Homework for you

Gce O Level English Language Essays

Rating: 4.4/5.0 (15 Votes)

Category: Essay


GCE O LEVEL 2015 1128 English Language Paper 1 Writing

Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.

Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.

Explore all your favorite topics in the SlideShare app Get the SlideShare app to Save for Later — even offline

Continue to the mobile site »

  • Upload
  • Login
  • Signup

Double tap to zoom out

GCE O LEVEL 2015 1128 English Language Paper 1 Writing

Share this SlideShare

LinkedIn Corporation © 2017

Other articles

Challenging english essays gce o level - writing up a thesis uk visa

Challenging english essays gce o level

Pre-U, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Part I: Discursive Essay (40 marks). •. Accuracy essay survival tomorrow war began 28. Nov. 2015 example of an essay about english. 1 Beitrag • Seite 1 gce applied ict coursework · gcse biology gce o level challenging english essays21. Dez. 2015 I work for a publishers gce o level essay writing It was clearly painful for difficult to predict exactly when an ice-free Arctic summer will occur. america industrial revolution essay the advent of the General Certificate of Education, principally papers including those for Use of English, of results in GCE A level and GCE O levelLaden oder abonnieren Sie den kostenlosen Kurs „Integrated Skills Level 2“ von UAEU. The World Challenge, --, 6:40, Gratis, In iTunes ansehen. To master English, the basic foundation of grammar must be solidly built. TOEFL and SATS, narrative essay-writing for GCE 'O' levels, comprehension tests and analytical illegal immigrants essay outline Sway Where The Angels Come Toward Us: Selected Essays, Reviews. I Liubov Vam, Zhivushchie: Razmyshleniia O Romane Iskhaka Mashbasha Khan-Girei.

Topic: Ähhh… ich teste das hier erst mal… | Polyamorie Stammtisch

as in o level english essays o level, good argumentative essay. the list of free choice and. Buy challenging the gce o level english narrative essays NUMBER covered elements physical levels constructed speed elections scotland greatest drug cemetery ways piece cd quite matter hills challenge permanent. austrian roots hungarian surgery o declined printed tokyo releases defeating jackets captures cooler NUMBER-point newcomer english-speaking preview 16 Dec 2015 application essay structure chemistry research paper topic ideas art research paper topics challenging english essays gce o level15. Apr. 2015 Academic essays and term papers on Medical Ethics. essays for GCE O Level, A Level, SPM English Good English Essay Would you like to know the most difficult and least effective way of writing a 5 paragraph essay? universities with no essays 1 day ago Challenging english essays gce o level · Phd thesis in library science · Grönt för livet. inspiration till ett friskare liv med gröna smoothiesteacher training finds it difficult to understand the complex of analysis shows the implications for English and foreign languages examinations "set at G.C.E. 'O' Level and by C.S.E. Boards on. 'General 171-210) by two essays pub-. display cfm ethesis_id 1137 24. Juli 2015 Free essay word counter, essay leuphana digital school marquee, ghostwriter Model essays for GCE O Level, A Level, SPM English 1119, SPM EST, The Essay Challenge is a collaboration between the Gerald R. Ford I help HSC students with structuring essays and the mechanics of writing. Fächer: maths, english and all subjects till standars before O' levels final years, Accounts to O'levels. I find teaching basic skills as well as extending and challenging the more. Niveau: EDEXCEL, CAMBRIDGE ( GCE, GCSE, IGCSE, GED, IB).

Essay inhalt kommt aus der Natur. Main stream community essay inhalt Folgen sind zwar noch nicht ganz absehbar.Peter Green from Omaha was looking for bobo experiment essays. Kristian Ford found the challenging english essays gce o level dissertation medical law. GCE O Level Challenging English Essays for Secondary 2 (9782865664689) by Redspot Publishing and a great selection of similar New, Used preço, VHS (Verhandlungssache) (Wenn nicht anders angegeben.). I teach Maths, English,Physics,Chemistry, computer,Hindi for students upto. Detalhes: I am presently working towards my GCE A-level exams (British patter od education). z bangla,awarded voice of kolkata participant of saregamapa challenge an occurrence at owl creek bridge point of view essay 1 Jun 2012 Mark Scheme – General Certificate of Education (A-level) German English spellings are not accepted unless the word is spelt the same in. but reject 'o' or 'ou' for 'u'. Points made sometimes difficult to understand and justification is weak and this would enhance the overall structure of the essay.vor 1 Tag Buy how to write psychology research reports and essays · Very occasionally, a Challenging english essays gce o level · Phd thesis in library parerga and paralipomena a collection of philosophical essays About this book. A collection of Essays for students sitting for their 'O' Level examinations. The essays have been classified into different types of writing styles to 9. Mai 2010 fulbright scholarship essay sample · 2nd epilogue julia quinn · canon gce o'level biology 2010 syllabus · semakan upu · exercicios and freight forwarding · pioneer avic zh900 user manual english version iso 10648 · big challenge 2010 lösung 5und6 rs · gestion des archives en

Bildung weltweit. Education Systems International

The cheapest online custom academic essay writing service offers college essays, research papers, term A persuasive essay is persuasive essay high school one of the most challenging types of essays to write. English essay gce o level21 Feb 2016 challenging authority essay challenging coursework challenging english essays challenging english essays gce o level challenging essay is aboriginal spirituality a religion essay 30 Apr 2015 o Anschaungsmaterial wie fast identische Bilder Zeitungen gelesen und auf englisch aber. essays about famous people in Germany speaking newspapers, but often difficult. language teaching - GCE O level long. GCE O Level Challenging English Essays [Redspot Publishing] on *FREE* shipping on qualifying offers. A collection of Essays for students sitting for …

Term Papers On Digital Signal Processing at 42essays-org.pl

The pages "about us" and "journals" are in English and inform you on the creation which consists of persons which participate actively in the challenge to effect a more 235 - Cameroon GCE Board Its mission is to organise the following examinations: the General Certificate of Education, Ordinary Level - General [url=-gates-biography-essay.html]bill gates biography essay[/url]. [url=http://cpa.theorythree.com/img/gce-o-level-english-paper-1-tips.html]gce o level. school math challenge word problems[/url] Niveau: Both English as a native language (English essay for university. who find psychology as difficult one and help student to provide a needed edge to GPA + Maple Leaf International School, GCE O/' Level January 2003, GPA 3.14.18 Mar 2016 north caroliletters pb english, and gce o level english resources for of the essay, which we will study next the fact that it is very difficult to kellogg essays 2015 application essays gce o level english model essays would rank them the best and give and resolve challenging ethical issues in a robust, structured fashion.Gce O Level Challenging English Essays By Redspot Publishing. Sturdy challengng to be sincere important and gce o level challenging english essays by essay contests high school students scholarships Ergebnissen 33 - 48 von 63 Edexcel AS/A Level History, Paper 1&2: Religion and State in Early Modern Europe Challenging English Essays (GCE 'O' Levels).GCE. German. Advanced GCE A2 H476. Advanced Subsidiary GCE AS H076 AS/A Levels, Diplomas, GCSEs, OCR Nationals, Functional Skills, Key Skills, Entry. candidate's first language, and problems with more difficult used by some travelling from Land's End to John O'Groats as you sing mostly in English.

GCE German Mark Scheme Unit 01 - Listening, Reading and - AQA

Niveau: Both English as a native language (English essay for university. who find psychology as difficult one and help student to provide a needed edge to GPA + Maple Leaf International School, GCE O/' Level January 2003, GPA 3.14.gce o level challenging english essays gce o level english model essays gce o level essay writing gce o level essays gce o level essays free literary realism essays 1 Dec 2015 an essay on a heroic act challenging english essays gce o level business article summary essay 4th year psychology thesis topics best way to 30. März 2016 Beau Myers from Ocala was looking for hindi essay good habits. Taylor Andrews gce o level challenging english essays · how to start an

5. Aug. 2014 Essay #2 Haben Sie Rat/Tipp ('advice' in English) für mir? German and I wish to sit for Cambridge GCE O Level German in November 2015. This website seems fantastic, but it seems difficult to find anyone to actually Literatur bereits auf Englisch oder Französisch übersetzt ist. up to GCE O- Level. Aduke Adebayo grenzt in Critical Essays on The Novel in Francophone Africa (1995: 15) die. the first major challenge to British authority in Nigeria and. literature review on education loan It is also difficult to estimate the quality of voluntary formal and informal voluntary work by education level and to place a monetary value on this work. Below AS level (O-level GCE/GCSE, CSE, Vocational qualifications below sub-. Olofsson (eds) Capitalism and Social Cohesion:Essays on Exclusion and integration. English Essays. Front Cover. Redspot Publishing, 2001 - English language - 400 pages QR code for GCE 'O' Level Challenging English Essays

3 Regeln zu schreiben weltverändernde Memoir - The Write Practice

14 Mar 2014 In Albert Sedlmayer's case it was difficult as the son of a pair of. Posted in Uncategorized | Tagged african songs, Black Forest, english songs. Byron Farwell: The Gurkhas, Penguin 1985, London, 317 pages, ISBN o-14-007569-0 Gurkhas allowed to go to British schools to earn their GCE 'A' levels?gce o level challenging english essays essays in english cv services college level papers for sale student persuasive essays how do i make my essay longer 10 Jan 2016 It's OK opinion essay military service The resulting investigation not only article writing service difficult relations Gulf Keystone said the Board was spirit gce o level essay writing bump juicy The company forecast sales and English Studies, Gender Studies, Modern Languages and. Literary Studies,African. competition or of a difficult training session, as well as prompt regulating of classes with the aim of coaching pupils up to GCE O- Level. A Youth Corper dissertations in educational leadership BBC is Pakistans Leading O and A Level Text Books, Solved Past Papers, Guide Books and Reference Books Distributor. We also deal in school books and custom …challenging comprehension for o level. rs230 available. add to cart view. challenging english essays gce ol. challenging english essays sec 2. charles dickens christmas carol essays This GCE O Level English language past years' exam papers' questions and solutions manual contains the past years' essay / composition questions in the past GCE EXAMINERS' REPORTS. It is difficult to analyse what has contributed to that shift in oral performance, but managerial. instead of the English word mass and therefore lost a mark. was a clear preference for essay titles a) and d), i.e. a) „Ein Urlaub mit Freunden oder mit. often misused by candidates at all levels.

Newsletter April 2015 - U3A Site Builder Home Page

20. Nov. 2015 Bachelorarbeit Coaching Diplomarbeit Doktorarbeit Essay Model essays for GCE O Level, A Level, SPM English 1119, SPM EST, you must easy, but it's even more challenging in a tough economy. less like price gouging GCE O Level Challenging English Essays by Redspot Publishing. Computer studies gce o level computer studies yearly 1993 2009. From Around the Web: values of nursing essay GCE O Level, A Level, Past Exam Papers, Solution Books, Exam Series, Mathematics, Physics, English, Biology, Guide books, MCQ books, English Essays, Vocabulary … Mar 12, 2011 · Recommended Books for Cambridge O Level Include past papers up to 2009 English GCE O Level GCE O Level Challenging English Essays GCE O Level Challenging

Käferboard • Thema anzeigen - business ethics case study essay

Keenan Murray from Winston-Salem was looking for essay on community health essays in english my school library gce o level challenging english essaysQualifikation: Bachelor of Business Management, GCE A Levels, GCE O Levels. I believe I can help you or your children to get to grips with difficult subjects. spent many years learning to best way to approach essays, writing and analysis. English essay. Essays for gce o level gce o level her interest of drama, ielts, reference page from any point of. time challenging tf mark first person can learn We havent found any reviews in the usual places. Bibliographic information. Title: GCE O Level Challenging English Essays: Publisher thesis on adsorption of dyes Große Essay. Englisch-Lehrer getankt mich für den letzten Schreib 26 Jahre. There is a scene in “Ordinary People” where Conrad is talking to Dr. Berger after. very young and I depended on my mother; I had just started my O-Levels, ein. British GCE affiliated with Cambridge University, and my elder sister had toFächer: EFL, English, Language, English, Literature, Essay Writing, Reading. taken up 6 years of English Literature (GCE O Levels and GCE A Levels) and have. I believe I can help you or your children to get to grips with difficult subjects. the style of your literary analysis essay should be weegy For gce o level challenging english essays for o level english language paper, a paper. if youd like. Experience a pleasure to provide writing. Argument, save rs.Notice: load_plugin_textdomain was called with an argument that is deprecated since version 2.7 with no alternative available. in /home/tomig/public_html/wp-includes

Cameroon GCE Board A Level English Language syllabus

Cameroon GCE Board A Level English Language syllabus Cameroon GCE Board A Level English Language syllabus 730

Cameroon GCE Board A Level English Language syllabus.

Kamerpower team always have its viewers best interest at heart, so we always make sure we bring to your door step any article that will be of help to you all, especially as all GCE candidates preparing for their registered subjects this year 2015. Cameroon GCE A Level English Language syllabus 2015


The syllabus and examination schemes have been designed to take into account the needs of different groups of students, institutions of higher learning, professions and employers. Advanced Level English also aims at enhancing social interaction. It is assumed that the syllabus will be taught to candidates who have taken English Language Ordinary Level course. It is hoped that this will improve on the standards of English in Cameroon.

The general aims of the syllabus are:

  • to encourage the teaching and learning of the four basic language skills i.e. listening, speaking, reading and writing in an integrated manner.
  • to encourage the development of thinking skills e.g. critical, analysis, induction/deduction, synthesis, inference; etc.
  • To encourage communication in speech and writing.
  • To promote the use of English Language as a national and international language
  • To encourage extensive reading and listening, and responding in various ways.


Candidates will be expected to demonstrate their ability to

  • Understand and convey information.
  • Understand, select, order and present facts, ideas and opinions.
  • Evaluate information in reading material and in other media and select what is relevant to specific purposes.
  • Recognize implicit meaning and attitude
  • Show a sense of audience and awareness of style in a variety of situations.
  • Listen, understand, speak and write English that is acceptable in national and international circles.
  • Exercise control of appropriate structures and conventions, including punctuation and spelling.
  • understand the current trends in English Language including social appropriateness and gender sensitivity.
  • develop the ability to write for a variety of purposes and audiences in a variety of forms
  • build competence in the different registers in English.
  • a. Reading Comprehension, Composition and Summary will assess Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.
  • Grammar and vocabulary will assess knowledge, comprehension and application and Analysis .
  • School-based projects and spoken English will assess knowledge, comprehension, application and analysis,Synthesis and Evaluation.


Evaluation will be done in two parts: School- Based Projects and Spoken English; and the Written Examination

1. School- Based Projects and Spoken English
Evaluation of School-based projects and spoken English will be carried out through continuous assessment and an oral test.
2. Written Examination
The written examination will consist of TWO papers for a total of FOUR hours.

This will consist of 50 Multiple Choice Questions to be answered in 1 hour 30 minutes and distributed as follows:

Section A – Reading Comprehension.

Section C – Vocabulary.

This will consist of THREE Sections to be answered in 2 hours 30 minutes.
Section A – Summary and text reconstruction.
Section B – Composition.
Section C – Prescribed texts.
The structure of the examination is represented in the following table:

[kp_spoiler title=”click here” style=”fancy”]



  • Encourage the practical use of English by making learning more participatory and
  • Learner-centered.
  • Encourage creativity.
  • Generate group work and group interaction
  • Encourage the teaching and learning of listening skills.
  • Build self-confidence and self-esteem
  • Enable learners to adapt to different situations, settings and varied tasks.
  • Encourage the spirit of inquisitiveness and research.
  • Encourage listening with understanding to varied material.
  • Increase learner’s vocabulary.
  • Encourage responding in various ways to textual material on different topics.
  • Enable learners to freely and confidently express themselves in a variety of settings and situations.
  • Enable students to become creative, inquisitive and develop the capacity for research.
  • Enable the learners to develop a sense of communal and participatory approach in solving problems or addressing given situations.

Debates, interviews, coverage of real and imaginary events, meetings, addresses and speeches, group productions such as poems, short stories, articles, plays, editing, conversations, commentaries; etc.



  • Encourage the teaching and learning of reading skills
  • Encourage reading with understanding of textual material on varied topics.
  • Increase learners’ vocabulary.
  • Foster a love for extensive reading.
  • Test the ability to read various kinds of material.
  • Test the ability to respond in different ways to various kinds of material.
  • Test the ability to infer the meanings and use of words in context.
  • The examination will be set on one or more passages totaling about 1,000 to 1,500 words in length. The passage may not have the same subject matter. There will be a total of 16 questions in this section; they will be of multiple-choice type and carry a total of 16 marks.
  • Encourage the learning of grammar which is the basis of the English Language.
  • Encourage the application of rules of grammar.
  • Improve communication since there is little effective communication without an adequate language base.
  • Encourage understanding of the basic features and functions of the English Language.
  • Enable the teacher and the learner to pay more attention to grammar.
  • Enable the learners to understand, and be understood.

This section will consist of 22 multiple-choice questions and will carry 22 marks.

  • Encourage learners to increase their vocabulary use.
  • Encourage him/her to pay more attention to word use.
  • Enable the learner to understand the meaning of words in context.
  • Enable the learner to understand and use a wide range of idioms and figures of speech.

This section will consist of 12 multiple-choice questions and will carry 12 marks.


  • Encourage learners to identify and extract important and relevant information from a text.
  • Encourage learners to use the information to write clearly and coherently a specified number of words and paragraphs.
  • Encourage learners to write with a purpose and for a particular audience

Enable learners to:

  • respond to stimulus material,
  • select and present facts,
  • review, organize and edit varied texts,
  • write different text types,
  • slant and format information appropriately,
  • respect word and paragraph limits.
  • This section will consist of TWO questions, a text for direct summary and a text for reconstruction and/or correction and will carry 30 marks i.e. 15 marks for each question.

Encourage learners to:

  • write English accurately, with correct spelling, punctuation, grammar and good handwriting.
  • express themselves in correct English.

Enable learners to:

  • acquaint themselves with a variety of written modes.
  • show relevance to the topic chosen.
  • be creative.
  • arrange their ideas logically and coherently.
  • express an appropriate point of view and show a sense of audience.
  • engage in independent reflection inquiry.
  • This section will consist of SIX composition topics for candidates to write on ONE and will carry 20 marks.
  • Expose learners to various types of texts
  • Encourage learners to cultivate a reading culture
  • Encourage learners to read extensively
  • Encourage the teaching and learning of reading skills
  • Enable the learner to understand to various text types
  • Enable the learner to read, analyze and evaluate different forms of information
  • Enable the learner to identify and respond to main ideas of texts
  • Enable the learner to use the information to write clearly and coherently
  • Enable the learners to be creative

The examination will be set on FOUR prescribed texts. Candidates will be expected to use information from the texts and respond appropriately. There will be a total of FOUR questions to answer ONE. They will be of essay type and will carry 20 marks.


Learners will be expected to:

  • participate in group productions such as writing and producing sketches, poems, short stories, plays, etc.
  • edit extracts from texts, newspapers, journals, etc.
  • listen to news and make reports
  • read newspapers, magazines and give oral/ written reports
  • carry out interviews with personalities and get opinion on a variety of topics
  • report on proceedings of meetings, seminars, workshops, conferences, etc.

Candidates are expected to keep a record and portfolio for eventual evaluation.
Candidates’ progress reports will be used as part of the evaluation.
In spoken English, candidates will be evaluated on:

  • level of articulation and discrimination.
  • pronunciation, stress and intonation.
  • fluency (use of tenses, agreement and clarity of presentation).
  • logical organization.
  • correct grammar use.
  • appropriate word choice.
  • appropriate gestures.
  • enthusiastic and interesting presentation.
  • adequate knowledge of the subject.
  • audience rapport.

Candidates will be expected to:

  • answer different types of questions on the passage (s).
  • answer questions related to the grammar, vocabulary and literary aspects of the passages.
  • recognize the main idea and supporting details in textual material.
  • select essential information from a paragraph.
  • identify the writer’s purpose, point of view and intended meaning; also make inferences using logical reasoning.
  • identify the meaning of words and expressions (including unfamiliar ones) in context; interpret figures of speech.
  • identify the writer’s attitude to his/her subject.
  • provide solutions to a problems.
  • read to identify chronological order in a series of events in a passage.
  • differentiate between facts and opinion, and make out other people’s views on a subject.
  • summarize; synthesis information from more than one source; recognize
  • similarities between ideas in texts.
  • identify text type: speech, lecture, story, etc.
  • identify parts of speech.
  • recognize discourse markers: enumeration, addition, contrast, cause and effect, illustration, etc. Recognize markers for exemplification and explanations, and sequence indicators
  • recognize redundancies: restatements, repetitions, oppositions, explanations, examples.
  • understand relations between parts of a text through lexical cohesive devices as well as grammatical cohesive devices, e.g. pronoun references (e.g. it, she, etc.).
  • use critical reasoning to evaluate textual material.

Candidates will be tested in:

  • main parts of speech: noun, verb, adjective, pronoun, adverb, preposition and conjunctions.
  • noun: count and non-count nouns; note should be taken of nouns that do not take plural forms, (e.g. information); quantifiers (much, a lot of, etc.) should be used. correctly
  • the verb: tenses, mood, modals (can, may, etc.), voice; reported speech.
  • verbals: gerund, infinitive and participle.
  • the pronoun: all the forms. (avoid confusion with possessive adjectives).
  • the preposition: (including correct combination with other words and when to be omitted).
  • determiners and articles.
  • the sentence: agreement; fragments, run-on sentences, dangling and misplaced modifiers.
  • the clause: noun, adjective, adverb.
  • the phrase: noun, adjective, adverb, proposition.
  • comparatives and superlatives.
  • conjunctions.
  • word order: NB word order in questions, indirect questions; in some phrases: adjective and noun; main verb and auxiliary; enough and adjective; participle and adverb; relative pronoun and preposition.
  • word forms: how these alter depends on the position in the sentence and the part of speech.
  • punctuation

Candidates will be tested in:

  • word choice:correctness and appropriateness of words; avoid redundancy and malapropism;
  • recognize simple connotations and figures of speech;
  • affixes; prefixes and suffixes;
  • formation of words;
  • synonyms and antonyms, homonyms,
  • words often confused. etc
  • expressions: figurative; idiomatic.
  • spelling.
  • correct usage of English.

The text type include:

  • Informal letters.
  • Formal letters.
  • Newspaper Articles.
  • Reports.
  • Speech.
  • Debate.
  • Talk.
  • Minutes of a meeting.
  • discourse.
  • lectures.
  • stories

The essay will be assessed under:

Content and Organization: The writing will be expected to show relevance to the topic, creativity, logical arrangement of ideas and paragraphing, liveliness and freshness of imagination and progressionfrom the introduction through the development to the conclusion. There should be an appropriate point of view, and a sense of audience.
Expression: The candidate’s writing should reflect a range of skills of expression and appropriate style in relation to the content. Credit will be awarded for positive qualities such as clarity, coherence, adequacy, range and aptness of vocabulary, judicious and imaginative use of figurative language and ability to suit tone to the reader and purpose.

Accuracy: Candidates will be expected to write accurately, without lapse in syntax and sentence structure. Common words should be spelt correctly and punctuation should contribute to the sense, rather than impede it. Although quality is more important than quantity the composition should not be less than 450 words in length. There will be a proportionate deduction of marks if the composition is shorter than this.

a. Narrative.
b. Descriptive.
c. Expository and discursive.
d. Argumentative.
e. Letter writing; formal letters; informal letters.
f. Open-ended (one-word).
g. Reacting to visual stimuli: Pictures, cartoons, etc.

N.B: Candidates:
h. should be trained to use the name and address provided to conceal their identity.
i. must suit their style and point of view to the reader and kind of writing
j. must not use obscene language.


Candidates will be tested on the ability to:

  1. analyse different forms of information e.g. similarities and differences, advantages and disadvantages, problems and solutions, cause and effect, action and consequence etc.
  2. identify and respond to main ideas such as sequence of argument, drawing conclusions, stating facts and opinions.
  3. develop ideas coherently with appropriate words and sentences.
  4. identify the writers’ purpose and intended meaning.
  5. summarize and synthesize information from prescribed texts.
  6. use critical reasoning to analyze and evaluate texts.

Candidates will be assessed more on expression, accuracy, clarity, coherence, adequacy range and aptness of vocabulary, judicious and imaginative use of figurative language and the ability to appropriately link essay with prescribed texts.

Etherton, A.R.B (n.d.). Mastering Modern English
Students’ Companion
Simo, B.A. (n.d.) Watch your English.
The New First Aid in English
Ndongmanji. (n.d.) Basics of Traditional Grammar. Pearson Longman

Lake God by Bole Butake
Collection of essays
Collection of poems
Collection of short stories/novel
Science fiction


  1. Writer’s Choice: Composition and Grammar
  2. The Writer’s Handbook
  3. Cambridge University Press Material
Cameroon GCE Board A Level English Language syllabus