LitLego School of English Studies

Q n A Session
05/09/2021
Q1. The word ‘motel’ is an example of the process of word
formation called:

A. Assimilation
B. Syncopation
C. Portmanteau
D.Back formation
Ans: C. Portmanteau
• A word that results from blending two or more words, or parts of words, such that the portmanteau
word expresses some combination of the meaning of its parts.
•smog (from smoke and fog), brunch (from breakfast and lunch), mockumentary (from mock and d
ocumentary), and spork (from spoon and fork).
•Lewis Carroll was the first to use portmanteau to describe a specific type of word in Through the
Looking Glass(1871)

•Syncopation
•This is a particular form of shortening or abbreviation. Example: pram. Its original form was
perambulator.
•In syncopation, a vowel is removed from a word and the consonants on either side are then run
together. As a result one syllable is lost.
•Once which was originally ones
•Else which was originally elles-all pronounced originally as disyllables.
•some past participles like Born Worn Shorn Forlorn are syncopated forms-they had the terminal
ending –en.
•Assimilation
•A common phonological process by which the sound of the ending of one word blends into the
sound of the beginning of the following word. This occurs when the parts of the mouth and vocal
cords start to form the beginning sounds of the next word before the last sound has been completed.

•Assimilation can be synchronic being an active process in a language at a given point in time
or diachronic being a historical sound change.

•Hot potatoes, circuit board, mixed metaphor

•Back formation
•Back-formation is the reverse of affixation, being the analogical creation of a new word from an
existing word falsely assumed to be its derivative.

•the verb to edit has been formed from the noun editor, similarly the verbs automate, bulldoze,
commute, escalate, liaise, loaf, sightsee, and televise are backformed from the nouns automation,
bulldozer, commuter, escalation, liaison, loafer, sightseer, and television.
Q2. Who is the author of these lines?
Unlike this general evil they maintain, All
Men are bad, and in their badness reign.

a) Shakespeare
b)Earl of Southey
c) Queen Elizabeth
d)John Milton
Ans.: Shakespeare

•The lines are taken from Sonnet 121

•also known as ‘‘Tis better to be vile than vile esteemed,’
• a poem about corruption and honesty
•The speaker declares his intolerance of hypocrites who try to judge
him
•Addressed to Fair Youth
•3 quartrains and a couplet.
•ABAB CDCD EFEF GG
•Iambic pentameter
'Tis better to be vile than vile esteem'd,
When not to be receives reproach of being;
And the just pleasure lost, which is so deem'd
Not by our feeling, but by others' seeing:
For why should others' false adulterate eyes
Give salutation to my sportive blood?
Or on my frailties why are frailer spies,
Which in their wills count bad what I think good?
No, I am that I am, and they that level
At my abuses reckon up their own:
I may be straight though they themselves be bevel;
By their rank thoughts, my deeds must not be shown;
Unless this general evil they maintain,
All men are bad and in their badness reign.
Q3 . Which of the following is not a characteristic of New
Criticism?

a) Interest in the personality of the poet

b) Concentration on short lyric poems
c) Close reading
d) Textual analysis
New Criticism

•a movement in 20th-century literary criticism that arose in reaction

to those traditional “extrinsic” approaches that saw a text as making a
moral or philosophical statement or as an outcome of social,
economic, political, historical, or biographical phenomena.

•holds that a text must be evaluated apart from its context; failure to
do so causes the Affective Fallacy, which confuses a text with the
emotional or psychological response of its readers, or the Intentional
Fallacy, which conflates textual impact and the objectives of the
author.
•assumes that a text is an isolated entity that can be
understood through the tools and techniques of close reading,
maintains that each text has unique texture, and asserts that
what a text says and how it says it are inseparable
•close reading is the hallmark of New Criticism
•I. A. Richards (founder of the Kenyon Review), William
Empson
•T. S. Eliot, John Crowe Ransom, Cleanth Brooks, Allen Tate,
Robert Penn Warren, Reni Wellek, and William Wimsatt
•John Crowe Ransom's 1941 book The New Criticism
•‘Practical Criticism’ and ‘The Meaning of Meaning’, I. A.
Richards
•T. S. Eliot, such as "Tradition and the Individual Talent" and
"Hamlet and His Problems” (pubd. in ‘The Sacred Wood’)
•I. A. Richards (Practical Criticism [1929]), William Empson
(Seven Types of Ambiguity [1930]), and T. S. Eliot ("The
Function of Criticism" [1933])
•W.K. Wimsatt, Jr., and Monroe C. Beardsley in The Verbal
Icon (1954)
Q4. The English poet who wrote the preface to Tagore’s
Gitanjali?

a) Dylan Thomas
b) W. H. Auden
c) Walt Whitman
d) W. B. Yeats
Ans.: D. W. B. Yeats

•Tagore won the Nobel Prize for literature in 1913

•Wrote 12 novels
•Rewarded knighthood by King George V in 1915
•“Those people who got their political freedom are not necessarily free, they
are merely powerful.”
•Gitanjali
•originally published in 14 August,1910, published in English in 1912
•156/157 poems in original Bengali collection
•103 poems in English translation
•Original Bengali poem translations- 53
•A part of UNESCO collection of representative works
•Central theme: devotion
Q5. Which among the following poems exemplifies the ‘carpe
diem’ philosophy?

a) The Collar
b) The Retreat
c) All for Love
d) To His Coy Mistress
Ans. D. To His Coy Mistress

•Metaphysical poem by Andrew Marvell

•46 lines
•Published in 1681
•Conflict between love and time
•it urges a young woman to enjoy the pleasures of life before
death claims her
Had we but world enough and time, Thy beauty shall no more be found;
This coyness, lady, were no crime. Nor, in thy marble vault, shall sound
We would sit down, and think which way My echoing song; then worms shall try
To walk, and pass our long love’s day. That long-preserved virginity,
Thou by the Indian Ganges’ side And your quaint honour turn to dust,
Shouldst rubies find; I by the tide And into ashes all my lust;
Of Humber would complain. I would The grave’s a fine and private place,
Love you ten years before the flood, But none, I think, do there embrace.
And you should, if you please, refuse Now therefore, while the youthful hue
Till the conversion of the Jews. Sits on thy skin like morning dew,
My vegetable love should gro And while thy willing soul transpires
Vaster than empires and more slow; At every pore with instant fires,
An hundred years should go to praise Now let us sport us while we may,
Thine eyes, and on thy forehead gaze; And now, like amorous birds of prey,
Two hundred to adore each breast, Rather at once our time devour
But thirty thousand to the rest; Than languish in his slow-chapped power.
An age at least to every part,
And the last age should show your heart. Let us roll all our strength and all
For, lady, you deserve this state, Our sweetness up into one ball,
Nor would I love at lower rate. And tear our pleasures with rough strife
But at my back I always hear Through the iron gates of life:
Time’s wingèd chariot hurrying near; Thus, though we cannot make our sun
And yonder all before us lie Stand still, yet we will make him run.
Deserts of vast eternity.
The Collar

•By Welsh poet George Herbert

•Published in 1633
•A part of collection of poems within The Temple
•The poem's themes include the struggle with one's beliefs and
the desire for autonomy in defiance of religious restriction
The Retreat

•A poem by Henry Vaughan

•Spark of the Flint
• regrets the loss of the innocence of childhood, when life was
lived in close communion with God
•poet glorifies childhood, which, according to Vaughan, is a
time of innocence, and a time when one still has memories of
one’s life in heaven from where one comes into this world.
All for Love
•All for Love; or, the World Well Lost
•1667
•John Dryden
•Blank verse
•Heroic tragedy
•an imitation of William Shakespeare's Anthony and Cleopatra
•confines the action of the story to Alexandria and details the last
hours of Anthony and Cleopatra's doomed relationship
•The original production premiered in 1677 and was performed by
the King's Company
Q5. Which poem ends with “I shall but love thee better after
death”?
a) How do I love thee
b) Ode to A Grecian Urn
c) In faith I do not love thee with mine eyes
d) Let me not mind to the marriage of true minds
How Do I Love Thee? (Sonnet 43)- Elizabeth Barrett Browning

How do I love thee? Let me count the ways.

I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.
 Ode on A Grecian Urn

•John Keats
•First pubd. anonymously in Annals of the
Fine Arts for 1819
• one of the Great Odes of 1819
•5 stanzas of 10 lines each
•Inspiration from Benjamin Haydon
•“still unravish’d bride of quietness”
• “foster-child of silence and slow time”
 Sonnet 141: In faith, I do not love thee with mine eyes

•Addressed to Dark Lady

•the discrepancy between the poet's
physical senses and wits on the one hand
and his heart on the other
• "five wits" that are mentioned refer to the
mental faculties of common sense,
imagination, fantasy, instinct, and
memory
 Sonnet 141: In faith, I do not love thee with mine eyes
In faith, I do not love thee with mine eyes,
For they in thee a thousand errors note;
But ’tis my heart that loves what they despise,
Who, in despite of view, is pleas’d to dote;
Nor are mine ears with thy tongue’s tune delighted;
Nor tender feeling, to base touches prone,
Nor taste, nor smell, desire to be invited
To any sensual feast with thee alone:
But my five wits nor my five senses can
Dissuade one foolish heart from serving thee,
Who leaves unsway’d the likeness of a man,
Thy proud heart’s slave and vassal wretch to be:
Only my plague thus far I count my gain,
That she that makes me sin awards me pain.
 Sonnet 116: Let me not to the
marriage of true minds

•Addressed to Fair Youth

•Themes: time, love, nature of
relationships
•1609 quarto
 Sonnet 116: Let me not to the
marriage of true minds
Let me not to the marriage of true minds
Admit impediments. Love is not love
Which alters when it alteration finds,
Or bends with the remover to remove.
O no! it is an ever-fixed mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown, although his height be taken.
Love's not Time's fool, though rosy lips and cheeks
Within his bending sickle's compass come;
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom.
If this be error and upon me prov'd,
I never writ, nor no man ever lov'd.
Q6. In which poem did W. B. Yeats use the phrase ‘the
artifice of eternity’?

a) Sailing to Byzantium
b) Byzantium
c) The Second Coming
d) Leda and the Swan
Ans. Sailing to Byzantium
•W. B. Yeats
•Published in 1928, in ‘The Tower’
•four stanzas in ottava rima, each made up
of eight lines of iambic pentameter
•Age and immortality
•How art can be used to preserve one’s
soul
Byzantium
•A sequel to Sailing to Byzantium
•Written four years later in 1930
•Pubd. in Words For Music Perhaps and
Other Poems’ in 1932
•Human imperfection vs. perfectness of art
•Terrestrial life vs. after life
•Setting: a night in the city of Byzantium
•5 stanzas, 8 lines each
•aabbcddc
The Second Coming
•First printed in The Dial in 1920
• published in his collection of verse
entitled Michael Robartes and the Dancer
in 1921
•2 stanza poem, blank verse
•Falcon. Sphynx, Gyre
•Humanity and its loss of spirituality
•Time is cyclical
•Evil flourishes in times of crisis
The Second Coming

•“Turning and turning in a widening gyre.”

•The falcon cannot hear the falconer.
•Things fall apart; the center cannot hold.
•Mere anarchy is loosed upon the world.
•The best lack all conviction, while the worst / Are
full of passionate intensity
•Surely the Second Coming is at hand.
•A vast image out of the Spiritus Mundi / Troubles
my sight.
•The darkness drops again; but now I know.
•What rough beast ... / Slouches towards
Bethlehem to be born?
Leda and the Swan
•Petrarchan Sonnet
•Printed in The Dial in1923
•published in the collection The Cat and
the Moon and Certain Poems (1924)
•based on the Greek mythological story of
beautiful Leda, who gave birth
to Helen and Clytemnestra after she was
raped by Zeus in the form of a swan.
Q6. What is a poem called whose first lines of each line spell
out a word?

a) Alliterative
b) Epic
c) Acrostic
d) Haiku
Ans. Acrostic
•a poem or other composition in
which the first letter (or syllable, or
word) of each line (or paragraph, or
other recurring feature in the text)
spells out a word, message or the
alphabet.
Epic
•a long verse narrative on a serious
subject, told in a formal and elevated
style, and centered on a heroic or
quasi-divine figure on whose actions
depends the fate of a tribe, a nation,
or (in the instance of John Milton's
Paradise Lost) the human race
Alliterative
•Repetition in two or more nearby
words of initial consonant sounds

•Haply some hoary-headed swain

may say

•The ploughman homeward plods his

weary way
Haiku

•a Japanese poetic form that represents,

in seventeen syllables, ordered into three
lines of five, seven, and five syllables, the
poet's emotional or spiritual response to
a natural object, scene, or season of the
year.

Whitecaps on the bay:

A broken signboard banging
In the April wind.
— Richard Wright
Q7. Which of the following is not a gestalt principle?

a) Law of Proximity
b) Law of Disuse
c) Law of Closure
d) Law of Pragnanz
Ans: Law of Disuse
Gestalt Theory of Learning
•Ehrenfels, Wertheimer, Kohler, Koffka
•the whole is greater than the sum of its parts
•learning is more than just invoking mechanical responses from learners
• the experiences and perceptions of learners have a significant impact on the
way that they learn
•Phenomenology: the study of how people organize learning by looking at
their lived experiences and consciousness. Learning happens best when the
instruction is related to their real life experiences.
•Isomorphism: The human brain has the ability to make a map of the stimuli
caused by these life experiences- the process of mapping
•factor of closure: Whenever the brain sees only part of a picture, the brain
automatically attempts to create a complete picture. also applies to thoughts,
feelings and sounds
•Factor of proximity: he human brain maps elements of learning that are
presented close to each other as a whole, instead of separate parts- letters,
words, musical notes
•Factor of similarity: learning is facilitated when groups that are alike are
linked together and contrasted with groups that present differing ideas.
enables learners to develop and improve critical thinking skills.
•Figure- ground effect: When observing things around us, it is normal for the
eye to ignore space or holes and to see, instead, whole objects
•Trace theory: As new thoughts and ideas are learned the brain tends to
make connections, or “traces,” that are representative of the links that occur
between conceptions and ideas, as well as images
•Law of Pragnanz: Law of good figure/ Law of Simplicity
•when you're presented with a set of ambiguous or complex
objects, your brain will make them appear as simple as
possible.
•For example, when presented with the Olympic logo, you see
overlapping circles rather than an assortment of curved,
connected lines.
Q8. Select the most suitable technique to deal with dyscalculia.

a. Occupational therapy
b. Multi-sensory language approach
c. Inductive approach
d. Peer assistance using diagram
Ans.: Peer assistance using diagram

Occupational therapy: a treatment to improve motor skills, balance, and

coordination
Multisensory learning approach: the use of visual, auditory, and kinesthetic-tactile
pathways simultaneously to enhance memory and learning of written language-
dyslexia
Inductive approach:
Thank You!