BEGLA-137 Solved Assignment
Answer all questions.
- Fill in the blanks in the following sentences with words from the list below:
| lame | nestled | Tell |
| beast | experiments | |
| wreathed | hot | |
| icy hand | shadow | |
| buried | swallowed |
i. I close to her.
ii. The
iii. His face was
iv. ‘My autobiography is really a story of my
(M.K. Gandhi: an Autobiography)
(M.K. Gandhi: an Autobiography)
v. Youth is nimble, Age is
vi. Death lays his
vii. Napoleon, the pig, was
viii. Life is but a walking
ix. Thus let me live, unseen, unknown; Thus unlamented let me die, Steal from the world, and not a stone
x. The hungry river.
- What meaning do the italicized words convey. Each word has a generally used meaning and in what shade of meaning it is used here. Explain
i. You are acquitted of laziness.
ii. He was an assassin of all good virtues.
iii. It would be a crime to send the child out in the cold.
iv. The food was condemned as unfit for humans.
v. She was a victim of the mother-in-law’s tyranny.
ii. He was an assassin of all good virtues.
iii. It would be a crime to send the child out in the cold.
iv. The food was condemned as unfit for humans.
v. She was a victim of the mother-in-law’s tyranny.
- Make two phrasal verbs from each of these verbs by adding adverb or/and a preposition, and use them in meaningful sentences:
i. get
ii. bring
iii.show
iv.put
v. round
ii. bring
iii.show
iv.put
v. round
- Make sentences bringing out the difference in meaning in these pairs of words.
i. fare and fair
ii. tyre and tire
iii. grease and Greece
iv. gait and gate
v. hew and hue
ii. tyre and tire
iii. grease and Greece
iv. gait and gate
v. hew and hue
- a. What is ‘rhythm’? Explain.
b. Describe the metrical pattern in the following lines from Thomas Hardy’s poem The Darkling Thrush.
I leaned upon a coppice gate
When frost was spectre-gray, And
Winter’s dregs made desolate The weakening eye of day.
When frost was spectre-gray, And
Winter’s dregs made desolate The weakening eye of day.
-
a. What is ‘alliteration’? Explain.
b. Point out the alliteration the following passages. When the white feet of the baby beat across the grass. The little white feet nod like white flowers in a wind, They poise and run like puffs of wind that pass, over water where the weeds are thinned.
(D.H. Lawrence: Baby Running Barefoot) -
Write short notes on.
a. Simile
b. Metapphor
c. syneodoche
d. metonymy
e. personification. -
Give the negative and question forms of the following sentences.
a. You called me.
b. I can borrow his scooter.
c. He will agree.
d. You had a good breakfast.
e. You used to be frightened of him. -
Explain Repetition as a Rhetorical Device. Discuss various patterns of repetition.
-
Write polite forms for the following.
i. How much did these socks cost you.
ii. A has to put some additional chairs in his classroom. He wants some from B’s room
iii. A is visiting B. B offers him some tea (makes an offer): Have some tea.
iv. A has a headache and B makes an offer of help (makes an offer): I will give you an aspirin.
v. A’s bicycle tyres have very little air. He wants to use B’s Bicycle pump (asks for permission).
Expert Answer
Question:-1
Fill in the blanks in the following sentences with words from the list below:
lame, nestled, Tell, beast, experiments, wreathed, hot, icy hand, shadow, buried, swallowed.
i. I ___ close to her.
ii. The ___ in a man may wake up, if he too much money.
iii. His face was ___ in smiles.
iv. ‘My autobiography is really a story of my ___ (M.K. Gandhi: an Autobiography)
v. Youth is nimble, Age is ___ Youth is ___ and blood. (Shirley: ‘Death the Leveller’)
vi. Death lays his ___ on kings. (Shirley: ‘Death and Leveller’)
vii. Napoleon, the pig, was ___ by the other animals in the farmyard.
viii. Life is but a walking ___ (Shakespeare: Macbeth)
ix. Thus let me live, unseen, unknown; Thus unlamented let me die, Steal from the world, and not a stone ___ where I lie. (A. pope: Ode on Solitude’)
x. The hungry river ___ down everything. (Tagore: Living or Dead’)
ii. The ___ in a man may wake up, if he too much money.
iii. His face was ___ in smiles.
iv. ‘My autobiography is really a story of my ___ (M.K. Gandhi: an Autobiography)
v. Youth is nimble, Age is ___ Youth is ___ and blood. (Shirley: ‘Death the Leveller’)
vi. Death lays his ___ on kings. (Shirley: ‘Death and Leveller’)
vii. Napoleon, the pig, was ___ by the other animals in the farmyard.
viii. Life is but a walking ___ (Shakespeare: Macbeth)
ix. Thus let me live, unseen, unknown; Thus unlamented let me die, Steal from the world, and not a stone ___ where I lie. (A. pope: Ode on Solitude’)
x. The hungry river ___ down everything. (Tagore: Living or Dead’)
Answer:
- I nestled close to her.
- The beast in a man may wake up, if he too much money.
- His face was wreathed in smiles.
- ‘My autobiography is really a story of my experiments. (M.K. Gandhi: an Autobiography)
- Youth is nimble, Age is lame. Youth is hot and blood. (Shirley: ‘Death the Leveller’)
- Death lays his icy hand on kings. (Shirley: ‘Death and Leveller’)
- Napoleon, the pig, was buried by the other animals in the farmyard.
- Life is but a walking shadow. (Shakespeare: Macbeth)
- Thus let me live, unseen, unknown; Thus unlamented let me die, Steal from the world, and not a stone tell where I lie. (A. Pope: Ode on Solitude)
- The hungry river swallowed down everything. (Tagore: Living or Dead?)
Question:-2
What meaning do the italicized words convey? Each word has a generally used meaning and in what shade of meaning it is used here. Explain:
i. You are acquitted of laziness.
ii. He was an assassin of all good virtues.
iii. It would be a crime to send the child out in the cold.
iv. The food was condemned as unfit for humans.
v. She was a victim of the mother-in-law’s tyranny.
ii. He was an assassin of all good virtues.
iii. It would be a crime to send the child out in the cold.
iv. The food was condemned as unfit for humans.
v. She was a victim of the mother-in-law’s tyranny.
Answer:
-
Acquitted: Generally, the word "acquitted" means to be declared not guilty of a crime or wrongdoing. In this sentence, it is used to suggest that the person has been freed from the accusation of being lazy, implying they are not responsible for laziness.
-
Assassin: Normally, an "assassin" is someone who kills a prominent person for political or religious reasons. In this context, it is metaphorically used to suggest that the person destroys or eliminates all good virtues, as if they were a killer of virtues.
-
Crime: In its usual sense, a "crime" is an action that breaks the law. Here, it is used figuratively to describe a morally reprehensible act — sending a child out in the cold is portrayed as extremely cruel or unjust, even if not legally punishable.
-
Condemned: Typically, "condemned" means to declare something as bad, wrong, or unfit, often in an official or authoritative sense. In this case, it refers to the food being judged as unfit for human consumption, as though it is being strongly criticized or declared unsuitable.
-
Victim: The word "victim" usually refers to a person harmed or affected by a crime, accident, or disaster. Here, it suggests that the person is suffering due to the oppressive behavior (tyranny) of her mother-in-law, implying she is the one being harmed or wronged in this relationship.
Question:-3
Make two phrasal verbs from each of these verbs by adding an adverb or/and a preposition, and use them in meaningful sentences:
i. get
ii. bring
iii. show
iv. put
v. round
ii. bring
iii. show
iv. put
v. round
Answer:
i. Get
- Get along: Despite their differences, the siblings get along quite well.
- Get over: It took her a long time to get over the loss of her pet.
ii. Bring
- Bring up: She decided to bring up the issue during the meeting.
- Bring about: The new policies will bring about significant changes in the company.
iii. Show
- Show off: He always tries to show off his new gadgets to impress his friends.
- Show up: She promised to come, but she didn’t show up at the event.
iv. Put
- Put off: The meeting was put off due to scheduling conflicts.
- Put up with: She couldn’t put up with the noise any longer and moved to a quieter neighborhood.
v. Round
- Round up: The police managed to round up all the suspects after the investigation.
- Round off: The speaker rounded off the presentation with a powerful quote.
Question:-4
Make sentences bringing out the difference in meaning in these pairs of words:
i. fare and fair
ii. tyre and tire
iii. grease and Greece
iv. gait and gate
v. hew and hue
ii. tyre and tire
iii. grease and Greece
iv. gait and gate
v. hew and hue
Answer:
i. Fare and Fair
- The fare for the bus ride was higher than expected.
- The fair was filled with exciting rides and food stalls.
ii. Tyre and Tire
- My car’s tyre got punctured on the way to work.
- Long hours of work can really tire a person out.
iii. Grease and Greece
- The mechanic used grease to fix the squeaky door.
- Greece is a beautiful country with a rich historical heritage.
iv. Gait and Gate
- His unusual gait made him stand out in the crowd.
- She opened the gate to let the guests into the garden.
v. Hew and Hue
- The workers will hew the tree to make way for the new road.
- The sky turned a beautiful orange hue during the sunset.
Question:-5 (a)
What is ‘rhythm’? Explain.
Answer:
Rhythm: A Key Element of Art and Life
Rhythm is an essential concept that pervades various aspects of art, nature, and everyday life. At its core, rhythm refers to the pattern of movement or sound that occurs with regularity or repetition, creating a sense of flow and harmony. In simple terms, rhythm is the organized arrangement of sounds, movements, or visual elements over time or space, generating a structured and predictable pattern.
In music, rhythm is one of the fundamental components that give structure and meaning to a piece. It defines the timing and spacing of notes or beats, establishing a tempo that guides the listener. Musical rhythm can be fast, slow, syncopated, or irregular, but it always follows a specific pattern that influences the overall feeling of the composition. For instance, a steady drumbeat in a song creates a rhythmic foundation that other instruments and melodies follow.
In literature and poetry, rhythm plays an equally important role. It refers to the cadence or flow of words and phrases, which is often shaped by the pattern of stressed and unstressed syllables. Poets use rhythm to evoke emotions, build suspense, or create a lyrical quality. The rhythmic patterns in a poem, often referred to as meter, help establish mood and tone, making the words more impactful.
In the visual arts, rhythm can be observed in the repetition of lines, shapes, colors, or patterns that guide the viewer’s eye across a composition. Artists use rhythm to create movement, balance, and unity within a work. For example, a painting that repeats certain colors or forms in a balanced arrangement can generate a rhythmic visual experience, akin to the beats of music.
In everyday life, rhythm is present in the natural cycles of time and activity. The beating of the heart, the flow of seasons, and even our daily routines follow rhythmic patterns that bring order to our lives.
In conclusion, rhythm is a unifying force that brings structure, beauty, and coherence to music, literature, art, and nature, making it a vital element in our perception and experience of the world.
Question:-5 (b)
Describe the metrical pattern in the following lines from Thomas Hardy’s poem The Darkling Thrush.
I leaned upon a coppice gate
When frost was spectre-gray, And
Winter’s dregs made desolate The
weakening eye of day.
When frost was spectre-gray, And
Winter’s dregs made desolate The
weakening eye of day.
Answer:
The lines from Thomas Hardy’s poem The Darkling Thrush follow a metrical pattern called iambic tetrameter. In iambic tetrameter, each line consists of four iambic feet. An iambic foot contains two syllables, where the first is unstressed and the second is stressed (da-DUM). Therefore, each line has eight syllables in total, with the stress falling on every second syllable.
Let’s break down the meter for each line:
-
I leaned upon a coppice gate
This line has four iambs:
I leaned (da-DUM) | u-pon (da-DUM) | a cop- (da-DUM) | pice gate (da-DUM). -
When frost was spectre-gray
This line has four iambs as well:
When frost (da-DUM) | was spec- (da-DUM) | tre-gray (da-DUM). -
And Winter’s dregs made desolate
Similarly, this line is also in iambic tetrameter:
And Win- (da-DUM) | ter’s dregs (da-DUM) | made des- (da-DUM) | o-late (da-DUM). -
The weakening eye of day
This line also follows the same iambic tetrameter pattern:
The weak- (da-DUM) | en-ing (da-DUM) | eye of (da-DUM) | day (da-DUM).
In summary, these lines from The Darkling Thrush are in iambic tetrameter, consisting of four iambic feet (eight syllables per line), which contributes to the regular, rhythmic flow of the poem.
Question:-6 (a)
What is ‘alliteration’? Explain.
Answer:
Alliteration is a literary device where the same consonant sound is repeated at the beginning of closely connected or adjacent words. This repetition of consonant sounds adds a rhythmic and musical quality to language, making phrases more memorable, impactful, or aesthetically pleasing.
The key feature of alliteration is the repetition of the initial consonant sound, not necessarily the same letter. For instance, words starting with "k" and "c" can create alliteration, such as in the phrase "Crispy cookies crunched."
Alliteration is often used in poetry, prose, speeches, and even advertisements to emphasize certain words, create mood or tone, or evoke particular emotions. It can also make language more engaging and lively, enhancing the flow of a sentence or line.
Examples of Alliteration:
- Peter Piper picked a peck of pickled peppers. – The repetition of the ‘p’ sound creates a rhythmic, catchy effect.
- She sells seashells by the seashore. – The ‘s’ sound is repeated, giving the phrase a flowing, tongue-twisting quality.
Uses of Alliteration:
-
Poetry: Alliteration is frequently used in poetry to enhance the sound and feel of the lines, as well as to establish rhythm.
Example: "The fair breeze blew, the white foam flew." (Samuel Taylor Coleridge) -
Speeches: Public speakers often use alliteration to make their message more engaging and memorable.
Example: "We shall fight with growing confidence and growing strength in the air." (Winston Churchill) -
Prose and Fiction: Writers use alliteration to create mood, build imagery, or add emphasis to particular words or ideas.
In summary, alliteration is a stylistic device that enhances the beauty, emphasis, and auditory appeal of language, often used to captivate the listener or reader.
Question:-6 (b)
Point out the alliteration in the following passages:
When the white feet of the baby beat across the grass. The little white feet nod like white flowers in a wind, They poise and run like puffs of wind that pass, over water where the weeds are thinned. (D.H. Lawrence: Baby Running Barefoot)
Answer:
- "White feet" – The ‘w’ sound is repeated in "white" and "feet."
- "White flowers" – The ‘w’ sound is repeated in "white" and "flowers."
- "Wind that pass" – The ‘w’ sound is repeated in "wind" and "water."
- "Weeds are thinned" – The ‘w’ sound is repeated in "weeds."
These repetitions of the ‘w’ sound create a musical quality to the text and contribute to its rhythmic flow.
Question:-7
- Write short notes on.
a. Simile
b. Metapphor
c. syneodoche
d. metonymy
e. personification.
Answer:
a. Simile
A simile is a figure of speech that directly compares two different things using the words "like" or "as." It is used to make descriptions more vivid or to create imaginative associations between ideas. By comparing one thing to another, similes help readers or listeners visualize or understand a concept in a fresh way. For instance, "Her smile was as bright as the sun" compares a smile to the brightness of the sun, emphasizing its warmth and brilliance.
Similes are common in everyday language and literature. In poetry, similes are often used to evoke emotions or clarify abstract concepts. In prose, they add color and depth to descriptions. Advertisers frequently use similes to make their products seem more appealing, such as "This shampoo will leave your hair as soft as silk."
Similes are powerful because they encourage readers to see familiar things in a new light, making complex or unfamiliar ideas more relatable. However, similes need to be carefully chosen, as an overuse or inappropriate comparison can make writing feel forced or artificial.
b. Metaphor
A metaphor is a figure of speech that refers to one thing by stating that it is another, directly equating two unrelated things for rhetorical effect. Unlike similes, metaphors do not use "like" or "as." For example, "Time is a thief" suggests that time steals moments from our lives, even though it is not literally a thief.
Metaphors are often used to explain abstract concepts by relating them to more concrete ideas. For example, in the phrase "He has a heart of stone," a person is compared to a stone to emphasize emotional coldness or lack of empathy.
Metaphors are common in literature, poetry, and everyday language because they make language richer and more engaging. They allow for deeper meanings to be conveyed in a compact and powerful way. Metaphors can shape how we think about the world by framing our perceptions and interpretations of complex ideas.
c. Synecdoche
Synecdoche is a figure of speech in which a part of something is used to represent the whole, or conversely, the whole is used to represent a part. For example, in the sentence, "All hands on deck," "hands" refers to sailors, with a part (hands) representing the whole (the sailors themselves). Another example is "wheels" being used to refer to a car, where a part of the car (wheels) stands in for the entire vehicle.
Synecdoche is often used for brevity and to add emphasis. It can make language more engaging by encouraging readers to infer the full meaning from a small clue. It also helps to create vivid imagery, as the mind fills in the gaps between the part mentioned and the whole implied.
In literature, synecdoche can be used to draw attention to specific details and make descriptions more dynamic. For example, in Charles Dickens’ A Tale of Two Cities, the phrase "hundreds of footsteps" is used to signify the approach of revolutionaries. Synecdoche helps create powerful imagery and condenses complex ideas into simpler expressions, making them more relatable.
d. Metonymy
Metonymy is a figure of speech in which one word or phrase is substituted for another with which it is closely associated. Unlike synecdoche, where a part stands for the whole, metonymy involves using a related concept to represent something else. For example, "The crown" is often used to refer to a king or queen, where "crown" represents the idea of monarchy. Similarly, "The White House issued a statement" refers to the U.S. government or the president, not the physical building.
Metonymy is used to create associations between different elements in language, making expression more vivid or succinct. It can convey complex ideas or institutions through simple terms, making communication more efficient. In literature, metonymy allows for layered meanings and nuanced interpretations, as the association between the words often evokes deeper connections.
Metonymy is widespread in everyday language, politics, and journalism. It adds cultural or symbolic significance to language by drawing on familiar associations. When used skillfully, it can enhance the rhetorical impact of a sentence or phrase, making language more evocative and powerful.
e. Personification
Personification is a figure of speech in which human characteristics or qualities are attributed to non-human entities, such as animals, inanimate objects, or abstract ideas. It is used to make descriptions more vivid, relatable, or emotionally impactful by giving life-like attributes to things that do not possess them. For example, saying "The wind whispered through the trees" gives the wind the human quality of whispering, enhancing the atmosphere of the scene.
Personification is often used in poetry and literature to bring nature, objects, or ideas to life. By assigning human traits to non-human elements, writers can evoke emotions and create strong imagery. For instance, in Emily Dickinson’s poem, "Because I could not stop for Death," death is personified as a kind gentleman who takes the speaker on a journey, making the abstract concept of death more tangible and relatable.
In everyday language, personification is common in idiomatic expressions, such as "Opportunity knocked on his door." Here, opportunity is given the human action of knocking, making the abstract idea more accessible. Personification helps readers and listeners connect with non-human elements by humanizing them, thus creating stronger emotional connections.
Question:-8
- Give the negative and question forms of the following sentences.
a. You called me.
b. I can borrow his scooter.
c. He will agree.
d. You had a good breakfast.
e. You used to be frightened of him.
Answer:
a. You called me.
- Negative: You didn’t call me.
- Question: Did you call me?
b. I can borrow his scooter.
- Negative: I can’t borrow his scooter.
- Question: Can I borrow his scooter?
c. He will agree.
- Negative: He won’t agree.
- Question: Will he agree?
d. You had a good breakfast.
- Negative: You didn’t have a good breakfast.
- Question: Did you have a good breakfast?
e. You used to be frightened of him.
- Negative: You didn’t use to be frightened of him.
- Question: Did you use to be frightened of him?
Question:-9
- Explain Repetition as a Rhetorical Device. Discuss various patterns of repetition.
Answer:
Repetition as a Rhetorical Device
Repetition is a powerful rhetorical device in which a word, phrase, or sentence structure is repeated for emphasis, clarity, or emotional effect. It serves to reinforce an idea, create rhythm, or highlight an important point. Repetition can be used to make language more persuasive, memorable, and impactful, especially in speeches, poetry, literature, and even everyday conversation.
Repetition helps in creating resonance with the audience, as repeated elements tend to stick in memory. It can evoke emotions, enhance the meaning of a message, and establish a more engaging and powerful flow in writing or speech. Different types of repetition, each with a unique structure and purpose, are used depending on the rhetorical goal.
Various Patterns of Repetition
-
Anaphora:
Anaphora is the repetition of the same word or phrase at the beginning of successive clauses or sentences. This technique is used to create emphasis and can generate a strong emotional effect. It is common in both political speeches and poetry.Example:
“We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills; we shall never surrender.” – Winston Churchill. -
Epiphora (or Epistrophe):
Epiphora is the repetition of a word or phrase at the end of successive clauses or sentences. This pattern places focus on the conclusion of each statement, building a cumulative effect that can be emotionally powerful.Example:
“When I was a child, I spoke as a child, I understood as a child, I thought as a child.” – The Bible, 1 Corinthians 13:11. -
Symploce:
Symploce is the combination of anaphora and epiphora, where the same word or phrase is repeated at both the beginning and the end of successive clauses or sentences. This creates a more intense and rhythmic form of repetition.Example:
“When there is talk of hatred, let us stand up and talk against it. When there is talk of violence, let us stand up and talk against it.” – Bill Clinton. -
Anadiplosis:
Anadiplosis is the repetition of the last word or phrase from one clause at the beginning of the next. This pattern creates a chain-like effect that connects ideas, leading the listener or reader from one thought to another.Example:
“Fear leads to anger. Anger leads to hate. Hate leads to suffering.” – Yoda, Star Wars. -
Epanalepsis:
Epanalepsis is the repetition of the same word or phrase at the beginning and the end of a sentence or clause. This type of repetition emphasizes the repeated word, drawing attention to a central theme.Example:
“The king is dead; long live the king!” -
Polyptoton:
Polyptoton involves the repetition of the same root word, but with different endings or forms (such as verb, noun, adjective). This pattern emphasizes the versatility or multiple dimensions of a concept.Example:
“The things you own end up owning you.” – Fight Club. -
Diacope:
Diacope is the repetition of a word or phrase with one or more intervening words. It creates a rhythmic effect and places emphasis on the repeated phrase while also allowing for additional commentary in between.Example:
“To be, or not to be, that is the question.” – William Shakespeare, Hamlet. -
Epizeuxis:
Epizeuxis is the repetition of the same word or phrase with no intervening words. It is used to create intensity or convey strong emotions.Example:
“The horror, the horror!” – Joseph Conrad, Heart of Darkness. -
Antanaclasis:
Antanaclasis occurs when a word is repeated, but with different meanings each time it appears. This form of repetition can create humor, irony, or deeper meaning in a text.Example:
“We must all hang together, or assuredly we shall all hang separately.” – Benjamin Franklin.
Conclusion
Repetition, in its various forms, is a versatile rhetorical device that enhances the impact of language. Whether used to drive home a critical point, evoke an emotional response, or add musicality to prose and poetry, repetition helps create a lasting impression on the audience. Understanding and employing different patterns of repetition can greatly improve both the style and persuasiveness of writing or speech.
Question:-10
- Write polite forms for the following.
i. How much did these socks cost you.
ii. A has to put some additional chairs in his classroom. He wants some from B’s room
iii. A is visiting B. B offers him some tea (makes an offer): Have some tea.
iv. A has a headache and B makes an offer of help (makes an offer): I will give you an aspirin.
v. A’s bicycle tyres have very little air. He wants to use B’s Bicycle pump (asks for permission).
Answer:
i. How much did these socks cost you?
- Could you please tell me how much these socks cost?
ii. A has to put some additional chairs in his classroom. He wants some from B’s room.
- Would it be possible to borrow a few chairs from your room?
iii. A is visiting B. B offers him some tea (makes an offer): Have some tea.
- Would you like some tea?
iv. A has a headache and B makes an offer of help (makes an offer): I will give you an aspirin.
- Would you like me to get you an aspirin?
v. A’s bicycle tyres have very little air. He wants to use B’s Bicycle pump (asks for permission).
- Would it be alright if I use your bicycle pump?
These polite forms make the requests and offers sound more courteous and considerate.
