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REVISION

NOTES

ENGLISH
YEAR 13- REMEDIAL
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QUESTION 1 – FORMAL WRITING

HOW TO PLAN AN EXPOSITORY ESSAY

What should be included in the Introduction?

a) General Information-Your understanding of the topic/question in your own

words. (what/why is it important)

b) Thesis – you argument or view point about the topic. [This essay will argue
that]

c) Plan – how will you argue your thesis [This essay will highlight the problems of
before it will move on to look at possible solutions to reduce the effects of]

b. Body

The body of the essay is made up of paragraphs. (One idea per paragraph)
In order to write good paragraphs you need to plan what you are going to
include (from assignment 1). Every paragraph has a basic structure (TEXC)

1. Topic sentence. - express the main idea of your paragraph.

2. Explanation – development of main idea in the topic sentence.
3. EXamples /evidence - support your topic/argument/quote or paraphrase
from your readings/research
4. Comment/Conclusion- sum up and link to topic sentence or to next paragraph.

NB

Also use linking words to begin each paragraph and within each paragraph.

Linking words are necessary to give your paragraph unity and coherence.

Begin writing the body of your essay following the TEXC structure.

c. Conclusion

When you have finished the body of the essay begin writing the conclusion.
This is the final paragraph and it is also structured:

What should be included in your conclusion?

• Linking device ending e.g. It is clear then…

• Rephrase/Reaffirm Thesis (from Introduction)
• Sum Up (1 sentence: problems: 1 sentence: solutions)
• Smooth Finish/Future (1 sentence: positive)
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EXPOSITORY ESSAY SAMPLE

A. PLAN

TOPIC : HUMANS ARE THE GREATEST THREAT TO THEIR OWN

SURVIVAL

1. INTRODUCTION [P1]

Are Humans the greatest threat to their own survival? Yes, why & how?

 Creation of weapons, Technology and new innovations, unhealthy living.

Thesis Statement : Argue that human race is endangered by his own work/

actions and something must be done about it.

2. CONTENT/BODY

 P2 - Idea 1 - Creation of weapons & indulging in wars.

Where? Middle East & other parts of the world
Example: Producing weapons of mass destruction

 P3 - Idea 2 – Technology & its effects – cost on family values and

time
Example: Spending less time with family but more
with gadgets

 P4 - Idea 3 – Unhealthy lifestyle – unwanted diseases

Example: Opting for fast food instead of fresh
Vegetables & fruits and a balanced diet

 P5 - Idea 4 – Effects – Loss of Lives, production, property,

values, increase in diseases
Example: Middle East & other parts of the world –
suicide bombers kill hundreds
 P6 - Idea 5 – Solution – Awareness through education;
promotion of healthy lifestyle

3. CONCLUSION

Working together – fellow humans and between countries – for world peace
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ESSAY

Human beings are said to be the most intelligent specie in the animal kingdom. Since
the beginning of times, they have developed new ideas and designed inventions and
innovations that have either, led to their success or to their own demise. This essay
will argue that the human race is endangered or imperiled by her own inventions but
that could only be curbed by applying stringent measures to end this destruction.
Firstly, the reasons for agreeing that humans contribute to their own end will be
discussed followed by the effects and solutions.

To begin with, the creation or production of weapons and indulgence in wars threaten
many lives. Humans continue to develop and design different weapons that threaten
their own survival. While producing a missile or atomic bomb may be the ‘talk of the
century’ for people as their producers or makers will become famous, the repercussion
of such innovation will take its toll on human lives. New ideas have been developed
which marveled common man. However, the effects that will be left behind when these
innovations are tested will be more devastating. For instance, world peace is hardly
achieved today. In the Middle East, fighting is a daily occurrence with gunshots heard
almost every day. Children are used as suicide bombers or taught how to handle
weapons in order to kill. People are killed and the sad idea is that the very weapons
people created have caused their own demise. Hence, world leaders are encouraged to
re-look at their policies of producing weapons of mass destruction and strive for world
peace.

In addition, advanced technology and its effects on people and the society have also
threatened or endangered people’s lives. The use of advance technology has made life
easier, interesting and more comfortable for people today. This has enabled them to
leave a sedentary lifestyle, not being able to venture outside for a more active physical
life. Little time is also spent on socializing with family members. Their gadgets are
their family as they cannot detach themselves from these tools. To exemplify this,
children and adults spend a lot of time ‘surfing the net’ or playing games online or
conversing through social networking sites. They have become idle as they sit for
hours staring at their gadgets. This has caused isolation, estrangement between
couples and their children and consequently, problems such as cyber bullying may
emerge. Thus, there is a need for proper monitoring when children are using such
gadgets so that their lives are not affected.

Furthermore, humans are vulnerable to diseases that have since plagued their own
development and survival. The unhealthy lifestyle that people are enjoying today
invites unwanted diseases. Stress was never a problem before but it has become a
common disease today. Another example is the prevalence of non-communicable
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diseases such as diabetes and hypertension. According to the FBC News on July 14 th,
2016, Fiji is ranked second in the world in terms of death rate from Diabetes. The
result is quite shocking and there is a need for a concerted effort from all stakeholders
in trying to curb such diseases. People have to change their mindset about the type of
food they consume. They need to opt for more vegetables, fruits, a balanced meal and
more exercises or do more outdoor activities every day in order to keep fit and healthy.
Only then, will diseases evade us.

With the reasons discussed above, the effects will become huge if nothing is done
about them. The effects include loss of life and property especially food crops as well
as the damage done to the environment by weapons of mass destruction. That will
leave a scar that will be difficult to heal. There will also be loss of values specifically,
family values as more time is spent on modern technology than human connections.
Diseases will also increase as people have become cruel to their own bodies by being
sedentary and concentrated on gadgets that contribute negatively to their health.
Therefore, it is quite imperative for people to act now before it is too late.

There are many solutions to curb the above problems but only two will be discussed.
Firstly, the main measure is to create awareness through education. To educate the
mass, from early childhood age to adulthood will enable the message to be
disseminated at the quickest possible way. School programs to include these
awareness messages that there is a need for world peace and before that is attained,
one has to be at peace with oneself first. Secondly, the message to advocate for healthy
living must be loud and clear. This can only be achieved if all stakeholders work
together and in one voice, all echo the same sentiment of achieving a healthy and
lively nation.

It is clear then that humans are indeed their own greatest danger. The creation of
weapons of mass destruction and indulgence in wars, advanced technology and
unhealthy lifestyle have contributed to the loss of lives, property and the beauty of the
environment in the past and loss of food sources. However, there is an opportunity for
people to rise up and advocate for awareness education in order to curb these various
problems. Hence, it is imperative then for all stakeholders to work together for the
betterment of fellow man and world peace.

Expository Essay Writing Structure

Expository essay is also known as factual writing where for every key idea or argument
stated, the writer must state a real life fact be it a statistics or illustrative example.
The basis of expository essay is to read widely or to encourage your students to have a
consistent reading habit of current affairs and respective subject matter.

Steps involved in essay writing:

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1. Selection of the essay topic.

We have to teach the students the skill of selecting the most favorable essay topic from
the list of topics and this is simply done by breaking up the essay topic into small bits
or underlining the key phrases in the question statement. Some students go a step
further and construct a concept map around the question. Ability to unmask the
question and seeking the examiner’s true intent is the key to answering the question.
A student can’t answer the question at face value; it is about more than skin deep
interpretation of the question. Once the student has selected the question, it’s time to
do brainstorming for ideas.

2. Brainstorming for relevant content ideas.

Using the concept map format or listing concept, the student jots down all the ideas
that comes to his mind regarding the topic. We encourage our students to go a step
further and list factual examples with the ideas as well. Brainstorming activity has to
be done in less than 5 minutes, so frequent practice would make a child be apt at this
skill.

3. The attempt at writing the actual essay:

Structure of the essay:

Introduction

Conventionally Introduction has only two sentences:

Sentence 1: Theme Statement which clearly states the student’s view point or main
argument.

Sentence 2: Major support sentence has the key ideas that will form the content
ideas so for example if there are 4 key ideas mentioned in the major support
sentence then subsequently there will be 4 content paragraphs.

Introduction must be concise and it must have directional statements and only a
confident student with in depth ideas can construct a master class introduction
while others will just muddle through it. Introduction must have attractive
vocabulary and these vocabularies must ooze with confidence otherwise the
introduction is ineffective. An effective introduction must generate curiosity in the
reader to read on.

Introduction is preceded by Content Paragraphs:

Each content paragraph has a structure:

Content paragraph always begins with a connective or linking word.

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Opening sentence is known as topic statement that captures the writer’s clear view
point or argument.

Second sentence is the explanation of the topic statement.

Third sentence is the example or illustration.

Fourth sentence is the mini conclusion.

Check list for each content paragraph:

T = Topic statement

E = Explanation of the topic statement

X = examples and facts to back up the argument.

C = Mini conclusion for the paragraph.

Concluding Paragraph

Conventionally, there are only two sentences in the conclusion.

Sentence 1: Sum up the overall essay.

Sentence 2: Recaps the key content ideas.

No new ideas are mentioned in the conclusion.

Conclusion like introduction must have effective punch lines, the message needs to be
delivered with crisp vocabulary and clarity.

The last step in essay writing is to proof read the essay for any mistakes.

Please note that impressive essays need a structure like above and one can write an
effective essay if the student has read about the topic and is aware of the issues.
Essay writing skill is intricately binding with consistent reading habit.

Expository Essay Notes

An expository essay has essentially all the components of a factual writing. Hence, it
has an introduction, content paragraphs and a conclusion. However, the style of
writing is different from that of an opinionated writing. Every statement must be
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backed by evidence or clear logic. Without such, any generalization made is baseless
and questionable.

There are a few handy rules or guidelines to remember before undertaking any such
writing. These are:

1. Always use formal and high order English. This is essential to maintain the
formality of the tone. Thus, avoid use words such as kids, mum and dad, folks,
fellows and so on. Use words such as children, parents, people, individual(s).
2. Do not use abbreviations (e.g., i.e., etc., /, ….). Instead use ‘for example’ or ‘for
instance’, ‘that is’, ‘and so on’, ‘or’.
3. Do not use contracted word forms such as can’t, don’t. It is essential to
expand everything. An apostrophe should only be used when using possession.
4. Do not use acronyms and or SMS language. If making an analogy to an
organization or using one as an example is necessary, write the complete form
first, then include the acronym in parentheses such as World Health
Organization (WHO)
5. Write a total of 7 paragraphs: Introduction, 5 content paragraphs and a
conclusion.
6. Write a plan for your essay before beginning to write.

Plan

Title: Self-employment is a means of reducing poverty.

Introduction

Statement – it is a proven fact that not everyone can and or is capable of a high-
paying job. However, that does not mean that they need to remain poor
all their lives. They can earn as much or more by the use of their skills
and talents.

Topic Sentence: Thus, self-employment can be a means of reducing poverty

Points: HOW?

1: T - Using skills to earn money.

E – People have latent talents which are easily marketable.
X – Pottery making, gardening, driving, singing, dancing and so on
C – These skills can bring them fame and success.

2: T – Insufficient jobs in the market

E – The government cannot create employment for everyone but it can provide
opportunities.
X – Small business schemes and funding, permits and licenses, subsidies and
tax free zones.
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C – With proper incentives and encouragement, self-employed people can make

good money.

WHY?

3: T – Self-employment can reduce burden on government to provide employment.

E – People have a tendency to blame the government when unemployment rates
are high.
X – People who are not academics can go through Technical and Vocational
Training or join Non-Government Organizations.
C – This will give them an opportunity to learn new skills and meet new people,
hence,
expanding their horizons.

4. T – Break the cycle of poverty.

E – It is only when someone takes the initial step then the cycle of poverty can
be broken. People must take the initiative first.
X – A potter may pass his skills to his progeny; a parent can encourage their
child to participate in sports, and or a farmer can introduce his or
her children to the farming, a housewife can encourage her children to
pickling and jam making skills.
C – Once the trend continues, the vicious cycle is broken.

5. T – Less reliance on hand-me-downs or spoon-feeding

E – Many countries have a dole system for the unemployed or the senior-
citizens. Also, social security and welfare schemes make people over-
reliant on the so-called freebies.
X – In Fiji, students have free education from primary till secondary, many
widows and single-parents rely on social welfare while some resort to begging.
C – When people are self-employed, they enjoy the benefits of their own hard
work and value the outcome.

Conclusion:

Self-employment is and can be the means of breaking the vicious cycle of poverty.
People need to realize that if only they take the initial step, they can grow in leaps and
bounds. The government of the day is assisting small business schemes and
agricultural practices. There are many NGO’s which also do the same. Hence, it can be
concluded, on the basis of the above arguments that self-employment can be a means
out of poverty.

2. Introduction

The introduction of an Expository Essay should have the following components: a

generalized statement, a topic sentence and the content of the essay.
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For Example
Topic:Self-Employment is a means of reducing poverty.
It is a proven fact that not everyone can and or is capable of a high-paying job.
However, that does not mean that they need to remain poor all their lives. They
can earn as much or more by the use of their skills and talents (STATEMENT). Thus,
self-employment can be a means of reducing poverty (TOPIC SENTENCE
showing AGREEMENT to the topic). This essay will state the reasons for self-
employment being a means of reducing poverty and also highlight some of the
means of doing using self-employment for self-benefit (ESSAY CONTENT using
the SUMMARY OF POINTS).

NB: Use (THUS) to agree with the topic. Use (HOWEVER) to disagree.

3. Content Paragraphs

Content paragraphs need to use the TEXC method to argue each and every
point. The TEXC method is explained as thus:

T – Topic sentence or statement of point

E – Explanation of the statement using logic and method

X – EXemplification of the explanation preferably using local or regional

locations

C – Concluding statement wrapping up the argument.

An example of a content paragraph is given below:

SOP 1: Using skills to earn money.

To begin with, people can use their skills to earn money (T). There are a lot of
people who have latent talents which are easily marketable (E). In Fiji, people
are skillful in pottery making, fishing, gardening, weaving and hand-carving and
such (X). By using these talents, they can easily achieve fame and success (C).

NB:

- Each paragraph should have a linking device unless there is a change in the
discussion of ideas. Some linking devices that can be used are; furthermore,
moreover, in addition to, additionally, however.
- Avoid using firstly, secondly ….. as they are considered obsolete.
- Each point in a content paragraph is worth a ¼ mark. Hence, if one aspect is
missing, the writer loses marks.
- Each paragraph is worth 1 mark. Hence, the entire content of the essay is
worth 5 marks.
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4. Conclusion

The conclusion is the final paragraph and should effectively summarize the
entire essay stating that the arguments presented justify the topic of the essay.

There should not be any new points added to the conclusion.

Example

Conclusively, it can be stated that self-employment is and can be the means of

breaking the vicious cycle of poverty. People need to realize that if only they take the
initial step, they can grow in leaps and bounds. The government of the day is assisting
small business schemes and agricultural practices. There are many NGO’s which also
do the same. Hence, it can be concluded, on the basis of the above arguments that
self-employment can be a means out of poverty.

Marking Scheme: Plan 2

Introduction 1
Content 5
Conclusion 1
Style 3
Mechanics 3
TOTAL 15

Sample Expository Essay

Plan

Title: Self-employment is a means of reducing poverty.

Introduction

Statement – it is a proven fact that not everyone can and or is capable of a high-
paying job. However, that does not mean that they need to remain poor all their lives.
They can earn as much or more by the use of their skills and talents.

Topic Sentence: Thus, self-employment can be a means of reducing poverty

Points: HOW?

1: T - Using skills to earn money.

E – People have latent talents which are easily marketable.
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X – Pottery making, gardening, driving, singing, dancing and so on

C – These skills can bring them fame and success.

2: T – Insufficient jobs in the market

E – The government cannot create employment for everyone but it can provide
opportunities.
X – Small business schemes and funding, permits and licenses, subsidies and
tax free zones.
C – With proper incentives and encouragement, self-employed people can make
good money.

WHY?

3: T – Self-employment can reduce burden on government to provide employment.

E – People have a tendency to blame the government when unemployment rates
are high.
X – People who are not academics can go through Technical and Vocational
Training or join Non-Government Organizations.
C – This will give them an opportunity to learn new skills and meet new people,
hence, expanding their horizons.

4. T – Break the cycle of poverty.

E – It is only when someone takes the initial step then the cycle of poverty can
be broken.
People must take the initiative first.
X – A potter may pass his skills to his progeny; a parent can encourage their
child to participate in sports, and or a farmer can introduce his or her children
to the farming, a housewife can encourage her children to pickling and
jam making skills.
C – Once the trend continues, the vicious cycle is broken.

5. T – Less reliance on hand-me-downs or spoon-feeding

E – Many countries have a dole system for the unemployed or the senior-
citizens. Also, social security and welfare schemes make people over-
reliant on the so-called freebies.
X – In Fiji, students have free education from primary till secondary, many
widows and single-parents rely on social welfare while some resort
to begging.
C – When people are self-employed, they enjoy the benefits of their own hard
work and value the outcome.

Conclusion:
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Self-employment is and can be the means of breaking the vicious cycle of poverty.
People need to realize that if only they take the initial step, they can grow in leaps and
bounds. The government of the day is assisting small business schemes and
agricultural practices. There are many NGO’s which also do the same. Hence, it can be
concluded, on the basis of the above arguments that self-employment can be a means
out of poverty.

Final Essay

It is a proven fact that not everyone can and or is capable of a high-paying job.
However, that does not mean that they need to remain poor all their lives. They can
earn as much or more by the use of their skills and talents. Thus, self-employment
can be a means of reducing poverty. This essay will state the reasons for self-
employment being a means of reducing poverty and also highlight some of the means
of doing using self-employment for self-benefit.

To begin with, people can use their skills to earn money. There are a lot of people who
have latent talents which are easily marketable. In Fiji, people are skillful in pottery
making, fishing, gardening, weaving and hand-carving and such. By using these
talents, they can easily achieve fame and success.

Furthermore, it is suffice to say that there are insufficient jobs available in the
market. As such, the government cannot create employment for everyone but it can
provide opportunities. These include small business schemes and funding, permits
and licenses, subsidies and tax free zones. Hence, with proper incentives and
encouragement, self-employed people can make good money.

There are several reasons self-employment can assist in reducing poverty. It can
certainly reduce the burden on the government to provide employment. It is common
for people to blame the government when unemployment rates go high. However, if
people, who are not academics, recourse to Technical and Vocational Training and or
join Non-Government Organizations, they can earn a living for themselves. This will
also give them an opportunity to learn new skills and meet new people, hence,
expanding their horizons.

Moreover, self-employment can aid in breaking the cycle of poverty. It is only when
someone takes the initial step then the cycle of poverty can be broken. People must
take the initiative first. For instance, a potter may pass his skills to his progeny; a
parent can encourage their child to participate in sports, a farmer can introduce his or
her children to the farming, and or a housewife can encourage her children to pickling
and jam making skills. Once the trend continues, the vicious cycle is broken.

Additionally, being self-employed makes people less reliant on hand-me-downs or

spoon-feeding. Many countries have a dole system for the unemployed or the senior-
citizens. Also, social security and welfare schemes make people over-reliant on the so-
 14

called freebies. In Fiji, students have free education from primary till secondary, many
widows and single-parents rely on social welfare while some resort to begging. When
people are self-employed, they enjoy the benefits of their own hard work and value the
outcome.

Conclusively, it can be stated that self-employment is and can be the means of

breaking the vicious cycle of poverty. People need to realize that if only they take the
initial step, they can grow in leaps and bounds. The government of the day is assisting
small business schemes and agricultural practices. There are many NGO’s which also
do the same. Hence, it can be concluded, on the basis of the above arguments that
self-employment can be a means out of poverty.

YEAR 13: REMEDIAL EXPOSITORY WRITING

Activity

1. Draw up a plan.
2. Fill in the blanks.

Technical and Vocational Schools the way forward

Every year over ten thousand 17-18 year-olds receive their external ______________ results and
try to figure out what the next step in life is. Regardless of whether they have achieved the
grades they want or need, they have the opportunity to start shaping their careers now, and
take important steps to ensure they are able to fulfil their aspirations. In order to do that, these
students need to be aware of all the options available. This essay will discuss why the technical
and vocational path provide a better alternative to the conventional academic ____________.

Firstly, the idea that vocational education is the only acceptable route for those people who are
not 'academics' needs to be addressed. The term 'vocational' actually means 'work-related'. So
if one is doing a vocational qualification it means they are learning skills that will help them to
get, and do, a _____. Hence, vocational education is not an 'easier' alternative to taking
university courses, it is something that provides people with practical skills and the
underpinning knowledge on how to use these skills.

Additionally, vocational qualifications now can go up to degree level, so the opportunities for
continued personal development and ____________ qualification are still there.

Taking up vocational or trade courses also provides graduates with better chances of getting
employed as these graduates could actually become ______________ instead of relying on the
already competitive and over-crowded job market.

Moreover, with a vocational qualification, one is more likely to be able to start working
____________ as the courses are shorter and relatively cheaper. Part of the requirements is
usually practical experience which giving these students the experience needed to back up
what they are learning - and they get to earn money at the same time. However, the money
earning does not stop there.

For the last five years, City & Guilds has produced the Vocational Rich List - a barometer that
charts the fames and fortunes of the UK's self-made millionaires and entrepreneurs from a
vocational background. This year's ___________ revealed that the 25 wealthiest people across all
industries had tripled their fortunes from £2.7billion to £9.3billion since 2003. And 68% of
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them are still in the same industry they took their qualification in, illustrating how the hands-
on route can lead to a lifetime of success.

In closing, technical and vocational schools are ___________ the way forward in Fiji and
students need to be dispelled over the misconceptions about this type of education as it can be
__________ fulfilling as well as providing financial stability.

(approx: 200 words)

Hybrid Vehicles: A Blessing or A Curse on the Environment?

Much of the destruction that has been done to the environment comes from transportation as
noted by Green Living Today, due to the fact that a _______________ of the vehicles on the road
today emit harmful pollutants and waste, such as nitrogen gas, carbon dioxide, and carbon
monoxide. Hence the automobile industry has responded by developing more efficient vehicles,
that is, __________ vehicles. This essay will discuss whether hybrids really are a blessing or a
curse.

To begin with, vehicles that run on oil and gas are a heavy burden on the environment,
releasing chemicals, pollutants, and other wastes. Automobile manufacturers are using hybrid
vehicles to tackle this problem, as they release fewer and cleaner wastes, resulting in smaller
_______________ levels.

Additionally, the technology in hybrids allow them to be smaller and quieter than traditional
vehicles, a good amount of them being nearly silent, such as the Toyota Prius. Through engine-
idle technology, energy recycling, and such technology, hybrid vehicles are also more fuel-
efficient, boasting mileages that are twenty to thirty percent ______________ than traditional
vehicles, thus allowing us conserve more of those resources.

Although this may so far seem very positive, hybrid cars actually have a significant
______________ impact on the environment.

Firstly, when compared to regular vehicles, who conventionally use lead batteries, hybrids use
nickel metal hydride ______________. Nickel metal hydride batteries are much more toxic than
lead batteries and challenges arise when trying to recycle or re-manufacture them.

Moreover, many hybrid cars feature a combustion engine, so in turn although they are not
producing as many emissions, there is still a notable amount being released into the
_________________. The electric engine is used mainly at low speeds or when stopped, so while
driving at high speeds, the combustion engine takes over and releases the same wastes as a
conventional vehicle.

Likewise plug-in hybrids who run on electricity may be __________________ the environment
without even knowing it. Depending on where the hybrid is charged, the electricity that is being
pumped in the vehicle may come from a power grid that runs on oil or coal, causing it to be
almost as harmful to the environment as someone driving a regular car as aptly noted by The
Gandhian Post (2017).
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Additionally, many hybrid vehicles use copper in their motors and wiring. This copper must be
mined, degrading and damaging the environment. When mining for copper, certain areas are
cleared of their trees, grasses, and dirt to make room for digging and machinery. And while
digging various metals and acids are released as air emissions.

Hence, while hybrid cars may be the solution for a greener environment, many underlying
issues need to be ______________ in order for this to be truly true. With a broad range of the
types of hybrid vehicles available on the market today, a majority of them still are not as
efficient as we would like them to be, as they still produce emissions and damage the
environment when being produced. Within the next decade though, these problems
should disappear or become nearly irrelevant.

(Approx: 200 words)

TIPS FOR QUESTION 2

NB : DO NOT WRITE ANOTHER EXPOSITORY ESSAY IN THIS QUESTION

: IF YOUR REGISTER PREFERENCE DOES NOT APPEAR IN THE

SPECIFIC QUESTIONS GIVEN, USE THE PICTURE.

3 DON’TS

 Use of Vernacular Language

 Text Messaging Language – Eg; dat, l8
 Vulgarism – Eg; Swear words, symbols that depict swear words

QUESTION 3 COMPREHENSION TIPS

Comprehension Section should be the easiest question to attempt as the

answers are embedded in the passage.

All you need to do is unearth/uncover the message or knowledge that is

implanted in the passage.

Passage must be read at least twice during the Examination. 1 st Reading

must be done within the 10 minutes of Reading Time. 2 nd Reading when the
Supervisor indicates to start the paper. By now, you can start with the
Comprehension as the 1st Reading is still in your mind.

Read the questions carefully and start reading the passage from the
beginning, looking for the answers.
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Remember to adhere to Time Allocated for Q3.

Multiple Choice Questions[MC] often contain vocabulary that either

questions Antonyms [words with OPPOSITE meanings] or Synonyms
[SIMILAR meanings. However, it must be noted here that this is not the
norm. [NOTE: NOT ALL COMPREHENSION QUESTIONS WILL HAVE MC
TYPE]

Open-Ended Questions – Do not beat around the bush. Answer the

questions directly.

Use Complete Sentences while answering the Questions.

Include the question in your answer.

For eg: : Why are investors flooding the Pacific?

Answer : Investors are flooding the Pacific because of increasing
global connectivity.

SUMMARY WRITING SKILLS

WHAT IS SUMMARY WRITING?

It is the ability to condense a large piece of writing in about 80-90 words.

In Year 13, the following are some of the DO’S and DON’TS of Summary Writing.

DO’S

 Write the Title

 Look only for the main ideas in each of the Paragraphs.
 Write these ideas in point form in the Draft Section of the Answer Book.
 In one paragraph, summarize the ideas.
 Use linking words to join ideas together.
 Write using one paragraph only.

DON’TS

 Examples
 Beyond 100 words
 More than one paragraph

Example Summary

The following paragraph is summarized below.

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Paragraph:

 Today, pornography attempts to make its audience focus their fantasies on specific
people. The "Playmate of the Month" is a particular woman about whom the reader is
meant to have particular fantasies. In my view, this has a more baneful effect on
people--makes them demented, in fact, in a way that earlier pornography didn't. Today's
pornography promises them that there exists, somewhere on this earth, a life of
endlessly desirable and available women and endlessly potent men. The promise that
this life is just around the corner--in Hugh Hefner's mansion, or even just in the next
joint or the next snort--is maddening and disorienting. And in its futility, it makes for
rage and self-hatred. The traditional argument against censorship--that "no one can be
seduced by a book"--was probably valid when pornography was impersonal and
anonymous, purely an aid to fantasizing about sexual utopia. Today, however, there is
addiction and seduction in pornography. Midge Decter

Summary:

Decter argues that because pornography is more realistic now, using photographs of
people with names and identities, it is more harmful to its readers and viewers, who can
easily grow dissatisfied and frustrated with fantasies.

[http://www.cws.illinois.edu/workshop/writers/tips/summary/]

WEAKNESSES

The tendency to include all information was evident leading to the inclusion of
unnecessary information.

Examples were given which took up space, causing some students to rule their
own lines. The space given in the Answer Book is appropriate enough for a 90-
100 word Summary.
Rampant plagiarism was evident, which resulted in the deduction of 1 mark.
Some students exceeded the number of words required.
Number of words used was not written at the end of the Summary.
Grammatical lapses or errors were still evident.
Some students had problems with applying correct linkage or connective;
hence, unity and cohesion of the whole paragraph was missing.
A number of students did not attempt this question at all.

Women Face Abuse by Luke Rawalai

Wednesday, July 20, 2016

DESPITE making up 65 to 80 per cent of vendors in municipal markets around the country,
women continue to be abused and assaulted by their male counterparts. During an interview,
FemLINLKPacific's executive director Sharon Bhagwan-Rolls said they were aware of cases
where women vendors were often victims of violence because of conflicts regarding the best
table space, customers and other issues in the market.

Ms Bhagwan-Rolls said they also took workshops such as the Market for Change
communications workshop funded by UN Women as platforms to inform male vendors about
women's rights to earning a living and being treated with dignity.
 19

"Some of the women who we speak to have become so used to the abuses and the treatment
they receive that they have become numb to this form of unacceptable behaviour," she said.

"A lot of these women do not recognise the importance of their roles as contributors to the
country's economic growth.

"It is when we remind them of the importance of their roles that they realise their worth and
feel confident to react to demeaning behaviours often whirled their way."

Ms Bhagwan-Rolls has advised women vendors that if they are abused and harassed or
assaulted in marketplaces to make use of the police posts near them and report those matters.

Labasa market vendor Sneh Lata said women vendors were usually harassed by male grog
drinkers at the nearby yaqona stalls.

She said they were now confident to report or warn male customers or vendors at the market if
the situation happened. [Summarize the passage into 90-100 words.]

[http://www.fijitimes.com/story.aspx?id=363114]

LANGUAGE REVISION FOR YEAR 11-13

PARTS OF SPEECH

Define the following Parts of Speech.

1. Noun - Naming word. Refer to Notes below.

2. Verb - Action or ‘doing’ words. Eg; run, walk, think
3. Adjective - Words that modify/describe the Noun[s] eg: tall boy
4. Adverb - Words that modify/describe the Verb[s] eg: slowly, quietly
5. Preposition - Words that sow the relationship between 2 words, Eg: in,
on, of, off, over, under, beneath, at, during etc…
6. Article - 2 Types – Definite [the] and Indefinite [a, an, some]
7. Conjunction – Coordinates or joins 2 independent/main clauses together. Eg:
‘FANBOYS’ [for, and, nor, but, or, yet, so]
8. Antonym - Words with Opposite meaning.
Eg: sharp – blunt OR
Add PREFIX – valid – invalid ; alcoholic – non-alcoholic
possible – impossible ; similar - dissimilar
plausible-implausible ; natal – ante-natal
reverent – irreverent : legible – illegible
eligible – ineligible
9. Synonym - Words with Similar meaning. Eg: permit/allow
10. Prefix - Words added before a Base word and the meaning changes to the
opposite. [Refer to above for examples]

11. Suffix - Words added after a Base word and word changes to another Part
of Speech. Eg: Change Examine [Verb] to an Adjective.
 20

Answer : Examinable

Identify the above Parts of Speech in the following paragraph.

Jack and Jill went up the hill to fetch a pail of water. On their way back, they hurriedly place
the bucket on top of Jack’s tough shoulders to carry. Jack, being the stronger one of the two,
bragged about his toughness by showing his brawnier muscles to Jill. While he was boasting
happily, he didn’t see a pool of water in front of him. Before he could say anything, Jack’s thin
legs lazily stepped onto the still water thus sending the pail sprawling on to the ground.

Jill was so disappointed with Jack that she gave a strong punch to his left ribs and that sent
Jack reeling madly to the muddy ground. The bucket of water was now empty and Jack’s face
was muddy. Jill then teasingly mocked Jack of his boastful nature and suddenly challenged
him on how weak the strength of the man is. Jack then finally succumbed to the power of
reason but thinking silently on ways to intimidate his counterpart in the near future.

NOUNS

A. TYPES OF NOUNS

1. PROPER NOUNS

 Refer to specific people, places, countries, months, days, holidays,

magazines/newspapers.
 Have Capital letters and have no plural form
 Eg; Peter Len, Lautoka, Belo Street, January, Monday etc…

2. COMMON NOUNS

 Classify things into types or classes. Common Nouns do not begin with
capital letters, can have plural form and can occur after ‘the’.

Eg; tree, table, bread, foot, child, eye

3. COUNT NOUNS

 Show number i.e; they refer to things that can be counted and therefore
have both a singular form [cat, mouse] and a plural form [cats/mice]

4. NON-COUNT NOUNS

 Do not show number i.e; they refer to substances, qualities etc. that we do
not think off as coming in countable ‘lumps’.
 They normally do not have a plural form.
 21

Eg; advice, coffee, coral, courage, mercy, ice, glass, furniture, taro, tea,
salt, rubbish, water, weather, money, fear, jam, oil etc…

5. COLLECTIVE NOUNS

 They are generally Count Nouns but even if they are in the singular form,
they refer to groups when speaking English.

Eg; administration, army, class, crew, swarm, school, fleet, gang, mob,
herd, jury, team, tribe, public, litter, etc
6. CONCRETE NOUNS

 Refer to material objects, places, creatures etc. In short, they refer to

things we can see, touch, hear and smell.

Eg; pen, bus, house, iron, butter, wool, etc…

7. ABSTRACT NOUNS

 Refer to things we cannot actually see – usually an idea, a quality, a state,

or a behavior.

Eg; sincerity, pain, democracy, honesty, beauty, music bravery etc…

 Many abstract nouns are Non-Count Nouns.

TREE DIAGRAM

NOUN

Proper Common

Non-Count Count
 22

Concrete Abstract Concrete Abstract

vmonua
 23

Different Tenses

 Present Tense
I do, I do, I do
 Present Continuous tense
I am doing
 Present Perfect tense
I have done
 Present Perfect Continuous tense
I have been doing

 Past tense
I did, I did do
 Past Continuous tense
I was doing
 Past Perfect tense
I had done
 Past Perfect Continuous tense
I had been doing

 Future tense
I will do
 Future Continuous tense
I will be doing
 Future Perfect tense
I will have done
 Future Perfect Continuous tense
I will have been doing

Present Perfect Continuous

 24

Forming the Present Perfect Continuous

The present perfect continuous is made up of two elements: the present perfect of the
verb 'to be' (have/has been), and the present participle of the main verb (base+ing)

Subject has/have been base+ing

She has been swimming

Affirmative : She has been / She's been running.

Negative : She hasn't been running.
Interrogative : Has she been running?
Interrogative negative : Hasn't she been running?

Example: Present Perfect Continuous, TO LIVE

Affirmative Negative Interrogative

I have been living I haven't been living Have I been living?

You have been living You haven't been living Have you been living?

He, she, it has been living He hasn't been living Has she been living?

We have been living We haven't been living Have we been living?

You have been living You haven't been living Have you been living?

They have been living They haven't been living Have they been living?

Functions of the Present Perfect Continuous

The present perfect continuous refers to an unspecified time between 'before now'
and 'now'. The speaker is thinking about something that started but perhaps did not
finish in that period of time. He/she is interested in the process as well as the result,
and this process may still be going on, or may have just finished.

Actions that started in the past and continue in the present

She has been waiting for you all day (= and she's still waiting now).
I've been working on this report since eight o'clock this morning (= and I still haven't
 25

finished it).
They have been travelling since last October (= and they're not home yet).

Actions that have just finished, but we are interested in the results

She has been cooking since last night (= and the food on the table looks delicious).
It's been raining (= and the streets are still wet).
Someone's been eating my chips (= half of them have gone)

Verbs without continuous forms

With verbs not normally used in the continuous form, use the simple present perfect.
For example: I've wanted to visit China for years.
She's known Robert since she was a child.
I've hated that music since I first heard it.
I've heard a lot about you recently.
We've understood everything.
We've heard this morning.

TYPES OF SENTENCES

1. SIMPLE SENTENCE

Rule : SUBJECT [S] + VERB [V]

 The dog bit me.
 I am Sally.

2. COMPOUND SENTENCE

Rule : S+V = S+V

[2 Independent/Main Clauses joined by a Coordinating

Conjunction]

 The dog bit me and I bit him back.

 I am Jason and I attend MBHS.

3. COMPLEX SENTENCE

Rule : S+V + 1+ Dependent Clause[s]

[1 Independent/Main Clause + 1 or more

Dependent/Subordinate Clause[s]

 The dog, which the neighbours denied ownership of, bit me

yesterday.
 Although he was late, Jason was still allowed into the
Examination room.
 26

Independent Clause – Bold print

Subordinate Clause – Italics and Underlined.

Exercise

Identify the Types of Sentences below.

1. The girls attended the Netball Trials yesterday but no one was picked for the
final team.
2. Despite attending all training sessions last week, Sam wasn’t picked for the
main game.
3. Mary, who married an older man, was the happiest woman on her nuptial day.
4. Mrs. Smart advised the students to be smart.
5. Because Jill was injured, she was not allowed to play in the final game.
6. The girls were told to be disciplined at all times.
7. Jack and Jill went up the hill and suddenly, they came tumbling down.

ACTIVE AND PASSIVE VOICE - Two ways of saying the same thing.

1. ACTIVE VOICE

RULE

SUBJECT VERB OBJECT

+ +

[‘Doer’ of the Action] [Action] [Receiver of Action]

The dog bit me.

2. PASSIVE VOICE

RULE

Inversion Auxiliary Verb Past ‘By’ Phrase or

of the
+ [Helping+Verb] + + Prep. Phrase
Noun Participle

I was bitten by the dog.

Auxiliary Verbs: Forms of the Verb ‘to be’: Eg; is, are, was, were, has, have, had

Exercise

Rewrite the following Sentences by following the instructions in brackets.

 27

1. Yesterday, the police arrested the burglar while he was still in the house.
[Passive]
2. The villagers greatly appreciated the donation given by the NZ Government.
[Passive]
3. QVS was extensively destroyed by Cyclone Winston. [Active]
4. NCDs are caused by changing lifestyle. [Active]
5. The Fiji Sevens’ Team defeated Team Great Britain in the Gold Medal match in
Rio last week. [Passive]
6. Boil drinking water before drinking. [Passive]
7. Ben Ryan was bestowed Fiji’s highest recognition medal award, Companion of
the Order of Fiji, by the President during the Gold Medal victory celebration at
the ANZ Stadium last week. [Active]
8. The RFMF Children’s Tutorial Program was opened by the Commander of the
RFMF in Suva on Saturday morning. [Active]

Change into Active Voice

Sentences are given in the passive voice. You have to change them into the active
voice.

1. This portrait was painted by my grandmother.

2. The injured boy was taken to the hospital.

3. She has been sacked.

4. I have been invited to their party.

5. She has been promoted.

6. The dog was beaten by its master.

7. He was run over by a speeding car.

8. The flowers have been plucked by the children.

9. My pen has been stolen.

10. The house is being built by the masons.

 28

11. Short stories are written by her.

12. The thief has been arrested by the police.

13. Shoes are mended by cobblers.

14. Furniture is made by carpenters.

15. The mouse was being chased by the cat. [Refer to end of this section for
Answers]

PAST CONDITIONAL SENTENCES

RULE

If + Verb in Past Tense + we would have + Past Participle

Example : If the boys had remembered to bring their tents, they would have

camped overnight.

: Had the boys remembered to bring their tents, they would have
camped overnight.

Exercise - Complete the Exercise. 1st two answers have been done for
you.

1. Sebastian was late to the Examination Room and as a result, he was not
allowed to sit his examination.
2. Jason and Lionel finished their Assignments on time. Their teachers were
impressed with their work.
3. Our athletes won more medals this year due to their hard work and
perseverance.
4. Many people in the Pacific have died of NCDs. They did not worry so much
about their diet.
5. The frog was obsessed with the Princess’ beauty. It later died of heartache.
 29

Answers

1. If Sebastian hadn’t been late to the Examination Room, he would have been
allowed to sit his examination.
OR: If Sebastian had been early…

2. Had Jason and Lionel not finished their Assignments in time, their teachers
wouldn’t have been impressed with their work.

UNLESS = IF NOT

Look for ‘If’ and ‘not’ in the sentence.

Remove them and replace them with ‘Unless’.
The rest of the sentence remains the same.

Eg: - If you don’t listen, you won’t go to the movies.

Answer - Unless you listen, you won’t go to the movies.

CHANGE FROM DIRECT TO INDIRECT/REPORTED SPEECH

A. From Simple Present tense to Simple Past tense.

Verb – Simple Present Verb – Simple Past

walk walked

do did

run ran

leap leapt

B. From Past Tense to Past Perfect Tense

throw threw

can could

is was

are were

Past Tense Past Perfect

did had done

had had had

 30

ate had eaten

threw had thrown

tossed had tossed

played had played

stole had stolen

Change from Direct to Indirect/Reported Speech

1. “Sam, where are you going?” asked Tom.
2. ‘What time are you going to sleep?” asked Mathew.
3. ‘Where did you go last night, Sam?” asked Tom.
4. “What time did you sleep last night, Pamela?” asked Mathew.
5. ‘I’m going to Lautoka tomorrow and will be back in the weekend,” said Luke.
6. “We played Rugby yesterday,” said John.
7. “The thief stole the car and drove away with it,” said the witness.
8. “I had chicken chowmein for lunch and I loved it,” said Mary.
9. “We ate at McDonalds last night,” said Jane.
10. “We had a great time last night,” said Tim.

AGREEMENT

The following Rules will help you make sure that VERBS and their SUBJECTS agree in the
Sentences you write.

Rule 1

 If the Subject is singular in number, the Verb that goes with it must agree – i.e.
must also be single in number.
 If the Subject is plural, the Verb must also be plural.

Examples: The programme was simplicity itself.

Many factors have contributed to his success.

Rule 2

 A Verb made up of two parts, both singular and joined by ‘and’, takes a plural
verb.
Example: Radio and television are flourishing.

Rule 3

 Sometimes the Subject comes after the Verb, but they must still agree.
 31

Example: Lying on the floor was the missing book.

Rule 4

 If the Subject is a group of words denoting a single thing [eg: Title of a

Book/Film], then the accompanying Verb needs to be singular.

Example: ‘Saved by Grace’ is a beautiful movie.

Exercise: Correct the Sentences below.

1. ‘The Fiji Times’ are widely read by people.

2. Audio tape and the cassette is frequently used.

3. Her display of frenzy, hysteria and panic were distasteful to observe.

4. In economic terms, the medium of radio have gone from strength to strength.

5. ‘Melrose Place’ are back on air.

6. Compared with television costs, the costs of radio production is negligible.

7. Idleness and discouragement is not a solution to the problem.

8. The Netball matches takes place next week.

MORE ON AGREEMENT

B. FURTHER RULES

Rule 5

 Phrases beginning with ‘of…’ and following the Subject have no

effect on the agreement between the VERB and the SUBJECT.
Example: A list of shopping items was drawn up.

Rule 6

 The VERB is in the SINGULAR when two (or more) parts of the
Subject refer to the same person or thing.
Example: A housewife and mother finds it hard to manage both
roles.

Rule 7

 ‘With’, ‘as well as’, ‘and not’, ‘together with’ join Subjects and in
such cases, the VERB agrees with the original Subject alone.
 32

Example: My psychologist, as well as several doctors, is in favour of

more research on housewives’ problems

Exercise

1. A trolley, loaded with products, are hard to trundle along the aisles of the
supermarket.
2. The constant pain and agony have reduced him to a shadow of his former self.
3. Advertisers, as well as a large shopping complex, is quick to capitalize on a
woman’s anxieties.
4. Some aspects of women spending money is exploited by advertisers.
5. Sharp business practice and not commercials sometimes increase the shopper’s
anxiety.
6. One of the large shopping complexes mount spectacular entertainment for
shoppers.
7. A part of the town precincts are made up of commercial enterprises.
8. Retirement and sickness has contributed to the company’s losses.

MORE ON AGREEMENT

B. FURTHER RULES

Rule 8
 Make sure that the VERB ‘to be’ agrees with the SUBJECT and not the
complement.
Example: Their flights from the rock are part of the
instinctive urge to take wing.

Rule 9

 A Compound Subject joined by ‘either…or’, ‘neither…nor’, or

‘not only…but also’ takes a VERB that agrees in number with the nearer
SUBJECT.
Example: Neither the gull nor the sailors were aware of the
approaching storm.

Rule 10

 If two or more parts of the SUBJECT joined by ‘either…or’, ‘neither…nor’,

are SINGULAR, then the VERB is also SINGULAR.
 33

Example: Neither Jonathan nor the other gull goes into an uncontrollable
dive.

Rule 11

 The following NOUNS take a plural VERB:

gloves, shears, jeans, tweezers, thanks, pincers, scissors, proceeds,

trousers, statistics, premises

Exceptions:

(a) When ‘pair’ is used with words as some of the above (eg:

‘a pair of trousers’), it conveys the idea of a single thing, hence,

SINGULAR VERB is used.

 Scissors were needed to cut the string.

 A pair of shears was used to cut through the wire.

(b) ‘News’ takes a SINGULAR VERB.

 No news is good news.

Exercise

9. Either the terminal velocity or the solid wall of sound were enough to destroy his judgment.
10. The wings of a bird is an intricate part of its skeletal structure.
11. A pair of tweezers were used to remove the oil-soaked feathers.
12. New premises is needed to house the shipwreck victims.
13. Not only the feet but also the bill of the seagull are perfectly adapted to an aquatic existence.
14. News of the shipwreck are still coming through.
15. Fishing boats mobilized by the port authority was soon to the rescue.
16. Neither the rudder nor the oars was in working order.

[Senior Language : Sadler, Hayllar & Powell]

LITTLE DEMON ERRORS

Rule 1

 Your is the possessive of you and accompanies a noun, an adjective and noun etc…
Eg: Your performance, Ms Sarah, is quite impressive.
Mr. Smith, your son awaits you.
Rule 2
 34

 You’re is the abbreviated form of you are.

Eg: Mrs Leba, you’re not acting fairly. You’re the one, who loses the fight,
not I.

Rule 3

Make sure you know the difference between whose and who.
 Whose is the possessive of who.
 Who’s is the abbreviated for of who is.
Eg: Whose book is this?
Who’s going to watch the Chiefs-Crusaders game this evening?

Rule 4

 ‘They’re’ is the possessive of they.

 ‘They’re’ is the abbreviated form of they are.
 There denotes a fact or position.
Eg: Their names are always associated with success.
They’re both outstanding teams in the Super 14 franchise.
There goes the Referee’s whistle for the starting of the games.
Rule 5
 Its [without apostrophe] is the possessive of it.
 It’s [with apostrophe] is the abbreviated form of it is.
Eg: The Black bird had its wings bandaged after the accident.
It’s a pity that the little girl died a tragic death.

Exercise

Use the Rules to correct errors in the following sentences.

1. Who’s way of reciting Shakespeare was unique?

2. Listen to the spectators out their. There all for Crusaders.
3. Its quite noticeable that the heavy traffic led to workers’ lateness.
4. In you’re role as Macbeth, your going to have to wipe the floor even if that was not the
original intention.
5. I wonder whose going to object to meeting the Gallagher Chiefs’ players after the game.
6. Their is no doubt that there forward pack will do the damage this evening.
7. Its there fault that there going to be late.

Answers - ACTIVE

1. My grandmother painted this portrait.

2. They took the injured boy to the hospital.

3. They have sacked her.

4. They have invited me to their party.

 35

5. They have promoted her.

6. The master beat the dog.

7. A speeding car ran over him.

8. The children have plucked the flowers.

9. Somebody has stolen my pen.

10. Masons are building the house.

11. She writes short stories.

12. The police have arrested the thief.

13. Cobblers mend shoes.

14. Carpenters make furniture.

15. The cat was chasing the mouse.

Other Language features to be prepared for:

1. Homonyms – [Homophone & Homograph] / Confused Pairs

2. Filling the Gaps
3. Redundancy
4. Circumlocution
5. Tenses

Homonym/ Homophone/ Homograph

A homograph is a word that has the same spelling as another word but has a different sound
and a different meaning: [Same Spelling, Different Meanings and Different Pronunciation

- lead (to go in front of)/lead (a metal)

- wind (to follow a course that is not straight)/wind (a gust of air)
- bass (low, deep sound)/bass (a type of fish)
- sow (female pig), and sow to plant seeds.

A homophone is a word that has the same sound as another word but is spelled differently
and has a different meaning:

- to/two/too
- there/their/they're
 36

- pray/prey
-
 The ending –graph means drawn or written, so a homograph has the same spelling.
 The –phone ending means sound or voice, so a homophone has the same
pronunciation.

Homograph

Use the noun homograph to talk about two words that are spelled the same but have different
meanings and are pronounced differently —

Definition:

Homonym

Can you spot the homonyms in the sentence "The baseball pitcher drank a pitcher of water"? A
homonym is a word that is said or spelled the same way as another word but has a different
meaning. "Write” and “right” is a good example of a pair of homonyms.

Homophone

A homophone is a word that sounds the same as another word but has a different meaning
and/or spelling. “Flower” and “flour” are homophones because they are pronounced the same
but you certainly can’t bake a cake using daffodils.

Examples of Homonyms

Homonyms are two words that are spelled the same and sound the same, but have different
meanings. The word “homonym” comes from the prefix “homo,” which means the same, and
the suffix “-nym,” which means name. Therefore, a homonym is a word that has the same
name as another word, meaning that the two words look and sound exactly alike.

A simple example of a homonym is the word “pen.” This can mean both a holding area for
animals and a writing instrument. Another example is “book,” which can mean something to
read or the act of making a reservation. In both cases, the sound and spelling are the same,
and only the definition changes.

Homophones, Homographs and Homonyms: What’s the Difference?

 37

These three terms are often confused, thanks to their identical prefixes. It’s the suffix that
makes all the difference in this case, though. Let’s take a closer look:

Homophones

Homophones are words that sound alike, thanks to that all-important suffix “-phone,” which
means sound. Homophones have the same sound but different meaning, and they are often
spelled differently. For example, consider the word “plate” and “plait.” A plate is a dish for
eating, but a plait is a special knot or twist, usually indicating something braided, like hair or
rope. Homophones may or may not be spelled the same, because the definition is really about
the sound.
Other examples:

 mat/matte
 two/too

Homographs, on the other hand, are words that are spelled the same, as indicated by the
suffix “-graph,” which means writing. Homographs have the same spelling but different
meanings. For example, the words “tear” and “tear.” In one case, tear can mean drops of water
from the eyes; on the other hand, it can mean to rip a paper into pieces. Either way, the
spelling is the same. Homographs may or may not have different pronunciations, because the
definition is about the spelling and not the sound.
Other examples:

 bow (to bend at the waste)/bow (an piece of archery equipment)

 entrance (to hold one’s attention)/entrance (a doorway)

Homonyms

Homonyms have characteristics of both homophones and homographs. As we mentioned, they

are words that are spelled alike (like homographs) and sound alike (like homophones).
Homonyms are a special case, and they are best thought of as the center portion of a Venn
diagram that shows the overlap between homophones in one half and homographs in the other.

Other examples:

 bear (an animal)/bear (to withstand or hold up)

 can (a metal container)/can (able to)

More Examples of Homonyms

Here are a few more examples of homonym pairs:

 address (to speak to)/address (location)

 air (oxygen)/air (a lilting tune)
 band (a musical group)/band (a ring)
 bark (a tree’s out layer)/bark (the sound a dog makes)
 current (up to date)/current (flow of water)
 die (to cease living)/die (a cube marked with numbers one through six)
 fair (equitable)/fair (beautiful)
 38

 kind (type)/kind (caring)

 lie (to recline)/lie (to tell a falsehood)
 match (to pair like items)/match (a stick for making a flame)
 mean (average)/mean (not nice)
 Pole (a person from Poland)/pole (a piece of metal that holds a flag)
 pound (unit of weight)/pound (to beat)
 ream (a pile of paper)/ream (to juice a citrus fruit)
 rose (to have gotten up)/rose (a flower)
 spring (a season)/spring (coiled metal)
 tender (gentle)/tender (to pay money)
 tire (to grow fatigued)/tire (part of a wheel)
 accept/except
 practice/practice
 device/devise
 advice/advise

REGISTERS TIPS YEAR-13

1. Group the Registers under the same Tone.

2. Purpose of Sample – To inform WHO & WHAT about? [Give the complete
answer]
3. Common Features
4. Typical Features
5. Comment on Language, Sentence Structure, Passive Voice etc…

 Comment questions – Identify language used + its Effectiveness

6. Jargon – technical or specialized language used for a particular profession.

REGISTER STUDY

TONE FORMAL/IMPERSONAL SEMI-FORMAL/EMOTIVE

Religion Literary Criticism

Legal Language Public Speaking

PURPOSE To inform the general public or To critically review or

members of the congregation criticize the movie
or a specific audience on the . ‘Despicable Me’.

COMMON i] Formal Vocabulary Emotive language used

FEATURES ii] Sentence Structure –
Compound/Complex or a mixture Descriptive words
of both.
Mixture of all sentence
iii] Passive Voice
types
iv] Jargon – technical word[s] used
for a particular Register Active Voice
 39

Jargon

TYPICAL  Archaism  Title in Bold Print

FEATURES  Capitalization of God, Lord  Italicized words
etc.. Triple Constructions –
 Antithesis – Light/Darkness Oratory [Government of the
 Sections/Sub-Sections for people, by the people, for
Legal Language the people.
 Case Number
Listing/Enumeration

Repetition

EFFECTIVENESS  Common Features – to Common Features – to

OF FEATURES contribute to the formality of contribute to the
the tone descriptive and emotive
 Typical Features – to give nature of the sample.
authenticity, validity, truth
to the Register or sample Typical Features – to
attract readers attention
and to highlight important
words

Legal Language
This variety belongs to the language of laws, constitutions e.g. Penal Code,
Permits etc.

Aim/Purpose : Generally to inform (for reference, offence), sometimes

to instruct (for penalty)

Tone : Formal, authoritative, commanding (when imperatives

verbs are used).Impersonal because:

a) No personal pronouns used, except when referring

to Offender
b) Use of Passive Voice

Mode : Written

# Linguistic Examples Aim/Purpose

Feature

Legal Jargons Affidavit, It gives the sample a formal and official

 40

1 Summons tone.

2 Formal language Use of redundancies The type of language used is formal in

& legal jargons nature in that it uses redundancies & legal
jargons.

3 Precise language Redundancy and The type of language used is precise in that
complete sentences. it uses complete sentences and redundancy
ensuring that there is no ambiguity.

4 Archaic words Hereby, forenoon, It gives the sample a formal tone.

hereunder, therein

5 Redundancy or Standards or To remove any possible ambiguity –for

extra words clarity and precision.
Qualifications

need to be
consistent

6 Passive Voice Auxiliary + Main It makes the tone impersonal.

construction
Verb

7 Circumlocution - at the hour of’ It ensures that the language is precise

roundabout
‘on the day of’ and that there is no ambiguity.
wording, using
several words instead of ‘

where fewer could at 10am’, ‘on

be used. Friday’.

8 Sentence structure Joined commonly To give extra or precise information

by ‘or’ & ‘and’
Compound For clarification

Complex Combination of the above

Compound/Complex

Common Questions that appear for Registers:

1. Identify the Tone

The tone can be formal, neutral, informal, personal, pleading, sarcastic,

authoritative, polite, commanding etc. depending on the WORDS used in the
sample and the CONTEXT in which it is written/said.
 41

2. Identify the Purpose

The purpose can be to persuade, plead, command, inform, instruct, etc.

again this depends very much on the WORDS and CONTEXT.

3. How is the tone achieved?

The tone is achieved through the WORDS or types of VOCABULARY used

which can plead - these will use emotive words.

 Command - these will use imperative verbs

 Persuade - these will use persuasive or emotive vocabulary
 Inform - these will use neutral words

(Please note that one will have to be very careful to read the sample in its
context to be able to gauge the tone and say how it has been achieved)

4. Identify the Audience

When identifying the audience please be specific and use common sense
when reading through the sample - chances are that the evidence
supporting the exact answer lies in the text. The type of jargon or technical
terms being used will give a clue as to the specific audience.

5. Comment on the Sentence Structure

Identify the sentence type + give an example from the sample to support
your answer + explain the effect of using the sentence structure identified.
The most common sentence structure is usually what is expected as the
answer.

6. Comment on a Feature

Linguistic - to do with words/ sentences

Non-linguistic - to do with what attracts the attention - what the
eyes can see, what the ears can hear
(pitch/tone), what the sense can feel (you get
the tone from the type of vocabulary that has
been used - vocabulary is part of linguistic feature so
the linguistic can sometimes create a non-
linguistic in a sense!

If you look at "authoritative tone," you will see that it has been created by
the use of imperative verbs.

Comment - to identify, give an example, and explain effect.

 42

7. Comment on the tone or language or vocabulary

Identify it & give an example from the sample to support your answer &
explain its effect.

8. Comment on the Voice

a) Active Construction/Voice = the verb is ACTIVE when its subject performs

the action.

Rule : Subject + Verb + Object [S + V + O]

e.g. Seru told a long story about his fishing trip.

(S + V)
Tomasi left late.

(In each of these examples, the subject performs the action. Seru did the
telling and Tomasi did the leaving. Notice also that an active verb may or
may not have a direct object.)

b) Passive Construction/Voice = the verb is PASSIVE when its subject does

not perform the action.

Rule : Inversion of the Noun + Aux. Verb + Past Participle + ‘by’ phrase

e.g. The long story about his fishing trip was told by Seru.

Tomasi was left with the bill.

(A PASSIVE VERB is always a verb phrase made from a form of be plus a

past participle.)

*In each of these examples, the subject is the receiver rather than the
performer of the action.

In the first sentence, the performer is named: Seru. Seru, however is the
object of the preposition by and is no longer the subject. In the second
sentence, the performer of the action is not named.
The sentence does not tell us who left Tomasi with the bill. Notice finally
that neither of these sentences have a direct object. An active verb may or
may not have a direct object, but a passive verb almost never does.

*Generally, the ACTIVE is used to be specific and forceful, or clear and

direct.
 43

The PASSIVE is usually used to be objective.

LITERATURE ESSAY TIPS

 2 Essays at 15 marks each – one each from 2 different genres. There will be 3
Parts given. Choose from POETRY, PROSE [either NOVEL or S/STORY] or
DRAMA.
 Read the questions carefully.
 Circle or underline key content words and direction words.
 Write a PLAN – worth 2 marks [ 1m for physical plan & 1m for following the
plan]

1] Write an INTRODUCTION and it must include the following;

 General Statement
 Explanation [1-2 sentences]
 Thesis Statement
 Summary of key points.

[Same as Expository Essay Format]

2] CONTENT – can use the SEXY Model. For Poetry or S/Story, answer beginning
with 1 poem at a time. Check if the statement is in two parts. When you
complete answering both parts of the 1st poem/story, then proceed to the 2nd
poem/story. OR Poem 1 – parts 1 & 2, then Poem 2 – parts 1 & 2. Separate the
Parts into paragraphs.

Do not begin your answer with a Plot unless the question demands
it. Use the Plot as evidence/proof or example to ascertain that the
ideas were taken from the poem/story under study.

Include correct and relevant quotations or incidents/scenes to

support your answer.

Explain what the quotations mean.

Relate this to your society.

3] CONCLUSION

 Close with a smooth finish.

 Reinforce and rephrase the Thesis statement written in the Introduction

 44

 Sum up key ideas in the Content

 Smooth Finish – to bring your Essay to a close.

There are 5 ELEMENTS OF FICTION that students of Literature study. They

are; PLOT, SETTING, THEME, CHARACTERS, STYLE OF WRITING.

Past FSFE Questions had been based on the above elements but wordings were
different.

When studying, try out this relationship;

 How do you relate the Setting [both physical & social], Plot,
Characters and Style of Writing to the overall Theme[s] of the
story/poem? Relate these to your societies.

 For a question based on Setting, study both the Physical and Social
Setting.

 Background – Know the author’s/poet’s/playwright’s background. Time

[era/decade] and Place of writing may have influenced him/her to write
the story/poem/drama.

 Theme – Synonyms [similar word or phrases] include; Lesson,

message, social issues, underlying issues, main concern, subject
matter, ideas, arguments etc…

 Style – Synonyms include; Stylistic Features/Devices, Poetic

Devices, Rhetorical Devices, Techniques of Writing etc…

 How will you market or recommend this story/poem/drama to your

friends from other schools?

Answer : Discuss the 5 Elements of Fiction.

Do not beat around the bush while answering the questions.

Follow the tips above and you will save time and energy.
 45

PLANNING is imperative in answering Literature questions.

Examples of Literature Plans and Essays

GENRE : POETRY

TITLES : The Woman & My Neighbour

POET : Both written by Konai Helu Thaman

QUESTION

‘Gender equality is still a ‘work in progress’ in the Pacific.’

With reference to two poems you have studied this year on the theme ‘Gender’,
comment on the statement above and explain its connection to real life situation.

PLAN

Introduction - Importance of Gender Equality in the Pacific – brings peace

& unity

Content

Guideline The Woman My Neighbour

Gender  Perception of people  A good neighbour

parity/equality – towards Gender equality but a bad spouse
work in progress 2must change in the Pacific  ‘Beats his wife’
especially men  The need to
 Slow progress – ‘turtle blind understand gender
faith’ equality

Real Life  Happening in Fiji & the  Yes – situation is

Situation Pacific – Women’s issues similar to people in
are becoming recognized the Pacific. Man still
but the traditional mindset need to change
of people needs to change. perception about
 Women – hold top positions women
in various Governments  Beating or violence
but number is still less against women is
compared to men. common
 46

Conclusion - Gender parity – is present but at a slow progress.

Gender parity or Gender equality is a good theme for students as it informs them that
the Pacific or other regions have taken the bold steps in addressing this issue. As the
Pacific region is traditional by nature, it will take a bit longer for islanders’ perception
to gender equality to change. Hence, this essay will argue that gender parity will take a
longer time for it to be accepted by Pacific people. The reasons for the slow progress
will be discussed using Konai Helu Thaman’s poems, ‘The Woman’ and ‘My
Neighbour’, followed by its relation to real situations.

To begin with, in the Pacific, gender equality is progressing but at a rather slow pace.
In the poem, ‘The Woman’, it symbolizes the type of issues related to gender
differences and more particularly gender discrimination and the unequal statuses of
men and women, which society has consolidated [combined] and which both men and
women find difficult to undo. Thaman, in the first stanza flags a woman who has done
something 'wrong' or sinful as religious groups may see it. However, the sea, endless,
forgiving and expansive [generous], is seen as helping the woman to get clean again or
being acceptable to society.

‘she buries her treasures in her soul

the pastor wants them saved
the man, he’ll sleep until dawn
such turtle blind faith’

In the above quotation, reference to the turtle is to focus attention on the slow pace of
change towards equality and the fact that men continue to be in charge and will
change things when and if they decide.

Thaman also alludes or refers to Religion, an institution that perpetuates this unequal
treatment of the two genders… ‘the pastor he would curse her now’. One would ask
why is the pastor cursing as he is the man of God? Thaman shows readers that
Religion does play a part in the discrimination of the two genders. It is not able to
preach about the negative impacts of unequal treatment of women and girls in the
society.

In connection to real life situation, the issue in the above poem is relevant to the
Pacific situation. At a deeper level, this is about most women, who face discrimination
and unequal treatment every day. As a traditional society, Pacific communities still
treat women as submissive to men. The solution lies in women or females themselves;
to resist and to seek knowledge so that they can do something about their situation. If
they continue to wait for men to do something, then they will be waiting forever.
Hence, in order to see a change in equality issues in the Pacific, there should be a
change in the perception or mindset of our men towards these issues. In the poem,
‘the man, he’ll sleep until dawn’, shows how the issue of equality will certainly take a
long while to be accepted in the society.

In the second poem, ‘My Neighbour’, Thaman also raises the issue of gender equality
or rather gender inequality. She gives readers a picture of a good man, a ‘gentle’,
 47

compassionate man, who cares for other people, yet the persona cannot understand
why he frequently beats his wife.

‘My Neighbour’

He is a very generous man

He pays school fees for needy children

Every year’…

The above shows the positive attributes or characteristics of the neighbour in the
poem. He is indeed a great neighbour as he shows generosity toward others. Being
generous in paying needy students’ fees, providing feast for the church every year and
supporting women’s rights makes the persona speaks highly of him.

However, in the home situation, the same neighbour, who is a husband to a poor,
submissive woman, is a two-faced person. He frequently ‘beats his wife’, which the
persona cannot really fathom or understand. This shows that he is cruel in his action
and tarnishes his good deeds earned outside his house. He turns out to be unreal as
real man do not hit woman. His two-faced nature portrays that he is pretentious of his
good qualities, especially supporting women’s rights, when he sets a bad example to
his neighbours and outside world.

The above depicts the ‘ugly’ reality in most Pacific Island societies. Women and girls
are often exposed to circumstances as such because societal norms and behaviour
often dictate it. Some males are like the ‘neighbour’, showing their good deeds and
nature to those outside the home but reality actually ‘kicks in’ when they are in their
homes. Here, the male demonstrates his ‘toughness’ by degrading or lowering the
dignity of the female by abusing her or in this poem, ‘beats his wife’. Women of the
Pacific are often silent and sometimes, their voices are not heard. While a few Women’s
groups have been established in the Pacific, in cultural ceremonies or gatherings,
women are still subjected to biasness and inequality. It is time for women to come out
of their ‘shells’ and voice their opinions; otherwise, the journey towards a just society,
especially in the treatment of women will take a longer time.

It is clear then that while the journey towards equality for girls and women in the
Pacific will take a longer time to materialize, Thaman is imparting that at least with
the study of her poems, people will realize the magnitude of the problem and work
toward finding a solution. Gender parity will take some time to ‘sink in’ for our Pacific
people but they are beginning to realize how important it is for a just society to
emerge.
 48

QUESTION

‘Poetic devices are often employed by poets because of the important messages
they portray.’

With reference to two poems from either the theme ‘Gender’ or ‘Globalisation’,
comment on the statement above by including two poetic devices from each poem and
relating them to the themes.

PLAN

Introduction - Importance of poetic devices in bringing out the important

messages

Content

Guideline The Woman My Neighbour

1. Symbolism – comparison 1. Sarcastic & Ironic

using ‘as; or ‘like’ Tone –
2 Poetic Devices Eg: “such turtle blind faith” Eg; “…and is a
per poem supporter
2. Personification Of Women’s rights“
Eg: “the waves caress her
bosom” 2. Simple Vocabulary –
Eg: “He pays school
fees for needy
children…”
Important  Discrimination of gender Respect your opposite
message must not be allowed in any gender
society
Practise what you preach.

Love starts within the

house first.

Conclusion - Poetic devices are crucial as they bring out the important lessons
the poets wish to convey.
 49

Literary devices are used by poets to reflect on the messages that are embedded in the
poem. This is true in the two poems, ‘The Woman’ and ‘My Neighbour’ both written
by Konai Helu Thaman. This essay will comment on how these stylistic features
convey the themes clearly to the readers.

To begin with, one of the features used by Thaman in ‘The Woman’ is the use of
Symbolism. This is the use of symbols to represent ideas or qualities. For example, in
the poem, the line, ‘such turtle blind faith’ uses a symbol. “Turtle” is a rather slow
creature hence, symbolizes how slow the progress of gender equality is in the Pacific or
traditional societies. The reference to the turtle focuses attention on the slow pace of
change towards equality and the fact that men continue to be in charge and will
change things when and if they decide. Women are still being treated inequitably by
men. They are forced into a world of silence and are expected to be submissive at all
times.

In addition to the style above, Thaman uses Personification. It is a figure of speech in

which an object, idea or an animal is given human attributes. The non-human objects
are portrayed in such a way that we feel they have the ability to act like human
beings.

‘the waves caress her bosom’

The waves are non-humans but in the above line, they have been given the human
characteristic of caressing. The waves become the woman’s safe haven or hideout as it
gives her a feeling of being ‘cuddled’ or ‘loved’. The waves are more patient and tolerant
than the man himself in the poem. The personification gives the readers a hope that
despite the man’s lack of respect for the woman in the poem, at least there is still hope
that women’s gender issues are being slowly undertaken in the Pacific.

The two styles or poetic devices above unearth or expose a major theme that
discrimination of gender in the Pacific must never be allowed. While the norm or
standard of behaviour in the Pacific favours males or men in every aspect of daily
living, Thaman is trying to convey that Pacific people need to change their attitude and
perception [view] on gender issue. Everyone should be treated equal in order to have a
healthy society. Women’s voices should be allowed to be heard and not be suppressed
at all times.

In the second poem, ‘My Neighbour’, Thaman uses Sarcastic and Ironic Tone as a
poetic device. The line ‘…and is a supporter of Women’s rights’ clearly sets the
sarcastic or mocking/ironic tone in motion. He is a ‘very generous man’ as he is even
supporting the Women’s Movement. The irony comes in the last line when he ‘beats
his wife’. Of all his good attributes mentioned in the earlier stanza, his reputation is
tarnished when he uses violence to get his way through in the final line, ‘Beats his
wife’. The sarcastic tone will definitely inflame or provoke readers, especially females
 50

and those who genuinely support them in the society, to continue fight for gender
equality.

In addition, Thaman uses Simple Vocabulary to make the readers understand the
poem clearly without having to recourse to other means like the Dictionary to unearth
the meaning. Themes such as Gender, which is quite a complex or rather complicated
issue in the Pacific, it is quite practical to use simple language to drive the message
across clearly. For example, ‘“He pays school fees of needy children…”

The language used above is quite easy to understand and straightforward. Any reader
would be able to fathom or understand what Thaman in conveying here. She is
painting a picture of a ‘very generous man’, who is, ironically, two-faced. In fact, the
language used in the whole stanza of the poem is quite uncomplicated. Hence, the use
of Simple Language is apt or fitting as it brings this complicated/difficult issue of
Gender easy to comprehend.

The main message that Thaman is trying to impart to readers in the above poem, ‘My
Neighbour’, is, Gender must be respected. In order for a fair and just society to be
achieved, Gender equality must be promoted. It is obvious from the poem that the
‘very generous man’ does not respect his wife as he frequently beats her. All his good
attributes shown outside his home, is being tarnished by his act of violence within the
home. It is sad that in the Pacific, women are still subjected to harsh treatment like
this. Sadly as well, is the silent stance taken by the church on the issue of non-
violence. They are not practising what they preach by having a silent voice on women’s
issues. Hence, it is important that love starts within the house before showing it to
others.

It is clear then that stylistic devices are important as they are used by the poet[s] to
convey crucial messages of Gender to the readers. The use of Symbolism,
Personification, Sarcastic/Ironic Tone and Simple Vocabulary makes the message
convincing. Thaman is hoping that the poetic devices above will allow readers to
advocate for gender equality, not only on local level [homes/villages/Fiji] but regional
[Pacific] as well.
 51

SAMPLE LITERATURE ESSAYS

GENRE : SHORT STORY

TITLES : THE GIRL WHO HAD EVERYTHING & Harry

AUTHORS : ELLEN CONFORD & ROSEMARY TIMPERLEY

QUESTION

‘Stylistic devices are often created by writers to generate interest in their

stories and at the same time, critical issues are often conveyed by their usage’.

With reference to two short stories you have studied in class this year, comment on
the statement above, referring closely to two stylistic features used in each story.

PLAN

Introduction - Stylistic features depict relevant themes that create interest.

Content

Guideline THE GIRL WHO HAD Harry

EVERYTHING

Stylistic Features 1. Simile – comparison using 1. Simile – Eg: ‘The sun

‘as; or ‘like’ struck me like a hot
Eg: ‘Her skin was like the blade’
weather forecast for
heaven’ 2. Personification – Eg:
“Then the roses
danced before my
2. Hyperbole – exaggeration
eyes and turned red.
for effect. “Her skin was
like the weather, forecast
for heaven: eternally fair
and clear.”

Critical Issues  Love is the core of all  Love defies all odds
[Themes] relationships & breaks all barriers
 52

Conclusion - When there is love, there is life.

Authors often use stylistic devices to create interest in readers and at the same critical
lessons are often imparted to the readers. This essay will argue that in life, there is
always a choice that individuals can make in order to generate interest. This essay will
be based on the two Short Stories ‘THE GIRL WHO HAD EVERYTHING’ [TGWHE]
written by Ellen Conford and “Harry” by Rosemary Timperley. It will unfold in two
parts. Firstly, the stylistic features will be discussed followed by the critical issues
generated by the use of those features.

To begin with, a stylistic feature used by Conford in ‘The Girl Who Had Everything’, is
the use of Simile; a comparison using ‘as’ and ‘like’. For instance,

‘Her skin was like the weather forecast for heaven’ : eternally fair and
clear.”

The above example is a clear comparison between Diane and the weather. Her beauty
has been exaggerated as like the weather, which conveys to the readers that she is
very beautiful; made for heaven; a clean, pure and peaceful place reserved for the holy.
Diane was likened to such condition.

Another stylistic feature used by Conford is the use of Hyperbole; a form of irony in
which exaggeration is used for emphasis or effect.

“Her skin was like the weather, forecast for heaven: eternally fair and clear.”

The above is a clear example of exaggeration for effect. How can a skin be eternally fair
and clear? In one time of a person’s life, age will ‘catch up’, meaning that wrinkles will
start to emerge due to old age, hence spoiling the once pristine clear skin. The use of
the word ‘eternally’ conveys to us that Diane’s skin will be ‘heavenly’ forever
[eternally]. That is quite hard to believe hence, exaggeration is thus employed by the
author, Ellen Conford, for a dramatic effect.

In the short story ‘Harry’, Timperley also uses Simile.

‘The sun struck me like a hot blade’

Here, Timperley is comparing the sun to a weapon cutting into Mrs. James [Christine’s
adopted mother] and is described to be her enemy. That indicates that something is
definitely wrong. It also highlights Mrs. James’ isolation and need for help.
 53

Another stylistic device Timperley uses in ‘Harry’ is Personification; a figure of speech

in which an object, idea or an animal is given human attributes. The non-human
objects are portrayed in such a way that we feel they have the ability to act like human
beings.

For example:

“Then the roses danced before my eyes and turned red. The world turned red. Blood
red. Wet red. I fell through redness to blackness to nothingness – to almost death.”

This example of personification portrays a vivid picture of the roses to emphasize their
importance in the story and as they turn red, this sends out a sense of danger and
fear to the reader. Mrs. James fears what is happening to her Christine and she begins
to loathe or dislike the roses as she feels the danger associated with it.

The use of Stylistic features normally brings out critical issues that readers need to
make their choices upon.

In ‘TGWHE’, Conford teaches us that love is the essence or core of all relationships. If
one builds his/her relationship on LOVE, nothing or no one will separate a couple as
it is built on a strong foundation. Without love, relationship will not blossom or
develop. Diane was popular due to her beauty and material possession but she lacked
love. She was taking advantage of how people adored and ‘idolised’ her [class
mates/parents/friends]. She did not return the love showered upon her by her
boyfriends; lasting 3-6 weeks only. For Diane, her world revolved around her beauty,
material possessions and Paul. Paul did not love Diane, hence their relationship was
baseless or without foundation.

‘Harry’ teach readers that with love, it can defy all odds. In a relationship, when one
has love for another, all barriers or walls which exist that will try to deny his/her
expressions of love, will be futile or useless. Love conquers all barriers. Christine and
her mysterious brother, Harry, share a close bond that no one can separate. Their
sibling love is intact or unbroken; even death or Mrs. James could not separate them.
Christine defies all odds to be with Harry and that is what happens at the end of the
story.

It is clear then that the features used by Conford and Timperley do bring out the
critical issues pertaining to love. The styles of Simile, Hyperbole and Personification
used by the authors show how skillful the writers are in highlighting those critical
concerns. Hence, to conclude, the great Mahatma Gandhi once stated that ‘where
there is love, there is life’. Christine defies all odds to be with Harry and Diane is
taught a lesson at the end of the story.
54