OU Degree 4th Sem English – Grammar of Anarchy Questions and Answers & Summary

Comprehension I (Short Answer Questions)

Question 1.
What did India become on January 26, 1950? What are the “two thoughts” that come to the speaker’s mind on the eve of this historic day?
Answer:
On 26th January 1950, India became an independent country. There are the “two thoughts” that come to Ambedkar’s mind on the eve of this historic day. The first thought is about what would happen to her independence. He also cautions whether India will maintain her independence or lose it again due to the existence of diverse and opposing political parties and the possibility of placing their creed above the country.

He gives historical evidence of India losing her independence in the past due to the infidelity and treachery of some of her own people. The second thought that comes to Ambedkar’s mind is about his anxiety about what will happen to India’s democracy.Though India had earlier enjoyed its democratic and parliamentary tradition in the form of republics and the Buddhist BhikshuSanghas, we have lost it. He cautions that there is a danger of democracy giving place to dictatorship.

Question 2.
According to the speaker, what was the “system” of governance that India had in thepast but has lost? What evidence does he give to show that this system existed in the past?
Answer:
According to Dr. Ambedkar, democracy was the “system” of governance that India had in the past but has lost.He gives evidence to the existence of this system in the past. Dr. Ambedkar mentions that a study of the Buddhist BhikshuSanghas discloses that not only there were Parliaments-for the Sanghas were nothing but Parliaments – but the Sanghas knew and observed all the rules of Parliamentary Procedure known to modern times.

Question 3.
Civil disobedience, non-cooperation, and satyagraha were the principal methods of seeking justice during India’s freedom struggle. Why does the speaker want these methods abandoned in independent India? What alternative methods does he recommend?
Answer:
Dr. Ambedkar also provides the Indians with three solutions to maintain the democracy in reality. One among them is that we should hold fast to constitutional methods of achieving our social and economic objectives. It means that we must abandon the bloody methods of revolution- the method of civil disobedience, non-cooperation and satyagraha.

Dr Ambedkar considers them unconstitutional and opines that where constitutional methods are open, there can be no justification for these unconstitutional methods. These methods are nothing but the Grammar of Anarchy and the sooner they are abandoned, the better for us.

Question 4.
What was JS Mill’s injunction to those interested in maintaining democracy?
Answer:
Dr. Ambedkar also provides the Indians with three solutions to maintain the democracy in reality. Dr. Ambedkar advises us to follow the caution given by John Stuart Mill. Dr. Ambedkar quotes JS Mill who says not “to lay their liberties at the feet of even a great man, or to trust him with power which enable him to subvert their institutions”.

Question 5.
What is the difference between showing bhakti in religion and bhakti in politics? Why is this difference particularly relevant in India?
Answer:
According to Dr. Ambedkar, in India, Bhakti, believed as the path of devotion or hero-worship, plays a part in its politics unequalled in magnitude by the part it plays in the politics of any other country in the world. Dr. Ambedkar opines that Bhakti in religion may be a road to the salvation of the soul. He feels that Bhakti or hero-worship in politics, is a sure road to degradation and to eventual dictatorship.

Question 6.
What, according to the speaker, is social democracy?
Answer:
According to Dr. Ambedkar,social democracy is a way of life which recognizes the cherished universal ideals-liberty, equality and fraternity as the principles of life. In his speech Dr. Ambedkar strongly advocates that we must make our political democracy a social democracy as well. He believes that political democracy cannot last unless there lies at the base of it social democracy.

Question 7.
What, according to the speaker, were the various contradictions that India was faced with on January 26, 1950?
Answer:
In his speech, Dr BR Ambedkar points out that on the 26th of January 1950, we are going to enter into a life of contradictions. According to Dr Ambedkar, in politics, we will have equality and in social and economic life we will have inequality. He feels that in politics we will be recognizing the principle of one man one vote and one vote one value. However, in our social and economic life, we shall, by reason of our social and economic structure (Since our society is based on the principle of graded inequality), continue to deny the principle of one man one value.

Question 8.
The speaker states that “two things” are completely absent in the indian society. What are they?
Answer:
In his speech, Dr. Ambedkar states that “two things” are completely absent in the indian society: equality in economic and social life, and the principle of fraternity, i.e., a sense of common brotherhood of all Indians-of Indians being one people.

Question 9.
What is fraternity? What are the obstacles in achieving fraternity?
Answer:
According to Dr. BR Ambedkar, fraternity means a sense of common brotherhood of all Indians-of Indians being one people. It is the principle which gives unity and solidarity to social life. Dr Ambedkar feels that it is a difficult thing to achieve, since there are many obstacles in achieving fraternity. He views that without fraternity, equality and liberty will be no deeper than coats of paint.

Question 10.
What has India “lost” by independence and what responsibility has this loss brought upon independent India?
Answer:
According to Dr. BR Ambedkar, by independence, we the Indians have lost the excuse of blaming the British for anything going wrong. He feels that if hereafter things go wrong, we will have nobody to blame except ourselves.

There is great danger of things going wrong. In his opinion, Dr. Ambedkar views that the loss of blaming the British has brought upon Independent India to recognise the aspirations of the downtrodden important for the maintenance of democracy.

Comprehension II (Essay Type Answer Questions)

Question 1.
What “anxieties” does Dr Ambedkar express in his speech and what is the basis for his apprehension?
Answer:
Dr. BhimraoRamji Ambedkar (1891-1956) is the chief architect of the Indian Constitution and one of the makers of the modern Indian nation. He was a social reformer who fought for the rights of people from the deprived sections of the society.

As the Chairman of the Drafting Committee of the Constitution, he worked with Promethean zeal to bring out a comprehensive document that was inclusive and had the capacity to hold the diverse populace of india together. He was rightly awarded the “Bharat Ratna” India’s highest civilian award, posthumously in 1991.

The present lesson ‘The Grammar of Anarchy’ is an edited extract from Dr BR Ambedkar’s closing speech in the Constituent Assembly on November 25, 1949. The speech outlines the diversity of India and details the challenges the country would face in implementing the Constitution. He emphasized the need to build a nation on the basis of social equality.

He upholds a road map that India needs to follow in order to hold its fragments together and graduate from being a country to a full-fledged nation. Dr Ambedkar’s three advice-to give up the grammar of anarchy, to avoid hero-worship, and to work towards a social and not just a political democracy-continue to be relevant even today.

On 26th January 1950, India became an independent country. There are the “two thoughts” that make Dr Ambedkar anxious about on the eve of this historic day. Firstly he is anxious about what would happen to her independence.

He also cautions whether India will maintain her independence or lose it again due to the existence of diverse and opposing political parties and the possibility of placing their creed above the country. He gives historical evidence of India losing her independence in the past due to the infidelity and treachery of some of her own people. Secondly and equally, Dr Ambedkar is anxious about what will happen to India’s democracy.

Though India had earlier enjoyed its democratic and parliamentary tradition in the form of republics and the Buddhist Bhikshu Sanghas, we have lost it. He cautions that there is a danger of democracy giving place to dictatorship. It is quite possible for this newborn democracy to retain its form but give place to dictatorship in fact. If there is a landslide, the danger of the second possibility becoming actuality is much greater.

Dr. Ambedkar also provides the Indians with three solutions to maintain the democracy in reality.Firstly, we should hold fast to constitutional methods of achieving our social and economic objectives. It means we must abandon the bloody methods of revolution. It means that we must abandon the method of civil disobedience, non¬cooperation and satyagraha.

Ambedkar considers these methods are nothing but the Grammar of Anarchy. Secondly, for in India, Bhakti or what may be called the path of devotion or hero-worship, plays a part in its politics unequalled in magnitude by the part it plays in the politics of any other country in the world. Bhakti in religion may be a road to the salvation of the soul.

But in politics, Bhakti or hero-worship is a sure road to degradation and to eventual dictatorship. Thirdly, we must do is not to be content with mere political democracy. We must make our political democracy a social democracy as well. Political democracy cannot last unless there lies at the base of it social democracy. What does social democracy mean? It means a way of life which recognizes liberty, equality and fraternity as the principles of life.

Question 2.
According to Dr. Ambedkar, what are the three things that India must do in order to remain a democracy?
Answer:
Dr. Bhimrao Ramji Ambedkar (1891-1956) is the chief architect of the Indian Constitution and one of the makers of the modern Indian nation. He was a social reformer who fought for the rights of people from the deprived sections of the society. As the Chairman of the Drafting Committee of the Constitution, he worked with Promethean zeal to bring out a comprehensive document that was inclusive and had the capacity to hold the diverse populace of India together.

He was rightly awarded the “Bharat Ratna” India’s highest civilian award, posthumously in 1991. The present lesson ‘The Grammar of Anarchy’ is an edited extract from Dr BR Ambedkar’s closing speech in the Constituent Assembly on November 25, 1949. In his speech, Dr Ambedkar upholds a road map that India needs to follow in order to hold its fragments together and graduate from being a country to a full-fledged nation.

Dr Ambedkar’s three advice-to give up the grammar of anarchy, to avoid hero-worship, and to work towards a social and not just a political democracy-continue to be relevant even today. Dr Ambedkar also provides the Indians with three solutions to maintain the democracy in reality.

Firstly, we should hold fast to constitutional methods of achieving our social and economic objectives. It means we must abandon the bloody methods of revolution. It means that we must abandon the method of civil disobedience, non-cooperation and safyagraha. Ambedkar considers these methods are nothing but the Grammar of Anarchy.

Secondly, for in India, Bhakti or what may be called the path of devotion or hero- worship, plays a part in its politics unequalled in magnitude by the part it plays in the politics of any other country in the world. Bhakti in religion may be a road to the salvation of the soul. But in politics, Bhakti or hero-worship is a sure road to degradation and to eventual dictatorship.

Thirdly, we must do is not to be content with mere political democracy. We must make our political democracy a social democracy as well. Political democracy cannot last unless there lies at the base of it social democracy. What does social democracy mean? It means a way of life which recognizes liberty, equality and fraternity as the principles of life.

Question 3.
How does Dr. Ambedkar argue that liberty, equality and fraternity are not separate entities but a union of trinity?
Answer:
According to Dr Ambedkar, the three cherished ideals of liberty, equality and fraternity are not separate entities but a union of trinity. He argues that we must do is not to be content with mere political democracy. We must make our political democracy a social democracy as well. Political democracy cannot last unless there lies at the base of it social democracy. What does social democracy mean? It means a way of life which recognizes liberty, equality and fraternity as the principles of life.

During his speech, Dr Ambedkar considers the principles of liberty, equality and fraternity as the principles of life. They are not to be treated as separate items in a trinity. In his opinion, they form a union of trinity in the sense that to divorce one from the other is to defeat the very purpose of democracy. Ambedkar argues that liberty cannot be divorced from equality, equality cannot be divorced from liberty.

Nor can liberty and equality be divorced from fraternity. Without equality, liberty would produce the supremacy of the few over the many. Equality without liberty would kill individual initiative. Without fraternity, liberty would produce the supremacy of the few over the many. Equality without liberty would kill individual initiative. Without fraternity, liberty and equality could not become a natural course of things. It would require a constable to enforce them.

Dr. Ambedkar points out in his speech that we the Indians must begin by acknowledging the fact that there is complete absence of two things in Indian Society. One of these is equality. On the social plane, we have in India a society based on the principle of graded inequality which we have a society in which there are some who have immense wealth as against many who live in abject poverty.

In his speech, Dr. Ambedkar reminds the audience that on the 26th of January 1950, we the Indians are going to enter into a life of contradictions. In politics we will have equality and in social and economic life we will have inequality. In politics we will be recognizing the principle of one man one vote and one vote one value. In our social and economic life, we shall, by reason of our social and economic structure, continue to deny the principle of one man one value.

In his speech, Dr Ambedkar questions the members of the Constituent Assembly how long we shall continue to live this life of contradictions andhow long we shall continue to deny equality in our social and economic life.

He warns us that if we continue to deny it for long, we will do so only by putting our political democracy in peril. We must remove this contradiction at the earliest possible moment or else those who suffer from inequality will blow up the structure of political democracy which is Assembly has to laboriously built up. Therefore Ambedkar argue that liberty, equality and fraternity are not separate entities but a union of trinity.

Question 4.
Why, according to Dr Ambedkar, is the recognition of the aspirations of the downtrodden important for the maintenance of democracy?
Answer:
The present lesson ‘The Grammar of Anarchy’ is an edited extract from Dr BR Ambedkar’s closing speech in the Constituent Assembly on November 25, 1949. In his speech, Ambedkar upholds a road map that India needs to follow in order to hold its fragments together and graduate from being a country to a full-fledged nation. Dr Ambedkar’s three advice-to give up the grammar of anarchy, to avoid hero-worship, and to work towards a social and not just a political democracy-continue to be relevant even today.

In his speech, Dr Ambedkar emphasizes that the recognition of the aspirations of the downtrodden is important for the maintenance of democracy. According to Ambedkar,political power in India has too long been the monopoly of a few and the many are only beasts of burden, but also beasts of prey.

During his speech, Dr Ambedkar elaborates that this monopoly has not merely deprived the downtrodden people of their chance of betterment, it has sapped them of what may be called the significance of life. Ambedkar opines that these down-trodden classes are tired of being governed by others and they are impatient to govern themselves.

Ambedkar cautions that this urge for self-realization in the down-trodden classes must not be allowed to devolve into a class struggle or class war. He feels that it would lead to a division of the House and that would indeed be a day of disaster. Ambedkar quotes Abraham Lincoln who says that a House divided against itself cannot stand very long.

Therefore, Dr Ambedkar advises us that the sooner room is made for the realization of their aspiration, the better for the few, the better for the country, the better for the maintenance for its independence and the better for the continuance of its democratic structure. Ambedkar strongly feels that the recognition of the aspirations of the downtrodden can only be done by the establishment of equality and fraternity in all spheres of life.

Question 5.
Dr Ambedkar says that people tired of Government of and by the people may prefer government for the people. What is the difference among these three expressions and how is the shift in peoples’ preference significant?
Answer:
The present lesson The Grammar of Anarchy’ is an edited extract from Dr BR Ambedkar’s closing speech in the Constituent Assembly on November 25, 1949. In his speech, Ambedkar upholds a road map that India needs to follow in order to hold its fragments together and graduate from being a country to a full-fledged nation. Dr Ambedkar’s three advice-to give up the grammar of anarchy, to avoid hero-worship, and to work towards a social and not just a political democracy-continue to be relevant even today.

In his speech, Dr Ambedkar says that people tired of Government of and by the people may prefer government for the people. There is significant difference among these three expressions. The expression the “Government of the people” refers to the government’s composition. It’s referring to the fact that the government is made up of people who come from the electors, i.e., people.

Similarly, the expression the “Government by the people” refers to the government that is elected by the people. It means it is the government represented by some among them elected by the larger number of people. The expression the “Government for the people” refers to the government that works for the welfare of its people.

Dr. Ambedkar in his speech opines that there is a significant shift in the people’s preference. Dr. Ambedkar thinks that some people are being moved by new ideologies. In his opinion, they are getting tired of Government by the people and they are prepared to have Governments for the people and are indifferent whether it is government of the people and by the people.

Dr. Ambedkar points out that if we wish to preserve the Constitution, we should resolve not to be tardy in the recognition of the evils that lie across our path and which induce people to prefer Government for the people to Government by the people, nor to be weak in our initiative to remove them. In Ambedkar’s view, that is the only way to serve the country.

Grammar of Anarchy Poem Summary in English

Dr. Bhimrao Ramji Ambedkar (1891-1956) is the chief architect of the Indian Constitution and one of the makers of the modern Indian nation. Ambedkar grew up experiencing the trauma of seclusion and discrimination. Encouraged by the Maharaja of Baroda, he went to Columbia University, New York, where he did his master’s thesis on the caste system and doctoral work on British finance in India.

He was a social reformer who fought for the rights of people from the deprived sections of the society. As the Chairman of the Drafting Committee of the Constitution, he worked with Promethean zeal to bring out a comprehensive document that was inclusive and had the capacity to hold the diverse populace of India together. He was rightly awarded the “Bharat Ratna” India’s highest civilian award, posthumously in 1991.

The present lesson The Grammar of Anarchy’ is an edited extract from Dr. BR Ambedkar’s closing speech in the Constituent Assembly on November 25, 1949. The speech outlines the diversity of India and details the challenges the country would face in implementing the Constitution. He emphasized the need to build a nation on the basis of social equality.

He upholds a road map that India needs to follow in order to hold its fragments together and graduate from being a country to a full-fledged nation. Dr Ambedkar’s three advice-to give up the grammar of anarchy, to avoid hero-worship, and to work towards a social and not just a political democracy-continue to be relevant even today.

On 26th January 1950, India became an independent country. There are the “two thoughts” that make Dr. Ambedkar anxious about on the eve of this historic day. Firstly he is anxious about what would happen to her independence. He also cautions whether india will maintain her independence or lose it again due to the existence of diverse and opposing political parties and the possibility of placing their creed above the country. He gives historical evidence of India losing her independence in the past due to the infidelity and treachery of some of her own people.

Secondly and equally, Dr. Ambedkar is -anxious about what will happen to India’s democracy. Though India had earlier enjoyed its democratic and parliamentary tradition in the form of republics and the Buddhist Bhikshu Sanghas, we have lost it. He cautions that there is a danger of democracy giving place to dictatorship. It is quite possible for this new born democracy to retain its form but give place to dictatorship in fact. If there is a landslide, the danger of the second possibility becoming actuality is much greater.

Dr. Ambedkar also provides the Indians with three solutions to maintain the democracy in reality. Firstly, we should hold fast to constitutional methods of achieving our social and economic objectives. It means we must abandon the bloody methods of revolution. It means that we must abandon the method of civil disobedience, non¬cooperation and satyagraha.

Ambedkar considers these methods are nothing but the Grammar of Anarchy. Secondly, for in India, Bhakti or what may be called the path of devotion or hero-worship, plays a part in its politics unequalled in magnitude by the part it plays in the politics of any other country in the world. Bhakti in religion may be a road to the salvation of the soul.

But in politics, Bhakti or hero-worship is a sure road to degradation and to eventual dictatorship. Thirdly, we must do is not to be content with mere political democracy. We must make our political democracy a social democracy as well. Political democracy cannot last unless there lies at the base of it social democracy. What does social democracy mean? It means a way of life which recognizes liberty, equality and fraternity as the principles of life.

During his speech, Dr. Ambedkar considers the principles of liberty, equality and fraternity as the principles of life. They are not to be treated as separate items in a trinity. In his opinion, they form a union of trinity in the sense that to divorce one from the other is to defeat the very purpose of democracy. Ambedkar argues that liberty cannot be divorced from equality, equality cannot be divorced from liberty.

Nor can liberty and equality be divorced from fraternity. Without equality, liberty would produce the supremacy of the few over the many. Equality without liberty would kill individual initiative. Without fraternity, liberty would produce the supremacy of the few over the many. Equality without liberty would kill individual initiative. Without fraternity, liberty and equality could not become a natural course of things. It would require a constable to enforce them.

Dr. Ambedkar points out in his speech that we the Indians must begin by acknowledging the fact that there is complete absence of two things in Indian Society. One of these is equality. On the social plane, we have in India a society based on the principle of graded inequality which we have a society in which there are some who have immense wealth as against many who live in abject poverty.

In his speech, Dr. Ambedkar reminds the audience that on the 26th of January 1950, we the Indians are going to enter into a life of contradictions. In politics we will have equality and in social and economic life we will have inequality. In politics we will be recognizing the principle of one man one vote and one vote one value. In our social and economic life, we shall, by reason of our social and economic structure, continue to deny the principle of one man one value.

In his speech, Dr. Ambedkar questions the members of the Constituent Assembly how long we shall continue to live this life of contradictions and how long we shall continue to deny equality in our social and economic life. He warns us that if we continue to deny it for long, we will do so only by putting our political democracy in peril.

We must remove this contradiction at the earliest possible moment or else those who suffer from inequality will blow up the structure of political democracy which is Assembly has to laboriously built up.Therefore Ambedkar argue that liberty, equality and fraternity are not separate entities but a union of trinity.

In his speech, Dr. Ambedkar emphasizes that the recognition of the aspirations of the downtrodden is important for the maintenance of democracy. According to Ambedkar,political power in India has too long been the monopoly of a few and the many are only beasts of burden, but also beasts of prey.

During his speech, Dr. Ambedkar elaborates that this monopoly has not merely deprived the downtrodden people of their chance of betterment, it has sapped them of what may be called the significance of life. Ambedkar opines that these down-trodden classes are tired of being governed by others and they are impatient to govern themselves.

Ambedkar cautions that this urge for self-realization in the down-trodden classes must not be allowed to devolve into a class struggle or class war. He feels that it would lead to a division of the House and that would indeed be a day of disaster. Ambedkar quotes Abraham Lincoln who says that a House divided against itself cannot stand very long.

Therefore, Dr. Ambedkar advises us that the sooner room is made for the realization of their aspiration, the better for the few, the better for the country, the better for the maintenance for its independence and the better for the continuance of its democratic structure. Ambedkar strongly feels that the recognition of the aspirations of the downtrodden can only be done by the establishment of equality and fraternity in all spheres of life.

Grammar of Anarchy Poem Summary in Telugu

డాక్టర్ భీమ్రావ్ రామ్జీ అంబేద్కర్ (1891-1956) భారత రాజ్యాంగం యొక్క ప్రధాన వాస్తుశిల్పి మరియు ఆధునిక భారతీయ దేశాన్ని తయారుచేసేవారిలో ఒకరు. అంబేద్కర్ ఏకాంతం మరియు వివక్ష యొక్కగాయం అనుభవిస్తూ పెరిగాడు. బరోడా మహారాజా జేత ప్రోత్సహించబడిన అతను న్యూయార్క్ లోని కొలంబియా విశ్వవిద్యాలయానికి వెళ్ళాడు, అక్కడ క:ల వ్యవస్థపై తన మాస్టర్స్ థీసిస్ మరియు భారతదేశంలో బ్రిటిష్ ఫైనాన్స్ పై డాక్టరల్ పని చేశాడు.

సమాజంలోని అణగారిన వర్గాల ప్రజల హక్కుల కోసం పోరాడిన సామాజిక సంస్కర్త ఆయన. రాజ్యాంగం యొక్క ముసాయిదా కమిటీ భైర్మన్గా, సమగ్రమైన పత్రాన్ని కలుపుకొని ప్రోమేతియన్ ఉత్సాహంతో కలిసి పనిచేశారు మరియు భారతదేశంలోని విభిన్న జనాభాను కలిసి ఉంచే సామర్థ్నాన్ని కలిగి ఉన్నారు. 1991 లో మరణానంతరం ఆయనకు “భారత్ రత్న”, భారతదేశం యొక్క అత్యున్నత పౌర పురస్కారం లభించింది.

ప్రస్తుత పాఠం ‘అరాచకం యొక్క వ్యాకరణం’ నవంబర్ 25, 1949 న రాజ్యాంగ సభలో డాక్టర్ బిఆర్ అంబేద్కర్ ముగింపు ప్రసంగం నుండి సవరించిన సారం. ఈ ప్రసంగం భారతదేశ వైవిధ్యాన్ని వివరిస్తుంది మరియు రాజ్యాంగాన్ని అమలు చేయడంలో దేశం ఎదుర్కొనే సవాక్లను వివరిస్తుంది. సామాజిక సమానత్వం ఆధారంగా ఒక దేశాన్ని నిర్మించాల్సిన అవసరాన్ని ఆయన నొక్కి చెప్పారు. భారతదేశం తన శకలాలు కలిసి ఉంచడానికి మరియు ఒక దేశం నుండి పూర్తి స్థాయి దేశానికి పట్టభద్రుడయ్యేందుకు

అనుసరించాల్సిన రహదారి పటాన్ని ఆయన సమర్థించారు. డాక్టర్ అంబేద్కర్ యొక్క మూడు సలహాలుఅరాచకత్వం యొక్క వ్యాకరణాన్ని వదులుకోవడం, హీరో-ఆరాధనను నివారించడం మరియు రాజకీయ ప్రజాస్వామ్యం మాత్రమే కాకుండా సామాజికంగా పనిచేయడం-ఈనాటికీ సంబంధితంగా కొనసాగుతున్నాయి. 26 జనవరి 1950 న భారతదేశం స్వతంత్ర దేశంగా మారింది.

ఈ చారిత్రాత్మక రోజు సందర్భంగా డాక్టర్ అంబేద్కర్ గురించి ఆందోళన కలిగించే “రెండు ఆలోచనలు” ఉన్నాయి. మొదట అతను ఆమె స్వాతంత్ర్యానికి ఏమి జరుగుతుందో అనే ఆత్రుతతో ఉన్నాడు. విభిన్న మరియు వ్యతిరేక రాజకీయ పార్టీల ఉనికి మరియు వారి మతాన్ని దేశానికి పైన ఉంచే అవకాశం ఉన్నందున భారతదేశం తన స్వాతంత్ర్యాన్ని నిలబెట్టుకుంటుందా లేదా మళ్ళీ కోల్పోతుందా అని ఆయన హెచ్చరిస్తున్నారు. తన సొంత వ్యక్తుల యొక్క అవిశ్వాసం మరియు ద్రోహం కారణంగా భారతదేశం గతంలో తన స్వాతంత్ర్యాన్ని కోల్పోయిందని చారిత్రక ఆధారాలు ఇస్తాడు.

రెండవది మరియు సమానంగా, డాక్టర్ అంబేద్కర్ భారతదేశ ప్రజాస్వామ్యానికి ఏమి జరుగుతుందోనని ఆత్రుతగా ఉన్నారు. భారతదేశం ఇంతకుముందు తన ప్రజాస్వామ్య మరియు పార్లమెంటరీ సంప్రదాయాన్ని రిపబ్లిక్ మరియు బౌద్ధ భిక్షు సంఘాల రూపంలో ఆస్వాదించినప్పటికీ, మేము దానిని కోల్పోయాము. ప్రజాస్వామ్యం నియంతృత్వానికి చోటు కల్పించే ప్రమాదం ఉందని ఆయన హెచ్చరించారు. ఈ కొత్తగా జన్మించిన ప్రజాస్వామ్యం దాని రూపాన్ని నిలుపకకోవటానికి చాలా సాధ్యమే కాని వాస్తవానికి నియంతృత్వానికి స్థానం ఇస్తుంది. కొండచరియ ఉంటే, రెండవ అవకాశం వాస్తవికత అయ్యే ప్రమాదం చాలా ఎక్కువ.

వాస్తవానికి ప్రజాస్వామ్యాన్ని నిలబెట్టడానికి డాక్టర్ అంబేద్కర్ భారతీయులకు మూడు పరిష్కారాలను అందిస్తుంది. మొదట, మన సామాజిక మరియు ఆర్ధిక లక్ష్యాలను సాధించే రాజ్యాంగ పద్ధతులను గట్టిగా పట్టుకోవాలి. విప్లవం యొక్క నెత్తుటి పద్ధతులను మనం వదిలివేయాలి. శాసనోల్లంఘన, సహకారం మరియు సత్యాగ్రహ పద్ధతిని మనం తప్పక వదిలిజేయాలి.

ఈ పద్ధతులు అరాచకత్వం యొక్క వ్యాకరణం తప్ప మరొకటి కాదని అంబేద్కర్ భావించారు. రెండవది, భారతదేశంలో, భక్తి లేదా భక్తి లేదా హీరోఆరాధన యొక్క మార్గం అని పిలవబడేది, ప్రపంచంలోని ఇతర దేశాల రాజకీయాల్లో అది పోషించే పాత్ర ద్వారా దాని రాజకీయాల్లో ఒక పాత్ర పోషిస్తుంది. మతంలో భక్తి ఆత్మ యొక్క మోక్షానికి ఒక రహదారి కావచ్చు.

రాజకీయాల్లో, భక్తి లేదా హీరో-ఆరాధన క్షీణతకు మరియు చివరికి నియంతృత్వానికి ఖచ్చితంగా మార్గం. మూడవదిగా, మనం చేయవలసింది కేవలం రాజకీయ ప్రజాస్వామ్యంతో సంతృప్తి చెందకూడదు. మన రాజకీయ ప్రజాస్వామ్యాన్ని సామాజిక ప్రజాస్వామ్యంగా కూడా మార్చాలి. రాజకీయ ప్రజాస్వామ్యం సామాజిక ప్రజాస్వామ్యం యొక్క స్థావరంలో ఉంటే తప్ప ఉండదు. సామాజిక ప్రజాస్వామ్యం అంటే ఏమిటి? ఇది స్వేచ్ఛ, సమానత్వం మరియు సోదరభావాన్ని జీవిత సూత్రాలుగా గుర్తించే జీవన విధానం.

డాక్టర్ అంబేద్కర్ తన ప్రసంగంలో స్వేచ్ఛ, సమానత్వం మరియు సోదరభావం యొక్క సూత్రాలను జీవిత సూత్రాలుగా భావిస్తారు. వాటిని త్రిమూర్తులలో ప్రత్యేక వస్తువులుగా పరిగణించకూడదు. అతని అభిప్రాయం ప్రకారం, వారు త్రిమూర్తుల సంఘాన్ని ఏర్పరుస్తారు, అంటే ఒకదాని నుండి మరాకటి విడాకులు తీసుకోవడం ప్రజాస్వామ్యం యొక్క ఉద్దేశ్యాన్ని ఓడించడమే.

స్వేచ్చను సమానత్వం నుండి విడాకులు తీసుకోలేము, సమానత్వం స్వేచ్ఛ నుండి విడాకులు తీసుకోలేము అని అంబేద్కర్ వాదించారు. స్వేచ్ఛ మరియు సమానత్వం సోదరభావం నుండి విడాకులు తీసుకోలేము. సమానత్వం లేకుండా, స్వేచ్ఛ చాలా మందిపై కొద్దిమంది యొక్క ఆధిపత్లాన్ని ఉత్పత్తి చేస్తుంది. స్వేచ్ఛ లేకుండా సమానత్వం వ్యక్తిగత చొరవను చంపుతుంది.

సోదరభావం లేకుండా, స్వేచ్ఛ చాలా మందిపై కొద్దిమంది యొక్క ఆధిపత్యాన్ని ఉత్పత్తి చేస్తుంది. స్వేచ్ఛ లేకుండా సమానత్వం వ్యక్తిగత చారవను చంపుతుంది. సోదరభావం లేకుండా, స్వేచ్ఛ మరియు సమానత్వం సహజమైన విషయాల కోర్సుగా మారలేవు. వాదిని అమలు చేయడానికి కానిస్టేబుల్ అవసరం.

డాక్టర్ అంబేద్కర్ తన ప్రసంగంలో ఇండియన్ సొసైటీలో రెండు విషయాలు పూర్తిగా లేవని అంగీకరించడం ద్వారా మనం భారతీయులు ప్రారంభించాలి. వీటిలో ఒకటి సమానత్వం. సాంఘిక విమానంలో, మనకు భారతదేశంలో గ్రేడెడ్ అసమానత సూత్రం ఆధారంగా ఒక సమాజం ఉంది, ఇందులో మనకు సమాజం ఉంది, ఇందులో కొంతమంది పేదరికంలో నివసించేవారికి వ్యతిరేకంగా అపారమైస సంపదను కలిగి ఉన్నారు.

డాక్టర్ అంబేద్కర్ తన ప్రసంగంలో, జనవరి 26, 1950 న, భారతీయులైన మనం వైరుధ్యాల జీవితంలోకి ప్రవేశించదోతుస్నమని (పేక్షకులకు గుర్తు చేస్తున్నారు. రాజకీయాల్లో మనకు సమానత్వం ఉంటుంది మరియు సౌమాజికీ మరియు ఆర్ధిక జీవితఁలో మసకు అసమానత ఉంటుంది.

రాజకీయాల్లో మనం ఒక మనిషికి ఒక ఓటు, ఒక ఓటు ఒక విలువ అనే సూత్రాన్ని గుర్తిస్తాము. మన సాంఘిక మరియు ఆర్ధిక జీవితంలో, మన సామాజిక మరియు ఆర్ధిక నిర్మాణం కారణంగా, ఒక మనిషి యొక్క సూత్రాన్ని ఒక విలువగా నిరాకరిస్తూనే ఉంటాము.

డాక్టర్ అంబేద్కర్ తన ప్రసంగంలో, రాజ్యాంగ సభ సభ్యులను ఈ వైరుధ్యాల జీవితాన్ని మనం ఎంతకాలం కొనసాగిస్తాము మరియు మన సామాజిక మరియు ఆర్ధిక జీవితం సో సమానత్వాన్ని ఎంతకాలం నిరాకరిస్తాము అని ప్రశ్నించారు.

మనం దానిని ఎక్కువసేపు నిరాకరిగ్తూ ఉంటే, మన రాజకీయ ప్రజాస్వామ్యాన్ని ప్రమాదంలో పడేయడం ద్వారా మాత్రమే చేస్తామని ఆయన హెచ్చరిస్తున్నారు. ఈ వైరుధ్యాన్ని మనం సాధ్యమైనంత తొందరగా తొలగించాలి, లేకపోతే అసమానతతో బాధపడేవారు రాజకీయ ర్రజాస్వామ్యం యొక్క నిర్మాణాన్ని పేల్చివేస్తారు, ఇది అసెంద్లీ శ్రమతో నిర్మించాల్సిన అవసరం ఉంది.

అందువల్ల స్వేచ్ఛ, సమానత్వం మరియు సోదరభావం ప్రత్యేక సంస్థలు కాదని యూనియన్ అని అంబేద్కర్ వాదించారు. త్రిమూర్తుల. డాక్టర్ అంబేద్కర్ తన ప్రసంగంలో, అణగారిన ప్రజల ఆకాంక్షలను గరర్తించడం ప్రజాస్వామ్య నిర్వహణకు ముఖ్యమని నొక్కి చెప్పారు.

అంబేద్కర్ ప్రకారం, భారతదేశంలో రాజకీయ అధికారం చాలా కొద్దిమందికి గుత్తాధిపత్యంగా ఉంది మరియు చాలా మంది భారం యొక్క జంతువులు మాత్రమే, కానీ ఆహారం యొక్క జంతువులు కూడా. తన ప్రసంగంలో, డాక్టర్ అంబేద్కర్ ఈ గుత్తాధిపత్యం అణగారిన ప్రజలకు వారి మంచి అవకాశాన్ని కోల్పోలేదని, ఇది జీవితం యొక్క ప్రాముఖ్యత.

అని పిలవబడే వాదిని తొలగించింది. అంబేద్కర్ ఈ అణగదొక్కబడిన తరగగులు ఇతరులచే పరిపాలించబడటానికి విసిగిపోతున్నారని మరియు వారు తమను తాము పరిపాలించుకోవడానికి అసహనంతో ఉన్నారని అభిప్రాయపడ్డారు. అణగారిన వర్గాలలో స్వీయసాక్షాత్కారం కోసం ఈ కోరికను వర్గ పోరాటంలో లేదా వర్గ యుద్ధంగా మార్చడానికి అనుమతించరాదని అంబేద్కర్ హెచ్చరిస్తున్నారు.

ఇది సభ విధజనకు దారితీస్తుందని, అది నిజంగా విపత్తు రోజు అని ఆయన అభిప్రాయపడ్డారు. అంబేద్కర్ అబ్రహం లింకన్ను ఉటంకిస్తూ, తనకు వ్యతిరేకంగా విభజించబడిన సభ చాలా కాలం నిలబడదని చెప్పారు.

అందువల్ల, డాక్టర్ అంబేద్కర్ వారి ఆకాంక్షను నెరవేర్చడానికి త్వరగా గదిని తయారు చేయాలని, కొద్దిమందికి మంచిది, దేశానికి మంచిది, దాని స్వాతంత్రం కోసం నిర్వహణకు మంచిది మరియు దాని ప్రజాస్వామ్య నిర్మాణాన్ని కొనసాగించడానికి మంచిదని సలహా ఇస్తున్నారు. అణగారినవారి ఆకాంక్షలను గుర్తించడం జీవితంలోని అన్ని రంగాలలో సమానత్వం మరియు సోదరభావాన్ని నెలకొల్పడం ద్వారా మాత్రమే చేయగలమని అంబేద్కర్ గట్టిగా భావిస్తున్నారు.

Glossary:

OU Degree 4th Sem English Study Material

OU Degree 4th Sem English – As I Grew Older Poem Questions and Answers & Summary

Comprehension I (Short Answer Questions)

Question 1.
What did the poet have a “long time ago” and what happened to it?
Answer:
The poet says that long time ago he had a “dream”. But now, he has almost forgotten it

Question 2.
What does the poet compare his dream to? Why do you think he chose to make the comparison?
Answer:
The poet compares his dream to a bright sun. He says that it was bright like a sun. I think that the poet chose to compare his dream to the sun because he feels that his dream like the sun provides him with light to see the world.

Question 3.
The poet says that he has “almost forgotten” his dream. What made him forget it?
Answer:
Poet Langston Hughes says that he has “almost forgotten” his dream. It is the ‘wall’ (racial discrimination) that rose silently between the poet and his dream. Now the poet is not able to see his dream before him due to the “wall”.

Question 4.
“And then the wall rose”. Is it really a wall that the poet is referring to? If not, what do you think the ‘wall’ refers to?
Answer:
When Langston Hughes, the poet says “And the wall rose”, he is referring not to any physical wall. However, Langston Hughes is referring to racial discrimination and subjugation he is faced with. Because of the wall (racial discrimination), now the light from his dream was completely blocked and he was standing in the shadow of the wall. The wall symbolizes all the impediments and humiliations that confront the black man in America.

Question 5.
How does the poet hope to recover his dream?
Answer:
Towards the end of the poem, the poet becomes determined to do something and drops off his submissive acceptance of the racial discrimination. There is a shift in the energy. He wishes that with his dark hands he could break the wall, smash and shatter the darkness and reach out to the light. The poet imagines that once the wall is broken his dreams would be liberated and would soon see the light, would soon be a reality.

Question 6.
The poet uses various words to suggest ‘light’ and ‘darkness’. List the words.
Answer:
In the poem, poet Langston Hughes uses various words to suggest ‘light’ and ‘darkness’ such as ‘black’, ‘dark’, ‘shadow’, ‘night’, ‘sun’. The effective use of such words in the poem has furthered his idea of darkness in the absence of his cherished dream. By juxtaposing the images of light and shadow, Hughes turns the conflict between hope and despair into a universal experience. ‘ ‘

Question 7.
Describe how the poet brings together the colour of his skin and the state of his mind.
Answer:
In the poem ‘As I Grew Older’, Langston Hughes, the poet brings together the colour of his skin and state of his mind. He proclaims: “I am black” and it means that the colour of his skin is black. Similarly, the state of his mind is full of despair and agony. He says: “I lie down in the shadow” of the wall of racial discrimination and subjugation. The poet beautifully brings together his physical colour and the associated mental darkness in order to drive home his racial bias.

Question 8.
Look at the title of the poem. Explain its relevance to the theme.
Answer:
The poet chose the title “As I Grew Older” to this poem. The tile is appropriate since as he grew older, the poet, an African-American, had been witness and subjugated to racial discrimination and bias. As an adult, he is determined to shatter the ‘wall’ of racial bias and the ‘darkness’ and recover his dream back.

Question 9.
There are three time frames in the poem. Identify them.
Answer:
In the poem, As I Grew Older’, the poet uses three time frames: the past, the present, and the future. The poem begins with the past tense as the poet says: “It was a long time ago. I have almost forgotten my dream.” He emphasised that in the past the dream was there before him bright like a sun. Then the wall of racial discrimination rose between he and his dream.

The poet used the present tense saying: “I am black. 1 lie down in the shadow”, in order to emphasise his present mental agony and despair. In the end, the poet uses the future tense to break through the wall, shatter his darkness, smash the night and shadow to find his dream at least in the near future.

Question 10.
What is the poet’s attitude towards his dream at the beginning of the poem and at the end? Is it the same or is there any change?
Answer:
In the beginning the attitude of the poet is submissive and silently accepts racial discrimination (the wall) that is being meted down upon him. However, in the end he is determined to break the silence. He cries, “My hands! / My dark hands!” He wants to break through the wall and find his dream; he wants to break apart the darkness and “smash” the night.

He wants that shadow to break apart into a “thousand lights of sun” and “a thousand whirling dreams / of sunbathe poet forcefully commands his “dark hands” to break through the wall so he can access his dream. He is no longer willing to let it languish beyond his grasp. He wants to “shatter this darkness” and “smash this night.” Hughes uses this violent language to show that the speaker is suddenly empowered and feels no equivocation or anxiety about what he must do.

Comprehension II (Essay Type Answer Questions)

Question 1.
Bring out the central idea of the poem and explain how the poet conveys it.
Answer:
Langston Hughes was a leading writer and thinker of the Harlem Renaissance-the African-American artistic movement of the 1920s that celebrated African-American life and culture. He rode to fame with his collection of poetry The Weary Blues (1926) and Fine Clothes to the Jews (1927). He was an early inventor of ‘jazz poetry’. He condemned racism, promoted equality and celebrated the African-American life and culture through his writings.

The present poem ‘As I Grew Older’, though first published in 1925, is included in his first collection of poems The Weary Blues in 1926. The central idea of the present poem, “As I Grew Older” is about one’s dreams in life and the hardships one has to face and the strong will one needs to have to realise the dreams. The poet starts by describing a dream he used to have a “long time ago” that he has since nearly forgotten. But it was right in front of him. He says,

‘But it was there then,
In front of me,
Bright like a sun –
My dream.’

However a wall rose up slowly between the poet and his dream – it rose and rose until it touched the sky. The poet uses ‘wall’ in a figurative manner. Here, the ‘wall’ refers to ‘racial discrimination and injustice’ that the African-American people face in America. The wall is a shadow. The poet proclaims, “I am black. ” He lies down in the shadows, which prevents the light of the dream from shining on him. All he can see is:

Only the thick wall.
Only the shadow.

This is fairly straightforward symbolism – the poet represents all African- Americans who had to relinquish their dreams due to “racial bias” in early 20th century American society. The poet may have experienced the wall of injustice that rises up to gradually block the sunlight.

Hughes deliberately uses the symbol of a shadow as a way to actualize his character’s blackness. His race is the barrier that is keeping him from achieving his dream. As the poem progresses, though, the poet’s helplessness and apathy turns into determination and vigour, creating a shift of energy. He says,

‘My hands
My dark hands!
Break through the wall!
Find my dream!

By confronting the obstacle, the poet has found his voice and his purpose. Hughes uses this violent language to show that the speaker is suddenly empowered. The poet forcefully commands his “dark hands” to break through the wall to see his dream. In the beginning the attitude of the poet is submissive and silently accepts racial discrimination (the wall) that is being meted down upon him.

However, in the end he is determined to break the silence. He cries, “My hands! My dark hands!” He wants to break through the wall and find his dream; he wants to break apart the darkness and “smash” the night. He wants that shadow to break apart into a “thousand lights of sun” and “a thousand whirling dreams of sunP’ The poet forcefully commands his “dark hands” to break through the wall so he can access his dream.

He is no longer willing to let it languish beyond his grasp. He wants to “shatter this darkness” and “smash this night. ” Hughes uses this violent language to show that the speaker is suddenly empowered and feels no equivocation or anxiety about what he must do.

Question 2.
Analyse the imagery of the poem and its relation to the theme.
Answer:
Langston Hughes was a leading writer and thinker of the Harlem Renaissance-the African-American artistic movement of the 1920s that celebrated African-American life and culture. He rode to fame with his collection of poetry The Weary Blues (1926) and Fine Clothes to the Jews (1927). He was an early inventor of ‘jazz poetry’.

He condemned racism, promoted equality and celebrated the African-American life and culture through his writings. The present poem ‘As I Grew Older’, though first published in 1925, is included in his first collection of poems The Weary Blues in 1926. The central idea of the present poem, “As I Grew Older” is about one’s dreams in life and the hardships one has to face and the strong will one needs to have to realise the dreams.

The poem contains full of images and the imagery in the poem consists of a powerful mix of ‘light’ and ‘dark’ images. Imagery employed by poet Langston Hughes in. the poem creates symbols and pictures in the mind of the reader. The poet says that his dream is ‘Bright like a sun’. He says that the ‘thick wall’ that keeps rising till it touches the sky. Here the ‘wall’ refers to the racial discrimination and prejudice and the oppression that makes the African-American people unable to fulfil their dreams.

The poet also emphasizes that he lies in his ‘shadow’ of depression and despair. The poet cries, “My hands! / My dark hands!” He wants to break through the wall and find his dream; he wants to break apart the darkness and “smash” the night. He wants that shadow to break apart into a “thousand lights of sun” and “a thousand whirling dreams / of sun!”

The images of ‘light’ and ‘sun’ symbolize dreams, hope, optimism, possibilities/ opportunities, goodness, intellectual achievements, awareness (enlightenment). Darkness, on the other hand, symbolizes prejudice, discrimination, hatred, racism, evil, ignorance. Now he is determined to break through the barrier of being bom with a black skin in a white-dominant society. Thus the poem ends with a tremendous hope and strength. The imagery used in the poem is appropriate and apt for the theme of the poem.

Question 3.
What kind of statement do you think the poem is making about identity and its impact on one’s life?
Answer:
Langston Hughes was a leading writer and thinker of the Harlem Renaissance-the African-American artistic movement of the 1920s that celebrated African-American life and culture, He rode to fame with his collection of poetry The Weary Blues (1926) and Fine Clothes to the Jews (1927). He was an early inventor of ‘jazz poetry’.

He condemned racism, promoted equality and celebrated the African-American life and culture through his writings. The present poem ‘As I Grew Older’, though first published in 1925, is included in his first collection of poems The Weary Blues in 1926.

The central idea of the present poem, “As I Grew Older” is about one’s dreams in life and the hardships one has to face and the strong will one needs to have to realise the dreams. He craves for restoring his identity and the struggle for existence. The poet starts by describing a dream he used to have a “long time ago” that he has since nearly forgotten. But it was right in front of him. He says,

‘But it was there then,
In front of me,
Bright like a sun-
My dream.’

However the wall’ rose up slowly between the poet and his dream – it rose and rose until it touched the sky. The poet uses ‘wall’ in a figurative manner. Here, the ‘wall’ refers to ‘racial discrimination and injustice’ that the African-American people face in America. The wall is a shadow. The speaker proclaims, “I am black. ” He lies down in the shadows, which prevents the light of the dream from shining on him.

This is fairly straightforward symbolism – the poet represents all African- Americans who had to relinquish their dreams due to “racial bias” in early 20th century American society. The poet may have experienced the wall of injustice that rises up to gradually block the sunlight. Hughes deliberately uses the symbol of a shadow as a way to actualize his character’s blackness. His race is the barrier that is keeping him from achieving his dream.

As the poem progresses, though, the poet’s helplessness and apathy turns into determination and vigour, creating a shift of energy. By confronting the obstacle, the poethas found his voice and his purpose. Hughes uses this violent language to show that the speaker is suddenly empowered. The poet forcefully commands his “dark hands” to break through the wall to see his dream. Identity and struggle for restoring the stolen identity is the central theme of the poem.

Question 4.
What is the poet’s dream? Does he specify it anywhere in the poem? Do you think it matters whether he does or does not state what his dream is?
Answer:
‘As I Grew Older’ is about the dream that never saw the light. There is no mention about what the dream was but all know that it was the dream for a better world for his African brethren. In the beginning of the poem, the poet recalls a dream he had long ago and had nearly forgotten, but now he can see it ahead of him once more.

But then it was clear in his mind, it shone like the sun in front of him. But as days passed a wall slowly rose between him and the dream. The wall grew so high that it seemed to be touching the sky. Now the light from his dream was completely blocked and he was standing in the shadow of the wall. The wall was high above him; not only was the wall high, it was thick too.

The shadow too was thick and overpowering. Towards the end of the poem the poet drops off his submissive acceptance and becomes determined to do something. There is a shift in the energy. He wishes that with his dark hands he could break the wall, smash and shatter the darkness and reach out to the light. The poet imagines that once the wall is broken his dreams would be liberated and would soon see the light, would soon be a reality.

This is fairly straightforward symbolism – the poet represents all African Americans who had to relinquish their dreams due to the pervasive discrimination and persecution in early 20th century American society. African American children may have experienced a few brief years of blissful ignorance (like the poet), but they all eventually became aware of their status as second-class citizens – a ‘wall’ of racial injustice that rises up to gradually block the sunlight.

Just because the wall has risen up, though, it does not mean that the dream ceases to exist – the poet simply cannot see it anymore. Hughes deliberately uses the symbol of a shadow as a way to actualize his character’s blackness, because the speaker’s race is the barrier that is keeping him from achieving his dream. In the entire poem, the poet does not specify what his dream is. However it does not matter to whether he does or does not mention it explicitly. From images and symbols employed in this poem, we can understand clearly that his dream is to achieve racial equality and justice.

Question 5.
Similarly, the poet uses the ‘wall’ in a figurative manner. What do you think the wall refers to in the context of the poet’s racial identity?
Answer:
Langston Hughes was a leading writer and thinker of the Harlem Renaissance-the African-American artistic movement of the 1920s that celebrated African-American life and culture. He rode to fame with his collection of poetry The Weary Blues (1926) and Fine Clothes to the Jews (1927).

He was an early inventor of ‘jazz poetry’. He condemned racism, promoted equality and celebrated the African-American life and culture through his writings. The present poem As I Grew Older’, though first published in 1925, is included in his first collection of poems The Weary Blues in 1926.

The central idea of the present poem, “As I Grew Older” is about one’s dreams in life and the hardships one has to face and the strong will one needs to have to realise the dreams. The poet starts by describing a dream he used to have a “long time ago” that he has since nearly forgotten. But it was right in front of him.

However a “wall” rose up slowly between the poet and his dream – it rose and rose until it touched the sky. The poet uses ‘wall’ in a figurative manner. Here, the ‘wall’ refers to ‘racial discrimination and injustice’ that the African-American people face in America. The wall is a shadow. The poet proclaims, “I am black. ” He lies down in the shadows, which prevents the light of the dream from shining on him. All he can see is:

Only the thick wall.
Only the shadow.

This is fairly straightforward symbolism – the poet represents all African- Americans who had to relinquish their dreams due to “racial bias” in early 20th century American society. The poet may have experienced the wall of injustice that rises up to gradually block the sunlight. Hughes deliberately uses the symbol of a shadow as a way to actualize his character’s blackness. The poet’s race is the barrier that is keeping him from achieving his dream.

As the poem progresses, though, the poet’s helplessness and apathy turns into determination and vigour, creating a shift of energy. He says,

‘My hands
My dark hands!
Break through the wall!
Find my dream!

By confronting the obstacle, the poet has found his voice and his purpose. Hughes uses this violent language to show that the speaker is suddenly empowered. The poet forcefully commands his “dark hands” to break through the ‘wall’ to see his dream.

However the poet uses the ‘wall’ in a figurative manner. Here ‘the wall’ refers to the racial bias or injustice or discrimination in the context of the poet’s racial identity. The wall symbolizes all the impediments and humiliations that confront the black man in America. He explicitly proclaims: “I am black” and “My dark hands” indicate his racial identity and the ‘wall’ represents the racial discrimination.

Question 6.
Describe the changing tone and mood of the poem.
Answer:
Langston Hughes was a leading writer and thinker of the Harlem Renaissance-the African-American artistic movement of the 1920s that celebrated African-American life and culture. He rode to fame with his collection of poetry The Weary Blues (1926) and Fine Clothes to the Jews (1927).

He was an early inventor of ‘jazz poetry’. He condemned racism, promoted equality and celebrated the African-American life and culture through his writings. The present poem ‘As I Grew Older’, though first published in 1925, is included in his first collection of poems The Weary Blues in 1926.

The central idea of the present poem, “As I Grew Older” is about one’s dreams in life and the hardships one has to face and the strong will one needs to have to realise the dreams. The poet starts by describing a dream he used to have a “long time ago” that he has since nearly forgotten. But it was right in front of him.

However a wall rose up slowly between the poet and his dream – it rose and rose until it touched the sky. The poet uses ‘wall’ in a figurative manner. Here, the ‘wall’ refers to ‘racial discrimination and injustice’ that the African-American people face in America. The wall is a shadow. The poet proclaims, “I am black.” He lies down in the shadows, which prevents the light of the dream from shining on him.

As the poem progresses, though, the poet’s helplessness and apathy turns into determination and vigour, creating a shift of energy. By confronting the obstacle, the poet has found his voice and his purpose. Hughes uses this violent language to show that the speaker is suddenly empowered. The poet force fully commands his “dark hands” to break through the wall to see his dream.

Help me to shatter this darkness,
To smash this night,
To break his shadow
Into a thousand lights of sun,
Into a thousand light whirling dreams
Of sun

As the poem progresses, the tone and mood of the poem changes constantly. In lines 1-6, the speaker is naive, optimistic and innocent (Bright like the sun-My dream). In lines 7-16, the tone is depressing and angry (wall, between me and my dream.

Diminishing, Hiding, The light of my dream). In the lines 17-23, pessimistic, depressing, and angry (shadow, No longer the light of my dream, thick wall). In lines 24-33-the speaker becomes hopeful. The whole stanza expresses hope that the speaker can achieve his dream.

The poem’s changing tone indicates the speaker’s changing perspective on life as he grew older, i.e., he moves from childhood to young adulthood. Lines 1-6 reflect the speaker’s perspective as a child. Lines 7-16 reflect the moment when the speaker’s perspective begins to change. Lines 17-23 reflect his pessimistic, depressing, and angry view of the issue. Lines 24-33 reflect the speaker’s perspective now, meaning at the time the poem was written.

As I Grew Older Poem Summary in English

Langston Hughes was a leading writer and thinker of the Harlem Renaissance-the African-American artistic movement of the 1920s that celebrated African-American life and culture. He rode to fame with his collection of poetry The Weary Blues (1926) and Fine Clothes to the Jews (1927).

He was an early inventor of ‘jazz poetry’. He condemned racism, promoted equality and celebrated the African-American life and culture through his writings. The present poem ‘As I Grew Older’, though first published in 1925, is included in his first collection of poems The Weary Blues in 1926.

The central idea of the present poem, “As I Grew Older” is about one’s dreams in life and the hardships one has to face and the strong will one needs to have to realise the dreams. The speaker starts by describing a dream he used to have a “long time ago” that he has since nearly forgotten. But it was right in front of him. He says,

‘But it was there then,
In front of me,
Bright tike a sun-
My dream

However a wall rose up slowly between the poet and his dream – it rose and rose until it touched the sky. The poet uses ‘wall’ in a figurative manner. Here, the ‘wall’ refers to ‘racial discrimination and injustice’ that the African-American people face in America. The wall is a shadow. The speaker proclaims, “I am black.” He lies down in the shadows, which prevents the light of the dream from shining on him. All he can see is:

Only the thick wall.
Only the shadow.

This is fairly straightforward symbolism – the speaker represents all African- Americans who had to relinquish their dreams due to “racial bias” in early 20th century American society. The poet may have experienced the wall of injustice that rises up to gradually block the sunlight.

Hughes deliberately uses the symbol of a shadow as a way to actualize his character’s blackness. The speaker’s race is the barrier that is keeping him from achieving his dream.As the poem progresses, though, the speaker’s helplessness and apathy turns into determination and vigour, creating a shift of energy. He says,

‘My hands
My dark hands!
Break through the wall!
Find my dream!

By confronting the obstacle, the speaker has found his voice and his purpose. Hughes uses this violent language to show that the speaker is suddenly empowered. The speaker forcefully commands his “dark hands” to break through the wall to see his dream.

Help me to shatter this darkness,
To smash this night,
To break this shadow
Into a thousand lights of the sun,
Into a thousand light whirling dreams
Of sun!’

The poem contains full of images and the imagery in the poem consists of a powerful mix of ‘light’ and ‘dark’ images. Imagery employed by poet Langston Hughes in the poem creates symbols and pictures in the mind of the reader. The poet says that his dream is ‘Bright like a sun’.

He says that the ‘thick wall’ that keeps rising till it touches the sky. Here the ‘wall’ refers to the racial discrimination and prejudice and the oppression that makes the African-American people unable to fulfil their dreams. The poet also emphasizes that he lies in his ‘shadow’ of depression and despair.

The poet cries, “My hands! / My dark hands!-’ He wants to break through the wall and find his dream; he wants to break apart the darkness and “smash” the night. He wants that shadow to break apart into a “thousand lights of sun” and “a thousand whirling dreams / of sun!’’.

The images of ‘light’ and ‘sun’ symbolize dreams, hope, optimism, possibilities/ opportunities, goodness, intellectual achievements, awareness (enlightenment). Darkness, on the other hand, symbolizes prejudice, discrimination, hatred, racism, evil, ignorance. Now he is determined to break through the barrier of being born with a black skin in a white- dominant society.

As the poem progresses, the tone and mood of the poem changes constantly. In lines 1-6, the speaker is naive, optimistic and innocent (Bright like the sun-My dream). In lines 7-16, the tone is depressing and angry (wall, between me and my dream. Diminishing, Hiding, The light of my dream). In the lines 17-23, pessimistic, depressing, and angry (shadow, No longer the light of my dream, thick wall). In lines 24-33-the speaker becomes hopeful. The whole stanza expresses hope that the speaker can achieve his dream.

The poem’s changing tone indicates the speaker’s changing perspective on life as he grew older, i.e., he moves from childhood to young adulthood. Lines 1-6 reflect the speaker’s perspective as a child. Lines 7-16 reflect the moment when the speaker’s perspective begins to change. Lines 17-23 reflect his pessimistic, depressing, and angry view of the issue. Lines 24-33 reflect the speaker’s perspective now, meaning at the time the poem was written.

As I Grew Older Poem Summary in Telugu

లాంగ్ణన్ హ్యూస్ 1920 లలో హార్లెం పునరుజ్జీవనం-ఆఫ్రికన్-అమెరికన్ కళాత్మక ఉద్యమం యొక్కప్రముఖ రచయిత మరియు ఆలోచనాపరుడు, ఇది ఆ(్రికన్-అమెరికన్ జీవితం మరియు సంస్తతిని జరుపుకుంది. అతను తన కవితా సంకలనం ది వేరీ బ్లూస్ (1926) మరియు ఫైన్ క్లాత్స్ టు ది యూదులతో (1927) కీర్తి పొందాడు. అతను ‘జాజ్ కవిత్వం’ యొక్క ప్రారంభ ఆవిష్కర్త.

అతను జాత్యహంకారాన్ని ఖండించాడు, సమానత్వాన్ని (్రోత్సహించాడు మరియు ఆఫ్రికన్-అమెరికన్ జీవితాన్ని మరియు సంస్కతిని తన రచనల ద్వారా జరుపుకున్నాడు. ప్రస్తుత కవిత ‘యాస్ ఐ గ్రూ ఓల్డర్, మొదటిసారి 1925 లో ప్రచురించబడినప్పదికీ, 1926 లో అతని మొదటి కవితా సంపుది ది వేరీ బ్లూస్లో చేర్చబడింది.

ప్రస్తుత కవిత యొక్క కేంద్ర ఆలోచన, “యాజ్ ఐ గ్రూ ఓల్డర్” అనేది జీవితంలో ఒకరి కలలు మరియు ఒకరు ఎదుర్కోవాల్సిన కష్టాలు మరియు కలలను సాకారం చేసుకోవాల్సిన బలమైన సంకల్పం. అతను చాలా కాలం క్రితం మరచిపోయిన “చాలా కాలం క్రితం” కలిగి ఉన్న ఒక కలను వివరించడం ద్వారా ప్రారంభమవుతుంది. కానీ అది అతని ముందు ఉంది. అతను చెప్తన్నాడు,

‘అయితే అది అక్కడే ఉంది,
నా ముందర,
సూర్యుడిలా ప్రకాశవంతంగా-
నా కల.’

అయితే కవికి మరియు అతని కలకి మధ ఒక గోడ నెమ్టిిగా పైకి లేచింది – అది ఆకాశాన్ని తాకే వరకు పెరిగింది. కవి ‘గోడ’ ను అలంకారిక పద్ధతిలో ఉపయోగిస్తాడు. ఇక్కడ, ‘గోడ’ అనేది అమెరికాలో ఆఫ్రికన్-అమెరికన్ ప్రజలు ఎదుర్కొంటున్న ‘జాతి వివక్ష మరియు అన్యాయాన్ని’ సూచిస్తుంది. గోడ నీడ. స్పీకర్ “నేను నల్లనివాడిని” అని ప్రకటించాడు. అతను నీడలలో పడుకున్నాడు, ఇది కల యొక్క కాంతి అతనిపై ప్రకాశించకుండా నిరోధిస్తుంది. అతను చూడగలిగేది: రచయిత యొక్క నిస్సహాయత మరియు ఉదాసీనత సంకల్పం మరియు శక్తిగా మారుతుంది, ఇది శక్తి యొక్క మార్పును సృష్టిస్తుంది. అతను చెప్తన్నాడు,

‘నా చేతులు
నా చీకది చేతులు!
గోడ విచ్ఛిన్నం!
నా కలను కనుగొనండి!

అడ్డంకిని ఎదుర్కోవడం ద్వారా, స్పీకర్ తన స్వరాన్ని మరియు అతని ఉద్దేశ్యాన్ని కనుగొన్నారు. స్పీకర్ హాాత్తుగా అధికారం పొందారని చూపించడానికి హ్యూస్ ఈ హింసాత్మక భాషను ఉపయోగిస్తాడు. తన కలను చూడటానికి గోడను పగలగొట్టమని స్పీకర్ తన “చీకటి చేతులను” బలవంతంగా ఆదేశిస్తాడు.

ఈ చీకదిని ముక్కలు చేయడానికి నాకు సహాయం చెయ్యండి,
ఈ రాత్రి పగులగొట్టడానికి,
ఈ నీడను విచ్ఛిన్నం చేయడానిక
వెయ్యి లైట్ల సూర్యునిలోకి,
వెయ్యి కాంతి సుడిగాలి కలలలోకి
సూర్యకి! 

ఈ కవితలో చిత్రాలతో నిండి ఉంది మరియు కవితలోని చిత్రాలలో ‘కాంతి’ మరియు ‘చీకటి’ చిత్రాల శక్తివంతమైన మిశ్రమం ఉంటుంది. కవితలో కవి లాంగ్ణన్ హ్యూస్ ఉపయోగించిన చిత్రాలు పాఠకుల మనస్సులో చిహ్నాలు మరియు చిత్రాలను సృప్టిస్తాయి.

కవి తన కల ‘సూర్యుడిలా ప్రకాశవంతంగా’ ఉందని చెప్పాడు. ఆకాశాన్ని తాకే వరకు పెరుగుతూనే ఉండే ‘మందపాటి గోడ’ అని ఆయన అన్నారు. ఇక్కడ ‘గోడ’ అనేది జాతి వివక్ష మరియు పక్షపాతం మరియు ఆఫ్రికన్-అమెరికన్ ప్రజలను వారి కలలను నెరవేర్చలేకపోయే అణచివేతను సూచిస్తుంది. కవి తన నిరాశ మరియు నిరాశ యొక్క ‘నీడ’లో ఉందని నొక్కి చెప్పాడు.

కవి, “నా చేతులు! / నా చీకది చేతులు!” అతను గోడను పగలగొట్టి తన కలను కనుగొనాలనుకుంటున్నాడు అతను చీకదిని విడదీయాలని మరియు రాత్రి “పగులగొట్టాలని” కోరుకుంటాడు. అతను ఆ నీడను “వెయ్యి వెలుతురు” మరియు “వెయ్యి సుడి కలలు / సూర్యున్” గా విడదీయాలని కోరుకుంటాడు. ‘కాంతి’ మరియు ‘సూర్యుడు’ చిత్రాలు కలలు, ఆశ, ఆశావాదం, అవకాశాలు, మంచితనం, మేధో విజయాలు, అవగాహన (జ్ఞానోదయం). చీకది, మరోమైపు, పక్షపాతం, వివక్ష, ద్వేషం, జాత్యహంకారం, చెడు, అజ్ఞానం. తెల్ల ఆధిపత్య సమాజంలో నల్ల చర్మంతో పుట్టడానికి ఉన్న అడ్డంకిని అధిగమించడానికి ఇప్పుడు అతను నిశ్చయించుకున్నాడు.

రచయిత, పద్యం యొక్క స్వరం మరియు మానసిక స్థితి నిరంతరం మారుతుంది. 1-6 పంక్తులలో, స్పీకర్ అమాయక, ఆశావాది మరియు అమాయకుడు (సూర్యుడిలా (ప్రకాశవంతమైనది-నా కల). 7-16 పంక్తులో, స్వరం నిరుత్సాహపరుస్తుంది మరియు కోపంగా ఉంది (గోడ, నాకు మరియు నా కలకి మధ్య. తగ్గిపోతోంది, దాచడం, నా కల యొక్క కాంతి). 17-23 పంక్తులలో, నిరాశావాద, నిరుత్సాహపరిచే మరియు కోపంగా (నీడ, ఇక నా కల యొక్క కాంతి, మందపాది గోడ). 24-33 పంక్తులలో-స్పీకర్ ఆశాజనకంగా మారుతాడు. స్పీకర్ తన కలను సాధించగలడని మొత్తం చరణం ఆశాఖావం వ్యక్తం చేస్తుంది.

పద్యం యొక్క మారుతున్న స్వరం వక్త వయసు పెరిగేకొద్దీ జీవితంపై మారుతున్న దృక్పథాన్ని సూచిస్తుంది, అనగా అతను బాల్యం నుండి యవ్వనంలోకి వెళ్తాడు. 1-6 పంక్తులు చిన్నతనంలో స్పీకర్ దృక్పథాన్ని ప్రతిబింబిస్తాయి. 7-16 పక్తలు స్పీకర్ దృత్పథం మారడం ప్రారంభించిన క్షణాన్ని ప్రతిబింబిస్తాయి. 17-23 పక్తులు అతని నిరాశావాద, నిరుత్సాహకరైౖన మరియు కోపంగా ఉన్న దృక్పథాన్ని ప్రతిబింబిస్తాయి. 24-33 పంక్తులు ఇప్పుడు స్పీకర్ దృక్పథాన్ని ప్రతిబింబిస్తాయి.

As I Grew Older – Langston Hughes

It was a long time ago.
I have almost forgotten my dream.
But it was there then,
In front of me,
Bright like a sun –
My dream.
And then the wall rose,
Rose slowly,
Slowly,
Between me and my dream.
Rose until it touched the sky –
The wall.
Shadow.
I am black.
I lie down in the shadow.
No longer the light of my dream before me, Above me.
Only the thick wall.
Only the shadow.
My hands!
My dark hands!
Break through the wall!
Find my dream!
Help me to shatter this darkness,
To smash this night,
To break this shadow
Into a thousand lights of sun,
Into a thousand whirling dreams
Of sun!

Glossary:

OU Degree 4th Sem English Study Material

Osmania University Degree 2nd Year 4th Sem English Study Material

Unit 4

• As I Grew Older Poem by Langston Hughes
• Grammar of Anarchy by BR Ambedkar
• Unit 4 Vocabulary, Grammar

Unit 5

• Flower Poem by Tennyson
• The Kitemaker by Ruskin Bond
• Unit 5 Vocabulary, Grammar

Unit 6

• Business & Media Report Writing
• Unit 6 Vocabulary, Grammar

OU Degree 3rd Sem English Unit 3 Vocabulary, Grammar

Essay Writing

Essay

• An essay is perhaps the most common form of writing. It is important in academic life and later in the process of securing an employment.
• The students must know how to write an essay (well-balanced).
• The word ‘essay’ comes into English language from Latin and French languages. It means to examine, try test or weigh.

Quality of an Essay

1. An essay is an attempt to last or examine one’s ideas about a particular subject.
2. Essay writing involves number of skills : close reading, analysis, comparison and contrast, pervasions and exposition.
3. Essay should be concise and should have clarity in purpose and direction.

Types of Essays
1. Narrative : These essays tell us some events that happened.
Example: Cricket match; College day celebration.

2. Descriptive : These essays describe persons, places, things etc. A painter uses his colours to recreate a scene whereas a writer can use his rich vocabulary to describe a person, place or thing.
Example: A begger; An accident; My village.

3. Argumentative (Persuasive) : These essays deal with topics that are controversial issues.
Example : Democracy vs Dictatorship, Science – a necessary evil.
The most common essay geneses are the discursive and argumentative essays.

The Writing Process

Any piece of writing involves three stages
i. Pre – Writing
ii. The Writing
iii. Post writing

i. Pre – Writing
Step 1: Think and Grainstom, on the giverilSeleded topic
Step 2 : Job down the ideas that emerge from the thinking/brain-storming
Step 3 : Make an outline of the structure and select the ideas:
a. Introduction
b. Body
c. Conclusion.

The ideas may be jatted down as Table of Contents
a. Introduction: Clearly state the topic to be discussed often with a topic sentence (one paragraph).
b. Body: Clearly state points and exemplify/justify them In (one or three) separate paragraphs.
c. Conclusion: Summarise or conclude by restating your ideas (one paragraph)
Check the following points:

• All the points have to be included
• There no point that not necessarily I irrelevant.
• There are no repetitive ideas
• Think again cross check add I delete if necessary

ii. The writing stage
Tips for wilting effective essays:

• Use a style/tone appropriate to the kind of essay being written (A discursive essay is a presentation of ideas, facts in logical, neutral and balanced form.
• Use an impersonal and format style.
• Avoid contractions (eg: ‘aren’t, ‘he’s etc.,) short forms, idioms, colloquial expression and so on.
• Avoid strong, emotional language (eg: I love English, “I hate exams” etc.,)
• Avoid over-generalization (eg: Slow and steady wins the race”)
• Use reliable sources of information for reference.
• Be neutral and make general statements even if one differs in opinion.
• Use linerslconnectiveWdiscourse makers.to bring out the logic, connect the sentences and paragraphs:
• Use if appropriate, a direct or thought-provoking question, a quotation or striking the statement o begain the essay.

iii. Post – Writing Stage

• After the first draft, do some basic editing.
• Check for topic sentence.
• Check for cohesion and effectiveness through the use of connections.
• Check against the outline prepared in stage I and the draft of stage lito check whether all the points are covered.
• Check the length, style, points covered and add or delete to make it effective.
• Write the final draft.

Points to Remember for Writing an Essay

• Choose an apt title for the essay. The little is important to convey the main idea of the essay.
• Brainstorm, prepare an outline and develop the these is statement. These are important and preliminary steps.
• Use liners to connect ideas within the essay.
• Start and end, if you wish, with a quotation, statement or rhetorical question to make essay impressive.
• Remember the three stages of writing: Pre-writing, writing, post – writing.
• Get your facts right.
• Be balanced/unemotional/impersonal in tone.
• Use &mple language and appriate vocabulary and eliminate grammatical errors.
• Use separate paragraphs (generally, one paragraph for one idea) for different ideas and links them.
• Pay attention to editing in the post writing stage.

Discursive Essay :

Exercise 1.

Question 1.
Define the term ‘essay’. List the types of essays and explain the features of a discursive essay.
Answer:
The term ‘essay is derived from Latin through french it means ‘to test and to
examine’. The main quality of an essay is to examine the ideas on a particular subject. There are four types of essays in general. They are:

• Narrative
• Descriptive
• Discursive (or) expository
• Argumentative (or) Ersuasive

Discursive Essay
A discursive essay will normally contain an introduction followed by a series of paragraphs which gradually, through the main body of the essay, build a cohesive argument leading to a concluding statement of the writer’s own position on the topic under discussion.This conclusion should be natural, convincing and, at best, inescapable.

Features:

• Explores an issue or an idea and may suggest a position or point of view
• Approaches a topic from different angles and explores themes and issues in a style that balances personal observations with different perspectives
• Uses personal anecdotes and may have a conversational tone
• Primarily uses first person although third person can also be used.
• Uses figurative language or may be more factual.
• Draws upon real life experiences and/or draws from wide reading.
• Uses engaging imagery and language features.
• Begins with an event, an anecdote or relevant quote that is then used to explore an idea.
• Resolution may be reflective or open-ended.

Question 2.
Explain the pre-writing, writing and post writing stages of a discursive essay.
Answer:
i. Prewriting : The pre-writing stage of a discursive essay can be. split into three steps. The first
step is to think and brainstorm on the given topic. The second stage is jotting down the ideas derived from thinking. The third stage is making outline of the structure of the essay.

Generally, the essay has three main paragraphs i.e., introduction, body of the essay and the conclusion of the essay. The last stage in the pre-writing level is checking. One must check if all the relevant points are included. Delete the irrelevant points and repeated points, if any.

ii. Writing : The writing stage begins with the first draft. The ideas must be written in a logical manner. The tone should be neutral and balanced. It should be written in an impersonal style. Avoid colloquial language. Avoid emotional language. Use reliable sources of information.

iii. Post Writing : Post-writing stage begins by editing the draft especially focusing on spelling mistakes, mistakes in grammar etc. Check for the topic sentence, cohesiveness and also check whether all the points are covered or not. Check also the length, the style of writing etc. Write the final draft.

Question 3.
Describe the structure of a five-paragraph discursive essay.
Answer:
The First Paragraph: The Introduction
The first paragraph will introduce your topic. The introduction is the most important paragraph because it provides direction for the entire essay. It also sets the tone, and you want to grab the reader’s attention with interest and clarity. The best way to tackle the introduction is to:

• Describe your main idea, or what the essay is about, in one sentence. You can usually use the essay writing prompt or question to form this sentence.
• Develop a thesis statement, or what you want to say about the main idea. When the writing prompt is a question, your thesis is typically the answer to the question.
• List three points or arguments that support your thesis in order of importance ; (one sentence for each).
• Voila! You’ve just written your introductory paragraph.

The Second, Third and Fourth Paragraphs: Supporting Details
These three paragraphs form the body of the essay. They provide details, such as facts, quotes, examples and concrete statistics, for the three points in your introductory paragraph that support your thesis. Take the points you listed in your introduction and discuss each in one body paragraph. Here’s how:

• First, write a topic sentence that summarizes your point. This is the first sentence of your paragraph.
• Next, write your argument, or why you feel the topic sentence is true.
• Finally, present your evidence (facts, quotes, examples, and statistics) to support your argument.

Now you have a body paragraph. Repeat for points two and three. The best part about introducing your main points in the first paragraph is that it provides an outline for your body paragraphs and eliminates the need to write in transitions between paragraphs.

The Fifth Paragraph: The Conclusion
The concluding paragraph must summarize the essay. This is often the most difficult paragraph to write. In your conclusion, you should restate the thesis and connect it with the body of the essay in a sentence that explains how each point supports the thesis. Your final sentence should uphold your main idea in a clear and compelling manner. Be sure you do not present any new information in the conclusion.

Exercise II.

Write Discussive essay on the following topics

1. Duties of a good citizen

India is a great country. The citizens of India are blessed with many rights and also responsibilities. A good citizen is one who is aware of both duties and responsibilities. He or she should perform for the sake of the society and also for the nation. Morality and statesmanship is necessary.

• He or she should serve the society. Community services, programmes must be organised and he should participate volunteerly to serve others.
• Honesty and sincerity is necessary.
• Obey the law, norms and rules.
• He or she should enhance the right of other’s by his behaviour.
• a. Respecting others
  b. Protecting the property of others
• Adoptability, flexibility and responsibility of his actions
• Observation of the environment.

2. Education as Empowerment:

Education may be defined as the process of facilitating learning or acquiring knowledge, skills, values, beliefs, and habits. Education as human endeavour is said to be an empowering agency. It helps human beings build a better world with their knowledge, skills and values.

It is widely accepted that true education has the power to help us reduce poverty and inequality that exist in our society. Education enables the marginalized people to claim their status as full participating members of a community in the economic, social, political and cultural spheres. Hence education can be equated with empowerment.

Firstly, education is useful in enhancing one’s social status. Human history is replete with so many instances where an educated person always enjoyed high social regard. For example, people like, Kalidas, Aryabatta, Charaka, Annamayya, etc., were respected in their contemporary society.

Secondly, education empowers its possessor with financial growth. Educated people are sought after by the prospective employers, since the knowledge and skills associated with education play a crucial role in setting up a human organisation and its smooth administration. It is quite natural that the more the educated, the more the chances of getting employed and getting more associated salary and emoluments.

Thirdly, education also empowers people politically. Education provides the required awareness about the nature of governance, constitutional provisions, parliamentary procedures, peoples’ aspirations, rights and duties of citizenry. The trained and aware citizenry is the hallmark of any democratic dispensation.

Hence education empowers people with social status, wealth and economic stability, and also provides with political empowerment. It helps us in preserving our culture and tradition. There is a high difference between the educated and the uneducated in many ways. Therefore education plays an empowerment role, and helps us realize a variety of human capabilities and make the world better to live in.

3. Privatisation of Education:

With the advent of New Economic AIicy 1991, the many sectors of the Indian economy have been liberalised, privatised and globalised. Education Is one of such sectors opened up for the private players. Privatisation of Education refers to private ownership of educational institutions-schools, colleges and universities and keeping them under private management and control. It breaks the state monopoly in education sector.

The effect of privatization of education, like many other sectors, is slowly being felt in India. Since our independence, the responsibility for expansion and development of education has been largely on the governments. With development of the society and an increase in its economic capacity, it becomes obligatory for the state to increase its allocation of resources to the education sector.

Education has recently given the status of fundamental right and now the government is mandated to provide free, and compulsory education to all children under the age of 14; higher education for its citizens so that they can lead quality life; and equal opportunities for education to those who
belong to the weaker sections of the society.

Over the years, education has become one of the fastest growing service sectors in the Indian economy. Our government’s spending on education in India was limited to 3.3% of its GDP in 1999-2000 while the average spending on education by the top

100 countries in the world was 5.24% of their GDP instead of spending more to expand and strengthen the public-funded education institutions, the Indian governments, irrespective of the political affiliations, have started resorting to allow the private players into education sector.

With the changing priorities of the government, public education is slowing losing its strength and giving way to the private sector. The state is no longer coping with the situation where the private players are to take up the responsibility of providing education. Some people are looking towards privatization of education as a panacea. Education is a necessity for human development.

Since the government feels that it is unable to find the funds required for it, and wants to create a competitive environment for public- funded educational institutions, privatization may seem to be the only answer. However, the state should provide safeguards to ensure the educational needs of the weaker sections of the society who have been hitherto deprived of education. And the governments should not forego their responsibility towards them.

4. True Friendship

A friend in need is a friend indeed. A friend is a companion and partner to share happy and sorrowful moments of life. Through freindship one can forget all the pains and gets new energy with lot of enthusiasm. Friendship need trust and understanding. It enhances life and pushes us to new horizon to explore. The needful help and support can be gained by friendship. In scriptures the ideal friendship is between lord Krishna and Kuchela. Nowadays Twitter” is used for passing on and sharing the opinions. Friendship enhances strength, encouragement and motivation.

5. Technology and Human Relationships

The rapid technological advancement has brought about significant changes in human lives, especially in their relationships. The latest technologies such social media and online gaming, have turned this world into a “global village” but the way humans interact with each other, the types of relations and their importance has changed a lot.

There is a perception that human relationships are getting weakened with wide use of technology, especially, widespread use of the social media platforms such as Facebook, WhatsApp, Twitter, etc.

Firstly, technology provides an opportunity for virtual reality, i.e., hyperreality. This hyperreality seems to be more real than the reality. Those who are habituated to the use of addictive technology, tend to prefer more the virtual reality and unintentionally lose the value of human touch and human relationships.

Secondly, technology has brought us closer and reduced the physical distance between people. However, in reality, it has taken us away from each other. With addiction to technology, people are moving towards isolated and individualistic life even in the presence of other people. For instance, let us imagine a situation where a family is at the dining table with sumptuous food to eat.

While having their breakfast, the daughter and the son are immersed in their mobile phones, chatting with their friends on WhatsApp. The father has a smart phone in his hands, reading the e-newspaper. The mother is searching for the recipe for preparing a new food item. Here in this context, all the members of the family are physically close and virtually “socializing” but are psychologically emotionally at distant from each other. The situations like this are quite common these days.

Thirdly, the advancement in technology has brought us close. However, it is also taking away us from each other. Until, the later part of the twentieth century, the means of communication were limited such as writing letters or sending telegrams. The number of people one knew of was limited. At that time, one might not know the person living on the other side of globe.

But they talked and interacted with each other and understand each other. Today, one knows the person who lives several thousand miles away through social media but sadly, one does not know his or her next door neighbour. People now seem to be spending more of their time on either on social media or in playing online video games.

Technology is widely accepted as an enabling agent for realisation of human capabilities. However, if not used properly, it can spoil the very human capabilities. Now is time to realise the harmful impact of the negative use of technology on human relationships and train the young mind to use it in a positive manner.

6. Peaceful Coexistence

To be peaceful is a great mental state and adjustment and co-operation is necessary for peaceful co-existence in life. This is possible by understanding and rising to different situations. We should live in the right way and also allow other to live and let live is a meaningful sologan in daily life. Peace prevails only when hearts unite together.

We should try to listen others problems and also we should express our own facts and ideas. An open mind and a loving heart can create cecellency around the atmosphere. Peaceful existence is so desirable for a long and comfortable life.

7. India’s Plural Culture

India has a rich culture of diversity and is known as a ‘land of unity in diversity for its vibrant diverse culture. Historically, India has absorbed and assimllated into its own many religions, cultures and other varied identities. India is blessed with different traditions, and customs. Be in religions, races, Languages, intellectual achievements, performing arts, our country has made us a vivid and colourful; rich and diverse nation.

The pluralistic culture of our country can be explained as follows: Firstly, India is a land of many religions. Major religions such as Hinduism, Buddhism, Jainism and Sikhisni were born in this land and spread all over the world. Over 80 percent of the people follow Hinduism; the other faiths are also respected. The Constitution of India proclaims itself as secular and treats all religions equally. The people of different faiths live harmoniously in this country, though there are testing times with religious turbulences.

Secondly, our country is a land of multiple languages. According to an estimate, more than 19,500 mother tongues are spoken in India. However the Indian Constitution has officially recognized 22 Languages. Besides English, Hindi is treated as official language. Barring some anti-Hindi movements in the southern parts of the country, the people of this country with diverse linguistic background co-exist with a sense of brotherhood.

Thirdly, India is a land of many races Indians consist of Aryans, Dravidians, Mongoloid, etc. However people of different races feel oneness in their racial plurality. The plural culture of India can also be witnessed in terms of diverse climatic conditions. food habits, dressing, and celebration of different festivals and even in political view points.

Thus, the unity in diversity is the hail mark of Indias pluralistic culture, People of this country enjoy the comingling and assimilation into Indianness. making this land multicultural nation which can be an example of how ‘plurality lives together in singularity’ in the present strife-torn world.

8. Meaningful Life

The question ‘what makes our life meaningful?’ is difficult to answer. In the pursuit of their life, human beings are always confronted with this question. The meaning of life may vary from person to person and from perception to perception. Some people try to find the meaning of life in wealth: some others try to find it in name and fame;

some more in health; and some others in spirituality. In this essay, an effort is made to look at the meaningful life through two different perceptions: the perception of spirituality and philosophy, and the perception of worldliness (material happiness).

From the perception of life through the Lenses of philosophy and spirituality, the ultimate goal of our existence and the purpose of human race is the development of spiritual and moral character of an individual. In one situation, people can make their life meaningful through their activities. For example, a person can see the meaning of his or her life in pursuit of happiness and well-being; and in other situation, such as hostile environments of existence, life may assume different meaning. In some other situations, life is an eternal struggle to chase our dream. in contrast to tranquillity and harmony.

From the perception of worldliness, the meaning of life assumes an altogether different proposition. For those who are fully involved in world affairs, the life is meaningful when we put our efforts in the pursuit of matenal happiness. This perception of life entirely depends on the notion of non existence of life after death. Those who believe in this perception feel that whatever life offers in this world in tenns of satisfying material needs should be enjoyed without any complaint. For them, fulfilment of material happiness makes life meaningful.

However it is very difficult answer the question of ‘what makes our life meaningful. We may conclude that life is meaningful if we realise our potential and use our energies to make this world better to Live in, giving voice to the voiceless; and power to the powerless. We may make our life meaningful in serving the humanity manavasevemadhawaseva.

9. India since Independence

Since independence, India has achieved a lot of success In many areas, however with some exceptions Ever since India attained independence from the British in 1947, there were misconceptions about the ability of the Indians to run their own country after freedom. However, the Indians have not only dispensed with the misconceptions but have also attained excellence in the field of agriculture, education, health, space and nuclear technology. and information and communication technology (IT).

However, there are certain areas we are still lagging behind the world. First and foremost thing that India has achieved after independence is the upholding of democratic traditions. Presently, India is the world’s largest democracy. Since independence, india is the only country in the entire Asia that has remained democratic; the only exception to this is the brief period of the Emergency in 1975-76.

Many in the world were doubtful about the viability of democracy in india. Their belief was further strengthened when several countries in the region, including Pakistan, failed as democracies and chose authoritarian and militarist regimes. However, India has crossed almost seventy year as a democracy. In India, it is the ballot, and not the bullet, that reigns supreme.

The second thing that India can be proud of is its self-sufficiency in food production. Immediately after independence, India was not in apposition to feed its own people and in dire need of food imports. The Green Revolution of 1960’s has brought technology into the Indian agricultural sector. This has resulted in massive scaling up of food produce, leading to stocks to fend off any untoward situation. Now our country is in a position to export food to other needy countries.

India’s contribution to the UN Food Programme to support the poor countries is well-appreciated. The third thing that India has achieved after its independence is its advancement in the field of science and technology, especially in the area of information and communication technology. We are the leading nation in proving the IT and ITES to the world. Our self-sufficiency in the nuclear and space technology is known to the entire world.

However, India is still struggling with its own inhibitions such as caste and religious strife. Some deficiencies in our democracy, illiteracy, poverty and inequalities in the society are some of the failures of India even after its independence. Still we are a nation in the making and have miles to go before we take rest.

10. Globalisation and its Impact

Ever since the collapse of the Soviet Union in 1990’s, the world has moved towards more liberal and private view of economies. It was in that context, the advent of ‘globalization’ as a concept and practice has assumed importance. The term ‘globalisation’ is used to describe the growing interdependence of the world’s economies, cultures, and populations.

Globalisation has brought about by the seamless cross-border trade in goods and services, technology, and flows of investment, people, and information. It has transformed the entire world as ‘global village’. The amalgamation of varied activities associated with ‘globalisation’ has influenced the entire human race in one way or the other. The impact of globalisation may be explained in the following:

Globalisation has offered an opportunity to move goods, services, investment and people from country to another without any restrictions. It created the world as one market for all. Some goods, which were hitherto not available to some countries, started reaching to the needy throughout the world. Investment has become cheaper for the developing countries, like India and contributed in their development.

Globalisation has also provided safeguards for the poor and least developed countries in terms of preferential tariffs. With the seamless movement of people from part of the globe to another, cultures and traditions have got into constant contact. Influencing and getting influenced has happened, leading to formation of multi-cultural and cosmopolitan cultures. Food habits, dressing, popular cultures such as movie, entertainment, etc., have been in constant change which makes it easier to understand each other.

On the negative side of it, globalisation has its own limitations. All is not well with it. Especially, globalization does not hold the same benefits for all members of the global community. Too much interdependence of economies has made some countries at disadvantage. It holds more benefit for members of developed nations such as the USA, the U.K. etc., while many developing nations are deprived of their rightful place in trade and business.

Influx of goods and services into the developing countries has not only eroded economic independence of these countries but also affected their political independence. Due to the disorder created by globalisation, the poor are getting poorer; the rich getting richer- poverty increased, inequality increased, and world peace disturbed.

Every coin has two sides and similar is the case with globalisation. Globalisation has offered plenty of opportunities for many disadvantaged countries. It also provides a level playing field for individuals who can now venture into the world markets to explore their possibilities. Still globalisation has its own limitations.

11. Protection of Bio-diversity

Biodiversity refers to the variety and variability of both terrestrial and aquatic life on Earth. It is typically a measure of variation at three levels-genetic, species, and ecosystem. It is because of human intervention in the form of industrialisation, urbanisation, and human induced climate change and global warming that the biological diversity is getting disturbed.

As the result, some of the species which once existed on the earth have now become extinct; some are endangered; and some others are on the brink of extinction. It is in this context, protection and conservation of biodiversity is the vital measure for the survival of various species, including the human being, on the planet Earth.

Conservation of biodiversity is possible when we take measures for protection and preservation of the flora and fauna on the Earth. Through a variety of protective measures, the richness of ecosystem can be conserved and quality of human life, including life of the other species improved. We the human beings should ensure equilibrium in the well-established food chains in different ecological habitats.

Protection of biodiversity is possible if we adopt more sustainable development models that minimize our intervention in the natural ecosystem. It is now a well-established fact that human activities in the form of the industrial revolution, ever-expanding improper urbanisation, pressure on natural resources, have severely affected the conservation of biodiversity.

As the result, deforestation; high level of air, water, sound, and soil pollution; global warming, extreme weather conditions such as frequent floods, famines, threat of locust, rise of sea and ocean levels, etc., are disturbing the whole ecological balance. Sustainability is the only panacea for the impending disaster for biodiversity.

Serious steps need to be taken in order to protect and conserve biodiversity. Especially, human beings should realise that every single class of flora and fauna possesses its unique place in the environmental and ecological structure and helps others survive. It is a win-win situation for everyone and it should not be one’s survival as others’ extinction, but the extinction of all.

For example, if a single species gets extinct from the food chain, it will affect the other species that survive on the former and eventually gets on the queue of destruction. The richer the biodiversity in an ecosystem, the healthier will be the species living in them. Hence, sustainable development is the only measure to protect the endangered biodiversity. Live, let others and posterity to live.

12. Nature and its important

A life intune with nature is serene peaceful and balanced. In oldens days people used to live according to natural laws. Nature takes care of eco-system in a creative way

• The learning method takes place naturally
• Health” aspect improves fastly quick recovery for patients
• The aspects of food, hygene and thinking power, inner peace all depend on natural life.

Natural Sources
Oceans, rivers, mountains, seas all take park in maintaining natural eco-balance and life sustainity. Forest conservation, greenary maintenance is important. In ozone protection, river purification and strategies to protect environment are necessary.

Argumentative Essay

Exercise 1.

Question 1.
Explain the features of an Argumentative Essay.
Answer:
Features of argumentative essay:

• The purpose of argument in writing is to convince or move readers toward a certain point of view, or opinion.
• An argument is a reasoned opinion supported and explained by evidence. To argue, in writing, is to advance knowledge and ideas in a positive way.
• A thesis that expresses the opinion of the writer in more specific terms is better than one that is vague.
• It is essential that you not only address counterarguments but also do so respectfully.
• It is also helpful to establish the limits of your argument and what you are trying to accomplish through a concession statement.
• To persuade a skeptical audience, you will need to use a wide range of evidence. Scientific studies, opinions from experts, historical precedent, statistics, personal anecdotes, and current events are all types of evidence that you might use in explaining your point.
• Make sure that your word choice and writing style is appropriate for both your subject and your audience.
• You should let your reader know your bias, but do not let that bias blind you to the primary components of good argumentation: sound, thoughtful evidence and respectfully and reasonably addressing opposing ideas.

Question 2.
Compare and contrast Discursive and Argumentative essays.
Answer:

	Discursive Essay	Argumentative Essay
1.	The questions end with “Discuss”.	Questions end with “Do you agree?” Alternative, they might compel writers to make a stand throught he use of absolute terms such as “alway”, “definitely” etc.
2.	Focus is on explaining one’s perspectives and thoughts.	Focus is on making a stand on an  argument and providing elaboration and examples to reinforce this stand.
3.	Writing is often balanced, with arguments on both sides of the issue.	Writing is often inclined towards the writer’s stand and often offers a counter argument, of which it is often rebutted.
4.	Focus is more on the expression and clarity of the writer’s thoughts and perspectives.	Focus is more on being persuasive, convincing the readers to the writers’ point of view.

Question 3.
Describe the structure of three – paragraph argumentative essay.
Answer:
The Structure of an Argumentative Essay

• The introductory part may begin with a general statement on the given topic but by the end of the topic should be in line with the writers position.
• The body should contain all the cons of the topic is one paragraph and proving the falsity with the pros in the next paragraph.
• The role of linkers and cohesive markers is important in effecting a smooth transition of ideas within the paragraph and among the paragraphs.
• Conclusion should be logical and effective and should arise out to he arguments provided in the preceding paragraphs.
• The writers tone should remain logical arid balanced. He or she should use an ’emotional personal tone except for espressing individual opinion or clarifying the stand taken.

There are three possible structures of an argumentative essay.
Structure 1
Para 1 : Introduction
Para 2 : Supporting argument 1
Para 3 : Supporting argument 2
Para 4 : Opposing argument or argument with refutations
Para 5 : Conclusion

Structure II
Para 1 : Introduction
Para 2 : Opposing argument or arguments with refutations.
Para 3 : Supporting argument 1 Para 4 : Supporting argument 2
Para 5 : Conclusion

Structure III
Para 1 : Introduction
Para 2 : Opposing argument 1 and refutation
Para 3 : Opposing argument 2 and refutation
Para 4 : Opposing argument 3 and refutation
Para 5 : Conclusion

Exercise – II.

Using either the three-paragraph or the five-paragraph method, develop the following hints into argumentative essays and give suitable titles.

Question 1.
Treating women as objects Patriarchy: women as property Popular culture: portrayal of women in popular cinema, media and advertisements Religion: women as impure and inferior Violence in society and violence against women Need for gender sensitization Teaching non violent behaviour Changing gender stereotypes Awareness through education.
Answer:
Since time immemorial women is treated as an object. She is an in many forms like house wife, mother, servant, sex object and so on. She is. used as stage properly in popular culture. The portray of women in cinemas, media and advertisements reflects various stages of victimisation and exploitation. Father and husband take decisions at institutional level and they execute the things without the consent of women.

Even in religious level women is portrayed in victimised status. It is understood that violence in society is violence against women. They are impure in all aspects and inferior to men. It is high time to recognise the need of women empowerment. This can be possible through the promotion of creating awareness among the women the need of education. Mere stereotype characters will not help you in any way. Men have to develop the sensitive attitude of non-violent behaviour.

Question 2.
Lack of family time Distractions – Modem age communication technologies and devices Internet, smart phones and selfie mania Sleep disorders Accidents Behavioural changes Radiation risks Unrealistic aspirations increasing crime – Social cost of economic and technological progress.
Answer:
We are living in jet-speed life. Man is full of worries, anxieties. He has no time to establish good relation with others. He uses all the time a mono syllabic words. His communicative abilities are distracted by several drawbacks like using cell phone, using internet and other communication technologies.

As a result he kills his imaginative and creative power. He at great risk. His behavioural pattern changes cynically. He is man without voice. He imitates crime and allows himself to grow unrealistically. He is standing in the way of National progress and true spirit of technological progress.

Exercise III.

Using either the three-paragraph or the five paragraph method, write argumentative essays on the following topics:

Question 1.
Should Schools do away with Homework ?
Answer:
Homework is a must for children because it enhances the motor skills learning takes place fastly. It is old practice traditionally followed by ‘Gurukula system’.

The Role of the School
If teaching is qualitative and methodical the child need not have homework from the school curriculum. He should not be burdened by it but it should enhance his learning process.

Home Work in holidays
In traditional way of learning abundant quantitative level of homework is entrusted to children. It is done mostly by other members in the family hence the child can not be benefited.

Sincerity and Honesty
Children should be taught values while using cell phones and other technological devices for the homework.

Question 2.
Do ends always justify means ?
Answer:
It depends on the goals, what means one is suppose to select. The goal has to be noble and ideal. One can be highly benefitted by means also. The means is to be an open channel and it should purify and mend the individual.The approach is also important it depends upon the attitude. In ethics the right
means lead to right goal.

Moralitical foundation is most important in imparting education. A society with corrupted minds and criminals cannot sustain by itself. Our heritage and culture and upanishads teaches us to stand by truth and non-violence.

Question 3.
Can one use western gadgets but remain unaffected by of western culture ?
Answer:
Indian Culture, which is one of the oldest and richest cultures in the world with varied languages, customs, beliefs, ideas, taboos, codes, instructions, works of art, architecture, rituals, ceremonies etc. India’s cultural history of several thousands years old and it shows a continuity and subtle change with strong thread of continuity, epitomised in the assimilative power of culture and unique display of unity in diversity’.

With the conquest of European powers and subsequent British rule in India has had a profound effect of eastern culture on Indian society. Western culture has made its presence in various forms. Westernization is defined as incorporation of the norms, values and culture of the west into our culture. It as greatly affected our traditions, customs, our family and our respect and love for others.

The concept: joint families is fastly decreasing everyone wants to remain aloof from others and has given rise to ngle families. Marriages are fast breaking down & our tolerance and patience has given the answer.

Question 4.
Is science always right ?
Answer:
Science itself is beneficial but it. depends on the persons who are handling it and on their altitude. The benefits of science are multiple. There are many people in the society blindly following science by experiments and proofs.

They are intellecually stagnated. The society economically and socially. Promoting education and skills is an important aspect to lift them to heights. Parents while bringing up children can inculcate sensitivity and respect towards them. The attitude towards women can be changed rapidly by sing media. The non-cooperative rigid views is to be transformed into co-operative and non-violent and tenderness.

Question 5.
Should government schools and hospitals be made mandatory for I government officials and politicians
Answer:
This policy should not be one at mandatory for any government employees. There are many facts which we have to think over. The first one is that all government employees cannot send their children to government schools whose standard is at low level.

The government employees must have good and well equipped hospitals for their I hygene and secured life. For residential purpose government employees cannot be isolated from other society and live in separate colonies. The freedom to get qualitative education freed to select the means and ways is for all. India is a diversified country but its constitution is strong and well framed.

Question 6.
Is the right to privacy sacrosanct ?
Answer:
Our is a democractic country. The law and order is highly appreciated. The citizens of India are more powerful to vote and select a government. Privacy of the people should be limited in life. The law is above to it. the law ban implemented at any moment to contrail the access of the people for the sake of welfare of the society. Ex : The Central Beaura of investigation and other departments of law is always vigilant on the section of the people crossing the lines.

Question 7.
Should private coaching institutions be banned ?
Answer:
Private coaching institutions are, necessary as educational scenario is changing drastically the traditional way of teaching changed. Students face lot Of competition for competitive exams. Coaching centres help students to achieve their goals in specified time. Before scantioning recognition or affiliation government should make policy about infrastructure and quality.

Private institutions should not be banned but there should be certain regulation on its management. The financial status of the students varies so graduation or the students with good ranks can be given preference. The fees and the working hours are to be observed.

The commercial purpose need not be encouraged. The burden the stress and strain students in the name of competition is not a healthy sign. Limited and beneficial methodical teaching can support the students to fulfill their aspirations

Question 8.
Is the law always just ?
Answer:
The law is for the people the down trodden must benefited and encouraged for social upliftment. As India is democratic country law helps us for protecting liberty and fraternity. Sovernity also depends on law. The government should make law helpful to people should realise the value of constitution. The brotherhood of the people india is possible by following the law. The law is for enhancement of a sound life.

Question 9.
Should religion play any role in public life ?
Answer:
Religion imparts values in human life. It is important and plays a vital role. The foremost point is character building which is imbibed by religious life. The code of conduct, the personality behaviour depends on what we learn form religion. We learn the most important aspect i.e., faith from our scriptures. Religions values changes person and purifies the inner most layers of the soul. It transforms animal to human and then devine. Thus religion plays an important role in our life.

10.
Advertisements benefit the manufactures and not the customer
Answer:
The manufacturing company should maintain quality of the product. Then the company sales can rise and reputation of the company can be sustainable. Through advertisements, company will be benefited. It helps the advertiser. Without quality advertisements cannot support the company’s name and fame.

Without quality products advertisements are just a waste for the manufacturer. Advertisements brings happiness and information to the customer. Customer’s satisfaction depends on the quality and reasonable cost of the product. Advertisements should be attractive and plays a vital role to increase the market sales.

Vocabulary – Idioms

Question 1.
What is an idiom?
Answer:
An idiom is an expression whose meaning can not be worked out from the words it contains. In an idion the group of words have a fixed order and as a group, they have a meaning of the individual words in the group.

Ex : If somebody is described as a person who has both her feet on the ground, it means she is ‘sensible’ ‘realistic’ and practical person. An idiom is more like a saying or an expression (or proverb. that is specific to a culture!

Use : Idioms are used in informal English. It is advisable to avoid idioms in formal contexts such as academic, scientific and technical writing.

Exercise 1.

Choose the Correct Meaning of the Idiom

Question 1.
To pay through the nose
a. Doing something correctly or well.
b. To pay more for something than its actual worth.
c. To show your anger.
d. To spend more time or energy on something than is necessary.
Answers :
b. To pay more for something than its actual worth.

Question 2.
To take something to heart
a. A lot of worry of excitement about a situation that is not important.
b. To not allow criticism to worry or upset you
c. To allow something to affect or upset you deeply.
d. To start behaving in an unacceptable way.
Answers :
a. A lot of worry of excitement about a situation that is not important.

Question 3.
To not have the stomach for something.
a. To be born to rich parents
b. To exist with very little money
c. To not feel interested, strong or brave enough to do something.

Question 4.
On the ricks
a. In trouble
b. Near failure or defeat
c. To do things in the wrong order
d. To settle down or become established
Answers :
a. In trouble

Question 5.
To show someone the rope
a. To annoy someone
b. To impress of influence someone
c. To put pressure on someone
d. To show someone what to do.
Answers :
d. To show someone what to do.

Question 6.
To see red
a. To small, visible part of a large problem.
b. To become angry
c. To be suspicious of what you bear, to not believe everything you bear
d. To turn a small problem into a large one.
Answers :
d. To turn a small problem into a large one.

Question 7.
To hold the fort
a. To accept the good and bad aspects of something
b. To be experienced and good at something
c. To do a job for some one (e.g. while they are away or busy.
d. To make some one or something seem less lood or important
Answers :
c. To do a job for some one (e.g. while they are away or busy.

Question 8.
To lead someone up the garden path .
a. To be funny or isonic
b. To deceive some one (often over a long period of time.
c. To embrass someone
d. To get out of control
Answers :
b. To deceive some one (often over a long period of time.

Question 9.
To get something off your chest
a. To dd something that harts yourself
b. To have many things to do or worry about
c. To relase
d. To talk about something that has been worrying you for a long time
Answers :
c. To relase

Question 10.
To take a leaf out of someone’s book
a. To be involved in something
b. To be sensible and realistic
c. To follow someone’s example
d. To look after someone to take care of them
Answers :
c. To follow someone’s example

Exercise II.

Match idiom in Column I with the meaning in Column II.

Column I	Column II
1. If something fits the bill	(a) It has difficulties at the start.
2. If you do something at the drop of a hat	(b) It is not clear until the last moment who will win.
3. If you don’t bat an eye	(c) They are in conflict.
4. It something has testing problems	(d) You manage your finances badly
5. If people are at loggerheads	(e) It is not what you believe in
6. If something goes against the grain	(f) It is difficult.
7. If you’re penny wise, pound foolish.	(g) You do it without hesitation.
8. If a race down to the wire	(h) It is what is required.
9. It something is like clock work	(i) You show no reaction.
10. It something is not bed of roses.	(j) It is punctual and regular.

Answer:
1. (h)
2. (g)
3. (i)
4. (a)
5. (c)
6. (e)
7. (d)
8. (b)
9. (J)
10. (f)

Grammar Connectives

Connectives are variety of words and phrases that can be used to Link sentences and organise text. Connectives help in establishing connections within and between sentences.
Connectives help the reader to move smoothly from one idea to another.
Connectives can be classified into different categories based on the functions they perform.

1. Connectives are used to add further information.
Example: Air conditioners use lot of energy. Additionally they cause pollution.

2. Sequencing connectivies help develop the logical ‘sequence of ideas and show a chronological order.
Example: Initially he injected a small amount later he asked his friends invest.

3. Emphasising connectives help highlight in it certain points.
Example: Work hard especially if you wish to top the class

4. Comparing connectives show the difference between two ideas
Example: I am tall whereas my sister is short.

5. Cause and effect connectives explain why something happens.
Example: The girl missed her bus. Consequently, she was late for her class.

5. Illustrating connectives are used to provide examples.
Example: (She eat a lot of fruits such as apples, bananas, water melons etc.)

Exercise I.

Choose the appropriate connective

1. _______ we started late, we still arrived in time. (AlthougMnspite of)
2. Many people in the office tried to helps. They were friendly (too/as well)
3. I love carom my friends prefer cricket. (further more, whereas)
4. ________ ¡ didn’t know anyone at the party, I left early (As/so)
5. Manu wanted to watch the film, he fell asleep halfway through (but, because)
Answers :
1. Although
2. too
3. whereas
4. As
5. but

Exercise II.

Fill in the gaps with a suitable connective more than one connective may be possible

1. They took a map along …………. they lost their way.
2. She had sprained her ankle that, …………. she managed to participate in the dance competition.
3. My handwriting is terrible ………… my sister’s handwriting is beautiful.
4. She came late to the exam hall …………. she forgot to bring a pen.
5. He is a bad driver …………. he hasn’t had any accidents.
Answers :
1. However
2. Inspite of
3. whereas
4. moreover
5. yet

Exercise III.

Link the sentences in a logical way with an appropriate connective. Do not repeat the connectives.

1. The firm was doing badly. It was closed.
2. It is your money you can do what you like with it.
3. The programme was cancelled. All the tickets had been sold out.
4. It’s very hot. Turn on the air conditioner.
5. I slipped and fell. I fractured my knee-joint.
Answers :
1. The firm was doing badly. I as a result It was closed.
2. It is your money certainly you can do what you like with it.
3. The programme was cancelled even though all the tickets had been sold out.
4. It’s very hot hence/win on the air conditioner.
5. I slipped and fell as a result I fractured my knee-joint.

Exercise IV.

Read the sentence and correct the errors in the use of connectives.

1. I will call you wherever I have the results.
2. You keep my books when you like.
3. My sister went shopping Moreover she didn’t buy anything.
4. My nephew is good at languages. Because my niece is good at maths.
5. It was getting late. Though the guests didn’t leave
Answers :
1. after
2. As long as
3. however
4. whereas
5. But

Exercise V.

Re arrange the jumbled sentences in a proper order using the hints provided by the connectives ( in italics)

Accident on NH 65
1. On Friday night, two buses collided in heavy rain one NH 65.
2. One was a sleeper bus going to Hyderabad.
3. The other one was a Volvo Bus in which a marriage party was travelling from Hyderabad to Pune.
4. Both the vehicles suffered considerable damage, though
5. In spite of this damage, the two vehicles managed to reach the nearby depot.
6. Luckily, there was.no loss of life, but the drivers and five passengers sustained minor injuries.
7. Eye – witnesses said that neither of the vehicles was speeding at the time of the accident.
8. However, because of the heavy rain, the drivers could not see the danger until a few seconds before the collision,
9. Consequently, there was no time for them to avoid the accident.
10. A spokes person for the RTA said a committee of enquiry would be setup to investage the matter and look at the causes.
11. The official added that the Principal Secretary, Ministry of Transport, would be leading the committee.
Answers :
1. Two buses collided on NH 65 in heavy rain on Friday night.
2. One sleeper bus was going to Hyderabad.
3. A Volvo bus in Which a marriage party was travelling from Hyderabad to Pune was the other one.
4. Though both the vehicles suffered considerable damage.
5. The two vehicles managed to reach nearby depot, inspite of this damage.
6. The drivers and five passengers sustained minor injuries but there was no loss of life luckily.
7. Neither of the vehicles was speeding at the time of the accident, said the eye witnesses.
8. The drivers could not see the danger until a few seconds before the collision because of the heavy rain.
9. To avoid the accident consequently there was no time.
10. “A committee of enquiry would be setup to investigate the matter and look into the causes said spokes person for the RTA.
11. The Principal Secretary Ministry of transport would be leading the Committee, the official added.

OU Degree 3rd Sem English Study Material

OU Degree 3rd Sem English Unit 2 Vocabulary, Grammar

We often see the difference between British and American English in terms of spelling Ex: “colo(, “labor”, check (instead of colour, labour, cheque) ‘The most noticeable difference between British and American english is Vocabulary.

The words are different to refer the something:

Exercise -1.

Read the American English word in italic with a British English word

1. Where did you buy the drapes ? They are beautiful
2. The elevator is out of order. Please use the stairs.
3. I would Like toy a new purse
4. Have you been to Rashi’s new apartment yet? It is huge and beautiful
5. I have fever. Please bring me some medicines from the drug store.
6. On my way to city, I shall stop by to fill my car with gas.
7. Please dear the baggage from aisle
8. I am planning to go on a tour after my second semester
9. The buses are off the roads. Let’s get back home by a cab.
10. Look at my closet! It is full of new dresses.
Answers:

American English	British English
drapes	Curtain
Elevator	Lift
purse	Wallet
Apartment	Flat
Drug	Pharmacy
Gas	Petrol
Baggage	Luggage
Semester	Term
Cab	Taxi
Closet	Wardrobe

Exercise – II

Replace the British English word in italics with an American English word.

Yesterday, I drove to the city in my car. I stopped infront of a Cash point to ask for directions. A young boy told me to take a left twin at the crossroads and ask again at the petrol station. There, a man told me to take the first exit after the flyover. On the way, I saw lorries carrying goods. After I had crossed a huge flat. I parked my car and walked to the stadium to watch football match

British English	American English
Car	Cab
Cashpoint	atm
Crossroads	Inter section
Petrol	gasoline
Flyover	Overpass
trucks	lorry
Flat	apartment
football	soccer

Exercise – III.

Fill in the blanks with appropriate words

1. In London, you buy biscuits at the confectioners in the US you buy _______
2. In the US you take a cab; in the UK you take a _______
3. In the UK you wear trousers, in the US you wear______
4. In the US, you plan to go on a location; in the UK, you go on _______
5. You wait in a queue to board a bus in the UK, in the US, you wait in a _______
6. In the US, a period is put at the end of every sentence, in the UK a is put _______
7. In the UK, you click your photo; in the US you take your _______
8. In the US, you talk on a cell phone; in the UK, you talk on a _______
9. In the UK schools ‘time to ble’ is displayed on the notice boards, in the US_____ is displayed.
10. When there is a blackout in the UK, you light a torch; in the US, you use a_______
Answers :
1. cookies
2. taxi
3. pants
4. holiday
5. line
6. full stop
7. picture
8. mobile phone
9. schedule
10. flash

Exercise -IV.

Using the ItallcLzed words as clues, Identify whether the following sentences are in British English (BE) (or) American English (AE) Give the alternative word.

1. Have you seen the moues that released yesterday?
2. I’ve applied for my driving licence.
3. Please submit your resume by tomorrow
4. I left my room key at the reception.
5. I displayed the poster on the notice board.
6. The Janitor opened the rooms when we arrived.
7. His car bonnet was badly damaged In the accident
8. The parking lot was full
9. He asked me to call him tomorrow
10. I am very food of my motorcycle
Answers:
1. Movies: Films
2. Drivers licence : Transporting
3. Resume : Cumcuium vitae
4. Reception : Front desk
5. Noticeboard: Bulletin Board
6. Jonitor: Caretaker
7. Bonnet: Hood
8. Parking : Car parking
9. Call : Telephone
10. Motor Cycle : Motor bike

Grammar : Voice

Voice describes the relationship between the verb and the subject

i. Active Voice
When the subject is does of the action, the verb is said to be In the active voice Rishi ate the mango
The verb ‘ate’ Is in active voice because the subject of the sentence ‘Rishi’ is performing the action expressed by the verb.

ii. Passive Voice
The mango was eaten by Rishi the verbal phrase was eaten’ is in the passive voice because the subject (The mango) is the receiver of the action. We should always use the active voice when there is no direct object or when the object is not imporant.

Example:

• The singer performed for an hour
• The teacher taught very well Nominalisation Converting a verb, adjective or adverb into a noun or a noun phrase is called “nominalisation”.

Example :
The participant could not arrive a conclusion on anything
The participants could not conclude anything

Exercise – I.

Rewrite the following sentences, changing the noun forms to verb forms.

1. They only made a translation of previous studies.
2. We held a discussion on an important topic.
3. They could not reach an agreement on any issue.
4. We put forth a proposal for an alternative plan.
5. The police conducted an investigation into the matter.
6. Buyers should make a comparison between competing products.
7. Researchers were asked to make an analysis of the results.
8. The members raised an objection to the new proposal.
9. The company made a decision to expand its reach.
10. We did not get a chance to give an explanation.
Answers :
I. They only translated the previous studies.
2. We discussed an important topic.
3. They could not agree on any issue.
4. We proposed an alternative plan.
5. The police investigated the matter.
6. Buyers should compare competing products.
7. Researchers were asked to analyse the results.
8. The members objected to he new proposal.
9. The company decided to expand the each.
10. We did not get a chance to explain (or) we got no chance to explain.

Exercise – II.

Convert the following sentences from the active voice with passive voice

1. Han ate six puns at dinner.
2. My friend has completed the work.
3. Sunita changed the bed sheet.
4. Sara ran the hurdle race in record time.
5. My mom painted the picture in one day.
6. The student wrote a brilliant review.
7. Thousands of tourists view the Taj Mahal every year.
8. The Indian team will play the game tomorrow.
9. The manager will give you your job.
10. The landlord painted the hose to let it out.
Answers :
1. Six puns were eaten by Han at dinner.
2. The work has been completed by my friend.
3. The bedsheet was changed by Sunita.
4. The hudle race was run by Sara in record time.
5. The picture was painted by mom in one day.
6. There view was written by the student brilliantly.
7. Taj Mahal is viewed by thousands of tourists every year.
8. The game will be played by the Indian team tomorrow.
9. Your job will be given to you by the manager.
10. The house was painted by the landlord to be let out.

Exercise – III.

Convert the following sentences from the passive voice into active voice

1. A refresher course will be attended by the faculty every year.
2. An application for the new job was sent by her.
3. A beautiful picture was painted by Tony.
4. That song has been sung really sweetly by the choir.
5. By whom were you asked to write?
6. Wildlife was destroyed by the forest fire.
7. Money was donated by Sam to the orphanage.
8. For the college fest, two skirts will be performed by Suma.
9. The experiment was conducted by the science teacher.
10. All the arrangements will be made by the event manager
Answers:
1. Every year the faculty will attend a refresher course.
2. She sent an application for a new job.
3. Tony painted a beautiful picture.
4. The choir has sung really a sweet song.
5. Who asked you to write?
6. The forest fire destroyed wildlife.
7. Sam donated travel to the orphanage.
8. Suma will perform two skits for the college fast.
9. The science teacher conducted the experiment
10. The event manager will make all the arrangements

Exercise – IV

Read the following passage written in the passive voice Rewrite It using the active voice

Last year, a cyclone was expenenced by my family and me for the first time. It was severe and caused much damage to our house, The damage was caused by its strong gales of wind of 170 miles per hour along with heavy rains. The old banyan tree in our courtyard was uprooted and thrown across the roof of our house, creating a huge cave through which the rain water poured in.

Our drawing room was flooded with water, which rose to a height of two feet. When we began to think that the storm was over, we heard a huge crash and peeped out of the window to see that our van had been hit by our neighbour’s fallen neem tree, breaking the roof and smashing all the windows. For the first time myself and my family experienced a cyclone last year.

It was severe aid caused much damage to our house. Its strong gales of wind of 170 miles per hour aton. with heavy rains caused the damage. It uprooted the old banyan tree in our Courtyard and threw it across the roof of our house. Creating a huge cave through which the rain water poured in. Water ‘nose to a height of two feet flooding our drawing room.

As we thought that the storm was over, we heard a huge crash. Peeping out of the window, we saw our neighbours neem tree had tallen hitting our van, breaking the roof and smashing all the windows.

OU Degree 3rd Sem English Study Material

OU Degree 3rd Sem English – Toasted English Questions and Answers & Summary

Comprehension – I

Question 1.
“Americans too went through a phase…”. Why does the author use too? Which other country is he referring to and what did the country do?
Answer:
The author, RK Narayan, uses the word too in the sentence “Americans too went through a phase of throwing out the British but retaining their language and letting it flourish on American soil”. Here he refers to Americans have thrown away the British but retained their English language with some changes, as a concession to its origin. The word too is used to refer to India which has also struggled for independence from the British.

Question 2.
“…much of the formalism… has been abandoned”. According to the author, in which country does formalism surround the use of English? And in which country has it been given up?
Answer:
According to the author, the formalism associated with the British has been abandoned by the Americans through the process of ‘toasting’ of the language. The resultant language which is known as the American English is much simpler than the British English. Due to the abandonment of formalism, Americans use simple and shorter sentences. According to the author, the British and the Indians still surround formalism in the use of English.

Question 3.
In the first paragraph, the author, directly and indirectly, refers to the use of English in three different countries. Which are the three countries?
Answer:
In the first paragraph, the author directly and indirectly refers to the use of English in three different countries. They are: America, Briton and India. RK Narayan talks about the similar way in which the Indians and the Americans have thrown out the British. However, the Americans have effected changes in the use of the language through the process of ‘toasting’. The same is not the case in India where formalism still surrounds in its use.

Question 4.
How has English changed in America as a result of ‘toasting’?
Answer:
RK Narayan says that Americans have effected some changes in English through the process of ‘toasting’. The resultant changes have made the language simpler, as much of the formalism associated with the use of English has been abandoned. The Americans have also freed the language from the stifling tyranny of the Passive Voice. They have also evolved certain basic key words which have universal and multipurpose use and may be used anywhere and anyhow.

Question 5.
“…America…freed the language from the stifling tyranny of the Passive Voice”. Where, according to the author, does the tyranny still persist?
Answer:
The author observes, “…America…freed the language from the stifling tyranny of the Passive Voice”. Instead of using complex passive sentences such as ‘Trespassing Prohibited’, 20 line inscription, etc., on the signposts, Americans simply note, ‘Do Not Enter’ for the convenience to the motorists and pedestrians. However, the writer says that the Indians still follow the tyranny of passive voice in the use of English.

Question 6.
“In a similar situation…a twenty-line inscription”. Does he actually mean exactly 20 lines? If not, what does he really mean?
Answer:
In his essay titled ‘Toasted English’, RK Narayan explains how Americans have abandoned the tyranny of Passive Voice in the use of English, and have simplified its use. He compares the use of English in America with its use in India, especially with regards to using the Passive Voice. In America, they use direct and simple language on the sign boards.

No motorist and pedestrian need spend too much time in studying the notices. Narayan ironically says that in India a 20- line inscription is planted for the same purpose. The author does not literally mean to say ‘20 lines’but to exaggerate the strict use of passive voice in notice boards in India. “Gentle irony’ is the hallmark of RK Narayan’s writing and has employed the same in this context.

Question 7.
In the second paragraph, the author contrasts the use of English in America with that of another country. Which is that country?
Answer:
In his essay titled ‘Toasted English’, RK Narayancompares the use of English in America with its use in India, especially with regards to using the Passive Voice. In America, they use direct and simple language on the sign boards. No motorist and pedestrian need spend too much time in studying the notices. Narayan ironically says that in India a 20- line inscription is planted for the same purpose. The author does not literally mean to say ‘20 lines’ but to exaggerate the strict use of passive voice on notice boards in India.

Question 8.
In all, how many American ‘key words’ does the author mention in the third and fourth paragraphs?
Answer:
RK Narayan says that Americans have evolved certain ‘basic key words’ which have universal and multipurpose use. In order to substantiate his observation, he mentions 4 such key words and. their different uses: check- your check, check room, check girl, check in, check out; fabulous, okay, and sir- Yes sir, Yes darling.

Question 9.
In the third and fourth paragraphs, the author discusses the use of English in which country/countries?
Answer:
In the third and fourth paragraphs of the essay, the author, RK Narayan, discusses the use of English in America and Britain (London). In the third paragraph, he discusses the basic key works evolved by Americans with some examples and in the fourth paragraph, he shares his observation of using English on a London bus and in any western country.

Question 10.
“In a London bus…ticket.” Where will you hear this and why?
Answer:
In the fourth paragraph of his essay, RK Narayan explains the use of English in Britain where English has a bazaar status. He shares his observation of its use on a London bus where a bus conductor never cries for issuing tickets.

Instead, he approaches the passenger and simply says “Thank you” and repeats the same on receiving the fare. Narayan humorously says that the number of passengers on the bus can be arrived at by halving the number of “Thanks” heard. Whereas, in india a bus conductor has to cry “Ticket, Ticket”, many times to collect fare.

Question 11.
What are expressions such as “Thank you” and “Excuse me” examples of?
Answer:
In the fourth paragraph of his essay, RK Narayan explains the use of English in Britain where the English language enjoys a bazaar status. He shares his observation of its use on a London bus where a bus conductor never cries for issuing tickets. Instead, he approached the passenger and simply says “’l hank you” and repeats the same on receiving the fare.

Narayan humorously says that the number of passengers on the bus can be arrived at by halving the number of “Thanks” heard. Whereas, in india a bus conductor has to cry “Ticket, Ticket”, many times to collect fare. Similarly, the author also explains the use of the expression “Excuse me” to politely tell a person for blocking our passage. It may also mean to say impolitely “stand aside”.

Question 12.
Who, according to the author, has used English so far in India?
Answer:
According to the author, so far in India, English has comparatively confined to a very limited Circles. It has been used primarily in the halls of learning, justice or administration. Hence RK Narayan advocates for a Bharat brand of English adopting our complexion of our life and assimilate its idiom.

Comprehension – II

Question 1.
Narayan refers to muffins at the beginning of the essay. Does he say anything more about them later in the essay? What is the real subject of the essay and how is the title related to the subject?
Answer:
In the beginning of the essay, the author, RK Narayan, refers to ‘muffins’, recalling his experience in an American restaurant where people call for ‘Toasted English’ referring to ‘English muffins’ (small, cup-shaped bread). Though muffins are being made in America, the Americans have still retained the word ‘English’ in calling them, just as sort of concession to their origin in Britain. Except in the initial paragraph, RK Narayan does not use the word ‘muffins’ in the essay anymore.

However, in the same paragraph, he introduces the subject of his easy. He says that like Indians, Americans have too gone through a phase of throwing out the British but retained their language and let it flourish on American soil. Here he refers to Americans throwing away the British but retaining the British English with some changes, as a concession to its origin. RK Narayan says that Americans have effected some changes in English through the process of ‘toasting’.

The resultant changes have made the language simpler, as much of the formalism associated with the use of English has been abandoned. The Americans have also freed the language from the stifling tyranny of the Passive Voice. They have also evolved certain basic key words which have universal and multipurpose use and may be used anywhere and anyhow.

Thus the real subject of the essay is about how Americans have made changes in the British English and evolved their own ‘American English’ with the process of ‘toasting’. The tide of the essay ‘Toasted English’ here refers to the way in which Americans have evolved their own brand of English. Here in the context the essay, the word ‘toasted’ does not directly refer to ‘muffins’ mentioned in the beginning of the essay, but refers to the process of changes in the English language in America.

Question 2.
What, according to Narayan, are the features of American English?
Answer:
In his essay ‘Toasted English’, R.K. Narayan brings out the difference between American English and its British counterpart in a humorous way with suitable examples. The author interestingly points out that, like Indians, Americans have also thrown away the British out of their country. However, they have allowed English to flourish on their soil.

Even though they have retained the English language, Americans have made changes in the use of English through the process of ‘toasting’. The resultant language is completely different from the British English. According to the author, American English is simpler and more of informal in nature. They have developed such English through the process of ‘toasting’. The resultant changes have made the language simpler, as much of the formalism associated with the use of English has been abandoned.

RK Narayan gives the details/features of the American English in the second and third paragraphs of the essay. In America, they have freed the language from the stifling tyranny of Passive Voice. They use direct and simple language on the sign boards. No motorist and pedestrian need spend too much time in studying the notices.

Narayan ironically says that in India a 20- line inscription is planted for the same purpose. The author does not mean to say ‘20 lines’, but to exaggerate the strict use of passive voice in notice boards in India. He compares the use of English in America with its use in India, especially with regards to using the Passive Voice.

Another feature that the American English as the result of the process of ‘toasting’ is that they have evolved certain ‘basic key words’ which have universal and multipurpose use. In order to substantiate his observation, he mentions 4 such key words and their different uses: check- your check, check room, check girl, check in, check out; fabulous, okay, and sir- Yes sir, Yes darling.

Question 3.
According to Narayan, what are the differences in the use of English among America, Britain and India?
Answer:
In the first paragraph, the author directly and indirectly refers to the use of English in three different countries. They are: America, Briton and India. RK Narayan talks about the similar way in which the Indians and the Americans have thrown out the British. However, the Americans have effected changes in the use of the language through the process of ‘toasting’.

According to the author, American English is simpler and more of informal in nature. They have developed such English through the process of ‘toasting’. The resultant changes have made the language simpler, as much of the formalism associated with the use of English has been abandoned. The same is not the case in India and Britain where formalism still surrounds in its use.

RK Narayan mentions another difference between American English and its British and Indian counterparts. In America, they have freed the language from the stifling tyranny of Passive Voice. They use direct and simple language on the sign boards. No motorist and pedestrian need spend too much time in studying the notices.

Narayan ironically says that in India a 20-June inscription is planted for the same purpose. The ,, author does not mean to say ‘20 lines’ but to exaggerate the strict use of passive voice in notice boards in India and Britain. Especially, he compares the use of English in America with its use in India, especially with regards to using the Passive Voice.

Another difference that is found between American English and the English used by Indians and the British is the evolution of some basic key words in American English. The American English has, as the result of the process of ‘toasting’, evolved certain ‘basic key words’ which have universal and multipurpose use/Iri order to substantiate his observation, he mentions 4 such key words and their different uses: check- your check, check room, check girl, check in, check out; fabulous, okay, and sir- Yes sir, Yes darling. The author indirectly states that, in India, words are used in their literal meaning only.

Question 4.
Discuss Narayan’s attitude towards American English.
Answer:
In his essay, Toasted English”, RK Narayan exhibits positive attitude towards the American English. He treats it as simpler, less formal, and direct in its use. Another feature that attracted the author’s attention is that it has some basic key words which can have universal and multipurpose use.

According RK Narayan, American English is simpler and more of informal in nature. He feels that they have developed such English through the process of ‘toasting’. The resultant changes have made the language simpler, as much of the formalism associated with the use of English has been abandoned. The same is not the case in India and Britain where formalism still surrounds in its use.

RK Narayan is impressed with American English for its abandonment of Passive ’ Voice. He explains that Americans have freed the language from the stifling tyranny of Passive Voice. They use direct and simple language on the sign boards. No motorist and pedestrian need spend too much time in studying the notices.

Narayan ironically says that in India a 20- line inscription is planted for the same purpose. The author does not mean to say ‘20 lines’ but to exaggerate the strict use of passive voice in notice boards in India and Britain. Especially, he compares the use of English in America with its use in India, especially with regards to using the Passive Voice.

Similarly, the author is attracted to another feature of American English, i.e., the . evolution of some basic key words in American English. RK Narayan explains that the American English has, as the result of the process of ‘toasting’, evolved certain ‘basic key words’ which have universal and multipurpose use.

In order to substantiate his ‘ observation, he mentions 4 such key words and their different uses: check- your check, ; check room, check girl, check in, check out; fabulous, okay, and sir- Yes sir, Yes darling. But, in India, words are used in their literal meaning only. ” In this way, the author, RK Narayan, shows positive attitude towards the American English Language for its simplicity, adoptability and universality.

Question 5.
Explain the various ways in which Narayan makes the essay humorous.
Answer:
In the essay ‘Toasted English’, R.K. Narayan employed different ways to make his essay humourous. He brings out the difference between American and British English in an amusing and humourous way with suitable examples. The author interestingly points out that like Indians, Americans also drove the British out of their country but allowed English to stay back.

“Gentle irony’ is the hallmark of RK Narayan’s writing. He has employed the same in the context of the essay. Irony is a way of using words and tone to mean something quite opposite to what is actually being said. Here RK Narayan employs ironyto compare the use of English in America with its use in India, especially with regards to using the Passive Voice.

In America, they use direct and simple language on the sign boards. For example, instead of, “Trespassing Prohibited” they say, “Newly planted, don’t walk” on the notice-board. No motorist and pedestrian need spend too much time in studying the notices. Narayan ironically says that in India a 20- line inscription is planted for the same purpose. The author does not mean to say,‘20 lines’ but to exaggerate the strict use of passive voice in notice boards in India.

RK Narayan also uses humour in explaining the use of basic key words by Americans with universal and multipurpose applicability. He says that the word ‘check’ may be labelled ‘the American National Expression’ for its use anywhere, anyhow. He says, “…one may blindly utter it and still find that it is appropriate for the occasion.”

Similarly, R.K. Narayan employs humour when he discusses ‘the bazaar status’ of English and its use in a refined way in London. RK Narayan explains that the conductor will never say, ‘Ticket, Ticket’ on a London bus but dimply go near the passenger and say ‘Thank you’ on receiving the fare and utter the same while issuing the ticket as well. RK Narayan’s mastery in applying humour is at best when he says that we can arrive at the exact number of passengers on board by halving the number of ‘Thanks” uttered by the conductor. Likewise, ‘Excuse me’ may have different meaning in a context.

Question 6.
How and when, according to Narayan, will a Bharat brand of English brand of English and how will it acquire that character?
Answer:
According to RK Narayan, now the time has come for English to come to the dusty streets, market places and under banyan tree. Like Americans, we the Indians should also adopt English according to the Indian needs and purposes. He desires to have a kind of English which must adopt the complexion of our life and assimilate its idiom. He proposes for developing a ‘Bharat brand of English’.

However, RK Narayan emphatically mentions that he is not advocating ‘mongrelisation’ i.e. hybridization of English. Bharat English will respect the rule of law and maintain the dignity of grammar. The author asserts that Indian English should have its own identity and its ‘Swadeshi stamp’.

He gives the examples of such Swadeshi things, like the Madras handloom check shirt, the Tirupati doll, etc.The author wishes that Indians should develop their own English which would be more unique and distinct than the present English. R.K. Narayan feels that like ‘Toasted English of Americans, India should also develop a Bharat brand of English.

Question 7.
What, according to Narayan, should be the character of a Bharat brand of English and how will it acquire that character?
Answer:
According to RK Narayan, now the time has come for English to come to the dusty streets, market places and under banyan tree. Like1 Americans, we the Indians should also adapt English according to the Indian needs and {SnJltttses. He desires to have a kind of English which must adopt the complexion of our life and assimilate its idiom. He proposes for developing a ‘Bharat brand of English’.

However, RK Narayan emphatically mentions that he is not advocating ‘mongrelisation’ i.e. hybridization of English. Bharat English will respect the rule of law and maintain the dignity of grammar. The author asserts that Indian English should have its own identity and its ‘Swadeshi stamp’ in it unmistakably.

The author wishes that Indians should develop their own English which would be more unique and distinct than the present English. He gives the examples of such Swadeshi things, like the Madras handloom check shirt, the Tirupati doll, etc. R.K. Narayan feels that like Toasted English of Americans, India should also develop a Bharat brand of English.

Rasipuram Krishnaswami IyerNarayanswami (1906-2001), known as R.K. Narayan, was bom in Madras on October 10, 1906. He was a prolific writer and published nearly 60 books. Besides 15 novels, Narayan wrote numerous short stories, essays and an autobiography. Most of his stories are set in ‘Malgudi’, a fictional, semi- urban South Indian town that he created. His writing is characterised by genial humour, gentle irony, and ‘compassionate realism’. Some of his novels such as Swami and Friends, Mr Sampath, The Financial Expert, The Guide, The Vendor of Sweets, and short stories have been adapted into films and television series.

He received numerous awards and honours, including the SahityaAkademi Award, Padma Bhushan,PadmaVibhushan. He was nominated to the RajyaSabha in 1989 and made fervent appeal to make the school bag lighter and restore to the children the joys of childhood. R.K. Narayan is regarded as one of the greatest Indian English writers. The essay “Toasted English” is taken from Narayan’s collection of essays titled Reluctant Guru (1974). In this essay, he records some of his impressions of America during his stint as a Visiting Professor at an American university in 1969.

In the beginning of the essay, the author, RK Narayan, refers to ‘muffins’, recalling his experience in an American restaurant where people call for Toasted English’ referring to ‘English muffins’ (small, cup-shaped bread). Though muffins are being made in America, the Americans have still retained the word ‘English’ in calling them, just as sort of concession to their origin in Britain.

However, in the same paragraph, he introduces the subject of his easy. He says that like Indians, Americans have too gone through a phase of throwing out the British but retaining their language and letting it flourish on their American soil. Here he refers to Americans throwing away the British but retaining the English language with some changes as a concession to its origin. RK Narayan says that Americans have effected some changes in the use of English through the prpcess of ‘toasting’. The resultant changes have made the language simpler, as much of the formalism associated with the use of English has been abandoned. Americans have also freed the language from the stifling tyranny of the Passive Voice.

RK Narayan says that Americans have evolved certain ‘basic key words’ which have universal and multipurpose use. In order to substantiate his observation, he mentions 4 such key words and their different uses: check- your check, check room, check girl, check in, check out; fabulous, okay, and sir- Yes sir, Yes darling.

In the fourth paragraph of his essay, RK Narayan explains the use of English in Britain where the English language enjoys a bazaar status. He shares his observation of its use on a London bus where a bus conductor never cries for issuing tickets. Instead, he approached the passenger and simply says “Thank you” and repeats the same on receiving the fare. Narayan humorously says that the number of passengers on the bus can be arrived at by halving the number of “Thanks” heard. Whereas, in India a bus conductor has to cry “Ticket, Ticket”, many times to collect fare. Similarly, the author also explains the use of the expression “Excuse me” to politely tell a person for blocking our passage. It also means to say impolitely “stand aside”.

The author advocates that we the Indians, like Americans, should also adopt English according to the Indian needs and purposes. He desires to have a kind of English which must adopt the complexion of our life and assimilate its idiom. He proposes for developing a ‘Bharat brand of English’. However, RK Narayan emphatically mentions that he is not advocating ‘mongrelisation’ i.e. hybridization of English. Bharat English will respect the rule of law and maintain the dignity of grammar. The author asserts that Indian English should have its own identity and its ‘Swadeshi stamp’ andwhich should be unique and distinct, unlike the present English. R.K. Narayan feels that, India should also develop a Bharat brand of English, like Toasted English of Americans.

“Gentle irony’ is the hallmark of RK Narayan’s writing. Irony is a way of using words and tone to mean something quite opposite to what is actually being said.Here RK Narayan employs irony to compare the use of English in America with its use in India, especially with regards to using the Passive Voice.Narayan ironically says that in India a 20- line inscription is planted for the same purpose. The author does not mean to say ‘20 lines’ but to exaggerate the strict use of passive voice in notice boards in India.

RK Narayan also uses humour in explaining the use of basic key words by Americans with universal and multipurpose applicability. He says that the word ‘check’ may be labelled ‘the American National Expression’ for its use anywhere, anyhow. He says, “…one may blindly utter it and still find that it is appropriate for the occasion.” Similarly, R.K. Narayan employs humour when he discusses ‘the bazaar status’ of English and its use in a refined way in London.

RK Narayan explains that the conductor will never say, ‘Ticket, Ticket’ on a London bus but simply go near the passenger and say ‘Thank you’ on receiving the fare and utter the same while issuing the ticket as well. RK Narayan’s mastery in applying humour is at best when he says that we can arrive at the exact number of passengers on board by halving the number of ‘Thanks” uttered by the conductor.

Toasted English Poem Summary in English

Rasipuram Krishnaswami IyerNarayanswami (1906-2001), known as R.K. Narayan, was bom in Madras on October 10, 1906. He was a prolific writer and published nearly 60 books. Besides 15 novels, Narayan wrote numerous short stories, essays and an autobiography.

Most of his stories are set in ‘Malgudi’, a fictional, semi- urban South Indian town that he created. His writing is characterised by genial humour, gentle irony, and ‘compassionate realism’. Some of his novels such as Swami and Friends, Mr Sampath, The Financial Expert, The Guide, The Vendor of Sweets, and short stories have been adapted into films and television series.

He received numerous awards and honours, including the Sahitya Akademi Award, Padma Bhushan,Padma Vibhushan. He was nominated to the RajyaSabha in 1989 and made fervent appeal to make the school bag lighter and restore to the children the joys of childhood. R.K. Narayan is regarded as one of the greatest Indian English writers. The essay “Toasted English” is taken from Narayan’s collection of essays titled Reluctant Guru (1974). In this essay, he records some of his impressions of America during his stint as a Visiting Professor at an American university in 1969.

In the beginning of the essay, the author, RK Narayan, refers to ‘muffins’, recalling his experience in an American restaurant where people call for Toasted English’ referring to ‘English muffins’ (small, cup-shaped bread). Though muffins are being made in America, the Americans have still retained the word ‘English’ in calling them, just as sort of concession to their origin in Britain.

However, in the same paragraph, he introduces the subject of his easy. He says that like Indians, Americans have too gone through a phase of throwing out the British but retaining their language and letting it flourish on their American soil. Here he refers to Americans throwing away the British but retaining the English language with some changes as a concession to its origin.

RK Narayan says that Americans have effected some changes in the use of English through the prpcess of ‘toasting’. The resultant changes have made the language simpler, as much of the formalism associated with the use of English has been abandoned. Americans have also freed the language from the stifling tyranny of the Passive Voice.

RK Narayan says that Americans have evolved certain ‘basic key words’ which have universal and multipurpose use. In order to substantiate his observation, he mentions 4 such key words and their different uses: check- your check, check room, check girl, check in, check out; fabulous, okay, and sir- Yes sir, Yes darling.

In the fourth paragraph of his essay, RK Narayan explains the use of English in Britain where the English language enjoys a bazaar status. He shares his observation of its use on a London bus where a bus conductor never cries for issuing tickets. Instead, he approached the passenger and simply says “Thank you” and repeats the same on receiving the fare.

Narayan humorously says that the number of passengers on the bus can be arrived at by halving the number of “Thanks” heard. Whereas, in India a bus conductor has to cry “Ticket, Ticket”, many times to collect fare. Similarly, the author also explains the use of the expression “Excuse me” to politely tell a person for blocking our passage. It also means to say impolitely “stand aside”.

The author advocates that we the Indians, like Americans, should also adopt English according to the Indian needs and purposes. He desires to have a kind of English which must adopt the complexion of our life and assimilate its idiom. He proposes for developing a ‘Bharat brand of English’. However, RK Narayan emphatically mentions that he is not advocating ‘mongrelisation’ i.e. hybridization of English.

Bharat English will respect the rule of law and maintain the dignity of grammar. The author asserts that Indian English should have its own identity and its ‘Swadeshi stamp’ andwhich should be unique and distinct, unlike the present English. R.K. Narayan feels that, India should also develop a Bharat brand of English, like Toasted English of Americans.

“Gentle irony’ is the hallmark of RK Narayan’s writing. Irony is a way of using words and tone to mean something quite opposite to what is actually being said.Here RK Narayan employs irony to compare the use of English in America with its use in India, especially with regards to using the Passive Voice.Narayan ironically says that in India a 20- line inscription is planted for the same purpose. The author does not mean to say ‘20 lines’ but to exaggerate the strict use of passive voice in notice boards in India.

RK Narayan also uses humour in explaining the use of basic key words by Americans with universal and multipurpose applicability. He says that the word ‘check’ may be labelled ‘the American National Expression’ for its use anywhere, anyhow. He says, “…one may blindly utter it and still find that it is appropriate for the occasion.” Similarly, R.K. Narayan employs humour when he discusses ‘the bazaar status’ of English and its use in a refined way in London.

RK Narayan explains that the conductor will never say, ‘Ticket, Ticket’ on a London bus but simply go near the passenger and say ‘Thank you’ on receiving the fare and utter the same while issuing the ticket as well. RK Narayan’s mastery in applying humour is at best when he says that we can arrive at the exact number of passengers on board by halving the number of ‘Thanks” uttered by the conductor.

Toasted English Poem Summary in Telugu

ఆర్.కె నారాయణ్ హోస్టడ్ ఇంగ్లీషు అనే పదజాలంలో ఒక వ్యాసాన్ని రచించాడు. ఆర్ నారాయణ్ ఇండో అంగ్లియన్ రచయిత ఈ వ్యాసములో ఆయిన అమెరిక ఇంగీషు భాష ప్రిటీష్ ఆంగ్ల భాష వాడకములో ఉండే ‘భేదాలు వాటి శైలి గురించి చర్చించాడు.

ఈయన ఉదాహరణలతో వాదిని వివరించారు. భారతీయులలోనే అమెరికన్లు కూడ బ్రిదిషు వారిని తరిమి తమ కంటు ప్రత్యేక ఆంగ్ల పదాలను పదిల పరుచుకున్నారు. అమెరికన్ల ఈ ఇంగ్లీషు భాషను ‘హోస్టడ్’ అంటే వోవన్లో తయారైన ఇంగ్లీషు అంటారు. అమెరికన్లుపేసివ్ వాయిస్ను వాడరు. వారి పదాలు సరళముగా ఉంటాయి. అవి చెక్ రూమ్, చెక్ ఇన్, చెక్ అవుట్ ఫేల్యూలస్, వోకే మొదలైనవి. ఆర్.కె నారాయణ్ బజారు స్టేటస్ అనే పదములో ఇంగ్లిషులో వాడుక పదాలను సూచిస్తున్నారు.

బస్ కండక్టర్ లండన్తో “దికెట్” “టికెట్” కి బదులుగా ‘ధాంక్యూ’ అనే ఇంగీష్ల పదాన్ని వాడతారు. ఇదే విధంగా భారతీయులమైన మనము మన ప్రత్యేక శైలిలో, స్వదేశీ విధానంలో ఇక ఆంగ్ల భాషా శైలిని ఏర్పరచాలి. అది ఇపుడు మనం వాడే ఇంగ్లీషు కన్నా ప్రత్యేకంగా ఉండాలి అని వివరించారు.

Glossary:

OU Degree 1st Sem English Study Material

OU Degree 3rd Sem English Unit 1 Vocabulary, Grammar

Synonyms

A ‘Synonym” is a word or phrase that has exactly the same, nearly same or meaning as another word or phrase in the same language. Example observe the different words and their

Meaning

• buy – purchase
• gift – present
• understand – comprehend

a. The source of English Vocabulary

• Germanic language
• Romance language

Large number of words are borrowed from Latin and French languages.

b. The history England

• French and Latin words entered the English language
• Britain colonisatin and conducted Business with other parts of the world. ‘Synonyms must be used according to the context
  Example: Beautiful has ‘20’ synonyms.

Beautiful is used generally for women
Handsome for men
Good looking for both
Pretty is used less than ‘beautiful’ and pretty is used for children and young girls.

Exercise – 1.

Fill in the blanks with the appropriate word.

Example: She looked pretty in the fancy dress, (pretty / delightful)

1. The china cups were brightly coloured and ………………………….. (dainty / bonny)
2. Disappointment was write large on his …………………………. force, (beautiful / handsome)
3. The design on the hand made hawls was …………………………. (exquisite / ravishing)
4. The celebrations were followed by a …………………………. fireworks display, (spectacular / delectable).
5. The sunrise at Kanyakumari is ……………………. (beguiling / gorgeous)
6. The peacock is a very showy bird with ……………………. phimage. (resplendent / comely
7. Each feather of the peacock is tipped with an ……………………. eyespot. (iridescent / alluring)
8. The handmade chocolates were ………………………….. (delectable / dazzling)
9. The village by the sea offers ………………………….. shops and restaurants. (Alluring / admirable)
10. Benares presents ………………………….. a maze of narrow streets, (statuesque / picturesques)
Answers :
1. dainty
2. handsome
3. exquisite
4. spectacular
5. gorgeous
6. comely
7. iridescent
8. delectable
9. alluring
10. picturesque

Exercise – II.

From the words given in the box, choose the most appropriate ‘Synonyms’ for the words in italics

Vacant	weak	awful	historic	complete
polite	baffling	secure	loyal	annoyed

1. The dog is a faithfull animal ………………..
2. The man was old and looked frail ………………..
3. Being courteous costs you nothing…………………
4. The huge mansion looked empty…………………
5. The police ensured that the street was safe…………………
6. He was bothered by loud music…………………
7. The Jugglers tricks were confusing…………………
8. The city was hit by a terrible storm………………..
9. A huge crowd had gathered on momentous occasion…………………
10. This is not an exhaustive list of synonyms…………………
Answers :
1. loyal
2. weak
3. polite
4. vacant
5. secure
6. annoyed
7. baffling
8. awful
9. historic
10. complete

Exercise – III.

In each of the following sentences, identify two words that have a similar meaning.

Example: The unhappy ending of the story made us all sad

1. If I do my normal work, I will get my regular salary.
2. You throw the ball to the dog and it will toss it back to you.
3. You will find your way if you stay on the right path.
4. The stuntman leaped into the air and jumped over the fire.
5. If you listen carefully, you can hear the bird’s song.
6. The gloomy day was marked by dark clouds.
7. His hourly wages are much higher than my monthly salary.
8. The car’s engine was noisy and the hom was loud:
9. The gang of robbers disappeared into the crowd.
10. Titad cautiously when you walk in the garden.
Answers:
1. Normal — regular
2. throw — toss
3. way — path
4. leaped — jumped
5. listen — hear
6. gloomy — dark
7. wages — salary
8. noisy — loud
9. gang — crowd
10. Tread — Walk

Antonyms

‘Antoným’ is a word or phrase that has the opposite meaning to another word or phrase in the same language.
Poor — rich
Swift – Slow

Exercise – 1.

From the words given in the box, choose the appropriate ‘Antonym’ for the words In italics

Praised	Welcomed	Explicit	early	secure
biased	wonderful	notorious	rough	handy

 

1. The fabric was very smooth
2. The desert was awful
3. Monsoon arrived late this year
4. The umpire’s decision was fair
5. His inaction shows his tacit support
6. When the government changed, his position became precarious
7. The teacher berated the students for their performance
8. The map is very inconvenient
9. Big Cities are becoming famous for their pollution
10. The leader expelled the new entrants
Answers :
1. rough
2. wonderful
3. early
4. biased
5. explicit
6. secure
7. praised
8. handy
9. notorious
10. welcomed

Exercise – II.

Select the most appropriate antonyms for the words in italics.

Stale	diligent	triumphs	oblivion	retreats
vain	abolished	conceal	synthetic	exotic

1. While more schools should be established, child labour should be __________
2. When the army advances, the enemy __________
3. Only fools are __________ wise people remain modest.
4. Natural dyesare eco-friendly; __________ones are harmful.
5. Sometimes, the lazy ones prosper and the _________ ones suffer.
6. The survival rate of indigenous plants is better than that of_________ ones.
7. Many former heroes now live in __________ for public memory is short.
8. Statistics are often used not to reveal but to the __________ truth.
9. Although marketed as fresh, the vegetables were pretty__________
10. Neither defeats nor __________ should affect us.
Answers :
1. abolished
2. retreats
3. vain
4. synthetic
5. diligent
6. exotic
7. oblivion
8. conceal
9. stale
10. triumphs

Grammar : Prepositions

Preposition show a relationship between other words in a two sentences.
The relationship may be between a noun/pronoun and a verb or two nouns or two pronouns.

Types of Prepositions

There are some prepositions that are common in every type of preposition as they function in a versatile way. Those types of prepositions are given below in the table:

• Prepositions of time — after, around, at, before, between, during, from, on, until, at, in, from, since, for, during, within
• Prepositions of place — above, across, against, along, among, around, at, behind, below, beneath, beside, between, beyond, by, down, in, inside, into, near, off, on, opposite, out, over, past, through, to, toward, under, underneath
• Prepositions of direction/movement: — at, for, on, to, in, into, onto, between
• Prepositions of manner; by, on, in, like, with
• Other types of prepositions: by, with, of, for, by, like, as

Rules of Prepositions

Rule 1 : A preposition cannot be followed by a verb. Verbs placed immediately after preposition must be in gerund form. Examples:

• He prevented me from drinking hot water.
• He insists on trying once again.

Rule 2 : When ‘object’ of the preposition is an Interrogative Pronoun What, Who, Whom, Which, Where etc., the preposition usually takes end or front position. Examples:

• May I know who were you talking to?
• What are you thinking of?

It used to be thought as ungrammatical, to end a sentence with a preposition, but it is now well accepted.

Rule 3 : When ‘object’ of the preposition is a relative Pronoun ‘that’, the preposition takes end position. Examples:

• Here is the magazine that you asked for.
• This is the dish that she is fond of.

Rule 4 : When the ‘object’ of the preposition is infinitive (to + verb), preposition is placed after infinitive. Examples:

• This is a good hotel to stay at.
• I need a pencil to write with.

Rule 5: In some sentences, preposition is attached with the verb. Examples:

• I hate being laughed at.
• This I insist on.

Rule 6: In interrogative sentences preposition comes in the beginning. Examples:

• By which train did you come?
• For whom was instructions given?

Verbs + Prepositions

1. Agree is a verb
to is a preposition
Agree to – Agree to some plan
Agree to some proposal
We agree to it.

2. Agree with — someone
I agree with him.

Appeal to (a person, higher court)
Regarding the case, I appeal to highcourt.
Appeal for — I appeal for top management
Appeal against — a decision
We appeal against the manager of the company
Apologies to (someone)
¡ apologise my brother when committed a mistake
Apolotise for (something — bad behaviour etc)
I apologise the hotel authorities for my friends behaviour,
Bring to (light — to make something known)
I bring to the notice of the principal about the incident in the college.
Being down (Prices)
The new government is focussing on bring down the prices
Brihng out (facts, abook)
I try to bring out at the meetirg.
Complain of (Something — pain etc.)
They complain of the suffering
Complain to (Someone)

I complain to Bank authorities about the money transaction
Complain against (Someone or something)
The team complain against the convenor

Personal pronous
I — we — you — he — she — it — They

Correponding forms used after prepositions
Me, us, you, him, her, it them

Pronouns after prepositions
He gave a book to me (Me — First-person Singular)
He likes all of us (Us — First person Plural)
I gave a book to you (You — Second person Singular or plural)
I gave a git to him (Him — Third person Singular Masculine)
He took the book from her (Her — third person Singular, Faminine)
I went to the library with them (Them — Third person Plural)

Some Commonly confused pairs of prepositions

• The pen is in the box (‘in’ indicates a state of rest)
• He came into the room (‘into’ indiëates movement)
• He sat on the wall (on refers to things of rest)
• The tiger jumped upon the deer (upon refers to things in motion)
• He lives in Hyderabad (‘in’ is used with the names of countries and states etc)
• He lives at Madhapur in hyderabad (‘at’ is used with the names of locations)
• My house is by the market (by — near)
• My house is beside the market (beside – by the side of)
• Near my house, there is a theatre, besides a market (Besides — In addition to)
• The match is between india and Pakistan (Between is used to refer two people)
• The world up will be played among 16 teams (Among is used to refer to more than two people, two groups or two things)

Exercise — I

Fill In the blanks with the appropriate word.

1. The principal presided the meeting
2. The report dealt _______ the academic activities of the college.
3. The principal thanked the students _______ their cooperation
4. The chief guest congratulated the student _______ their performance.
5. He said that the secret _______ success lies in hardwork
6. He advised the staff not to quarrel themselves.
7. It would be wrong he said to complain each other
8. He pointed out that students depend them.
9. He warned that he would not put up any indiscipline.
10. _______ a brief speech, the chief guest gave away the prizes.
Answers:
1. over
2. with
3. for
4. on
5. of
6. among
7. about
8. upon
9. with
10. After

Exercise — II

Correct the common errors In the use of prepositions in the following sentences

1. He picked up a fight with me.
2. I ordered for a coffee
3. He replied me in the negative
4. He is unable to move from bed
5. They were talking something
6. This paper is inferior than that
7. Everyone should pray god
8. He will be cured from his fever
9. Write the answers with ink
10. This is a comfortable house to live
11. This building is built by bricks
12. I shall inform them this
Answers:
1. He picked a fight with me
2. I ordered a coffee
3. He replied to me in the negative
4. He is unable to move out of bed
5. They were talking about / of something
6. This paper is inferior to that
7. Every one should pray to god
8. He will be cured of his fever
9. Write the answers In ink
10. This is a comfortable house to live in
11. This building is built with bricks
12. I shall inform them about this.

Prepostional Phrases

A prepositional phrase is the preposition, the object of the preposition and all the
modifiers between the two Examples:

There are fruits in (Preposition) the basket (Object)
in – preposition
basket – object

They left just before us (modifier before the preposition) Phrase can function as either adjective phrases or adverb phrases to modify other words In a sentence.

Prepositional phrases functioning as Adverb Phrases
Example : It irritates me when people talk during a performance (during — Preposition,during a performance — The prepostitional phrase that functions as an adverb modifying the very talk)

Exercise III.

Fill in the planks with the appropriate prepositional phrases given in the box:

Incase of	instead of	in addition to	on behalf of	in anyway
out of	inspite of	according to	in favour of	on the whole

1. I gave a presentation all my classmates.
2. it was a pretty good film.
3. He withdraw his application his rival
4. _______ the heat, we all worked during summer
5. _______ of a fire, exit from the near window
6. Can I help you?
7. I would rather have water _______ a soft drink
8. We all have to work – government rules
9. He opened the attachment curiosity
10. _______ to the crew, there ware 60 passengers on the flight
Answers :
1. on behalf of
2. On the whole
3. in favour of
4. Inspite of
5. In case of
6. in anyway
7. instead of
8. according to
9. out of
10. In addition to

OU Degree 3rd Sem English Study Material

OU Degree 3rd Sem English – A Wrong Man in Workers’ Paradise Questions and Answers & Summary

Comprehension – I.

Question 1.
What sort of things did the man do on earth?
Answer:
The man, who was the main character of the story, never believed in utility or in doing any useful work. And so, he indulged in mad whims and wishes. He was a painter and sculptor. He would spend his time in making small pieces of sculptures such as men, women and castles, and quaint earthen things dotted over with sea shells. Since he would waste his time on all useless and unnecessary things, people laughed at him. He spent his life on earth in doing such useless work.

Question 2.
What was the ‘mistake’ of the aerial messenger?
Answer:
The man was a painter and sculptor. He wasted his time on all useless and unnecessary things such as painting and sculpturing. People laughed at him. He spent his life on earth in doing useless work. Tagore’s genius as a writer has come to the fore, when he writes, “Some boys never ply their books and yet pass their examinations.”

Similar thing happened to this man. Though he had not done any useful and productive work on the planet Earth, he got invitation to paradise after his death. However, the aerial messenger, who took charge of this man, mistakenly sent him to the “Workers’ Paradise”.

Question 3.
How do people in Workers’ Paradise spend their time?
Answer:
The people in the Workers’ Paradise were busy in their work. For them, time was precious. They exclaimed that they hardly had time to spare. The women in the Workers’ Paradise would complain that they always had handful of work and were making use of every single minute. They would feel happy and exulted in doing work, without wasting a single minute of their time.

Question 4.
Why did the man not fit in with the others in Workers’ Paradise?
Answer:
The Workers’ Paradise was a place for work. The people living there were busy in their work. For them, time was precious and hardly had time to spare. They always had handful of work and were making use of every single minute. They would feel happy and exulted in doing work without taking any rest.

This was the scheme of things in the Workers’ paradise. Naturally, the newcomer (the man-artist)), who had spent his entire time on the planet Earth in doing useless things such as painting and sculptures, did not fit in well with the scheme of things in the Workers’ Paradise. He lounged in the streets absent-mindedly and was jostled by the hurrying men. He lay down in the green meadows, spent near a torrent (running stream) and still he was always in way of the busy farmers.

Question 5.
How is the girl described?
Answer:
The busy girl of the Workers’ Paradise is described as hustling and active. She went to the silent torrent to draw water in her pitcher (pot). The quick movement of her feet were compared with the rapid movement of a skilled hand oh the strings of a guitar. Her hair was carelessly done; a few inquisitive wisps of her hair flew on to her white forehead as if they were trying to peep into her beautiful eyes. Tagore’s artistic genius comes to the fore in the description of the girl in the story.

Question 6.
What was the girl’s initial impression of the man?
Answer:
When the girl first saw the unemployed man, she was filled with pity. Her feeling was like the feeling of a princess who sees a lonely beggar through her window and is filled with pity. The girl of the Workers’ Paradise felt that the man without work was equal to a beggar without food. Hence she showed pity towards him.

Question 7.
What did the girl do after taking home the painted pitcher?
Answer:
After taking home the painted pitcher, the girl held it in light, away from the prying eyes. She examined it from all angles. Even at night, she scanned the painting again, in silence and wonder. For the first time in her life, she had seen something that had no meaning and no purpose. The man’s painting had a profound effect on her behaviour and attitude towards life and work. The hurrying feet of the girl were slowing down. Now she was attracted to the art.

Question 8.
What is the effect of the man’s creations on the girl and others in Workers’ Paradise?
Answer:
The man’s painting had a profound effect on her behaviour and attitude towards life and work. The hurrying feet of the girl were slowing down. Now she was attracted to the art. Next time, the wrong man offered to make ribbons for her hair, the girl eagerly said, “And what for?” After receiving the coloured ribbons, she started spending a lot of time daily in tying the coloured ribbon round her hair.

As her time slid by, much of her work left unfinished. Because of the influence of the art and artist, work in the Workers’ Paradise began to suffer. Many people, who had been active before, were now idle. They were now spending their precious time on unnecessary things such as painting and sculpture.

Question 9.
What was the decision taken by the elders? Were they justified?
Answer:
Since the work in the Workers’ Paradise began to suffer, the anxious elders called for a meeting. All agreed that such a thing had not known in the history of Workers’ Paradise. Then the aerial messenger appeared and made a confession that he had mistakenly brought a wrong man into the Workers’ Paradise and felt that it was due to this man’s influence that the people of the Workers’ Paradise had become idle.

The artist was summoned and ordered to leave. The president justified the decision saying that Workers’ Paradise was not the place for the likes of the man. When the man was about to leave, the girl-of-the-silent-torrent wanted to go with the wrong man. The elders gasped in surprise because they had never seen a thing such as this in the Workers’ Paradise – a thing that had no meaning and no purpose at all.

Question 10.
What was the man’s reaction to the elders’ decision?
Answer:
When the president and elders of the Workers’ Paradise ordered him to leave, the man felt greatly relieved. He collected his brushes and paintings, and was about to leave, the girl-of-the-silent-torrent wanted to go with him. The elders gasped in surprise because they had never seen a thing such as this in the Workers’ Paradise – a thing that had no meaning and no purpose at all.

Comprehension – II.

Question 1.
The man indulged in “mad” whims and “wasted” his time painting. From whose point of view are these terms used? What is the author’s attitude towards the man and his preoccupations?
Answer:
In Rabindranath Tagore’s short story, ‘A Wrong Man in Workers’ Paradise’, the highlighted terms in the given sentence ‘The man indulged in “mad” whims and “wasted” his time painting are used from the point of view of the people who believe in the utilitarian philosophy of life.

The Utilitarianism propagates that every piece of work should have “utility”, “purpose” or “use”. The people who think that it is the utility or purpose that stimulates every human action and without use, there will be no human effort.

From the point of view of such people, the man (artist) did not believe in utility and had no useful work to do. Hence he indulged in “mad” whims and “wasted” his time on useless and unnecessary things such as painting and sculptures. He would spend his time in making small pieces of sculptures such as men, worsen and castles, and quaint earthen things dotted over with sea shells. Since he would waste his time on all useless and unnecessary things, the people who believe in utility laughed at him.

Rabindranath Tagore was a versatile genius and excelled in almost all art forms. Here in this story, he employs irony as a literary device with which he indirectly adorns the man-painter and sculptor- for indulging in mad whims, i.e., for following his heart. Tagore’s genius as a writer has come to the fore, when he writes, “Some boys never ply their books and yet pass their examinations.”

Similarly, after the death of an artist, the gates of Paradise flung open. It means that an artist is always destined to go to paradise, though s/he has not done any useful and productive work on the planet Earth. However, the aerial messenger who took charge of this man mistakenly sent him to the “Workers’ Paradise”. Thus the author shows positive attitude and high regards towards the man and his preoccupations with artistic creation.

Question 2.
Explain the gradual changes that come in the girl’s attitude towards the man.
Answer:
When the girl first saw the unemployed man, she was filled with pity. Her feeling was like the feeling of a princess who sees a lonely beggar through her window and is filled with pity. The girl of the Workers’ Paradise felt that the man without work was equal to a beggar without food. Hence she showed pity towards him.

When she enquired him about his work, he replied that he had not a moment to spare for work. The girl could not understand what he said and offered to spare some work for him. The man told her that he had been waiting there only to take some work from her. Finally, he requested the “girl of the silent torrent” to give him one of her pitchers (pots).

The busy girl enquired him if he would draw water from the torrent. But his reply. surprised her, when he said that he would like to draw pictures on her pitcher. Annoyed, the girl left the place saying that she had no time to waste on such people.

After his repeated persuasions, the girl spared a pitcher for this man. The man drew line after line, put colour after colour. He painted on the pitcher! When the girl stared at ‘ the painted pitcher and her eyes were filled with wonder and amazement. With surprise, she asked him about the purpose of the lines and colours. The man laughed and said that a picture never had any meaning and it never served any purpose.

At home, she held the painting in light, away from the prying eyes. She scanned it again in silence and wonder. For the first time in her life, she had seen something that had no meaning and no purpose. The man’s painting had a profound effect on her behaviour and attitude towards the man and towards her work. The hurrying feet of the girl were slowing down. Now she was attracted to the art.

Next time, the wrong man offered to make ribbons for her hair, the girl eagerly said, “And what for?” After receiving the coloured ribbons-, she started spending a lot of time daily in tying the coloured ribbon round her hair. As her time slid by, much of her work left unfinished. Finally, the elders of the Workers’ Paradise ordered the man to leave the place. She came forward to accompany him, leaving the elders in shock and surprise.

Question 3.
Describe the author’s view of the “.scheme of things” in Workers’ Paradise.
Answer:
Rabindranath Tagore’s Workers’ Paradise was a place for work. The people living there were busy in doing their work. For them, time was precious and hardly had time to spare. The men and women in Workers’ Paradise always had handful of work and were making use of every single minute. They would feel happy and exulted in doing their physical work without taking any rest. This was the scheme of things in the Workers’ paradise.

Naturally, the newcomer (the man/artist)), who had spent his entire time on the planet Earth in doing useless works such as painting and sculptures, did not fit in well with the scheme of things in the Workers’ Paradise.

He lounged in the streets absent-mindedly and was jostled by the hurrying men. He lay down in the green meadows, spent near a torrent (running stream) and still he was always in way of the busy farmers. The main purpose of the author seems to denounce the “scheme of things” of the Workers’ Paradise.

The routine and monotonous work done by the people of the Workers’ Paradise is likeself-inflicted slavery. The life in the Workers’ Paradise is boring and dull. In the absence of any art and recreation, life becomes drudgery. The presence of the artist on the planet Earth and in the Workers’ Paradise has provided some soothing effect on the ruffled minds of the mundane people. The artist represents life of leisure and recreation to human heart. Thus, the author takes the side of “the man”, i.e., the artist.

Question 4.
The man says, “A picture may have no meaning and may serve no purpose”. Explain the sentence in the context of the central idea of the story.
Answer:
The story ‘A Wrong Man in Workers’ Paradise’ illustrates the famous slogan “Art for art’s sake” coined in the early 19th century by French philosopher Victor Cousin. The slogan expresses the idea that true art needs no justification.

It does not need to serve any political, didactic, moral or practical purpose. However, art is valuable as art. The only purpose of art is the pursuit of pure beauty and pleasure. Rabindranath Tagore conveys this complex concept in a simple and humourous narrative. The story also reminds us of a popular proverb, “All work and no play makes Jack a dull boy”.

In the story, the man says, “A picture may have no meaning and may serve no purpose”, but it gives happiness to our senses. An artistic creation such as painting, sculpture, literary work, song, etc., can arouse variety of emotions in human heart.

The aesthetic value of art cannot be measured on utilitarian scale. The central idea of Tagore’s story is “Art for art’s sake”. It means that art need riot have to teach values, give instructions or take sides. Still it can be enjoyed and appreciated even in the absence of its purpose.

The story begins with the line “The man never believed in utility” which means that the man never believed in doing things which are useful and productive. The girl-of-the- silent-torrent initially believed in mere routine work.

Later due to the influence of the man, she evolved into a different person who could appreciate the beauty of art. Finally, she decided to accompany the artist, when he was ordered to leave the Workers’ Paradise. The artist also successfully influenced other people in the Workers’ Paradise who of late developed passion for painting and sculptures, even at the cost of their mundane daily work.

Question 5.
The author presents the man as an idler and calls the other place “paradise”. Are we supposed to take his words literally or does he mean something different? Irony is a way of using words and tone to mean something quite opposite to what is actually being said. Discuss the author’s use of irony in the story.
Answer:
In his present story ‘A Wrong Man in Workers’ Paradise’, author Rabindranath Tagore presents the man as an idler and calls the other place “Paradise”. Since Tagore employs ‘irony’ as-the literary device to convey his message, we are not supposed to take his words literally. Irony is a way of using words and tone to mean something quite opposite to what is actually being said. Hence Tagore does mean something different from what he says in this story.

The man in the story is a painter and sculpture and does not believe in utility. Instead of doing useful and purposeful works, he indulges in mad whims and wishes on the planet Earth. The people who are driven by purpose and utility laugh at him.

Tagore feels that artists deserve paradise after their death. When the man enters the Workers’ Paradise after his death, he doe? not fit in with the scheme of things there. However with his artistic creation, the man influences the girl and other men and women of the Workers’ Paradise. Finally, they start indulging in mad whims and appreciating art.

The story presents two diametrically opposite worlds, i.e., the world of the idler (artist) and the world of the hustlers (people in the Workers’ Paradise). The two worlds are equally important. We can understand from the man’s attitude towards work and life that any work which gives happiness and pleasure to our mind and makes this world appear beautiful is quite significant.

The world of the idler/artist is important because it makes our mind happy and relaxed. In this world, we forget our despair and disappointment. Though the world of aesthetics seems to have no meaning and no purpose, it makes our life colourful. The world of Workers’ Paradise is also equally significant. Here physical work of the people can feed our mouths and helps us survive. Hence the art (mind) and physical work (body) are complimentary to each other and equally important.

Tagore uses the literary device ‘irony’ in order to convey his opinion about the intrinsic value of art. He opines that human beings should not always be driven by utilitarian motives, i.e., use and purpose. We need to have some recreation and know the aesthetic value of art.

Through this simple and humorous narrative, Tagore launches a subtle attack on tired people in die “Workers’ Paradise” who are obsessed with mundane and dull drudgery. Tagore also differs with the writers who believe that art should have a purpose. The author tries to convey the idea that art is valuable as art – Art for art’s sake. According to Tagore, the only objective of art is the pursuit of pure beauty and pleasure.

A Wrong Man in Workers’ Paradise Poem Summary in English

Rabindranath Tagore (1861-1941) was a versatile artistic genius – a poem novelist, playwright, painter, music composer, philosopher and visionary educationist. He won the Nobel Prize for Literature in 1913 for his seminal work “Gitanjali”. He was the first Asian to receive the Nobel Prize. He composed the national anthems of both India and Bangladesh.

As a visionary educationist, he founded the experimental school “Shantiniketan”. Tagore was given the honorific “Gurudev” by Mahatma Gandhi. Tagore was not only a great living institution but also the voice of India’s spiritual heritage in the Western world.

Rabindranath Tagore’s short fictional story A Wrong Man in Workers’ Paradise’ begins with the introduction of the protagonist (an artist). He was a painter and sculptor. The man never believed in utility or in doing any useful works. And so, he indulged in mad whims and wishes.

He would spend his time in making small pieces of sculptures such as men, women and castles, and quaint earthen things dotted over with sea shells. Since he would waste his time on all useless and unnecessary things, people laughed at him. He spent his life on earth in doing such useless work.

Tagore’s genius as a writer has come to the fore, when he writes, “Some boys never ply their books and yet pass their examinations.” Similarly, the man/artist after his death got invitation to paradise, though he had not done any useful and productive work on the planet Earth. The aerial messenger, who took charge of this man, mistakenly sent him to the “Workers’ Paradise”.

The people in the Workers’ Paradise were busy in their work. For them, time was precious. They exclaimed that they hardly had time to spare. The women in the Workers’ Paradise would complain that they always had handful work and were making use of every single minute. They would feel happy and exulted in doing work.

However, the newcomer (the man/artist)) did not fit in well with the scheme of things in Workers’Paradise. He lounged in the streets absent-mindedly and was jostled by the hurrying men. He lay down in the green meadows, spent near a torrent (running stream) and still he was always in the way of the busy farmers.

An active and hustling-bustling girl went every day to a silent torrent (silent since in the Workers’ Paradise even a torrent wouldn’t waste its energy singing) to Fill her pitchers with water. She seemed to be wasting no time at all and so her hair was carelessly done. The girl’s movements were compared with the rapid movements of a skilled hand on the strings of a guitar.

When the girl first saw the unemployed man, she was filled with pity. Her feeling was like the feeling of a princess who sees a lonely beggar through her window and is filled with pity. The girl of the Workers’ Paradise felt that the man without work was equal to the beggar without food. Hence she showed pity towards him.

When she enquired him about his work, he replied that he had not a moment to spare for work. The girl could not understand what he said and offered to spare some work for him. The man told her that he had been waiting there only to take some work from her.

Finally, he requested the “girl of the silent torrent” to give him one of her pitchers (pots). The busy girl enquired him if he would draw water from the torrent. But his reply surprised her, when he said that he would like to draw pictures on her pitcher.

Annoyed, the girl left the place saying that she had no time to waste on such people. After his repeated persuasions, the girl spared a pitcher for this man.’The man crew line after line, put colour after colour. He painted on the pitcher! When the girl ‘. stared at the art and her eyes were filled with wonder and amazement. With surprise, she asked him about the purpose of the lines and colours. The man laughed and said that a picture never had any meaning and it never served any purpose.

At home, she held the painting in light, away from the prying eyes. She scanned it again in silence and wonder. For the first time in her life, she had seen something that had no meaning and no purpose. The man’s painting had a profound effect on her behavior and attitude towards life and work. The hurrying feet of the girl were slowing (down.

Now she was attracted to the art. Next time, the wrong man offered to make ribbons for her hair, the girl eagerly said, “And what for?” After receiving the coloured ribbons, she started spending a lot of time daily in tying the coloured ribbon round her hair. As her time slid by, much of her work left unfinished.

Because of the influence of the art and artist, work in the Workers’ Paradise t regan to suffer. Many people, who had been active before, were now idle. They were m ow spending their precious time on unnecessary things such as painting and sculpture.

The anxious elders called for a meeting. All agreed that such a thing had not known in the history of Workers’ Paradise. Then the aerial messenger appeared and made a confession that he had mistakenly brought a wrong man into the Workers’ Paradise and felt that it was due to this man’s influence that the people of the Workers’ Paradise had become idle. The artist was summoned and ordered by the president to leave.

They justified their decision by saying that this was not the place for the likes of the man. When the president and elders of the Workers’ Paradise ordered him to leave, the man felt greatly relieved. He collected his brushes and paintings and about to leave. Suddenly, the girl-of-the-silent-torrent wanted to go with the wrong man. The elders gasped in surprise because they had never seen a thing such as this in the Workers’ Paradise – a thing that had no meaning and no purpose at all.

A Wrong Man in Workers’ Paradise Poem Summary in Telugu

రవీంద్రనాధ్ ఠాగూర్ ఒక మహ వ్యక్తి. ఆయన శాంతి నికేతన్ని స్ధాపించెను. ఆయన గీతాంజలి అనే గ్రంధాన్ని రచించినందుకు అయనకు నోబుల్ పరష్ఠరం లభించినది. ఆయన ఒక పని లేని వాడుగా గుర్తింపబడిన కళాకకారుడు ఒక పేరడైజ్ అనే ప్రదేశంలో అడుగుపెట్టినప్పుడు ఏమైనవి అనే అంశమే ఈ కధాంశము. ఆ పేరడైజ్లో ప్రజలు భశమించి ఒక నిమిషమైన విశ్రాంతి లేకుండా పనిచేస్తారు.

ఒక కణాకారుడు అక్కడ ప్రవేశించడానికి అనుమతి పొంది కొన్ని కళాఖండాలను చిన్న చిన్న నీది కుండలపై చిత్రిస్తారు. అతను ఆ పేరడైజ్ ప్రజలచేతే గెద్టింపబడతారు. రవీంద్రనాధ్ ఠగూర్ జాక్ అనే అబ్బాయికి పని మాత్రమే తెల్సి ఆటలాడే సమయం లేదటి అది ఆ ఆబ్బాయిని ఒక తెలివి తక్కువ వానిగా చేస్తుందనే హస్య కధాంశమే ఇది. కళ కళ కోసమే గాని దానికి ఎటువంటి నిరూపణలు అవసరం లేదని ఈ కధలో కవి రవీంద్రనాధ్ ఠాగూర్ చక్కగా వర్ణించారు.

A Wrong Man in Workers’ Paradise – Rabindranath Tagore

Glossary:

OU Degree 3rd Sem English Study Material