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GNDU Question Paper 2024
B.B.A 2
nd
Semester
Pape-ENC-151: English (Compulsory)
Time Allowed: 3 Hours Maximum Marks: 100
Note: Attempt Five questions in all, selecting at least One question from each section. The
Fifth question may be attempted from any section. All questions carry equal marks.
SECTION-A
1. Attempt All the following:
Read the situation and write a sentence with a question tag. In each situation you are asking your
friend to agree with you:
(1) You are with a friend outside a restaurant. You are looking at the prices, which are very high.
What do you say? (expensive) It________
(2) You look out of the window. The sky is blue and the sun is shining. What do you say to your
friend? (beautiful) It_________
Complete the sentences so that they mean the same as the first sentence:
(3) Shall we paint the kitchen next weekend instead of this weekend?
Shall we postpone_________ until next weekend?
(4)Please don't interrupt all the time.
Would you mind__________ all the time?
Make sentences from the words in brackets. Use -ing or to sometimes either form is possible:
(5) I used to work in a supermarket. I didn't like it much.
(I/not/like/work/there)
____________________
(6) Jennifer is a very careful person. She doesn't like taking many risks.
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(she/not/like/take/risk)
_____________
Choose the correct form with or without the:
(7) Life/The life is strange sometimes.
(8) Who are people/the people in this picture?
Read the situation and complete the sentences using get/got used to:
(9) The children at school got a new teacher. She was different from the teacher before her, but this
wasn't a problem for the children.
They soon_________
(10) Some friends of yours have just moved into an apartment on a busy street. It's very noisy.
They'll have to__________
2. Attempt All the following problems:
Complete the second sentences using the words in brackets + to......:
(1) Everybody else arrived before Paul.
(the last) Paul was the__________
(2) Emily passed the exam. All the other students failed.
(the only) Emily was_____________
Make sentences beginning Having order: Put the words in correct
(3) (tickets/the theatre/bought/into/our/went/we)
Having__________
(4).(the/coffee/shopping/1/a cup/went/for/of)
Having________
Which is correct?
(5) Shall we meet after work/after the work tomorrow evening?
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(6) I didn't sleep well in the hotel. Bed/The bed was uncomfortable.
Choose the correct form of the verb, singular or plural:
(7) Fortunately, the news wasn't/weren't as bad as we expected
(8) Most people enjoy/enjoys music,
Use the words in brackets to write sentences. Use afraid to afraid of-ing:
(9).We walked very carefully along the icy path.
(we/afraid/fall)________
(10) I don't carry my passport with me.
(I/afraid/lose/it)__________
SECTION-B
3.(a) Write a letter to your, younger brother advising him to avoid bad company and telling him
the advantages of doing so.
(b) Attempt the following:
Complete the sentences with ourselves/themselves or each other:
(1) They have had an argument. They're not speaking to_______ at the moment.
(2) We couldn't get back into the house. We had locked_________ out.
Complete these sentences with some, or any-+-body/-thing/ -where:
(3) Why are you looking under the bed? Have you lost___________ ?
(4) This machine is very easy to use. __________ can learn to use it. Put in each or every:
(5) The book is divided into five parts and ___________ of these has three sections.
4. (a) Write a letter to your father seeking his permission for a college trip being planned for a hill
station in your summer vacations.
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(b) Attempt the following:
Put in much/many/little/few (one word only):
(1) Ann is very busy these days. She has_________ free time.
(2) I won't be able to do much, but I'll do________ I can.
Read the information and complete the sentence. Use a relative clause of type 1 or type 2. Use
commas where necessary:
(3) Amy has a son. She showed me a picture of him. He is a police officer.
Amy showed me____________
Make one sentence from two, beginning as shown:
(4) A gate was damaged in the storm. It has now been repaired. The gate_____ has now been
repaired.
(5) I've had my car for 15 years. It has never broken down. My car_______
SECTION-C
5. (a) Bring out the theme of class conflict as presented in 'The Doll's House".
(b) Draw a character sketch of Eveline.
6. (a) What is the writer's message in A Strand of Cotton'?
(b) Draw a character sketch of Odarka in the story 'The Taboo'.
SECTION-D
7. (a) What is the writer's experience in the School for Sympathy?
(b) Bring out the humour in 'My Financial Career'.
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8. (a) Why do Bhopas worship Pabuji? Write in detail.
(b) What are the writer's views about the beauty contests in 'The Beauty And The Beast'?
GNDU Answer Paper 2024
B.B.A 2
nd
Semester
Pape-ENC-151: English (Compulsory)
Time Allowed: 3 Hours Maximum Marks: 100
Note: Attempt Five questions in all, selecting at least One question from each section. The
Fifth question may be attempted from any section. All questions carry equal marks.
SECTION-A
1. Attempt All the following:
Read the situation and write a sentence with a question tag. In each situation you are asking your
friend to agree with you:
(1) You are with a friend outside a restaurant. You are looking at the prices, which are very high.
What do you say? (expensive) It________
(2) You look out of the window. The sky is blue and the sun is shining. What do you say to your
friend? (beautiful) It_________
Ans: (1) You are with a friend outside a restaurant. You are looking at the prices, which are
very high.
It’s expensive, isn’t it?
(2) You look out of the window. The sky is blue and the sun is shining.
It’s beautiful, isn’t it?
Complete the sentences so that they mean the same as the first sentence:
(3) Shall we paint the kitchen next weekend instead of this weekend?
Shall we postpone_________ until next weekend?
(4)Please don't interrupt all the time.
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Would you mind__________ all the time?
Ans: 3. Shall we postpone painting the kitchen until next weekend?
4. Would you mind not interrupting all the time?
Make sentences from the words in brackets. Use -ing or to sometimes either form is possible:
(5) I used to work in a supermarket. I didn't like it much.
(I/not/like/work/there)
____________________
(6) Jennifer is a very careful person. She doesn't like taking many risks.
(she/not/like/take/risk)
_____________
Ans: 5. I didn't like working there.
6. She doesn't like taking risks.
Choose the correct form with or without the:
(7) Life/The life is strange sometimes.
(8) Who are people/the people in this picture?
Ans: 7. Life is strange sometimes.
8. Who are the people in this picture?
Read the situation and complete the sentences using get/got used to:
(9) The children at school got a new teacher. She was different from the teacher before her, but this
wasn't a problem for the children.
They soon_________
(10) Some friends of yours have just moved into an apartment on a busy street. It's very noisy.
They'll have to__________
Ans: 9. They soon got used to the new teacher.
10. They'll have to get used to the noise.
2. Attempt All the following problems:
Complete the second sentences using the words in brackets + to......:
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(1) Everybody else arrived before Paul.
(the last) Paul was the__________
(2) Emily passed the exam. All the other students failed.
(the only) Emily was_____________
Ans: (1) Everybody else arrived before Paul.
Paul was the last to arrive.
(2) Emily passed the exam. All the other students failed.
Emily was the only one to pass the exam.
Make sentences beginning Having order: Put the words in correct
(3) (tickets/the theatre/bought/into/our/went/we)
Having__________
(4).(the/coffee/shopping/1/a cup/went/for/of)
Having________
Ans: 3. Having bought our tickets, we went into the theatre.
4. Having had a cup of coffee, I went shopping.
Which is correct?
(5) Shall we meet after work/after the work tomorrow evening?
(6) I didn't sleep well in the hotel. Bed/The bed was uncomfortable.
Ans: (5) Shall we meet after work tomorrow evening?
(6) I didn't sleep well in the hotel. The bed was uncomfortable.
Choose the correct form of the verb, singular or plural:
(7) Fortunately, the news wasn't/weren't as bad as we expected
(8) Most people enjoy/enjoys music,
Ans: (7) Fortunately, the news wasn't as bad as we expected.
(8) Most people enjoy music.
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Use the words in brackets to write sentences. Use afraid to afraid of-ing:
(9).We walked very carefully along the icy path.
(we/afraid/fall)________
(10) I don't carry my passport with me.
(I/afraid/lose/it)__________
Ans: (9) We walked very carefully along the icy path.
We were afraid of falling.
(10) I don't carry my passport with me.
I am afraid of losing it.
SECTION-B
3.(a) Write a letter to your, younger brother advising him to avoid bad company and telling him
the advantages of doing so.
Ans: House No. 3421
Sandhu Colony, Batala Road
Amritsar
Date: 14 March 2026
Dear Younger Brother,
I hope this letter finds you in good health and high spirits. I was very happy to hear from
Mother that you are doing well in your studies. As your elder brother, I always wish the best
for you and your future. Today, I am writing this letter to give you some important advice
which I believe will help you in life.
It has come to my attention that nowadays many students fall into bad company without
realizing its harmful effects. Bad company can slowly influence a person's thoughts, habits,
and behaviour. At first, it may seem harmless, but gradually it can lead a person towards
wrong activities such as wasting time, neglecting studies, disrespecting elders, and
sometimes even dangerous habits like smoking, drinking, or drug use.
You must remember that the friends you choose play a very important role in shaping your
future. A person is often judged by the company he keeps. If you spend time with people
who are careless about their studies and behaviour, you may unknowingly develop similar
habits. This can affect your academic performance and damage your reputation.
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On the other hand, keeping good company has many advantages. Good friends encourage
you to study hard, develop good habits, and work towards your goals. They motivate you to
participate in positive activities such as sports, reading, and learning new skills. When you
stay in the company of disciplined and hardworking people, you automatically become more
responsible and focused.
Good company also helps in building a strong character. Friends who respect teachers,
elders, and moral values help create a positive environment around you. Such friendships
bring happiness, trust, and support in life. In difficult situations, good friends guide you in
the right direction and help you make wise decisions.
You are at an important stage of your life where your choices will shape your future.
Therefore, be very careful while choosing your friends. Always stay close to those who
inspire you to become a better person. Focus on your studies, respect your teachers and
parents, and spend your time in useful activities.
Remember that success in life depends not only on intelligence but also on discipline, good
habits, and the right company. If you remain sincere in your efforts and choose the right
path, I am sure you will achieve great success in the future.
Please take my advice seriously because it comes from my concern and love for you. Our
family has great hopes for you, and I am confident that you will make us proud.
Take care of yourself and continue to work hard. I look forward to hearing good news about
your progress in studies.
With love and blessings,
Your loving brother
Rishabh
(b) Attempt the following:
Complete the sentences with ourselves/themselves or each other:
(1) They have had an argument. They're not speaking to_______ at the moment.
(2) We couldn't get back into the house. We had locked_________ out.
Ans: (1) They have had an argument. They're not speaking to each other at the moment.
(2) We couldn't get back into the house. We had locked ourselves out.
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Complete these sentences with some, or any-+-body/-thing/ -where:
(3) Why are you looking under the bed? Have you lost___________ ?
(4) This machine is very easy to use. __________ can learn to use it. Put in each or every:
(5) The book is divided into five parts and ___________ of these has three sections.
Ans: (3) Why are you looking under the bed? Have you lost something?
(4) This machine is very easy to use. Anybody can learn to use it.
(5) The book is divided into five parts and each of these has three sections.
4. (a) Write a letter to your father seeking his permission for a college trip being planned for a hill
station in your summer vacations.
Ans: House No. 3421
Sandhu Colony, Batala Road
Amritsar
Date: 15 March 2026
Dear Father,
I hope you are in good health and high spirits. I am doing well here and my studies are going
smoothly. I regularly attend my classes and complete my assignments on time. I also take
care of my daily routine and maintain a balanced schedule of study and rest. Please do not
worry about me, as everything is going well here.
Father, I am writing this letter to seek your permission for a college trip that is being
planned during our upcoming summer vacations. Our college is organizing an educational
and recreational tour to a famous hill station for about five days. The trip is being arranged
under the supervision of our teachers, and several students from my class are planning to
join it.
The main purpose of this trip is not only recreation but also learning and exposure. Hill
stations are known for their natural beauty, peaceful environment, and pleasant climate.
Visiting such places helps students relax after a long academic session and also gives them a
chance to learn more about nature, geography, and local culture. Our teachers believe that
such trips are helpful in refreshing the mind and improving our overall personality.
The hill station we are planning to visit is well known for its beautiful mountains, forests,
and scenic landscapes. It will be a wonderful opportunity for us to experience nature closely.
We will also visit some historical and tourist places in the area. Our teachers will guide us
during the trip and explain the importance of these places. Such experiences help students
gain practical knowledge beyond the classroom.
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Another advantage of this trip is that it will help students develop qualities such as
independence, responsibility, cooperation, and teamwork. When students travel together,
they learn how to manage their time, take care of their belongings, and respect the needs of
others. It also strengthens friendship among classmates and creates many happy memories.
Please do not worry about safety arrangements. The entire trip is being organized by the
college authorities, and our teachers will accompany us throughout the journey. Proper
accommodation and transportation have already been arranged. The college administration
has assured parents that all necessary precautions will be taken to ensure the safety and
comfort of the students.
The total cost of the trip is reasonable and includes transportation, accommodation, and
food expenses. Many of my friends are very excited about this trip, and they are
encouraging me to join them. I also feel that it would be a great experience and a refreshing
break after months of studies.
Father, I promise you that I will remain careful and responsible throughout the journey. I
will follow the instructions of my teachers and behave in a disciplined manner. I will also
stay in regular contact and inform you about our activities during the trip. My main focus
will still remain on my studies, and I assure you that this short trip will not affect my
academic performance.
Therefore, I humbly request you to kindly grant me permission to join this college trip. Your
approval is very important to me. I believe that this trip will provide me with valuable
experiences, refresh my mind, and help me return to my studies with renewed energy and
enthusiasm.
Please convey my regards to Mother and love to everyone at home. I am eagerly waiting for
your positive reply.
Your loving son,
Rishabh
(b) Attempt the following:
Put in much/many/little/few (one word only):
(1) Ann is very busy these days. She has_________ free time.
(2) I won't be able to do much, but I'll do________ I can.
Ans: (1) Ann is very busy these days. She has little free time.
(2) I won't be able to do much, but I'll do much I can.
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Read the information and complete the sentence. Use a relative clause of type 1 or type 2. Use
commas where necessary:
(3) Amy has a son. She showed me a picture of him. He is a police officer.
Amy showed me____________
Ans: Amy showed me a picture of her son, who is a police officer.
Make one sentence from two, beginning as shown:
(4) A gate was damaged in the storm. It has now been repaired. The gate_____ has now been
repaired.
(5) I've had my car for 15 years. It has never broken down. My car_______
Ans: 4. The gate which was damaged in the storm has now been repaired.
5. My car, which I have had for 15 years, has never broken down.
SECTION-C
5. (a) Bring out the theme of class conflict as presented in 'The Doll's House".
(b) Draw a character sketch of Eveline.
Ans: (a) Theme of Class Conflict in “The Doll’s House”
“The Doll’s House” is a famous short story written by Katherine Mansfield. The story clearly
presents the theme of class conflict and social inequality in society. Through the
experiences of school children, Mansfield shows how society divides people into rich and
poor classes and how these divisions affect human relationships.
The story revolves around the Burnell family, who are wealthy and respected in their
community. The Burnell children receive a beautiful doll’s house as a gift. The doll’s house
becomes the centre of attention among the school children. Because it is new and
attractive, every child in the school is eager to see it. However, the Burnell girls are allowed
to invite only two friends at a time to see the doll’s house. This situation soon reveals the
social divisions that exist among the children.
In the same school study two poor sisters, Lil and Else Kelvey. Their mother works as a
washerwoman and their father is rumored to be in prison. Because of their poor
background, the Kelvey sisters are treated with disrespect by other children. They wear old
clothes and are shy and quiet. The other students avoid them and often make fun of them.
The theme of class conflict becomes clear when the Burnell girls invite all their classmates
except the Kelvey sisters to see the doll’s house. The teacher and other children have
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already accepted the idea that the Kelveys are inferior and should be kept separate. This
shows how deeply class discrimination is rooted in society. Even young children learn these
social prejudices from their families and surroundings.
One of the most important characters in the story is Aunt Beryl, who strongly represents
the attitude of the upper class. She strictly forbids the Burnell children from allowing the
Kelvey sisters to come near their house. When the Kelveys finally come near the gate to see
the doll’s house, Aunt Beryl angrily drives them away. Her harsh behaviour reflects the
cruelty and pride often associated with rigid class systems.
However, Mansfield also introduces a sense of kindness through Kezia Burnell, the youngest
Burnell sister. Unlike the others, Kezia does not believe in these social divisions. She feels
sympathy for the Kelvey sisters. In a moment of innocence and kindness, Kezia secretly
invites Lil and Else Kelvey to see the doll’s house. Although they only get a brief look before
being chased away by Aunt Beryl, the moment is very meaningful.
The most beautiful part of the doll’s house is a tiny lamp placed inside it. This lamp
symbolizes hope, kindness, and humanity. When the Kelvey sisters leave, Else softly says
that she has seen the little lamp. This small moment shows that even a brief act of kindness
can bring happiness to those who are treated unfairly.
Through this story, Mansfield criticizes the unfair class system that separates people and
encourages discrimination. She shows that social class is often based on prejudice rather
than true human value. The story suggests that children are naturally innocent and kind, but
they learn social discrimination from adults.
In conclusion, “The Doll’s House” effectively highlights the theme of class conflict and social
inequality. The story shows how the rich often look down upon the poor and exclude them
from society. At the same time, through Kezia’s kindness and the symbol of the little lamp,
Mansfield gives a hopeful message that compassion and understanding can break the
barriers of class divisions.
(b) Character Sketch of Eveline
“Eveline” is a short story written by James Joyce, and it tells the story of a young woman
who struggles with an important decision in her life. Eveline is a complex character who
represents the emotional conflicts and social pressures faced by many people, especially
women, in traditional societies.
Eveline is a nineteen-year-old girl who lives in Dublin with her father and younger siblings.
Her life is difficult and full of responsibilities. After the death of her mother, she has taken
the role of caretaker in the family. She works hard to manage the household and earn
money. Her life is dull and filled with routine duties.
One of Eveline’s most important qualities is her sense of duty and responsibility. She feels
responsible for taking care of her family, especially her younger brother and sister. Before
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dying, her mother had made Eveline promise that she would keep the family together. This
promise strongly influences her decisions and makes it difficult for her to think about her
own happiness.
Eveline also lives in fear because her father is harsh and sometimes violent. He often
threatens her and treats her badly. Because of this, Eveline’s home environment is not
peaceful or loving. She feels trapped in her life and dreams of escaping from it.
The opportunity for escape comes when Eveline meets Frank, a sailor who promises to take
her away to a new life in Buenos Aires. Frank represents hope, freedom, and the possibility
of happiness. Eveline begins to imagine a better future where she can live peacefully and be
treated with respect.
However, Eveline’s personality is deeply influenced by fear and hesitation. When the
moment finally arrives for her to leave with Frank, she becomes overwhelmed with doubt.
Her memories of family, her promise to her mother, and the fear of the unknown make her
emotionally confused.
At the harbour, Eveline stands with Frank, but she is unable to move forward. She feels
frozen and powerless. Finally, she decides not to leave and remains behind while Frank
departs. This decision shows how her fear and sense of duty are stronger than her desire for
freedom.
Eveline’s character represents the inner conflict between desire and responsibility. On one
hand, she wants to escape from her difficult life. On the other hand, she feels tied to her
family and the past. This conflict leaves her emotionally paralysed.
In conclusion, Eveline is portrayed as a sensitive and responsible young woman who
struggles with difficult choices. Her character reflects the struggles faced by many
individuals who feel trapped by family obligations, social expectations, and fear of change.
Through Eveline’s story, James Joyce shows how powerful emotional and social forces can
prevent people from pursuing their dreams.
6. (a) What is the writer's message in A Strand of Cotton'?
(b) Draw a character sketch of Odarka in the story 'The Taboo'.
Ans: 6. (a) What is the writer's message in “A Strand of Cotton”?
The story “A Strand of Cotton” conveys a very meaningful and touching message about
human relationships, compassion, and the importance of kindness in society. The writer
uses a small and simple incident to show that sometimes a tiny act of understanding and
humanity can change people’s attitudes and bring harmony among individuals.
The title of the story itself is symbolic. A strand of cotton is very soft, light, and delicate. It
represents the fragile yet strong bond between human beings. Just like a strand of cotton
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can connect things gently without hurting them, love and kindness can connect people
without conflict or bitterness.
One of the major messages of the story is that human beings should value compassion and
sympathy more than selfish interests. In modern society, people often become busy with
their own problems and ambitions. Because of this, they forget to show kindness toward
others. The writer reminds us that a society becomes strong and peaceful only when people
treat each other with understanding and respect.
Another important message in the story is that small acts of goodness can create a big
impact. Sometimes we think that helping someone requires great effort or sacrifice.
However, the writer shows that even a small gesture of care or concern can make someone
feel supported and valued. Such small acts help build trust and strengthen relationships.
The story also teaches us about the importance of emotional connection between people.
Human beings cannot live in isolation. Everyone needs affection, friendship, and support
from others. When people show kindness and understanding, it creates a feeling of unity
and belonging.
The writer also highlights the idea that human values are more important than material
wealth or social status. In today's world, people often judge others based on money,
power, or position. But the story suggests that true greatness lies in having a kind heart and
helping others without expecting anything in return.
Through the symbol of cotton, the writer also suggests that gentleness and patience are
powerful qualities. Just as cotton is soft yet useful, a gentle nature can solve conflicts and
misunderstandings in a peaceful way. Harsh behaviour may create more problems, while
kindness can heal relationships.
Another message of the story is that society becomes better when individuals practice
empathy. Empathy means understanding the feelings and difficulties of others. When
people try to see the world from another person’s perspective, they become more tolerant
and supportive.
In conclusion, the writer’s message in “A Strand of Cotton” is that love, kindness, and
compassion are the true foundations of a healthy society. Even the smallest act of
goodness can create a strong bond between people, just like a delicate strand of cotton. The
story encourages readers to be more caring, understanding, and respectful toward others.
By practicing these values in daily life, we can build a more harmonious and humane world.
6. (b) Draw a character sketch of Odarka in the story “The Taboo.”
Odarka is one of the most important characters in the story “The Taboo.” His character
represents the traditional beliefs, social restrictions, and moral values that exist in many
communities. Through Odarka’s personality, the writer shows how deeply social customs
and taboos influence people's behaviour and decisions.
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Odarka is portrayed as a serious and disciplined person who strongly respects social
traditions. He believes that customs and rules passed down by ancestors should always be
followed. For him, traditions are not just social practices but an essential part of maintaining
order and harmony in the community.
One of Odarka’s main characteristics is his strong sense of duty and responsibility. He
believes it is his duty to protect the customs and moral values of his society. Because of this
belief, he strictly follows the rules and expects others to do the same. His actions are guided
by his commitment to preserving tradition.
Odarka is also shown as a person who fears the consequences of breaking social taboos. In
many traditional societies, taboos are considered sacred rules that must not be violated.
Odarka believes that breaking such taboos can bring misfortune or dishonour to the
community. This belief influences his thoughts and decisions throughout the story.
Another important aspect of Odarka’s character is his deep respect for cultural values and
elders. He respects the authority of tradition and believes that the wisdom of previous
generations should not be ignored. For him, traditions represent stability and identity.
However, Odarka’s character also shows the limitations of rigid thinking. Because he
strongly believes in traditional rules, he sometimes struggles to accept new ideas or
changes. His strict adherence to customs may prevent him from understanding situations
from a more flexible or modern perspective.
Despite this, Odarka is not portrayed as a cruel or selfish person. Instead, he is a complex
character shaped by his upbringing and cultural environment. His actions are motivated by
his desire to protect what he believes is right for society.
The writer uses Odarka’s character to explore the conflict between tradition and change.
While traditions can provide guidance and stability, excessive rigidity can sometimes
prevent progress and understanding. Through Odarka, the story invites readers to think
about how societies should balance respect for tradition with openness to change.
Odarka’s character also reflects the psychological pressure that social norms can place on
individuals. People like him often feel responsible for maintaining cultural rules even when
those rules create difficulties or conflicts.
In conclusion, Odarka is a symbol of traditional values and social discipline. He is
responsible, loyal to his culture, and deeply committed to preserving community traditions.
At the same time, his character highlights the challenges that arise when rigid beliefs clash
with changing circumstances. Through Odarka, the writer encourages readers to reflect on
the role of traditions in society and the need for balance between tradition and progress.
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SECTION-D
7. (a) What is the writer's experience in the School for Sympathy?
(b) Bring out the humour in 'My Financial Career'.
Ans: 7. (a) What is the writer's experience in the “School for Sympathy”?
The essay “The School for Sympathy” presents the writer’s personal experience of visiting
an institution that is meant to create sympathy and understanding among people for those
who are physically disabled or blind. The main purpose of this school is to help ordinary
people realize how difficult life can be for those who suffer from disabilities. By allowing
visitors to experience some of these difficulties themselves, the school tries to develop
kindness, patience, and sympathy in society.
When the writer visits the School for Sympathy, he is introduced to several activities
designed to show what it feels like to live with certain physical limitations. The teachers at
the school guide visitors through these exercises so that they can understand the challenges
faced by disabled people in their daily lives.
One of the most striking experiences for the writer is when he is asked to behave like a blind
person. He is blindfolded and asked to walk across a room or perform simple tasks. At first,
he thinks the task will be easy, but he soon realizes how difficult it is to move around
without sight. Even simple actions such as walking straight, finding objects, or avoiding
obstacles become confusing and frightening. This experience helps the writer understand
how blind people must rely heavily on their other senses and on the support of others.
The writer also experiences other activities that show the problems faced by people with
physical disabilities. For example, he may be asked to use only one hand or perform tasks
with limited movement. These exercises demonstrate how even small tasks can become
complicated when a person has a physical limitation. The writer begins to understand that
disabled people must struggle every day to do things that others take for granted.
Through these experiences, the writer learns an important lesson. He realizes that many
people often ignore or misunderstand the difficulties faced by the disabled. Sometimes
society treats them with impatience or even pity instead of respect and understanding. The
School for Sympathy teaches that what these people truly need is not just sympathy but
also support, patience, and equal opportunities.
Another important aspect of the writer’s experience is the emotional impact it has on him.
When he struggles with tasks that once seemed simple, he begins to feel respect for the
courage and determination of disabled people. He understands that they must possess
great strength and patience to overcome the challenges they face every day.
The school’s method of teaching is very effective because it does not rely only on lectures or
explanations. Instead, it allows people to experience the problems directly. This practical
approach helps visitors develop genuine sympathy rather than just theoretical knowledge.
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By the end of his visit, the writer realizes that the School for Sympathy serves a very
important purpose in society. It teaches people to become more compassionate and
understanding. The writer leaves the school with a deeper respect for people with
disabilities and a stronger desire to treat them with kindness and patience.
In conclusion, the writer’s experience at the School for Sympathy is both eye-opening and
educational. It helps him understand the struggles of disabled individuals and teaches him
the value of empathy and humanity. The essay encourages readers to become more
considerate and supportive toward those who face physical challenges in their lives.
(b) Bring out the humour in “My Financial Career”
The essay “My Financial Career” by Stephen Leacock is a humorous account of the writer’s
nervous and embarrassing experience in a bank. The essay shows how a simple task—
opening a bank account—turns into a series of awkward and funny situations because of the
writer’s fear and confusion.
The humor of the essay mainly comes from the writer’s exaggerated nervousness and the
misunderstandings that follow. The writer begins by explaining that banks always make him
extremely uncomfortable. Whenever he enters a bank, he feels as if everyone is watching
him and suspecting him of doing something wrong. This unnecessary fear creates the
foundation for the humorous events that follow.
When the writer decides to open a bank account, he enters the bank with great anxiety.
Instead of behaving normally, he becomes overly cautious and suspicious. He asks to see the
manager privately, which immediately makes the situation seem serious and mysterious.
The manager begins to suspect that the writer might be involved in some important or
secret financial matter.
However, the writer’s intention is actually very simple: he only wants to deposit a small
amount of money. When he finally tells the manager that he wants to open an account with
only fifty-six dollars, the manager’s serious attitude suddenly changes. The situation
becomes humorous because the writer had behaved as if he were dealing with a huge
financial transaction.
Another funny moment occurs when the writer goes to deposit his money. Because of his
nervousness, he behaves awkwardly and speaks in a confused manner. He hands over the
money and quickly leaves the bank. Later he realizes that he forgot to keep some money for
his personal use.
So he returns to the bank and asks to withdraw some money. Again, his nervousness causes
him to make mistakes. Instead of asking for six dollars, he mistakenly withdraws the entire
amount of fifty-six dollars. This creates another embarrassing situation because he must
take all the money back and close the account immediately after opening it.
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The humor in the essay also comes from the contrast between the writer’s imagination and
reality. In his mind, the bank appears to be a very serious and intimidating place filled with
suspicious officials. In reality, the situation is quite ordinary. The writer’s exaggerated fears
make his actions seem ridiculous and amusing to the reader.
Stephen Leacock uses self-deprecating humor, meaning he laughs at his own mistakes and
weaknesses. Instead of blaming others, he presents himself as a shy and confused person
who cannot handle even simple financial tasks. This honesty makes the story even funnier
and more relatable.
The language used in the essay is also simple and conversational, which adds to the humor.
The writer describes each event in a dramatic way, making ordinary situations appear
extremely serious. This exaggeration creates a strong comic effect.
In conclusion, the humor in “My Financial Career” arises from the writer’s nervous
personality, exaggerated fears, misunderstandings, and awkward behaviour in the bank.
Stephen Leacock successfully turns a simple everyday experience into a very funny story.
The essay reminds readers that sometimes our own fears and imagination can create
unnecessary problems and embarrassing situations.
8. (a) Why do Bhopas worship Pabuji? Write in detail.
(b) What are the writer's views about the beauty contests in 'The Beauty And The Beast'?
Ans: 8. (a) Why do Bhopas worship Pabuji?
Pabuji is one of the most respected folk heroes of Rajasthan, and he is worshipped with
great devotion by a group of traditional singers and priests known as Bhopas. The story of
Pabuji is preserved in the famous Rajasthani folk epic called “Pabuji ki Phad.” A Phad is a
long painted scroll that tells the story of Pabuji’s life, bravery, and sacrifice. Bhopas travel
from village to village carrying this painted scroll and singing the heroic tale of Pabuji at
night in front of villagers. For them, Pabuji is not just a hero from history but a divine
protector who deserves worship and respect.
According to legend, Pabuji was a brave Rajput prince of Rajasthan who lived many
centuries ago. He was known for his courage, generosity, and strong sense of duty. From a
young age, Pabuji showed qualities of leadership and compassion for people and animals.
He especially cared about protecting cows and camels, which were very valuable to the
desert communities of Rajasthan. Because of these noble qualities, people began to see him
as a protector and a symbol of justice.
One of the most famous stories connected with Pabuji is about his promise to protect the
camels of a woman named Deval Charani. Deval owned a herd of camels that were very
precious to her. One day, a powerful enemy named Jindrav Khichi attacked and stole her
camels. Deval asked Pabuji for help. Pabuji promised her that he would protect her camels
and bring them back safely. This promise became a symbol of his honesty and bravery.
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The most dramatic moment of Pabuji’s life came during his wedding ceremony. Just when
the marriage rituals were taking place, news arrived that Deval’s camels had been stolen.
Without hesitation, Pabuji decided to leave his wedding and fulfill his promise to Deval. This
act showed his strong sense of duty and loyalty. He believed that keeping his promise and
protecting the weak was more important than his own personal happiness.
Pabuji rode into battle with his companions to rescue the camels. A fierce fight took place
between Pabuji and the enemy forces. During this battle, Pabuji showed great courage and
fought bravely to defend justice. However, he was eventually killed in the battle. Even
though he lost his life, he succeeded in protecting the camels and fulfilling his promise. His
sacrifice made him a legendary hero in the eyes of the people.
Because of his bravery, honesty, and sacrifice, the people of Rajasthan began to worship
Pabuji as a divine figure. They believe that his spirit still protects cattle, camels, and the
people of the desert. Many communities consider him a guardian who watches over them
and helps them during difficult times.
The Bhopas play an important role in preserving the story and worship of Pabuji. They are
traditional priest-singers who dedicate their lives to narrating the epic of Pabuji. During
performances, a Bhopa sings the story while his wife, called a Bhopi, holds a lamp and
points to the painted figures on the Phad scroll. This performance is both a religious ritual
and a cultural tradition. Villagers gather at night to listen to the story, and they offer prayers
and respect to Pabuji.
For the Bhopas, Pabuji is not just a character from folklore but a sacred deity. They believe
that the Phad painting itself contains the spirit of Pabuji, and therefore they treat it with
great respect. Before performing, they offer prayers and rituals to seek his blessings.
In conclusion, Bhopas worship Pabuji because he represents courage, loyalty, sacrifice, and
protection. His heroic actions and dedication to keeping his promise made him a symbol of
justice and honor. Through their performances of “Pabuji ki Phad,” the Bhopas keep his
story alive and pass it from one generation to another. Thus, Pabuji continues to be
remembered and worshipped as a divine hero in the cultural traditions of Rajasthan.
8. (b) What are the writer's views about the beauty contests in “The Beauty and the
Beast”?
In the essay “The Beauty and the Beast,” the writer presents a strong criticism of beauty
contests and the way society defines beauty. The author argues that beauty competitions
focus too much on physical appearance and ignore the inner qualities of a person such as
intelligence, kindness, creativity, and character.
According to the writer, modern beauty contests have turned beauty into a kind of
competition where women are judged mainly on their physical features. Participants are
evaluated based on their body shape, facial features, height, and other external qualities.
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The writer believes that this approach is unfair because it reduces women to objects that
are judged only by their appearance.
The author also points out that beauty contests create unrealistic standards of beauty. The
winners of these competitions usually have a very specific type of body and face that most
ordinary people cannot achieve. As a result, many young girls begin to feel insecure about
their appearance because they compare themselves with these idealized images. This can
damage their self-confidence and create unnecessary pressure to look perfect.
Another important point made by the writer is that beauty contests often ignore the real
talents and abilities of women. Although some competitions include talent rounds or
interviews, the main focus still remains on physical attractiveness. The writer believes that
true beauty should include qualities such as intelligence, creativity, compassion, and
confidence. When these qualities are ignored, society sends the wrong message about what
is truly valuable in a person.
The essay also highlights how beauty contests are often connected with commercial
interests. Many companies use these events to promote products such as cosmetics,
fashion, and lifestyle items. The writer suggests that the beauty industry benefits greatly
from promoting a narrow idea of beauty because it encourages people to buy products that
promise to improve their appearance.
The writer further explains that the obsession with external beauty can distract society from
more important issues such as education, social progress, and equality. Instead of
encouraging women to develop their skills and talents, beauty contests may push them to
focus more on their looks.
However, the writer does not completely deny the importance of beauty. Rather, the author
argues that beauty should be understood in a broader sense. True beauty comes from a
person's character, intelligence, kindness, and confidence. These qualities make a person
truly admirable and meaningful in society.
In conclusion, the writer believes that beauty contests present a narrow and superficial idea
of beauty that focuses mainly on physical appearance. Such competitions can create
unrealistic standards, reduce women to objects of judgment, and ignore the deeper
qualities that make a person truly beautiful. The author encourages society to value inner
beauty and personal abilities rather than judging individuals only by their outward
appearance. True beauty, according to the writer, lies in the strength of character and the
richness of the human spirit, not merely in physical looks.
“This paper has been carefully prepared for educational purposes. If you notice any mistakes or
have suggestions, feel free to share your feedback.”
