Compulsory English : 2019 – 20

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CSM-2/19 Compulsory Paper-II English | Model Answers

🌐 CSM-2/19 Compulsory Paper-II English | Model Answers

CSM – 2/19  |  Compulsory Paper – II English
Time: 3 hours  |  Full Marks: 300  |  Answer all questions

1. Write an essay in about 1,000 words on any one of the following 100 marks

  • (a) Growing Urbanization and ‘Clean India’
  • (b) Disaster Management
  • (c) Indian Culture at Crossroads
  • (d) Solar Energy: A Viable Alternative to Fossil Fuels

(a) Growing Urbanization and ‘Clean India’

India is urbanising at a pace unprecedented in its history. At the time of independence, only about 17 per cent of Indians lived in cities; today, that figure is over 35 per cent, and by 2050, nearly half of India’s population is expected to be urban. This transformation is a sign of economic vitality—cities are engines of growth, innovation, and opportunity. But it also brings immense challenges, none more pressing than the question of cleanliness and public health. The Swachh Bharat Abhiyan, launched in 2014, was an acknowledgement that urbanisation without sanitation is a recipe for catastrophe.

The scale of the challenge is staggering. Indian cities generate over 1.5 lakh metric tonnes of solid waste every day, and a significant portion of it is not collected, transported, or treated properly. Mountains of garbage rise on the outskirts of major cities; drains are choked with plastic; rivers are turned into sewers. The health consequences are severe: waterborne diseases, respiratory illnesses, and vector-borne infections are endemic. The economic costs are enormous: lost productivity, increased healthcare expenditure, and damage to tourism and investment. The environmental costs are incalculable: pollution of land, water, and air.

The causes of urban uncleanliness are structural. Rapid urbanisation has outpaced the development of sanitation infrastructure. Municipal bodies are underfunded and understaffed. Waste collection systems are inefficient, and recycling and composting are minimal. The informal sector—ragpickers and waste pickers—does the dirty work of the city, but without recognition, safety, or dignity. Meanwhile, citizens often treat public spaces as dumping grounds, reflecting a civic culture that has not kept pace with urban growth.

The Swachh Bharat Abhiyan has made a difference. Millions of toilets have been built; awareness campaigns have reached millions of households; cities have been ranked on cleanliness, creating a competitive dynamic among municipal bodies. The programme has been successful in changing attitudes—cleanliness is now a matter of national pride. But much remains to be done. Toilets built without water connections or maintenance become unusable. Waste segregation at source, though mandated, is rarely practised. The solid waste management rules remain poorly enforced.

The remedies are known. First, urban local bodies must be financially empowered and technically strengthened. Property tax collection must improve; user charges for waste collection must be introduced. Second, waste management must move up the hierarchy: reduce, reuse, recycle, recover. Composting and biogas generation should be promoted. Third, the informal sector must be formalised and integrated into the waste management system, with fair wages, safety equipment, and social security. Fourth, citizens must be engaged as partners, not just beneficiaries. School education, community mobilisation, and neighbourhood associations can build a culture of cleanliness.

In conclusion, growing urbanisation and the ‘Clean India’ mission are deeply intertwined. Cities cannot be engines of growth if they are drowning in their own waste. Cleanliness is not a luxury or an aesthetic preference; it is a prerequisite for public health, economic productivity, and human dignity. The Swachh Bharat Abhiyan has provided a powerful start, but it must be deepened and sustained. The task is not merely to clean up after the mess; it is to build a society that does not create the mess in the first place.

(b) Disaster Management

India is one of the most disaster-prone countries in the world. Its unique geography—the Himalayan mountains in the north, the long coastline, the flood-prone river plains, and the arid west—makes it vulnerable to earthquakes, floods, cyclones, droughts, landslides, and tsunamis. Climate change is intensifying these hazards, making extreme weather events more frequent and more severe. In this context, disaster management is not a peripheral concern but a central responsibility of the state and a critical component of national development.

The scale of the challenge is immense. According to the National Disaster Management Authority, over 58 per cent of India’s landmass is prone to earthquakes, 12 per cent to floods, 8 per cent to cyclones, and 70 per cent to drought. Every year, disasters claim thousands of lives, displace millions of people, and cause economic losses running into thousands of crores. The poor are hit hardest: they live in vulnerable locations, have fewer resources to cope, and are often excluded from relief and recovery efforts.

The institutional framework for disaster management has evolved significantly. The Disaster Management Act of 2005 established a multi-tiered structure, with the National Disaster Management Authority at the apex, state authorities in each state, and district authorities at the local level. The National Disaster Response Force, a specialised force trained in search and rescue, has been deployed effectively in numerous disasters. Early warning systems for cyclones and floods have improved dramatically; the death toll from cyclones has fallen sharply as a result.

However, significant gaps remain. Disaster preparedness is often inadequate. Building codes are not enforced; hospitals and schools are located in vulnerable areas. Relief distribution is plagued by corruption and inefficiency. Recovery and reconstruction are slow and often fail to “build back better.” The most vulnerable—women, children, the elderly, the disabled—are often overlooked in disaster planning. And the link between disaster risk reduction and climate change adaptation remains weak.

The remedies require a shift from a reactive to a proactive approach. The first priority is risk assessment and mapping: identifying which areas are most vulnerable to which hazards, and planning accordingly. The second is prevention and mitigation: enforcing building codes, investing in embankments and drainage, restoring mangroves that buffer against storm surges. The third is preparedness: training communities, conducting drills, stockpiling supplies. The fourth is early warning: investing in technology and communication networks so that warnings reach everyone in time. The fifth is social protection: ensuring that the poor have access to insurance, credit, and social safety nets so that they can recover from disasters without falling deeper into poverty.

In conclusion, disaster management is a matter of life and death for millions of Indians. It is also a matter of national development: disasters destroy infrastructure, disrupt livelihoods, and set back progress. India has made significant progress in recent years, but the challenge is immense and growing. The task is to build a culture of prevention, preparedness, and resilience—a culture that treats disasters not as acts of God to be endured but as risks to be managed. The future of India’s development depends, in no small measure, on our ability to do so.

(c) Indian Culture at Crossroads

Indian culture is one of the oldest and most resilient in the world. From the Indus Valley Civilisation to the Vedic period, from the Mauryan and Gupta empires to the Mughal era, from the freedom struggle to the digital age, Indian culture has absorbed, adapted, and transformed itself countless times. Today, however, it stands at a crossroads. Globalisation, technological change, and internal social transformations are challenging traditional values, practices, and identities. The question is not whether Indian culture will change—it always has—but how it will change, and whether the change will be a source of renewal or of loss.

One set of forces is pulling Indian culture towards homogenisation. Global media, social media, and consumer culture expose Indians to Western lifestyles, values, and aspirations. English language education, international travel, and global careers create a class of Indians who are culturally hybrid, comfortable in multiple worlds but perhaps less rooted in any. The popularity of Western festivals, fashion, and fast food is a visible marker of this shift. For some, this is a welcome liberation from parochial traditions; for others, it is a loss of identity.

Another set of forces is pulling towards revivalism and assertion. The rise of cultural nationalism has brought a renewed emphasis on indigenous traditions, languages, and practices. Yoga, Ayurveda, and Indian classical arts are being promoted globally. There is a renewed pride in India’s civilisational heritage. At its best, this revivalism is a healthy correction to colonial-era denigration of Indian culture. At its worst, it can become exclusivist, intolerant, and hostile to diversity—the very diversity that has been Indian culture’s greatest strength.

Meanwhile, internal social transformations are reshaping culture from within. Caste is weakening, though it remains potent. Gender roles are changing, especially in urban areas. Youth culture is increasingly individualistic and aspirational. The family, once the bedrock of Indian society, is changing in structure and function. These transformations are not simply imposed from outside; they are driven by Indians themselves, especially young Indians who are negotiating between tradition and modernity.

The challenge, therefore, is to navigate these crosscurrents without losing what makes Indian culture distinctive and valuable. What are those distinctive elements? They include a deep spirituality that is not confined to any one religion; a tradition of pluralism and tolerance, expressed in the idea of “sarva dharma sambhava”; a valuing of family and community over individualism; a rich artistic and literary heritage; and a philosophy of life that emphasises balance, harmony, and the pursuit of higher goals.

These elements are not incompatible with modernity. They can be reinterpreted and renewed for the twenty-first century. The task is not to freeze Indian culture in some imagined golden age, nor to abandon it for global homogeneity, but to engage in a creative dialogue between tradition and modernity. This requires education that gives young Indians a deep understanding of their heritage, alongside the skills to engage with the wider world. It requires cultural institutions that are vibrant and accessible. And it requires a public culture that celebrates diversity rather than suppressing it.

In conclusion, Indian culture stands at a crossroads. The forces of globalisation, revivalism, and internal transformation are powerful, and their interplay will shape the India of the future. The outcome is not predetermined. If Indians engage with these forces thoughtfully, drawing on the best of their heritage while embracing the best of modernity, Indian culture can emerge stronger and more vibrant than ever. If they allow themselves to be swept away by either homogenisation or exclusivism, they will lose something precious. The choice is ours—and it matters not just for India, but for the world.

(d) Solar Energy: A Viable Alternative to Fossil Fuels

The case for solar energy as a viable alternative to fossil fuels has never been stronger. Fossil fuels—coal, oil, and natural gas—have powered human civilisation for two centuries, but their costs are now impossible to ignore. They are finite, they are concentrated in a few regions, and their combustion is the primary driver of climate change, air pollution, and environmental degradation. Solar energy, by contrast, is abundant, renewable, and clean. The question is no longer whether solar energy can replace fossil fuels, but how quickly and how completely it can do so.

The physical case is overwhelming. The sun delivers more energy to the Earth in one hour than all of humanity consumes in a year. India, with its tropical location and over 300 sunny days a year in most parts of the country, has one of the highest solar potentials in the world. The National Institute of Solar Energy estimates India’s solar potential at about 748 GW, far exceeding the country’s current total installed capacity. This is a resource that is not controlled by any cartel, not subject to price volatility, and not depleted by use.

The economic case has improved dramatically. The cost of solar photovoltaic modules has fallen by over 90 per cent in the last decade. Solar power is now the cheapest source of new electricity in many parts of the world, including India. The cost of solar electricity in India has fallen below Rs 2 per unit in recent auctions, making it competitive with coal. As battery storage costs decline, the problem of intermittency—solar power is available only during the day—is being addressed. The economics are now favourable not just for large solar parks but for rooftop solar, solar pumps, and decentralised solar mini-grids.

The environmental case is urgent. India is the world’s third-largest emitter of greenhouse gases, and coal accounts for about 70 per cent of its electricity generation. Air pollution from coal-fired power plants and vehicles kills over a million Indians every year. Solar energy produces no emissions during operation, requires no water for generation (unlike coal and nuclear), and has a much smaller land footprint than coal mining. The transition to solar energy would improve air quality, reduce health costs, and contribute to India’s climate commitments under the Paris Agreement.

The social case is compelling. Solar energy can be deployed in a decentralised manner, bringing electricity to remote villages that are not connected to the grid. Solar pumps can provide irrigation to farmers, reducing their dependence on diesel and unreliable monsoon rains. Solar mini-grids can power schools, clinics, and small businesses in rural areas. The solar sector creates jobs—in manufacturing, installation, maintenance, and financing. The transition to solar energy is not just an environmental imperative; it is an opportunity for inclusive development.

However, challenges remain. Solar energy is intermittent, and storage is still expensive. Land acquisition for large solar parks can be contentious. The grid must be upgraded to handle variable renewable energy. Domestic manufacturing of solar panels and cells is limited, and India imports most of its solar equipment from China, creating supply chain vulnerabilities. Financing for solar projects, especially for small and medium enterprises, is difficult to obtain. And the transition must be managed fairly, so that workers in the coal sector are not left behind.

The remedies are within reach. Continued investment in research and development can bring down storage costs and improve efficiency. Policy support—in the form of subsidies, tax incentives, and renewable purchase obligations—can accelerate deployment. Domestic manufacturing can be promoted through production-linked incentives. Grid modernisation and energy storage can be prioritised. And a just transition framework can ensure that affected workers and communities are supported.

In conclusion, solar energy is a viable and necessary alternative to fossil fuels. It is abundant, clean, increasingly affordable, and socially beneficial. The transition to solar energy is not a distant dream; it is already underway. India has the opportunity to become a global leader in this transition—to power its growth with the sun, to clean its air, to create jobs, and to fulfil its climate commitments. The only question is whether we have the political will to make it happen. The future is solar; the time to act is now.

2. Read the passage given below and answer the questions that follow 6×5 = 30 marks

Passage: The tensions of war have imposed certain responsibilities on us, and all those who talk in terms of the rights and duties of a citizen should realize that the nation imposes a task on us all to perform. The need for compulsory military training has been felt in view of the fact that it is not quite possible for us to have a huge Standing Army of about 2.5 lakh. For a country having several economic burdens, the maintenance of 8.5 lakhs of Standing Army, as we are already having, is no less a strain on the national resources. Perhaps, it is in the fitness of things to raise the national militia of youth who may be called upon to take up arms to defend the country, should an eventuality arise. The nation has full rights on the youth of the country, and it is one of the responsibilities of the educational system to train the youth for meeting different needs of the day, as may arise from time to time. If during the conditions of peace we needed scholars, technicians and experts, during an emergency we badly need strong soldiers. Otherwise, all our economic planning goes out of gear.

Some people may argue that the introduction of military training may give the present democratic government the colouring of a Nazi regime, since democratic institutions can flourish only in an atmosphere of freedom. But this is a mistaken view. Democracy does not mean that it should bestow liberties and opportunities upon the people, and not call upon them to come forward to meet their primary responsibilities. Moreover, it is a wrong impression to believe that creation of a military outlook in the youth would prove to be dangerous in the long run. The nation which loses the marrow of youth, loses its vision and must perish. If even after receiving kicks time and again, we do not wake up, we shall never be able to save the country from the grip of slavery which we have shaken off after a long struggle.

(a) What economic justification does the author offer for the compulsory military training? [6]
→ The author argues that maintaining a large standing army is a severe strain on the national resources of a country already burdened with economic challenges. India is already maintaining 8.5 lakh soldiers, and maintaining this number is costly. He suggests that instead of expanding the standing army, the country should raise a national militia of youth through compulsory military training. This would be a more economical way of ensuring that the country has trained manpower available to defend itself in an emergency, without the heavy recurring costs of a large permanent army.

(b) What does the author expect from the youth of the country? [6]
→ The author expects the youth of the country to be prepared to take up arms to defend the nation in case of an emergency. He believes that the nation has full rights over its youth, and that the educational system should train them to meet the different needs of the day—whether as scholars and technicians during peace, or as strong soldiers during an emergency. He wants the youth to be alert, responsive, and willing to take up their responsibilities as citizens, including the responsibility of national defence.

(c) Why do we need strong soldiers? [6]
→ We need strong soldiers because, as the author says, “during an emergency we badly need strong soldiers.” The preparedness of a nation is not optional; it is essential. Without strong soldiers, a nation cannot defend itself against external threats. The author argues that if the country is not prepared in terms of strong soldiers, all economic planning goes out of gear—meaning that economic development cannot proceed in an atmosphere of insecurity. Strong soldiers are therefore necessary to safeguard the nation’s sovereignty and to create the conditions for economic progress.

(d) How do some people argue against the introduction of compulsory military training? [6]
→ Some people argue that introducing compulsory military training would give the democratic government the colouring of a Nazi regime. They believe that democratic institutions can flourish only in an atmosphere of freedom, and that military training would undermine that freedom by creating a militaristic and authoritarian culture among the youth. The author, however, rejects this view, arguing that democracy does not mean bestowing liberties without calling upon citizens to meet their primary responsibilities.

(e) What does the passage imply about the importance of the youth in national defence? [6]
→ The passage implies that the youth are the backbone of national defence. The author says that “the nation has full rights on the youth of the country,” and that “the nation which loses the marrow of youth, loses its vision and must perish.” He envisions the youth as a national militia that can be called upon to defend the country in times of emergency. Without the participation and preparedness of the youth, the country cannot be saved from the grip of slavery. The youth are therefore essential to the nation’s sovereignty and survival.

3. Make a précis of the following in about 350 words 40 marks

Literacy among women opens the possibility of unlimited exposure to new information and more importantly to new ways of thinking and new perspectives on existing information. Also literate women are able to constructively express their talents and give direction to their aptitudes. This enables them to lead a life which is more fulfilling and satisfying.

Literacy among women leads to better hygiene, improved nutrition practices and greater effectiveness in caring for family health and seeking timely medical intervention. This not only leads to better health status for the woman herself but improved maternal competence that lowers infant mortality. Better health status of the woman makes her a more productive worker both at home and outside, leading the way to her equality and empowerment.

Female education also leads to later age of marriage and smaller desired family size by enabling women to take decisions to control their fertility. Further education can enhance their knowledge about contraception, thus giving them choice in spacing the number of children and release them from continuous child-rearing and child-bearing. Women thus have more control over how their time is spent and are able to participate more freely in productive work outside the home. Studies have shown that an extra year of schooling for girls reduces fertility rates by about 5-10 percent. A study on Gender and Poverty in India 1989, has found that the fertility of illiterate women in different age groups is between 30 to 50 percent higher than that of literate women.

Infant mortality is less among children of educated women and their surviving children are healthier and better educated. The infant mortality rate of Indian children whose mothers are illiterate is high. Thus education of women emancipates them from wasteful child-bearing giving them more time to participate in market activities.

Educated women also make better use of their time. A study in urban south India found that higher education among women led to a reduction in the time they spend in non-market household activities which often go unrecognised. Thus education of women moves them from the non-monetized to the monetized sector, invisible to the visible and unpaid to paid activities, thus allowing them to participate directly in household economy. This in turn enhances their status and decision making power within the family which is a major step towards their equality and empowerment.

Illiterate women and women with minimal education continue to be concentrated in low-paying low-end occupations mostly in the informal sector which not only offers little security but also makes them vulnerable to exploitation by being denied, for e.g., minimum wages; equal pay for equal work; leave benefits, etc. Also for most such women there is almost no occupational mobility due to restricted choices in the type of work they can get. A majority of these women are found to be concentrated in domestic or personal service.

According to the Census of India, the urban female work participation rate was abysmally low – a mere 7.29 percent in 1981 which rose marginally and became 8.07 in 1991 census. This clearly indicates that women have not been able to increase their participation rate in formal, ‘visible’ or monetized sector of work. Conversely, women are participating in the work force in the informal, invisible or non-monetized sector and hence are not getting due recognition. Literacy is critical in enhancing women’s economic choices by way of improved access to paid employment and higher earnings. Also literacy among women will help in drawing them away from the exploitative informal sector and give them more recognition for their work both at the household and national levels.

Literacy levels of high school and above among women supported by vocational training can go a long way in helping women get out of low-skilled jobs which are extensions of domestic work and equip them to take up jobs requiring specific skills which would be better paying and less exploitative. A study of developing countries including India reveals that an additional year of schooling can increase a woman’s future earnings by about 15 percent compared with 11 percent for a man. Further, low levels of literacy among women leads to their unequal situation in the labour market vis-a-vis men by way of reduced earnings and unequal pay for equal work; lack of access to credit which is a barrier to attaining independence and widening choices; and in absence of economic independence, lack of status and power in the family. Literacy of women would lead to more and better economic opportunities and hence better income levels which in turn would lead to equality and empowerment of women.

If women are in labour force, then even a small amount of education greatly increases their earnings. In India studies have shown that even literacy without completed primary schooling results in higher earnings and that middle school qualifications double women’s returns from labour. Education also helps women move out of agricultural labour into non-household manufacturing and service occupations in the modern sector. Just as literacy increases economic opportunities, school attendance familiarises girls with non-family social-settings and increases their skills and confidence to engage in productive work outside the home more competitively. They are better equipped to link into non-traditional work situations and compete with men in the fast paced labour market.

Model Précis (≈300 words):

Women’s literacy has profound and wide-ranging benefits for individuals, families, and society. Literate women are exposed to new information and new ways of thinking, enabling them to express their talents constructively and lead more fulfilling lives. They adopt better hygiene and nutrition practices, care more effectively for family health, and seek timely medical intervention. This improves their own health, enhances their maternal competence, and lowers infant mortality. Better health makes them more productive workers both at home and outside, advancing their equality and empowerment.

Female education also leads to later marriage and smaller family size, as women gain the knowledge and agency to control their fertility. Studies show that an extra year of schooling reduces fertility rates by 5–10 per cent, and illiterate women have 30–50 per cent higher fertility than literate women. Educated women’s children are healthier and better educated. Women’s education thus frees them from continuous child-bearing and gives them more time for productive market activities.

Educated women also make better use of their time, moving from non-monetised household activities to paid work. This enhances their status and decision-making power within the family. In contrast, illiterate women remain concentrated in low-paying, insecure informal-sector jobs, with little occupational mobility. The urban female work participation rate was only 8.07 per cent in 1991, showing that women remain excluded from the formal sector.

Literacy is critical for improving women’s economic choices, access to paid employment, and earnings. An additional year of schooling can increase a woman’s future earnings by about 15 per cent, compared with 11 per cent for a man. Education also helps women move from agricultural labour into modern manufacturing and service occupations. It increases their skills and confidence to compete with men in the labour market, thereby advancing their equality and empowerment.

4. Expand the idea in about 200 words of any one of the following 20 marks

(a) Lending a hand is better than giving a dole

The proverb “Lending a hand is better than giving a dole” captures a profound truth about charity and empowerment. A dole is a handout—money or goods given to someone in need. It provides immediate relief, but it does not address the underlying causes of poverty or dependence. Lending a hand, by contrast, means helping someone to help themselves—providing skills, education, employment, or opportunity. It is an investment in human potential rather than a temporary palliative.

The distinction matters because doles can create dependency. If a person receives regular charity without any expectation of effort or contribution, they may lose the motivation to become self-reliant. Their dignity may be eroded; they may come to see themselves as passive recipients rather than active agents. Lending a hand, on the other hand, respects the person’s agency. It says: “You have potential. Let me help you realise it.” It builds skills, confidence, and self-respect.

This principle applies at all levels—individual, community, and national. At the individual level, teaching a poor child to read is better than giving them alms. At the community level, building a school is better than distributing free food indefinitely. At the national level, investing in education, healthcare, and employment is better than endless welfare handouts. The goal of social policy should be to create conditions in which people can stand on their own feet, not to keep them permanently dependent.

In conclusion, “Lending a hand is better than giving a dole” is a call to move from charity to empowerment. It reminds us that the greatest gift we can give to someone in need is not money but the means to earn it. True compassion is not about making people comfortable in their poverty; it is about helping them escape it.

(b) Sweet are the uses of adversity

The phrase “Sweet are the uses of adversity,” from Shakespeare’s As You Like It, expresses a profound truth about human experience: that hardship, difficulty, and suffering can be sources of growth, wisdom, and even joy. Adversity is not something we seek, but it is something we can learn from. The person who has faced challenges and overcome them is often stronger, wiser, and more compassionate than the person who has known only ease.

Adversity teaches resilience. When we face difficulties, we discover resources within ourselves that we did not know we had. We learn to cope, to adapt, to persevere. The person who has never faced a problem does not know how to solve one. The person who has faced many problems has developed the confidence and skills to face more. Resilience is not innate; it is forged in the fire of adversity.

Adversity also teaches empathy. Those who have suffered are often more sensitive to the suffering of others. They know what it feels like to be hungry, lonely, or afraid, and they are more likely to reach out to those in similar situations. The wealthy and comfortable may be generous, but the formerly poor are often more genuinely compassionate. Adversity breaks down the walls of self-sufficiency and opens the heart to others.

Adversity also teaches wisdom. The person who has faced failure knows the limits of human control. They are more humble, more realistic, and more appreciative of what they have. They understand that life is fragile and that success is not guaranteed. This wisdom is not taught in books; it is earned through experience.

In conclusion, “Sweet are the uses of adversity” is a reminder that hardship is not simply a curse. It can be a teacher, a healer, and a source of strength. The person who learns to embrace adversity—not to seek it, but to grow from it—is the person who truly thrives. Life’s sweetest fruits often grow in the soil of its bitterest moments.

(c) Virtue has its own reward

The proverb “Virtue has its own reward” expresses a truth that is both ancient and profound: that goodness is not a means to an end but an end in itself. The virtuous person does not act rightly in order to gain wealth, fame, or pleasure; they act rightly because it is right. And in doing so, they find a reward that is deeper and more lasting than any external benefit: the reward of a clear conscience, a peaceful heart, and a life well lived.

The first reward of virtue is inner peace. The person who acts honestly, kindly, and justly does not suffer from guilt, shame, or fear of exposure. They can sleep at night. They can look at themselves in the mirror. They can face others without embarrassment. This peace of mind is worth more than any amount of money. The dishonest person may gain wealth, but they live in constant fear of being caught. The virtuous person may be poor, but they are free.

The second reward of virtue is self-respect. The virtuous person knows that they have done their best. They have not compromised their values for convenience or gain. They have kept their integrity intact. This self-respect is the foundation of a healthy personality. Without it, no amount of external success can bring happiness. With it, even failure can be borne with dignity.

The third reward of virtue is the trust and affection of others. People are drawn to those who are honest, kind, and trustworthy. The virtuous person builds strong relationships, deep friendships, and a good reputation. These are the true wealth of life. The person who is known for their integrity will be trusted, respected, and loved. This is a reward that money cannot buy.

In conclusion, “Virtue has its own reward” is not a pious platitude but a profound truth about human flourishing. The virtuous life is not a life of sacrifice; it is a life of fulfilment. The rewards of virtue—peace, self-respect, and love—are the very things that make life worth living. In a world that often rewards the opposite, this is a truth we must never forget.

5. Correct the following sentences 1×10 = 10 marks

No.Original SentenceCorrected Sentence
(a)They could not come to a final conclusion.They could not reach a final conclusion.
(b)When I got up, it was raining for more than one hour.When I got up, it had been raining for more than one hour.
(c)He revenged himself on his father’s murderer.He avenged his father’s murder. (or: He took revenge on his father’s murderer.)
(d)Give me a little quantity of sugar.Give me a little sugar.
(e)He made clear that he did not need any help.He made it clear that he did not need any help.
(f)Nobody has called while I have been out, has he?Nobody has called while I have been out, have they?
(g)The Germans are brave peoples.The Germans are a brave people. (or: The Germans are brave.)
(h)One should not boast of his own success.One should not boast of one’s own success.
(i)The intelligence guessed that there would be a terrorist attack.The intelligence anticipated that there would be a terrorist attack.
(j)The teacher as well as the students were at fault.The teacher as well as the students was at fault.
Explanation of key corrections: (a) “Come to a conclusion” is non-standard; “reach a conclusion” is correct. (b) Past perfect continuous is needed for an action continuing up to a point in the past. (c) “Revenge oneself” is not standard English; “avenge” is the correct verb. (d) “A little quantity of” is redundant. (e) “Made clear” needs the dummy object “it”. (f) “Nobody” takes “they” in a question tag. (g) “Peoples” means races or ethnic groups; “people” is the correct plural for persons. (h) “One” takes “one’s”. (i) “Guessed” is informal; “anticipated” is more appropriate. (j) “As well as” does not change the number of the subject; the verb agrees with the first subject.

6. Write the synonyms of the following 1×5 = 5 marks

No.WordSynonym
(a)NoviceBeginner (or: Apprentice / Tyro)
(b)DiligentHardworking (or: Industrious / Assiduous)
(c)PerilDanger (or: Risk / Hazard)
(d)ThwartObstruct (or: Frustrate / Hinder)
(e)PrejudiceBias (or: Preconception / Partiality)

7. Write the antonyms of the following 1×5 = 5 marks

No.WordAntonym
(a)BenignMalignant (or: Harmful / Hostile)
(b)RedeemableIrredeemable (or: Hopeless / Lost)

8. Write single-word substitutes for the following 1×5 = 5 marks

No.ExpressionOne-Word Substitute
(a)The science of launching projectiles into spaceRocketry (or: Astronautics)
(b)A shop where sweets, cakes and candies are soldConfectionery
(c)Scholarly writing on one subjectMonograph
(d)One who eats human fleshCannibal
(e)A building in which plants are kept from coldGreenhouse (or: Conservatory)

9. Use the following words in your own sentences without any change 1×10 = 10 marks

(a) Down as verb
→ The pilot was forced to down the enemy aircraft with a single missile.

(b) Invite as noun
→ We received an invite to the wedding, but we could not attend.

(c) Produce as noun
→ The farmer brought his produce to the market early in the morning.

(d) Figure as verb
→ I figured that it would be faster to take the metro than a bus.

(e) Merit as verb
→ Her proposal merits serious consideration by the committee.

(f) Display as noun
→ The museum’s new display of ancient coins attracted many visitors.

10. Use the following pairs of words in your own sentences 2×5 = 10 marks

(a) Rein; Reign
→ He pulled the rein sharply to stop the horse.
→ The queen’s reign lasted for over four decades.

(b) Fatal; Fateful
→ The accident was fatal; three people lost their lives.
→ That fateful day changed the course of his life forever.

(c) Corporal; Corporeal
→ The corporal punishment was abolished in schools by the new law.
→ Ghosts are believed to be corporeal beings that can appear in physical form.

(d) Human; Humane
→ As a human, she has the right to dignity and respect.
→ The humane treatment of prisoners is a mark of a civilised society.

(e) Appraise; Apprise
→ The manager will appraise your performance at the end of the year.
→ Please apprise me of any changes in the schedule.

11. Use the following idioms and phrasal verbs in your own sentences 1×10 = 10 marks

(a) To carry coal to Newcastle (to do something pointless; to bring something to a place where it is already abundant)
→ Sending tea to Assam is like carrying coal to Newcastle.

(b) The lion’s share (the largest portion)
→ After the business was sold, the founder took the lion’s share of the profits.

(c) Yeoman’s service (excellent and loyal service)
→ The volunteers did yeoman’s service during the flood relief operations.

(d) Tooth and claw (with great ferocity; using every available means)
→ In the competitive market, companies fight tooth and claw for every customer.

(e) At sixes and sevens (in a state of confusion or disorder)
→ After the sudden change of management, the whole office was at sixes and sevens.

(f) Pay off (to yield good results; to settle a debt)
→ All her hard work finally paid off when she got the promotion.

(g) Give in (to surrender; to yield)
→ The government refused to give in to the terrorists’ demands.

(h) Bring round (to persuade; to change someone’s opinion)
→ She managed to bring her father round to the idea of her studying abroad.

12. Fill in the blanks with appropriate prepositions 1×5 = 5 marks

No.SentencePreposition
(a)The letter has to be attested by an officer not ______ the rank of a Tehsildar.below
(b)His activities are ______ surveillance.under
(c)The students lodged a complaint ______ the Principal.with
(d)I don’t believe ______ what he professes.in
(e)Both the political parties are ______ loggerheads.at

13. Join the pair of sentences with suitable linking words 1×5 = 5 marks

(a) The age limit to apply for this post is 30 years. There is a relaxation of five years for the SC/ST candidates.
→ Although the age limit to apply for this post is 30 years, there is a relaxation of five years for the SC/ST candidates.

(b) I wanted to be posted in Delhi. My boss sent me to Chennai.
→ I wanted to be posted in Delhi, but my boss sent me to Chennai.

(c) He got scholarship and aids from different institutions. He managed to complete his studies.
→ Because he got scholarships and aid from different institutions, he managed to complete his studies.

14. Fill in the blanks with suitable modals 1×5 = 5 marks

(a) You ______ hurry up, I don’t want you to be late.
→ You should hurry up, I don’t want you to be late.

(b) I ______ confront my father.
→ I dare not confront my father. (or: cannot)

(c) Why ______ women be paid less wages than men for the same work?
→ Why should women be paid less wages than men for the same work?

(d) ______ you tell me the time please?
→ Could / Would you tell me the time please?

(e) I wish you ______ not speak so loud.
→ I wish you would not speak so loud.

15. Rewrite the sentences as per the directions given in brackets 1×10 = 10 marks

(a) I regret ______ my teacher. (Use the correct form of ‘insult’ in the blank)
→ I regret insulting my teacher.

(b) The twins are fairly/rather alike. (Choose the correct alternative)
→ The twins are rather alike. (or: fairly alike)

(c) I seldom visit movies. (Begin the sentence with ‘seldom’)
→ Seldom do I visit movies.

(d) She doesn’t like people looking at her. (Change the voice)
→ She doesn’t like being looked at.

(e) Let’s go there in the evening. (Add a suitable question tag)
→ Let’s go there in the evening, shall we?

(f) The plane flies faster than birds. (Change to positive degree)
→ Birds do not fly as fast as the plane.

(g) His native place is an undeveloped area. (Change into a complex sentence)
→ His native place is an area which is undeveloped.

(h) The stranger said to me, “Have you ever seen a flying saucer?” (Change into indirect speech)
→ The stranger asked me if I had ever seen a flying saucer.

(i) Were his faith alive today, he ______ (not face) this situation. (Supply the correct tense form of the verb in brackets)
→ Were his faith alive today, he would not face this situation.

(j) There is/are my wife and family to consider. (Choose the correct alternative)
→ There is my wife and family to consider.

16. Translate the following passage into English 30 marks

Note: The original Odia passage in the PDF is partially garbled, but a coherent narrative can be reconstructed. Below is a model translation based on the readable portions.

ଓଡ଼ିଆ ମୂଳ ପାଠ (ଆନୁମାନିକ): ବିଦିଶା ବିଶ୍ୱାସ କରି ପାରୁନଥିଲା । ଏମିତି ଗୋଟିଏ ଅପ୍ରତ୍ୟାଶିତ ପରିବର୍ତ୍ତନ ଯେ ତା’ ଜୀବନରେ ସମ୍ଭବ ହୋଇପାରିବ, ସମ୍ପୂର୍ଣ୍ଣ କଳ୍ପନା ବହିତ ଥିଲା ତା’ର । ଗତାନୁଗତିକ ଭାବରେ ପରିଚିତ ବ୍ୟକ୍ତିତ୍ୱ ତାକୁ ଛାଡ଼ି ଚାଲିଯିବେ, ଏହା ସେ ଭାବି ନଥିଲା । ସେ ଜାଣିଥିଲା ଆଉ କିଛି ସୁଖ ଅପ୍ରତ୍ୟାଶିତ ଭାବରେ ଆସି ତା’ ପାଦ ତଳେ ପଡ଼ିବ । ଏଯାବତ୍ ଘଟି ଯାଇଥିବା ଘଟଣା ସବୁ ଭୁଲାଇ ଦେବ କ୍ଷଣିକ ପାଇଁ । ଦୁଃଖ ସତ୍ତ୍ୱେ ଆଖିରୁ ଲୁହ ହୋଇ ଝରିଗଲା ବେଳେ ବୋଉ ଆଶ୍ୱାସନା ଦେଉଥିଲା ସତ୍ତ୍ୱେ । କହୁଥିଲା, “ମା’ ରେ, ମଣିଷ ଜୀବନରେ ଦୁଃଖ ସୁଖ ଆସେ ଠିକ୍ ରାତି ଦିନ ଭଳି । ଦିନେ ନା ଦିନେ ରାତି ପାହିବ ସ୍ୱତଃ । ତୁ ବଡ଼ ହୋଇ ନିଜ ଗୋଡ଼ରେ ନିଜେ ଠିଆ ହେତୁ । ଆମକୁ ଆଉ ଅତି ଦୟନୀୟ ଭାବରେ ପର ଆଗରେ ହାତ ପତାଇବାକୁ ପଡ଼ିବ ନାହିଁ ।”

English Translation:

Bidisha could not believe it. Such an unexpected change in her life was beyond her wildest imagination. She had never thought that familiar people would leave her and go away. She knew that some other happiness would unexpectedly come and fall at her feet. For a moment, it would make her forget all that had happened so far. Even in her sorrow, when tears flowed from her eyes, her mother consoled her. She would say, “My child, happiness and sorrow come in human life just like day and night. One day or another, the night will pass on its own. Grow up and stand on your own feet. We should not have to stretch our hands before others in a pitiable manner.”

📊 Marking Scheme Summary

QuestionContentMarks
1Essay (any one; all four modelled above)100
2Passage comprehension (5 × 6)30
3Précis40
4Expansion of idea (any one; all three modelled above)20
5Error correction (10 × 1)10
6Synonyms (5 × 1)5
7Antonyms (2 × 2.5)5
8One-word substitutes (5 × 1)5
9Word usage (6 × 1.67 approx.)10
10Pair sentences (5 × 2)10
11Idiom sentences (8 × 1.25 approx.)10
12Prepositions (5 × 1)5
13Linking words (3 × 1.67 approx.)5
14Modals (5 × 1)5
15Rewrites (10 × 1)10
16Translation30
Total300
📝 Examiner’s note for top marks: In the essay, examiners reward a clear thesis, structured paragraphs, concrete examples, and a decisive conclusion. In comprehension, answers must be brief yet analytical, drawing directly from the passage. In the précis, the passage must be compressed to roughly one-third, in the candidate’s own words, retaining all key ideas. For grammar and vocabulary questions, the exact correct form must be given—partial corrections lose marks. In translation, fidelity to the original meaning and grammatical correctness in English are essential.