Ana loda....
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Danna nan don rufewa |
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Tambaya 1 Rahoto
Write a story, real or imaginary which ends with "I then realized that it pays to be disciplined".
THE HARD WAY
Everyone in our neighbourhood knew me as the boy who did exactly as he pleased. Rules, to me, were nothing but chains meant for weaker minds. My mother pleaded with me, my teachers warned me, but I brushed their words aside like troublesome flies. I slept late, wandered into class long after the bell, and spent my afternoons roaming the streets with friends who admired my daring. Discipline, I told myself, was only for the timid.
The turning point came in my final year in secondary school. Our class was preparing for a crucial mock examination that would decide who would be presented for the WASSCE. While my serious classmates buried their heads in their books, I boasted loudly that I would pass without stress. Night after night I chose football and film shows over my revision. My friend Emeka begged me again and again to join his study group, but I only laughed at him and called him a dull bookworm.
The examination came upon me like a thief in the night. As I stared at the question papers, my heart sank into my stomach. The topics looked familiar, yet the answers danced beyond my reach, mocking my idleness. My hand trembled as I scribbled half-remembered points that led nowhere. Two weeks later, when the results were pasted on the notice board, my name sat shamefully at the very bottom of the list, and I was withheld from the final examination. Emeka, the very boy I had mocked, stood proudly at the top of the class.
That night I could not sleep. I remembered every warning I had ignored and every precious hour I had thrown away. Something inside me broke, and then it hardened into a decision. The next morning I drew up a strict timetable, swallowed my pride and asked Emeka to let me join his study group. I trained myself to rise before dawn, to read steadily, and to walk away from the friends who had once cheered my laziness. It was painful at first, for old habits do not die easily, but I held on with clenched teeth.
Slowly, my efforts began to bear fruit. My grades climbed week after week, and teachers who had long written me off now nodded at me in surprise. When at last I sat for the WASSCE and passed with flying colours, the tears of joy in my mother's eyes were worth every sacrifice I had made. As I looked back at the wasted years and the bitter shame that had finally rescued me, I understood, at last, everything my elders had struggled to teach me. I then realized that it pays to be disciplined.
Bayanin Amsa
THE HARD WAY
Everyone in our neighbourhood knew me as the boy who did exactly as he pleased. Rules, to me, were nothing but chains meant for weaker minds. My mother pleaded with me, my teachers warned me, but I brushed their words aside like troublesome flies. I slept late, wandered into class long after the bell, and spent my afternoons roaming the streets with friends who admired my daring. Discipline, I told myself, was only for the timid.
The turning point came in my final year in secondary school. Our class was preparing for a crucial mock examination that would decide who would be presented for the WASSCE. While my serious classmates buried their heads in their books, I boasted loudly that I would pass without stress. Night after night I chose football and film shows over my revision. My friend Emeka begged me again and again to join his study group, but I only laughed at him and called him a dull bookworm.
The examination came upon me like a thief in the night. As I stared at the question papers, my heart sank into my stomach. The topics looked familiar, yet the answers danced beyond my reach, mocking my idleness. My hand trembled as I scribbled half-remembered points that led nowhere. Two weeks later, when the results were pasted on the notice board, my name sat shamefully at the very bottom of the list, and I was withheld from the final examination. Emeka, the very boy I had mocked, stood proudly at the top of the class.
That night I could not sleep. I remembered every warning I had ignored and every precious hour I had thrown away. Something inside me broke, and then it hardened into a decision. The next morning I drew up a strict timetable, swallowed my pride and asked Emeka to let me join his study group. I trained myself to rise before dawn, to read steadily, and to walk away from the friends who had once cheered my laziness. It was painful at first, for old habits do not die easily, but I held on with clenched teeth.
Slowly, my efforts began to bear fruit. My grades climbed week after week, and teachers who had long written me off now nodded at me in surprise. When at last I sat for the WASSCE and passed with flying colours, the tears of joy in my mother's eyes were worth every sacrifice I had made. As I looked back at the wasted years and the bitter shame that had finally rescued me, I understood, at last, everything my elders had struggled to teach me. I then realized that it pays to be disciplined.
Tambaya 2 Rahoto
As a concerned student, write a letter to the principal of your school, informing him of recent acts of bullying by senior students and suggesting ways of arresting the situation.
Format note: This is a formal letter to the principal, so it requires the writer's address and date, the recipient's address, a formal salutation (Dear Sir), a clear heading, well-developed body paragraphs, and a formal close (Yours faithfully) with the writer's full name.
15 Unity Close,
Government Reservation Area,
Enugu.
10 July, 2026.
The Principal,
Command Secondary School,
Enugu.
Dear Sir,
RECENT ACTS OF BULLYING BY SENIOR STUDENTS
I write with deep concern to bring to your notice the disturbing acts of bullying that have recently become common in our school, particularly those perpetrated by some senior students against their juniors. As a student who genuinely cares about the good name and peaceful atmosphere of this institution, I feel it is my duty to inform you before the situation gets out of hand.
Over the past few weeks, several junior students have been forced to run errands during study periods, surrender their pocket money, and give up their food during meals. Some have been slapped or beaten for minor reasons, while others are threatened and warned never to report. As a result, a number of frightened juniors now come to school reluctantly, their concentration in class has dropped, and a few have confided in me that they are considering staying away from school entirely.
This ugly development, if not checked, could damage the reputation of our school, endanger the safety of students, and discourage learning. I therefore humbly wish to suggest a few measures that may help to arrest the situation.
First, the school could organise regular assemblies and talks to educate students on the evils of bullying and the punishment it attracts. Second, a confidential complaint box or a trusted counsellor should be provided so that victims can report without fear of reprisal. Third, prefects and teachers on duty should intensify supervision, especially in the hostels, dining hall and other unmonitored corners. Finally, offenders should face firm and prompt disciplinary action to serve as a deterrent to others.
I am confident that, under your able leadership, these measures will restore order and make our school a safe place for every student. Thank you, Sir, for your usual understanding and prompt attention.
Yours faithfully,
Chidi Okafor
Bayanin Amsa
Format note: This is a formal letter to the principal, so it requires the writer's address and date, the recipient's address, a formal salutation (Dear Sir), a clear heading, well-developed body paragraphs, and a formal close (Yours faithfully) with the writer's full name.
15 Unity Close,
Government Reservation Area,
Enugu.
10 July, 2026.
The Principal,
Command Secondary School,
Enugu.
Dear Sir,
RECENT ACTS OF BULLYING BY SENIOR STUDENTS
I write with deep concern to bring to your notice the disturbing acts of bullying that have recently become common in our school, particularly those perpetrated by some senior students against their juniors. As a student who genuinely cares about the good name and peaceful atmosphere of this institution, I feel it is my duty to inform you before the situation gets out of hand.
Over the past few weeks, several junior students have been forced to run errands during study periods, surrender their pocket money, and give up their food during meals. Some have been slapped or beaten for minor reasons, while others are threatened and warned never to report. As a result, a number of frightened juniors now come to school reluctantly, their concentration in class has dropped, and a few have confided in me that they are considering staying away from school entirely.
This ugly development, if not checked, could damage the reputation of our school, endanger the safety of students, and discourage learning. I therefore humbly wish to suggest a few measures that may help to arrest the situation.
First, the school could organise regular assemblies and talks to educate students on the evils of bullying and the punishment it attracts. Second, a confidential complaint box or a trusted counsellor should be provided so that victims can report without fear of reprisal. Third, prefects and teachers on duty should intensify supervision, especially in the hostels, dining hall and other unmonitored corners. Finally, offenders should face firm and prompt disciplinary action to serve as a deterrent to others.
I am confident that, under your able leadership, these measures will restore order and make our school a safe place for every student. Thank you, Sir, for your usual understanding and prompt attention.
Yours faithfully,
Chidi Okafor
Tambaya 3 Rahoto
You recently took part in an excursion to a part of the country you were visiting for the first time. Write an article for publication in your school magazine narrating your experiences.
Format note: This is an article for a school magazine, so it needs a captivating title, the writer's name below the title, an introduction that hooks the reader, well-organised body paragraphs, and a rounded conclusion. It should be lively and personal, since it narrates a personal experience.
MY UNFORGETTABLE JOURNEY TO OBUDU MOUNTAIN RESORT
By Amara Ndukwe
There are journeys that fade from memory as soon as they end, and there are those that stay with you forever. My excursion to Obudu Mountain Resort in Cross River State, a part of the country I was visiting for the very first time, belongs firmly to the second group. Weeks after our return, the sights, sounds and lessons of that trip still play vividly in my mind, and I feel compelled to share them.
Our journey began on a cool Saturday morning. Forty of us, accompanied by three teachers, boarded a chartered bus at the school gate amid excited chatter and last-minute reminders from anxious parents. For many hours we travelled through changing landscapes: the busy towns gradually gave way to green hills, winding roads and thick forests I had only ever seen in geography textbooks. My excitement grew with every kilometre.
The most breathtaking part of the excursion was the ascent to the resort by cable car. As the car glided gently above the valleys, I could see clouds drifting below us and streams glittering like silver threads in the distance. My heart pounded with a mixture of fear and wonder. When we finally reached the top, the cool mountain air and the panoramic view of the rolling hills left me speechless. It was, without exaggeration, the most beautiful scenery I had ever beheld.
During our two-day stay, we visited the ranch, watched cattle graze on the slopes, and toured a nearby community where we learnt about the customs and hospitality of the local people. The elders received us warmly, taught us a few words of their language, and shared stories of the land. I was struck by how much diversity and beauty my own country holds, much of which I had never known.
Not everything, however, was perfect. The steep paths were tiring, the network signal was poor, and one of my classmates twisted his ankle while hiking. Yet even these little difficulties added to the adventure and taught us patience, teamwork and endurance.
By the time we boarded the bus for the return journey, I had gained far more than photographs. I had gained a deeper love for my country, new friendships, and a lasting reminder that travel is one of the finest teachers. I returned home tired but thoroughly enriched, already dreaming of my next excursion.
Bayanin Amsa
Format note: This is an article for a school magazine, so it needs a captivating title, the writer's name below the title, an introduction that hooks the reader, well-organised body paragraphs, and a rounded conclusion. It should be lively and personal, since it narrates a personal experience.
MY UNFORGETTABLE JOURNEY TO OBUDU MOUNTAIN RESORT
By Amara Ndukwe
There are journeys that fade from memory as soon as they end, and there are those that stay with you forever. My excursion to Obudu Mountain Resort in Cross River State, a part of the country I was visiting for the very first time, belongs firmly to the second group. Weeks after our return, the sights, sounds and lessons of that trip still play vividly in my mind, and I feel compelled to share them.
Our journey began on a cool Saturday morning. Forty of us, accompanied by three teachers, boarded a chartered bus at the school gate amid excited chatter and last-minute reminders from anxious parents. For many hours we travelled through changing landscapes: the busy towns gradually gave way to green hills, winding roads and thick forests I had only ever seen in geography textbooks. My excitement grew with every kilometre.
The most breathtaking part of the excursion was the ascent to the resort by cable car. As the car glided gently above the valleys, I could see clouds drifting below us and streams glittering like silver threads in the distance. My heart pounded with a mixture of fear and wonder. When we finally reached the top, the cool mountain air and the panoramic view of the rolling hills left me speechless. It was, without exaggeration, the most beautiful scenery I had ever beheld.
During our two-day stay, we visited the ranch, watched cattle graze on the slopes, and toured a nearby community where we learnt about the customs and hospitality of the local people. The elders received us warmly, taught us a few words of their language, and shared stories of the land. I was struck by how much diversity and beauty my own country holds, much of which I had never known.
Not everything, however, was perfect. The steep paths were tiring, the network signal was poor, and one of my classmates twisted his ankle while hiking. Yet even these little difficulties added to the adventure and taught us patience, teamwork and endurance.
By the time we boarded the bus for the return journey, I had gained far more than photographs. I had gained a deeper love for my country, new friendships, and a lasting reminder that travel is one of the finest teachers. I returned home tired but thoroughly enriched, already dreaming of my next excursion.
Tambaya 4 Rahoto
Read the following passage carefully and answer the questions on it.
I can vividly remember my predicament in my first year as a new teacher. On the first day in class, I told my students that they were mature enough to comport themselves in an exemplary manner without burdening them with stringent rules. I wanted them to like me and so I allowed them a lot of freedom. Unfortunately, I lost class control, and the students exploited the situation to disrespect me. Some would leave their seats without permission; freely throw objects like pens, rulers or crumpled pieces of paper to mates or talk with others.
During the long vacation, I busied myself reading books on discipline and consulting seasoned colleagues for help. When we resumed-school the next session, I had formulated strategies on maintaining discipline. There were laid-down, rules such as "students are to be courteous and silent when the teacher or a student is speaking to the class.' "Students are to ask for the teacher's permission to leave their seats for anything", "Students are not to leave the class during lessons."
After giving the class the rules that I knew were essential for class control, I made sure the students followed them to the letter. I virtually enforced discipline myself instead of sending students to the Principal's office for disciplinary action as I did the previous year. After about a month, I realized that my efforts were yielding results.
Then, two months before the Christmas holidays, I began to relax some of the rules. One of them read as follows; "Whenever any student wants to leave the class for any reason, he should come up for permission, provided he does this without disturbing other students." About one week later, I told the students that because they were not disruptive, they could whisper to one another, open or shut windows quietly without my permission.
Indeed, before the second term holidays, we had a classroom where students would come in and go on recess as they finished their class assignments and also where small group discussions on project work took place. Where a student in one group talked too loudly to disturb others, he was cautioned by the group, not me. Teaching then became a pleasure and I felt my students had matured greatly by learning to conduct themselves in a more acceptable way.
(a) Why did the writer not give his students rules initially?
(b) What was the outcome of the writer's desire for the students to like him?
(c) How did the students react to the writer's loss of class control?
(d) What did the writer do to change the unfortunate development in the class?
(e) What helped the writer to formulate measures to maintain discipline in class?
(f)".. .before the second term holidays..."
(i) What grammatical name is given to this expression as it is used in the passage?
(ii) What is its function?
(g) "...I made sure that the students followed them to the letter "What does the writer mean by this statement as it is used in the passage?
(h) For each of the following words, find another word or phrase which means the same and which can replace it as it is used in the passage: (i) stringent; (ii) strategies; (iii) courteous; (iv) essential; (v) yielding; (vi) cautioned.
(a) Why the writer did not give his students rules initially: He did not give them rules at first because he believed they were mature enough to comport themselves in an exemplary manner without being burdened with stringent rules.
(b) The outcome of the writer's desire for the students to like him: Because he gave them a lot of freedom in order to be liked, he lost control of the class and the students exploited the situation to disrespect him.
(c) How the students reacted to the writer's loss of class control: They took advantage of it to misbehave, leaving their seats without permission, throwing objects such as pens, rulers and crumpled paper at one another, and talking freely with others.
(d) What the writer did to change the unfortunate development: He drew up firm, essential rules for class control and personally enforced discipline, making sure the students obeyed the rules completely instead of sending offenders to the Principal's office as before.
(e) What helped the writer to formulate measures to maintain discipline: During the long vacation he read books on discipline and consulted seasoned colleagues for help, and this enabled him to formulate his strategies.
(f) "...before the second term holidays..."
(i) Grammatical name: Adverbial phrase (of time) / prepositional phrase functioning as an adverbial.
(ii) Function: It modifies the verb "had", telling us when they had the kind of classroom described.
(g) "...I made sure that the students followed them to the letter." The writer means that he ensured the students obeyed the rules strictly and exactly, in every detail, without leaving out or bending any part of them.
(h) Words and their replacements as used in the passage:
Bayanin Amsa
(a) Why the writer did not give his students rules initially: He did not give them rules at first because he believed they were mature enough to comport themselves in an exemplary manner without being burdened with stringent rules.
(b) The outcome of the writer's desire for the students to like him: Because he gave them a lot of freedom in order to be liked, he lost control of the class and the students exploited the situation to disrespect him.
(c) How the students reacted to the writer's loss of class control: They took advantage of it to misbehave, leaving their seats without permission, throwing objects such as pens, rulers and crumpled paper at one another, and talking freely with others.
(d) What the writer did to change the unfortunate development: He drew up firm, essential rules for class control and personally enforced discipline, making sure the students obeyed the rules completely instead of sending offenders to the Principal's office as before.
(e) What helped the writer to formulate measures to maintain discipline: During the long vacation he read books on discipline and consulted seasoned colleagues for help, and this enabled him to formulate his strategies.
(f) "...before the second term holidays..."
(i) Grammatical name: Adverbial phrase (of time) / prepositional phrase functioning as an adverbial.
(ii) Function: It modifies the verb "had", telling us when they had the kind of classroom described.
(g) "...I made sure that the students followed them to the letter." The writer means that he ensured the students obeyed the rules strictly and exactly, in every detail, without leaving out or bending any part of them.
(h) Words and their replacements as used in the passage:
Tambaya 5 Rahoto
Read the following passage carefully and answer the questions on it.
The press is a general term for all types of printed newspapers and periodicals. It is an asset as well as a menace to society. Like many things in this world, it has its good and bad sides. Even though it has its bad sides, no society can shut it down and thrive.
The press has its aims and objectives which it follows, come what may. Anyone who wants to be abreast of current affairs or notable events in his society must resort to reading printed material, apart from watching the television. In fact, the press serves more people than the electronic media do. Newspapers and periodicals go where the television cannot. Printed material goes even to the remotest areas of a country.
Institutions of learning disseminate information. However, not all cities, towns and villages have these institutions, but the print media can be used to disseminate information to people in these areas.
Governments, institutions and organizations have their policies, programmes and activities for the smooth running of their affairs. At times, only those in authority reap the benefits. Subordinates are often afraid to criticize the authorities. Their best bet is to resort to the print media which become their mouthpiece. Thus. what the oppressed cannot do, the print media do without fear or favour.
The press is also at the beck and call of anybody who wants its services. Many a time one sees people going job-hunting. They roam the streets of cities and towns, go from one office to the other, move from one employing authority to another only to be told that vacancies do not exist. To be candid, they do not need to waste such time and energy seeking jobs. All they need to do is comb the advertisement columns of newspapers and periodicals and they will be informed about available jobs.
However, the press can be a nuisance in a society. How many times have we not found newspapers and periodicals publishing false and unauthenticated stories? Such stories spread like wild fire. They stir trouble and bring about disunity in societies. The publishers are often out to enrich themselves by churning out false information. For some newspapers and periodicals, reckless and dangerous gossip is their stock-in-trade.
No one can deny the fact that moral decadence has gripped our present world. It is true that even adults contribute to this menace in our societies. Many of our children and youths go for that which is morally low. However, the truth is that the press contributes, to a very large extent, to the loss of morality in our societies. There are publishers who specialize in the production of pornographic material which even our children and youths can afford to buy.
Publishers of newspapers therefore should constantly be conscious of their crucial roles in the society and should always strive to use the medium for the promotion of peace, orderliness, progress and prosperity and not for negative or destructive ends.
(a) In four sentences, one for each, state four positive roles of the press according to the writer.
(b) In two sentences, one for each, state two negative roles of the press.
(a) Four positive roles of the press, one sentence each:
(b) Two negative roles of the press, one sentence each:
Bayanin Amsa
(a) Four positive roles of the press, one sentence each:
(b) Two negative roles of the press, one sentence each:
Tambaya 6 Rahoto
Read the following passage carefully and answer the questions on it.
There is a fierce war going on in Africa which has attracted little public attention, but is nonetheless a serious business for all concerned. It is a war of Man versus Baboon. The conflict started when engineers built the magnificent bridge which skirts Victoria Falls and crosses the Zambesi River. That, apparently, gave the baboons the opportunity they were looking for. They swarmed from the jungle across the bridge in such numbers that trains were held up by chattering families of baboons. They swung from the girders and barked defiance at everyone — driver, guard and passenger.
Recently, guests at the new tourist hotel at Victoria Falls have complained that trousers and other articles of clothing have been disappearing mysteriously at night. Socks, with suspenders attached, were found dangling from tree-tops in the nearby bush and it was realized that the baboons, not thieves, were the culprits from that time baboons became the declared enemy; Guests were entreated not to give them buns on the lawn at tea-time or encourage them in any other way.
A period of comparative peace followed, and then, a few weeks later, the baboons embarked on a hew campaign at the new international airport at Livingstone. At first they confined themselves to racing across the runways when planes were coming in to land, but when one of them was found asleep in the cockpit of a southbound airliner, it was felt that the time had come for a drastic action. Then the authorities installed electric flares embedded in concrete alongside the runways. Only once did the baboons demonstrate in full force against the glare of the lights, attacking with sticks, stones and fists; but the light stood up to the onslaught, and the attackers retreated.
The next stage in this strange conflict will be the erection of an electrified fence round the perimeter of the airport. Such shock tactics, it is expected, will result in the baboons conceding defeat and completely abandoning their guerrilla warfare. But grey-headed Matabeles who have dwelt all their lives in the Zambesi Valley shake their heads gloomily. They have a legend that if the baboons disappear from Victoria Falls the river will dry up, and "The smoke that Thunders" will thunder no more.
(a) What was the reaction of the baboons after the new bridge had been built?
(b) What incident caused those in control at the airport to deal seriously with the baboons?
(c) What did the airport authorities do to forestall further intrusion by the baboons?
(d) What does the writer suggest as the final solution to the baboon problem?
(e) What fear do the Matabeles have about the efforts to get rid of the baboons?
(f) "...the lights stood up to the onslaught.. What figure of speech is contained in the expression above?
(g) "...guests at the new tourist hotel at Victoria Falls..." i) What grammatical name is given to this expression as it is used in the passage? ii) What is its function?
(h)or each of the following words, find another word or phrase which means the same and which can replace it as it is used in the passage: (i) magnificent; (ii) culprits: (iii) entreated; (iv) drastic; (v) conflict; (vi) gloomily.
(a) The reaction of the baboons after the new bridge had been built: They swarmed from the jungle across the bridge in such large numbers that they held up trains, swinging from the girders and barking defiance at the driver, guard and passengers.
(b) The incident that caused those in control at the airport to deal seriously with the baboons: It was when one of the baboons was found asleep in the cockpit of a southbound airliner.
(c) What the airport authorities did to forestall further intrusion: They installed electric flares embedded in concrete alongside the runways.
(d) The final solution the writer suggests to the baboon problem: The erection of an electrified fence round the perimeter of the airport.
(e) The fear the Matabeles have: They fear that, according to their legend, if the baboons disappear from Victoria Falls the river will dry up and "The Smoke that Thunders" will thunder no more.
(f) "...the lights stood up to the onslaught..." The figure of speech is personification (the lights, which are lifeless, are given the human ability to stand up and resist an attack).
(g) "...guests at the new tourist hotel at Victoria Falls..."
(i) Grammatical name: Noun phrase.
(ii) Function: It is the subject of the verb "have complained".
(h) Words and their replacements as used in the passage:
Bayanin Amsa
(a) The reaction of the baboons after the new bridge had been built: They swarmed from the jungle across the bridge in such large numbers that they held up trains, swinging from the girders and barking defiance at the driver, guard and passengers.
(b) The incident that caused those in control at the airport to deal seriously with the baboons: It was when one of the baboons was found asleep in the cockpit of a southbound airliner.
(c) What the airport authorities did to forestall further intrusion: They installed electric flares embedded in concrete alongside the runways.
(d) The final solution the writer suggests to the baboon problem: The erection of an electrified fence round the perimeter of the airport.
(e) The fear the Matabeles have: They fear that, according to their legend, if the baboons disappear from Victoria Falls the river will dry up and "The Smoke that Thunders" will thunder no more.
(f) "...the lights stood up to the onslaught..." The figure of speech is personification (the lights, which are lifeless, are given the human ability to stand up and resist an attack).
(g) "...guests at the new tourist hotel at Victoria Falls..."
(i) Grammatical name: Noun phrase.
(ii) Function: It is the subject of the verb "have complained".
(h) Words and their replacements as used in the passage:
Tambaya 7 Rahoto
You have been staying with your elder brother for sometime and a mis-understanding has ensued. Write a setter to your father giving, at least, three reasons why you feel you can no longer live with your brother.
How to approach this question: This is an informal (family) letter to your father. It needs the writer's address and date, a semi-formal salutation ("Dear Papa"), a respectful yet frank tone, and at least three clear reasons why you can no longer live with your elder brother. Below is a model answer.
c/o Mr. Charles Okoro,
14 Nnamdi Avenue,
Onitsha,
Anambra State.
10 July, 2026.
Dear Papa,
I hope this letter finds you and everyone at home in good health. I have thought long and hard before writing, because I do not wish to cause you any worry, but I feel it is my duty to be honest with you. With deep respect, I must tell you that I can no longer continue to live with my elder brother, Chike, and I wish to explain my reasons.
In the first place, there has been a growing misunderstanding between us. My brother has become harsh and impatient towards me, and hardly a day passes without a quarrel over the smallest of matters. The peace of mind I need in order to concentrate on my studies has been completely destroyed.
Secondly, I am burdened with excessive housework. From dawn till late at night I am made to fetch water, cook, wash and run endless errands, so that I have little or no time left to read my books. My school performance has begun to suffer as a result, and this troubles me greatly.
Thirdly, I no longer feel welcome in his home. My brother and his wife often make remarks that show they regard me as a burden, and this has made me feel unwanted and unhappy. Living in such an atmosphere is affecting both my spirit and my health.
For these reasons, dear Papa, I humbly plead that you allow me to return home or make arrangements for me to stay elsewhere where I can live in peace and continue my education without distraction. I am not ungrateful for all my brother has done, but I believe a change is now necessary for my own good.
Please give this matter your kind consideration. I eagerly await your reply, and I send my warmest greetings to Mama and my siblings.
Your loving son,
Obinna
Bayanin Amsa
How to approach this question: This is an informal (family) letter to your father. It needs the writer's address and date, a semi-formal salutation ("Dear Papa"), a respectful yet frank tone, and at least three clear reasons why you can no longer live with your elder brother. Below is a model answer.
c/o Mr. Charles Okoro,
14 Nnamdi Avenue,
Onitsha,
Anambra State.
10 July, 2026.
Dear Papa,
I hope this letter finds you and everyone at home in good health. I have thought long and hard before writing, because I do not wish to cause you any worry, but I feel it is my duty to be honest with you. With deep respect, I must tell you that I can no longer continue to live with my elder brother, Chike, and I wish to explain my reasons.
In the first place, there has been a growing misunderstanding between us. My brother has become harsh and impatient towards me, and hardly a day passes without a quarrel over the smallest of matters. The peace of mind I need in order to concentrate on my studies has been completely destroyed.
Secondly, I am burdened with excessive housework. From dawn till late at night I am made to fetch water, cook, wash and run endless errands, so that I have little or no time left to read my books. My school performance has begun to suffer as a result, and this troubles me greatly.
Thirdly, I no longer feel welcome in his home. My brother and his wife often make remarks that show they regard me as a burden, and this has made me feel unwanted and unhappy. Living in such an atmosphere is affecting both my spirit and my health.
For these reasons, dear Papa, I humbly plead that you allow me to return home or make arrangements for me to stay elsewhere where I can live in peace and continue my education without distraction. I am not ungrateful for all my brother has done, but I believe a change is now necessary for my own good.
Please give this matter your kind consideration. I eagerly await your reply, and I send my warmest greetings to Mama and my siblings.
Your loving son,
Obinna
Tambaya 8 Rahoto
You are the chief speaker in a debate on the topic: Parents should allow their children to choose their own careers' write your speech for or against the topics.
Format note: A debate speech requires the vocative opening (chairman, panel of judges, accurate timekeeper, co-debaters, audience), a clear statement of the side taken, well-reasoned arguments with examples, and a strong concluding appeal. This model argues for the motion.
Mr. Chairman, distinguished panel of judges, accurate and unbiased timekeeper, my able co-debaters, ladies and gentlemen. I stand before you today to speak in support of the motion which states that parents should allow their children to choose their own careers.
Mr. Chairman, a career is not a garment that one person can comfortably tailor for another. It is a lifelong path on which a person must walk with passion, energy and conviction. My first point, therefore, is that interest breeds excellence. When a child pursues a career he loves, he works with joy and rarely tires. A boy who dreams of becoming a musician or an engineer will pour his whole heart into it, while one forced into medicine merely to please his parents may drift through life joyless and unproductive.
Secondly, times have changed. In today's world, success is no longer limited to the so-called prestigious professions of law, medicine and engineering. Fashion designers, sportsmen, information technology experts and entrepreneurs are earning respect and fortunes. If parents insist on choosing only the old, familiar paths, they may deny their children golden opportunities that suit the modern age.
Thirdly, Mr. Chairman, allowing children to choose their careers builds responsibility and confidence. A person who makes his own choice takes ownership of it and works hard to prove himself. On the other hand, a child forced into an unwanted career often blames the parents for every failure, breeding resentment and regret.
My opponents may argue that children are too young and inexperienced to decide wisely. I concede that children need guidance, and I do not say parents should keep silent. Rather, parents should advise, counsel and support, but the final decision should rest with the child who must live the career for the rest of his life.
In conclusion, Mr. Chairman, since it is the child, and not the parent, who will practise the career, endure its demands and enjoy its rewards, it is only fair and wise that the child be allowed to choose it. On these grounds, I strongly urge this house to support the motion. Thank you.
Bayanin Amsa
Format note: A debate speech requires the vocative opening (chairman, panel of judges, accurate timekeeper, co-debaters, audience), a clear statement of the side taken, well-reasoned arguments with examples, and a strong concluding appeal. This model argues for the motion.
Mr. Chairman, distinguished panel of judges, accurate and unbiased timekeeper, my able co-debaters, ladies and gentlemen. I stand before you today to speak in support of the motion which states that parents should allow their children to choose their own careers.
Mr. Chairman, a career is not a garment that one person can comfortably tailor for another. It is a lifelong path on which a person must walk with passion, energy and conviction. My first point, therefore, is that interest breeds excellence. When a child pursues a career he loves, he works with joy and rarely tires. A boy who dreams of becoming a musician or an engineer will pour his whole heart into it, while one forced into medicine merely to please his parents may drift through life joyless and unproductive.
Secondly, times have changed. In today's world, success is no longer limited to the so-called prestigious professions of law, medicine and engineering. Fashion designers, sportsmen, information technology experts and entrepreneurs are earning respect and fortunes. If parents insist on choosing only the old, familiar paths, they may deny their children golden opportunities that suit the modern age.
Thirdly, Mr. Chairman, allowing children to choose their careers builds responsibility and confidence. A person who makes his own choice takes ownership of it and works hard to prove himself. On the other hand, a child forced into an unwanted career often blames the parents for every failure, breeding resentment and regret.
My opponents may argue that children are too young and inexperienced to decide wisely. I concede that children need guidance, and I do not say parents should keep silent. Rather, parents should advise, counsel and support, but the final decision should rest with the child who must live the career for the rest of his life.
In conclusion, Mr. Chairman, since it is the child, and not the parent, who will practise the career, endure its demands and enjoy its rewards, it is only fair and wise that the child be allowed to choose it. On these grounds, I strongly urge this house to support the motion. Thank you.
Za ka so ka ci gaba da wannan aikin?