covenant university · 3. in samuel beckett’s waiting for godot, we come across the very depths...

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COVENANT UNIVERSITY

ALPHA SEMESTER TUTORIAL KIT (VOL. 2)

P R O G R A M M E : E N G L I S H

200 LEVEL

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DISCLAIMER

The contents of this document are intended for practice and learning purposes at the

undergraduate level. The materials are from different sources including the internet and the

contributors do not in any way claim authorship or ownership of them. The materials are also not

to be used for any commercial purpose.

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LIST OF COURSES

ENG224: DRAMA AND ITS GENRES

ENG210: INTRODUCTION TO AFRICAN LITERATURE

ENG214: HISTORY OF THE ENGLISH LANGUAGE

ENG211: INTRODUCTION TO PHONETICS AND PHONOLOGY

ENG213: ADVANCED ENGLISH COMPOSITION

ENG221: ENGLISH SYNTAX

ENG222: INTRODUCTION IN ENGLISH MORPHOLOGY

FRE211: PRACTICAL FRENCH 3

FRE221: PRACTICAL FRENCH 4

ENG226: PRACTICAL CRITICISM 2

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COVENANT UNIVERSITY CANAANLAND, KM 10, IDIROKO ROAD

P.M.B. 1023, OTA, OGUN STATE, NIGERIA

B.A. DEGREE EXAMINATION

COLLEGE OF LEADERSHIP DEVELOPMENT STUDIES

SCHOOL OF LEADERSHIP DEVELOPMENT

DEPARTMENT OF LANGUAGES AND GENERAL STUDIES

2014/2015 SESSION SEMESTER: OMEGA

COURSE CODE: ENG224 CREDIT UNITS: 2

COURSE TITLE: DRAMA AND ITS GENRES

INSTRUCTIONS: ANSWER QUESTION 1 AND ANY 2 OTHERS TIME: 2 HOURS

1. The whole idea of drama is built around the concept of the hero; the “heroic ideal”, as this may

be called, is what motivates us by its force of example or deterrence in drama of any kind. In what ways does tragedy celebrate or show that it approves of the deeds of heroes as a lesson for society?

(30 marks)

2. “…playing God”: We often use this phrase when we are describing an overuse or abuse of

power, especially by one person over another. Would you say that the phrase describes

Coriolanus’s decision to team up with the Volscians, the enemies of the Romans, in William

Shakespeare’s play of that title? (20 marks)

3. In Samuel Beckett’s Waiting for Godot, we come across the very depths of despair in the heart

of humankind; yet it is the duty of our state of being to wish and to seek to rise up from such

depths and triumph. As a student at a Christian university, write a free essay on how faith may

make the despair which Beckett espouses in his play pointless and without force. (20 marks)

4. (a) What is satire? (5 marks)

(b) After reading Wole Soyinka’s A Play of Giants would still argue that satire is always about

casual criticism or light ridicule? (5 marks)

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(c) Using the play as an example, write briefly on how satire can approach the dark spirit of

tragedy in its concerns. (10 marks)

5. a) What is African drama? (5 marks)

(b) Write an essay on how any one Nigerian or African play (not A Play of Giants!) you have

read has broadened your understanding of the possibilities of drama. (15 marks)

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MARKING GUIDE

1. The whole idea of drama is built around the concept of the hero; the “heroic ideal”, as this

may be called, is what motivates us by its force of example or deterrence in drama of any kind.

In what ways does tragedy celebrate or show that it approves of the deeds of heroes as a lesson

for society? (30 marks)

The course devoted about four weeks to a discussion of the concept and the changing

philosophical and dramaturgic character of tragedy from the classical Greek and Roman times

through the Renaissance times and Shakespeare, all the way to the modern times and the

numerous faces tragedy has worn in dramatic traditions such as Existentialist drama, etc. The

single constant in all of those transformations has been the location of humankind as the centre

of the moral universe of tragedy, be that when belief in such an assumption was not only strong

but also cast-iron as in the Medieval-Christian and Renaissance-Elizabethan times, or since the

Industrial Revolution and the Modern times when humankind has suffered a displacement

occasioned by the new primacy given to science and technology. Candidates are to write an

essay on how society invests its hopes and dreams on people whom it designates or recognizes as

heroes, that is, individuals whose aspirations and labours are geared towards the greater and

ultimate good not only of their own immediate society but also the shared assumptions about

nobility, honour and duty of the human community as a whole. The kink about tragedy is that

even such well-meaning, selfless and altruistic individuals are still bound by the nature of the

tragic mode to commit errors and to be seen to suffer for it; all such premises constituted the

thrust of the elaborate lectures on the history of tragedy in class.

2. “…playing God”: We often use this phrase when we are describing an overuse or abuse of

power, especially by one person over another. Would you say that the phrase describes

Coriolanus’s decision to team up with the Volscians, the enemies of the Romans, in William

Shakespeare’s play of that title? (20 marks)

One of the cornerstones of tragic character is what Aristotle defines as hubris or tragic excess. In

practical terms that tragic flaw, coupled with its twin which Aristotle also defines as hamartia or

personal flaw or kink or irremediable proclivity in the tragic hero, is the basis of the question.

Applied to Coriolanus in William Shakespeare’s play, Coriolanus, it translates as the larger-than-

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life and often unbridled latitudes which the hero is seen to always claim in his opinions and

attitude towards others, particularly the lower, plebeian classes; that Coriolanus himself is a

member of the patrician class does not fully explain his imperiousness. If his imperiousness and

stiff bearing cannot be explained by class, then all the excesses of character resulting therefrom,

at least in the context of tragic drama, must be sourced in the built-in context of hubris and

hamartia. In Coriolanus such acts of excess make him to believe that he is indispensable –

Coriolanus does play God, whether he is aware of it or not; Shakespeare also takes care to build

such hubris into his character by comparing him to the Roman god Mars after whom Caius

Martius Coriolanus is actually named, in a manner that recalls a similar association of Macbeth

with the Roman goddess of war Bellona, when the playwright describes Macbeth as “Bellona’s

bridegroom”. Candidates are to discuss the several instances in the play which show that

Coriolanus believes that Rome cannot survive without his own military skills; such instances

include both the well-meant (“Come I too late? Come I too late?”)and the out-and-out vindictive,

such as his defection to the enemy camp, which ultimately costs Coriolanus his life.

3. In Samuel Beckett’s Waiting for Godot, we come across the very depths of despair in the heart

of humankind; yet it is the duty of our state of being to wish and to seek to rise up from such

depths and triumph. As a student at a Christian university, write a free essay on how faith may

make the despair which Beckett espouses in his play pointless and without force. (20 marks)

Waiting for Godot is famous (or notorious) for its existentialist cry of despair on behalf of the

whole of humankind and the failed experiment which Beckett believed human society had

become, particularly in the wake of two major, global wars. A free essay is one in which

candidates are to reflect on or react to that verdict from their own location of faith as students at

a Christian University. It is not profitable to second-guess what each candidate may come up

with, the essential task is to determine, from what candidates are able to say, how well they

understand the philosophical or spiritual premises that determine moral choices.

4. (a) What is satire? (5 marks)

(b) After reading Wole Soyinka’s A Play of Giants would still argue that satire is always

about casual criticism or light ridicule? (5 marks)

(c) Using the play as an example, write briefly on how satire can approach the dark spirit of

tragedy in its concerns. (10 marks)

In discussing Wole Soyinka’s A Play of Giants in class there was an elaborate attempt to

underscore the play’s dark, tragic tone and also align its vision with the overall theoretical

framework of the evolution of tragic drama around which the course was built for the 2014-2015

Omega Semester. Necessarily, therefore, the point had to be made that even though by popular

assumption satire is light-hearted even if very scathing, A Play of Giants is not that kind of

conventional satirical fare. We actually did say in the lecture notes that Soyinka’s humour in the

play is slightly on the “insane” side, and that this is occasioned by the enormity of the tasks

which the playwright had to make the conventional resources of “satire” to perform while

addressing a truly tragic phase in the history of African leadership. Accordingly, a) candidates

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may define satire as a kind of social comedy which ridicules both individuals and society itself

through an array of dramatic strategies and devicessuch as lampoon (direct personal attack)

ridicule, farce, etc. The second b) part of the question then specifically demands of the candidate

whether he or she still thinks that the play in question is conventional satire. The final c) part of

the question asks the candidate to show how Soyinka sneaks in a tragic play through the form

and mode of satire.

5. a) What is African drama? (5 marks)

(b) Write an essay on how any one Nigerian or African play (not A Play of Giants!) you have

read has broadened your understanding of the possibilities of drama. (15 marks)

The question is intending to test the candidates’ waters in their familiarity with African drama. A

previous encounter with another class had shown that not a lot of the students of drama had

enough familiarity with drama, either as a text or as a staged play. A definition of “African

drama” is really neither here nor there; the most a student can do is to delimit his or her frame of

reference to the little that is within reach, in this case, Nigerian drama. Nigerian drama would

then be a play that treats of Nigerian issues, life, cultural assumptions, etc., and that is

presumably, but not necessarily always, written by a Nigerian. The second part of the question is

a free essay.

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COVENANT UNIVERSITY

COLLEDGE OF LEADERSHIP DEVELOPMENT STUDIES


2014/2015 ALPHA SEMESTER EXAMINATION

ENG 210: INTRODUCTION TO AFRICAN LITERATURE

Instructions: Answer three questions in all: question one and any other two.

Clearly presented work shall be rewarded.

Time Allowed: 2 Hours

1. a. Define African Literature.

b. List any five African writers and, at least, each of their works you know.

c. Briefly trace the development of African literature from the beginning to date.

2. Define the term ‘hybridity.’ Using any African novel, drama, or poem that you are familiar with,

illustrate how it is applicable to African literature.

3. Discuss the theme of Chinua Achebe’s Things Fall Apart, or Amos Tutuola’s style in Palmwine

Drinkard.

4. Highlight and discuss the main theme of Okot P’Bitk’s ‘Song of Lawino’ and ‘Song of Ocol’, and

comment on the style of its presentation.

5. Discuss the theme of apartheid in Athol Fugard’s Sizwe Bansi is Dead, or the theme of futility

and absurdity in Tewfik Al-hakim’s Fate of a Cockroach.

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ENG 210: MARKING GUIDE 2014/15 SESSION

Question 1: This question carries 30 marks, distributed as fellows:

a. 10 marks (Language: 3marks; Content: 6 marks; Organization: 1 mark)

b. 5 marks (1 mark each)

c. 15 marks (Language: 4 marks; Content: 9 marks; Organization: 2 marks)

Question 2: question 2 carries 20 marks. Part ‘A’ = 8 marks; Part ‘B’ = 12 marks.

Part ‘A’. In this part, the student should define hybridity as the mixing of foreign and local elements in

literary writings. Marks should be distributed as follows:

Language = 2 marks

Content = 5 marks

Organization = 1 mark

Part ‘B’. In this part of the question, the student is expected to illustrate instances of hybridity from a

chosen work. Marks should be distributed as follows:

Language = 3 marks

Content = 8 marks


11 Question 3: The question carries 20 marks. The themes that the student is expected to discuss in Things

Fall Apart include: the effect of contact/clash of cultures; the collapse of the traditional Igbo

society/culture and the triumph of the European culture over it, among others.

Tutuola’s use of broken English and magical realism are to be highlighted and discussed by the student

who chooses to answer that question.

Allocation marks is as follows:

Language = 6 marks

Content = 12 marks

Organization = 2 marks

Question 4: This question carries 20 marks. The themes of westernization or the westernized African,

and the denigration of African cultural values should be highlighted and discussed. The poet’s use of

satire, parody, sarcasm, rebuke, etc., should also be highlighted and discussed in terms of how they are

used to project the theme of the poem. Marks should be allocated as follows:

10 marks for the discussion of theme, and

10 marks for the discussion of style.

For each of them, marks should be allocated as follows:

Language = 3 marks

Content = 6 marks


Question 5: Any of question 5 answered carries 20 marks, distributed as follows:

Language = 6 marks

Content = 12 marks

Organization = 2 marks

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COVENANTUNIVERSITY CANAANLAND, KM 10, IDIROKO ROAD

P.M.B 1023, OTA, OGUN STATE, NIGERIA. TITLE OF EXAMINATION: B.A

COLLEGE: College of Leadership Development Studies

SCHOOL: School of Leadership Development

DEPARTMENT: Languages and General Studies

SESSION: 2014/2015 SEMESTER: Alpha

COURSE CODE:ENG 214 CREDIT UNIT: Two

COURSE TITLE: History of the English Language

INSTRUCTION: Answer Question One (1) and Any Other Two. TIME: 2 HOURS

1. Briefly discuss the events that marked the periods in the history of the

English Language. (20 marks)

1b. Identify the aspects of grammar that differentiate Middle English from

Old English. (10 marks)

2. Using a comprehensive definition of language, describe five (5)

characteristics of language. (20 marks)

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3. Examine five (5) factors that generally complicate the learning of

English. (20 marks)

4. Using Braj Kachru’s (1992) model, give an account of English as a

Global Language. (20 marks)

5. Highlight and discuss factors that influence the development of a

Language. (20 Marks)

ENG214 Making Guide

Course Title: History of the English Language

Course Code: ENG 214

1. Briefly discuss the events that marked the periods in the history of the

English Language.

The students are expected to first classify the history of the English

language into its eras; Early Old English, Old English, Late Old

English, Middle English, Early Morden English and Late Modern

English Eras. They are then to briefly discuss the relevant features that

marked the specific periods. (20 marks)

1b. Identify aspects of grammar that differentiate Middle English from

Old English.

The students are expected to identify aspects of grammar such as

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Old English was inflectional so there were many word endings for

nouns, adjectives and verbs, while in the Middle English the inflection

vanishes and word order starts playing a major role. Thus, the firm

subject – verb – object order started to be used.

The importance of preposition increased.

There was a more frequent use of post modifying genitive in Middle

English than in Old English.

The double or multiple negative present in Old English was less

frequently used in Middle English and in the end vanished altogether.

In the inflectional Old English the infinitive was marked by the ending

of a verb, but as the inflection vanished in Middle English, the infinitive

started to be expressed by ‘to’, yet in many cases so called ‘split

infinitive’, in which a word could be placed between ‘to’ and the verb,

was used.

In addition, ‘do’ started to be used in questions; and negative and

modal verbs took the meaning and functions they have today.

(10 Marks

2. Using a comprehensive definition of language, describe five (5)

characteristics of language.

The students are expected to define language from the existing scholarly

definitions, and then they are to tease out the characteristics of language

from their comprehensive definition. (20 marks)

3. Examine five (5) factors that generally complicate the learning of

English.

The students are expected to identify factors such as; the spelling

system, the complex phonological system, word order/grammatical

rules, the English synonyms, transformations, irregular conjugation of

verbs, the morphological system and so on. They are then to explain

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how each factor complicates the learning of the English Language. (20

Marks)

4. Using Braj Kachru’s (1992) model, give an account of English as a

Global Language

The students are expected to diagrammatically describe Kachru’s

concentric circles of English speakers, identify the categories of

speakers, explaining what makes them so, and then describe how the

spread of the English language accounts for it as a Global Language. (20

marks)

5. Highlight and discuss factors that influence the development a

Language.

The students are expected to identify the two broad factors- micro and

macro factors, listing out examples under each broad category such as

culture, religion, technology, language attitude, the internet,

socialization, commerce, government, migration, literacy, education,

and so on. They are then to explain how each of the factor influences the

development of a Language. (20 Marks)

Covenant University College of Development Studies

Department of Languages BA Degree Examination

Alpha Semester, 2013/2014

ENG211: Introduction to Phonetics and Phonology

Answer Question 1 and two (2) others Time: 2hrs

1a. Study figures 1-4 below and use them to answer questions i-v. (15 marks)

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i. Mention only two sounds in English that are possible in figure 1

ii. What two English segments can be realised in figure 2?

iii. Write any four phonemes than can be produced in figure 3

iv. Put down any eight speech sounds that are possible with figure 4

v. Using manner of articulation as a parameter, what is the difference in the quality of sounds

possible in figure 1 and those in figure 2?

1b. Differentiate between phonetics and phonology. (15 marks)

2. Write a note on any three of the following, bearing in mind their contributions in phonetics:

a) Glottis (7 marks)

b) Phonation (7 marks)

c) Pulmonic airstream (7 marks)

d) Pharynx (7 marks)

e) Allophones (7 marks)

3. In what two ways would you classify the English vocalic elements? (20 marks)

4a. Drawing examples from English, define heavy syllable. (5 marks)

b. Syllabify the following words using the syllable tree: (15 marks)

a. teacher b. mango c. pulmonic d. meal e. vowels f. does

5. With appropriate examples, describe the attitudinal and grammatical importance of intonation.

ENG211 MARKING GUIDE

Question 1 attracts total of 30 marks, distributed thus:

1a i. any 2 of the nasal sounds (3 marks)

ii. any 2 bilabial sounds (3 marks)

iii. any 4 alveolar sounds (3 marks)

iv. any 8 sounds drawn from vowels and semi vowels (3 marks)

figure 1 figure 2 figure 3 figure 4

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v. students are expected to describe sounds quality of fig. 1 as nasal, and that of fig.2 as oral (3

marks)

1b. rich introduction (3 marks)

i. Description of phonetics should include (but not restricted to)

a. Physical property of sounds (2 marks)

b. Universality (2 marks)

c. Use of square brackets (2 marks)

ii. Description of phonology should include (but not restricted to)

a. Linguistic property of sounds (2 marks)

b. Localization/language specific (2 marks)

c. Use of slash brackets (2 marks)

Question 2 requires students to provide definitions/functions and/or processes of the concepts, thus

a. Glottis:

i. Meaning 3 marks

ii. Anatomic Position 2 marks

iii. Phonetic Functions 2 marks

b. Phonation:

i. Meaning 2 marks

ii. Process 3 marks

iii. Mentioning of organs involved 2 marks

c. Pulmonic airstream:

i. Meaning 2 marks

ii. Process 3 marks

iii. Use of illustrations 2 marks

d. Pharynx:

i. Meaning 2 marks

ii. Anatomic position 2 ,arks

iii. Phonetic functions 3 marks

e. Allophones:

i. Meaning 2 marks

ii. Reasons 3 marks

iii. Examples 2 marks

Question 3 expects students to classify the vowel sounds using any 2 of the following parameters (20

marks total)

i. Lip rounding (10 marks)

ii. Tongue height (10 marks)

iii. Parts of the tongue (10 marks)

iv. Pure, diphthongue (10 marks)

18 Question 4 carries total of 20 marks, distributed thus:

4a. i. simple definition of heavy syllable 3 marks

iii. Examples 2 marks

4b. i. correct transcription of the words attracts 1 mark each

ii. Successful tree diagramming attracts 1.5 marks each

Question 5 expects the following from students:

a. Introduction 2 marks

b. i. definition of attitudinal function of intonation 4 marks

ii. examples 4 marks

c. i. definition of grammatical function of intonation 4 marks

ii. examples 4 marks

d. proper annotation using tone/symbols 2 marks

COVENANT UNIVERSITY

CANAANLAND, KM 10, IDIROKO ROAD

P.M.B 1023, OTA, OGUN STATE, NIGERIA.

19 TITLE OF EXAMINATION: B.A EXAMINATION

COLLEGE: COLLEGE OF LEADERSHIP DEVELOPMENT STUDIES

SCHOOL: SCHOOL OF LEADERSHIP DEVELOPMENT

DEPARTMENT: LANGUAGES AND GENERAL STUDIES

SESSION: 2014/2015 SEMESTER: ALPHA

COURSE CODE: ENG213 CREDIT UNIT: 2

COURSE TITLE: ADVANCED ENGLISH COMPOSITION

INSTRUCTION: Answer 3 Questions in all. All questions carry equal marks, one mark is for clarity.

TIME: 2 HOURS

1. a) Differentiate between ‘informal memoranda’ and ‘formal memoranda’. (6 marks)

b) Describe simplicity and clarity in informal memo writing? (5 marks)

c) You work in the Human Resource Department of your organisation. Write a memo to be disseminated

to members of your organisation on a scheduled meeting. (12 marks)

2. a) Why is minutes important to a meeting? (4 marks)

b) Discuss any five (5) sub-sections that should be in the minutes of a meeting. (15 marks)

c) Briefly explain the language style of minutes. (4 marks)

3. a) Briefly explain three types of reports. Provide examples where necessary. (9 marks)

b) Write short notes on any three of the following terms in report writing:

i. Terms of reference ii. Foreword iii. Abstract/ Summary iv. Appendix (9 marks)

c) Of what importance is the “review of relevant literature” in a long essay? (5 marks)

4. i. Explain three (3) types of speech delivery methods. (11 marks)

ii. What are the factors to consider when planning, writing/ delivering a speech? (12 marks)

5. a) Economy of words is a norm in printed commercial announcements. With illustrations, explain

how this may be achieved. (11 marks)

b) Discuss any four (4) essentials of good writing. (12 marks)

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1. a) Differentiate between ‘informal memoranda’ and ‘formal memoranda’.

b) Describe simplicity and clarity in informal memo writing?

21 c) You work in the Human Resource Department of your organisation. Write a memo to be disseminated

to members of your organisation on a scheduled meeting.

a) Informal/ internal memos are written to people within the same establishment. They are usually

very brief. An informal memo does not have the formal letter ending of ‘Yours faithfully’.

However, it includes the writer’s name, signature and designation. Formal memos are written

specially for particular persons or committees in order to provide them with information about

certain matters. Sometimes these memos are requested from members of the public by particular

persons or committees. They are longer and have their introduction, body, conclusion and

recommendations (if need be). (5 marks)

Expression (1 mark)

b) Simplicity— the hallmark of good writing; use of simple sentence patterns. Complex sentence

structure and organisation may bring confusion. You must write in a very clear/ brief manner.

(2 marks)

Clarity—this involves choosing the right words and avoiding any kind of technicality except when necessary;

think about different alternative ways of saying the same thing.

(2 marks)

Expression (1 mark)

c) Letterhead: 1; Sender ½; Recipients ½; Date ½; Title ½; Meeting Details; (Date (1); Time (1);

Venue (1); Agenda); Closing (Signature (1) , Name (1), Designation (1)); Brevity (1); Language Use

(2) – 12 marks

Total: 23 marks

2. a) Why is minutes important to a meeting?

b) Discuss any five (5) sub-sections that should be in the minutes of a meeting.

c) Briefly explain the language style of minutes.

a) Record keeping/ reference purposes; to guide follow up actions (4 marks)

b) Title, Attendance, Preliminary Discussion/ Opening Remarks, Adoption of Minutes of the

Previous Meeting, Matters Arising from the Minutes of the Previous Meeting, Agenda, A.O.B,

Adjournment, Endorsement. (15 marks)

c) Simplicity; tense sequence; pronoun management; time and day expressions (4 marks).

22 Total: 23 marks

3. a) Briefly explain three types of reports. Provide examples where necessary.

b) Write short notes on any three of the following terms in report writing:

i. Terms of reference ii. Foreword iii. Abstract/ Summary iv. Appendix

c) Of what importance is the “review of relevant literature” in a long essay? (5 marks)

a) Periodic Reports; Progress Reports; Investigative Reports; Feasibility Reports; Research Reports;

Special Reports etc. (3 marks each)

b) 3 marks each

c) Provides a foothold for the present research; It helps to relate the present research to previously

conducted research (an addition or a contradiction to a study that had been earlier conducted)

(5 marks)

Total: 23 marks

4. i. Explain three (3) types of speech delivery methods.

ii. What are the factors to consider when planning, writing/ delivering a speech?

i. Impromptu; Extemporaneous; Memorized; Manuscript (3 marks each for any 3)

Examples: 2 marks

ii. Purpose; Topic selection; Audience; The Occasion (4 marks each for any 3)

Total: 23 marks

5. a) Economy of words is a norm in printed commercial announcements. With illustrations, explain how

this may be achieved.

b) Discuss any four (4) essentials of good writing.

a) Only really essential words are used to describe the product/ outcome of using the product; phrases and

single words are used in placed of sentences; ample use of adjectives and nouns.

(11 marks)

b) Clarity; Brevity; Cohesion/ Coherence; Purposefulness; Mechanical Accuracy etc. (3 marks x4)

23 (12 marks)

Total: 23 marks

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COVENANTUNIVERSITY CANAANLAND, KM 10, IDIROKO ROAD

P.M.B 1023, OTA, OGUN STATE, NIGERIA. TITLE OF EXAMINATION: B.A (English) EXAMINATION



DEPARTMENT: LANGUAGES & GENERAL STUDIES

SESSION: 2014/2015 SEMESTER: OMEGA


COURSE TITLE: ENGLISH SYNTAX

TIME: 2 HOURS

INSTRUCTION: ANSWER QUESTION 1 (ONE) AND ANY TWO OTHERS

1. Use the tree diagram below to answer questions 1a - c

1. (a) Reproduce the diagram above filling in the boxes numbered 1-10. (10 marks)

(b) Write the sentence you will possibly generate when you apply ADDITION as an operation

upon the sentence above (10 marks)

(c) Rewrite the sentence replacing each of the underlined words with any word of your choice.

Bear in mind the category of the word and the grammaticality of the new sentence. (10

marks)

2. (a) What are the possible interpretations of the sentence: Mr Ade killed the dog with a piece of cloth?(5 marks)

(b) Draw a tree diagram for each of the interpretations (15 marks)

S

NP 1

2 3 VP PP

4 5

VP PP P NP

P 6

Det 10

Thegirlwalkeddown the street with a guntowards the bank

Det

8 7

N

N 9

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3. How does each of the following operations/transformations affect the English sentence? (20

marks)

(a) Deletion

(b) Addition

(c) Reordering

4. Describe the constituents of the following structures in English:

(a) Adj. P (Adjective Phrase), and (10 marks)

(b) Adv. P (Adverb Phrase) (10 marks)

5. (a) What are the basic properties of subject in English? (10 marks)

(b) Differentiate between a complement and an object (10 marks)


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1a. 1.NP 2.DET 3.N 4.VP 5.PP 6.NP 7.P 8.NP 9.DET 10.N (I mark each)

1b. the girl had not walked down the street with a gun towards the bank or any

grammatically correct sentence that has new element(S) therein (10 marks)

1c. a man ate up the food with a spoon on the table or any grammatically acceptable

sentence (10 marks)

2a (2 interpretations are expected; however, where a student provide more than 2

interpretations, the five marks shall be equally distributed among the responses )

i. Mr ade used a piece of cloth to kill the dog (2.5 marks)

ii. Mr ade killed the dog that had a piece of cloth (2.5 marks)

2b. one tree has the dog with a piece of cloth (NP)as on structure (7.5 marks)

The other tree has with a piece of cloth (PP) as a separate structure, acting as

instrument (7.5 marks)

3. i. definition of each term (2 marks)

ii. impact/implication of operation on sentence formation/types etc. (2 marks)

iii. Rich examples (2 marks)

iv. Clarity of expression (2 marks for all, not each)

4. a. students are expected to describe the structure of the adjectival phrase, i.e. pointing out

the constituents. E.g. int + H (intensifier plus Head), or int + H + int etc. (2 marks for each

response)

b. students are expected to describe the describe adverbial phrase. E.g. int + H (2 marks for

each response)

5. a. the following responses are expected from the students

1. It is the doer of the action performed by the verb (2.5 marks)

2. It is always in agreement with the verb (2.5 marks)

3. It precedes the verb (2.5 marks)

4. It is usually nominal or pronominal (2.5 marks)

5b. students are expected to focus on the object being the complement of transitive verbs and

complements being a part of the head that helps in completing the meaning of the phrase )

27

5 marks for explanation

3 marks for clarity

2 marks for examples

28

COVENANT UNIVERSITY


P.M.B 1023, OTA, OGUN STATE, NIGERIA. TITLE OF EXAMINATION: B.A EXAMINATION






COURSE TITLE: INTRODUCTION TO ENGLISH MORPHOLOGY

INSTRUCTION: Answer Question 1 and any other two questions. TIME: 2 HOURS

1 (a) Describe, with examples, the relationship between morphology and phonology. (b) Describe, with examples, the relationship between morphology and syntax.

(30 marks)

2. Discuss any four (4) morphological processes in English.

(20 marks)

3. (a) In concise terms, differentiate between derivational and inflectional morphology.

(5 marks)

(b) Explain the inflectional categories of English.

(15 marks)

4. (a) Identify the morphemes for each of the following words, in the order that they appear in the word, e.g. A= x+ y+ z.

i. uncomfortable

ii. anti-climax

iii. predestination

iv. publicity

v. boys

vi. Nigerian

vii. befriended

viii. morphemic

ix. indigestion

x. unpalatable

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(10 marks)

(b) Briefly describe each of the morphemes identified in (a) above.

(10 marks)

5. Write short explanatory notes on any five (5) of the following:

(a) Free morphemes

(b) Bound morphemes

(c) Stem

(d) Suppletion

(e) Allomorphs

(f) Simple word

(20 marks)

30

Eng222 MARKING GUIDE

1 (a) Describe, with examples, the relationship between morphology and phonology. (b) Describe, with examples, the relationship between morphology and syntax.

(30 marks)

1 (a) Introduction: Morpho-phonemics; morphemes and their environments; allomorphs/

allomorphic variations

State how plural morphemes in voiceless consonants are pronounced e.g book + s = books

/ buks /

State how plural morphemes in voiced sounds are pronounced e.g bag + s = bags / bægz /

State how plural morphemes in sibilants are pronounced e.g box + es = boxes / bɔksɪz /

State how past tense morphemes in voiceless consonants are pronounced- /t/; e.g jump +

ed = jumped / ʤʌmpt /

State how past tense morphemes in voiced sound are pronounced- /d /; e.g bag + ed =

bagged / bægd /

State how past tense morphemes in plosives are pronounced- /id/ e.g want + ed = wanted

/wɔntɪd /

2 marks each; Expression: 1 mark

(b) Introduction: Morpho-syntax; grammaticality – 2 marks

Inflections: Subject- Verb agreement - Number (Pluralisation), Case, Person – 8 marks

Posession- 2 marks

Comparison of adjectives- 2 marks

Expression: 1 mark

2. Discuss any four (4) morphological processes in English.

Acronymy, Affixation, Back formation, Blending, Borrowing, Clipping, Compounding,

Conversion, Eponymy, Neologism, Onomatopoiea, Reduplication, etc.

Explanation: 4 marks each

Example: 1 mark each

(20 marks)

3. (a) In concise terms, differentiate between derivational and inflectional morphology.

(5 marks)

Derivational morphology is the study of morphological derivations, that is, derived

morphemes that result in semantic change, and or change in word class. Inflectional

morphology is the study of inflections in a language, that is, morphological features that

offer grammatical information, for example in terms of tense, number, person etc. (4

marks)

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Examples: 1 mark

(b) Explain the inflectional categories of English.

(15 marks)

In English, there are only three inflectional categories: number, tense/aspect and gradation.

These are summarised in the diagram below.

English inflection categories/regular inflection

Class of words Category Regular affix

Noun Number -s/-es

Possessive -‘s/-‘

Adjective Grading/comparative -er

Grading/superlative -est

Verb Tense/3rd

person sing.

Pre.

-s, -es

Tense/Past tense -d, -ed

Aspect/progressive -ing

Aspect/perfect -ed

Below are some of the ways inflection becomes irregular in English.

Summary of English irregular inflectional morphology

Irregularity Noun/plurals Past tense Future

tense

Past

participle

Adjective

Unusual suffix Oxen, media Taken

Change of stem vowel Mouse/mice Run/ran Swim/swam

Replacing stem vowel

with unusual suffix

Brother/

brethren

Kneel/knelt Fly/flown,

feel/felt

Change in the base form,

with/without unusual

suffix

Bend/bent Buy/bought

Go/gone

More/most

Zero marking without

suffix and stem change

Deer, fish Beat, split Come, hit

Suppletion Be/is/was Went/gone Bad/worst

Some/more

Syntactic marking Go/will

go

Gradation More beautiful,

most beautiful

4. (a) Identify the morphemes for each of the following words, in the order that they appear in the word, e.g. A= x+ y+ z.

xi. uncomfortable

xii. anti-climax

xiii. predestination

xiv. publicity

xv. boys

xvi. Nigerian

xvii. befriended

xviii. morphemic

xix. indigestion

xx. unpalatable

(10 marks)

i. uncomfortable = un+comfort+able

ii. anti-climax = anti+climax

iii. predestination = pre+destiny+ation

iv. publicity = public+city / public + ity

v. boys = boy+s

vi. Nigerian= Nigeria+n

vii. Befriended= be+friend+ed

viii. Morphemic= morpheme+ic

ix. indigestion = in+digest+ion

x. unpalatable = un+palate+able

1 mark each x 10 = 10 marks

(b) Briefly describe each of the morphemes identified in (a) above.

(10 marks)

i. uncomfortable = un+comfort+able

un- bound, prefix, derivational

comfort- free, stem/root/base

-able- bound, suffix, derivational

ii. anti-climax = anti+climax

anti- bound, prefix, derivational

climax- free, stem/root/ base

iii. predestination = pre+destiny+ation

pre- bound, prefix, derivational

destiny- free, stem/root/base

-ation- bound, suffix, derivational

iv. publicity = public+city

public- free, stem/root/base

-city- bound, suffix, derivational

v. boys = boy+s

boy- free, stem/root/base

-s- bound, suffix, inflectional

vi. Nigerian= Nigeria+n

Nigeria- free, stem/root/base

-n- bound, suffix, derivational

vii. Befriended= be+friend+ed

be- bound, prefix, derivational

friend- free, stem/root/base

-ed- bound, suffix, inflectional

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viii. Morphemic= morpheme+ic

Morpheme- free, stem/root/base

-ic- bound, suffix, derivational

ix. indigestion = in+digest+ion

in- bound, prefix, derivational

digest- free, stem/root/base

-ion- bound, suffix, derivational

x. unpalatable = un+palatable

un- bound, prefix, derivational

palatable- free, stem/root/base

1 mark each x 10 = 10 marks

5. Write short explanatory notes on any five (5) of the following:

(g) Free morphemes

(h) Bound morphemes

(i) Stem

(j) Suppletion

(k) Allomorphs

(l) Simple word

(20 marks)

Explanation- 3 marks each x 5 = 15 marks Examples- 1 mark each x 5 = 5 marks 20 marks

2

2

COVENANT UNIVERSITY


ALPHA SEMESTER EXAMINATION, 2014/2015 ACADEMIC SESSION

Course Code: FRE 211, Course Title: Practical French III, Time: 2 Hours

A. Écrivez en chiffres (Write in figures)

Exemple (Example): vingt-quatre = 24

(i). trente et un (ii) quarante-huit (iii) cinquante-neuf (iv) soixante et un (v) soixante-seize

(vi) quatre-vingt-onze (vii) quatre-vingt-quatre (7 points)

B. Transformez (Change)!

Exemple (Example): M. Sarkozy est français. Julie est française.

(i). Kwame est ghanéen. Angie est ………………………………………...

(ii). Plilippe est togolais. Laurencia est …………………………………….

(iii). Camara est sierra leonais. Corine est ………………………………….

(iv). M. Uwe est allemand. Mme Uwe est ………………………………….

(v). M. Kourouma est ivoirien. Mme Kourouma est ………………………. (5 points)

C. Complétez avec le verbe “être” ou “avoir” (Complete with the verb “être” or “avoir”

(i). Je ... nigérian. (ii). J’…17 ans. (iii). Sandra …étudiante. (iv). Elle … 16 ans. (v). M.

Okeke … professeur. (vi). Madame, vous … française? (vii). Non, je … nigériane. (viii). Les

enfants, vous … des livres? (ix). Oui, nous … des livres. (x). Taiwo et Kehinde … des

jumeaux. (10 points)

D. Donnez l’heure officielle correspondante (24 heures) (Give the corresponding official

time (24-Hour time) Exemple: Il est une heure de l’après-midi = Il est treize heures.

(i) Il est quatre heures du soir. (ii). Il est six heures du soir. (iii). Il est huit heures du soir. (iv). Il

est deux heures de l’après-midi. (v). Il est dix heures du soir. (10 points)

E. Ecrivez l’heure en anglais (Write the time in English)

Exemple (Example): Il est huit heures = It’s eight a.m. (It’s 8.00 a.m.)

(i). Il est onze heures et quart. (ii). Il est neuf heures et demie. (iii). Il est dix heures moins vingt.

(iv). Il est midi dix. (v). Il est sept heures cinq. (10 points)

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3

F. Traduisez en anglais (Translate into English): Quel temps fait-il?

Exemple: Il fait beau = It (the weather) is fine.

(i). Il fait mauvais. (ii). Il fait chaud. (iii). Il fait froid. (iv). Il fait du soleil. (v). Il fait du vent.

(vi). Il pleut. (vii). Il pleut à verse. (7 points)

G. Donnez l’équivalent anglais des suivants (Give the English equivalent of the following)

(i). La soupe à l’oignon (ii). L’entrée (iii). Le plat principal (iv). La glace au chocolat (v). Le vin

blanc (vi). Le dessert (vii). Bon appétit (7 points)

H. Complétez avec (Complete with): cadet, deux, benjamin, garçon, habitent, cadette, ont,

s’appelle, jumeaux, fille

Monsieur et Madame Adeyemi ... Lagos. Ils … six enfants: quatre garçons et … filles. L’aîné …

Ayodele; c’est le premier né de monsieur et madame Adeyemi. Taiwo et Kehinde sont des … ;

Taiwo est un … et Kehinde est une …. Ils ont un frère …, Idowu et une sœur …, Alaba.

Finalement, le … est Segun, le dernier né et le bébé de la famille. (5 points)

I. Traduisez en français (Translate into French)

(i). How much is this trouser ? (ii). It’s too expensive. (iii). What’s the last price? (iv). It’s

cheap. (v). These shoes are beautiful. (5 points)

J. Mettez un adjectif démonstratif (ce, cet, cette, ces) devant les noms suivants

(i). … garçon est intelligent. (ii). ... enfants sont très bruyants. (iii). ... orange n’est pas bonne.

(iv). ... appartements sont trop chers. (v). ... ordinateur est très joli. (vi). ...pantalon est trop

long. (vii). ... Bible est très épaisse. (viii). … fille est belle. (4 points)

xxxxxxxxxxxxxxxxxxxxxxxxxxxBONNE CHANCExxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

4

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MARKING GUIDE TO FRE 211: PRACTICAL

FRENCH III

A. (i) 31 (ii) 48 (iii) 59 (iv) 61 (v) 76 (vi) 91 (vii) 84 (7 points)

B. (i) ghannéenne (ii) togolaise (iii) sierra leonaise (iv) allemande (v) ivoirienne (5 points)

C. (i) suis (ii) ai (iii) est (iv) a (v) est (vi) êtes (vii) suis (viii) avez (ix) avons (x) sont (10 points)

D. (i) Il est sept heures. (ii) Il est dix-huit heures. (iii) Il est vingt heures. (iv) Il est quatorze

heures. (v) Il est vingt-deux heures. (10 points)

E. (i) It’s a quarter past eleven. (ii) It’s a half past nine. (iii) It’s twenty minutes to ten. (iv) It’s

ten past twelve noon. (v) It’s five past seven. (10

points)

F. (i) It (the weather) is bad. (ii) It’s hot. (iii) It’s cold. (iv) It’s sunny. (v) It’s windy. (vi) It’s

raining/rainy. (vii) It’s raining hard. (7

points)

G. (i) onion soup (ii) first course (iii) main dish (iv) chocolate (-flavoured) ice-cream (v) white

wine (vi) dessert (vii) enjoy your meal (7 points)

H. habitent, ont, deux, s’appelle, jumeaux, garçon, fille, cadet, cadette, benjamin (5 points)

I. (i) Combien coûte ce pantalon? (ii) C’est trop cher. (iii) Quel est le dernier prix? (iv) C’est de

bon marché. (v) Ces chaussures sont très belles. (5 points)

J. (i) ce (ii) ces (iii) cette (iv) ces (v) cet (vi) ce (vii) cette (viii) cette (4 points)

5

5

COVENANT UNIVERSITY


P.M.B 1023, OTA, OGUN STATE, NIGERIA. TITLE OF EXAMINATION: Omega Semester Examination

COLLEGE: Leadership Development Studies

SCHOOL: Leadership Development

DEPARTMENT: Languages and General Studies

SESSION: 2014/2015 SEMESTER: Omega

COURSE CODE: FRE 221 CREDIT UNIT: 2

COURSE TITLE: Practical French IV

INSTRUCTION: Answer Question One (compulsorily) and any other two questions. Only

three questions are required to be attempted in all out of the five questions given.

TIME ALLOWED: Two Hours

1. Supprimez l’intrus (Delete the intruder)! Exemple/Example: singulier, merci, pluriel;

L’intrus = ‘merci’. (i) Finlande, Suisse, Michelin, Japon (ii) Italienne, Entreprise,

Grecque, Allemande (iii) Collègue, Comptable, Vendeur, Informaticien (iv) Français,

Ordinateurs, Stylos, Montres (v) Hamburger, Nokia, Swatch, Michelin (vi) un hôpital, un

téléphone, une réponse, un dossier (vii) une question, un agenda, une télévision, une fleur

(viii) des musées, des agendas, des mots, un sport (ix) un avion, un train, un visa, une

voiture (x) un thé, un café, de l’eau, du pain (xi) une orange, un avocat, une banane, une

valise (xii) un euro, un nombre, un dollar, une livre (xiii) e-mail, chaussure, téléphone,

adresse (xiv) un verre, un stylo, un crayon, une gomme (xv) une chemise, une jupe, un

calendrier, un pantalon (xvi) une guitare, un piano, un téléphone, une clarinette (xvii) un

bar, un avion, un restaurant, un hôtel (xviii) un mot, une école, un lycée, une université

(xix) bonjour, valise, au revoir, enchanté (xx) bienvenue, de rien, je vous en prie, pas de

quoi (20 POINTS)

2. Traduisez en français (Translate into French)!

(i) I need a withdrawal teller, please.

(ii) I need a deposit teller, please.

(iii)I want a cheque book, please.

(iv) I am paying cash.

(v) I want to fill the withdrawal form.

(vi) I want to pay in fifty thousand Naira.

(vii) I am writing cheques.

(viii) I have an ATM card. (25 POINTS)

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3. Mettez les verbes entre parenthèses ȧ la forme convenable (Put the verbs in brackets

in the suitable form)! (i) J’… (écouter) une chanson. (ii) Tu … (habiter) ici? (iii) Elle …

(regarder) un film. (iv) Nous … (pratiquer) le français. (v) Elle … (être) enchantée.

(vi) Vous … (pouvoir) répéter? (vii) Je … (aller) ȧ Paris. (viii) Tu … (pouvoir) venir?

(ix) Tu … (parler) français? (x) Ils … (faire) des exercices en classe. (xi) Monsieur, je …

(vouloir) une chambre ȧ deux lits. (xii) Le matin, je … (prendre) le petit déjeuner au

buffet.

(25 POINTS)

4. Faites deux phrases, comme dans l’exemple (Make two sentences as in the example):

Exemple/Example: cuisinier/français, Il est cuisinier; c’est un cuisinier français.

(i) architecte/italien (ii) avocate/américaine (iii) musicien/nigérian (iv) ingénieur/japonais

(v) journaliste/béninois (vi) homme d’affaires/togolais (vii) Pasteur/congolais

(viii) étudiant/sierra leonais (ix) pilote/américain (x) professeur/ghanéen

(xi) écrivain/ivoirien (xii) soldat/tchadien (25 POINTS)

5. Traduisez les mots entre parenthèses en français (Translate the words in brackets

into French)! (i) Je parle avec (my tongue). (ii) Je sens avec (my nose). (iii) Je mange

avec (my mouth) (iv) Je mâche avec (my teeth). (v) Je vois avec (my eyes). (vi) J’écoute

avec (my ears). (vii) Je marche avec (my legs). (viii) Je joue au football avec (my feet).

(ix) Je travaille avec (my hands). (x) J’ai une (head). (xi) J’ai dix (fingers). (xii) J’ai dix

(toes). (25 POINTS)

xxxxxxxxxxxxxxxxxxxxxxxxxx BONNE CHANCE!!! xxxxxxxxxxxxxxxxxxxxxxxxxxxxx

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FRE 221: PRACTICAL FRENCH IV, MARKING GUIDE

1. (i) Michelin, (ii) Entreprise (iii) Collègue (iv) Français (v) Hamburger (vi) Une réponse

(vii) Un agenda (viii) Un sport (ix) Un visa (x) Du pain (xi) Une valise (xii) un nombre

(xiii) Chaussure (xiv) Un verre (xv) Un calendrier (xvi) Un téléphone (xvii) Un avion

(xviii) Un mot (xix) Valise (xx) Bienvenue (20 points)

2. (i) J’ai besoin d’une (Je voudrais une) fiche de retrait, s’il vous plaît. (ii) J’ai besoin d’une

(Je voudrais une) fiche de dépôt, s’il vous plaît. (iii) Je veux (Je voudrais) un carnet de

chèques, s’il vous plaît. (iv) Je paye (paie) en liquide. (v) Je veux (voudrais) remplir la

fiche de retrait. (vi) Je veux (voudrais) payer cinquante mille nairas. (vii) Je fais des

chèques. (viii) J’ai une carte à puce. (25 points)

3. (i) écoute (ii) habites (iii) regarde (iv) pratiquons (v) est (vi) pouvez (vii) vais (viii) peux

(ix) parles (x) font (xi) veux (xii) prends (25 points)

4. (i) Il est architecte; c’est un architecte italien. (ii) Elle est avocate; c’est une avocate

américaine. (iii) Il est musicien; c’est un musicien nigérian. (iv) Il est ingénieur; c’est un

ingénieur japonais. (v) Il est journaliste; c’est un journaliste béninois. (vi) Il est homme

d’affaires; c’est un homme d’affaires togolais. (vii) Il est pasteur; c’est un pasteur

congolais. (viii) Il est étudiant; c’est un étudiant sierra-leonais. (ix) Il est pilote; c’est un

pilote américain. (x) Il est professeur; c’est un professeur ghanéen. (xi) Il est écrivain;

c’est un écrivain ivoirien. (xii) Il est soldat; c’est un soldat tchadien. (25 points)

5. (i) Ma langue (ii) Mon nez (iii) Ma bouche (iv) Mes dents (v) Mes yeux (vi) Mes oreilles

(vii) Mes jambes (viii) Mes pieds (ix) Mes mains (x) Tête (xi) Doigts (xii) Orteils

(25 points)

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8

COVENANTUNIVERSITY


P.M.B 1023, OTA, OGUN STATE, NIGERIA. TITLE OF EXAMINATION: B.A ENGLISH EXAMINATION

COLLEGE: LEADERSHIP DEVELOPMENT STUDIES





COURSE TITLE: PRACRICAL CRITICISM 1

INSTRUCTION: ANSWER QUESTIONS ONE AND ANY OTHER TWO TIME: 2

HOURS

1. What is practical criticism? Write short notes on the critical views on four of I.A. Richards,

Longinus, Emmanuel Kant, Edmund Burk and T.M. Know. (30marks)

2. (a)The last Act in The Mask is a dramatic confirmation of Ifamo’s prophetic interpretation of

King Afagu’s two dreams. Discuss. (20 marks).

OR

(b)Examine Conflict and Setting in Kalejaiye’s The Creator and the Disrupter. (20 marks)

3. Make a comparative study of the settings in Dennis Brutus’ Letters to Martha and Osward

Mitcheli’s “Just a Passer-bye”. (20 marks)

4. Consider the prosaic element of secrecy, deceit and audience participation in ‘He became a

gorilla’? (20 marks)

5. Discuss the main themes, imagery, allusion and symbols in the prose narrative ‘The Nut and the

Campanile’ and ‘The Rich Old Man’. (20 marks)

9

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COVENANTUNIVERSITY








COURSE TITLE: PRACRICAL CRITICISM 1

INSTRUCTION: ANSWER QUESTIONS ONE AND ANY OTHER TWO TIME: 2

HOURS

ENG123: Marking Guide

Question 1

Practical criticism is a text-focused approach to criticism, introduced by I.A. Richard.

I.A. Richard is the founding figure of what is today known as “reader-response criticism”. He is

concerned with what the reader does to a work, that is, the way in which readers interpret as a

result of which misunderstandings occur. He gave poems to students without any information

about who wrote them or when they were written. “The objective of his work was to encourage

students to concentrate on ‘the words on the page’ rather than relying on preconceived or received

beliefs about a text. Practical criticism is that exercise in which you are given a poem, or a passage

of prose, or sometimes an extract from a play, that you have not seen before and are asked to write

a critical analysis of it. Usually you are not told who wrote the poem or passage, and usually, too,

you are not given any indication of what you might look for or say. It refers to close reading, close

analysis - it concentrates on the form and meaning of particular works, rather than on theoretical

questions. It was devised to describe a method of teaching (testing) skills and developing insights

which would enhance deeper and more alert understanding of literary works through detailed

analysis of short text passages.

Longinus: considers sublime as an adjective that describe great, elevated, lofty thought and

language.

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10

Emmanuel Kant: compares the difference between beautiful and sublime: beautiful is connected

with form having boundaries. Sublime in formless objects is represented by boundlessness.

Edmond Burke: considers the value of sublime on art, submits that ‘ugliness is an aesthetic quality.

T.M Know: considers the sublime as a marker of cultural difference. He based his stand on the

Oriental cultures – on beauty/ugliness.

Question 2. (a)The last Act in The Mask is a dramatic confirmation of Ifamo’s prophetic

interpretation of King Afagu’s two dreams. In act 1: scene 2, King Afagu had two dreams, dreams

which Ifamo interpreted to represent the kings eventual fall and death in the hand of Agu. This

prophesy came to past in the last Act 3.

OR

Question 2 (b) Levels of Conflicts:

1. Spiritual/Physical Conflicts a) Ancient conflicts (sky God, Obatala and esu) – heavens/earth

b) gods/gods; gods/man; man/man.

2. Conflicts and Symbols: a) Colours (white, black); b) good/evil c) palm (oil/wine);

d)Deformity (body/mind) e) Creator/re-creator/imitator, f) Perfect/imperfect, g) Sango, h)Oyo

3. Conflicts and Relationships: a) Sky-god/gods/deities/man: marriage, enemies,

servant/masterhood, creator/re-creator/created.

4. Conflicts and Setting: a) earth, b) heaven, c) mind, 5. Conflicts and Themes, a) Obatala/esu –

power, envy, war/battle.

c) Drummer/hunch Back - frustration, hate, jealousy, love, imitation.

Question 3. Both poets are from the same society – South Africa. While Dennis Brutus’ Letters

to Martha’s setting is centered on violent experience within the confines of prison, Osward

Mitcheli’s “Just a Passer-bye” setting is without the prison, similar violent on the streets.

(20 marks)

Question 4. Secrecy in keeping secrete the fact that the animals in the zoo are not animals but men

disguised, to deceive the audience.

Question 5. The main themes: betrayal of trust, imagery come in form of nut, crow, wall, allusion

in form of personification, and symbols of deceit and ruin in the ‘The Nut and the Campanile’ in

‘The Rich Old Man’ we have themes of value, wealth, poverty etc.

11

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COVENANTUNIVERSITY







COURSE CODE: ENG 226 CREDIT UNIT: 3

COURSE TITLE: PRACRICAL CRITICISM II

INSTRUCTION: ANSWER QUESTIONS ONE AND ANY OTHER THREE TIME: 3

HOURS

1. What is practical criticism? Discuss why practical criticism is also referred to as text-bound or

“reader-response criticism”. (30 marks)

2. Compare the Obatala’s creative ability and moral lessons as represented in Kalejaiye’s Obatala and the Tempter and Eleburuibun’s ‘Obatala and the Barren Woman’? (20 marks)

3. Discuss the central theme and the place of the child and the barren woman in Eleburuibun’s

“Obatala and the Barren Woman”. (20marks)

4. Explore Ola Rotimi’s Kurunmi as an historical tragedy and as a political conflict. (20marks)

5. Write short notes on four of the following: Socrates, Plato, Aristotle, Matthew Arnold, Obatala,

I.A. Richard, Shklovsky.

(20marks)

6. Alex Laguma’s ‘Slipper Satin’ is a socio-cultural comment. Discuss. (20marks)

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ENG226: Marking Guide.

1.

Why is practical criticism also referred to as text-bound or “reader-response criticism”?

This is an introduction to text-bound, practical criticism as postulated and practiced by I.A.

Richard. He is the founding figure of what is today known as “reader-response criticism”. He is

concerned with what the reader does to a work, that is, the way in which readers interpret as a

result of which misunderstandings occur. It critically assesses the genres of literature considering

their intrinsic and extrinsic literary qualities. It makes a clear distinction between practical criticism

(applied criticism), literary criticism and theoretical criticism. Practical criticism, otherwise known

as ‘applied criticism’, is a type of literary criticism that emphasizes and responds to the

characteristics of specific texts, it concentrates on the explication of individual works and differs

significantly from theoretical criticism because while practical criticism is concerned with close

reading of the text in discussing the work and its author theoretical criticism emphasizes the

formulation of general principles to all texts. Emphases are on the nature, elements, artistic

features and characteristics of the various forms and techniques adapted in the literary genres of

various periods.

2. Obatala creates perfect and deformed beings as represented in Kalejaiye’s Obatala and

moral/retributive/psychological based creations as we have in that of the ‘barren woman’.

We learn the virtues inherent in patience, contentment and obedience in Eleburuibun’s poem?

The central theme(s) in “The barren woman” are patience and contentment.

3. The central themes in these poems are creativity, good/ evil; barrenness and patience

respectively in Kalejaye’s play and Eleburuibun’s “Obatala and the Barren Woman”.

4. Ola Rotimi’s Kurunmi is an historical tragedy and as a political conflict. Kurunmi is a historical

play, with its setting in Yoruba land and people and the proverbs are centred on the Yoruba world

view. By the 18th

century the kingdom of Oyo or Katunga, had become the most important power

among the Yoruba and Aja-speaking peoples of modern southwestern Nigeria and Dahomey. In

1831, when the Sokoto caliphate sacked and destroyed old Oyo, the Alafin moved his capital

southwards to the present day Oyo.

The defense of the relocated empire was in the hands of two major Yoruba towns: Ibadan and

Ijaye. The ruler of Ibadan was named Basorun or Prime Minister, of Oyo, while the ruler of Ijaye,

Kurunmi was named Aare-Ona-Kakanfo. When Alafin Atiba was about to die, he called his

leading chiefs to get them to acknowledge the Crown Prince, Adelu, as his successor.

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This move was contrary to the constitution of Oyo, which required the Aremo or Crown Prince,

who enjoyed great power while his father ruled, to commit suicide on the Alafin’s death.

Ibadan supported Alafin Atiba’s move, but Ijaye, under Kurunmi, opposed the Alafin’s decision

as contrary to tradition. This play tells the story of the conflict that arose between them as a result

of their decisions. It centers on Kunrunmi, the supporter of tradition and Ibadan chiefs, led by

Ibikunle. Act 2, scenes 1 & 2 in the play are enactments, in part, of these conflict and rivalry.

5. In literary history Socrates used the didactic approach,

Plato: Though the inside and strength of his writings were philosophy, the skin, as it were, and

beauty depended most on poetry.

Aristotle (The Republic) himself, in his Discourse of Poetry, plainly determined this question,

saying that poetry is more philosophical and more studiously serious than history. His reason is

“because poesy deals with katholou, that is to say with the universal consideration, and the history

with kathekaston, the particular” (Chickera: 1979:17). Poesy, therefore, is an art of imitation, for so

Aristotle termed it in his word Mimesis, that is to say, a representing, counterfeiting, or figuring

forth; to speak metaphorically, a speaking picture, with this end to teach and delight(9).

In Literary Theory, examine Mathew Arnold’s works on ‘poetry, religion and science’, Mathew

Arnold (1822-1888), an English educator and poet, considered socio cultural conflict of his day,

believed that literature, poetry in particular, will one day, come to help resolve all human generated

conflicts.

Matthew Arnold, placing his postulation in a spiritual context, in his books Culture and Anarchy

(1869), Culture of The Best and The Study of Poetry (1880), his central idea was that:

Apart from its aesthetic and pleasing qualities, literature has important things to teach

humanity.

That English culture (of the 1850s) is seriously threatened by a process of secularization.

A culture of persuasiveness, of scientific thinking, especially Darwin’s theory of evolution

which confronts religion.

A social rise of a self-important money oriented middle class,

The threat of class struggle.

From this view of poetry, Arnold foresaw in his The Study of Poetry (1880), a crucial semi-

religious role for poetry: “more and more, mankind will discover that we have to turn to poetry to

interpret life for us; control us and even to sustain us… without poetry, our science will appear

incomplete, and most of what now passes with us for religion and philosophy will be replaced by

poetry.” From this statement, Arnold prophetically foresaw a tomorrow where science, poetry and

religion will combine to make our world better. Though “the best may be threatened by anarchy”,

the future of poetry is immense because in poetry our race, as time goes on, will find an ever surer

pathway.

Shklovsky’s criticism is based on Post-Structuralism (Deconstruction) – ‘Fabula’ and the ‘Syuzhet’

which create defamiliarizing effect on poetry: In poetry; a sonnet fabula can represent the theme of

‘love’ as tragic in one persona/poem1

and blissful in another persona/poem2

. In the genes of poetry

for example, syuzhet can represent variations of fabula of the same sonnets in the poems of one or

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more poets. In sonnet, it could occur in the poems of Keats, Shakespeare, and Wordsworth; in

haiku poems, traditional, concrete: “architecture”, “wind” etc.

6. Alex Laguma’s ‘Slipper Satin’ is a socio-cultural comment. It is a discourse on racism. Two

lovers of black and white origin fell in love in apartheid South Africa. The white boy committed

suicide and the black girl sent to prison because decided to love themselves to the disagreement of

the society and culture that encourage separate development.

covenant university · 3. in samuel beckett’s waiting for godot, we come across the very depths...

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