THE COCKCROW COMPANION: YOUR

ULTIMATE STUDY AID

 ABOUT THE AUTHOR

Adi Sabara Francis is an accomplished educator and author

with a rich academic background in literature and theatre arts.
He began his educational journey at Acropolis Maranatha
School in Accra, before continuing at SDA Primary in Yendi in
2000. Adi then completed his studies at Abatey Junior
Secondary School in 2003 and went on to Navrongo Secondary
School, where he graduated in 2006.
He furthered his education at the University of Ghana, studying
Theatre Arts under the esteemed literature professor, Martin
Owusu. With over 13 years of experience teaching English
language, Adi is passionate about fostering a love for literature
and writing among students. His dedication to education and
literature is evident in his work, aiming to inspire the next
generation of readers and writers.
 MESSAGE FOR LITERATURE STUDENTS

Dear Students,
As you embark on your journey through the world of literature, both
Ghanaian and international, remember that literature is not just a
collection of words on a page. It is a powerful medium through
which we can explore diverse cultures, ideas, and human
experiences. Our literature book serves as a guide, illuminating the
rich tapestry of stories, themes, and literary devices that shape our
understanding of the world.
In our studies, we have delved into various literary works, from the
poignant reflections in Ama Ata Aidoo's "The Dilemma of a Ghost" to
the vivid imagery in "The Minor Bird" by Robert Frost. Each piece
offers unique insights into the human condition, allowing us to
connect with characters and narratives that resonate with our lives.
As you analyze poems, prose, and drama in this book, I encourage
you to think critically and reflectively. Consider the context in which
these works were written, the cultural significance they hold, and the
messages they convey. Engage with the texts, challenge your
perspectives, and embrace the beauty of literary expression.
Literature empowers us to empathize with others, fostering
understanding across different backgrounds and beliefs. It invites us
to question the status quo, celebrate diversity, and appreciate the
complexities of life. Let this book inspire you to become not just
consumers of literature but also thoughtful contributors to the
literary discourse.
As you continue your studies, remember that the skills you develop
will serve you well beyond the classroom. The ability to interpret,
analyze, and articulate your thoughts is invaluable in any field you
choose to pursue.
Happy reading and writing!
Warm regards,
Adi Sabara Francis.
 TABLE OF CONTENTS

Introduction to Literature .......................................................................... 1

Literary Devices Explained ........................................................................ 2
POETRY ANALYSES
Key to Understanding Poetry....................................................................26
The Minor Bird ......................................................................................... 28
The Colour of God ................................................................................... 36
Desert Rivers ........................................................................................... 44
Scribbler’s Dream ................................................................................... 53
A Wreath of Tears ................................................................................... 61
Makola ..................................................................................................... 70
Sleep Without Wake ................................................................................ 76
Mama is a Sunrise ................................................................................... 87
PROSE ANALYSES
Key to Understanding Prose....................................................................96
Debbie, Sandy, and Pepe ...................................................................... 100
The Old Man and His Children ............................................................. 111
Ripples ................................................................................................... 122
A Day's Wait ........................................................................................... 133
Tell My Son to Hold On to His Gun ...................................................... 148
Oliver Twist ............................................................................................ 159
The Girl Who Can .................................................................................. 170
Sosu and the Bukari Boys ..................................................................... 179
The Generous Hunter ............................................................................ 189
Home Sweet Home .............................................................................. 200
DRAMA ANALYSIS
Key to Understanding Drama................................................................210
The Dilemma of a Ghost ..................................................................... 215
 LITERATURE MASTER

WHAT IS LITERATURE?
Literature can be defined as the art of written or spoken works,
encompassing novels, short stories, poetry, plays, and other forms of
creative expression. It is a way for people to communicate experiences,
emotions, and cultural ideas across time and space. For students in
Ghana, literature not only connects them to their own heritage but also
exposes them to the global human experience.

HOW TO APPROACH LITERATURE FOR ACADEMIC SUCCESS

FOR GHANAIAN STUDENTS, SUCCESS IN LITERATURE REQUIRES A THOUGHTFUL

APPROACH:

1. Active Reading: Engage with the text by taking notes, identifying themes,
and asking questions.
2. Analyze Literary Devices: Focus on how the author uses devices like
symbolism, metaphor, or irony to enhance the story.
3. Understanding Context: Be aware of the cultural, social, and historical
contexts in which the work was written.
4. Practice Writing Essays: Answer past questions, summarizing stories, and
analyzing characters or themes.
5. Group Discussions: Share interpretations and ideas with peers to deepen
understanding.

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LITERATURE MASTER

1. ALLITERATION
Definition: The repetition of consonant sounds at the
beginning of words in a sentence or phrase, often used to
create rhythm or mood.
Examples:
a. The silent sea stretched beyond the shores of Sekondi.
b. Kwaku carefully collected coconuts by the coast.
c. Gifty’s giggles grew louder as the goats grazed.
d. Bold baobab trees bent beneath the blazing sun.
e. Fierce flames flickered in the fisherman’s hut.
2. ALLUSION
Definition: A reference to a well-known person, place, event,
or work of literature, often without explicitly mentioning it.
Examples:
a. His dream of leadership echoed Kwame Nkrumah’s
ambitions for Ghana.
b. Like Yaa Asantewaa, she stood firm against the
oppressors.
c. The poverty in the village reminded him of the struggles
in Chinua Achebe’s "Things Fall Apart".
d. Her resilience was as strong as the spirit of the
warriors in Ghana’s independence fight.
e. He crossed the finish line like Usain Bolt in his prime
3. ANTAGONIST
Definition: The character or force that opposes the
protagonist in a story, creating conflict.

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Examples:
1. In "The Marriage of Anansewa," the suitors serve as
antagonists to Ananse's schemes.
2. The colonial governor in "The Dilemma of a Ghost"
represents societal forces that challenge the main
characters.
3. The corrupt chief in a local tale opposes the honest village
leader, creating tension.
4. In many folktales, Ananse is both a protagonist and an
antagonist depending on his role.
5. The drought that plagues the village serves as a natural
antagonist in the story.
4. ASSONANCE
Definition: The repetition of vowel sounds in nearby words,
often used to reinforce the mood of a passage.
Examples:
a. The rains came late in the season, sweeping away
maize and grain.
b. Bright lights shined high in the sky over Accra.
c. Osei lay awake, waiting for the dawn to break.
d. Under the shade, they prayed for fate to change.
e. The moon rose, casting cool shadows on the road.

5. ALLEGORY
Definition: A narrative in which characters and events
represent broader ideas or concepts, often moral or
political in nature.

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LITERATURE MASTER

Examples:
a. In "Animal Farm" by George Orwell, the story of the
animals represents the rise of political tyranny.
b. Ananse’s trickery in Ghanaian folklore is an allegory for
the cunning nature of humanity.
c. The river flowing through the village in the story
represents the passage of time and the continuity of
tradition.
d. The battle between the villagers and the forest spirits
serves as an allegory for environmental conservation.
e. In the tale of the two brothers, their journey to find gold
is an allegory for the quest for knowledge.

6. CLIMAX
Definition: The point in a story where the tension or conflict
reaches its highest point, often leading to a turning point or
resolution.
Examples:
a. In "The Marriage of Anansewa," the climax occurs
when Ananse pretends that his daughter has died,
causing chaos among the suitors.
b. The climax of a folktale about a poor fisherman
happens when he finally catches the golden fish that
will change his fortune.
c. The final battle between the villagers and the
marauding army in the legend marks the climax of their
struggle for freedom.

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d. In a school play, the climax comes when the main character

discovers that her friend has been betraying her all along.
e. Heated argument in the village council over land ownership
marks the climax of a family dispute.

7. CONFLICT
Definition: The struggle between opposing forces, which is
the driving force of a story. Conflict can be internal (within
a character) or external (between characters, society, or
nature).
Examples:
a. Kwaku faced an internal conflict over whether to leave
his village or stay and care for his aging parents.
b. In the play "The Dilemma of a Ghost," the conflict
between the protagonist and his wife reflects cultural
misunderstandings.
c. The villagers in a story face an external conflict as they
try to protect their crops from a devastating flood.
d. A student in a school story must deal with peer
pressure, representing an internal conflict of values.
e. Ananse’s constant conflict with authority figures in
folklore reflects his desire to outsmart the powerful.

8. DIALOGUE
Definition: The conversation between characters in a story,
play, or other literary work, which helps to reveal their
personalities, relationships, and advance the plot.

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Examples:
1. “But, father,” Kwame pleaded, “we can’t sell the land—it’s
been in our family for generations!”
2. “This is not the way of the ancestors,” the elder said
sternly. “You must respect our traditions.”
3. “The rain will never stop,” said Ama, her voice trembling.
“We need to find shelter quickly.”
4. “I’ll never forgive you for this!” Esi shouted as she stormed
out of the room.
5. “You’re making a big mistake,” the chief warned. “Once you
sell this land, there’s no turning back.”
9. DICTION
Definition: The choice of words and style of expression
used by the writer or speaker, which affects the tone and
mood of the story.
Examples:
a. The formal diction of the chief’s speech in a traditional
story conveys authority and wisdom.
b. In the poem "The Weaver Bird," the poet’s diction
creates a tone of sadness and loss.
c. Ananse’s casual and humorous diction in folktales
often makes him more relatable to the audience.
d. The narrator’s use of slang in a contemporary story
about street life adds authenticity to the character’s
experiences.
e. The choice of ceremonial language during a royal
durbar scene emphasizes the importance of tradition.

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11. EUPHEMISM
Definition: A mild or indirect word or expression used in place of
one that may be considered too harsh or blunt.
Examples:
a. The village elder passed away peacefully in his sleep (instead
of saying “died”).
b. The boy was let go from his job at the market (instead of
saying “fired”).
c. She came from a modest background (instead of saying
“poor”).
d. He is resting now (instead of saying “dead”).
e. They had to relocate due to financial difficulties (instead of
saying “evicted”).
12. FLASHBACK
Definition: A scene that takes the narrative back in time from the
current point, used to provide background or context to the story.
Examples:
a. In the middle of the festival, the chief remembered his
childhood, when he first learned the sacred dance.
b. As she sat under the baobab tree, Esi recalled the day her
mother left her village many years ago.
c. During the ceremony, Kofi flashed back to the time he stole
money from his father’s farm, regretting his actions.
d. The soldier thought back to the day he was recruited into the
army, a decision that changed his life forever.
e. Ama’s flashback to her wedding day revealed the deep bond
she had once shared with her late husband.

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13. FORESHADOWING
Definition: A literary device where the writer gives an
advance hint of what is to come later in the story.
Examples:
a. The dark clouds gathering in the sky foreshadowed
the disaster that was about to strike the village.
b. The mention of a forgotten letter early in the story
hinted at the misunderstanding that would unfold
later.
c. As Kofi left home, his mother’s warning, “Be careful
of strangers,” hinted at the danger ahead.
d. The broken fence outside the protagonist’s house
foreshadowed the break-in that would occur that
night.
e. Ama’s uneasy feeling in the market suggested that
something terrible was about to happen.
14. HYPERBOLE
Definition: An exaggerated statement or claim not meant to
be taken literally, often used for emphasis or effect.
Examples:
a. I’ve told you a thousand times not to leave the gate
open!
b. The village elder’s wisdom was so vast, he could
outtalk all the ancestors combined.
c. It was so hot in Tamale, even the sun was sweating.
d. The market was so crowded, you couldn’t move an inch
without stepping on someone.
e. He ran faster than a cheetah to catch the last trotro
home.

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LITERATURE MASTER

15. IMAGERY
Definition: The use of vivid and descriptive language to
appeal to the senses and create mental images for the
reader.
Examples:
a. The golden rays of the setting sun kissed the horizon,
painting the sky in hues of orange and pink.
b. The sound of the djembe drums echoed through the air,
vibrating with the energy of the festival.
c. The smell of roasted plantain and groundnuts filled the
streets, making Ama’s stomach rumble in hunger.
d. Beneath the baobab tree, the cool breeze carried with it
the scent of damp earth after the rain.
e. The soft glow of the moon bathed the village in a silver
light, casting long shadows over the thatched roofs.
16. IRONY
Definition: A contrast between what is expected and what
actually happens. There are three types: verbal irony,
situational irony, and dramatic irony.
Examples:
a. In a twist of irony, the farmer who prayed for rain ended up
losing his crops to a flood.
b. Kofi boasted about how careful he was, only to slip and fall
in front of everyone at the durbar.
c. The fire station caught fire, much to the shock of the
villagers.
d. The most feared warrior in the village fainted at the sight of
a harmless snake.

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17. JUXTAPOSITION
Definition: The placement of two or more ideas, characters,
or actions side by side for the purpose of comparison or
contrast.
Examples:
a. The lush green forest stood in stark contrast to the
barren, dry savanna beyond the hills.
b. In the play, the lavish lifestyle of the city dweller is
juxtaposed with the simple life of the village farmer.
c. The youthfulness of the children playing in the street
was juxtaposed with the elderly man sitting quietly by
the roadside, watching them.
d. The bustling market in the heart of Accra was
juxtaposed with the serene, quiet atmosphere of the
village compound.
e. In the poem, joy and sorrow are juxtaposed as two
sides of life’s coin
18. METAPHOR
Definition: A figure of speech that compares two unlike things
without using “like” or “as.”
Examples:
a. The world is a stage, and we are all actors in this grand play.
b. His heart was a stone, unmoved by her tears.
c. The city was a jungle, with people hustling like wild animals
for survival.
d. The river was a silver ribbon winding through the village.
e. Her words were arrows, sharp and painful, aimed at his heart.

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19. MOOD
Definition: The atmosphere or emotional feeling created by
a piece of writing, often evoked through diction, setting,
and tone.
Examples:
a. The ominous clouds and dark skies set a gloomy mood
as the villagers waited for the storm to arrive.
b. In the festival scene, the mood was one of joy and
celebration, with laughter and music filling the air.
c. The quiet and stillness of the forest at night created a
mood of suspense and unease.
d. The cheerful sounds of children playing in the
background added to the light-hearted mood of the
story.
e. The somber tone of the funeral procession set a mood
of grief and reflection.
20. MOTIF
Definition: A recurring element or theme that has symbolic
significance in a literary work.
Examples:
a. In many Ananse stories, trickery is a motif that
highlights human cunning and survival.
b. The motif of water in a village tale symbolizes life,
renewal, and purity.
c. In the poem, the repeated image of a bird represents
freedom and longing.

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c. In Ghanaian folklore, the motif of the talking drum recurs as

a symbol of communication and connection between people
and spirits.
d. The motif of the kola nut in the story represents hospitality
and cultural tradition.

21. ONOMATOPOEIA
Definition: A word that imitates the natural sound associated
with it.
Examples:
a. The bees buzzed angrily around the mango tree.
b. The rain pattered softly on the thatched roof, lulling the
children to sleep.
c. The thunder boomed across the sky, shaking the village
awake.
d. The goat bleated as it was tied to the post, resisting its fate.
e. The fire crackled in the hearth, sending sparks into the night
air
22. OXYMORON
Definition: A figure of speech in which two contradictory
terms are combined to create a striking effect.
Examples:
a. The silence was deafening in the midst of the night.
b. She had a bittersweet smile as she watched her son
leave for the city.
c. It was a small victory in the grand scheme of things.
d. The comedian was seriously funny, leaving everyone in
stitches.
e. The villagers lived in a state of peaceful chaos during
the festival

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23. PARADOX
Definition: A statement or proposition that seems self-
contradictory or absurd but may express a deeper truth.
Examples:
a. In giving, we receive the most.
b. The more he learned, the less he felt he knew.
c. By surrendering, the warrior found his greatest strength.
d. The village leader’s silence spoke louder than words.
e. To bring peace, sometimes you must prepare for war.
IRONY
Definition: A contrast between expectations and reality. There are three
main types of irony: verbal irony, situational irony, and dramatic irony.
1. VERBAL IRONY
Definition: When someone says the opposite of what they actually
mean, often for humorous or sarcastic effect.
Examples:
a. After a long day of hard labor, Kofi looked at his calloused
hands and said, “Oh, what a relaxing day this has been!”
b. The road was covered in deep potholes, and Ama said, “What a
smooth ride this is!”
c. Yaw, drenched from head to toe after walking through a
downpour, exclaimed, “Great weather we’re having today!”
d. As the market stall collapsed from the weight of too many
goods, the vendor remarked, “Well, that went according to
plan.”
e. The teacher handed back a failed test and said,
“Congratulations, you’ve done a marvelous job!”

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2. SITUATIONAL IRONY
Definition: When the actual outcome of a situation is
different from what was expected or intended.
Examples:
a. The fire station in the village caught fire, and the
firefighters had to call a neighboring town to put it out.
b. After a year of saving to buy a new smartphone,
Kwame dropped it and broke the screen the very first
day he got it.
c. A fisherman who spends his life at sea is ironically
afraid of swimming.
d. The health-conscious villager, who never ate junk food,
ended up with a stomachache after eating only fruits.
e. The police officer’s house was burglarized while he
was at work, investigating a string of robberies.

3. DRAMATIC IRONY
Definition: When the audience or reader knows something
that the characters do not, creating tension or humor.
Examples:
a. In a play, the audience knows that the letter Ama is
holding contains a marriage proposal, but she
mistakenly believes it’s a rejection letter.
b. In a folktale, the villagers don’t know that the stranger
they welcomed is actually a dangerous trickster, but
the audience is aware.

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c. In a movie, a character prepares a surprise party for someone, but the

audience knows the person is leaving town that day.
d. In a story, Kofi is searching everywhere for his missing wallet, but the
reader knows that his mischievous younger brother has hidden it.
24. METONYMY
Definition: A figure of speech in which one word or phrase
is substituted with another closely associated with it, often
for symbolic meaning.
Examples:
a. The crown will decide the fate of the kingdom.
(The "crown" refers to the monarchy or king/queen.)
b. Accra’s streets were full of celebration after the Black Stars’
victory.
("Accra" is used to represent the people of Accra.)
c. The pen is mightier than the sword.
(The "pen" symbolizes writing or knowledge, while the "sword"
symbolizes military force.)
d. The village turned to the drums to summon the ancestors.
("Drums" symbolize traditional communication and ceremony.)
e. The elders spoke, and the stool was silent.
a. ("Stool" represents the leadership or chieftaincy.)

25. PERSONIFICATION
Definition: Giving human characteristics to non-human
objects, animals, or abstract concepts.

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a. The wind whispered through the trees, telling stories of old.

(The wind is given the human action of whispering.)
b. The river danced joyfully as it made its way through the forest.
(The river is personified as "dancing.")
c. The sun smiled down on the farmers in the field.
(The sun is personified by "smiling.")
d. Fear crept into the hearts of the warriors as night fell.
(Fear is personified as "creeping.")
e. The storm raged angrily against the coastline, pounding the
shores with its fury.
(The storm is given human emotions like anger and fury.)

26. PUN
Definition: A play on words in which a word with multiple
meanings or similar-sounding words is used to create humor
or emphasize a point.
Examples:
a. The baker got a raise because he was really on a roll!
("On a roll" plays on both the idea of doing well and making
bread rolls.)
b. used to be a fisherman, but I got caught up in something else.
(A play on "caught" as in both being caught while fishing and
getting involved in something else.)
c. The doctor was a great surgeon because he had a lot of
patients.
A pun on "patients" meaning both people and the quality of
patience.)

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d. At the shoe factory, they had sole responsibility for quality

control.
(A pun on "sole" referring to the bottom of a shoe and also the
single responsibility.)
e. The farmer always told the best corny jokes.
(A play on "corny" meaning both silly jokes and jokes about
corn.
27. REPETITION
Definition: The intentional reuse of words, phrases, or
structures to emphasize a point or create a rhythm.
Examples:
a. In the heat of the day, in the dust of the road, in the
cries of the children, life continued as it always had.
(Repetition of "in the" emphasizes the different elements of
daily life.)
b. The drums beat, beat, beat, calling the village together for
the festival.
(The repeated "beat" creates rhythm and tension.)
c. We will not tire, we will not falter, we will not give up.
(The repetition of "we will not" adds emphasis to the resolve of
the speaker.)
d. Her laughter echoed again and again, filling the room with
joy.
("Again and again" emphasizes the continuous nature of the
laughter.)
e. This is our land, this is our heritage, this is our home.
(Repetition of "this is our" stresses the ownership and pride in
one’s homeland.)

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28. RHETORICAL QUESTION

Definition: A question posed for effect, not meant to be
answered, but used to make a point or encourage the listener
to think.
Examples:
a. Isn’t it obvious that we must act now to save our land?
(A question that emphasizes urgency and need for action.)
b. Who among us can forget the sacrifice of our ancestors?
(This rhetorical question invokes reflection on history.)
c. Can we continue to ignore the plight of the poor?
(This question challenges the listener to think about social
responsibility.)
d.Do we really need more reasons to protect our forests?
(The question underscores the self-evident nature of
environmental protection.)
e. Why wait for tomorrow when we can build a better future
today?
(This question urges immediate action.)

29. SATIRE
Definition: The use of humor, irony, or exaggeration to
criticize or expose the flaws of individuals, societies, or
institutions.

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Examples:
1. In the village play, the chief was portrayed as a greedy man
who demanded taxes even from chickens, showing how
absurd corruption can become.
2. (Satire aimed at corrupt leadership.)
3. The poem mocked the new government project, describing a
bridge that led to nowhere and cost more than the village
could earn in ten years.
4. (Satirical criticism of mismanaged projects.)
5. In the fable, the elephant constantly bragged about its
strength, only to be outwitted by a clever spider, poking fun at
the arrogance of the powerful.
6. (A satire about the downfall of the proud.)
7. The novel described a fictional country where elections were
rigged by having only one candidate on the ballot, a critique of
authoritarianism.
8. (Satire of corrupt political systems.)
9. In the satirical folktale, the animals formed a council to create
new laws but ended up arguing over who would have the
biggest chair, highlighting how selfishness ruins unity.
10. (A satire about political infighting.)

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31. SYMBOLISM
Definition: The use of symbols to represent ideas or
qualities beyond their literal meaning.
Examples:
a. The rising sun in the story symbolized hope and new
beginnings.
(The sun represents a fresh start or new opportunity.)
b. The broken chain in the poem was a symbol of freedom
after years of oppression.
(The chain symbolizes captivity, and its breaking represents
liberation.)
c. In the play, the storm outside the house mirrored the internal
conflict of the main character.
(The storm symbolizes chaos and turmoil.)
d. The Baobab tree stood as a symbol of strength and
resilience in the community.
(The tree represents the community’s endurance through
hardship.)
e. The river, flowing ever forward, symbolized the passage of
time in the novel.
(The river represents time’s unstoppable progress.)

32. SYNECDOCHE
Definition: A figure of speech in which a part is used to represent
the whole, or the whole is used to represent a part.

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Examples:
a. Ghana won the football match.
("Ghana" refers to the national football team, not the entire country.)
b. All hands on deck! The ship is sinking!
("Hands" represent the sailors or workers needed to save the ship.)
c. The village has many mouths to feed.
("Mouths" represents people, particularly focusing on the need for
food.)
d. The farmer bought fifty head of cattle.
("Head" refers to entire cattle, not just their heads.)
e. The new law helped keep roofs over many families.
("Roofs" represent homes or shelter for families.)

33. THEME
Definition: The central idea or underlying message in a literary
work, often addressing fundamental human concerns or societal
issues.
Examples:
a. In the folktale about the trickster spider, the theme of cunning
versus strength was explored.
b. (The story highlights how intelligence can be more effective
than brute strength.)
c. The novel focused on the theme of colonialism and its impact
on traditional values.
d. (The central message is about the cultural and social
upheaval caused by colonization.)

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c. In the short story, the theme of sacrifice and family was evident as
the father worked day and night to provide for his children.
(The underlying message is about the lengths one will go to for family.)
d. The poem’s theme of loss and memory resonated with readers as it
depicted the passing of time.
(The poem reflects on the pain of loss and the importance of
remembrance.)
e. The drama’s theme of justice and revenge played out as the
protagonist sought to right the wrongs done to his family.
(The play examines the moral complexity of justice and vengeance.)

34. TONE
Definition: The attitude or feeling that the writer or speaker conveys
toward the subject or audience, often set through word choice and
style.
Examples:
a. The author’s tone was somber and reflective as she described the
aftermath of war.
(The tone conveys a sense of seriousness and sadness.)
b. The story had a playful and humorous tone, with characters
constantly cracking jokes.
(The tone is light-hearted and fun.)
c. The speech had a defiant and bold tone, calling for revolution against
the corrupt leaders.
(The tone is one of resistance and courage.)
d. In his letter, the tone was nostalgic and sentimental, recalling the
days of youth.

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(The tone conveys longing and affection for the past.)

e. The essay took on a critical and analytical tone, questioning the
government’s policies.
(The tone is serious and evaluative, aiming to critique.)

35. TRAGEDY
Definition: A genre of drama that deals with serious themes, often
involving the downfall of the protagonist due to a flaw or the
forces of fate.
Examples:
a. The death of the hero in the epic poem was the result of his
own pride, a classic example of tragedy.
(The hero’s flaw, pride, led to his downfall.)
b. In the play, the chief’s son sought revenge, but in doing so, brought
ruin to his family, creating a tragic ending.
(Revenge led to his family’s destruction, typical of tragic drama.)
c. The novel explored the tragic consequences of war, as the
protagonist lost everything he had fought to protect.
(The story examines the inevitable losses that come with war.)
d. The farmer, unable to pay his debts, watched helplessly as his land
was taken away, leaving him and his family destitute.
(The tragic element comes from the protagonist’s helplessness
against fate.)
e. In the folktale, the hunter’s greed led to his demise, as he was
swallowed by the very beast he sought to conquer.
(The hunter’s fatal flaw, greed, leads to his tragic end.)

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LITERATURE MASTER

36. UNDERSTATEMENT
Definition: A figure of speech in which something is
intentionally made to seem less important or serious than it
actually is.
Examples:
a. After winning the national prize for his essay, Kwame said, “It
was just a little something I put together.”
(Kwame downplays the significance of his achievement.)
b. As the floodwaters rose around the house, Ama remarked, “It
looks like it might rain a little today.”
(Ama underplays the severity of the flooding situation.)
c.When the entire village gathered to celebrate her award, Abena
said, “Oh, it’s no big deal.”
(Abena downplays the significance of the event.)
d. The chief, after receiving a grand feast from the villagers, said,
“Well, this is a modest meal.”
(The chief understates the lavishness of the feast.)
e. When the farmer’s crops were destroyed by locusts, he said, “It’s
just a small setback.”
(The farmer downplays a major disaster.)
37. ALLUSION
Definition: A brief reference to a person, place, event, or work
of art, often used to enhance meaning or context in a literary
work.

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LITERATURE MASTER

Examples:
a. His strength was like that of Hercules, and none could
match him.
(Allusion to the Greek mythological figure Hercules, known for his
strength.)
b. The way she navigated through the political chaos made her
seem like an African Queen Esther.
(Allusion to the biblical figure Esther, who saved her people
through political influence.)
c. In the novel, the rainy season was referred to as the “Great
Deluge,” evoking thoughts of Noah’s flood.
(Allusion to the biblical story of Noah and the flood.)
d. His love for knowledge was as deep as that of Socrates,
always questioning and searching for truth.
(Allusion to the Greek philosopher Socrates.)
e.When he spoke of unity, his words reminded the crowd of
Kwame Nkrumah’s speeches of independence.
(Allusion to Ghana’s first president, Kwame Nkrumah, and his
advocacy for African unity.)

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LITERATURE MASTER

KEY TO UNDERSTANDING POETRY

Poetry is a unique form of expression that combines rhythm,
emotion, and imagery to convey deeper meanings. To
understand poetry well, especially in the context of literary
studies, it is essential to focus on the following key areas:
1. Form and Structure
Stanza: Poems are divided into sections called stanzas,
like paragraphs in prose. Each stanza can have its own
meaning or contribute to the poem’s overall theme.
Line: The length and break of each line matter in poetry. A
line's rhythm and flow can shape the reader's experience.
Rhyme Scheme: Many poems follow a specific rhyme
pattern (e.g., ABAB, AABB), which affects how the poem
sounds and is interpreted.
Meter: The rhythm of a poem is often structured in specific
meters (like iambic pentameter), affecting the mood and
pace of the poem.
2. Imagery and Language
Imagery: Poets use descriptive language to create vivid
mental images. Imagery appeals to the senses (sight,
sound, taste, touch, and smell) and evokes emotions.
Diction: Word choice is essential in poetry. Every word in a
poem is carefully selected to create a specific meaning or
tone. Focus on unusual words, metaphors, and similes.
Symbols: Many poems contain symbols—objects,
characters, or events that represent deeper meanings or t.

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LITERATURE MASTER

themes.
Figurative Language: Poets frequently use devices like similes,
metaphors, personification, and onomatopoeia to enhance
meaning and create an emotional connection with the reader.
3. Themes and Messages
Theme: This is the central idea or underlying message the poet
wants to communicate. Some common themes in poetry
include love, nature, death, freedom, and conflict.
Tone and Mood: The tone reflects the poet’s attitude toward
the subject, while the mood is how the poem makes the reader
feel. Understanding these will help you interpret the poem’s
emotional depth.
4. Sound Devices
Alliteration: Repetition of consonant sounds at the beginning
of words (e.g., She sells seashells).
Assonance: Repetition of vowel sounds (e.g., The rain in
Spain).
Onomatopoeia: Words that imitate natural sounds (e.g., buzz,
clang).
Repetition: Repeated words or phrases emphasize important
themes or ideas in the poem.
5. Context
Understanding the historical, cultural, or personal background
of a poem can reveal deeper meanings. The poet's life
experiences, political issues, or the era in which the poem was
written often influence its content

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THE COCKCROW: INSIGHTS AND ANALYSIS

UNDERSTANDING THE POETRY OF THE

COCKCROW: INSIGHTS AND ANALYSIS
Analysis of "The Minor Bird" by
Robert Frost
Overview:
"The Minor Bird" is a short poem by Robert Frost, where the
speaker feels annoyed by a bird that keeps singing near his
house. Though the poem is simple, it teaches us an important
lesson about patience, tolerance, and how we sometimes react
to small things in life.

Title Significance:
The title, The Minor Bird, suggests that the bird is small or not
important, but its song still affects the speaker. The word
"minor" shows that even little things can irritate us, even if they
seem unimportant.

Themes:
1. Nature vs. Humans: The poem shows how people
sometimes feel disturbed by the natural world. The speaker
wishes the bird would stop singing, even though it is doing
what comes naturally. This shows the conflict between
what nature does and how humans feel about it.

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THE COCKCROW: INSIGHTS AND ANALYSIS

2. Intolerance: The speaker wants the bird to leave simply

because its song annoys him. This shows how we can be
impatient and intolerant of things we don’t like, even if they
aren’t harmful.
3. Self-Reflection: Even though the speaker never directly says
he regrets his actions, the poem makes us think about how we
react to small problems. It teaches us to be more tolerant of
things we cannot control.

Literary Devices:
1. Rhyme Scheme: The poem uses a simple AABB rhyme
pattern, which makes it easy to follow. This reflects how
straightforward the speaker’s feelings are.
2. Personification: The bird is given human-like qualities by
causing emotions in the speaker. Its constant singing
becomes something that the speaker cannot stand, even
though it is a natural sound.
3. Irony: It is ironic that something as simple as a bird’s song,
which is usually pleasant, causes the speaker frustration.
The bird, which represents freedom and nature, ends up
being a source of irritation.
4. Imagery: The picture of the speaker clapping his hands to
scare the bird away is very vivid. We can easily imagine the
frustration of trying to stop something small but annoying.

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THE COCKCROW: INSIGHTS AND ANALYSIS

Tone:
The tone of the poem is gentle frustration. The speaker is
annoyed by the bird but not angry. It’s the kind of irritation we
all feel sometimes when small things get on our nerves.
Interpretation:
This poem teaches us to be patient with the small annoyances
in life. The bird’s singing doesn’t harm anyone, but the
speaker’s reaction shows how we can let little things bother
us. The poem reminds us that it’s better to accept these small
things instead of trying to control them.
Conclusion:
"The Minor Bird" reminds us of the need for patience and
tolerance. Frost uses the bird’s song to show how we
sometimes overreact to minor problems. Instead of trying to
change the situation, the poem suggests that we should learn
to accept things we cannot control.

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THE COCKCROW: INSIGHTS AND ANALYSIS

SAMPLE MULTIPLE CHOICE QUETIONS

1. What is the central theme of The Minor Bird?
A) Joy of nature
B) Human intolerance
C) Power of freedom
D) Responsibility towards animals
2. In The Minor Bird, the bird represents:
A) Freedom
B) Love
C) Annoyance
D) Peace
3. The speaker's initial reaction to the bird’s song can best be
described as:
A) Joyful
B) Annoyed
C) Enthusiastic
D) Curious
4. What does the speaker admit at the end of the poem?
A) He enjoys the bird's song
B) He regrets driving the bird away
C) He dislikes nature
D) He wishes for silence
5. The line "I have wished a bird would fly away" suggests:
A) The speaker’s fear of the bird
B) The speaker’s desire for quiet
C) The bird’s inability to leave
D) The speaker’s love for the bird

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THE COCKCROW: INSIGHTS AND ANALYSIS

6. The speaker's attitude towards the bird changes from:

A) Curiosity to indifference
B) Irritation to understanding
C) Joy to fear
D) Fear to compassion
7. The poem can be interpreted as a metaphor for:
A) The conflict between freedom and control
B) The beauty of nature
C) The power of music
D) The love of animals
8. What does the speaker do to silence the bird?
A) Closes the window
B) Claps his hands
C) Makes a loud noise
D) Waves his hand
9. The phrase “It’s not the bird’s fault” suggests:
A) The bird is dangerous
B) The speaker blames himself
C) The bird has a problem
D) The bird is unimportant
10. What is the tone of the poem The Minor Bird?
A) Angry
B) Playful
C) Reflective
D) Humorous

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THE COCKCROW: INSIGHTS AND ANALYSIS

11. The speaker’s desire to quiet the bird reflects:

A) His love for music
B) His inner frustrations
C) His fear of birds
D) His desire to control his environment
12. The poem The Minor Bird explores the idea of:
A) Understanding different perspectives
B) The joy of companionship
C) Tolerance and empathy
D) The power of silence
13. The word “wished” in the poem suggests that:
A) The speaker tried to physically remove the bird
B) The speaker only wanted the bird to leave
C) The speaker liked the bird
D) The bird was unwelcome
14. What type of rhyme scheme is used in The Minor Bird?
A) ABAB
B) AABB
C) ABBA
D) ABCB
15. What is the poet’s likely intention with this poem?
A) To teach a lesson about peace
B) To illustrate human impatience
C) To discuss wildlife conservation
D) To express joy in bird songs

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THE COCKCROW: INSIGHTS AND ANALYSIS

16. The speaker realizes that the bird:

A) Is mocking him
B) Is innocent in its singing
C) Has caused him harm
D) Will never leave
17. The bird’s persistent singing could symbolize:
A) Nature's indifference to human desires
B) The power of patience
C) The importance of discipline
D) The fragility of freedom
18. What literary device is used in the line “I have wished a bird
would fly away”?
A) Simile
B) Hyperbole
C) Metaphor
D) Alliteration
19. The speaker’s reaction to the bird reflects:
A) His fear of the outdoors
B) His intolerance of what he cannot control
C) His concern for the bird
D) His love for silence
20. The bird’s singing continues because:
A) It is trying to annoy the speaker
B) It enjoys the sound of its own voice
C) It does not understand the speaker’s wishes
D) It represents freedom

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THE COCKCROW: INSIGHTS AND ANALYSIS

21. Which line shows that the speaker feels guilty about his
reaction to the bird?
A) “The fault must partly have been in me”
B) “I wished the bird would fly away”
C) “I drove him from my sight”
D) “The bird sang all night”
22. In The Minor Bird, the word “minor” refers to:
A) The bird’s small size
B) The insignificance of the bird’s song
C) The bird’s young age
D) The minor key of the song
23. The poem The Minor Bird could also be seen as
addressing:
A) The beauty of wild creatures
B) Human interference in nature
C) The importance of solitude
D) The relationship between humans and birds
24. The speaker’s regret at the end of the poem suggests:
A) He now enjoys the bird’s song
B) He realizes that nature has its place
C) He wishes for more birds
D) He has learned to tolerate the bird
25. What is the final realization of the speaker in the poem?
A) He needs more birds in his garden
B) His irritation was unnecessary
C) The bird is gone forever
D) The bird will return next spring

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THE COCKCROW: INSIGHTS AND ANALYSIS

“The Minor Bird” by Robert Frost

Extract:
"I have wished a bird would fly away,
And not sing by my house all day;
Have clapped my hands at him from the door
When it seemed as if I could bear no more."

Questions:
a) Identify the speaker’s attitude towards the bird.
b) Why does the speaker wish the bird would fly away?
c) What does the phrase “clapped my hands at him” suggest
about the speaker's actions?
d) How does the poet use imagery to express the speaker’s
emotions?
e) What is the theme of the poem?
Extract.
"I have wished a bird would fly away,
And not sing by my house all day;
Have clapped my hands at him from the door
When it seemed as if I could bear no more."
Questions:
a) Identify the literary device used in “When it seemed as if I
could bear no more.”
b) What literary device is present in the line “I have wished a
bird would fly away”?
c) Describe the tone of the speaker in the poem.
d) Identify one theme in the poem.
e) Explain the significance of the bird in the poem.

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THE COCKCROW: INSIGHTS AND ANALYSIS

Answers to Extract 1:
a) The speaker’s attitude towards the bird is one of irritation or
frustration.
b) The speaker wishes the bird would fly away because its
continuous singing has become bothersome and
overwhelming.
c) The phrase “clapped my hands at him” suggests that the
speaker is attempting to shoo the bird away, showing
impatience and a desire for silence.
d) The poet uses imagery, such as “clapped my hands” and
“bear no more,” to express the speaker’s escalating annoyance
and struggle to tolerate the bird’s constant presence.
e) The theme of the poem is often interpreted as a reflection
on human intolerance and the desire to control nature, even in
minor, harmless disturbances.

Answers Extract 2:
a)The literary device used here is hyperbole. The phrase
exaggerates the speaker's inability to tolerate the bird's singing
any longer, conveying the depth of irritation or frustration.
b) This line uses personification. The speaker attributes human
qualities, such as wishing or desiring, to the bird, highlighting
the connection the speaker feels toward the bird as if it
understands them.
c) The tone of the speaker is one of frustration or irritation. The
speaker expresses a strong desire for peace and quiet,
suggesting the bird’s constant singing has become a nuisance.

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THE COCKCROW: INSIGHTS AND ANALYSIS

d) One theme in the poem is conflict with nature. The speaker

experiences a clash between their need for quiet and the
persistent presence of the bird's singing, representing how
elements of nature can sometimes intrude upon personal
space.
e) The bird in the poem symbolizes the unavoidable aspects of
life or nature that can become irritating or oppressive despite
their innocence. The bird's song, typically a pleasant sound,
becomes a source of frustration for the speaker, highlighting
the complex human response to continuous, unchanging
stimuli.

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THE COCKCROW: INSIGHTS AND ANALYSIS

ANALYSIS OF "THE COLOUR OF GOD" BY V.B. AAKYE

Overview:
"The Colour of God" is a poem that questions the idea of what God
looks like and challenges the belief that God belongs to any one
race or culture. The poem teaches us to see God beyond physical
appearances and understand that God is for everyone, no matter
their skin colour or background.

Themes:
1. Equality of All People: The main theme of the poem is that God
cannot be limited by race or skin colour. The poem shows that
God belongs to all people, whether Black, White, or any other
race, and that we should not divide ourselves based on physical
differences.
2. Unity in Diversity: The poem encourages us to look beyond the
differences in skin colour and realize that, no matter what, we
are all united under God. It teaches that God does not favour
one race over another but sees all people equally.
3. The Futility of Racism: By asking about God’s colour, the poem
indirectly points out how pointless racism is. It reminds us that
when we judge others based on the colour of their skin, we are
missing the true meaning of humanity and God's love, which
goes beyond race.

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THE COCKCROW: INSIGHTS AND ANALYSIS

Literary Devices:
1. Rhetorical Question: The poet uses questions like, "What
is the colour of God?" to make us think deeply about our
ideas of God and race. The questions are not meant to be
answered but to challenge how we think.
2. Imagery: The poem uses strong images to describe
different races, skin colours, and cultures. These
descriptions help us visualize the diversity of people in
the world and make us reflect on the idea that God
cannot be tied to any one image.
3. Metaphor: The “colour of God” in the poem is a metaphor
for the way people often see God through the lens of their
own race or culture. The poem breaks down this idea,
showing that God is not limited to any particular
appearance.
4. Symbolism: Colours in the poem symbolize the different
races of the world, but the poem also implies that God's
true colour is beyond what we see. God’s essence is too
great to be defined by any one colour.

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THE COCKCROW: INSIGHTS AND ANALYSIS

Tone:
The tone of the poem is reflective and questioning. The poet
asks questions to challenge the reader to think critically about
race, religion, and how they relate to God. It has a peaceful and
thought-provoking tone, rather than a harsh or angry one.
Interpretation:
"The Colour of God" encourages us to think beyond the
physical world and understand that God’s love and power
extend to all people, no matter their race. It teaches us that
discrimination based on skin colour is meaningless because
God does not judge us by our appearance. Instead, we should
see each other as equals, just as God sees us.
Conclusion:
This poem serves as a reminder that God is beyond human
labels. It encourages us to embrace each other’s differences
and live together in harmony, knowing that we are all God’s
children, regardless of the colour of our skin. By seeing God in
this way, we can foster peace and understanding among
different races and cultures.

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THE COCKCROW: INSIGHTS AND ANALYSIS

SAMPLE MULTIPLE CHOICE QUETIONS

1. What question does the speaker ask in The Colour of God?
A) What is God’s true form?
B) What colour is God?
C) How can we see God?
D) What is the importance of race?
2. What is the central theme of the poem?
A) Beauty of nature
B) Unity in diversity
C) Search for God
D) Equality of races
3. The speaker's main concern in The Colour of God is:
A) Discrimination against dark-skinned people
B) The appearance of God
C) Racial harmony
D) The power of nature
4. The phrase "shades of skin" in the poem refers to:
A) Different races
B) Different emotions
C) Different ages
D) Different genders
5. The poem advocates for:
A) Love and tolerance among all people
B) Understanding God's message
C) Overcoming religious differences
D) Celebrating differences in nature

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THE COCKCROW: INSIGHTS AND ANALYSIS

6. The poet believes that God’s colour is:

A) Red
B) White
C) Invisible
D) Present in all people
7. What literary device is present in the line, "God’s colour is in
the rainbows"?
A) Metaphor
B) Simile
C) Personification
D) Hyperbole
8. What does the rainbow symbolize in the poem?
A) The beauty of nature
B) The unity of all races
C) God’s appearance
D) Hope and peace
9. Which of the following best represents the poem’s
message?
A) We are all the same under God
B) God belongs to only one race
C) Each race has its own God
D) Nature is more important than God
10. The speaker’s attitude in The Colour of God is best
described as:
A) Angry
B) Hopeful
C) Confused
D) Fearful

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THE COCKCROW: INSIGHTS AND ANALYSIS

11. The poem can be seen as a plea for:

A) Equality and unity
B) The preservation of nature
C) Understanding other cultures
D) Scientific discovery
12. Which of the following words best describes God in the
poem?
A) Almighty
B) All-loving
C) Omnipresent
D) Invisible
13. The poem suggests that God's true nature is:
A) Only for certain people
B) Beyond human understanding
C) Found in all religions
D) Present in all races
14. The word “colour” in the poem symbolizes:
A) The beauty of creation
B) The importance of diversity
C) The confusion of human minds
D) The power of light
15. The poem’s tone can be best described as:
A) Sarcastic
B) Solemn
C) Reflective
D) Happy

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THE COCKCROW: INSIGHTS AND ANALYSIS

16. The poet is encouraging readers to:

A) Love people of all races
B) Embrace religion
C) Understand their differences
D) Travel the world
17. The phrase “God’s colour is in all our skins” means:
A) God is everywhere
B) God is the same as humans
C) All races reflect God's image
D) God is colourful
18. What is the significance of the rainbow in the poem?
A) It is a religious symbol
B) It represents unity and diversity
C) It shows that God is everywhere
D) It highlights the beauty of nature
19. The poet uses the idea of colour to talk about:
A) The importance of art
B) The divisions among people
C) The value of unity
D) The presence of God
20. The poem suggests that God:
A) Has no colour at all
B) Changes colours frequently
C) Looks like different people
D) Appears in nature

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THE COCKCROW: INSIGHTS AND ANALYSIS

21. The line “God’s colour is in every land” suggests:

A) God lives in different countries
B) God appears as different races
C) God is present everywhere
D) God has a specific skin tone
22. The word “rainbows” is used in the poem as a symbol for:
A) Diversity and unity
B) God's promise
C) Different emotions
D) The beauty of life
23. What type of poem is The Colour of God?
A) Sonnet
B) Free verse
C) Haiku
D) Limerick
24. The speaker implies that racism is:
A) Something that will always exist
B) Unnecessary and harmful
C) Caused by religious differences
D) Justified in some cases
25. The poem concludes that:
A) God's true colour cannot be known
B) All races are important
C) Only certain people are chosen by God
D) God is a reflection of nature

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THE COCKCROW: INSIGHTS AND ANALYSIS

Extract 1:
"Who ever painted God white
He must be black, says the black man
Of course not! He's got to be green,
quipped the green man
But that cannot be. He must
be red, assured the red one."
Questions:
a)What is the main theme of this extract?
b)Identify the literary device in the line “quipped the green
man.”
c)Explain the tone of the extract.
d)What does the phrase “He must be black, says the black
man” suggest about human nature?

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THE COCKCROW: INSIGHTS AND ANALYSIS

Answers to Extract 1.
a) The main issue the speaker is addressing is racial
discrimination and the unfair treatment of people based on
skin color.
b) The speaker feels hurt and resentful about being looked
down upon due to their race, questioning the reasoning behind
it.
c) The literary device used in “If God had no colour” is
hypothetical questioning, which challenges assumptions about
race and prejudice.
d) The tone of the poem is confrontational and reflective, as
the speaker

Answers to Extract 2:
a) Paradox, a paradox is a statement that seems strange or
impossible but actually holds some truth. Saying "God has no
colour" sounds unusual because we often think of things in
terms of color. This phrase suggests that God is beyond
human ideas like skin color, showing that God doesn’t see
people as black or white.
b) Racial harmony or equality
The theme here is about unity among people, no matter their
skin color. The poet’s message is that skin color is not
important to God and shouldn’t cause fights or hate among
people. This idea promotes harmony, meaning people should
live peacefully together without judging others by their race.

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THE COCKCROW: INSIGHTS AND ANALYSIS

c)Oxymoron, an oxymoron is when two opposite words are

used together. Here, “needless hate” uses “needless” (meaning
“not necessary”) with “hate.” This combination shows that the
hate between people because of race has no real reason—it’s
unnecessary and harmful.
d) Reflective or contemplative
The tone, or feeling, of the extract is reflective, which means
thoughtful or calm. The poet is calmly questioning why people
hate each other because of their skin color. This gentle tone
makes us think about how we act towards others and consider
if we judge people fairly.
e) Rhetorical question, a rhetorical question is a question
asked to make people think rather than to get an answer. By
asking, “why do men dispute over black and white in needless
hate?” the poet is inviting readers to think deeply about why
racial hate exists, even though the answer is obvious. This
technique makes the reader reflect on the problem of racial
hate and why it is pointless.
4o

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THE COCKCROW: INSIGHTS AND ANALYSIS

ANALYSIS OF "DESERT RIVERS" BY LADE WOSORNU

"Desert Rivers" is a metaphorical poem by Lade Wosornu that
contrasts the dry and barren nature of deserts with hidden
rivers beneath the surface. The poem expresses a deeper
message about unseen emotions and struggles, suggesting
that just because something is not visible, it doesn't mean it
doesn't exist.

Themes:
1. Hidden Emotions:
The poem draws a comparison between hidden rivers in the
desert and unexpressed emotions. It highlights the idea that
people may carry deep emotions (like tears), which may not
always be visible but still exist.
1. Loneliness and Isolation:
The reference to the rivers being "entombed from birth" and
"far away from unaided human eyes" evokes a sense of
isolation, showing how people’s inner feelings can go
unnoticed by others.
1. Unseen Struggles:
The poem suggests that everyone faces unseen struggles,
which can be powerful and significant even if no one else
notices them.

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THE COCKCROW: INSIGHTS AND ANALYSIS

Literary Devices:
Metaphor:
The entire poem revolves around the metaphor of rivers in
deserts to represent hidden emotions or struggles. The idea of
"deserts too have their rivers" symbolizes how even barren
landscapes or people who seem tough on the outside can have
hidden depths of emotion.
Personification:
The rivers are given human-like qualities, such as being
"entombed" and running "their unwitnessed course." This helps
emphasize the emotional message that the rivers represent
people's inner lives and struggles.
Allusion:
The reference to "Waters mightier than Voltas" alludes to the
Volta River in Ghana, a significant geographical feature. This
can create a connection to Ghanaian readers, making the
poem more relatable.
Imagery:
The poem uses strong imagery such as "hid from the glare of
the sun" and "gush into bowels of seas" to create vivid pictures
of the hidden rivers. This helps the reader visualize both the
physical rivers and the emotional message behind them.

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THE COCKCROW: INSIGHTS AND ANALYSIS

Contrast:
There is a contrast between the visible harshness of the desert
and the hidden power of the rivers underneath. This mirrors the
contrast between outward appearances and internal emotions.

Tone:
The tone of the poem is reflective and somber. It invites
readers to think deeply about hidden aspects of life,
particularly emotions that are not readily visible. The quiet,
almost resigned tone implies that there is a sense of
acceptance about these hidden struggles.
Interpretation:
The "desert rivers" in the poem represent emotions or
struggles that are not immediately visible. Just as the rivers
are hidden beneath the surface of the desert, people's
emotions can be buried deep inside them. The reference to
these rivers being "mightier than Voltas" suggests that these
hidden emotions are powerful, even if they are not seen.
The final lines, "If you cannot see our tears, It does not mean
we do not cry," make it clear that just because someone is not
openly expressing their pain or emotions, it doesn't mean they
are not feeling them deeply. This serves as a reminder not to
judge others by what we see on the surface, as there may be
much more happening beneath.

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Conclusion:
"Desert Rivers" by Lade Wosornu is a thought-provoking poem
that uses the metaphor of rivers in a desert to symbolize
hidden emotions and struggles. Through rich imagery and a
reflective tone, the poem reminds readers that not everything is
as it appears on the surface, and unseen emotions can be just
as powerful as visible ones. For Ghanaian JHS students, this
poem encourages empathy and understanding towards others,
recognizing that everyone may be dealing with hidden
difficulties. ​

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THE COCKCROW: INSIGHTS AND ANALYSIS

SAMPLE MULTIPLE CHOICE QUETIONS

1. What is the main theme of Desert Rivers?
A) Struggle and perseverance
B) Beauty of nature
C) Fear of the unknown
D) Wealth and prosperity
2. The "rivers" in Desert Rivers can best be described as a
metaphor for:
A) Hidden wealth
B) The hardships of life
C) Inner strength and resilience
D) Destruction of nature
3. In the poem, "Desert Rivers" refers to:
A) Rivers that no longer flow
B) Rivers that flow underground
C) Rivers that have disappeared
D) Imaginary rivers in dreams
4. What does the poet imply about the people in the desert?
A) They are weak and dependent
B) They have learned to adapt
C) They are lost in their ways
D) They are destined to fail
5. The phrase "in the depths of the earth" suggests that:
A) Water is hidden below
B) People are trapped underground
C) Nature is mysterious
D) The earth is hollow

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THE COCKCROW: INSIGHTS AND ANALYSIS

6. The poet uses the metaphor of "rivers" to symbolize:

A) Life’s hardships and challenges
B) A lack of water
C) Nature’s beauty
D) The journey of the soul
7. The "desert" in the poem represents:
A) A peaceful place
B) A place of opportunity
C) Difficult circumstances
D) Barren land
8. What is the poet’s message in Desert Rivers?
A) All struggles can be overcome
B) Nature is more powerful than humans
C) Deserts are dangerous and uninhabitable
D) People must avoid desert areas
9. The line “gush with determination” suggests that:
A) The rivers are angry
B) The rivers are strong
C) People are determined to succeed
D) Nature is out of control
10. What does the poet suggest is necessary for survival in
difficult times?
A) Intelligence
B) Patience
C) Wealth
D) Determination

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11. The tone of the poem can be described as:

A) Hopeful
B) Fearful
C) Desperate
D) Content
12. The imagery in the poem emphasizes:
A) The vastness of deserts
B) The hidden strength within people
C) The destruction caused by water
D) The isolation of desert areas
13. In Desert Rivers, the rivers are described as:
A) Violent
B) Silent
C) Secret
D) Dangerous
14. What does the "gushing" of the rivers symbolize?
A) Fear and anxiety
B) Joy and excitement
C) Anger and frustration
D) Resilience and strength
15. The poet's description of the rivers suggests that:
A) They are dangerous
B) They symbolize hidden potential
C) They are destructive
D) They will eventually dry up

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THE COCKCROW: INSIGHTS AND ANALYSIS

16. The word "gush" implies:

A) A gentle flow
B) A violent surge
C) A slow stream
D) A peaceful trickle
17. Which of the following best describes the mood of the
poem?
A) Despair
B) Hopefulness
C) Anxiety
D) Satisfaction
18. The poet uses the desert as a metaphor for:
A) Human struggle
B) Environmental damage
C) Spiritual enlightenment
D) Physical hardship
19. The rivers in Desert Rivers suggest that:
A) Survival in harsh conditions is impossible
B) Life can flourish even in difficult circumstances
C) Water is abundant
D) The desert is a symbol of failure
20. The phrase "deep down" in the poem symbolizes:
A) Hidden truths
B) Underground rivers
C) Lack of resources

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21. The poem encourages readers to:

A) Avoid desert areas
B) Find strength in adversity
C) Control the environment
D) Embrace isolation
22. Which literary device is most prominent in the poem?
A) Simile
B) Personification
C) Metaphor
D) Alliteration
23. What does the poet mean by “gush with determination”?
A) The rivers will eventually dry up
B) The rivers represent internal drive
C) People are trying to escape the desert
D) The rivers are angry
24. The poet’s depiction of life in the desert suggests:
A) People should avoid the desert at all costs
B) The desert is a place of beauty and opportunity
C) Difficult circumstances can be overcome with resilience
D) The desert is a place of hidden treasures
25. What is the overall message of Desert Rivers?
A) Life’s challenges can be conquered
B) Water is the most valuable resource
C) The desert is a place of suffering
D) Hidden treasures can be found in nature

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“Desert Rivers” by Lade Wosornu

Extract:
"In the dry season, it hides,
A mystery unseen.
In the rainy season, it flows,
Life-giving and serene."

Questions:
a) What does the phrase “a mystery unseen” refer to?
b) Describe the significance of the rainy season to the “Desert
Rivers.”
c) Identify the imagery present in the phrase “Life-giving and
serene.”
d) What is the tone of the poem in this extract?
e) Explain the central message of the poem.

"Extract.
Like rivers in the desert,
we bring water where none flows,
whispers of life
in places that know only silence."
Questions:
a) What literary device is used in “rivers in the desert”?
b) Identify the literary device in “whispers of life.”
c) What is the tone of the extract?
d) Explain the symbolism of “rivers” in the context of the poem.
e) Identify the main theme of the poem.

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Answers to Extract 1.
a) The phrase “a mystery unseen” refers to the hidden nature
of the river during the dry season, when it is not visible or
flowing.
b) The rainy season is significant to the “Desert Rivers”
because it brings the river back to life, allowing it to flow and
provide sustenance to its surroundings.
c) The imagery in “Life-giving and serene” evokes a sense of
peacefulness and vitality, suggesting the river’s role in
nurturing life during the rainy season.
d) The tone of the poem in this extract is reverent and
appreciative, highlighting the beauty and importance of
nature’s cycles.
e) The central message of the poem is the resilience and
cyclical renewal found in nature, symbolized by the river’s
seasonal return and the sustenance it provides.

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ANALYSIS OF "SCRIBBLER’S DREAM" BY LAWRENCE DARMANI

"Scribbler’s Dream" is a motivational poem that speaks directly to

writers (referred to as “scribblers”) and dreamers. It reflects on
the gap between having a dream or an idea and the actual
execution of that idea. The poem encourages the reader to act,
write, and bring their ideas to fruition instead of letting them
gather dust.

Themes:
Creativity and Dreams:
The poem explores the theme of creative potential and the
dreams that individuals carry within themselves.
It emphasizes the importance of moving from mere dreaming to
action.
Procrastination:
There is an underlying theme of procrastination, with the writer or
“scribbler” staring at an empty shelf where their work should be.
The heavy hands and numb wrists symbolize inactivity,
suggesting that failing to act leads to frustration.
Hard Work and Persistence:
The poem emphasizes that achieving one’s goals takes
persistent effort. It mentions “mating quill and parchment,” a
metaphor for writing, as the necessary action to close the gap
between dreams and reality.

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Literary Devices:
Metaphor:
The phrase "The dream in your mind fills the shelf" is a
metaphor for potential. The shelf represents the unfulfilled
potential of a writer whose ideas remain unwritten.
The “quill and parchment” are metaphors for the tools needed
to make the dream a reality, highlighting the importance of
writing.
Personification:
In the line “vacuum stares at you,” the empty shelf is
personified, giving it human-like qualities of staring back at the
writer. This creates a sense of discomfort, as the writer is
confronted with their own inactivity.

Imagery:
The poem paints a vivid picture of a writer sitting idly by while
their tools (quill and parchment) lay unused. The imagery of
"heavy hands" and "numb wrists" portrays the physical and
mental paralysis that comes with procrastination.
Symbolism:
The “gold adorning the neck” symbolizes the rewards of hard
work, while the “rocky soils” represent the challenges that must
be overcome to achieve success. The idea of “digging deep” to
find the gold underscores the importance of perseverance.

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Tone:
The tone of the poem is motivational and challenging. It
speaks directly to those who are hesitating to act on their
dreams and challenges them to put in the effort necessary to
succeed. The use of questions like “When will this dream in
your mind fill the shelf?” creates a sense of urgency.

Interpretation:
The poem suggests that having dreams and ideas is not
enough. Inaction leads to frustration and unfulfilled potential.
The writer or dreamer must take concrete steps, symbolized by
“mating quill and parchment,” to realize their goals. The line
about “gold adorning the neck” indicates that the reward will
come, but only to those who work hard and persist in the face
of challenges.

Conclusion:
"Scribbler’s Dream" by Lawrence Darmani is a powerful
reminder to take action on one’s dreams. Through the use of
vivid metaphors and a motivational tone, the poem challenges
writers and dreamers to stop procrastinating and turn their
ideas into reality. The message is clear: only through hard work
and persistence can we turn our dreams into tangible
accomplishments.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What is the main theme of Scribbler’s Dream?
A) The power of writing
B) The struggles of fame
C) The beauty of nature
D) The search for love
2. In Scribbler’s Dream, the "scribbler" represents:
A) A teacher
B) A writer
C) A singer
D) A painter
3. The poem suggests that writing is:
A) A lonely profession
B) A pathway to wealth
C) A form of escape
D) A challenging art
4. What motivates the scribbler to write?
A) Desire for fame
B) Love for the craft
C) Need for money
D) Search for peace
5. The phrase "paper and ink" symbolizes:
A) Material success
B) Creative expression
C) Unfulfilled dreams
D) A lost cause

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THE COCKCROW: INSIGHTS AND ANALYSIS

6. The tone of Scribbler’s Dream is best described as:

A) Regretful
B) Enthusiastic
C) Reflective
D) Anguished
7. What is the scribbler’s "dream" in the poem?
A) To become famous
B) To express thoughts and ideas
C) To leave a lasting legacy
D) To write a masterpiece
8. What challenge does the scribbler face in the poem?
A) Lack of ideas
B) Struggle for recognition
C) Difficulty in getting published
D) Pressure from society
9. The word "scribbler" in the poem suggests:
A) A professional writer
B) An amateur writer
C) A teacher
D) A businessman
10. What does the scribbler want to achieve through writing?
A) Fame and fortune
B) Freedom from societal norms
C) Personal fulfillment
D) Global recognition

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11. The line "dream of thoughts to flow" suggests that the

scribbler:
A) Struggles with writer’s block
B) Is an excellent writer
C) Has too many ideas
D) Wants to write better stories
12. The poem emphasizes the idea that writing is:
A) A creative yet difficult journey
B) A quick way to gain fame
C) An easy task for those with talent
D) A responsibility to society
13. The poem reflects the scribbler’s desire to:
A) Be accepted by society
B) Make a difference with his writing
C) Escape reality
D) Become a successful novelist
14. The phrase “ink of dreams” can be interpreted as:
A) The process of writing
B) The failure of imagination
C) The desire to achieve greatness
D) The loss of ideas
15. The scribbler’s attitude toward writing is:
A) Resentful
B) Joyful
C) Hopeful
D) Anxious

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16. What does the scribbler use to express his thoughts?

A) Pen and paper
B) Typewriter
C) Stories and poems
D) Music and art
17. The poem suggests that the scribbler’s writing:
A) Will bring him fame
B) May go unnoticed
C) Will change the world
D) Will never be completed
18. The poet emphasizes that writing requires:
A) Discipline and patience
B) Support from society
C) Artistic talent
D) Financial backing
19. The scribbler’s struggle in the poem represents:
A) The difficulties faced by all creative people
B) The challenges of living in poverty
C) The dangers of seeking fame
D) The loss of inspiration
20. The tone of the poem is:
A) Confident
B) Hopeful
C) Frustrated
D) Melancholic

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21. The scribbler’s "dream" can also be interpreted as:

A) A quest for immortality through words
B) A desire for love and companionship
C) A search for a mentor
D) A longing for peace and quiet
22. What does the scribbler fear most in the poem?
A) Failure
B) Success
C) Loneliness
D) Criticism
23. The imagery in Scribbler’s Dream highlights:
A) The beauty of nature
B) The creative process
C) The joy of success
D) The struggle for identity
24. What does the scribbler gain from his efforts?
A) Fame
B) Wisdom
C) Inner peace
D) Recognition
25. The poem ends on a note of:
A) Triumph
B) Uncertainty
C) Despair
D) Satisfaction

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Scribbler’s Dream by Kofi Anyidoho

Extract
"And when the pen calls,
I must answer.
Through lonely nights
and silent mornings,
I scribble dreams,
hope taking shape in ink,
on paper wings,
I send my soul free."

Questions
a) Who is the speaker in the extract, and what does he mean by
"I must answer"?
b) Identify two themes present in the extract.
c) Explain the significance of the phrase "scribble dreams" in
the context of the poem.
d) What does "paper wings" symbolize in the extract?
e) Identify and explain one literary device used in the extract.

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THE COCKCROW: INSIGHTS AND ANALYSIS

"Extract.
Through lonely nights
and silent mornings,
I scribble dreams,
hope taking shape in ink."

Questions:
a) What literary device is used in “I scribble dreams”?
b) Identify the literary device in “hope taking shape in ink.”
c) Describe the mood conveyed in the extract.
d) What theme is depicted through the phrase “hope taking
shape”?
e) Explain the symbolism of “ink” in the poem.

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ANALYSIS OF "A WREATH OF TEARS" BY KOBENA EYI ACQUAH

Overview:
"A Wreath of Tears" by Kobena Eyi Acquah is a reflective poem
that explores the themes of grief, remembrance, and the
private nature of mourning. Set in the context of a funeral, the
speaker reflects on the simplicity of the event and the
personal, internalized emotions that come with losing a loved
one. The poem’s quiet tone emphasizes how loss is often felt
deeply in the heart, rather than displayed outwardly.

Title Significance:
The title, "A Wreath of Tears," symbolizes the sorrow that
surrounds the memory of the deceased. Traditionally, a wreath
is a symbol of mourning placed at funerals. However, in this
case, the "wreath" is made of tears, signifying that grief is an
internal expression rather than something material or
outwardly displayed. The use of the word "tears" suggests
deep emotional pain, which is contrasted with the physical
absence of a grand funeral or floral offerings.

Themes:
Private Grief vs Public Mourning:
The poem highlights the difference between public mourning,
marked by traditions like flowers, and personal grief, which
remains deeply internal.

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Simplicity of Death:
Despite the stature of the deceased, the funeral is small and
simple, illustrating the idea that death reduces everyone to a
common end, regardless of their life status.
Memories as a Tribute:
The speaker emphasizes that memories serve as the real
tribute to the dead, rather than physical offerings like flowers,
which have "fallen into disrepute."

Literary Devices:
Metaphor:
From the garden of memory" (Line 18): Memory is compared to
a garden, implying that memories bloom and grow, becoming
more vivid after someone has passed away.
Imagery:
"Suddenly blooming as with first rains" (Line 19): This vivid
image evokes the sense of renewal that comes with the first
rains, suggesting that memories of the deceased will continue
to bloom after their death.
Symbolism:
Flowers symbolize traditional expressions of mourning, but
their rejection in this poem symbolizes a shift towards more
personal and genuine forms of grief.

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Irony:
"Your funeral was so quiet, and small—almost too small, it is
said, for a man your stature" (Lines 1-3): There is irony in the
fact that someone who was likely of great importance has a
simple and understated funeral.
Personification:
"Flowers… had fallen callously into disrepute" (Line 14): The
flowers are given human-like qualities to suggest that the
tradition of offering them has become empty and meaningless.
Alliteration:
"Plucked, with care" (Line 20): The repeated "p" and "c" sounds
add softness and musicality to the line, reflecting the careful
and delicate process of remembering someone.

Enjambment:
"how loss remains, at the end / personal" (Lines 9–10): The
sentence flows over two lines, creating a natural continuation
of thought, emphasizing how personal grief flows seamlessly
from the public event of a funeral.
Tone:
The tone of the poem is quiet and reflective. The speaker uses
calm and gentle language to convey the deeply personal nature
of grief. Even though the event of death and funerals can be
overwhelming, the tone suggests that true mourning is
understated and internal.

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Interpretation:
The poem seems to critique the traditional, often superficial
expressions of grief, like sending flowers, and instead
emphasizes the importance of personal memory and quiet
reflection. The speaker offers an alternative way of honoring
the dead—through the careful cultivation of memories rather
than grand, public displays of sorrow. This suggests that in
Ghanaian culture, and perhaps universally, the most profound
acts of mourning are those that happen quietly within.
Conclusion:
"A Wreath of Tears" reflects on the nature of grief and how it is
expressed in different ways. The poem ultimately suggests
that true mourning is a personal process, rooted in memory
rather than material symbols. Through its reflective tone and
use of literary devices, the poem invites readers to reconsider
what it means to honor the dead, placing more value on
personal connections and internalized feelings than on public
rituals.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What is the primary theme of A Wreath of Tears?
A) Death and mourning
B) Love and betrayal
C) Victory and triumph
D) Greed and corruption
2. The phrase "wreath of tears" suggests:
A) A gift of happiness
B) An expression of mourning
C) A celebration of life
D) A symbol of victory
3. In the poem, the wreath can be best interpreted as:
A) A token of gratitude
B) A symbol of loss and grief
C) A metaphor for joy
D) An object of beauty
4. The tone of A Wreath of Tears is primarily:
A) Joyful
B) Sorrowful
C) Indifferent
D) Angry
5. What is the poet’s main emotion in A Wreath of Tears?
A) Happiness
B) Anger
C) Grief
D) Hope

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6. The poet refers to "tears" in the poem as a sign of:

A) Weakness
B) Strength
C) Sorrow
D) Fear
7. The phrase "the final wreath" suggests that:
A) There is no more pain to be experienced
B) Life has ended
C) Death is just the beginning
D) There is more hope to come
8. In the poem, the wreath symbolizes:
A) The fragility of life
B) The joy of victory
C) The peace that comes with death
D) The hardships of life
9. The poem’s mood is best described as:
A) Hopeful
B) Resigned
C) Peaceful
D) Sad
10. What does the poet wish to convey through the imagery of
"tears"?
A) Suffering and loss
B) Celebration and joy
C) The beauty of life
D) The power of love

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11. The poet uses the word “wreath” to symbolize:

A) Victory and power
B) The cycle of life and death
C) Joy and happiness
D) Struggles in life
12. The line “we lay the wreath with trembling hands” suggests:
A) Fear of death
B) Reverence and respect
C) Anger and resentment
D) Confusion and doubt
13. The poet's use of "tears" most likely represents:
A) Physical pain
B) Spiritual growth
C) Emotional suffering
D) Fear of failure
14. The wreath is described as a symbol of:
A) Endless joy
B) Eternal remembrance
C) Momentary triumph
D) Final peace
15. The tone of the poem changes from:
A) Joy to sorrow
B) Sorrow to hope
C) Fear to courage
D) Resentment to peace

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16. The poem emphasizes the idea that death:

A) Is a celebration of life
B) Brings people together
C) Is a time for reflection
D) Cannot be avoided
17. The repetition of the word “tears” in the poem signifies:
A) Intense suffering
B) Happiness in disguise
C) A passing phase
D) Confusion and uncertainty
18. The wreath in the poem is most likely placed:
A) At a wedding
B) At a memorial
C) At a celebration
D) In a garden
19. The poet suggests that loss and mourning are:
A) Inevitable parts of life
B) Things to avoid at all costs
C) Feelings that are temporary
D) Signs of weakness
20. The mood of the poem could be best described as:
A) Content and peaceful
B) Gloomy and reflective
C) Angry and resentful
D) Joyful and triumphant

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21. The "tears" in A Wreath of Tears can best be described as:

A) A symbol of love
B) A metaphor for triumph
C) A sign of deep sorrow
D) An expression of guilt
22. The poem conveys the idea that death:
A) Should be feared
B) Should be embraced
C) Is a celebration of love
D) Is an unfortunate event
23. What emotion is most prominent in A Wreath of Tears?
A) Anger
B) Fear
C) Sadness
D) Joy
24. The poet uses "wreath" to symbolize:
A) Triumph over adversity
B) Finality and closure
C) A new beginning
D) Happiness and love
25. The overall message of the poem is that:
A) Life is filled with happiness
B) Mourning brings peace
C) Death is an inevitable part of life
D) Tears symbolize weakness

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“A Wreath of Tears” by Kwesi Brew

Extract:
"The memories of our dead,
Stir within us a sorrow so deep,
Like a wreath woven of tears,
Resting upon their graves."

Questions:
a) What is the speaker reflecting on in this extract?
b) Explain the significance of the phrase “a wreath woven of
tears.”
c) How does the poet use imagery to enhance the theme of
sorrow?
d) Discuss the tone of the poem.
e) What does the wreath symbolize in the context of the poem?
"Extract.
Upon a grave they place flowers,
as if to paint joy over sorrow,
each petal a memory
of the one who lies below."
Questions:
a) Identify the literary device in “as if to paint joy over sorrow.”
b) What literary device is used in “each petal a memory”?
c) Describe the mood of the speaker in this extract.
d) Explain the symbolism of the “wreath” in the poem.
e) What theme is depicted through the phrase “a memory of
the one who lies below”?

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OVERVIEW OF "MAKOLA" BY THERESA ENNIN

The poem "Makola" is set in the bustling Makola Market in
Accra, capturing a day in the life of an ordinary woman as she
struggles with her tedious and overwhelming responsibilities.
The poem paints vivid imagery of the market's chaotic
atmosphere and the woman’s inner frustrations, as she deals
with her work, family, and societal pressures.

Title Significance
The title "Makola" refers to the famous market in Accra, known
for its vibrancy and activity. It is symbolic of the daily hustle and
struggle that many Ghanaians, especially women, go through to
make ends meet. The title directly grounds the reader in the
Ghanaian context and reflects the poem’s focus on urban life,
economic hardships, and the strength of women.
Themes
Struggle and Hardship: The poem highlights the constant
struggle of the woman, dealing with both her personal and
professional life in a demanding environment.
Economic Pressure: The setting in the market shows the harsh
economic realities that people face, with the woman’s work
being tedious and unappreciated.
Frustration and Fatigue: The woman’s interactions with her
husband, child, and the marketplace suggest frustration with
her circumstances and a feeling of being overwhelmed.
Motherhood: The woman is shown as a mother who, despite
her efforts, struggles to meet the needs of her child, highlighting
the sacrifices mothers often make.

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Literary Devices
Imagery: Vivid descriptions like “Head bent, rags all around the
upside down pan” (line 1) and “The sweat runs down his face,
tiny rivulets” (line 12) create a detailed picture of the
characters and their surroundings.
Simile: The description of sweat as “tiny rivulets” (line 13)
effectively compares the drops of sweat to small streams,
emphasizing the man's physical exertion.
Personification: The phrase "his tongue peeps out and licks
the beads of sweat" (line 16) gives human-like qualities to his
tongue, adding to the vividness of the image.
Metaphor: "battered teddy" (line 21) symbolizes the hardship
the woman’s family faces, and her child clinging to something
broken reflects their struggle.
Alliteration: The repetition of sounds, such as in "shuffle her
feet" (line 3), adds rhythm and flow to the lines, mimicking the
pace of the marketplace.
Tone
The tone of the poem is somber and reflective. It conveys the
sense of weariness that the woman feels as she navigates her
challenging day. There is an underlying sense of hopelessness
in her interactions, particularly with her inability to breastfeed
her child, which signifies both physical and emotional
exhaustion.

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Interpretation
The poem is a snapshot of the daily grind that many market
women in Ghana endure. Through detailed imagery and subtle
emotional cues, Ennin captures the pressures that these
women face — not only economic and physical but also
emotional and familial. The juxtaposition of the bustling
marketplace and the woman’s personal struggles highlights
the disparity between public hustle and private exhaustion.
Conclusion
"Makola" is a powerful poem that gives voice to the often-
overlooked struggles of market women in Ghana. Through its
vivid imagery and emotional depth, the poem serves as a
reflection on the challenges of motherhood, economic survival,
and societal expectations in a fast-paced urban environment.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. The poem Makola focuses mainly on:
A) The beauty of nature
B) The activities in a busy market
C) A family’s struggles
D) The life of a farmer
2. What is Makola known for in the poem?
A) A large forest
B) Its bustling market life
C) A religious ceremony
D) A school
3. The speaker in Makola likely observes:
A) People working on a farm
B) Shoppers and traders in a market
C) Children playing in a field
D) Workers in a factory
4. The mood of Makola can best be described as:
A) Peaceful
B) Chaotic and vibrant
C) Sad and gloomy
D) Mysterious
5. What literary device is primarily used to describe the market
in Makola?
A) Personification
B) Simile
C) Metaphor
D) Irony

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6. In the poem, the market is compared to:

A) A festival
B) A battlefield
C) A classroom
D) A village
7. The market in Makola is a symbol of:
A) Peace and quiet
B) Economic activity and survival
C) Power and authority
D) Fear and uncertainty
8. The poem portrays the traders in Makola as:
A) Lazy and uninterested
B) Hardworking and determined
C) Confused and lost
D) Happy and content
9. The poem describes the sounds in Makola as:
A) Silent and calm
B) Loud and overwhelming
C) Soft and gentle
D) Scary and intimidating
10. The lines in the poem suggest that Makola is:
A) A peaceful retreat
B) A noisy and lively place
C) A deserted area
D) A place of quiet reflection

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11. Which of the following is most likely sold at Makola?

A) Books and stationery
B) Fresh produce and household goods
C) Cars and machinery
D) Technology products
12. What is the central activity in the poem?
A) Education
B) Trading and buying
C) Worship
D) Farming
13. The market in the poem can best be described as:
A) Empty and quiet
B) Busy and full of life
C) Mysterious and cold
D) Neat and orderly
14. The poet’s tone in Makola can best be described as:
A) Admiring and appreciative
B) Confused and anxious
C) Bored and uninterested
D) Angry and frustrated
15. The traders in Makola are portrayed as:
A) Joyful and celebratory
B) Exhausted but determined
C) Lazy and indifferent
D) Frightened and nervous

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16. What does the poet want readers to understand about life
in Makola?
A) It is a place of peace and tranquility
B) It is filled with the challenges of survival
C) It is quiet and reflective
D) It is scary and dangerous
17. The market in Makola is described using which of the
following literary devices?
A) Similes
B) Hyperbole
C) Alliteration
D) Onomatopoeia
18. What does the noise in Makola symbolize?
A) Peaceful times
B) The struggle for livelihood
C) Silence and calm
D) Destruction and chaos
19. The poem suggests that the market is:
A) A place of relaxation
B) The heart of the community
C) A place of violence
D) A hidden gem
20. The line “Makola swirls with voices” is an example of:
A) Metaphor
B) Simile
C) Personification
D) Irony

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21. What does the poet emphasize about Makola?

A) Its isolation from the world
B) Its importance in the community
C) Its beauty and charm
D) Its violence and danger
22. In the poem, the traders' primary concern is:
A) Making friends
B) Earning a living
C) Relaxing and enjoying the day
D) Avoiding work
23. The market in Makola is often described as:
A) Empty and deserted
B) Thriving and full of life
C) Quiet and somber
D) Peaceful and calm
24. Which of the following best captures the mood of Makola?
A) Joyful and celebratory
B) Busy and industrious
C) Gloomy and depressing
D) Quiet and reflective
25. What lesson can be learned from Makola?
A) Hard work leads to success
B) Silence is more valuable than noise
C) Life is filled with ease and luxury
D) Trading is the most important job

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“Makola” by Amu Djoleto

Extract:
"The market hums with voices,
Of sellers and buyers,
Bargains made in haste,
A world of trade and trust."

Questions:
a) Describe the atmosphere of the Makola market as
presented in the poem.
b) What does the phrase “Bargains made in haste” suggest
about the market activities?
c) Identify one literary device used in the phrase “The market
hums with voices.”
d) How does the poet convey the theme of community in the
market?
e) Discuss the tone of the poem and how it reflects the market
setting.

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Extract.
"The market buzzes, like bees
in a hive, filled with voices,
colors, and the smell of spice
rising like smoke in the air."

Questions:
a) Identify the literary device used in “The market buzzes,
like bees in a hive.”
b) What sense does the line “filled with voices, colors, and
the smell of spice” appeal to?
c) Explain the tone of the extract.
d) Identify the literary device in “rising like smoke in the
air.”
e) Describe a theme conveyed in this extract.

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ANALYSIS OF “SLEEP WITHOUT WAKE” BY A. A. AMOAKO

Overview
This poem reflects on the emotional experience of losing a
loved one, particularly focusing on the memories and grief
after the passing of a mother. The speaker reminisces about
the bond shared with the mother and the intense sorrow felt
after her death.
Themes
Motherhood: The speaker highlights the nurturing care
received from the mother through physical and emotional
support, emphasizing the deep bond between mother and
child.
Grief and Loss: The poem conveys the deep sorrow and
mourning experienced after the death of a loved one. The
speaker reflects on the mother's death and the emotional toll it
has taken.
Memory: There is a strong theme of remembrance, as the
speaker recalls past moments with the mother, from infancy to
adulthood, underscoring the lasting impact of a mother’s
influence.
Literary Devices
Imagery: The poem uses vivid descriptions, such as “Mother’s
milk gave me suck” and “Your face frozen into a grim Visage”
(lines 1, 19). These images paint a picture of the tender
moments shared and the physical appearance of the mother in
death.

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Metaphor: The line “Severing the Korlebu cord” (line 10) is

metaphorical, symbolizing the emotional separation from the
mother at death, much like the physical umbilical cord is cut at
birth.
Personification: The night is personified as keeping the mother
awake, giving it human-like qualities (line 3).
Allusion: The poem references the Gold Coast’s “Ga Shikpɔn”
(line 14), a traditional mourning song, grounding the poem in a
specific cultural context.
Symbolism: “The wooden box” (line 8) is a symbol of the
mother’s coffin, representing the finality of death.

Tone
The tone is somber and nostalgic, filled with sorrow and
reflection. The speaker conveys both the sadness of loss and
the love and appreciation felt toward the mother.
Interpretation
The poem captures the deep bond between a mother and her
child. The speaker expresses gratitude for the mother’s care,
especially during infancy, but is devastated by her death. The
references to traditional Ghanaian culture, like the Ga Shikpɔn,
add a personal and localized touch, making the grief feel even
more intimate. The mother’s death is seen as a severing of the
life-giving cord, and the finality of her passing is marked by her
still, frozen form in death. The last words spoken by the mother
before her death, “Go in peace, it looks like rain,” symbolize a
farewell and perhaps a spiritual transition.

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Conclusion
In Sleep Without Wake, A. A. Amoako masterfully expresses
the deep grief experienced after the loss of a loved one,
particularly a mother. The use of imagery, metaphor, and
symbolism reinforces the themes of love, loss, and
remembrance, resonating with readers who have experienced
similar emotions. The poem touches on the universal
experience of death while anchoring it in the specific cultural
context of the Gold Coast (modern-day Ghana).

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SAMPLE MULTIPLE CHOICE QUETIONS

1. The title Sleep Without Wake suggests the poem deals with:
A) An endless night
B) The mystery of sleep
C) Death
D) A long nap
2. What does the "sleep" in the poem most likely symbolize?
A) Peace
B) Laziness
C) Death
D) Happiness
3. In the poem, the speaker likely reflects on:
A) The beginning of life
B) The fear of death
C) The joy of waking up
D) The beauty of sleep
4. The mood of Sleep Without Wake can best be described as:
A) Joyful
B) Fearful
C) Mysterious
D) Solemn
5. The phrase sleep without wake is a metaphor for:
A) Eternal rest
B) A bad dream
C) A long holiday
D) A short nap

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6. The poet uses sleep in the poem to explore themes of:

A) Adventure
B) Finality and mortality
C) Playfulness
D) Wealth and success
7. What literary device is used in the phrase sleep without
wake?
A) Simile
B) Hyperbole
C) Personification
D) Metaphor
8. The poem reflects the speaker's thoughts about:
A) Success and failure
B) Birth and life
C) Time and aging
D) Life and death
9. The tone of the speaker in the poem can be best described
as:
A) Anxious
B) Reflective and calm
C) Happy and optimistic
D) Confused and worried
10. The poem’s central theme revolves around:
A) The inevitability of death
B) The joy of sleeping
C) The struggle for power
D) The excitement of waking up

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11. The phrase eternal sleep as used in the poem refers to:
A) A never-ending nap
B) An endless dream
C) Death
D) A long rest
12. What is the speaker likely feeling in the poem?
A) Joy
B) Acceptance
C) Regret
D) Indifference
13. The word wake in the title contrasts with the concept of:
A) Life
B) Sleep
C) Death
D) Time
14. Which literary device is dominant in the poem?
A) Personification
B) Alliteration
C) Metaphor
D) Hyperbole
15. The poem suggests that the speaker:
A) Wants to avoid death
B) Is ready to accept death
C) Fears going to sleep
D) Is angry at life

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16. The phrase final journey in the poem likely refers to:
A) A vacation
B) Life’s adventures
C) Death
D) A long trip
17. In the poem, sleep is used as a metaphor for:
A) Relaxation
B) Death
C) Forgetfulness
D) Fear
18. The poem presents death as:
A) Something to avoid
B) A restful, peaceful state
C) A frightening experience
D) A confusing moment
19. The mood of the poem can best be described as:
A) Exciting
B) Mournful
C) Tense
D) Relaxed
20. In the poem, death is viewed as:
A) A mystery to be feared
B) A peaceful transition
C) A time for celebration
D) A punishment

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21. The imagery in the poem focuses mainly on:

A) Darkness and stillness
B) Light and movement
C) Noise and chaos
D) Colors and sounds
22. The poet uses sleep as a symbol to convey:
A) Anxiety
B) Restlessness
C) Mortality
D) Happiness
23. The endless night mentioned in the poem refers to:
A) A restless night
B) The experience of death
C) A long dream
D) A peaceful sleep
24. The speaker's attitude towards death in the poem is:
A) Fearful and hesitant
B) Calm and accepting
C) Angry and resistant
D) Confused and uncertain
25. The poem encourages readers to view death as:
A) An uncertain end
B) A terrifying event
C) A natural and peaceful process
D) An exciting new beginning

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“Sleep Without Wake” by Kofi Anyidoho

Extract:
"Sleep that brings no wake,
A rest forever deep,
Lulled by the winds,
That sing a lullaby of peace."

Questions:
a) What does “Sleep that brings no wake” mean in this context?
b) Identify the imagery in the line “That sing a lullaby of peace.”
c) Explain the tone of the poem.
d) Discuss the main theme of the poem.
e) What does the poet suggest about death in this extract?

"Extract.
Slumber deep, where dreams dare not stir,
and silence cradles us,
in the arms of endless night."
Questions:
a) Identify the literary device used in “silence cradles us.”
b) What imagery is created by the phrase “in the arms of
endless night”?
c) Explain the tone of the poem based on this extract.
d) Describe the symbolism of “endless night” in the context of
the poem.
e) Identify a theme conveyed through the phrase “dreams dare
not stir.”

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OVERVIEW OF "MAKOLA" BY THERESA ENNIN

The poem "Makola" is set in the bustling Makola Market in
Accra, capturing a day in the life of an ordinary woman as she
struggles with her tedious and overwhelming responsibilities.
The poem paints vivid imagery of the market's chaotic
atmosphere and the woman’s inner frustrations, as she deals
with her work, family, and societal pressures.

Title Significance
The title "Makola" refers to the famous market in Accra, known
for its vibrancy and activity. It is symbolic of the daily hustle
and struggle that many Ghanaians, especially women, go
through to make ends meet. The title directly grounds the
reader in the Ghanaian context and reflects the poem’s focus
on urban life, economic hardships, and the strength of women.
Themes
1. Struggle and Hardship: The poem highlights the constant
struggle of the woman, dealing with both her personal and
professional life in a demanding environment.
2. Economic Pressure: The setting in the market shows the
harsh economic realities that people face, with the
woman’s work being tedious and unappreciated.
3. Frustration and Fatigue: The woman’s interactions with her
husband, child, and the marketplace suggest frustration
with her circumstances and a feeling of being
overwhelmed.

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1. Motherhood: The woman is shown as a mother who,

despite her efforts, struggles to meet the needs of her
child, highlighting the sacrifices mothers often make.
Literary Devices
1. Imagery: Vivid descriptions like “Head bent, rags all around
the upside down pan” (line 1) and “The sweat runs down
his face, tiny rivulets” (line 12) create a detailed picture of
the characters and their surroundings.
2. Simile: The description of sweat as “tiny rivulets” (line 13)
effectively compares the drops of sweat to small streams,
emphasizing the man's physical exertion.
3. Personification: The phrase "his tongue peeps out and licks
the beads of sweat" (line 16) gives human-like qualities to
his tongue, adding to the vividness of the image.
4. Metaphor: "battered teddy" (line 21) symbolizes the
hardship the woman’s family faces, and her child clinging
to something broken reflects their struggle.
5. Alliteration: The repetition of sounds, such as in "shuffle
her feet" (line 3), adds rhythm and flow to the lines,
mimicking the pace of the marketplace.
Tone
The tone of the poem is somber and reflective. It conveys the
sense of weariness that the woman feels as she navigates her
challenging day. There is an underlying sense of hopelessness
in her interactions, particularly with her inability to breastfeed
her child, which signifies both physical and emotional
exhaustion.

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Interpretation
The poem is a snapshot of the daily grind that many market
women in Ghana endure. Through detailed imagery and subtle
emotional cues, Ennin captures the pressures that these
women face — not only economic and physical but also
emotional and familial. The juxtaposition of the bustling
marketplace and the woman’s personal struggles highlights
the disparity between public hustle and private exhaustion.
Conclusion
"Makola" is a powerful poem that gives voice to the often-
overlooked struggles of market women in Ghana. Through its
vivid imagery and emotional depth, the poem serves as a
reflection on the challenges of motherhood, economic survival,
and societal expectations in a fast-paced urban environment.

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OVERVIEW OF THE POEM "MAMA IS A SUNRISE" BY

EVELYN TOOLEY HUNT

The poem "Mama Is a Sunrise" celebrates the nurturing and

powerful presence of a mother within the family. Evelyn Tooley
Hunt uses rich, warm imagery to portray the mother as a
source of light, warmth, and comfort, comparing her to a
sunrise, which brings hope and renewal each day.
Title Significance
The title, "Mama Is a Sunrise", symbolizes the central role the
mother plays in the lives of her family. Just like a sunrise
brings light after the darkness, the mother brings life, warmth,
and energy to her household, brightening the day for her family
members. The title suggests that the mother's presence is as
natural and life-giving as the rising sun.
Themes
1. Motherhood as Nurturance: The poem portrays the mother
as a figure who nurtures and comforts her family, providing
emotional warmth and care.
2. Light and Hope: The metaphor of the mother as a sunrise
evokes feelings of hope, renewal, and positivity, suggesting
that her presence brings optimism even in the darkest of
times.
3. Family Unity: The mother's ability to bring light into the
household strengthens the bond within the family, as she is
depicted as the emotional anchor.

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1. Comfort and Safety: The comparison of the mother’s

presence to familiar, comforting things like "grits and
gravy" highlights the comfort she brings to her family.
Literary Devices
1. Metaphor: The central metaphor of the poem is the mother
as a sunrise. This metaphor is carried throughout the
poem, illustrating how her presence lights up her family’s
world, as a sunrise lights the earth.
2. Imagery: The poet uses vivid imagery to create a warm and
glowing picture of the mother. Phrases like "slip-footing
through the door" and "she warms us like grits and gravy"
bring to life the gentle and comforting nature of the
mother.
3. Simile: The simile "like lumps of coal lighted" compares the
family members to unlit coal, which the mother kindles,
bringing them to life.
4. Alliteration: The repetition of consonant sounds, such as in
"sweet-talking" and "slip-footing," gives the poem a smooth,
gentle rhythm that mirrors the loving actions of the mother.
Tone
The tone of the poem is warm and affectionate, reflecting the
deep admiration and love the speaker feels for the mother. The
mother is depicted as a constant source of positivity and
strength, and the poem has a reverent and grateful tone.

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Interpretation
The poem is a celebration of the vital role mothers play in
family life. The imagery and metaphors used suggest that the
mother is a source of both emotional and physical warmth,
providing for her family in many ways. Her presence is
compared to light and warmth, underscoring the essential role
she plays in keeping the family together and providing a sense
of hope and security.
Conclusion
"Mama Is a Sunrise" is a touching tribute to the role of mothers
in our lives. Through the use of powerful imagery and
metaphors, the poem encapsulates the love, warmth, and care
that mothers provide, painting a picture of a mother whose
presence brightens even the darkest times.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. The title Mama is a Sunrise suggests that the poem
compares the mother to:
A) The moon
B) The morning sun
C) A star
D) The afternoon sky
2. In the poem, the mother is described as a source of:
A) Energy and power
B) Peace and tranquility
C) Warmth and light
D) Love and comfort
3. The metaphor Mama is a Sunrise implies that the mother:
A) Brings light and hope
B) Is always working
C) Is far away
D) Appears only at dawn
4. The speaker compares the mother to a sunrise because she:
A) Is a morning person
B) Lights up the speaker’s life
C) Is the beginning of a new day
D) Loves nature
5. The mood of the poem can best be described as:
A) Sad and sorrowful
B) Warm and uplifting
C) Cold and distant
D) Mysterious

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6. The sunrise in the poem is a symbol of:

A) New beginnings
B) Anger and frustration
C) Time passing
D) Darkness and fear
7. Which literary device is used in the phrase Mama is a
Sunrise?
A) Simile
B) Personification
C) Alliteration
D) Metaphor
8. The poem celebrates:
A) Nature
B) Family traditions
C) Motherhood
D) The passage of time
9. What does the sunrise represent in the poem?
A) Hope and renewal
B) A sign of trouble
C) The end of the day
D) Silence and stillness
10. The tone of the speaker towards the mother is:
A) Angry and resentful
B) Fearful and anxious
C) Loving and appreciative
D) Disappointed

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11. The poem suggests that the mother’s presence brings:

A) Confusion
B) Energy and brightness
C) Darkness and despair
D) Sadness
12. The phrase sunrise of my life implies that the mother:
A) Is the beginning of everything for the speaker
B) Is a morning person
C) Only appears during the day
D) Is distant and hard to reach
13. The imagery of the sunrise in the poem suggests that the
mother:
A) Is predictable
B) Is a constant source of hope
C) Appears suddenly
D) Is always changing
14. The warmth of the sunrise in the poem symbolizes:
A) Anger
B) Love and affection
C) Fear and anxiety
D) Distance
15. What is the speaker’s attitude towards the mother?
A) Grateful and admiring
B) Disinterested
C) Critical and harsh
D) Fearful

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16. The mother’s impact on the speaker is compared to:

A) A setting sun
B) A growing tree
C) A refreshing breeze
D) A bright sunrise
17. Which theme is most evident in the poem?
A) Struggle and hardship
B) The power of nature
C) The importance of education
D) The love between a mother and child
18. The line Mama is a sunrise suggests that the speaker feels:
A) Distant from the mother
B) Warmth and love for the mother
C) Fear towards the mother
D) Anger at the mother
19. The imagery in the poem creates a feeling of:
A) Confusion and chaos
B) Peace and tranquility
C) Tension and conflict
D) Excitement and adventure
20. The metaphor of sunrise highlights the mother’s ability to:
A) Bring light into the speaker’s life
B) Create darkness
C) Control time
D) Disappear quickly

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21. The mood of the poem can be best described as:

A) Hopeful and joyful
B) Depressing and gloomy
C) Anxious and tense
D) Confused and chaotic
22. The sunrise in the poem symbolizes:
A) Endings
B) A new day and new hope
C) Anger and frustration
D) Sleep and rest
23. The mother is compared to the sunrise to show that she:
A) Is distant
B) Fades away quickly
C) Is a source of renewal and energy
D) Is quiet and calm
24. The phrase Mama is a Sunrise is an example of:
A) Simile
B) Alliteration
C) Hyperbole
D) Metaphor
25. The speaker's tone throughout the poem is:
A) Critical
B) Joyful and admiring
C) Confused
D) Neutral

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“Mama Is a Sunrise” by Evelyn Tooley Hunt

Extract:
"When she comes slip-footing through the door,
She kindles us like lump coal lighted
And we wake up glowing."

Questions:
a) How does the poet portray the mother in this poem?
b) What does the phrase “She kindles us like lump coal lighted”
mean?
c) Explain the imagery used in the line “we wake up glowing.”
d) Discuss the tone of the poem.
e) What is the main theme of the poem?

Extract.
When she comes slip-footing through the door,
she kindles us
like lump coal lighted
and we wake up glowing."

Questions:
a) Identify the literary device in “like lump coal lighted.”
b) What literary device is present in “she kindles us”?
c) Describe the mood of the speaker in this extract.
d) Explain the symbolism of “sunrise” in the poem.
e) Identify a theme in the poem.

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LITERATURE MASTER

KEY TO UNDERSTANDING PROSE

Prose is the most common form of writing, structured in
sentences and paragraphs, unlike poetry's rhythmic and
line-based structure. To gain a deep understanding of
prose, especially when analyzing literary works, it is
important to focus on the following key areas:
1. Plot and Structure
Plot: The plot is the sequence of events in a story. It
usually follows a structure with a beginning
(introduction), middle (conflict or climax), and end
(resolution).
Exposition: The introduction of the characters,
setting, and background.
Rising Action: The development of conflict or
tension.
Climax: The turning point or the most intense
moment in the narrative.
Falling Action: The events that lead towards
resolution.
Resolution: The conclusion or the resolution of
conflicts.
Chronology: Pay attention to how the events unfold.
Some stories may use a linear timeline, while others
may include flashbacks or non-linear structures.
2. Characters and Characterization

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LITERATURE MASTER

Characters: The individuals who participate in the story. They

can be:
Protagonist: The main character around whom the story
revolves.
Antagonist: The character or force in conflict with the
protagonist.
Characterization: How the author builds and develops the
characters. This can be done through:
Direct Characterization: The author directly describes the
character.
Indirect Characterization: The character's traits are revealed
through their actions, speech, thoughts, and interactions with
others.
3. Setting
The setting refers to the time and place where the story
occurs. It provides the backdrop for the events and often
influences the mood, atmosphere, and characters.
Time: When the story takes place (historical period, season,
time of day, etc.).
Place: The physical location or environment (village, city,
forest, home, etc.).
Themes and Messages
Theme: The central idea, message, or lesson the author
wishes to convey. Themes are often universal, such as
love, loss, identity, freedom, or survival.
Moral: Some stories have an explicit moral lesson that they
teach through the experiences of the characters.

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Point of View
The point of view determines from whose perspective the
story is told. It affects the way the reader perceives events
and characters.
First-person: The narrator is a character in the story,
using “I” or “we.”
Third-person limited: The narrator is outside the story
but focuses on the thoughts and feelings of one
character.
Third-person omniscient: The narrator knows the
thoughts and feelings of all the characters.
Second-person: Rare in prose, it addresses the reader
directly using "you."
6. Tone and Mood
Tone: The author’s attitude towards the subject or
audience. It can be serious, humorous, sarcastic, etc.
Mood: The emotional atmosphere that a story creates for
the reader. Mood is often shaped by the setting, tone, and
events of the story.
7. Conflict
Conflict drives the plot of most stories. It can be internal
(within a character) or external (between a character and
an outside force). Common types of conflict include:
Character vs. Character
Character vs. Nature
Character vs. Society
Character vs. Self

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Narrative Techniques
Foreshadowing: Hints or clues about what will happen later
in the story.
Flashback: A scene that interrupts the present action to
show an earlier event.
Irony: When there’s a contrast between what is expected
and what actually happens (verbal, situational, or dramatic
irony).
Dialogue: Conversations between characters that reveal
their personalities and relationships.
9. Language and Style
Diction: The author’s choice of words. Different word
choices can set different tones and affect how the story is
perceived.
Figurative Language: Use of metaphors, similes, and
symbols to add depth to the writing.

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ANALYSIS OF "DEBBIE, SANDY, AND PEPE"

Character List
Debbie: The main character, kind-hearted and deeply
empathetic, who finds and cares for the baby bird, Pepe.
Debbie feels emotions intensely and is very compassionate,
especially toward helpless creatures.
Sandy (Sandra): Debbie’s friend and helper. Sandy is practical
and tries her best to assist Debbie in caring for Pepe. She is
less emotional than Debbie, but still supportive and playful.
Pepe: The baby bird that Debbie and Sandy find and try to care
for. Pepe is fragile and symbolizes innocence and vulnerability.
Mum: Debbie’s mother. She is practical and loving but does not
fully understand Debbie’s deep sensitivity toward animals like
Pepe.

Summary
The story follows two young girls, Debbie and Sandy, who find
a baby bird, Pepe, lying helpless on the ground. The girls
attempt to care for the bird by making a nest and feeding it, but
despite their efforts, the bird doesn’t survive. Debbie is
heartbroken by Pepe’s death, feeling that no one understands
her pain, not even her mother. In her grief, Debbie questions
whether small creatures like Pepe go to heaven. However, she
finds comfort in a Bible verse she reads on a calendar, which
reassures her that even the smallest creatures are known and
cared for by God. With this realization, Debbie finds peace,
knowing she is not the only one who cares about Pepe.

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Themes
Empathy and Compassion: Debbie shows deep empathy for
the vulnerable bird, demonstrating how children often care for
creatures with pure hearts. This theme teaches students the
importance of showing kindness and understanding toward
others, no matter how small or insignificant they may seem.
Life and Death: The story introduces children to the concept of
death in a gentle way. Through Pepe’s death, the story
addresses loss and how children cope with it emotionally.
Hope and Comfort: The story provides hope in the face of loss.
Debbie finds spiritual comfort in knowing that God cares for all
creatures, including Pepe. This theme reassures students that
there is hope, even after loss, and that they are never alone in
their grief.
Innocence and Growth: Both Debbie and Sandy demonstrate
the innocence of childhood. They believe they can care for
Pepe and keep him alive, but the harsh reality of life teaches
them that not everything is within their control.

Literary Devices
Imagery:
"The little bundle of feathers on the ground" paints a vivid
picture of Pepe’s helplessness.
"The blue sky above the fence suddenly filled with a wheeling
crowd of pigeons" creates an image of life continuing despite
the loss.

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Metaphor:
Pepe’s name itself, as chosen by Debbie, symbolizes
innocence and vulnerability. The bird represents the fragility of
life.
Personification:
"The bird did his best to eat something, but it was hard to tell if
anything went down or not." This gives Pepe a determined but
fragile nature, almost as if he has human characteristics.
Simile:
"His beak looked like yellow plastic" compares Pepe’s
oversized beak to something artificial, highlighting his odd,
unfinished appearance.
Alliteration:
"Feathers felt fragile" emphasizes the delicate nature of the
bird, reinforcing how weak and helpless Pepe is.
Symbolism:
Example: Pepe the bird symbolizes innocence and
vulnerability. The bird’s plight serves as a vehicle for exploring
broader themes of life, care, and loss. Additionally, the "old
letterbox" symbolizes both protection and neglect.

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Character Analysis
Debbie: Debbie is the emotional heart of the story. She is a
compassionate child who feels a deep connection to Pepe. Her
grief over the bird’s death highlights her sensitivity, which her
mother describes as being "too soft-hearted." Debbie's internal
struggle, particularly her feeling that no one else cares like she
does, drives the emotional depth of the story. Her eventual
acceptance of Pepe’s death, through the Bible verse, shows her
maturity and ability to find peace through faith.
Sandy: Sandy, though also caring, contrasts with Debbie by
being more pragmatic. She helps Debbie care for Pepe but is
less emotionally attached to the bird. Sandy represents a
different way of dealing with life’s difficulties—while she is
frustrated when Debbie cries over small things, she is still
supportive.
Mum: Debbie’s mother represents the adult perspective in the
story. She is more practical and tries to comfort Debbie by
explaining that it is normal for baby birds to die. However, she
underestimates Debbie’s emotional depth, and her advice
doesn’t fully resonate with her daughter. Mum’s character
shows that adults sometimes miss the intensity of a child’s
emotions.

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Sample Essay Questions for BECE Students

1. "Debbie, Sandy, and Pepe" explores the theme of
empathy. Discuss how Debbie’s feelings towards Pepe
demonstrate this theme.
Hint: Focus on how Debbie cares for Pepe and her
reaction to his death. Discuss her emotional response
and the lesson she learns about caring for vulnerable
creatures.
2. Discuss the importance of the Bible verse Debbie
reads at the end of the story. How does it help her
come to terms with Pepe’s death?
Hint: Analyze how the verse reassures Debbie that
God cares for all creatures, no matter how small. Talk
about the spiritual comfort Debbie receives from the
verse.
3. Compare and contrast the characters of Debbie and
Sandy. How do their different personalities affect the
way they react to Pepe’s death?
Hint: Talk about Debbie’s emotional attachment to
Pepe versus Sandy’s more practical approach. Explore
how their reactions reflect different ways of dealing
with loss.
4. How does the story "Debbie, Sandy, and Pepe"
introduce the concept of death to young readers? In
your response, discuss how the author uses the
characters’ experiences to make the idea of loss more
understandable for children.

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Hint: Discuss how Pepe’s death is handled in the story and how
Debbie’s response reflects a child’s understanding of death.
Talk about the emotional and spiritual lessons learned.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. Who is Pepe in the story?
A) A small bird
B) Debbie’s pet dog
C) Sandy’s friend
D) A parrot
2. What is Debbie’s main concern in the story?
A) Her homework
B) Her friendship with Sandy
C) Pepe’s well-being
D) A new pet
3. How does Debbie feel about Pepe at the beginning of the
story?
A) She is indifferent
B) She is very fond of Pepe
C) She dislikes Pepe
D) She is afraid of Pepe
4. Sandy is portrayed as:
A) A careless friend
B) A helpful companion
C) An aggressive person
D) A shy character
5. Which best describes Pepe’s role in the story?
A) He causes tension between Debbie and Sandy
B) He is the main source of comfort for Debbie
C) He is ignored throughout the story
D) He is a symbol of freedom

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6. The story focuses on:

A) The bond between humans and animals
B) A school rivalry
C) A competition
D) A classroom project
7. What is the theme of Debbie, Sandy, and Pepe?
A) Friendship and loyalty
B) Competition and jealousy
C) Fear of the unknown
D) The importance of teamwork
8. How does Sandy help Debbie?
A) By taking care of Pepe
B) By giving Debbie advice
C) By helping Debbie with her schoolwork
D) By organizing a party
9. Pepe’s appearance is often described as:
A) Colourful and vibrant
B) Dull and ordinary
C) Frightening
D) Ugly
10. The story explores Debbie’s feelings of:
A) Isolation
B) Love and attachment
C) Anger
D) Confusion

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11. What does Pepe symbolize in the story?

A) Freedom and care
B) Fear and danger
C) Love and harmony
D) Conflict and rivalry
12. How does the relationship between Debbie and Sandy
change throughout the story?
A) They become rivals
B) They become closer
C) They grow distant
D) They stop speaking
13. What lesson does Debbie learn by the end of the story?
A) The importance of loyalty
B) The need for independence
C) The value of forgiveness
D) The joy of competition
14. Pepe is seen as a:
A) Disruptive force in Debbie’s life
B) Silent and gentle companion
C) Fierce protector
D) Symbol of freedom and care
15. What is the primary setting of the story?
A) At a park
B) Debbie’s home
C) A classroom
D) The playground

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16. Why does Sandy become important to Debbie?

A) She teaches Debbie how to handle Pepe
B) She helps Debbie with a difficult decision
C) She becomes Debbie’s tutor
D) She introduces Debbie to new friends
17. Debbie’s emotional growth in the story is reflected through:
A) Her relationship with Sandy
B) Her ability to care for Pepe
C) Her school achievements
D) Her competition with others
18. What does the story suggest about pets and animals?
A) They are difficult to manage
B) They bring people closer together
C) They cause unnecessary conflict
D) They require too much care
19. What is the climax of the story?
A) Debbie and Sandy getting into a fight
B) Debbie finally understanding Pepe’s importance
C) Pepe getting lost
D) Sandy leaving Debbie
20. The tone of the story can best be described as:
A) Angry and tense
B) Warm and reflective
C) Confusing
D) Cold and detached

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21. The resolution of the story comes when:

A) Debbie learns to care for Pepe
B) Sandy moves away
C) Pepe is given to a new owner
D) Debbie realizes Sandy’s loyalty
22. How does the story end?
A) With Debbie giving Pepe away
B) With Debbie and Sandy forming a stronger friendship
C) With Pepe running away
D) With Debbie feeling isolated
23. Debbie’s relationship with her pet teaches her about:
A) Responsibility
B) Fear
C) Friendship
D) Independence
24. What emotion does Debbie experience most throughout
the story?
A) Anger
B) Joy
C) Worry
D) Fear
25. What is the most significant change in Debbie by the end of
the story?
A) She becomes more self-reliant
B) She learns to trust others
C) She lets go of her fears
D) She values her relationship with Sandy more

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ANALYSIS OF "THE OLD MAN AND HIS CHILDREN" RETOLD BY JEAN

WATSON
Character List
Kamau: The wise grandfather who serves as the voice of
reason and mediator between his two quarreling grandsons.
He imparts wisdom through storytelling and emphasizes the
importance of unity.
Mwangi: One of the twin grandsons who is hot-tempered and
involved in a constant argument with his brother. His
stubbornness and competitive nature cause tension in the
story.
Njoroge: The other twin grandson who is equally stubborn and
refuses to help his brother. He, like Mwangi, learns an
important lesson from their grandfather’s story.
Twins’ Mother: Though not a major character, she steps in to
break up the boys' fight and scold them. She represents the
immediate reaction of discipline in the face of quarrels.

Summary
Kamau, an elderly man, is troubled by the constant
quarreling of his twin grandsons, Mwangi and Njoroge.
The two boys argue about helping each other with chores
and soon begin to fight physically. Their mother breaks up
the fight and scolds them. Kamau, who has observed
everything, calls the boys to him and tells them a story
about another old man with seven sons.

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In the story, the old man gives his sons a bundle of sticks,
challenging them to break it, but they fail because the sticks
are bound together and strong. However, when the sticks are
separated, they are easily broken. The old man uses this
lesson to teach his sons about the strength that comes from
unity and the weakness that results from division.
Kamau ends his story by relating it to the boys’ behavior, telling
them that, just like the sticks, people are stronger when they
work together in peace. Mwangi and Njoroge are moved by the
wisdom of their grandfather’s story and leave him feeling
ashamed and thoughtful. The story ends with Kamau
peacefully resting under the tree, knowing he has imparted
valuable wisdom to his grandsons.
Themes
Unity and Strength: The central theme of the story is the
strength that comes from unity. Kamau uses the story of the
sticks to show Mwangi and Njoroge that when people work
together, they are strong, but when they are divided by conflict,
they become weak.
Conflict and Resolution: The story highlights the destructive
nature of quarrels and fights, as seen in the behavior of the twin
boys. Kamau’s wise storytelling helps resolve the conflict by
making the boys reflect on their actions.
Wisdom of Elders: Kamau represents the wisdom that elders
hold. He doesn’t intervene in the boys' fight with scolding or
discipline but instead uses a story to impart a valuable life
lesson. This emphasizes the importance of learning from the
experiences of the elderly.

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Cooperation: Kamau’s lesson focuses on cooperation and

helping one another. Mwangi and Njoroge’s refusal to help
each other symbolizes a lack of teamwork, which leads to
conflict.
Literary Devices
Symbolism:
The bundle of sticks symbolizes strength through unity. Just
as the sticks can’t be broken when they are tied together,
people are stronger when they work together.
Imagery:
The description of Kamau sitting under the "spreading
mugumo tree" creates a peaceful image, contrasting with the
tension caused by the boys’ fight. It also symbolizes the
wisdom and protection associated with elders in many
cultures.
Metaphor:
The story of the sticks is a metaphor for human relationships.
It shows that cooperation and peace among people are as
essential to strength as the bundle is to the sticks.
Foreshadowing:
Early in the story, Kamau’s disturbed state as he hears the
boys arguing foreshadows his later intervention. It signals
that something must change for peace to be restored.
Dialogue:
The dialogue between the boys ("Would! Wouldn’t!")
shows their stubbornness and childishness, highlighting
their immaturity and need for guidance.

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Alliteration
"Sticks strong when tied together":
The repetition of the "s" sound adds a rhythmic quality to
Kamau’s story about the sticks.
"Fast and furious forefinger":
The repeated "f" sound emphasizes the anger and frustration
Njoroge feels as he angrily draws in the dust.

Character Analysis
Kamau: Kamau represents wisdom, patience, and calm
authority. Instead of reacting harshly to the boys’ quarrel, he
takes a thoughtful and measured approach, using a story to
teach a lesson. Kamau’s ability to pass on wisdom through
storytelling reflects the respect for elders in many African
cultures.
Mwangi and Njoroge: The twin grandsons are initially
portrayed as quarrelsome and immature. They refuse to help
each other with tasks and allow their arguments to escalate
into physical fighting. By the end of the story, however, they
have learned the value of cooperation and unity through
Kamau’s story.
Twins’ Mother: Although she only appears briefly, the mother’s
role as a disciplinarian contrasts with Kamau’s softer, more
reflective approach. Her response shows a more immediate
reaction to conflict, while Kamau takes the long-term view of
imparting wisdom.

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Sample Essay Questions for BECE Students

1. What lesson does Kamau want to teach his grandsons
through the story of the sticks? Explain how this lesson
applies to Mwangi and Njoroge’s behavior.
Hint: Focus on the idea of strength through unity and how
Kamau’s story is meant to show the boys the importance
of working together rather than fighting.
2. Compare and contrast the characters of Mwangi and
Njoroge. How do they behave at the beginning of the story,
and how do they change by the end?
Hint: Discuss their quarrelsome nature at the start and how
Kamau’s story makes them reflect on their actions and
change their behavior.
3. In "The Old Man and His Children," how does Kamau use
the story of the sticks to demonstrate the importance of
unity?
Hint: Discuss how the bundle of sticks symbolizes the
strength of cooperation and why Kamau uses this symbol
to teach the boys a lesson about teamwork.
4. How does the author use the setting of the story to
enhance its themes?
Hint: Think about the significance of Kamau sitting under
the "mugumo tree" and how the peaceful setting contrasts
with the conflict between the boys, highlighting the themes
of wisdom and unity.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What are the names of the old man's twin grandsons?
A) Njoroge and Mwangi
B) Kamau and Njoroge
C) Mwangi and Kamau
D) Kamau and Mugo
2. Why does Kamau tell his grandsons the story about the sticks?
A) To teach them about teamwork
B) To make them feel better
C) To entertain them
D) To warn them about the dangers of arguing
3. How does Kamau feel about his grandsons' constant fighting?
A) Proud
B) Happy
C) Disturbed
D) Indifferent
4. What is the main lesson of the story that Kamau tells his
grandsons?
A) It is important to be independent
B) Working together makes people stronger
C) Never trust anyone
D) Fighting makes you smarter
5. What did the old man in Kamau's story use to teach his sons a
lesson?
A) A pile of stones
B) A bundle of sticks
C) A stack of books
D) A basket of fruits

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6. How does the old man in the story prove his point to his
sons?
A) By breaking each stick one by one
B) By showing them a picture
C) By giving them a gift
D) By asking them to share a meal
7. What happens when the old man unties the bundle of sticks?
A) The sticks become stronger
B) Each stick is easily broken
C) The sticks turn into dust
D) The sons stop fighting
8. Why are Njoroge and Mwangi angry with each other at the
beginning of the story?
A) Over a game
B) Over the cattle
C) Over school work
D) Over who is stronger
9. How does the story Kamau tells affect his grandsons?
A) They continue fighting
B) They realize the importance of peace
C) They ignore their grandfather
D) They become more competitive
10. What does Kamau symbolize in the story?
A) Anger
B) Knowledge and wisdom
C) Strength
D) Youth

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11. What literary device is used in Kamau’s story to explain

unity?
A) Simile
B) Metaphor
C) Symbolism
D) Personification
12. What does the bundle of sticks represent in the story?
A) Wealth
B) Power
C) Unity and strength
D) Conflict
13. What does Kamau do at the end of the story?
A) He falls asleep peacefully
B) He leaves the village
C) He goes hunting
D) He scolds the grandsons again
14. Why does Kamau tell his grandsons that the village is
strong?
A) Because it has many strong men
B) Because everyone works together in peace
C) Because it is protected by soldiers
D) Because it has tall walls
15. What is the theme of The Old Man and His Children?
A) The consequences of jealousy
B) The value of unity and teamwork
C) The importance of wealth
D) The benefits of hard work

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11. What literary device is used in Kamau’s story to explain

unity?
A) Simile
B) Metaphor
C) Symbolism
D) Personification
12. What does the bundle of sticks represent in the story?
A) Wealth
B) Power
C) Unity and strength
D) Conflict
13. What does Kamau do at the end of the story?
A) He falls asleep peacefully
B) He leaves the village
C) He goes hunting
D) He scolds the grandsons again
14. Why does Kamau tell his grandsons that the village is
strong?
A) Because it has many strong men
B) Because everyone works together in peace
C) Because it is protected by soldiers
D) Because it has tall walls
15. What is the theme of The Old Man and His Children?
A) The consequences of jealousy
B) The value of unity and teamwork
C) The importance of wealth
D) The benefits of hard work

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16. How do Njoroge and Mwangi react after hearing Kamau’s

story?
A) They laugh at him
B) They reflect on their behavior
C) They run away
D) They continue arguing
17. The conflict between Njoroge and Mwangi can best be
described as:
A) Personal and deep-rooted
B) Superficial and childish
C) Serious and life-threatening
D) Philosophical
18. Kamau’s story uses which literary technique to convey its
message?
A) Flashback
B) Allegory
C) Irony
D) Foreshadowing
19. The mood in the story can best be described as:
A) Tense and reflective
B) Joyful and light-hearted
C) Humorous and playful
D) Violent and aggressive
20. What does Kamau’s horsehair fly swat symbolize?
A) His authority
B) His wealth
C) His annoyance with insects
D) His age and wisdom

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20. What does Kamau’s horsehair fly swat symbolize?

A) His authority
B) His wealth
C) His annoyance with insects
D) His age and wisdom
21. Which of the following is a key message of Kamau's story to his
grandsons?
A) Wealth leads to happiness
B) Family unity is powerful
C) It’s better to be alone than in bad company
D) Fighting builds character
22. Why do the boys agree to listen to Kamau’s story?
A) Because they are tired of arguing
B) Because Kamau forces them to
C) Because their mother asked them to
D) Because they are bored
23. What character trait is Kamau trying to teach his grandsons?
A) Courage
B) Generosity
C) Patience
D) Cooperation
24. The tone of Kamau’s story can be described as:
A) Light-hearted and comical
B) Wise and instructive
C) Angry and harsh
D) Mysterious and puzzling
25. What role does Kamau play in the lives of his grandsons?
A) He is a strict and harsh ruler
B) He is a distant and uninvolved elder
C) He is a wise and guiding figure
D) He is an adventurous and daring leader

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ANALYSIS OF "RIPPLES" BY PETER PAUL ADOLINAMA

Character List
Abi (Abiba): The main character, a young girl who is faced with
the impending reality of being married off at a young age. Abi
is thoughtful and burdened with her family’s expectations and
the fate that seems inevitable.
Mama Adamu: Abi’s guardian, who has raised her since she
lost her mother, Amina. Mama Adamu is caring but struggles
with the pressures of tradition and the knowledge of Abi’s
predicted fate.
Amina: Abi’s deceased mother. She died young after enduring
an unhappy marriage, and her story casts a shadow over Abi's
life. Abi is said to bear a striking resemblance to Amina, both in
appearance and destiny.
Sayibu: A rich but intolerable man who married Amina when
she was only 14. Sayibu is known for his wealth and status but
is harsh and controlling, reflecting the struggles young women
face in forced marriages.
Safia: Sayibu’s third wife, who is believed to have been
responsible for Amina’s death due to jealousy, although she
was later vindicated.
Mr. Ambrose Yakubu: The headteacher at Abi’s school, a man
actively fighting against the tradition of marrying off young
girls. He tries, unsuccessfully, to prevent Abi’s marriage.
Jamila: Mr. Yakubu’s daughter and Abi’s best friend, who
supports Abi and helps her escape when the time comes for
her to be married off.

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Summary
"Ripples" tells the story of Abiba (Abi), a young girl destined to
follow the same path as her mother, Amina, who died in a
forced marriage at a young age. Raised by her aunt, Mama
Adamu, Abi grows up hearing stories about her mother and
sensing that her life might follow a similarly tragic path. The
family tradition and societal expectations weigh heavily on Abi,
and she becomes increasingly anxious about her future as she
nears the age of marriage.
Despite her inner turmoil, Abi finds no support from her family,
who are bound by tradition. Even Mr. Ambrose Yakubu, her
headteacher and advocate against child marriage, is unable to
save her from her fate. As the day of her wedding approaches,
Abi resigns herself to her destiny. However, just when all
seems lost, Abi’s best friend, Jamila, along with other
supporters, stage a last-minute intervention. In a climactic
moment, Abi runs for her freedom, hoping to escape the life
that has been imposed on her.
Themes
Forced Marriage and Gender Inequality: The central theme of
the story is the injustice of forced marriage, where young girls
like Abi are married off against their will. The story criticizes
the deep-rooted cultural and societal norms that perpetuate
this practice.
Destiny vs. Free Will: Abi struggles with the idea of destiny, as
she is told repeatedly that her fate is inevitable.

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This theme explores whether people can shape their futures or

if they are bound by the circumstances of their birth and family.
Tradition and Modernity: The conflict between tradition and
modern values is highlighted in the story. While Abi’s family
clings to age-old customs, characters like Mr. Ambrose Yakubu
and Jamila represent the push for progress and the protection
of young girls’ rights.
Fear and Courage: Abi’s journey is one of fear and uncertainty,
but by the end, she finds the courage to run away from her
tragic fate. The story shows how bravery can emerge even in
the face of overwhelming odds.
Literary Devices
Imagery:
Descriptions of Abi’s unease, such as "she carried all the
troubles of the world on her shoulders," paint a vivid picture of
her inner turmoil and the heavy burden placed upon her by
societal expectations.
Symbolism:
The diary given to Abi represents the continuation of her
mother’s tragic fate, a symbol of the cycle of suffering that
young girls in her family face. It also represents the
generational trauma passed down to Abi.
Metaphor:
The title "Ripples" serves as a metaphor for the lasting impact
of Amina’s tragic life on Abi. Just as ripples spread outward in
water, the consequences of past events (Amina’s marriage and
death) influence Abi’s present and future.

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Foreshadowing:
The predictions made by the old woman on her deathbed ("Abi
would get married at fourteen and her life would not be any
better than her mother’s") foreshadow Abi’s struggle with her
fate, setting the stage for her eventual escape.
Irony:
It is ironic that while Amina’s family thought she was fortunate
to marry a wealthy man like Sayibu, her life was filled with
sorrow and ended tragically. Similarly, Abi, who is about to
marry, is not celebrating but dreading her future.
Personification:
Abi’s thoughts and emotions are almost given life, as she is
described acting "as if she carried all the troubles of the world
on her shoulder." This gives her feelings a weight and presence
beyond her control.
Character Analysis
Abi: Abi is a sensitive and thoughtful young girl who is
burdened by the knowledge of her mother’s tragic fate.
Despite her efforts to conform to her family’s expectations,
she is haunted by a sense of dread about her future. Abi’s
internal struggle is central to the story, and her eventual
decision to run away shows her growing courage and
desire to change her destiny.
Mama Adamu: As Abi’s guardian, Mama Adamu loves her
but is trapped by tradition. She sees herself as protecting
Abi by preparing her for marriage, but she is also
conflicted, knowing that Abi may suffer the same fate as
Amina.

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Her concern for Abi is genuine, but she is powerless against

the weight of custom.
Mr. Ambrose Yakubu: Mr. Yakubu represents modern ideals of
progress and justice. As the headteacher, he is actively fighting
against child marriage, but his efforts are thwarted by the
deeply ingrained cultural norms. Despite his failure to stop
Abi’s marriage initially, he ultimately helps rescue her.
Jamila: Abi’s loyal friend, Jamila is a key figure in helping Abi
escape her fate. She is an ally in the fight against forced
marriage, representing the hope of a better future for young
girls like Abi.
Sample Essay Questions for BECE Students
1. Discuss how the theme of forced marriage is portrayed in
"Ripples" by Peter Paul Adolinama. How does Abi’s
situation reflect the challenges faced by young girls in her
society?
Hint: Focus on Abi’s feelings about her arranged marriage
and how the family’s traditions affect her freedom.
Consider how Mr. Ambrose Yakubu’s efforts to stop the
marriage reflect the clash between tradition and modernity.

2. Examine the significance of the title "Ripples" in the story.

How does it relate to the lives of Amina, Abi, and the other
women in their family?
Hint: Talk about how Amina’s tragic fate has rippling
effects on Abi’s life. Discuss how the title symbolizes the
ongoing cycle of forced marriage and suffering in the
family.

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3. Examine the significance of the title "Ripples" in the story.

How does it relate to the lives of Amina, Abi, and the other
women in their family?
Hint: Talk about how Amina’s tragic fate has rippling
effects on Abi’s life. Discuss how the title symbolizes the
ongoing cycle of forced marriage and suffering in the
family.
4. Compare and contrast the characters of Abi and Jamila.
How do their personalities and actions contribute to the
outcome of the story?
Hint: Explore how Abi is initially passive and fearful, while
Jamila is more proactive. Discuss how their friendship and
support for each other play a role in Abi’s decision to
escape.
5. "Ripples" is a story about destiny and choice. Do you think
Abi was able to change her destiny by the end of the story?
Justify your answer with examples from the text.
Hint: Focus on the idea of fate versus free will. Discuss
whether Abi’s escape represents a break from her mother’s
destiny or if she is still bound by her family’s history.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What is Mama Adamu’s relationship to Abi?
A) Her mother
B) Her aunt
C) Her grandmother
D) Her stepmother
2. What special gift does Mama Adamu plan to give Abi?
A) A basket of fruits
B) Her mother’s diary
C) A bracelet
D) A gold necklace
3. What does Abi fear after receiving the gift from Mama
Adamu?
A) That she will get married at a young age
B) That she will become poor
C) That she will be forced to leave the village
D) That she will be disliked by her family
4. What does Mama Adamu recall about Abi’s mother, Amina?
A) She was a happy and lively person
B) She was forced into an unhappy marriage
C) She was a wealthy businesswoman
D) She had many close friends
5. What was the cause of Amina's sadness in her marriage?
A) She was not allowed to leave the house
B) She had no friends and was forced into the marriage
C) She had to work long hours
D) She could not have children

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6. What did Amina’s family believe caused her death?

A) Poison
B) An enemy’s envy
C) A car accident
D) A lack of proper food
7. What is the significance of Abi receiving her mother’s diary?
A) It brings back memories of her mother
B) It confirms her fears about her destiny
C) It gives her financial independence
D) It allows her to reconnect with her friends
8. How does Mama Adamu feel when Abi starts to act
strangely?
A) Annoyed
B) Worried
C) Unconcerned
D) Confused
9. What role does Mr. Ambrose Yakubu play in Abi’s life?
A) He is her uncle
B) He is her school headteacher
C) He is her father
D) He is a family friend
10. What has Mr. Ambrose Yakubu been fighting against?
A) Child labor
B) The practice of young girls being forced into marriage
C) Poverty in the village
D) Lack of education in rural areas

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11. What does Jamila, Mr. Yakubu’s daughter, promise Abi?

A) That she will visit Abi’s house
B) That her father will rescue Abi from the forced marriage
C) That Abi will be able to go to school
D) That they will run away together
12. What is Abi’s fate according to the old woman’s prophecy?
A) She will become a famous businesswoman
B) She will suffer the same fate as her mother
C) She will move to the city
D) She will marry a wealthy man
13. What worries Abi most on the day she is to go to her
husband’s house?
A) Her husband’s reputation
B) Leaving her friends behind
C) Her mother’s opinion
D) Moving to another village
14. How does Abi’s reaction to the marriage differ from that of
the other young women in town?
A) She is excited while they are sad
B) She is sad while they envy her
C) She is indifferent while they are angry
D) She is calm while they are nervous
15. What is the role of the Social Welfare Department in Abi’s
story?
A) To help rescue her from the marriage
B) To help her family with finances
C) To find her a job
D) To arrange her wedding

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16. How does Abi feel on the day she is to leave for her
husband’s house?
A) Excited
B) Fearful and resigned
C) Angry
D) Joyful and hopeful
17. What action does Jamila take to help Abi on her wedding
day?
A) She protests at Abi’s house
B) She talks to Abi’s father
C) She brings food for Abi
D) She hides Abi’s belongings
18. Who accompanies Mr. Ambrose Yakubu to confront Abi’s
father?
A) Police officers and social welfare officers
B) Jamila and her friends
C) The village chief
D) Local market women
19. What is the final outcome of Abi’s situation?
A) She marries her intended husband
B) She escapes with Jamila’s help
C) She moves to another village
D) She decides to confront her father
20. What is the theme of Ripples?
A) The effects of jealousy
B) The consequences of forced marriages
C) The importance of education
D) The value of friendship

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21. The title Ripples suggests:

A) Small changes that lead to bigger consequences
B) The flow of a river
C) A pattern in the story
D) The waves of the ocean
22. What does Abi's strange behavior represent?
A) Her excitement
B) Her nervousness about the marriage
C) Her guilt
D) Her illness
23. What does the river in Ripples symbolize?
A) Life and death
B) Change and destiny
C) Friendship and loyalty
D) Time and patience
24. How does the community view Abi’s impending marriage?
A) As a blessing
B) As a misfortune
C) As an honor
D) As a shameful act
25. What lesson can be learned from Ripples?
A) Fate cannot be changed
B) The future is unpredictable
C) Standing up for oneself is important
D) Marriage is the key to happiness

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ANALYSIS OF "A DAY’S WAIT" BY ERNEST HEMINGWAY

Character List
Schatz: The nine-year-old boy who misunderstands the severity
of his illness. He believes he is going to die due to a
misunderstanding about temperature measurements, which
causes him great anxiety throughout the day.
Schatz's Father (the Narrator): A calm, understanding father
who takes care of his sick son. The story is told from his
perspective, and he reassures Schatz that his illness is not
fatal.
The Doctor: Although he plays a minor role, the doctor
diagnoses Schatz with influenza and prescribes medication to
reduce his fever.
Summary
In "A Day's Wait", a young boy named Schatz becomes ill with
influenza, and his father notices that he looks pale and weak.
When the doctor visits, he measures Schatz’s temperature at
102°F and prescribes medication to help lower the fever.
Schatz, however, believes that he is going to die because he
mistakenly thinks that 102°F is equivalent to 44°C—the point at
which he was told people die from fever in France.
Throughout the day, Schatz holds onto this belief and remains
tense, waiting for death. His father tries to comfort him by
reading, but Schatz remains detached, fixated on his
impending doom. Eventually, Schatz reveals his
misunderstanding to his father,

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who explains that the thermometers in America and France

use different scales—Fahrenheit and Celsius—and that
Schatz’s fever is not life-threatening.
Once reassured, Schatz relaxes, and his intense fear
dissipates. By the next day, the emotional strain takes its toll,
and he becomes more sensitive, crying easily over small
matters. The story highlights how a simple misunderstanding
can lead to intense fear and anxiety.
Themes
Miscommunication and Fear: The central theme revolves
around Schatz’s fear of dying, which stems from a
misunderstanding about temperature measurements. The
story shows how miscommunication, especially regarding
health, can cause unnecessary anxiety and fear.
Childhood Anxiety: Schatz’s behavior reflects the vulnerability
and anxiety that children often experience when they do not
fully understand their surroundings. His quiet suffering
demonstrates how children can internalize fears without
expressing them.
Parental Care and Reassurance: The father’s calm demeanor
and attempts to comfort his son show the importance of
parental care in soothing a child’s fears. His presence and
eventual explanation bring relief to Schatz.
Courage and Vulnerability: Schatz shows a quiet form of
courage throughout the story, as he faces what he believes to
be his death. His eventual emotional release at the end
underscores the vulnerability that often accompanies bravery.

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Literary Devices
Irony:
The greatest irony in the story is that Schatz believes he is
going to die, but his fever is not life-threatening at all. This
misunderstanding causes unnecessary suffering and
shows how easily fear can arise from a lack of information.
Metaphor:
Schatz’s fever serves as a metaphor for the internal
anxieties and misunderstandings people often harbor,
especially when dealing with illness and mortality.
Symbolism:
Fever: Schatz’s fever symbolizes both his physical illness
and the emotional turmoil caused by his misunderstanding.
It represents the confusion and fear that comes with being
uninformed.
The Book of Pirates: The book Schatz’s father reads to him
symbolizes distraction and comfort, although it doesn’t
have the desired effect, as Schatz remains focused on his
fear of dying.
Simile:
"His face was very white and there were dark areas under
his eyes." This simile emphasizes the boy's physical state,
comparing his appearance to the stereotypical image of
illness and fatigue.

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Personification:
The fever is almost treated as a living force, holding control
over Schatz’s mind and body. It dominates his thoughts
and actions throughout the story, even though it isn’t as
dangerous as he believes.
Tone:
The tone of the story is calm and reflective, despite the
underlying tension. The father’s calmness contrasts with
Schatz’s silent but intense anxiety.

Character Analysis
Schatz: Schatz is a sensitive and brave young boy who
mistakenly believes he is going to die. His silent endurance
throughout the day shows his determination to face death
courageously, but it also highlights how children often
misunderstand the seriousness of certain situations. His
emotional release at the end demonstrates the toll that
anxiety has taken on him.
Schatz’s Father: The father is calm, rational, and caring. He
doesn’t fully realize the extent of Schatz’s fear until late in
the story, but once he understands, he reassures him by
explaining the difference between Fahrenheit and Celsius.
His approach to parenting is one of patience and gentle
care.

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Sample Essay Questions for BECE Students
1. Discuss how the theme of miscommunication is portrayed
in "A Day’s Wait" by Ernest Hemingway. How does this
misunderstanding affect Schatz throughout the story?
Hint: Focus on Schatz’s belief that his temperature is
dangerously high and how this misunderstanding creates
fear. Discuss how the father’s explanation eventually
resolves this fear.
2. Examine the relationship between Schatz and his father.
How does the father’s care and reassurance impact Schatz
in the story?
Hint: Explore how the father’s calm and patient approach
helps Schatz overcome his fear. Discuss the importance of
parental care in comforting children during times of illness
or fear.
3. "A Day’s Wait" is a story about courage and vulnerability.
Discuss how Schatz demonstrates both of these qualities
during the story.
Hint: Analyze how Schatz quietly prepares for what he
believes to be his death, showing bravery. Also, discuss his
vulnerability when he finally understands that he is not in
danger and emotionally breaks down.
4. How does Ernest Hemingway use symbolism to enhance
the theme of fear in "A Day’s Wait"?
Hint: Discuss the symbolism of the fever as a
representation of both physical illness and emotional
turmoil. Also, explore how the book Schatz’s father reads
symbolizes an attempt to distract him from his fears.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. Why does Schatz’s father become concerned when he
comes into the room?
A) Schatz is crying
B) Schatz is shivering and looks ill
C) Schatz is angry
D) Schatz is not paying attention
2. What symptom does Schatz mention having?
A) A headache
B) A cough
C) A sore throat
D) A stomachache
3. How old is Schatz?
A) Nine years old
B) Seven years old
C) Ten years old
D) Eight years old
4. What does the doctor say about Schatz’s temperature?
A) It’s normal
B) It’s 104 degrees
C) It’s 102 degrees
D) It’s 100 degrees
5. What does the doctor prescribe for Schatz?
A) Rest and water
B) Three types of medicine
C) A cold compress
D) Only sleep

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6. Why does Schatz refuse to go to sleep?

A) He is waiting for his father
B) He thinks he’s going to die
C) He is afraid of the dark
D) He wants to watch television
7. What does Schatz mistakenly believe about his fever?
A) That it’s a sign of weakness
B) That people die if they have a fever of 102 degrees
C) That his father is hiding the truth from him
D) That his fever will go away without medicine
8. What causes Schatz to think he is going to die?
A) He overheard the doctor’s conversation
B) He misunderstood the temperature scale
C) He read about it in a book
D) His classmates told him
9. How does Schatz’s father try to comfort him?
A) By reading him a story
B) By telling him that 102 degrees Fahrenheit is not dangerous
C) By giving him more medicine
D) By holding his hand
10. What does Schatz compare the Fahrenheit and Celsius
temperature scales to?
A) Pounds and kilograms
B) Miles and kilometers
C) Inches and centimeters
D) Dollars and cents

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11. What type of book does Schatz’s father read to him?

A) A pirate story
B) A history book
C) A fairy tale
D) A book about animals
12. How does Schatz behave after learning the truth about his
temperature?
A) He relaxes and starts to cry easily
B) He becomes angry at the doctor
C) He feels embarrassed about his mistake
D) He remains confused and upset
13. What is the setting of the story?
A) A hospital
B) A rural home during winter
C) A school
D) A city apartment
14. What does Schatz’s father do after giving him medicine?
A) Leaves the house to hunt quail
B) Stays by his bedside
C) Goes to the market
D) Calls the doctor for a second opinion
15. What emotion does Schatz try to control throughout the
day?
A) Anger
B) Guilt
C) Fear
D) Sadness

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16. What does Schatz ask his father about in the middle of the story?
A) When he will die
B) Whether his mother is coming
C) What his friends are doing
D) Whether he has homework
17. How does Schatz’s father react when he realizes why Schatz is
scared?
A) He laughs at the misunderstanding
B) He becomes worried and calls the doctor
C) He calmly explains the difference between Fahrenheit and Celsius
D) He scolds Schatz for not trusting him
18. How does Schatz’s behavior change after the misunderstanding
is cleared up?
A) He becomes more relaxed and emotional
B) He starts to laugh at himself
C) He asks for more medicine
D) He goes to sleep immediately
19. What is one theme of A Day's Wait?
A) The importance of friendship
B) The dangers of miscommunication
C) The value of education
D) The need for honesty
20. How does Schatz’s misunderstanding create tension in the
story?
A) It shows how little he trusts his father
B) It creates fear and suspense about his condition
C) It reveals his lack of knowledge about health
D) It highlights the gap between children and adults

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21. Why is the story titled A Day’s Wait?

A) It refers to the wait for the doctor to return
B) It refers to Schatz’s long wait for medicine
C) It refers to Schatz’s fear of dying that lasts for a day
D) It refers to the wait for Schatz’s fever to break
22. What literary device is used when Schatz’s father explains
the difference between Fahrenheit and Celsius?
A) Simile
B) Metaphor
C) Symbolism
D) Analogy
23. Which of the following best describes Schatz’s father’s
attitude towards his son?
A) Worried and frantic
B) Calm and understanding
C) Strict and demanding
D) Distant and uninvolved
24. How does Schatz’s physical illness impact his mental
state?
A) It makes him more angry
B) It makes him feel light-headed and confused
C) It causes him to feel guilty
D) It makes him more creative
25. What does Schatz learn by the end of the story?
A) That communication is important
B) That bravery means not showing fear
C) That misunderstanding can lead to unnecessary worry
D) That trusting doctors is vital

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SAMPLE MULTIPLE CHOICE QUETIONS

1. Why does Schatz’s father become concerned when he
comes into the room?
A) Schatz is crying
B) Schatz is shivering and looks ill
C) Schatz is angry
D) Schatz is not paying attention
2. What symptom does Schatz mention having?
A) A headache
B) A cough
C) A sore throat
D) A stomachache
3. How old is Schatz?
A) Nine years old
B) Seven years old
C) Ten years old
D) Eight years old
4. What does the doctor say about Schatz’s temperature?
A) It’s normal
B) It’s 104 degrees
C) It’s 102 degrees
D) It’s 100 degrees
5. What does the doctor prescribe for Schatz?
A) Rest and water
B) Three types of medicine
C) A cold compress
D) Only sleep

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THE COCKCROW: INSIGHTS AND ANALYSIS

6. Why does Schatz refuse to go to sleep?

A) He is waiting for his father
B) He thinks he’s going to die
C) He is afraid of the dark
D) He wants to watch television
7. What does Schatz mistakenly believe about his fever?
A) That it’s a sign of weakness
B) That people die if they have a fever of 102 degrees
C) That his father is hiding the truth from him
D) That his fever will go away without medicine
8. What causes Schatz to think he is going to die?
A) He overheard the doctor’s conversation
B) He misunderstood the temperature scale
C) He read about it in a book
D) His classmates told him
9. How does Schatz’s father try to comfort him?
A) By reading him a story
B) By telling him that 102 degrees Fahrenheit is not dangerous
C) By giving him more medicine
D) By holding his hand
10. What does Schatz compare the Fahrenheit and Celsius
temperature scales to?
A) Pounds and kilograms
B) Miles and kilometers
C) Inches and centimeters
D) Dollars and cents

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THE COCKCROW: INSIGHTS AND ANALYSIS

11. What type of book does Schatz’s father read to him?

A) A pirate story
B) A history book
C) A fairy tale
D) A book about animals
12. How does Schatz behave after learning the truth about his
temperature?
A) He relaxes and starts to cry easily
B) He becomes angry at the doctor
C) He feels embarrassed about his mistake
D) He remains confused and upset
13. What is the setting of the story?
A) A hospital
B) A rural home during winter
C) A school
D) A city apartment
14. What does Schatz’s father do after giving him medicine?
A) Leaves the house to hunt quail
B) Stays by his bedside
C) Goes to the market
D) Calls the doctor for a second opinion
15. What emotion does Schatz try to control throughout the
day?
A) Anger
B) Guilt
C) Fear
D) Sadness

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THE COCKCROW: INSIGHTS AND ANALYSIS

16. What does Schatz ask his father about in the middle of the story?
A) When he will die
B) Whether his mother is coming
C) What his friends are doing
D) Whether he has homework
17. How does Schatz’s father react when he realizes why Schatz is
scared?
A) He laughs at the misunderstanding
B) He becomes worried and calls the doctor
C) He calmly explains the difference between Fahrenheit and Celsius
D) He scolds Schatz for not trusting him
18. How does Schatz’s behavior change after the misunderstanding
is cleared up?
A) He becomes more relaxed and emotional
B) He starts to laugh at himself
C) He asks for more medicine
D) He goes to sleep immediately
19. What is one theme of A Day's Wait?
A) The importance of friendship
B) The dangers of miscommunication
C) The value of education
D) The need for honesty
20. How does Schatz’s misunderstanding create tension in the
story?
A) It shows how little he trusts his father
B) It creates fear and suspense about his condition
C) It reveals his lack of knowledge about health
D) It highlights the gap between children and adults

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THE COCKCROW: INSIGHTS AND ANALYSIS

21. Why is the story titled A Day’s Wait?

A) It refers to the wait for the doctor to return
B) It refers to Schatz’s long wait for medicine
C) It refers to Schatz’s fear of dying that lasts for a day
D) It refers to the wait for Schatz’s fever to break
22. What literary device is used when Schatz’s father explains
the difference between Fahrenheit and Celsius?
A) Simile
B) Metaphor
C) Symbolism
D) Analogy
23. Which of the following best describes Schatz’s father’s
attitude towards his son?
A) Worried and frantic
B) Calm and understanding
C) Strict and demanding
D) Distant and uninvolved
24. How does Schatz’s physical illness impact his mental
state?
A) It makes him more angry
B) It makes him feel light-headed and confused
C) It causes him to feel guilty
D) It makes him more creative
25. What does Schatz learn by the end of the story?
A) That communication is important
B) That bravery means not showing fear
C) That misunderstanding can lead to unnecessary worry
D) That trusting doctors is vital

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ANALYSIS OF "TELL MY SON TO HOLD ON TO HIS GUN" BY KAAKYIRE

AKOSOMO NYANTAKYI
Character List
Kwame (Atoapoma): The protagonist and narrator of the story,
Kwame is a young man tasked with courageously confronting
the killer beast that terrorizes the village. Throughout the story,
Kwame grows from a fearful boy into a courageous hero,
fulfilling his destiny.
Kwame's Father: A wise and strong cocoa farmer, respected in
the village. He teaches Kwame valuable lessons in courage
and leadership, preparing him to take over the family farm and
face the dangers of the forest. His death serves a spiritual
purpose in Kwame's journey.
The Killer Beast: A terrifying creature that has been terrorizing
the village for years. The beast represents the physical
embodiment of fear, which Kwame must overcome.
The Mysterious Voice: A spiritual guide who speaks to Kwame
after he kills the beast, revealing the deeper purpose behind his
father’s death and Kwame’s destiny.
Summary
The story "Tell My Son To Hold On to His Gun" is set in the
village of Dawohoso, where Kwame lives with his father, a
respected cocoa farmer. Kwame’s father, at 62, is still strong,
and he begins training Kwame at a young age to take over the
farm. One day, Kwame dreams of a killer beast that has been
terrorizing the forest. His father takes him to the farm early the
next morning, and during their work,

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sends Kwame to the village to fetch food, encouraging him to

overcome his fear of the killer beast.

When Kwame returns to the farm, his father is missing. Filled

with dread, Kwame searches the forest for his father.
Eventually, he encounters the terrifying killer beast by the river
Sabinom. Despite his fear, Kwame faces the beast head-on
and, after a tense battle, kills it. He beheads the creature and
continues searching for his father, only to find his father’s
severed head hanging on a tree branch.
Devastated by his father’s death, Kwame hears a mysterious
voice that reveals that his father’s death was a spiritual
sacrifice meant to give Kwame the strength to defeat the
beast. The voice congratulates Kwame for fulfilling his destiny
and encourages him to return to the village with his father's
head and the monster's head. Kwame’s journey ends with a
mixture of sorrow for his father’s death and pride in his
accomplishment.
Themes
Courage and Fear: The central theme of the story is the
battle between courage and fear. Kwame must overcome
his fear of the killer beast to fulfill his destiny, and his
father’s teachings give him the strength to face this
challenge.

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Destiny and Sacrifice: The story explores the concept of

destiny, showing that Kwame’s life has been guided by a
spiritual force. His father’s death is revealed to be a necessary
sacrifice, indicating that personal loss can sometimes serve a
higher purpose.
Father-Son Bond: The relationship between Kwame and his
father is crucial to the story. The father’s wisdom, guidance,
and eventual sacrifice shape Kwame’s journey and give him
the courage to face his challenges.
Tradition and Spirituality: The story highlights the importance
of tradition and spiritual beliefs in guiding one’s actions. The
mysterious voice represents the village’s spiritual guidance,
and Kwame’s journey is framed within the context of ancestral
wisdom.

Literary Devices
Symbolism:
The Gun: Kwame’s gun symbolizes strength,
protection, and responsibility. His father’s instruction
to "hold on to the gun" signifies that Kwame must
embrace his role as a protector of the village.
The Beast: The killer beast symbolizes fear and the
dangers lurking in the unknown. By killing the beast,
Kwame conquers his deepest fears.
The River Sabinom: The river symbolizes the boundary
between life and death, as it is the site where many
victims of the beast were found.

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Foreshadowing:
Kwame’s dream at the beginning of the story foreshadows
his encounter with the killer beast and the eventual loss of
his father.
Imagery:
The vivid descriptions of the forest, the killer beast, and the
tense battle between Kwame and the monster create
strong visual images, enhancing the story’s suspense and
drama. For instance, "the sun had set" and "a chill wind
swept across the river" set an ominous tone.
Simile:
"The monster fell to the ground as if struck by lightning"
compares the force of the beast’s fall to a lightning strike,
emphasizing the suddenness and power of its defeat.
Alliteration:
"Blood began to ooze from his mouth and nose" uses the
repetition of the "b" sound to create a rhythmic and intense
description of the beast’s demise.
Personification:
The mysterious voice speaking to Kwame is almost like an
omniscient figure guiding his destiny. The voice personifies
spiritual wisdom that transcends the physical world.

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. Character Analysis
Kwame: Kwame starts as a fearful young man who doubts his
ability to face the killer beast. However, through his father’s
encouragement and his own determination, he evolves into a
brave and capable hero. His journey is not only about killing the
beast but also about confronting his internal fears and
accepting his destiny.
Kwame's Father: Kwame’s father is the embodiment of
wisdom, strength, and sacrifice. He teaches Kwame valuable
life lessons about courage and responsibility. His death is both
tragic and necessary, as it allows Kwame to rise to the
occasion and fulfill his destiny.
The Killer Beast: The beast represents both a physical and
psychological challenge for Kwame. Its defeat symbolizes the
overcoming of fear and danger. It also serves as a test for
Kwame’s maturity and bravery.
The Mysterious Voice: The voice acts as a spiritual guide,
revealing the true purpose behind the events in Kwame’s life. It
provides clarity to Kwame in his moment of grief and helps him
understand the significance of his father’s death.
Sample Essay Questions for BECE Students
1. Discuss how the theme of courage is portrayed in "Tell My
Son To Hold On to His Gun" by Kaakyire Akosomo
Nyantakyi. How does Kwame’s journey reflect this theme?
Hint: Focus on how Kwame’s fear of the beast and his
initial reluctance to go into the forest represent his inner
struggle with courage. Explain how his father’s teachings
and the eventual encounter with the beast lead to his
transformation.

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2. Examine the role of destiny in the story "Tell My Son To Hold

On to His Gun." How does Kwame’s destiny shape his actions
and the events in the story?
Hint: Discuss the spiritual elements in the story, including
the mysterious voice and the idea that Kwame’s mother’s
death set his destiny in motion. Explore how the concept of
sacrifice is tied to this destiny.
3. Analyze the relationship between Kwame and his father in
the story. How does this relationship influence Kwame’s
actions and decisions?
Hint: Consider how Kwame’s father teaches him about
courage and responsibility. Discuss how the father’s
guidance impacts Kwame’s final confrontation with the
beast.
4. What does the killer beast symbolize in the story, and how
does Kwame’s battle with the beast reflect his internal
struggles?
Hint: Explore the beast as a symbol of fear, danger, and
uncertainty. Analyze how Kwame’s actions during the
battle reflect his personal growth and his ability to
overcome his fears.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What is the setting of the story?
A) In a small village
B) In a cocoa farm
C) In a military camp
D) In a thick forest
2. Why did Kwame’s father wake him up early that morning?
A) To go hunting
B) To send him to school
C) To go and work on the farm
D) To go and bring food from the village
3. What was Kwame’s concern about going to the village
alone?
A) He was afraid of getting lost
B) He feared encountering the killer beast
C) He was worried about carrying the food
D) He did not want to leave his father behind
4. What advice does Kwame's father give him?
A) To bring more money from the village
B) To gather courage and face his fears
C) To be careful when handling the gun
D) To always come home early
5. What does Kwame hear that makes him worried about his
father’s whereabouts?
A) The sound of gunshots
B) The sound of the killer beast
C) His father calling for help
D) The silence in the forest

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6. Why does Kwame hesitate to enter the thick forest?

A) He is too tired from weeding
B) He remembers his father's advice
C) He is afraid of the killer beast
D) He is unsure of the path to take
7. How does Kwame find the killer beast?
A) By tracking its footprints
B) By following the sound of its movements
C) By stumbling upon it at the river
D) By listening to the voice of his father
8. What weapon does Kwame use to fight the beast?
A) A spear
B) A cutlass
C) A gun
D) A bow and arrow
9. How does Kwame feel after the first shot?
A) Relieved that the beast is dead
B) Frightened that the beast might not die
C) Angry at the beast for killing his father
D) Confident in his ability to defeat the beast
10. What does Kwame do to ensure the beast is dead?
A) He fires more shots
B) He waits for it to collapse
C) He throws a rock at it
D) He calls for help from other villagers

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11. What happens after Kwame kills the beast?

A) He returns home immediately
B) He continues searching for his father
C) He finds his father’s body in the forest
D) He collapses from exhaustion
12. What does Kwame discover at the river?
A) His father’s gun
B) The remains of other hunters
C) The footprints of the killer beast
D) His father’s head hanging on a tree
13. How does Kwame react to finding his father’s head?
A) He faints
B) He screams in anger and sorrow
C) He runs away from the forest
D) He calls for help from the villagers
14. What does the mysterious voice tell Kwame after he finds
his father’s head?
A) That he must run away
B) That his father’s death was a spiritual sacrifice
C) That the beast is still alive
D) That his father was killed by another hunter
15. What is the significance of Kwame’s father’s death
according to the voice?
A) It was a punishment for entering the forest
B) It was a way to cleanse Kwame spiritually
C) It was revenge for killing the beast
D) It was an accident caused by the beast

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16. How does Kwame finally kill the beast?

A) He shoots it in the head
B) He throws a spear at its heart
C) He stabs it with his father’s cutlass
D) He poisons it with the river water
17. What is one of the main themes of the story?
A) The importance of family ties
B) The power of revenge
C) The fear of the unknown
D) The value of courage and bravery
18. What role does Kwame’s gun play in the story?
A) It symbolizes power and survival
B) It represents Kwame’s fear
C) It is a symbol of his father’s wisdom
D) It symbolizes the danger of the forest
19. Why does Kwame’s father tell him to “hold on to his gun”?
A) To protect himself from wild animals
B) To become a great hunter
C) To symbolize his strength and courage
D) To honor his father’s legacy
20. What lesson does Kwame learn by the end of the story?
A) That revenge brings peace
B) That bravery is not about fearlessness, but about facing fear
C) That violence is never the answer
D) That the forest is a dangerous place

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21. How does the forest in the story function as a symbol?

A) It represents opportunity and growth
B) It symbolizes the challenges and fears Kwame must
overcome
C) It represents wealth and prosperity
D) It symbolizes tradition and heritage
22. Why does the village rely on the hunters like Kwame and
his father?
A) To protect them from the wild animals
B) To gather food from the forest
C) To perform spiritual rituals in the forest
D) To maintain their traditions
23. What is the significance of the beast’s death?
A) It frees the village from fear
B) It represents Kwame’s maturity
C) It leads to the discovery of other hunters’ remains
D) It fulfills Kwame’s spiritual destiny
24. How does Kwame’s relationship with his father influence
his actions?
A) He seeks to surpass his father’s achievements
B) He is motivated by his father’s courage and wisdom
C) He feels obligated to avenge his father’s death
D) He wants to prove his strength to his father
25. What does the title Tell My Son to Hold on to His Gun
suggest about the story?
A) It focuses on the importance of passing down traditions
B) It highlights the conflict between father and son
C) It centers on the idea of survival and courage
D) It suggests that the father’s death is central to the plot

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ANALYSIS OF THE ABRIDGED AND SIMPLIFIED VERSION OF "OLIVER

TWIST" BY CHARLES DICKENS
Character List
Oliver Twist: The protagonist, an orphan born in a workhouse,
who endures numerous hardships but remains innocent and
kind-hearted. He symbolizes purity and goodness in a corrupt
world.
Mr. Bumble: The beadle of the workhouse where Oliver is born.
He is cruel and indifferent to the suffering of the poor,
representing the harsh treatment of orphans and the lower
class in Victorian society.
Fagin: A criminal who runs a gang of young pickpockets. Fagin
is a manipulative figure who exploits children like Oliver for his
own gain.
The Artful Dodger (Jack Dawkins): A street-smart boy who
introduces Oliver to Fagin's gang. He is skilled in pickpocketing
but remains loyal to Fagin.
Bill Sikes: A violent criminal who becomes one of Oliver's
enemies. He is brutal and merciless, willing to do anything to
maintain control.
Nancy: Bill Sikes's girlfriend and a member of Fagin’s gang.
Although involved in crime, Nancy is kind to Oliver and
ultimately sacrifices her life to help him.
Mr. Brownlow: A kind and wealthy gentleman who adopts
Oliver after learning of his true parentage. He represents the
goodness in society that contrasts with the evil around Oliver.

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Summary
"Oliver Twist" is the story of a young orphan, Oliver, who is born
in a workhouse and faces a harsh upbringing in Victorian
England. After enduring cruelty at the workhouse and later
being apprenticed to an undertaker, Oliver runs away to
London. There, he falls into the hands of Fagin, a criminal
mastermind who trains young boys to pickpocket.
Oliver is introduced to Fagin's gang by the Artful Dodger, but he
is unaware of the illegal activities they are involved in. On his
first pickpocketing attempt, Oliver is caught but is saved by Mr.
Brownlow, a kind man who takes pity on him. However, Oliver
is kidnapped by Fagin’s gang and forced back into the world of
crime.
Despite the dangers he faces, Oliver’s innocence and goodness
eventually prevail. With the help of Nancy, who tries to protect
him, Oliver escapes Fagin and Sikes. Although Nancy is
murdered by Bill Sikes for her betrayal, Oliver finds safety and
is adopted by Mr. Brownlow. In the end, Oliver learns about his
true parentage and inherits his rightful fortune.

Themes
The Struggle Between Good and Evil: The central theme of
the story is the constant battle between good and evil.
Oliver, representing innocence and goodness, is placed in a
world filled with cruelty, crime, and corruption. The story
explores how goodness can survive even in the worst
conditions.

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Social Injustice: Dickens criticizes the harsh treatment of the

poor and the corruption of institutions like the workhouse. The
novel exposes the cruelty that orphans like Oliver face in
Victorian society.
Poverty and Crime: The connection between poverty and crime
is evident through characters like Fagin, Bill Sikes, and the
Artful Dodger, who resort to criminal activities due to their
social conditions. The story illustrates how poverty can lead
people into a life of crime.
Compassion and Redemption: Characters like Mr. Brownlow
and Nancy show that compassion can still exist in a harsh
world. Nancy’s ultimate sacrifice and Mr. Brownlow’s kindness
toward Oliver reflect the theme of redemption and the
possibility of change.

Literary Devices
Symbolism:
Oliver: Oliver symbolizes innocence and goodness. Despite
being born into poverty and exposed to crime, he remains
pure-hearted.
The Workhouse: The workhouse represents the cruelty and
indifference of Victorian society toward the poor, especially
children.
London: The city is a symbol of both opportunity and
danger. It offers Oliver a chance to escape his cruel past
but also exposes him to the criminal underworld.

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Irony:
Oliver, despite being surrounded by criminals and suffering,
remains uncorrupted. This is ironic because society
expects the poor and orphaned to become morally corrupt,
but Oliver defies this expectation.
Foreshadowing:
From the beginning, Oliver’s kindness and compassion
suggest that he is destined for a better life, even though he
faces many hardships along the way.
Characterization:
Dickens uses both direct and indirect characterization to
develop his characters. For example, Fagin is described as
manipulative and greedy through his actions and the way
he controls the boys, while Mr. Brownlow is shown as
compassionate through his kindness toward Oliver.
Imagery:
The descriptions of London’s dark alleys, crowded streets,
and grim workhouses create a vivid picture of the bleak
conditions in which the poor live.
Character Analysis
Oliver Twist: Oliver’s innocence is his defining
characteristic. Throughout the story, he remains pure-
hearted, despite the harsh world around him. His resilience
and determination to survive reflect the triumph of
goodness over evil.

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Fagin: Fagin is a manipulative figure who represents the darker

side of human nature. He exploits the vulnerability of children
like Oliver, turning them into pickpockets for his own gain. His
greed and selfishness make him a central antagonist in the
story.
Nancy: Nancy’s character is complex. Although she is involved in
crime, she is ultimately compassionate and kind to Oliver. Her
inner conflict between loyalty to Sikes and her desire to save
Oliver makes her one of the most tragic figures in the story. Her
sacrifice underscores the theme of redemption.
Mr. Brownlow: Mr. Brownlow represents the goodness and
compassion in society. His willingness to adopt Oliver and
provide him with a better life highlights the theme of social
justice and kindness.
Sample Essay Questions for BECE Students
1. Discuss the theme of social injustice in "Oliver Twist." How does
Charles Dickens portray the treatment of orphans and the poor in
Victorian society?
Hint: Focus on how the workhouse and characters like Mr.
Bumble represent the cruelty of the system. Discuss how Oliver’s
journey through different social classes highlights the
inequalities in society.
2. Examine the character of Fagin in "Oliver Twist." How does
Dickens use Fagin to represent the darker side of society?
Hint: Analyze Fagin’s role as a manipulator and how he exploits
children like Oliver for his own benefit. Discuss how his character
reflects the dangers of crime and corruption.

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3. How does Dickens use the character of Oliver to symbolize

innocence and goodness in "Oliver Twist"?
Hint: Discuss how Oliver’s purity remains intact despite the
harsh environments he is exposed to, from the workhouse
to Fagin’s gang. Consider how Oliver’s innocence contrasts
with the criminal world around him.
4. What role does Nancy play in the story? Discuss how her
character reflects the theme of compassion and redemption in
"Oliver Twist."
Hint: Explore Nancy’s internal conflict and her loyalty to
both Sikes and Oliver. Discuss her ultimate decision to help
Oliver and how it represents her attempt to seek
redemption.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What is the significance of Oliver’s last name, “Twist”?

A) It refers to his tendency to lie
B) It reflects the twists and turns in his life
C) It symbolizes his poor upbringing
D) It is his mother’s maiden name
2. What is the first place Oliver lives after his birth?
A) A workhouse
B) A wealthy household
C) A church orphanage
D) His mother’s home
3. Who raises Oliver after his mother’s death?
A) His father
B) A kind nurse
C) A group of elderly women
D) The workhouse authorities
4. What does Oliver ask for during his time in the workhouse?
A) More bread
B) His mother
C) New clothes
D) A toy
5. What was Mr. Bumble's role in Oliver's life?
A) He was Oliver’s teacher
B) He was a local magistrate
C) He was the parish beadle
D) He was Oliver’s guardian

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6. Where does Oliver go after leaving the workhouse?

A) To a boarding school
B) To live with Mr. Brownlow
C) To work for an undertaker
D) To London to find his family
7. Why does Oliver run away to London?
A) He is mistreated by Mr. Sowerberry
B) He wants to find his real parents
C) He hears of better job opportunities there
D) He is invited by Mr. Bumble
8. Who does Oliver meet when he first arrives in London?
A) Mr. Brownlow
B) Bill Sikes
C) The Artful Dodger
D) Fagin
9. What skill does Fagin teach to the boys in his gang?
A) Begging for money
B) Stealing from pockets
C) Singing and dancing
D) Working in factories
10. Who is Bill Sikes?
A) A thief and criminal associate of Fagin
B) A policeman searching for Oliver
C) A teacher at Oliver’s new school
D) A rich man who wants to adopt Oliver

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11. What role does Nancy play in the story?

A) She helps Oliver escape from the gang
B) She is a servant to Mr. Brownlow
C) She betrays Oliver to the police
D) She becomes Oliver’s guardian
12. What is Mr. Brownlow’s relationship with Oliver?
A) He is Oliver’s real father
B) He adopts Oliver after rescuing him
C) He falsely accuses Oliver of stealing
D) He works with Fagin to capture Oliver
13. What accusation is made against Oliver when he first
meets Mr. Brownlow?
A) He is accused of stealing Mr. Brownlow’s wallet
B) He is accused of assaulting Fagin
C) He is accused of running away from the workhouse
D) He is accused of pickpocketing
14. How does Mr. Brownlow treat Oliver after learning the
truth?
A) He sends Oliver back to the workhouse
B) He cares for Oliver and takes him into his home
C) He has Oliver arrested
D) He abandons Oliver in London
15. Why does Oliver get involved in a burglary with Bill Sikes?
A) He wants to steal money
B) He is forced to participate
C) He wants to impress Fagin
D) He hopes to find his family

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16. How does Oliver escape the criminal life?

A) By running away during the burglary
B) By telling Mr. Brownlow the truth
C) By working with the police to arrest Fagin
D) By seeking help from Nancy
17. What is the central theme of Oliver Twist?
A) The importance of education
B) The struggle between good and evil
C) The pursuit of wealth
D) The importance of friendship
18. What role does Nancy play in Oliver’s escape?
A) She warns Oliver about Bill Sikes
B) She betrays Bill Sikes to help Oliver
C) She helps Oliver return to the workhouse
D) She gives Oliver money to escape to America
19. How does Oliver's true parentage become revealed?
A) Mr. Brownlow finds a letter from Oliver’s mother
B) Oliver meets a long-lost relative
C) Nancy tells him the truth about his mother
D) Fagin confesses to knowing Oliver’s family
20. What does Oliver’s life represent in Victorian society?
A) The difficulties faced by orphans and the poor
B) The rewards of hard work and determination
C) The impact of education on children
D) The importance of family wealth and connections

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21. How is the workhouse system portrayed in Oliver Twist?

A) As a place where children are educated and cared for
B) As a system that fails to help the poor and orphans
C) As a source of opportunity for young boys
D) As a safe place for orphans to grow up
22. What does the character of Fagin represent?
A) A father figure to the orphans
B) The corruption and exploitation of children
C) A symbol of justice in the story
D) A helper to those in need
23. How does Oliver Twist end?
A) Oliver returns to the workhouse
B) Mr. Brownlow adopts Oliver
C) Oliver is arrested for burglary
D) Oliver leaves England to start a new life
24. What is Bill Sikes’ fate at the end of the novel?
A) He is arrested by the police
B) He escapes and leaves the country
C) He dies while trying to escape
D) He confesses to his crimes and reforms
25. What lesson can be learned from Oliver Twist?
A) Crime leads to success
B) Wealth guarantees happiness
C) Kindness and courage can overcome hardship
D) Only the rich can escape poverty

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ANALYSIS OF "THE GIRL WHO CAN" BY AMA ATA AIDOO

Character List
Adjoa: The protagonist, a seven-year-old girl who is thoughtful,
intelligent, and often puzzled by the adults around her. She
feels insecure about her thin legs but discovers her talent for
running.
Nana: Adjoa’s grandmother, who is critical of Adjoa’s legs,
believing they are too thin and long for a girl. Despite her
criticism, she is caring and shows pride in Adjoa’s
achievements by the end of the story.
Maami: Adjoa’s mother, who is more understanding of Adjoa
than Nana. Maami defends Adjoa but is often silenced by
Nana’s stronger personality. She supports Adjoa’s education
and wants her to succeed in school.

Summary
"The Girl Who Can" is the story of Adjoa, a seven-year-old girl
who lives with her mother, Maami, and grandmother, Nana, in
the village of Hasodzi, Ghana. Adjoa is self-conscious about
her thin, long legs, which her grandmother constantly criticizes.
Nana believes that a girl’s legs should be strong and capable
of supporting wide hips, which are essential for childbirth.
Adjoa, however, struggles to understand why her legs are
considered problematic.

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While Adjoa is quiet and reflective, she finds joy and a sense of
purpose at school. She excels in running and is selected to
represent her school in a district sports competition. Despite
Nana’s doubts, Adjoa wins several races and brings home a
trophy for her school. In the end, Nana acknowledges that
Adjoa’s thin legs can be useful after all, as they helped her win
the races. The story ends with a proud moment for Adjoa, as
her grandmother and mother finally recognize her abilities.

Themes
Body Image and Self-Acceptance: One of the central
themes is Adjoa’s struggle with her body image. Nana’s
constant criticism of Adjoa’s legs makes her feel insecure,
but by the end of the story, Adjoa proves that her legs have
their own strength and purpose, allowing her to gain
confidence in herself.
Tradition vs. Modernity: The story highlights the tension
between traditional views, represented by Nana, and
modern ideas, represented by Maami and Adjoa’s school
experience. Nana’s focus on physical attributes for
childbirth contrasts with Adjoa’s success in a modern
context—winning a running competition.
The Importance of Education: Maami’s belief in education
as a way to escape the "darkness" of ignorance is a
significant theme. She wants Adjoa to have opportunities
that she did not, and Adjoa’s success at school becomes a
source of pride for the family.

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Perseverance and Achievement: Adjoa’s journey shows

the value of perseverance. Despite the criticism she faces,
she works hard, excels at running, and achieves something
remarkable. Her success challenges the assumptions
made about her by those around her.

Literary Devices
Simile:
"Nana's laughter is like the sound of a hen clucking when
her chicks are nearby." This simile compares Nana’s
laughter to the protective clucking of a hen, emphasizing
Nana’s nurturing, though critical, nature.
Personification:
"The uniform seemed to catch the rays of the sun and
shine brighter." This gives the uniform human-like qualities,
showing how proud Adjoa feels in her clean, well-pressed
uniform.
Onomatopoeia:
"Creak, creak, creak" describes the sound of Nana’s stiff
cloth as she walks, emphasizing her presence and adding a
sensory detail to the narrative.
Metaphor:
"Locked into darkness" is used to describe Maami’s lack of
education, comparing her ignorance to being trapped in a
dark place. This metaphor highlights the importance of
education in escaping ignorance.

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Irony:
Nana criticizes Adjoa’s legs for being too thin to support
childbirth, but it is these same legs that help her win races and
bring pride to the family. The irony lies in how Nana’s initial
judgment is proven wrong.
Character Analysis
Adjoa: Adjoa is a thoughtful and reflective young girl who
struggles to understand the world of adults. Her insecurity
about her legs stems from her grandmother’s criticism, but she
discovers her talent for running, which helps her gain
confidence. By the end of the story, Adjoa feels proud of her
achievements and proves that her legs are not only useful but
also a source of strength.
Nana: Nana is a traditionalist who values physical attributes
for their connection to childbirth and motherhood. She is
critical of Adjoa’s legs, believing they are too thin to serve any
useful purpose. However, Nana is also a caring figure, and her
attitude softens when she sees Adjoa’s success in running.
Her change of heart shows that even those with traditional
views can learn to appreciate new perspectives.
Maami: Maami is a supportive mother who believes in the
importance of education. She disagrees with Nana’s criticism
of Adjoa and encourages her daughter to pursue school and
learn more. Maami’s quiet strength contrasts with Nana’s more
vocal opinions, but she ultimately supports Adjoa’s success.

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Sample Essay Questions for BECE Students

1. Discuss the theme of body image in "The Girl Who Can."
How does Adjoa's view of her legs change throughout the
story?
Hint: Focus on how Nana’s criticism affects Adjoa’s self-
esteem and how winning the races helps Adjoa gain
confidence in her body. Explore the journey from insecurity
to self-acceptance.
2. How does Ama Ata Aidoo contrast tradition and modernity
in "The Girl Who Can"?
Hint: Examine the differences between Nana’s traditional
views on womanhood and Maami’s belief in education.
Discuss how Adjoa represents a balance between these
two perspectives.
3. Analyze the relationship between Adjoa and her
grandmother, Nana. How does their relationship evolve
throughout the story?
Hint: Discuss Nana’s initial criticism of Adjoa and how her
attitude changes after Adjoa wins the races. Explore how
love and pride play a role in their relationship despite the
criticism.
4. What role does education play in "The Girl Who Can"? How
does Maami’s belief in education influence Adjoa’s life?
Hint: Discuss Maami’s desire for Adjoa to escape
ignorance through education. Explore how school becomes
a place where Adjoa finds her own talents and gains
confidence.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. Where is the story of The Girl Who Can set?

A) Lagos, Nigeria
B) Dakar, Senegal
C) Accra, Ghana
D) Hasodzi, Ghana
2. Who is the narrator of the story?
A) Nana
B) Maami
C) Adjoa
D) Amina
3. What is Adjoa’s main physical concern in the story?
A) Her thin legs
B) Her poor eyesight
C) Her short height
D) Her large feet
4. How does Nana feel about Adjoa’s legs?
A) She is proud of them
B) She worries they are too thin and long
C) She admires them for running fast
D) She never mentions them
5. What is the major theme of The Girl Who Can?
A) Family expectations and self-acceptance
B) The importance of education
C) Gender equality in sports
D) The value of wealth and status

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11. What does Adjoa’s victory in sports symbolize?

A) The power of education
B) The importance of community
C) The triumph of self-belief and determination
D) The need for family approval
12. What does Adjoa’s school uniform represent in the story?
A) Pride and success in her academic journey
B) A source of shame and discomfort
C) A reflection of her family’s wealth
D) A reminder of her physical appearance
13. What lesson does Nana learn by the end of the story?
A) That physical appearance is the most important thing
B) That thin legs can be useful and valuable
C) That Adjoa will never marry
D) That Adjoa should quit running
14. How does the community view Adjoa after her victory in
sports?
A) They are ashamed of her
B) They laugh at her thin legs
C) They admire and celebrate her
D) They encourage her to quit
15. What motivates Adjoa to keep running despite the
criticisms?
A) Her love for sports
B) Her mother’s strict rules
C) Her desire to please Nana
D) Her schoolteacher’s encouragement

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16. What does Nana do for Adjoa after she wins the running
competition?
A) She forbids her from running again
B) She praises her legs for being strong and fast
C) She buys her new running shoes
D) She ignores her accomplishment
17. What cultural belief does Nana hold regarding women’s legs?
A) That they should be short and strong
B) That they should be thin and delicate
C) That they should support childbearing hips
D) That they should be hidden from public view
18. Why does Adjoa feel torn between her family and her own
dreams?
A) Her family wants her to stop running and focus on marriage
B) Her school wants her to drop out
C) Her friends make fun of her for running
D) She doesn’t enjoy running
19. What role does self-confidence play in Adjoa’s story?
A) It allows her to ignore her family’s concerns and succeed
B) It causes her to become arrogant
C) It leads to her quitting sports
D) It makes her ashamed of her thin legs
20. How does The Girl Who Can reflect the theme of female
empowerment?
A) By showing how women can succeed in education
B) By celebrating a girl’s athletic achievement despite societal
pressures
C) By emphasizing the importance of beauty for women
D) By teaching women to rely on their families for success

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21. What does Adjoa’s school competition symbolize in the larger

context of the story?
A) The importance of sports in education
B) The conflict between tradition and modern values
C) The difficulty of academic achievement
D) The struggle to impress family members
22. How does the story challenge traditional views of beauty and
usefulness?
A) By showing that beauty is more important than skills
B) By presenting a girl who finds strength in her physical differences
C) By insisting that Adjoa change to fit traditional expectations
D) By promoting conformity to family expectations
23. What message does The Girl Who Can send to young girls about
following their dreams?
A) Dreams should be secondary to family desires
B) Following your passion can lead to unexpected success
C) Physical appearance is the most important factor in success
D) Girls should rely on their families to choose their paths
24. What role do Adjoa’s friends play in her journey?
A) They discourage her from running
B) They laugh at her thin legs
C) They support and encourage her
D) They remain indifferent to her dreams
25. What does the ending of The Girl Who Can suggest about Adjoa’s
future?
A) She will stop running and get married
B) She will continue to challenge expectations and succeed
C) She will move away from her family
D) She will remain stuck in her family’s expectations
Shall we continue with the next set?

4o

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6. Why does Nana criticize Adjoa’s legs?

A) She believes they will prevent Adjoa from marrying
B) She thinks they are perfect for running
C) She wants Adjoa to wear different shoes
D) She worries they will stop her from studying
7. What role does Adjoa’s mother, Maami, play in the story?
A) She supports Nana’s views
B) She comforts Adjoa and disagrees with Nana
C) She forces Adjoa to stop playing sports
D) She ignores Adjoa’s concerns
8. What is Adjoa’s passion in school?
A) Studying literature
B) Running in races
C) Singing in the choir
D) Dancing in traditional ceremonies
9. How does Adjoa surprise Nana and her mother later in the
story?
A) She wins a cooking competition
B) She becomes a teacher
C) She wins a running competition
D) She marries a wealthy man
10. What does Nana ultimately realize about Adjoa’s legs?
A) They are strong and useful
B) They are too short for running
C) They will never help her succeed
D) They are a symbol of failure

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ANALYSIS OF "SOSU AND THE BUKARI BOYS" BY LAWRENCE DARMANI

Character List
Sosu: The main character, a young boy who struggles with
feelings of envy and dissatisfaction due to the small amount of
money his parents give him. He learns important lessons about
gratitude and avoiding dishonesty.
Bukari: Sosu’s wealthy friend, who always has plenty of money
and is admired by their group of friends, the "Bukari Boys."
However, Bukari is caught stealing from his father, which leads
to public shame.
Mrs. Anku: Sosu’s mother, a hardworking woman who
struggles to provide for her family, especially after her husband
loses his job. She tries to teach Sosu the value of gratitude and
honesty.
Mr. Anku: Sosu’s father, who is currently unemployed and
looking for a job. He is stern but caring, hoping to instill
discipline in his son.
Vivian: Sosu’s sister, who also feels the effects of their family’s
financial struggles.
Attipo: A boy who uses crutches and whom Sosu’s mother
advises him to be kind to. He serves as a reminder of the
importance of empathy.

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Summary
"Sosu and the Bukari Boys" tells the story of Sosu, a young boy
who feels frustrated with the small amount of money his
parents give him for school. His frustration is heightened by
his friend Bukari, who always seems to have plenty of money
and buys food and treats for their group, the Bukari Boys. Sosu
envies Bukari’s wealth and resents his own parents, especially
his mother, for not giving him more money.
At school, Sosu struggles with his feelings of inferiority as he
compares himself to Bukari. However, everything changes
when Bukari is publicly shamed for stealing money from his
father. The head teacher disciplines Bukari in front of the entire
school, revealing that Bukari’s wealth came from dishonesty.
Witnessing Bukari’s humiliation, Sosu realizes how fortunate
he is to have honest, hardworking parents. He feels ashamed
of his earlier behavior and resolves to be more grateful for
what he has. In the end, Sosu apologizes to his mother and
promises never to compare himself to others again.
Themes
Honesty vs. Dishonesty: One of the central themes is the
importance of honesty. Bukari’s dishonesty brings shame
upon him and his family, while Sosu learns that honesty is
more valuable than material wealth.
Gratitude and Contentment: Sosu’s journey is about
learning to appreciate what he has. His frustration with his
parents for not giving him more money fades when he
realizes that they are doing their best and that he should be
thankful for their efforts.

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Peer Pressure and Envy: Sosu’s envy of Bukari and his

wealth is driven by peer pressure and the desire to fit in
with his friends. The story explores how comparing oneself
to others can lead to unhappiness and poor decision-
making.
Discipline and Consequences: Bukari’s public punishment
at school serves as a reminder that actions have
consequences. The story emphasizes the role of discipline
in shaping children’s behavior and teaching them the
importance of honesty and responsibility.
Literary Devices
Irony:
Bukari is admired by his friends for his apparent wealth, but
it is later revealed that he has been stealing from his father.
The irony lies in how the boys look up to Bukari, only to find
out that his wealth was dishonestly gained.
Simile:
"Sosu's heart was burning with anger." This simile vividly
expresses Sosu’s frustration and resentment toward his
parents, comparing his emotions to a fire burning inside
him.
Alliteration:
"Bukari Boys": The repetition of the “B” sound emphasizes
the close bond between the group of friends and their
admiration for Bukari.

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Personification:
"The school bell rang angrily." This gives the bell human-
like qualities, as if it is expressing the tense and serious
atmosphere during the school assembly where Bukari is
punished.

Character Analysis
Sosu: At the beginning of the story, Sosu feels envious of
Bukari’s wealth and dissatisfied with his own family’s
financial situation. However, after witnessing Bukari’s
downfall, Sosu learns to appreciate what he has and
understands the importance of honesty. He matures
emotionally, realizing that wealth gained dishonestly brings
shame, not pride.
Bukari: Bukari is initially portrayed as a popular and
wealthy boy, admired by his friends. However, it is revealed
that his wealth comes from stealing, which leads to his
public disgrace. Bukari’s character serves as a cautionary
tale about the consequences of dishonesty.
Mrs. Anku: A hardworking mother, Mrs. Anku struggles to
make ends meet for her family but tries to teach her
children the value of contentment and hard work. She
represents the sacrifices parents make for their children
and the importance of gratitude.
Mr. Anku: Although Mr. Anku is currently unemployed, he
still tries to teach his son discipline and responsibility. His
stern attitude toward Sosu reflects his desire to raise an
honest and hardworking child.

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Sample Essay Questions for BECE Students

1. Discuss how the theme of honesty is portrayed in "Sosu
and the Bukari Boys." How does Bukari’s dishonesty affect
him and his relationship with his friends?
Hint: Focus on Bukari’s actions and how his friends react to
his theft. Discuss how Sosu learns from Bukari’s mistake
and the consequences of dishonesty.
2. How does Sosu’s view of his parents change throughout
the story? What lessons does he learn about gratitude and
contentment?
Hint: Analyze Sosu’s initial frustration with his parents and
how witnessing Bukari’s punishment makes him realize the
value of his family’s honesty and hard work.
3. Examine the role of peer pressure in "Sosu and the Bukari
Boys." How does Sosu’s desire to fit in with his friends
influence his feelings and behavior?
Hint: Discuss how Sosu’s envy of Bukari is driven by the
pressure to impress his friends and how this pressure
leads him to feel dissatisfied with his life.
4. What role does discipline play in the story? How does
Bukari’s public punishment serve as a lesson for the other
students?
Hint: Explore the significance of Bukari’s punishment at the
school assembly and how it reinforces the importance of
discipline and honesty for the students.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What is the main conflict Sosu faces in the story?
A) His lack of money compared to his friends
B) His desire to play football
C) His poor academic performance
D) His conflict with his teacher
2. Why does Sosu feel ashamed when he meets his friends at
school?
A) He has been punished by his teacher
B) He does not have enough money to match their spending
C) His friends make fun of his appearance
D) He forgot to bring his books to school
3. Who are the Bukari Boys?
A) A group of teachers at Sosu’s school
B) A group of students who boast about their wealth
C) A group of local traders
D) Sosu’s family members
4. What does Sosu’s father do for a living?
A) He is a teacher
B) He is a farmer
C) He is unemployed
D) He is a shopkeeper
5. How does Sosu’s father respond when Sosu refuses to take
the money from his mother?
A) He comforts him
B) He scolds him and forces him to take it
C) He gives him extra money
D) He ignores Sosu’s behavior

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6. Why does Sosu envy Bukari?

A) Bukari always scores higher marks in school
B) Bukari’s father gives him more money and drops him at school
C) Bukari has a better home
D) Bukari is better at sports than Sosu
7. What happens to Bukari at school that surprises Sosu?
A) Bukari wins an award
B) Bukari is punished for stealing
C) Bukari leaves the school
D) Bukari falls ill
8. What lesson does Sosu learn from Bukari’s punishment?
A) That lying to friends is acceptable
B) That wealth can bring problems
C) That stealing is sometimes necessary
D) That he should always bring extra money to school
9. What role does Sosu’s mother play in his life?
A) She encourages him to be content with what they have
B) She spoils him with money
C) She discourages him from studying
D) She compares him with other boys
10. How does Sosu’s attitude towards his parents change by the end of the
story?
A) He becomes more rebellious
B) He is angry with them for their strictness
C) He feels grateful for their love and support
D) He runs away from home

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11. What does the Bukari Boys' lunchtime routine symbolize?

A) The pressure of wealth on friendship
B) The importance of education
C) The power of teamwork
D) The value of family
12. What is the significance of Sosu’s decision to not display
his money during lunch with the Bukari Boys?
A) It shows his fear of punishment
B) It reflects his shame about his financial situation
C) It shows that he no longer values friendship
D) It reveals his lack of interest in food
13. How does Sosu’s view of his family’s financial situation
change?
A) He remains envious of Bukari
B) He realizes that money is not the most important thing
C) He continues to blame his parents for being poor
D) He decides to find a job to earn more money
14. What does Sosu’s father hope to achieve by asking his son
to pray for him?
A) He wants Sosu to improve his academic performance
B) He hopes to teach Sosu the importance of prayer
C) He wants to show Sosu that faith is more important than
wealth
D) He is hoping Sosu will be able to buy him a new job
15. What is the theme of Sosu and the Bukari Boys?
A) The dangers of pride and dishonesty
B) The value of wealth in friendships
C) The importance of parental guidance and contentment
D) The need for strict discipline in school

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16. Why does Sosu’s heart burn with anger at the beginning of the
story?
A) His father scolded him
B) He feels ashamed of his family’s financial struggles
C) His teacher gave him extra homework
D) He argued with his sister Vivian
17. What lesson does Bukari’s punishment teach the entire school?
A) To always share their wealth
B) To never disobey the head teacher
C) That dishonesty has consequences
D) That parents are always right
18. How does Sosu’s relationship with Bukari change after the
assembly?
A) They become better friends
B) Sosu distances himself from Bukari
C) Bukari apologizes to Sosu
D) Sosu becomes jealous of Bukari’s popularity
19. What does Sosu decide at the end of the story about comparing
himself to others?
A) He realizes it's harmful and resolves not to do it again
B) He continues to compare himself to his wealthy friends
C) He feels justified in his anger
D) He decides to work harder to become wealthy
20. How does Sosu’s experience reflect the challenges of growing up
in a financially struggling family?
A) It shows that children in such families often fail at school
B) It highlights the importance of being content with what one has
C) It demonstrates how financial struggles lead to dishonesty
D) It shows that children must find their own ways to make money

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21. What does Bukari’s reaction to his punishment reveal about

his character?
A) He is arrogant and unrepentant
B) He is deeply remorseful and ashamed
C) He blames his father for not giving him more money
D) He becomes rebellious and angry
22. How does the head teacher feel about Bukari’s actions?
A) He sympathizes with Bukari
B) He is angry and disappointed
C) He is indifferent
D) He encourages Bukari to explain his actions
23. Why is Bukari’s father upset with his son?
A) Bukari failed his exams
B) Bukari stole money from him
C) Bukari disobeyed his teacher
D) Bukari refused to share his lunch
24. What role does Vivian, Sosu’s sister, play in the story?
A) She gives him advice about managing money
B) She encourages him to lie about their financial situation
C) She silently supports him
D) She criticizes him for his behavior
25. What does the final scene of Sosu crying to his mother
represent?
A) His regret for his earlier attitude
B) His frustration with his family
C) His anger at the Bukari Boys
D) His desire for more money from his parents

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ANALYSIS OF "THE GENEROUS HUNTER" BY KAAKYIRE AKOSOMO

NYANTAKYI
Character List
Asempa: The protagonist, a hunter from Kekako village who
moves to Bobrapa and earns respect for his kindness,
generosity, and hard work. He is rewarded by animals he spares,
and his honesty eventually saves him from execution.
Odeneho Nyansafo: The chief of Bobrapa, a wise and caring
leader who admires Asempa’s good character but is forced to
question him when gold bars go missing from the palace
treasury.
Gyaasehene: The palace property overseer who falsely accuses
Asempa of stealing the gold bars from the treasury. His jealousy
of Asempa's growing popularity causes him to set up the hunter.
Kokotako: The palace attendant who falsely reports to the chief
and elders that Asempa is a suspect in the palace robbery. He
eventually confesses that Gyaasehene pressured him into
making the false accusation.
Princess Nana Yaa Bagyina: The chief’s daughter who is saved
by Asempa after being bitten by a snake. She later marries
Asempa.

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Summary
"The Generous Hunter" tells the story of Asempa, a hunter who
moves from his home village of Kekako to settle in Bobrapa,
where he is welcomed for his generosity and kindness.
Asempa lives a simple life, offering some of his bush meat to
the poor, and earns the admiration of the village. One day,
Asempa spares a baby rat and a snake caught in his traps. In
return, the rat leads him to a hidden treasure, and the snake
teaches him about a healing herb for snakebites.
Despite his growing wealth, Asempa remains humble and
generous. However, he is falsely accused of stealing gold bars
from the palace treasury by Gyaasehene, who is jealous of
Asempa’s popularity. Asempa is sentenced to death but is
saved at the last moment when the chief’s daughter, Princess
Nana Yaa, is bitten by a snake. Using the herb he learned about
from the snake, Asempa revives the princess and proves his
innocence.
It is revealed that Kokotako falsely accused Asempa under
pressure from Gyaasehene. Gyaasehene and Kokotako are
sentenced to hang for their deceit, and Asempa is appointed as
the new Gyaasehene and marries the princess.

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Themes
Generosity and Kindness: Asempa’s kindness and
generosity are central to the story. His willingness to spare
animals and share his wealth with the poor earns him the
admiration of the village and the rewards that come his
way.
Justice and Injustice: The story explores the theme of
justice, showing how false accusations and jealousy can
lead to unjust consequences. However, in the end, truth
prevails, and those who are deceitful are punished.
Wisdom and Patience: Odeneho Nyansafo’s wisdom as a
chief is highlighted, as he listens carefully to both sides
before making decisions. Asempa also demonstrates
patience and wisdom by calmly defending himself even
when falsely accused.
Supernatural Elements: The story includes elements of the
supernatural, such as Asempa’s ability to communicate
with animals and the magical healing herb that saves the
princess. These elements reinforce the moral that good
deeds are often rewarded in mysterious ways.
Community and Reputation: The story emphasizes the
importance of reputation in a community. Asempa’s good
name is questioned, but he ultimately proves his innocence
through his actions, while Gyaasehene’s jealousy leads to
his downfall.

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Literary Devices
Simile:
"Asempa’s heart pounded like the drums of a festival." This
simile compares Asempa’s anxiety to the loud and
rhythmic pounding of drums, symbolizing the tension he
feels as he is accused of theft.
Personification:
"The sky was dark with the possibility of rain." The sky is
given human qualities, as if it is intentionally threatening
rain, creating a tense atmosphere before the resolution of
the conflict.
Irony:
It is ironic that Asempa, known for his generosity and
honesty, is accused of theft, while the true thieves,
Gyaasehene and Kokotako, try to frame him.
Alliteration:
"The people of Bobrapa praised the peaceful palace." The
repetition of the “p” sound emphasizes the harmony in the
village before the conflict arises.

Character Analysis
Asempa: Asempa is portrayed as a kind-hearted and
generous man who gains wealth through honesty and
kindness. Despite being falsely accused, he remains calm
and dignified, showing that true strength comes from one’s
character. His ability to communicate with animals
highlights his connection to nature and the rewards of his
good deeds.

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Odeneho Nyansafo: The chief is a wise and just leader who

takes his responsibilities seriously. He respects Asempa
but must follow protocol when gold bars go missing. His
decision to allow Asempa to prove his innocence shows
his fairness.
Gyaasehene: Gyaasehene is driven by jealousy and
resentment toward Asempa’s success. His willingness to
frame Asempa reveals his corrupt nature, and his eventual
downfall demonstrates that deceitful actions lead to
punishment.
Princess Nana Yaa Bagyina: The princess plays a key role
in the story’s resolution. Her snakebite allows Asempa to
prove his innocence by using the herb he learned about
from the snake. She represents the connection between
justice and the supernatural forces at play in the story.

Sample Essay Questions for BECE Students

1. Discuss the theme of generosity in "The Generous Hunter."
How does Asempa’s kindness impact his life and the lives
of others?
Hint: Explore how Asempa’s generosity toward both
humans and animals leads to his success and ultimately
saves his life. Consider how his kindness influences the
village and why it is important.

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2. How does Kaakyire Akosomo Nyantakyi portray the concept

of justice in "The Generous Hunter"?
Hint: Analyze how the author shows both justice and
injustice through the actions of Asempa, Gyaasehene, and
Kokotako. Discuss how Asempa’s trial and eventual
exoneration reflect the idea that truth will always prevail.
3. Examine the role of supernatural elements in the story. How
do these elements contribute to the resolution of the conflict in
"The Generous Hunter"?
Hint: Discuss Asempa’s communication with the animals
and the use of the magical herb. Explore how these
supernatural elements help Asempa prove his innocence
and save the princess.
4. What role does jealousy play in the conflict between Asempa
and Gyaasehene? How does jealousy lead to Gyaasehene’s
downfall?
Hint: Focus on how Gyaasehene’s jealousy of Asempa’s
growing popularity drives him to accuse Asempa of theft.
Discuss how this jealousy leads to his eventual exposure
and punishment.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What was the primary occupation of Asempa, the main character?
A) Farmer
B) Hunter
C) Trader
D) Fisherman
2. Where does Asempa first settle in Bobrapa?
A) Near the village square
B) In the chief's palace
C) Near the thick forest
D) By the river
3. What unusual ability does Asempa possess?
A) He can talk to animals
B) He can read minds
C) He can fly
D) He can predict the future
4. Which two animals did Asempa spare in his trap?
A) A bird and a snake
B) A rabbit and a snake
C) A baby rat and a snake
D) A lizard and a rat
5. What does the snake give Asempa after he spares its life?
A) A magical stone
B) A special leaf that cures snake bites
C) A pot of gold
D) A map to hidden treasure

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6. What promise does the rat make to Asempa after he spares

its life?
A) It will lead him to a treasure
B) It will protect him from danger
C) It will bring him food
D) It will cure him when he is ill
7. What does Asempa find when he follows the rat's
instructions to dig?
A) A buried sword
B) A box full of gold dust
C) A magic ring
D) A secret tunnel
8. Why is Asempa summoned to the chief's palace?
A) To receive an award for his hunting skills
B) To answer questions about a missing treasure
C) To be made a chief
D) To marry the princess
9. What accusation is made against Asempa in the chief’s
palace?
A) That he stole the chief’s goats
B) That he lied about his wealth
C) That he was involved in the robbery of the palace’s gold
bars
D) That he is practicing black magic
10. How does Asempa explain his sudden wealth to the elders?
A) He inherited the money from his father
B) He earned it from selling his bush meat
C) He became rich by being kind to someone
D) He found gold in the forest

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11. What was the name of the chief in Bobrapa?

A) Odeneho Nyansafo
B) Kokotako
C) Gyaasehene
D) Kwame
12. How does Asempa prove his innocence after being
accused of theft?
A) He presents evidence of his hunting earnings
B) He heals the princess from a snake bite
C) He challenges the chief to a duel
D) He shows the elders where the treasure is buried
13. What herb does Asempa use to save the princess?
A) A leaf given to him by the snake
B) A root he found in the forest
C) A magic flower from his garden
D) A potion passed down from his ancestors
14. Whose blood does Asempa need to complete the cure for
the princess?
A) The blood of a healer
B) The blood of a warrior
C) The blood of a slanderer
D) The blood of a snake
15. Who is identified as the slanderer in the palace?
A) Asempa himself
B) Gyaasehene
C) Kokotako
D) The Queen Mother

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16. Why was Kokotako considered a slanderer?

A) He spread false rumors about Asempa’s involvement in the
robbery
B) He stole gold from the palace
C) He lied to the villagers about the princess
D) He cursed the chief
17. What does Asempa request before his execution is carried
out?
A) To say a final prayer
B) To visit his family one last time
C) To fetch a healing herb from the forest
D) To reveal the hidden treasure
18. How does the village react to Asempa’s execution being
stopped?
A) They are confused
B) They celebrate his innocence
C) They accuse him of witchcraft
D) They mourn the chief’s decision
19. What does the princess do after being healed by Asempa?
A) She runs away
B) She marries Asempa
C) She refuses to speak to anyone
D) She leaves the village
20. How does Asempa become the chief’s son-in-law?
A) By proving his wealth
B) By saving the princess’ life
C) By defeating the chief in battle
D) By becoming the village's richest man

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21. What happens to Gyaasehene after Kokotako confesses?

A) He is forgiven by the chief
B) He flees the village in shame
C) He is sentenced to death for his role in the plot
D) He is given a lighter punishment
22. What does Asempa's story primarily teach?
A) Hard work is the only way to success
B) Kindness and generosity are rewarded
C) Wealth comes from good luck
D) It is better to live in secrecy
23. Why do the villagers view Asempa as a hero?
A) He built a big house in Bobrapa
B) He continued to hunt and share with the poor
C) He saved the village from a famine
D) He became the chief’s trusted advisor
24. How does Asempa avoid being hanged?
A) He runs away before his execution
B) The princess is revived in time
C) He confesses to the robbery
D) He makes a deal with the Gyaasehene
25. What is the ultimate fate of Kokotako and Gyaasehene?
A) They are forgiven by the chief
B) They are banished from Bobrapa
C) They are both sentenced to death
D) They are made to repay the stolen gold

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ANALYSIS OF "HOME SWEET HOME" BY KEN SARO-WIWA

Character List
Narrator (Unnamed): The protagonist who returns to her home
village of Dukana after completing her education, reflecting on
her relationship with her mother, her friend Sira, and the village
life she left behind.
Mama: The narrator’s mother, who represents tradition,
wisdom, and maternal love. She provides emotional and moral
guidance to the narrator.
Sira: The narrator’s childhood friend who has had a different
path in life, marked by early pregnancies and a life bound by
the traditional expectations of Dukana.
Duzia: A local villager who acts as a comic figure, always
present to make humorous remarks and observations.
Bom: A villager who helps carry the narrator's luggage when
she returns to Dukana.
Waale: Mama’s best friend and Sira’s mother. She embodies
the weight of tradition and the limitations it imposes on
women.
Summary
"Home Sweet Home" follows the journey of an unnamed
narrator returning to her home village, Dukana, after
completing her education in the "brick town." Dukana is
portrayed as a traditional village, untouched by modernity, and
steeped in communal wisdom. The narrator reminisces about
the village’s values, such as loyalty to tradition, even though
Dukana lacks the basic infrastructure like health clinics,
schools, and modern amenities.

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As the narrator rides on the village's only transport, "Progres,"

she contemplates the contrast between Dukana and the
outside world. Although Dukana appears primitive and
underdeveloped, its residents take pride in their way of life. The
narrator reflects on her mother’s teachings about
understanding the village and respecting its traditions.
Upon arrival, she is greeted warmly by her mother and some
villagers, including Duzia and Bom, who provide humorous
commentary on the scene. The narrator is happy to be home
but is saddened by the absence of her childhood friend, Sira,
who has led a difficult life after being forced into motherhood
at a young age.
The story concludes with the narrator learning from her mother
that Sira had left Dukana after the death of her twins. Despite
the warmth of home, the narrator is haunted by the loss of her
friend and the harsh realities of life in Dukana, symbolized by
the mournful song of the night.
Themes
Home and Identity: The title of the story reflects the
narrator’s attachment to Dukana, despite its shortcomings.
Dukana represents a deep connection to roots and identity,
even though the narrator has experienced the wider world.
Tradition vs. Modernity: The story contrasts the traditional
values of Dukana with the modern world. While Dukana’s
traditions are respected and cherished, they are also
limiting, especially for women like Sira.

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Women and Societal Expectations: Sira’s life story

highlights the difficult position of women in Dukana. She is
expected to bear children early and obey traditional norms,
which curtails her personal freedom and education.
Poverty and Hardship: Dukana’s poverty is evident in its
lack of infrastructure and the simple, laborious way of life.
Yet, the villagers find contentment in their traditions, even
as they struggle with harsh living conditions.
Nostalgia and Loss: The narrator’s return is filled with
nostalgia, but it is also tinged with the loss of her friend
Sira and the realization that her home is trapped in time,
unable to progress with the rest of the world.
Literary Devices
Simile:
“The long, dirty road…like the coated tongue of an ailing
man.” This simile vividly describes the road to Dukana,
comparing its rough appearance to the unhealthy tongue of
a sick person, symbolizing the difficult journey and the
village’s neglected state.
Personification:
"Progres spluttered lazily down the road." The vehicle,
"Progres," is given human qualities, emphasizing its
importance in connecting Dukana to the outside world.
Irony:
The name of the vehicle, "Progres," is ironic. Although it
represents Dukana’s connection to the modern world, the
village itself remains largely stagnant and unchanging.

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Alliteration:
“Men and women pressed together on the wooden
benches.” The repetition of the ‘w’ sound emphasizes the
cramped conditions on the lorry.
Character Analysis
Narrator: The narrator is torn between her loyalty to Dukana
and the modern world she has experienced. Her education
allows her to see Dukana’s limitations, but she is still bound to
the village by family, tradition, and identity. Her return home is
bittersweet as she confronts the reality of life in Dukana.
Mama: Mama embodies the wisdom of the village. She
advises the narrator to understand Dukana and its people in
order to avoid arrogance, symbolizing the value placed on
tradition. Despite the village's hardships, she finds
contentment and pride in her way of life.
Sira: Sira’s life contrasts sharply with the narrator’s. Once a
bright and promising student, Sira is forced into motherhood
by societal expectations. Her absence and the tragic loss of
her twins reflect the harsh realities faced by women in Dukana.
Duzia and Bom: These characters provide comic relief and
represent the humor and resilience of the village people.
Despite their struggles, they maintain a light-hearted attitude,
showcasing the communal spirit of Dukana.

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Sample Essay Questions for BECE Students

1. Discuss the theme of home and identity in "Home Sweet
Home." How does the narrator’s relationship with Dukana
reflect this theme?
Hint: Explore how the narrator feels both connected to and
distanced from Dukana. Discuss how Dukana shapes her
identity, even as she has experienced the modern world.
2. How does Ken Saro-Wiwa contrast tradition and modernity
in the story? Use specific examples from the text.
Hint: Analyze how Dukana’s traditional way of life is
contrasted with the modern world. Consider the symbolism
of "Progres" and the narrator’s reflections on the village.
3. Examine the role of women in "Home Sweet Home." How
does Sira’s life reflect the societal expectations placed on
women in Dukana?
Hint: Focus on Sira’s early pregnancies and how her life is
shaped by the village’s traditional values. Discuss how
these expectations limit her opportunities for education
and personal growth.
4. How does Ken Saro-Wiwa use humor to lighten the tone of
"Home Sweet Home"? What role do characters like Duzia
and Bom play in the story?
Hint: Discuss how Duzia and Bom provide comic relief in
the story. Analyze how their light-heartedness contrasts
with the more serious themes of poverty and loss.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. What is the name of the lorry that travels to Dukana?
A) Victory
B) Progres
C) Dukana Express
D) Speedy
2. Who is the narrator returning home to see?
A) Her sister
B) Her mother
C) Her father
D) Her aunt
3. What is the narrator’s profession when she returns to
Dukana?
A) Farmer
B) Nurse
C) Teacher
D) Trader
4. What is the state of the road leading to Dukana described
as?
A) Well-paved and clean
B) Long and dirty
C) Narrow and rocky
D) Muddy and impassable
5. How does the narrator describe the passengers on the lorry?
A) Comfortable
B) Pressed together like fish
C) Sleeping peacefully
D) Anxious and restless

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6. What does “Progres” symbolize for the people of Dukana?

A) Modernization
B) Tradition
C) Education
D) Agriculture
7. Who is Sira in relation to the narrator?
A) Her cousin
B) Her teacher
C) Her best friend
D) Her sister
8. What has happened to Sira when the narrator returns to
Dukana?
A) She has passed away
B) She has left Dukana
C) She is getting married
D) She is living with her parents
9. What does Mama often advise the narrator to do when living
in Dukana?
A) Save money
B) Get to know everyone
C) Build a bigger house
D) Leave Dukana
10. What is the central theme of "Home Sweet Home"?
A) Conflict between rural and urban life
B) The importance of wealth
C) The value of education
D) The power of love

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11. What does the narrator feel as she drives past the villages
towards Dukana?
A) Excitement for the journey
B) Pain from seeing the poverty
C) Pride for her hometown
D) Confusion about her feelings
12. How does the narrator describe the town of Dukana?
A) As a backward, dying village
B) As a peaceful, proud place
C) As a growing city
D) As a place full of crime and poverty
13. What is significant about the lorry "Progres" in the story?
A) It symbolizes the narrator's journey to self-discovery
B) It shows the hardships of transportation in rural areas
C) It is a metaphor for the slow progress of the village
D) It represents wealth and power
14. How do the villagers react to the narrator’s return to
Dukana?
A) With indifference
B) With joy and pride
C) With suspicion
D) With envy
15. What kind of house does the narrator’s mother live in?
A) A brick house with a metal roof
B) A mud house with a thatched roof
C) A wooden hut
D) A large, modern mansion

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16. How is the state of development in Dukana compared to

the places the narrator has traveled to?
A) Dukana is highly developed
B) Dukana lags behind in modern amenities
C) Dukana is rapidly catching up
D) Dukana has no need for development
17. Who is Duzia in the story?
A) The village chief
B) A local gossip and commentator
C) The narrator’s cousin
D) The driver of the lorry
18. What is the significance of the conversation between the
narrator and her mother about Sira?
A) It highlights the strong bond between mother and daughter
B) It reflects the cultural expectations placed on women
C) It shows how education can change one's outlook
D) It reveals the mother's hidden secrets
19. Why is the narrator excited about returning home to
Dukana?
A) She wants to start a business
B) She has completed her education and will teach in her
village
C) She is going to be married
D) She wants to visit the market
20. What does the chief of Dukana live in?
A) A palace
B) A large mud house
C) A mansion
D) A tent

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21. Why is "Progres" important to the people of Dukana?

A) It brings them fresh food
B) It serves as a link to the modern world
C) It helps them find jobs
D) It transports them to other villages for free
22. How do the villagers view "Progres"?
A) They see it as a sign of Dukana’s progress
B) They think it’s unreliable and slow
C) They avoid using it
D) They are indifferent to it
23. What do the villagers believe about their town, Dukana?
A) It is backward and in need of development
B) It is better than any city
C) It needs to be modernized
D) It is destined for greatness
24. How does the narrator feel about her home compared to
the places she has visited?
A) She thinks Dukana is far superior
B) She struggles with her feelings, knowing Dukana is
underdeveloped
C) She believes Dukana is doomed
D) She is indifferent about Dukana
25. What is the overall mood of the story "Home Sweet Home"?
A) Nostalgic
B) Depressing
C) Hopeful
D) Angry

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LITERATURE MASTER

KEY TO UNDERSTANDING DRAMA

Drama is a unique form of literature written primarily for
performance. It is intended to be enacted by actors on stage or
screen and is structured around dialogue, action, and stage
directions. Understanding drama involves analyzing several
key elements that distinguish it from other literary forms:
1. Plot and Structure
Plot: Like in prose, the plot of a play follows a structured
sequence of events but is often divided into Acts and
Scenes:
Acts: Larger divisions within a play (often three or five
acts in classical plays).
Scenes: Smaller sections within an act, indicating
changes in location, time, or characters present.
Dramatic Structure: Traditional plays often follow a five-
part structure:
Exposition: Introduction of characters, setting, and
background.
Rising Action: Development of the central conflict.
Climax: The turning point, where the main conflict
reaches its peak.
Falling Action: The events that follow the climax and
lead to the resolution.
Denouement: The resolution or conclusion of the play.
2

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. Characters and Characterization

Protagonist: The main character around whom the central
action revolves. In tragedy, this is often the hero or tragic
hero.
Antagonist: The character or force that opposes the
protagonist.
Supporting Characters: These characters help move the
plot forward, offer insights into the main characters, or
provide comic relief.
Characterization: In drama, characterization is largely
revealed through dialogue (what characters say), actions
(what they do), and interaction with others.

. Dialogue and Monologue

Dialogue: The spoken words between characters. Dialogue
is the primary means through which the story is told in
drama.
Monologue: A long speech delivered by one character to
other characters.
Soliloquy: A type of monologue where a character speaks
their thoughts aloud, typically when they are alone on
stage, giving the audience insight into their inner thoughts.
Aside: A brief comment a character makes directly to the
audience, which the other characters on stage are not
meant to hear.

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Conflict
Conflict in drama is what drives the action and can be
internal (within a character) or external (between
characters or between a character and a larger force).
Common conflicts include:
Character vs. Character: Disagreements or struggles
between individuals.
Character vs. Society: A character’s struggle
against social norms or authority.
Character vs. Self: Internal struggle, often involving
difficult decisions or moral dilemmas.
5. Themes
Theme: The underlying message or central idea that the
play conveys. Themes in drama can explore social,
political, moral, or psychological issues.
Common themes include justice, power, love, betrayal,
identity, and fate.
6. Setting and Staging
Setting: The time and place in which the action of the play
occurs. In drama, the setting is often established through
stage directions and dialogue.
Staging: Refers to how the play is physically presented.
This includes:
Set Design: The arrangement of the scenery, props,
and backgrounds that help create the environment.
Costumes: The clothing worn by actors, which can
reflect the time period, social status, or personality of
characters.

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Lighting: Helps to set the mood, highlight important

moments, or indicate time changes.
Sound and Music: Used to create atmosphere, enhance
mood, or signal important events.
7. Stage Directions
Stage directions are instructions written in the script that
are not meant to be spoken aloud. They provide guidance
on:
Movement: Where and how actors should move on
stage.
Emotion: How lines should be delivered or the
emotional state of the characters.
Props: Objects that characters use during the
performance.
8. Types of Drama
Tragedy: A serious play that typically ends in disaster for
the protagonist, who is often a noble character with a
tragic flaw (hamartia) leading to their downfall.
Comedy: A light-hearted play with humorous elements,
often ending happily. Comedy may focus on romance,
mistaken identities, or satirical takes on society.
History: A play based on historical events or figures,
though often dramatized for theatrical effect.
Tragicomedy: A mix of both tragedy and comedy,
combining serious situations with humorous elements.
Farce: A comedy that exaggerates situations and
characters for comic effect, often involving physical humor
and absurd scenarios.

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Tone and Mood

Tone: The playwright’s attitude towards the subject matter
or audience. It can be formal, informal, serious, ironic, or
playful.
Mood: The emotional atmosphere created by the play,
influenced by dialogue, action, setting, and staging.
10. Symbols and Motifs
Symbolism: Objects, characters, or events that stand for
larger concepts or ideas. For example, a crown might
symbolize power, or darkness may represent ignorance.
Motifs: Recurrent elements, such as a repeated image,
idea, or theme, that help to reinforce the central themes of
the play.
11. Audience Interaction
Unlike other literary forms, drama is meant to be
experienced live, often allowing the audience to interact
with the performance emotionally and intellectually. Their
reactions (laughter, gasps, applause) can impact the
energy and flow of the performance.

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ANALYSIS OF AMA ATA AIDOO'S PLAY THE DILEMMA OF A GHOST

Character Analysis
Ato Yawson: The protagonist who represents the bridge between
two cultures. He is conflicted, as he struggles to balance his Western
education and values with his Ghanaian roots and responsibilities to
his family. His indecision and inability to mediate between his wife
and family lead to the climax of the play.
Eulalie: Ato’s African-American wife, who faces the challenge of
adjusting to Ghanaian traditions. She symbolizes the outsider, as her
lifestyle and values clash with Ato’s family’s expectations. Her
childlessness and inability to conform make her a target of scrutiny.
Esi Kom: Ato’s mother, who embodies traditional Ghanaian values.
She is deeply concerned with family honor and lineage, particularly
focused on her son producing children. Her tension with Eulalie
represents the generational and cultural divide.
Monka: Ato’s sister, who shares her mother’s traditional views.
Monka is a blunt and outspoken character, often expressing
frustration with Ato’s choices and with Eulalie’s inability to assimilate
into their family.

Summary
"The Dilemma of a Ghost" is a play that explores the cultural
clash between African traditions and African-American identity.
Ato Yawson, a young Ghanaian man educated in America,
returns to Ghana with his new African-American wife, Eulalie.
Their marriage, which initially seemed like a romantic union,
becomes strained due to the cultural differences between
them and the expectations of Ato’s family.

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Eulalie, unfamiliar with Ghanaian customs, struggles to

adapt to her new life. She is used to Western values and
expresses frustration with the local traditions. Ato, caught
between his love for Eulalie and his loyalty to his family, is
unsure how to navigate the situation. He finds himself
torn between two worlds—one rooted in tradition and the
other influenced by Western modernity.
A major point of conflict arises when Eulalie and Ato’s
family have differing expectations about starting a family.
Eulalie’s reluctance to have children immediately leads to
further tension, as Ato’s family expects her to bear
children soon after marriage. The title, "The Dilemma of a
Ghost," refers to Ato’s internal struggle to reconcile the
expectations of his family with the desires of his wife. He
feels like a ghost, trapped between two cultures, unable to
fully belong to either.
Ultimately, the play highlights the complexities of cross-
cultural marriages and the pressures placed on individuals
who try to bridge different worlds. It ends on a note of
uncertainty, with no clear resolution to the dilemma faced
by Ato and Eulalie.

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Themes
Cultural Clash: The play explores the tension between African
traditions and Western values, particularly in the context of
marriage and family. Eulalie’s difficulties in adjusting to
Ghanaian culture exemplify the challenges of cross-cultural
relationships.
Tradition vs. Modernity: Ato, having been exposed to Western
education, represents modernity, while his family represents
the traditional values of Ghana. The play shows how these two
forces can come into conflict, especially when it comes to
expectations about marriage and family roles.
Family and Community: The role of the extended family in
Ghanaian culture is central to the play. Decisions, especially
those regarding marriage and children, are not made by
individuals alone but by the collective family, which creates
tension for Eulalie, who is used to a more individualistic
approach.
Identity and Belonging: Both Ato and Eulalie struggle with their
identities. Ato is caught between his Western education and
Ghanaian roots, while Eulalie, as an African-American, grapples
with her place in a new culture. Their personal identities are in
conflict with the expectations placed on them by society.
Marriage and Gender Roles: The play highlights the traditional
expectations placed on women in Ghanaian society,
particularly the pressure to have children. Eulalie’s resistance
to these expectations creates tension with her in-laws,
reflecting the differing gender roles in African and Western
societies.

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Literary Devices
Symbolism:
The Ghost: The ghost in the play symbolizes Ato’s internal
conflict between two worlds—his Western, modern life and
his traditional Ghanaian roots. He feels like a ghost, unable
to fit fully into either world.
Children: The expectation of children symbolizes the future
and the continuation of cultural heritage. For Eulalie, the
reluctance to have children represents her desire for
independence and her struggle to conform to societal
expectations.
Foreshadowing:
Early in the play, there are hints that Eulalie will have
difficulty adjusting to life in Ghana. Her initial reluctance to
engage with Ato’s family foreshadows the eventual conflict
that arises due to cultural differences.
Irony:
There is dramatic irony in the fact that Ato brings Eulalie to
Ghana hoping for a happy life together, yet the very cultural
differences that he overlooked cause the most conflict in
their marriage.
Dialogue:
Aidoo uses dialogue effectively to portray the cultural clash
between Eulalie and Ato’s family. The conversations
between characters highlight the differences in their values
and expectations, particularly regarding family and
marriage.

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Metaphor:
“The Ghost”: Ato is metaphorically described as a ghost,
signifying his feeling of being caught between two cultures
—he is not fully rooted in either his African heritage or his
Western education.

Character Analysis
Ato Yawson: Ato is an educated Ghanaian man who
embodies the tension between tradition and modernity.
His Western education has distanced him from some of
the traditional values of his family, but he is still tied to
his roots. His dilemma lies in reconciling his modern ideas
with his family’s expectations, particularly when it comes
to his marriage to Eulalie.
Eulalie Yawson: Eulalie represents the African-American
diaspora and the cultural alienation that comes with
trying to find one’s identity in a foreign culture. Her
struggle to fit into Ghanaian society highlights the
challenges of cross-cultural marriages. She is
independent and strong-willed, which clashes with the
traditional expectations placed on her as a wife in Ghana.
Monka: Ato’s mother, Monka, represents the voice of
tradition and the expectations of Ghanaian women. She is
deeply rooted in her cultural beliefs and has difficulty
understanding Eulalie’s reluctance to conform to
traditional gender roles, particularly the expectation to
have children.

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Ato’s Family: The extended family plays a crucial role in

representing the collective values of Ghanaian society. Their
involvement in Ato and Eulalie’s marriage underscores the
communal nature of decision-making in traditional African
societies.

Sample Essay Questions for BECE Students

1. How does Ama Ata Aidoo explore the theme of cultural
clash in "The Dilemma of a Ghost"? Provide examples from
the play.
Hint: Discuss the differences between Ato’s Western-
educated perspective and the traditional views of his
family. Highlight how Eulalie’s inability to adjust to
Ghanaian customs creates tension.
2. Analyze the character of Ato Yawson in "The Dilemma of a
Ghost." How does his Western education influence his
relationship with his family and wife?
Hint: Explore how Ato’s education both empowers and
alienates him. Discuss how his internal conflict affects his
relationship with Eulalie and his family.
3. In what ways does the play examine the role of women in
Ghanaian society? Use Eulalie’s character to support your
answer.
Hint: Focus on the expectations placed on Eulalie to have
children and conform to traditional gender roles. Compare
these expectations with her own beliefs about marriage
and independence.

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4. Discuss the significance of the title "The Dilemma of a

Ghost." How does the title reflect Ato’s internal conflict?
Hint: Analyze how Ato is metaphorically caught
between two worlds—his traditional Ghanaian roots
and his Western education. The "ghost" symbolizes his
inability to fully belong to either culture.

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SAMPLE MULTIPLE CHOICE QUETIONS

1. Who is the main protagonist of The Dilemma of a Ghost?
A) Ato Yawson
B) Monka
C) Esi Kom
D) Ato’s father
2. What is Ato Yawson’s dilemma in the play?
A) Choosing between his wife and his career
B) Deciding whether to stay in America or return to Ghana
C) Choosing between his African heritage and his Western-
educated wife
D) Deciding whether to marry Monka or Esi
3. Who is Ato’s wife in the play?
A) Monka
B) Esi Kom
C) Eulalie
D) Nana
4. How does Ato’s family react to his marriage to Eulalie?
A) They celebrate the union
B) They are confused and disappointed
C) They are indifferent
D) They reject him completely
5. Where did Ato and Eulalie meet?
A) In a neighboring village
B) At university
C) In the United States
D) In a church

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6. What cultural conflict is at the heart of The Dilemma of a

Ghost?
A) The clash between African tradition and Western modernity
B) The conflict between rural and urban life
C) A conflict between family loyalty and personal freedom
D) A clash between religion and science
7. What is the significance of the title The Dilemma of a Ghost?
A) It refers to a ghost that Ato encounters in a dream
B) It represents Ato’s struggle to choose between two different
worlds
C) It is a metaphor for Eulalie’s feelings of alienation
D) It symbolizes Ato’s family history
8. How does Eulalie struggle to fit into Ato’s family?
A) She refuses to speak to them
B) She does not understand their language and customs
C) She tries to control them
D) She ignores their traditions completely
9. What does Esi Kom, Ato’s mother, believe is the most
important role of a wife?
A) To support her husband emotionally
B) To help her husband financially
C) To bear children
D) To educate the family
10. Why is Eulalie upset with Ato in the play?
A) He refuses to take her back to the United States
B) He sides with his family instead of defending her
C) He spends all his time working
D) He doesn't provide her with enough money

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11. What is Esi Kom’s reaction to Eulalie’s behavior?

A) She is sympathetic and tries to help her
B) She scolds her for not respecting tradition
C) She ignores her completely
D) She encourages her to leave Ato
12. Who tries to mediate the conflict between Ato and his
family?
A) Monka
B) Nana
C) Esi Kom
D) Ato’s uncle
13. What is the central theme of The Dilemma of a Ghost?
A) Love and betrayal
B) Tradition versus modernity
C) Social class and inequality
D) Education and knowledge
14. What role does Monka play in the story?
A) She is Ato’s cousin
B) She is Ato’s sister
C) She is Ato’s friend
D) She is Ato’s aunt
15. How does the play address the issue of African identity?
A) By showing how Ato feels disconnected from his roots
B) By showing how Ato fully embraces his African culture
C) By highlighting the differences between African and
American values
D) By portraying Ato’s struggle with tribal loyalty

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THE COCKCROW: INSIGHTS AND ANALYSIS

16. What object does Eulalie bring with her that symbolizes her
separation from Ato’s family?
A) Her expensive shoes
B) Her American cigarettes
C) Her collection of books
D) Her wedding ring
17. How does Ato feel about the conflict between Eulalie and his
family?
A) He is indifferent
B) He is ashamed and confused
C) He sides with his family
D) He supports Eulalie completely
18. What does Ato’s family expect from him after returning from
abroad?
A) To provide financial support
B) To introduce modern farming methods
C) To marry a Ghanaian woman
D) To build them a large house
19. What does Eulalie expect from Ato after they return to Ghana?
A) To introduce her to his family
B) To take her back to the United States
C) To help her adjust to Ghanaian customs
D) To support her independence
20. What literary device is used in the title The Dilemma of a Ghost?
A) Personification
B) Metaphor
C) Simile
D) Hyperbole

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21. How does the community in the play view Ato’s

relationship with Eulalie?
A) They admire it
B) They pity Eulalie for marrying Ato
C) They view it with suspicion and judgment
D) They try to emulate it
22. How does Eulalie’s smoking habit become a symbol in the
play?
A) It represents her rebellion against tradition
B) It shows her desire for independence
C) It highlights her cultural differences
D) It symbolizes her desire to return to America
23. What resolution is reached at the end of the play?
A) Ato and Eulalie decide to return to America
B) Eulalie and Ato’s family come to a mutual understanding
C) Ato leaves Eulalie
D) Eulalie becomes accepted by Ato’s family
24. Who is responsible for Ato’s feelings of guilt in the play?
A) His father
B) Monka
C) Eulalie
D) Esi Kom
25. What is the ultimate message of The Dilemma of a Ghost?
A) The importance of family loyalty
B) The value of education in overcoming cultural differences
C) The challenges of navigating between two worlds
D) The inevitability of tradition triumphing over modernity

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LITERARY DEVICES AND GENERAL LITERATURE QUESTIONS

1. Which of the following is an example of alliteration? A) "His heart

was a cold stone." B) "The swift, silent serpent slithered." C) "She
is like a rose." D) "The trees waved in the wind."
2. In poetry, a simile is best described as: A) A comparison using
"like" or "as." B) A figure of speech that exaggerates. C) The
repetition of consonant sounds. D) A direct comparison without
"like" or "as."
3. In "The Minor Bird", which literary device is primarily used to
convey the theme of intolerance? A) Irony B) Metaphor C)
Imagery D) Personification
4. The use of "fluttering leaves" in poetry to describe the wind is an
example of: A) Symbolism B) Onomatopoeia C) Personification
D) Hyperbole
5. In "Desert Rivers", Lade Wosornu uses metaphor to describe: A)
The flow of water. B) The journey of life. C) Birds in flight. D) The
silence of the desert.
6. Irony is best exemplified in which of the following works? A)
"Oliver Twist" by Charles Dickens B) "The Girl Who Can" by Ama
Ata Aidoo C) "A Day’s Wait" by Ernest Hemingway D) "Ripples" by
Peter Paul Adolinama
7. In "Tell My Son to Hold On to His Gun", the gun symbolizes: A)
Violence B) Tradition C) Power D) Protection
8. "The Dilemma of a Ghost" mainly explores the conflict between:
A) Modernity and tradition B) Wealth and poverty C) Power and
submission D) Freedom and captivity
9. In "Home Sweet Home", Ken Saro-Wiwa uses the term progress
in a symbolic sense to: A) Describe the development of Dukana.
B) Criticize false notions of modernity. C) Highlight urbanization.
D) Show changes in family structure.
10. The phrase "Life is a journey" is an example of: A) Simile B)
Metaphor C) Personification D) Irony

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LITERARY DEVICES AND GENERAL LITERATURE QUESTIONS

11.Imagery is the dominant literary device used in "Mama is a

Sunrise" to describe: A) The beauty of motherhood. B) The pain of
separation. C) The joy of childhood. D) The struggles of daily life.
12.Onomatopoeia refers to: A) Words that imitate sounds. B) The
repetition of sounds. C) Words that describe objects. D) Words that
suggest actions.
13."Ripples" by Peter Paul Adolinama uses the imagery of water to
represent: A) Family bonds B) The passage of time C) The ripple
effect of actions D) The force of nature
14.In Ama Ata Aidoo's play, "The Dilemma of a Ghost", what major
theme is explored through Ato's relationship with his wife Eulalie? A)
Colonialism B) Cultural conflict C) Economic hardship D) War and
peace
15.The symbolism of the birds in "The Minor Bird" represents: A) The
beauty of nature. B) Human frustration. C) The importance of
communication. D) Freedom of expression.
16.Which of the following lines demonstrates hyperbole? A) "I’ve told
you a thousand times." B) "The stars danced in the sky." C) "The sun
smiled down on us." D) "Her voice was as sweet as honey."
17.In "Sosu and the Bukari Boys", Sosu's internal struggle can be
best described as: A) Conflict between responsibility and pride. B)
Conflict between good and evil. C) Conflict between wealth and
poverty. D) Conflict between friends and family.
18."The Generous Hunter" illustrates the use of personification in
which line? A) "The snake spoke in a calm voice." B) "The trees
waved in the breeze." C) "The hunter's heart leaped with joy." D) "The
forest was a sea of green."
19.In "Ripples", the relationship between Abiba and Mama Adamu is
symbolic of: A) Modernity and tradition. B) Motherhood and
sacrifice. C) Leadership and power. D) Freedom and captivity.

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LITERARY DEVICES AND GENERAL LITERATURE QUESTIONS

20.The use of flashback in "Oliver Twist" helps the reader: A)

Understand Oliver’s background. B) Predict future events. C)
Connect with other characters. D) Foresee the ending.
21.Alliteration is present in which of the following lines? A)
"Whispering winds whistled through the woods." B) "The flowers
bloomed in full color." C) "Her eyes shone like diamonds." D) "The
bell rang loudly."
22.In Ghanaian literature, folklore often conveys: A) The beauty of
nature. B) Moral lessons and cultural values. C) The struggles of the
poor. D) Historical events.
23.The tone of "A Wreath of Tears" by Kwesi Brew can be described
as: A) Hopeful B) Melancholic C) Joyful D) Angry
24."Makola" uses imagery to describe: A) A market scene in Ghana.
B) A political revolution. C) The beauty of Accra. D) The power of
women.
25.Diction refers to: A) The choice of words in a piece of writing. B)
The arrangement of events in a story. C) The use of sensory details.
D) The narrative voice.
26.In "A Day’s Wait" by Ernest Hemingway, the boy’s
misunderstanding of the thermometer reflects: A) Cultural
differences. B) Symbolism. C) Irony. D) Foreshadowing.
27.The use of onomatopoeia is evident in which of the following
examples? A) "The clock ticked steadily." B) "The sky was painted
with clouds." C) "Her smile was as bright as the sun." D) "The wind
whispered softly."
28.Euphemism is a literary device used to: A) Make something seem
less harsh. B) Create a vivid image. C) Exaggerate a situation. D)
Compare two things.
29.In "The Colour of God" by V. B. Aakye, the speaker’s tone can be
described as: A) Joyful B) Sorrowful C) Contemplative D) Fearful
30."The Dilemma of a Ghost" explores the dilemma of: A) Choosing
between family and career. B) Living in two worlds—modern and
traditional. C) Choosing between wealth and poverty. D) Pursuing
love over success.
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LITERARY DEVICES AND GENERAL LITERATURE QUESTIONS

31."Makola" by Amu Djoleto is set in: A) A village in northern Ghana.

B) A busy market in Accra. C) A fishing village in the Volta region. D)
The Western Region.
32.The symbolism of the river in "Ripples" reflects: A) Destruction
and rebirth. B) Movement and change. C) Freedom and captivity. D)
Life and death.
33.Personification is used in which of the following? A) "The wind
howled in the night." B) "Her heart was a stone." C) "He ran like a
cheetah." D) "Her hair was silk."
34.In "The Generous Hunter", the snake represents: A) Evil and
deception. B) Wisdom and guidance. C) Power and control. D)
Courage and loyalty.
35.The repetition of consonant sounds at the beginning of words is
called: A) Simile B) Metaphor C) Alliteration D) Hyperbole
36.Imagery is used in "Debbie, Sandy and Pepe" to: A) Highlight the
danger of the forest. B) Describe the relationship between the
characters. C) Show the beauty of nature. D) Emphasize Pepe's role
in the story.
37.Which of the following is an example of metaphor? A) "He is as
brave as a lion." B) "Her eyes were sparkling stars." C) "The storm
roared like a lion." D) "The flowers danced in the wind."
38.The climax of "Oliver Twist" occurs when: A) Oliver meets Mr.
Brownlow. B) Bill Sikes dies. C) Fagin is arrested. D) Oliver is reunited
with his mother.
39.Personification in "A Wreath of Tears" is best demonstrated in: A)
"The trees whispered secrets to the wind." B) "The river's flow was
silent and still." C) "The darkness closed in on them." D) "The sun
smiled on the hills."
40.In "The Girl Who Can", Adjoa's legs symbolize: A) Weakness and
fragility. B) Beauty and strength. C) Intelligence and power. D)
Tradition and culture.

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LITERARY DEVICES AND GENERAL LITERATURE QUESTIONS

ANSWERS
1. B) 21.A)
2. A) 22.B)
3. D) 23.B)
4. C) 24.A)
5. B) 25.A)
6. C) 26.C)
7. D) 27.A)
8. A) 28.A)
9. B) 29.C)
10. B) 30..B)
11. A) 31.B)
12. A) 32.B)
13. C) 33.A)
14. B) 34.B)
15. D) 35.C)
16. A) 36.C)
17. A) 37.B)
18. A) 38.B)
19. B) 39.A)
20. A) 40.B)

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GENERAL LITERATURE QUESTIONS

1. In Ghanaian literature, orature refers to: A) Written texts passed

down through generations. B) Oral traditions passed down
through storytelling. C) Traditional folk dances. D) The study of
written literary works.
2. Which of the following is an example of Ghanaian folklore? A)
The Tortoise and the Hare. B) The Ananse stories. C) The
Odyssey. D) The Canterbury Tales.
3. The Nkyinkyim symbol in Ghanaian culture signifies: A) Bravery
B) Resilience and adaptability C) Truth D) Justice
4. Which Ghanaian author wrote "The Dilemma of a Ghost"? A) Kofi
Awoonor B) Ama Ata Aidoo C) Ayi Kwei Armah D) Efua
Sutherland
5. In Ghanaian folklore, Ananse is often portrayed as: A) A lion B) A
spider C) A bird D) A tortoise
6. The Ghanaian proverb "Wisdom is like a baobab tree; no one
individual can embrace it" suggests that: A) Wisdom is found in
nature. B) Community knowledge is essential. C) Individual
wisdom is superior. D) Wisdom is irrelevant.
7. The cultural significance of the Damba Festival is primarily
associated with: A) The harvest season. B) Celebrating the birth
of a child. C) Honoring ancestors. D) The celebration of life and
the community.
8. Which of the following is NOT a traditional Ghanaian form of
storytelling? A) Proverbs B) Folktales C) Novels D) Myths
9. Chinua Achebe, although a Nigerian author, is often studied in
Ghanaian literature for his themes of: A) Love and loss B) War
and conflict C) Colonialism and cultural identity D) Modernity and
tradition
10. The Ghanaian literary scene is characterized by a blend of: A)
Traditional and Western influences B) Modern and ancient
themes C) Oral and written forms D) All of the above

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GENERAL LITERATURE QUESTIONS

11.In "The Colour of God", the theme primarily revolves around: A)

Racial identity B) Religion C) Nature D) Poverty
12.Which of the following Ghanaian authors is known for their
contributions to children’s literature? A) Ama Ata Aidoo B) Efua
Sutherland C) Ayi Kwei Armah D) Kofi Awoonor
13.The term "cultural hybridity" in Ghanaian literature refers to: A)
The influence of Western culture only. B) The blending of traditional
and modern elements. C) The rejection of foreign ideas. D) A focus
on indigenous narratives.
14.The role of women in Ghanaian literature often highlights: A)
Their subservient roles B) Their contributions to society C) Their
portrayal as villains D) Their absence from narratives
15.In "Sosu and the Bukari Boys," the author explores themes of: A)
Friendship and loyalty B) Betrayal and revenge C) Power and
corruption D) Wealth and greed
16.The use of proverbs in Ghanaian literature serves to: A) Confuse
the reader B) Provide moral lessons C) Fill space D) Replace
dialogue
17.Kofi Awoonor, a prominent Ghanaian writer, is known for his work
in: A) Poetry B) Novels C) Short stories D) All of the above
18.The significance of traditional music in Ghanaian culture can best
be summarized as: A) Merely entertainment B) A medium for social
commentary C) An outdated practice D) A luxury item
19.Which of the following themes is prevalent in Ghanaian literature?
A) Environmental conservation B) Colonial impact C) Urban
migration D) All of the above
20.In Ama Ata Aidoo's work, the character of Eulalie in "The Dilemma
of a Ghost" represents: A) Traditional values B) Modernity C) Conflict
D) Isolation

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GENERAL LITERATURE QUESTIONS

21.The symbol of the tortoise in Ananse stories typically represents:

A) Strength B) Wisdom C) Foolishness D) Danger
22.The significance of the Ashanti stool in Ghanaian culture
symbolizes: A) Wealth B) Authority and leadership C) Education D)
Friendship
23.Ama Ata Aidoo's writing style is often characterized by: A)
Simplicity B) Complex sentence structures C) Rich imagery D) All of
the above
24.The Ghanaian folk song often serves to: A) Teach history B)
Provide entertainment C) Communicate cultural values D) All of the
above
25.The proverb "He who learns, teaches" emphasizes the importance
of: A) Education B) Sharing knowledge C) Individual growth D) Family
ties
26.In Ghanaian literature, the concept of home often relates to: A)
Physical space B) Emotional belonging C) Cultural identity D) All of
the above
27.The use of satire in Ghanaian literature is primarily aimed at: A)
Political leaders B) Cultural practices C) Social norms D) All of the
above
28.The traditional role of the griot in Ghanaian society involves: A)
Storytelling and preserving history B) Farming C) Education D)
Governing
29.In "A Day's Wait", the underlying message emphasizes: A) The
importance of bravery B) Miscommunication C) The role of family D)
Nature's beauty
30.The term "cultural identity" in Ghanaian literature primarily refers
to: A) Shared values and beliefs B) Individual preferences C)
Economic status D) Physical appearance

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GENERAL LITERATURE QUESTIONS

31.The character of Sosu in "Sosu and the Bukari Boys" primarily

represents: A) Innocence B) Struggle C) Wealth D) Knowledge
32.The literary device of foreshadowing is used to: A) Hint at future
events B) Describe characters C) Provide background information D)
Create tension
33.The proverb "A bird does not change its feathers" implies that: A)
Change is possible B) One's character remains the same C) Birds are
loyal D) Nature is constant
34.Traditional Ghanaian ceremonies often include: A) Music and
dance B) Storytelling C) Rituals D) All of the above
35.The character development of Oliver in "Oliver Twist" focuses on:
A) His moral growth B) His physical strength C) His relationships D)
His wealth
36.The significance of cultural storytelling in Ghana is to: A) Share
personal experiences B) Teach values and lessons C) Amuse
children D) Promote tourism
37.The use of flashbacks in literature allows authors to: A) Disrupt
the narrative flow B) Provide character backstory C) Enhance
dialogue D) Create suspense
38.The theme of family in "Home Sweet Home" highlights: A) The
importance of community B) The impact of urbanization C) The
bonds that tie people together D) The absence of family ties
39.The characterization of Duzia in "Home Sweet Home" primarily
serves to: A) Embody humor B) Illustrate wisdom C) Critique society
D) Represent tradition
40.The traditional Ghanaian concept of kinship emphasizes: A)
Individual success B) Community and extended family C) Isolation
D) Competition

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GENERAL LITERATURE QUESTIONS

ANSWERS
1. B) 21.B
2. B) 22.B
3. B) 23.D
4. B) 24.D
5. B) 25.B
6. A) 26.D
7. B) 27.D
8. C) 28.B
9. A) 29.A
10. C) 30.A
11. D) 31.B
12. B) 32.A
13. A) 33.B
14. C) 34.D
15. B) 35.A
16. C) 36.B
17. D) 37.B
18. A) 38.C
19. B) 39.C
20. D) 40.B

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