B.A.(Prog.)/B.Com.(Prog.

) Semester-I/II English

CORE ENGLISH LANGUAGE

ENGLISH FLUENCY
SLM-1 (Unit 1-5)

SCHOOL OF OPEN LEARNING

University of Delhi

Department of English
 Graduate Course

English Fluency

Contents

Unit 1 : In the University : Introducing Oneself Dr. Seema Suri

Unit 2 : In the Domestic Sphere
2A : The Lost Word (Esther Morgan) P.K. Satapathy
2B : Squiggle Gets Stuck: All About Muddled Sentences Nalini Prabhakar
(Natasha Sharma)
Unit 3 : In Public Places
3A : Amalkanti (Nirendranath Chakrabarty) Dr. Neeta Gupta
3B : Bhimayana : Book II Shelter (Srividya Natarajan Nalini Prabhakar
and S. Anand)
Unit 4 : In the State : Where the Wild Things Are (Maurice P.K. Satapathy
Bernard Sendak)
Unit 5 : Interface with Technology : Priya’s Shakti (Ram Devineni, Dr. Neeta Gupta
Vikas K Menon, Lina Srivastava and Dan Goldman)

Previous Years' Question Paper

SCHOOL OF OPEN LEARNING

UNIVERSITY OF DELHI
5, Cavalry Lane, Delhi-110007
 Unit 1

Introducing Oneself
Dr. Seema Suri

This part of the Study Material will help you prepare the following topics in Unit-1 of your
syllabus.
i) Introducing oneself, dialogues
ii) Interviews, both formal and informal
iii) Preparing a CV

In addition to the above, this part of the lesson also includes a brief study-guide to the
recommended reading for this unit:
Tales of Historic Delhi: A walk through its many cities. Written and illustrated by
Premola Ghosh

1.1 Introducing oneself, dialogues

You meet new people almost every day; in class, while waiting for the bus, at a friend’s
birthday party or standing in line to pay for your groceries. We chat with people and even
joke with total strangers without asking their names or introducing ourselves. But when you
know that you will be interacting with people on a regular basis in the future; such as
classmates, neighbours or teachers, you must introduce yourself and get to know them. An
introduction is a way to establish a relationship with a new person.
What do you say when meeting people for the first time in an informal situation? I will
start with a very simple example. You are waiting at the metro station for your train and you
recognize a girl from your college, standing next to you. You would like to be friends with
her. This is how you could begin:
Ritika : Hi! I’m Ritika, first year BA student. I have seen you in the college canteen.
Chitra : Of course, you have. Hi! I’m Chitra and I’m in the first year of BCom.
This is just one example of how to begin an informal, casual conversation with someone
your own age. However, you sometimes need to introduce yourself to people who are older
than you or your seniors at the work place. In such situations you will have to change your
tone. You will not introduce yourself to your friend’s grandfather or your teacher in the same
way you will introduce yourself to your sister’s friend.
Let us say your friend, Sarvesh, has come to meet you, Alok. Now imagine you have to
introduce Sarvesh to your mother. How will you do it? There are certain social convections,
also known as etiquette, to be followed in such situations. The basic protocol of introductions
requires that,

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  younger people be introduced to older,
 men to women, and
 junior to senior.
So, in this case, you will first introduce your friend to your mother.
Alok : Mom, I want you to meet Sarvesh. He is in my class in college. Sarvesh, meet
my mom.
Mother : Hello, Sarvesh. How are you? I have heard a lot about you from Alok. He
told me you are from Jaipur.
Sarvesh : Yes, aunty. My family lives there and I am in the college hostel.
Mother : It must be difficult living away from your family. You can come and have
lunch with us sometime.
Sarvesh : I would really like that. I miss my mother’s cooking so much.
In our country younger people address almost all those who are older than them as ‘uncle’ or
‘aunty’, even if they are not their relatives. People usually don’t address older people by
name or surname. You would not call your friend’s father, Mr. Pandey. It could be
considered rude! But in formal situations you will always say the full name, irrespective of
the age. If you are introducing a new colleague to the managing director to your company,
you will introduce with the full name and the position held.
You : Sir, I would like you to meet Ms. Archana Pandit, the new architect in
our company. Ms. Pandit, this is Mr. Rajan Nambiar, our Managing
Director.
Mr. Nambiar : Pleased to met you, Ms. Pandit. I hope you are enjoying working with
us.
Ms. Pandit : Yes, sir. This is my first job and I am very excited to be working here.
As you must have observed, in such formal situations, the full name with a Mr./Ms. is used
whereas in informal situations just the first name is enough. It would be very amusing if Ms.
Pandit called the Managing Director of her company ‘uncle’.
After the introductions are over you can continue the conversation. Most people get
nervous when they talk to new people. This lack of confidence is mainly due to a lack of
fluency in English. But with a bit of practice it can be learnt. Just keep a few basic rules in
mind.
 Keep your tone friendly and maintain eye contact. Nobody likes talking to a
person who is looking somewhere else.
 Be mindful of the situation and choose your words carefully. Avoid personal
questions.

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  Don’t say too much. At the same time, don’t answer questions with a simple
‘Yes’ or ‘No’.
 Speak slowly so that the other person can follow your words.
 Pay attention to what the other person is saying and take an interest in them.
 Do remember to say, ‘Nice to have met you’ or ‘I enjoyed talking to you’, after
the conversation is over.
Talk about neutral, general topics that will help others feel comfortable. This is known as
‘small talk’. Here are some common topics that you could talk about in informal
conversations.
Where do you live?
Living Is it far away?
Do you travel by the Metro?
Where are you from?
Do you like living in Delhi?

What is your favourite subject?

Studies Have you been to the college library?
Are you attending any coaching classes?
Have you completed your Economics assignment?
How are you preparing for the exams?

What does your mother/father do?

Family How many brothers/sisters do you have?
Are they younger than you?
Do you live with your parents?

What do you do for work?

Work How long have you been working here?
What are your future plans?
Are you happy working here?
Is the food in the office canteen good?

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 Do you watch Tik Tok videos?
Entertainment Have you seen the latest episode of Bigg Boss?
Who is your favourite actor?
Are you fond of travelling?
Are there any good eating joints around here?

These days there is hardly any conversation between two people where the topic of social
media doesn’t come up. I am sure you discuss these things with your friends.

Are you on Facebook? or Twitter?

Social Media Do you Instagram?
Can I add you to my WhatsApp group?

It is natural for human beings to be curious about each other but remember that there are
some questions that should be avoided in conversations with people you have just met, don’t
know too well or in formal situations.
 How old are you?
 What is your salary?
 Why are you wearing a red shirt?
 Are those shoes expensive? How much did you pay for them?
 Do you have a girlfriend/boyfriend?
In many cultures it is not considered polite at all to ask a person’s age, income or relationship
status in the first meeting. However, in our country, such unwritten rules are rarely followed.
People sitting next to you on the train or in the waiting room of the dentist’s clinic will ask
you all sorts of questions; not only that, they will happily volunteer information about their
families, distant relatives, health problems, and political beliefs. Each society has its own,
peculiar culture and it is not necessary to follow rules observed in foreign countries. At the
same time such topics are best avoided until you get to know people well.
Now let us come back to the girls on the platform of the Metro station. After they have
introduced themselves, the conversation would be something like this:
Ritika : Hi! I’m Ritika, first year B.A. student. I think I have seen you in the college
canteen.
Chitra : Of course, you have. Hi! I’m Chitra and I’m in the first year of B.Com.
Ritika : Nice to meet you, Chitra. Where do you live?
Chitra : I live in Noida. What about you?
Ritika : I live in Kirti Nagar. So, will you also change trains at Rajiv Chowk?

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 Chitra : Yes. I am glad I met you. We can talk on the way. Otherwise, it is boring to
travel alone.
Ritika : Which school are you from? I was at the Government School in Ramesh
Nagar.
Chitra : I went to Somerville in Noida. Are you having fun in college?
Ritika : Yeah. There are many girls from my school in this college. I like it here.
Chitra : Could I have your mobile number? Is it o.k. if I call you sometime?
Ritika : Sure. It’s 98xxxxxx87. Give me a missed call and I’ll add you to my
contacts.
As you will agree, it is not difficult to write down an imaginary conversation between
two friends or people of the same age group. But sometimes you need to talk to people who
are older than you; teachers, employers, elderly neighbours. Your words should convey
respect. Suppose your neighbor, Mr. Jha has come over to your house:
Mr. Jha : Hi! Shankar, could you do me a favour, please.
Shankar : Of course, sir. Tell me how I can help you.
Mr. Jha : I am expecting a delivery from Amazon today but I have to go the bank. Are
you at home today?
Shankar : Yes, I am. There are no classes in college today. I can collect it on your
behalf.
Mr. Jha : You are so helpful, Shankar. Don’t worry about the payment. It’s taken care
of.
Shankar : I will bring the packet over to your house in the evening. Have a good day,
sir.
It is not only your school or college teachers who should be addressed as sir/madam.
People who are much older than you can also be addressed as sir/madam, although these days
it is becoming fashionable to avoid these terms.

Activity 1.1
Write a dialogue between two friends, who have studied together in school, and are meeting
each other after many years. Each speaker should have ten sentences.

1.2 Interviews
There is hardly any one amongst us who wouldn’t be interested in the lives of rich, successful
and famous people: film stars, TV actors, singers, sports people and entrepreneurs. We love

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to read or watch interviews with them in newspapers, e-newspapers, TV chat shows or
YouTube. In our country interviews with film stars and cricketers are the most popular ones.

Activity 1.2
Do read or watch the interviews of some famous people and make a list of the questions
asked. Here are some that you will love to watch:
1. How to be a Better Manager – An interview with N.R. Narayana Murthy
(https://hbrascend.org/ topics/how-to-be-a-better-manager-an-inteiew-with-n-r-
narayana-murthy/)
2. Interview with Neha Kakkar (https://www.hindustantimes.com/brunch/songstress-
neha-kakkar-reveals-that-marshmallow-describe-her-best/story)

What exactly is an interview?

An interview is a conversation where one person asks questions and the other person
provides answers. In traditional interviews the journalist prepares the list of questions before
hand, after doing a thorough research of the celebrities’ background, personal life, awards,
future projects, and achievements.
After reading some interviews you will observe that there are many questions that keep
on reappearing. I have prepared one such list but please note that these questions are from
interviews with people from the entertainment industry or sports persons.
Tell us about yourself. When did you decide to take up acting/singing
as a career?
Early life Who inspired you to take up boxing?
Did you act in plays when you were in school?
How do you find living in Mumbai after Patna?

Questions about work, upcoming projects and achievements are always asked.
Your team won the semi final against New Zealand? How does it feel?
Your movie Stree is releasing this Friday. Are you nervous?
How do you prepare for a role?
Badminton is a tough sport. How do you keep yourself so fit?

How do you like to relax after work?

Leisure What is your favourite holiday destination?
Which is your favourite book/movie/song?

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Nowadays there is hardly any interview where celebrities are not asked about how they
handle negative and critical comments on social media. Here are some questions that are
frequently asked:
 How do you respond to negative comments online? Do trolls* bother you?
 We heard that you now have more than five million followers on Instagram. How
does it feel?
 Is it true that you talk to all your fans on Twitter?
(*Troll: A troll is someone who deliberately puts negative comments about people/events
on the Internet.)
All these questions are from real interviews but if you are going to write questions and
answers for an imaginary one, remember a few things:
 Be relevant. You will not ask a cricketer if he liked to sing as a child.
 Be sensitive. Don’t ask questions that could offend or hurt.
 Avoid controversial topics like opinions on current political or religious issues.
 Try to frame questions that bring out the human side of the celebrity; their
innermost thoughts.
 Keep it light.
Almost all interviews have some questions that are fun.
 What is your favourite junk food?
 Tell us something about yourself that nobody knows about?
 What is your favourite outfit at home?
 Would you like to tell us about an embarrassing incident?

Here is a small excerpt excerpt from an interview with famous Bollywood actor, Akshay
Kumar.
What would we find in your fridge right now?
Crates of Thums up, of course.
How many pairs of blue jeans do you have?
Maybe, some 25 pairs.
Where did you spend last summer?
Dubai and Goa. I know I am lucky but it was a well- deserved break.
Here is another extract I would like you to read. It is from an interview with Smriti
Mandhana, Captain of the Indian Women’s cricket team.

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 When did you realize that you wanted to turn your passion for cricket into your
profession?
When I was nine ... that’s when my father decided to take me for selection trials.
You were part of the Indian team that played the 2017 Women’s Cricket Would Cup
Final. Have you noticed changes in support of women’s cricket since?
Definitely! Now people are more aware of the Indian Women’s Cricket team and our
achievements.
What do you do on your day off?
Sleep and watch movies.
Your favourite junk food?
Pineapple on pizza.
[https://www.redbull.com/in-en/interview-with-Smriti-Mandhana]

Activity 1.3
You are the reporter for a sports magazine. Interview a budding sports star for your
magazine. Ask ten questions that he/she answers.

Formal interviews
The type of questions listed so far would not be suitable if you were going to interview a
successful entrepreneur or political candidate. You would not ask them questions like: What
is your favourite junk food? In such interviews the questions will be serious and sometimes
technical.
 How did you get the idea to start this business?
 How many employees do you have at present?
 What are your company’s goals?
 What are some of the mistakes you wish you could have avoided?
 What are the qualities of a good leader?
 If you had just one piece of advice for someone just starting out, what would it
be?
The questions are mostly related to their professional lives, their work or business. It’s not
that interviews with government officials or famous entrepreneurs don’t include personal
questions; they do. Read this extract from an interview with Vandana Luthra, founder of
famous Indian beauty brand Vandana Luthra Curls and Curves.

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 What prompted you to start VLCC and what were the challenges you faced as a
woman entrepreneur?
In my family we were encouraged to take decisions and be independent….From the
start I was clear in my mind that whatever venture I get into should benefit the
society and be accessible to all segments.
What are the important things to keep in mind to become a successful entrepreneur?
I believe in order to be a successful entrepreneur one has to have an indomitable
spirit, tremendous self-belief…People management skills are also very important.
(You can read the full interview at https://m.economictimes.cm/opinion/interviews)

Interviews for jobs

Everyone has to face an interview for a job at some stage and even when they want to change
jobs. There are many questions asked of candidates by a selection committee. Some of these
could be:
 What is your educational background? Do you have any special skills?
 Why did you select this company?
 Are you planning to study further in the future?
 Tell us about yourself. What are your strengths/weaknesses?
 What were your responsibilities in your last job? Tell us in detail.
 Tell us why we should hire you?
 What was your salary in the previous organization?
As you may have guessed, the types of questions being asked would depend on the job and
the candidate. Here is an example of a candidate appearing for an interview for the post of an
elementary school teacher. When the candidate enters the room there would be two to three
people there to interview her/him. All of them would have read her CV (see page-11).
Interviewer-1 : Come in, Laxmi. Please be seated.
Laxmi : Good morning everyone.
Interviewer-2 : Laxmi, I see that you have applied for the post of a teacher in the
Hindi department.
Laxmi : Yes, madam that is right.
Interviewer-3 : You have taught in two schools before applying here. Why did you
leave those jobs?

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 Laxmi : They were both temporary positions. I was kept as a substitute for
teachers who were on leave. I am now looking for a permanent post
in a reputed school.
Interviewer-2 : Have you thought about studying further?
Laxmi : Yes, I have. I want to join the M.A. Hindi course at IGNOU next
year.
Interviewer-1 : How will manage if you start teaching here?
Laxmi : The classes are held on Sundays so it won’t be a problem. If I teach
here, I won’t allow my studies to disturb my work.
Interviewer-2 : Are you familiar with the Hindi curriculum followed in our school?
Laxmi : Yes, madam. I read all about it on the school website.
Interviewer-3 : How do you handle children when they get naughty?
Laxmi : I don’t like to scold them. It’s better to talk and explain why they
should not be naughty in the classroom.
Interviewer-1 : Would you agree to put in extra time during school functions?
Laxmi : I would love that. I acted in a lot of plays in college and I could help
the children put up a play.
:
:
The people on the interview board will keep on asking such questions before asking the
candidate to leave.

Activity 1.4
Prepare ten questions and answers for the interview of a hotel management graduate,
applying for the job of an assistant manager in a hotel.

1.3 Preparing a CV
What is a CV?
CV is short for the Latin phrase ‘Curriculum Vitae’, meaning ‘course of life’. A CV is a
two- or three-page long document that summarizes your educational qualifications, work
experience and other achievements. It is attached to applications for jobs, internships or
scholarships and submitted to the administrative head of the organization/institution. In our
country the word resumé is also used to describe such a document; the only difference
between them is that of length. Whereas a resumé is one or, at the most, two pages long a CV
can be much longer because it includes more detailed information.

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 What should you include in a CV?
Personal information : Name, age, contact details
Educational : School, college, professional courses
Special Skills : Typing, knowledge of computers, languages known
Achievements : Awards, scholarships, fellowships
Work Experience : Details of past and present positions
Extra-Curricular : Special hobbies, talents, prizes won in competitions
Let us look at a sample of a CV. Pay attention to the font size and layout.

CURRICULUM VITAE

Laxmi Gowda
43/12, Anna Nagar (East)
Chennai-600106
Phone : + 919xxxxx82
e-mail : [email protected]

Career Objective
To find a position as a primary school teacher in a progressive school that allows teachers to
be creative with the syllabus.
Educational
Course College/University/Board Year Marks
B.Ed Indira Gandhi National Open University 2018 63%
BA(H) Hindi Kirori Mal College, Delhi University 2016 60%
XII St. Marks School, Delhi 2013 85%

Work Experience
 Taught at St. Mary’s School, Delhi Cantt. from July to December 2019. I taught Hindi
to classes I- V.
 Taught at Kendriya Vidyalaya, Janakpuri, from October 2018 to June 2019.
Achievements
 Got second position in BA(H) Hindi in Delhi University, 2016
 Acted in plays produced by the theatre group of my college ‘Drishti’.

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Personal
Date of birth : 2 July, 1995
Gender : Female
Marital status : Single
Nationality : Indian
Languages known : Tamil, Hindi, English
Extra-Curricular
 Acting is my hobby and I can teach it to the students, if required.
 Fond of travelling and writing.
References
1. Professor Rita Sharma 2. Dr Pradeep Kumar
Department of Hindi Principal
University of Delhi Central School, Janakpuri
Delhi-110007 New Delhi 110058
988xxxxxx7 | [email protected] 88xxxxxx49 | [email protected]

Here are some important guidelines to follow while preparing a CV.

 Always follow the reverse chronological order when writing about your educational
qualifications or work experience. For instance, your most recent degree must come
first, and so on.
 When you write about your achievements, list specific ones. Avoid statements like
‘I love to read’ or ‘I am very hard working’.
 Always mention dates (both beginning and ending) and exact duration of previous
jobs, internships, etc.
 Don’t use abbreviations. For instance, write Delhi University, not DU.
 Mention only those awards that are five years old. You don’t need to mention prizes
you won when you were in junior school.
There is no fixed format for a CV. What is important is that all the relevant, professional
information about yourself should be presented in a clear way and nothing important should
be left out. You can think of a CV as a kind of comprehensive introduction you are giving to
someone who might employ you. This is the CV of a student who is applying for an
internship as an accountant. You will notice that, in the next CV, there are no References, nor
are the marks scored in the school/ college exams mentioned. It is because a student is
applying for an internship and in such cases, he/she would not have any work experience.

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 CURRICULUM VITAE

Vikas Rastogi
+ 91880XXXXX00 | [email protected]
56/ 43, Chanakya Place
Uttam Nagar-110059
New Delhi

Career Goal
To work in a reputed organization and gain experience in book keeping and managing
financial data.
Academic Qualifications
B.Com, School of Open Learning, Delhi University, 2018.
XII, Central School, Vikas Puri, 2015.
Technical Skills
Familiar with Tally, ERP, Quickbooks.
Experience
Worked as an intern with Luthra & Associates from May to August 2017
Personal
Date of Birth : 1997
Gender : Male
Nationality : Indian
Languages known : Hindi, English

1.4 Tales of Historic Delhi: A walk through its many cities

Introduction
You must have read or heard stories about talking animals. Indian mythology and folk tales
are full of such creatures. All of you would remember the stories of the Panchatantra: the
hare and the tortoise and the elephant and the mouse are some of the famous ones, which
every Indian child would have heard from his/her mother or grandmother.
This book is an entertaining introduction to the history of Delhi. In it, a group of animals
from Ranthambore in Rajasthan travel to Delhi and visit its many monuments, forts and
parks. At each place they exchange information about the history of the place.

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 Dr. Kamala is the only human in this group and the founder of Janwar Dosti, the club the
animals are a part of. All the animals have been given names that are funny and easy to
remember; Tunnu the tiger, Bula the bear, Bandar the monkey and Tota the parrot. There is
an owl with a rather filmy name; Pandit Ooo Lala. All the animals talk and behave like
humans. They travel, go shopping, make fun of each other, search for information on the
Internet, send emails to friends and also give lectures on history. They travel all over Delhi
and have fun like typical tourists.
The writer has a very clear objective; to make the history of Delhi as entertaining as
possible. In addition to the funny animals, the most appealing aspect of the book are the
colourful illustrations. If you look at them carefully you will find many funny drawings;
Tunnu the tiger wearing sunglasses and riding a cycle-rickshaw in Chandni Chowk or the
rabbit, Lucky getting scared of the ghosts of the Mongol warriors at Siri Fort.
History is not a subject that many people find interesting but, in this book, the author has
made it so. People who visit Delhi or even those who have been living here for many years
can learn so many new things about their city. It is full of interesting facts and information.

Summary
Ch. 1-3
Each of the twelve chapters has a brief paragraph in the beginning that provides details about
the dates of construction and the rulers who built the monuments the animals visit.
In the first chapter Dr. Kamala informs her animal friends that the city of Delhi will be a
hundred years old in 2011; the year they visit the city. When she notices that the animals
seem to be getting interested in Delhi, she offers to take them on a visit there. They travel by
train and get off at the New Delhi railway station. They first visit the Purana Qila where the
animals learn that though it was built by the Afghan ruler Sher Shah Suri, in the 16th c. it is
believed that it was built over the ancient city of Indraprastha, built by the Pandava brothers
in 2500 BC.
After that the animals visit the Qutb Minar (ch. 2), the tallest minaret in the world. It was
built by India’s first Muslim ruler, Qutbuddin Aibak, in the fourteenth century and is now a
UNESCO World Heritage site. There Mayurdas, the peacock who is a very learned bird tells
the other animals about the different structures in the Qutb complex. There, they meet an
elephant named Ekmukhi who is also very learned and spiritual. He calls himself a follower
of the Sufi saint Qutbuddin Bakhtiar Kaki; after whom the Qutb Minar is named. The
elephant joins them in their visits to other monuments in Delhi.
In the next chapter (ch. 3) the group of animals visit Siri Fort. There, it is Tunnu the tiger
who narrates some very interesting facts about the origin of the name Siri (Siri means head).
We learn that this fort was built by Alauddin Khilji as a defense against Mongol warriors
from Central Asia. It is believed that the fort is built on the severed head of 8,000 soldiers
killed in the war.

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 i. What do the animals see when they get off at New Delhi Railway Station?
ii. What do the animals see at Siri Fort that frightens them?
iii. Who is Pandit Ooo Lala?

Ch. 4-6
As you must have observed, in each chapter, it is a different animal who contributes to the
narration. On their visit to the dargah of Nizammudin Auliya, the famous Sufi saint;
Ekmukhi, Pandit Ooo Lala and Mayurdas take turns to tell the others about the saint. The
famous Persian poet Amir Khusrau and Mirza Ghalib are also buried there.
The next place they visit is the impressive Tughlaqabad Fort, built in 1321 by Sultan
Ghiyasuddin Tughlaq but abandoned in 1325. According to popular belief the Sufi saint
Nizamuddin Auliya had cursed the city built by the arrogant Sultan; predicting that it would
only be inhabited by nomads. His prediction came true and the city was abandoned after
Ghiyasuddin’s death in 1325. In the next chapter (ch. 6) the animals go to Hauz Khas village.
It is the site where Alauddin Khilji built a water tank to supply water to his city, Siri. Later,
the very learned Mughal ruler Feroze Shah Tughlaq built a world- famous madrasa there.
Now Hauz Khas village is an upmarket shopping centre, with many shops and
restaurants. The animals shop for souvenirs and there is a funny incident where Bandar the
monkey uses a trick to catch a thief who tries to run away with Zero, the giraffe’s shopping
bags.
i. Write a few lines about Nizamuddin Auliya, the famous Sufi saint.
ii. Who built Hauz Khas and why?
iii. How does Bandar catch the little thief?

Ch. 7-9
The animals go to the famous Lodi Gardens in the heart of Delhi, where the tombs of
Muhammad Shah and Sikander Lodi are located. The garden is a very popular place for the
rich and important people of Delhi; retired diplomats, fashionable women and foreigners.
They also spot some Buddhist monks practicing meditation.
After Lodi Garden they go to another famous tomb, that of Emperor Humayun. (ch. 8)
Compared to the simple tombs in Lodi Garden, Humayun’s tomb is large and beautiful.
Humayun built some impressive structures in Dinpanah, the city he built at Purana Qila. Next
on their list is the Lal Qila (ch. 9) built by the Emperor Shahjahan. The city built by him was
known as Shahjahanabad. It is one of the largest monuments in Delhi and was the capital of
the Mughals till 1857. The Lal Qila later served as a military camp for the British. Inside the
fort, there are gardens, intricate marble architecture and thrones. There are also barracks built
for the British soldiers that spoil the beauty of the fort.

15
 i. Describe a funny incident from chapter 7.
ii. How did Humayun die? Who built his tomb?
iii. Who was the last Mughal emperor?

Ch. 10-12
By this time the animals are tired of all the history lectures and they decide to visit Chandni
Chowk, one of Delhi’s oldest markets. It used to be beautiful and world-famous but now it is
extremely congested. A local guide tells them that it declined after the Uprising of 1857 when
the last Mughal Emperor, Bahadur Shah Zafar, was sent to jail in Rangoon, and the British
built a railway line through the city.
The animal friends have a lot of fun in Chandni Chowk; eating food at the famous
eateries and enjoying riding in cycle-rickshaws. In the next chapter (ch. 11) they visit yet
another tomb; that of Safdarjung, Nawab of Awadh. It is also set in a garden. For the first
time Lahorimal the lion shares some interesting information. Safdarjung was an influential
man and has a tomb built in his honour even though he wasn’t a king. Lahorimal also tells
them about the colourful lives of Mughal rulers in the 18th c., such as Jahandhar Shah and
Muhammad Shah Rangeela. Although the Mughal empire was declining around this time;
poetry and music flourished under their patronage.
In the last chapter the animals go to Connaught Place or C.P. as it is popularly known
(ch. 12). After the forts, tombs and gardens they get to see a modern side of the city. They
learn that this D-shaped market was designed by Edward Lutyens, a famous British architect.
In addition to C.P., Lutyens designed Rashtrapati Bhawan and the two secretariat buildings.
That is why this part of the city is also known as Lutyen’s Delhi. The British influence and
contribution to the architecture of the city is visible here. The city built by the Britishers is
around the Civil Lines area.
Delhi is a modern city now, with multi-storey buildings, shopping malls, flyovers and the
Delhi Metro. In the end Dr. Kamala tells the animals about two places in the city that are very
peaceful and quiet; the Lotus temple and Buddha Jayanti Park. The book ends with a prayer
for the welfare of mankind, by the well- known Buddhist monk Santideva.
i. What is the name of the famous 17th c. mosque in Chandni Chowk?
ii. Before 1911, where was the capital of India?
iii. Who gifted the golden statue of Lord Buddha in Buddha Jayanti Park to India?

Conclusion
This little book introduces us to the rich history of Delhi. We learn that many of the most
well-known monuments in the city were built by Mughal rulers; Lal Kot, Tughlaqabad, and
Dinpanah are some of the cities built by them. Places every person in Delhi has heard about
were once centres of trade and learning. Chandni Chowk was a world- famous trading centre
16
and Hauz Khas village was once the site for a world- famous madrasa built by the learned
Mughal ruler, Feroze Shah Tughlaq.
The legends associated with the Sufi saint, Nizammudin Auliya and his struggle with
Sultan Ghiyasuddin are some of the most fascinating stories in the book. It is interesting to
read about the cursed city, at Fort Tughlaqabad, where no one lives. There are countless little
facts about the city that are fun to read about. You must have enjoyed reading about the
animals and their funny encounters. Why don’t you do the following activity.

Activity 1.5
The animal club, Janwar Dosti, is full of funny animals and each one has his/ her personality.
Make a list of all the animals and write a couple of lines about them. I have done one for you.
Pandit Ooo Lala
The animals meet an owl in chapter 3, when they are at Siri Fort. Though he has a very filmy
name he is a very wise and learned bird. Maybe that’s why he is known as Pandit Ooo Lala.
He is a storyteller and, at many places, shares his knowledge with the other animals.

17
 Unit 2A

In the Domestic Sphere

THE LOST WORD
Esther Morgan
P.K. Satapathy

1.1 Introduction
In this Unit we are going to discuss a short poem The Lost Word by the British poet
Esther Morgan. She was born in 1970. This particular poem is taken from her first collection
of poems called Beyond Calling Distance, published in 2001. Many of the poems in this
collection are full of people who are unable to find their voices and affirm their independent
identity.

1.2 Learning Objectives

After going through this unit you will be able to:
 Understand the nature of poetic language
 Critically analyze the poem in terms of its theme and style
 Engage with the hidden biases within language itself
 Understand the issue of voice and identity
 The marginal position of women in traditional societies
1.3 Poetic Language and How to Read a Poem
You will find some discussion on poetic language in Unit 3A (Amalkanti) in this Module
and you are advised to read the points mentioned there as well. We will make some broad
observations here that will help you read a poem without much difficulty. Poetry, is primarily
suggestive and has layers of meaning. Reading poetry is like peeling an onion which has
several layers but hardly a core. So instead of looking for a core meaning we should try to
understand the various layers of meanings that a poem contains. To begin with we must try
and understand that the words in a poem are like clues in a treasure hunt. One clue leads to
another. But unlike the treasure hunt where the objective of the hunt is to find the treasure,s
in poetry the objective is not to find the hidden meaning but to find the network of clues that
give the poem its form and substance. Thus, while reading a poem, we should try to figure
out all the possible clues that are hidden in the words.

18
1.4 The Title of the Poem The Lost Word
Let us begin our treasure hunt with the title of the poem. This poem, as the title tells us is
about a lost word. Does it sound a little strange? It does sound strange if we take the title
literally. We often lose things but a word is not a thing. How can we lose a word? But we
must admit that the image of a lost word is striking because we never hear of a word being
lost. Obviously we cannot take this literally. There must be a deeper meaning which is not
stated but implied. Let us then probe a little more. When we lose a thing we cannot use it for
our needs. So when we cannot use a word we can regard it as lost to us. How do we lose
words? We lose words if we forget them or do not use it for a very long time. At the same
time if we have not learnt to use a word then it is as good as a lost word. But our learning and
using of words is largely dependent on the society we live in. We don’t use words that the
society does not allow us to use. Later on in the unit we will discuss the relationship between
language and society. But for now let us conclude that in the title of the poem the word ‘lost’,
refers to a word which the woman has not leant to use or has forgotten how to use.
1.4.1 Check Your Progress
a. What does the title Lost Word tells us about the poem?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

1.5 Critical Commentary (Stanza 1)

She’s lost a word
and searches for it everywhere-
behind the sofa, at the back
of dusty cupboards and drawers.
She picks through the rubbish sacks.
In the first stanza of the poem we find a woman searching for a word she has lost. And
she is searching for it in places which are hidden from view or places where we keep our
rubbish. But isn’t it unusual to look for a word in places where we find things? The hidden
places mentioned here are places which do not require our attention on a day to day basis. Or
rather places we tend to ignore in our daily lives, places which are difficult to reach. The poet
then seems to suggest that the woman has lost this word in the world of her domesticity. This
domestic world is not just a physical world it also is a mental world. The woman is so
preoccupied in this world that she fails to remember this word which is certainly an important
word.
Like we have observed in section 1.4, we should try to go beyond the literal meaning and
explore the things that are implied. This is especially so in this case where the thing lost is not

19
a thing at all but a word. Like these physical spaces which are hidden we all have mental
spaces which are hidden as well. And they remain hidden because we do not choose to speak
about them, or we afraid to speak about them. Often we are afraid to speak about things that
are not acceptable to the people and society we live in and consequently we push these
thoughts to the back of our minds. The back of the mind is a place to hide thoughts like the
back of a sofa to hide things. All of us have some experience of hiding our feelings or not
saying things or even lying about things. This is especially true in case of women in
traditional societies. From our childhood we are told about what is acceptable and what is
not. And we learn to avoid speaking. Much of this has to do with structures of power that
exist in our families and the society we live in. For instance in our society the father remains
the head of the family and we are supposed to obey him even when he is wrong. This is
especially true for girls. They are supposed to concentrate on cooking and learning how to
keep the house because they are expected to be home makers when they grow up. They are
not allowed to have a voice in the sense of having an independent identity. The woman in this
poem seems to be trapped in the power structure of her world. So much so that she has
forgotten something vital to herself.
1.5.1 Check Your Progress
a. Why is it difficult for women to have a voice?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1.6 Critical Commentary (Stanza2)

Under the carpet she finds lots of others
She’d forgotten she’d swept under there
But not the one she’s is looking for.
The trouble is it’s small- only two letters
Though no less valuable for that.
In the second stanza the same theme of the lost word is continued. We see her looking
under the carpet and there she finds many other words that she had swept under the carpet but
not the one she was looking for. The phrase ’swept under the carpet’ is used to indicate that
something was hidden deliberately. What are these words that ‘She’ had swept under the
carpet? We tend to sweep under the carpet things we don’t want others to see or things that
embarrass us. And we tend to hide or suppress things when we are not very confident about
them. The woman here seems to be in the habit of sweeping many words under the carpet. It
shows that she is not a very confident person. She has hidden and suppressed or forgotten to
use many words because she is not confident about using them.

20
 Using language is the beginning of our socialization. Language is not just a vehicle for
communication it is also something that transmits values. For instance we always use good
before bad and in opposition to bad. This is a system of hierarchy. We always use day before
night, man before woman, God before Devil and so on. What it implies is that, day is superior
to night, man is superior to woman, and so on. We learn these things as children and carry
them for most of our lives. We must examine the search for the ‘lost’ word in this context.
There are some words that give us a sense of independent identity. ‘Yes’ and ‘No’ are such
words. We often hear our parents use these words to control us. The power to say yes/no
comes with authority. It seems the ‘She’ of the poem is a woman without much authority and
that is why she needs to sweep words under the carpet. It is also quite possible that she does
not have much authority because she is a woman. What word is she looking for now? It is a
word that is very valuable. The last two lines of this stanzas throw more light on the nature of
the particular word that she is looking for now. It is a very small, two letter.
1.6.1 Check Your Progress
a. Do you think the woman is troubled by the word she has lost?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1.7 Critical Commentary (Stanza 3)

She stands racking her brains
for the last time she used it
but all that comes to mind
are failed attempts
when her mouth was full
of someone else’s tongue
In the third stanza she takes a break from this frantic search to think about the word. She
tries to remember the last time she had used this word. This is a very common way of
remembering about things which are lost or misplaced. But this attempt also ends in failure.
She can hardly remember the last time she used it. The only thing that she remembers now is
not the use of the word but the failure to use it, though she had tried several times. And she
had failed to use it because her mouth was full of someone else’s tongue. When the poet says
that her mouth was full of someone else’s tongue it does not mean that she did not have a
tongue of her own. Tongue here is used in the sense of a voice. When the woman tries to
remember the word she has lost she is unable to do so because she had been using not her
own but someone else’s words. She was saying what others wanted her to say.
The ending of this poem does not give us any definite clues about the word she is
looking for. If we probe further and think about the word she is looking for we will realize

21
that it is a two letter word and that it is an important word. The woman, it seems, has never
been able to use the word because she has never used her own voice. We know that voice, or
in other words the freedom to choose and express ideas and opinions, gives us an identity.
And the loss of this results in loss of identity. Thus we can guess that the word she is looking
for would be a word which could give her an identity. Words like “me”, “am”, “no”, assert
one’s individuality. Perhaps it is one of these words that she is looking for. Is she looking for
the word no? We know that the ability to say “no” gives us a sense of freedom. Perhaps she
has never been able to say “no” in her life. If we look at the position of women in traditional
societies we will realize that for a woman to say “no” is, often, a great challenge. And they
often fail to say “no” because they are taught to obey what others ask them to do. Perhaps, the
woman here is looking for the word “no”, so that she can regain her voice. But her attempt
ends in failure once again because when we lose our voice we have nothing more to say.
Thus the poem ends on this abrupt note to suggest that when we adopt the tongue of others
and speak in their voice, it is very difficult to break free and find one’s own tongue. So we
end up having very little to say and the only option that is open is silence.
1.7.1 Check Your Progress
a. Can you guess the two-letter word the woman has lost? Could it be one of these
words: do be, me, am, no, it, us? Does the meaning of the poem change if it is one
word or the other?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
b. What does the last line of the poem ‘ when her mouth was full of someone else’s
tongue’ suggest?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

1.8 Let Us Sum Up

After reading the poem we have learnt a few things. Let us summarize all that we have learnt
so far:
 The title of the poem is unusual and sounds strange if we take the title literally.
However if we go deeper we realise that the poet is suggesting that, like any other
thing, when we cannot use a word we can regard it as lost to us. How do we lose
words? We lose words if we forget them or do not use them for a very long time.
 The ‘She’ in the poem is searching for a very important word that is lost to her.

22
  It seems like she is not a very confident woman and that she has been hiding many
words over the year because she is afraid to use them.
 Language is not value neutral. It instils values in us in our childhood and that these
are values that are accepted by the society at large.
 We grow up following these values and it is very difficult to either question or break
these value systems.
 Woman I have occupied a subservient position in our societies for a long time and it
becomes very difficult for them to break free. Consequently, most women learn to
hide their feelings and try not to challenge the established order.
 Having a voice is an indication of having an independent identity. Consequently, it is
important for the women to have a voice. But they are constantly denied this and are
pushed to the margins. Women are expected to remain within the domestic world and
find their identity within the confines of this world. That is why it is important for the
woman in this poem to remember a word that is vital to her identity but lost to her.
 Words like “me”, “am”, “no”, assert one’s individuality. Perhaps it is one of these
words that she is looking for.
 But her attempt ends in failure once.
 Her mouth was full of someone else’s tongue does not mean that she did not have a
tongue of her own. Tongue here is used in the sense of a voice. When the woman tries
to remember the word, she has lost she is unable to do so because she had been using
not her own but someone else’s language. She was saying what others wanted her to
say.
 The poem ends on an abrupt note to suggest that when we adopt the tongue of others
and speak in their voice, it is very difficult to break free and find one’s own tongue.
1.9 Glossary
Rubbish Waste material, garbage
A thick heavy covering, made of wool or synthetic fibre, for the
Carpet
floor
Valuable A thing of great worth
Racking To think very hard
Confines Enclosure, to keep someone within boundaries
Abrupt Sudden and unexpected
Subservient Inferior, secondary position obedient
Marginal Minor and not important
Vital Absolutely necessary
Frantic Hurried and anxious and often disorganised

23
1.10 Key to Check Your Progress Exercises
Key to Exercise 1.4.1
a. The title of the poem sounds a little strange if we take the title literally. We often lose
things, but a word is not a thing. We must try to find the implied meaning. When we lose
a thing we cannot use it for our needs. Similarly, we lose words if we forget them or do
not use them for a very long time. At the same time if we have not learnt to use a word
then it is as good as a lost word. So this poem is about a word which is lost because it
was either not used for a long time or was forgotten due to circumstances and is now
lost.
Key to Exercise 1.5.1
a. In traditional societies women have always been placed in a subservient position. From
their childhood they are told about what is acceptable and what is not. Much of this has
to do with structures of power that exist in our families and the society we live in.
Women are supposed to concentrate on cooking and learning how to keep the house
because they are expected to be home makers when they grow up. They are not allowed
to have a voice in the sense of having an independent identity. Thus, it is difficult for a
woman to have a voice.
Key to Exercise 1.6.1
a. Yes, the woman is troubled by the word she has lost. The woman here seems to be in the
habit of sweeping many words under the carpet. It shows that she is not a very confident
person. She has hidden and suppressed or forgotten to use many words because she is
not confident about using them. She now wants to use the word that is important to her
but it is lost now and she is unable to find it.
Key to Exercises 1.7.1
a. We can guess that the word she is looking for would be a word which could give her an
identity. Words like “me”, “am”, “no”, assert one’s individuality. Perhaps it is one of
these words that she is looking for. Is she looking for the word no? We know that the
ability to say “no” gives us a sense of freedom. Perhaps she has never been able to say
“no” in her life. If we look at the position of women in traditional societies, we will
realise that for a woman to say “no” is, often, a great challenge. And they often fail to
say “no” because they are taught to obey what others ask them to do. Perhaps, the
woman here is looking for the word “no”, so that she can regain her voice.
The meaning of the poem will change very much if we replace the word ‘no’ or ‘me’
with a word like ‘us’. ‘Us’ is a collective pronoun and can in no way fit in with the
overall scheme of the poem. Similarly, the other words in the list do not fit into the
scheme and if we use them, they will change the meaning of the poem substantially.
b. When the poet says that her mouth was full of someone else’s tongue it does not mean
that she did not have a tongue of her own. Tongue here is used in the sense of a voice.

24
 When the woman tries to remember the word, she has lost she is unable to do so because
she had been using not her own but someone else’s language. She was saying what
others wanted her to say. When we adopt the tongue of others and speak in their voice, it
is very difficult to break free and find one’s own tongue.
1.11 Activity (Writing)
In this Unit we have discussed the gender biases that are built into language. We have
pointed out the system of hierarchy that always treats men as superior to women. Try and
write a paragraph about such biases, be it gender or caste or class that you find in the various
units of this book.

25
 Unit 2B
In The Domestic Sphere
SQUIGGLE GETS STUCK: ALL ABOUT MUDDLED SENTENCES
Natasha Sharma
Nalini Prabhakar
1.1 Introduction
This is a short story about two doodles – Squiggle and Doodle Dude. Squiggle is a
character in a book titled “Squiggle Takes a Walk”. By accident both the doodles get stuck in
the Oxford Dictionary. How can anyone get stuck in a dictionary? After all a dictionary is a
book and consists of pages! Well, to unravel this mystery, you must first know what a
“doodle” is. Often, when you are bored or absent – minded, let’s say, in a classroom, you
tend to make rough drawings, which may not be of any importance. This activity of absent –
minded drawing is known as “doodling”. The two characters in this book are a result of such
doodling. You must remember that doodles exist only on paper and they can get stuck quite
easily inside a big fat dictionary.
This book is in a story form, and uses dialogues between Squiggle, Doodle Dude and
Oxford Dictionary to help you understand the basics of sentence construction.

1.1.1 Check your progress

a. What is this story about?
b. Name the two doodles in the story.
c. What is “doodling”?

1.2 Learning Objectives

This lesson will enable you to:
a. Understand the basic sentence structure in English Language.
b. Know the eight parts of speech, and how to use them to make correct sentences.
1.3 The Plot
The book “Squiggle takes a Walk”, in which Squiggle is a character, is standing next to a
huge pile of books and right on top of this pile is the Oxford Dictionary. Books toppling over
is a common occurrence. This huge pile crashes on poor Squiggle, and soon she realizes that
she is no longer free, and is stuck inside something. Another character who is in a similar
position is Doodle Dude and he has been there for quite some time. Doodle Dude has a
problem, he cannot make correct sentences and uses “muddled” sentences. After much
difficulty, Squiggle learns from Doodle Dude that they are stuck inside the Oxford

26
Dictionary. The only way out is by making a correct sentence, from the bottom – left corner
of the page to the top right corner of the page. Doodle Dude has been there for a long time,
because he is unable to make a correct sentence. Oxford Dictionary now steps in and tells
Squiggle that she should help Doodle Dude make a correct sentence and then both of them
can make their exit.

1.3.1 Check your progress

a. How does Squiggle get stuck inside Oxford Dictionary?
b. Why is Doodle Dude unable to make his exit?
c. What task is given to Squiggle by Oxford?

1.4 Squiggle teaches Doodle Dude to make a perfect sentences

Let us now take a look at the method by which Squiggle helps Doodle Dude make a
correct sentence.
1.4.1 Sentence
A sentence is a group of words that makes sense on its own.
Simply putting words together does not make a sentence. To make sense words in the
sentence have to be arranged in a certain way. This is what is known as the grammar of a
language. Each language has a different grammar, in other words a different set of rules by
which sentences are constructed. The basic sentence structure of English language is S–V–O
(Subject – Verb – Object).
1.4.1.1 A sentence must have a subject A sentence is about someone or something. That
someone or something is the subject of the sentence. The subject in therefore either a
noun or a pronoun.
Noun: a word that refers to a person, animal, place or thing.
The noun picked by Doodle Dude for the perfect sentence is “WORMS”.
A subject must have a verb connected to it.
Verb: A word used to describe an action, state of being or occurrence. eg. (1) Someone
Slapped Doodle Dude. (2) He is hanging upside down. (3) The monkey is here. (4) What will
become of him? The verb chosen by Doodle Dude for the subject “WORMS” is
“WRIGGLING”
Helping Verb:
The “WORMS” “WRIGGLING” however will not hold together, what they need is a
helping verb . A helping verb links the subject and the verb.

27
 Squiggle provides the helping verbs – does, have, am, are, is, was, be, may, should,
would – for Doodle Dude to choose from. Squiggle also gives a tip – when the subject is
plural, the helping verb must also be plural.
After many errors, Doodle Dude finally finds the right helping verb “ARE” and so the
sentence is complete.
“The worms are wriggling”.
Punctuation used at the end of the sentence is a “.” full-stop.
Although Doodle Dude has made a correct sentence, his troubles are not over yet, the
sentence does not reach the top of the page, so Doodle Dude has to make the sentence longer
to reach the top of the page.
1.4.1.2 Check Your Progress
Make five sentences using Noun, Verb and Helping Verb
1.4.2 Extending a simple sentence
Squiggle Explains to Doodle Dude that by using other Parts of Speech like Adjective,
Preposition, Adverb, Interjection, and Conjunction a sentence can be lengthened.
Adjective – A word used to describe the noun eg. The Squishy worms are wriggling.
Preposition – A word used with noun or pronoun to show place, position, time, or
method.
eg. The Squishy worms within Oxford’s pages are wriggling.
Adverb – A word or phrase that gives more information about the adjective, verb, or
another adverb.
eg.
 The Squishy worms within Oxford’s pages are wriggling very fast.
 This is very confusing

Adverb of degree
 I want to stop now

Adverb of time
 Listen carefully

Adverb of manner
 I want to get out of here

Adverb of place

28
 Interjection – A word or phrase that expresses emotions. They are used to Exclaim,
Protest or command.
Eg. Stop!
Fantastic!
Yipee!
Hey!
Look! The Squishy worms within Oxford’s pages are wriggling very fast.
1.4.2.1 Check Your Progress
Extend the 5 sentences you have made by adding Adjective, Preposition, Adverb and
Interjection
1.4.3 Squiggle and Doodle Dude have so far used 6 of the 8 Parts of Speech – Noun/Verb/
Adjective/Preposition/Adverb/and Interjection in that order.
Squiggle suggests that they should now use the other two parts of speech namely
pronoun and conjunction. At this point Doodle Dude softly says, “They will soon be out of
here.” This again is a complete sentence made by Doodle Dude and this time he manages on
his own without any help.
Pronoun – A word that works in the place of a noun. eg. He, She, They, It, Him, Her
Conjunction – A word used to connect/join sentences, clauses, phrases, or words eg.
And, But, Or, For, Also, Else, Since, Which, That, Either and or, Not only and but also.
So Squiggle and Doodle Dude have two complete sentences:
(1) Look! The squishy worms within the Oxford’s pages are wriggling very fast.
(2) They (pronoun) will soon be out of here.
They connect the two sentences with the conjunction “AND” and now they have a really long
sentence and can now exit the Oxford’s pages. Look! The Squishy worms within the
Oxford’s pages are wriggling very fast and they will soon be out of here. The story
however does not end here. Doodle Dude after being trapped in the Dictionary for 10 years,
does not wish to leave. For him the huge dictionary has become home and so Oxford
Dictionary allows him to stay. Squiggle makes her exit.
1.4.3.1 Check Your Progress:
1. Using a Pronoun make 5 more sentences related to the sentences you have made.
2. Connect the sentences using appropriate Conjunctions.

29
1.4.3.2 EXERCISES
Exercise 1. HELP DOODLE DUDE WITH HIS NOUNS
Doodle Dude can't seem to think of the noun that best fits what he wants to say. Help
him fill in the blanks. Remember, there may be two or more words that mean the same thing.
These are called synonyms and any of them can be the answer. Don't forget the full stop at
the end!
Oxford, they're putting you back on the __________________________________________
We don't get any air from the ___________________________________________________
We're being placed next to the __________________________________________________
I can see seven _____________________________________________________made on it.
Ooh! I can see ____________________________________________________ down there.
The ______________________________________________________ has come in to read.
He is sitting on the __________________________________________________________ .
He’s picking up Squiggle’s book in his ___________________________________________

Exercise 2. A CONFUSION OF COLLECTIONS

Doodle disaster! Oxford’s asked me to match the groups below to the correct collective noun.
All I know is the first one: A litter of puppies. Please help with the rest! (Psst ... a noun that is
the name of a group of similar things or persons is called a collective noun.)
Group Collective noun
A littler of beavers
A bunch of experts
A colony of puppies
A culture of wood
A pack of notes
A leap of stairs
A panel of bacteria
A stack of leopards
A flight of keys
A wad of thieves
Exercise 3. UNDERLINE THE ADJECTIVES
The heavy monsoon rains bring all the worms out of the Squishy mud.
The green snake slithered down the long corridor while sticking out its forked tongue.
I am the Slimy, dirt covered, Wriggling, worm that made Natasha screech.

30
Exercise 4. HOW OR WHAT ARE YOU?
Verbs are not just doing words. They tell us about somebody or something; the state of
being. These are verbs like am, is, was, are, were, has and have.
Complete the sentences with the correct form of verb from the choices in brackets.
1. In her first book, Squiggle _____ (had, have) an adventure amidst punctuation.
2. She _____ (is, are) a clever doodle.
3. Doodle Dude and Squiggle __________ (was, were) able to make the sentence slope.
4. They __________ (is, are) a fun pair.
5. Do you __________ (have, has) a friend like Doodle Dude?
6. I __________ (am, is) thinking of Squiggle’s next adventure.
7. Who __________ (has, have) illustrated this story?
8. His name. __________ (is, am) Vikram Nandwani.
9. Do you __________ (has, have) a pencil?
10. ___________ (Is, Are) you ready to draw? Keep a look out for the activity when
Vikram shows you how to draw!
Exercise 5. IT'S AN-ING THING!
Verbs ending with -ing need a helping verb (is, are, am, was and were: hard at work
again!) unless they are being used as an adjective. For example:
Squiggle was smiling. ('Was' is the helping verb for ’smiling'.)
Squiggle has a smiling face. (Here ’smiling' is an adjective for the noun 'face'.)
In the sentences below, identify the -ing word as an adjective (a) or verb (v). If it’s a
verb, also underline the helping verb.
Oxford was yelling at Squiggle and Doodle Dude. (a) (v)
Doodle Dude has an interesting hairstyle. (a) (v)
The words in the dictionary were peering at the doodles. (a) (v)
The girls are reciting their poems. (a) (v)
The dictionary frowned at the chattering doodles. (a) (v)
The doodles are trying to find their way out. (a) (v)
Doodle Dude was singing a terrible song. (a) (v)
The drawing class begins at 10 a.m. (a) (v)
The children will draw exciting pictures. (a) (v)
A little boy was kicking the stone. (a) (v)

31
Exercise 6. READ THIS CAREFULLY AND FILL IN THE ADVERBS QUICKLY!
Adverbs can be of four kinds:
• Adverb of manner: Tells you how an action is done.
• Adverb of place: Tells you where the action is done.
• Adverb of time: Tells you when something happened or when somebody did something.
• Adverb of degree: Tells you how the action is being done in comparison.
Fill in the blanks with the suitable adverb. You must do the riddle alongside Doodle Dude if
you want to have some fun!
‘_____________ think of a number from 1 to 9’, said Squiggle to Doodle Dude. (quickly,
boldly)
‘OK. I’ve thought of a number ___________ ’, said Doodle Dude. (now, then)
‘Multiply it _____________ by 9,’ said Squiggle. (carefully, carelessly)
‘Add the two digits of the number you get _________ multiplying.’ ( after, ago)
‘___________ subtract 5 from this number. Calculate ___________’. (now, soon) (faster,
urgently)
‘Yes, but I might run _____________,’ said Doodle Dude. (down, away)
‘You’re doing ____________ ! Now whatever number you’ve got to, figure out the
corresponding letter in the alphabet. So 1 is A, 2 is Band so on: (terribly, well)
‘I’m ___________ waiting for the final result,’ said Doodle Dude. (eagerly, poorly)
‘Now think of a country’s name beginning with that letter’, said Squiggle, chuckling
_________________. (loudly, peacefully)
‘Think of an animal beginning with the last letter of the country’s name,’ said Squiggle,
bouncing ___________. (high, low)
‘_____________ think of a fruit beginning with the last letter of the animal’s name,’ said
Squiggle. (now, before)
Exercise 7. STICK TOGETHER! IT'S TIME FOR CONJUNCTIONS!
Circle the conjunction in the sentences:
1. Arjun and Ari are coming to visit today.
2. You can't play with them until you finish your homework.
3. The teacher is strict but fair.
4. My friend will not enter since she is afraid of dogs.
5. I'd tie him up but I can't find the leash.

32
6. You can either eat ice cream or have a soda.
7. Drink the soda if you are thirsty.
8. Eat some fruit while lunch is cooking.
9. Though it is late, you may stay awake to watch the finals.
10. They hopped and yelped with joy.
Exercise 8. BECOME A PRO AT PRONOUNS!
Natasha’s first book was Icky, Yucky, Mucky.
___________________________________________________________________________
Icky, Yucky, Mucky is the story of a disgusting royal family.
___________________________________________________________________________
Maharaja Icky has terrible table manners.
___________________________________________________________________________
Maharani Yucky nibbles fingernails and spits the nails out.
___________________________________________________________________________
When matters couldn’t get worse, the Maharaja and Maharani had a baby, Princess Mucky.
___________________________________________________________________________
Princess Mucky has a horrendous habit as well.
___________________________________________________________________________
Icky, Yucky, Mucky is this royal family’s story.
___________________________________________________________________________
Exercise 9. WHAT'S WRONG?
These sentences all have some problem. Fix what is wrong and rewrite them. The first one
has been done for you.
The dog was bark at the cat.
The dog was barking at the cat.
The cat look down from its spot on the wall.
___________________________________________________________________________
She stretched her legs and arch her back.
___________________________________________________________________________
The dog could not believes his eye.
___________________________________________________________________________

33
She pretend the dog was not there.
___________________________________________________________________________
He bared his tooth, growled and pounce.
___________________________________________________________________________
The cat merely yawn.
___________________________________________________________________________
Her had no fear.
___________________________________________________________________________
A pack of dog came running.
___________________________________________________________________________
The cat hissed, annoyed with them barks.
___________________________________________________________________________
Finally, she stick a tongue out a the dog and walked away.
___________________________________________________________________________
Exercise 10. JABBER JABBER WITH PREPOSITIONS!
Once Squiggle was back to her book, the punctuation marks had much to say! Fill in
their conversation with appropriate prepositions from the brackets.
Remember, prepositions are usually placed before a noun or pronoun (its object) to show
a relationship between the object and another word in the sentence. The relation could be
about place, position, time, manner or reason, among other things.
1. An adventure ________ words! (through, amidst)
2. What was Doodle Dude doing ________ you got there? (before, later)
3. The world ___________________ this book is a dangerous place. (above, outside)
4. You were not disheartened _________________ Doodle Dude’s lack of grammar,
words and understanding. (of, by)
5. I'd have torn ________ Oxford’s pages. (from, through)
6. Squiggle deserves an award ________ the following reasons: (by, for)
7. Squiggle stayed _______ Doodle Dude as he learnt. (beside, before)
8. She built the sentence slope _______ the page. (beneath, across)
9. She bravely leapt _______ the slope, (inside, off).
10. The brackets on this page are full _______ prepositions! ( with, of)

34
11. "You are ______ the hallowed pages of the English language:' Hee hee hee. (without,
within)
12. Uh ... Is that dictionary teetering ________ us ... (below, above)
1.4.3.2 Key to the Exercises
Exercise 1
Bookshelf, fan, atlas, continents, Squiggle, boy, chair ( or anything else that you would sit
on!), hands.
Exercise 2
A litter of puppies, a bunch of keys, a colony of beavers, a culture of bacteria, a pack of
thieves, a leap of leopards, a panel of experts, a stack of wood, a flight of stairs, a wad of
notes.
Exercise 3
The heavy monsoon rains bring all the worms out of the squishy mud.
The green snake slithered down the long corridor while sticking out its forked tongue.
I am the slimy, dirt-covered, wet, pink, wriggling worm that made Natasha screech.
Exercise 4
1) had 2) is 3) were 4) are 5) have 6) am 7) has 8) is 9) have 10) Are
Exercise 5
Was yelling (v), interesting (a), were peering (v), are reciting (v), chattering (a), are trying
(v), was singing (v), drawing (a), exciting (a), was kicking (v)
Exercise 6
Quickly, now, carefully, after, now, faster, away, well, eagerly, loudly, high, now.
Exercise 7
1. Arjun and Ari are coming to visit today.
2. You can't play with them until you finish your homework.
3. The teacher is strict but fair.
4. My friend will not enter since she is afraid of dogs.
5. I'd tie him up but I can't find the leash.
6. You can either eat ice cream or have a soda.
7. Drink the soda if you are thirsty.
8. Eat some fruit while lunch is cooking.
9. Though it is late, you may stay awake to watch the finals.
10. They hopped and yelped with joy.

35
Exercise 8
Her, it, he, she, them, they, she, their
Exercise 9
The cat looked down from its spot on the wall.
She stretched her legs and arched her back.
The dog could not believe his eyes.
She pretended the dog was not there.
He bared his teeth, growled and pounced.
The cat merely yawned.
She had no fear.
A pack of dogs came running.
The cat hissed, annoyed with their barks.
Finally, she stuck her tongue out at the dogs and walked away.
Exercise 10
Amidst, before, outside, by, through, for, beside, across, off, of, within, above.

36
 Unit 3A

In Public Places
AMALKANTI
Nirendranath Chakrabarty
Dr. Neeta Gupta

1.1 Introduction
Understanding poetry is a very different exercise from understanding narrative because a
poem is a very concentrated piece of writing. A poem is generally short because the poet
does not have the luxury of space that a novelist may have. So a great deal is said in very few
words. Whatever is left unsaid is implied and we have to read between the lines or
understand the implications of the various images, symbols and metaphors used by the poet.
Even the ordering of words or repetition of some words can carry a thought in a poem.
Words are chosen with great care and not only for their meaning but also their sound. A good
deal of thought goes into the structuring of words because in a poem words are used keeping
in mind their connotations and subtle nuances of meaning too. For example in ‘Amalkanti’
the title of the poem which means radiance, is itself a guide to an understanding of the poem
for it gives us an idea of what the poet’s response is towards the subject of the poem. In fact
it is very important to remember that a poem is written not just to be read but to be read
aloud so the sound of the words used becomes important as it can help create the entire
atmosphere and tone of the poem. At times the tone of the poem is itself an indicator of what
the poet is actually trying to say. For instance in ‘Amalkanti’ the tone of the poem reveals
that there is a distinction between the viewpoints of the speaker and the poet and the same
creates an irony within the poem.
By now you probably have some idea of the things to be alert to while reading a poem.
Let’s move on then to the poem under consideration and take a detailed look at it.
1.2 Learning Objectives
After you have finished reading this lesson you will be able to:
 Recognize some key elements of poetry.
 Identify how poetry is different from narrative or prose.
 To read between the lines.
 Identify differences in points of view.
 Recognize and understand irony.
 Understand the given poem ‘Amalkanti’ and appreciate the difference in a translated
and original piece of writing that is at times difficult to overcome.

37
1.3 A Note on ‘Amalkanti’
‘Amalkanti’ is a poem written originally in Bengali by Nirendranath Chakrabarti but
made available to all non-Bengali but English knowing speakers in an English translation of
the same by Sujit Mukherjee and Meenakshi Mukherjee. The poem deals with a very
common situation in the lives of school-going children who often discuss what each one of
them wants to be when grown-up. Amalkantiis a friend of the speaker and the two are
classmates. The speaker tells us that Amalkanti was not very bright and in fact quite dull at
studies. But he had a dream unlike any other student in class. He wanted to become sunlight!
While the rest of the students followed conventional paths and had common expectations in
life which even got fulfilled, Amalkanti’s dream was very different. 'He wanted to be
sunlight'. This desire is very strong in Amalkanti’s heart but the poem ends by telling us that
he could not become sunlight. In fact he got a poorly paid job in a printing press and worked
in a dark and dingy room. It is left to the reader to read between the lines and determine as to
who are the really successful people in this poem. Is it the group of those youngsters who
become doctors and lawyers without caring too deeply about it or is it Amalkanti who is
content with his lot even though not at all successful in the conventional terms?

1.4 Critical Commentary Stanza 1

Amalkanti is a friend of mine,
we were together at school.
He often came late to class
and never knew his lessons.
When asked to conjugate a verb,
he looked out of the window
in such puzzlement
that we all felt sorry for him.
The poet begins the poem by introducing us at once to the person who is going to be the
focus of the whole poem. He begins by telling us that Amalkanti is a friend of [his] and they
were together at school. When asked to do even a simple grammar exercise as ‘conjugate a
verb’, he would look puzzled and would look out of the window. All his classmates felt sorry
for him.
The poem begins in first person and the speaker addresses the readers directly. At this
time however, we cannot be sure whether it is the poet speaking. The lines are short and the
tone is conversational. The manner in which Amalkanti is introduced defines very clearly that
the relationship between the speaker and this boy is neither too close nor too distant. There is
a mixture of closeness and distance. He is neither his closest friend nor his best friend. But he
is nevertheless a friend. The stanza progresses with a confident and amused tone and the

38
speaker describes how Amalkanti was a weak student and he often came late to school and
almost never knew his lessons. In the concluding line we have to take into account what is
left unsaid. In any normal classroom situation if a student fails to provide an answer to a
simple question, rest of the students often make fun of him. But here the case is different. The
speaker tells us that ‘we all felt sorry for him. ’The reason for this is obviously Amalkanti.
He looks lost and so confused that he invokes a response of pity rather than ridicule from his
classmates. The poet coins a special word ‘puzzlement’ to convey the lost and bewildered
look on Amalkanti’s face which evokes a sympathetic response from his classmates.
1.4.1 Check Your Progress
a. How does the speaker introduce Amalkanti?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
b. What are we told about Amalkanti?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
c. Why do Amalkanti’s classmates feel sorry for him?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
d. Is the poet’s use of the word ‘puzzlement’ effective?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

1.5 Critical Commentary Stanza 2

Some of us wanted to be teachers,
some doctors, some lawyers.
Amalkanti didn’t want to be any of these.
He wanted to be sunlight –
the timid sunlight of late afternoon,
when it stops raining

39
 and the crows call again,
the sunlight that clings like a smile
to the leaves of the jam and the jamrul.
The speaker continues in the same confident tone and tells us next about the dreams and
desires of his classmates. Most of these students have conventional expectations from life –
some justwant to become teachers, some doctors and some lawyers. It is only Amalkanti
who stands apart with his dream. He does not want to follow any of the conservative
professions. Instead, he wants to become sunlight! He wants to become the kind of sunlight
tthat we see in late afternoons when it has stopped raining and the crows start calling again.
He wants to be the warm sunlight that one sees reflected on the leaves of the jaam and the
jamrul trees.
The speaker’s tone is casual when he tells us the common and conservative goals of
his classmates. They all wanted to take up conventional professions – so some want to be
teachers, some lawyers and some doctors. The speaker does not name any particular
student who would want any particular profession except Amalkanti. For the rest of them it
didn’t matter what they became as long as it was one of the conventional lines of work.
Amalkanti however stands out from the rest in wanting to become sunlight!
When the speaker begins describing the kind of sunlight that Amalkanti wanted to be,
the tone of the poem becomes full of wonder, it becomes soft and lyrical. This should
make us stop and think whether in these lines it is the speaker who has suddenly changed
his attitude or whether it is the poet who has stepped in to give a different perspective on
the situation. Amalkanti wants to become sunlight says the speaker, but it is the poet who
tells us that he wants to become “the timid sunlight of late afternoon, when it stops raining
and the crows call again, the sunlight that clings like a smile to the leaves of the jaam and
the jaamrul.”
While on the one hand the above quoted lines alert us to the change in tone and
perspective, on the other hand they also underline the fact that Amalkanti’s desire is to
spread the happiness associated with sunlight. That is why it is described as the ‘timid
sunlight of late afternoon ’that ‘clings like a smile.’ The poet has conveyed his point of
view through a skillful use of the image of sunlight that he has created. Look at the careful
choice of words. The adjective ‘timid’ aptly describes the softness of the sunlight. In late
afternoon the sun’s intensity is on the declining side. Thus all the harshness that can be
equally associated with sunlight is removed from Amalkanti’s dream. In his dream there is
only softness and happiness associated with sunlight and the same is achieved through the
use of the image of sunlight clinging like a smile.
In the above stanza it becomes clear that there is a difference in perspectives of the
poet and the speaker of the poem and the two are not the same. The speaker has a casual
attitude towards Amalkanti, even full of pity at times, but the poet’s attitude is full of
wonder.
40
1.5.1 Check Your Progress
a. How is Amalkanti’s desire different from the rest of his classmates?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

b. Do you think Amalkanti’s desire is foolish?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
c. Describe the kind of sunlight that Amalkanti wanted to be. What does this tell us
about the dual perspective in the poem?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

1.6 Critical Commentary Stanza 3

Some of us have become teachers,
some doctors, some lawyers.
Amalkanti couldn’t become sunlight.
He works in a poorly lit room
for a printer
He drops in now and then to see me,
chats about this and that
over a cup of tea, then gets up to go.
I see him off at the door.
In the third stanza, the speaker returns to tell us how everybody else’s dream gets
fulfilled except Amalkanti’s. We are told that from that group of students, some have
become teachers, some lawyers and some doctors. But Amalkanti couldn't become
sunlight. In fact, we are informed that he works in a ‘poorly lit room for a printer’. We are
further told that Amalkanti still makes an effort to stay in touch with his friend, the speaker
of the poem, for he drops in ‘now and then’ to see him and chats about ‘this and that’ over
a cup of tea and then gets up to go and the speaker sees him off at the door.
The tense of the poem changes at this point. From past we now move into the present.
The irony is obvious in the lines that tell us that the boy who wanted to become sunlight

41
 now works in a poorly lit room and is obviously engaged in a low-paying job. The
speaker’s attitude towards his friend at this point is almost patronizing. You must notice
that it is always Amalkanti who makes an effort to meet his school-friend. These visits are
not very important for the speaker and his attitude is extremely casual. That is why he
mentions that his friend drops in ‘now and then’ and chats about ‘this and that’, and then
leaves.
What does this tell us about Amalkanti? Surely it indicates that he still values his
friendship with the speaker and therefore makes an effort to meet his friend. He must be a
warm, caring and emotional person.
At this point in the poem we as readers too feel sorry for Amalkanti. For a person who
wanted to be sunlight it must be a big disappointment to be engaged in a low paying job
and be working in room where there is not even enough light.
1.6.1 Check Your Progress
a. Are the students in the poem able to achieve their goals? Is Amalkanti able to fulfil
his dream?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
b. How do we know that Amalkanti still values his friendship with the speaker?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
c. What effect do phrases like ‘now and then’, ‘this and that’ have on the tone of the
poem?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
d. What is the poet trying to tell us when he says that Amalkanti works in a poorly lit
room or a printer?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

42
1.7 Critical Commentary Stanza 4
The one among us who’s a teacher
could easily have become a doctor.
If the one who’d wanted to be a doctor
had become a lawyer,
it wouldn’t have made much difference to him.
All of us got more or less what we wanted,
all except Amalkanti –
who used to think so much about sunlight
that he wanted to become sunlight.
The speaker tells us where the future years took these students. Some became doctors,
some lawyers and some teachers. For those of them who had become doctors and lawyers, it
wouldn’t have made much difference if their achievements had interchanged and the doctor
had become a lawyer or vice versa. All of them got ‘more or less’ what they wanted except
Amalkanti ‘who used to think so much about sunlight that he wanted to become sunlight.’
The last stanza changes the whole perspective on the situation. Once again the distinction
between the speaker and the poet gets blurred. The speaker’s tone is not so confident in the
concluding stanza. There is no amusement in the words now, no patronizing tone. It is only
wonder at a person who can desire something so deeply that he wishes to become that thing
itself. In contrast, none of the rest of the classmates is so deeply desirous of anything. In fact
to them it hardly matters if they become teachers or doctors or lawyers. What is implied here
is obviously that as long as the aspirant is able to join a conventionally respectable and well-
paying profession it matters little what it is. On the other hand there is Amalkanti whose
desire to become sunlight is so deep that he is constantly thinking about it. This is what
makes Amalkanti special and very different from the rest. It is almost as though he stands out
from the crowd. He may not be successful in conventional terms, he may not be rich or
materially well off but he is not ready to compromise with his heart’s deepest desire and in
some sense he is even able to achieve it.
There is an irony in the situation being described here. On the literal level, Amalkanti
may be a failure and he may be earning very little and working in dingy surroundings. But the
work he does is that of spreading the light of knowledge through books. It is mentioned that
he works for a printer even though in a ‘poorly-lit’ room. He may be far from sunlight but he
is engaged in a task which can be likened to that of spreading light-- the light of knowledge.
While we may think that Amalkanti could not achieve his heart’s desire, we would be far
from the truth because in that group of boys it is probably only Amalkanti who has been able
to get a little close to what he wanted from life. Far from being a failure, he is moderately
successful in his own eyes even though not in conventional terms. The poem is giving us yet

43
another perspective on success and failure. In the previous unit ‘Go, Kiss the World’, the
author Subroto Bagchi had given us a number of perspectives on how to define success. In
‘Amalkanti’ the poet is giving us yet another perspective on success. Success cannot be
measured by the amount of money you earn or by seeing how well-known you are. Success
also means being able to get what you most desire even though in worldly terms you may
appear to be a failure.
1.7.1 Check Your Progress
a. What does the speaker mean when he says that ‘All of us got more or less what we
wanted’?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
b. What is the poet’s attitude towards Amalkanti?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
c. Do you think Amalkanti is a failure? How is the poet defining success here?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
d. Does the name ‘Amalkanti’ help in the subtle working of irony in the poem?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

1.8 Let Us Sum Up

After reading the poem ‘Amalkanti’ we have learnt a few things. Let us try and sum up
all that we have learnt:
 We have seen how a poem is to be read and how it is different from a narrative.
 We have seen what poetic language is and how it uses symbols, images and
associations to make simple words resonate with meanings.
 We have also seen how a poem when translated fails to catch some of the nuances that
would be evident in the original for example Amalkanti’s name itself.
 In the poem we discovered how there can be a difference in the point of view of the

44
 poet and the first person speaker which in turn alerts us to the irony that works in the
poem throughout.
 The poet’s sympathetic attitude towards Amalkanti vis a vis the speaker’s
condescending one becomes apparent only after we have understood the difference in
their points of view. We have therefore learnt the important technique of deciphering
meaning by reading between the lines.
 Thus we have learnt to read between the lines and catch the irony in the poem.
 Though on the surface the poem seems fairly simple – about two classmates who have
grown up and gone their separate ways, yet it offers a very different dimension to how
success can be defined in this world. Being able to do what he most loves is more
important to Amalkanti than being materially successful.
 We have understood the association attached to the name Amalkanti in the original
and have been able to deduce the underlying theme of the poem – that one meaning of
being successful is to be able to do what your heart desires most.
1.9 Glossary
Conjugate: to state the different forms a verb can have, for example according to the number
of people it refers to and whether it refers to the present, past, or future
Timid: shy and nervous
Clings: sticks
Jaam: a purple coloured fruit also known as jamun
Jamrul: water apple

1.10 Key to Check Your Progress Exercises

Key to Exercise 1.4.1
a. The speaker introduces Amalkanti as one of his classmates who is a daydreamer
and quite slow in learning.
b. The speaker tells us that Amalkanti often came late to school and was never good
at studies. If asked to do a simple thing as conjugate a verb he would get so
confused that his classmates all felt sorry for him.
c. Amalkanti’s classmates feel sorry for him when he is unable to give correct
answers in class and gets confused. In a normal classroom situation children
would have made fun of him. But Amalkanti must have been a gentle and
friendly person because instead of laughing they feel sorry for him.
d. The word ‘puzzlement’ has been coined by the poet to indicate the confusion in
Amalkanti’s mind. The word is very effective because one can almost visualize
the puzzled look on Amalkanti’s face.

45
Key to Exercise 1.5.1
a. Amalkanti’s dream is a very unconventional one. Other boys in his class have the
usual conventional desires of becoming doctors, teachers or lawyers. But Amalkanti
wants to become none of these. He wants to become sunlight. He is different and he
is special. Unlike other boys. Amalkanti’s desire is so deep that he constantly dreams
about it and is not ready to compromise with it.
b. At first it does seem that Amalkanti’s desire is unrealistic as well as foolish because
we know that no one can become sunlight! Our disbelief however, results from a
purely literal interpretation of this unique desire. If however we try to look at it
metaphorically then Amalkanti’s desire is neither unrealistic nor foolish because his
desire is to brighten up the world by doing something that would bring joy into the
people’s lives. He does achieve this desire partly by getting engaged in the business
of printing books. Books too spread light in the metaphorical sense and also brighten
up people’s world. So in a sense Amalkanti is able to achieve his dream of spreading
light.
c. We are told by the speaker that it was Amalkanti’s deepest desire to become
sunlight. But then the next few lines describe for us the kind of sunlight that he
wanted to be. There is a perceptible change in tone - from being condescending it
becomes lyrical when we are told that Amalkanti wanted to be the soft and warm
sunlight of the late afternoons when it has just stopped raining. The feeling
associated with this sunlight is of happiness and warmth. We can say that the poet’s
perspective is coming into play here as against the speaker’s perspective which we
had seen earlier.
Key to Exercise 1.6.1
a. The speaker tells us that except Amalkanti all the students in the class were more or
less able to achieve their goals. Some became doctors, some lawyers and some
teachers but Amalkanti could not become sunlight.
b. We know that Amalkanti still values his friendship with the speaker because he comes
to visit him sometimes and spends some time with him.
c. In comparison to Amalkanti, the speaker’s attitude towards life is very casual. Phrases
like ‘now and then’, ‘this and that’, ‘more or less’ indicate that nothing matters to him
very deeply.
d. The speaker tells us that Amalkanti works in a poorly lit room for a printer. He
obviously has a low paid job. Yet when he visits the speaker he never complains but
seems to be quite content and talks of ‘this and that.’ We have to read between the
lines here to understand the poet’s point of view. Amalkanti wanted to become
sunlight. He wanted to brighten up people’s lives. By working for a printer he is
involved in the process of spreading the light of knowledge through the printed word

46
 in the form of books. The poet has given us a clue in his name which if translated
means ‘pure radiance.’ He spreads the light of knowledge. And in that sense
Amalkanti has come very close to realizing his dream. He has finally become the
means of spreading ‘light’ therefore we can say that far from being a failure he has
been successful.
Key to Exercise 1.7.1
a. The speaker is pointing out that he and his classmates were quite indifferent to the
kind of professions that each followed as long as they could earn money.
b. The poet’s attitude towards Amalkanti is very different from that of the speaker’s.
First of all the choice of name ‘Amalkanti’ which means ‘pure radiance’ itself
indicates that the poet’s attitude is not very critical. In fact it is sympathetic even full
of wonder. As we read the poem a change in tone has occured in stanza 2 lines 12-17.
From being amused and condescending it has become soft, lyrical and almost wishful
in describing how Amalkanti wants to become the ‘timid sunlight of late afternoon’
and sunlight that clings like a smile. In the last stanza we notice this change in tone
once again when it becomes full of wonder at the depth of Amalkanti’s desire in
comparison with the shallowness of his classmates. Amalkanti is very clear in his
head about what he wants to be. He may be an idealist but at least he does not
compromise with his heart’s desire and tries to spread light in the metaphorical sense
by engaging in a task that spreads knowledge.
c. In conventional terms Amalkanti is a failure because he has not been materially
successful and is not making a future. In fact he is confined to a low paying job. But
in another sense he is a success because he has been able to do what he most wanted
to in life and that is to spread light. If we look at his desire literally then we are
missing the point that the poet is trying to make. Metaphorically Amalkanti has been
able to do what he most wanted to. Thus in this poem we are being given yet another
definition of success. Success does not always mean to be rich. It also means to be
able to join a profession of your choice. To be able to do what you most wanted to.
d. Amalkanti means “pure radiance” in Bangla and Hindi. Knowing the meaning of the
word certainly affects our understanding of the poem for we are able to not only catch
the irony in the poem but also the attitude of the poet towards the subject. Out of the
group of boys in Amalkanti’s class, it is only Amalkanti who has a clear focus and
knows what he wants to become when grown up. It is as clear in his mind as his name
itself suggests. Irony is working at two levels in the poem. For the speaker, it is
ironical that a person who wanted to become sunlight is ultimately confined to a
poorly-lit room in a low paying job. But because we have realized that there is a
difference in the attitude of the speaker and the poet towards Amalkanti, we can see
that the irony is working in the opposite direction too. From the poet’s point of view it
is ironical that the speaker cannot see that Amalkanti has in fact been able to spread
light metaphorically through books and has lived up to his name.
47
1.11 Key to Exercises given in the textbook at the end of Unit 8
Vocabulary
Poets choose words and structures with great care and after much thought, for they can
affect our response with their sound, connotations and subtle nuances of meaning. In groups
of 3 examine the lines given below and list as many alternatives as you can find for the words
and phrases underlined and then briefly state why the poet’s formulation is the best in the
given context.
1. Amalkanti is a friend of mine [This is a solved example in the text]
a. My best friend is Amalkanti.
b. A classmate named Amalkanti.
c. Amalkanti is my friend.
d. Amalkantiis an acquaintance.
The poet’s choice is best because it combines intimacy with distance, neither too close
nor too indifferent. This helps to define exactly the relationship between the speaker and the
subject.
2. he looked out of the window/in such puzzlement
a. he looked out of the window in such confusion.
b. he looked out of the window in such bewilderment.
c. he looked out of the window in such a confused state
The poet’s choice is the best because the word ‘puzzlement’ itself indicates Amalkanti’s
confused state of mind.
3. He wanted to be ... the timid sunlight of late afternoon.
a. He wanted to be ... the weak sunlight of the latter half of the day.
b. He wanted to be the waning sunlight of afternoon.
c. He wanted to be the fearful sunlight of noon.
The poet’s choice is the best because the words clearly express that Amalkanti wants to
become the kind of sunlight that brings warmth and yet is not harsh. It glows rather than
burns.
4. The sunlight that clings like a smile.
5. He works in a poorly-lit room.
Try and attempt nos. 4 & 5 by yourself.
Writing
Letter of Recommendation: a letter of recommendation is required when you may be
applying for a course in higher education or for a job. It is not addressed to anyone in
particular but carries the heading ‘To whomsoever it may concern.’ The letter has to be
written by either your former teacher or your former employer. It should briefly touch on the

48
positive aspects of your personality and should particularly emphasize your capabilities to
handle the course or job you are applying for. The example given in your textbook has been
worked out for you below:

To Whomsoever It May Concern

I have known Mr. Amalkanti Guha for 30 years. Though never a high performer he has
always been a meticulous worker. What is more, he truly enjoys the work he does and since
he rose up to his position as Printing Press Supervisor with Ujwal Jyoti Prakashan from the
workshop floor, he is familiar with every aspect of printing. He is also creative and hard-
working and therefore I would recommend him unreservedly to every reputed printer or
publisher. Finally I would add that he would prove to be an asset for any company. I wish
him all the very best in the new assignment.
Sudhir Kumar Das
Advocate
Kolkata High Court.

1.12 Activity
I. Imagine you are the English teacher in a college and one of your students wishes to
apply for higher studies abroad. Write a recommendation letter for your student
highlighting the abilities that he or she possesses to pursue the course of his or her
choice.
II. Try and write a paragraph or a poem on any of your classmates that you find
interesting.

49
 Unit 3B
In Public Places
BHIMAYANA
Book II Shelter
Srividya Natarajan and S. Anand
Nalini Prabhakar

1.1 Introduction
Bhimayana is a graphic novel which presents certain incidents narrated by B.R.
Ambedkar in his autobiographical “Notes” written in the year 1935. These notes highlight the
practice of untouchability in the Indian Society. Bhimayana begins with a frame narrative
wherein a male character (unnamed) voices a common complaint of the upper castes against
reservations for Dalits “these damn job quotas for backward and scheduled castes!” This is
immediately challenged by another unnamed character (female) and the dialogue that follows
gives us a history of caste discrimination and also the atrocities perpetrated against the Dalits
in India. Newspaper clippings of violence against Dalits in the recent past from across the
nation are used to reinforce the point that “untouchability is alive and kicking” in India. This
message is especially meant for the educated urban Indians who would like to believe, like
the unnamed character that “Caste isn't real any longer, its a non-issue”. The frame narrative
ends here and we move on to a graphic presentation of certain incidents narrated by B.R.
Ambedkar in his autobiographical ''Notes'', Books I, II and III. The frame narrative re-
emerges at the end of each book.
Bhimayana is a fluid combination of three genres – novel, autobiography and graphic
novel. The frame narrative at the beginning is fictional in nature and by re-emerging at the
end of each book, binds the three separate autobiographical incidents into a continuous
whole.
The graphic illustrations are a brilliant example of Gond art. Gond art is a form of
painting which uses dots and lines, and is practised by the Gonds, one of the largest adivasi
tribes in India. They have a large presence in Madhya Pradesh and also inhabit small pockets
in Andhra, Maharashtra, Chattisgarh and Odisha.
Book II “Shelter” of Bhimayana is prescribed for your study.
1.2 Learning Objectives
This lesson will enable you to know about:
a. Ambedkar’s train journey from Bombay to Baroda and his short stay in Baroda in
the year 1917.
b. The reason why Ambedkar could not continue his stay in Baroda.

50
 c. The humiliation experienced by the Dalits for beings treated as less than human.
d. The deep-seated nature of caste discrimination which cuts across all religions in
India.

1.3 Book II-Shelter: Detailed Summary and analysis

1.3.1 The Train Journey
Ambedkar returns from Columbia University in the year 1917 after completion of his
education, sponsored by the Maharaja of Baroda. He boards a train from Bombay to Baroda
with the intention of working for the Maharaja, who had made his education possible. Very
early on in the journey, Ambedkar is made aware of the fact that he is a Dalit and an
untouchable, a fact which he had forgotten as a student in America. His co-passenger, a
brahmin, strikes up a conversation with him on the assumption that Ambedkar belongs to the
upper caste. This assumption rests solely on the premise that being well educated and well
dressed, Ambedkar cannot be a Dalit.
At one point when his co-passenger says “I wish my son could learn from you – he is a
disgrace to our brahmin caste”, Ambedkar starts to correct this assumption, “I am not brah”,
but stops himself and does not complete the sentence. He tells himself that an “untouchable is
a problem to himself and to others” and that he should be more careful and not reveal his
Dalit identity. The “problem” that Ambedkar is referring to is the deep-seated belief that the
“touch” of a Dalit, either physical or of other things like food, water etc. pollutes the purity of
the upper castes and must be avoided at all times. If a Dalit rebels against this belief, he might
end up being thrashed or worse lynched.
We must remind ourselves here that Ambedkar is narrating incidents that occurred in the
year 1917, and over the years, especially after Independence much has changed.
Untouchability has however, not been completely eradicated till date despite stringent laws
against this practice. Atrocities against the Dalits continue....
1.3.1.1 Check your progress
a. Why did Ambedkar undertake the journey from Bombay to Baroda?
b. Why does Ambedkar’s co-passenger assume that Ambedkar is a brahmin?
c. “An Untouchable is a problem to himself and to others”. What “problem” is
Ambedkar referring to?

1.3.2 Baroda
Ambedkar travels to Baroda to take up the post of a probationer in the Accountant
General’s office. Upon reaching, his first task is to find a place to stay. His options are very
limited. He cannot stay with friends, because he realizes that “a Dalit has no friends among
other castes”. He cannot stay in a Hindu hotel, because then he will have to pretend that he is
upper caste and if his lie is discovered he will be “beaten up, maybe killed”. This situation
makes Ambedkar feel like an outsider in his own homeland, more so because he had

51
experienced social equality for the first time in Columbia University where his best friends
were his classmates and his professors. He decides to stay at an old Parsi inn, although the
rooms were dirty and not well maintained. He thinks this is a safe option as Parsis being
Zoroastrians do not practice untouchability. He is sadly disillusioned. The care-taker upon
learning that Ambedkar was not wearing a sadra (loose shirt with a small pocket in front
made of thin cotton) and kasti (braided thread tied around the sadra), and is a Hindu, asks him
to leave as the inn is only for Parsis. Ambedkar, however persuades him to let him stay under
a Parsi name. The care-taker makes it very clear that Ambedkar should not expect him to
“stop and chat”. Once again Ambedkar is painfully made aware that he is an outsider and
cannot expect even the basic human interaction between two people which is conversation,
only this time because of his religion. To avoid any trouble, he decides to come back late
from work.
The situation at office is no better. The others in the office “hurl” files at him, fearing his
touch. To describe his existence at this point in time, Ambedkar uses the simili of an “ox in
the oil press”. Like the ox, he is “walking in circles, going nowhere” To escape the inn he
goes to the office, and to escape the office he goes back to the inn. He is trapped in this cycle
and is unhappy, lonely and miserable. All his applications to various officers for permanent
accommodation in one of Baroda’s state bungalows are in vain. Four days after he takes up
residence at the inn, one morning a group of Parsis with sticks march upto his room and
threaten him with terrible consequences, if he does not vacate the room the same evening.
Finding himself homeless, he calls on his friends, one a Hindu and the other a Christian.
His Hindu friend does not refuse outright but does so indirectly. He tells Ambedkar that his
servants will leave him, if Ambedkar stays with him. His Christian friend uses the excuse of
his wife to turn him away. He claims that his wife is orthodox and not liberal in these matters.
What is ironical here is that both these friends first express shock at the manner in which
Ambedkar was turned out of the Parsi inn, but find nothing wrong in doing exactly the same
thing. It is also ironical that in the huge city of Vadodara (Baroda) named after the Banyan
tree, which gives shelter to all, Ambedkar has nowhere to go and cannot find shelter.
Ambedkar decides to wait in the Kamathi Baug public garden before he catches the train
back to Bombay.
In all Ambedkar spent eleven days in Baroda and could not serve the Maharaja who had
sponsored his education. Ambedkar learnt the hard way that a Dalit is an untouchable not
only to a Hindu, but also to a Parsi and a Christian. Ambedkar laments the fact that he had
turned down many well paid jobs to repay the Maharaja’s kindness and it had all come to
naught.
1.3.2.1 Check you progress
a. Why does Ambedkar stay at the Parsi inn and not at a Hindu hotel?
b. When and where did Ambedkar first experience social equality?
c. Why does the caretaker refuse to “stop and chat” with Ambedkar?

52
 d. In the context of Ambedkar’s life at Baroda explain the simili “ox in the oil press”.
e. What are the excuses offered by the Hindu and the Christian friend to refuse
accommodation?

1.3.3 Frame Narrative

The unnamed characters from the frame narrative re-emerge at this point. The female
character challenges the assertion that “untouchability exists only in villages”, and says that
despite his education and status Ambedkar could not find a shelter in a city like Baroda. She
then talks about three siblings who were thrashed by the landlord as recently as 2008 in
Delhi’s Mukherji Nagar, for being Dalits. Newspaper clipping of this incident in The Hindu,
ends his section.

1.4 Activity
1. Facebook is an online social networking site. Facebook post is a comment, picture or
any other media that is posted by a Facebook user on his/her wall. When you post a
message, it will appear on your wall and will be visible to all your Facebook friends
who can then post their comments on it.
a. Take any newspaper item on Dalit atrocity and write a Facebook post.
b. You are organizing a musical event at your college. Write a facebook post with the
relevant information inviting students to attend the event.
2. Messages sent on Twitter are Tweets. Tweets have a limit of 140 characters. You can
post short messages on Twitter for those who follow you.
a. Write a Twitter post sharing information about weekend trip that you have
organized and inviting students of your college to join.
3. People maintain a diary to keep a record not only of their daily activities but more
importantly of their thoughts, feelings, opinions and experiences. Diary entries have a
date as also the name of the place at the time of writing. Whatever is written in a diary
is private and not meant for public view and hence one can write without fear of any
kind of censure or criticism. The entry can be short or long depending on your subject.
a. Have you experienced discrimination based on gender, caste, region, religion,
physical looks, or disability? Make a diary entry of the same.

53
 Unit 4

In The State
Where the Wild Things Are
Maurice Bernard Sendak
P.K. Satapathy

1.0 Learning Objectives

After going through this lesson you will be able to;
i. Understand the importance of picture books
ii. Read picture books and unravel their hidden meanings
iii. Understand how Max comes to terms with his anger and emotional problems
iv. Understand how values are instilled in children through stories

2.0 Introduction
This is a picture book meant for children. The author of this picture book is Maurice
Bernard Sendak, an American of Polish /Jewish descent. He started off as an illustrator
of story books before becoming a writer himself. This book won many awards for its
author and has become one of the most popular children’s books in USA. Picture books,
especially for children, are found in most societies. India is no different and you can
find a large number of picture books for children on a variety of subjects in the market.
We must remember that picture books are not just illustrated stories. They play a very
important role, wherever they are used, in the development of children.
2.1 Picture Books:

I am sure most of you would be familiar with picture books. We have alarge variety
of picture books in India for children of various age groups. Picture books tell stories
but these stories often have hidden lessons for us. They are not only used for

54
 entertainment but also to teach values to children. The story is primarily narrated
through colourful illustrations and the text gives us the context. So the writers of
picture books give a lot of importance to the illustrations. Since picture books narrate
stories they have characters. Hence the illustrators pay special attention to the
expressions and emotional state of the characters so that the readers are able to
understand the situation better. To be effective, picture books must have a simple
storyline, adequate number of characters, excellent illustration and a clear message.

2.2 What makes Picture Books important? : Picture books are useful in many ways.
They help children in developing comprehension skills in a significant way. Picture
books are mostly read with either parents or teachers or just the peer group. Thus they
become much more interactive and keep the children involved in the reading process.
The story teller or reader questions and constantly talks about the story and the entire
session becomes a kind of performance. It helps the children develop a story sense,
understand causal sequence, understand age appropriate issues and possible conflict
resolution ideas. The illustrations in the book help in understanding complex ideas.

Check Your Progress 1

How does picture books help in the development of children?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________

3.0 What is the Story About

This story is about one evening in the life of a boy named Max. One fine evening Max
decides to wear his wolf suit and creates all kinds of mischief. He even chases the
family dog with a fork in the manner of a hunter.

His mother is very annoyed with his behaviour and calls him a “wild thing”. Since
Max is dressed as a wolf he continues playing the wolf and says, “I`LL EAT YOU

55
UP!”. The mother decides not to tolerate Max`s wild ways and to teach him a lesson,
she sends him to bed on an empty stomach.

Max is definitely unhappy and perhaps angry at being denied food. Max falls asleep
and in his dreams his room turns into a thick forest, and ,as if by magic, an ocean
appears. There is a private boat as well for Max. Max sails off in the boat to find the
“wild things” and in his dream he sails,in what appears to him, for over a year.

He finally reaches the place where the “wild things” are. But they are not happy to see
him.

They roar and gnash their teeth, roll their eyes and display their claws to scare Max
away. But Max doesn’t get scared. He tames them by telling them to be still and by

56
staring into their eyes without blinking. On the other hand, the “wild things” are now
scared of Max and they call him the ‘most wild thing of all’ and make him the king.
As the new king, he orders them to start the ‘rumpus’(wild and noisy activities)

After a while Max is tired and, and just like his mother, orders the ‘wild things’ to go
to bed without food. And now he begins to feel lonely.

He wants to get back to home where he is loved. He also smells the aroma of good
food coming from far away. The temptation of love and good food is too much to
resist. So Max decides to give up being the king and return back home. But the ‘wild
things’ are not happy. They say they love Max and at the same time threaten to eat
him up. But Max says ‘no’ to the ‘wild things’. The ‘wild things’, once again, roar,
bare their teeth and roll their eyes, but Max steps into his private boat and sails away.

57
Once again, he sails for over a year through weeks and days and nights and comes
back home to his own room. On reaching home, he finds his food waiting for him and
it is still hot. He is happy.

58
 Check Your Progress 2
Why is Max punished?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How does Max tame the ‘wild things’?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Why does Max come back home?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4.0 A Three part Story

Now, if you pay some attention, you will notice that the story has three parts. Well, all
most all stories will have a beginning, a middle, and an end and this story is no
different. However, this story follows a fairy tale pattern where an initial calm and
happy atmospehere is disturbed by some evil character and something valuable is either
lost or taken away. This is followed by a quest or search ( by the hero of the story) for
whatever is lost. The hero recovers the lost item with the help of some magic ( a magic
sword for instance). And , finally, the initial situation of calm returns in a modified
form that is better than what it was in the beginning. Does this sound familiar? I am
sure it does. Now lets see how Max`s story is organised.
4.1 The first part of the story begins with Max wearing his wolf suit and making mischief.
Obviously, before wearing the wolf suit he wasn’t making any mischief and was a
‘good boy’. So wearing the wolf suit transforms him from a good boy to a ‘wild thing’.
You might ask why wolf suit and why not a dog suit? The answer to that question is
simple. Wolf is considered as a wily and wicked creature. The wolf is also considered a
voracious eater or a greedy eater. In the western world, where the story is located, the
wolf is also considered wily and wicked. Think of the story Little Red Riding Hood and
you will understand what I am referring to here.Thus, the moment Max wears the wolf
suit he starts behaving like a wicked wolf. This disturbs the mother and Max is
punished. He is ordered to go to bed on an empty stomach. Max is angry, unhappy and
yet obeys his mother because the mother has the “authority”. But does he accept this
authority? Perhaps not.

59
4.2 The second part of the story begins with an imaginary journey. As you would know, a
journey has two dimensions. One is an outward, physical journey and the other is an
inward journey or a jouney of discovery. While the physical journey takes you to a new
place the inward journey takes you to a new mental state.
Max is angry and hungry. He falls asleep. And in his sleep, he sees a wild forest grow
within his room. This indicates that the wild forest has invaded his home. The wild
forest reflects his mental state. He nows goes on a journey to find wild things. And, as it
happens in a fairy tale, the wild things live far away from human civilization. He has to
sail for more than a year to come to the forest where ‘wild things’live. And what does
he find there?
He finds scary looking creatures and these creatures are clearly unhappy to see him. It
seems like they don’t have a king or in other words an authority figure. But Max is not
scared. He has the magic words, “Be Still” and the magic trick, “of staring into their
yellow eyes without blinking once”, to tame them and to make them obey him. So, with
the help of magic he tames the wild things and becomes their king. For Max, there is a
role reversal here in the forest. At home, he was the wild thing and he has to obey his
mother who has the authority. In the jungle, he has the authority and the ‘wild things’
hav to obey him.
4.2.1 This role reversal is important because it is here that Max will learn some
valuable lessons. These lessons will help him to come to terms with his anger
and emotional issues. He orders the ‘wild things’ to create rumpus, something
that he was denied at home. So, Max is able to, at least at the level of
imagination, challenge the authority of the mother by doing exactly what he is
not allowed to do at home. But he grows tired of the rumpus very soon. He also
starts feeling lonely. He is able to make the ‘wild thing’ obey but he cant make
them love him. Though he dislikes his mothers discipline, he starts missing her
love and warmth. Now that he realises that to enjoy something one needs a little
discipline and along with it one needs love, he is ready for reconciliation with
his mother and he is ready to come to terms with his anger as well. Now the
stage is set for his return.
4.3 Max, once again, sets sail for home. The wild things try to stop him by saying they love
him too. They also try to scare hin into staying. But his mind is made up. Once he is
ready for reconciliation, the pull of home becomes strong and he starts smelling the
aroma of food coming from far away. He sails for years and days and nights and
reaches home. He wakes up and finds warm food waiting for him. The fact that the food
is warm suggests two things; a) that he wasn’t asleep for very long, and b) that his
mother loves him. The cycle is now complete and the story ends on a happy note. The
angry and unhappy Max of the beginning is transformed at the end.

60
Check Your Progress 3
What are the three parts in the story?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Describe Max`s first meeting with the ‘wild things’?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

What is the role reversal that happens in the forest?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Do you think the story has a satisfactory resolution at the end?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

5.0 Summing up
Lets go over the lesson once again and see what we have learnt so far;
I. Picture books play a very important role in the development of children. They
teach values through stories.
II. They help children in developing comprehension skills ,develop a story sense,
understand causal sequence, understand age appropriate issues and possible
conflict resolution ideas. The illustrations in the book help in understanding
complex ideas.
III. This story, “Where the Wild Things Are” is a story about Max who is punished by
his mother for creating mischief. He learns how to come to terms with his anger
and other emotional issues through an imaginary journey to a far away forest
where ‘wild things’live.
IV. The story has a fairy tale structure and has important lessons about the need for
discipline and the importance of love in our lives. It also tells us that we can
resolve our conflicts and our problems through our imagination and stories.

61
6.0 Glossary

Adequate:satisfactory or acceptable in Lessons:a period of learning or teaching.

quality or quantity
Modified:make partial or minor changes to
Aroma:a distinctive, typically pleasant smell. (something).

Causal:relating to or acting as a cause Peer group:a group of people of

approximately the same age, status, and
Complex:consisting of many different and interests.
connected parts
Quest:a long or arduous search for
Comprehension:the ability to understand something.
something.
Reconciliation:the restoration of friendly
Context:the circumstances that form the relations.
setting for an event, statement, or idea, and in
terms of which it can be fully understood Rumpus:a noisy disturbance

Descent:the origin or background of a person Scary:frightening; causing fear.

in terms of family or nationality
Tame:domesticate (an animal).
Dimensions:an aspect or feature of a
situation. Text:a book or other written or printed work

Emphasis:stress given to a word or words Unravel:investigate and solve or explain

when speaking to indicate particular Values:principles or standards of behaviour;
importance. one’s judgement of what is important in life.
Gnash:grind (one’s teeth) together as a sign Voracious:wanting or devouring great
of anger quantities of food.
Illustrator:a person who draws or creates Wicked:evil or morally wrong.
pictures for magazines, books, advertising,
etc. Wily:skilled at gaining an advantage,
especially deceitfully.
Instil:gradually but firmly establish (an idea
or attitude) in a person’s mind.

Interactive:(of two people or things)

influencing each other.

Invade:(of an armed force) enter (a country

or region) so as to subjugate or occupy it.

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7.0 Activity
7.1 Right To Information (RTI) is an act of the Parliament of India promulgated in the
year 2005.Any person who is a citizen of India can seek information from a public
authority(a body of Government or instrumentality of State) by filing an application
under this act. Requested information should be specific and clearly defined.
7.1.1. Write an RTI to MCD of your area asking for information on the funds provided
under various heads to the school in your area for the financial year 2018-19.
(See the sample given below)
To
The Public Information Officer
MCD Karol Bagh
Delhi
PIN: 110005
Sir,
Subject: Request for Information under Right to Information Act 2005.
I , Ms. Bharti, Daughter of Shri Satish verma, resident of Karol Bagh, Delhi, mobile
no. 6666777754, wish to seek information as under:
1. What is the amount of funds granted to the MCD School located at Tank Road,
Prasad Nagar, Karol Bagh, under various heads for the Financial year 2018-19?
2. How much of the fund allocated under Mid-Day meal scheme was spent?
I hereby inform that following formalities have been completed by me:
1. That I have deposited the requisite fee of Rs. 10/- by way of (Cash/ Draft / Postal
Order/ others) favoring MCD Karol Bagh dated 30/01/2020.
Yours sincerely,
Signature
Name: Bharti
Postal Address:
House No. 128
Gali no. 13
Prasad Nagar
Karol Bagh
7.2. First Information Report (FIR ) is the first information recorded by a police officer
on duty about any offence or crime. The person filing the FIR is expected to mention
the date, time, basic facts and details of the offence and also the accused (if known).
This is the first step in all civil and criminal prosecutions.

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 An FIR must include the following items:
Police Station…………….
District .........................
1. Personal details of the Complainant :
(a) Name
(b) Father’s / Husband’s Name
(c) Address
(d) Phone number
2. Place of Occurrence:
(a) Distance from the police station
(b) Direction from the police station
3. Date and Hour of Occurrence:
4. Offence:
a) Nature of the offence (e.g. murder, theft, rape, etc.)
b) Particulars of the property (in case one has got stolen):
5. Description of the accused:
6. Details of witnesses (if any)
7. Complaint: Briefly lay down the facts regarding the incident reported in an
accurate way.
Note: You should make 2 copies of the Application.(1 copy for police station record,
1 copy for your own record)
7.2.1. Your purse has been snatched when walking to the market in your locality. File
an FIR at the local police station.
( Use the format given below )
Sample FIR
Applicant’s Name
Father’s/Husband’s Name
Contact address
Contact number
Date…………
To,
The Police Officer In charge
Address (Name of Local Police station)
Sub. : (mention subject e.g. your lost document/phone name and Number)
Respected Sir,
I would like to bring the following facts to your kind notice:
(Include details, 1-7 as given in 7.2 above)

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…………………………………………………………………………………………
………………………………………..………………………………………..………
………………………………..………………………………………..………………
I seek your help and request you to kindly register my F.I.R in the subject matter.
For your ready reference I enclose herewith (a) Copy of my I.D. proof.
Hope you will do the needful favourably at the earliest.
Thanks and regards
Yours Sincerely
____________ (Signature)
____________ ( Name)

65
 Unit 5
Interface with Technology
PRIYA’S SHAKTI
Ram Devineni, Vikas K Menon, Lina Srivastava and Dan Goldman
Dr. Neeta Gupta

1.1 Introduction
Priya’s Shakti is a graphic novel and the first book in a Comic book series that deals
with issues of gender based violence. The story is by Ram Devineni and Vikas K. Menon
with art by Dan Goldman. Priya is a devotee of goddess Parvati and is a rape survivor. She
has experienced not only the brutality of rape but also the humiliation and the social stigma
that results from it. The book shows how Priya is able to overcome her fear with the help of
goddess Parvati and finds her inner strength symbolized by the tiger she rides in the end. She
fights for her self-respect and succeeds in spreading her message of change that is required to
bring an end to such ills in the society.
The strength of the comic book lies in the fact that it is able to present disturbing and
difficult topics in very readable and accessible manner. It talks of a very sensitive subject but
because it is done through the medium of a comic book which uses Augmented Reality to go
deep into the subject, it is able to reach out to masses of readers, mostly young adults all over
the world. So wide is its reach that Priya has been declared a gender champion by the UN.
Through Augmented Reality technology it brings stories of actual sufferers and survivors to
the readers through an app named blippar. The readers are thus taken beyond the story and
come face to face with the reality that is behind it.
The comic book was launched at the Mumbai Comic and Film Convention in
December 2014. The book became instantly popular with the readers and received massive
media coverage with more than 800 news stories worldwide. The BBC, the Wall Street
Journal, Al Jazeera, Indian Express, The Hindu, Hindustan Times and many other
newspapers and magazines covered the story. There were over 500,000 digital downloads and
more than 30,000 printed copies were distributed worldwide in schools, at comic book
conventions, through NGOs and at various festivals. A new female superhero was born!
Priya’s Shakti has been produced by Rattapallax which is a non-profit organization. It
focuses on documentary films and multi-platform storytelling using digital technology. The
project has been supported by the Tribeca Film Institute’s New Media Fund, the Ford
Foundation and World Bank. The comic book series was developed at Crossover Labs.
Priya’s Shakti was honoured by the UN Women as ‘Gender Equality Champion’.
[The book can be downloaded for free from the website devoted to the series:
https://www.priyashakti.com/priyas-shakti]

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1.2 Learning Objectives
After having gone through this study material on Priya’s Shakti you will be able to do the
following:
1. Learn to read a graphic text and appreciate its instant appeal and its ability to deal
effectively with sensitive topics.
2. Recognize the problem of gender based violence against women that exists in our
society.
3. Identify the various underlying causes for unfair attitudes towards women.
4. Establish various measures that can be undertaken to deal with this problem in
society.
5. Discover how fiction and reality can coalesce.
6. Learn about augmented reality and how to use it for an enhanced experience.

1.3 How Priya’s Shakti Came About

In the year 2012, a young woman was brutally gang raped on a bus in New Delhi
while traveling home with a friend. The entire city woke up to a dreadful tale of horror
unleashed on a defenseless woman. There was a huge uproar and people of all age groups
came together to demand justice for Nirbhaya – the fictitious name given to the girl.
Ram Devineni, one of the creators of Priya’s Shakti, was in Delhi at the time. In an
interview to the BBC he recalls how the idea for creating the augmented reality comic book
came to him: “I was in Delhi at the time when protests broke out and I was involved in some
of them,” he says. “I was talking to a police officer when he said something that I found very
surprising. He said ‘no good girl walks alone at night.’ That’s where the idea began. I
realized that rape and sexual violence in India was a cultural issue, and that it was backed by
patriarchy, misogyny and people’s perceptions.”
Devineni goes on to narrate how he toured India and spoke to some gang-rape
survivors. What they told him was that “they were discouraged by their families and
communities to seek justice, they were also threatened by the rapists and their families. Even
the police didn’t take them seriously.” What was most disturbing was that in such cases it
was the victim who was shamed, blamed and shunned by the society and not the rapist. The
ridicule, the humiliation and the disgrace that should have rightly been put at the doorstep of
the perpetrators was instead put on the shoulders of these sufferers of the crime. The end
result was that there were no deterrents for these men who indulged in such crimes against
women. In many cases they went about committing such crimes again and with a brazen
attitude that they would never be punished.
What was needed was a change in the deep rooted patriarchal views about women in
the male dominated society. Priya, a mortal woman but the new superhero, was created to

67
address this problem and show the way through her empathetic story and her appeal for
change. The message that she conveys and spreads through communities is “Speak without
shame and stand with me, and bring about the change that you want to see.” Priya shows the
way to the innumerable survivors like herself. The courage to speak is the first step towards
change.
In Priya’s Shakti, Priya is shown to overcome her fear and speak out as a survivor.
She uses her power of persuasion to make people understand and motivate them to change.
Crimes against women are crimes against humanity. The message of the book is loud and
clear. Gender based violence is not to be tolerated. The change has to come from within each
and every person in each and every household. Women have to learn to speak out against
violence. Men have to learn to respect women. People have to intervene if they see violence
being perpetrated against any woman. If you stand with Priya you take the pledge to do all
this. Priya thus becomes an inspiration for thousands of women like her. She gives them the
courage to speak. She teaches the men to change their attitude towards women and respect
them as equal human beings. She becomes the gender champion of equality.
As mentioned above, Priya’s Shakti, was the first in the comic book series, and was
inspired by a gang rape in Delhi. Priya’s Mirror, the next in the series, came out in 2016,
and takes up the stories of acid attack victims. The next edition has focused its lens on sex
trafficking and is called Priya and the Lost Girls.

1.4 Interface with Technology

Priya’s Shakti is a graphic novel, a comic book with a difference. It uses the technology
of Augmented Reality to make the book interactive for readers. Special animation and videos,
interviews, sound effects etc. pop out of the printed pages when they are scanned with smart
phones or tablets. The new technology attracts and appeals to the young age group which at
times is not interested in such issues.
1.4.1 What is Augmented Reality?
What do we mean when we say Augmented Reality? Augmented Reality is a
technology that superimposes a computer-generated image on a user’s view of the real world,
thus providing a view that has multiple layers in it. It is an enhanced version of reality that is
created by technology.
What you need to do to use it:
1. The first thing you need to do is use your smart phone or tablet to download the free
Augmented Reality app ‘blippar’ from blippar.com whose logo is given below:

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2. Next, use this app to scan a few panels of the comic book. The app immediately takes
you beyond the pages. You can even scan pages from a digital version of the comic if
you have downloaded it from the website mentioned above in Section 1.
3. The moment you scan a certain panel you will find that the page will come alive for
you. At times the scene has 3D like effects with thunder and lightning and related sound
effects.
4. When you scan certain other pages a bubble appears with the word ‘video’ written in it.
When you click on that bubble, the video plays out. At other times there is a slide show
or an audio clip which has interviews with actual rape survivors.
5. Sometimes you may find notes from the creators and editors. For example, when the
scene which shows a furious Parvati is scanned, a detailed note on patriarchy pops up
thus making the reader understand the underlying problem that leads to such gender
based violence in society.
Not only this, Devineni also engaged artists to make murals/paintings in Delhi and in
Dharavi where the same technology was put to use. If you scan these murals, once again the
real women and their stories come to you through this Augmented Reality app and force you
to acknowledge that this is actually happening in society and is not merely a fictitious story.

1.5 Summary and Analysis

For the purpose of analysis the story has been divided into short sections. A brief
account of the events will be supported by analytical comments in the discussion that follows.
The images used in the course of the analysis have been downloaded from
https://www.priyashakti.com/priyas-shakti.
Section 1.5.1
Summary- The story begins with an image of Lord Shiva and Goddess Parvati sitting in their
abode in the Himalayas in Mount Kailash. Lord Shiva goes away for his meditation and
Parvati wishes him well and also expresses a wish that the universe may remain in balance.
The story of Priya begins with the second image. The scene shifts to earth. A girl sits
crying and praying to the goddess Parvati calling to her for help. We are told that the
devotee’s name is Priya. Tears are streaming down her face and she is crying that she has
nowhere to turn.

69
Comment-There is a purpose behind including Hindu deities in the story. Shiva and Parvati
are considered the most powerful divine couple amongst the Hindu Gods. The creator Mr.
Devineni says he ‘chose mythology to put his point across because Hinduism is India’s
majority religion - more than 80% of the country’s 1.2 billion people are Hindus- and its
myths and stories are woven into its cultural life.’ For a very large section of the readers
divine intervention is believable and plausible.
The image of Priya crying out for help generates curiosity in the reader’s mind. We want to
read further to find out what might have happened.
Check Your Progress
1. How does the comic begin?
2. What is Priya doing when we see her for the first time?
3. Why have the writers chosen to include Hindu Gods and goddesses in the story?
Section 1.5.2
Summary-As Parvati looks down, the girl’s past and present experiences flash through her
mind. There is a flashback into the girl’s childhood. We are told that as a young girl she was
curious about the universe. She had dreams of becoming a teacher and worked hard to make
her dreams a reality. As she grew older, however, her father stops her from going to school
and asks her to stay at home and take care of the house. The goddess Parvati gets upset at the
unfairness of it all. But this is just the beginning. As Priya becomes a young woman she has
to face other difficulties. The goddess Parvati is not prepared for what she sees next.

70
Comment-The scene where Priya is crying and calling out for help generates curiosity in the
readers. Through goddess Parvati we are given a flash-back into Priya’s life. In her childhood
she is like any typical Indian girl. She is curious and has dreams and aspirations and works
hard to achieve those dreams but patriarchy in the form of her father puts a stop to all that
when he forbids her from studying further. The gender bias is obvious here. Just because
Priya is a girl she will be denied a chance at a better life. The dream of becoming a teacher
someday is snatched from her and the hurdle has come from within her own family. The
patriarchal mindset is such that it refuses to see women as equals. This is exactly what the
creators of this book are attempting to address and change through Priya’s story.
Check Your Progress
1. What do you learn about Priya’s childhood?
2. Why does her father stop her from studying further?
3. Is this attitude towards women common in India?
4. Have you ever faced such discrimination in your life?
Section 1.5.3
Summary-We are shown a grown up Priya in the marketplace, surrounded by men who are
passing lewd remarks. One of the men calls her ‘loose girl’ and another one declares that ‘no
one will stop us’ Their evil intentions are evident in the comment. The next image shows her
being attacked as she falls down and cries ‘No!’ Her life becomes harder as the days pass and
one day as she is shown to be walking towards the fields some men follow her. She tries to
run but one of the men hits her with a stone. As she falls she recognizes one of her attackers.

71
She pleads to them to stop but we are left with a very disturbing image of Priya lying on the
ground with male hands pulling at her clothes and pushing at her face.

The next image shows Priya limping towards her hut. The red feet marks imply that
she has been raped. The thought uppermost in her mind is what she will tell her family.
The scene with the family is next. Even though she is a victim she is shunned by her
own family and blamed for having brought shame to it. With tears streaming down her face
she listens to them as they banish her from home and forbid her from ever coming back.

Comment-Priya is just one of the innumerable women who has fallen prey to gender based
sexual violence. For no fault of hers she is brutally raped but the creators of the book very
sensitively point out that even in her pain she is worried not about herself but about how her
family would react to what has happened to her. What was common in the stories of actual
rape survivors when Devineni interviewed them, was the fact that though being the victims
they were blamed and ostracized by their families and local communities. The reaction of
Priya’s family is in line with such a mindset. She is accused of having brought shame to her

72
family and is banished from her own home. In all of this where is the fault of the woman? Is
any action taken against the perpetrators of the crime? None at all.
Check Your Progress
1. Why do you think Priya is teased by the men in the market place?
2. Do you think Priya’s family is right in blaming her?
3. Do you agree that our society is unfair towards women. How is it shown in Priya’s
story?
Section 1.5.4
Summary- The next image shows a sad and angry Parvati who is unable to believe that Priya
has been abandoned by her own family. She resolves to help her devotee. She incarnates as
Priya and goes to seek justice from the panchayat but is accused and blamed for having
brought it upon herself. She gets no justice there so goes looking for her attackers. Finding
one of them she asks him why he did what he did. She had known him from school. The man
brazenly says that it was her fault. She shouldn’t have worn such loose clothes. He tries to
grab her again. Parvati cries out for him to stop, forgetting that she is in Priya’s body.

Comment-The intervention of the divine is needed to find some redressal, some justice for
Priya. But sadly goddess Parvati in her mortal avatar is just another woman. In a society that
is male dominated her quest for justice leads her nowhere. Repeatedly the fact is being
brought to our notice that women are blamed in such gender based crimes for having brought
it upon themselves. The unfair nature of the system is made obvious. When one of Priya’s
attackers tries to attack her again the creators highlight very effectively the point that when
no action is taken against the perpetrators of the crime they become bold and brazen to
commit such crimes again.

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Check Your Progress
1. Write in your own words what happens in the story at this point.
2. What is the writer’s purpose behind showing the attack on Parvati?
Section 1.5.5
Summary-Parvati’s cries wake up Lord Shiva from his meditation. The image of Shiva’s
eyes conveys effectively his anger because in an instant he comes to know everything.
Parvati reveals herself to her attacker who then runs for his life, pleading for mercy.

Shiva’s anger knows no bounds. The images show the whole universe in a turmoil. He
vows that the humans will pay for what they did to Parvati. He calls an assembly of the gods.
In his fury he curses the human race and pronounces that they will never be able to procreate.

The other gods try to make him see reason. His curse would mean the end of
humanity and why punish an entire race for the crimes of a few? Parvati expresses the
women’s point of view saying that by denying them motherhood Shiva would be punishing
them for no fault of theirs. The quintessential observation is that ‘rape is an act of violence
and domination – it cannot be opposed with more of the same’! The whole humanity is
shown to be crying out for mercy. Parvati is not able to understand Shiva’s rage. The gods
explain. They tell her that Shiva is angry because he was not there to protect her. Now he
thinks it is his duty to rid the world of this evil. He has made up his mind and Parvati knows
it is almost impossible to change him now.
In the heavens the gods are shown to be arguing. They are afraid that Shiva’s decree
will lead to war across all the worlds. The war actually begins. Parvati sees the chaos on earth
and knows she has to do something to stop it. She prays to Kali Maa and takes her fierce
form. She stands in front of Shiva and tells him that this war must end before things get
worse. Shiva is spellbound by the fierce energy of the goddess and agrees to a reprieve. Once

74
Shiva is calm Kali changes back into Parvati and appeals to Shiva to let the human race live.
She says she has faith in her human devotees. Shiva asks her to prove to him that humans are
capable of change. Only then will he rescind his decree. The world quiets down but
everywhere there is chaos and confusion.
Comment-Since mythology and legends of gods and goddesses are an integral part of Indian
culture it is an ingenious idea to show the anger of the gods at this point in the story. As
against the case where the woman sufferer is blamed by family and society alike, Lord Shiva
is ready to punish the whole human race for the crime of a handful of men. The need for
punishment is felt and put across but it is countered by the argument on which the entire
approach of Priya’s story is focused. One act of violence cannot be replaced by another. A
different solution has to be found and that solution lies in a change in the way people think
about women and how they treat them.
Check Your Progress
1. What is the real reason behind Shiva’s anger?
2. What is Shiva’s curse for the whole human race?
3. Is Shiva being unfair in his anger?
4. Do you agree with the view that one act of violence cannot be countered with more
violence?
Section 1.5.6
Summary-The next scene shifts to Priya. With nowhere to go she had been living in the
jungle. Suddenly a tiger comes in front of her. She is afraid and climbs the tree to save
herself. But goddess Parvati appears and tells her that she has chosen her because she has the
courage to persevere and to overcome fear. She gives her a mantra: ‘Speak without shame
and stand with me … bring about the change we want to see.’
A collage of women in various roles now emerges showing them marching with
Gandhi, casting their ballots, picking up the cudgels to fight. The next picture is of Priya
looking straight at the tiger without any fear. She realizes that the tiger fears her as much as
she fears him. She sees her own courage being reflected in the tiger’s eyes. She calls him her
shakti and climbs onto his back and returns to her village chanting the mantra’ … speak
without shame …’

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Comment-Priya’s shakti comes to her in the form of a tiger. The tiger symbolizes Priya’s
inner strength and her courage to overcome her fear. Also her faith in humanity becomes
another aspect of her courage which gives her hope for a better future. She sets out to spread
her message and bring about a change.

Check Your Progress

1. What does the tiger symbolize here?
2. Do you think Priya is able to overcome her fear?
3. What is Priya’s real strength?
4. What is Priya’s message to the world?
Section 1.5.7
Summary-At first the villagers are afraid of her appearance. They plead to her not to punish
them. Priya chants her mantra and tells them that there is still hope. If they speak without
shame and stand with her then it is possible to bring about the change that they all want to
see. She tells them that she is not divine any more than they are but there is a part of the
divine in all of them.
Her words spread quickly. One after another images of positivity follow guiding and
showing the way to a better future.
Women are equal to men so always treat them with respect
Educate all your children
Speak out when a woman or girl is being mistreated
Only when injustice is revealed will it end
Only when society protects all of its citizens will it be truly safe.

76
 A father teaches his son that when he marries and has children of his own he should
remember that daughters and sons are equally cherished.

As Priya goes around spreading her message her family too joins the march. They
travel from village to village.
The images of Shiva and Parvati are shown in the background of the march. Priya is
leading the way and many people are following her. Shiva tells Parvati that she was right to
trust the humans but at the same time asks whether more people will stand with Priya.
The comic book ends by asking us the question... ‘how will you stand with Priya?’

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Comment-The last section of the comic book is all about the action that is required to change
the patriarchal mindset of the people. One after another suggestions are given and they all are
very relevant and essential if any change is to be brought about in society. The book ends on
a hopeful note and asks us to stand with Priya. By standing with Priya we pledge to speak
without shame and work towards bringing about the change that we all want to see.
Priya’s story as a gender champion begins where the comic book ends. The ending
however takes us into more such tales about survivors of gender based violence. These are
true stories and made available to us through the Augmented Reality app where these
courageous women speak in their own voices.
Check Your Progress
1. Where does the solution to the problem lie?
2. How does Priya hope to bring about a change?
3. List some of the ways in which perceptions about women should change in society.
4. Do you agree that Priya is a gender champion?
5. What does standing with Priya mean?
1.6 SUMMING UP
Priya’s Shakti is a graphic novel, first part of a comic series, that deals with the problem of
gender based sexual violence against women in our society. The gang rape of a young woman
that took place on a Delhi bus in 2012, was the immediate trigger for writing the story. Priya
is a young devotee of goddess Parvati and is gang raped by local men. Rather than the
perpetrators being humiliated and punished, it is Priya who has to face the blame and the
shame from her family. She is banished from home and her local community. Having
nowhere to go she cries out for help to the goddess Parvati. Ultimately she is able to
overcome her fears and finds inner courage symbolized in the form of a tiger which she rides.
Her message is ‘Speak without shame and stand with me …bring about the change that you
want to see.’ She becomes the ‘gender champion’.
The comic book ends with scenes of various measures that people can take to rid the society
of this social evil of violence against women.
1.7 BOOK REVIEW
Based on your reading of Priya’s Shakti and with the help of the above summary and analysis
of the book you can attempt to write a book review of the same.
A book review is a description and a critical evaluation of a book. It basically needs you to
give a brief summary of the plot, and evaluate the purpose behind the writing of the book.
The points given below will help you write a brief review of the book.
 Introduce the book with a line that will generate the reader’s interest in it.
 Provide information about the author, its publication details and also mention if it is
an independent book or part of a series.

78
 Discuss any technological tools the authors have used to give you additional
information about the subject and make the book different and interesting such as the
element of augmented reality in Priya’s Shakti.
 Give the background to the story and the inspiration behind it.
 Give the basic plot summary.
 Briefly analyze the basic theme of the book and give your view on whether the book
appeals to you and why.
 In the end, give your recommendation and tell your readers why they should read the
book.
Check Your Progress
1. Based on the above guidelines try writing a book review for Priya’s Shakti.

1.8 SOME VIEWS FROM THE PRESS

A woman vanquishes her fears and dismisses the ridicule, speaking out as a survivor and
becoming an inspiration to thousands of women in India who have faced the same ordeal— a
modern-day female superhero. — VICE News
There is a new weapon in the battle to prevent violence against women in India — a comic
book. — Wall Street Journal
Priya’s Shakti is a path-breaking superhero who fights for women’s rights and equality. –
INDIA EXPRESS
A new superhero has arisen in India in the wake of the brutal gang rape on a Delhi bus two
years ago: Priya, a mortal woman who is raped herself, but who fights back against sexual
violence with the help of the goddess Parvati – and a tiger. – The Guardian
Priya’s Shakti, an augmented reality-based comic created by Ram Devineni and Dan
Goldman, focuses on crimes against women – The Hindu
Priya’s Shakti: A comic on rape that’s more than a book – The Hindustan Times
The use of cutting-edge mobile and digital technologies in the comic book and related
exhibit, along with the bold yet nuanced treatment of sexual violence, makes Priya’s Shakti a
model for the future of Indian comic books.— Guernica Magazine
An absolutely awesome comic book, with a rape survivor as it’s leading character, fighting
sexual violence. – Cosmopolitan
Priya’s Shakti is a comic book with a big mission. Smart girls stands with Priya. – Amy
Poehler’s Smart Girls
Priya may have a badass tiger for a companion and a goddess who has her back, but it is
Priya’s belief in herself and hope for a better world that is truly her superpower. – SYFY
Wire

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Priya’s Shakti is the first Indian comic book of its kind — not only confronting teenagers
with the sensitive issue of sexual violence, but also engaging young people through its
innovative use of augmented reality technology. — Reuters

[Priya’s Shakti: Ram Devineni, Lina Srivastava and Dan Goldman. Rattapallax, 2014.
www.priyashakti.com/priyas_shakti/]

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 PREVIOUS YEARS’ QUESTION PAPERS

English Fluency
(December 2019)

Name of Paper : English Fluency

Name of Course : B.A. (Prog.)
Semester : I/II
Duration : 3 hours Maximum Marks : 75
Answer all questions.
1. Read the passage given below and answer the questions that follow:
Every traveler is amazing and unique in his/her own way. Here are some types of
travelers that you probably know. Read on, maybe you are one of them!
1. The Budgeteer
This traveler has it all planned out when it comes to money. From flights to hotel
booking and beyond. The Budgeteer has it all mapped out. His pocket always has
enough cash and a number of cards that come in handy in an emergency. If in a
group, this traveler automatically becomes the 'bank' of the group.
2. The Lavish
This is the guy who, as the journey nears its end, is seen asking for money from the
Budgeteer. Why? Because The Lavish traveler really knows how to spend! The best
eateries, the best clubs, and the most luxurious experiences are at the top of his
itinerary. In a group, he is often seen urging others to experience something new
with him
3. The Itinerary obsessed
This traveler is like an evolved version of the Budgeteer. They not only take
expenditure into account, but also plan every minute detail of their journey. Every
hour of the day is clearly charted and every detail meticulously planned. If you want
to make the most of your destination, following this traveler is your best option
(unless you are him!)
4. The Free Spirit
There is always a guy kayaking, snowboarding, or cliff diving while looking
fabulous. If you see this person, you are looking at the Free Spirit. This guy is
unconventional to the core. He is not bound by rules or laws. He does what he wants

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 to and what nobody else dares to. This type of traveler is rarely seen in a group as he
prefers to backpack and go solo.
5. The Bird-watcher
The ideal vacation of this guy involves stuff like lying in a hammock, chugging
chilled drinks, looking at the clouds passing by and experiencing each moment as it
passes. This guy is the textbook definition of the word 'chill'. It is all he does, he
chills. He doesn't want to go rafting, he'd rather sit at the riverbank and look at the
occasional fish that jumps out. In a group, this is the guy with the least interesting
stories.
6. The Photographer
The one who is in the least number of photographs, but clicks (or claims to click)
the best ones. Out of all the types mentioned, he is the one most likely to have a
travel blog. No group is complete without this guy. But if you don't pose as he says,
you might make him angry, resulting in a lot of cropping for you!
Travel as much as you can, as much as your life allows you to, for you will observe
facets of your being that you could never see before. Just remember, an intelligent
traveler always takes contingencies into account. No matter what kind of traveler
you are, always be safe and buy travel insurance. Research and find a plan that best
suits your requirements. A good plan will cost less and provide more. Always
compare plans to make sure you are getting the most bang for your buck. Or you
can check out travel insurance plans by Reliance General Insurance, Starting at INR
306, the plans cover medical expenses, loss of passport, trip delay/cancellation/
interruption and much more! Any information, all the help you need, and whatever
assistance you require are readily available today on the internet.
So explore, and be a smart traveler – all you need is the right attitude!

1. Describe the following kinds of travelers in your own words. 1×3= 3 marks
(a) The Budgeteer (b) The Free Spirit (c) The itinerary obsessed

2. Why does the budgeteer become the banker of a touring group? 2 marks

3. Do you agree with the statement that no travelling group is complete without the
photographer? Give your reason. 3 marks

4. Imagine yourself to be part of a tour to Agra. What kind of a traveler do you think
you are? Describe your activities accordingly. 3 marks

5. Find the words in the passage that mean the same as the following: 1×4 = 4 marks
(a) A proposed route of a journey
(b) Excess spending

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 (c) Restaurants
(d) To plan in detail

2. On the basis of your reading of the above passage in Q. 1 prepare a Note on it, using
headings and subheadings. Use recognizable abbreviations wherever necessary. 5 Marks

3. Write a review of a book you have recently read. 15 Marks

Or
Review a movie you recently watched, for a magazine.

4. While waiting at the bus stop, you saw a man harassing a girl. Prepare an FIR on the
harassment, to be lodged at the local police station in 100 words. 10 Marks
Or
You were denied admission to BA Programme in a DU College. Write an RTI to the
college concerned, seeking information on admission eligibility and the details regarding
the eligibility of those admitted.

5. Your club is organizing an environment awareness program. As the person in charge of

the program, prepare a Facebook post with event details and inviting participation.
5 Marks
Or
Prepare a Facebook post for your fellow students about the upcoming departmental tour
to Agra, with details.

6. Write a diary entry on your last day in school in 200 words. 10 Marks
Or
Write a diary entry on your last birthday in 200 words.

7. A patient goes to a medical shop with fever. The pharmacist tells the patient to consult a
doctor and warns him/her against the dangers to self-medication. Write a dialogue with
five sets of exchange between the two. 10 Marks
Or
You are interviewing one of your classmates, who was recently recognized by the
University for his/her social work, for the college magazine. Ask ten questions that he/
she answers.

8. Rewrite the given passage after editing and proofreading it for punctuation, spelling and
grammar: (10 errors) 5 Marks

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My name is Jacob I am clerk at Vishal Grocery Store. Sometimes I work at the cash
counter. When I am no working there I work in the service counter. The grocery store
has a bank a flower shop and a pharmacy. There is a ATM between the entrance. The
store is on the ground floor of City Plasa. All most everybody in the locality shops to
Vishal.

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 English Fluency
(December 2019)
Also for the students of NCWEB
Name of Paper : English Fluency
Name of Course : B.Com. (Prog.)
Semester : I/II
Duration : 3 hours Maximum Marks : 75
Answer all questions.
1. Read the passage given below and answer the questions that follow:
Most of us nowadays carry the world in our pocket! It is amazing, but true. A mobile
phone keeps us connected to the rest of the world all of the time. Today, parents do not
have to remain in tension if their sons or daughters are late. Businessmen do not have to
queue up before a telephone booth to make an important call. Apart from making calls
and sending messages, the mobile phone is used as a multipurpose gadget. It is a
calculator, a timepiece, a calendar, a voice recorder, a media player, a camera, a gaming
device, a net browser, and so much more. The invention of mobile phones is a great
achievement and plays an important part in our daily lives. Its many aspects are
beneficial but it has some negative effects as well.
The development of the mobile phone has made our lives very convenient.
Communication between people has become quite easy and very fast. We can keep in
contact with others from any place on the bus, in a street or while in a meeting, by
sending a message that costs us much less than the price of a call. The Internet can be
accessed through it and it is also used to take photos and shoot videos. Business deals
can be done on a single call through a cell phone outside the office, in a park, or in any
shopping centre. This invention gets the world closer and makes it easily accessible.
Though the mobile phone is a giant step of technological advancement, its abuses
cannot at all be overlooked. Talking or texting while driving may lead to accidents. The
radiations of mobile may be dangerous to health and may cause headaches, earaches,
and blurring vision. These invisible radiations destroy the cells located in the ear which
cause damage to the brain and to the nephrons in the head region. Its use in certain
places causes disturbance sometimes, such as in a classroom, a movie theatre, or a
hospital, etc. Mobile phones with cameras are causing serious privacy problems with
people using them as a hidden camera to take pictures and make videos. And although
the mobile phone brings the world in our pockets by keeping us connected all of the
time, it also unfortunately disconnects us from our loved ones.

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Questions:
(i) Write short answers to the following questions: 5×2 = 10
(a) How is a mobile phone like a world in our pocket?
(b) Why do the parents not have to remain in tension if their sons and daughters are
late?
(c) List two negative effects of the use of a mobile phone.
(d) What, according to you, is the most useful purpose of a mobile phone and why?
(e) How has the mobile phone disconnected us from our loved ones?
(ii) Find words in the passage that mean the same as the following: 5
(a) astonishing
(b) mental or emotional strain
(c) advantageous
(d) obtainable, reachable
(e) development.

2. On the basis of your reading of the above passage make notes on it, using heading and
sub-headings. Use recognizable abbreviations whenever necessary (minimum two). 5

3. Write a review of a horror film that you recently watched. 15

Or
Write a review of a book that you recently enjoyed reading.

4. You witnessed a case of road rage while coming home from college. Write an FIR,
sharing all the relevant information about the incident. 10
Or
You are dissatisfied with the marks you scored in the previous semester. Write an RTI
asking for the marking criteria that was used for evaluating your answer script.

5. You are the President of the students' union of your college. Write a Facebook post
inviting the Alumni Association of your college to attend the Annual Day celebration. 5.
Or
Write a tweet sharing your recent achievement with your followers on Twitter.

6. Write a diary entry about your first day at a new job. 10

Or

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 Write a blog about a vacation you recently took with your family.

7. Rohit calls up Ravi to make a plan for the coming weekend. Write the dialogue between
them in at least ten turns. 10
Or
You are the editor of your college magazine. Interview the Indian economist who won
the Nobel Prize in Economics. Write at least ten turns.

8. Rewrite the given passage after editing and proofreading it for punctuation, spelling and
grammar (10 errors): 5
The train was approaching he got up and walked towards it the crowds thronged towards
the door. He quickened his pace and rushed in grabbing the rod as the train started
moving he glanced towards the bench where he had been sitting.

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