2014-2015 JAMB’S LITERATURE-IN-ENGLISH SYLLABUS…WE HAVE DISCOVERED TWO VERSIONS OF RECOMMENDED TEXTS IN THE JAMB E-SYLLABUS…SEE OUR RECOMMENDATION BELOW!

2014/2015 Literature-In-English JAMB SYLLABUS

2013/2014 JAMB’S LITERATURE-IN-ENGLISH SYLLABUS AND RECOMMENDED TEXTS FOR ANALYSIS/DISCUSSION BEFORE THE NEXT EXAMS…STUDY AND ASK QUESTIONS

STUDY SMARTER NOT HARDER

WE HAVE DISCOVERED TWO VERSIONS (NOTEPAD AND PDF VERSIONS) OF RECOMMENDED TEXTS IN THE JAMB E-SYLLABUS!

OUR RECOMMENDATIONS

1.IT IS MORE LOGICAL TO GO WITH THE PDF VERSION AS IT AGREES WITH THOSE OF WAEC/NECO

2. WE HAVE PRODUCED DETAILED NOTES TO ASSIST STUDENTS BASED ON WAEC/NECO SYLLABUSES.THEY CAN ALSO BE USED BY JAMB LITERATURE STUDENTS.THEY ARE ALL ON THIS BLOG

3.WE WISH TO THANK THE FOLLOWING READERS WHO BROUGHT THE EXISTENCE OF THE PDF VERSION TO OUR NOTICE.THANKS FOR YOUR TENACITY OF PURPOSE
kellzkelvin
fidelia
billionisco
Umar aliyu
Henry Ibeleme
oluwafemi isaac.
krave

NOTEPAD VERSION IN THE E-SYLLABUS (EARLIER POSTED TO BE REMOVED LATER)

GENERAL OBJECTIVES
The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Literature in English is to prepare the candidates for the Board’s examination. It is designed to test their achievement of the course objectives, which are to:
1.Stimulate and sustain their interest in Literature in English;
2.Create an awareness of the general principles and functions of language;
3.Appreciate literary works of all genres and across all cultures;
4.Apply the knowledge of Literature in English to the analysis of social, political and economic events in the society.

DETAILED SYLLABUS

TOPICS/CONTENTS/NOTES
1. DRAMA
a.  Types:
i.  Tragedy
ii. Comedy
iii.Tragicomedy
iv. Melodrama
v.  Farce

b. Dramatic Techniques
i.     Characterisation
ii.    Dialogue
iii.   Flashback
iv.    Mime
v.     Costume
vi.    Music/Dance
vii.   Décor
viii.  Acts/Scenes
ix.    Soliloquy/aside etc.

c.  Interpretation of the Prescribed Texts
i.      Theme
ii.     Plot
iii.    Socio-political context

OBJECTIVES
Candidates should be able to:

i.      identify the various types  of drama;
ii.    analyze  the  content  of  the various types of drama;
iii.   compare and contrast the features of different dramatic types;
iv.   demonstrate adequate knowledge of dramatic techniques used in each prescribed text;
v.    differentiate between  styles of  selected playwrights;
vi.   determine  the  theme  of  any prescribed text;
vii.  identify the plot of the play;
viii. apply the lessons of the play to everyday living.

TOPICS/CONTENTS/NOTES
2.   PROSE
a. Types:
i.  Fiction
•   Novel
•   Novella
•   Short story
.
ii. Non-fiction
•   Biography
•   Autobiography
•   Memoir
b. Narrative Techniques/Devices:
i.  Point of view
•   Omniscent/Third Person
•   First Person
ii: Setting
•  Temporal
•  Spatial/Geographical
iii. Characterization
•   Round characters   .
•   Flat characters
iv. Language use

c. Textual Analysis
i. Theme
ii. Plot
iii. Socio-Political context;

OBJECTIVES
Candidates should be able to:

i.  differentiate between types of prose;
ii. identify the category that each  prescribed text belongs to;
iii.analyze  the  components  of  each type of prose;
iv. identify the narrative techniques used in each of the prescribed texts;
v.  determine an author’s narrative style;
vi. distinguish between one type of character from another,
vii.determine the thematic pre- occupation of the author  of the prescribed text;
viii.indicate the plot of the novel;
ix.  relate the prescribed text to real life situations.

TOPICS/CONTENTS/NOTES
3.    POETRY
a.  Types:
i.   Sonnet
ii.  Ode
iii.  Lyrics
iv.  Elegy
v.   Ballad
vi.  Panegyric
vii. Epic
viii. Blank Verse
b. PoeticDevices
i.   Sructure
ii.   Imagery
iii.  Rhyme/Rhythm
iv.   Diction
v.    Personal
c. Appreciation.
i.     Thematic preoccupation
ii.     Socio-political relevance

OBJECTIVES
Candidates should be able to:

i.   identify   different   types   of   poetry;
ii.  compare and contrast features of different  poetic types:
iii. determine the devices used by various poets;

iv. show how poetic devices are used for aesthetic effect in each poem;
v.  deduce the poet’s preoccupation from the poem;
vi. appraise poetry as an art with moral values;
vii. apply the lessons from the poem to real life situations.

TOPICS/CONTENTS/NOTES
4. GENERAL LITERACY PRINCIPLES
a. Literary terms:
foreshadowing, suspense, theatre, monoloque, dialoque, soliloquy, symbolism, protagonist, ntagonist, figures of speech, satire, stream of consciousness etc, in addition to those listed above under the different genres.
b. Relationship between literary terms and principles.

OBJECTIVE
Candidates should be able to:

i.  identify literary terms in drama, prose and poetry;
ii. differentiate between literaryterms and principles;
iii. use literary terms appropriately.

TOPICS/CONTENTS/NOTES
5. LITERARY APPRECIATION
Unseen passage/extracts from Drama, Prose and Poetry.

OBJECTIVES
Candidates should be able to:

i.  determine literary devices used in a given passage/extract;
ii.  provide a meaningful inter- pretation of the given
passage/extract;
iii. relate the extract to true life experiences.

BOOKS

A LIST OF SELECTED AFRICAN AND NON-AFRICAN PLAYS, NOVELS AND POEMS
DRAMA:
African:
i.       JC De Craft: Sons and Daughters, UPL

Non-African:
i.      William Shakespeare: Romeo and Juliet, Newswan

NOVEL
African:
i.       Buchi Emecheta: The Joys of Motherhood, Heinemann
ii.      Ferdinand Oyono: The Old Man and the Medal, Heinenmann

Non-African:
George Orwell: Nineteen Eighty Four, Newswan
POETRY:
African:
i.  Adeoti Gbemisola: ‘Naked Soles’
ii. D. Rubadiri: ‘An African Thunderstorm’
iii.Kobcna Eyi Acquah: ‘In the novel of the Soul’
iv.Mazisi Kunene: ‘Heritage of Liberation’
v. Okinba Launko: ‘End of the War’
vi.Traditional: ‘Give me the Minstrel’s Seat’

Non-African:
i.       Andrew Mabel: ‘To His Coy Mistress’
ii.      D.H.Lawrence: ‘Bat’
iii.     T. S. Elliot: ‘The Journey of the Magi’
iv.     Wendy Cope: ‘Sonnet


1.ANTHOLOGIES
Gbemisola, A. (2005) Naked Soles, Ibadan Kraft
Eruvbctine, A. E. ct al (1991) Poetry for Secondary Schools, Lagos: Longman
Hayward. J. (cd.) (1968) The Penguin Book of English Verse, London Penguin Johnson, R. et al (eds.) (1996) New Poetry from Africa, Ibadan: UP Pic
Kermode, F. et al (1964) Oxford Anthology of English Literature, Vol. II,
London: OUP
Launko, O. (1987) Minted Coins, Ibadan: Heinemann
Senanu, K. E. and Vincent* T. (eds.) (1993) A Selection of African Poetry,
Lagos: Longman
Sonyinka, W. (ed.) (1987) Poems of Black Africa, Ibadan: Heinemann
Wendy Cope (1986) Making Cocoa for Kingsley Amis, London: Faber and
Faber

2.CRITICAL TEXTS
Abrams, M. H. (1981) A. Glossary of Literary Terms, (4th Edition) New York,
Holt Rinehalt and Winston
Emeaba, O. E. (1982) A Dictionary of Literature, Aba: Inteks Press
Murphy, M. J. (1972) Understanding Unseen, An Introduction to English Poetry
and English Novel for Overseas Students, George Allen and Unwin Ltd.
Nwachukwu-Agbada. J. O. J. (2005) Exam Focus: Literature in English, Ibadan:
UP Pic.

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

PDF VERSION IN THE SAME E-SYLLABUS (NOW INCLUDED IN

OUR POST)

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Literature in English
is to prepare the candidates for the Board’s examination. It is designed to test their achievement of
the course objectives, which are to:
1. Stimulate and sustain their interest in Literature in English;
2. Create an awareness of the general principles and functions of language;
3. Appreciate literary works of all genres and across all cultures;
4. Apply the knowledge of Literature in English to the analysis of social, political and economic
events in the society.

1. DRAMA
a. Types:
i. Tragedy
ii. Comedy
iii. Tragicomedy
iv. Melodrama
v. Farce
b. Dramatic Techniques
i. Characterisation
ii. Dialogue
iii. Flashback
iv. Mime
v. Costume
vi. Music/Dance
vii. Décor
viii. Acts/Scenes
ix. Soliloquy/aside etc.
c. Interpretation of the Prescribed Texts
i. Theme
ii. Plot
iii. Socio-political context
Candidates should be able to:
i. identify the various types of drama;
ii. analyse the contents of the various
types of drama;
iii. compare and contrast the features of
different dramatic types;
iv. demonstrate adequate knowledge of
dramatic techniques used in each
prescribed text;
v. differentiate between styles of selected
playwrights;
vi. determine the theme of any prescribed
text;
vii. identify the plot of the play;
viii. apply the lessons of the play to
everyday living.
Literature in English

2. PROSE
a. Types:
i. Fiction
• Novel
• Novella
• Short story
ii. Non-fiction
• Biography
• Autobiography
• Memoir
b. Narrative Techniques/Devices:
i. Point of view
• Omniscent/Third Person
• First Person
ii. Setting
• Temporal
• Spatial/Geographical
iii. Characterisation
• Round characters
• Flat characters
iv. Language use
c. Textual Analysise
i. Theme
ii. Plot
iii. Socio-political context
3. POETRY
a. Types:
i. Sonnet
ii. Ode
iii. Lyrics
iv. Elegy
v. Ballad
vi. Panegyric
vii. Epic
viii. Blank Verse
b. Poetic Devices
i. Structure
ii. Imagery
iii. Rhyme/Rhythm
Candidates should be able to:
i. differentiate between types of prose;
ii. identify the category that each
prescribed text belongs to;
iii. analyse the components of each type of
prose;
iv. identify the narrative techniques used
in each of the prescribed texts;
v. determine an author’s narrative style;
vi. distinguish between one type of
character from another;
vii. determine the thematic pre-occupation
of the author of the prescribed text;
viii. indicate the plot of the novel;
ix. relate the prescribed text to real life
situations.
Candidates should be able to:
i. identify different types of poetry;
ii. compare and contrast the features of
different poetic types:
iii. determine the devices used by various
poets;
iv. show how poetic devices are used for
aesthetic effect in each poem;
Literature in English


iv. Diction
v. Persona
c. Appreciation
i. Thematic preoccupation
ii. Socio-political relevance
4. GENERAL LITERARY PRINCIPLES
a. Literary terms:
foreshadowing, suspense, theatre,
monoloque, dialoque, soliloquy,
symbolism, protagonist, antagonist,
figures of speech, satire, stream of
consciousness etc,
in addition to those listed above under the
different genres.
b. Relationship between literary terms and
principles.
5. LITERARY
APPRECIATION
Unseen passage/extracts from Drama, Prose
and Poetry.
v. deduce the poet’s preoccupation from
the poem;
vi. appraise poetry as an art with moral
values;
vii. apply the lessons from the poem to real
life situations.
Candidates should be able to:
i. identify literary terms in drama, prose
and poetry;
ii. differentiate between literary terms and
principles;
iii. use literary terms appropriately.
Candidates should be able to:
i. determine literary devices used in a
given passage/extract;
ii. provide a meaningful inter-pretation of
the given passage/extract;
iii. relate the extract to true life
experiences.
Literature in English

A LIST OF SELECTED AFRICAN AND NON-AFRICAN PLAYS, NOVELS AND POEMS
Drama:
African:
1. Femi Osofisan: Women of Owu
Non African:
1. William Shakespeare: The Tempest
Prose:
African:
i. Asare Konadu: A woman in Her Prime
ii. Chimamanda Ngozi Adichie: Purple Hibiscus
Non African:
i. Ernest Hemingway: The Old Man and The Sea
Poetry:
African:
i. Gbemisola Adeoti; Hard lines
ii. P.O.C. Umeh: Ambassadors of Poverty
iii. Shola Owonibi: Homeless not Hopeless
iv. Syl Cheney-Coker: Myopia
v. Jared Angira: Expelled
vi. Traditional: Serenade.
Non African:
i. John Donne: The Sun Rising
ii. Sir Walter Raleigh: The Soul’s Errand
iii. Langston Hughes: Negro Speaks of Rivers
iv. John Fletcher: Upon an Honest Man’s Fortune.

Literature in English
RECOMMENDED TEXTS
1. ANTHOLOGIES
Gbemisola, A. (2005). Naked Soles, Ibadan Kraft
Eruvbetine, A. E. et al (1991). Poetry for Secondary Schools, Lagos: Longman
Hayward, J. (ed.) (1968). The Penguin Book of English Verse, London Penguin
Johnson, R. name(s)? (eds.) (1996). New Poetry from Africa, Ibadan: UP Plc
Kermode, F. name(s)? (1964). Oxford Anthology of English Literature, Vol. II, London: OUP
Senanu, K. E. and Vincent, T. (eds.) (1993). A Selection of African Poetry, Lagos: Longman
Sonyinka, W. (ed.) (1987). Poems of Black Africa, Ibadan: Heinemann
Wendy Cope (1986). Making Cocoa for Kingsley Amis, London: Faber and Faber
2. CRITICAL TEXTS
Abrams, M. H. (1981). A Glossary of Literary Terms, (4th Edition) New York, Holt Rinehalt and Winston
Emeaba, O. E. (1982). A Dictionary of Literature, Aba: Inteks Press
Murphy, M. J. (1972). Understanding Unseen, An Introduction to English Poetry and English Novel for
Overseas Students, George Allen and Unwin Ltd.
Nwachukwu-Agbada, J. O. J. (2011). Exam Focus: Literature in English, Ibadan: UP Plc.
Wisdomline Pass at Once JAMB.

OUR RECOMMENDATION

1.IT IS MORE LOGICAL TO GO WITH THE PDF VERSION AS IT AGREES WITH THOSE OF WAEC/NECO

2. WE HAVE PRODUCED DETAILED NOTES TO ASSIST STUDENTS BASED ON WAEC/NECO SYLLABUSES.THEY CAN ALSO BE USED BY JAMB LITERATURE STUDENTS.

3.WE WISH TO THANK THE FOLLOWING READERS WHO BROUGHT THE EXISTENCE OF THE PDF VERSION TO OUR NOTICE.THANKS FOR YOUR TENACITY OF PURPOSE

kellzkelvin

fidelia

billionisco
    
Umar aliyu

Henry Ibeleme

oluwafemi isaac.

krave

 

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75 comments on “2014-2015 JAMB’S LITERATURE-IN-ENGLISH SYLLABUS…WE HAVE DISCOVERED TWO VERSIONS OF RECOMMENDED TEXTS IN THE JAMB E-SYLLABUS…SEE OUR RECOMMENDATION BELOW!

        • …no problem…but you should find out yourself…the net is massive enough…is it not?…there are two assumptions in your question that decided our stand …first assumption that students failed massively because they got wrong syllabuses…we know what cause mass failures…or don’t we?…your second assumption that everybody comes to the net to post things carelessly or thoughtlessly…if you have spent more time on our site maybe u would have realized the true worth of your comment…thank you

          Like

    • …what is important is not “studying hard” but “studying smartly” by going through what is relevant and planning how to remember such in the exam hall…so you can “study hard” and still fail…any link of failure by students to “deliberate wickedness by exam bodies” is not a useful excuse…

      Like

  1. …to all those who have been trying to advertise special jamb centres,or ask students to register with them for phone answers or trying to intro confusion through syllabuses we have one good news for you!…no matter what you write or post here you are the only one reading your rubbish…NO OTHER READER CAN READ THEM UNLESS THEY ARE APPROVED BY US…EVEN IF YOU ADVERTISE YOUR USELESS SERVICES FOR FREE,USE DIFFERENT NAMES,DIFFERENT GSM OR E-MAILS you are still the only one reading what you wrote…you can see that none of what you sent is here…it is because we THRASHED them!…we suggest that u go open your own blog or website to support your negativity…thanks…

    Like

  2. am quit confused here cause the novel’s in this syllables are very different with the ones in the cd I was given upon completion of my jamb registration…. can you please educate me on this please.

    Like

  3. WE HAVE DISCOVERED TWO VERSIONS (NOTEPAD AND PDF VERSIONS) OF RECOMMENDED TEXTS IN THE JAMB E-SYLLABUS!

    OUR RECOMMENDATION
    1.IT IS MORE LOGICAL TO GO WITH THE PDF VERSION AS IT AGREES WITH THOSE OF WAEC/NECO

    2. WE HAVE PRODUCED DETAILED NOTES TO ASSIST STUDENTS BASED ON WAEC/NECO SYLLABUSES.THEY CAN ALSO BE USED BY JAMB LITERATURE STUDENTS.THEY ARE ALL ON THIS BLOG

    3.WE WISH TO THANK THE FOLLOWING READERS WHO BROUGHT THE EXISTENCE OF THE PDF VERSION TO OUR NOTICE.THANKS FOR YOUR TENACITY OF PURPOSE
    kellzkelvin
    fidelia
    billionisco
    Umar aliyu
    Henry Ibeleme
    oluwafemi isaac.
    krave

    Like

  4. Pingback: SEE HOW THE FEDERAL MINISTRY OF EDUCATION,WAEC,NECO AND JAMB ENCOURAGE EXAM MALPRACTICES IN NIGERIA | MILE2HERALD (NEWS AND TIPS)

    • …what is confusing many is that ss1 and ss2 in schools have started reading a new set of books which will be examined from MAY/JUNE 2016. But for those of you taking exams (both MAY/JUNE and NOV/DEC) in 2015 the literature books are the same as those of 2014 as listed under the post.We confimed under that post what books are relevant…or did we not?

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