Level: Bachelor/I Year/Humanities
Time: 3 hrs. Full Marks: 70
Candidates are required to give their answers in their own words as far as practicable. The figures in the margin indicate full marks. 
Question Pattern by TU
Model Question Solution | SET 1
SET - 1
Section "A" (Long Questions) (2x15=30)
Answer any TWO questions, but no. 2 is compulsory. 1. Do the people at your school or workplace tend to segregate themselves according to race, gender, or some other principle? Do you see a problem with such behaviour? Write an email to your school's dean of students or to your employer explaining what you believe on the causes of this pattern and what effects, positive or negative, you have observed?
Answer:
The Dean,
Office of Dean, Humanities Department
Tribhuwan University, Kathmandu
Date: 13 April 2023
To, The Dean,
Office of Dean, Humanities Department
Tribhuwan University, Kathmandu
Dear Sir/Mam,
I am writing to you as a concerned student who has noticed a troubling pattern of segregation among the student body. I have observed that many students tend to form groups based on their race, gender, or some other principle, and rarely interact with others who are different from them. I believe this behaviour is harmful to the academic and social environment of our school, and I would like to share with you some of the causes and effects of this phenomenon.
One of the possible causes of segregation is the lack of diversity and inclusion in the curriculum and the faculty. Many students may feel that they are not represented or respected in the courses they take or the teachers they learn from. They may also face discrimination or prejudice from their peers or instructors based on their identity. This can lead them to seek comfort and support from others who share their background or experiences, and avoid those who do not.
Another possible cause of segregation is the influence of social media and online platforms. Many students may spend more time online than in person, and use these platforms to connect with people who have similar interests, opinions, or values. They may also be exposed to echo chambers or filter bubbles that reinforce their existing views and biases, and make them less open to different perspectives or information. This can lead them to become more polarized and isolated from others who have different views or beliefs, and less willing to engage in dialogue or debate.
Some of the negative effects of segregation are:
- Reduced academic performance: Students who segregate themselves may miss out on valuable learning opportunities from diverse sources of knowledge and perspectives. They may also develop narrow or inaccurate views on certain topics or issues, and lack critical thinking or problem-solving skills.
- Reduced social skills: Students who segregate themselves may have difficulty communicating or collaborating with others who are different from them. They may also develop stereotypes or prejudices about other groups, and lack empathy or respect for others.
- Reduced well-being: Students who segregate themselves may feel lonely or isolated from the larger community. They may also experience stress or anxiety from being marginalized or discriminated against by others.
- Increased sense of belonging: Students who segregate themselves may feel more comfortable and accepted by others who share their identity or experiences. They may also find support and encouragement from their peers or mentors.
- Increased sense of identity: Students who segregate themselves may develop a stronger sense of who they are and what they value. They may also express themselves more freely and authentically in their group.
- Increased sense of empowerment: Students who segregate themselves may become more aware and proud of their culture or heritage. They may also advocate for their rights and interests in their group.
I hope you find this email informative and helpful. I appreciate your efforts to create a more diverse and inclusive school environment for all students. I would love to hear your thoughts on this issue and what actions you plan to take to address it.
Sincerely,
ABC
ABC
2. Apply four levels of reading (Literal Comprehension, Interpretation, Critical Thinking, Assimilation) to the poem "Daffodils" by William Wordsworth.
I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed—and gazed—but little thought
What wealth the show to me had brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.
Answer:
Literal comprehension: (In this level, you have to write Poet's Information, Context, Setting of the poem and Summary of the events in the poem in own language) The poem "Daffodils" by William Wordsworth is set in countryside at the daffodils field near by a lake. The poet is walking in the countryside like a lonely cloud nearby the lake and encounters with the filed of daffodils beside the lake. Their beauty and movement catch his attention because they are fluttering and dancing in the breeze. This sight is so beautiful that the poet feels uplifted and joyful. The daffodils are like stars and that shine in the meadow, and their beauty and grace make the poet forget his worries and feel at peace. He continuously gazes and enjoys such a peaceful nature. Now he comes back from the place and sitting in the couch (sofa), he recalls his past experience with daffodils which brings him joy even when he is no longer in the countryside (village area).
Interpretation: (In this level, you have to write Main Ideas/Themes/Observation with supporting evidences/events.) This poem is related to the beauty and power of nature and its impact on human emotion. It explores the transformative power of nature and its ability to bring joy and happiness to the individual. The sight of the daffodils acts as a memory to the poet which presents the beauty and wonder of the world. This experience helps him to escape from his feeling of loneliness and isolation. The poem is celebration of the power of nature to bring joy and happiness to the soul.
Critical Thinking: (In this level, you have to deeply analyze the issues found in Interpretation, appreciate the strong issues and raise creative questions upon weak issues.) The poem is simple in its uses of language and structure and it praises the power of the nature. Indeed, nature is powerful and people are going back to the nature and enjoying the pleasure and beauty of nature. However, some of the ideas are bit unsatisfying. For example, are all the memories with the nature pleasurable? Why does he wander lonely as a cloud? Does he feel alienated from society or from himself? Why does he compare himself to a cloud and not to another natural element? How does he relate to the daffodils? Are they his companions or his inspiration? What does he learn from them?
Assimilation: (In this level, you have to write how the poem influences you? And you have to construct short real or imaginative event similar to the poem.) After reading this poem, I realize that nature and the beautiful memories with the nature are always pleasurable and gives joy and pleasure when we recall them later.
I love going for walks in nature every weekend. Last week, I had visited a small lake nearby my house at the time of evening. There were different beautiful flowers on the bay of lake. I felt gentle touch of wind on my face and to the flowers. Those beautiful flowers were also fluttering and dancing with the breeze. I returned from there but still when I recall that event, it gives me feeling of pleasure and joy.
3. What is thesis statement? How should a student -writer develop his or her thesis in his or her essay or research paper?
Answer
A thesis statement is a sentence or two that summarizes the main argument or point of view of an essay or research paper. It usually appears at the end of the introduction paragraph and guides the reader throughout the rest of the paper. A thesis statement should be clear, specific, debatable and relevant to the topic and purpose of the paper.
A student-writer should develop his or her thesis in his or her essay or research paper by following these steps:
- Identify the topic and purpose of the paper. What is the main question or problem that the paper will address? What is the goal or objective of the paper?
- Do some preliminary research on the topic and gather relevant information and evidence. What are the main ideas, facts, opinions or perspectives that relate to the topic and purpose of the paper?
- Analyze and evaluate the information and evidence and form a tentative position or claim on the topic. What is the student-writer's opinion or perspective on the topic? How can he or she support it with reasons and evidence?
- Write a draft thesis statement that expresses the student-writer's position or claim in a concise and coherent way. The thesis statement should answer the main question or problem of the paper and indicate how the student-writer will develop and support his or her argument in the body paragraphs.
- Revise and refine the thesis statement as needed. The student-writer should check if the thesis statement is clear, specific, debatable and relevant to the topic and purpose of the paper. He or she should also make sure that the thesis statement matches the content and structure of the paper and that it is not too broad or narrow, too vague or general, too factual or opinionated, or too obvious or controversial.
Section "B" (Short Questions) (4x10=40)
Answer any FOUR questions, but no. 5 is compulsory.
4. Make notes of the following passage by using headings and sub-headings.
The Old English language or Anglo-Saxon is the earliest form of English. The period is a long one and it is generally considered that Old English was spoken from about A.D. 600 to about 1100. Many of the poems of the period are pagan, in particular Widsith and Beowulf.
The greatest English poem, Beowulf is the first English epic. The author of Beowulf is anonymous. It is a story of a brave young man Beowulf in 3182 lines. In this epic poem, Beowulf sails to Denmark with a band of warriors to save the King of Denmark, Hrothgar, Beowulf saves Danish King Hrothgar from a terrible monster called Grendel. The mother of Grendel, who sought vengeance for the death of her son, was also killed by Beowulf. He was rewarded and became King. After a prosperous reign of some forty years, Beowulf slays a dragon but in the fight, he himself receives a mortal wound and dies. The poem concludes with the funeral ceremonies in honour of the dead hero. Though the poem, Beowulf is a little interesting to contemporary readers, it is a very important poem in the Old English period because it gives an interesting picture of the life and practice of the old days.
The difficulty encountered in reading Old English Literature lies in the fact that the language is very different from that of today. There was no rhyme in Old English poems. Instead, they used alliteration.
Besides Beowulf, there are many other Old English poems. Widsith, Genesis A, Genesis B, Exodus. The Wanderer. The Seafarer, Wife's Lament, Husband's Message, Christ and Satan, Daniel, Guithiac, The Dream of the Road, The Battle Following Maldon, etc. are some of the examples,
Two important figures in Old English poetry are Cynewulf and Caedmon. Cynewulf wrote religious poems and the four poems, Juliana, The Fates of the Apostles, Christ and Elene are always credited with him. Caedmon is famous for his Hymn.
Alfred enriched Old English prose with his translations especially Bade's Ecclesiastical History. Aelfric is another important prose writer during the Old English period. He is famous for his Grammar, Homilies and Lives of the Saints. Aelfric's prose is natural and essay and is very often alliterative.
Answer
Notes on Old English Literature:
I. Old English Language or Anglo-Saxon Period (A.D. 600 to 1100)
- Earliest form of English
- Many poems of the period are pagan, such as Widsith and Beowulf
II. Beowulf: The First English Epic
- Author of Beowulf is anonymous
- Story of a brave young man named Beowulf in 3182 lines
- Beowulf sails to Denmark with warriors to save King Hrothgar from monster Grendel
- Beowulf also kills Grendel's mother and is rewarded, becoming a king
- Beowulf slays a dragon but dies from mortal wound
- Poem concludes with funeral ceremonies for Beowulf
- Important poem in the Old English period for its depiction of life and practices of the time
III. Difficulty of Reading Old English Literature
- Language is very different from modern English
- No rhyme in Old English poems, but alliteration used
IV. Other Old English Poems
- Examples: Widsith, Genesis A, Genesis B, Exodus, The Wanderer, The Seafarer, Wife's Lament, Husband's Message, Christ and Satan, Daniel, Guithiac, The Dream of the Road, The Battle Following Maldon, etc.
V. Important Figures in Old English Poetry
- Cynewulf: wrote religious poems, credited with Juliana, The Fates of the Apostles, Christ and Elene
- Caedmon: famous for his Hymn
VI. Prose in Old English Literature
- Alfred enriched Old English prose with translations, especially Bade's Ecclesiastical History
- Aelfric: important prose writer, famous for Grammar, Homilies, and Lives of the Saints
- Aelfric's prose is natural, essay-like, and often alliterative.
5. Read the following passage and answer the questions given below.
Scrooge awakes at midnight, which leaves him baffled it was well after two A.M. when he went to bed. Initially, he thinks he has slept through an entire day or that it's actually noon and the sun has merely gone under some sort of cover. He suddenly remembers the words of Marley's ghost. The first of the three spirits `will arrive at one o'clock:. Frightened, Scrooge decides to wait for his supernatural visitor.
At one o'clock, the curtains of Scrooge's bed are blown aside by a strange, childlike figure emanating an aura of wisdom and a richness of experience. The spirit uses a cap to cover the light that glows from its head. The spectre softly informs Scrooge-that he is the Ghost of Christmas Past and orders the mesmerized man to rise and walk with him. The spirit touches Scrooge's heart, granting him the ability to fly. The pair exists through the window. "Kinder', she says. He has given his consent to Ebenezer's return.
The ghost transports sports Scrooge to the countryside where he was raised. He sees his old school, his childhood mates, and the familiar landmarks of his youth. Touched by these memories, Scrooge begins to sob. The ghost takes the weeping man into the school where a solitary boy - a young Ebenezer Scrooge- passes the Christmas holiday all alone. The ghost takes Scrooge on a depressing tour of more Christmases of the past - the boy in the schoolhouse grows older. At last, a little girl, Scrooge's sister Fan, runs into the room and announces that she" has come to take Ebenezer home. 'Their father is much The young Scrooge, delighted to see his sister, embraces her joyfully. The aged Scrooge regretfully tells the ghost that Fan died many years ago and is the mother of his nephew Fred.
The ghost escorts Scrooge to more Christmases of the past including a merry party thrown by Fezziwing, the merchant with whom Scrooge apprenticed as a young man. Scrooge later sees a slightly older yet still boyish version of himself in conversation with a lovely young woman named Belle. She is breaking off their engagement crying that greed has corrupted the love that used to impassion Scrooge's heart, The spirit takes Scrooge to a more recent Christmas scene where a middle-aged Belle reminisces with her husband about her former fiancé, Scrooge. The husband says that Scrooge is now "Quite alone in the world". The older Scrooge can no longer bear the gripping visions. He begs the Ghost of Christmas Past to take him back, back to his home. Tormented and full of despair, Scrooge seizes the ghost's hat and pulls it firmly over the top of the mystical child's head, dimming the light. As the inextinguishable, luminous rays flood downward onto the ground, Scrooge finds himself zipped back in his bedroom, where he stumbles to bed yet again and falls asleep immediately.
a. Describe the ghost of Christmas Past.b. Where does the Ghost take Scrooge?c. Why was Scrooge tormented?d. Who was Fan? What happened to her?e. What were the words of Marly's ghost?
Answer:
a. Describe the ghost of Christmas Past.
The ghost of Christmas Past is described as a strange, childlike figure emanating an aura of wisdom and a richness of experience. The ghost uses a cap to cover the light that glows from its head.
b. Where does the Ghost take Scrooge?
The Ghost takes Scrooge to various places, including the countryside where he was raised, his old school, his childhood mates, familiar landmarks of his youth, a merry party thrown by Fezziwing (the merchant with whom Scrooge apprenticed), and scenes from Scrooge's past Christmases.
c. Why was Scrooge tormented?
Scrooge was tormented because the visions shown to him by the Ghost of Christmas Past brought back memories of his past, including his lonely childhood, his lost love Belle, and the realization that he had become greedy and selfish, causing him to lose the love and companionship of those who were dear to him. These memories made Scrooge feel regretful and full of despair.
d. Who was Fan? What happened to her?
Fan was Scrooge's sister, who ran into the room and announced to a young Scrooge that she had come to take him home during one of the scenes shown to Scrooge by the Ghost of Christmas Past. However, the passage mentions that Fan died many years ago and is the mother of Scrooge's nephew Fred, implying that she is no longer alive.
e. What were the words of Marly's ghost?
The words of Marley's ghost mentioned in the passage are: "The first of the three spirits will arrive at one o'clock." These words reminded Scrooge that the Ghost of Christmas Past would be coming to visit him at one o'clock, which frightened him and made him wait for the supernatural visitor.
6. Answer the following questions briefly and to the point.
a. What, according to Alex Tabarrok, is "the great paradox of deceased donation"? [2]
According to Alex Tabarrok, "the great paradox of deceased donation" is that although most people support organ donation and would be willing to donate their organs after death, only a small fraction of them actually sign up as donors or inform their families of their wishes. This leads to a chronic shortage of organs for transplantation and thousands of preventable deaths every year.
b. What is Sandra Cisneros's. thesis? What incidents and details support her thesis? [4]
Sandra Cisneros's thesis is that the American Dream is a myth that does not apply to everyone, especially not to poor people of color like herself. She supports her thesis by recounting her childhood experiences of living in a dilapidated house that her parents bought with high hopes but could not afford to maintain. She also describes how she felt ashamed and alienated from her classmates who lived in better neighborhoods and had more privileges. She uses vivid imagery and metaphors to convey her sense of disappointment and frustration with the reality of her situation.
c. Where does Meghan Daum define fame-mess by negation? By analogy? [4]
Meghan Daum defines fame-mess by negation in the first paragraph of her essay, when she says that it is "not quite fame and not quite infamy". She explains that it is a state of being known for something negative or controversial, rather than for something positive or admirable. She defines fame-mess by analogy in the third paragraph, when she compares it to a car crash that people cannot look away from. She says that fame-mess is "the ultimate spectacle", and that it attracts attention and curiosity from the public, even if they do not respect or admire the person involved.
7. "A Tale" reads like an old myth. Why, do you think, did Bishweshwar Prasad Koirala choose to clothe a modern story in such an ancient garb?
Answer:
"A Tale" is a short story by Bishweshwar Prasad Koirala, a prominent Nepali writer and politician. The story narrates the encounter between a young man and a mysterious woman in a forest, who claims to be the incarnation of a goddess. The story explores themes such as love, fate, illusion and reality.
One of the striking features of the story is its resemblance to an old myth or legend. The story uses archetypal characters, such as the hero, the goddess and the sage, and employs a simple and poetic language that evokes a sense of wonder and mystery. The story also draws on elements of Hindu mythology, such as the concept of reincarnation, karma and divine intervention.
Why did Koirala choose to clothe a modern story in such an ancient garb? One possible reason is that he wanted to create a contrast between the modern and the traditional aspects of Nepali society and culture. The story reflects the tension and conflict that Koirala himself experienced as a progressive thinker and a political leader in a conservative and feudal society. By using a mythological framework, Koirala could also express his views on the role of religion, morality and human nature in a subtle and allegorical way.
Another possible reason is that he wanted to convey a universal message that transcends time and place. The story deals with fundamental questions that humans have always asked themselves, such as what is the meaning of life, what is the nature of love, and what is the difference between appearance and reality. By using a mythological framework, Koirala could also appeal to the emotions and imagination of his readers, and invite them to reflect on their own beliefs and values.
8. Give the meaning of any FIVE of the following words and then use each of them in sentences of your own (in the same sense of meaning you have given):
niche, adherence, foster, fidelity, scrutiny, oracle, fetid
Answer:
Niche (noun): A specialized or suitable position, role, or environment.
Example sentence: The company found its niche in the market by producing eco-friendly products for sustainable living.
Adherence (noun): Steady attachment or commitment to a particular belief, practice, or course of action.
Example sentence: The team's strict adherence to the project timeline ensured its successful completion.
Foster (verb): To encourage or promote the development or growth of something.
Example sentence: The organization works to foster innovation and creativity among its employees.
Fidelity (noun): Faithfulness, loyalty, or accuracy in keeping to commitments, promises, or obligations.
Example sentence: The dog showed unwavering fidelity to its owner, never leaving their side.
Scrutiny (noun): Close examination, inspection, or analysis of something.
Example sentence: The financial records of the company were under scrutiny by the auditors.
Oracle (noun): A person or thing regarded as a source of wise or prophetic advice or guidance.
Example sentence: The elderly wise man was considered the village oracle, sought after for his wisdom and counsel.
Fetid (adjective): Having a strong, unpleasant smell; malodorous.
Example sentence: The garbage in the dumpster emitted a fetid odor that could be smelled from a distance.
Model Question Solution | SET 2
SET - 2
Section "A" (Long Questions) (2x15=30)
Answer any TWO questions, but no. 2 is compulsory.
1. Write an essay in which you describe a food that is as meaningful for you as pulao is for Lahiri. Make
sure that your essay has a clear thesis and that it includes at least one reference to Jhumpa Lahiri‘s
essay. Be sure that you document all the materials that you borrow from Lahiri‘s essay.
Food holds a special place in our lives, not only as a means of sustenance but also as a source of comfort, nostalgia, and cultural identity. Just as Jhumpa Lahiri describes the significance of pulao in her essay "My Mother's Kitchen," there is a particular food that holds immense meaning for me - it is my grandmother's homemade apple pie.
As a child, I spent many summers at my grandparents' house, and my grandmother's apple pie was a staple treat during those visits. The first bite of her pie was a sensory explosion - the buttery crust, the sweet and tangy apples, the hint of cinnamon and nutmeg. It was a taste that instantly transported me back to my childhood, to the warmth and love of my grandparents' home.
Lahiri's essay resonates with me as she describes how her mother's pulao is not just a dish, but a symbol of her mother's love and care. Similarly, my grandmother's apple pie represents more than just a dessert; it embodies the bond I shared with her and the memories we created together. The pie was not just a dish; it was a labor of love, made with meticulous attention to detail and generations of family tradition.
The thesis of my essay is that my grandmother's homemade apple pie holds deep emotional significance for me, representing love, nostalgia, and cherished memories. Just as Lahiri's pulao was a symbol of her mother's love and care, my grandmother's apple pie is a treasured food that brings me comfort and connects me to my family's history.
The ingredients used in my grandmother's apple pie were simple - fresh apples, sugar, cinnamon, nutmeg, and a homemade pie crust. Lahiri describes in her essay how her mother used specific ingredients in her pulao, including Basmati rice, saffron, and cardamom, which were essential to the dish's distinct flavor and aroma. Similarly, my grandmother's use of fresh, locally sourced apples and the perfect balance of spices created a unique and unforgettable taste that I have not found elsewhere.
The process of making the apple pie was a labor of love for my grandmother. She would spend hours peeling and slicing apples, carefully rolling out the pie crust, and baking it to perfection. I remember sitting in her kitchen, watching her work her magic with precision and expertise. The aroma of the pie baking in the oven would fill the house, creating an irresistible anticipation for the moment when we would finally get to taste the finished product.
The significance of my grandmother's apple pie goes beyond its delicious taste. It represents the cherished memories I have of spending time with her, the warmth and love that filled her home, and the sense of belonging to a family with a rich culinary heritage. Just as Lahiri's mother's pulao was a symbol of her Indian heritage and the comfort of home, my grandmother's apple pie represents my family's culinary traditions and the bond I shared with my grandparents.
In conclusion, just as Lahiri's essay describes the emotional significance of pulao in her life, my grandmother's homemade apple pie holds deep meaning for me. It represents love, nostalgia, and cherished memories, and it is a symbol of my family's culinary traditions. Just like Lahiri's pulao, my grandmother's apple pie is more than just a dish; it is a treasure that I hold close to my heart, a reminder of the special bond I shared with my grandparents and the joy of simple pleasures in life.
2. Apply four levels of reading to Anton Chekhov‘s story ―The Student given below.
At first the weather was fine and still. The thrushes were calling, and in the swamps close by something alive droned pitifully with a sound like blowing into an empty bottle. A snipe flew by, and the shot aimed at it rang out with a gay, resounding note in the spring air. But when it began to get dark in the forest a cold, penetrating wind blew inappropriately from the east, and everything sank into silence. Needles of ice stretched across the pools, and it felt cheerless, remote, and lonely in the
forest. There was a whiff of winter.
Ivan Velikopolsky, the son of a sacristan, and a student of the clerical academy, returning home from shooting, kept walking on the path by the water-logged meadows. His fingers were numb and his face was burning with the wind. It seemed to him that the cold that had suddenly come on had destroyed the order and harmony of things, that nature itself felt ill at ease, and that was why the evening darkness was falling more rapidly than usual. All around it was deserted and peculiarly gloomy. The only light was one gleaming in the widows‘ gardens near the river; the village, over three miles away,
and everything in the distance all round was plunged in the cold evening mist. The student
remembered that, as he had left the house, his mother was sitting barefoot on the floor in the
entryway, cleaning the samovar, while his father lay on the stove coughing; as it was Good Friday nothing had been cooked, and the student was terribly hungry. And now, shrinking from the cold, he thought that just such a wind had blown in the days of Rurik and in the of Ivan the Terrible and Peter, and in their time there had been just the same desperate poverty and hunger, the same thatched roofs with holes in them, ignorance, misery, the same desolation around, the same darkness, the same feeling of oppression—all these had existed, did exist, and would exist, and the lapse of a thousand years would make life no better. And he did not want to go home.
The gardens were called the widows‘ because they were kept by two widows, mother and daughter. A campfire was burning brightly with a crackling sound, throwing out light far around on the ploughed earth. The widow Vasilisa, a tall, fat old woman in a man‘s coat, was standing by and looking thoughtfully into the fire; her daughter Lukerya, a little pockmarked woman with a stupid-looking face, was sitting on the ground, washing a cauldron and spoons. Apparently they had just had supper. There was a sound of men‘s voices; it was the laborers watering their horses at the river.
―Here you have winter back again, said the student, going up to the campfire. ―Good evening.
Vasilisa started, but at once recognized him and smiled cordially.
―I did not know you; God bless you, she said.―You‘ll be rich.
They talked. Vasilisa, a woman of experience who had been in service with the gentry, first as a wetnurse, afterwards as a children‘s nurse expressed herself with refinement, and a soft, sedate smile never left her face; her daughter Lukerya, a village peasant woman who had been beaten by her husband, simply screwed up her eyes at the student and said nothing, and she had a strange expression like that of a deaf-mute.
―At just such a fire the Apostle Peter warmed himself, said the student, stretching out his hands to the fire, ―so it must have been cold then, too. Ah, what a terrible night it must have been, granny! An utterly dismal long night!
He looked round at the darkness, shook his head abruptly and asked:
―No doubt you have heard the reading of the Twelve Apostles?
―Yes, I have, answered Vasilisa.
―If you remember, at the Last Supper Peter said to Jesus, I am ready to go with Thee into darkness and unto death.‘ And our Lord answered him thus: I say unto thee, Peter, before the cock croweth thou wilt have denied Me thrice.‘ After the supper Jesus went through the agony of death in the garden and prayed, and poor Peter was weary in spirit and faint, his eyelids were heavy and he could not struggle against sleep. He fell asleep. Then you heard how Judas the same night kissed Jesus and
betrayed Him to His tormentors. They took Him bound to the high priest and beat Him, while Peter, exhausted, worn out with misery and alarm, hardly awake, you know, feeling that something awful was just going to happen on earth, followed behind. He loved Jesus passionately, intensely, and now he saw from far off how He was beaten. ―
Lukerya left the spoons and fixed an immovable stare upon the student.
―They came to the high priest‘s, he went on; ―they began to question Jesus, and meantime the laborers made a fire in the yard as it was cold, and warmed themselves. Peter, too, stood with them near the fire and warmed himself as I am doing. A woman, seeing him, said: ‗He was with Jesus, too‘—that is as much as to say that he, too, should be taken to be questioned. And all the laborers that were standing near the fire must have looked sourly and suspiciously at him, because he was confused and said: ‗I don‘t know Him.‘ A little while after again someone recognized him as one of Jesus‘ disciples and said: ‗Thou, too, art one of them,‘ but again he denied it. And for the third time someone
turned to him: ‗Why, did I not see thee with Him in the garden today?‘ For the third time he denied it. And immediately after that time the cock crowed, and Peter, looking from afar off at Jesus, remembered the words He had said to him in the evening He remembered, he came to himself, went out of the yard and wept bitterly—bitterly. In the Gospel it is written: ‗He went out and wept bitterly.‘ I imagine it: the still, still, dark, dark garden, and in the stillness, faintly audible, smothered sobbing.
The student sighed and sank into thought. Still smiling, Vasilisa suddenly gave a gulp, big tears
flowed freely down her cheeks, and she screened her face from the fire with her sleeve as though ashamed of her tears, and Lukerya, staring immovably at the student, flushed crimson, and her expression became strained and heavy like that of someone enduring intense pain.
The laborers came back from the river, and one of them riding a horse was quite near, and the light from the fire quivered upon him. The student said good-night to the widows and went on. And again the darkness was about him and his fingers began to be numb. A cruel wind was blowing, winter really had come back and it did not feel as though Easter would be the day after tomorrow.
Now the student was thinking about Vasilisa: since she had shed tears all that had happened to Peter the night before the Crucifixion must have some relation to her. . . .
He looked round. The solitary light was still gleaming in the darkness and no figures could be seen near it now. The student thought again that if Vasilisa had shed tears, and her daughter had been troubled, it was evident that what he had just been telling them about, which had happened nineteen centuries ago, had a relation to the present—to both women, to the desolate village, to himself, to all people. The old woman had wept, not because he could tell the story touchingly, but because Peter was near to her, because her whole being was interested in what was passing in Peter‘s soul.
And joy suddenly stirred in his soul, and he even stopped for a minute to take breath. ―The past,he thought, ―is linked with the present by an unbroken chain of events flowing one out of another.‖ And it seemed to him that he had just seen both ends of that chain; that when he touched one end the other quivered.
When he crossed the river by the ferryboat and afterwards, mounting the hill, looked at his village and towards the west where the cold crimson sunset lay a narrow streak of light, he thought that truth and beauty which had guided human life there in the garden and in the yard of the high priest had continued without interruption to this day, and had evidently always been the chief thing in human
life and in all earthly life, indeed; and the feeling of youth, health, vigor—he was only twenty-two— and the inexpressible sweet expectation of happiness, of unknown mysterious happiness, took possession of him little by little, and life seemed to him enchanting, marvelous, and full of lofty meaning.
Answer:
Literal Comprehension:
The story "The Student" by Anton Chekhov is set in a forest during springtime. The weather starts off fine with thrushes calling and a snipe flying by. However, the weather changes suddenly with a cold, penetrating wind blowing from the east, making the forest feel cold, cheerless, and lonely. Ivan Velikopolsky, the son of a sacristan and a student of the clerical academy, is returning home from shooting and feeling the effects of the cold wind. He remembers his hungry family at home and feels a sense of despair as he thinks about the poverty, hunger, and desolation that has existed in the past and continues to exist in the present.
Interpretation:
The story tries to explore the issues of harshness of life, the persistence of suffering, and the human capacity for hope and resilience. The story portrays the harshness of life in the rural setting, with poverty, hunger, and desolation being pervasive. The sudden change in weather from fine to cold and the student's physical discomfort reflect the unpredictability and challenges of life. Despite the challenges, the characters in the story, particularly Ivan Velikopolsky, show resilience and hope in the face of adversity. Ivan's willingness to engage in conversation with the widows and his reference to the story of Peter and Jesus at the Last Supper reflect his desire to connect with others and find solace in shared experiences.
Critical Thinking:
The author skillfully portrays the potential benefits of technology, such as increased convenience, efficiency, and connectivity. The way technology is seamlessly integrated into various aspects of life in the text, such as smart homes, virtual reality, and personalized advertisements, presents a compelling vision of a technologically advanced future. The author's depiction of how technology can enhance human experiences, such as virtual travel and personalized health care, is intriguing and opens up new possibilities for exploration and discussion. However, on the other hand, some of the issues are bit unsatisfying. For instance, "What are the ethical implications of constantly being monitored by technology?" or "How does the loss of privacy affect individuals and society?"
Assimilation:
The story may influence readers to reflect on the universal nature of suffering and hardships in life, and how these challenges often persist despite the passage of time. Readers may also ponder the choices and actions of individuals when faced with difficult situations, such as Peter's denial of Jesus in the story. In relation to their own lives, readers may recall instances where they or others have betrayed or denied someone in challenging circumstances. Readers may also draw parallels between the story and their own experiences of feeling the cold, harsh realities of life and struggling with issues such as poverty, hunger, or desolation. This reflection may lead to a deeper understanding of the complexities of human nature and the challenges of life.
3. Discuss, at least three with suitable examples for each, how a student-writer can edit a draft for the following:
a. Awkward phrasing
b. Concise sentences
c. Varied sentences
d. Word choice
Answer:
Editing a draft is an essential step in the writing process, as it allows the student-writer to improve the clarity, coherence, and correctness of their work. There are different aspects of editing that a student-writer should pay attention to, such as:
a. Awkward phrasing: This refers to sentences or expressions that are unclear, confusing, or unnatural. To edit for awkward phrasing, the student-writer should read their draft aloud and identify any parts that sound odd or ambiguous. They should then rewrite those parts using simpler words, clearer structures, or more specific details. For example, instead of writing "The results of the experiment were not what we expected and we had to do it again", the student-writer could write "The experiment failed to produce the expected outcome, so we repeated it".
b. Concise sentences: This refers to sentences that are brief and to the point, without unnecessary words or information. To edit for concise sentences, the student-writer should eliminate any redundancies, wordiness, or filler words that do not add meaning or value to their message. For example, instead of writing "In order to achieve a better understanding of the topic, it is necessary for us to conduct a thorough research on it", the student-writer could write "We need to research the topic thoroughly".
c. Varied sentences: This refers to sentences that have different lengths, structures, and types, which create interest and rhythm in the writing. To edit for varied sentences, the student-writer should avoid using the same sentence pattern or starting every sentence with the same word. They should also use different types of sentences, such as declarative, interrogative, imperative, or exclamatory, depending on their purpose and tone. For example, instead of writing "The movie was boring. The plot was predictable. The characters were flat. The dialogue was dull.", the student-writer could write "What a boring movie! The plot had no surprises, the characters lacked depth, and the dialogue made me yawn."
d. Word choice: This refers to the selection of words that are appropriate, precise, and effective for the intended audience, purpose, and context of the writing. To edit for word choice, the student-writer should avoid using vague, abstract, or generic words that do not convey their intended meaning or impression. They should also avoid using jargon, slang, or colloquialisms that may confuse or alienate their readers. Instead, they should use words that are specific, concrete, and accurate for their topic and genre. For example, instead of writing "The thing was very big and made a lot of noise", the student-writer could write "The jet engine was enormous and deafening".
Section "B" (Short Questions) (4x10=40)
Answer any FOUR questions, but no. 5 is compulsory.
4. Make notes of the following passage by using headings and sub-headings:
The prejudice against Nnaemeka‘s marriage was not confined to his little village. In Lagos, especially among his people who worked there, it showed itself in a different way. Their women, when they met at their village meeting, were not hostile to Nene. Rather, they paid her such excessive deference as to make her feel she was not one of them. But as time went on, Nene gradually broke through some of
this prejudice and even began to make friends among them. Slowly and grudgingly they began to admit that she kept her home much better than most of them.
The story eventually got to the little village in the heart of the Ibo country that Nnaemeka and his young wife were a most happy couple. But his father was one of the few people in the village who knew nothing about this. He always displayed so much temper whenever his son‘s name was mentioned that everyone avoided it in his presence. By a tremendous effort of will he had succeeded in pushing his son to the back of his mind. The strain had nearly killed him but he had persevered,and won.
Then one day he received a letter from Nene, and in spite of himself he began to glance through it perfunctorily until all of a sudden the expression on his face changed and he began to read more carefully.
Our two sons, from the day they learnt that they have a grandfather, have insisted on being taken to him. I find it impossible to tell them that you will not see them. I implore you to allow Nnaemeka to bring them home for a short time during his leave next month. I shall remain here in Lagos . . .
The old man at once felt the resolution he had built up over so many years falling in. He was telling himself that he must not give in. He tried to steal his heart against all emotional appeals. It was a reenactment of that other struggle. He leaned against a window and looked out. The sky was overcast with heavy black clouds and a high wind began to blow, filling the air with dust and dry leaves. It was one of those rare occasions when even Nature takes a hand in a human fight. Very soon it began to rain, the first rain in the year. It came down in large sharp drops and was accompanied by the lightning and thunder which mark a change of season. Okeke was trying hard not to think of his two
grandsons. But he knew he was now fighting a losing battle. He tried to hum a favorite hymn but the pattering of large raindrops on the roof broke up the tune. His mind immediately returned to the children. How could he shut his door against them? By a curious mental process he imagined them standing, sad and forsaken, under the harsh angry weather—shut out from his house.
That night he hardly slept, from remorse—and a vague fear that he might die without making it up to them.
Answer:
Heading: Prejudice against Nnaemeka's marriage
- The prejudice against Nnaemeka's marriage was not limited to his village.
- In Lagos, among his fellow workers, the prejudice manifested in a different way.
- Women at village meetings were not hostile to Nene, but showed excessive deference, making her feel like an outsider.
- Nene gradually broke through some of this prejudice and made friends among them.
- Slowly, they began to admit that she kept her home better than most of them.
Heading: Father's Ignorance about Nnaemeka's Marriage
- Nnaemeka's father in the village was unaware of his son's happy marriage.
- He always displayed temper whenever Nnaemeka's name was mentioned, and everyone avoided it in his presence.
- He had pushed his son to the back of his mind with a tremendous effort of will.
Heading: Letter from Nene
- Nene writes a letter to Nnaemeka's father, requesting him to allow Nnaemeka to bring their two sons to visit.
- She implores him to see his grandsons during Nnaemeka's upcoming leave.
- She mentions that she will remain in Lagos.
Heading: Father's Struggle
- Nnaemeka's father feels his resolution against Nnaemeka's marriage faltering.
- He tries to steal his heart against emotional appeals.
- The weather reflects the emotional turmoil, with overcast sky, heavy wind, rain, lightning, and thunder.
- He tries to distract himself by humming a hymn, but his thoughts return to the children.
- He imagines his grandsons standing sad and forsaken in the harsh weather, shut out from his house.
- He feels remorse and a vague fear of dying without making amends.
5. Read the following passage and answer the questions given under it:
Sunlight flooded the cabin as the plane changed course. It was a bright, clear morning. Robyn looked
out of the window as England slid slowly by beneath them: cities and towns, their street plans like
printed circuits, scattered over a mosaic of tiny fields, connected by the thin wires of railways and
motorways. Hard to imagine at this height all the noise and commotion going on down there.
Factories, shops, offices, schools, beginning the working day. People crammed into rush hour buses
and trains, or sitting at the wheels of their cars in the traffic jams, or washing up breakfast things in
the kitchens of pebble-dashed semis. All inhabiting their own little worlds, oblivious of how they
fitted into the total picture. The housewife, switching on her electric kettle to make another cup of tea,
gave no thought to the immense complex of operations that made that simple action possible: the
building and maintenance of the power station that produced the electricity, the mining of coal or
pumping of oil to fuel the generators, the laying of miles of cable to carry the current to her house, the
digging and smelting and milling of ore or bauxite into sheets of steel or aluminum, the cutting and
pressing and welding of the metal into the kettle's shell, spout and handle, the assembling of these
parts with scores of other components—coils, screws, nuts, bolts, washers, rivets, wires, springs, rubber insulation, plastic trimmings; then the packaging of the kettle, the advertising of the kettle, the
marketing of the kettle to wholesale and retail outlets, the transportation of the kettle to warehouses
and shops, the calculation of its price, and the distribution of its added value between all the myriad
people and agencies concerned in its production. The housewife gave no thought to all this as she
switched on her kettle. Neither had Robyn until this moment, and it would never have occurred to her
to do so before she met Vic Wilcox.
a. Where does Robyn describe the scenic beauty of the landscape from?b. How does the passage define and illustrate the primary sector of economy?c. How does the passage explain the secondary sector of economy?d. How does the passage describe the tertiary sector of economy?e. What could be the next paragraph about?
Answer:
a. Where does Robyn describe the scenic beauty of the landscape from?
Robyn describes the scenic beauty of the landscape from a plane, as England passes by beneath them.
b. How does the passage define and illustrate the primary sector of economy?
The passage defines and illustrates the primary sector of the economy by describing the various activities involved in the production of goods, such as mining, pumping, digging, smelting, milling, cutting, pressing, welding, assembling, packaging, advertising, marketing, transportation, pricing, and distribution of a kettle, from raw materials to the finished product.
c. How does the passage explain the secondary sector of economy?
The passage explains the secondary sector of the economy by describing the manufacturing and processing activities involved in the production of goods, such as the cutting, pressing, welding, assembling, packaging, and marketing of a kettle.
d. How does the passage describe the tertiary sector of economy?
The passage describes the tertiary sector of the economy as the sector that encompasses services and activities that support the production and consumption of goods, such as warehousing, wholesale and retail trade, transportation, and marketing of the kettle to warehouses and shops.
e. What could be the next paragraph about?
The next paragraph could be about how Robyn's perspective on the economy and the interconnectedness of various sectors has changed after meeting Vic Wilcox, and how she now sees the complex web of activities and people involved in the production and consumption of goods in a different light. It could also explore how this newfound awareness affects her view of the world and her understanding of the economy's impact on society.
6. Answer the following questions briefly and to the point:
a. What does Cox mean when he says that the end of air-conditioning will bring paperweights back to American offices? (02 marks)
Cox means that the end of air-conditioning will bring paperweights back to American offices because without air-conditioning, the windows will have to be opened and the breeze will blow the papers around. Paperweights are objects that are used to keep papers in place on a desk. Cox implies that paperweights are obsolete in air-conditioned offices where there is no natural wind.
b. What preconceptions about Chinese mothers does Chua think Westerners have? Do you think she is right about this? (04 marks)
Chua thinks that Westerners have preconceptions about Chinese mothers as being strict, harsh, demanding, and controlling. She thinks that Westerners believe that Chinese mothers do not care about their children's happiness, individuality, or creativity, but only about their academic and musical achievements. She also thinks that Westerners assume that Chinese mothers are abusive and oppressive to their children. I think she is partly right about this, as there are some stereotypes and misconceptions about Chinese parenting in Western culture. However, I also think she is exaggerating and generalizing her own experience and perspective as a Chinese mother.
c. Smith-Yackel could have outlined her mother`s life without framing it with the telephone conversation. Why do you think she includes this frame? (04 marks)
Smith-Yackel includes the frame of the telephone conversation with her mother to show the contrast between her mother's past and present life. She also uses the frame to reveal her own feelings and thoughts about her mother's life choices and challenges. By framing her mother's life story with the telephone conversation, she creates a sense of intimacy and connection with her mother, as well as with the reader. She also demonstrates how her mother's life has influenced her own identity and values.
7. Is the essay ―"Why Chinese Mothers are Superior" a point-by-point comparison, a subject-by-subject comparison, or a combination of the two organizational strategies? Why does Amy Chua arrange her comparison the way she does?
Answer:
The essay ―"Why Chinese Mothers are Superior" by Amy Chua is a combination of point-by-point and subject-by-subject comparison. She compares the parenting styles of Chinese mothers and Western mothers on various aspects, such as academic achievement, musical skills, self-esteem, and social skills. She also contrasts the cultural values and beliefs that underlie these different approaches to child-rearing. By using both organizational strategies, Chua achieves several rhetorical purposes.
First, by using point-by-point comparison, Chua highlights the specific differences and similarities between Chinese and Western mothers in terms of their expectations, methods, and outcomes. She provides concrete examples and anecdotes to illustrate how each group of mothers deals with different situations and challenges. For instance, she compares how Chinese mothers react to a bad grade versus how Western mothers do; how Chinese mothers enforce strict practice schedules for their children versus how Western mothers allow more flexibility; and how Chinese mothers praise their children versus how Western mothers do. These comparisons show the contrast between the two parenting styles in a clear and vivid way.
Second, by using subject-by-subject comparison, Chua explains the underlying reasons and motivations behind each parenting style. She discusses the cultural assumptions and values that shape the way Chinese and Western mothers view their children and themselves. She argues that Chinese mothers believe that their children owe them everything, that they have a duty to make their parents proud, and that they can achieve anything with hard work and discipline. On the other hand, she claims that Western mothers believe that their children are individuals with their own interests and preferences, that they have a right to pursue their happiness, and that they need to be nurtured and supported. These comparisons show the deeper implications and consequences of each parenting style in a broader and more nuanced way.
Third, by using a combination of point-by-point and subject-by-subject comparison, Chua creates a balanced and persuasive argument. She acknowledges that both parenting styles have their strengths and weaknesses, and that there is no one right way to raise a child. She also admits that she is not a perfect mother, and that she has made mistakes and faced difficulties along the way. She does not intend to offend or judge anyone, but rather to share her personal experience and perspective. By doing so, she appeals to the ethos, pathos, and logos of her audience, and makes them more likely to listen to her message.
In conclusion, Chua uses a combination of point-by-point and subject-by-subject comparison to organize her essay ―"Why Chinese Mothers are Superior" She compares and contrasts the parenting styles of Chinese and Western mothers on various aspects, such as academic achievement, musical skills, self-esteem, and social skills. She also explains the cultural values and beliefs that underlie these different approaches to child-rearing. By using both organizational strategies, she achieves several rhetorical purposes: she highlights the specific differences and similarities between the two groups of mothers; she explains the underlying reasons and motivations behind each parenting style; and she creates a balanced and persuasive argument.
8. Give the meanings of any FIVE of the following words and then use each of them in sentences of
your own (in the same sense of meaning you have given):
lurid, tangible, connotation, niche, suffice, connoting, gusto
Answer:
Lurid (adjective): vivid in a shocking or sensational way, especially creating a harsh or unnatural effect.
Sentence: The newspaper carried a lurid headline about the gruesome murder.
Tangible (adjective): capable of being touched or felt; perceptible by touch; capable of being clearly understood or realized.
Sentence: The artist's talent was evident in the tangible brushstrokes on the canvas.
Connotation (noun): an idea or feeling that a word invokes in addition to its literal or primary meaning; an implied or associated meaning of a word.
Sentence: The word "home" has a connotation of warmth and comfort.
Niche (noun): a specialized segment or position within a market or society; a particular area of expertise, interest, or activity.
Sentence: She found her niche in the fashion industry as a stylist for celebrity clients.
Suffice (verb): to be enough or adequate; to satisfy a need or requirement.
Sentence: A simple apology will not suffice to repair the damage done.
Connoting (verb): suggesting or implying something in addition to its literal or primary meaning.
Sentence: The use of dark colors in the painting is connoting a sense of sadness and gloom.
Gusto (noun): enthusiastic and vigorous enjoyment or appreciation; zest; keen enjoyment or interest.
Sentence: He attacked the challenge with gusto, eager to prove himself worthy of the opportunity.