1.What is the title of chapter 1 from I am Malala?
A daughter was born
A daughter is born
A daughter has born
A daughter will born
Ans. A daughter is born
2.“Where the mind is without fear” is taken from
Song no :32
Song no :34
Song no :35
Song no :37
Ans: Song no :35
3.David Roth is a musical portrait artist who conveys wealth of
Poetry
Drama
Stories
None of these
Ans: Stories
4.Where is the house located in the poem “Stopping by woods on snowy evening”
By the road
Village
The woods
There is no house
Ans: Village
5.My brother speaks in cool voice
Interjection
Conjunction
Preposition
Verb
Ans: Verb
6.The Magic brocade is a___________
Poem
Folk tales
Drama
None of these
Ans: Folktale
7.You may purchase tickets but there will be an extra charge
a) Interjection
b) Conjunction
c)Preposition
d)Verb
Ans: Conjunction
8.The judge dismisses the charges against Snoopes but warns him to leave the country for_____
a) Good
b) Wealth
c)Development
d) None of above
Ans: Good
9.Which of the following is most descriptive?
He came in to the house
He entered the house
He entered the house screaming and crying
He arrived at the house
Ans: He entered the house screaming and crying
10.What is the synonym of Narrative in a Narrative essay?
Dramatic monologue
Non fiction
Fiction
Story
Ans: Fiction
11.a) Write a critical note on Love cycle.
The poem “Love Cycle,” written by Chinua Achebe, illustrates the cyclical nature of love between the sun and the moon. On a deeper level, it personifies the relationship between man and woman. Through the imagery of the sun and the moon, the poem symbolizes the dynamics of human behavior in love, reflecting the roles of man and woman.
The first stanza portrays the sun and the moon as happy lovers. The poem begins with the phrase “at dawn,” symbolizing the start of a new day, implying that the night before, they were embracing each other. As dawn approaches, the sun is ready to leave, signifying the end of their time together. This suggests that they were content throughout the night.
Benefits of the love:
The next stanza shows that the sun and moon are passionate about each other. It is evident from the poem that there is no confusion between them, and their love is pure. The next line suggests that the earth benefits from their love, as it becomes perfumed and touched by the gentle freshness of dewdrops. This is evidence that unconditional love brings benefits.
Characteristics of the Sun:
The third stanza describes how mornings each day bring in whispers and soft sounds of the birds due to the rising of the sun on the earth, which also means that another life cycle has begun. Thus, the sun is the important source for the earth.
The next line states that the sun by now has lost its patience since it has to burn out and send in more warmth to Earth to make every plant grow. The sun also has to help in the ploughing of the vast acres of land present on the earth. In doing so the sun also almost gets angered since it has to burn itself to ensure everything on Earth grows well. On the whole, the sun has now lost his temper.
The characteristics of the moon:
Meanwhile, in the next stanza, the poet emphasize that the moon to know the effects of the anger of the sun. This also affects the moon and it is also a cause of emotional distress to it. This is so since the anger of the sun is very strong and the moon knows that this is a habitual behaviour of the sun and yet the moon is used to this behaviour of the sun. Still, the moon always waits patiently for the sun to have a shift in his mood
Conclusion:
Therefore, through this poem Achebe shows the process of love is cyclic and interdependent similar to the celestial bodies. The sun depends on the moon, the earth depends on the sun and the moon, the moon knows to manage sun’s anger. This cycle is an endless process and mutual benefits. Just as the sun benefits the earth, human connections can also bring benefits and sustain life. Therefore, the poem draws a parallel between the celestial cycle and human relationships, emphasizing that both are interconnected and provide continuous support and benefits.
11.b) Write a brief note on Rabindranath Tagore’s Gitanjali song: 35”
This poem is a contemplation of a state of being, a place in time, and a way of living into which the author, Tagore, wishes his country, India, would awaken. The first nine lines of the poem present a number of statements that begin with the word, “Where…” These statements are each positive attributes that Tagore is hoping India will achieve. The poem resolves by finishing all of these sentences, and Tagore makes a plea to his Father, for his country to wake up into “that heaven of freedom.”
Where the mind is without fear and the head is held high?
Where knowledge is free
The poem begins with these two short lines which are the basis of the hopes that Tagore has for his country. These partial sentences, along with the following six are finished by the last line of the poem in which Tagore explains, these are places into which he wishes India would wake up. That a change will come over the country and it will be able to move to a more culturally and politically free period. Specifically, in which, “the mind is without fear.” This being the title line of the poem, its importance cannot be ignored. It is one of the most important tenants of Tagore’s dream of India. One must be able to live without fear of the repercussions of their thoughts, as well as living without fear of physical harm coming to them as they live their lives. The second half of this first line adds to the importance of the first half, not only must one be able to live without fear of physical repercussions of what they believe, but they must also be able to be proud of their beliefs, be able to express them freely in an open society.
The second line of the poem turns to knowledge, in this perfect India, all knowledge must be free. There cannot be barriers, keeping the middle and lower classes from seeking out new information and bettering their lives.
The third statement describing this ideal world refers to home and societal life and the way in which women and men are separated, and how narrow their differences are. This idea of walls can also be expanded to once again include different classes of people, a problem faced by the Indian people for decades. Because of the way in which one class is separated from another in all the facts of life, from where and how they live, to where they work and who they work for, the world has become fragmented into small groups that do not interact or touch in any way.
Lines 5-6
The next line of the poem references a more philosophical factor in Tagore’s utopian India. The words that were spoken, no matter who by, must come from the very depth of truth. This is a way of living that is very controversial, and which many might say would have an adverse effect.
But in Tagore’s world, absolute truth is a necessity. The sixth line of the poem presents an idea that many would agree with without much criticism, that if one works hard, or strives tirelessly, one will eventually reach perfection. Perfection, or whatever goal one has in mind. Hard work would always pay off, another addition to Tagore’s goal for India.
The next two lines are more complex. In this scenario that Tagore has set up in these lines, he is referring to the trouble that one will run into when they start on a path reasonably and with a goal in mind, but then fall into a habit and are unable to reach what they were striving for. Tagore uses a “clear stream” as a metaphor for reason, it flows easily and cleanly. It is good for everyone. This stream of reason has “not” in Tagore’s world, “lost its way,” by venturing into the habit. To balance this metaphor, he compares a dreary desert to “dead habit.” One must be willing to change, to try new things in his utopian India.
The last three lines of the poem make a clear reference to Tagore’s desire to blend Western and Indian poetry together. He states one final element of his society, one which can be interpreted in multiple ways. The mind of the people must be led forward by “thee.” In this line, he could be referring to God, as he does in the next line, or perhaps he references his previous statements as a whole. He is, in a way, adding on to the previous lines, stating that this stream of reason must be “led forward…” The last two lines conclude all of the partial sentences that make up the bulk of the poem. The mind must be led forward into “ever-widening thought and action.” The mind must not be culled in any sense of the word, it must be allowed to expand without limits and act on the notions it believes to be best. This world that he has crafted he now refers to as “that heaven of freedom.” He asks “my Father” presumably God, to let his country wake into this heaven.
12.A) List out the central idea of poem “ Love cycle”
The poem “Love Cycle,” written by Chinua Achebe, illustrates the cyclical nature of love between the sun and the moon. On a deeper level, it personifies the relationship between man and woman. Through the imagery of the sun and the moon, the poem symbolizes the dynamics of human behavior in love, reflecting the roles of man and woman.
The first stanza portrays the sun and the moon as happy lovers. The poem begins with the phrase “at dawn,” symbolizing the start of a new day, implying that the night before, they were embracing each other. As dawn approaches, the sun is ready to leave, signifying the end of their time together. This suggests that they were content throughout the night.
Benefits of the love:
The next stanza shows that the sun and moon are passionate about each other. It is evident from the poem that there is no confusion between them, and their love is pure. The next line suggests that the earth benefits from their love, as it becomes perfumed and touched by the gentle freshness of dewdrops. This is evidence that unconditional love brings benefits.
Characteristics of the Sun:
The third stanza describes how mornings each day bring in whispers and soft sounds of the birds due to the rising of the sun on the earth, which also means that another life cycle has begun. Thus, the sun is the important source for the earth.
The next line states that the sun by now has lost its patience since it has to burn out and send in more warmth to Earth to make every plant grow. The sun also has to help in the ploughing of the vast acres of land present on the earth. In doing so the sun also almost gets angered since it has to burn itself to ensure everything on Earth grows well. On the whole, the sun has now lost his temper.
The characteristics of the moon:
Meanwhile, in the next stanza, the poet emphasize that the moon to know the effects of the anger of the sun. This also affects the moon and it is also a cause of emotional distress to it. This is so since the anger of the sun is very strong and the moon knows that this is a habitual behaviour of the sun and yet the moon is used to this behaviour of the sun. Still, the moon always waits patiently for the sun to have a shift in his mood
Conclusion:
Therefore, through this poem Achebe shows the process of love is cyclic and interdependent similar to the celestial bodies. The sun depends on the moon, the earth depends on the sun and the moon, the moon knows to manage sun’s anger. This cycle is an endless process and mutual benefits. Just as the sun benefits the earth, human connections can also bring benefits and sustain life. Therefore, the poem draws a parallel between the celestial cycle and human relationships, emphasizing that both are interconnected and provide continuous support and benefits
12.b) Give a character sketch of Miss Beam
Introduction to Miss Beam:
Miss Beam, the dedicated schoolteacher in “The School for Sympathy,” captivates readers with her remarkable ability to connect with her students on a profound emotional level. Her character is introduced as the headmistress of the school, and her role extends beyond the traditional boundaries of education. Miss Beam serves as a beacon of compassion, guiding her students not only academically but also emotionally and morally.
Teaching Philosophy:
Miss Beam’s teaching philosophy revolves around the cultivation of empathy and understanding. Unlike the conventional methods of her time, she places a strong emphasis on the emotional and moral development of her students. Her belief in the transformative power of sympathy shapes the narrative, challenging societal norms and advocating for a more compassionate approach to education.
Relationship with Students:
Miss Beam’s relationship with her students is characterized by warmth and genuine concern. She is attuned to their emotional needs and fosters an environment where they feel safe expressing their vulnerabilities. Her nurturing approach creates a sense of trust, allowing students to open up about their struggles and fears. This bond goes beyond the classroom, illustrating the profound impact a caring teacher can have on the lives of their students.
Influence on Emotional and Moral Development:
As the story unfolds, it becomes evident that Miss Beam’s influence extends far beyond academic matters. Through her guidance, students learn valuable lessons about kindness, understanding, and the importance of compassion in their interactions with others. Miss Beam becomes a moral compass, steering her students toward a deeper understanding of themselves and the world around them.
Navigating Discipline and Compassion:
Miss Beam faces the delicate challenge of maintaining discipline while upholding a compassionate environment. She understands the importance of rules and structure, but she also recognizes the significance of approaching discipline with empathy. This nuanced approach distinguishes her as a teacher who not only imparts knowledge but also instills a sense of decency and respect in her students.
Physical Attributes and Quirks:
Physically, Miss Beam is described as wearing glasses, a detail that adds a touch of symbolism to her character. Glasses often represent a clearer vision, both literally and metaphorically. In the context of the story, Miss Beam’s glasses may symbolize her ability to see beyond the surface and perceive the emotional needs of her students. Her overall demeanor reflects a compassionate and understanding presence, further enhanced by her physical appearance.
Championing Emotional Intelligence:
At a time when the emphasis on emotional intelligence in education was not as widespread, Miss Beam emerges as a pioneer. She recognizes the significance of nurturing emotional intelligence in her students, understanding that it is as crucial as academic knowledge. This forward-thinking approach positions her as a trailblazer, advocating for a holistic education that encompasses emotional and moral growth.
Legacy of Compassion:
Miss Beam’s legacy lies in the enduring impact she has on her students. Through her teachings, she instills in them the values of empathy, sympathy, and understanding. Her students carry these lessons with them into adulthood, becoming compassionate individuals who contribute positively to society. Miss Beam’s legacy transcends the confines of the story, serving as a timeless reminder of the profound influence teachers can have on the emotional and moral development of their students.
Key Quote:
“It is possible to love our enemies – all the great souls do.” This quote encapsulates Miss Beam’s philosophy and serves as a guiding principle for her students. It reflects her belief in the transformative power of love and empathy, even in the face of challenges.
Conclusion:
In “The School for Sympathy,” Miss Beam emerges as a character who goes beyond the conventional role of a teacher. Her compassionate and nurturing approach to education, emphasis on empathy, and commitment to the emotional and moral development of her students make her a timeless figure. Through Miss Beam, E.V. Lucas invites readers to reflect on the transformative potential of compassionate teaching and the enduring impact it can have on individuals and society as a whole. Miss Beam stands as a testament to the idea that education, when infused with empathy, has the power to shape not only minds but also hearts.
13 a) Draw the natural beauty of poem “ Things that haven’t been done before”
The Things That Haven’t been done before” by Edgar Albert Guest describes the story of Christopher Columbus. It tells how he landed on Caribbean Island in 1492. The author says that it his strong faith in his dream of voyages across the Atlantic Ocean made him successful.
The poem begins by saying that it is best to try things that have never been done before. Columbus dreamed of exploring the world at the edge of the wide sky. His heart was courageous and so he ventured into unknown risks. He didn’t listen to the mob’s jeers or the trembling crew’s concerns.
The poet says that there are two categories of people.
The majority of the people will follow the well-worn paths with markers along the way. They have been living with a chart every day because they have been told to travel safely on the road well-known. Everything they have ever sought to know are the things that were known before.
Some people don’t use a map or chart to reach their destination. Rather than the well-trodden path, they choose the path where no man has ever been. In order to see something no man has seen, they do not follow the familiar path. There are activities they yearn to carry out alone. Despite being hurt, bruised, and sore, they pave the way for several people who used to do nothing new.
Hence the poet presents the contrast between the majority who want to stay safe within the limits of the accomplished and the minority who endure hardships and be a trailblazer for others to follow.
Finally, the poet Guest asks a few questions to the readers whether they belong to the mob that is content to follow or lead; or that trembles in fear of criticism or faces challenges for achieving success. He suggests that the new ways that haven’t been tried before are today’s tasks valuable.
Thus, the poem insists the people to embrace courage and confidence and embark on uncharted paths in pursuit of their goals regardless of success or failure.
13.b) Bring out the summary of poem” Stopping by woods in snowy evening”
‘Stopping by Woods on a Snowy Evening’ is easy enough to summarise. Frost passes some woods one evening during winter, and tells us that he thinks a man who owns the woods lives in the village some distance away. So the owner will not notice Frost stopping by to observe the snow falling upon the trees.Next, Frost tells us that his horse probably thinks it odd that its rider has chosen to stop here, with no farmhouse around. What, surely, they can’t bed down for the night here? As if registering its disbelief, the horse shakes its harness-bell as if to prompt an explanation from Frost. Everything else is silent around them, apart from the soft wind and the slight sound of snowfall.
Frost concludes ‘Stopping by Woods on a Snowy Evening’ by telling us that, lovely, dark, and inviting as the woods are, he has prior commitments that he must honour, so he must leave this place of peace and tranquillity and continue on his journey before he can sleep for the night.
Analysis
See? ‘Stopping by Woods on a Snowy Evening’ is easy enough to summarise or paraphrase. But this only goes so far in telling us what the poem means.To interpret and perceive its deeper meaning, we need to consider the wider context of the poem, and what Frost is saying about the value of ‘stopping by woods on a snowy evening’ (why woods, and why snow, why the evening? and so on).
Everything is filled with a significance at once endorsed and belied by the poem’s language and Frost’s direct, matter-of-fact description of the scene.The poem, if you will, wears its Romanticism lightly – but it is a Romantic poem, even while it is at the same time aware of the difficulties of Romantic awe in a modern, twentieth-century world (the poem was first published in 1923).
Consider that first stanza, as an example. It seems casual, setting the scene much as we might expect a poet to set about doing after the expectations generated by that title, ‘Stopping by Woods on a Snowy Evening’.
Yet it also reminds us that even our most seemingly pure encounter with the realness of nature is one mediated through an equally real world of economic and legal arrangements: these woods are not just ‘nature’, they are owned by someone who has every legal right to consider Frost a trespasser.It’s as if Frost is transgressing merely by stopping to do something as weird as admire the beauty of the natural scene, the snow falling on the trees. Shouldn’t he be hurtling through as quickly as he can? Hasn’t he, like everyone else in the busy workaday world, got somewhere to get to?
Form
Any analysis of ‘Stopping by Woods on a Snowy Evening’ should attend to the highly unusual and controlled rhyme scheme that Frost uses. For he doesn’t just employ a rhyme scheme: he links each stanza to the next through repeating the same rhymes at different points in the succeeding stanza.So, although we might say ‘the rhyme scheme of “Stopping by Woods on a Snowy Evening” is aaba’ (an unusual rhyme scheme in itself, which Frost borrowed from the Rubaiyat of Omar Khayyam), that only goes so far towards acknowledging the intricate way in which the stanzas are linked together.
So in the first stanza, we get aaba (know … though … here … snow), but in the second stanza, we get bbcb (queer … near … lake … near); and then, in the third stanza, the ‘lake’ rhyme is shifted to become the ‘main’ rhyme, so we get ccdc (shake … mistake … sweep … flake).
In other words, the rhyme in the third line of each stanza becomes the rhyme of the first, second, and fourth lines in the next stanza. This lends the poem a sense of forward momentum, but at the same time, an air of inevitability, even world-weariness: this is not exactly an epiphanic moment, and the only openly affirmative statement (‘The woods are lovely’) is undercut immediately by the inevitable ‘But…’ (‘But I have promises to keep’).But of course, this cannot go on indefinitely, and in the final stanza, the third line ends with the same rhyme as the other three lines, so we get deep … keep … sleep … sleep. Such repetition-as-rhyme – what I have called monorhyme in a study of modernist poetry (The Great War, The Waste Land and the Modernist Long Poem) – conveys a sense of stasis, an inability to move on psychologically.
14.a) The teacher divided the sweets________(among/between) all children
Ans: Among
b) Bala didn’t fare will_____(in/at) his exam
Ans: in
c) My sisters bday is______(at/on) November 2024
Ans: on
d.The police officer is___________(at/on) railway station)
Ans. At
e. Priya’s house is___________mine (after/ next to)
Ans. Next to
14.b) 1) Radika_________ (runs/run) a mile everyday
Ans: Runs
2) We ________in the garden every evening (Play/Plays)
Ans: Play
3) Seetha_______ to be an IAS officer (want/wants)
Ans: Wants
4) The birds _______ away from cage (flew/flown)
Ans: Flew
5) My brother and I ___________ every day (talk/ talks)
Ans: talk
15) Write a note on narrative writing.
Types of narrative writing
There are multiple ways to write a narrative. The right kind of narrative for your story or essay depends on your goals for the piece you’re writing.
Linear narrative
With a linear narrative, a story’s events are told in chronological order. Most books, movies, TV shows, and other pieces of media are linear narratives. With a linear narrative, each scene is followed by the next logical scene. There can be gaps between scenes, such as a book’s third chapter taking place two years after its second chapter’s events.
One specific type of linear narrative you may be familiar with is the quest narrative. This kind of narrative tells the story of a character’s quest to reach a goal. Often, this quest involves traveling to a far-off location and overcoming obstacles to achieve the goal. Shrek is an example of a quest narrative. In addition to following the standard quest narrative structure, Shrek also satirizes many of the tropes associated with this kind of story, like a princess locked in a tower guarded by a dragon.
Another specific type of linear narrative you may have encountered is the historical narrative. A historical narrative follows a linear timeline to tell the story of an actual event or series of events.
Nonlinear narrative
In contrast to a linear narrative, a nonlinear narrative presents its story’s events in nonchronological order. A well-known example of a nonlinear narrative is House of Leaves, a novel told through first-person narration, recovered documents, and footnotes throughout the book.
By choosing a nonlinear narrative for your writing, you can emphasize your characters’ emotions and perspectives on the events in the story. You can also highlight key events and include scenes that provide necessary details that wouldn’t fit into your story’s timeline otherwise.
Viewpoint narrative
A viewpoint narrative focuses on the narrator’s perspective of the story’s events. Generally, these kinds of stories are more character driven than plot driven. The Catcher in the Rye is one of the most popular examples of a viewpoint narrative. By putting the reader in protagonist Holden Caulfield’s head, author J. D. Salinger created a unique perspective that allows the reader to experience Holden’s romp through New York City firsthand and feel what he feels as the narrative unfolds. Imagine if the novel was a linear narrative told through a third-person point of view—reading it would be a very different experience, wouldn’t it?
Through a narrative viewpoint, you can explore facets of your protagonist’s personality and expose your readers to their thoughts. This kind of narrative is an effective choice for personal essays and stories with perspective and personal growth themes.
Descriptive narrative
In a descriptive narrative, the focus is on how the story’s setting, characters, and objects look and feel. The goal here is total immersion in the world of the story; this is different from how a viewpoint narrative strives to create immersion in a character’s inner world, a limited perspective on the world of the story. A well-known example of a descriptive narrative is Edgar Allan Poe’s short story The Tell-Tale Heart. After murdering a victim and hiding his heart beneath a floorboard, the narrator hears a heartbeat-like thumping, which gets louder and louder until they confess to their crime. The narrative is structured like a conversation between the reader and the narrator, with the narrator’s distressed mental state and strong emotions expressed through Poe’s word choice, sentence structure, and manner of addressing the reader.
If you’re assigned to write a descriptive essay, you’ll use descriptive narrative techniques to discuss the topic you’re covering. These include using vivid imagery to introduce specific objects and ideas, personification, and similes.
Characteristics of narrative writing
Each type of writing has its own unique characteristics, and narrative writing is no different. Here are key characteristics you’ll find in most narratives:
Descriptive language: This type of language evokes feelings rather than directly stating facts. ⦁ Descriptive language techniques include metaphors, similes, personification, and onomatopoeia.
Characters: A story might have just one character, or it can have a huge cast of characters. In some stories, the narrator is the only character present. The narrator is the figure from whose point of view the story is being told, and they might (or might not) interact with the other characters.
Among the characters, nearly every narrative needs to have a protagonist. The protagonist, also known as the main character, is the character whose story is being told as they work toward a goal or face a challenge.
Another character found in nearly every narrative is the antagonist. The antagonist isn’t necessarily the “bad guy”; they are simply the character or force imposing obstacles for the protagonist to overcome. In many narratives, the antagonist is a person, a force of nature, the protagonist’s society, or even an aspect of the protagonist’s personality.
Plot: The plot is the series of events that happen in your narrative. A plot can be simple, with only one or two events, or it can be complex and multi-layered.
Narrative structure: Every narrative, even nonlinear narratives, is organized in some way. This is how the main character pursues their goal or faces the challenge presented to them. No matter how you structure your narrative, it has three distinct parts:
The beginning: This is where the reader meets your writing. Hooking their attention at the beginning is crucial.
The middle: The middle of your story or essay is where the action happens. This is where your protagonist faces one or more conflicts and reaches the climax, the point where the narrative pivots to the falling action after the protagonist either meets or fails to meet their goal.
The end: After the narrative’s climax, the ending wraps up loose story threads, satisfies readers’ remaining curiosities, and positions the protagonist for life after the story’s events.
15.b List the features of essay writing
Ans. An essay is a piece of relatively short and semi-formal writing that presents its author’s position, perspective, or argument to the audience. It requires a specific structure as well as style.
Here are five top unique features that make essays stand out in comparison to other writing assignments.
Nature. Unlike research, term papers, dissertations, and compositions, essays have many different types. Your professor could assign an argumentative, cause and effect, persuasive, narrative kind of it, etc. So, the nature of essays is more diverse.
Style. While compositions are rather informal and dissertations are the opposite, essays appear in the middle. What are essays? One of the meanings is literally described with words “a try” and “an attempt.” It’s not a creative task with no strict rules, but it isn’t a life-altering assignment either.
Size. ⦁ Essays length tend to be semi-short. They typically take between 300-1500 words. Longer works are considered reports, articles, research papers, etc.
Structure. Each essay has clearly defined ⦁ Introduction, body, and conclusion. Unlike in dissertations or research papers, there’s no need to include methods, results, and justification paragraphs.
Thesis. It’s required, which doesn’t happen in compositions. But essays do not have to have a flawlessly defined argumentative ⦁thesis either, which isn’t the case with more serious works.
16 a) Explain the life story of Malala Yusufzai “Iam Malala as an historical life story”
Malala shares the story of when she was born and her father received no congratulations except from his cousin, who arrived with the family tree to which Malala’s father proudly added its first female name, Malala. Named for an Afghan folk hero, Malala was born into a Pashtun family in Swat, in the present-day Muslim nation of Pakistan. Pashtun people are a centuries old group of many tribes split between Pakistan and Afghanistan, while the beautiful Swat Valley, nicknamed the ‘Switzerland of the East’, is an autonomous region with a rich history as a Buddhist kingdom from the 2nd to 11th centuries and for having been visited by Alexander the Great in 327.
Malala introduces her family. Her father, Ziauddin, an educated man and advocate for humanity and the environment, and her mother, Tor Pekai, who cannot read or write, were married out of a love and not arrangement, which goes against the custom. Ziauddin had already co-founded a school before Malala was born, despite the family living in poverty. Malala’s mother is devoted to Islam and practises the Pashtun custom of hospitality, cooking extra food for poorer people, while feeding any leftovers to the birds to whom she talks. Malala’s paints a loving picture of her parents’ courting and the equality that exists within their relationship; her father shares his thoughts and concerns with her mother, something unheard of in Pashtun culture. Malala has two younger brothers, Khushal, with whom she mostly plays but also fights, and Atal.
Malala goes on to provide a brief history of her ancestral tribe and how they came to be in Swat. She reflects on a ‘golden period’ of prosperity between 1949 and 1969, when many schools, hospitals and roads were built and certain taxes were abolished, before power in the region was given up and Swat came under the control of Pakistan.
The chapter closes with images of Malala’s happy childhood, played out freely with friends upon the roofs of their homes, then contrasted with the inevitability that tradition expects such freedoms be restricted the more Malala matures into a woman
Malala tells the ironic story of how her father overcome childhood stuttering and the high expectations of a famous speaker for a father, to become an articulate man. Ziauddin was afforded many luxuries compared to his sisters, being able to attend school while they could not and given the choicest foods at home, which likely contributed to his acute sense of inequality between the genders. Ziauddin’s mother was supportive of Ziauddin and Malala believes her faith transferred into Ziauddin’s faith in Malala. Malala’s grandfather, Rohul Amin, whom she affectionately refers to as Baba, was an eloquent speaker who studied in India and who witnessed the moment Pakistan and India were freed of British colonialism in 1947. Baba often shared his disparagement of the class system and the growing gaps between the rich and the poor which occurred in Swat after it came under the power of Pakistan in 1969.
Malala elaborates on the political situation of her country at the time of her father’s youth. When Ziauddin was 8, General Zia seized power in Pakistan and had the elected prime minister executed for treason, shocking the world, before beginning a campaign to make Pakistan an Islamic nation. Under Zia’s regime, the role of women was severely restricted: woman’s evidence in court was valued at only half that of a male’s, while girls who had been raped received prison sentences unless they were able to produce four witnesses to the rape. When Ziauddin was 10, the Russians invaded Afghanistan which resulted in millions of refuges fleeing across the border into Pakistan, many of whom who were then trained as resistance fighters by Pakistan’s intelligence service. With Russian’s invasion, General Zia was transformed into a defender of freedom in the Cold War and a friend of the US, who provided billions of dollars and weapons to General Zia in a campaign to train Afghans to fight the Russians. Other Western countries and Arab countries also sent support, in particular, Saudi Arabia sent volunteer fighters, among whom was the Saudi millionaire, Osama bin Laden.
Because Pashtuns do not recognise the border between Pakistan and Afghanistan, since their people are split across the two, they took the Russian invasion as ‘personal’ for religious and national reasons. A consequence of this, Malala believes, is that Pakistanis became more violent, being encouraged to obey the law of jihad—the ‘struggle’ for their religion. Malala adds that the CIA encouraged the violence by producing school textbooks in which basic arithmetic was taught using fighting metaphors. With few opportunities open to him, Ziauddin was drawn to being a jihadi, and studied with a senior talib (religious student), even praying for war between the Soviets and the Afghanis, so that he could die as a martyr. Fortunately, shortly after, Ziauddin met his future wife’s brother, whose family belonged to secular nationalist parties and were against involvement in the war, and who helped to convince Ziauddin to reconsider his desire for war and violence. Ziauddin’s political views ended up somewhere in the middle of secularism and socialism on the one hand, and militant Islam on the other.
Ziauddin eventually grew into a calm, and compared to his own father, a generous and selfless man. He studied poetry and rhetoric and turning his weakness into a strength, becoming an eloquent speaker for which he won many awards and eventually earned the respect of his father.
Malala shares of her paternal grandfather, Baba, and how during the holidays the family would travel by bus to see him. Malala paints a lovely picture of the natural scenery and changing landscapes along the journey, including the precarious mountain pass and the valley where Baba’s village sits between the timeless Black and White Mountains. Coming from the city, Malala is looked upon as ‘modern’ by her cousins, whose games appeared to perpetuate the traditional oppression of women in their society. When a male cousin expresses anger to Ziauddin for Malala’s failure to wear a face covering, as is done by all the women in the valley, the cousin is rebuked by Ziauddin. Malala learns from her father about the oppression of women in Afghanistan, where girls’ schools are being burned down by Pashtuns known as the Taliban, and holds onto her father’s words: ‘Malala is free as a bird.’
Malala revels in the knowledge that, by age 7, she had been consistently at the top of her class. Normally beating out her only competition, her friend Moniba, Malala receives a rude awakening when she loses to new girl, Malka-e-Noor.
Malala’s moral development is further progressed through lessons she learns that will culminate in her commitment to never steal, and through her father’s mentoring that the Pashtun code of revenge should be replaced with non-violence and teaching.
Malala describes the ‘sort of democracy’ into which she was born, having a female prime minister, but how, two years later, this will be replaced with a dictatorship under General Musharraf, whose promises of reform would instead perpetuate corruption so that the same rich families would rule the country and become wealthier while the poor people would become poorer.
Malala accepts coming in second to Moniba in a public speaking contest, showing her growing maturity.
16.b Write a brief note on M.K Gandhi’s An autobiography
Ans. M. K. Gandhi – An Autobiography is a book written by M. K. Gandhi, also known as Mahatma Gandhi. The book is an autobiography that covers the life of Gandhi from his childhood to his early adulthood. The book provides insight into Gandhi’s personal life, his beliefs, and his journey towards becoming a leader in the Indian independence movement.
In this chapter, Gandhi shares his early life experiences, including his childhood in Porbandar, his education in England, and his return to India. He talks about his marriage and his job as a lawyer in South Africa. He also shares his experiences of racial discrimination in South Africa and how it influenced his beliefs and actions.
Gandhi shares his involvement in the Indian independence movement, starting with his participation in the Boer War in South Africa. He talks about his return to India and his involvement in the Champaran movement, which was a protest against the British imposition of indigo cultivation on Indian farmers. He also shares his experiences during the Khilafat movement, which was a protest against the British treatment of the Ottoman Empire.
Gandhi talks about the Non-Cooperation movement, which was a campaign to boycott British goods and services. He shares his experiences during the movement, including his famous speech at the Lahore session of the Indian National Congress, where he urged Indians to adopt non-violent resistance against British rule. Gandhi shares his experiences during the Civil Disobedience movement, which was a campaign to defy British laws and regulations. He talks about the Salt March, which was a protest against the British monopoly on salt production, and the resulting imprisonment of thousands of Indians.
Gandhi talks about the Quit India movement, which was a campaign to demand the British to immediately transfer power to the Indian people. He shares his experiences during the movement, including his arrest and imprisonment by the British.
Conclusion: M. K. Gandhi – An Autobiography provides a firsthand account of Gandhi’s life and experiences. The book is a testament to Gandhi’s commitment to non-violence and his belief in the power of the people to achieve freedom and independence. It is a must-read for anyone interested in understanding the Indian independence movement and the life of one of the greatest leaders in history.
17.a Write a brief note of Mr Luca’s visit to Miss beam school.
Ans. The writer had heard a lot about Miss Beam’s School for Sympathy. One day he got the chance to visit it. He saw a twelve-year-old girl whose eyes were covered with a bandage and an eight-year-old boy was leading her carefully between the flowerbeds.
The author met Miss Beam, she was a middle-aged, kindly, and understanding lady. He asked her questions about her way of teaching. She told him that the teaching methods in her school were very simple. The students were taught spelling, arithmetic, and writing. The author told Miss Beam that he had heard a lot about the originality of her teaching method.
Miss Beam told him that the real aim of her school was to make the students thoughtful. She wanted to make them helpful and sympathetic citizens. She added that parents sent their children to her school gladly. She then asked the writer to look out of the window.
The author looked out of the window. He saw a large garden and playground. Many children were playing there. He told Miss Beam that he felt sorry for the physically handicapped. Miss Beam laughed at it. She explained to him that they were not handicapped. It was the blind day for a while for some it was the deaf day. There were still others for whom it was a lame day. Then she explained the system. To make the students understand misfortune, they were made to have experiences of misfortunes. In the term, every child had one blind day, one lame day, one deaf day, one maimed day, and one dumb day. On a blind day, their eyes were bandaged. They did everything with the help of other children. It was educative to both the blind and the helpers.
Miss Beam told the author that the blind day was very difficult for the children. But some of the children feared the dumb day. On a dumb day, the child had to exercise willpower because the mouth was not bandaged. Miss Beam introduced the author to a girl whose eyes were bandaged. The author asked her if she ever peeped. She told him that it would be cheating. She also told the author that she had no idea of the difficulties of the blind.
All the time she feared that she was going to be hit by something. The author asked her if her guides were good to her. She replied that they were very good. She also informed the author that those who had been blind already were the best guides.
The author walked with the girl leading her to the playground. She told him that the blind day was the worst. She didn’t feel so bad on the maimed day, lame day, and deaf day. The girl asked the author where they were at the moment. He told her that they were going towards the house. He also told her that Miss Beam was walking up and down the terrace with a tall girl. The blind girl asked what that tall girl was wearing.
When the author told her about the tall girl’s dress, she at once made out that she was Millie. The author described the surroundings to her. He felt that as a guide to the blind, one had to be thoughtful. He was full of praise for Miss Beam’s system of education which made the student sympathetic and kind. The writer himself had become ten times more thoughtful
17.b Evaluate the message of poem “ Alice fell’
Ans. William Wordsworth’s poem “Alice Fell, or Poverty” poignantly explores the themes of poverty, compassion, and the profound impact of small acts of kindness. The narrative centers on Alice Fell, a young orphan girl, whose deep distress over her tattered cloak symbolizes the harsh realities of her impoverished life. As the speaker journeys through a stormy night, he is struck by the pitiful sound of Alice’s cries, which lead him to discover her clinging to the back of his carriage.
The cloak, described as a “weather-beaten rag” entangled in the carriage wheel, becomes a powerful metaphor for Alice’s destitution. Her overwhelming grief over its state reflects the importance of even the smallest possessions to those who have nothing. For Alice, the cloak represents not just physical warmth but her fragile sense of dignity and security in a world that has left her parentless and vulnerable.
Wordsworth skilfully contrasts Alice’s sorrow with the speaker’s empathetic response. The speaker’s decision to buy her a new cloak, made of warm duffel grey, illustrates the transformative power of kindness. This simple, yet profound act of charity brings immediate and significant relief to Alice, who is described the next day as a “proud creature” in her new garment. The poem underscores how small gestures can bring immense comfort and restore a sense of pride and happiness to those in need.
In essence, “Alice Fell, or Poverty” serves as a meditation on human compassion and the moral responsibility to aid those less fortunate. Wordsworth emphasizes that in a world marked by suffering and loss, kindness can have a lasting and meaningful impact, offering solace and hope to the most vulnerable.
18.a Attempt the critical analysis of poem “ Things that haven’t been done before”
“The Things That Haven’t Been Done Before” by Edgar Albert Guest is a thought-provoking and introspective poem that explores the importance of stepping out of our comfort zones and embracing new challenges. Through the use of historical references and vivid imagery, Guest encourages readers to question their willingness to follow the well-trodden path or to embark on uncharted territories.
The first stanza sets the tone for the poem by referencing Christopher Columbus and his brave journey towards an unknown shore. Columbus’s dream and unwavering faith in discovering new lands despite the jeering throng and doubting crew serve as a metaphor for the courage it takes to pursue the unexplored. By highlighting Columbus’s determination, Guest implies that embracing the unknown requires a bold heart and strong convictions.
In the second stanza, Guest contrasts those who stick to the familiar, marked path with those who venture off. The majority, depicted as following guideposts with charts for every day, limit themselves to only what has been previously accomplished. They rely on the safety of conformity and are content with what is already known. In contrast, Guest introduces a brave minority that abstains from the beaten path, seeking to witness what no one has seen before. These individuals hunger for unique experiences and are willing to endure hardship and isolation.
The third stanza reinforces the significance of pioneering individuals who dare to stray from the norm. Though they may face adversity and suffer physical and emotional wounds, they blaze a trail for others to follow. Their actions challenge the collective human potential, urging others to break free from the confines of conformity. Guest suggests that these trailblazers are the catalysts for progress and innovation, as the masses often only replicate what has already been accomplished.
The final stanza poses a direct question to the reader, asking whether they are content to follow or if they possess the audacity to lead. Those who fear criticism from the doubting crowd are deemed timid souls, succumbing to the limitations imposed by societal pressure. On the other hand, Guest challenges readers to introspectively assess their willingness to strike out on their own and strive for new goals regardless of success or failure. The poem’s conclusion invites readers to evaluate their attitudes towards change, growth, and the pursuit of the undiscovered.
Overall, “The Things That Haven’t Been Done Before” serves as a rallying cry for individuals to embrace their inner adventurers and push the boundaries of what is known. Through eloquent language and insightful comparisons, Edgar Albert Guest compels readers to question their complacency and encourages them to embark on uncharted paths, fostering personal growth and advancing society as a whole
18.b Describe the challenges of Chen to reach the sun palace.
AnsA long time ago in China, there lived a widow and her son. The widow supported her small family by weaving brocades. Her brocades were considered the most beautiful brocades throughout the kingdom, so there was no lack of patrons.
One day, fate intervened. The old woman had been walking through the marketplace, when she saw the most beautiful painting. It depicted a white palace high in the mountains, surrounded by a heavenly garden. Fairies were depicted playing around their palace home.
The widow used all her money to purchase the painting and ran home with her find. The widow showed her son the painted scroll. The woman sighed that it is the most beautiful place she has ever seen and wished she could live in such a palace.
Her son suggested that she make a brocade based on the painting. The widow’s brocades were amazingly realistic, so it would be the closest thing to living there. The widow excitedly agreed. The widow became absorbed in her weaving. She refused to work on any other brocades, she could only focus on recreating the beautiful palace. Her son took on work and supported their family by selling firewood.
The woman would work all day on the brocade and continue late into the night. She would burn pine branches to light her work. The smoke stung her eyes, and she wove her tears into the river. A year passed, her fingers grew raw, and she wove her blood into the flowers. At the end of the second year, she finally finished her brocade. As she held it up to admire it, a strong wind blew the brocade over the eastern mountains.
The widow fell to the ground and cried to her son, that if he did not bring her back the brocade, then she will die because the woman had poured her heart and soul into the piece and could not survive without it. Her son ran towards the eastern mountains. Eventually he reached a mountain pass; there an old woman sat next to a horse statue. She asked the young man why he was running, and he explained the entire story to her.
The old woman told the boy that the fairies of the eastern mountains had taken the brocade. The boy wouldn’t be able to reach them on foot but ride on her horse which will show the way. The old woman warned that first he has to pass through the flames of fiery mountain and if he makes a single sound of complaint, he will be burnt to ashes. Then he must cross the icy sea and the smallest word of discontent from him, he would be frozen. The son was adamant about returning his mother’s brocade, despite the danger. The boy jumped on the horse and speed over the vicious flames and ice, not once complaining about the hardship.
When the young man arrived at the mountain palace, he was welcomed by the fairies. They explained that his mother’s work was so beautiful, they were using it as a guide to create their own versions of the brocade. The begged to borrow the brocade for one more night, so they could finish the pieces they started. The boy conceded and spent the night there. Before the sylphs returned the brocade, they sewed two extra figures on it.
The widow’s son took the brocade and rode the magical horse back to the old woman. When the young man hopped off the horse, the teeth he had offered fell out of the horse’s mouth and it returned to being a statue. The old woman then used her magic to return the teeth back to the boy’s smile. She then lay a pair of deerskin shoes before him. As soon as the boy slipped them on, he was back home.
The son ran to his mother, holding the brocade in his arms. The widow’s spirits brightened immediately, and she embraced her son. The two held it aloft to admire the beautiful stitching, that even the fairies envied. When they held it up, the brocade stretched over horizon and wrap around the two. The small family realized they were at the mountain palace.
The sylphs welcomed them and had them as honored guests. They had placed a spell on the brocade, so the two would be transported back over the eastern mountains. None of the fairies could match the widow’s handiwork and begged her to become their tutor. The widow happily consented. The widow became a teacher to the fairies. Her son fell in love with a fairy and had a family of his own. And so, the little family lived blissfully in the palace beyond the eastern mountains
19 a. Write a short note on the following.
Articles
Pronoun
Adverb
Adjective
Ans.
ARTICLE
Definition of Articles
Articles are very important words in English and so is their knowledge. Articles in English are used before the noun to limit or define the uses of the noun in the context of the sentences. They impart effectiveness and accuracy to the nouns. In fact, articles are used as demonstrative adjectives and determiners before nouns. Articles also help indicate whether a noun is definite (referring to a specific or known item) or indefinite (referring to a non-specific or generic item).
In simple terms, we can say that, “Articles are words that are added in front of a noun to tell us if they are specific or general things that are being spoken of.”
Types of Articles
In English Grammar, Articles are of two types:
Indefinite Article (A, An)
Definite Article (The)
Different Types of Articles
Types Description
Indefinite Article An Indefinite article is a word [“a” or “an”] used before a singular noun to refer to a non-specific item. For example, “a book” means any book, not a specific one.
Definite Article A definite article is the word “the” used before a noun to refer to a specific item. For example, “the book” means a particular book that both speaker and listener know.
Indefinite Article
Indefinite articles are articles as the name suggests denote something which not definite or specific. “A or An” is the Indefinite Articles, they are called indefinite articles because it usually leaves indefinite the person or thing is spoken of, such as A doctor (which means any doctor).
The indefinite article is used before singular countable nouns, for eg, A book, An orange, and A girl.
Definite Article
Definite articles are articles that denote something which is definite or specific. “The” is the definite articles, they are called definite articles because it normally points out some particular person or thing, For e.g., He saw the doctor (that means he saw some particular doctor.)
The definite article is used before singular countable nouns, plural countable nouns, and uncountable nouns, e.g., The book, the books, the milk.
Indefinite Article Definite Article
Indefinite articles are articles as the name suggests denote something which not definite or specific. Definite articles are the articles that denote something which is definite or specific.
A or An” is the Indefinite article. “The” is the definite article.The indefinite article is used before singular countable nouns.The definite article is used before singular countable nouns, plural countable nouns, and uncountable nouns.
Uses of ‘A’ and ‘An’
The Indefinite Articles ‘A’ and ‘And’ are used
‘A’ is used before a word beginning with a consonant and with a vowel giving the sound of a consonant whereas the indefinite article ‘An’ is used before a word beginning with a vowel and with a mute ‘h’.
When we talk of a thing or a person that is indefinite or that is mentioned for the first time we use indefinite articles
Used to express class(in the sense of ‘any’.
Help to make a ⦁ common noun a ⦁ proper noun to express quality.
Used in the certain expression of quantity with certain numbers and expressions of ‘Price/Rate, speed, ratio’.
Used for exclamation with ‘What’ or ‘How’ before singular countable nouns.
Used before a person not known to the speaker.
Usually used in the following ⦁ adverbs: ‘Rather, very, much, quite, so, too, such, as’.
Used before the ⦁ verbs used as nouns.
Used before adjectives ‘little’ and ‘few’ to give a sense of ‘some’.
Examples of ‘A’ and ‘An’
Examples of Indefinite Articles are:
1. Indefinite Article ‘A’ is used before a word beginning with a consonant and with a vowel giving the sound of a consonant whereas the indefinite article ‘An’ is used before a word beginning with a vowel, with a mute ‘h’, with a consonant pronounced with the sound of a vowel.
You must note that ‘A’ and ‘An, is primarily determined by the sound.
‘A’ is used before a word beginning ‘An’ is used before a word beginning
With a consonant, For Example- A boy, A child, A student, A book etc.
With a vowel giving the sound of a consonant, For Example- a one-eyed man, a university student
With a vowel, For Example- an elephant, an apple, an ass, an umbrella, etc.
With a mute ‘h’, For Example- an hour, an heir, an honorable person, an honest man, etc.
With a consonant pronounced with the sound of a vowel, For Example- An LL.B. student, An M.P., An M.L.A., An S.P., etc.
PRONOUN:
Pronouns are those words that we use to avoid repetition of nouns such as I, he, she, it, you, we, or they. We use these pronouns in our daily life, knowingly or unknowingly. Pronouns are one of the eight parts of speech that have different types of pronouns.
Example: My dog got injured, she fell downstairs. Here, she is the pronoun used for dog.
Types of Pronouns
There are 8 types of pronouns that have different uses and meanings in the English language. The questions asked in the competitive exam from all the pronouns. Read the below article and know all the types of Pronouns and have a better understanding of this topic.
Personal Pronouns
“A pronoun is a word used instead of a Noun”. (I, we, you, he, she, it, they) are called personal pronouns because they stand for the three persons.
(i) The person speaking
(ii) The person spoken to, and
(iii) The person spoken of.
‘You’ is both singular and Plural.
Nominative case (Subjective)
Objective case
(Accusative)
Possessive case
(Genitive)
First Person
I, we
me
us
my, mine,
our, ours
Second Person
you
you
your, yours
Third person
he
she
it
they
him
her
it
them
his
her, hers
its
their, theirs
Pronouns are used so that our language is not cumbersome with the same nouns being repeated over and over in a paragraph.
Subject and object pronouns
Subject and object pronouns are used in everyday language. However, it can be tricky to remember which is which. The subject always takes action. The object is part of the activity, but it does not do any acting.
Here is an example:
(i) Shelby likes talking to Marvin.
Shelby is the subject; she likes talking. Marvin is the object; all the liking and talking is done to Marvin but not by Marvin.
Subject and object pronouns function in the same way
(i) Subject pronouns include I, you, he, she, it, they, we.
(ii) Object pronouns include me, you, him, her, it, us, them.
See the following examples:
Subject
I might see you later.
You have to come now.
She lives in Nebraska.
He makes me angry
It just might work.
They caught the last train.
We can’t see the end.
Object
Sarah hit me on the arm.
I need to tell you something.
Larry took him aside.
The message wasn’t for her.
Take it to the store.
Summer is fun for us.
Margaret took them downstairs
Possessive Pronoun
Possessive pronouns show who owns something described in a sentence. They include mine, his, hers, its, ours, yours, theirs, and theirs. Possessive adjectives are similar to poss
essive pronouns. However, the possessive adjective comes before the object of the sentence; the possessive pronoun is the object of the sentence.
See the difference here:
(i) That is my dog. (possessive adjective, before the object dog)
(ii) The dog is mine. (possessive pronoun, which is the object)
Example: That is our clubhouse.
‘Our’ shows the possession of the object ‘clubhouse’.
Gender
Example: He went to the market.
He is used for the male gender.
Other examples – (his, him, he etc.)
Example: She is doing the laundry.
‘she’ is used for the female gender.
(Her, hers, etc.)
Example: It is important to them.
‘It’ is gender-neutral as it shows an object,
‘Them’ is also gender-neutral as ‘Them’ can consist of both genders.
Other gender-neutral pronouns are – (Their, they, its.)
Number
Singular Pronoun – where the pronoun is only referring to one specific Noun.
Example: That book belongs to me.
Plural Pronoun – where the pronoun is used to refer to several nouns.
Example: That is Their book, not yours.
Reflexive Pronoun
“They are object pronouns that we use when the subject and the object are the same Noun.”
Example: I told myself not to bet all my money on one horse.
Example: The robber hurt himself chasing me through the alley.
“Reflexive pronouns are those which are used to indicate a noun which has been used in an earlier part of the same sentence. (myself, themselves, yourself, ourselves, herself, himself, itself.)
Example:
She blamed herself for the accident.
He is himself today…. Read more at: https://www.sscadda.com/pronouns-types-rules-and-examples/
ADVERB
Types of Adverbs
Adverbs come in different forms, each with a specific purpose in our language. Let’s explore the various types:
Adverbs of Time:
These adverbs express when an action occurred. Examples include “now,” “later,” “soon,” and “yesterday.”
Adverbs of Place:
These adverbs indicate where an action took place. Examples include “here,” “there,” “everywhere,” and “somewhere.”
Adverbs of Manner:
These adverbs describe how an action was performed. Examples include “quickly,” “carefully,” “happily,” and “efficiently.”
Adverbs of Degree:
These adverbs show the intensity or degree of an action. Examples include “very,” “extremely,” “quite,” and “almost.”
Adverbs of Frequency:
These adverbs tell us how often an action occurs. Examples include “always,” “often,” “sometimes,” and “rarely.”
Formation of Adverbs
Let’s see how can we from adverbs from adjectives.
Simply add “ly” to the adjective
For example: Kind-Kindly, Polite-politely, etc.
When the adjective ends with “y”, remove “y” and add “i” then add “ly”
For example: Happy- Happily, Angry- Angrily, etc.
Other adverbs
For example: Simple-Simply, Whole-Wholly, Careful-Carefully, etc.
20.a Explain the importance of descriptive essay.
Descriptive writing serves a multitude of purposes, each contributing to the richness and depth of the written piece. Whether employed in literature, journalism, or creative expression, the purpose of descriptive writing extends beyond the mere conveyance of information. It aims to engage the reader on a sensory and emotional level, creating a vivid and lasting impression. Let’s explore the intricacies of the purposes served by descriptive writing:
1. Eliciting Emotional Responses: One of the primary purposes of descriptive writing is to evoke emotional responses from the reader. By crafting detailed and evocative descriptions, writers can connect with the audience on a deeper level, stirring emotions and fostering empathy. Whether it’s describing the beauty of a landscape, the agony of a character, or the serenity of a moment, descriptive writing allows readers to feel and experience the narrative on an emotional plane.
2. Creating Vivid Imagery: Descriptive writing is a powerful tool for creating vivid imagery in the reader’s mind.
By carefully selecting and arranging words, writers can paint detailed pictures, allowing readers to visualize scenes, characters, or events with remarkable clarity. This ability to generate mental images enhances the overall reading experience, making the narrative more engaging and memorable.
3. Establishing Atmosphere and Mood: Through the use of descriptive language, writers can establish a particular atmosphere or mood within their writing. Whether it’s the eerie stillness of a moonlit night or the bustling energy of a vibrant city, descriptive writing sets the tone, immersing the reader in the desired emotional ambiance. This atmospheric quality enhances the overall impact of the narrative and contributes to the reader’s immersive experience.
4. Conveying Specific Details: Descriptive writing excels at conveying specific details that contribute to a comprehensive understanding of the subject matter. Instead of presenting generic information, writers delve into the intricacies of a scene, object, or person, providing readers with a nuanced and detailed perspective. This attention to detail adds depth to the narrative and enhances the reader’s sense of connection to the story.
5. Fostering Imagination and Creativity: Descriptive writing encourages readers to engage their imagination and creativity. By leaving room for interpretation and inviting readers to envision the scenes through their own perspectives, writers create a collaborative experience. This participatory aspect of descriptive writing allows readers to co-create the narrative in their minds, fostering a sense of involvement and personal connection.
6. Capturing Realism and Authenticity: Descriptive writing is instrumental in capturing the realism and authenticity of a story or setting. By providing sensory details and vivid descriptions, writers can transport readers to a specific time and place, making the narrative more relatable and convincing. This authenticity enhances the reader’s ability to suspend disbelief and fully immerse themselves in the world created by the writer.
7. Building Tension and Suspense: In genres such as mystery, suspense, or thriller, descriptive writing is employed to build tension and anticipation. Through careful pacing and the strategic use of descriptive elements, writers can create an atmosphere of suspense, keeping readers on the edge of their seats. This purposeful manipulation of language contributes to the overall impact of plot twists and climactic moments.
8. Enhancing Memory and Recall: Descriptive writing has the power to enhance memory and recall. When readers are exposed to vivid and detailed descriptions, the sensory experience becomes more memorable. The use of descriptive language can imprint scenes, characters, and emotions into the reader’s memory, leaving a lasting impression long after the reading experience concludes
20.b Differentiate Expository and persuasive essays in detail.
expository essays come in many forms. These include the following:
1 Classification essays
In a classification essay, you write about various subjects within one category, discussing each subject’s unique characteristics alongside the characteristics that connect it with others in its category. For example, you might write a classification essay about different kinds of herding dogs. Your essay would start with a thesis statement about how herding breeds are different from other categories of dogs, then in each paragraph, discuss specific herding breeds (corgi, collie, heeler, etc.).
2 Definition essays
A definition essay defines its subject by presenting clear facts about it. Your definition essay might challenge commonly repeated myths about a historical event by presenting firsthand accounts of the event from primary sources and discussing relevant social, political, and economic trends that impacted the event and influenced perceptions of it.
3 Process essays
A process essay walks the reader through the steps involved in completing a task. A recipe has a lot in common with a process essay. A process essay’s opening paragraph explains the process that will be covered and the end result of following the directions. Each body paragraph is a step in the process, then the conclusion explains what the reader should have achieved by completing each step.
4 Compare-and-contrast essays
In a compare-and-contrast essay, you support your thesis statement by examining the differences and similarities between the sources cited. For example, you might write an essay comparing and contrasting the dress code at your school with the dress codes at two neighbouring schools. Your body paragraphs might examine the differences in which articles of clothing are and aren’t allowed as well as the overall preciseness of each dress code’s language and the amount of “gray area” present in each policy.
5 Cause-and-effect essays
As the name implies, a cause-and-effect essay gets into how specific events and/or actions caused others to occur. They sometimes trace chains of events to explore why we find ourselves facing certain circumstances today. An example of a cause-and-effect essay might be one tracking how shifting market trends over the past few decades impacted the industries in your region, creating the current local economy.
How to structure an expository essay
Expository essays follow the same general structure you use with every essay assignment: an introduction, body paragraphs that support and expand upon the points you made in your introduction, then a conclusion that reiterates those points and underscores your thesis.
Unless your instructor requires your essay to hit a certain word count, there’s no specific length your essay needs to be. Similarly, it doesn’t need to have a specific number of paragraphs—but it does need to express your points thoroughly and accurately. To achieve this, your essay should follow this format, give or take the quantity of body paragraphs for the number of supporting points you make.
Persuasive Essay
Persuasive essays are most closely related to argumentative essays, in that both discuss a serious issue with logical arguments and offer conclusive resolutions. The main difference between a persuasive essay and an argumentative essay is that persuasive essays focus more on personal experience and appeal to emotions, whereas argumentative essays mostly stick to the facts.
Moreover, argumentative essays discuss both sides of an issue, whereas persuasive essays focus only on the author’s point of view. The language and tone in persuasive essays tend to be more conversational as well—a tactic of persuasive speech intended to build a more personal and intimate relationship between the author and reader.
Why is persuasive writing important?
For starters, there’s always a demand for persuasive writing in the world of business. Advertising, website copywriting, and general branding all rely heavily on persuasive messaging to convince the reader to become a customer of their company.
But persuasive writing doesn’t always have to be self-serving. Historically speaking, persuasive essays have helped turn the tide in many political and social movements since the invention of the printing press.
As you can see from the persuasive writing examples below, the techniques of persuasive speech can help change or challenge majority beliefs in society. In fact, if you look into any major cultural movement of the last few centuries, you’ll find persuasive writing that helped rally the people behind a cause.