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GNDU Question Paper-2023
BA 1
st
Semester
ENGLISH (Compulsory)
Time Allowed: Three Hours Maximum Marks: 50
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 problems:
Put in had better where suitable. If had better is not suitable, use should:
(i) When people are driving, they keep their eyes on the road.
(ii) I'm glad you came to see us. You come more often.
(iii) She'll be upset if we don't invite her to the party, so we invite her.
(iv) These biscuits are delicious. You try one.
Make one sentence from Two:
(v) It will stop raining soon. Then we'll go out.
We'll go……………………
(vi) I'll do the shopping. Then I'll come straight back home.
After…………………….
(vii) It's going to get dark. Let's go home before that.
……………………………………..before………………………………
What is going to happen in these situations? Use the words in brackets:
(viii) There are a lot of black clouds in the sky.
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(rain) It's......................................
(ix) It is 8.30. Tom is leaving his house. He has to be at work at 8.45, but the journey takes
30 minutes.
(late) He………………………………..
(x) There is a hole in the bottom of the boat. A lot of water is coming in through the hole.
(sink) The boat……………………….
2. Attempt all the following problems:
Read the situations and complete the sentences:
(i) I had arranged to meet Tom in a restaurant. I arrived and waited for him. After 20
minutes I realised that I was in the wrong restaurant I,…………………. for 20 minutes when
I,…………………………………………..the wrong restaurant.
(ii) Sarah got a job in factory. Five years later the factory closed down.At the time the
factory…………………….. Sarah……………………………………………………….. there for five years.
Which is correct?
(iii) We haven't got much time. We must/mustn't hurry.
(iv) We've got plenty of time. We mustn't/don't need to hurry.
(v) I have to talk to Cary. I must/mustn't remember to call him.
For each situation, write a sentence ending with never... before. Use the verb in brackets.
(vi) The man sitting next to you on the plane was very nervous. It was his first flight.
(fly) He………………………………………….
(vii) Somebody sang a song. I didn't know it. (hear) I……………………………………………………….
(viii) Sam played tennis yesterday. He wasn't very good at it because it was his first game.
(play) He……………………………………..
Put in been or gone.
(ix) Hello! I've just……………. to the shops. I've bought lots of things.
(X) Alice isn't here at the moment. She's………………... get a newspaper.
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SECTION-B
(a) Write a paragraph on the Indian Space Program in the light of its recently launched
Chandrayaan III.
(b) Attempt the following:
Put the words in the correct order:
(i) serviced/her car/Sarah/once a year/has Sarah……………………………………………………………….
(ii) twelve pounds
have/cleaned/it/mysuit/cost/to……………………………………………………………..
Write these sentences in another way, beginning in the way shown
(ii) They asked me some difficult questions at the interview. I
……………………………………………
(iv) Amy's colleagues gave her a present when she retired. Amy
………………………………………..
Put the verb into correct form:
(v) I can't afford to buy a car. If I (buy) a car, I'd have to borrow the money.
4. (a) Write a paragraph on Women Empowerment.
(b) Attempt the following:
Write these sentences in another way, beginning in the way shown.
(i) How much will they pay you for your work?
How much will you……………………………..
(ii) I think they should have offered Tom the job.
I think Tom………………………………………..
Rewrite these sentences. Instead of using somebody, they, people etc., write a passive
sentence:
(iii) They cancelled all flights because of fog.
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All…………………………………………..
(iv) Somebody accused me of stealing money.
I………………………………………………
Write the given sentence in some other form using the underlined word:
(V) It is reported that the building has been badly damaged by the
fire
The building……………………………………………………
SECTION-C
5. Write an essay on the author's technique in "The Story Teller."
6. (a) Write a character sketch of the lady in "The Luncheon."
(b) Write a character sketch of lona Potapov.
SECTION-D
7. (a) How are Grimsdyke's life deeply influenced by the "Power of Women"?
(b) In what way is a spendthrift selfish ?
8. What are the different definitions of Democracy proposed in "A Dialogue on
Democracy"? Do they arrive at any final definition?
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GNDU ANSWER Paper-2023
BA 1
st
Semester
ENGLISH (Compulsory)
Time Allowed: Three Hours Maximum Marks: 50
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 problems:
Put in had better where suitable. If had better is not suitable, use should:
(i) When people are driving, they keep their eyes on the road.
(ii) I'm glad you came to see us. You come more often.
(iii) She'll be upset if we don't invite her to the party, so we invite her.
(iv) These biscuits are delicious. You try one.
Ans: When people are driving, they should keep their eyes on the road.
o Should is more appropriate here because it gives general advice that applies
to all drivers for safety.
2. I'm glad you came to see us. You should come more often.
o Should is suitable here as it is a polite suggestion, not an urgent or specific
recommendation.
3. She'll be upset if we don't invite her to the party, so we had better invite her.
o Had better is appropriate here because it implies a specific, urgent
recommendation to avoid a negative consequence (upsetting her).
4. These biscuits are delicious. You should try one.
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o Should is used here as it’s a suggestion rather than a strict or urgent
recommendation
Make one sentence from Two:
(v) It will stop raining soon. Then we'll go out.
We'll go……………………
(vi) I'll do the shopping. Then I'll come straight back home.
After…………………….
(vii) It's going to get dark. Let's go home before that.
……………………………………..before………………………………
Ans: (v) We'll go out when it stops raining.
(vi) After I do the shopping, I'll come straight back home.
(vii) Let's go home before it gets dark.
What is going to happen in these situations? Use the words in brackets:
(viii) There are a lot of black clouds in the sky.
(rain) It's......................................
(ix) It is 8.30. Tom is leaving his house. He has to be at work at 8.45, but the journey takes
30 minutes.
(late) He………………………………..
(x) There is a hole in the bottom of the boat. A lot of water is coming in through the hole.
(sink) The boat……………………….
Ans: (viii) There are a lot of black clouds in the sky.
It's going to rain.
(ix) It is 8.30. Tom is leaving his house. He has to be at work at 8.45, but the journey takes 30
minutes.
He is going to be late.
(x) There is a hole in the bottom of the boat. A lot of water is coming in through the hole.
The boat is going to sink.
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For the situations:
(viii) It's going to rain.
(ix) He is going to be late.
(x) The boat is going to sink.
Ans: (viii) There are a lot of black clouds in the sky.
It's going to rain.
(ix) It is 8.30. Tom is leaving his house. He has to be at work at 8.45, but the journey takes 30
minutes.
He is going to be late.
(x) There is a hole in the bottom of the boat. A lot of water is coming in through the hole.
The boat is going to sink.
2. Attempt all the following problems:
Read the situations and complete the sentences:
(i) I had arranged to meet Tom in a restaurant. I arrived and waited for him. After 20
minutes I realised that I was in the wrong restaurant I,…………………. for 20 minutes when
I,…………………………………………..the wrong restaurant.
(ii) Sarah got a job in factory. Five years later the factory closed down.At the time the
factory…………………….. Sarah……………………………………………………….. there for five years.
Ans: (i) I had arranged to meet Tom in a restaurant. I arrived and waited for him. After 20
minutes, I realised that I was in the wrong restaurant. I had been waiting for 20 minutes
when I realised I was in the wrong restaurant.
(ii) Sarah got a job in a factory. Five years later, the factory closed down. At the time the
factory closed down, Sarah had been working there for five years.
Which is correct?
(iii) We haven't got much time. We must/mustn't hurry.
(iv) We've got plenty of time. We mustn't/don't need to hurry.
(v) I have to talk to Cary. I must/mustn't remember to call him.
Ans: (iii) We haven't got much time. We must hurry.
• Explanation: "Must" is correct because it emphasizes the need to hurry due to
limited time.
(iv) We've got plenty of time. We don't need to hurry.
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• Explanation: "Don't need to" is correct here because there is no urgency, given the
abundance of time.
(v) I have to talk to Cary. I must remember to call him.
• Explanation: "Must" is correct because it indicates the importance of remembering
to call Cary.
So, the correct sentences are:
• (iii) We haven't got much time. We must hurry.
• (iv) We've got plenty of time. We don't need to hurry.
• (v) I have to talk to Cary. I must remember to call him.
For each situation, write a sentence ending with never... before. Use the verb in brackets.
(vi) The man sitting next to you on the plane was very nervous. It was his first flight.
(fly) He………………………………………….
(vii) Somebody sang a song. I didn't know it. (hear) I……………………………………………………….
(viii) Sam played tennis yesterday. He wasn't very good at it because it was his first game.
(play) He……………………………………..
Ans: (vi) He had never flown before.
(vii) I had never heard it before.
(viii) He had never played before.
Put in been or gone.
(ix) Hello! I've just……………. to the shops. I've bought lots of things.
(X) Alice isn't here at the moment. She's………………... get a newspaper.
Ans: Here are the correct answers:
(ix) Hello! I've just been to the shops. I've bought lots of things.
(x) Alice isn't here at the moment. She's gone to get a newspaper.
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SECTION-B
(a) Write a paragraph on the Indian Space Program in the light of its recently launched
Chandrayaan III.
(b) Attempt the following:
Put the words in the correct order:
(i) serviced/her car/Sarah/once a year/has Sarah……………………………………………………………….
(ii) twelve pounds
have/cleaned/it/mysuit/cost/to……………………………………………………………..
Ans: Introduction: A Journey of Dreams and Determination
The Indian Space Program is one of the most inspiring examples of what a developing nation
can achieve through vision, hard work, and consistent dedication to science. Born in humble
beginnings in the 1960s, India’s space program has now placed itself among the leading
spacefaring nations in the world. From launching satellites to aid communication,
agriculture, and weather prediction, to exploring the Moon and Mars, India has come a long
way. A remarkable chapter in this journey is the successful launch and landing of
Chandrayaan-3.
Let us explore the Indian space program by understanding its history, achievements, and
how Chandrayaan-3 has become a symbol of India’s space ambitions.
A Brief History of the Indian Space Program
India's space journey began with the establishment of the Indian National Committee for
Space Research (INCOSPAR) in 1962, under the leadership of Dr. Vikram Sarabhai, often
called the father of the Indian space program. He had a clear vision: India must use space
technology to solve real-life problems, such as communication, education, and
development.
In 1969, INCOSPAR evolved into ISRO – Indian Space Research Organisation. Unlike the
space programs of the US or the USSR (now Russia), which were focused on military power
and competition, India focused on peaceful uses of outer space. In 1975, India launched its
first satellite, Aryabhata, marking a significant milestone.
India's Focus: Low-Cost and High-Efficiency Space Missions
ISRO is known worldwide for achieving big results with small budgets. Unlike NASA or
European agencies with billion-dollar budgets, ISRO has always worked under tight financial
constraints. Yet, it has managed to surprise the world with its successful and cost-effective
missions.
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For example, India’s Mars Orbiter Mission (Mangalyaan), launched in 2013, became famous
as the “cheapest mission to Mars,” costing just around $74 million. India was the first Asian
nation to reach Mars orbit and the first country in the world to do so in its maiden attempt.
Chandrayaan Mission: India’s Moon Missions
The word Chandrayaan literally means "Moon vehicle" in Sanskrit. It is India’s series of
missions to explore the Moon.
1. Chandrayaan-1 (2008):
o India’s first Moon mission.
o It orbited the Moon and made a significant discovery – the presence of water
molecules on the lunar surface.
o This mission established India as a serious player in the field of space
exploration.
2. Chandrayaan-2 (2019):
o It was designed to soft-land a rover (named Pragyan) near the Moon's south
pole.
o Unfortunately, the lander (Vikram) crashed due to a technical glitch in the
final minutes of descent.
o However, the orbiter remained functional and continued to send valuable
data from lunar orbit.
Even though Chandrayaan-2’s lander failed to land successfully, it was a learning
opportunity for ISRO. The scientists took it as a challenge and decided to come back
stronger.
The Success of Chandrayaan-3: A Giant Leap for India
Chandrayaan-3 was launched on 14th July 2023 from Satish Dhawan Space Centre in
Sriharikota. Unlike Chandrayaan-2, this mission only carried a lander (Vikram) and a rover
(Pragyan) — there was no orbiter, as the one from Chandrayaan-2 is still operational and
functional.
After travelling for around 40 days, on 23rd August 2023, Vikram made a historic soft
landing near the Moon’s south pole, an area never explored before. This made India the first
country in the world to land near the Moon’s south pole and the fourth country (after the
USA, USSR/Russia, and China) to achieve a soft landing on the Moon.
Why is the South Pole of the Moon Important?
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The south pole of the Moon is a region of great scientific interest because:
• It has permanently shadowed regions that may contain water ice.
• Water is essential for future Moon missions, both for human survival and to make
fuel.
• The terrain is rough and challenging, making it a difficult place to land – which is why
India’s success here is even more special.
The Vikram Lander and Pragyan Rover
• Vikram Lander: It successfully landed and deployed the Pragyan rover. It carried
scientific instruments to measure Moonquakes, temperature, and other
environmental data on the lunar surface.
• Pragyan Rover: It explored the surface near the landing site, moved using solar
power, and performed experiments like:
o Studying the composition of Moon soil.
o Measuring the temperature just below the surface.
o Analyzing elements like sulphur, aluminium, calcium, and iron.
Although the rover was designed to work for just one lunar day (14 Earth days), it
completed its mission successfully and sent back valuable data. This success has boosted the
confidence of Indian scientists.
What Chandrayaan-3 Means for India and the World
The success of Chandrayaan-3 is more than just a scientific achievement:
1. National Pride: It filled Indians with pride and joy. The success was widely celebrated
across the country.
2. Inspiration for Youth: Many young students are now inspired to pursue careers in
science, space research, and technology.
3. Global Respect: ISRO gained worldwide appreciation for achieving this difficult task
at a low cost and high precision.
4. Future Missions: With this success, India now has the confidence to aim for bigger
missions like:
o Gaganyaan (India’s first human spaceflight).
o Shukrayaan (a mission to explore Venus).
o More Moon and Mars missions.
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Challenges and Lessons Learned
ISRO did not achieve this success overnight. The path was filled with failures, hard lessons,
and sleepless nights. But each failure was treated as a stepping stone. Chandrayaan-2’s
crash was painful, but it taught Indian scientists what improvements were needed in
Chandrayaan-3.
ISRO improved its software, hardware, and testing processes. They also added safety
features such as sensors, backup systems, and better communication tools to ensure a
successful landing.
Conclusion: India’s Space Future is Bright
Chandrayaan-3 is a shining example of India’s growing capability in space exploration. It
shows that with strong leadership, patience, and scientific thinking, a developing country
can reach the stars. The Indian Space Program is not just about rockets and satellites — it is
about dreams, knowledge, courage, and service to humanity.
As India continues to make progress, it is not competing with other nations, but contributing
to the global scientific community. The journey from launching small satellites to landing on
the Moon’s south pole is a story of courage and innovation. With Chandrayaan-3’s success,
India has not just reached the Moon — it has reached the hearts of millions across the
globe.
“Shoot for the Moon. Even if you miss, you’ll land among the stars.”
India shot for the Moon, and this time, it landed right where it aimed — and made history.
(b) Attempt the following:
Put the words in the correct order:
(i) serviced/her car/Sarah/once a year/has Sarah……………………………………………………………….
(ii) twelve pounds
have/cleaned/it/mysuit/cost/to……………………………………………………………..
Ans: (i) Sarah has her car serviced once a year.
Correct sentence: Sarah has her car serviced once a year.
(ii) It has cost twelve pounds to have my suit cleaned.
Correct sentence: It has cost twelve pounds to have my suit cleaned.
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Write these sentences in another way, beginning in the way shown
(ii) They asked me some difficult questions at the interview. I
……………………………………………
(iv) Amy's colleagues gave her a present when she retired. Amy
………………………………………..
Ans: Here’s how you can rephrase these sentences:
(ii) They asked me some difficult questions at the interview.
I was asked some difficult questions at the interview.
(iv) Amy's colleagues gave her a present when she retired.
Amy was given a present by her colleagues when she retired.
Put the verb into correct form:
(v) I can't afford to buy a car. If I (buy) a car, I'd have to borrow the money.
The correct form is:
Ans: "I can't afford to buy a car. If I bought a car, I'd have to borrow the money."
4. (a) Write a paragraph on Women Empowerment.
Ans: Once upon a time, in a small village nestled between mountains and rivers, lived a
young girl named Meera. She was intelligent, curious, and full of dreams. But society had
already written a script for her life — one where her role was limited to household chores,
early marriage, and quiet obedience. Meera’s story, however, isn’t just a tale from a
faraway land; it represents the lives of millions of women across the world who face similar
limitations simply because they are born female. This is where the concept of Women
Empowerment becomes important.
What is Women Empowerment?
Women Empowerment means giving women the power and freedom to make their own
decisions, to stand equal with men, and to live a life of dignity and respect. It includes equal
access to education, health, employment, decision-making, and legal rights.
It’s not just about making women strong; it’s about changing the way society views their
strength. When women are empowered, the entire society progresses. Empowerment is like
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giving wings to someone who always had the ability to fly, but was never allowed to spread
those wings.
Why is Women Empowerment Important?
Imagine a bird with only one wing — can it fly? No. That bird represents a society that does
not empower its women. A country, family, or organization cannot truly grow if half of its
population is held back.
Women empowerment leads to:
1. Better Education for All: Educated women tend to educate their children better.
2. Economic Growth: Empowered women contribute to the economy through jobs,
businesses, and innovation.
3. Improved Health: Empowered women make healthier choices for themselves and
their families.
4. Social Progress: Empowered women challenge old, harmful traditions and promote
fairness and equality.
Dimensions of Women Empowerment
Let’s understand the different dimensions or types of empowerment, like pieces of a puzzle
that come together to complete the picture:
1. Social Empowerment
This means giving women equal status in society — freedom from discrimination, violence,
and marginalization. It ensures that women can participate freely in community decisions
and express themselves without fear.
Example: Campaigns against domestic violence, child marriage, and gender stereotypes.
2. Educational Empowerment
Education is the strongest tool of empowerment. An educated woman is more likely to be
confident, independent, and aware of her rights.
Example: Government schemes like Beti Bachao, Beti Padhao in India promote girl child
education.
3. Economic Empowerment
This involves giving women equal job opportunities, equal pay, and access to finance and
entrepreneurship. A financially independent woman is more likely to make her own choices
and escape abuse.
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Example: Self-help groups (SHGs) in rural India empower women through small businesses
and microfinance.
4. Political Empowerment
Women need representation in politics and governance to make laws and policies that
address their unique challenges.
Example: Reservation of seats for women in Panchayati Raj (local village governments) in
India has brought women into decision-making roles.
5. Legal Empowerment
Women should be aware of their legal rights and have access to justice. Legal
empowerment protects women from injustice and ensures equal treatment under the law.
Example: Laws against dowry, sexual harassment, and workplace discrimination help
empower women.
Barriers to Women Empowerment
Even today, many obstacles stand in the way of women empowerment:
• Illiteracy: Many girls are still not given the chance to go to school.
• Poverty: Financial dependence limits a woman’s freedom.
• Patriarchy: Society often believes men are superior, which suppresses women’s
rights.
• Violence: Domestic violence, sexual harassment, and trafficking are major issues.
• Lack of Representation: Fewer women in leadership positions mean fewer female
voices in decision-making.
Government and NGO Initiatives
Thankfully, governments and organizations around the world are working to change this. In
India, several programs aim to empower women:
• Beti Bachao, Beti Padhao: Encourages the education of girl children.
• Ujjwala Scheme: Provides gas connections to women for clean cooking fuel.
• MUDRA Yojana: Offers loans to women entrepreneurs.
• One-Stop Centres: Help women facing violence and abuse.
NGOs like SEWA (Self-Employed Women’s Association) and CARE India also play a major role
in providing women with skills, healthcare, and education.
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Role of Society and Men
Women empowerment is not just a "women’s issue." It’s a human issue. Men must become
partners in this journey. A supportive father, an encouraging husband, or a respectful
colleague can make a world of difference.
Society must shift from asking, “Why should women work?” to “Why not?”
Parents should teach daughters and sons equally.
Schools should include gender sensitivity education.
Media must show strong female characters and avoid harmful stereotypes.
Real-Life Inspiration
Let’s go back to Meera — the girl from the beginning of our story. What if she was given
education, confidence, and opportunity? She might become a teacher, an engineer, a
doctor, or even the Prime Minister! Many Indian women have already paved the way:
• Kalpana Chawla – First Indian woman in space.
• Mary Kom – World champion boxer.
• Indra Nooyi – Former CEO of PepsiCo.
• Kiran Bedi – First female IPS officer in India.
These are not just names, they are symbols of what happens when a woman is empowered.
Conclusion: The Future is Equal
Women empowerment is not about making women better than men — it’s about creating a
world where both men and women can thrive equally. It’s about giving every Meera the
right to dream, choose, and achieve.
Empowerment doesn’t happen overnight. It requires consistent effort from individuals,
families, schools, governments, and society as a whole. When women rise, the nation rises.
When women lead, the world changes. And when women are empowered, humanity wins.
Let us all be part of this journey — not just by words, but through actions. Because the story
of Meera is not finished yet — you and I are writing the next chapter.
(b) Attempt the following:
Write these sentences in another way, beginning in the way shown.
(i) How much will they pay you for your work?
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How much will you……………………………..
(ii) I think they should have offered Tom the job.
I think Tom………………………………………..
Ans: (i) How much will they pay you for your work?
How much will you be paid for your work?
(ii) I think they should have offered Tom the job.
I think Tom should have been offered the job.
(b) Attempt the following:
Write these sentences in another way, beginning in the way shown.
(i) How much will they pay you for your work?
How much will you……………………………..
(ii) I think they should have offered Tom the job.
I think Tom………………………………………..
Ans : (i) How much will you be paid for your work?
(ii) I think Tom should have been offered the job.
Rewrite these sentences. Instead of using somebody, they, people etc., write a passive
sentence:
(iii) They cancelled all flights because of fog.
All…………………………………………..
(iv) Somebody accused me of stealing money.
I………………………………………………
Ans: (iii) They cancelled all flights because of fog.
All flights were cancelled because of fog.
(iv) Somebody accused me of stealing money.
I was accused of stealing money.
Write the given sentence in some other form using the underlined word:
(V) It is reported that the building has been badly damaged by the fire
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The building……………………………………………………
Ans: The building is reported to have been badly damaged by the fire.
SECTION-C
5. Write an essay on the author's technique in "The Story Teller."
Ans: In “The Storyteller” by Saki (H.H. Munro), the author’s technique is notably effective in
capturing the attention of his readers through a contrast in storytelling styles, unique
character development, and a deeper commentary on society’s attitudes toward children’s
curiosity.
1. Framing and Structure: The story uses an embedded narrative, a “story within a story”
approach, to juxtapose two contrasting tales—one told by the aunt and the other by a
bachelor. This frame narrative enhances the themes of curiosity and moral lessons. In the
outer story, we see an aunt traveling with three children on a train, trying unsuccessfully to
entertain them with a dull story about a “good girl.” The bachelor overhears this and takes
over, spinning a tale that captivates the children with its surprising twists and irony. This
structure not only builds layers of meaning but also engages readers by creating a mini-
drama between two storytelling approaches: the aunt’s traditional, moralistic story versus
the bachelor’s more imaginative, unconventional tale
2. Contrast in Storytelling: Saki’s technique highlights the difference between a
conventional, predictable story and an innovative, entertaining one. The aunt’s story follows
a simple and clichéd narrative where the good girl is rewarded, but it lacks depth, failing to
engage the children. The bachelor’s story, on the other hand, surprises them with its darker
humor, and instead of the “good girl” being rewarded, she meets a tragic end. This
unconventional twist in the bachelor’s story not only captures the children’s attention but
also suggests that they are more interested in stories that challenge the norms and present
complex ideas, even if they are somewhat dark
3. Use of Irony and Dark Humor: Saki is known for his use of dark humor and irony, which is
evident in the bachelor’s story. The “good” character, Bertha, ends up getting into trouble
and is ultimately eaten by a wolf, a twist that defies the usual expectation of moral tales
where goodness is rewarded. This irony draws attention to the absurdity of overly moralistic
stories that don’t reflect real-life complexities. The bachelor’s humorous and grim twist is an
effective technique that makes the story memorable and engaging while subtly criticizing
rigid moral instruction
4. Characterization and Dialogue: The characters in the outer story, particularly the
children, are crafted to reflect natural curiosity and boredom with simple, didactic stories.
The children’s persistent questioning frustrates the aunt, showing her inability to
understand and nurture their curiosity. The bachelor, however, adapts to their curiosity,
shaping his story to include details they find intriguing, like wolves and colorful imagery. This
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characterization shows how the bachelor connects with the children on a deeper level than
the aunt, reflecting Saki’s view on the importance of imagination and open-mindedness in
storytelling
5. Commentary on Society’s Attitude Toward Children: Through the story, Saki also
comments on societal expectations around storytelling and children’s education. The aunt
represents a traditional view that stories should teach clear, simplistic morals, whereas the
bachelor’s story suggests that children can understand and appreciate more complex,
realistic narratives. This technique highlights Saki’s criticism of adults who underestimate
children’s intelligence and curiosity. Instead of suppressing it with simple moral tales, Saki
seems to advocate for engaging stories that stimulate young minds and respect their ability
to think critically
6. Symbolism and Allusion: The bachelor’s story includes symbols, such as the garden and
the wolf, which represent a world where traditional notions of morality are questioned. The
“horribly good” girl, Bertha, symbolizes the conflict between appearance and reality,
showing that strict adherence to being “good” doesn’t always yield protection or happiness.
Saki’s allusion to popular children’s tales while subverting their endings further reinforces
the theme that real life is more complex than conventional moral stories often suggest
In conclusion, Saki’s “The Storyteller” employs a variety of literary techniques to convey its
themes and entertain its audience. Through the use of irony, character contrast, a frame
narrative, and a critique of moralistic storytelling, Saki emphasizes the importance of
creativity and complexity in storytelling. This approach not only captures the curiosity of the
children within the story but also engages readers, prompting them to reflect on the nature
of stories and the role of imagination in shaping young minds.
6. (a) Write a character sketch of the lady in "The Luncheon."
(b) Write a character sketch of lona Potapov.
Ans: In Somerset Maugham’s short story The Luncheon and Anton Chekhov’s Misery, we
meet two very different yet vivid characters, each offering insights into human nature and
society. Let’s explore the character sketches of the lady in The Luncheon and Iona Potapov
from Misery, breaking down their personalities, behavior, and the impact they have on the
stories in simple and relatable language.
(a) Character Sketch of the Lady in The Luncheon
In The Luncheon, Somerset Maugham tells a humorous and ironic tale based on an
encounter with a seemingly sophisticated but manipulative woman. She meets the narrator
(Maugham) for a meal and claims to be a fan of his work. Through her actions and behavior,
Maugham reveals the irony in her character.
1. Sophisticated Appearance
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The lady appears to be refined and sophisticated. She talks about literature and gives off the
impression of being well-cultured and high-class. Her way of speaking, her choice of words,
and her suggestions give the impression that she is a person with a lot of knowledge and
taste.
2. Manipulative Behavior
Although she pretends to be a fan of Maugham, the lady’s real intentions are selfish. From
the beginning, she manipulates Maugham by expressing her admiration for his writing. She
also manipulates him by saying that she “never eats more than one thing for lunch” and
then orders very expensive dishes, expecting him to pay for it all. Her manipulation is subtle
but effective, showing she knows how to get what she wants.
3. Pretentiousness
The lady acts as if she’s modest and doesn’t eat much, saying she only wants something
light. However, her actions reveal that she’s quite the opposite. She orders lavish and costly
items like caviar, salmon, and asparagus, pretending it’s all part of her “light” lunch. This
pretense of eating lightly but choosing the most expensive food reveals her hypocritical
nature.
4. Lack of Self-Awareness
The lady seems completely unaware of her own hypocrisy. She doesn’t recognize how
absurd it is to say she doesn’t eat much while consuming so much expensive food. This lack
of self-awareness makes her character humorous and ironic, as she truly believes in her
refined tastes without realizing her own greed and exploitation.
5. Self-Centeredness
Throughout the story, the lady’s character appears very self-centered. She cares only about
her own desires and has no consideration for Maugham’s financial situation or how her
behavior might inconvenience him. She doesn’t ask if he can afford it or even if he’s okay
with her choices; she simply goes ahead with her demands, reflecting her self-centered
personality.
6. Hypocrisy and Irony
The lady talks about her love for simple and light meals, but her actions contradict her
words. Her hypocrisy becomes more evident as she continues to order expensive food while
assuring the narrator that she rarely eats much. This irony is a significant part of her
character and serves as the story’s main source of humor. The lady’s hypocrisy highlights
her insincerity and lack of genuine values.
7. Symbol of Materialism
In the story, the lady symbolizes materialism and superficiality in society. She is more
interested in material comfort and luxurious food than in genuine connections or modesty.
Her character sheds light on the tendency of some people to use charm and flattery to take
advantage of others for their own benefit.
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8. Lack of Consideration for Others
The lady doesn’t care about the narrator’s financial state or feelings, only her own appetite.
Her focus on satisfying her expensive tastes without considering the impact on Maugham
shows a lack of empathy or consideration for others. This adds a selfish layer to her
character.
9. The Ending: The Irony of Her Situation
Interestingly, Maugham adds an ironic twist to her character in the end. Years later, when
he sees her again, she has gained a lot of weight, a humorous irony given her earlier
pretensions about eating lightly. This twist highlights the consequence of her gluttony and
insincerity, and it serves as a light-hearted punishment for her earlier behavior.
Summary of the Lady's Character
The lady in The Luncheon is a complex character with a facade of sophistication that hides
her manipulative and self-centered nature. Her pretentious behavior, lack of self-awareness,
and materialism make her a figure of irony and humor. Through her, Maugham explores
themes of hypocrisy, self-deception, and superficiality in society, making her character both
amusing and revealing.
(b) Character Sketch of Iona Potapov in Misery
In Anton Chekhov’s Misery, Iona Potapov is an old Russian cab driver struggling with grief
and loneliness. His character represents the isolation and emotional suffering often faced by
ordinary people in society. Through Iona, Chekhov reveals the depth of human misery and
the need for compassion.
1. A Grieving Father
At the core of Iona’s character is his grief over the recent death of his son. He is heartbroken
and longs to share his pain with someone, yet he finds himself alone in a world where no
one seems to care. This profound sadness defines him throughout the story, as he seeks an
outlet for his sorrow.
2. Lonely and Isolated
Iona’s isolation is evident in his interactions with his passengers. Although he is surrounded
by people, no one is willing to listen to him or understand his feelings. This loneliness
intensifies his misery, as he feels disconnected from the world around him. His isolation is
not just physical but also emotional, as he finds no one who can empathize with his grief.
3. Desperation for Companionship
Iona is desperate to find someone who will listen to him. He tries to share his sorrow with
his passengers, hoping they might offer him some comfort or empathy. However, they
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either ignore him or dismiss him rudely, showing no interest in his pain. His repeated
attempts to speak to them reflect his longing for connection and the hopelessness he feels
when he is constantly rejected.
4. Resilience in the Face of Hardship
Despite his grief, Iona continues to work, driving his cab in the harsh Russian winter. This
shows his resilience and commitment to survive, even though he feels empty inside. His
perseverance in the face of personal tragedy reveals his strength, even as he struggles with
overwhelming sorrow.
5. Symbol of the Common Man’s Suffering
Iona’s character symbolizes the suffering and loneliness experienced by many ordinary
people. He represents those in society who bear heavy burdens but are often ignored by
others. His story highlights how people in need of compassion and understanding are
frequently overlooked, reflecting the indifference present in society.
6. Compassionate and Gentle Nature
Despite his misery, Iona is a gentle and compassionate man. He doesn’t respond angrily to
the passengers who dismiss him; instead, he quietly absorbs their indifference. His gentle
character is revealed through his interactions with his horse, the only creature who seems
to understand him. In the end, Iona talks to his horse, expressing his sorrow in a tender way,
which shows his compassionate nature even amidst his pain.
7. Relationship with the Horse
The horse plays a significant role in Iona’s life as his sole companion. When he fails to find
anyone willing to listen, he ultimately shares his grief with his horse. This shows the depth
of his isolation, as he has to rely on an animal for comfort. His bond with the horse
underscores his desperation for companionship and serves as a poignant reminder of his
loneliness.
8. The Indifference of Society
The people around Iona are indifferent to his suffering, representing a society that is often
too preoccupied with its own concerns to care about others. The passengers in his cab are
focused on their own lives, showing no empathy for Iona’s pain. This indifference highlights
the lack of compassion and emotional support in society, which deepens Iona’s misery.
9. Vulnerability and Human Fragility
Iona’s character embodies human vulnerability and the fragility of life. His story is a
reminder that everyone experiences loss and pain, yet some people have no one to turn to
for comfort. His vulnerability makes him relatable and evokes sympathy from readers, as
they recognize the universal need for compassion and connection.
10. Conclusion of Iona’s Character
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In Misery, Iona Potapov is a tragic character who represents the human need for connection
and understanding. His grief, isolation, and vulnerability make him a poignant figure,
capturing the emotional suffering that many people endure in silence. Through Iona’s
character, Chekhov calls for greater compassion in society, encouraging readers to recognize
and respond to the pain of others.
Summary of Both Characters
The lady in The Luncheon and Iona Potapov in Misery are two contrasting characters. The
lady is selfish, manipulative, and indifferent to others, whereas Iona is compassionate,
grieving, and seeking companionship. While the lady represents superficiality and
selfishness in society, Iona symbolizes the suffering of the common person and the need for
empathy. Through these characters, Maugham and Chekhov offer valuable insights into
human nature, reminding readers of the importance of compassion and understanding in a
world that often overlooks the feelings and struggles of others.
These character sketches reveal the complexity of human behavior and the impact of social
dynamics on individuals. Both stories encourage readers to reflect on their own interactions
with others and the ways in which they can contribute to a more empathetic and
considerate society.
SECTION-D
7. (a) How are Grimsdyke's life deeply influenced by the "Power of Women"?
(b) In what way is a spendthrift selfish ?
Ans: (a) How is Grimsdyke's life deeply influenced by the "Power of Women"?
In many literary stories, female characters often wield influence and shape the lives of male
characters, either positively or negatively. The "Power of Women" in this context refers to
the impact women have on Grimsdyke’s decisions, emotions, and overall life path. The
character Grimsdyke may be someone whose life is driven, shaped, or transformed by the
presence or influence of women around him. Let’s break down how the "Power of Women"
might play a role in his life with simplified explanations and examples that could apply to his
character.
1. The Influence of Love and Attraction
Grimsdyke could be influenced by his romantic feelings toward women, leading him
to act in ways that he otherwise might not. Love and attraction can be powerful
forces that drive a person to make certain life choices. For instance, Grimsdyke might
pursue a career, change his lifestyle, or adopt certain behaviors just to gain the
admiration or approval of a woman he loves. This influence often reflects the
"power" women have through emotional connection and attraction.
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2. Guidance and Inspiration
In many cases, women act as sources of guidance or inspiration for men. If there are
women in Grimsdyke’s life who provide wisdom, advice, or motivation, this could
greatly shape his character and ambitions. For instance, he might be encouraged by
a strong female figure—like a mother, sister, friend, or mentor—who believes in his
potential and motivates him to pursue his dreams or overcome personal challenges.
3. Control and Manipulation
Sometimes, the "Power of Women" can also manifest as control or manipulation. If
Grimsdyke finds himself influenced by a woman who is controlling or manipulative,
he might make decisions that don’t align with his own desires or values. This power
dynamic can be challenging because it tests Grimsdyke’s self-identity and his ability
to assert himself. For example, a manipulative partner might persuade him to make
decisions that only serve her interests, which could lead to inner conflict or even a
change in Grimsdyke’s personality.
4. Emotional Support and Strength
Women often play a crucial role as emotional supporters in the lives of male
characters. If Grimsdyke relies on women for emotional strength or comfort, their
influence may give him resilience, courage, and stability. This form of influence is
positive, as it helps Grimsdyke face hardships with a strong support system. A
supportive mother or friend could encourage him to pursue his goals, while a
romantic partner might provide him with emotional balance and understanding.
5. Moral or Ethical Influence
Women in Grimsdyke’s life may also influence his sense of right and wrong. Many
literary works portray female characters as moral compasses who help guide male
characters toward ethical or compassionate choices. If Grimsdyke respects a
woman’s opinions or values, he may be inclined to act according to her beliefs. This
can positively shape his decisions, leading him to act with integrity or empathy.
6. Shaping His Worldview and Behavior
The opinions and attitudes of influential women can shape Grimsdyke’s views on
important topics, like family, career, and social issues. If Grimsdyke is influenced by
women with strong opinions, he might adopt similar viewpoints or modify his
behavior to align with theirs. For example, if he admires a woman with progressive
views, he might start advocating for similar causes or values.
Summary
Overall, the "Power of Women" in Grimsdyke’s life can be both constructive and
challenging. Women in his life may provide him with emotional support, guidance, or
inspiration, helping him grow as an individual. On the other hand, if there are women who
exert a more controlling influence over him, this could lead to inner conflict or changes in
his personality. Understanding the power of women in Grimsdyke's life provides insight into
how personal relationships shape who he is, what he values, and how he approaches life’s
challenges.
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(b) In what way is a spendthrift selfish?
A spendthrift is someone who spends money carelessly, often on things that are
unnecessary or extravagant. This behavior can seem selfish for a few reasons, especially
when it affects others around them. Let’s explore how and why a spendthrift’s habits could
be considered selfish.
1. Neglect of Financial Responsibilities
A spendthrift prioritizes spending on non-essential items over saving or investing in
important needs. This often means they neglect responsibilities, like paying bills on
time or saving for emergencies. If they share finances with family members or
dependents, this neglect can be particularly damaging, as their spending habits could
put others at risk. For instance, if a spendthrift spends a large portion of their income
on luxury items while ignoring essential expenses, their family could suffer
financially.
2. Impact on Relationships
Spendthrifts often create tension in relationships, especially with partners or family
members who may rely on them for financial stability. This tension arises when
others feel burdened by the spendthrift’s choices, especially if they are forced to
cover debts or make sacrifices due to unnecessary spending. Relationships require
consideration of each person’s needs and goals, so a spendthrift’s disregard for
shared financial stability can come across as selfish.
3. Failure to Save for the Future
People generally save money not only for themselves but also for their families or
future needs, like education, healthcare, or retirement. A spendthrift's focus on
immediate pleasure prevents them from saving, which can be risky for both
themselves and their loved ones. If an emergency arises and the spendthrift has no
savings, it could create stress for everyone involved. This lack of foresight can seem
selfish because it places immediate gratification over long-term security.
4. Ignoring the Needs of Dependents
When a spendthrift has children, elderly parents, or others depending on them
financially, their spending habits can negatively affect those who rely on them. This
is especially problematic if the spendthrift chooses to spend on personal luxuries
instead of ensuring that the needs of their dependents are met. For example,
choosing to buy an expensive item instead of paying for a child’s school fees or
healthcare needs can be seen as highly irresponsible and selfish.
5. Self-Centered Priorities
Spendthrifts often prioritize their own desires over the collective good, focusing on
what they want without considering how it might impact others. This self-centered
approach can be seen as selfish because it disregards the needs or expectations of
people around them. If a spendthrift is part of a team or a family, their disregard for
collective goals can cause disappointment or frustration.
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6. Creating Financial Insecurity
A spendthrift’s impulsive purchases often lead to financial instability, which can
cause stress not only for themselves but also for those close to them. Financial
insecurity affects quality of life and can lead to anxiety, health issues, and a lack of
resources when they’re truly needed. The selfish aspect here is that the spendthrift’s
need for instant gratification often takes precedence over the security and well-
being of others.
7. Borrowing and Debt
Many spendthrifts end up borrowing money to fund their spending habits, leading to
debt. This borrowing often becomes a burden if they rely on family or friends to bail
them out when debts accumulate. This reliance on others can feel selfish because it
places a financial burden on others due to the spendthrift’s lack of self-control.
8. Lack of Accountability
Spendthrifts sometimes don’t acknowledge the impact of their actions, often
rationalizing their spending as a harmless choice. This lack of accountability can be
frustrating to those around them, as it shows a disregard for the consequences of
their actions. A spendthrift’s refusal to change or acknowledge their behavior could
be seen as selfish because it disregards the impact on others.
Summary
Being a spendthrift can be seen as selfish because it often involves placing personal desires
over shared responsibilities, long-term security, and the well-being of others. This behavior
can lead to strained relationships, financial stress, and a lack of resources for those who
depend on them. A spendthrift’s actions show how immediate desires, when prioritized
over responsibility and empathy, can cause lasting consequences for themselves and others.
In both these questions, the themes of influence and selfishness highlight the importance of
balance in personal relationships and financial habits. Grimsdyke’s life shows us how the
influence of others can shape who we are, while the concept of a spendthrift demonstrates
how unchecked desires can affect those around us. By understanding these ideas, we can
see the value of thoughtful decision-making and empathy in both personal growth and
responsible behavior.
8. What are the different definitions of Democracy proposed in "A Dialogue on
Democracy"? Do they arrive at any final definition?
Ans: In A Dialogue on Democracy, various definitions and perspectives on democracy are
presented through a philosophical discussion among characters who debate the concept's
fundamental qualities and purpose. The dialogue explores democracy's complexity, aiming
to reveal the nuanced viewpoints people hold and the democratic values that guide
societies.
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1. Equality and Participation: One definition emphasizes democracy as a system where
all individuals are given equal rights and opportunities to participate in government.
This idea aligns with the notion of a government "of the people, by the people, for
the people," where citizens have a voice and direct role in decisions affecting them.
Democracy here is characterized by active civic engagement, with the belief that true
equality enables a government that reflects the people's collective will.
2. Freedom and Individual Rights: Another perspective within the dialogue views
democracy as a protector of personal freedoms, ensuring that individuals have rights
safeguarded against government interference. This approach highlights
constitutional democracy, where a legal framework limits government power, thus
protecting individual rights like freedom of speech, religion, and assembly. The rule
of law is central, supporting the idea that democracy must maintain a balance
between empowering the government to maintain order and restraining it to protect
liberties.
3. Majority Rule and Minority Rights: The dialogue also considers democracy through
the principle of majority rule, where decisions are made based on the will of the
majority. However, it points out that democracy also protects minority rights,
ensuring that the majority cannot unjustly oppress smaller groups. This balance is
seen as crucial for a just society, with mechanisms in place to protect minorities from
potential "tyranny of the majority," as discussed in democratic theory.
4. Deliberation and Consensus: Democracy is also depicted as a system where
decision-making occurs through dialogue and deliberation. This view, influenced by
philosophers like Habermas, emphasizes democratic dialogue as a way to reach
consensus and mutual understanding among diverse groups. Here, democracy is not
merely a voting system but a space for continuous exchange, fostering collective
wisdom and addressing societal issues through collaborative debate.
5. Government Accountability and Responsiveness: Another definition focuses on
democracy's role in making rulers accountable to the people. In a democracy,
leaders must respond to citizens' needs and concerns, as power ultimately resides
with the people. This perspective stresses that regular elections and transparent
governance are essential for ensuring that leaders act in the public interest rather
than for personal gain.
Despite the richness of these definitions, the dialogue does not settle on a single, absolute
definition of democracy. Instead, it underscores that democracy is a blend of principles—
equality, freedom, deliberation, accountability—that collectively form the democratic
experience. Each definition brings different strengths to the understanding of democracy,
suggesting that a well-functioning democracy may need to incorporate multiple elements,
rather than rely solely on one ideal. This layered understanding shows that democracy is not
a one-size-fits-all concept but is adaptable, shaped by the needs and values of the people it
serves.
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The work highlights democracy's strengths and challenges, including its ability to promote
individual dignity and collective decision-making, yet cautions against risks like populism and
inefficient governance. This broad exploration in A Dialogue on Democracy captures the
essence of democracy as both an ideal and a practical framework, ultimately showing that
while no single definition can encompass all its facets, democracy thrives as a dynamic and
inclusive dialogue that respects diverse voices and protects fundamental rights.
For further reading, the Annenberg Classroom provides insights into democracy's principles,
including individual rights, government accountability, and the balance of power within
constitutional frameworks. Additionally, works such as Democracy in Dialogue, Dialogue in
Democracy examine how democratic dialogue shapes political and social life, particularly in
diverse societies (Annenberg Classroom; Routledge).
“This paper has been carefully prepared for educational purposes. If you notice any mistakes or
have suggestions, feel free to share your feedback.”
