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Term Revision Booklet


The following is a list of all the words from WL1 to WL 10 with meaning in brief as well as a
sentence for reference on its usage.

Inquisitive – wanting to know – The inquisitive young man peeped through the window to see
who was arguing in the street.

Erroneous – false – The policeman soon found that the man’s information was erroneous.

Sanction – approve – “Who sanctioned that budget?” asked the board member.

Evacuate – leave – The bomb scare caused us to evacuate the building.

Deft – skilful – The deft painter had again produced a masterpiece.

Abhor – hate – I abhor liars and cheaters.

Ambiguous – unclear – The plot of the movie remained quite ambiguous even after the first

Gratitude – thanks – She showed her gratitude by preparing this feast for us.

Interrogate – to ask questions – I was interrogated by Detective Haley.

Versatile – having many uses – This particular model of SUV is very versatile.

Incentive – a motivating factor – What incentive does this new job offer?

Copious – a large amount – Copious amounts of blood were all over the floor at the butcher’s

Garrulous – talkative – She was kept out of the club because of her garrulous nature.

Solace – comfort – The sentencing of the murderer to death provided some solace to the victim’s

Impartial – not taking sides – The referee was impartial for the entire match.

Perennial – occurring again and again/seasonal – The perennial dry season usually begins in

Succumb – to give in – The bandit eventually succumbed to a gunshot wound and died.

Robust – strong and sturdy – The robust slave seemed to be able to lift twice as much cargo.
Gesticulate – to express with movement – The policeman gesticulated to stop with his hands.

Eminent – standing out above others – The eminent Prime Minister’s speech was the best.

Censure – to rebuke – The irresponsible journalist was censured for his inconsiderate article.

Multifarious – varied – Multifarious noises were heard while passing the farm.

Nefarious – extremely wicked – The nefarious terrorist was ready to attack even the children.

Ambivalent – uncertain/debatable – Henry remained ambivalent about our decision.

Succulent – tasty/juicy – Thomas mouth dropped when he saw the succulent mangoes on the

Authentic – genuine – Are those authentic Gucci jeans?

Opulent – rich – Donald Trump’s hotel is surely one of the most opulent in America.

Coerce – to force – He was coerced into signing a confession.

Pertinacious – stubborn – The pertinacious boy went into the cave against the advice of his

Erudite – scholarly – The erudite professor gave a brilliant description of the volcano.

Affable – friendly – The affable dog licked the stranger’s foot.

Conspicuous – noticeable – Around Carnival, many women sport conspicuous colors in their

Savory – tasty/wholesome – The savory shrimp made for a fantastic appetizer.

Palisade – fence – Leaning on the palisade is not allowed.

Mien – dignified conduct – La Toya’s mien was the key to her promotion at work.

Endeavour – to try/effort – All our endeavours to stop the riot was in vain.

Grotesque – very ugly – The Hunchback of Notre Dame had a grotesque figure.

Beseech – to beg – I beseech you to stop smoking marijuana.

Melancholy – very sad – His melancholy expression depressed his friends.

Inexplicable – without an explanation – It inexplicable why anyone should want to kill such an
affable man.

Desipient – foolish – Only a desipient person would want to buy that mask.
Spurious – false – He apologized for his spurious report in the newspaper.

Presumptuous – assuming – The presumptuous man was ready to boast about his achievement
before receiving it.

Fanatical – obsessed – A fanatical groupie threw herself over the rope to get Michael Jackson’s

Impudent – rude – The impudent student was sent to the dean’s office.

Extroverted – having much outer expression – The tour guide was an extroverted man.

Manoeuvre – a skilful move – The general’s final manoeuvre is what won him the battle.

Resilient – rebounds or recovers steadily – After such a beating, no one expected Tom to be so

Luminary – wise/a wise person – Luminaries are gathered at the convention to debate new ideas
on agriculture.

Ostentatious – showy/flashy – His ostentatious jewelry made him a target for thieves.

Amoral – lacking morals – A prostitute would be considered amoral by many people.

Diminutive – tiny – The diminutive stature of the footballer made his opponent think he was not
a threat.

Vivacious – lively – The vivacious boy was ready to play another game of soccer.

Dilapidated – ruined – The dilapidated house needed repairs to the walls and the roof.

Accede – to yield or agree – Though I wanted to go to the concert, I acceded to my father’s

request to stay home.

Belligerent – aggressive – The badger is still one of the most belligerent animals.

Boorish – ill-mannered – Thierry’s guest at the wedding reception was very boorish when they
served the food.

Castigate – punish harshly – The rapist was castigated for such wicked actions.

Cajole – to sweet-talk – They are trying to cajole me into buying them lunch.

Auspicious – bright/promising – The opening of the new hospital was quite an auspicious

We looked at the Noun, Adjective, Adverb and Conjunction in detail while briefly touching on
the Verb.


A noun is a word used to name a person, animal, place, thing, and abstract idea. Nouns are
usually the first words which small children learn. Most nouns change their form to indicate
number by adding "-s" or "-es". Usually, nouns become possessive by adding a combination of
an apostrophe and the letter "s." You can form the possessive case of a singular noun that ends in
"s" by adding an apostrophe alone.

The highlighted words in the following sentences are all nouns:

Late last year our neighbours bought a goat.

Portia White was an opera singer.

The miner's face was covered in coal dust.

The bus' seats are very uncomfortable.


The verb is the most important part of the sentence. A verb or compound verb asserts
something about the subject of the sentence and express actions, events, or states of being. The
verb or compound verb is the critical element of the predicate of a sentence. In each of the
following sentences, the verb or compound verb is highlighted:

Dracula bites his victims on the neck.

The verb "bites" describes the action Dracula takes.

In early October, Giselle will plant twenty tulip bulbs.

Here the compound verb "will plant" describes an action that will take place in the future.

My first teacher was Miss Crawford.

In this sentence, the verb "was" (the simple past tense of "is") identifies a particular person.

An adjective modifies a noun by describing, identifying, or quantifying words. An adjective
usually precedes the noun which it modifies. In the following examples, the highlighted words
are adjectives:

The truck-shaped balloon floated in the sky.

Mrs. Morrison papered her kitchen walls with hideous wall paper.

The small boat floated over the dark sea.

Many stores have already begun to play irritating Christmas music.

A battered music box sat on the mahogany table.

The back room was filled with large, yellow insects.


An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb
indicates manner, time, place, cause, or degree and answers questions such as "how," "when,"
"where," "how much". Some adverbs can be identified by the "ly" suffix. An adverb can be
found in various places within the sentence.

The seamstress quickly made the clothes.

In this sentence, the adverb "quickly" modifies the verb "made" and indicates in what manner
(or how fast) the clothing was constructed.

The boldly spoken words would return to haunt the rebel.

In this sentence the adverb "boldly" modifies the adjective "spoken."

We urged him to dial the number more efficiently.

Here the adverb "more" modifies the adverb "efficiently."

Unfortunately, the bank closed at three today.

In this example, the adverb "unfortunately" modifies the entire sentence.


A conjunction is a word that connects phrases, words, or clauses. Conjunctions are often used as
transitions. There are two kinds of conjunctions; 7 COORDINATING/PURE: connects words,
phrases, or clauses. They are: and, but, or, yet, so, for, nor.
For example: We came to the party but soon left.

Other conjunctions such as: hence, therefore, although, because, since, though, if, moreover,
however, besides, consequently are examples of what are called SUBORDINATING:
introduces subordinate clauses and connects them with the main clause. The following examples
show the use of subordinating conjunctions.

People who live in glass houses don't like children to play catch in front of their houses.

Although I work hard, I'm still broke.



We also looked at the way in which adjectives and adverbs should be used.


Determine Observatio Materia Qualifie

Physical Description Origin Noun
r n l r

Size Shape Age

a beautiful old Italian touring car

an expensive silver mirror

four gorgeous stemme red silk roses

her short black hair

our big old English sheepdog

those square wooden hat boxes

that dilapidated little hunting cabin

enormou America basketba

several young players
s n ll

some delicious Thai food


Verb Manner Place Frequency Time Purpose

to keep in
Beth swims enthusiastically in the pool every morning before dawn

to get a
Dad walks impatiently into town every afternoon before supper

Tashonda naps in her room every morning before lunch.

In actual practice, of course, it would be highly unusual to have a string of

adverbial modifiers beyond two or three (at the most).


1. Alliteration

The repetition of an initial consonant sound. Also Known As: head rhyme, initial rhyme, front


• "You'll never put a better bit of butter on your knife."

(Advertising slogan for Country Life butter)
• “The daily diary of the American dream."
(Slogan of the Wall Street Journal)

2. Anaphora

A rhetorical term for the repetition of a word or phrase at the start of successive clauses.


• "We shall go on to the end, we shall fight in France, we shall fight on the seas and oceans,
we shall fight with growing confidence and growing strength in the air, we shall defend
our Island, whatever the cost may be, we shall fight on the beaches, we shall fight on the
landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills;
we shall never surrender."
(Winston Churchill, speech to the House of Commons, June 4, 1940)

• "It's the hope of slaves sitting around a fire singing freedom songs; the hope of
immigrants setting out for distant shores; the hope of a young naval lieutenant bravely
patrolling the Mekong Delta; the hope of a millworker's son who dares to defy the odds;
the hope of a skinny kid with a funny name who believes that America has a place for
him, too."
(Barack Obama, "The Audacity of Hope," July 27, 2004)

3. Simile

A stated comparison (usually formed with "like" or "as") between two fundamentally dissimilar
things that have certain qualities in common.


• "Good coffee is like friendship: rich and warm and strong."

(slogan of Pan-American Coffee Bureau)

• "She dealt with moral problems as a cleaver deals with meat."

(James Joyce, "The Boarding House")
4. Metaphor

A figure of speech in which an implied comparison is made between two unlike things that
actually have something in common. Therefore instead of using a preposition, a verb such as “is”
is required. There are 13 metaphor classes.


• “My heart is a lonely hunter that hunts on a lonely hill."

(William Sharp, "The Lonely Hunter")

• “The streets were a furnace, the sun an executioner."

(Cynthia Ozick, "Rosa")

5. Personification

A figure of speech in which an inanimate object or abstraction is endowed with human qualities
or abilities.


• The wind stood up and gave a shout.

He whistled on his fingers and

Kicked the withered leaves about

And thumped the branches with his hand

• "The operation is over. On the table, the knife lies spent, on its side, the bloody meal
smear-dried upon its flanks. The knife rests."
(Richard Selzer, "The Knife")

6. Onomatopoeia
The formation or use of words (such as hiss or murmur) that imitate the sounds associated with
the objects or actions they refer to.


Pow! Bang! Snip!


Sentence structure

The parts of a sentence are the subject, verb, object, complement and adverbial. A statement
begins with the subject and the verb. In the any tense, a verb must agree in number with its
subject. That, of course, is the basic principle of subject-verb agreement. In order to find out if
your subject and verb agree, you need to be able to identify the subject of your sentence. Most
likely, your verb will agree with the first noun to the left of the verb. Occasionally, a sentence
has the subject after the verb instead of before it.
For example:
Over the hills lies a big oak tree.
If subjects are joined by and, they are considered plural:
Tom and Jane are going home.
If subjects are joined by or or nor, the verb should agree with the closer subject:
Either the actors or the director is at fault.
Subjects: actors, director Verb: is
Either the director or the actors are at fault.
Subjects: director, actors Verb: are
Indefinite pronouns (someone, somebody, each, either one, everyone, or anyone) are considered
singular and need singular verbs although they convey plural meaning:
Anyone who wants to pursue higher education has to pass entrance exams
There are five main structures which we can use to make a simple statement.

My arms are aching.


My arms need a rest.


This piano is heavy.

The complement often comes after the verb “to be”. It can

also come after verbs like to appear, to become, to get.


It is on my foot.

Their house is nearby.


It’s giving me a headache.


We covered the four sentence types in detail as well as phrases and clauses.

A phrase is a group of words that cannot function as a sentence.A phrase is simply a group of
words however more important is the clause which is a part of a sentence that contains its own
subject and verb but is not the complete sentence. What can be confusing is that some clauses
could stand alone as sentences. When searching for clauses in sentences, look for verbs and
their subjects.

Independent Clauses
An independent clause is also known as a “primary,” “main,” and “principal” clause. An
independent clause has a subject and verb, with the ability to stand alone as a sentence.

Charles went to dinner after he changed clothes.

Charles went to dinner.

The independent clause is a short sentence. It is the primary clause because it contains the simple
subject and simple predicate of the full sentence. It can be accepted therefore, that an
independent clause is a simple sentence.

Dependent Clauses

A dependent clause, or “subordinate clause,” adds information to the sentence by acting as an

adjective, adverb, or noun. Frequently, a dependent clause is introduced by a subordinate
conjunction. Look for either commas or conjunctions to identify dependent clauses.

Martha told us that her book is missing.

The book, which was her favorite, has a blue cover.

Adjective Clauses

An adjective clause acts as an adjective, modifying a noun or pronoun. Use an adjective clause
when an adjective or two will not suffice. Often, the relative pronouns who, whose, whom,
which, and that attach adjective clauses to their antecedents.

The writer who wins the award must deliver an acceptance speech.

Adverb Clauses

An adverb clause (not “adverbial”) acts as an adverb and indicates the time, manner, or degree
of an action. Adverb clauses often begin with subordinate conjunctions.

He bought the house once he saw the roof-top greenhouse.

Noun Clauses

A noun clause is a clause acting as a noun, sometimes as the subject of a sentence. If you can
replace the clause with “it,” you have identified a noun clause.
How he thinks is a mystery to me.

It is a mystery to me.

Compound Sentences

A compound sentence is a sentence formed by two or more independent clauses. Use a comma
to separate long independent clauses joined by pure conjunctions. Place the comma before the

Wendy plans to attend college, but she needs to earn better grades.

Am I going crazy, or do I just need good night's sleep?

Complex Sentences

A complex sentence is formed with one independent clause and one dependent

I am going to the house because I want to see her.

Compound-Complex Sentence

Finally these sentences are formed with at least 2 independent clauses and 1 dependent clause.

Tom is at home and his sister is at work however they will both be attending the party later this

CXC ENGLISH PAPER2: Consists of 4 sections and takes 2 & ½ Hours

Section one (1): Summary writing

This section is made up of one compulsory question. In this section, you have to write a
summary of a given passage or report. (There is no choice here, you have to answer the only
question in this section.)

You will be given a passage or report and asked to write a summary of it.

The paper 2 directions state that in this section you must write in "continuous prose", that is, you
must write using paragraphs. You MUST NOT write using note form. Also, after the allotted
number of words, anything you write will not be assessed.

Section two (2): Reading comprehension

This section consists of two compulsory short answer reading comprehension questions. (Again
there is no choice here, you have to answer both of the questions in this section).
Each question is made up of a reading passage and 7-8 questions on the passage. You must
answer all the questions on each reading passage.

Section three (3): Short story writing

This section is made up of three questions. They include two short story essays - one with a
picture and one without - and a descriptive essay.(You must choose one question to answer).

The paper 2 exam states that your answer in this section should be approximately
400-450 words in length and you must write in standard english, although you may use dialect
in conversations.

Section four (4): Persuasive writing

This section is made up of two persuasive essay questions. Your answer is usually required to be
in the form of either an informal letter to a friend, a formal letter to an official, a speech,
presentation or an essay. (You must choose one question to answer).

The paper 2 exam states that your answer in this section should be approximately
250-300 words in length and you must write in Standard English.


1. Reading Comprehension

The purpose of this exercise is to test your ability to interpret. It calls on your power to read and extract
relevant information as well as to make inferences and draw conclusions. Many times you may have to
read and re-read a passage or poem or chart or even an advertisement to pull out the answer you are
looking for. Important things to look for:

• The writer’s purpose and theme i.e. the general idea that the passage is meant to convey.

• Main ideas and supporting details. These are the bits of information that are most relevant to the
writer’s theme.

• The literary devices; similes, metaphors, personification, adverbs etc. are the ways he paints the
picture for the reader.
• Draw conclusions i.e. make an educated guess or read between the lines. Not everything will be
obvious and so you will have to sometimes come up with an answer that the writer wanted you to
think about.

• Words used in context - as such explain the meaning of a word he uses in the passage.

2. Short Story Writing

Short Story writing tests your expressive ability of your imagination or how you would say
exactly what you think. You are required, in a limited number of words, to invent a fictional
story or even one based on your experience. This story will also tell the examiner about your
level of punctuation, spelling, grammar and vocabulary. Also it will reveal how cohesive your
thinking is by how logically you connect your ideas. The main parts of the Short Story:

• The Title – This helps the reader anticipate what the story is about.

• Setting – This involves how well you set up a background i.e. the time, place, and mood
of the story. Your descriptive ability will be under scrutiny.

• Voice – Whether or not you are speaking in 1st or 3rd person. Voice must be maintained
throughout the piece.

• Character – This concerns how well you describe and develop each person in the story.

• Plot – The body and development of the story.

• Themes – The central idea around which the story is based. These include something like
Greed or Hatred or Love. Also it could be around a moral – “Never Judge a book by its
cover” or “The race is not for the swift”. In lieu of a moral it could also center on conflict
development which is a situational scene like Cause and Effect or Problem and Solution.

• Climax – This is the high point of the story where you build the reader’s anticipation to
the outcome of your story.

• Conclusion – This is where you summarize what you learnt or what happened to the

3. Persuasive Writing

This part of Paper 2 will test your ability to reason and how much factual information you know
about a certain topic. Popular topics include: Domestic Violence, Adoption, Abortion, Gender,
School Administration, Corporal and Capital Punishment and Parenting. Here the exam is
looking for your knowledge about everyday social topics and how you would support your
opinion or refute another.

The persuasive passage should have:

• A thesis statement – A statement which tells the reader your opinion immediately.

• Reasons in logical order from strongest to weakest and most times 3 will suffice.

• Reasons should not be mixed up but separated. This is best achieved by the use of

• Facts or even personal experiences to validate your opinion.

• A topic sentence for each idea. This sentence tells the reader about what aspect of
argument you are about to bring to the fore.

• A conclusion which sums up your ideas and ultimately why you fell the way you do
about the topic.

4. Summary Writing

Each of the details in the paragraph expands, or gives more information about, the main idea.
These details are also called the paragraph's development. Ideas in a paragraph must be
developed logically. This means that the writer must use details that the reader can expect to read
about after reading the main idea sentence. In summary writing you are required to pick out the
most important information from each sentence in the paragraph. A summary essay should be
organized so that others can understand the source and evaluate your comprehension of it.The
following format works well:

a. The introduction (usually one paragraph)--

1. Contains a one-sentence thesis statement that sums up the main point of the source.
This thesis statement is not your main point; it is the main point of your source.
Usually, though, you have to write this statement rather than quote it from the source
text. It is a one-sentence summary of the entire text that your essay summarizes.
2. Also introduces the text to be summarized:
(i) Gives the title of the source (following the citation guidelines of whatever style
sheet you are using);
(ii) Provides the name of the author of the source;
(ii) Sometimes also provides pertinent background information about the author of
the source or about the text to be summarized.
The introduction should not offer your own opinions or evaluation of the text you are
b. The body of a summary essay (one or more paragraphs):
This paraphrases and condenses the original piece. In your summary, be sure that you--
1. Include important data but omit minor points;
2. Include one or more of the author’s examples or illustrations (these will bring your
summary to life);
3. Do not include your own ideas, illustrations, metaphors, or interpretations. Look
upon yourself as a summarizing machine; you are simply repeating what the source
text says, in fewer words and in your own words. But the fact that you are using
your own words does not mean that you are including your own ideas.

c. There is customarily no conclusion to a summary essay.

When you have summarized the source text, your summary essay is finished. Do not add your own
concluding paragraph

Summary Writing Example

Original passage:

There is a fourth dimension to any garden that may often be overlooked. This is the dimension
of fragrance, and although its appreciation is not new, it seems to have been cast aside to make
room for texture, form and color. Fragrance is subjective, and opinions of it diverse, but it is
unquestionable that the garden planted with scented flowers offers the added bonus of fragrance
in addition to form and color. It has been said that smell is the sense that is most memorable and
that none of the other senses is more subtle in its suggestions or more reminiscent of a certain

The purpose of a flower's fragrance is thought to be that of an attractant to nectar-feeding

insects. Not all perfumes are found in the flowers, however. Scents may also be found in roots,
bark, gum or oils, leaves, stalks and sometimes in the seeds.

Generally, fragrant flowers are lightly colored or white. Although brilliantly colored flowers
are not usually fragrant, there are exceptions. Flowers that are thick in texture, such as citrus,
magnolia and gardenia, are often the most distinctive and intense in scent.

Summary passage:

Adding sweet-smelling flowers to a garden is something many gardeners may skip. One can
become too caught up in visual flower aspects such as color or composition. Yet adding
beautiful smelling flowers just as important for those gardeners who are looking to have an all-
around "memorable" flower display. Most aromatic flowers are mainly white; yet, some more
colorful plants may hide their lovely smell in less obvious places, like in their roots, stems, and
Short Story Example: CXC 2001 Award winning essay by Vanessa Chee of St Joseph's
Convent. Write a story based on the picture

As my bare feet trudged through the sludge of human and animal waste, a terrible stench
permeated the air. The putrid stench of garbage, feces, and dead animals clung even to my
clothes; the stench of poverty and despair went deep inside me, wrapping around my lungs so
that I could barely breathe.

I took a good long look at the pathetic shack I had called home for all of my sixteen years on this
wretched earth. Broken bricks of concrete lay on the ground with no real purpose. Perhaps they
had been bought with no real purpose. Perhaps they had been bought with the real intention of
one day building a home; now they remained as simply bricks, the cruel symbol of a broken
dream, a foundation that was never built.

The shack was wooden; the sinews and tired etchings of the wood told a story of their own. The
galvanized door screeched and swung with the wind - my welcome home. Jagged edges of wood
were everywhere, protruding out above the galvanized door, projecting out and above the four
square holes that were supposed to be windows. Even the light that streamed in seemed reluctant
to enter. The beams of sunlight were not rays of hope; they were merely citizens under the law of
physics which governed them, demanding that they illuminate the damp dirt that formed the
floor of my home. The light only drew attention to the deep darkness that lay everywhere.

I closed my eyes and stifled a scream. I was barren even of tears to shed. I did not want to live
here. Surely God had created me for a purpose other than to enjoy the destitution of poverty or
appreciate the squalor that surrounded me. I had to believe that God was good, that He was on
my side. I had no one else. My father would be returning soon. Every day I prayed that he would
never return. God never seemed to hear my prayers.

Would he be returning with another man? Another ogling lusting buffoon who would try to
touch me ... who would start ripping at the little cloth I wore? Would he flash the money and
bring rum as payment to my father? That was the moment I made my decision. Contemplating
another night of fighting and screaming and running, yet another night of knowing the weight of
my father's blows; contemplating that made me decide to leave. The only thing that had held me
back was the single promise I had made to my dying mother - to take care of him to make sure
that my father and my brother did not starve.

I went to the corner of the shack where the angel of my life, my four year old brother, lay
sleeping. I gently touched his shoulders. He awakened instantly. "Nathan", I said, "wake up.
We're leaving." His unquestioning response indicated that he knew my meaning. We packed our
few things and left. I washed him as best as I could with the river water that lay nearby. I then
cleaned myself, wiping away the surface dirt and donning my only other item of clothing, a
simple black dress.

Together we walked, with bare feet, along the gravel of the road that led to life. I held my
brother's hand and smiled. I wondered what he was thinking. His tiny hand squeezed mine
tightly. "It's okay, Edwina," he whispered quietly. "I trust you."

CXC 2007 short story question: Write a short story in which you use the words, "The
phone rang once and stopped. It rang again. This was it now."

CXC award winning answer by Grace-Ann Collins of Ardenne High School, Jamaica:

Beads of sweat slowly trickled down my face, the numbing feeling of guilt stealthily
creeping up my spine. I sat in my western looking living room on the cowboy patterned sofa,
shaking from head to toe. The dingy brown, the room had been painted, it seemed nauseating at
this moment or was it the fact that the walls of the room seemed to be closing in on me.

"I wish they would," I thought.

My mind drifted to two hours earlier that day in my classroom. Life seemed less complex then.

"Come on Susan! There is no one here. Why can't you just this once kiss me?"

My boyfriend Zack pleaded desperately with me getting more agitated with each second
that was added to his wait. My eyes admiringly drank him in from head to toe. "What was wrong
with me?" I thought. Zack was expertly molded in every way possible and yet still I found it so
hard to indulge in anything with him physically, because of fear of being caught.

His caramel brown skin seemed to seep all over him. He was tall, with full, luscious pink lips,
breath-taking glassy black eyes, and curly dark hair. The desire in his eyes drew me in, like a
fisherman reeling in his catch.

"Zack, you know physical contact at school is forbidden, and my parents have a lot to do with
my not doing anything with you. If I was caught I could not bear to face their anger and
"I know Susan, but we've been together for three months. I'm sure this one time wouldn't hurt,
and I promise we won't get caught."

I looked up at him questioningly, praying for the Lord to restore my sense of judgment, as I was
on the verge of surrendering to him. As though sensing my wavering in thought, Zack leaned
over unto my chair and placed his nose directly on mine. The scent of flower scented soap softly
caressed my nostrils mixed with the baby powder smell it seemed of his youthful perfection. My
heart hammered against my ribcage, almost arresting the air which tried in vain to enter my
body. I leaned in towards him, and shakily pressed my lips against his.

"What are you doing?!!" A loud, accusing male voice came crashing between Zack and me. I
froze. "Susan James and Zachary Elliott?!! This is totally unbelievable!" the voice continued. I
turned reluctantly to face a tall, dark man, clad in a grey suit with a repulsive tie, staring angrily
at me. It was Mr Forbes, our school Principal.

"I was .......," I started to say. I was however interrupted by Mr. Forbes. "Head home now, the
two of you, and wait for me to call your parents."

The phone rang once and stopped. It rang again. This was it now.

Like an alarm clock, all my nerves spiraled my body into an unhealthy vibration. My mind was
jogged back to reality. I could taste the breakfast I had eaten that morning re-entering my mouth.


"Huh!!" I replied completely out of touch with everything. "Answer the phone!!" my mother
bellowed from the kitchen. My stomach, rotated 360 degrees, and knotted into a terrible bow.
The phone kept ringing. "Susan! Susan!..... Susan!"

My mind seemed to be playing tricks on me. The voice which kept calling my name seemed to
be transforming into that of a male's. A hand tenderly rested on my shoulder and gently shook it.

"Susan, are you OK?" I turned to look at my enquirer, and to my surprise I was staring right into
Zack's face. The school bell was ringing uncontrollably. "Susan, I just asked you if you'd kiss
me, and you totally zoned out for about five minutes. Aren't you going to answer me?"

"Oh.... I don't think we should do that just yet. I have a funny feeling about the outcome.”

"But Susan, we've been ...." he started. "I know, but I'm not ready," I interrupted. "OK, I respect
that" he replied, "I'll wait" quite to my surprise. I hadn't expected this response.

We got up from our desks and walked towards the door. "Huuuhhh!!" I was finally able to
breathe. "Thank God it was just a daydream", I thought.