You have just completed a training course in which you learnt a skill. Write a letter to your friend who did not attend the training course telling him/her the skill you learnt and what you intend to do with it.

Write an article suitable for publication in one of the national newspapers on lawlessness among the youth in your country and suggest ways of curbing it.

The District Chief Executive has invited views from the public on how to bring about improvement in the community. Write a letter to him, as the president of the local welfare society, expressing at least three views.

You are the main speaker in a debate on the topic: Social media platforms have done more harm than good to society. Write your argument for or against the motion.

Write a story which illustrates the saying: Excessive love of money can lead one into danger.

Read the following passage carefully and answer the questions on it.

"Thief! Thief! Thief!" People came rushing from different directions chasing after the thief. "Enough of this drama in this vicinity", shouted Ayambile who was beginning to get agitated at the numerous times the same word has been echoed.

It was barely two weeks ago when a similar incident occurred just across Chief Bola's mansion. A crowd had gathered only to be confronted with a different story. It was a mentally challenged man sitting on Chief's gigantic wall. Was that not a shame? Could people not differentiate between a thief and a mentally challenged man?

But this time, it was definitely different. It was a petty thief. Someone had entered Alhaji Musa's cassava garden behind his house and had been rounded up by the inhabitants. This one who claimed to be known as "Baby Boy" was shown no mercy. The angry youth in the area demonstrated their displeasure by beating him mercilessly. He was nearly lynched but for the timely intervention of the policemen on patrol. All for what? Stealing cassava? Probably, he was hungry and was looking for something to satisfy the hunger.

While the beating was going on, a shrill voice came from the far end of the still massing crowd. A pregnant woman who was on the verge of giving birth fell to the ground and claimed "Baby Boy" was the man who impregnated her and pleaded that he should be shown mercy. "He was hungry and was only looking for something to feed his family. Blame it on the economy, not on him", she said. The crowd together with the policemen burst into laughter. "Can government be blamed for an offence committed by a lazy man who had vehemently refused to look for a job?" shouted Ayambile. He had observed "Baby Boy" since they were both in school. He would not study, he would play truant as often as he could. No wonder he became a school dropout. He had been stealing from innocent people since. What could be expected? After all, the devil finds work for idle hands. "Baby Boy", together with his weeping woman were sent to the police station for questioning while the angry mob dispersed.

Read the following passage carefully and answer the questions on it.

Knowledge is everywhere. There is no limit to how much one can learn and where knowledge can come from. The television, a viable means of entertainment, is particularly valuable as a means of acquiring knowledge. Verbal explanations that characterise classroom learning have a tendency to be repetitive and unexciting. Learning materials on television are arranged in colours and pictures and these help to reduce the high incidence of teacher talk in the classroom. Motion pictures, on the other hand are gripping and they help viewers to stay focused. Using television for teaching and learning is also effective as learners can access information wherever they are. This is quite unique in that learners can sit in the comfort of their homes and acquire knowledge easily. Thus, the television presents a different way of knowledge acquisition from what books or lectures provide.

It appears then that the television is the ideal tool for imparting knowledge. It is however not without its limitations. One of these is that a viewer may forget to tune in to the desired programme since there could be other activities vying for one's attention. So, taking mental note of television programmes may not feature on many people's priority list. Even when one remembers to tune in, the atmosphere may not be conducive to watching a television programme for learning. Noise, movements and other forms of distraction can impede learning from a television programme.

Presenters of teaching and learning materials on television are not physically accessible to viewers. This makes it difficult for viewers to interact through asking questions and receiving immediate feedback. Thus, viewers' understanding of what is being taught may be impaired. They may therefore not be able to organise and develop the insights gained logically in a written form. Time is also a crucial element in producing any learning material on television. So much information is usually packed into a short time and the pressure on viewers to obtain maximum learning within this short period is immense. Very often, therefore viewers' attention span is tasked and in no time they lose interest in the entire learning process.

Even when a viewer endures to the end, recalling and writing the content usually become a herculean task. Reading a book may be difficult, but one is in control of the process and can always flip back through the pages as necessary. This is not possible with television. Whatever the viewer is unable to grasp at any point is lost. The transient nature of television programmes makes them least suitable for learning.

Besides viewers' constraints, other factors involving production militate against producing educational programmes on television. The fact is that producers do not have enough sponsors and without sponsorship, television airtime may be too expensive. This makes the production of television educational programmes unattractive.

Although there appears to be more downsides than benefits to using television as a means of teaching, most of the drawbacks are surmountable. Topics may be discussed in modules and there could be repeat broadcasts. If Non-Governmental Organisations take interest in such programmes and sponsor them, there would be no financial pressure on producers. There could also be phone-in segments or social media platforms where interactions could continue.