CU-BA-Eng-SEM-IV-English-IV

voice seems even naive (or faux-naif, depending on how we want to read it). The narrator reports to us with apparent matter-of-factness a series of events that are not quite as straightforward as they appear. The time frame, for one thing, is oddly jagged. The first two paragraphs take us to the Wagah border itself, where the lunatics are described as having already arrived. Then we drop abruptly into a very long flashback: we return to an earlier time when the inmates in the Lahore asylum first learn of the proposed exchange. We follow their reactions and behavior, until at the very end of the story we once again arrive at the time and place of the first two paragraphs. We don't meet the main character until well into the story, when we've gone through an illustrative sequence of other lunatics. The narrator reports that everyone calls the main character \"Toba Tek Singh\" (though in the whole course of the story we never actually hear anyone doing so); but the narrator himself always refers to him by his full name, Bishan Singh. Does he do this pointedly, as a sign of respect, and to differentiate himself from the others? And when he seeks to interpret Bishan Singh's outbursts, he always qualifies his suggestions with a respectful \"perhaps,\" to show that he is not privy to Bishan Singh's inner life but is only speculating. Whatever the reason, the narrator's carefulness in this respect enables him to set up a wonderfully elegant, haunting, ambiguous conclusion. After Bishan Singh gives a single loud shriek and collapses, the narrator locates him in a no-man's-land between the two new nations' barbed-wire borders. My translation is entirely literal: \"In between, on that piece of ground that had no name, lay Toba Tek Singh.\" We know of course that the person Bishan Singh lay there. But since the narrator never calls this person by that name, he's able to force us to the additional reading that the real location of the village Toba Tek Singh is between the two new states' sharply demarcated borders. But if the village is there, then in what sense exactly, and in whose eyes? Is Bishan Singh sane or mad, conscious, or delirious, alive or dead? With wonderful subtlety and literary restraint, the author allows us-- and thus also forces us-- to invent our own ending. And my translation is literal also as a form of reaction against Khalid Hassan's extremely free one, which is widely available in print; see for example Mottled Dawn: Fifty Sketches and Stories of Partition (New Delhi, Penguin India, 1997, pp. 1-10). Khalid Hassan, who wrote such a fine and sympathetic *memoir* of Manto, apparently felt quite free to \"transcreate\" his literary idol's greatest story. As only one example, though a particularly irritating one, here is the start of section [08]. The original is, like the whole of the story, stark and simple in almost a minimalist way; my translation reflects those qualities, as you can easily check for yourself in the Urdu text: He had one daughter who, growing a finger-width taller every month, in fifteen years had become a young girl. Bishan Singh didn't even recognize her. When she was a child, she wept when she saw her father; when she'd grown up, tears still flowed from her eyes. 101 CU IDOL SELF LEARNING MATERIAL (SLM)

Khalid Hassan, by comparison, takes away some information that the author wanted us to have (the poignant emphasis on the daughter's gradual growing up over the years, and her continuing silent grief), and adds a fair amount of other \"information\" that he himself invents (including a whole final sentence of obtrusive padding): When he was first confined, he had left an infant daughter behind, now a pretty young girl of fifteen. She would come occasionally and sit in front of him with tears rolling down her cheeks. In the strange world that he inhabited, hers was just another pretty face. I'm sure Khalid Hassan did this sort of damage with no evil intentions, but only carelessly, and perhaps seeking somehow to \"help\" or please the English reader. For more discussion of this kind of work, see M. Asaduddin, \"Manto Flattened: An Assessment of Khalid Hasan's Translations,\" in *Annual of Urdu Studies 11*. Squirrel Ambai’s “Squirrel”, the rebellion is more in narration and content than in plot. A writer will have his own vision which may be peculiar and unique. Her perspective changes according to her experiences of the world in which she lives. A writer is apt to be more sensitive to the disturbing day-to-day happenings and changes around him/her and tends to react and respond intensely. The works, more often than not, contain and reflect the experience and vision of their creator. As Joseph Conrad puts it, “in truth every novelist must begin by creating for himself a world great or little in which he can honestly believe. This world cannot be made otherwise than in his own image”. This is exactly what happens in Ambai’s “Squirrel”. The protagonist, in the story, is a feminist sympathizer. The story is based on her one expedition to a library, which is full of feminist writing. And how she feels and perceives it. The terrible condition of the books, and one final declaration at the end, that because of not being able to maintain them, they would be burnt. The books here, as much a character themselves as is the protagonist. There’s a squirrel, which serves as a bridge between the “transcendental and the real”, or rather the “dream and real” for the protagonist. The character of the squirrel is highly suggestive. The squirrel stands for the inner world of the narrator. The transition between dream and reality and vice versa is made through the symbolism of the squirrel. “Squirrel” though is rebellious as a whole. The basic theme is a “sympathizer of the victim”. There is a strong feminist voice in the latter, whereas the former lacks it. The latter consciously reflects the brutal condition of feminine writing while the former, unconsciously rebels against the repression in act. The part, the squirrel plays in “Squirrel” characters are catalytically in nature. But simultaneously, “Squirrel” voices about feminism and male suppression. And here too, the story doesn’t end here. The story begins from and continues to its author, Ambai, the strong feminist voice of dissidence, as Venkat Swaminathan puts in “The Written Wrath of the Dispossessed” (Many Indias, Many Literature) - “A firm assertion 102 CU IDOL SELF LEARNING MATERIAL (SLM)

of the individual dignity of a female does not have to end up in sacrifice of feminine graces. Should it? In Ambai, the artist, it hasn’t”. Ambai’s “Squirrel” is the style of narration which makes the books and authors in the “Squirrel” are the lively, fleshy characters themselves. “Squirrel” is hardly over until one analyses the narrative style. “A story conveys what the author perceives and comprehends of the world around. In other words, a story represents the writer’s vision of life as it faces him. Though the story gets its sustenance from the story it intends to tell, its success depends on how it is narrated and also what else it conveys.The calibre of the story is judged as much bywhat it conveys as by how it is conveyed. And as she continues- “At the same time, it need not be a vehicle to carry on the propaganda or criticism of dogmas and ideologies. It should be a living thing that has, what E.M. Forster calls, “the intense stiflingly human quality”.” Hence in this story, we can see the importance and significance of the narrative style. It’s the narration “Squirrel” that transcendental place between dream and reality, enlivens up each book and author into a character of its own, and also heightens the sensation. 5.6 SUMMARY  “Toba Tek Singh,” which describes the exchange of mental asylum inmates between India and Pakistan in the wake of partition, was perhaps Saadat Hasan Manto’s most well-known short story.  Manto’s work was coloured by his experience of mental illness, including alcohol addiction and possible depressive disorder.  This essay attempts to use “Toba Tek Singh” as a lens through which to shine an integrative light on the role of mental illness in Manto’s work and life, by discussing his personal experiences, themes of mental illness in the story, and the implications of his writing in the historical context of post-partition South Asia.  “Toba Tek Singh,” written in 1954, is perhaps Manto’s most famous short story (Jalal 2013).  Describing the exchange of inmates of a Lahore mental asylum after partition, “Toba Tek Singh” uses the madness of the inmates as a mirror for the madness of the outside world.  As the story progresses, the reader comes to realise that the asylum inmates are in fact much saner than the politicians controlling their destiny.  The main character, Bishan Singh, in his painful struggle for identity, is symbolic of the displacement suffered by millions of partition refugees. 103 CU IDOL SELF LEARNING MATERIAL (SLM)

 Although the story is fictional, an actual exchange of psychiatric patients between mental hospitals in Lahore and Amritsar took place in 1950 (Jain and Sarin 2012).  Despite extensive studies of Manto’s life and work, as well as selected articles on his psychology and mental health, few attempts have been made to integrate both aspects.  “Toba Tek Singh” provides a useful lens through which to look at Manto more broadly and explore the role of mental illness not only in his life and work but also in the Indian subcontinent more generally around the time of partition.  ‘The Squirrel’ is a famous short story by Ambai.It was written in Tamil Language titled ‘Anil’ by Ambai and was translated into English by Vasanth Kannabiran and Chudamani Ragavan in 1992.The author is known for writing about women.This story also brings out the problems faced by women.Through this story she makes us understand how women’s writings were not taken care of in those days.The short story “Squirrel” voices about feminism and male domination.  The story “Squirrel” is based on the narrator’s visit to a library, which is full of feminist writing.  She asked the librarian what was there on the top floor of the library. The librarian said that there was nothing but only dust.  The narrator asked about the books there.  The librarian replied that those were the books written by women.The narrator asked him to allow her to look at those books.  There was a squirrel which has come there to eat the glue found on the covers of the books.  The character of the squirrel in the story stood for the inner world of the narrator.  The transition between dream and reality and vice versa is made through the representation of the squirrel.  The narrator found volumes of Penmadhi Bodhini and Jaganmohini and many other books on the third floor of the library.  The narrator touched the spine of a mended, nineteenth-century book and felt as though a shock rose from the sole of her foot. 5.7 KEYWORDS  Sole- Being the only one.  Transcendental- Presupposed in and necessary to experience; a priori. 104 CU IDOL SELF LEARNING MATERIAL (SLM)

 Clamor- A vehement, continued expression of the general feeling or of public opinion; loud demand or complaint.  Buffer- A person or thing that reduces a shock or that forms a barrier between incompatible or antagonistic people or things.  Asylum- The protection granted by a state to someone who has left their home country as a political refugee.  Feminism- Belief in and advocacy of the political, economic, and social equality of the sexes expressed especially through organized activity on behalf of women's rights and interests  Assertion- Insistent and positive affirming, maintaining, or defending (as of a right or attribute) an assertion of ownership/innocence.  Ambiguous- Open to more than one interpretation; not having one obvious meaning.  Speculating- Form a theory or conjecture about a subject without firm evidence.  Absurdity: The quality or state of being ridiculous or wildly unreasonable.  Complacent: Showing smug or uncritical satisfaction with oneself or one's achievements.  Conspicuous: Obvious to the eye or mind, marked by a noticeable violation of good taste.  Dramatized: The reconstruction of an event, novel, story, etc in a form suitable for dramatic presentation.  Extremism: The holding of extreme political or religious views.  Shrine: A place regarded as holy because of its associations with a divinity or a sacred person or relic, marked by a building or other construction.  Miraculous: Of the nature of a miracle or having the power to work miracles. 5.8 LEARNING ACTIVITY 1. Define the themes used in Toba Tek Singh. ___________________________________________________________________________ ___________________________________________________________________________ 2. Describe the literary elements used in Squirrel. ___________________________________________________________________________ ___________________________________________________________________________ 105 CU IDOL SELF LEARNING MATERIAL (SLM)

5.9 UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. What is the tone of the narration that emerges in the opening paragraphs of “Toba Tek Singh”?What point of view does this narrator have? 2. What is the story of Bishan Singh? 3. What does the narrator speculate that Bishan Singh wanted to say to the man who thought he was God? 4. What does Squirrel symbolize in Ambai short story? 5. What is the moral of the story Squirrel? Long Questions 1. Which part of the border the Toba Tek Singh city belongs to? It seem odd that, 2 or 3 years after Partition, no one seems to know which side of the border this area is on. Discuss and Explain the reason for the same. 2. What is the story squirrel by Ambai based on? 3. How does one of the lunatics define Pakistan? 4. What is the significance of asylum in Toba Tek Singh? 5. How does Manto critique the partition of 1947 in his story Toba Tek Singh '? B. Multiple Choice Questions 1. How did the Partition affect Saadat Hasan Manto, the author of ''Toba Tek Singh''? a. Manto was a Hindu living in Bombay, India, and was not affected by the partition. b. Manto opposed the partition but was forced to flee to Pakistan. c. Manto was a Muslim living in Lahore, Pakistan, and was not affected by the partition. d. Manto worked with the government to establish the boundaries of Pakistan. 2. What is the setting for ''Toba Tek Singh''? a. A farm in Toba Tek Singh, Pakistan b. An insane asylum in Bombay, India c. An insane asylum in Lahore, Pakistan d. A prison in New Delhi, India 106 CU IDOL SELF LEARNING MATERIAL (SLM)

3. What does the term “Islam” mean? a. Submission b. Peace c. Fortitude d. Thankfulness 4. When was C.S Laxmi born? a. 1947 b. 1944 c. 1953 d. 1957 5. What the most of C.S Laxmi’s stories about? a. Relationships b. Marriage c. Women d. Life Answers 1-b, 2-c, 3-a, 4-b, 5-a 5.10 REFERENCES Reference Books  Manto, Saadat Hasan (2017), Toba Tek Singh, New Delhi, Penguin Publications.  Manto, Saadat Hasan (2012), Manto: Selected Short Stories, New Delhi, RHI,  Ambai (2021), A Red-necked Green Bird, New Delhi, Simon & Schuster India.  Ambai (2012), Fish in A Dwindling Lake, New Delhi, Penguin India. Textbooks  Manto, Saadat Hasan (2012), Mottled Dawn, New Delhi, Penguin India.  Ambai (2011), In a Forest, a Deer, London, Oxford University Press.  Manto, Saadat Hasan (2007), Selected Stories, New Delhi, Penguin India.  Manto, Saadat Hasan (2008), Bitter Fruit, New Delhi, Penguin India. 107 CU IDOL SELF LEARNING MATERIAL (SLM)

Websites  https://link.springer.com/article/10.1007/s10912-019-09590-w  http://gnceng.blogspot.com/2018/12/short-story-2-squirrrel-by-ambai-summary.html  https://www.wordswithoutborders.org/article/toba-tek-singh  http://www.sacw.net/partition/tobateksingh.html  http://incien.blogspot.com/2015/01/ambais-squirrel-summary.html 108 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 6: WRITING: REFERENCE TO THE CONTEXT FROM THE TEXT, PRÉCIS WRITING STRUCTURE 6.0 Learning Objective 6.1 Introduction 6.2 What is Precise Writing? 6.3 Rules of Precise Writing 6.4 Features of Precise Writing 6.5 Summary 6.6 Keywords 6.7 Learning Activity 6.8 Unit End Questions 6.9 References 6.0 LEARNING OBJECTIVE After studying this unit, you will be able to:  Comprehend the idea of precise writing.  Illustrate the context in precise writing.  Explain the importance of precise writing.  Describe the rules of precise writing. 6.1 INTRODUCTION Learn with shortening in your words, text of written work useful writing tips, essential thoughts, ideas or fact on how to write a precis writing format withpreciswritingexamples.wordpress.com. It is generally accepted that a precis should be a third of the passage given. If the original passage has 300 words, the precis should not be more than 110 words in length. A precis should be in the language of the precis-writer. The original passage is not to be reduced in length by just removing unimportant or unnecessary sentences and by reproducing the rest as the precis. It should be a brief gist or summary of the passage expressed in the writer’s own words. A precis should be full i.e., it should contain all the essential thoughts, ideas or fact in the original passage. It should not contain repetitions or observations that are not relevant to the main theme of the original.A precis is always written 109 CU IDOL SELF LEARNING MATERIAL (SLM)

in Reported Speech. The passage given may be a speech made by a person in Direct Speech, but the precis is to be in Reported Speech and in the Third Person and in the Past tense. As the name says, Precis writing is written in a precise form. It is the summary or the gist of any writing passage. You are given this writing assignment as a part of your course, by your teacher to analyse your calibre for short and crisp writing. A precis writing is supposed to convey the summary of the passage in concern with the use of minimal words. It should in a whole, communicate all the important points of the passage in a much simpler and easier way. The motive of Precis writing is to introduce the reader with the idea of the passage by disseminating the information in a short form. Generally, students like you confuse Precis writing with paraphrasing, but originally it is different from the latter. In paraphrasing, you are supposed to cover all the points of the document. However, in precis writing, you are just required to include the important points of the passage and then present it in the form of a summary. The rules of Precis writing are generally same for all countries, but in case you find any difference, you can contact Assignment Help India or Assignment Help Australia, depending on your region. Precis writing is based on the facts and figures you have gathered from a certain passage, so it is highly crucial for you to read the passage thoroughly. It is only by reading it with proper concentration, that you can easily make your mind aware of the facts mentioned in the passage. As discussed, the very first step of Precis writing is to form a clear understanding of the passage. It is after forming a clear view of the subject, you actually get to know the idea behind the passage. While reading the content, make sure you highlight the important points of the passage. It will help you in keeping track of the important information that needs to be written in your Precis. Also, you should omit the information, which you feel is not important for your Precis. Further, you need to remember that logical ordering is highly important when it comes to precis writing. Additionally, the right ordering helps in making things much clearer to your audience and they tend to understand your take in a processed way. If you have some names to be mentioned in your Precis, remember, they should be with the designations, as it helps to increase the credibility of the content. In case, the designations are not mentioned in the passage, you can write the first name. Moving on, the word count of the passage should be considered, because one- third of the same has to be written in Precis. Therefore, a prior word count is also beneficial for you. Now, prepare the draft of your Precis by jotting all the important points together. Do remember to maintain the flow of your writing and you should not miss any important information, you have collected while reading the passage. 110 CU IDOL SELF LEARNING MATERIAL (SLM)

Before finally submitting your Precis, make sure you review all the details carefully. Also, you must do a thorough check of your grammatical and structural errors. Furthermore, one thing not to miss is to mention the total count in a bracket after the end point of your Precis. 6.2 WHAT IS PRECIS WRITING? Writing in any form is challenging unless you actually possess the ability to communicate absolutely through the power of your words. In other words, writing is an art, attaining proficiency in which is quite tough. You not only need highly creative skills, but also should concentrate thoroughly to be able to produce a highly effective piece of writing. Also, there are a number of writing types, which have their respective style and structure, with respect to their purpose. As the name says, Precis writing is written in a precise form. It is the summary or the gist of any writing passage. You are given this writing assignment as a part of your course, by your teacher to analyse your calibre for short and crisp writing. A precis writing is supposed to convey the summary of the passage in concern with the use of minimal words. It should in a whole, communicate all the important points of the passage in a much simpler and easier way. The motive of Precis writing is to introduce the reader with the idea of the passage by disseminating the information in a short form. Generally, students like you confuse Precis writing with paraphrasing, but originally it is different from the latter. In paraphrasing, you are supposed to cover all the points of the document. However, in precis writing, you are just required to include the important points of the passage and then present it in the form of a summary. Precis Writing is a summary. It is an exercise of compression. A precis writing is a gist of any passage in as few words as possible. A precis should mention all important details of the original paragraph so that anyone who is reading it is able to understand the idea of the original passage. Taking the above example forward, to describe the essential highlights and events that take place in The Merchant of Venice, you will not add your own thoughts and maintain the tone and expressions of the characters. You will also avoid mentioning events that aren’t essential. This is how precis writing works. You express or rewrite a paragraph or any piece of writing and make it as concise as possible without having to change the crux of the subject matter. In precis writing, you must be carefully objective and maintain the theme of the passage without excluding the important points. Comprehend the passage carefully to conclude about what is important in an article or a story. You might take a while to read it the first time, but as you keep reading it, the later times might just be an easy skim over the pages. Precis writing requires a very strong understanding of the story/ text to convey the same message in a miniature form. 111 CU IDOL SELF LEARNING MATERIAL (SLM)

People often want to go through the highlights of books, movies, meetings, an article, report, news, etc. This is when precis writing works to deliver the main points to the audience without making any modifications in the proportion, tone, or theme of the content. Precis writing plays an essential role in the following areas:  Precis writing can be used to describe a chapter so that students get the gist of the basics.  Precis writing is also used in companies for job descriptions, meeting highlights, etc.  The use of precis writing is also seen in movies to describe the main events or plot of the film.  Precis writing is also used in scientific reports and research to give the gist of its content. Owing to the repeatedly mentioned importance of keeping a precis short, writing a precis requires you to carefully understand the points that will provide the necessary highlights of the content. It might sound easy but comprehending a text and keeping its theme intact requires strong skills and a lot of brainstorming. Here are the steps that can easily help you compose a clear precis. Understand the Text/narrative The main and the most crucial point is to read the text multiple times. It is possible that you might have missed on some point or not have understood it. Reading it persistently can take you through some overlooked points and explain certain points in a better manner. After perusing the text a few times, you will easily connect through the points and also form a mental outline of the content. Highlight and Divide the Text Divide the text into smaller parts and make sure you use a highlighter to highlight the main details for further reference. Create an order of the texts so that you line up each event and do not muddle up the points. Create a Mind Map Before constructing your precis, have a rough outline or a map with all the points you think are necessary. Read it and compare it to the text. You might want to add/omit certain points to make it clearer. Make sure your outline follows the order of the text. Writing your Precis Start constructing your precis and make sure you compress the text by using shorter sentences and cutting out redundancy. Make sure you keep a word count of your precis. It should be 1/4th of the main text. The four main points to remember while constructing your precis are: 3. Add a suitable title for your precis which is in line with the content. 112 CU IDOL SELF LEARNING MATERIAL (SLM)

4. It should be written in the third person. 5. The text should be in indirect form. 6. Use appropriate past tense. Review your Precis Reread your precis multiple times and check for errors or grammatical mistakes. Compare it with the original text and check if both the compositions exhibit the same themes and convey the exact message. In the end, add the number of words used in your precis in a bracket. Qualities of a Good Precis What are the parameters to judge a precis writing? The following are some attributes that describe a good precis. 1. Accurate and Precise 2. Clear and coherent 3. Well connected 4. Original 5. A suitable title 6. Essential rules for a good Precis Writing After understanding how to write a precise, let’s look at a few tips that can help you ace your precis. 1. Keep the text terse and up to the point. 2. Use shorter words. For example, use ‘because’ instead of ‘owing to’, use ‘although’ instead of ‘in spite of the fact that, etc. 3. Make sure your text is lucid to understand. Avoid using jargon and complex sentences. 4. Retain the core of the text. 5. Your text should be a miniature reflection of the original text and should state the correct facts and figures. Points to Avoid for Precis Writing Precis writing can be complicated since you need to cut down all points that aren’t important. While keeping the tips in mind, avoid making the following mistakes while writing a precis.  Do not elaborate a lot on a single point.  Do not use your own interpretation, criticism, or assumption about the text.  Do not copy sentences from the original text or use abbreviations. 113 CU IDOL SELF LEARNING MATERIAL (SLM)

 Do not break the flow of events and keep the text well connected. Example of Precis Writing Here is an example of precis writing with solution: The basic core of evolution – survival, and reproduction- has been proven over and over through our various behavioural patterns. Let’s retrograde and explore what are some exciting concepts that have been performed by humans before us and how did it occur. Almost every organism has the tendency to react to certain stimuli for survival. This reaction to each and every situation has an evolutionary basis of adaptation.The study of human emotions dates back to the 19th century and psychologists have since then discovered many reasons for every emotion, yet these are just theories. The arousal of emotions and their assumed structures is said to occur due to repeated encounters with a situation followed by the adaptation of the encounter. Human emotions have been linked to adaptively regulate emotion-gathering mechanisms. The emotion of fear which is associated with ancient parts of the brain has presumably evolved among our pre-mammal ancestors while the emotion of a mother’s love called the ‘filial emotion’ has seen to evolve among early mammals. Various emotions work as manipulative strategies that favours survival. Feigning emotions by an accused person may help him be saved from the punishment. An exaggerated display of anger is also associated with manipulating or threatening someone. Despite there being several emotions for various events, ironically the most interesting emotion is the emotion of disgust. Disgust is aroused when the body senses a danger to the immunity or the physiology of the human. The disgusted memory is associated with alerting the brain of a potentially dangerous substance. A few studies have shown that the encoding triggered in adaptive memory for problems is stronger than any other behaviour. This makes us instantly have a disgusted expression at the sight of something that makes us uncomfortable or uneasy. These expressions are also closely linked to self-protective communication. Precis Title: Human Evolution and Emotions The emotions that humans express and react to stimuli in the environment have an evolutionary basis. Emotions are assumed to be a result of repeated encounters with a certain event. According to evolution, emotions like fear, love, feigning, anger, and disgust are results of consistent reactions in particular situations. Some expressions are often built up or adapted as a form of self-protection. 6.3 RULES OF PRECIS WRITING 114 CU IDOL SELF LEARNING MATERIAL (SLM)

A Precis writing is certainly one of the most demanding tasks that require a considerable time investment from your side. You need to possess strong comprehension skills as well as the ability to relate and present thighs well, to excel in the activity of Precis writing. Here are some simple rules, following which you can ace in the practise of this writing Understand The Theme of The Passage The first and the most important thing is to thoroughly read and comprehend the purpose of the passage. By understanding the theme, you get to clearly perceive the important points, which further help you in writing crisp and short summary of the passage. No Copying from The Passage In Precis writing, you need to carefully mould the structure of a sentence, by keeping the essence of the points alive. Remember, you cannot copy the same sentences, you must always rewrite them in an efficient way. Carry Clarity and Conciseness One imperative point that you should always keep into consideration is that a Precis writing has to be very clear. Undoubtedly, you have to write short, but the meaning of the passage should not change. Also, it should at no point change the context of the passage. A Reflection of Your Intelligence The Precis write- up should at every point demonstrate the writing skills you possess. From the language of the writing to appropriate usage of words, every single step should exhibit high perfection and excellence. This along with helping you form a positive impression on your teacher, also helps you earn a self-refection. This further allows you to get higher scores in your college assignment. Be Original While writing, you should always ensure that you write every sentence by yourself. No retention of the important phrases or sentences should be done from the original passage, which directs that every sentence should be created in your own words. Use of Indirect Speech A Precis writing is done by analysing the point of view of a third person, so it can not employ the use of direct speech. It has to be effectively done by using the indirect speech and presenting the other person’s view in your summary. Use Facts and Statistics The numbers and the facts help to maintain the credibility of the text. It also helps to increase the quality of your writing and even builds the interest of the reader in your topic of writing. Therefore, you must not miss out the facts and numbers while writing the Precis. An Analysis of the Various Sections 115 CU IDOL SELF LEARNING MATERIAL (SLM)

It is by carefully analysing the various sections of the essay, that you can successfully evaluate the importance of its respective parts. Further, you can efficaciously mention the crucial points of the passage, only if you have read it thoroughly and have identified the areas which carry high proportional value. AnInterpretation of the Original Passage Being a Precis writer, you are ought to conclude the passage with your own understanding of the essay. Many students try to comment on the writer’s perspective, but here you are actually required to conclude the passage, by giving it a meaningful conclusion from your point of view. Size should be one third of the original passage third of the original passage, along with maintaining the individuality of the passage. All these rules can definitely help you in writing a seamless Precis writing for your passage and help you get good marks for your college assignment. Also, you should make it a point that the very significance of the passage should not be lost, while you draft its Precis. In case you are stuck while writing your Precis, then you can always contact our instant assignment help services. We, at Assignment help 4 me, are readily available to help you complete your college assignments. What is Precis Writing Format? Once you are clear with the rules of the precis writing, now is the time for you to understand the format, by following which you can effortlessly complete your assignment. Before that, always remember, Precis writing is based on the facts and figures you have gathered from a certain passage, so it is highly crucial for you to read the passage thoroughly. It is only by reading it with proper concentration, that you can easily make your mind aware of the facts mentioned in the passage. As discussed, the very first step of Precis writing is to form a clear understanding of the passage. It is after forming a clear view of the subject, you actually get to know the idea behind the passage. While reading the content, make sure you highlight the important points of the passage. It will help you in keeping track of the important information that needs to be written in your Precis. Also, you should omit the information, which you feel is not important for your Precis. Further, you need to remember that logical ordering is highly important when it comes to precis writing. Additionally, the right ordering helps in making things much clearer to your audience and they tend to understand your take in a processed way. 116 CU IDOL SELF LEARNING MATERIAL (SLM)

If you have some names to be mentioned in your Precis, remember, they should be with the designations, as it helps to increase the credibility of the content. In case, the designations are not mentioned in the passage, you can write the first name. Moving on, the word count of the passage should be considered, because one- third of the same has to be written in Precis. Therefore, a prior word count is also beneficial for you. Now, prepare the draft of your Precis by jotting all the important points together. Do remember to maintain the flow of your writing and you should not miss any important information, you have collected while reading the passage. Before finally submitting your Precis, make sure you review all the details carefully. Also, you must do a thorough check of your grammatical and structural errors. Furthermore, one thing not to miss is to mention the total count in a bracket after the end point of your Precis. 6.4 FEATURES OF PRECIS WRITING Precis is a French word, and precis meaning in English is a Summary or abstract of a speech or a written article. The importance of precis writing lies in the fact that it is like a miniature portrait of the main passage which retains the mood and tone of the original passage. The Precis meaning is retaining the essential parts of the message in its original form, without your subjective interpretation of the article.Precis must stick to the original author’s voice and opinions. The importance of precis writing can also be seen as it helps in showing how good you are at critical thinking, analysing, and highlighting the crucial points of an essay. By writing precis, you can also learn a lot of new skills in summarizing and the appropriate usage of English phrases and vocabulary. The importance Df precis writing holds for students as well. If you follow the principles of precis writing, you will be able to demonstrate your ability to express your thoughts intelligently to your professors by highlighting crucial points. Characteristics of a Precis  To define a precis in technical terms, it should be one-fourth of the original paragraph in length.  Another word for precis is “synopsis” which categorically means only the critical summary of writing abstracts.  It is marked by clarity, precision, and brevity.  It must be coherent.  It should have a title 117 CU IDOL SELF LEARNING MATERIAL (SLM)

 It is written in the own words of the precis writer and not written by picking words of the original write-up.  It should have a logical order and flow, with well-connected sentences and paragraphs.  The ideas and context of the original extract need to be strictly adhered to.  A precis does not have any detail which is not present in the original write up.  Precis is written in reported speech.  The sentences in precis must use linking devices like therefore, so, because, and, etc.  A precis maintains the order and structure of the original speech or text.  A precis serves as a shorter substitute for the original speech or text. Difference Between Summary and Precis The main difference between precis and summary or a paraphrase is that precis is brief and concise. A summary is a different treatment of the original text, and it is longer and more detailed. TO Write a precis, one has to read the text and extract the main idea from it and then rewrite it in one’s own words. In general, a word count is given for precis where you need to fit in the essential parts of the written abstract. In summary, word limits may or may not be given. A summary’s function is not so much zo interpret the meaning or idea of the original text but to relay information. The true meaning of precis is understood if we also learn and keep in mind what does not come under precis writing or what a god academic precis is not supposed to be. They are given as follows Precis should not convey your own opinions, remarks, Dr criticism. It is not your Own interpretation of the main idea.  You cannot add a question in the precis writing.  It is not just a summary or re-writing ovrhy6t45v643f the original abstract.  It is not about just using some important sentences from the original write-up.  It is not a collection of disconnected facts, thoughts, and statements.  It is not an outline of the passage.  It should not use abbreviations or contractions. Always use full forms.  Precis cannot be shaky since that will reflect on your understanding level of the essence of the text.  Precis does not have unnecessarily long sentences. 118 CU IDOL SELF LEARNING MATERIAL (SLM)

Types of Precis Precis can be of 4 types: 1. Precise of Speech. 2. Precise of Continuous Matter - Precis of continuous matter includes every type of Matter except for correspondence. It includes questions and answers format like reports of evidence, parliamentary reports, etc. It must contain the date and time of the passage. 3. Precise of Correspondence - It can be of two types: Index precis and narrative precise. Index precis is also known as docket precis, abstract, or schedule. It is presented in the form of a table. 4. Telegraphese - The language of this type of precise resembles a telegraph i.e., it is terse. Features of a Good Precis A good Precis: is marked by clarity, brevity and precision. is not just lifting of the sentences from the original. It should be written in the precis writer's own words. is a miniature version of the original passage. must have a logical order and be well-knit and well connected. must have coherence; must use linking devices such as so, therefore, and, because further etc. and must follow the order of ideas of the original. must have a title. is written in reported speech. must not contain any details not found in the original. Do's in a precis: Start your précis by highlighting the main idea of the passage and you should create contextual environment where you can place the necessary points. Once the main idea is established in the précis, you can present the methods, points, facts etc. used by the author of the passage. Compress and clarify a lengthy passage, article, or book, while retaining important concepts, key words, and important data. Remove what is superfluous and retain the core essence of the work. When you have made your second (or final) draft, carefully revise it before writing out the fair copy. Look for many mistakes or slips in grammar or spelling and correct them. Don’t forget to give your precis a title for precis writing examples. Features of a Good Precis A good Precis is marked by clarity, brevity and precision. is not just lifting of the sentences from the original. It should be written in the precis writer's own words. is a miniature version of the original passage. must have a logical order and be well- knit and well connected. must have coherence; must use linking devices such as so, therefore, and, because further etc. and must follow the order of ideas of the original. must have a title. is written in reported speech. must not contain any details not found in the original. Do's in a precis: Start your précis by highlighting the main idea of the passage and you should create contextual environment where you can place the necessary points. Once the main idea is established in the précis, you can present the methods, points, facts etc. used by the author of the passage. Compress and clarify a lengthy passage, article, or book, while retaining 119 CU IDOL SELF LEARNING MATERIAL (SLM)

important concepts, key words, and important data. Remove what is superfluous and retain the core essence of the work. When you have made your second (or final) draft, carefully revise it before writing out the fair copy. Look for many mistakes or slips in grammar or spelling and correct them. Don’t forget to give your precis a title for precis writing examples. Features of a Good Precis: A good Precis is marked by clarity, brevity and precision. is not just lifting of the sentences from the original. It should be written in the precis writer's own words. is a miniature version of the original passage. must have a logical order and be well- knit and well connected. must have coherence; must use linking devices such as so, therefore, and, because further etc. and must follow the order of ideas of the original. must have a title. is written in reported speech. must not contain any details not found in the original. Dos in a precis: Start your précis by highlighting the main idea of the passage and you should create contextual environment where you can place the necessary points. Once the main idea is established in the précis, you can present the methods, points, facts etc. used by the author of the passage. Compress and clarify a lengthy passage, article, or book, while retaining important concepts, key words, and important data. Remove what is superfluous and retain the core essence of the work. Always remember that mentions about history/writing about history should be advisably done in the past tense. State the purpose of the research or piece of writing (why was it important to conduct this research or write on this topic?) Don'ts in a précis: Do not express your own opinion, wish, remark or criticism. Do not insert any question in your précis. Its significance, if essential, may be expressed by a statement. Do not use abbreviations or contractions. 6.5 SUMMARY  Precis Writing is a summary.  It is an exercise of compression.  A precis writing is a gist of any passage in as few words as possible.  A precis should mention all important details of the original paragraph so that anyone who is reading it is able to understand the idea of the original passage.  Taking the above example forward, to describe the essential highlights and events that take place in The Merchant of Venice, you will not add your own thoughts and maintain the tone and expressions of the characters.  You will also avoid mentioning events that aren’t essential. This is how precis writing works.  You express or rewrite a paragraph or any piece of writing and make it as concise as possible without having to change the crux of the subject matter. 120 CU IDOL SELF LEARNING MATERIAL (SLM)

 In precis writing, you must be carefully objective and maintain the theme of the passage without excluding the important points.  Comprehend the passage carefully to conclude about what is important in an article or a story.  You might take a while to read it the first time, but as you keep reading it, the later times might just be an easy skim over the pages.  Precis writing requires a very strong understanding of the story/ text to convey the same message in a miniature form.  People often want to go through the highlights of books, movies, meetings, an article, report, news, etc.  This is when precis writing works to deliver the main points to the audience without making any modifications in the proportion, tone, or theme of the content.  Precis writing plays an essential role in the following areas: i. Precis writing can be used to describe a chapter so that students get the gist of the basics. ii. Precis writing is also used in companies for job descriptions, meeting highlights, etc. iii. The use of precis writing is also seen in movies to describe the main events or plot of the film. iv. Precis writing is also used in scientific reports and research to give the gist of its content. 6.6 KEYWORDS  Modification- The act or process of changing parts of something.  Credibility- The quality of being trusted and believed in.  Designation- The action of choosing a place for a special purpose or giving it a special status.  Gist- The substance or general meaning of a speech or text.  Miniature- A thing that is much smaller than normal, especially a small replica or model.  Skim- Go or move quickly and lightly over or on a surface or through the air.  Crux- The decisive or most important point at issue.  Superfluous- Unnecessary, especially through being more than enough. 121 CU IDOL SELF LEARNING MATERIAL (SLM)

 Contextual- Depending on or relating to the circumstances that form the setting for an event, statement, or idea.  Efficaciously- Capable of having the desired result or effect.  Interpretation- The action of explaining the meaning of something. 6.7 LEARNING ACTIVITY 1. Describe Precise writing in detail. ___________________________________________________________________________ ___________________________________________________________________________ 2. What should be avoided in precis writing? ___________________________________________________________________________ ___________________________________________________________________________ 6.8 UNIT END QUESTIONS A. Descriptive Questions Short Questions 1. What do you mean by precis writing? 2. Does a Precis need a title? 3. How do you write a precis? 4. How long can a Precis Writing be? 5. What are the rules of Precise Writing? Long Questions 1. What is precise writing and its features? 2. What are precise writing’s functions? 3. What is ABC principle of precis writing? 4. Describe the strategies for precis writing. 5. What are the 4 main pillars of precis writing? B. Multiple Choice Questions 1. What is the purpose of writing a precis? a. Summarize a text b. Analyze a text c. Write a text 122 CU IDOL SELF LEARNING MATERIAL (SLM)

d. Identify a text 2. What are the three appeals to use in a precis? a. Humour, Laughter, Sarcasm b. Logic, Emotion, Credential c. Credo, Terminus, Ellegy d. Ethos, Logos, Pathos 3. What the phrase \"in order to\" is used to help in terms of authors position? a. Purpose b. Claim c. Audience d. Support 4. How many sentences should be there in a precis? a. 3 b. 4 c. 5 d. 6 5. What should be in quotation marks when writing a precis? a. Author's name? b. Publishing House c. Year d. Title Answers 1-b, 2-d, 3-a, 4-b, 5-d 6.9 REFERENCES Reference Books  Gupta, S.C. (2016), The Best Approach to Precis Writing, New Delhi, Arihant Publications. 123 CU IDOL SELF LEARNING MATERIAL (SLM)

 Dhillon, S. Rajinder (2019), The Art of Precis Writing, New Delhi, Arya Publishing Company.  Evans, E. Derry (2013), A Handbook of Précis-Writing, London, Cambridge University Press.  Sen Nayar; Anderson, Marilyn (2010), Critical Thinking Academic Writing and Presentation Skills, New Delhi, Pearson India. Textbooks  Partridge, Eric (2015), Precise Writing, New Delhi, Facsimile Publisher.  T.C.; Jackson, Briggs (2018), A Textbook of Precis-Writing, Franklin Classics Publication.  Paul, D.S. (2016), Advanced Writing Skills: Success In 20 Minutes A Day, New Delhi, Goodwill Publishing House.  Pandit, Usha (2014), Writing with Ease – Writing Skills, Creative Writing in English, Mumbai, Mindsprings Publishing LLP. Websites  https://www.mcqsnotes.com/english/precis-writing-rules/  https://byjus.com/govt-exams/precis-writing/  https://leverageedu.com/blog/precis-writing/  http://lcwu.edu.pk/ocd/cfiles/English/Eng-104/PRECIS-WRITING.pdf  https://assignmenthelp4me.com/blog/precis-writing-meaning-and-rules-for-writing- it.html#precis-writing-format 124 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 7: GRAMMAR: NARRATION: DIRECT- INDIRECT, SENTENCE REARRANGEMENT STRUCTURE 7.0 Learning Objective 7.1 Introduction 7.2 Direct Speech 7.3 Indirect Speech 7.4 Sentence Arrangement 7.5 Approaches for Sentence Arrangement 7.6 Summary 7.7 Keywords 7.8 Learning Activity 7.9 Unit End Questions 7.10 References 7.0 LEARNING OBJECTIVE After studying this unit, you will be able to:  Comprehend direct speech.  Illustrate indirect speech.  Explain the sentence arrangement and its uses.  Illustrate the approach for sentence arrangement. 7.1 INTRODUCTION Reported Speech is also known as Direct and Indirect Speech or Narration. In Indirect Speech, we convey the speaker’s message in our own words. Thus, the message can be conveyed in two ways. 1. Direct Speech 2. Indirect Speech Direct speech is known as repeating the exact words spoken and Indirect speech is known as reporting the words. 125 CU IDOL SELF LEARNING MATERIAL (SLM)

But the question occurs how to report or how to use Indirect speech? There are certain rules to make changes in a sentence from Direct to Indirect speech. Direct speech can be used in virtually every tense in English. You can use it to describe something in the present tense – to express something that is happening in the present moment, or make it feel like it is happening right now. For example: “While she’s on the phone, she’s saying to him, “I’m never going to talk to you again.” You can also use direct speech in the past and future tenses. You’ll often come across direct speech in the past tense to describe something that has already happened. Most written forms of English will use direct speech in this way. For example: “He said to her, “I’ll catch the last train home.” Direct speech can be used in the future tense too, to create a feeling of anticipation, or expectation. It can also be used to express something that you plan to say to someone. While you might not come across this in formal or professional forms of written English, you will probably see this commonly in creative forms of writing, such as a story or novel. For example: Before I go away, I’ll tell him, “I’m never coming back.” Direct speech isn’t always a description of what someone may have spoken. You can also quote from other texts in a similar way, by using inverted commas before and after the quote. Here, instead of using the verb “to say”, you might want to use a different verb instead, such as “to write”, “to state” or “to describe”. Indirect speech Indirect speech is used to report what someone may have said, and so it is always used in the past tense. Instead of using inverted commas, we can show that someone’s speech is being described by using the word “that” to introduce the statement first. For example: “She said that she was not hungry.” You can use different verbs to express what is being reported – while “to say” is quite commonly used, you might also want to use “to tell”, to describe something that has been told to you. For example: “He told me that he didn’t have enough money.” 126 CU IDOL SELF LEARNING MATERIAL (SLM)

Sentence Arrangement/ Para-Jumbles is one such topic which is very interesting and carry 1- 2 questions from this topic. In this article, we are going to discuss about the types of questions and their solving techniques. Through this Sentence Arrangement Verbal Ability Quiz students can self-test the basic understanding of the English. To access yourself the applicants, need to practice the Sentence Arrangement Verbal Ability Online Test. To know the unknown Sentence Arrangement Verbal Ability Questions, the aspirants need to check the arranged quiz. And the Sentence Arrangement is the topic which is asked and will ask in all the examinations. Before attending a test or an interview, the contenders need to learn the Sentence Arrangement Verbal Ability Questions. 7.2 DIRECT SPEECH Direct speech can be used in virtually every tense in English. You can use it to describe something in the present tense – to express something that is happening in the present moment, or make it feel like it is happening right now. For example: “While she’s on the phone, she’s saying to him, “I’m never going to talk to you again.” You can also use direct speech in the past and future tenses. You’ll often come across direct speech in the past tense to describe something that has already happened. Most written forms of English will use direct speech in this way. For example: “He said to her, “I’ll catch the last train home.” Direct speech can be used in the future tense too, to create a feeling of anticipation, or expectation. It can also be used to express something that you plan to say to someone. While you might not come across this in formal or professional forms of written English, you will probably see this commonly in creative forms of writing, such as a story or novel. For example: Before I go away, I’ll tell him, “I’m never coming back.” Direct speech isn’t always a description of what someone may have spoken. You can also quote from other texts in a similar way, by using inverted commas before and after the quote. Here, instead of using the verb “to say”, you might want to use a different verb instead, such as “to write”, “to state” or “to describe”. What’s the difference between direct and indirect speech? Both terms describe a way of recounting something that may have been said – but there is a subtle difference between them. 127 CU IDOL SELF LEARNING MATERIAL (SLM)

Direct speech describes when something is being repeated exactly as it was – usually in between a pair of inverted commas. For example: She told me, “I’ll come home by 10pm.” Indirect speech will still share the same information – but instead of expressing someone’s comments or speech by directly repeating them, it involves reporting or describing what was said. An obvious difference is that with indirect speech, you won’t use inverted commas. For example: She said to me that she would come home by 10pm. 7.3 INDIRECT SPEECH Indirect speech is used to report what someone may have said, and so it is always used in the past tense. Instead of using inverted commas, we can show that someone’s speech is being described by using the word “that” to introduce the statement first. For example: “She said that she was not hungry.” You can use different verbs to express what is being reported – while “to say” is quite commonly used, you might also want to use “to tell”, to describe something that has been told to you. For example: “He told me that he didn’t have enough money.” Procedure of changing direct speech into indirect speech 1. Remove comma and inverted commas. 2. Put \"that\" between the reporting and reported speeches. (it is optional to put \"that\" between the reporting and reported speech) 3. Change the 1st letter of reported speech into small letter except for \"I\" 4. Change the pronoun of the direct speech according to the rules described in table 2 5. Change the tense of the direct speech appropriately according to rules described in table 3. 6. Change the words expressing nearness in time or places of the direct speech into its appropriate words expressing distance. Rules for changing Direct into Indirect Speech 1. The past tense is often used when it is uncertain if the statement is true or when we are reporting objectively. 128 CU IDOL SELF LEARNING MATERIAL (SLM)

Indirect Speech Conversion Direct Speech Condition Present Tenses in the Direct Speech are changed If the reporting or principal verb is in the Past into Past Tense. Tense. Do Not Change Tense of reported Speech in If in direct speech you find say/says or will say. Indirect Speech sentence Direct speech the words within the quotation marks talk of a universal truth or habitual action. The reporting verb is in a present tense. When there are two sentences combined with the help of a conjunction and both sentences have got different tenses. then change the tenses of both sentences according to the rule. Words expressing nearness in time or places are generally changed into words expressing distance. Direct Speech Word Indirect Speech Word There Here that day Today that morning this morning the day before Yesterday the next day Tomorrow the following week next week the following month next month Then Now Before Ago So Thus the night before Last Night That This Those These 129 CU IDOL SELF LEARNING MATERIAL (SLM)

Thither Hither Thence Hence Go Come Change in Pronouns The pronouns of the Direct Speech are changed where necessary, according to their relations with the reporter and his hearer, rather than with the original speaker. If we change direct speech into indirect speech, the pronouns will change in the following ways. Rules Direct Speech Indirect Speech The first person of the She says, \"I am in tenth She says, \"I am in tenth reported speech changes class.\" class.\" according to the subject of reporting speech. The second person of He says to them, \"You have He tells them that they have reported speech changes completed your job.\" completed their job. according to the object of reporting speech. The third person of the She says, \"She is in tenth She says that she is in tenth reported speech doesn't class.\" class change. Change in Tenses The past perfect and past perfect continuous tenses do not change. Rules Direct Speech Indirect Speech Simple Present Changes \"I always drink coffee\", she She said that she always To said drank coffee. Simple Past Present Continuous Changes \"I am reading a book\", he He explained that he was To explained. reading a book Past Continuous Present Perfect Changes She said, \"He has finished his She said that he had finished 130 CU IDOL SELF LEARNING MATERIAL (SLM)

To work\" his work. Past Perfect Present Perfect Continuous \"I have been to Spain\", he He told me that he had been Changes told me. to Spain. To Past Perfect Continuous Simple Past Changes \"Bill arrived on Saturday\", he He said that Bill had arrived To said. on Saturday Past Perfect Past Perfect Changes \"I had just turned out the He explained that he had just To light,\" he explained. turned out the light. Past Perfect (No Change in Tense) Past Continuous Changes \"We were living in Paris\", They told me that they had To they told me. been living in Paris. Past Perfect Continuous Present Continuous Changes \"I am reading a book\", he He explained that he was To explained. reading a book Past Continuous Future Changes \"I will be in Geneva on He said that he would be in To Monday\", he said Geneva on Monday. Present Conditional Future Continuous Changes She said, \"I'll be using the car She said that she would be To Conditional Continuous next Friday.\" using the car next Friday. Changes in Modals Rules Direct Speech Indirect Speech CAN changes into COULD He said, \"I can drive a car\". He said that he could drive a car. MAY changes into MIGHT He said, \"I may buy a He said that he might buy a computer\" computer. 131 CU IDOL SELF LEARNING MATERIAL (SLM)

MUST changes into HAD He said, \"I must work hard\" He said that he had to work TO hard. These Modals Do Not Change: Would, could, might, should, ought to. Would They said, \"we would apply They said that they would for a visa\" apply for visa. Could He said, \"I could run faster\" He said that he could run faster. Might John said, \"I might meet John said that he might meet him\". him. Should He said, \"I should avail the He said that he should avail opportunity\" the opportunity. Ought to He said to me, \"you ought to He said to me that I ought to wait for him\" wait for him. Changes for Imperative Sentences Imperative sentences consist any of these four things:  Order  Request  Advice  Suggestion Most commonly used words to join clauses together are ordered, requested, advised and suggested. Forbid(s)/ forbade is used for the negative sentences. Mood of Sentence in Direct Speech Reporting verb in indirect verb Order ordered Request requested / entreated Advice advised / urged Never told, advised or forbade (No need of \"not\" after \"forbade\") 132 CU IDOL SELF LEARNING MATERIAL (SLM)

Direction directed Suggestion suggested to Warning warn (If a person is addressed directly) called Exclamatory Sentence Exclamatory sentences express emotions. Interjections such as Hurrah, wow, alas, oh, ah are used to express emotions. The word \"that\" is used as join clause. Rules for conversion of Exclamatory Direct Speech Sentences into Indirect Speech Sentences 1. Exclamatory sentence changes into assertive sentence. 2. Interjections are removed. 3. Exclamation mark changes into full stop. 4. W.H words like, \"what\" and \"how\" are removed and before the adjective of reported speech we put \"very\". 5. Changes of \"tenses”, \"pronouns\" and \"adjectives\" will be according to the previous rules. Mood of Sentence in Direct Speech Reporting Verb in Indirect Verb Sorrow in reported speech Exclaimed with sorrow/ grief/ exclaimed sorrowfully or cried out Happiness in reported speech Exclaimed with joy/ delight/ exclaimed joyfully Surprise in reported speech Exclaimed with surprise/ wonder/ astonishment\" Appreciation and it is being expressed Applauded strongly 7.4 SENTENCE ARRANGEMENT Through this Sentence Arrangement Verbal Ability Quiz students can self-test the basic understanding of the English. To access yourself the applicants, need to practice the Sentence Arrangement Verbal Ability Online Test. To know the unknown Sentence Arrangement 133 CU IDOL SELF LEARNING MATERIAL (SLM)

Verbal Ability Questions, the aspirants need to check the arranged quiz. And the Sentence Arrangement is the topic which is asked and will ask in all the examinations. Before attending a test or an interview, the contenders need to learn the Sentence Arrangement Verbal Ability Questions. Types of Sentence Rearrangement To solve sentence rearrangement questions efficiently, there are four types of variations that you must know about:  In the basic first type of sentence rearrangement, 4-5 sentences will be provided in jumbled-up form & all the applicants have to rearrange them in the correct sequence.  In the second variation, the first sentence will be fixed & other sentences will have to be arranged in a way that the first sentence doesn’t move & the whole paragraph is relevant.  This is another form of sentence rearrangement in which there is a fixed sentence, and the remaining sentences have to rearrange logically that the constant sentence doesn’t move from its designated place in the paragraph.  The fourth variation is a mixture of the second & third ones. In this variation, the first & last sentences are constant & other sentences have to be rearranged.  Sentence rearrangement is a scoring topic in competitive exams but if not practised well, it can be a bit confusing & time-consuming. Here are some useful sentence rearrangement tricks and toppers that you use to crack this topic!  Read the jumbled sentences with proper focus and at least twice. This will help you to identify the theme of the paragraph and thus it will be easier to arrange the sentences afterwards.  Sometimes the first sentence is constant, this makes it easy to identify the sequence of the lines. In case there are no starting sentences, you have to identify the first sentence. You can also opt for the elimination method by removing the wrong choices and from the remaining sentences choose the correct one.  Always remember most of the sentences will start with a fact, issue, idea, narration, quote.  After fixing your first sentence, move on to the body of the paragraph. It should mainly include more information about the topic, issues, or problems.  To complete the whole paragraph, you will need a conclusion. The last sentences will include feedback, comment, suggestions, etc.  It is always advised to connect one sentence to another, connecting the dots will help you to solve the sentence rearrangement easily. 134 CU IDOL SELF LEARNING MATERIAL (SLM)

As the word suggests, sentence rearrangement refers to re-arranging a bunch of lines, which are presented in a jumbled manner in the question. Candidates need to arrange the sentences in the correct order and then answer the questions related to the same. The theme, topic or the area from which the jumbled sentences may be picked is miscellaneous and candidates need to analyse the statements carefully to answer the question. The questions asked may be of various types:  The correct order of all the statements  The correct order of any one statement  To detect the first statement of the passage  To detect the last statement of the passage, and so on The more a candidate practises, the more efficient he/she shall get in solving the jumbled statements. Types of Sentence Rearrangement Questions There are basically 4 formats in which the parajumble questions can be asked in the various competitive exams: 1. The Basic Format: This is the format where all the statements are given in a jumbled form and candidates need to arrange all the statements logically. 2. Static First Statement: In the second type of format for parajumble, the first statement is given as static and candidates have to arrange the other statements logically, such that the first statement remains constant. 3. Static Last Statement: Just like a static first statement, the last statement given can also be static and candidates need to arrange the other sentences to make the paragraph logical, with the last sentence constant. 4. Static First and Last Statement: The first and last statement can be static, and candidates are required to arrange the leftover sentences between these two statements to make it logically correct. It must also be noted that with the increase in competition, the conducting bodies keep enhancing the level of questions asked. The topics are the same, but the standard of questions tend to change. Thus, it is important that a candidate effectively understands the concept and its basics well to be able to answer it in any format. 7.5 APPROACH FOR SENTENCE ARRANGMENT 135 CU IDOL SELF LEARNING MATERIAL (SLM)

Sentence rearrangement is one of those sections that are difficult and time-consuming question asked in Banking exams and other competitive exams. It consists of a group of jumbled sentences that need to be re-assembled to make sense. It sounds easy but it can get tricky when more than one sentence seems to fit perfectly. That is where we have to use vocabulary and context to decide the closest answer. 1. Check the links: There is always something connecting either in the context or in the flow of the sentence. Usually, it is a particular theme, and you can identify. 2. Related pronouns like who, what, which gives you what goes ahead. You can tell whether this will be followed by a noun or a verb. General knowledge of grammar comes in handy. 3. Vocabulary: Knowing the meaning of the words definitely leads you to the following words. Even if you don’t know the meaning, break the word down and look at the root word of it to get some context. There is always a hint there. Discussed below are a few sample questions and examples of parajumble. Let us start with a basic example to understand what needs to be done. Example 1: Given below are jumbled statements, arrange the following in logical form: 1. Rani fills the form to the dance show 2. A talent hunt show is looking for Classical dancers like Rani 3. Rani is called for auditions 4. Rani is a trained Bharatanatyam dancer 5. Rani gets selected The Correct Arrangement 1. Rani is a trained Bharatanatyam dancer 2. A talent hunt show is looking for Classical dancers like Rani 3. Rani fills the form to the dance show 4. Rani is called for auditions 5. Rani gets selected 7.6 SUMMARY  Reported Speech is also known as Direct and Indirect Speech or Narration. In Indirect Speech, we convey the speaker’s message in our own words. Thus, the message can be conveyed in two ways. i. Direct Speech 136 CU IDOL SELF LEARNING MATERIAL (SLM)

ii. Indirect Speech  Direct speech is known as repeating the exact words spoken and Indirect speech is known as reporting the words.  According to the reporting verb, changes are made in the direct sentence or the sentence in inverted commas.  If the reporting verb is in the past tense, then the direct sentence is changed in its past tense. The tense of direct speech remains unchanged when the reporting verb is in the present or future tense. If the direct sentence contains the universal truth, then it remains unchanged in the Indirect Speech.  The reporting verb said/said to is changed in asked, demanded, ordered, enquired as per the nature of the sentence. While a sentence starts with reporting verb then at the conversion time if /whether is used as the joining clause. In case the sentence starts from “Wh” question word, then no extra conjunction is used.  The first person in reported speech changes according to the subject of reporting speech.  In Reported Speech change of the second person depends on the object of reporting speech.  The third person remains unchanged.  As the word suggests, sentence rearrangement refers to re-arranging a bunch of lines, which are presented in a jumbled manner in the question.  Students need to arrange the sentences in the correct order and then answer the questions related to the same.  The theme, topic or the area from which the jumbled sentences may be picked is miscellaneous and candidates need to analyse the statements carefully to answer the question. 7.7 KEYWORDS  Modification- The act or process of changing parts of something.  Credibility- The quality of being trusted and believed in.  Designation- The action of choosing a place for a special purpose or giving it a special status.  Gist- The substance or general meaning of a speech or text. 137 CU IDOL SELF LEARNING MATERIAL (SLM)

 Miniature- A thing that is much smaller than normal, especially a small replica or model.  Skim- Go or move quickly and lightly over or on a surface or through the air.  Crux- The decisive or most important point at issue.  Superfluous- Unnecessary, especially through being more than enough.  Contextual- Depending on or relating to the circumstances that form the setting for an event, statement, or idea.  Efficaciously- Capable of having the desired result or effect.  Interpretation- The action of explaining the meaning of something. 7.8 LEARNING ACTIVITY 1. Are sentence rearrangement & para jumbling the same things? ___________________________________________________________________________ ___________________________________________________________________________ 2. Describe Direct and Indirect speech in detail. ___________________________________________________________________________ ___________________________________________________________________________ 7.9 UNIT END QUESTIONS A. Descriptive Questions 138 Short Questions 1. Identify whether sentence rearrangement & cloze test the same thing? 2. What are the approaches for sentence arrangement questions? 3. What is indirect speech? 4. What is direct speech? 5. How to convert direct speech to indirect speech? Long Questions 1. What are the types of sentence arrangement? 2. What is the direct speech and describe to change modals? 3. What are the techniques used for sentence completion? 4. Illustrate the types of sentence completion. 5. What is the rule of narration change? CU IDOL SELF LEARNING MATERIAL (SLM)

B. Multiple Choice Questions 1. Which one is the correct indirect speech for the given sentence? a. She said,’ I have baked a cake’ b. She said that she baked a cake c. She said that she had baked a cake. d. She said that I baked a cake. 2. Which one is the correct option for the following sentence: Aviral said, ‘What a beautiful rainbow its is.’? a. Aviral exclaimed wonderfully that the scenery was very beautiful. b. Aviral said with wonder that the scenery was very beautiful. c. Aviral exclaimed with wonder that the scenery is very beautiful. d. Aviral exclaimed with wonder that the scenery was very beautiful. 3. Which one is the correct indirect speech for ‘This world’, she said, ‘is full of sorrow. Wish that I were dead’. is? a. She observed that the world is full of sorrow. She wished to be dead. b. She said that the world was full of sorrow. She wished to be dead. c. She observed that the world was full of sorrow. She wished to be dead. d. She observed that the world was full of sorrow. She wished to die. 4. Which one is the correct option for the sentence: The policeman said, ‘Where are the weapons?’ a. The policeman inquired where was the weapons. b. The policeman enquired where are the weapons. c. The policeman enquired where were the weapons. d. The policeman questioned where were the weapon. 5. Which one is the correct option for the sentence: The man said, ‘Ah! I am ruined.’? a. The man cried that he was in ruined. b. The man exclaimed in grief that he was ruin. c. The man said that Ah, he is ruined. d. The man exclaimed with sorrow that he was ruined. Answers 139 CU IDOL SELF LEARNING MATERIAL (SLM)

1-b, 2-d, 3-a, 4-c, 5-d 7.10 REFERENCES Reference Books  Murphy, Raymond (2009), Grammar in Use, London, Cambridge University Press.  Redman, Stuart (2010), Vocabulary in Use, London, Cambridge University Press.  Singh, Lalit; Anand, P.A (2016), Wiley's Verbal Ability and Reasoning for Competitive Examinations, New Jersey, Wiley Publications.  Bakshi, S.P. (2014), Objective General English, New Delhi, Arhant Publications. Textbooks  Aggarwal, R.S. (2018), A Modern Approach to Verbal & Non-Verbal Reasoning, New Delhi, S. Chand Publications.  Sijwali, B.S; Sijwali, Indu (2014), A New Approach to REASONING Verbal & Non- Verbal, New Delhi, Arihant Publications.  Rao, Prasada (2017), Wren and Martin, New Delhi, S. Chand Publishing. Websites  http://www.allindiaexams.in/english/sentence-arrangement  https://www.toppr.com/guides/english-language/vocabulary/sentence-rearrangement/  https://leverageedu.com/blog/sentence-rearrangement/  https://byjus.com/govt-exams/sentence-rearrangement/ https://scoop.eduncle.com/direct-indirect-speech-rules-example 140 CU IDOL SELF LEARNING MATERIAL (SLM)

UNIT 8: VOCABULARY: HOMONYMS, HOMOPHONES STRUCTURE 8.0 Learning Objective 8.1 Homonyms 8.2 Homophones 8.3 Difference between Homonyms and Homophones 8.4 Summary 8.5 Keywords 8.6 Learning Activity 8.7 Unit End Questions 8.8 References 8.0 LEARNING OBJECTIVE After studying this unit, you will be able to:  Comprehend the homonyms in English language.  Illustrate the use of homonyms in English language.  Illustrate homophones in English language.  Describe the use of homophones in English language with examples. 8.1 HOMONYMS In English, a homonym is a word that sounds the same as another word but differs in meaning. Homonyms can refer to both homophones and homographs. A homophone is a word that is pronounced the same as another word but differs in meaning and is spelled differently. Homographs are words with the same spelling but having more than one meaning. The description of a homonym covers that of both a homograph and a homophone. For example, ‘bear’, ‘tear’ and ‘lead’ are all homographs, but they also satisfy the criteria of a homonym. They simply need to look or sound the same. Likewise, while ‘sell’, ‘cell’, ‘by’, and ‘buy’ are all homophones, they are also homonyms. 141 CU IDOL SELF LEARNING MATERIAL (SLM)

Examples of Homonyms Words that sound the same but have different meaning and are spelled differently (homophones) Weak — Week Sun — Son See — Sea Plane — Plain Meet — Meat Words that sound the same but have different meaning and are spelled the same (homographs) Address – Address Band – Band Bat – Bat Match – Match Mean – Mean Right – Right Ring – Ring Homonyms Examples List of Homonyms with Examples Learn a huge list of homonyms in English with example sentences. Address – Address  I can give you the address of a good attorney.  That letter was addressed to me. Band – Band  The band was playing old Beatles songs.  She always ties her hair back in a band.  Many insects are banded black and yellow. Bat – Bat  I am afraid of bats.  It’s his first time at bat in the major leagues. 142 CU IDOL SELF LEARNING MATERIAL (SLM)

Match – Match 143  If you suspect a gas leak do not strike a match or use electricity.  Her fingerprints match those found at the scene of the crime. Mean – Mean  What does this sentence mean?  He needed to find a mean between frankness and rudeness. Right – Right  I’m sure I’m right.  Take a right turn at the intersection. Ring – Ring  What a beautiful ring!  The children sat on the floor in a ring. Rock – Rock  Komuro formed a rock band with some friends while in college.  To build the tunnel, they had to cut through 500 feet of solid rock. Rose – Rose  She has a rose garden.  Sales rose by 20% over the Christmas period. Spring – Spring  I’m sorry to spring it on you, but I’ve been offered another job.  He was born in the spring of 1944. Stalk – Stalk  He ate the apple, stalk and all.  Snatching up my bag, I stalk out of the room. Well – Well  The conference was very well organized.  The dog fell down a well. Clip – Clip  They are clips from the new James Bond film. CU IDOL SELF LEARNING MATERIAL (SLM)

 The wire is held on with a metal clip. 144 Date – Date  The date on the letter was 30th August 1962.  She and Ron go to the park to date. Drop – Drop  The apples are beginning to drop from the trees.  A single drop of blood splashed onto the floor. Fly – Fly  A fly was buzzing against the window.  Let’s fly a kite. Letter – Letter  There’s a letter for you.  “B” is the second letter of the alphabet. Palm – Palm  He held the bird gently in the palm of his hand.  The coconut palm is a native of Malaysia. Park – Park  We went for a walk in the park.  The tennis court is sometimes used as a car park. Point – Point  He’s just saying that to prove a point.  Everything seemed to point in one direction. Ruler – Ruler  I have a 12-inch ruler.  King Priam was a firm, but just ruler. Saw – Saw  Saw is a tool that has a long blade with sharp points along one of its edges.  Last night, I saw a lovely girl. Scale – Scale CU IDOL SELF LEARNING MATERIAL (SLM)

 They entertain on a large scale. 145  He somehow managed to scale the sheer outside wall of the tower. Ship – Ship  There are two restaurants on board ship.  A new engine was shipped over from the US. Sink – Sink The ships sink to the bottom of the sea. I felt chained to the kitchen sink. Tie – Tie  He had to tie her hands together.  I wear a shirt and tie at work. Trip – Trip  We went on a trip to the mountains.  Someone will trip over that cable. Wave – Wave  Huge waves were breaking on the shore.  The people on the bus waved and we waved back. Cool – Cool  She swam out into the cool water.  When tempers had cooled, he apologized. Duck – Duck  Every afternoon they went to the park to feed the duck.  He had to duck as he came through the door. Fall – Fall  September had come and the leaves were starting to fall.  The area is beautiful in the fall. File – File  Every file on the same disk must have a different name.  We began to file out into the car park. CU IDOL SELF LEARNING MATERIAL (SLM)

Foot – Foot  My foot hurts.  Once again it will be the taxpayer who has to foot the bill. Left – Left  Look left and right before you cross the road.  The plane left for Dallas last night. Nail – Nail  The key was hanging on a nail by the door.  I’ve broken my nail. Watch – Watch  I like watching TV every night.  I glanced at my watch. Can – Can  Gabriella can speak French fluently.  We drank a can of Coke each. Making Sense of Homonyms with Context Clues While homophones are likely to get you in trouble when it comes to spelling — as anyone who's ever mixed up \"accept\" and \"except\" can attest — homonyms are more of an issue when you're quickly skimming something. For example, if you aren't paying attention to context clues, reading a story about a king who wants air can be confusing for a moment. Is he in danger of suffocating, or is he asking a minstrel to sing a song? Fortunately, context clues clear up any confusion for most readers within moments, and comprehension is not an issue. Homonyms can be more confusing for young readers or people learning English as a second language, usually because they aren't yet familiar with alternate definitions of a word, but our list of common homonyms will help you learn the differences. Overcome the Trouble with Homonyms The bottom line about homonyms? If you ever come across a word that just doesn't seem to make sense in its context, check for alternate definitions. You just may have a homonym on your hands. You'll feel much more confident in your language arts skills when you learn the secondary meaning of one of these tricky quirks of the English language. Next, turn your attention to another challenging aspect of the language by getting familiar with some of the most often mispronounced English words. 146 CU IDOL SELF LEARNING MATERIAL (SLM)

8.2 HOMOPHONES Homophones are words that sound the same but have different meanings, whether they’re spelled the same or not. There, their, and there are homophones. But so are bark (the sound a dog makes) and bark (the covering of a tree). These two senses of bark can also be considered homographs. You can learn more about the difference in the next section. As long as two (or more) words have the same pronunciation and different meanings, they are homophones. There are thousands of homophones in English, including many commonly used words, and their identical pronunciations make it so they’re often confusing, even for native speakers. Autocorrect may not recognize incorrectly used homophones when they’re technically spelled correctly, so you just have to be aware of them as best you can. Homonyms can refer to homophones (words that are pronounced the same as other words but differ in meaning and are spelled differently). Fort – Fought  Just the three of you going to be holding the fort tonight.  He fought many battles with the early Labor party in Lancaster and discrimination against socialist employees was alleged. Foul – Fowl  He woke up with a foul taste in his mouth.  Fish, fowl and meat, most with a decidedly Southwestern treatment, are represented on the menu. Groan – Grown  Richard’s jokes make you groan rather than laugh.  He had been a grown man with a small but independent income when he had taken Minnie instead of her to wife. Holy – Wholly  The priest puts some holy water on the child’s head.  The report claimed that the disaster was wholly unavoidable. Hour – Our  The interview lasted half an hour.  We showed them some of our photos. 147 CU IDOL SELF LEARNING MATERIAL (SLM)

I – Eye 148  I moved to this city six years ago.  Ow! I’ve got something in my eye! Know – No  I know people’s handwriting changes as they get older.  “It was Tony.”  “‘No, you’re wrong. It was Ted.” Links – Lynx  A love of nature links the two poets.  They may be eagle-eyed or watch like a lynx. Mail – Male  He found a mountain of mail waiting for him.  Many women earn less than their male colleagues. Meet – Meat  Maybe we’ll meet again some time.  I gave up eating meat a few months ago. Peace – Piece  I wish she would just leave me in peace.  He broke off a piece of bread and gave it her. Right – Write  Keep on the right side of the road.  She had to write a report on the project. Scene – Seen  The police soon arrived at the scene of the crime.  He crouched down so he couldn’t be seen. Than – Then  Natalie was prettier than her sister.  I wish I had known then what I know now. Weak – Week CU IDOL SELF LEARNING MATERIAL (SLM)

 She is still weak after her illness. 149  He comes to see us once a week. Homophones List | Homonyms List List of homonyms in English. Ad – Add Ail – Ale Air – Heir All – Awl Allowed – Aloud Alms – Arms Altar – Alter Ant – Aunt Arc – Ark Ate – Eight Auger – Augur Aural – Oral Baize – Bays Bald – Bawled Ball – Bawl Band – Banned Bard – Barred Bare – Bear Baron – Barren Be – Bee Beach – Beech Bean – Been Beer – Bier Berry – Bury Berth – Birth Billed – Build CU IDOL SELF LEARNING MATERIAL (SLM)

Blue – Blew 150 Bored – Board Braid – Brayed Break – Brake Brews – Bruise Bridal – Bridle Broach – Brooch Buy – By/ Bye Capital – Capitol Cellar – Seller Census – Sense Cereal – Serial Chili – Chilly Choral – Coral Cite – Sight / Site Coarse – Course Complement – Compliment Coun – Counsel Deer – Dear Die – Dye Discreet – Discrete Doe – Dough Done – Dun Draft – Draught Dual – Duel Earn – Urn Ewe – You Farther – Father Faze – Phase File – Phial CU IDOL SELF LEARNING MATERIAL (SLM)