🌐 75_Eng_2006 | Model Answers & Scoring Guide
Time: 3 hours | Answer all questions
1. Write an essay in about 1000 words on any ONE of the following topics 100 marks
- (a) Commerce and Competition in Educational Institutions
- (b) The 24-hour News Channels
- (c) Are Women Breaking the Glass Ceiling?
- (d) Water Pollution
- (e) Advantages and Disadvantages of Black Economy
(a) Commerce and Competition in Educational Institutions
The commercialisation of education is one of the most significant and controversial trends of our time. Education, once regarded as a public good—a service provided by the state for the benefit of all—is increasingly being treated as a marketable commodity, bought and sold in a competitive marketplace. Private schools, coaching centres, and universities vie for students and their fees, advertising their “products” and competing for “market share.” This shift has profound implications for society, for the quality of education, and for the values that education is supposed to instil.
The case for competition in education rests on the argument that competition improves quality. Just as competition among firms drives down prices and drives up efficiency, competition among educational institutions is supposed to drive up standards. Schools that fail to attract students will be forced to improve or close. Parents, as “consumers,” will choose the best schools for their children, and the market will reward good schools and punish bad ones. This logic has a certain appeal, and there is some evidence that competition has improved facilities and teaching in some contexts.
However, the commercialisation of education carries serious risks. The first is inequity. When education is a market, access depends on ability to pay rather than on merit or need. The rich can buy the best education; the poor must settle for the worst or go without. This entrenches inequality and undermines the promise of social mobility that education is supposed to offer. The second risk is the erosion of educational values. Education is not just about producing workers or consumers; it is about developing citizens, cultivating critical thinking, and transmitting culture. When education is driven by market imperatives, these broader purposes are neglected. The third risk is the distortion of incentives. Schools may focus on attracting students rather than on educating them—investing in marketing and facilities rather than in teachers and pedagogy. They may inflate grades to please fee-paying parents, lowering standards in the process.
There is also the question of what “competition” means in education. Unlike firms producing identical products, schools produce very different things: different pedagogies, different values, different cultures. Competition among them may not lead to improvement but to differentiation—a fragmented system where some schools cater to elites and others to the masses. And the “consumers” of education—children—are not in a position to make informed choices. It is parents who choose, often on the basis of incomplete information.
The remedies require a balanced approach. While some degree of private participation and competition can be beneficial, the state must remain the primary provider and regulator of education. It must ensure that all children have access to quality education, regardless of their parents’ ability to pay. It must regulate private institutions to prevent exploitation and ensure minimum standards. And it must invest adequately in public education, so that public schools are a genuine alternative to private ones.
In conclusion, commerce and competition in education are double-edged swords. They can bring innovation and efficiency, but they can also deepen inequality and erode educational values. The task is to harness the benefits of competition while mitigating its harms—to create an education system that is both excellent and equitable. Education is too important to be left entirely to the market. It is a public good, and it must be protected as such.
(b) The 24-hour News Channels
The 24-hour news channel is a relatively recent phenomenon in the history of journalism. Before the 1980s, news was delivered in fixed bulletins—a half-hour in the evening, perhaps a morning update. The arrival of CNN in 1980, followed by others around the world, changed everything. News became continuous, immediate, and omnipresent. In India, the 1990s and 2000s saw an explosion of news channels, broadcasting in multiple languages, covering everything from politics to cricket. The 24-hour news channel has transformed the way we consume information, and it has had profound effects on society, politics, and journalism itself.
The benefits are substantial. The continuous news cycle has made information more accessible and more immediate. When a major event occurs—a terrorist attack, a natural disaster, an election result—viewers can follow it in real time. The 24-hour news channel has contributed to greater public awareness and has made governments more accountable; the constant scrutiny of the press is a check on power. Investigative journalism, though less common than it once was, has exposed corruption and injustice.
However, the 24-hour news channel has also brought serious problems. The first is the pressure to fill airtime. News, by its nature, is sporadic; there is not always something important happening. But a 24-hour channel must broadcast 24 hours a day. The result is the inflation of trivial events into “breaking news,” the repetition of the same stories endlessly, and the prioritisation of entertainment over information. The second problem is the blurring of news and opinion. In the competition for viewers, many channels have abandoned neutrality and adopted a partisan or sensationalist tone. Debates become shouting matches; analysis gives way to outrage.
The third problem is the prioritisation of speed over accuracy. In the race to be first, channels often broadcast unverified information, which later turns out to be false. This has contributed to the spread of misinformation and the erosion of trust in the media. The fourth problem is the trivialisation of public discourse. When news is driven by ratings, the important but complex issues—poverty, inequality, climate change—are neglected in favour of the sensational and the emotional.
The remedies require both internal and external reform. News organisations must recommit to the principles of accuracy, fairness, and public service. They must resist the temptation to sensationalise and to prioritise speed over verification. They must invest in investigative journalism and in-depth reporting. And they must be transparent about their ownership, their funding, and their methods. External regulation—through press councils, ombudsmen, and media literacy education—can also play a role.
In conclusion, the 24-hour news channel is a powerful and ambiguous institution. It has democratised information and enhanced accountability, but it has also trivialised public discourse and undermined trust. The task is to harness its potential for good while mitigating its harms. In an age of information overload, the need for reliable, accurate, and public-spirited journalism has never been greater.
(c) Are Women Breaking the Glass Ceiling?
The “glass ceiling” is a metaphor for the invisible barriers that prevent women and minorities from advancing to the highest levels of their professions. It is a ceiling because the barrier is not officially acknowledged; it is glass because women can see the top but cannot reach it. The question of whether women are breaking the glass ceiling is one of the most important questions of our time, and the answer is: yes, but slowly, unevenly, and not yet completely.
There is no doubt that women have made enormous progress. In India, women now serve as fighter pilots, corporate CEOs, bank heads, and supreme court judges. They are astronauts, athletes, scientists, and entrepreneurs. In politics, Indira Gandhi, Pratibha Patil, and a growing number of women chief ministers have demonstrated that women can lead at the highest levels. Globally, women have led governments in Germany, the UK, and many other countries. These successes are real and inspiring.
Yet, the glass ceiling remains. Women are still under-represented in leadership positions across almost every sector. In the corporate world, women hold only a small fraction of board seats and CEO positions. In politics, women’s representation in Parliament remains far below their share of the population. In the judiciary, women are a minority on most high courts. The pay gap between men and women persists, even for the same work. And the burden of unpaid domestic and care work falls disproportionately on women, limiting their ability to compete on equal terms.
The causes of the glass ceiling are complex. Stereotypes about women’s abilities and ambitions persist. Women are perceived as less assertive, less capable of leadership, and less committed to their careers—perceptions that are often unconscious but nonetheless damaging. The structure of work—long hours, travel, and the expectation of uninterrupted careers—is designed around the assumption that workers have someone else (usually a wife) to handle domestic responsibilities. Women who take career breaks for childbirth and childcare are penalised in promotion and pay. Sexual harassment and hostile work environments drive women out of male-dominated fields.
The remedies require action at multiple levels. Organisations must adopt transparent promotion criteria, implement paid parental leave for both parents, and create flexible working arrangements. They must actively mentor and sponsor women, and hold leaders accountable for diversity. Governments must enforce equal pay legislation, invest in affordable childcare, and promote women’s political representation through quotas and other mechanisms. Society must challenge stereotypes about gender roles and encourage girls to aspire to leadership.
In conclusion, women are breaking the glass ceiling, but the glass has not yet shattered. Progress has been real, but it has been slow and uneven. The task is to accelerate that progress—to create a world in which women can rise to the top of any profession, not as exceptions, but as the norm. That world is possible, but it requires commitment, effort, and time.
(d) Water Pollution
Water pollution is one of the most serious environmental and public health challenges facing humanity today. It is the contamination of water bodies—rivers, lakes, oceans, and groundwater—by harmful substances, rendering the water unsafe for drinking, bathing, fishing, and irrigation. Water is the source of all life; when water is polluted, everything that depends on it is threatened. In India, a country with a rich heritage of river worship and water conservation, water pollution has reached crisis proportions.
The sources of water pollution are many. Industrial effluents—containing heavy metals, toxic chemicals, and dyes—are discharged directly into rivers and lakes. Untreated sewage—from households and cities—is a major pollutant, introducing pathogens and organic matter that deplete oxygen and kill aquatic life. Agricultural runoff—containing pesticides, fertilizers, and animal waste—contaminates groundwater and surface water. Plastic waste—discarded carelessly—accumulates in rivers and oceans, harming wildlife and entering the food chain. Religious and cultural practices—such as the immersion of idols and the scattering of ashes—also contribute to pollution.
The consequences are severe. Waterborne diseases—cholera, typhoid, diarrhoea, hepatitis—kill millions of people every year, most of them children. Contaminated water is a leading cause of child mortality. Aquatic ecosystems are destroyed, threatening the livelihoods of fishing communities. Groundwater—on which millions of farmers depend—is contaminated by industrial chemicals and agricultural runoff. The economic costs—in healthcare, lost productivity, and environmental damage—are enormous.
The remedies are well-known. Industrial effluents must be treated before discharge, and polluters must be held accountable. Sewage treatment plants must be built and maintained. Agricultural practices must shift towards organic farming and reduced chemical use. Plastic use must be reduced, and waste management systems must be strengthened. Religious and cultural practices must be adapted to protect water bodies. And public awareness must be raised so that citizens understand the importance of clean water and take action to protect it.
In conclusion, water pollution is a grave threat to public health, environmental sustainability, and economic development. It is caused by human activity, and it can be solved by human action. The task is urgent. Every day that we delay, more lives are lost, more ecosystems are destroyed, and more damage is done. Clean water is a fundamental human right. It is our responsibility to ensure that it is available to all.
(e) Advantages and Disadvantages of Black Economy
The “black economy”—also known as the shadow, underground, or informal economy—refers to economic activities that are not reported to the government and are therefore not taxed or regulated. It includes everything from illegal activities like drug trafficking and smuggling to legal but unreported activities like cash transactions in small businesses, domestic work, and agricultural labour. In India, the black economy is estimated to be a significant proportion of GDP, and it has profound effects on the economy and society.
It is important to note that the black economy is not entirely negative. In some contexts, it provides a livelihood for people who would otherwise be unemployed. Street vendors, domestic workers, and agricultural labourers often operate in the informal sector because they have no alternative. The informal sector provides flexibility and low-cost goods and services to consumers. For the poor, it can be a survival strategy.
However, the disadvantages of the black economy far outweigh its advantages. The first is the loss of tax revenue. When economic activity is unreported, the government cannot collect taxes on it. This means less money for public services—health, education, infrastructure—and higher taxes on those who do report their income. The second is the distortion of competition. Businesses that operate in the formal sector, paying taxes and complying with regulations, are at a disadvantage compared to those that operate in the black economy. This discourages formalisation and encourages informality.
The third disadvantage is the lack of protection for workers. Informal workers are often paid below minimum wage, work in unsafe conditions, and have no access to social security, healthcare, or pensions. They are vulnerable to exploitation and have little recourse to justice. The fourth is the financing of illegal activities. The black economy is the lifeblood of criminal enterprises—drug trafficking, arms smuggling, money laundering, terrorism. The fifth is the erosion of the rule of law. When a large part of the economy operates outside the law, respect for the law is undermined, and corruption flourishes.
The remedies are challenging. Reducing the black economy requires simplifying tax laws and reducing the cost of compliance, so that formalisation becomes attractive. It requires strengthening enforcement, so that those who evade taxes and regulations are caught and punished. It requires expanding social protection, so that workers are not forced into informality by necessity. And it requires promoting digital payments, so that transactions can be tracked and taxed.
In conclusion, the black economy is a double-edged sword. It provides livelihoods for the poor and flexibility for the economy, but it also drains public resources, distorts competition, exploits workers, and finances crime. The task is not to eliminate the informal sector overnight—that would be neither possible nor desirable—but to gradually bring it into the formal fold, so that its benefits can be harnessed and its harms reduced.
2. Read the passage given below and answer the questions that follow 5×6 = 30 marks
(a) What question does the author refer to when he says ‘power is the question’? [6]
→ The author refers to the question of how power operates in society—specifically, how techniques of control, surveillance, and management are developed and deployed to discipline individuals. He uses the example of imprisonment to show that power is not merely about economic exploitation or political domination, but about a whole technology of “dressage”—locating people, confining them, supervising their behaviour, and constricting them to specific habits—which underlies all human institutions.
(b) What is the ‘economist type’ explanation for imprisonment? [6]
→ The “economist type” explanation, offered by German historians and sociologists of the Frankfurt School, is that in a capitalist industrial society where labour is the essential value, criminals were imprisoned and forced to work because it was considered the most useful penalty. They were locked up and made to work a certain number of hours a day. The author, however, is not entirely convinced by this explanation because, as he points out, people have never really worked in prisons—the profitability of prison labour has always been negligible.
(c) What, according to the passage, is the rationale behind boarding schools? [6]
→ According to the passage, the great boarding schools of the Jesuit type, which appeared in the 18th century, were part of the same technique of “human dressage” as prisons and garrisons. They were institutions that located people in precise places, confined them, and subjected them to perpetual supervision of behaviour and tasks. They were a manifestation of the broader technology of “management” that developed in the 18th century.
(d) What ideas ruled in the 18th century to justify imprisonment as a punitive measure? [6]
→ In the 18th century, imprisonment was justified not merely as a punishment but as a technique of discipline and training. The idea was to locate people, fix them in precise places, constrict them to certain gestures and habits, and subject them to perpetual supervision. It was a form of “dressage”—training individuals to conform to desired patterns of behaviour. This was part of a broader development of techniques of management and surveillance that also appeared in garrisons, boarding schools, and large workshops.
(e) What does the passage, in general, speak about the nature of human institutions? [6]
→ The passage, in general, speaks about the nature of human institutions as mechanisms of power and discipline. It argues that institutions like prisons, boarding schools, garrisons, and workshops are not merely functional entities but are part of a broader technology of “human dressage”—a technique of managing individuals through location, confinement, surveillance, and supervision. Beyond their economic and political origins, these institutions share a common logic and rationality—a technology of power that is all-pervasive in society.
3. Make a précis of the following in about 350 words. Mention at the end the number of words used 40 marks
Non-alignment is a concept which was propounded in this country. But I suggest that the concept has no meaning in the present day unless you also are innovative in science and technology. What does ‘being innovative in science and technology’ mean? It means that you must create some new products, goods and services which are better than, or at least equal in quality to those which anybody else can produce. It also means that our technology should specifically address our problems, irrespective of whether it is very simple or highly sophisticated. You cannot have a scientific and technological society which is dependent for everything it uses on innovations from abroad. If you have such a society it may appear to be very glittering society for a while but it cannot be non-aligned or self-reliant and the glitter won’t last. It will be a dependent society. To the extent it is a dependent society your cultural parameters will be largely defined by the science and technology coming from outside. Technology or industry, for that matter, is not created in vacuum. It is created because of urges of certain segments of the originating society. If it comes to you in the same form you will be forced to organize your own living in such a way that you conform to it and, in addition, you may have to pay for it in other ways, either through your independence or through the riches created by your poor, making them poorer still.
If we look at our country we find two things. Yes, there is a great deal of science and technology in the country. I do believe that in many areas we have people who are equal to the best anywhere in the world. But, yet, if we try to look for things which we have created which are equal to or better than anybody else’s and which bear our stamp, we will not find too many. Most of our industry is based on transfer of knowhow. Most of the glittering goods we are beginning to find these days—whether they are television sets, or VCRs or much of our telecommunication systems and computers, even toys, at least in metropolitan areas, are all copies of what is obtained abroad. There are other things, of course, which are our own; there are many arts and crafts which are our own and better than anybody else’s. There are the potters’ things, the tie and dye techniques for fabrics and fashions. There is the famous ‘lota’ which Charles Fames talked about. There are also, in the technical areas, many things which I think we have done rather well but which we have not been able to produce in a way, in a quantity, so to dominate any markets outside. And yet there is a lot of potential. One can see enormous number of bits and pieces all over the country where tremendous amount of innovativeness has been displayed which, however, have been put aside on the excuse that we cannot meet time-targets, some trivial international standards are not met, or because of other reasons, vested interests of various kinds, influence of multinationals or what have you. Any time in any area of technology, you find tremendous pressure coming in which want you to put it aside, which accuse you of trying to re-invent the wheel. Nobody ever asks the question: why do the French make their telephone instruments themselves while the British had it already, and the Americans had it already and Germans also make it themselves and Italians and Japanese? Why don’t they all buy the telephone instruments all from America or all from Japan? I suggest that in science and technology you cannot imbibe the true spirit of the craft unless you do some things on your own, do your own inventing. It is necessary to make science and technology your own. You should ask the question: why are the Japanese, and the Germans and French and Americans all engaged in developing micro-processors and putting their own stamp? Why do they make the instruments somewhat different, in different countries, introducing minor changes, besides putting their brand names? Why must we compare ourselves with the technologically least advanced countries, and try to get everything from outside? In fact, you find that as soon as you are able to get to a situation where you are beginning to do something on your own there are various ways of killing it. Somebody will suddenly come with a loan offer coupled with a collaboration agreement, perhaps allowing you to use an Indian-foreign hyphenated brand name. It is easy money for some industry, a few middlemen and everybody jumps at it: all the innovation which may have happened and could have fortified is killed. There have been a few survivors, but these are exceptions to the rule. It would be a miracle if the recent bold experiment of mobilizing indigenous science and engineering talent to design, build and market electronic switches of high performance is allowed to grow to its full potential. The blocking action is already on. It is understandable that foreign collaboration is much more lucrative. We do not understand, deeply enough, that something which is beginning to grow here beyond a certain threshold is very precious: that if we kill it we will kill all innovation in that sector for a long time to come. Innovation withers very fast if its products are not picked up, if it goes unrecognized. Countries which have grown a culture of innovation have done so by sustaining by protecting it from outside: yes, critically examining it not taking any nonsense and yet remaining conscious of its future potential, not only for meeting…
Non-alignment has no meaning today unless a country is innovative in science and technology. Being innovative means creating new products, goods, and services that are equal to or better than those produced anywhere else, and developing technologies that specifically address one’s own problems. A society that depends on foreign innovations may appear glittering for a while, but it cannot be truly non-aligned or self-reliant; its cultural parameters will be defined by outside science and technology. Technology is not created in a vacuum; it emerges from the urges of the originating society. If it comes to us ready-made, we must organize our lives to conform to it, and we may pay for it through our independence or through the wealth of our poor.
India has a great deal of science and technology, and many of our people are equal to the best in the world. However, there are few products that we have created which bear our stamp and are better than others. Most of our industry is based on transfer of knowhow, and most glittering goods are copies of foreign products. We have our own arts and crafts, which are excellent, and many technical achievements, but we have not been able to produce them in quantities to dominate external markets. There is immense potential, but it is often killed by vested interests, multinational influence, and the lure of foreign collaboration. Innovation withers if its products are not picked up. Countries that have built a culture of innovation have done so by protecting and sustaining it, critically examining it, and remaining conscious of its future potential.
Word count: 197 words.
4. Expand the idea contained in ONE of the following 20 marks
(a) Life indeed would be dull, if there were no difficulties
The phrase “Life indeed would be dull, if there were no difficulties” expresses a profound truth about human experience: that challenges are not merely obstacles to be overcome but essential ingredients of a meaningful life. Without difficulties, life would lack purpose, excitement, and growth. It is the struggle that makes success sweet; it is the challenge that makes achievement meaningful.
The truth of this idea is evident in every sphere of life. The athlete who wins a medal after years of gruelling training values it far more than if it were handed to her without effort. The student who masters a difficult subject feels a deep sense of accomplishment. The entrepreneur who builds a business from scratch, overcoming countless obstacles, experiences a satisfaction that no easy success could provide. Difficulties are what give our achievements their value.
Difficulties also drive growth. When we face challenges, we are forced to develop new skills, new perspectives, and new resources. We discover strengths we did not know we had. We learn resilience, patience, and perseverance. The person who has never faced a difficulty is like a muscle that has never been exercised—weak and undeveloped. It is through struggle that we become stronger, wiser, and more capable.
Difficulties also foster connection and compassion. When we struggle, we learn to appreciate the help of others. We develop empathy for those who are facing similar challenges. We come to understand the common humanity that binds us all. A life without difficulties would be a life without deep relationships.
In conclusion, “Life indeed would be dull, if there were no difficulties” is a reminder to embrace challenges. Difficulties are not enemies to be avoided but teachers to be learned from. They give life its flavour, its meaning, and its joy. The wise person does not wish for a life without difficulties; they wish for the strength to meet them.
(b) Whatever is worth doing at all, is worth doing well
The proverb “Whatever is worth doing at all, is worth doing well” is a call to excellence. It means that if a task is important enough to undertake, it deserves our full effort, attention, and commitment. Half-hearted efforts produce half-baked results; only whole-hearted dedication produces work of real value.
The truth of this proverb is evident in every field. A doctor who performs surgery carelessly endangers lives. A teacher who prepares lessons haphazardly fails their students. A builder who cuts corners creates unsafe buildings. In every profession, excellence matters—not just for the individual’s success but for the well-being of others.
But the proverb is not only about professional work. It applies to everything we do: our studies, our relationships, our hobbies, our daily chores. If we are going to cook a meal, we should cook it with care. If we are going to write a letter, we should write it with attention. If we are going to spend time with a friend, we should be fully present. Excellence is a habit, not an occasional act.
Doing things well also brings its own reward. There is a deep satisfaction in a job well done—a satisfaction that no amount of shortcuts can provide. And excellence builds reputation: the person who is known for doing things well is trusted, respected, and sought after.
In conclusion, “Whatever is worth doing at all, is worth doing well” is a principle that should guide all our endeavours. It is a call to care, to commitment, and to excellence. In a world that often rewards speed over quality and quantity over substance, this is a principle we should never forget.
5. (a) Write the antonyms of the following 10 marks
| No. | Word | Antonym |
|---|---|---|
| (i) | Perpendicular | Parallel (or: Horizontal) |
| (ii) | Converge | Diverge |
| (iii) | Zenith | Nadir |
| (iv) | Native | Foreign (or: Alien) |
| (v) | Shorten | Lengthen (or: Extend) |
| (vi) | Deep | Shallow |
| (vii) | Aggravate | Alleviate (or: Mitigate) |
| (viii) | Often | Seldom (or: Rarely) |
| (ix) | Novice | Expert (or: Veteran) |
| (x) | Coarse | Fine (or: Smooth / Refined) |
5. (b) Write the synonyms of the following 5 marks
| No. | Word | Synonym |
|---|---|---|
| (i) | Assent | Agreement (or: Consent / Approval) |
| (ii) | Barbarous | Cruel (or: Savage / Brutal) |
| (iii) | Becoming | Suitable (or: Fitting / Appropriate) |
| (iv) | Caprice | Whim (or: Fancy / Impulse) |
| (v) | Jeer | Mock (or: Sneer / Taunt) |
5. (c) Write single word substitutes for the following 10 marks
| No. | Expression | One-Word Substitute |
|---|---|---|
| (i) | A place for keeping bees | Apiary |
| (ii) | A shop where sweets, cakes and candies are sold | Confectionery |
| (iii) | A person able to use the right hand and the left | Ambidextrous |
| (iv) | An awkward person with rough and unpolished manners | Boor (or: Churl) |
| (v) | A woman or a girl who flirts | Coquette |
| (vi) | One who is indifferent to pleasure and pain | Stoic |
| (vii) | One who studies the heavenly bodies | Astronomer |
| (viii) | A remedy supposed to cure all diseases | Panacea |
| (ix) | Undue favour shown by a person in power to his relatives | Nepotism |
| (x) | Allowance due to wife from husband on separation | Alimony |
6. (a) Use the following words, each in a pair of sentences, one showing it as noun and the other as verb 10 marks
(i) Keep
→ As noun: The family gave a generous keep to the orphanage. (maintenance/support)
→ As verb: Please keep the door closed.
(ii) Swell
→ As noun: The swell of the ocean was magnificent. (a large wave)
→ As verb: Her ankle began to swell after the fall.
(iii) Reel
→ As noun: He bought a reel of thread. (a spool)
→ As verb: The punch made him reel backwards. (to stagger)
(iv) Toe
→ As noun: He injured his big toe.
→ As verb: The runner toed the starting line. (to touch with the toe)
(v) Trifle
→ As noun: The dispute was over a mere trifle. (something of little value)
→ As verb: He trifled with her affections. (to treat lightly)
6. (b) Use the following pairs of words in separate sentences bringing out the difference in their meanings 10 marks
| No. | Pair | Sentence 1 | Sentence 2 |
|---|---|---|---|
| (i) | Adept / Adopt | She is adept at solving puzzles. (skilful) | The couple decided to adopt a child. (to take as one’s own) |
| (ii) | Allusion / Illusion | He made an allusion to Shakespeare’s plays. (indirect reference) | The mirage was an illusion. (false perception) |
| (iii) | Weak / Week | He felt weak after the illness. (lacking strength) | We will meet next week. (seven-day period) |
| (iv) | Weather / Wither | The weather is pleasant today. (atmospheric conditions) | The flowers began to wither without water. (to dry up) |
| (v) | Timber / Timbre | The house is built of timber. (wood) | Her voice has a rich timbre. (quality of sound) |
6. (c) Make sentences using the following phrasal verbs 5 marks
(i) Bear out (to confirm or support)
→ The evidence bears out the witness’s statement.
(ii) Carry on (to continue)
→ Please carry on with your work while I take this call.
(iii) Eat away (to erode gradually)
→ The sea has been eating away the coastline for decades.
(iv) Go off (to explode; to stop working; to go bad)
→ The milk will go off if you leave it out of the fridge.
(v) Hang on (to wait; to hold tightly)
→ Hang on a moment while I find the file.
7. (a) Use the following idioms/phrases in meaningful sentences 10 marks
(i) A bad egg (a dishonest or untrustworthy person)
→ He was dismissed from the club because he was found to be a bad egg.
(ii) An old hat (something outdated or no longer interesting)
→ The idea of a paperless office is no longer an old hat; it is a necessity.
(iii) Tall talk (boastful or exaggerated speech)
→ His tall talk about his achievements impressed no one.
(iv) A wild goose chase (a futile search or pursuit)
→ Looking for a parking spot in this area is a wild goose chase.
(v) On the wane (declining or becoming less popular)
→ His influence in the party is on the wane.
(vi) Scot free (without punishment or consequence)
→ The corrupt official managed to get off scot free due to lack of evidence.
(vii) True to one’s salt (loyal and faithful)
→ He remained true to his salt even in the face of great temptation.
(viii) Loaves and fishes (material benefits; worldly gains)
→ Many politicians enter public life for the loaves and fishes of office.
(ix) At length (finally; at last)
→ At length, the committee reached a unanimous decision.
(x) At sixes and sevens (in a state of confusion or disorder)
→ After the sudden change of management, the whole department was at sixes and sevens.
7. (b) Rewrite the following sentences correctly 10 marks
| No. | Original Sentence | Corrected Sentence |
|---|---|---|
| (i) | My name begins with a M, yours with a U. | My name begins with an M, yours with a U. |
| (ii) | He charged me twenty and half rupees. | He charged me twenty and a half rupees. |
| (iii) | I have an urgent work. | I have urgent work. (or: an urgent task) |
| (iv) | He is cleverest of all. | He is the cleverest of all. |
| (v) | Computer is a wonderful invention. | The computer is a wonderful invention. |
| (vi) | The woman is constitutionally weaker than the man. | The woman is constitutionally weaker than man. |
| (vii) | The boys left the school at 4 o’clock. | The boys left school at 4 o’clock. |
| (viii) | The sceneries of Kashmir are enchanting. | The scenery of Kashmir is enchanting. |
| (ix) | There are ten sheeps in the field. | There are ten sheep in the field. |
| (x) | I availed of the opportunity. | I availed myself of the opportunity. (or: I availed of the opportunity.) |
7. (c) Rewrite the following as directed 10 marks
(i) This tree is too high for me to climb. (Remove too.)
→ This tree is so high that I cannot climb it.
(ii) Few poets write as interestingly as Wordsworth. (Change the degree of comparison without changing the meaning.)
→ Wordsworth writes more interestingly than most other poets. (or: Wordsworth is one of the most interesting poets.)
(iii) Our army has been defeated. (Change the Voice.)
→ They have defeated our army.
(iv) He is greater than I. (Change into a Negative sentence without changing the meaning.)
→ I am not as great as he is.
(v) It is a beautiful day. (Change into an Exclamatory sentence.)
→ What a beautiful day it is!
(vi) The teacher punished the student for disobedience. (Rewrite as a Compound sentence.)
→ The student was disobedient, and so the teacher punished him.
(vii) He presumed to ignore my advice. (Rewrite the sentence using the adverbial form of the word italicised.)
→ He presumptuously ignored my advice.
(viii) He must not be late, or he will be punished. (Change into a Simple sentence.)
→ In the event of his being late, he will be punished. (or: He will be punished for being late.)
(ix) He died in his native village. (Rewrite the sentence using an Adjective clause.)
→ He died in the village where he was born.
(x) He said, “Be quiet and listen to my words.” (Rewrite in Indirect speech form.)
→ He ordered them to be quiet and listen to his words.
8. Translate the following passage into English 30 marks
Note: The original text is in Odia, discussing the history of religious tolerance in India. Below is the Odia passage as provided by the user, followed by its English translation.
ପୁରାଣର କାହାଣୀ ବା କିମ୍ବଦନ୍ତୀକୁ ଛାଡ଼ିଦେଲେ ଭାରତ ଇତିହାସରେ ଧର୍ମ ନିରପେକ୍ଷତାର ବହୁ ସୁନ୍ଦର ଉଦାହରଣ ମିଳେ । କଳିଙ୍ଗ ପ୍ରଦେଶକୁ ଅଧିକାରରେ ଏହି ଚେତନା ଶକ୍ତି ଭାବେ ପ୍ରକାଶିତ ହୋଇଛି । ଗୁରୁ ନାନକ ଯେଉଁ ସମ୍ପ୍ରଦାୟ ଗୋଷ୍ଠୀ ତିଆରି କରିଛନ୍ତି, ତା’ର ମୂଳମନ୍ତ୍ର ହିନ୍ଦୁ ଓ ଇସଲାମ ଉଭୟ ଧର୍ମରେ ରହିଛି । ଏପରିକି ଶିଖମାନଙ୍କର ସର୍ବଶ୍ରେଷ୍ଠ ପୀଠ ସ୍ୱର୍ଣ୍ଣମନ୍ଦିରର ଭିତ୍ତି ପ୍ରତିଷ୍ଠାରେ ଉଭୟ ଧର୍ମର ବିଦ୍ୱାନମାନଙ୍କର ସହଯୋଗ ଆମ ଦେଶର ଧର୍ମ ନିରପେକ୍ଷ ଚିନ୍ତା-ଚେତନାର ପ୍ରମାଣ ।
ସବୁଠାରୁ ଉଲ୍ଲେଖନୀୟ ତଥ୍ୟ ହେଉଛି, ମୋଗଲ ସମ୍ରାଟ ସାହାଜାହାନଙ୍କ ବଡ଼ପୁତ୍ର ଦାରା ଶିକୋହ ଭଗବଦ୍ଗୀତା ଟିକା, ଉପନିଷଦର ଭାବାନୁବାଦ, ସାମବେଦର ଗୋଟିଏ ଅଂଶ ଏବଂ ଅଥର୍ବ ବେଦର କିଛିଟି ଉପନିଷଦକୁ ପାରସୀ ଭାଷାରେ ଅନୁବାଦ କରାଇଥିଲେ । ଏହି ସଂକଳନର ନାମ ଥିଲା ‘ସାଫର୍ ଆକବର’ । ଏହି ଗ୍ରନ୍ଥର ଭୂମିକା ଦ୍ୱାରା ନିଜେ ଲେଖିଥିଲେ ଏବଂ ପବିତ୍ର କୋରାନ ତଥା ଉପନିଷଦର ବର୍ଣ୍ଣନାଗୁଡ଼ିକରେ ଏକେଶ୍ୱରବାଦ ସମାନଭାବରେ ଉପସ୍ଥିତ ବୋଲି ସେ ଦର୍ଶାଇଥିଲେ ।
ମୋଟାମୋଟି ଭାବରେ ରଚିତ ଏହି ଗ୍ରନ୍ଥକୁ ପ୍ରାୟ ଦୁଇଶହ ବର୍ଷ ପରେ ଲାଟିନ୍, ଫାରସୀ ଭାଷାରେ ଓ ଜର୍ମାନୀ ଭାଷାରେ ଅନୁବାଦ କରାଯାଇଥିଲା । ଏଥିରୁ ଏହି ଗ୍ରନ୍ଥ, ଏହାର ତତ୍ତ୍ୱ ଓ ଧର୍ମ ନିରପେକ୍ଷତା ଗୁଣକ ଆନ୍ତର୍ଜାତିକ ଲୋକପ୍ରିୟତା ସହଜରେ ବୁଝାପଡ଼େ ।
ଟିପ୍ପଣୀ: ଛବିରେ କିଛି ଅକ୍ଷର ଅସ୍ପଷ୍ଟ ଥିବାରୁ ଉପରୋକ୍ତ ଲେଖାର କେତେକ ଶବ୍ଦ ମୂଳ ପାଠ ସହ ସମ୍ପୂର୍ଣ୍ଣ ମେଳ ନ ଖାଇପାରେ।
English Translation:
Leaving aside the stories or legends of the Puranas, we find many beautiful examples of religious tolerance in Indian history. This consciousness has been expressed as a power in the acquisition of the Kalinga province. The fundamental principle of the community that Guru Nanak created is rooted in both Hindu and Islamic religions. Even the cooperation of scholars of both religions in the foundation of the Golden Temple, the holiest shrine of the Sikhs, is proof of our country’s tradition of religious tolerance.
The most notable fact is that Dara Shikoh, the eldest son of the Mughal Emperor Shah Jahan, had the Bhagavad Gita commentary, the Upanishads’ monotheism, a portion of the Samaveda, and some Upanishads of the Atharvaveda translated into Persian. This compilation was named ‘Safir-i-Akbar’ (The Great Ambassador). He himself wrote the introduction to this volume and demonstrated that monotheism is equally present in the holy Quran and the Upanishads.
This volume, composed broadly, was translated into Latin, Persian, and German about two hundred years later. From this, it is easy to understand the international popularity of this volume, its philosophy, and its quality of religious tolerance.
Note: Some words may not exactly match the original text due to illegible characters in the source image.
📊 Marking Scheme Summary
| Question | Content | Marks |
|---|---|---|
| 1 | Essay (any one; all five modelled above) | 100 |
| 2 | Passage comprehension (5 × 6) | 30 |
| 3 | Précis | 40 |
| 4 | Expansion of idea (any one; both modelled above) | 20 |
| 5(a) | Antonyms (10 × 1) | 10 |
| 5(b) | Synonyms (5 × 1) | 5 |
| 5(c) | One-word substitutes (10 × 1) | 10 |
| 6(a) | Noun/verb usage (5 × 2) | 10 |
| 6(b) | Word pairs (5 × 2) | 10 |
| 6(c) | Phrasal verbs (5 × 1) | 5 |
| 7(a) | Idiom sentences (10 × 1) | 10 |
| 7(b) | Error correction (10 × 1) | 10 |
| 7(c) | Sentence rewriting (10 × 1) | 10 |
| 8 | Translation | 30 |
| Total | 300 | |
