00a0that flow of anxieties and fears which must be all to herself.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0She found, on reaching home, that she had, as she intended, escaped \u00a0\u00a0\u00a0\u00a0seeing Mr. Elliot: that he had called and paid them a long morning visit; but hardly had she congratulated herself, and felt safe till tomorrow, when she heard that he was coming again in the evening.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“I had not the smallest intention of asking him,” said Elizabeth, with affected carelessness, “but he gave so many hints; so Mrs. Clay says, at \u00a0\u00a0\u00a0\u00a0least.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“Indeed I do say it. I never saw any body in my life spell harder for an invitation. Poor man! I was really in pain for him; for your hard-hearted sister, Miss Anne, seems bent on cruelty.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“Oh!” cried Elizabeth, “I have been rather too much used to the game \u00a0\u00a0\u00a0\u00a0to be soon overcome by a gentleman’s hints. However, when I found how \u00a0\u00a0\u00a0\u00a0excessively he was regretting that he should miss my father this morning, I gave way immediately, for I would never really omit an opportunity of bringing him and Sir Walter together. They appear to so much advantage in company with each other! Each behaving so pleasantly! Mr. Elliot looking up with so much respect!”
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\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0“Quite delightful!” cried Mrs. Clay, not daring, however, to turn her \u00a0\u00a0\u00a0\u00a0eyes towards Anne. “Exactly like father and son! Dear Miss Elliot, may I not \u00a0\u00a0\u00a0\u00a0say father and son?”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“Oh! I lay no embargo on any body’s words. If you will have such ideas! But, upon my word, I am scarcely sensible of his attentions being beyond those of other men.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“My dear Miss Elliot!” exclaimed Mrs. Xlay, lifting up her hands and \u00a0\u00a0\u00a0\u00a0eyes, and sinking all the rest of her astonishment in a convenient silence>
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\u00a0\u00a0\u00a0\u00a0Questions:
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\u00a0\u00a0\u00a0\u00a0(a)\u00a0\u00a0\u00a0\u00a0Briefly describe the events that have led to the extract. (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(b)\u00a0\u00a0\u00a0\u00a0Give the effectiveness of the narrative techniques used in the extract. \u00a0\u00a0\u00a0\u00a0 (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(b)\u00a0\u00a0\u00a0\u00a0Describe the character of Anne Eliot as presented in the extract. \u00a0\u00a0\u00a0\u00a0 (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(d)\u00a0\u00a0\u00a0\u00a0Examine the significance of the extract in developing plot. (10 marks<\/em>)
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UNDER THE GREENWOOD TREE: (Thomas hardy<\/strong>)
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2.<\/strong>\u00a0\u00a0\u00a0\u00a0Read the following extract and answer the question that follow:
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0The tranter cleared his throat after this accidental parenthesis about \u00a0\u00a0\u00a0\u00a0lead, rectified his bodily position, and began his speech. “Mr. Maybold,” he said, “I hope you’ll excuse my common way, but I always like to look things \u00a0\u00a0\u00a0\u00a0in the face.” Reuben made a point of fixing this sentence in the vicar’s mind by gazing hard at him at the conclusion of it, and then out of the window.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Mr. Maybold and old Willian looked in the same direction, apparently under the impression that the things’ faces alluded to were there visible.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“What I have been thinking” (the tranter implied by this use of the past tense that he was hardly so discourteous as to be positively thinking it \u00a0\u00a0\u00a0\u00a0then) “is that the quire ought to be gie’d a little time, and not done away wi’ till Christmas as a fair thing between man and man. And Mr. Maybold, I hope you’ll excuse my common way.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“I will, I will\u2026 Till Christmas,” the vicar murmured, stretching the two words to a great length as if the distance to Christmas might be measured in that way. “Well: I want you all to understand that I have no personal fault to find, and that I don’t wish to change the church music by forcible means, or in a way which should hurt the feelings of any \u00a0\u00a0\u00a0\u00a0parishioners. Why I have at last spoken definitely on the subject is that a player has been brought under \u2013 I may say pressed upon \u2013 my notice several times by one of the church wardens. And as the organ I brought with me is here waiting” (pointing to cabinet organ* standing in the study) “there is no \u00a0\u00a0\u00a0\u00a0reason for longer delay.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“We made a mistake I suppose then, Sir? But we understood the young woman didn’t want to plan particularly?” The tranter arranged his countenance to signify that he did not want to be inquisitive in the least.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“No, nor did she. Nor did I definitely wish her to just yet \u2013 for your playing is very good. But as I said, on of the church wardens has been so anxious for a change that, as matters stand, I couldn’t consistently refuse my consent.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Now for some reason or other the vicar at this point seemed to have an idea that he had prevaricated, and as na honest vicar it was a thing he determined not to do. He corrected himself, blushing as he did so, thoygh \u00a0\u00a0\u00a0\u00a0why he should blush was not known to Reuben. “understand me rightly,” he said. ” The churchwarden proposed it to me, but I had thought myself of \u00a0\u00a0\u00a0\u00a0getting \u2013 miss day to play,”*
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“Which churchwarden might that be who proposed her, sir\/ – excusing my common way.” The tranter imtimated by his tone that so far from being inquisitive he did not even wish to ask a single question.
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\u00a0\u00a0\u00a0\u00a0“Mr. Shiner, I believe.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“\u2026.my sonny!-beg your pardon sir \u2013 that’s only a form of words of mine, and slipped out accidental \u2013 he nourishes enmity against us for some reason or another: perhaps because we played rather hard upon en Christmas \u00a0\u00a0\u00a0\u00a0night: anyhow it is certain sure that Mr. Shiner’s real love for music of a particular kind isn’t his reason. He’ve no more ear than that chair. But let that be.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“I don’t think you should conclude the because Mr. Shiner wants a different music, he has any ill-feeling for you. I myself, I must own, prefer organ-music to any other. I consider it most proper, and feel justified in endeavoring to introduce it. But then, although other music is better, I don’t say yours is not good.”
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0“Well then, Mr. Maybold, since death’s to be, we’ll die like men any day you name (excusing my common way).”
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\u00a0\u00a0\u00a0\u00a0Mr. Maybold bowed his head.
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Questions:
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\u00a0\u00a0\u00a0\u00a0(a)\u00a0\u00a0\u00a0\u00a0Briefly describe the events that have led to the extract. (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(b)\u00a0\u00a0\u00a0\u00a0Give the effectiveness of the narrative techniques used in the extract. \u00a0\u00a0\u00a0\u00a0 (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(c)\u00a0\u00a0\u00a0\u00a0Describe the character of the vicar as presented in the extract. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(d)\u00a0\u00a0\u00a0\u00a0Examine the significance of this extract in developing plot. (10 marks<\/em>)
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OLIVER TWIST (Charles Dickens<\/strong>)
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3.\u00a0\u00a0\u00a0\u00a0Read the following extract and answer the questions that follow:
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0The very first paragraph upon which Mr. Bumble’s eye rested was the \u00a0\u00a0\u00a0\u00a0following advertisement.
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‘FIVE GUINEAS REWARDS’
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Whereas a young boy, named Oliver Twist, absconded, or was \u00a0\u00a0\u00a0\u00a0enticed, on Thursday evening last, from his home, at pantonville; and has not since been heard of. The above reward will be paid to any person who will \u00a0\u00a0\u00a0\u00a0give such information as will lead to the discovery of the said Oliver Twist, \u00a0\u00a0\u00a0\u00a0or tend to throw any light upon his previous history, in which the advertiser is, for many reason, warmly interested.’
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0And then followed a full description of Oliver’s dress, person, appearance, and disappearance: with the name and address of Mr. Brownlow at full length.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Mr. Bumble opened his eyes; read the advertisement, slowly and carefully. Three several times; and in something more than five minutes was on his way to pentonville: having actually, in his excitement, left the glass of hot gin-and-water, untasted.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0‘Is Mr. Brownlow at home?’ inquired Mr. Bumble of the girl who opened the door.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0To this inquiry the girl returned the not uncommon, but rather evasive \u00a0\u00a0\u00a0\u00a0reply of ‘I don’t know; where do you come from?’
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Mr.Bumble no sooner uttered Oliver’s name, in explanation of his errand, than Mrs. Bedwin, who had been listening at the parlour door, hastened into the passage in a breathless state.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0‘Come in-come in,’ said the old lady: ‘I knew we should hear of him. Poor dear! I knew we should! I was certain of it. Bless his heart! I said so, all along.’
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Having said this, the worthy old lady hurried back into the parlour again; and seating herself on a sofa, burst into tears. The girl, who was not \u00a0\u00a0\u00a0\u00a0quite so susceptible, had run up stairs meanwhile; and now returned with a request that Mr. Bumble would follow her immediately: which he did.
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0He was shown into the little back study, where sat Mr. Brownlow and \u00a0\u00a0\u00a0\u00a0his friend Mr. Grimwig, with decanters and glasses before them. The latter gentleman at once burst into the exclamation:
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\u00a0\u00a0\u00a0\u00a0‘A beadle! A parish beadle, or I’ll eat my head.’
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Questions:
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\u00a0\u00a0\u00a0\u00a0(a)\u00a0\u00a0\u00a0\u00a0Briefly describe the events that have led to the extract. (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(b)\u00a0\u00a0\u00a0\u00a0Give the effectiveness of the narrative techniques used in the extract. \u00a0\u00a0\u00a0\u00a0 (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(c)\u00a0\u00a0\u00a0\u00a0Describe the character of Mr. Bumble as presented in the extract. \u00a0\u00a0\u00a0\u00a0 (08 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0(d)\u00a0\u00a0\u00a0\u00a0Examine the significance of the extract in developing plot. (10 marks<\/em>)
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SECTION B
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HEART OF THE MATTER (Graham green<\/strong>)
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Either.
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4.\u00a0\u00a0\u00a0\u00a0In what ways do pity and responsibility make Scobie’s life absurd? Illustrate. (33 marks<\/em>)
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OR
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5.\u00a0\u00a0\u00a0\u00a0Examine the conflict between Yuset out Talit. How does it affect Scobie? \u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0ZORBA THE GREET (Nikokazantzakis<\/strong>)
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EITHER
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6.\u00a0\u00a0\u00a0\u00a0Assess Zorba’s attitude towards women. Do you find it agreeable?\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
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OR
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7.\u00a0\u00a0\u00a0\u00a0What cultural practices do you find disagreeable in Zorba the Greek? \u00a0\u00a0\u00a0\u00a0Illustrate.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
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\u00a0\u00a0\u00a0\u00a0A ROOM WITH A VIEW (E.M. Foster<\/strong>)
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Either
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8.\u00a0\u00a0\u00a0\u00a0Discuss Foster’s use of characterization in A Room With A View<\/span>. \u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
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OR
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9.\u00a0\u00a0\u00a0\u00a0What is the role of Cecil Vyse in the novel A Room With A View<\/span>? \u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
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SECTION C
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SEASON OF MIGRATION TO THE NORTH (S. Tayeb)
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Either
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10.\u00a0\u00a0\u00a0\u00a0Describe the character of the narrator showing his contribution to the themes in Season of migration to the north<\/span>. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
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Or
\n<\/strong><\/span><\/p>\n

11.\u00a0\u00a0\u00a0\u00a0Discuss three major techniques Tayebuses to develop his novel Season of<\/span>
\n\t\t\tMigration to the North<\/span>. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
\n<\/span><\/p>\n

\n\u00a0<\/p>\n

DARKNESS AT NOON (A. Koestler<\/strong>)
\n<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0
\n<\/span><\/p>\n

Either
\n<\/strong><\/span><\/p>\n

\n\u00a0<\/p>\n

12.\u00a0\u00a0\u00a0\u00a0How do the events in Darkness At Noon<\/span> reflect darkness? Illustrate.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
\n<\/span><\/p>\n

\n\u00a0<\/p>\n

Or
\n<\/strong><\/span><\/p>\n

13.\u00a0\u00a0\u00a0\u00a0Discuss Gletkin’s significance in the novel Darkness At noon<\/span>. (33 marks<\/em>)
\n<\/span><\/p>\n

\n\u00a0<\/p>\n

HOUSEBOY (Oyono<\/strong>)
\n<\/span><\/p>\n

Either
\n<\/strong><\/span><\/p>\n

\n\u00a0<\/p>\n

14.\u00a0\u00a0\u00a0\u00a0“What are we\u2026.what are we black men who are called French\u2026?” Discuss \u00a0\u00a0\u00a0\u00a0the significance of this statement to the meaning of Houseboy<\/span>. (33 marks<\/em>)
\n<\/span><\/p>\n

\n\u00a0<\/p>\n

Or
\n<\/strong><\/span><\/p>\n

15.\u00a0\u00a0\u00a0\u00a0Examine the theme of education in Houseboy<\/span>. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
\n<\/span><\/p>\n

\n\u00a0<\/p>\n

\n\u00a0<\/p>\n

\n\u00a0<\/p>\n

SECTION D
\n<\/strong><\/span><\/p>\n

\n\u00a0<\/p>\n

\u00a0\u00a0\u00a0\u00a0HE MOON ALSO SETS (O.Ogedu<\/strong>)
\n<\/span><\/p>\n

Either
\n<\/strong><\/span><\/p>\n

16.\u00a0\u00a0\u00a0\u00a0What is the role of Pa Okolo in the novel, The Moon Also Sets<\/span>? (33 marks<\/em>)
\n<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0
\n<\/span><\/p>\n

Or
\n<\/strong><\/span><\/p>\n

17.\u00a0\u00a0\u00a0\u00a0What important lessons do you learn from the novel, The Moon Also Sets<\/span>? \u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
\n<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0
\n<\/strong><\/span><\/p>\n

BLOSSOMS OF THE SAVANNAH (Kulet)
\n<\/strong><\/span><\/p>\n

\n\u00a0<\/p>\n

Either
\n<\/strong><\/span><\/p>\n

18.\u00a0\u00a0\u00a0\u00a0Discuss kulet’s concerns about culture in Blossoms of the Savannah<\/span>.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
\n<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0
\n<\/span><\/p>\n

Or
\n<\/strong><\/span><\/p>\n

19.\u00a0\u00a0\u00a0\u00a0Why are ‘the Blossoms’ actually blossoms in Blossoms of the Savannah<\/span>? Illustrate. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
\n<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0A MURKY RIVER (G. Kalimugogo<\/strong>)
\n<\/span><\/p>\n

\n\u00a0<\/p>\n

Either
\n<\/strong><\/span><\/p>\n

20.\u00a0\u00a0\u00a0\u00a0How does Kalimugogo portray the theme of corruption in the novel A Murky River?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
\n<\/span><\/p>\n

\u00a0\u00a0\u00a0\u00a0
\n<\/span><\/p>\n

Or
\n<\/strong><\/span><\/p>\n

21.\u00a0\u00a0\u00a0\u00a0Discuss the contribution of Boss to the development of the novel A Murky River. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 (33 marks<\/em>)
\n<\/span><\/p>\n

END<\/strong><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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