B.A. English Compulsory Sem III PDF

Class:B.A. Sem.– III Subject: English Compulsory Director : Professor Harsh Gandhar Coordinator : Dr. Rajesh Kumar Jaiswal Course Leader : Dr. Rajesh Kumar Jaiswal B.A. SEMESTER – III, ENGLISH (COMPULSORY)...

Class:B.A. Sem.– III Subject: English Compulsory Director : Professor Harsh Gandhar Coordinator : Dr. Rajesh Kumar Jaiswal Course Leader : Dr. Rajesh Kumar Jaiswal B.A. SEMESTER – III, ENGLISH (COMPULSORY) CONTENTS  Introductory Letter (i)  Syllabus (ii) L.NO. TOPIC AUTHOR Page No. POETRY 1 Ode to Autumn Dr.KamaldeepKaur 1 2 The Road Not Taken Dr.Iqbal Judge 15 3 Money-Madness Dr.NehaSoi 27 4 I, Too Dr.Iqbal Judge 35 PROSE 5 Mr. Know-All Dr.NehaSoi 56 6 Film Making Dr.NehaSoi 71 7 Not Just Oranges Dr.Iqbal Judge 86 8 A Talk on Advertising Dr.NehaSoi 102 9 Reference to Context Ms.RavinderKaur 116 10 Note Making Dr.Iqbal Judge 119 11 Grammar (Appendices) Dr. Rajesh K. Jaiswal 125 Non-finite Verbs (Appendix-I) Dr.Iqbal Judge Punctuation (Appendix-II) Do as Directed (Appendix-III) Vetter: Dr. Rajesh Kumar Jaiswal E-mail of Department [email protected] Contact No. of Department 0172-2534325  Introductory Letter Dear Student, We welcome you to the third semester of B.A. study program. The book prescribed for English Compulsory is English for Empowerment. This book is a language oriented textbook.The objective of this paper is to help you to improve four language skills of listening, speaking, reading and writing. There is an emphasis on how to improve these language skills. Much emphasis is on language-based activities and this has been done intentionally. For all of you, the grammar exercises carry an elaborate note on each item to be done. The purpose is to persuade you to work on your own and create confidence in yourself. Later do tally your answers with the key given at the end. The lessons are prepared in Self Leaning Mode (SLM). The section A of this block consists of written material regarding the first four poems, first four prose lessons and section B consists of matter on written communication and grammar. Please attempt the unsolved exercises on. Enough guidance has been provided to you for this purpose. Last but not the least, please have your own copy of the text book and use it along with your script. Please make it a point that no separate written material is being provided in paragraph writing. For this, please refer to post-reading activities based on prescribed text. The department of English is extremely grateful to the team of script writers who helped in the preparation of study material. Happy Reading! Course Leader  PANJAB UNIVERSITY, CHANDIGARH OUTLINES OF TESTS, SYLLABI AND COURSES OF READING IN VARIOUS SUBJECTS FOR B.A./B.Sc. (GENERAL) SECOND YEAR (SEMESTER SYSTEM) i.e. THIRD SEMESTER NOVEMBER/DECEMBER 2021 AND FORTH SEMESTER APRIL/MAY 2022, EXAMINATIONS. ENGLISH (Compulsory) SEMESTER -III (FOR B.A. CANDIDATES ONLY) Max. Marks : 50 Theory : 45 marks Internal Assessment : 05 marks Time : 03 Hours Objective:  To teach finer nuances of language through an integrated approach.  To acquire extensive knowledge of English as a language in its various textual forms and to become thoughtful, imaginative and effective communicators in a diverse and changing society.  To write an effective business document (such as notice, advertisement etc.) which enable them to think analytically.  To enhance their writing skill  To acquire knowledge about various literary aspects through the text which capacitates them to enrich their literary and cultural values.  To empower an average student in such a way that English learning becomes a pleasurable endeavour. TEXT PRESCRIBED: English for Empowerment, Eds., G. Damodar, D. Venkateshwarlu, M Narendra, M SaratBabu, G M Sunderavalli, Hyderabad: Orient Blackswan, 2009. Poetry Section : i. Ode to Autumn ii. The Road Not Taken iii. Money Madness iv. I, Too Prose Section:  i. Mr. Know All ii. Film Making iii. Not Just Oranges iv. A Tale on Advertising TESTING SCHEME: Section - A 1. Reference to the context from Poetry. One out of two passages to be attempted. 05 Marks 2. Short answer type questions from Poetry (in about 50-60 words). Five out of eight are to be attempted. 10 marks 3. Long answer type questions from Prose (in about 100-120 words). Two out of four are to be attempted 10 marks Section - B 4. Not Making (One out of two is to be attempted) 04 marks (The examiner will set two paragraphs based on the prescribed text for note making. The students will be asked to attempt any one of the two.) 5. Grammar: i. Non-finite verbs 5 marks ii. Punctuation (A short paragraph). 5 marks iii. Do as directed (based on transformation of sentences) 10 marks (The examiner will set three different grammar exercises for every section of Q. 5 based on the prescribed text in such a way that most of the activities, students have done in the class are adequately covered) ---------------  Lesson-1 Ode To Autumn Structure 1.0 Objectives 1.1 Introduction 1.2 About the Poem 1.2.1 Comprehension (Very Short Ques.) 1.2.2 Comprehension (Short Ques.) 1.2.3 Comprehension (Long Ques.) 1.3 Post-Reading Activities 1.4 Language Development Activities 1.4.1 Pronouns 1.4.2 Exercises 1.4.3 Answer Key 1.5 Vocabulary Check 1.5.1 Exercises 1.6 Summary 1.7 Further Readings 1.8 Model Questions 1.0 Objectives This lesson will enable you to:  understand and interpret one of the famous odes of John Keats : ‘Ode to Autumn’  think differently about various stereotypes and find positive attribute in neutral objects.  make the correct use of pronouns.  enhance your grammatical and vocabulary skills. 1.1 Introduction The lesson will begin with an introduction to the poet and the poem and will offer a detailed explanation of the poem. The lesson will also include solved and unsolved comprehension based exercises. Further, a section is devoted to grammar in which you will be taught Present Tense. Another section on vocabulary will teach you about similes and metaphors. Pre-Reading Activities These activities are essential for an understanding of the poem. 1. An ode is a kind of poem. What other forms of poetry have you heard of? An ode is a poem that is a tribute to someone or something. There are many forms of poetry depending on their theme and structure. For instance, an elegy is a poem written at the death of a dear one or some famous personality. A sonnet is poem which has fourteen lines. A ballad is a narrative poem that tells a story. An epic is a long poem that deals with the life of powerful kings whose destiny makes or mars the life of the entire populace. Have you read any other poems by Keats? What are their themes? Keats has written many poems like “Endymion” and the “Eve Of St. Agnes”. But his fame mainly rests on the five odes: Ode to Autumn, Ode on a Grecian Urn, Ode to Psyche, Ode to a Nightingale and Ode on Melancholy. Keats has written on various themes like love, nature, beauty etc. Keats also wrote about the transience of human life as opposed to the permanence of art, poetry and music. 2. Many poets from different parts of the world have described seasons. What do you think is the reason for this? Poets and artists have always been inspired by nature. The seasons are symbolic of the rhythms and cycles of nature. Each season has some symbolic value, for example, the spring season is one of rejuvenation, revival and energy. In poetry it corresponds with our youth because youth is a time of passionate energy. Similarly autumn is a season when nature is in a state of transition from summer to winter, trees shed their leaves and animals prepare for a long winter ahead. In human life autumn is symbolic of maturity, a time when we have experienced most of the colours of life and are preparing for our final destination. Therefore, the cycle of the seasons corresponds with the cycle of human life. 3. What are the images that the word ‘autumn’ brings to mind? Autumn brings to mind images of:  Dry falling leaves  A general nip/chill in the air.   Strong winds  The ground strewn with red, yellow and brown leaves  (All the above options are correct.) 4. Which season in India do you like the best and why? Talk about the features that you associate with your favourite season- its colours, sounds, fruit, clothes, activities and celebrations. The season that I like most is summer. This is because the days are long and one can pack a lot of activities in a single day. One can also wear light linen as opposed to the heavy layers of clothing in the winter season. Besides this, nature is in full bloom everywhere. There is an overall sense of well-being and leisure in this season. Mango, the king of fruits, also makes summer special. The summer vacations add to the delight of the season when one can travel and do exactly as one pleases. Thus, summer season is my most preferred season. About the Poet:John Keats (1795-1821) was an English poet who belonged to the Romantic Age. Though he enrolled to study medicine he later gave it up for his true calling i.e. writing poetry. He was inspired by nature, beauty, Greek Mythology and artifacts. His poetry is very sensuous, i.e., it evokes the five senses. It is because of his exquisitely written odes that he has earned a place in the history of poetry as one of the greatest Romantic poets alongside Wordsworth. Unfortunately, he was stricken by tuberculosis and died at the age of 26. 1.2 About the Poem The theme of the poem is untroubled calm or maturity to face the challenges of life. The autumn season is depicted in all its glory. The poem is divided into three distinct stanzas. The first stanza is about the abundant fruits of autumn. The second stanza is about the activities that occur in the autumn season. Keats uses the poetic device of personification to capture all the activities. The third stanza is about the music of autumn which has a beauty of its own. This poem being the last ode written by John Keats reflects the maturity signified by the season. Overall, the poem conveys a sense of placidity and an acceptance of the temporariness of nature as well as life. 1.2.1 Comprehension: (A) Answer the following questions in a sentence or two. 1. How would you describe the tone of the poem? Is it sad, exuberant, nostalgic or relaxed and soothing? The tone of the poem is relaxed and soothing. The poet finds beauty in the autumn season which otherwise is always associated with the spring season. 2. How does Keats address autumn in the opening lines of the poem?  The poet addresses the autumn season directly calling it a ‘season of mists and mellow fruitfulness, Close bosom-friend of the maturing sun’. Autumn is a season of mists and ripe fruit. It is a friend of the sun and both of them together conspire to ripen fruit. 3. What does the poet mean by the phrase ‘maturing sun’? The phrase refers to the sun which causes the fruits to ripen/ mature. 4. What does ‘mossed-cottage trees’ refer to? This refers to trees that are grown in the garden of some cottage and are covered with green moss. 5. Which aspect of autumn is described in the first stanza? In the first stanza, idea of plenty is captured. The trees are loaded with fruit. The beehives are overflowing with honey. 6. How would you define ‘personification’, the literary device that Keats uses in the second stanza? Personification means the attribution of human qualities to an inanimate object. For example, ‘angry sea’ wherein the human quality of anger is given to the inanimate stormy sea. 7. What are the activities of autumn described in the second stanza? The activities of the autumn season are: winnowing, gleaning and observing the process of extracting juice. 8. Which words in the second stanza suggest a relaxed state after hard work or effort? The phrases/words that denote a relaxed state after work are  Sitting careless  Sound asleep  Drowsed  Patient look 9. What is the comfort the poet offers autumn in the final stanza? The poet comforts the autumn season when he says that like the spring season autumn has a distinct musical quality too. 10. Which line in the poem hints at the approach of winter? The last line “And gathering swallows twitter in the skies” could be a reference to the birds that gather before migrating to warmer climates before the onset of winter. 1.2.1 (B) Answer the following in three to five sentences each. 1. How does the poet describe autumn as a season of fruitfulness and abundance?  The first stanza has many phrases that capture the unending bounty of nature. ‘Load and bless with fruit’, ‘bend with apples’, ‘fill all fruit with ripeness to the core’, ‘swell the gourd’, plump the hazel’ etc. all depict the abundant gifts to nature. The autumn season in a silent understanding with the sun ensures that the fruit is ripe and juicy. It also prepares the flowers for budding for the summer season. 2. How is autumn personified in the poem? In the second stanza autumn is personified as the gleaner, winnower, harvester and as a silent observer of the juice being extracted. As a winnower, it can be seen sitting in the granary watching the autumn breeze gently separating the grain from the chaff. As a gleaner, it can be seen as a harvester in the poppy fields. The harvester, overcome by the drowsy fumes of poppy, has fallen asleep while cutting the crops. The autumn season is personified as a gleaner when like a gleaner it carries on its head a bushel of grain. And finally, it is personified as someone who stands patiently besides a cider press and ensures that juice is extracted till the last drop. 3. What sense do you get from the poem of Keats’s thoughts on the ongoing cycle of seasons in nature? The autumn season comes mid-way between summer and winter. It is a season when nature is in a state of transition or change. The hot summer gives way to a more temperate climate. The fruit is ripe and ready to be plucked. Gradually, strong winds begin to blow and this signals the onset of winter. Thus the changes in the cycle of seasons suggest that man has to calmly accept these changes. The change from autumn to winter indicates the change from maturity to dissolution or the end of life. In this way we can understand the poet’s thoughts on the continuous cycle of seasons in nature. 4. What images does the poet use to connect ideas of the approach of nightfall and winter? He does so in the third stanza where he uses the phrase ‘soft-dying day’. As the day comes to an end the gnats, lambs, hedge crickets and the redbreast all begin the music of autumn. In the last two lines there is a reference to swallows which twitter in the sky. This is a reference to not only the day which is coming to an end, but also the season as the swallows are preparing for their annual migration before the harsh winter. 5. Describe how the poet takes the readers through the first part of autumn, mid- autumn and the end of the season.  In the first stanza the poet writes about the fruitfulness and richness of the autumn season. The apples, grapes, gourd and hazel shells are fully ripe and full of juice. This is how the autumn season begins. The second stanza is about the farming activities of winnowing, harvesting, gleaning etc. The third and final stanza is about the day which is coming to an end. It captures the music of the autumn season. The last two lines allude to the ending of the season by describing the preparation of birds for their annual migration. In this way the poet takes us through various facets of the autumn season. 1.2.3 Answer the following in 8-10 sentences each: 1. Keats celebrates autumn in this famous ode. Comment. On one of his walks Keats commented on the autumn season in this way, “How beautiful the season is now- how fine the air- a temperate sharpness about it! Really… I never liked stubble fields so much as now are better than the chilly green of spring… This struck me so much in my Sunday’s walk that I composed upon it”. The poem was ‘Ode to Autumn’. Keats departs from the celebration of spring in poetry. Traditionally poets and artists have exalted the spring season as a season of beauty and vitality. It took the genius of Keats’ poetic vision to see and capture the beauty of the autumn season. He seems to be saying that in terms of richness, growth and music autumn cannot be ignored in favour of spring. Autumn denotes maturity and ripeness just as spring denotes freshness. 2. How can we say that the poem represents fulfillment, contentment and quiet acceptance of change that are among nature’s most valuable lessons? This poem also symbolizes the maturity of the poetic growth of Keats. The fulfillment is in terms of the abundance of fruit that the season endows us with. The contentment can be understood in terms of all the farming activities that are done at this time, as a preparation of the winter. And lastly, the calm acceptance of change occurs in the last stanza when birds prepare for a harsh winter by migrating to warmer climes. The poem conveys how gently nature slips from one season to another. Nature, as opposed to humans, doesn’t oppose change. Rather it embraces it. Therefore valuable lessons can be learnt from it. 3. The poet sees autumn both as a continuation of summer and as a prelude to winter. Explain. Autumn actually occurs at the cusp of summer and winter. In the poem too we can see elements of a summer gone by but which will inevitably come again later. The phrases which allude to the warmth and leisure (qualities associated with summer) are: ‘maturing sun’, ‘warm days will never cease’, ‘Summer has o’er-brimmed…’, ‘patient look’, ‘last oozings’. However, in the third stanza the  mood seems to change and there are references to ‘soft-dying day’, ‘stubble plains’, ‘wailful choir’, ‘gnats mourn’. These phrases suggest the dying autumn season and the emergence of the cold and difficult winter season. In this way autumn liesmid way between summer and winter season. 4. Analyze the instances of personification found in poem. Autumn is personified in the second stanza. At times it is seen among the plentiful harvest. At other times it is sitting without any worry on the granary floor. It is then compared to a winnower, a woman whose hair has been ruffled by the wind. Then it is compared to a person reaping poppy fields, is overwhelmed by the heavy narcotic smell of the poppies and falls asleep in the field, while his sickle spares the next row of corns, i.e., the cutter falls asleep. Sometimes it is like a gleaner who carefully balances corn on his head and walks precariously across the river. Lastly, it is compared to an observer who sits beside a ‘cider-press’ who watches till the last drop of juice has been extracted. 5. How is the poem a good example of the richness of imagery in Keats’s poetry? Imagery covers every concrete object, action and feeling in a poem and also the use of metaphors and similes. It is figurative language which is used to convey a mental picture of an object or to represent some aspect of it. The poem under consideration is replete with images. Some of them are ‘bosom friend of the maturing sun’, ‘load and bless with fruit’, ‘bend with apples’, swell the gourd’, ‘plump the hazel shells’. Upon reading them we can visualise what the scene would be actually like- rich, juicy fruit, the friendship between autumn and the sun and the surfeit of fruit. In the second stanza through telling word images like ‘hair soft-lifted’, sitting careless’, ‘laden head across the brook’ and ‘with patient look, Thou watchest…’ all help us visualise people engrossed with their ritual agrarian chores( activities associated with agriculture). The third stanza is perhaps the richest in terms of evocative imagery. ‘Barred clouds bloom’, ‘stubble-plains’, full-grown lambs loud bleat’, ‘Hedge-crickets sing’, ‘redbreast whistles’ and ‘gathering swallows twitter in the skies’, all convey the day and perhaps the season that is drawing to an end. 1.3 Post-reading Activities 1. Find out the names of some other Romantic poets and their most well- known poems. The most famous and the most widely read poet of the Romantic Age is William Wordsworth. We have all read ‘Daffodils’ at some point of time. Coleridge (Wordsworth’s contemporary and friend) also belongs to the same age. His  famous poems are ‘Rime of the Ancient Mariner’, ‘Christabel’ and ‘Kubla Khan’. Shelley is another Romantic poet famous for the passionate energy with which he wrote. His famous work is ‘Ode to the West Wind’. 2. Read up the features of an ode and find out the names of some other poets who wrote this form of poetry. An ode is an elaborate and elevated lyric poem, extending over quite a few stanzas and addressed to a person or thing or to an abstraction (e.g. ‘Melancholy’). In its more straightforward form, it simply praises the subject but as it developed in the romantic period the typical ode became more philosophical. Other poets who wrote odes are Marvell (‘Horatian Ode upon Cromwell’s Return from Ireland’ (1650)) ,Milton (‘Hymn on the Morning of Christ’s Nativity’), Wordsworth (‘Ode: Intimations of Immortality’), Shelley (‘Ode to the West Wind’). 3. Read summaries to learn more about the themes of the other five odes written by Keats. 1. Ode to A Nightingale: This poem captures the thoughts and feelings evoked by the poet on hearing the song of the nightingale. It also deals with more weighty issues like the transience of life vis a vis the immortality of music. 2. Ode to Psyche: This poem is about the trials that true love has to face. What Keats suddenly perceives is the necessity of pain and difficulties to the creation of a graceful human soul. 3. Ode on Melancholy: This poem concentrates upon the joy of pain and the pain of joy. The poet must keep alive in himself the anguished appreciation of beauty. 4. Ode on a Grecian Urn: This contains the immortal lines “Truth is beauty and Beauty Truth” which means that whatever the mind conceives as beauty must be the truth. This poem too expresses the idea of the permanence of art and its ability to give everlasting pleasure. 5. Ode to Autumn: This is the most mature poem in terms of his poetic growth. 4. What feelings did the poem evoke in you? You may dwell upon the following ideas:  the beauty of the autumn season  the fact that Keats does not eulogise the spring season  the rich imagery of the poem  the extreme sensuousness that is evident in the poem. 5. Draw or find a picture of autumn as depicted in one of the three stanzas of the poem.  The student may make a collage. You may get pictures from newspapers or even the Internet. The students can also make a chart depicting ‘stubble-plains’ or ‘barred clouds’ etc. since this poem is very rich in visual imagery. 1.4 Language Development Activities: Grammar Practice 1.4.1 Pronouns: Pronouns are used in place of the subject or noun or a noun phrase. This is done to avoid repetition of the same name /subject in subsequent sentences. For Example: Dr. Rashi is organizing a medical camp for patients of diabetes. Dr. Rashi will personally supervise the medical camp. The medical camp will be held on 20 th of October. The patients have been contacted through SMS. The patients will be in the age group of 20-70. This sentence can be re-written as: Dr. Rashi is organizing a medical camp for patients of diabetes. She will personally supervise it. It will be held on 20th of October. The patients have been contacted through SMS. They will be in the age group of 20-70. Pronouns are of many types. They are as follows: a. Personal Pronouns: I, we, they, he and she are subjective personal pronouns, which means they are used as the subject of the sentence, often coming before the verb, e.g. She lives in Paris. We are leaving. Me, us, them, him, her on the other hand, are objective personal pronouns, which means that they are used as the object of the verb or preposition, e.g. Anil hates me. His father left him. I did it for her. b. Possessive Pronouns: Mine, ours, yours, his, hers, theirs are possessive pronouns. These words are used to indicate belonging. For example: Is this Santosh’s laptop? No its mine. Is this Iqbal’s book? Yes it’s hers. c. Reflexive Pronouns: These normally refer back to the subject of the clause or sentence in which they occur. Myself, ourselves, yourselves, yourself, himself, herself are some of the reflexive pronouns. For example: I congratulated myself on doing such good work.  Can’t you do anything for yourself? d. Demonstrative Pronouns: This, that, these, and those are demonstrative pronouns. These words are used to point out something close by. For example: Are these apples better than those? Those look better I think. Is this dress more stylish than that one? e. Indefinite pronouns: Some, any, others, another, someone/somebody, something, everyone/everybody, everything, anyone/anybody, anything, one, no one/ nobody and nothing are indefinite pronouns. These are used when things or people are not specifically identifiable. For example: There are eight poems in this book. Some of them are good. Be careful, I think someone is watching us. Is anyone coming for the play? I can’t see anything in such dim light. f. Pronouns of number and quantity: One, two, three etc. all , many, several, much, more, most, none, both, few, a few, little, a little. For example: How many people turned up to vote? Oh several of them. There were 15000 patients for the mega medical camp. About a hundred were suffering from high blood pressure. There wereseveral suffering from mild fever. Few had cataracts but most were perfectly fine. g. Distributive Pronouns: each, either, neither. All these require a strictly singular verb. For example: Neither of us likes to be told what to do. You may talk to either teacher. h. Reciprocal pronouns: each other, one another are used to show some kind of relationship between two things. For example: The couple hugged each other on winning the competition. The boys looked at one another in disbelief. g. Interrogative pronouns: who, whom, whose, which, and what are used in question forms. For example: Who decided this? Which of the students has come first? i. Relative Pronouns: who, whom, whose, which, and that are used for showing some relation. For example: The person who I am looking for is rather elusive Doctors have invented a vaccine that can be used to prevent flu. 1.4.2 Exercises Fill in the blanks in the exchanges below with the more appropriate of the two words in brackets. The first one is done for you. 1. A: Ms Prasad wanted to meet Suresh. Did he (he, Suresh) go to school to meet her? (her/Ms Prasad) B: Yes, he (I/he) did. ______ (she/he) advised ______ (him/her) to encourage the child to participate in games and other activities. 2. A : ______ (someone/everyone) says that the film is very good. Let’s watch ______ (it/that) today shall ______ (we/I). B : Oh, ______ (we/I) can’t go as there is no one (I/you) ______ can leave the baby with. But today is the last day the film is being screened here and ______ (you/we) really mustn’t miss ______ (it/this) 3. A : Do you know (anyone/someone) called Catherine? She says ______ (her/she) is the wife of the person _____ (who/whom) bought the house next to ______ (your/yours) B: Well, I do know ______ (anyone/someone) called Catherine, but her husband did not buy the house next to ______ (my/mine). I don’t understand ______ (this/that). Correct errors, if any, in the following sentences and rewrite them. For example: Incorrect: I didn’t find no one in the office on Sunday. Correct: I didn’t find anyone in the office on Sunday. a. Laura wants to borrow an umbrella. She lost her yesterday. b. The boys called to say that them have boarded the train. c. She can take care of herself. d. This are pictures of the beautiful Jog Falls in Karnataka. e. Whom are these shoes? f. Could you tell me a story please? I’m sorry, but I don’t know some. g. Fashion Shop is having a sale of winter garments. Much are export rejects that you can buy at very low prices. h. We enjoyed at the beach last evening. i. She and I agree on most things. 1.4.3 Answer key: 1 B: he, she, him 2 A: Everyone, it, we B: I, I, you, it 3. A: anyone, she, who, yours B: someone, mine, this. Correction of sentences: a. Laura wants to borrow an umbrella. She lost hers yesterday. b. The boys called to says that they have boarded the train. c. Correct d. These are pictures of the beautiful Jog Falls of Karnataka. e. Whose are these shoes? f. Could you tell me a story please? I am sorry I don’t know any. g. Fashion Shop has a sale on winter garments. Many are export rejects that you can buy at very low prices. h. Correct i. Correct. 1.5 Vocabulary Check Similes and Metaphors A metaphor is a figure of speech in which one thing is described in terms of another (e.g. ‘wafer thin’). A simile is very nearly the same thing but whereas metaphor identifies one thing with another, a simile involves the notion of similarity, using the words ‘like’ or ‘as’ (e.g. as thin as a rake). A metaphor makes an idea vivid. It is difficult to understand when an idea is described in abstract form, but when the idea is described in concrete terms it comes to life. Metaphors and similes enrich the meaning of the poem and add weight to it. 1.5.1 Exercises: 1. Say whether the sentences below contain a metaphor or simile. Guess their meanings and then look up a dictionary to see how close you got to them. For example: They are mice; they need someone to get them their rights. (mice being a metaphor for ‘quiet’ and ‘nervous’) a. My sister is the family’s Mother Teresa. (Mother Teresa being a metaphor for someone who is kind and generous) b. His eyes looked like hard marbles. (Hard marbles is the simile for a vacant expression of his eyes) c. Your suitcase feels as heavy as a ton of steel. (heavy as a ton of steel is a simile to denote that the suitcase is extremely heavy) d. In the silence of the night, his voice was a bomb explosion. (bomb explosion being a metaphor for a loud booming voice ) e. He is an Amjad Ali Khan. ( Amjad Ali Khan being a metaphor for a person who plays the sarod with great skill). 2. Choose three out of the eight poems in the textbook. Write down the similes and metaphors used in each and explain their meanings simply. ‘Refugee Mother and Child’ by Chinua Achebe  a. ‘No Madonna and Child could touch/that picture of a mother’s tenderness/for a son she soon would have to forget’—‘Madonna and Child’ refers to the sculpture of the Virgin Mary with Christ in her lap. This sculpture evokes feelings of a very pure form of love. However, the poet compares the emotions evoked by this sculpture to the real life situation of a mother holding her son who is about to die. According to the poet the second situation gives rise to piteous feelings, tenderness and pathos. The feelings are much more intense than those aroused when we see the statue of Virgin Mary and Christ. b. ‘ghost-smile’ (metaphor): refers to a smile which is deathly, it has the awareness that her son will soon be taken away from her. c. ‘… now she did it like putting flowers on a tiny grave’: the routine act of gently combing her child’s hair is compared to the act of putting flowers on a tiny grave. This is done because the mother is aware that this is perhaps the last time she is combing his hair. So this act becomes very poignant and full of tenderness. d. ‘I will Embrace Only the Sun’ by TripuraneniSrinivas- the line is ‘amidst sobs of seven oceans’. The image of ‘seven oceans’ suggests the deluge/flood of tears that the poet has shed. 3. Use a simile and a metaphor each to describe a place you visited and a person you met for the first time recently. a. Recently, I along with my family visited Khajjiyar. It was like heaven on earth. It is indeed the Switzerland of India. b. I met a wonderful lady at a party last week. She was as graceful as a gazelle, a real doe- eyed beauty. Self-Assessment Questions (SAQs) 1. When was the poem ‘Ode to Autumn’ published ? 2. Name two odes by John Keats. 1.6 Summary You have now a thorough understanding of the inventing style of John Keats. Along with that you have developed your language skills by doing practice of grammar sessions about pronouns. 1.7 Further Reading Wren and Martin.High school English Grammar and Composition, New Delhi: S. Chand Publishing, 2015. 1.8 Model Questions 1. What are the activities of autumn described in the poem? 2. What sense do you get from the poem of Keats’s thoughts on the seasons of nature? 3. Comment on the celebration of the autumn season in the poem. *****  Lesson-2 The Road Not Taken Structure 2.0 Objectives 2.1 Introduction 2.2 About the Poem 2.2.1 Comprehension (Very Short Ques.) 2.2.2 Comprehension (Short Ques.) 2.2.3 Comprehension (Long Ques.) 2.3 Post-Reading Activities 2.4 Language Development 2.4.1 Exercises 2.5 Vocabulary Check 2.5.1 Exercises 2.6 Summary 2.7 Further Readings 2.8 Model Questions 2.0 Objectives This lesson will enable you to:  Understand and interpret Robert Frost’s famous poem, ‘The Road Not Taken’  Formulate and discuss ideas about making important choices in life  Use the Present tense and its forms accurately  Understand the differences between homonyms, homographs and homophones 2.1 Introduction The lesson will begin with an introduction to the poet and the poem and will offer you a detailed explanation of the poem. The lesson will also include solved and unsolved comprehension based exercises. Further, a section is devoted to grammar in which you will be taught about the use of Present Tense. Another section on vocabulary will teach you about homonyms, homophones and homographs.  Pre- reading questions:Let us discuss some questions to gain a background to the poem. 1. What do you understand by the title ‘The Road Not Taken?’ The title refers to those paths which are not frequented by travellers. It refers to those walkways or lanes which are isolated, where not many people choose to go. However, this is only the literal meaning. At the symbolic level it suggests unusual choices in life. Choices that are offbeat and even a little dangerous that only the most daring people make. 2. When you have two different paths to take, which one would you choose? For example, one road leads to a town and another into a forest. Do you take the usual or the less usual path? Do you conform to norms, or don’t you? People who don’t want to take risks would choose the road that leads to a town. These are people who want certainty and surety in life. But people who are adventurous and like thrill would choose the road that leads into the forest. These are people who aspire to do something different, even if it involves uncertainty and doubt. Such people however do not hesitate to plunge into the unknown and these are the people who then go on to change the world. What would you do? 3. What dangers or treasures lie in the less used road? The less used road could be perilous (dangerous)because it is mysterious. For instance, when one is going through a forest there are wild animals; the terrain (area of land) may also be difficult. In the same way, in life, when one makes an unconventional choice there may be stiff opposition from our family and friends. We may have to struggle with our loved ones to do what we truly believe in. However, the road less used may offer many treasures. Deep in a forest we may discover a new kind of butterfly or even a new species of insects, etc. Similarly, in life we may acquire new skills and go through experiences that may make us strong and self-reliant individuals. The possibilities are limitless. However, it is only the bravest of people who would take up such a challenge. 4. Suppose you have two career options, what factors would you consider in making your choice? Make a list of the most popular career choices that people make and also list out some unusual career choices (you may refer to the film 3 Idiots). When you choose your career what are the things that you would keep in mind: money, stability, prestige in society or what you’re good at or interested in? Would you give up your dream of becoming a chef and toe the line to become an engineer? You must know of countless young boys and girls who have been forced to study medicine, maths or even computers when their true calling was books, music, painting or even cooking. When a young person is forced to give up what he/she loves to do what is the long- term impact of such a thing? About the Poet:(1874-1963) Robert Frost was a well known American poet of nature. He is renowned for his realistic portrayal of pastoral life and also for using simple, direct language. He captured the beautiful landscape of New England in his poetry and used it to probe the deeper social and philosophical dilemmas that human beings face in their life. He spent his time teaching, writing, lecturing and also managing a farm. Frost is an oft-quoted poet, known for such works as ‘Mending Wall’ and ‘Stopping by the Woods on a Snowy Evening’ which contain the following famous lines: The woods are lovely dark and deep But I have promises to keep And miles to go before I sleep He was honored with four Pulitzer Prizes for poetry during his lifetime. 2.2` About the Poem ‘The Road Not Taken’ is a poem that delineates the dilemma faced by people when making a difficult choice. The speaker is standing at the head of two divergent roads. Both the roads are equally worn and are full of yellow leaves strewn on the ground. He is in a quandary about the path that he should take as both seem equally interesting and unexplored on that day. Finally, he decides to take one road, because it seems more grassy, andthinks that he will take the other road at some other time. But at the same time he also knows that he will have to continue on the road that he has chosen as he would never be able to retrace his steps and take the other road. Many years later as he will sit and retrospect about the choice that he made, he will wonder whether he had made the right choice. The poem is rich in symbol and imagery. The poet is able to create a vivid scene of the forest and one can almost visualise a traveller standing at the head of two roads in deep thought. 2.2.1 Comprehension A. Answer the following questions in a sentence or two. 1. What does the traveller see? The traveller sees two diverging roads that disappear into a yellow forest. 2. Where is the traveller? The traveller is either in the forest or standing just outside the forest from where he can see two roads. 3. Why does he stand there long? He stands there thinking about which way to take. He cannot decide which road to take as both look equally untrodden. 4. What are the two options he has?  He has the option of taking either one road or the other. As both the roads are equally worn out, the speaker is in a quandary about which one to take. 5. What option does he choose? He chooses one road but thinks to himself that he must go through the otherroad some other day. 6. Who does the speaker/traveller represent? The speaker/traveller represents human beings going through different phases of life, during which they have to make important choices. For example about our educational stream, careers, jobs, marriage, etc. They represent people who have had to make difficult choices in life. 7. What do the roads symbolize? The two roads symbolize the equally attractive or equally unattractive choices that we have to make in our lives. They symbolize the dilemmas faced by people in the course of their life. 8. Why does one road have the better claim? One road had the better claim because it was a little grassier and a little less worn out i.e. less explored than the other one. 9. Why does the traveller doubt that he would ever come back? The traveller knows very well that once he adopts one path he would have to continue on it as it would be impossible for him to retrace his steps and take the other one. 10. Why should the traveller be telling this with a sigh much later? The sigh could be that of regret or of relief. Many years later when he looks back at the choice that he made he may feel relieved or he may feel a tinge of regret. In this way the poet ends the poem on a note of uncertainty. 2.2.2 B. Answer the following in three to five sentences each. 1. Explain the options the traveller has? The traveller has two roads before him. His dilemma is that both roads are equally appealing but he must choose one. At the symbolic level this poem refers to the various paths we choose and the choices we make in the course of life. 2. What is the reason for the traveller choosing the less travelled path? The reason for choosing the less travelled path is that he wants to explore a different road. He wants to go off the beaten track and discover what lies in store for him on the less travelled road. 3. What does he do standing in front of the two paths for a long time?  He stands in front of the two paths for a long time deliberating what to do. As both the paths are almost equally worn the traveller is in a state of turmoil with respect to the choice he must make. So he stands there wondering whether he will be able to come back to the starting point and begin all over again. 4. How difficult is the choice for the traveller? Does it mean that he cannot reverse his choice at a later time? It is a difficult choice for the traveller for two reasons. First, both the roads appear almost the same. Second, the traveller admits to himself that once he embarks on his journey on one road, the other option will be closed to him forever. Therefore he takes a lot of time to come to a decision. 5. Why does he say that he will be telling this story ‘ages and ages hence’? The speaker tends to exaggerate the passing of time. ‘Ages and ages hence’ would refer to the winter years of the speaker/ traveller, a point of time when he is no longer active and is leading a retired life. At such a time he will look back and analyse the pros and cons of the choices that he made in his life. 6. ‘And that has made all the difference’. What has made so much of a difference to the traveller and why? The traveller took the ‘road not taken’ thereby meaning that he made some unconventional choices in his life. He did not tread on the beaten path. On the contrary, he took risks and was a non-conformist. He was an exception to the norm. This has made all the difference perhaps, because he has been richly rewarded for electing anon-traditional option. He may have gained a lot of wealth- both material and spiritual- by making a different choice. 2.2.3 Answer the following questions in eight to ten sentences each. 1. How does the theme of the poem show that it is representative of the poet’s preference for unconventional thinking? The theme of the poem can be understood from its title ‘The Road Not Taken’. The speaker/traveller is standing at the head of two roads that lead one in different directions and does not know which one to take. He is in a dilemma because both the roads are equally used, as is expressed in the lines “And both that morning equally lay/In leaves no step had trodden black”. But eventually he decides to embark on the road which has been just a little less travelled than the other one.There is a risk involved in taking this road because the speaker/traveller does not know of the dangers that he will encounter on the way. However, that does not deter him from taking the road of his choice. Thus it is evident that the speaker/traveller is not intimidated by the problems that he might face. At the symbolic level this means that the speaker prefers to take the unconventional path and refuses to fit into the prescribed moulds of society. 2. There is a spirit of regret, nostalgia and longing in the poem. Discuss.  The feeling of regret can be seen from the first stanza itself where the poet says, “And sorry I could not travel both”. The poet regrets that he cannot take both the roads. It is possible that both the roads are equally attractive. Eventually, however he decides to take the one less travelled thinking that he would take the other one on some other day. But in the third stanza we can see that the poet is unsure whether he will be able to go back and take the other road. “I doubted if I should ever come back”, he says. In the fourth stanza the reader can sense nostalgia and longing. The poet says “I shall be telling this with a sigh”. The sigh can be a sigh of regret at taking a particular road. Many years later the poet wonders if the other road would have been better for him. Thus a strong sense of regret, nostalgia and longing can be traced through the poem. 3. The path of difficulty is in many ways the better one. How does the poem show this? It is said that the fruits of labour are better than the gifts of fortune. Undoubtedly, the path of difficulty is better than taking the easy way out. Though this poem does not make a clear statement about the path of difficulty being the better one, yet it depicts the poet taking the road that is grassy and where few people go. It is in the last stanza that the poet says “I took the one less travelled by,/ And that has made all the difference”. He may have encountered hardships on this path but it is precisely those hardships that have strengthened him and made all the difference in shaping his life and character. 4. Explain the symbolism inherent in the poem and explore the deeper meaning. The deeper meaning of this poem can be better understood at the symbolic level. The difficulty that the speaker/traveller faces while deciding which road to take is symbolic of the dilemmas that we all face in ordinary life situations between two equally attractive or equally unattractive options. The journey of the traveller represents all human beings who are making this journey through life. It is also significant that the two roads are in the ‘woods’ which are a symbol of mystery thereby meaning that when we make choices in life most of the times we are unaware of their consequences. It is like embarking on a mysterious path uncertain of how things will eventually turn out. The “yellow woods” indicate that it’s the autumn season as the foliage is yellow and not green as it would have been in spring. But the speaker/traveller is still green or a novice which can be seen from the doubt that surrounds his choice. The last line of the third stanza “I doubted if I should ever come back” is symbolic of the fact that there is no turning back in life. We have to be ready to live with the consequences of our actions. It also explores human nature in that, having chosen one path human beings continue to wonder about the path that they had left behind. 5. Elucidate the fact that Frost is a nature poet using this poem as an example.  Frost is a very popular American poet who uses the natural landscape to great advantage. He portrays nature in all its beauty and glory much like the Romantic poets like Wordsworth, Keats and Shelley. In ‘The Road Not Taken’ too we can see his love for nature. The locale of the poem is “a yellow wood” which means a forest in the autumn season. It immediately conjures the image of a place that is rich in flora and fauna. Besides this, words like “undergrowth”, “grassy”, “leaves” and “wood” enhance the natural elements of the poem. The poet captures vividly the picture of a forest and two roads going through it to portray the dilemma of the traveller/speaker. 2.3 Post -Reading Activities: 1. Why does the poet prefer unconventional thinking? What difference does it make? The poet prefers unconventional thinking because he wants to try different possibilities in life. He has the daring and courage to tread on those paths which are not frequented by travellers. In retrospect he realizes that it has made an enormous difference in terms of the experiences that he has gained. 2. Have you read Frost’s other poem ‘Stopping by the Woods on a Snowy Evening?’ If not read it and compare it with this one about this one with the dilemma of having to decide between two options in life. In ‘Stopping by the Woods on a Snowy Evening’ Frost broadly deals with the same theme. He is tempted to enjoy the scenic beauty of the snow covered woods. The snowy woods look beautiful in the evening but then he is instantly reminded of his goal and he realizes that he must go on. He resolves that he must not yield to temptation. Thus he has the option to either stay on and enjoy or go on a difficult journey through the woods in the biting cold. He decides to move on. However, in the present poem under consideration the poet has to choose between two equally attractive (or possibly two equally unattractive) possibilities. 3. Draw a picture of a traveller standing thoughtfully at the cross roads You may draw a sketch of a traveller keeping in mind his /her attire e.g. How would one be dressed on a journey? What would one be carrying on long and arduous journey? Would there be a companion on such a journey? The sketch could also capture the scenic beauty of a forest in the autumn season with yellow/red foliage. 4. Industries now would like to employ students who can think differently. Work with your group and discuss how unconventional thinking leads to remarkable discoveries. Present your ideas with good examples   Industries, corporate houses, banks etc. all need people who can think differently to enable them to survive in a world fraught with excessive competition.  Narayan Murthy, Steve Jobs, Mark Zuckerberg and Bill Gates are people who have revolutionized the way computers are used.  In the field of medicine the name of Louis Pasteur stands out for rebelling against the entire medical fraternity and revolutionizing the way wounds are treated and surgeries conducted. In the light of the above mentioned points compose a paragraph of about 100- 150 words. 5. A personality development trainer says, ‘Successful people don’t do different things; they do the same thing differently.’ Do you think he got this idea from this poem?  Yes most probably he was inspired by this poem when he said that.  Successful people have the ability to break old patterns of thought and create new paths for themselves.  They may have to face a lot of criticism for this, people may make fun of them but they stick to their beliefs and carry on regardless.  Their innovative approach to problems makes them stand out of the crowd and lead the way.  On the basis of the above mentioned ideas write a paragraph (100-150 words)beginning with the following words: “Successful people are leaders not followers …” 2.4 Language Development Grammar Practice Talking About the Present (1.) The Simple Present Tense: This tense gives the idea of habit, permanency or frequency:  Habit: Cows eat grass. I bathe every day.  Permanency: Gold is precious. The Red Fort is in Delhi.  Frequency: I often go for a swim in the summers. I generally go to my hometown to celebrate Diwali. (2) The Present Progressive/ Continuous Tense: This tense tells us that the (a) action is actually taking place at the time of speaking:  He is working at this moment.  (b) It can also give an idea of future plan or time:  She is coming back tomorrow  My mother is going to Rajasthan sometime next week. (3) The Present Perfect Tense: This tense is used to denote that the action begun in the past has lasted up to the present, and still has some significance.  I have been here for the past six years. (and I am still here)  I have read this book. (4) The Present Perfect Progressive /Continuous Tense:This tense is used to denote that and action started in the past and is continuing till the present moment:  She has been seeing TV since nine in the morning.  I have been cycling for two hours. 2.4.1 Exercises 1. Fill in the blanks in the sentences/passages below with the right form of the verb in brackets. a. Listen, they are making (make) an announcement. Please pay attention. I have a sister, Priya. She___________ (live) with her family in Bhopal, where her husband’speople _________ (run) a business.Priya _________ (have) a daughter who ______________ journalism.Priya ___________ (work) in the AG’s office. b. c. The players____________ (practise) in the gym right now. d. Ravi seems happy. He___________ (smile) since morning. f. We______________ (move) to Ahmedabad in week’s time. The furniture has already gone. g. I _______________ (buy) tickets for the match, so you needn’t ask Anil to get them for us. h. James _____________ (work) part-time in a hotel these days while waiting for his visa to come. 2. Use verb forms such as ‘love/loves’ and ‘is/are’ to write 3-5 lines about a. Your college b. Someone in your family 2a. The name of my college is Post-Graduate Government College for Girls. It is a renowned institution in North India for academic brilliance and co curricular activities. The students of my college bag top positions in all the spheres that they compete in, be it studies, debates, theatre, music or sports. My college has  excellent teachers who are always ready to help and motivate the students. The college also has the best of infrastructure in terms of smart classrooms, library, gymnasium, laboratories. It is indeed a pleasure to study here and I will surely miss it when I finish my studies and leave. 2b. Someone in my family: I come from a very small family. There is just my grandfather, father, mother and myself. I am extremely fond of my grandfather. He is very talented and has a very sharp mind. He has a flair for music and can play most musical instruments like guitar, harmonica, tabla, piano and many more. He loves to read and write and captures his thoughts in his daily diary. It is indeed a treat to talk to him and grow up in his company. 2.5 Vocabulary Check Homonyms are words that are spelt and pronounced in the same manner but have different meanings. For example can (ability, be able to) and can (a container). Homophone is a word that is pronounced like another word but has a different spelling or meaning. For example: some and sum. Homograph is a word that is spelt like another word but has a different meaning and pronunciation from it. For example: bow (rhymes with go) and bow (rhymes with now) 2.5.1 Exercise Fill in the blanks in the sentence pairs below with words that either sound the same or are spelt the same. For example: Who won the race? The hare or the tortoise? Tie up your hair. It is falling over your eyes. a. I’ll be travelling for one working__________ Pankajfeels after the operation. b. The police have a valuable___________that will help them solve the crime. ___________poisoning can be very dangerous. c. She is in terrible __________ He replaced the broken window____________.. d. There were ten desks in the first. He had a terrible with his daughter. e. We will ______________the host team today in all the events today. We can get sugar from______________ as well as from sugarcane. f. I really long for a_____________ Don’t _____________ suddenly, you may have an accident. 2.6 Answer Key (grammar, vocabulary) Talking about the present: 1 b. lives, runs, has, is studying, works c.arepractising d. has been smiling e. produce f. are moving g. have bought h. is working Vocabulary 2.5.1 (a) week, weak b. lead, lead c. pain, pane d. row (rhymes with no), row (rhymes with now) e. be, bees f. break, brake Self-Assessment Questions (SAQs) 1. Which is the most famous line of ‘The Road Not Taken’? 2. Name two other poems by Robert Frost. 2.6 Summary You have now a thorough understanding of the writing style of Robert Frost, as well as his use of imaginary and symbolism. You also learnt how to make use of ‘Present Tense’ in English language. 1.7 Further Reading Wren and Martin. High School English Grammar and Composition, New Delhi: S. Chand Publishing, 2015. 2.8 Model Questions 1. What does the road symbolize in the poem? 2. Why is the choice difficult for the traveller? 3. Explain: ‘and that has made all the difference’. 4. Discuss Frost as a nature poet. *****  Lesson-3 Money Madness Structure 3.0 Objectives 3.1 Introduction 3.2 About the Poet 3.3 About the Poem 3.3.1 Style and Literary Devices 3.3.2 Stanza-wise paraphrase of the poem 3.3.3 Glossary 3.3.4 Comprehension (Objective-type) 3.3.5 Comprehension (Short Questions) 3.3.6 Comprehension (Long Questions) 3.4 Grammar: Pronouns 3.4.1 Exercises 3.4.2 Vocabulary Building: Antonyms and Synonyms 3.4.3 Exercises 3.4.4 Composition: Writing Curriculum Vitae 3.5 Key to Exercises 3.6 Summary 3.7 Further Readings 3.8 Model Questions 3.0 Objectives This lesson will enable you to:  Acquaint yourself with the poet, his ideology, the poems, their meanings and relevance.  be aware of the stylistic and literary devices used in the poems in this section of your syllabus and to develop in you a sense of understanding poetry.  Learn new words and understand how themes are expressed in different ways by poets. 3.1 Introduction This lesson is divided into various parts which will tell you about the author, his poem, the central idea and theme of the poem. A stanza-wise paraphrase of the poem will be given along with a glossary of difficult words, phrases or references used in the poem. Further, you will be given extensive comprehension-based exercises to enhance your understanding of the text. In Grammar, this lesson will teach you the use of pronouns and to enhance your vocabulary, an exercise in antonyms and synonyms has been included. Finally, the chapter will also include an exercise on writing curriculum vitae. 3.2 About the Poet David Herbert Lawrence (1885-1930) was an Englishman who wrote plays, poetry, literary criticism, fiction and prose. The focal point of his writing is modernism, man’s excessive preoccupation with materialism and crumbling value system. His novels Sons and Lovers, Rainbow and Women in Love are chiefly important. He wrote about themes which were not popular in the literary domain. He dealt with homosexuality in a great way in his novels, which were also branded as obscene. He wrote almost 800 poems. Dreams Old and Dreams Nascent were his published poems. Other important collections are Birds Beasts and Flowers and Tortoises, in which he deals with the theme of nature. His Last Poems and More Pansies were published posthumously. 3.3 About the Poem: Central Idea The poem “Money Madness” by D. H. Lawrence is a poem in blank verse, that is, it has no rhyme scheme followed. Lawrence refers to money as a source of general human madness. With reference to the modern capitalist world, he says that money is the chief factor of insanity in our society. It has made us insensitive to those around us. We judge those around us in terms of how much money they have. Further money makes us afraid. We are afraid to lose our money as we know that our life will become painful without it. Lawrence condemns the focus on money in the contemporary world and urges us to find our sanity. 3.3.1 Style and literary devices The poem is written in a direct tone. It begins on an abrupt and jolting tone “Money is our madness; our vast collective madness.” The poem has been written in blank verse and its lack of rhyme suggests the lack of order in this mercenary world. Money has been demonized in the poem as the cause of all our hatred and insensitivity. The poem abounds in examples of visual imagery, when Lawrence talks of our hands ‘shaking’ when we give someone a currency note. The style of writing is very intimate and the poet is as if sharing his fears about the world and its future intimately with the reader. 3.3.2 Stanza-wise paraphrase of the poem i. “Money is our madness, our vast collective madness. And of course, if the multitude is mad The individual carries his own grain of insanity around with him.” Explanation: Lawrence begins by stating his central idea of the poem that money is the cause of our social insanity and that if the community is insane, every unit, that is, every human being will definitely be mad too. ii. “I doubt if any man living hands out a pound note without a pang; And a real tremor, if he hands out a ten-pound note. We quail, money makes us quail.” Explanation: Lawrence, in the first person, expresses his doubt if there is any human being who gives even a one-pound note to anyone without feeling a sense of loss. He further says that as the amount one gives to someone increases, our unwillingness to part with our money increases too. He says that we never want to give our money to anyone. We are always apprehensive, and money makes us apprehensive. iii. “It has got us down, we grovel before it in strange terror. And no wonder, for money has a fearful cruel power among men. But it is not money we are terrified of, it is the collective money - madness of mankind.” Explanation: Money has made us weak. It has made us its slaves who shudder in front of it. This is not at all surprising, as money holds a frightening and cruel place for men. But we are not afraid of money. We are afraid of the insanity that money has caused in all mankind. iv. “For mankind says with one voice: How much is he worth? Has he no money? Then let him eat dirt, and go cold - And if I have no money, they will give me a little bread, So I do not die, but they will make me eat dirt for it.” Explanation: Mankind has been made mad by money. As a community we are always trying to assess how much every human being is worth. And if a human being has no money, our lack of sensitivity makes us decide that he must not get proper food or shelter. And this is what makes us afraid. If we had no money, mankind will give me only what is required to keep me alive. I will be allowed to survive but in inhuman scenarios. v. “I shall have to eat dirt, I shall have to eat dirt if I have no money  It is that I am afraid of. And that fear can become a delirium. It is fear of my money-mad fellow-man.” Explanation: If we have no money, our life will be a punishment. Lawrence stresses upon the idea that without money, one has to live on dirt and filth. That is what makes all of us scared individually. And this fear is becoming a sort of insanity in itself. It is the fear of our fellow men that are made insane by money. vi. “We must have some money To save us from eating dirt. And this is wrong. Bread should be free, shelter should be free, fire should be free to all and anybody, all and anybody, all over the world.” Explanation: The inhuman treatment offered to people without money makes us feel that we should have some money at least, so that we don’t have to lead a miserable life. But this is wrong. Food, shelter and warmth should be free for all human beings and should not be given based on how much money a man has. These basic requirements should be available to everyone, all over the world. vii. “We must regain our sanity about money before we start killing one another about it. It's one thing or the other.” Explanation: Finally, Lawrence says that we must get our sanity back about money. We should recover from our collective money-madness otherwise a day may come when we may start killing each other for money. Lawrence sees a very bleak-future for a society crazed by money and says that there is only one option for us if we wish to keep humanity alive: either we cure our money madness, or one day we shall kill each other over it. 3.3.3 Glossary Multitude: large population Insanity: madness Pang: pain Tremor: trembling Quail: fear or apprehension Delirium: a state of total insanity and lack of consciousness Regain: to acquire again 3.3.4 Comprehension-based exercises (Objective-type) To aid understanding of the poem, let us try to complete the following sentences based on the text. The first few have been done for you. i. Money is our collective madness. ii. If the multitude is mad, every individual will carry a grain of insanity in him. iii. Human beings judge each other in today’s world based on how much money they have. iv. Those who have money live prosperously, and those who don’t are denied food, shelter and warmth. Now try to fill in the blanks in the following sentences yourself. v. Money madness arouses _______ in the minds of people. vi. People are not scared of __________, but of losing it. vii. Refusing people food, shelter and warmth because they have no money is ________. viii. If we don’t get over our money madness, we will ______ each other. 3.3.5 Comprehension-based exercises (answer in 3-5 lines) i. What is money madness? What feeling does money madness excite in us? Ans. Money madness is a social madness after money. It is being so absorbed with the idea of making and hoarding money that it takes away the human aspect of man from him. Money madness causes man to be constantly scared for himself in a world crazed with money. ii. How does the poet justify that man is frightened because of money madness? Ans. Lawrence describes that every time we have to give even a pound to someone, we feel a pain in our hearts. When we have to give a greater amount like ten pounds to someone, we tremble with fear. Money causes us to be apprehensive all the time. Lawrence believes that money has a peculiarly frightening power for mankind. iii. Is man scared of money? What does the poet say about this feeling? Ans. According to Lawrence, man is not scared of money but of losing it. Man is aware that society judges each individual based on how much money he/she has and then treats him/ her accordingly. If a person has no money, the society banishes him/ her into a life of misery. It is this banishment because of lack of money that the poet is scared of. Now try to write answers for the following questions yourself. iv. How does the society treat a person who has no money? v. What does the poet say about fundamental requirements? vi. What is the final fear of the poet? 3.3.6 Comprehension-based exercises (answer in 8-10 sentences) i. What does the poet mean by money-madness? Why does he use words like ‘madness’, ‘insanity’ and ‘delirium’ in this context? Ans. Lawrence uses the term money madness to connote a state of madness in mankind for money. The term refers to a certain craze for money that bars all other logic from man’s capability. He uses the terms ‘madness’, ‘insanity’ and ‘delirium’ in this context to rebuke mankind for its lack of sense in madly pursuing money. The way society condemns the poor to a life of misery obviously exposes the madness that is eating away into the sense of kindness and humanity in the society. Lawrence uses these terms in gradation to express his fear that the madness is rising and will one day make human beings beasts out to kill each other. ii. Do you think that Lawrence’s fear for the sad future of man is real? Elaborate. Ans. Man’s madness for money and his preoccupation with materialism is definitely a cause for concern. In the current scenario, mankind is ridden with a lack of humanity and fellow feeling. People judge their fellow humans based on their monetary standing and the society as a whole does not shirk from condemning the poor to a life of misery. They are abandoned by humanity and forced to lead a life that is devoid of food, shelter and warmth, the basic requirements of human subsistence. Considering that man has already become so cold and heartless, it is possible that we are heading towards a future in which mankind may turn to a psyche of murderous beastliness. Now that you have read through the solved questions, try to write answers for the following yourself. iii. Summarize the poem money madness in your own words. iv. What do you think is a way out of this money madness? 3.4.0 Grammar: Pronouns Pronouns are words which are used in place of nouns. There are six kinds of pronouns. Personal pronouns are used in place of names of people or things. Example: I, we, he, she, you, it, they, yourself, myself, himself, herself, themselves, itself, etc. Possessive pronouns mark a sense of possession. Example: mine, your, their, it’s, her, his, etc. Demonstrative pronouns demonstrate a thing, its location etc. Example: these, those, that, this, etc. Indefinite pronouns mark a general group of people, things etc. Example: anyone, nobody, anybody, etc. Relative pronouns show a relation between two people or things etc. Example: ‘Who’ in I know who came to meet you. ‘What’ in She does not what she is allergic to. Interrogative pronouns are pronouns that ask a question. Example: who, what, where, etc. 3.4.1 Exercise: Supply suitable pronouns in the sentences below i. Rohit is my brother. I went with ____ to the park. ii. _____ are you going? iii. Are ______ sure you want a cup of coffee? iv. ______ no use crying over spilt milk. v. I can complete my homework _________. vi. Do ______ want to join me for dinner? vii. ______ are going to the zoo today. viii. Are ____ going for the party tonight? ix. They will finish the job __________. x. ______ is a matter of grave importance. 3.4.2 Vocabulary building: Antonyms and Synonyms Antonyms are words that are opposite in meaning and synonyms are words that are similar in meaning. Learning antonyms and synonyms is a good way of enhancing one’s vocabulary. Let us go through the following text based words, their antonyms and synonyms. Word Synonym Antonym Madness Insanity Sanity Doubt Disbelief Certainty Collective Combined Individual Wrong Incorrect Correct Qualm Apprehension Calm 3.4.3 Exercise: Supply suitable synonyms and antonyms as specified i. Fear (synonym) ii. Delirium (synonym)  iii. Die (antonym) iv. Dirt (synonym) v. Save (antonym) vi. Free (antonym) vii. Go (antonym) viii. Walk (synonym) ix. Active (synonym) x. Dark (antonym) 3.4.4 Composition: Writing Curriculum Vitae Curriculum vitae (CV) are written along with an application when you wish to apply for a job or supply your details for consideration to a certain position. Also called ‘resume’, a CV must be written according to certain rules. As this is the first correspondence that anyone receives from you in a professional situation, it is very important to make a good impression with it. The information presented should be given clearly, neatly and accurately for it to be effective. One should also avoid giving details that are irrelevant to the situation. The following points must be borne in mind when writing a CV:  It must be neatly typed in a font and size that is clear and easy to read.  Your contact details must be accurately given and you must ensure that they are formally answered during business hours.  State your aim/ objective clearly and precisely.  Academic qualifications and professional experience must be given in reverse chronology: starting with the latest and going up to the first.  All job related skills must be mentioned clearly.  Areas of expertise must be mentioned.  Use action verbs rather than nouns. Example, instead of saying that you have training skills, you should say that you trained several teams.  Your CV should reflect not only what you have done but also what you are capable of doing.  Personal information like marital status, family, hobbies, religion, caste etc. should not be given unless asked for. Avoid any irrelevant information. Look at the example CV below to get a better idea of writing CVs Curriculum Vitae Name : ArunGoswami Address : 12/22, Rajendra Park,  Near Basant Market, New Delhi: 110003 Phone: 011-253462233, Mob: 999865244 Email: [email protected] Nationality : Indian Date of Birth : 2nd August, 1984 Objective : To obtain the position of Marketing Supervisor Work Experience : May 2010- June 2011 Marketing Executive for Capital Insurance Job Profile : Finding and persuading new customers and selling insurance products Academic Qualifications : 2010 Post Graduation diploma in Marketing from IIPM, Ghaziabad 2009 B Com, Indraprastha College (76%) 2006 Higher Secondary from KendriyaVidyalaya, New Delhi, specializing in Commerce (89%) 2004 Matriculation from KendriyaVidyalaya, New Delhi (91%) Other qualifications/skills : 2-yr advanced diploma in Computer Applications Now that you have seen a sample CV, try to write your CV for the post of a Field Research Associate for a Social Survey on Population. 3.5 Key to exercises 3.5.1 Exercise: Supply suitable pronouns in the sentences below i. Rohit is my brother. I went with him to the park. ii. Where are you going? iii. Are you sure you want a cup of coffee? iv. It’s no use crying over spilt milk. v. I can complete my homework myself. vi. Do you want to join me for dinner? vii. They are going to the zoo today. viii. Are you going for the party tonight? ix. They will finish the job themselves. x. It is a matter of grave importance. 3.4.3 Exercise: Supply suitable synonyms and antonyms as specified i. Fear (synonym): terror, panic ii. Delirium (synonym): madness iii. Die (antonym): live iv. Dirt (synonym): filth v. Save (antonym): endanger vi. Free (antonym): enslave vii. Go (antonym): come viii. Walk (synonym): gait ix. Active (synonym): agile x. Dark (antonym): bright Self-Assessment Questions (SAQs) 1. Name any other poem by D.H. Lawrence. 2. When was the poem ‘Money Madness’ published? 3.6 Summary You are now well acquainted with D.H. Lawrence as a poet. You have got a sense of understanding poetry through the use of stylistic and literary devices. You have also learnt new words and how to formulate CVs. 3.7 Further Reading 1. Kenneth Roman and Joel Raphaelson.Writing that Works: How to Communicate Effectively in Business, New Delhi: Harper Collins, 2000. 2. D. H. Lawrence.New Poems, London: Martin Seeker, 1918. 3.8 Model Questions 1. How does the society treat a person who has no money? 2. What does the poet say about the fundamental requirements? 3. What is the final fear of the poet? 4. What is the way out of the money madness? *****  Lesson-4 I, Too By Langston Hughes Structure 4.0 Objectives 4.1 Introduction 4.2 About the Poet 4.2.1 About the Poem 4.2.2 Comprehension (Very Short Ques.) 4.2.3 Comprehension (Short Ques.) 4.2.4 Comprehension (Long Ques.) 4.2.5 Post-Reading Activities 4.2.6 Language Development (Grammar Practice) 4.2.6 Exercises 4.3 Vocabulary Check 4.3.1 Exercises 4.4 Answer Keys 4.4.1 Synonyms 4.5 Summary 4.7 Further Readings 4.8 Model Questions 4.0 Objectives A study of this chapter will enable youto: a) gain an understanding of the effects of racial discrimination upon the black Americans b) understand the viewpoint of the black American speaker in the poem c) perceive the suffering of people who are treated as ‘inferior’ on grounds of class, race, colour, caste, etc. c) have a humane, empathic attitude towards people, overcoming racial and other prejudices e) practise and use appropriate verb forms to talk about the past  f) use vocabulary precisely and appropriately(synonyms) 4.1 Introduction Pre-Reading Question:The lesson will begin with an introduction to the poet and the poem and will offer a detailed explanation of the poem. The lesson will also include solved and unsolved comprehension based exercises. Further, a section is devoted to grammar in which you will be taught the use of Past Tense. Another section will teach you about synonyms. Let’s think about some issues related to the theme of the poem, ‘I TOO’. These are Pre-reading questions for you to answer. Some responses are given below, to help you and to provide important background information. 1. Do you think that all the members of society are treated equally? Ans: If we consider carefully, we realize that all people are not treated equally. For example, rich and powerful people are given much more importance and respect than those who are poor. In India, people of so-called lower castes are not treated well. Many people also discriminate on the basis of colour—fair skinned people are somehow treated as superior! 2. What are the barriers that usually separate society into different segments? Ans: Caste, wealth, colour, race, religion, educational qualifications, professions…Think of examples from real life around you. Are inter-caste marriages, or relations between people of different religions accepted? Is a rickshaw-puller or electrician treated with the same respect and dignity as an engineer or officer? Do you think it is correct to treat people differently , on the basis of their skin colour , religion or job? Do you think the caste and class system in India has created barriers in Indian society? Ans: Surely it has. Our social history is full of incidents of how people of lower castes were treated most inhumanly—they were called ‘untouchables’, and even their shadow was considered to be polluted. It was only after the sustained efforts of social reformers, for example, Mahatma Gandhi, who gave them the title of ‘Harijan’—people of God- that this section of society got some recognition. Even today, we have numerous incidents of discrimination against Dalits. This has divided our society in very unhealthy and undesirable ways. 3. Do you think it is worth keeping alive a class system in any society? Ans: Our religions teach us that we are all children of God, and all equals. A class system in any society will only create differences and barriers that will ultimately breed prejudice, ill-treatment, resentment and violence. The members of such a society can never be at peace. So, the answer to this question must be —definitely not. 4. Can you list some of the disadvantages of caste system in India?  Ans: The caste system breeds prejudice, hatred and contempt towards those castes that are considered inferior. It segregates people according to their professions and ranks them from high to low, with ‘menial jobs’ and those involving physical labour, being given very low status. Consequently, the professions are de-valued and those engaged in such activities are not given due respect. The caste system creates artificial barriers in society and does not treat all human beings as equally worthy of dignity and respect. 5. Do you think that colour and creed are sufficient reasons for the superiority of any individual? Ans: The colour of one’s skin is determined by the degree of melanin one has in one’s skin. People who live in very hot climates especially near the equator have more melanin, which also protects them from the harsh heat of the sun’s rays. This does not make them inferior in any way to those who live in cold climates and so are fairer in skin tone. Further, no creed or religion is better than another. These are all different paths to spirituality and should not be the basis of superiority or inferiority of an individual. 6. What do you know about the racial discrimination that blacks have been subject to in the USA? For more than 200 years, from the 17th century to the 19th, African Americans, or negroes/ blacks, as they were called, were subjected to severe racial discrimination, especially in the form of slavery. Thousands of poor Africans were brought to America and made to work asagricultural labour for cotton and tobacco farming. They were also used as a labour force in shipyards, docks, and as domestic servants, especially in the Southern states, where approximately one family in four had slaves. These slaves had no rights and were often inhumanly treated. Social barriers based on colour/race soon became ingrained in every aspect of colonial American culture and it was believed that they never could mingle with the free white people. According to the 1860 U.S. census, there were about 385,000 slave-owners out of approximately 1.5 million white families. It was only in the early 19 th century that efforts were made to ban slave trade. In 1863 President Abraham Lincoln issued the Emancipation Proclamation that declared all slaves free in the areas of the Confederate States of America. Slavery was not actually abolished in the United States until the passage of the 13th Amendment in December, 1865. About 4 million black slaves were freed in 1865. However, discriminatory practices continued with unequal laws, educational disparities and widespread criminal acts against people of colour. The ‘Jim Crow’ laws segregated all public facilities for whites and blacks. Millions were brutalized and killed even for voting and taking formal education. The  concept of 'lynching', where the whites openly 'punished' and hanged the black population for trivial reasons,was common. Instances of discrimination abounded in even in the late nineties of the 20 th century. The United States Department of Agriculture discriminated against tens of thousands of African American farmers, denying loans provided to white farmers in similar circumstances. Blacks or ‘niggers’ as they were disparagingly called, were denied govt. jobs, and were not allowed to sit in the front rows of buses, eat in the same restaurants, use the same toilets and other public facilities, as the whites. The 2008 Presidential election is seen as a step forward in race relations: White Americans played a role in electing Barack Obama, the country's first black president. {Read more on Wikipedia. } 7. Do you know of any leaders who fought for the equal rights of black Americans? Ans: The Civil Rights movement of the 19th century brought many leaders to the fore blacks)was Martin Luther King Jr., who led the Montgomery Bus Boycott. You would have read his most famous speech, ‘I have a Dream’ in your course book last year. (English @ Work). Rosa Parks also participated actively in the Bus Boycott to end segregation in buses. Jesse Jackson worked with Martin L.King to get equal jobs for blacks. MaryMacleod Bethune set up schools for black children. Among the whites, Abraham Lincoln passed the emancipation proclamation on 1st Jan, 1863, to abolish slavery in the Confederate States. President John Kennedy also developed the Civil Rights Act of 1964 and worked to end racial discrimination, appointing many black people to key govt. posts, and as judges. {for more information about these and other leaders, log on to http://library.thinkquest.org/J0112391/civil_rights_leaders.htm} 8. Do you think racial hatred has ended in the USA? Ans: Black Americans are now legally equal in USA and have all rights. The Current President, Barack Obama, is the country’s first Black American President, which is a huge leap from the days of slavery and inhuman Jim Crow laws. However, prejudices still prevail against the blacks, and it is not common to see white people living in the poor quarters or ghettoes, where the blacks live. Hopefully, the time will come when colour will not be a barrier to equality among people. 4.2 About the Poet: James Mercer Langston Hughes (1902-1967) was born of mixed African-American ( white ) parentage and did not have a stable childhood home or upbringing. His parents having divorced, his maternal  grandmother raised him and instilled in him a deep sense of racial pride in his native black American oral tradition. His literary leanings and love of books became evident at an early age, with him being elected as class poet in his grammar school. He wrote for the school newspaper and began to write short stories, poetry and dramatic plays, as well as his first piece of jazz poetry, ‘When Sue Wears Red’. He worked at various odd jobs, among them that of crewman aboard a ship and a busboy at a hotel, before earning a B.A. degree from Lincoln University in 1929. Hughes’ signature poem became ‘The Negro speaks of Rivers’. He became famous for developing the genre of jazz poetry and as a writer of the movement known as the Harlem Renaissance, which was a flowering of negro literature. {en.wikipedia.org/wiki/Harlem_Renaissanc ewww.infoplease.com/spot/bhmharlem1.html}.Hughes stressed upon the theme that ‘black is beautiful’ and pride in the Afro-American identity permeates his works. He also established a theatre group in Los Angeles. His first novel, Not Without Laughter, won the Harmon Gold Medal for literature.His first collection of short stories was titled ‘The Ways of White Folks’. Through his writings he depicted the real lives of blacks in the lower social-economic strata and championed their cause. 4.2.1 About the poem, ‘I,too’: This short and simple poem strongly asserts the identity of the blacks as Americans. It begins with an illustration of racial prejudice and their current second-class status because of their darker skin colour, but moves on to an expression of faith and optimism that the black American will be given their rightful due as equals in society and will be appreciated in times to come. The poem is written in the first person singular (I) and the speaker narrates how he is not allowed to sit at the table when guests come over, but is sent to eat in the kitchen. However, he patiently and smilingly endures this discrimination, gaining strength to combat it one day. The key element in the poem is earnest fervour in pursuing the goal of equality and ensuring social justice. 4.2.2 A. Comprehension questions. ( Answer in a sentence or two) Note: These questions require short answers which you can answer easily if you read the poem carefully. While some answers are provided in full below, hints are given to help you discover the answer yourself and write it in your own words. 1. Who is the narrator of the poem? Can you guess his age? Hint: Line 2 says: ‘I am the darker brother’. Would ‘brother’ be a girl or boy? Line 7 has the words, ‘grow strong. Would this mean the narrator is young or old? 2. What is the significance of being ‘the darker brother’? This phrase points to the narrator’s dark skin, as contrasted with the White Americans, and since both are citizens of America, they could be referred to as brothers. The narrator is conscious, however, of his lower status : ‘I am the darker brother’. 3. What does ‘sing America ‘mean? Hint: singing is like speaking, but with rhythm and music added. Songs also carry an emotional tone. To sing America can have two meanings: a) to sing about America b) to sing as a part of America, as an American. Ans: To sing means, to speak musically. The narrator in the poem is speaking about America, and also ideates that America is like a song, made up of many different voices singing in a chorus. The narrator is asserting his American identity. It is notable that this poem is seen as a response to Walt Whitman’s poem, I Hear America Singing’, in which he lists Americans from various professions and social classes. 4. Why should the ‘darker brother’ be ‘sent to eat in the kitchen’? Hint: When important guests arrive, people generally want to make a ‘good impression’, so negative things are generally hidden from view. Sometimes, this includes servants or even poor or elderly relatives, who are told to stay away. Ans: This is a typical illustration of the racial discrimination that prevailed against the Blacks in America. The ‘darker brother’ or Black American is considered to be socially inferior and is therefore sent away by the White house holders when guests or important people are present. 5. Is the speaker upset about being sent to the kitchen when company arrives? Why? Ans: The speaker may be feeling hurt at this unfair treatment, but he does not give any indication; instead, he adopts a humorous attitude and laughs and eats well, probably along with others of his race. 6. Has being confined to the kitchen affected his physical well-being in any way? Why? The speaker’s physical well-being is not affected as he takes this discrimination in his stride and continues to eat well and grow strong. 7. What is the significance of the speaker’s saying that when ‘tomorrow’ comes, he will sit at the table and no one can send him away? This clearly signifies that the speaker has faith that in the near future he ( and all other Black Americans ) will be strong enough to assert their rights as social equals and no one will dare to deny them their rights.  9. What is the poem pointing to in terms of the African race in America? Can you guess? The poem is pointing to the numerous instances of social discrimination against the African race in America, even after slavery was abolished. The optimism was well-founded, as at the present time, the country is being headed by its first Black President. 10. Can you describe the tone of the poem? Hint: Four of the following words correctly describe the tone. Choose the correct words: pessimistic optimistic sad cheerful complaining