DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-COMMERCE,ECONOMICS,FINANCIAL ACCOUNTING,GEOGRAPHY

[caption id="attachment_2637" align="aligncenter" width="505"] WAEC EXAM IN PROGRESS[/caption]

1.COMMERCE

2.ECONOMICS

3.FINANCIAL ACCOUNTING

4.GEOGRAPHY

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-AGRIC,BIOLOGY,FOODS AND NUTRITION,PHYSICAL EDUCATION

[caption id="attachment_17341" align="aligncenter" width="450"] WAEC exams[/caption]

1. AGRICULTURAL SCIENCE

2. BIOLOGY

3.FOOD AND NUTRITION

4.PHYSICAL EDUCATION

 

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-MATHS,PHYSICS,CHEMISTRY,FURTHER MATHS

1. MATHEMATICS

2. PHYSICS

3. CHEMISTRY

4.FURTHER MATHS

 

25 WAYS NIGERIAN SCHOOL MANAGERS EXPOSE THEIR WEAKNESSES

 POINTED OUT BY STAFF MEMBERS THEMSELVES AT A SCHOOL SEMINAR

1.NON- PREPARATION OF SCHOOL’S CALENDAR  FOR THE YEAR/TERM

2.INADEQUATE PERIOD ALLOCATIONS TO SUBJECTS E.G. ALLOCATING 2 PERIODS TO ACCOUNTING WHEN IT ACTUALLY NEEDS 3 TO 4.

3.FREQUENT TIME TABLE CLASHES WHEN PUT INTO OPERATION.

4.PUTTING UP WASTEFUL STAFFING PLANS VIS-À-VIS TIMETABLE..

5.NON-AVAILABILITY OF THE LATEST LIST OF RECOMMENDED TEXTBOOKS FOR STUDENTS OR PARENTS

6.NON-PREPARATION OF SCIENCE PRACTICAL SCHEDULES OR  OPERATING WITHOUT A LIST OF SCIENCE PRACTICAL MATERIALS AND EQUIPMENT AVAILABLE WHICH CAN LEAD TO SUPPLY OR PURCHASE OF THOSE NOT AVAILABLE

7.NOT MAKING UP FOR PERIODS LOST BY SUBJECTS WHOSE TEACHERS ARE TEMPORARILY UNAVAILABLE.

8.NOT COMPLETING OR DELIVERING ON TIME JOBS ALLOCATED BY MANAGEMENT OR OWNER.

9.OUTSTANDING OPERATIONAL MATTERS REPORTED BUT NOT FOLLOWED UP.

10.ENCOURAGING STUDENTS TO CHEAT DURING INTERNAL AND EXTERNAL EXAMS..

  11. JOBS  GIVEN BUT NOT DISTRIBUTED OR DELEGATED AS NECESSARY.

  12. JOBS DELEGATED WITHOUT ADEQUATE OR APPROPRIATE BRIEFING OF SUBORDINATE STAFF

  13. HANDLING DELEGATED JOBS POORLY. INCLUDING NON-IMPLEMENTATION OF SCHOOL RULES AND REGULATIONS ON  OFFENDING STUDENTS.

  14. DOING JOBS WITHOUT ADEQUATE TECHNICAL KNOW-HOW.

  15. JOBS  DONE WITHOUT THOROUGH UNDERSTANDING OF PURPOSE.

  16. JOBS DONE WITHOUT REVIEW OR FOLLOW – UP.

  17. NOT PAYING ADEQUATE ATTENTION TO NEATNESS AND ORDERLINESS OF SCHOOL ASSETS AT ALL TIMES.

  18. FALSIFICATION OF SCHOOL RECORDS

  19. TOYING WITH STUDENTS’ STATE OF HEALTH E.G. DIRTY WATER FILTERS OR ALLOWING STUDENTS TO BREATHE IN SMOKY FUMES FROM GENERATORS

  20. ALLOWING DIRECT CONTACT BETWEEN STUDENTS AND VISITORS DESPITE SCHOOL RULES AND REGULATIONS TO THE CONTRARY.



21. GETTING VISITORS UNNECESSARILY ANGRY OR TOUCHY THROUGH POOR RECEPTION.

22. QUALITY MENTORING WORK LACKING  FOR STUDENTS ALLOCATED TO THEM.

23. MISMANAGEMENT OF RELATIONSHIP WITH EXTERNAL PARTIES SUCH AS PARENTS, EXAMINATION BODIES LIKE WAEC AND NECO AND STATE’S MINISTRY OF EDUCATION.

24. NON – PARTICIPATION IN VERY IMPORTANT ACADEMIC AND CO-CURRICULA MATTERS SUCH AS EXTERNAL ACADEMIC AND SPORTS COMPETITIONS, ESSAY AND DEBATE COMPETITION.

25. NOT PLANNING EXTENSIVELY AND TAKING DUE STEPS NECESSARY FOR EXECUTING SCHOOL EXTERNAL PROGRAMS SUCH AS EXCURSIONS AND ACADEMIC TOURS.

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• "a True Story of Nigeria I Will Tell My Children"...through the Eyes of a Ghanaian

 

DO YOU WANT TO KNOW HOW WAEC EXAMINERS MARK ENGLISH ESSAYS?...THEN READ THIS!

TECHNICAL NOTES USUALLY USED BY EXAMINERS FOR MARKING WAEC ENGLISH ESSAYS  USING COEM (WAEC SCHEME)

...exam hall...

COEM means CONTENT + ORGANIZATION + EXPRESSION + MECHANICAL ACCURACY

 Please take note of the instruction usually given by WAEC at the beginning of the essay section…

YOUR ANSWER SHOULD NOT BE LESS THAN 450 WORDS!

   CONTENT

1. For each essay “content” has a maximum of 10 marks.

2. “Content” refers to relevance of ideas to the topic and its specific audience and purpose. It also refers to the appropriateness of the language and relevance to the central theme and its development. The adequacy of treatment of the subject is important and there must be some originality in approach. A reproduction of knowledge from another subject like Biology or Economics not original to the writer will lead to reduction of marks. Above all, any deliberate distortion of ideas will be penalized e.g. writing a letter to an editor instead of an article, will be punished. Engaging in an irrelevant topic to the question set will lead to being awarded zero marks. Where the composition appears to be totally irrelevant, the scripts will be referred to the Chief Examiner. Sometimes, many candidates hastily choose a topic they do not understand. Consequently, the topic is often misinterpreted, distorted or abandoned half way for lack of acceptable material e.g. a candidate who was asked to write on an incident  but who wrote on an accident will lose marks for irrelevancy if the question has no relevance to an accident.

3.Following the rules of grammar and punctuation judiciously is not  enough, a passage without errors of language can be considered badly phrased or difficult to follow based on form and content.

4.An unusual and unexpected approach will,however, not be rejected without careful consideration.

ORGANIZATION

5.For each essay, “organization” has a maximum of 10 marks.

6.“Organization” refers to the correct use of formal features such as good paragraphing, proper use of emphasis and arrangement of ideas. Paragraphs are expected to be chronologically, spatially and logically coherent.

7.What examiners look for include a suitable opening, adequate development into paragraphs, links between paragraph, balance, unity, coherence, and a suitable conclusion. For example, in a letter, all features must be present. Absence of necessary feature or wrong use will be penalized. Paragraphs are expected to be effectively linked for a good score. The usual problem here is inadequate preparation. Many answers lack paragraph development, or logical slanting. Again, single-sentence paragraphs are usually common. At the extreme, some essays have one or two paragraphs.

EXPRESSION

8.For each essay, “expression” has a maximum of    20 marks.

9.Expression refers to vocabulary chosen, which should reflect the general audience, atmosphere or format of composition, e.g. vocabulary for an informal letter. Vocabulary must also be controlled and the sentences structured.

10.An example of the distinction being made about vocabulary is the language expectations for an article in a school magazine, which should be a story telling experience, or for expressing a personal opinion. On the other hand, the language in an article for publication is expected to be formal.

11.Sentences of informal letters can be long, while those for formal ones short. But incomplete sentences will be penalized. There is also room for emotional language in an informal letter. A judicious and imaginative use of figurative language is also allowed. Descriptive words to create a vivid picture of an incident are also allowed.

12.Examiners are not expected to be unduly influenced by mechanical errors in awarding marks for expressions but this is perhaps the greatest problem to students, many candidates suffer from a severely restricted vocabulary and inadequate exposure to idiomatic English. Many sentences are translations of the mother tongue, resulting in many un- English collocation. The real cause of the problem is the neglect of extensive reading.

MECHANICAL ACCURACY

13.For each essay, “mechanical accuracy” has a maximum of   10marks

14.Mechanical accuracy refers to grammar, punctuation and spelling (GPS) rules to be complied with. Errors discovered will be penalized by examiners, and ¹/₂ mark deducted for each, up to a maximum of  10marks.

15.Candidates are expected to use skillful and sophisticated ways of punctuations and should avoid being “caught” by examiners especially on errors indicated by WAEC in its yearly Chief Examiners’ Reports.

ADDITIONAL TECHNICAL NOTES FOR MARKING ESSAY / COMPOSITIONS

16.Examiners will mark on the principle of positive marking i.e. credit will be awarded for what is done right, and penalty will be given for errors and blemishes. Penalties are not in all cases numerical deductions, but the award of a mark lesser than would have been awarded if there were no blemishes.

17.Once the examiner determines the length of about 450 words, he or she will rule the point. No errors are to count for mechanical accuracy after this point but will be underlined if found and taken into account in giving the mark for “expression”.

18.When a composition is short or below its required length the maximum mark for M.A shall be proportionately reduced. This will be done before the examiner awards the overall mark for M.A. While there is no penalty against a long composition, generally, the length may count for either a reward or a penalty under CONTENT, ORGANIZATION and EXPRESSION.

19.If a candidate attempts more than one essay question, only the first one answered will be marked. No penalty shall be given for others.

20.If a candidate writes on a topic that is irrelevant to the question set, zero shall be awarded for content and organization, and not more than 8 marks out of 20 for expression. The mechanical accuracy bit of it will be treated as stated above

ADDING SOME FINESSE TO WAEC ENGLISH ESSAYS BY OUR SECONDARY SCHOOL STUDENTS

 To write with finesse  the student should take note of the following

(a)   he or she must be ready to display the reading level reached or achieved in life through the reading of novels, newspapers ,magazines, watching of films and T.V the lyrics of music or the lines of a poem can be useful in writing an essay if they are not reggae or hip hop.

(b)   The introduction should be interesting and catchy or attention- seeking or attention-grabbing. Some say it should be ‘like a shock and awe’’ sometimes “hitting the examiner in the middle of the face like a fresh gush of cool wind or hot air’’



academics at mason college was well combined with fun…

(c)    Idioms could be useful for introduction e.g ‘’the love of money is the root of all evils’’

(d)   Other ways of getting an interesting introduction is to use quotations. Statistics, questions, anecdotes, quotations can be proverbs, sayings of the wise or biblical e.g ‘’o death where is thy sting? Or in relation to literature e.g ‘’ water, water  everywhere but none to drink’’. However, when quotations are used they should be explained in the essay close to where they are expressed.



…with mrs emezue headmistress of foundation school…funny children!…

(e)     When questions are used they could be rhetorical e.g ‘’who is a corrupt man?’’ however don’t raise the question in paragraph 1 and then attempt to answer it in paragraph 4!

(f)    The body of each essay should be cohesive and should have a unity of purpose (theme). The points should be deliberately interrelated. Examples should be given where necessary too.

(g)   Appropriate lengths must be used for sentence. Too much information should not be chunked together in a sentence.



…kind of man-o-war?…or what?…

(h)    Sentences should be logically, chronologically or spatially arranged. A student should not  be disorganized in thaer arrangement of essays.

(i)     A statement or an idea which has already been stated should not be restated by the word “otherwise” or “in other words” as no extra mark will be awarded for such restatement.

(j)     Do not overuse a word just because you like it or because you think it will make an impression on the examiner.



members of Spices and Juices club cooked and served co-students at a co-curricular event…

(k)   Use jargons or colloquial English sparingly and essentially for non- formal compositions.

(l)     If there are’’ technical’’ words in the question they have to be taken apart one by one e.g “man proposes but God disposes’’

(m) In writing the conclusion you should summarize what have been said or take a stand. It  should also be interesting and arresting as the introduction. it  should summarize or highlight the points raised. A quotation or anecdote can also be used to end the essay.

(n)   Generally speaking, let your conclusion be appropriately short. Don’t use the conclusion to make another point you did not make in the body of the essay. If you happened to remember a point you should have included then put “P.S ‘’ (post script) where the point or paragraph should have been and write the point after the conclusion .



…foundation school students were made to see schooling as having fun…seniors in the background…

Good luck.

750 “TWIN” WORDS FOR AVOIDING SPELLING WOES IN WAEC/NECO ENGLISH LANGUAGE (1)

 BEWARE OF THESE TROUBLESOME PHONETIC TWINS!

 Words causing phonetic misspellings come in different shapes and sizes. They look like they are everyday common-place words. But do not be deceived!  That is where the road ends! Yes, many of them sound familiar orally and aurally but are they? You need to read the essays of many students in SS3 to understand how bad the situation really is and why we again had to spend time and effort to complete this “TROUBLESOME TWINS PROJECT”. But is it really exhaustive? Definitely not! For instance, twin words under W to Z are not yet added. But we shall do so from our records later. All said and done it is still a very credible and pain-staking effort comprising of errors of many years. It will definitely be useful to most tutors and their students.

This group of “twin” words, like the “2500 list” was compiled from errors made in past WAEC/NECO and schools’ examinations. The errors cover Essay, Comprehension and “Lexis and Structure” question papers of many years. They were also extracted from textbooks and various write-ups available on the net and are hereby put together as a sort of labor-saving mechanism for use by tutors in improving the spelling and oral usage of their students.

 In real life, do all twins look alike? Definitely not! So, there is another list of troublesome pairs which don’t really look or sound alike but are wrongly used grammatically by students. Some say it is because of what is called “the Nigerian factor”. For example we do find students using the word “fatal” instead of “serious” to describe an accident scene in which no life was lost! Also they use “second day” for “following day”,” borrow” for “lend”, ”carry” for “take” and “convince” for “persuade” etc. Why and how do we do this without batting an eyelid? The answer of course is not far-fetched. It is because of the saga arising from direct translations of our vernacular! But our focus here is on the first set of twins. So, more shall be said later about the second under “COMEDY OF ERRORS IN WAEC/NECO ENGLISH LANGUAGE EXAMINATIONS BY NIGERIAN STUDENTS”.

Please read our “intro” to the 2500 word list. The content below can be used by tutors in the same ways and for the same reasons. Again some of the structural/organizational slips in the arrangement of words shall be corrected over time.

Thank you

POST SCRIPT

KINDLY POINT OUT ERROR(S) FOUND ON ANY OF OUR COMPILATIONS FOR CONSIDERATION AND INCLUSION.WE CAN NEVER BE 100%  CORRECT ALWAYS. AS A MATTER OF FACT THE LISTS THEMSELVES SHALL ALWAYS BE WORK IN PROGRESS!

WORDS  = COLUMNS 1,3,5 and 7.    TWIN WORDS =  COLUMNS 2,4,6 and 8 beside WORDS....about 95% or more of all instances given!

……………………………………………………………………………………………………………………………………………..

A
aboard	abroad	allusion	Illusion/delusion	accept	except	already	all ready
access	excess	altar	alter	acme	acne	accession	ascension
ad	add	alternative	alternatively	adapter	adaptor	amateur	amateurish
addition	edition	amend	emend	adverse	averse	amiable	amicable
advice	advise	among	between	aesthetic	ascetic	amoral	immoral
affect	effect	amoral	immoral	affluent	effluent	angel	angle
ail	ale	annals	annuals	air	heir	annex	annexe
all	awl	annuals	annals	allay	alley	antiquated	antique
allegory	allergy	arc	ark	arisen	arose	alliterate	illiterate
artist	artiste	allot	a lot	allude	elude	assent	ascent
ate	hate	alteration	altercation	aural	oral	astrology	astronomy
axes	axis	axe	ask	awl	all
B
bad	bade	bade	bid	bail	bale	bail	bale
baited	bated	ball	bawl	ballet	ballot	banns	bans
bare	bear	ban	barn	baron	barren	base	bass
bated	baited	bath	bathe	baton	batten	bawl	ball
bazaar	bizarre	beach	beech	bean	been	bean	being
beau	bow	became	become	beech	beach	beat	beet
beer	bier	beet	beat	befallen	befell	began	begun
belief	believe	belie	belle	bellow	below	beret	berry
beret	bury	berth	birth	beside	besides	between	among
bid	bade	bier	beer	been	being	birth	berth
bit	bitten	bite	bight	bizarre	bazaar	blew	blown
blew	blue	bloc	bight	bite	blonde	blow	blown
blow	blew	blue	blew	boar	boor	boar	bore
board	bored	boast	bloc	block	bony	bookie	bouquet
boor	boar	boor	bore	boost	boast	bootee	booty
bore	boar	bore	boor	bore	born	bow	beau
bow	bough	boy	buoy	brae	bray	brake	break
brazier	brassiere	breach	breech	bread	bred	breath	breathe
bridal	bridle	broach	brooch	broke	broken	bought	but
buffet	buffer	broach	borough	bury	beret	boost	bonny
TO BE CONTD.