83

PART II

POETRY SELECTIONS

Poetry is derived from a Greek word which roughly means “to make” or “create”.It is the key to unwind the music of a language as it focuses on the sound of a language.Poems are meant to be recited and read aloud with rhythm and rhyme, meter and stressin order to learn the flow, rise and fall of a language. It hones our speaking skillsby providing a context to articulate and dramatize a conversation thereby helping usto speak fluently, using the right diction, intonation and speed.

The following selections have been made keeping in mind the relevance and contextsof the past, present and future of our continuously evolving civilizations and itsimminent challenges.

SECTION A - THE TIGERThis section exclusively deals with 3 poems that use the tiger as a means ofrepresenting ideas. What is significant about these poems is that though the tiger isthe central character, all the three poems use this symbol very differently. They “make”the tiger a vehicle of their perceptions adding to the sensibilities of each context intime and space.

William Blake-(1757-1827): Although an exceptionally talented English poet,painter, printer, engraver, and radical thinker he remained unrecognized in his lifetime.During his career as an artist and writer, he was considered mad and out of tune with

84

his generation, as he was largely misunderstood for his different and bold views onGod and religion. However, in the 20th century Blake rose among critics as the pioneerof the Romantic Movement and was held in high esteem for his unique expressivenessand creativity. The Songs of Innocence and Experience and The Marriage of Heavenand Hell are his most notable works.

The Tyger is from his Songs of Experience and his most famous poem. It is a highlysymbolic poem that focuses on a thinker’s curiosity about the creator who has thepower to design such an awesome creature like the tiger. The tiger as a symbol couldalso represent the fierce force of the human soul. The poem has been immortalizedfor the vivid and graphic descriptions and contrasts of such pictorial intensity thatit stands out like a real painting.

To listen to this poem: https://www.youtube.com/watch?v=fXsiW7A—dYhttps://www.youtube.com/watch?v=QMwNvzRKX64

THE TYGER

TIGER, tiger, burning brightIn the forests of the night,What immortal hand or eyeCould frame thy fearful symmetry?

In what distant deeps or skiesBurnt the fire of thine eyes?On what wings dare he aspire?What the hand dare seize the fire?

And what shoulder and what artCould twist the sinews of thy heart?And when thy heart began to beat,What dread hand and what dread feet?

85

What the hammer? what the chain?In what furnace was thy brain?What the anvil? What dread graspDare its deadly terrors clasp?

When the stars threw down their spears,And water’d heaven with their tears,Did He smile His work to see?Did He who made the lamb make thee?

Tiger, tiger, burning brightIn the forests of the night,What immortal hand or eyeDare frame thy fearful symmetry?

GlossaryThine : archaic or old form of address for ‘yours’Symmetry : correct or pleasing proportion of the parts of a thing; balance;

harmonySinews : strong piece of tissue in the body connecting a muscle to a bone; a

part of a structure or system that provides support and holds ittogether:

Dread : fear and apprehension about something or someoneFurnace : a container that is heated to a very high temperature, so that

substances that are put inside it, such as metal, will melt or burn:Anvil : a heavy iron block with a flat top and concave sides, on which metal

can be hammered and shaped

86

GUIDED READINGI.

1. To whom does the speaker ask the question?2. Where does the tiger burn?3. Is the time element significant in the question? If so, why?4. What are the eyes compared to? What does it suggest?5. Why does the speaker refer to “wings”?6. What does “In what furnace was thy brain” suggest about the making of the

tiger?7. Whom does HE refer to in the poem?8. Note that there is only one change in the last stanza when compared to the

first. What is the change?

II.1. Discuss how there are references to a workplace and the tools of work.

What do they represent?2. There are a number of words that depict forceful action. Pick them and

discuss their importance in the poem.3. The words “fearful symmetry” suggest that the tiger ...................................4. Have you observed that the speaker dwells on both the fascinating and the

fearsome aspects of the Tiger? Could you pair these opposites and analyzewhat the speaker is suggesting?

5. Discuss why the Lamb as another animal is brought into the poem.

III.1. Notice how the entire poem begins with a question in stanza one. As it

proceeds the poem only further tries to explore the very first question. Discusshow the poem develops on these questions and unfolds itself.

2. There is a creator and his creation being discussed here. (It can be extendedto art and the artist). What kind of connection do you see between the two?

3. How has the poet described the tiger? Is it different from what you haveimagined?

87

4. Pick out the words that the speaker uses to question the creator. What dothose questions tell you about the speaker’s attitude to the creator?

5. Analyse the change between the first and the last stanza. What does it signify?

Extended ActivitiesTry describing an animal that has fascinated you in an interesting or humorousmanner.Read Gerald Durrell’s books on his relationship with animals.Try writing the same poem as a story using all the new and unusualcombinations of words/descriptions that you have come across in the poem.

88

Gorden. J. L. Ramel (1957): an environmental ecologist, a teacher, philosopher whoworks more as an ornithologist and entomologist, won his first prize in poetry at theage of 14. Born in England, raised in Australia, he is a wonderful mixture of a scientistand an artist. He has several insects named after him, in recognition of the biodiversitywork he did for Wetland Kerkini in Greece.

A parody is an imitation of the style of a particular writer, artist, or poem/story etc.,with deliberate exaggeration for comic effect or emphasis on a message. This poemwritten more than a century later is a parody on Blake’s Tyger. It clearly voices hisecological concerns about the tiger’s survival. While Blake’s tiger focuses on themajestic ferocity of the tiger, Gordon’s Tiger highlights the crisis in the human speciesthat force him to usurp the life and habitats of every living being.

TIGER TIGER REVISITED

Tiger tiger fading fastin the shadow we have cast,what brave law or business dealcan thy future’s safety seal.

What the future, what the hopethat humankind may learn to copewith life and maintenance of breathwithout this need of needless death.

89

In what sulphurous cauldron groansthe mind that lives to sell your bones;and what the moral povertyof those take thy life from thee?

What the learning, what the thoughtthat values lives like yours at naught?What the science or machinewhere beauty such as yours is seen?

Who did he hate who sowed the seedof human ignorance and greed;and can he smile our work to seeas we who killed the lamb kill thee.

Tiger tiger fading fastfrom the present to the past,how can mere humanityso quickly still thy majesty?

GlossarySulphurous: fiery, heated, hellish fires that vaporize

Cauldron : a large kettle or pot

Thee : archaic word for the pronoun you

Naught : nothing

GUIDED READINGI.

1. Why is the tiger fading fast?2. What “needless death” is the speaker referring to?3. What is referred to as the “sulphurous cauldron”? Why does he call it so?4. According to the poet is Science and Machine equal to the beauty of the

tiger?

90

5. Who is HE in this poem?6. Pick out the words that build a contrast between man and tiger in the last

stanza.II.

1. Discuss the images and words used to describe humans in the poem. Howdoes he contrast it with the tiger?

2. Analyse the speaker’s attitude to the creator.3. Comment on the relationship between man and beast by using the line “tiger,

tiger fading fast.”III.

1. Discuss this poem as a parody.2. You have two poems on the tiger-one written in the end of 18th century and

one in the 20th century. Can you comment on the changes in the attitude tothe tiger and the shift in focus of these two poems?

Extended ActivitiesMake a list of how many species have disappeared and are fast disappearingfrom this planet.Attempt a report/collage on how the disappearing food chain can createproblems in the world.

91

Arun Kolatkar (1932-2004): An Indian poet from Pune, he earned a diploma inpainting from the J.J. School of arts, Mumbai. He wrote both in English and Marathi.The present poem is an excerpt from Jejuri which was his first book of English poems- a long poem in thirty-one sections. The book won Commonwealth Writers’ Prizein 1977 which has also been translated into German. He has also won the SahityaAkademi for his body of Marathi work.

This narrative is not just a fable, but a political satire. It is about the struggle betweenthe people who have plenty and those who do not, the oppressor and the oppressedand the politician who mediates between the two. He is represented as the shepherdand the sheep are the citizens protected by the army represented by the sheep dog.Observe the subtle humour and use of irony.

AJAMIL AND THE TIGERS

The tiger people went to their kingand said, ‘We’re starving.We’ve had nothing to eat,

not a bite,for 15 days and 16 nights.

Ajamil has gota new sheep dog.

92

He cramps our styleand won’t let us get within a mile of meat.’

‘That’s shocking,’said the tiger king.

‘Why didn’t you come to see me before?Make preparations for a banquet.

I’m gonna teach that sheep dog a lesson he’ll never forget.’‘Hear hear,’ said the tigers.‘Careful,’ said the queen.But he was already gone.

Alone into the darkness before the dawn.

In an hour he was back,the good king.

A black patch on his eye.His tail in a sling.

And said, ‘I’ve got it all plannednow that I know the lie of the land.

All of us will have to try.We’ll outnumber the son of a bitch

And this time there will be no hitch.Because this time I shall be leading the attack.’

Quick as lightningthe sheep dog was.

He took them all in as prisoners of war,the 50 tigers and the tiger king,before they could get their paws

on a single sheep.They never had a chance.

The dog was in 51 places all at once.

93

He strung them all out in a daisy chainand flung them in front of his boss in one big heap.

‘Nice dog you got there, Ajamil,’said the tiger king.Looking a little ill

and spiting out a tooth.

‘But there’s been a bit of a misunderstanding.We could’ve wiped out your herd in one clean sweep.

But we were not trying to creep up on your sheep.We feel that means are more important than ends.

We were coming to see you as friends.And that’s the truth.’

The sheep dog was the typewho had never told a lie in his life

He was built along simpler linesand he was simply disgusted.

He kept on making frantic signs.But Ajamil, the good shepherd

refused to meet his eyesand pretended to believe every single word

of what the tiger king said.And seemed to be taken in by all the lies.

Ajamil cut them looseand asked them all to stay for dinner.

It was an offer the tigers couldn’t refuse.And after the lamb chops and the roast,

when Ajamil proposedthey sign a long term friendship treaty,

all the tigers roared.‘We couldn’t agree with you more.’

94

And swore they would be good friends all their livesas they put down the forks and the knives.

Ajamil signed a pactwith the tiger people and sent them back.

Laden with gifts of sheep, leather jackets and balls of wool.

Ajamil wasn’t a fool.Like all good shepherds he knew

that even tigers have got to eat some time.A good shepherd sees to it they do.

He is free to play a flute all dayas well fed tigers and fat sheep drink from the same pond

with a full stomach for a common bond.

Glossary:Cramps : contraction of muscle or muscles leading to severe painBanquet : large feast; large formal dinner in celebration of somethingTaken in : phrasal verb- fooled, cheated, deceivedPact : formal agreement between individuals/groups/parties

GUIDED READINGI.

1. Why did the tigers go to the tiger king?2. How many days have they suffered?3. What do the queen’s words indicate? What does it tell you about the queen?4. What does the king’s reaction to the tigers’ complaint tell you about the

tiger king?5. What happens to the king after the battle?6. How does Ajamil treat the tigers after they are defeated?7. Does Ajamil really believe the tiger king?8. What are Ajamil’s gifts made from? Are they significant?

95

9. Why was the sheep dog disgusted?10. Pick out words that describe the sheep dog.

II.1. Discuss the battle and the effect it has on the tigers.2. What is the price one pays for a common bond? Analyse.3. “Ajamil wasn’t a fool..” this is the poets comment. Would you agree with

this observation or not?III.

1. Consider this as a fable, a political satire and a commentary on the co-existence of good and evil.

2. What do you think of this conclusion?3. What do the shepherd, sheep dog and the tigers along with their tiger king

represent? How would you see them as allegories?

Extended activitiesFind cartoons and comic strips which comment on social aspects and discussthe message behind the art.Create a skit or a story on the latest political events using symbols/animalsto depict their characters.

Intra - Textual ComparisonBlake’s Tiger considers the Christian implications of creation. The Tiger Revisited isan eco-centric poem while Ajamil and the Tigers is a political satire which again usesanimals as symbols. Consider how each poem uses the tiger differently to communicatethe tenor of their times and its concerns.

96

SECTION B - WE ARE THE WORLD

Industrialization, Technology, Communication and the virtual medium have alteredthe social, political and emotional landscapes of the modern and post moderngenerations. Poets have responded to these in their own style and manner. Let usanalyze how they have done so.

William Wordsworth(1770-1850): A major English Romantic poet,educated atCambridge who remained Britain’s Poet Lauerate from 1843 until his death. His workLyrical Ballads in collaboration with another poet,Samuel Taylor Coleridge remainsthe most notable work in literature. Daffodils another of his poems, remains to date,one of the classics in the poetic tradition.

The World Is Too Much With Us is a stark commentary on the relationship betweenMan and his natural habitat. Though written in the 1800s, our post-modern worldswamped by technology and virtual mediums, seems to cultivate the same kind ofrelationship with Nature. We too as a generation seem “ out of tune” , incapable ofrelating to the natural grandeur that encircles us. The poet is alarmed at man’sindifference to the natural phenomenon around him and therefore prefers to remaina pagan, amazed by the majesty of the natural world.

To listen to the poem: https://www.youtube.com/watch?v=3uEmpn9SjM0

97

THE WORLD IS TOO MUCH WITH US

The world is too much with us; late and soon,Getting and spending, we lay waste our powers;Little we see in Nature that is ours;We have given our hearts away, a sordid boon!This Sea that bares her bosom to the moon;The winds that will be howling at all hours,And are up-gathered now like sleeping flowers;For this, for everything, we are out of tune;It moves us not. Great God! I’d rather beA Pagan suckled in a creed outworn;So might I, standing on this pleasant lea,Have glimpses that would make me less forlorn;Have sight of Proteus rising from the sea;Or hear old Triton blow his wreathèd horn.

Glossaryup - gathered : assemble, bring togetherPagan : a member of a religious, or cultural community based on the

worship of nature or the earthSuckled : to nurse, bring up, nourishCreed : any system, doctrine, or formula of religious beliefLea : meadow, open ground, grasslandForlorn : sad, unhappy, miserableProteus : A sea god, son of Oceanus and Tethys, in Classical Mythology,

known for his ability to assume different forms and to prophesy.Triton : son of Poseidon and Amphitrite who is represented as having the

head and trunk of a man and the tail of a fish, using a conch-shelltrumpet.

98

Wreathed : a ring like band of flowers used for decorative purposes

GUIDED READINGI.

1. The poem opens with a complaint by the speaker. What is it?2. Can you substitute” getting and spending” with one word?3. What has been given away? How is it a “sordid boon”?4. Identify the simile used to describe the winds..What effect does it have on

the reader?5. What is the speaker’s wish when he realizes that we are “ out of tune.”?

II.1. This sonnet uses 14 lines to explain the problem in the first eight lines and

find a solution in the next six. Can you identify the problem and the probablesolution arrived at?

2. Why does the poet say “ The world is too much with us.” ?3. Can you consider this an expression of a modern problem? If so , how?

III.1. Discuss the alienation of man from nature and its impact on man using this

poem as a means to consider the modern predicament.

Extended ActivitiesFind science fiction stories that discuss the tussle between man and hisalienated environmentWatch Interstellar movie & discuss to locate the furure of imbalances betweenman and environmentWrite a movie review of films that discuss the machines as a disruption inhuman lifeWatch Modern Times by Charlie Chaplin

99

Wilfred Edward Salter Owen (1893-1918): was a leading English war poet whoparticipated in WWI (1914-1918). Over 9 million combatants and 7 million civiliansdied in this war, making it one of the deadliest wars in the history of the world. Priorto his stark and brutal portrayal of war, heroic poetry glorified war and made itsmartyrs, heroes. In action as a commissioned officer, he was blown up and sufferedshell shock. While recovering from this emotional trauma in hospital, he met anotherpoet Siegfried Sassoon, which transformed him. He realized the importance ofconveying to the world the real cost of war in brutal terms through his livedexperiences. He was killed in action while performing his duties as an officer.

This is one of his most famous and enigmatic poems, published posthumously (1919).The bleak atmosphere created in this visionary poem depicts war as Hell.It is extremely effective as it echoes the sentiment of futility of war in the face ofdeath where boundaries and prejudices cease to exist. To listen to the poem:

https://www.youtube.com/watch?v=oNM7_WfwrEMhttps://www.youtube.com/watch?v=U7iQotCX8I8

100

STRANGE MEETING

It seemed that out of battle I escapedDown some profound dull tunnel, long since scooped

Through granites which titanic wars had groined.

Yet also there encumbered sleepers groaned,Too fast in thought or death to be bestirred.

Then, as I probed them, one sprang up, and staredWith piteous recognition in fixed eyes,Lifting distressful hands, as if to bless.

And by his smile, I knew that sullen hall,—By his dead smile I knew we stood in Hell.

With a thousand fears that vision’s face was grained;Yet no blood reached there from the upper ground,

And no guns thumped, or down the flues made moan.“Strange friend,” I said, “here is no cause to mourn.”

“None,” said that other, “save the undone years,The hopelessness. Whatever hope is yours,

Was my life also; I went hunting wildAfter the wildest beauty in the world,

Which lies not calm in eyes, or braided hair,But mocks the steady running of the hour,And if it grieves, grieves richlier than here.

For by my glee might many men have laughed,And of my weeping something had been left,Which must die now. I mean the truth untold,

101

The pity of war, the pity war distilled.Now men will go content with what we spoiled.

Or, discontent, boil bloody, and be spilled.They will be swift with swiftness of the tigress.

None will break ranks, though nations trek from progress.Courage was mine, and I had mystery;Wisdom was mine, and I had mastery:

To miss the march of this retreating worldInto vain citadels that are not walled.

Then, when much blood had clogged their chariot-wheels,I would go up and wash them from sweet wells,

Even with truths that lie too deep for taint.I would have poured my spirit without stint

But not through wounds; not on the cess of war.Foreheads of men have bled where no wounds were.

“I am the enemy you killed, my friend.I knew you in this dark: for so you frowned

Yesterday through me as you jabbed and killed.I parried; but my hands were loath and cold.

Let us sleep now.....”

Glossary

Titanic : big, enormous, massiveGroined : curved edge at junction of two intersecting vaultsEncumbered : blocked; facing difficulties in doing somethingBestirred : awakened; became activeFlues : pipe or tube used to transport smoke, gas etcBraided : shape of interwoven threads or strands

102

Cess : taxParried : avoided; evadedLoath : hate, dislike intensely

GUIDED READINGI.

1. Where did the speaker escape from?2. How did he know he was in Hell?3. When the speaker comforts the stranger by saying that ‘there is no cause to

mourn’, what is the stranger’s response?4. Note that the speaker who meets another is called vision. Why does he do

so?5. What does the speaker tell you about beauty?6. What is the ‘truth untold’?7. What would the speaker use to wash the blood off the chariot wheels?8. Where and in what did the stranger want to pour his spirit into?9. How does the stranger recognize the speaker?10. What does ‘sleep’ of the last line suggest?

II.1. Note that the poem opens with the word ‘seemed’. The speaker speaks of

an escape. Is it really an escape?2. ‘Too fast in thought or death to be bestirred’. Why does he use this

description? What does it suggest?3. Why is the speaker surprised that the stranger expresses fear?4. What is the reason for the hopelessness in the stranger?5. Discuss the line ‘the pity of war…… ‘.6. What does the stranger tell you about men of the world and its wars?7. How does the stranger contrast his life as a soldier in the battlefield and

now after he has been away from it? Is he critical of war or appreciative?8. Is the stranger aspiring to pour his spirit into war or life? Explain

103

9. Consider how Owen uses ‘enemy’ and ‘friend’ in the same line. What doesit communicate?

10. Earlier we come across the image of hands trying to bless. In the last linesthe hands were ‘loath’ and ‘cold’. Discuss the image and its recurrence.

III.1. Note the title. What does it communicate?2. What do you think is the poet’s opinion on war as expressed in this poem?3. Pick out the images that are very strong. Discuss what atmosphere and what

mood they create in the poem.(ex: profound tunnel)

Extended Activities:Find out more about WWI and design a ppt.Watch movies like The Great Dictator & Schindler’s List to know moreabout WWIIDiscuss the impact of war on a country and its people.Have a debate on whether war is a necessary evil.Prepare a collage on the Holocaust or War.Find out more about what happened in Hiroshima & Nagasaki and how thepeople are living there today.

104

Gabriel Imomotimi Gbaingbain Okara-Gabriel Okara (1921): A Nigerian poetand novelist with the distinction of being the first modern writer of AnglophoneAfrica. His body of work narrates the experiences of the clash of ancient African waysof life with the colonial ways and the loss of native innocence. Once Upon a Timeis one such poem that digs into the hypocrisy of the modern world.

ONCE UPON A TIMEOnce upon a time, son,

they used to laugh with their heartsand laugh with their eyes:

but now they only laugh with their teeth,while their ice-block-cold eyes

search behind my shadow.

There was a time indeedthey used to shake hands with their hearts:

but that’s gone, son.Now they shake hands without hearts

while their left hands searchmy empty pockets.

‘Feel at home!’ ‘Come again’:they say, and when I come

again and feel

105

at home, once, twice,there will be no thrice-

for then I find doors shut on me.

So I have learned many things, son.I have learned to wear many faces

like dresses – homeface,officeface, streetface, hostface,

cocktailface, with all their conforming smileslike a fixed portrait smile.

And I have learned tooto laugh with only my teeth

and shake hands without my heart.I have also learned to say,’Goodbye’,

when I mean ‘Good-riddance’:to say ‘Glad to meet you’,

without being glad; and to say ‘It’s beennice talking to you’, after being bored.

But believe me, son.I want to be what I used to be

when I was like you. I wantto unlearn all these muting things.

Most of all, I want to relearnhow to laugh, for my laugh in the mirror

shows only my teeth like a snake’s bare fangs!

So show me, son,how to laugh; show me how

I used to laugh and smileonce upon a time when I was like you.

Glossary: Muting: silencing

106

GUIDED READING

I. 1. Who is the speaker in the poem?2. How does the speaker establish that he is going to talk about something far

in time? Where else do you find such an opening line?3. What does ‘laughing with teeth’ suggest?4. ‘Ice-cold block eyes’ suggest _________________.5. What do the cold eyes do and what do they indicate?6. Instead of shaking hands what do the hands do? What do they suggest?7. Why do doors shut on the visitor?8. What are the different faces the speaker wears?9. What does he want his son to believe?10. What does he see in the mirror?

II. 1. What has the speaker learnt and unlearned?2. Comment on the speaker’s wish.3. Observe that there are many contrasting words/phrases in the poem (ex:

conforming & fixed). Pick them out and analyze what they are trying toexpress.

4. Why does his reflection in the mirror tell the speaker?5. The speaker asks his son to teach him a few things. Why does he do so ?

III. 1. Describe how the speaker discusses social interactions.2. Would you agree that social interactions in our world is one of courtesy&

politeness rather than spontaneous & genuine?

Extended Activities:Collect idioms & proverbs in English & regional languages which talk aboutfalseness and hypocrisy in society’s interactionsCollect idioms and proverbs that advise us to be better human beings in ourinteractions with others.Find the meaning of etiquette. Make a list of the things a foreigner is supposedto do and not supposed to do while visiting India. How far does it help insocial relations?

107

Marguerite Annie Johnson/Maya Angelou (1928-2014): She was an American poetand civil rights activist. She was awarded more than 50 honorary degrees, nominatedfor the Pulitzer Prize and awarded the Presidential Medal of Freedom,, the highestcivilian honor in the U.S., by President Barack Obama.

The poem is about the life of marginalized African Americans and their grittyresilience to life and its challenges. The caged bird is a metaphor for the discriminationbetween the African Americans and the whites during the civil rights era.

To listen to the poem: https://www.youtube.com/watch?v=rZzOxWAxde0https://www.youtube.com/watch?v=bjr-LVpU0hk

CAGED BIRDA free bird leaps

on the back of the windand floats downstream

till the current endsand dips his wing

in the orange sun raysand dares to claim the sky.

But a bird that stalksdown his narrow cage

can seldom see throughhis bars of rage

108

his wings are clipped andhis feet are tied

so he opens his throat to sing.

The caged bird singswith a fearful trillof things unknownbut longed for still

and his tune is heardon the distant hillfor the caged birdsings of freedom.

The free bird thinks of another breezeand the trade winds soft through the sighing treesand the fat worms waiting on a dawn bright lawn

and he names the sky his own

But a caged bird stands on the grave of dreamshis shadow shouts on a nightmare screamhis wings are clipped and his feet are tied

so he opens his throat to sing.

The caged bird singswith a fearful trillof things unknownbut longed for still

and his tune is heardon the distant hillfor the caged birdsings of freedom.

109

GlossaryTrill: quavering, vibratory sound.

GUIDED READINGI. 1. Pick out words/images describing the bird as free.

2. Pick out words/images describing the caged bird.3. Notice how speaker ironically says that the caged bird sings. What does

‘fearful trill’ suggest?4. Pick out images that the free bird dreams of.5. Pick out images that the caged bird dreams of.

II. 1. How does the poet describe the free bird?2. How does the poet describe a caged bird?3. The poem uses contrast as a device to highlight the difference between

freedom and liberty. Analyse how this device is used.

III. 1. Comment on the two birds as a metaphor of liberty and its loss.2. The poem uses refrain (chorus).How is this refrain used in the poem and

what is its effect?

Extended Activities:Find other poems which express liberty.Debate on how The French Revolution used art and social movements toobtain libertyDo a project on how the Independence Movement in India used the conceptof Liberty and Freedom to rid India of British Rule.Find songs from India and the West that sing of liberty.

Intra - Textual ComparisonWhat are the main concerns reflected in the section We Are the World?How does each poem reflect on one aspect of the modern predicament?

110

ENL-101

GOVERNMENT SCIENCE COLEGE (AUTONOMOUS)Question Paper Pattern for I B. Sc / BCA-I Semester

LANGUAGE ENGLISHDuration: 3 Hours Marks: 70

Instructions: 1. Answer all the questions2. Mention the sections and questions correctly

SECTION - A : GRAMMAR COMPONENT

1. Do as directed:

Fill in the blanks:a. Articles 01 x 02 = 02

b. Prepositions 01 x 02 = 02(a & b in a paragraph form to contextualize the use and functions)

2. Replace the underlined words in sentences below with an infinitive construction01 x 03 = 03

3. Active& Passive Voice Transformation 01 x 02 = 02Tense transformation (To indicate the required tense in brackets) 01 x 02 = 02

4. Concords 01 x 05 =05

5. Vocabularya. Given below are words in CAPITALS having the same spelling, Use the same words

in TWO different sentences but with different meanings. 01 x 02 = 02

b. Use prefixes or suffixes in the following sentences as required. 01 x 03 = 03

6. Direct to Indirect Speech:a. Change from Direct to Indirect 01 x 02 = 02

b. Change from Indirect to Direct 01 x 02 = 02

7. In a given paragrapha. To identify the topic sentence: 01 x 01 = 01b. Indicate where a new paragraph should begin by writing the full sentence.

01 x 01 = 01

111

c. Identify TWO main supporting sentences in the paragraph. 01 x 02 = 02d. Identify the concluding sentence in the paragraph. 01 x 01 = 01

OR Write a description of a (Place, person) 01 x 05 = 05

SECTION : B - LITERARY COMPONENT

8. Answer any FOUR questions in about a page each 04 x 05 = 20(Choice of SIX)

9. Answer any TWO questions in about TWO pages 02 x 10 = 20(Choice of FIVE)