WAEC 2018 Literature In English (Drama And Poetry) Questions and Answers

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👑 2018 MAY/JUNE WAEC LITERATURE IN ENGLISH DRAMA & POETRY ANSWERS👑

 

100% VERIFIED LITERATURE IN ENGLISH DRAMA & POETRY ANSWERS

(2)

Santigi is the king of the village of mando. He is a good and just king who rules his people well. He is an imperial king. He is the father of kindo. He is deceived by maligu to support the strangers coming to the village. He easily first people and that is why maligu capitalize on that to deceive him.he is highly respected as a king of mando, he counts on white heads promises that he will establish school to teach his people. He feels happy that his people will soon know how to read and write.
As an importal king, he bruished kindo, his son when he commits murder. This rare traits is hardly found these days among Kings. His interest as a king is for the village to be peaceful and progressive. This is a mark of good leadership. He is a quintessence of good leadership importial and truth.
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8)
Tony Lumpkin
son of Mrs Hardcastle by her first husband (Mr Lumpkin) and stepson to Mr Hardcastle. He is a mischievous, uneducated playboy and a very consumptive figure; a fat, ale-drinking young man who has little ambition except to play practical jokes and to visit the local tavern whenever be has a mind; frightens the maids and worries the kittens. Proves to be good-natured and kind despite his superficial disdain for everyone. do Mrs Hardcastle has no authority over Tony, and their relationship contrasts with that between Hardcastle and Kate.
Tony takes an interest in horses, “Bet Bouncer and especially the alehouse, where he joyfully sings with members of the lower-classes. When Tony comes of age, he will receive 1,500 pounds a year. His mother hopes to marry him to her niece, constance Neville, who is in line to inherit a casket of jewels from her uncle. Tony and Miss Neville despise each other It is Tony’s initial ception of Marlow, for a joke, which sets up the plot Tony goes to great effort to help Neville and Hastings in their plans to leave the country because he despises her.
Tony’s free-wheeling ways ofdrinking and tomfoolery is probably because of the huge inheritance that awaits him when he comes of age.
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(9)
Use of Contest:
Both phematically and structurally the poem makes use of contrast. The main idea in the poem is developed around two contrasting musical instruments.
These are the jungle drums associated with Africa and the piano which is identified with Europe. They are used symbolically to represent the different countries of people from the geographically entities. The one is simple and nature while the other is sophisticated but complicated.
We all told one is “waiting” while the other speaks or associate with “pulsing”
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(10)
The mood is gloomy and sober with a corresponding tone of lamentation and pessimism. There appears to be a shift in tone in the last stanza as he expresses hope but he ends the stanza on a pessimistic note.
As a result of the many years of failed governance, the country experiences all kinds of social problems like violence, robbery, insurgence, kidnapping thus becoming a sabre-toothed tiger/a giant hawk . The youths and elder statesmen refrain from agitation for fear of being persecuted or repressed by government: While infants shudder home/the grizzled ones snatch their gut/from bayonets of tribulation/halting venturous walk at dusk .
In the last stanza, while the poet looks forward to a generation that will take the nation out of its hopeless state toward the shore of possibilities, his hope is threatened by the ravenous nature of the ruling class: The land lies patiently ahead/ awaiting in ambush , ready to devour the future change- agents.
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(11)
Death is presented by the poet as a voyage in crossing the bar. A voyage is a means of transportation from one location to another or from one place to another. The poem talks about passage to eternity. Death is an inevitable factor in human existence and it causes when it comes. A means of transportation or voyage means that one is at one location and is being taken to another place. Man(all humans) are on earth. A temporary location from where they will pass to eternity. The means of pass to eternity..”crossing the bar” is through death which is the voyage. The poet imagines his death at sunset as the call of nature comes. This sunset and evening which he maintains in the first stanza are symbols of old age when the to be transported should expect his/her voyage to the other location where he/she hitherto has never been.
The poet sees death as an ultimate means for this voyage which cannot be underscored. Though he emphasizes that when he embarks, may there be no sadness of farewell. He does not ask of hues and cries because he knows that through this voyage called death he will meet his saviour optimistically. This is captured in the last two lines of the poem.
…I hope to see my pilot face to face
When I have crossed the bar
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12)
The poem titled “The Schoolboy” holds its popularity and high level of likeness to how the poet decently challenged the trending classroom education; surely William Blake is a genius.

“Early to bed is early to rise” but such idiomatic expression has nothing to do with the schoolboy during the summer morn: “I love to rise in a summer morn/ When the birds sing on every tree” (line 1-2). Such period is most delightful to the boy since the simple, sweet and spontaneous education he derives is far higher than that of the classroom learning.

Looking at the six stanzas of the poem, it is obvious that the poet paid attention to the rhythm and the rhymes without allowing poetic license steal the simplicity of the poem. What more can be said of the language? There is no obsolete word, no Shakespearean English, no huge vocabulary that will prompt opening the dictionary. Unhappiness of the schoolboy coupled with rhetorical questions in the poem gave it a sad tone;
“But to go to school in a summer morn,_
O it drives all joy away!
Under a cruel eye outworn,
The little ones spend the day
In sighing and dismay” (quoting stanza two of the poem)

Other poetic languages of not are rhetorical questions, symbolism, repetition, alliteration, etc.

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