Answer Scheme for Final Exam Paper PEN0035

Answer Scheme (Final Exam)
Section A: Literature
Part 1: Literary Appreciation
1)
a) Mr Hauchecome picked up a piece of string
b) Accused by the mayor of picking up a pocketbook.
c) No one believed him even though no pocketbook was found with him.
d) No one believed him even after the pocketbook was found
e) Hauchecome realized that the people accused him of having an accomplice

2)
a) She believed that there wasn’t enough time for her husband to take any paper he wanted
b) She wanted her daughters to take part in the second lottery but wasn’t allowed
c) She wanted the lottery to start over but was refused.
d) She was practically not listened by everyone, including her family members, in carrying the lottery
e) The conflicts was resolved when Mrs Hutchinson got the paper with the mark and she was stoned to death.

3)
a) The main character and the protagonist of the story
b) A flat character because she does not have any change in her character throughout the story. Until she died, she tried to hold on to what she could.
c) A stubborn woman (she did not want to pay any taxes)
d) A poor, passive and possessive woman (born into a much controlled father, had a sweetheart who later ran away and later poisoned her Homer Barron as a means for her to ‘hold on’ to what she had left)

4)
a) Chrysanthemums symbolizes Elisa Allen and her fragility as a woman. She believed and wanted to be strong but later realized that she was not so,
b) Also symbolizes her hopes. She hoped to spread her wings and contribute more to the world. This can be seen when she gladly gives shoots of chrysanthemums to the tinker in the hope that he gives him to the lady. But she realized that her hopes did not come true as the tinker throw the flowers away.

Part 2 Reading Comprehensions:
A)
1) Because her sweetheart went away, thus, she might feel ashamed of it.
2) Because they didn’t think that the man could actually keep the place clean, which they assumed to be a gross, teeming world and the high and mighty Griersons.
3) It was not right to accuse a lady of smelling bad and that they have no proof of what actually going on in the house.
4) She did not accept the death of her father and that she, in a way, could not hold on to the person who had been controlling her thus far.

B)
1) Deserted
2) Sniffing
3) Condolence


SECTION B: SYNTHESIS ESSAY (30 marks)

Thesis Statement: The risk factors that can trigger suicidal tendencies among teenagers
are depression, availability of a gun, substance abuse and teenage pregnancy.

1. Depression:
· often not recognized
· if lasts more than a week with no relief, it should be taken seriously
· some signs of depression: changes in appetite, activity level, sleep pattern, etc.
· some reasons of depression: sadness, loneliness, grief and disappointment


2. Availability of a gun:
· increases the risk (5 times more likely to have a suicide at home)
· after one failed attempt, parents often fail to remove guns from the home
· risky for teen with risk factors
· many teen lives could be saved if there was no easy access to firearms

3. Substance abuse
· drugs and alcohol have depressive effects on the brain
· they also alter a person’s judgement
· when drunk, a person with no intention to commit suicide could take their own lives

4. Teenage pregnancy
· scary and confusing problem
· may lead to suicidal act when they become confused
· pressure from parents and the society

Format: Final Exam Paper for PEN0035

Dear all,

I have just gotten news about the format of the exam paper. There seems to be some changes to the format. Section A, first part, there will be 5 questions testing your knowledge on literary elements based on all five short stories. The second part will be an excerpt of one of the 5 short stories with comprehension questions. Thus, you will not be given a literature piece that you have not seen before. Section A will only test you based on the 5 short stories that you have covered in class. Below is an example of the final exam paper for PEN0035. Hope this clear things up for you guys.

SECTION A: LITERATURE (30 MARKS)
PART 1: LITERARY APPRECIATION (20 marks)
Answer all questions.

1. Describe the conflicts as occurred in the short story “The Piece of String.”
(5 marks)

2. In the short story “The Lottery”, what are the conflicts faced by Mrs Hutchinson and how are they being resolved?
(5 marks)

3. Discuss briefly the character of Miss Emily Grierson in “Rose for Emily”.
(5 marks)

4. Explain briefly the symbolism in the short story ‘The Chrysanthemums”.
(5 marks)


PART 2: READING AND VOCABULARY (10 marks)
Read the passage below and answer all questions that follow.

A Rose for Emily

They rose when she entered—a small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head. Her skeleton was small and spare; perhaps that was why what would have been merely plumpness in another was obesity in her. She looked bloated, like a body long submerged in motionless water, and of that pallid hue. Her eyes, lost in the fatty ridges of her face, looked like two small pieces of coal pressed into a lump of dough as they moved from one face to another while the visitors stated their errand.

So she vanquished them, horse and foot, just as she had vanquished their father thirty years before about the smell. That was two years after her father’s death and a short time after her sweetheart—the one we believed would marry her—had deserted her. After her father’s death she went out very little; after her sweetheart went away, people hardly saw her at all. A few of the ladies had the temerity to call, but were not received, and the only sign of life about the place was the Negro man—a young man then—going in and out with a market basket.
Continue… “Just as if a man—any man—could keep a kitchen properly,” the ladies said; so they were not surprised when the smell developed. It was another link between the gross, teeming world and the high and mighty Griersons.
A neighbour, a woman, complained to the mayor, Judge Stevens, eighty years old.
“But what will you have me to do about it, madam?” he said.
“Why, send her word to stop it,” the woman said. “Isn’t there a law?”
“I’m sure that wont be necessary,” Judge Stevens said, “It’s probably just a snake or a rat that nigger of hers killed in the yard. I’ll speak to him about it.”
The next day he received two more complaints, one from a man who came in diffident deprecation. “We really, must do something about it, Judge. I’d be the last one in the world to bother Miss Emily, but we’ve got to do something.” That night the Board of Aldermen met—three greybeards and one younger man, a member of the rising generation.
“It’s simple enough,” he said. “Send her word to have her place cleaned up. Give her a certain time to do it in, and if she don’t…”
“Dammit, sir,” Judge Stevens said, “will you accuse a lady to her face of smelling bad?”
So the next night, after midnight, four men crossed Miss Emily’s lawn and slunk about the house like burglars, sniffing along the base of the brickwork and at the cellar openings while one of them performed a regular sowing motion with his hand out of a sack slung from his shoulder. They broke open the cellar door and sprinkled lime there, and in all of the outbuildings. As they recrossed the lawn, a window that had been dark was lighted and Miss Emily sat in it, the light behind her, and her upright torso motionless as that of an idol. They crept quietly across the lawn and into the shadow of the locust that lined the street. After a week or two the smell went away.
That was when people had begun to feel really sorry for her. People in our town, remembering how old lady Wyatt, her great-aunt, had gone completely crazy at last, believed that the Griersons held themselves a little too high for what they really were. None of the young men were quite good enough for Miss Emily and such. We had long thought of them as a tableau, Miss Emily a slender figure in white in the background, her father a spraddled silhouette in the foreground, his back to her and clutching a horsewhip, the two of them framed by the back-flung front door. So when she got to be thirty and was still single, we were not pleased exactly, but vindicated; even with insanity in the family she wouldn’t have turned down all of her chances if they had really materialised.
When her father died, it got about that the house was all that was left to her, and in a way, people were glad. At last they could pity Miss Emily. Being left alone, and a pauper, she had become humanized. Now she too would know the old thrill and the old despair of a penny more or less.
The day after his death all the ladies prepared to call at the house and offer condolence and aid, as is our custom. Miss Emily met them at the door, dressed as usual and with no trace of grief on her face. She told them that her father was not dead. She did that for three days, with the ministers calling on her and the doctors, trying to persuade her to let them dispose of the body. Just as they were about to resort to law and force, she broke down, and they buried her father quickly.
Continue… We did not say she was crazy then. We believed she had to do that. We remembered all the young men her father had driven away, and we knew that with nothing left, she would have to cling to that which had robbed her, as people will.

Adapted from Faulkner, W (1930) A Rose For Emily. Retrieved 1 November 2005, from



A. Comprehension (7 marks)

1. What could possibly be the reason when the people hardly saw Emily?
(2 marks)

2. Why were the ladies not surprised when the smell developed?
(2 marks)

3. Why did Judge Stevens say “…will you accuse a lady to her face of smelling bad?” (line 33-34)
(1 mark)

4. Why did she ‘broke down’ (line 64) when the ministers and the doctors came to her house?
(2 marks)



B. Vocabulary (3 marks)
Provide a word from the passage that has the same meaning with each of the following phrases.
eg: to lose the shine (line 1 - 5) Word: tarnished

1 abandoned somebody without the intention to return (line 10 - 14)

2 inhaling through the nose (line 34 - 38)

3 expression of sympathy (line 57 - 61)



SECTION B: WRITING – SYNTHESIS ESSAY (30 MARKS)

1. Read the following two passages.

2. Drawing relevant information from the passages, write an essay of about 400 words in answer to the following question:

What are the risk factors that can trigger suicidal tendencies among teenagers?

3. You may include your own elaboration to support the main ideas taken from the passages.

Passage 1


Teenage Suicide: Identification, Intervention and Prevention

In the past 25 years, while the general incidence of suicide has decreased, the suicidal rate for those between 15 and 24 has tripled. It is generally considered to be the second or third most common cause of death among adolescents, even though it is seriously underreported. No one has advanced a good theory explaining why teens are taking their own lives in greater numbers, but it is important for everyone to be aware of the problem. Many researchers have described a few major risk factors of suicide among young people.
The main risk factor that can trigger suicidal acts among youngsters is depression. Depression is often not recognized. In younger children and in adolescent boys, it may seem that the child is simply angry or sullen. If this lasts more than a week or so with no relief, and if there are other signs of depression - changes in appetite, activity level, sleep pattern, loss of interest in activities that normally give pleasure, social withdrawal, thoughts of death or punishment - it should be taken seriously.
The majority of suicide attempts and suicide deaths happen among teens with depression. Consider these statistics about teen suicide and teen depression: about 1 percent of all teens attempts suicide and about 1 percent of those suicide attempts results in death (that means about 1 in 10,000 teens dies from suicide). However, for adolescents who have depressive illnesses, the rates of suicidal thinking and behavior are much higher. Most teens who have depression think about suicide, and between 15 percent and 30 percent of teens with serious depression who think about suicide go on to make a suicide attempt.
Continue… Keep in mind that most of the time for most teens, depression is a passing mood. The sadness, loneliness, grief, and disappointment we all feel at times are normal reactions to some of the struggles of life. With the right support, some resilience, an inner belief that there will be a brighter day, and decent coping skills, most teens can get through the depressed mood that happens occasionally when life throws them a curve ball. However, sometimes depression does not lift after a few hours or a few days. Instead, it lasts; it can seem too heavy to bear. When someone has a depressed or sad mood that is intense and lingers almost all day, almost every day for 2 weeks or more, it may be a sign that the person has developed major depression. Major depression, sometimes called clinical depression, is beyond a passing depressed mood - it is the term mental health professionals use for depression that has become an illness in need of treatment.
Availability of a gun at home is another risk factor, as it increases easy access to firearms. Having a firearm in the home greatly increases the risk of youth suicide. Sixty-four percent of suicide victims aged from 10 to 24 years old use a firearm to complete the act. The availability also makes the consequences of an impulsive act much more lethal. Surprisingly, even when a child has made one attempt, parents often fail to remove guns from the home. How many fatal, impulsive decisions have been aided by the presence of a handgun in the home? If you have a gun in your home, you are five times more likely to have a suicide in your house than homes without a gun.
Having access to guns is extremely risky for any teen who has any of the other risk factors. Depression, anger, life stress, substance abuse, feelings of alienation or loneliness - all these factors can place a teen at major risk for suicidal thoughts and behavior. Availability of guns along with one or more of these risk factors is a deadly equation. Many teen lives could be saved by making sure those who are at risk do not have access to guns. Yet, parents whose children are coping with depression, anger, alienation or loneliness - the factors that place kids at suicide risk - still maintain private arsenals. Sure, kids can kill themselves with a rope or pills. But many teen suicides are born of impulse, despair over a breakup or a setback in school. If the gun did not allow instant action on the impulse, many teens might be alive today.
Adapted from Peters, J. (2004). Teenage Suicide: Identification, Intervention and Prevention. Retrieved November, 2, 2005, from http://www.ericdigests.org/pre-923/teenage.htm



Passage 2


Teen Health

Suicides among young people have increased dramatically in recent years. Each year in the United States, thousands of teenagers commit suicide. Suicide is the third leading cause of death for people between the age of 15 and 24 and is the sixth leading cause of death for children aged from 5 to 14 year olds. According to the Centers for Disease Control and Prevention, 27 percent of high school students think about suicide, 16 percent have a plan, and 8 percent make an attempt. It is estimated that 500,000 teenagers try to kill themselves each year. About 5000 succeed. Why do teens kill themselves? There are many contributing factors.
Continue… Teens who abuse alcohol or drugs are more likely to consider, attempt or succeed at suicide than are non-abusers. Substance abuse problems can put teens at risk for suicidal thinking and behaviour. Alcohol and some drugs have depressive effects on the brain. Misuse of these substances can bring on serious depression, especially in teens prone to depression because of their biology, family history, or other life stresses. Sometimes teens try alcohol or other drugs to relieve depression. Unfortunately, the drugs themselves have a depressant effect, and lower inhibitions against self-injurious behavior.
Besides depressive effects, alcohol and drugs alter a person's judgement. They interfere with the ability to assess risk, make good choices, and think of solutions to problems. Many suicide attempts occur when a teen is under the influence of alcohol or drugs. Teens with substance abuse problems often have serious depression or intense life stresses, too, further increasing their risk. Drugs decrease impulse control, and this makes impulsive suicide more likely. Additionally, some individuals try to self-medicate their depression with drugs or alcohol. Some young people who have never expressed a suicidal thought have taken their own lives when they got drunk to ease the pain of a disappointment or loss. Unfortunately, they only felt worse while drunk, and committed a rash, impulsive act which they would not have done if they were sober.
Dealing with an unplanned pregnancy can be scary and confusing. Some of the emotions that the future mothers may encounter when facing an unplanned pregnancy are: it is a natural response for them to think about and want to protect the baby that is growing inside them, but the worrying part is that, it is also natural for them to be scared and confused about how to deal with this unplanned pregnancy. This is when the urge to commit suicide will linger in their minds.
Facing an unplanned teen pregnancy can be hard. The effects of teenage pregnancy are not limited to having to decide whether or not to keep the baby, how to cope with motherhood or whether to make an adoption plan. One of the most immediate effects of teen pregnancy is how to face the intense pressure from their parents and the society. As they have failed to conform to the standards set by the society, which is normally opposed to pre-marital sex, they often have the tendencies to take their own lives.
Many behavioral and verbal clues can alert the informed parent, teacher, counselor or friend to an adolescent's suicidal intentions. A teen at risk of committing suicide is experiencing deep depression, which may be indicated by loss of weight, appetite or interest in personal appearance; a change in sleeping pattern; fatigue; and feelings of hopelessness and low self-esteem. Some signals should come through loud and clear: the teenager may express a desire to die, threaten to commit suicide, or inform friends of a plan. The teen may develop a preoccupation with death and dying, make arrangements to give away prized possessions, withdraw from therapeutic help, or rapidly lose interest in once-valued activities and objects.

Adapted from Sheen, M. (2005). Teen Health. Retrieved November 10, 2005, from http://kidshealth.org/teen/your_mind/mental_health/suicide.html






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Literary Elements

Dear Students,

For those who are interested in literature, here's more about literary elements that you would want to know to help you better yourself in interpreting literary sources. Have fun!

Outline on Literary Elements
The literary quality of a fictional book is based not upon its popularity or the ease with which it can be read, but upon the quality of the literary elements found in the book. Students who are unfamiliar with the literary elements or who need a greater understanding of literary quality than is presented here and in the text should read A Critical Handbook of Children's Literature, by Rebecca J. Lukens. Any edition will do, since basically she changes the books used as examples and adds a new chapter. In editions 1-5, use chapters 3-9. In edition 6, use chapters 4-10.

The following bold-faced terms are ones which should be understood and used in discussing the literary elements. They should be used in the Critical Analysis Paper.

Please note that these elements apply only to fiction books.


Character
Character can be revealed through the character's actions, speech, and appearance. It also can be revealed by the comments of other characters and of the author.

Certain types of characters appear in many stories. Describe the following types if they appear in your book:

The protagonist is the central character (person, animal, or personified object) in the plot's conflict.

The antagonist is the force in conflict with the protagonist. It may be society, nature, or fate, as well as another person. It can also be the protagonist's own self, if he or she has an internal conflict.

A character foil is a character whose traits are in direct contrast to those of the principal character. The foil therefore highlights the traits of the protagonist. The foil is usually a minor character, although if there are two protagonists, they may be foils of each other.

A stereotype is a character who possesses expected traits of a group rather than being an individual. Using stereotypes is usually considered an indication of poor quality, especially in cases such as members of minority groups, people with disabilities, or women. However, stereotypes can be useful in furthering the story quickly and are acceptable in minor roles if they do not provide hurtful portraits of the groups in question.

Character development is showing the multitude of traits and behaviors that give the literary character the complexity of a human being. The amount of character development affects the quality of the story:

A flat character is not fully developed; we know only one side of the character.

A round character is fully-developed, with many traits--bad and good--shown in the story. We feel that we know the character so well that he or she has become a real person.

Character development is a continuum with perfectly flat characters at one end and very round ones at the other. Every character lies somewhere on this continuum. Round characters are usually considered an indication of literary quality. However, characters in folktales are almost always flat, and flatness is appropriate for minor characters in modern literature for children. A character foil is often flat, even if the protagonist is round.

The amount of change in a character over the course of the story also affects its quality:

A static character is one who does not experience a basic character change during the course of the story.

A dynamic character is one who experiences a basic change in character through the events of the story. This change is internal and may be sudden, but the events of the plot should make it seem inevitable.

There is also a continuum of character change in a story, with very static characters at one end, and very dynamic ones at the other. Every character lies somewhere on this continuum.

Dynamism in the protagonist is usually considered an indication of quality, but many characters, especially in stories for younger children, have only the mild amount of change which can be expected from growing and maturing from day to day.

A character may thus be round and dynamic, round and static, or flat and static. A flat character cannot usually be dynamic, because you do not know enough about the flat character to notice a change. If a character seems flat and yet seems to change, it is usually because the characterization is not well written.
The following table summarizes how the development and change in characters interact:

Character Dynamic Static
Round Considered the best type of character development. Usually the protagonist. Development is considered well-done. Often found in protagonists in books for younger children.
Flat Characters cannot be dynamic and flat, because in a flat character we do not know enough about them for them to recognize a change. If a flat character seems to change, it is usually due to poor writing. In very simple books, or in fairy tales, the protagonist may be flat and static. Also appropriate for minor characters in other books.


Plot
Plot is the sequence of events which involves the characters in conflict.
See the outline about Types of Plots in Modern Literature on the Web to learn about types of plot.

The sequence of events is called the narrative order:

The most common type of narrative order in children's books is chronological. In this case, the events are told in the order they happen.

A flashback occurs when the author narrates an event that took place before the current time of the story. Flashbacks are uncommon in children's literature because the passage of time is difficult for children to understand. The opposite effect, a flash forward, is even rarer.

A time lapse occurs when the story skips a period of time that seems unusual compared to the rest of the plot. There is no standard amount of time that might constitute a time lapse; it depends upon the reader's sense that a longer than usual period of time has passed since the previous episode.

Conflict is the struggle between the protagonist and an opposing force. There are several types of conflict:

Internal conflict, or person-against-self, occurs when the protagonist struggles within himself or herself. The protagonist is pulled by two courses of action or by differing emotions. This is often considered a characteristic of fine literature because it frequently leads to a dynamic change in the protagonist.

Interpersonal conflict, or person-against-person, pits the protagonist against someone else.

Conflict of person-against-society happens when the protagonist is in conflict with the values of his or her society. This is a difficult concept for small children to grasp.
Conflict of person-against-nature takes place when the protagonists is threatened by an element of nature.

Conflict of person-against-fate occurs when the protagonist must contend against a fact or life or death over which people have little control, such as death or disability. Some literary critics, however, see this conflict as a type of person-against-nature.

Several types of conflict may be present in any one story.
Sometimes it is difficult to distinguish between two types of conflict. If a teenager is arrested by a policeman for breaking a law, the conflict is probably person-against-society. If, however, a personal animosity develops between the two, so that the boy taunts the policeman and the policeman harasses the boy because they dislike each other, the conflict becomes person-against-person. Likewise, if a character is attacked by a strange dog, the conflict is person-against-nature. But if the dog knows and dislikes the character, it could be considered person-against-person. If the protagonist is diagnosed with a fatal disease, he or she has a conflict with fate or nature, but also probably has an internal conflict in learning to accept his or her fate.
Most plots have certain common elements:

A story commonly begins with exposition, an explanation of the situation and the condition of the characters. In children's books, the exposition is usually woven into the action.
A plot usually begins with a problem which the protagonist must meet or solve. During the story, tension is built through a series of complications, incidents which either help or hinder the protagonist in finding a solution. This is the rising action.
The climax is the peak or turning point of the action; at this point we know the outcome.
The denouement or falling action is the part after the climax. It gives any necessary explanation and ends with resolution, the sense of at the end of the story that it is complete.
The ending of the story may be either open or closed:
In a closed ending, the most usual one in children's books, readers feel that they know what will happen. The various parts of the plot are tied together satisfactorily, and the reader feels a sense of completion.
In an open ending, readers must draw their own conclusions; they do not know what will happen.
A cliffhanger is an abrupt ending at an exciting and often dangerous time in the plot. Its purpose is to keep the reader reading. It is usually found at the end of a chapter, but occasionally a book will end this way. (Not all open endings are suspenseful enough to be called cliffhangers.) Recently, books in some science fiction and fantasy series have ended in cliffhangers, which encourages the reading of the other books in the series.
Other elements which may be found in plots include:

Suspense is a state of tension, a sense of uncertainty, an emotional pull which keeps the reader reading. All plots need some suspense to sustain interest.
Foreshadowing is the planting of hints about what will happen later in the story. It prepares children for the outcome and reassures them when the suspense is very high. Good foreshadowing is subtle and often contributes to high quality in a story.
Coincidence, the concurrence of events which happen by chance, is a fact in real life. However, real life is not a plot that moves from problem to climax to resolution. In fiction, coincidence seems contrived; it weakens the plot. Coincidence in a plot is acceptable if it is carefully but subtly foreshadowed.
Inevitability is the sense that the outcome is necessary and inescapable. It had to happen, given these characters and this situation; it is not contrived. It is a sign of high quality in writing.
Sensationalism is unrelieved suspense; it often includes violence and may produce fear in the reader. Readers often like it, as the popularity of horror books and films attest, but it is usually considered a sign of poor quality. Even the Disney Studio, known for wholesome entertainment, is guilty of sensationalism. Sixty years ago, many children were frightened by the witch in Snow White. More recently The Lion King was criticized for excessive violence. In films, suspense is often heightened by cutting quickly between scenes and by the adroit use of background music to create a mood.
Sentimentality is the opposite of sensationalism; it is the overuse of sentiment (a natural concern for another person) that produces a tear-jerker. It is dwelling too much on the "cute" and the "precious." Like sensationalism, it is a sign of poor quality but is often popular. Movies such as Love Story and Terms of Endearment are examples of sentimentality. Many popular children's books are overly sentimental. Black Beauty, The Velveteen Rabbit, The Giving Tree, I'll Love You Forever, and the works of Joan Walsh Anglund have all been criticized for this.

Setting
Setting includes the place and the time period in which the story takes place.

Setting may or may not have an important influence on the story:

An integral setting is essential to the plot; it influences action, character or theme.
A backdrop setting is relatively unimportant to the plot; it is like the featureless curtain or flat painted scenery of a theater.
Readers may interpret the importance of the setting differently; one may say that the setting is integral because the story must happen in a big city; another may say the same thing is backdrop because it may happen in any big city. (The former statement is probably more accurate, but either is acceptable if the meaning is clear.)
Setting can clarify conflict, illuminate character, affect the mood, and act as a symbol. The setting itself can be an antagonist in a person-against-nature conflict.

Theme
Theme is the underlying meaning of the story, a universal truth, a significant statement the story is making about society, human nature, or the human condition.

A book's theme must be described in universal terms, not in terms of the plot. The plot is the way the universal theme is carried out in that particular book. Themes can be applied to the reader's own life or to other literature.

Although themes can convey important messages, they should never be overtly didactic. Didacticism is preaching and teaching so explicitly that children lose pleasure in the story and reject its message.

The primary theme is most important theme in the story; children's books usually have one primary theme. There may be other secondary themes as well.

Types of themes:

An explicit theme is one that is stated openly in the book. It is stated in universal terms in the book itself.
An implicit theme is one which is not directly stated, but which the reader can infer. Many times, readers will not notice that an explicit theme is directly stated, but they can often infer the theme anyway.
Themes must be clearly stated; one word is not usually enough. To say that a book's theme is "friendship" is not clear. It may mean, "Friends are a person's most valuable possession." It may also mean, "Friends can never be trusted if their own interests are opposed to yours."

An understanding of theme is dependent upon one's previous experience of life and literature. At the same time, theme in literature can enlarge one's understanding of life.

Not every good book has a significant theme; some books' value lies in the pleasure they give, rather than the message they bring. Books of humor, for instance, may or may not have a significant theme.

Style
Style is the language used in a book, the way the words are put together to create the story.

Most children's books use standard written style. This style sounds natural, but when carefully analyzed, it is clear that it is more formal than most speech. Sentences are complete; expressions like "um," "you know," and "like--," are avoided; contractions are used less often than in ordinary speech. Lots of conversation may included, but the style as a whole does not sound like speech.
In conversational style, the language is more informal, it sounds more like the way people really talk. The narration as well as the character's speeches sounds conversational.
Dialect is easiest for children to read if word order or a few unusual words and expressions are used to suggest a difference from normal speech. Other languages may be suggested in the same way through speech patterns and foreign words. Foreign and unusual words should be explained naturally in context. An eye dialect, in which words are spelled the way they sound, is sometimes very hard to read.
An ornate or unusual style is sometimes used, especially in some high fantasy and historical fiction. Older editions of traditional literature and older poetry may also have such styles.
Writers use many devices of style to make stories interesting.

Imagery is the most frequently used device. It is an appeal to any of the senses--taste, touch, sight, sound, and smell. It paints pictures in our mind.
Figurative language uses words in a nonliteral way, giving them a meaning beyond their ordinary one.
Personification gives human traits to animals, nonhuman beings, or inanimate objects: "The trees bowed before the wind."

A simile compares two different things, using the words "as," "like," or "than": "The snowbank looked like a huge pile of marshmallow syrup."

A metaphor is an implied comparison stating the resemblance between two things: "Her presence was a ray of light in a dark world."
Devices of sound can increase pleasure and clarity. Books which use many such devices should be read aloud. Poetry is particularly rich in such devices.

Onomatopoeia is the use of words that sound like their meaning: a skirt "swishes," a bat "cracks," a hasty eater "gulps" his food.

Alliteration is repetition of initial consonants: "the soft surge of the sea."
Consonance is repetition of consonants sounds anywhere in the words: "The sight of the apple and maple trees pleased the people."

Rhyme is the repetition of a stressed sound, usually the final syllable: "His aim was to blame the dame."

Assonance is repetition of vowel sounds in a phrase: The owl swept out of the woods and circled the house."

Rhythm is the recurring flow of strong and weak beats in a phrase: "Chicka, chicka, boom, boom! Will there be enough room?" Meter is the regular rhythmic pattern of stressed and unstressed syllables found in a line of poetry. The less regular rhythm sometimes found in prose is often called cadence.

Puns and other plays on words add interest and humor: "By the time the milking was finished, the new farmhand was thoroughly cowed." Puns are said to be "the lowest form of wit," but people usually enjoy them even as they groan.

Hyperbole is exaggeration: "He was frightened out of his wits." Understatement is the opposite: "He was upset when he learned he had AIDS."

Allusion is an indirect reference to something outside the current literary work: "He was a veritable Hercules." The reference may be to something in literature, history, modern culture, or another area. Allusion is often difficult for children to recognize because they lack the necessary background knowledge. The proponents of "cultural literacy" believe that all children should acquire a common fund of knowledge in order to understand allusions.

A symbol is something--a person, object, situation, or action--which operates on two levels, the literal and the symbolic. For instance, an engagement ring is a real object, but it is also stands for the abiding love of the engaged couple. Symbols add depth and meaning to a story. Symbols may be universal (as the engagement ring) or specific to a particular story.
Qualities which should be avoided in style include triteness (dull, stale, overused expressions), condescension (talking down to children, making them feel unintelligent or immature), didacticism, sensationalism, and sentimentality. In poetry, avoid a too regular meter which can become a sing-song rhythm.


Point of View
Point of view depends upon who the narrator is and how much he or she knows.

Point of view may be:

First person - uses "I" - A character is telling the story.

Second person - uses "you" - The author speaks directly to the reader. Second person is seldom used; it is found most often in nonfiction today.

Third person - uses "he," "she," or "it" - The author is telling about the characters. There are three third person points of view:

a. Limited omniscient - We are told the thoughts and feelings of only one character (sometimes, but very seldom, of two or three characters).

b. Omniscient - We are told everything about the story, including the thoughts and feelings of all the characters, and even information in the author's mind which no character knows.

c. Dramatic or objective - We are told only what happens and what is said; we do not know any thoughts or feelings of the characters. It is called "dramatic" because it includes the words and actions, just what you would see and hear if it were in a play or film.

Tone
Tone is the author's attitude toward what he or she writes, but it may be easier to understand if you think of it as the attitude that you (the reader) get from the author's words. It is the hardest literary element to discuss; often we can recognize it but not put it into words. The easiest tone to recognize is humor. In describing tone, use adjectives: humorous, mysterious, creepy, straight-forward, matter-of-fact, exciting, boring, etc.

Answer Scheme for Traces 3

UNIT 1
Exercise 1

(8) People break their necks or just drop dead!
(1) Who says you’re like one of the dog days?
(6) Sometimes it is not.
(4) And a summer sub-let doesn’t last forever.
(3) Even in May, the weather can be gray,
(9) But you? Never!
(5) Sometimes the sun’s too hot.
(2) You’re nicer. And better.
(7) Who can stay young forever?

Post-reading activity: 2) Answers may vary.

Exercise 2
1. S
2. M
3. M
4. S
5. S
6. M
7. S
8. S
9. M
10. M
11. M
12. M
13. M
14. S
15. S
16. M
17. M
18. M
19. S
20. M

Exercise 3
S-…and she carried herself unwittingly like a goddess of Victory (line 10)
M- …of joy that kills (meaning: overwhelming happiness that caused death) (line 21)


Language in Poetry
Exercise 4

1) Poem 1: a) Line 5: I prize thy more than whole mines of gold
Poem 2: b) Line 7: I love thee freely, as men strive for right.
c) Line 8: I love thee purely, as they turn from praise.
d) Line 11: I love thee with a love I seemed to lose with my lost saints.
2) Poem 1: Line 7: My love is such that rivers cannot quench…
Meaning: a love that runs dry
Poem 2: Line 5-6: I love thee to the level of every day’s most quiet need, by sun and candle-light…
Meaning: the extent of the depth of her love to her husband

Exercise 5
Poem 1: Nil
Poem 2: Line 7-8: Fair as a star when only one is shining in the sky
2.
Metaphor
Meaning
a) Poem 1: Thou art slave to fate, chance, kings, and desperate men… (line 9)

There is no unique exclusivity about death.
b) Poem 2: A violet by a mossy stone half-hidden from the eye! (line 5)

Lucy was a pretty girl that was camouflaged amidst a dreary background/environment, hence overlooked by others.


UNIT 2

Literary Elements
Definition

Character

Protagonist: Gina
Antagonist: Gina’s parents (minor characters)
Static character: Gina’s parents
Dynamic character: Gina, Connor


Point of view

‘she’: 3rd person point of view


Setting

In an airplane, somewhere “above the Pacific Ocean” (line 17)


Plot

Opening: All she wanted was to have the window seat.

Climax: He had his finger pointing to every part of the window as he listed out what he saw and try as she might, she didn’t see any resemblance in the puffy shapes she saw from her angle. (line 100-125)

Resolution: There was nothing to look at outside but clouds.
She felt like crying. (line 126-127)
Gina’s emotions declined just as the plane was heading downwards for landing—which shows how desolate she felt after feeling like a failure for not being able to ‘see’ or share the same brand of imagination as her newfound friend.


Tone

From the start, as the plane continues its journey horizontally, the writer depicts a very static and almost uneventful surrounding, until ‘girl meets boy’ and suddenly the tone shifts to an intense curiousity they share with each other. As the plane is preparing to land, Gina’s emotions are mirrored by the sudden change from curiousity and excitement to pure desolateness, defeat and misery.

1. Line 9: S: “Her little sister was as cooperative as a pet rabbit when held too tightly”
2. Line 13: S: “clouds were puffy like vanilla cotton candy”
3. Line 73: S: “Then, it was as if a veil was lifted from them”
4. Line 96: M: “It was an ocean of clouds outside”


Theme

The little girl (Gina) discovered that in life, one can be either gifted with physical skills with no thought given into it, or overflowing imagination—and that being able be innately creative in coming up with ‘images’ is by far the more richer skill to have as well as the most limitless.

“The window was right next to her, but it didn’t feel as it should” (lines 139-140).
‘it’ here is meant by the nature of Gina’s current state of mind and that the physical position of the window is no longer desirable to Gina, as it only reminds her feelings of failure/ lack of creative imagination that is apparently important for what she thought she was good at doing i.e. drawing.

Post-reading Activity
Answers may vary.
Answers may vary.
Answers may vary.
UNIT 3

Questions

a) Ayu and Aysia
b) Heavens, classical age of mythology and legends
c) Aysia: beautiful, mean, callous, cunning, cruel, malicious, jealous
Ayu: beautiful, kind, gentle, generous, motherly, honest, forgiving
d) Aysia wanted to run away from her sister and baby niece, and calm her ‘anger and frustration’ (line 30) from seeing so many men choosing and preferring Ayu to her.
e) The Prince found it unnatural for a mother to sacrifice her own baby “for any reasons” (line 56-57).
f) Ayu feels like she has nothing more to lose, after experiencing the loss of almost everything she holds dear, except for Aysia, which Ayu is confident would not hurt herself to hurt Aysia further.
g) Line 117-119: “ Ayu’s motherly tears would fall down from the heavens above onto her baby daughter and the jar of milk…”
h) i) “the way she doted on her baby daughter like the sun dotes on a blooming flower” (line 27)
ii) “The silence that instantly fell like a shroud onto the courtyard” (line 54)
iii) “She straightened up as regally as a reigning queen” (line 88)
iv) “Her voice was as clear as the water that ran through the palace gardens” (line 96)
i)

Metaphor
Meaning
(i) blanket of serenity and bliss that enveloped her (line 21)

Complete sense of protection
(ii) intense frustration spiraled to further depths of depression (line 23)

Tumultuous feelings declining from frustration to depression
(iii) a world brimming with goodness (line 32)
A world that has so much positive qualities to offer
(iv) she ran with the speed of a spirited mousedeer (line 69)
Ran very quickly

a) F (equally beautiful)
b) F (one was an elderly lady)
c) F (she loved herself even more)
d) T

a) home
b) hatred
c) majestically
a) serenity
b) distraught
c) torrents

Post-reading Activity

Answers may vary.
(Hint: Malaysia—W. Malaysia: jar of milk; E. Malaysia: baby Mala.)



UNIT 4

Exercise 1
1. humbleness; plainness; modesty
2. delicate; faint; slight
3. small carriage
4. happiness; enjoyment
5. intense; avid; eager
6. vague; unclear
7. unending; constant; endless
8. bewitched; besotted; hopelessly in love
9. clogging; blocking
10. craze; obsession; passion

Exercise 2
1. picturesque
2. punctual
3. amazement
4. rushed
5. lodger

Exercise 3
1. conclusion/noun
2. secretive/adjective
3. survive/verb
4. mysterious/adjective
5. photography/noun


Exercise 4
1. (answer may vary) suggested answer: The narrator believes that it is easier to love women than to understand them.
2. It was because that Lady Alroy behaved as if she got things to hide or as if she had to hide from someone.
3. It was an accidental chance that he took a short cut to Piccadilly after he had lunch with his uncle that he saw a veiled Lady Alroy walking towards a house.
4. Lady Alroy only sat in the drawing-room, reading books or having tea, all by herself.
5. It means that Lady Alroy was a woman who loved to be mysterious and secretive but there was no actual mystery or secret that she kept.

Activity 1
Answer may vary.

Activity 2
Answer may vary.

Activity 3
Answer may vary.


UNIT 5

Activity 1
Answer may vary.

Activity 2
Answer may vary.

Activity 3
Cecily is … future daughter-in-law
Gwendolen is … daughter
Jack is … nephew
Miss Prism is … employee as her nephew’s nanny 28 years ago



UNIT 7

Pre-reading Activity

Answers may vary.
Answers may vary.
Answers may vary.

Questions about Writer’s Background and Value Assumptions
1. martial arts and engineering
2. Answers may vary.

Questions about the writer’s argument, conclusion and evidence:
1. to contradict the belief that modern times breed more violence as opposed to the ‘old days’ when technological advancement i.e. media highlighting violence, was not at its peak, or in existence.
2. “Violence existed long before” television (and violent television shows) existed.
3. repetition of keywords such as ‘television’, ‘violence’ and ‘crime’ used interchangeable.

Questions about the writer’s use of evidence to support the conclusion:
1. Nil
2. cited prominent specialist on the topic, Gavin DeBecker; general knowledge i.e. Billy the Kid etc.
3. adequate for length
4. Answers may vary.

Post-reading Activity

1. Answers may vary.
2. Answers may vary.
3. Answers may vary.
4. Answers may vary.

Activity

(Students are encouraged to look up ‘authentic’, ‘credible’ and ‘plausible’ materials or topics i.e. titles of books, magazines or journals that might have been the writer’s references.)



UNIT 8

Pre-reading activity
1. opinion
2. fact
3. fact
4. opinion
5. opinion
6. opinion
7. opinion

1. Answers may vary.
2. Answers may vary.



Exercise 1
1. O
2. O
3. F
4. O
5. F
6. F
7. O
8. F
9. F
10. F
11. O
12. O
13. O
14. F
15. O
16. O
17. O
18. O
19. O
20. O
21. F
22. F
23. O
24. O
25. F

Exercise 2
1. F
2. F
3. O
4. O
5. F
6. F
7. F
8. O
9. O
10. O
11. O
12. F






UNIT 9

Pre-reading Activity
Answers may vary.

Questions
Most informative: Article 3; Most informal: Article 1
Health/Practicality vs Beauty
Essential to have a well-balanced regiment between nourishment and exercise.
Answer may vary.



UNIT 10

Process Writing

Identify which sentence in the set is the thesis statement.

1. I would like to become a lecturer when I finish my studies.

Although both lecturers and teachers play the same role, lecturers differ from teachers in academic qualifications, professional commitment and functions.

2. The first driving experience can be challenging, exciting and rewarding.

I enjoy driving.

3. The major causes of heart attack among men are psychological repression, relationship difficulties and poor diet.

Men suffer from heart attacks more often than women.

4. Hip hop has revolutionised the world of music.

Hip hop music is the best way to express creativity and artistry.

5. Chemicals cause irreversible damage to the environment in several ways.

Chemicals are used in every day life.

6. The Simpons is the greatest animated show in the history of television.
The Simpons effectively addresses the issues of cultural ethnicity, family dynamics and social relationships.

7. J.K.Rowling's novels are entertaining, humorous and melodramatic.

J.K. Rowling's Harry Porter novels are very interesting.

8. The essay is going to discuss the positive effects of e-learning technology.

E-learning has revolutionised the world of education with its flexible, affordability and interactivity.

9. Inter-racial marriages promote racial unity, social harmony and religious tolerance.

The benefits of inter-racial marriage.

10. Human cloning raises many ethical questions, as it poses a threat to humanity.

There are some negative and positive aspects of human cloning.


Outlining

Exercise 2

Thesis:

Disastrous consequences are at loom, with three targets at range, which are animal habitation, vegetation and human beings.

I. Topic Sentence:
Firstly, animal habitation will be affected
Supporting details:
A. Uncontrolled deforestation affects animal life cycle.
B. Destroys animal habitants
C. Disrupts life cycle

II. Topic Sentence:
Secondly, vegetation also will disappear with deforestation.
Supporting details:
A. Valuable plants are ruined
B. Source of oxygen destroyed
C. Affects animal and human life

III. Topic Sentence:
Lastly, deforestation has serious consequences on the Human race.
Supporting details:
A. Lack of oxygen supply
B. Leads to environmental pollution
C. Ultra-violet rays penetrates the earth's surface

Conclusion:
Hence, deforestation brings only negative effects and should stop immediately. Awareness campaign to restore Mother Nature to be implemented.



UNIT 11

Paraphrasing

Exercise 1

Substitute the underlined word in each sentence with a suitable synonym.

1. The most complete/detailed investigation was conducted by the Air Force to unveil/reveal the mysterious incident of July 4, 1947.

2. Reforms followed right after/soon after the social, political and economical chaos/uproar in India.

3. Attracted/tempted by the promising career prospects and profitable/rewarding contract terms, I decided to take up the offer immediately.

4. The words of the reliable source are usually supposed/considered to be true and there is invariably a basis/origin of truth in them.

5. The rationale for creating/inventing a catchy and memorable slogan is that the new slogan will give your corporation a special/exclusive identity.






Exercise 2

Substitute the underlined word in the following sentences with one word.

1. The sessions always turn into a complete chaos, which all be reduced to the lack of self control.

2. The investors are expecting/hoping maximum return, which may be greater/higher than the forecasted value.

3. The company is all ready/prepared for the new product launch and is waiting for the right opportunity to take off.

4. The destruction of the rainforest has caused disastrous effects on our environmental conditions.

5. It is important to perform a complete evaluation and inspection in order to anticipate uncertainties in the system.

Exercise 3

Exercise 4

Globalisation has brought aboved improved living standards and better economical conditions but increased problems of inequality and provided better opportunities for international celebrations.

Improved Living Standard
· Essential goods made available
· Basic living and working conditions and improves- good wages
· More freedom and more knowledge and information becomes accessible
· Brings international peace and prosperity

Better economical conditions for developing countries
Income evenly distributed
Increased competition – developing countries adopt alternative means to lift economy like manufacturing, infrastructure, telecommunications and information technology
Workers find jobs in service and information based industries – wider choice of job

Increased inequality
Wider gap between rich and poor
Farmers of rich country have a competitive edge
Geographical constraints contribute to this trend
‘open trade’ policy not actually practical by rich countries on claims of poor hygiene and safety standards

Better opportunities (competitive edge) for international Corporations
Become economically powerful
Can see products cheaper than local companies
International corporations dominate world markets and world culture
The issues of environmental pollution are usually ignored by the giant companies in developing nations





UNIT 12

QUOTING

Exercise 1
1) 4
2) 1
3) 5
4) 2
5) 3

Exercise 2
1. C
2. E
3. A
4. B
5. D

PLAGIARISM
Exercise 1
1) True
2) False
3) True
4) True
5) False


Exercise 2
1) Legitimate
2) Plagiarized
3) Plagiarized
4) Legitimate
5) Plagiarized

APA DOCUMENTATION STYLE
Exercise 1
1) E
2) D
3) A
4) C
5) B

Exercise 2
1) True
2) True
3) False
4) False
5) True


UNIT 13

Exercise 1
U
U
S
U
U
S
U
S
U
U

Exercise 2

Line
Errors
Corrections
2
remembered
remember
4
are
were
6
is
was
7
tries
tried
8
isn’t
wasn’t
8
try
tried
11
misses
missed
12
had bought
bought

Exercise 3
Line
Errors
Corrections
3
had to
have to
5
failed
fail
6
worried
worry
7
had forced
have forced
10
are receiving
receives

Exercise 4
Lines
Errors
Corrections
2
experimented
were experimenting
4
do
did
4
has
had
7
was
Is
7
provided
provides
10
helped
Has helped
11
had
has
15
are worrying
worry
17
had
have tried
19
were
are

Exercise 5
Lines
Errors
Corrections
4
had learned
learned
5
saw
see
6
entertain
entertains
8
were
are
9
are seeing
see
13
suffered
suffers
16
will come
come
17
are helping
helps
18
making
make
18
saw
see

Exercise 6
Lines
Errors
Corrections
6
is
was
6
has
had
8
have been
had been
9
is
was
11
do not
did not
13
enjoyed
had enjoyed
14
was spending
had spent
16
suggest
suggested
17
is
was
18
has
had



UNIT 14

Exercise 1
Fill in the blanks with suitable modal.

Mrs. Ani : Good morning. _May_ I help you?
Wan : Yes, thank you. I _would_ like to open both a savings and a
checking account. _Could_ you please tell me about the difference
kinds of accounts you have?
Mrs. Ani : Certainly. One type of checking account is the NOW account. A
NOW account gives you 5% interest on the money in your
account. And, if you keep a minimum balance of RM 300, there is
no service charge.
Wan : The NOW account looks good, and _would_ you explain a little
about savings accounts, please?
Mrs. Ani : We offer several types. _Will_ you need to make regular deposits
and withdrawals?
Wan : Yes, I will.
Mrs. Ani : In that case, I recommend a regular savings account. Our other
accounts pay higher interest, but you _may_ not withdraw money
without paying a penalty fee.
Wan : I think the regular account _will_ be best. _Could_ I open both
a checking and a savings account?
Mrs. Ani : Of course. To begin, _would_ you please fill out these applications?


Exercise 2
In the following passage, a real estate agent is telling a customer about a house. Circle the modal that best fits the context.

“You know, this is an excellent time to buy real estate. Interest rates are down. Until recently, few people (should/could) afford the high monthly mortgage payments. But now, with the lower interest rates, more people (would like to/ are able to) afford a house. If you’re like most people, you (would rather/ should like to) live in your own house than rent from someone else. So you really (should/can) think about buying now.
“Now, here is a lovely house. It’s a real bargain. It has a lot of good features, and you (ought to/ would rather) be able to buy it for a good price. (Would/ Could) you like to see inside? I have the key, so we (should/ could) go in and look around.
“On the right we have a very big living room. You (should/ will be able to) entertain lots of guests here…”

Exercise 3
Fill in the blanks with suitable modal.

Mr. Smith : What ____can ___ I do for you today?
Nella : I __would_ like to open up a saving accounts and a checking account.
Mr. Smith : ___Will_ there be just one name on the accounts? You look very young.
You __can not__ be married.
Nella : Actually, I am married, but I __would_ prefer to have the accounts in my
name only.
Mr. Smith : I see. ___Could__ you please fill out these two applications? You
_should__ fill in both the front and the back.
Nella : __May__ I use your pen?
Mr. Smith : Certainly. We prefer everything in ink. How much do you want to deposit
in the accounts?
Nella : It will be $ 325,700 altogether.
Mr. Smith : __Could_____ you repeat that? You ___must____ mean $3257.
Nella : No, I meant $325,700.
Mr. Smith : My goodness!
Nella : Please let me explain. We want to buy a condominium. We _should___
know more about it by the end of the month.
Mr. Smith : Please let us know if we __can____ be of any help to you. We
__may_____ be able to give you a loan, for example.
Nella : Thanks for your help.

Exercise 4
In the following conversation, a salesman tries to make a sale. Circle the most appropriate modal.

Salesman : (knocks on door) Good morning, Madam!
Woman : Good morning.
Salesman : I (would / could) like to change your life.
Woman : Good! My life (must / can) use a few changes.
Salesman : Are you married? Do you have children?
Woman : Unfortunately, I mean, fortunately, yes.
Salesman : Then, you must be incredibly busy. (Wouldn’t / Shouldn’t) you rather (to
spend / spend) more time with your family and less doing housework?
Woman : That sounds great. But how (must / can) I do that?
Salesman : With this revolutionary new electric knife.
Woman : Electric knife? You (must/ should) be kidding!
Salesman : No, Madam, I’m not. (May / would) I show you?
Woman : Thank you, but I’m really very busy.
Salesman : You’re making a big mistake. You (couldn’t / can’t) find this knife in any
store. Today and only today I (can / should) give you a special price.
Woman : Goodbye.
Salesman : But madam, you (must / will) regret this! (The door slams in his face.)







UNIT 15

Exercise 1.
Use periods (.), question marks (?), and exclamation marks (!) where they are required in the sentences below.

1. She really needs to know if Kumar wants to go shopping or sightseeing.
2. “Was it you,” Ali asked, “who carried all the boxes up to my room?”
3. What was your father thinking when he asked me, “Is blue your favourite colour?”
4. Wow! That was very quick. What really happened in the meeting room?You expect me to take care of your cats when you are away for a month
5. Yesterday, Farisha asked me if she could join the group without going for an interview.
6. Slow down! Don’t you think you are driving too fast?

Exercise 1
Insert comma (,) or commas where necessary.

1. In A. Samad Said’s novel, love provides unique symbolism.
2. Finally, I got my overdue scholarship.
3 The truth is, my beloved wife is five months pregnant.
4. With confidence, the candidate gives his opening speech.
5. Quickly, my sister dialled her best friend’s number to cancel their shopping
appointment.
6. At the party, Syam met a beautiful and intelligent girl.
7. Stopping only for fuel, the driver of the car continued on his long journey.
8. Eventhough I was late, I managed to listen to the last fifteen minutes of the director’s speech.
9. Happily, the mother baked a chocolate cake for our new neighbour.
10. Sadly, the prisoner accepted his fate.
11. “Popo, the clown, is not always happy as we assumed him to be,” says the
psychologist.
12. Two, happy young children came to my shop to buy sweets and ice cream.
13. She picked up the dirty laundry, put it in the washing machine, added two
spoonfuls of liquid detergent, and turned on the power.
14. “Melaka is a wonderful state to visit,” she said. “You must go there with your
family Mr. Wong.”
15. Daniel spoke enthusiastically, excitedly and confidently.



Exercise 2
Use commas (,) to set off nonrestrictive clauses and phrases in the following sentences.

1. The chain saw, which had a two-cycle engine, gave him a sense of determination as he held it in his hand, and walked into the forests filled with ‘jati’ and ‘beringin’.

2. Fly-fishing, a difficult and sometimes dangerous sport, requires much more skill than fishing with worms from a boat on a still lake.

3. Fatimah, who was illiterate, became famous in her village in the 1980s as a motivational speaker, and made many friends among people who were involved in the motivation fields.

4. The ‘Proton Saga’ car, which was the original idea of our Prime Minister, vastly increased in sales ever since its launching in 1985.


Exercise 3
Eliminate the unnecessary commas (,) in the following sentences. Some of the commas belong where they are.

1. Thousands of people crowded along Sungai Perak, swarmed on the bridges, and cheered their favorites as the boats in the race swept by.

2. Many people, just starting careers in their workplaces, are afraid to express their true opinions and ideas because they are afraid they may reduce their chances for promotion.

3. Mrs. Azean opened the doors of her boutique promptly at ten in the morning.


Exercise 1
Rewrite the following sentences using semicolons (;).
1. By now, Salmah had totally lost favour with the people; they would believe nothing she said.

2. In the midst of this confusion, Zain did his best to keep calm; however, he was unsuccessful.

3. When you purchase a camera, you will want to consider its features; both convenience and performance related; its lens quality, probably the most important single factor; and its price.

4. The sun is our most important source of energy; nevertheless, research in harnessing solar power has gone slowly.

5. Western movies once showed hostile Indians attacking covered wagons drawn up in circles on the plains; although no such attack ever occurred in fact.

6. Videocassette recorders allow many people to rent movies on tape and to play them at home through their television sets; moreover, the rental fee for the tape is much less than it would cost a family to see a movie in a theater.


Exercise 1
Edit the following sentences for apostrophes ( ’ ).
1. The cookie’s Amar’s mother made tasted like ‘belacan’.
2. That’s what happens when she lets the kid help.
3. The crust’s must be cut off when we want to make sandwiches.
4. If you’re trying to find Azlina, she’s at the Women’s Crisis Center.
5. Today’s newspaper brought more conflicting reports on the hostages’ release.
6. It’s not its strange shape that I object to. It’s its horrible smell.
7. The novels glaring yellow and pink cover was specifically designed to attract a hurrying customer’s eye.
8. While she waited anxiously in her boss’s office, Mimi nervous fingers managed to shred a styrofoam coffee cup into a pile of jagged white flakes.
9. The sun’s rays beat down until the street’s blacktop surface softened with heat.

Exercise 1
Punctuate the sentences below correctly.
1. “I don’t think I can tolerate this mess much longer!” Zamri shouted.
2. The policeman insisted that our dog had to be on a leash.
3. Grandma asked us to play, “Bila Larut Malam.”
4. Selina said that she would pay any amount of money she had to for the antique dressing table.
5. Oil and water do not mix my mother used to say.
6. Miss Lela asked me, “May I borrow your juice mixer?”
7. Elena asked me, “May I please borrow your chain saw?”
8. “The worst movie I’ve ever seen is The King of Kong,” he said
9. “I think the stories in this book are boring.” She made the comment at the top of her voice, and since I wrote the book, I was deeply hurt.
10. The second chapter of the novel was called “For You Death will be Mine.”


Exercise 1
Punctuate the following sentences by inserting a dash (–) wherever appropriate.

1. You may come and visit me anytime you please - at 12 midnight if you wish.
2. The main reasons to have a good job a decent home and a proper education for our children - these are the goals most people seek in life.
3. All these factors - unity, coherence and organization are extremely important in writing a good essay.
4. We are asking for a bigger budget for only one ultimate reason - to improve the quality of higher education.
5. It is not necessary to conduct dozens of experiments to prove the already obvious - that human beings are subject to error.

Exercise 1
Punctuate using a colon ( :) where necessary.

1. The South East Asia region produces most of the world’s important crops: rice, wheat, corn, and sugar cane.
2. Many things have occurred since the director’s resignation: strikes, riots, and unemployment.
3. Two or more coordinate forms are separated by commas, as follows: “He was a tall, dark, handsome man.”


Exercise 1
Insert the necessary punctuation marks and capitalize words where necessary.

1. Juliana ran and ran, but there was no way he could keep up with his boyfriend, Hafezin.

2. Shah, the owner of Climb for Fun Centre said he would be here on Wednesday; however, there is always a chance he will not be able to make it especially if it rains.

3. My oldest sister who lives in Melaka is a lecturer; my youngest sister who lives in Terengganu is a doctor.

4. Azhan’s poem “Present in The Night of Darkness” contains these memorable lines -Darkness fall quietly / But daylight appears noisily.

5. Sharifah Aqeela’s college roommates - Aminah Shahirah and Nadiah - used to live in Ayer Keroh Melaka.

6. Exhausted and irritated from answering the reporters questions, Assemblyman Datuk Dzulkifli squared his shoulders, gritted his teeth and angrily remarked, “Thats none of your business you morons!”

7. Alexis Yap, nearly bursting with joy, showed his family through his gorgeous, newly renovated home.

8. Outside, the lawns around the college had become overgrown; the shrubs needed trimming and there was litter everywhere.

9. The committee included the following representatives: Yuskandar from Ulu Klang, Kuala Lumpur; Syahzalina from Kajang, Selangor; Syed Azhan from Ayer Keroh, Melaka; Hamisah Dalib from Jasin, Melaka; and Md. Yusof Maarof from Masjid Tanah, Melaka.

10. Kareem’s wife, Kareena, has resigned from her position as Head of Marketing Division.


UNIT 16

Exercise 1.

1. Shirley said her younger sister wanted to be a dentist, but she couldn’t think why because none of her other siblings had ever been one.
2. The children said that they were waiting for the ice-cream man and it was late again.
3. Wan said he had made a terrible mistake. I said he was always making terrible mistakes and he should be used to it.
4. He said it was lonely being away from his families and friends but they earned four times as much in this country as they would in their own country.
5. The man said they had been there for five and a half years and were going to stay another nine months.


Exercise 2.

1. My sister asked who had been using her computer.
2. He asked if I mind looking after his sister this afternoon.
3. Nasha asked whom I had given the flowers to.
4. My father asked how much I thought the ticket would cost.
5. A guest asked if the seat was taken.


Exercise 3.

1. Dina said she was lonely so Dzafrie offered to entertain her with a movie.
2. Ewan asked if he would have to do the whole exam again if he failed. Mr. Azli said that he would.
3. Cheryl asked her mother what she should do with the money and her mother said it would be better if she put it in the bank.
4. Anita asked whether I would mind taking out the trash as she had to go to the toilet.
5. Mahathir suggested watching a movie. Hasmah said she liked watching movies but that her parents were not at home, therefore she suggested going for a short walk instead.



SAMPLE MID-TERM 1
Task 1

Line
Errors
Corrections
1.
3
was
is
2.
4
will identify
identifies
3.
6
had
have
4.
10
Take
took
5.
13
Had driven
Has driven
6.
15
Had spurred
Have spurred
7.
17
Were
are
8.
19
was
is
9.
20
Had aided
Has aided
10
24
Will become
Has become

Task 2
should
would
could
can
may


Task 3
She had whispered savagely at him to not do that.
He responded by telling her that she could not still be cross with him as he had apologised the day before.
She asked him to tell her what she was thinking.
He said he thought he knew what she was thinking.
He asked her why she did not throw the other jar while she was at it/ He shouted at her to throw the other jar while she was at it.









SAMPLE MID-TERM 2

Task 1
Line
Errors
Corrections

had
Have

Will be
Are

is
Are

were
Are

Are seeing
See

installs
install

were
Are

was
Is

Will be
Is

caters
cater

Task 2
would
could
should
might
must

Task 3
He agreed whether someone had left it there by mistake.
James said really. But that meant she intended to wear it somewhere and knew what she taught of social life.
James said that it was certainly be nice to see her in it.
Freddie told James to help her fold it up again and if he did it herself she would crease it.
James suggested that she would want to hang it up. James said that if she didn’t mind him saying so, he thought you would want to hang it up.



FINAL SAMPLE 1

SECTION A
Part 2

1. some memories should be forgotten
2. the narrator, when she was four years old
3. fear, curiousity, excitement
4. to emphasise/highlight the contradicting feelings she had at that moment towards sister i.e. hatred for being abandoned, (1) in order to show enormity of the situation (1)
5. the teachers and students were not speaking in the same language the narrator speaks or can understand (1); English language (1)
6. a) (line 15) “smell of new paper wafting in the hallway like freshly baked bread straight from the oven” OR (line 24) “as she ran like a giddy antelope up the stairs with the rest of the herd in the hallway”

7.

Metaphor
Meaning

a) “crying tempestuous oceans of tears” (line 26)

OR


crying incessantly/dramatically/heavily

b) “She was a moving statue—even her hands were marble cold” (line 34)

the woman was all clad in grey, and being Caucasian (white) she was tall, fair and pale, with grey eyes.



8. sadly
9. benefits
10. travel easily/sweep lightly along/ slowly floating

SECTION B: WRITING

What prompts teenagers to run away from home?

Thesis: Primarily, parents contribute to teenagers running away from home, apart from
other minor factors.

Parents
§ Teenagers feel parents do not want them
§ Teenagers are frightened of their parents
§ Teenagers want to be free of their parents’ control
§ Teenagers feel sidelined in the family
§ Teenagers are disturbed by their parents’ divorce

Other reasons
§ Lack of religious knowledge
§ Society’s expectations


FINAL SAMPLE 2

SECTION A
Part 2

1. “It” refers to the floating log
2. The writer had lost the impact of the first impression he had about the river before he became familiar with the river as a steamboat pilot.
3. The two views are, on one hand, the romance and the beauty of the river increase a person’s appreciation of the aesthetic values of it, and on the other hand, the practical knowledge about the river which is important for any steamboat pilot kills any romantic views about it.
4. He pitied doctors because now he understands what doctors go through in their profession, that some values are lost as we gained others. His role as the steamboat pilot is similar to a doctor’s job that requires him to be practical in his work and in doing so he loses the simple innocence about life and nature.

A. 4 similes:
a) …the surface was broken by boiling, tumbling rings, that were as many-tinted as an opal.
b) …the sombre shadow that fell from this forest was broken in one place by a long, ruffled trail that shone like silver…
c) …a clean-stemmed dead tree waved a single leafy bough that glowed like a flame…
d) …and had come to know every trifling feature that bordered the great river as familiarly as I knew the letters of the alphabet…
e) I stood like one bewitched.

B. 2 metaphors
a) A broad expanse of the river was turned to blood…
b) …but a ‘break’ that ripples above some deadly disease?

6. T
7. T
8. T
9. F

10. alone, by itself
11. stop
12. thrill

Questions 13 – 15
13. witnessed
14. wrought upon
15. snag

SECTION B: WRITING
What are the effects of divorce on children?

Thesis statement: Divorce affects children in many ways, which are psychological, emotional, financial and sociological.

Psychological
§ Children may lose their self-esteem and self-confidence
§ Children may develop a fear to love freely
§ Children may turn into difficult, spoilt and demanding people

Emotional
§ Unable to love freely / afraid of becoming attached to other people
§ Low self-esteem / keep blaming themselves for the fault of others
§ Feel rejected, unwanted and burdensome to other people
§ Do not receive proper care and attention

Financial
§ Single parents unable to support the family
§ Teenagers resort to find work and support the family

Sociological
§ Children become less sociable and prefer solitude
§ They become afraid to be involved in relationships
§ They may become socially dysfunction adults

Simile and Metaphor

Simile and Metaphor

Simile
· also called an open comparison, is a form of metaphor that compares two different things to create a new meaning.
· always uses "like" or "as" within the phrase and is more explicit than a metaphor.
For example, Shakespeare's line could be rewritten as a simile to read: "The world is like a stage."
Another simile would be: "The spy was close as a shadow." Both metaphor and simile can be used to enhance writing.
Metaphor
· also called a hidden comparison
· as a figure of speech that uses one thing to mean another and makes a comparison between the two.
For example, Shakespeare's line, "All the world's a stage," is a metaphor comparing the whole world to a theater stage.
· Metaphors can be very simple, and they can function as most any part of speech.
For example: "The spy shadowed the woman" is a verb metaphor. The spy doesn't literally cast his shadow on the woman, but he follows her so closely and quietly that he resembles her own shadow.