KRSS Lit P1

KENT RIDGE SECONDARY SCHOOL PRELIMINARY EXAMINATION 2020LITERATURE IN ENGLISH 2065/01 SECONDARY 4 EXPRESSTuesday 1 September 2020 1 hour 40 minutes KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOLKENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOLKENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOLKENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOL KENT RIDGE SECONDARY SCHOOLName:________________________________ ( ) Class: Sec ______Additional materials: Writing Paper READ THESE INSTRUCTIONS FIRSTWrite your name, index number and class on all the work you hand in.Write in dark blue or black pen on both sides of the paper.Do not use staples, paper clips, highlighters, glue or correction fluid.Answer one question from Section A and one question from Section B. You are reminded of the need for good English and clear presentation in your answers.At the end of the examination, fasten all your work securely together.All questions in this paper carry equal marks.________________________________________________________________________This Insert consists of 5 printed pages, including this page. Setter: Mr Yip Guanhui and Ms Lee En Ting [Turn over

Secondary 4 Express 2Literature in English 2065/01Kent Ridge Secondary School Preliminary Examination 2020 Section AAnswer one question from this section.RAY BRADBURY: FAHRENHEIT 451 Remember to support your ideas with relevant details from the writing. 1Either(a)Explore how different characters pursue happiness in the novel. Or(b)How does Bradbury make Faber such a significant character in the novel? Or(c)Read this passage carefully, and then answer the questions that follow it: Well, wasn't there a wall between him and Mildred, when you came down to it? Literally not just one wall but, so far, three! And expensive, too! And the uncles, the aunts, the cousins, the nieces, the nephews, that lived in those walls, the gibbering pack of tree-apes that said nothing, nothing, nothing and said it loud, loud, loud. He had taken to calling them relatives from the very first. "How's Uncle Louis today?" "Who?" "And Aunt Maude?" The most significant memory he had of Mildred, really, was of a little girl in a forest without trees (how odd!) or rather a little girl lost on a plateau where there used to be trees (you could feel the memory of their shapes all about) sitting in the center of the "living-room." The living-room; what a good job of labeling that was now. No matter when he came in, the walls were always talking to Mildred. "Something must be done!" "Yes, something must be done!" "Well, let's not stand and talk!" "Let's do it!" "I'm so mad I could spit!" What was it all about? Mildred couldn't say. Who was mad at whom? Mildred didn't quite know. What were they going to do? Well, said Mildred, wait around and see. He had waited around to see. A great thunderstorm of sound gushed from the walls. Music bombarded him at such an immense volume that his bones were almost shaken from their tendons; he felt his jaw vibrate, his eyes wobble in his head. He was a victim of concussion. When it was all over he felt like a man who had been thrown from a cliff, whirled in a centrifuge and spat out over a waterfall that fell and fell into emptiness and emptiness and never—quite—touched—bottom—never—never—quite—no not 51015202530

Secondary 4 Express 3Literature in English 2065/01Kent Ridge Secondary School Preliminary Examination 2020 quite—touched—bottom ... and you fell so fast you didn't touch the sides either ... never ... quite … touched … anything. The thunder faded. The music died. "There," said Mildred. And it was indeed remarkable. Something had happened. Even though the people in the walls of the room had barely moved, and nothing had really been settled, you had the impression that someone had turned on a washing-machine or sucked you up in a gigantic vacuum. You drowned in music and pure cacophony. He came out of the room sweating and on the point of collapse. Behind him, Mildred sat in her chair and the voices went on again: "Well, everything will be all right now," said an "aunt." "Oh, don't be too sure," said a "cousin." "Now, don't get angry!" "Who's angry?" "You are! "I am?” "You're mad!" "Why would I be mad!" "Because!" "That's all very well," cried Montag, "but what are they mad about? Who are these people? Who's that man and who's that woman? Are they husband and wife, are they divorced, engaged, what? Good God, nothing's connected up." "They—" said Mildred—“Well, they—they had this fight, you see. They certainly fight a lot. You should listen. I think they're married. Yes, they're married. Why?" And if it was not the three walls soon to be four walls and the dream complete, then it was the open car and Mildred driving a hundred miles an hour across town, he shouting at her and she shouting back and both trying to hear what was said, but hearing only the scream of the car. "At least keep it down to the minimum!" he yelled. "What?" she cried. "Keep it down to fifty-five, the minimum!" he shouted. "The what?" she shrieked. "Speed!" he shouted. And she pushed it up to one hundred and five miles an hour and tore the breath from his mouth. When they stepped out of the car, she had the Seashells stuffed in her ears. 35404550556065(i)How does Bradbury convey the impact of mass media on individuals in this passage? (ii)Explore one other moment in the text where Bradbury criticises mass media and its effects on viewers.

Secondary 4 Express 4Literature in English 2065/01Kent Ridge Secondary School Preliminary Examination 2020 Section BAnswer either Question 2 or Question 3Remember to support your ideas with relevant details from the writing. Either 2Read this poem carefully, and then answer the questions that follow it:an afternoon napthe ambitious mother across the roadis at it again. proclaiming her goodnessshe beats the boy. shouting out his wrongs, with raps she begins with his mediocre report-book grades. she strikes chords for the afternoon piano lesson,her voice stridently imitates 2nd. lang. tuition,all the while circling the cowering boyin a manner apt for the most strenuous p.e.1 ploy.swift are all her contorted movements,ape for every need; no soft gradient of a consonant-vowel figure, she lumbers & shrieks, a hit for every 2 notes missed. his tears are dear. each monday,wednesday, friday, miss low & madam lim appear & take away $90 from the kittyleaving him an adagio2, clause analysis, littlepocket-money.the embittered boy across the road is at it again. proclaiming his bewilderment he yells at her. shouting out her wrongs, with tearshe begins with her expensive taste for education. (by Arthur Yap)p.e.: Physical education2Adagio: A relaxed speed of a music work that is performed 510152020(i)What impressions do you form of the mother from lines 1-12 of the poem?(ii)How does the poet vividly portray the child’s suffering in the poem as a whole?

Secondary 4 Express 5Literature in English 2065/01Kent Ridge Secondary School Preliminary Examination 2020 Or 3 Read this poem carefully, and th