Assignment Code: BEGE-101/BAG/2023-2024

Course Code: BEGE-101

Assignment Name: From Language to Literature

Year: 2023-2024

Verification Status: Verified by Professor

Q1) Elaborate various literary and rhetorical devices used by poets and other writers for special effects.

Ans) Literary and rhetorical devices are essential tools used by poets and writers to create special effects, convey meaning, and evoke emotions in their works. Here are various literary and rhetorical devices commonly used in literature:

a)     Simile: A simile is a comparison between two unlike things using "like" or "as." For example, "Her smile was as bright as the sun."

b)     Metaphor: A metaphor is a direct comparison between two unlike things, stating that one is the other. For example, "The world is a stage."

c)     Personification: Personification attributes human characteristics to non-human entities or objects. For example, "The wind whispered through the trees."

d)     Hyperbole: Hyperbole involves exaggeration for emphasis or effect. For example, "I've told you a million times."

e)     Alliteration: Alliteration is the repetition of initial consonant sounds in adjacent words. For example, "Peter Piper picked a peck of pickled peppers."

f)      Assonance: Assonance is the repetition of vowel sounds within words or phrases. For example, "The rain in Spain falls mainly in the plain."

g)     Consonance: Consonance is the repetition of consonant sounds within words or at the end of words. For example, "pitter-patter."

h)     Onomatopoeia: Onomatopoeia is the use of words that imitate the sounds they represent, such as "buzz" or "clang."

i)       Anaphora: Anaphora involves the repetition of a word or phrase at the beginning of successive clauses or sentences. For example, "I have a dream."

j)       Epistrophe: Epistrophe is the repetition of a word or phrase at the end of successive clauses or sentences. For example, "When I was a child, I spoke as a child, I understood as a child."

k)     Parallelism: Parallelism involves using similar grammatical structures or patterns to create balance and rhythm in a sentence or passage. For example, "Easy come, easy go."

l)       Irony: Irony is the use of words to convey a meaning that is opposite to their literal or expected meaning. There are several types of irony, including verbal irony, situational irony, and dramatic irony.

m)   Imagery: Imagery uses vivid and descriptive language to create sensory experiences for the reader, appealing to the senses of sight, sound, touch, taste, and smell.

n)     Symbolism: Symbolism is the use of symbols to represent abstract ideas or concepts. For example, a dove is often used as a symbol of peace.

o)     Allusion: Allusion is a brief and indirect reference to a person, place, event, or work of literature that the reader is expected to recognize. It adds depth and layers of meaning to a text.

p)     Metonymy: Metonymy is a figure of speech in which one word or phrase is substituted with another word or phrase with which it is closely associated. For example, "The White House issued a statement."

q)     Synecdoche: Synecdoche is a figure of speech in which a part of something is used to represent the whole or the whole is used to represent a part. For example, "The captain commands one hundred sails" (sails representing ships).

Q2) Distinguish between Language form and language function with suitable examples.

Ans) Comparison between language form and language function with suitable examples:

Q3) Fill in the blanks with suitable prepositions.

i. Who are you so angry ………?

ii. What are you so angry………?

iii. No one likes being laughed……….

iv. I need something to write……….

v. What are you staring………….

vi. This is the young man I told you……….

vii. He needs other children to play ………

viii. Which train are you taking ………….?

ix. What are you discussing…………….?

x. Success is one thing you can never be absolutely sure…………

Ans) i. Who are you so angry with?

ii. What are you so angry about?

iii. No one likes being laughed at.

iv. I need something to write with.

v. What are you staring at?

vi. This is the young man I told you about.

vii. He needs other children to play with.

viii. Which train are you taking to?

ix. What are you discussing about?

x. Success is one thing you can never be absolutely sure of. 

Q4) Fill in the blanks in the following sentences with suitable adverbs or prepositions to form phrasal verbs:

i) Please take __________ your coat.

ii) We have taken __________ a new project.

iii) I was taken ________a doctor because I had been able to cure some people in the neighbourhood.

iv) Seeta takes _________ her mother.

v) The old lady offered to take __________ the homeless stranger.

Ans) i) Please take off your coat.

ii) We have taken up a new project.

iii) I was taken to a doctor because I had been able to cure some people in the neighbourhood.

iv) Seeta takes after her mother.

v) The old lady offered to take in the homeless stranger.

Q5) Complete the following sentences by using appropriate articles.

i. We live in _____ big house

ii. How did you like________ film?

iii. Is your son old enough to go to ________park?

iv. It’s _________grand party.

v. I met ______ man

Ans) i. We live in a big house.

ii. How did you like the film?

iii. Is your son old enough to go to the park?

iv. It’s a grand party.

v. I met a man.

Q6) Insert appropriate modal auxiliaries in the given blanks.

i. I ___________ write as soon as I can. (intention)

ii. You _________ do as you are told. (strong obligation: tone of command)

iii. We ________ go to Nainital next summer. (possibility that the event may actually happen)

iv. Children _________ be very noisy. (theoretical possibility)

Ans) i. I will write as soon as I can. (intention)

ii. You must do as you are told. (strong obligation: tone of command)

iii. We might go to Nainital next summer. (possibility that the event may actually happen)

iv. Children can be very noisy. (theoretical possibility)

Q7) Read the following passage and point out literary and rhetorical devices you can find in it.

We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering. You ask, what is our policy? I will say: it is to wage war, by sea, land and air, with all our might and with all the strength that God can give us: to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. This is our policy. You ask, what is our aim! I can answer in one word: Victory – Victory at all costs, victory in spite of all terror, victory however long and hard the road may be; for without victory, there is no survival. Let that be realized; no survival for the British Empire; no survival for the urge and impulse of the ages that mankind will move forward towards its goal. But I take up my task with buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. At this time, I feel entitled to claim the aid of all, and I say, ‘Come, then let us go forward together with our united strength’.

Ans) The passage you provided is a powerful and eloquent speech delivered by Sir Winston Churchill during World War II. It is laden with various literary and rhetorical devices that enhance its impact and make it a memorable piece of oratory. Here are some of the literary and rhetorical devices present in the passage:

a)     Anaphora: The repetition of the phrase "You ask, what is our..." at the beginning of two sentences emphasizes the importance of the questions being asked and sets up the subsequent responses, creating a sense of urgency and clarity.

b)     Metaphor: The phrase "to wage war against a monstrous tyranny" employs metaphor by likening the enemy (tyranny) to a monstrous entity. This vivid imagery evokes a strong emotional response and emphasizes the severity of the situation.

c)     Hyperbole: The use of hyperbole is evident in phrases like "an ordeal of the most grievous kind" and "never surpassed in the dark, lamentable catalogue of human crime." These exaggerations magnify the gravity of the situation, making it feel even more dire.

d)     Alliteration: The repetition of the "v" sound in "Victory at all costs, victory in spite of all terror, victory however long and hard the road may be" creates a rhythmic and memorable effect, emphasizing the relentless pursuit of victory.

e)     Parallelism: The repeated use of the word "victory" and the phrase "no survival" in the passage employs parallelism to drive home the message. The parallel structure reinforces the idea that victory is the only path to survival and the preservation of the British Empire's legacy.

f)      Appeal to Emotion: The entire passage is an emotional appeal, designed to stir the hearts and minds of the audience. Churchill uses words like "struggle," "suffering," "terror," "survival," and "hope" to connect with the audience on a deep emotional level.

g)     Antithesis: The contrast between "victory" and "terror," as well as "survival" and "failure," creates antithesis in the passage. This contrast highlights the stark choice facing the British Empire and underscores the importance of victory.

h)     Euphemism: The phrase "many, many long months of struggle and of suffering" employs euphemism to describe the hardships of war. The use of softer language subtly conveys the magnitude of the challenge while maintaining a sense of resilience.

i)       Imagery: Phrases like "by sea, land, and air" and "the urge and impulse of the ages that mankind will move forward towards its goal" create vivid mental images that help the audience visualize the scope and importance of the war effort.

Q8) Read the following stanza from Rabindra Nath Tagore’s poem “Where the mind is without fear “and answer the questions given below.

Where the mind is without fear

And the head is held high,

Where knowledge is free,

And the world has not been broken up into

Fragments by narrow domestic walls,

Where the clear stream of reason has not been lost

in the dreary desert sand of dead habit,

Into that haven of freedom,

O father, let my country awake.

Q8(i) Explain the following extensions of meaning in the poem above:

a) ‘World has not been broken up into fragments by narrow domestic walls.’

Ans) The line "World has not been broken up into fragments by narrow domestic walls" from Rabindranath Tagore's poem "Where the mind is without fear" carries several profound extensions of meaning. In this line, Tagore envisions a world characterized by unity, openness, and the absence of divisive forces. Here's a detailed explanation of this extension of meaning:

a)     Unity and Universality: Tagore uses the metaphor of "narrow domestic walls" to symbolize divisions, prejudices, and barriers that fragment the world. These divisions could be based on nationality, religion, race, or any form of parochialism. By expressing the desire for the world not to be "broken up into fragments," Tagore advocates for a global unity where people transcend these narrow boundaries. He envisions a world where humanity recognizes its shared destiny and values, promoting peace and cooperation among nations.

b)     Freedom of Thought: The line suggests that these "narrow domestic walls" not only divide nations but also constrain individual thought and expression. In a world without fear, where the mind is without constraints, people are free to explore ideas, challenge norms, and engage in critical thinking. The absence of these walls signifies the liberation of the human intellect, encouraging creativity and progress.

c)     Rejection of Prejudice: Tagore's plea implies a rejection of prejudices and biases that lead to division. He advocates for a society where individuals are not limited by preconceived notions or stereotypes based on nationality, religion, or other narrow affiliations. Instead, he envisions a world where people are judged by the content of their character rather than their backgrounds.

d)     Cultural and Intellectual Exchange: The absence of "narrow domestic walls" promotes cultural and intellectual exchange. It suggests that people from different backgrounds and traditions can interact freely, learn from one another, and enrich their understanding of the world. This openness fosters a global community that thrives on diversity and shared knowledge.

e)     Progress and Enlightenment: The metaphor of a "world not broken up into fragments" reflects Tagore's vision of a world that moves forward collectively. It opposes stagnation, suggesting that the world remains dynamic, open to new ideas, and resistant to the "dreary desert sand of dead habit." It encourages societies to embrace change and progress.

b) ‘Clear stream of reason.’

Ans) In Rabindranath Tagore's poem "Where the mind is without fear," the phrase "clear stream of reason" carries a profound and metaphorical extension of meaning. This phrase is part of the larger stanza that envisions an ideal world where knowledge is free, minds are fearless, and divisions are eradicated.

The extension of meaning in the phrase "clear stream of reason" can be understood as follows:

a)     Literal Meaning: Literally, a "clear stream of reason" refers to a pristine and transparent watercourse, a stream that is pure and free from impurities or obstructions. In the poem's context, it signifies the idea of a logical and rational thought process that is unclouded by prejudice, bias, or dogma. It represents the pursuit of truth and understanding through critical thinking and sound judgment.

b)     Metaphorical Meaning: Metaphorically, the "clear stream of reason" represents the ideal state of intellectual clarity and enlightenment. It symbolizes a society or a mind where individuals are guided by reason, logic, and rationality in their thoughts and actions. It suggests a state of open-mindedness, free from the constraints of ignorance or blind adherence to tradition.

c)     Extension of Meaning: Beyond its literal and metaphorical interpretations, the "clear stream of reason" embodies the poet's vision of a world where people are encouraged to think independently and critically. It suggests a place where individuals are unburdened by the "dreary desert sand of dead habit," which implies a stagnant and unthinking adherence to tradition and routine. In this ideal world, reason flows freely and unimpeded, nourishing the minds of individuals and fostering progress, innovation, and enlightenment.

c) ‘lost in the dreary desert sand of dead habit’

Ans) In the poem "Where the mind is without fear" by Rabindranath Tagore, the line "lost in the dreary desert sand of dead habit" is a vivid and metaphorical expression that carries multiple layers of meaning. Let's delve into the extension of meaning in this particular phrase:

"Lost in the dreary desert sand of dead habit" suggests several ideas:

a)     Stagnation and Repetition: The phrase "dead habit" implies a state of repetitiveness and stagnation. It refers to habits or practices that have lost their vitality and meaning, becoming lifeless and unproductive. People often cling to such habits out of tradition or inertia, without critically evaluating their relevance or usefulness.

b)     Lack of Innovation: The image of a "dreary desert sand" evokes a barren and lifeless landscape. When applied to habits, it signifies a lack of innovation and the absence of fresh, creative thinking. It suggests that people are trapped in a cycle of doing the same things repeatedly, without exploring new ideas or approaches.

c)     Intellectual Stagnation: In the context of the poem, this phrase implies that the "clear stream of reason" (representing logical thinking and intellectual inquiry) has become obscured and obscured by these lifeless habits. It conveys the idea that people are no longer engaging in critical thinking or questioning the status quo, leading to intellectual stagnation.

d)     The Need for Awakening: The poet is lamenting the fact that in the current state of affairs, the country is not progressing or evolving. The phrase underscores the urgent need for a transformation, for breaking free from these dead habits and embracing a new way of thinking and living.

Q9) Use appropriate suffix to the following words:

i. Sympathy

ii. Justify

iii. Cover

iv. Decorate

v. Explode

Ans) i. Sympathy + ic = Sympathetic

ii. Justify + able = Justifiable

iii. Cover + age = Coverage

iv. Decorate + ion = Decoration

v. Explode + sion = Explosion