Question 1
(a) Orí yéye ní mògún:
(b)Ọṣẹ́ tí oògùn olóró ń ṣe:
(c) Ayẹyẹ ìkẹ́kọ̀ọ́gboyè ẹ̀gbọ́n mi:
(d)Ọkùnrin níí ṣe ìlú:
(e)Lẹ́tà sí ọ̀rẹ́ rẹ tí ó wà ní ilẹ̀ òkèèrè láti sọ fún un nípa ìgbésẹ̀ ìjọba lórí àìṣedéédé iná ẹ̀lẹ́tíríìkì ní agbègbè rẹ:
Observation
Candidates were required to define a syllable in Yoruba grammar in
(a),The topic is a proverb. The required completion and expository analysis was not adequately done by the candidates. Most candidates who attempted this question performed fairly well.
(b) This is an expository essay on the damaging effects of hard drugs. Very good attempts were made by the candidates in tackling this question. However, some candidates mistook Ọṣẹ́ (devastating effects) for iṣẹ́ (usefulness).
(c) This is a narrative essay type specifically directed at a convocation (tertiary) ceremony involving the candidate’s senior sibling. Some candidates mistook convocation for passing out ceremony in a secondary school.
(d) This is an argumentative essay. Candidates were expected to argue in favour of men or women as performers in political activities in the contemporary/traditional society. Most candidates merely argued straightforwardly in favour of only one of the two opposing performers. More work is needed in the teaching of the argumentative type of essay.
(e)This is a formal letter that required candidates to write a letter to a friend who resides overseas, explaining the efforts by the government in tackling the challenges of epileptic power supply in Nigeria. Most candidates concentrated mainly on the challenges while neglecting the critical efforts of government.
Most candidates gave wrong examples and those who gave correct examples failed to tone-mark the word. This led to loss of marks.
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