RAHBER SCHOOL OF LAW,

Pattoki
0302-2952222
English Instructor:
Miss Rabia Sultana
(M.Phil. English Literature, UOL, Lahore)
CamScanner
 English Total Marks 100
Passing Marks 45
 80 Marks Grammatical & Technical writing Portion
 20 Marks for Short Stories

80 Marks Part

1. Articles in Fill in the Blanks form & No Choice (10 Marks)

2. Parts of Speech (10 Marks)
3. Active & Passive Voice (10 Marks)
4. Narration Direct & Indirect (10 Marks)
5. Letter Writing (10 Marks)
6. Essay Writing 1 out of 2 (15 Marks)
7. Comprehension Paragraph (15 Marks)
20 Marks Part

1. 4 Questions from 5 Short Stories (Each Question Carries 5 Marks, Total Marks 20)
1|Page

University Law College,

University of the Punjab, Lahore.

Model Paper LLB Part I (5 Year) – Annual Examination 2023

Subject: English-I (New Syllabus)

Q1- Give short answers to the following questions. ALL FOUR QUESTIONS ARE
COMPULSORY TO ATTEMPT. (4x5=20)

i- Write a short note on the character of the prince in the story “The Happy Prince”.
ii- How has the writer described the Usher household?
iii- Is the story “Hollow of Three Hills” a horror story? Be brief in your response.
iv- What does the story “The Yellow Wallpaper” say about womanhood?

Q2- Fill in the blank with appropriate article. Rewrite the sentence if no article is needed.
(10)
i- _____ horse knows when it is going to race.
ii- It does not have _____ saddle on its back.
iii- _____ horse is nervous.
iv- During _____ race, my horse defeated all.
v- One of _____ university clubs is more effective than others.
vi- We had ____ good time today.
vii- We went to _____ movies and had a great day.
viii- ______ pope visited the effected area.
ix- I was at college today for _____ final exam.
x- ____ cup of tea and nice company can fix anything.
Q3- Identify the underlined part of speech. (10)
i- Dracula bites his victims on their necks.
ii- The flock of geese spends most of its time in the pasture.
iii- Diabetics give themselves insulin shots several times a day.
iv- Which plants should be watered twice a week?
v- The judge finally agreed to grant us our request.
vi- The dog is hiding under the porch.
vii- Bring either a salad or a pastry.
viii- Ouch, that hurt !
ix- Unfortunately, the bank closed at three today.
x- Who committed treason last year?
2|Page

Q4- Change the narration of ANY FIVE of the following sentences.

(5x2=10)

i- Sadaf said, “My pet is not well.”

ii- Ayesha told her to not go that far.
iii- My mother advised that I should not buy those headphones.
iv- Ali said, “Amin will have to make in time to avoid the traffic.”
v- The boy said, “Let me come in.”
vi- The doctor asked the nurse to arrange for the phone call.
vii- Bucky asked Steve if he heard him.
viii- I told my mother that I wasn’t well.

Q5- Change the voice of ANY FIVE of the following sentences. (5x2=10)
i- Didn’t she tell you the truth?
ii- Everyone will blame us.
iii- Who taught you French?
iv- An earthquake destroyed the town.
v- A test paper will be written by them tomorrow.
vi- A speech is to be made by him.
vii- Food is being cooked by mother.
viii- Cars are made in Germany.
Q6- Write an essay on ANY ONE of the topics. (15)

Word limit : 200 – 250 words.

i- A dangerous experience
OR
ii- Is technology a threat to our society?

Q7- Write a letter to a news editor and let him know about the unhygienic restaurant you
went to the other night. Ask him/her to take your word to the authorities so that this matter
can be immediately addressed.
(10)

Q8- Read the passage carefully and answer the questions at the end. (3x5 = 15)
(Use your own words to answer the questions.)

The walking city was mankind’s answer to these transport problems. People collocated to be
together for activities they considered important and for which transportation was too slow and
too cumbersome. In turn, they planned and arranged their cities around the general principle of
avoiding cumbersome general transportation, both in terms of the necessary number of trips and
the length of these trips. Such marks of the modern city as one-way streets, limited-access roads,
or land-consuming road interchanges would have been an anathema to the city planners of the
3|Page

pre-motorized era. Consciously or unconsciously, the planners and builders of the walking cities
searched for circulation patterns that assured access for the most essential functions by travelling
the least distance. At first glance, a medieval town with its crooked streets may seem an
inefficient design. However, if we look more carefully, the crooked street patterns suggest a
circle with radial spokes and circumferential routes. When the town is on or against a hill, the
crookedness may result from squeezing as many dwellings into the hillside as possible with the
least cutting and filling. To cut and fill, the joy of modern architects and contractors, requires
extensive transportation. The earth must be moved hither and yon. This is a backbreaking task if
the tools are limited to pick, shovel, wheelbarrow and animal-drawn carts.
i- State in your own words the planners of the walking city had in mind when they tried
to avoid the cumbersome internal transportation.
ii- Explain in your own words the meaning of ‘cutting’ and ‘filling’ as used in the
passage.
iii- Why were cutting and filling avoided by the builders of the walking city?
iv- Why, do you think, does the writer describe the city as ‘the walking city’?
v- Give in your own words and as briefly as you can the meaning of ‘anathema’, ‘the
pre-modernized era’ and ‘circumferential routes’.
 LL.B Part-I (05 Years) Program – Annual System
_________________________________________________________
Paper-1 English-I 100 Marks
Course Contents:

Content Detail Resource

1- Stories of - The Hollow of Three Hills Cambridge University Press

Ourselves by Nathaniel Hawthorne
- The Fall of the House of
Usher by Edgar Allan Poe
- The Signalman by Charles
Dickens
- The Happy Prince by Oscar
Wilde
- The Yellow Wallpaper by
Charlotte Perkins Gilman

2- Essay Writing - Narrative essay 1- https://academichelp.net/

- Descriptive essay 2- https://owl.purdue.edu/
- Argumentative essay (Section: Online Writing Lab)
- Expository essay

3- Grammar - Parts of Speech 1- Practical English Grammar

- Use of Article by A.J. Thompson and A.V.
- Direct and Indirect Martinet. OUP, 1997.
Narration 2- English for Undergraduates
- Active Passive Voice by D. H. Howe, T. A.
- Types and Kinds of Kirkpatrick and D. L.
Sentences. Kirkpatrick. OUP, 2005.
3- Oxford Practice Grammar
by John Eastwood. OUP,
2005.
4- https://owl.purdue.edu/
(Section: Online Writing Lab.
Subsection: General Writing.)
4- Technical Writing - Informal letter 1- General Certificate English
- Formal letter by Alan Etherton. Fourth
- Business letter edition.
- CV Writing
5- Comprehension - Unseen Comprehension 1- General Certificate English by
practice. Alan Etherton. Fourth edition.
2- Online resources and above
mentioned books by OUP.

1
Instructor : Miss Rabia Sultana. RAHBER SCHOOL OF LAW. English 1
Notes: Articles Dated: 16-04-22

Articles
‫ کہتے ہیں‬Article ‫ کو‬the ‫ اور‬a, an
● Definite Article : The
● Indefinite Article : a, an

an ‫ دیتا ہو تو اس سے پہلے‬vowel sound ‫جب کوئی لفظ واحد کے ساتھ کسی ایسے لفظسے شروع ہو جس کا پہال حرف‬
.a ‫ ورنہ‬،‫لگاتے ہیں‬
For Example :
1. This is an apple.
2. An honest girl
3. A University student
4. A one day game
5. A European
6. An fsc student
7. He gave me a book.
8. This is a chair.

The Rules

: ً‫ مثال‬.‫ ایک ہی ناؤن کے معنی دیں تو آرٹیکل صرف پہلے کے ساتھ لگائیں‬adjective ‫اگر دو مترادف الفاظ یا‬

Incorrect : Keep the fruit in a cool and a dry place.

Correct : Keep the fruit in a cool and dry place.
or )‫ ( دی ارجنٹ‬the urgent ً‫ کریں مثال‬pronounce /‫ دی‬/ ‫ سے پہلے‬vowel :‫نوٹ‬
‫ سے پہلے دا‬Consonant

.‫) لگتا ہے‬the(‫اگر کسی شخص کا ذکر آجائے یا عام چیز یا شخص کو مخصوص کیا جائے تو آرٹیکل‬

Incorrect : This is a man who stole my money.

Correct : This is the man who stole my money.
‫ ایسے‬an, a
‫ سے پہلے استعمال ہوتے ہیں جو‬Singular Nouns
ً‫ مثال‬.‫ ہوں اور جن کا زکر پہلی دفعہ کیا جا رہو‬Countable
1. We need a new car.
2. She bought an inkpot.

: ً‫ مثال‬.‫) استعمال ہوتے ہیں‬a, an( ‫کسی مقدار کو ظاہر کرنے کے لیے‬
1. I need a lot of money.
2. We went there a couple of months ago.
3. The govt. wasted a great deal of money on this mega project.

: ً‫ مثال‬.‫ میں‬Exclamatory Sentences ‫اظہار کرتے ہیں‬

ِ ‫جب کسی ایک چیز کے بارے میں ہم اپنے جذبات کا‬
Instructor : Miss Rabia Sultana. RAHBER SCHOOL OF LAW. English 1
Notes: Articles Dated: 16-04-22

1. What a beautiful scene!

2. What an idea!
3. What an astonishing girl.

: ً‫ مثال‬.‫ استعمال ہوتے ہیں جن سے ہم واقف نہ ہوں‬a, an ‫اجنبی لوگوں کے نام سے پہلے‬
1. I meet Mr. Saqib on the road.

: ً‫ مثال‬.‫ آئے گا‬noun ‫ کے بعد‬half ‫ سے پہلے اگر‬half ‫ استعمال کرتے ہیں‬a ‫ہم‬
1. The principal ordered a half-holiday today.
2. All got a half share from his father's property.

: ً‫ مثال‬.‫ استعمال کیا جاتا ہے‬a ‫ کرنے کے لیے اس سے پہلے‬generalize ‫ کو‬proper noun ‫خاص‬
1. Ali is a Newton of our class.
2. He is a Rustom of Pakistan.

.‫ کی آواز پیدا کرتے ہیں‬Consonants ‫ آتا ہے جو‬a ‫ایسے الفاظ سے پہلے‬

1. He is a boy.
2. We got a generator yesterday.

: ً‫ مثال‬.‫ کی آواز دے‬u ‫ بولنے میں‬u ‫ لگاتے ہیں جن میں‬a ‫ایسے الفاظ سے پہلے‬
1. There is a university in our city.
2. He lives in a European country.

: ً‫ مثال‬.‫ آتا ہے‬A ‫ کی آواز دے تو اس سے پہلے‬wa ‫ وا‬،O ‫ میں‬word ‫جب کسی‬

1. He is a one-eyed man.
2. Here is a one-rupee note.

: ً‫ مثال‬.‫ لگاتے ہیں‬An ‫ سے شروع ہوں تو ان سے پہلے‬vowel ‫ایسے الفاظ جو‬

1. I bought an umbrella.
2. We saw an elephant in the zoo.
3. An owl was sitting on the wall.

.‫ لگاتے ہیں‬An ‫ ان سے پہلے‬،‫ کی آواز دیتے ہوں یا دوسرے لفظوں میں الف کی آوازسے شروع ہوں‬Vowels ‫ایسے الفاظ جو‬
: ً‫مثال‬
1. He is an M. A in English.
2. He serves as an S.D.O in Wapda.

: ً‫ مثال‬.‫ لگاتے ہیں‬An ‫ ہو تو ان سے پہلے‬silent ‫ اس لفظ میں‬,h ‫ لیکن‬،‫ سے ہوں‬H ‫ایسے الفاظ جو شروع تو‬
1. He was killed an hour ago.
2. Mr. Ali is an honorable person.
‫‪Instructor : Miss Rabia Sultana.‬‬ ‫‪RAHBER SCHOOL OF LAW.‬‬ ‫‪English 1‬‬
‫‪Notes: Articles‬‬ ‫‪Dated: 16-04-22‬‬

‫کا استعمال ‪The‬‬

‫جانور کے نام سے پہلے جب وہ اپنی کالس کی‪ .‬نمائندگی کرے ‪The horse :‬‬ ‫●‬
‫جب ‪ adjective‬بطور ناؤن جمع کے معانی دے‪The poor .‬‬ ‫●‬
‫دریاؤں اور سمندروں کے نام سے پہلے ‪The Ravi, The Arabian Sea :‬‬ ‫●‬

‫جزائر کے نام اور سلسلہ ہائے پہاڑوں سے پہلے ‪The West indies, The Himalayas :‬‬ ‫●‬
‫الہامی کتابوں کے نام سے پہلے ‪The Holy Quran, The Bible :‬‬ ‫●‬
‫اخبارات اور میگزین کے ناموں سے پہلے ‪ DAWN‬کے سوائے ‪The News, The Guardian, The Mag :‬‬ ‫●‬
‫اور ‪ Adjectives‬کی تیسری ڈگری سے پہلے‪The worst, The Easiest :‬‬ ‫●‬
‫آالت موسیقی سے پہلے ‪The drum, The flute:‬‬ ‫●‬
‫ممالک کے مختصر شدہ ناموں سے پہلے ‪The U. S. A‬‬ ‫●‬
‫بحری جہاز‪ ،‬ہوائی جہاز اور گاڑیوں کے نام سے پہلے ‪The PIA, The Titanic‬‬ ‫●‬
‫دنیا میں اپنی نوعیت کے یکتا حیثیت والے اجسام ‪The Moon, The sky, The Earth‬‬ ‫●‬
‫تاریخی عمارات‪ ،‬تاریخی واقعات ‪The Faisal Mosque, The First World War‬‬ ‫●‬
‫سمتوں کے نام سے پہلے ‪The East‬‬ ‫●‬
‫مذہبی فرقے اور قوموں کے نام سے پہلے ‪The Muslims, The Protestants‬‬ ‫●‬
‫خاندان کیلئے ‪The Bitterings, The Rajputs‬‬ ‫●‬

‫مندرجہ ذیل کے لیے ‪ The‬کا استعمال نہیں ہو گا‪ .‬مثالً ‪:‬‬

‫‪ .1‬موسموں کے ناموں سے ‪Autumn‬‬
‫‪ .2‬دنوں اور مہینوں کے ناموں سے ‪Thursday‬‬
‫‪ .3‬مخصوص نام ‪Hell‬‬
‫‪ .4‬پراپر‪ ،‬میٹیریل اور ‪ Abstract Noun‬سے پہلے(‪)syed wala, nankana sahib, ali, honesty‬‬
‫‪ .5‬زبانوں کے نام ‪Punjabi, sindhi‬‬
‫‪ .6‬بیماریوں کے نام ‪cholera‬‬
‫‪ .7‬کھانوں کے نام ‪lunch‬‬
‫‪ .8‬جسم کے اعضاء ‪chin, head‬‬
‫‪ .9‬کامن ‪ noun‬جو کسی عہدے کو ظاہر کرے ‪Queen, Major‬‬
‫‪ .10‬ایک جزیرے اور ایک پہاڑ ‪ceylon, Everest‬‬
‫‪ .11‬خطابات یا القابات ‪Allama Iqbal‬‬
‫‪ .12‬جب ‪ Common noun‬جوڑے کی شکل میں ہو(‪)Both husband and wife‬‬
‫‪ .13‬ممالک ‪،‬شہروں اور اشخاص کے نام (‪)Multan, Pakistan, Umar‬‬
‫‪ .14‬ائیر پورٹ‪ ،‬ریلوے اسٹیشن( ‪)Karachi Airport, Cantt Station‬‬
‫‪ .15‬رنگوں کے نام ‪white, blue‬‬
‫‪ .16‬رومن اعداد کے ساتھ ‪Alamgir II‬‬
Instructor: Miss Rabia Sultana Rahber School Of Law, Pattoki
Parts of Speech 10 Marks Question

What Is a Part of Speech?

Parts of speech are among the first grammar topics we learn when we are in school or when
we start our English language learning process. Parts of speech can be defined as words that
perform different roles in a sentence. Some parts of speech can perform the functions of other
parts of speech too.

Parts of Speech Definition

 The Oxford Learner’s Dictionary defines parts of speech as “one of the classes into which words
are divided according to their grammar, such as noun, verb, adjective, etc.”
 The Cambridge Dictionary also gives a similar definition – “One of the grammatical groups into
which words are divided, such as noun, verb, and adjective”.

Different Parts of Speech with Examples

Parts of speech include nouns, pronouns, verbs, adverbs, adjectives, prepositions,
conjunctions and interjections.

8 Parts of Speech Definitions and Examples:

1. Nouns are words that are used to name people, places, animals, ideas and things. Nouns
can be classified into two main categories: Common nouns and Proper nouns. Common
nouns are generic like ball, car, stick, etc., and proper nouns are more specific like Charles,
The White House, The Sun, etc.

Examples of nouns used in sentences:

 She bought a pair of shoes. (thing)

 I have a pet. (animal)
 Is this your book? (object)
 Many people have a fear of darkness. (ideas/abstract nouns)
 He is my brother. (person)
 This is my school. (place)

Also, explore Singular Nouns and Plural Nouns.

2. Pronouns are words that are used to substitute a noun in a sentence. There are different
types of pronouns. Some of them are reflexive pronouns, possessive pronouns, relative
pronouns and indefinite pronouns. I, he, she, it, them, his, yours, anyone, nobody, who, etc.,
are some of the pronouns.
Instructor: Miss Rabia Sultana Rahber School Of Law, Pattoki
Parts of Speech 10 Marks Question

Examples of pronouns used in sentences:

 I reached home at six in the evening. (1st person singular pronoun)

 Did someone see a red bag on the counter? (Indefinite pronoun)
 Is this the boy who won the first prize? (Relative pronoun)
 That is my mom. (Possessive pronoun)
 I hurt myself yesterday when we were playing cricket. (Reflexive pronoun)

3. Verbs are words that denote an action that is being performed by the noun or the subject in
a sentence. They are also called action words. Some examples of verbs are read, sit, run, pick,
garnish, come, pitch, etc.

Examples of verbs used in sentences:

 She plays cricket every day.

 Darshana and Arul are going to the movies.
 My friends visited me last week.
 Did you have your breakfast?
 My name is Meenakshi Kishore.

4. Adverbs are words that are used to provide more information about verbs, adjectives and
other adverbs used in a sentence. There are five main types of adverbs namely, adverbs of
manner, adverbs of degree, adverbs of frequency, adverbs of time and adverbs of place.
Some examples of adverbs are today, quickly, randomly, early, 10 a.m. etc.

Examples of adverbs used in sentences:

 Did you come here to buy an umbrella? (Adverb of place)

 I did not go to school yesterday as I was sick. (Adverb of time)
 Savio reads the newspaper everyday. (Adverb of frequency)
 Can you please come quickly? (Adverb of manner)
 Tony was so sleepy that he could hardly keep his eyes open during the meeting.
(Adverb of degree)

5. Adjectives are words that are used to describe or provide more information about the noun
or the subject in a sentence. Some examples of adjectives include good, ugly, quick,
beautiful, late, etc.

Examples of adjectives used in sentences:

 The place we visited yesterday was serene.

 Did you see how big that dog was?
 The weather is pleasant today.
Instructor: Miss Rabia Sultana Rahber School Of Law, Pattoki
Parts of Speech 10 Marks Question

 The red dress you wore on your birthday was lovely.

 My brother had only one chapati for breakfast.

6. Prepositions are words that are used to link one part of the sentence to another.
Prepositions show the position of the object or subject in a sentence. Some examples of
prepositions are in, out, besides, in front of, below, opposite, etc.

Examples of prepositions used in sentences:

 The teacher asked the students to draw lines on the paper so that they could
write in straight lines.
 The child hid his birthday presents under his bed.
 Mom asked me to go to the store near my school.
 The thieves jumped over the wall and escaped before we could reach home.

7. Conjunctions are a part of speech that is used to connect two different parts of a
sentence, phrases and clauses. Some examples of conjunctions are and, or, for, yet, although,
because, not only, etc.

Examples of conjunctions used in sentences:

 Meera and Jasmine had come to my birthday party.

 Jane did not go to work as she was sick.
 Unless you work hard, you cannot score good marks.
 I have not finished my project, yet I went out with my friends.

8. Interjections are words that are used to convey strong emotions or feelings. Some
examples of interjections are oh, wow, alas, yippee, etc. It is always followed by an
exclamation mark.

Examples of interjections used in sentences:

 Wow! What a wonderful work of art.

 Alas! That is really sad.
 Yippee! We won the match.

Sentence Examples for the 8 Parts of Speech

1. Noun – Tom lives in New York.

2. Pronoun – Did she find the book she was looking for?
3. Verb – I reached home.
4. Adverb – The tea is too hot.
5. Adjective – The movie was amazing.
Instructor: Miss Rabia Sultana Rahber School Of Law, Pattoki
Parts of Speech 10 Marks Question

6. Preposition – The candle was kept under the table.

7. Conjunction – I was at home all day, but I am feeling very tired.
8. Interjection – Oh! I forgot to turn off the stove.

A Small Exercise to Check Your Understanding of Parts

of Speech
Let us find out if you have understood the different parts of speech and their functions. Try
identifying which part of speech the highlighted words belong to.

1. My brother came home late.

2. I am a good girl.
3. This is the book I was looking for.
4. Whoa! This is amazing.
5. The climate in Kodaikanal is very pleasant.
6. Can you please pick up Dan and me on your way home?

Now, let us see if you got it right. Check your answers.

1. My – Pronoun, Home – Noun, Late – Adverb

2. Am – Verb, Good – Adjective
3. I – Pronoun, Was looking – Verb
4. Whoa – Interjection, Amazing – Adjective
5. Climate – Noun, In – Preposition, Kodaikanal – Noun, Very – Adverb
6. And – Conjunction, On – Preposition, Your – Pronoun
Instructor: Ms Rabia Sultana Rahber School Of Law, RSOL English I
Notes: Lecture 13 Five Years LLB Program
Topic: Sentence Structure First Year

Sentence Structure
A combination or group of words that gives a complete meaning, thought or an idea.

 He eats an apple.

What exactly a sentence is?

A sentence has 3 important characteristics.

1. It expresses a complete thought or an idea.

For example: Blue sky is the.
This is also a group of words but it is not conveying any meaning. So rearranging the same
words, we can get a sentence.
2. It must have the (Sub plus verb combination). Sometimes the subject is not given but
understandable.
For example: Put the book there.
The subject is not given but when we imply any subject (he, she, you, they, we, i) here.
3. Meaning of every sentence may be different based on different expressions.
For example: Statement, question, command and exclamation.

There are various types of sentences depending upon their structure, construction and formation,
meaning.

Construction Wise
1. Simple
2. Compound
3. Complex
4. Compound/ Complex

1. Simple Sentences: which has only one subject and one predicate is called simple sentences.
For Example: The sun sets in the west.
They play cricket.
Predicate: Part of a sentence or clause that tells what the subject is or what the subject is
doing.
Or Verb that shows the action.
Predicate= Verb + Its Components

2. Compound Sentences: contains two to more main clauses.

For Example: Night came on and the room grew dark.
He is rich, yet he is not happy.
Clause= Subject + Predicate

3. Complex Sentences: consist of one or more main clauses and one or more subordinate
clauses.
For Example: The house in which we live is very vast.
He went there because he was invited.
Instructor: Ms Rabia Sultana Rahber School Of Law, RSOL English I
Notes: Lecture 13 Five Years LLB Program
Topic: Sentence Structure First Year

Meaning Wise
1. Declarative or Assertive Sentences
a) Positive
b) Negative
c) Emphatic

2. Interrogative Sentences
3. Imperative Sentences
4. Exclamatory Sentences
5. Optative Sentences

1. Declarative or Assertive Sentences: tell us that some action or incident has taken
place or not. The sentences may be positive/Affirmative, negative or emphatic.

a) Affirmative Sentences: which gives us positive statements are called

‘Affirmative Sentences’.
-We have won the match.
-We read newspaper every day.
b) Negative Sentences: declaring negation for some task, description or fact are
called ‘Negative Sentences’.
-The sun does not rise in the west.
-We do not help the poor.
c) Emphatic Sentences: which expresses something forcibly is called an
‘Emphatic Sentences’.
-They shall come here.
-She did go to school.

2. Interrogative Sentences: in which a question is asked, is called an ‘Interrogative

Sentences’.
For Example: Does the sun rise in the east?
Do you respect your elders?
3. Imperative Sentences: that expresses a command, a request, an entreaty or
suggestion, is called an ‘Imperative Sentences’.
For Example: Sit down!
Go away!
Come here!

4. Exclamatory Sentences: that expresses some strong but sudden feelings or

sentiments (sadness, happiness, surprise), is called an ‘Exclamatory Sentences’.
For Example: How foolish you are!
How beautiful this flower is!
Instructor: Ms Rabia Sultana Rahber School Of Law, RSOL English I
Notes: Lecture 13 Five Years LLB Program
Topic: Sentence Structure First Year

5. Optative Sentences: that expresses a wish, hope or desire, is called an ‘Optative

Sentences’.
For Example: Would that I were rich!
May God help you in this matter!
Instructor: Ms. Rabia Sultana. RAHBER SCHOOL OF LAW. 1st Year
Notes: English. Five Years LLB
Sentence Structure

1. A sentence’s “structure” is the way its words are arranged.

In English, we have four main sentence structures: the simple sentence, the compound
sentence, the complex sentence, and the compound-complex sentence. Each uses a
specific combination of independent and dependent clauses to help make sure that our
sentences are strong, informational, and most importantly, that they make sense!

2. Examples of Sentence Structures

In the examples, independent clauses are green, dependent clauses are purple, and
conjunctions are orange. Here are examples of each type of sentence:

● The dog ran. Simple Sentence

● The dog ran and he ate popcorn. Compound
sentence
● After the dog ran, he ate popcorn. Complex sentence
● After the dog ran, he ate popcorn and he drank a big soda.
Compound-complex sentence

3. Parts of Sentence Structures

All forms of sentence structures have clauses (independent, dependent, or both), and some
also have conjunctions to help join two or more clauses or whole sentences.

a. Independent Clause
Independent clauses are key parts of every sentence structure. An independent clause has
a subject and a predicate and makes sense on its own as a complete sentence. Here are a
few:

● The dog ate brownies.

● The dog jumped high.
● She ate waffles.
● He went to the library.
So, you can see that all of the clauses above are working sentences. What’s more, all
sentences have an independent clause!

b. Dependent (Subordinate) Clause

A dependent clause is a major part of three of the four sentence structures (compound,
complex, and compound-complex). It has a subject and a predicate; BUT, it can’t be a
sentence. It provides extra details about the independent clause, and it doesn’t make sense
on its own, like these:

● After he went to the party

● Though he ate hotdogs
● While he was at the dance
● If the dog eats chocolate
Instructor: Ms. Rabia Sultana. RAHBER SCHOOL OF LAW. 1st Year
Notes: English. Five Years LLB
Each of the bullets above leaves an unanswered question. By itself, a dependent clause is
just a fragment sentence (an incomplete sentence). So, it needs to be combined with an
independent clause to be a sentence.

c. Conjunction
A conjunction is a word in a sentence that connects other words, phrases and clauses.
Conjunctions are a big part of compound, complex, and compound-complex sentences. The
most common conjunction that you know is “and.” Others are for, but, or, yet, and so.
Conjunctions are important because they let us combine information, but still keep ideas
separate so that they are easy to understand.
Here are two sentences, with and without conjunctions:

Incorrect: The girl ran to the ice cream truck then she ate ice cream.

Correct: The girl ran to the ice cream truck, and then she ate ice cream.
So, you can see that we need a conjunction for the sentence to be clear!

It is important to know that the word “then” is NOT a conjunction—it’s an adverb.

4. Types of Sentence Structures

As mentioned, there are four main types of sentence structures: simple, compound,
complex, and compound-complex. To begin, here is a simple chart that outlines the patterns
of each type.
a. Simple sentence
A simple sentence has only one subject and one predicate—one independent clause. In
fact, an independent clause itself is a simple sentence. Here are some examples:

● She jumped.
● The cheetah ran.
● He ran to the gas station.
● He ate dinner.
Simple sentences don’t have many details and they don’t really combine multiple
ideas—they are simple!

b. Compound sentence
A compound sentence has at least two independent clauses. It uses a conjunction like “and”
to connect the ideas. Here are some examples:

The dog ate pizza but the cat drank apple juice.
The dog ate pizza but the cat drank apple juice and the fish had eggs.
As you can see, a compound sentence allows us to share a lot of information by combining
two or more complete thoughts into one sentence.

c. Complex sentence
A complex sentence has one independent clause and one or more dependent clauses. It
sometimes uses conjunctions and other words to combine all of the clauses together.
Instructor: Ms. Rabia Sultana. RAHBER SCHOOL OF LAW. 1st Year
Notes: English. Five Years LLB
When he was on the airplane, the man bought cookies.
When he was on the airplane, the man bought cookies, but not brownies.
A great way to make a sentence more detailed is by adding dependent clauses (which
couldn’t be sentences on their own). So, complex sentences let us add information to simple
sentences.

d. Compound-complex sentence
A compound-complex sentence has two or more independent clauses and at least one
dependent clause—so, it uses conjunction(s) to combine two complete sentences and at
least one incomplete sentence. Here is an example:

The girl smelled cookies, which were baking at home, so, she ran all the way there.
Ms. Rabia Sultana. Rahber School of Law, RSOL
English Lecturer LLB Part 1

Active & Passive Voice

Rules to make Passive Voice.

● Object —–––> Subject

● Changes:
1. is,am,are,was,were —–––> as it is
2. V¹, do, does –––––> is,am,are
3. V²,did ––––––> was,were
4. Will,shall ––––––––> will be,shall be
5. Has,have,had ––––––––> has been,have been,had been
6. Will have,shall have ––––––––> will have been, shall have been
7. ing ––––––––> being
8. Can,may,might, should,ought to,must ––––––––> can be,may be,might be,
should be,ought to be,must be
9. Might have,may have, should have,ought to have,must have ––––––––> Might
have been,may have been, should have been,ought to have been, must have
been
● V⁰ –––––––> V³ + by
● Subject ––––––––> Object

Important helping points:

1. Sub ––– Obj

● He –––– him
● She ––– her
● They ––– them
● You ––– you
● I ––– me
● We ––– us
● Name of anything ––– as it is

2. Use of helping verbs with subjects.

● Is,was,does,has ––– he,she,it, singular
● Am ––– I
● Are,were, have,do ––– you,they,we,plural
● Had,did,will ––– I,we,you,they,she,he,it, singular, and plural
Ms. Rabia Sultana. Rahber School of Law, RSOL
English Lecturer LLB Part 1

Examples:

1. I am helping you.
You are helped by me.
2. They do not help us.
We are not helped by them.
3. You did not do your task.
Your task was not done by you.
4. They will send you the money.
The money will be sent to you by them.
5. Had the doctor examined him?
Had he been examined by the doctor?
6. They will have told the truth.
The truth will have been told by them.
7. I posted the letter.
The letter was posted by me.
8. I eat fresh vegetables.
Fresh vegetables are eaten by me.
9. She should perform the dance performance with her sister.
The dance performance should be performed by her with her sister.
10. I can start a job.
A job can be started by me.
11. Will they arrange a variety programme?
Will a variety programme be arranged by them?
12. I ate mangoes.
Mangoes were eaten by me.
13. He must study his book.
His book must be studied by him.
14. Is she calling me?
Am I being called by her?
15. A car ran over an old man.
An old man was run over by a car.
Instructor: Ms Rabia Sultana Rahber School Of Law, RSOL English I
Notes: Lecture 22 Five Years LLB Program
Topic: Direct & Indirect Tense First Year

Direct and Indirect Speech

We can report the words of a speaker in two ways:

1. She said: "I am doing my home task now."
2. She said that she was doing her home task then.
The first way of reporting the speaker's words is called Direct Speech. While doing this we
have reproduced the exact words of the speaker and put them in inverted commas.
The second way of reporting what the speaker has said is called Indirect (Reported) Speech.
While doing this we have made the following changes in the sentence.
1. Conjunction that has been placed before the Reported Speech. (Indirect Statement)
2. Pronoun I has been changed into she.
3. Verb am has been changed into was.
4. Adverb now has been changed into then.

Rules for changing Direct Speech into Indirect.

1. When the reporting verb is in the past tense.
a. A present indefinite > A past indefinite:
He said, "I am not a thief."
He said that he was not a thief.
b. A present continuous > A past continuous:
He said, "I am working hard"
He said that he was working hard.
c. A present perfect > A past perfect:
He said, "I have returned the books."
He said that he had returned the books.
d. A past indefinite > A past perfect:
He said, "The patient died in the hospital."
He said that the patient had died in the hospital.
e. Will / shall > would / should:
He said, "She will go there."
He said the she would go there.

2. Pronouns of the First and the second person change into third person pronouns.
However, if the person addressed reports the Speech, second person changes into
First.
● She said, "I don't agree with you."
She said that she didn't agree with him.
● He said to me, "You are a lazy boy."
He told me that i was a lazy boy.
Instructor: Ms Rabia Sultana Rahber School Of Law, RSOL English I
Notes: Lecture 22 Five Years LLB Program
Topic: Direct & Indirect Tense First Year

3. In Imperative sentences the mood of verb is changed into the infinitive and the
reported speech is introduced by some verb expressing COMMAND or
REQUEST i.e. tell, order, request, beg, appeal, entreat, advise, etc.
a) The referee said, “Quiet, please.”
The referee requested to be quiet.
b) Rohana said, “Let us finish our work first.”
Rohana suggested or proposed that they should finish their work first.
4. In sentences expressing sudden and strong feelings or emotions and wishes, the
reported speech is introduced by some verb expressing exclamation or wish.
a) He said, “Hurrah! We have won the match.”
He exclaimed with joy that they had won the match.
b) He said, “May Allah help me do my duty.”
He prayed that Allah might help him do his duty.

5. In Reporting Questions:
a. Beginning with a verb, we place whether or if after the object of the reporting verb; or
if the answer to the question is 'Yes' or 'No', we use whether or if after the object of
the reporting verb.
b. Beginning with an interrogative word like what, why or W&H Family, we do not use
any conjunction. However, the reporting verb is changed into asked, enquired, etc.
Examples:
● He said, "Will you listen to me?"
He asked whether I would listen to him.
● She said, "Where do you live?"
She asked where they lived.

6. If the reporting verb is in the Present Indefinite, Present Perfect or Future

Indefinite Tense the Reported Speech retains the same tense as used by the
speaker. The pronouns, however, changed as usual.
a) She says, “I hope I am not late.”
She says that she hopes she is not late.
b) You have said, “They are waiting outside.”
You have said that they are waiting outside.
c) He says, “I want to speak to you.”
He says that he wants to speak to him.
d) You will say, “She is cranky.”
You will say that she is cranky.
Rabia Sultana. LLB Part 2 RSOL
English Lecturer Comprehension Practice Notes

Past Paper 2018

It is usual to speak of courage as of two kinds – physical and moral courage; and the
distinction is sound, for a man can have one without the other. By physical courage, we
mean the courage to face danger to the body – pain, wounds or death. By moral courage we
mean the courage to face ridicule, public disapproval and hatred for the sake of what we
believe to be right. A soldier who can face unflinching bayonets and shells may be unable to
face the mockery of his companions; he is a moral coward. And there are men who dare to
defy public opinion for conscience’s sake who are craven in the face of physical pain, they
are morally brave but physically cowards.

It often takes a lot of moral courage to tell the truth. Lord Bacon once said that a man who
tells a lie is a coward towards man but brave towards God. He means that a moral coward is
more afraid of offending man than of offending God by telling a lie. It is sometimes an
unpleasant duty of us to tell our friend about his faults. We are afraid of him getting angry. It
is also a kind of moral cowardice. A true and morally brave friend will do his duty, whatever
the consequences may be thereafter.

It is very unpleasant to be laughed at, especially by people whom we like and respect, but in
some circumstances, we are sure to be ridiculed, if we do or say what we think is right and if
we do or say it in spite of ridicule, then we are morally brave.

Questions.
1. Suggest a suitable title.
2. How are the types of courage different?
3. What is meant by moral courage?
4. How is moral courage better than physical courage?
5. Give a synonym for the word 'mockery'.
Rabia Sultana. LLB Part 2 RSOL
English Lecturer Comprehension Practice Notes

Past Paper Annual 2019

As summer comes near, many children are really happy to forget about school for a few
months. However, they might be taking that goal too seriously. Studies have found that
children typically forget between one and three months’ worth of school learning during the
summer months. Spelling and maths abilities suffer the most, while reading is not really
influenced by the time off. The most probable reason for this is that most children read at
least occasionally outside of the classroom, whether newspapers, magazines, books, or
video game guides. However, their maths and spelling skills only get exercised in the school
setting. The original purpose of summer vacations was to let farm children have time off to
help work in the fields in the high growing season, but this reason is no longer valid since
fewer kids actually work on farms today. Some cities in the United States, such as Los
Angeles, have moved to a year-round school calendar, which may help reduce the academic
decline that occurs during the long summer vacation. Most cities maintain the normal nine
and a half-month calendars. To improve skills and to maintain a good level of preparation,
superintendents recommend trips to museums, summer camps, vacations with educational
components, and visits to libraries to keep kids mentally alert and interested throughout the
summer. There are other educational systems that provide vacations while still keeping
students’ skills sharp. For example, in Japan students attend class for seven weeks
consecutively, followed by two weeks of vacation. This continues throughout the year. In
Italy, students attend class six days per week, but finish at 1:30 PM each day, so that school
does not dominate their life the way that it does in America, where students attend high
school from 7:45 AM until 3:00 PM each week day. In areas where there are not enough
classrooms—in Afghanistan or Somalia, for example—older students attend classes in the
morning while the younger kids go to school in the afternoon. School administrators and
educational specialists fear that the three-month summer vacation halts the continuity of
learning. Just as students become accustomed to new maths equations or new concepts in
reading, writing, or critical thinking skills, they “shut down” for an extended period. When
they go back to school after the long summer vacation, they take up to two months to return
to their previous level of proficiency. And so the debate continues: whether to continue the
status-quo in terms of vacations or to seek changes based on Los Angeles or the Japanese
models.

Questions
● Why mostly the maths and spelling skills got affected in summer vacations?
● How is the American school system considered as 'life-dominating'?
● Why are the Japanese and Italian education systems regarded as more efficient
education systems?
● What is the significance of summer vacations in our country?
● How can the proficiency of learning be increased during summer vacations?
Ms. Rabia Sultana English II

Read the text and answer the questions.

1. The craft of perfumery has an ancient and global heritage. The art flourished in Ancient
Rome, where the emperors were said to bathe in scent. After the fall of Rome, much of the
knowledge was lost, but survived in Islamic civilizations in the Middle Ages. Arab and
Persian pharmacists developed essential oils from the aromatic plants of the Indian
peninsula. They developed the processes of distillation and suspension in alcohol, which
allowed for smaller amounts of raw materials to be used than in the ancient process, by
which flower petals were soaked in warm oil. This knowledge was carried back to European
monasteries during the Crusades.
2. At first, the use of fragrances was primarily associated with healing. Aromatic alcoholic
waters were ingested as well as used externally. Fragrances were used to purify the air, both
for spiritual and health purposes. During the Black Death, the bubonic plague was thought to
have resulted from a bad odour which could be averted by inhaling pleasant fragrances such
as cinnamon. The Black Death led to an aversion to using water for washing, and so
perfume was commonly used as a cleaning agent.
3. Later on, the craft of perfume re-entered Europe, and was centred in Venice, chiefly
because it was an important trade route and a centre for glass-making. Having such
materials at hand was essential for the distillation process. In the late seventeenth century,
trade soared in France, when Louis XIV brought in policies of protectionism and patronage
which stimulated the purchase of luxury goods. Here, perfumery was the preserve of
glove-makers. The link arose since the tanning of leather required putrid substances.
Consequently, the gloves were scented before they were sold and worn. A glove and
perfume makers’ guild had existed here since 1190. Entering it required 7 years of formal
training under a master perfumer.
4. The trade in perfume flourished during the reign of Louis XV, as the master
glove-and-perfume makers, particularly those trading in Paris, received patronage from the
royal court, where it is said that a different perfume was used each week. The perfumers
diversified into other cosmetics including soaps, powders, white face paints and hair dyes.
They were not the sole sellers of beauty products. Mercers, spicers, vinegar-makers and
wig-makers were all cashing in on the popularity of perfumed products. Even simple
shopkeepers were coming up with their own concoctions to sell.
5. During the eighteenth century, more modern, capitalist perfume industry began to emerge,
particularly in Britain where there was a flourishing consumer society. In France, the
revolution initially disrupted the perfume trade due to its association with aristocracy,
however, it regained momentum later as a wider range of markets were sought both in the
domestic and overseas markets. The guild system was abolished in 1791, allowing new
high-end perfumery shops to open in Paris.
6. Perfume became less associated with health in 1810 with a Napoleonic ordinance which
required perfumers to declare the ingredients of all products for internal consumption.
Unwilling to divulge their secrets, traders concentrated on products for external use.
Napoleon affected the industry in other ways too. With French ports blockaded by the British
during the Napoleonic wars, the London perfumers were able to dominate the markets for
some time.
Ms. Rabia Sultana English II

7. One of the significant changes in the nineteenth century was the idea of branding. Until
then, trademarks had had little significance in the perfumery where goods were consumed
locally, although they had a long history in other industries. One of the pioneers in this field
was Rimmel who was nationalized as a British citizen in 1857. He took advantage of the
spread of railroads to reach customers in wider markets. To do this, he built a brand which
conveyed prestige and quality, and were worth paying a premium for. He recognised the role
of design in enhancing the value of his products, hiring a French lithographer to create the
labels for his perfume bottles.
8. Luxury fragrances were strongly associated with the affluent and prestigious cities of
London and Paris. Perfumers elsewhere tended to supply cheaper products and knock-offs
of the London and Paris brands. The United States perfume industry, which developed
around the docks in New York where French oils were being imported, began in this way.
Many American firms were founded by immigrants, such as William Colgate, who arrived in
1806. At this time, Colgate was chiefly known as a perfumery. Its Cashmere Bouquet brand
had 625 perfume varieties in the early 20th century.

For your Practice

1 The purpose of the text is to…
compare the perfumes from different countries
describe the history of perfume making
describe the problems faced by perfumers
explain the different uses of perfume over time
2 Which of the following is NOT true about perfume making in Islamic countries?
They created perfume by soaking flower petals in oil.
They dominated perfume making after the fall of the Roman Empire.
They took raw materials for their perfumes from India.
They created a technique which required fewer plant materials.
3 Why does the writer include this sentence in paragraph 2?
During the Black Death, the bubonic plague was thought to have resulted from a bad odour
which could be averted by inhaling pleasant fragrances such as cinnamon.
To explain why washing was not popular during the Black Death
To show how improper use of perfume caused widespread disease
To illustrate how perfumes used to be ingested to treat disease
To give an example of how fragrances were used for health purposes
4 Why did the perfume industry develop in Paris?
Because it was an important trade route
Because of the rise in the glove-making industry
Because of the introduction of new trade laws
Because of a new fashion in scented gloves
5 What does putrid mean (paragraph 3)?
Bad-smelling
Rare
Prestigious
Numerous
Ms. Rabia Sultana English II

6 Which of the following people most influenced the decline of perfumes as

medicine?
Louis XIV
Louis XV
Rimmel
Napoleon
7 In paragraph 4, it is implied that…
Master glove and perfume makers created a new perfume each week.
Mercers, spicers and other traders began to call themselves masters.
The Royal Court only bought perfume from masters.
Cosmetics were still only popular within the Royal Courts.
8 How did the French Revolution affect the Parisian perfume industry?
The industry declined then rose again.
The industry collapsed and took a long time to recover.
The industry was greatly boosted.
The industry lost most of its overseas customers.
9 London came to lead the perfume industry because…
the French Revolution meant that there were fewer customers in France.
Napoleon’s new laws affected the profitability of perfume-making.
the production of perfume ceased during the Napoleonic wars.
the French were unable to export perfumes for a period of time.
10 Which of the following is NOT true of Rimmel?
He was one of the first people to utilise trademarks.
He created attractive packaging for his products.
His products were more expensive than other brands.
He transported his goods to potential customers by train.
11 What is implied about the New York perfume industry?
It was the fastest-growing perfume industry in the world at that time.
It was primarily developed by immigrants arriving from France.
It copied luxury fragrances and sold them cheaply.
There was a wider range of fragrances available here than elsewhere.
12 Which city is being described in this sentence?
‘The perfume industry developed here because the city produced materials and equipment
necessary for
perfume production’.
Paris
London
Venice
New York

Questions:
1. What was the contribution of ISLAMIC Countries in the art of perfume making?
2. What were the common uses of fragrances during the Middle Ages?
3. How does perfumery find its way to glove-making and in doing so made the
difference?
Ms. Rabia Sultana English II

4. Why did the perfume business flourish during the reign of Louis XV?
5. The French Revolution affected the perfume sale? Why?
Fascism, in the words of Mussolini, believes that ‘war alone brings up to its highest tension
all human energy and puts the stamp of nobility upon the people who have the courage to
meet it’. Again a doctrine which is founded on the harmful postulate of peace is hostile to
Fascism. The Fascist then is one who believes that the bombardment of open towns with
fire, poison and explosives (in other words, modern war) is intrinsically good. He is one who
rejects the teachings of the prophets and believes that the best society is national society
living in a state of chronic hostility towards other national societies and preoccupied with
ideas of slaughter. He is one who despises non-attached individual and holds up for
admiration of the person who, in obedience to the boss, happens at the moment to have
grabbed a political power systematically, cultivates all the passion (pride, danger, envy,
hatred) which the philosophers and the founders or religions have unanimously condemned
as the least worthy of human beings. All Fascist planning, therefore, has but one aim to
make the national society more efficient as a war machine. Industry, commerce and finance
are all controlled for this purpose.
Questions and Answers
1- How does war affect humanity?
2- Who is a Fascist?
3- What is the purpose of a Fascist?
4- How to overcome the evil plans of Fascist?
5- Write a precis.

A hundred—years ago there was much less specialization in work than there is today. One
furniture—maker would make the whole table—indeed, perhaps, all the furniture needed to
furnish a house, and he worked in a simple workshop, probably entirely with hand tools. The
furniture he made was very good and very beautiful, but it would take him a long time to
make it. The output of one man was, by modern standards, small, and the cost of the
furniture relatively high. Only the fairly wealthy could afford a great deal. Most modern
furniture is made in factories with the aid of machinery. So now—a—days a man working in
a furniture factory will, perhaps, spend his day minding one machine which carries out one
process only in the making of table legs. A great number of men will be taking part in the
various processes which go to making the table, and by this division of labor a great many
tables will be made in a comparatively short time. A good workman, however, should
understand all the processes which go to make the table, even though he himself actually
does only one of them. In the making of more complicated things, such as cars or elaborate
pieces of electrical machinery, even this is not possible. ii is very likely even if all the
processes do not go on in the same factory.

Aids to Vocabulary
Complicated -intricate 2. Conveyor -one who conveys or calls 3. Elaborate -detailed

Questions and Answers

1-What were the responsibilities of ancient people, especially an individual?
2- What are the responsibilities of a modern man?
3- What are the benefits of specialization in work?
4- Discuss the effects of Modern life on Human beings?
5- Suggest a suitable title for the passage.
Rabia Sultana. LLB Part 2 RSOL
English Lecturer Comprehension Practice Notes

Past Papers Supplementary 2018

Read the following passage and then answer the following questions:
An archeologist (expert in the study of ancient things) studies the past and from the evidence
(that which proves something) he can build up a picture of how many people lived. He is able
reconstruct the daily lives of men and women who lived thousands of years ago by studying
scientifically the things which those men have left behind them. He prepares lists and
compares their weapons and tools, their pots, needles and combs, and the ruined homes and
graves in which these prehistoric ( of the times earlier than recovered history) possessions are
found. What kind of facts can the archeologist learn from these random (irregular) survivals
(things continuing to exist) of the past? From the weapons he judges the size of the animals
their owners could kill. From the tools he sees what crafts (skilled arts) their owners had
mastered. From the pots and needles and combs he assesses (estimate the value of) the
domestic (of the house) skills (special abilities of doing different things) and fashions of their
wives. And, from the graves and more especially the objects found inside the graves, he
understands primitive (very ancient) man's hopes and fear of an afterlife ( life after death)
with the archaeologists, it is now possible to give some details about 9,000 years of history in
the middle east ( that is, in countries like Egypt, Syria, Iraq etc. ), and to write generally
reliable ( dependable) account ( description) of human evolution ( development of the
progress going back some half a million years).

Questions
● a. How does an archeologist learn about the lives of men and women who lived
thousands of years ago?
● b. Describe in your own words ( as far as it is possible) some of the facts that an
archeologist learns from the object of prehistoric times ( of the period before recorded
or written history).
● c. To what extent (to what degree) has the archeologist helped us in our study of
world history?
● d. Suggest the suitable title for the passage.
● What is the synonym of 'reconstruct'?
Rabia Sultana. LLB Part 2 RSOL
English Lecturer Comprehension Practice Notes

Annual Examination 2021

Read the following passage carefully and choose the appropriate answer to each of
the questions out of the four alternatives:
Philosophy of Education is a label applied to the study of the purpose, process, nature and
ideals of education. It can be considered a branch of both philosophy and education.
Education can be defined as the teaching and learning of specific skills, and the imparting of
knowledge, judgement and wisdom, and is something broader than the societal institution of
education we often speak of. Many educationalists consider it a weak and woolly field, too
far removed from the practical applications of the real world to be useful. But philosophers
dating back to Plato and the Ancient Greeks have given the area much thought and
emphasis, and there is little doubt that their work has helped shape the practice of education
over the millennia. Plato is the earliest important educational thinker, and education is an
essential element in “The Republic” (his most important work on philosophy and political
theory, written around 360 B.C.). In it, he advocates some rather extreme methods:
removing children from their mothers’ care and raising them as wards of the state, and
differentiating children suitable to the various castes, the highest receiving the most
education, so that they could act as guardians of the city and care for the less able. He
believed that education should be holistic, including facts, skills, physical discipline, music
and art. Plato’s beliefs regarding education were very democratic in that he believed that
talent and intelligence is not distributed genetically and thus can be found in children born to
all classes; however, his proposed system of selective public education for an educated
minority of the population does not really follow a democratic model.
Aristotle considered human nature, habit and reason to be equally important forces to be
cultivated in education, the ultimate aim of which should be to produce good and virtuous
citizens. He proposed that teachers lead their students systematically, and that repetition be
used as a key tool to develop good habits, unlike Socrates’ emphasis on questioning his
listeners to bring out their own ideas. He emphasised the balancing of the theoretical and
practical aspects of subjects taught, among which he explicitly mentions reading, writing,
mathematics, music, physical education, literature, history, and a wide range of sciences, as
well as play, which he also considered important. During the Mediaeval period, the idea of
Perennialism was first formulated by St. Thomas Aquinas in his work “De Magistro”.
Perennialism holds that one should teach those things deemed to be of everlasting
importance to all people everywhere, namely principles and reasoning, not just facts (which
are apt to change over time), and that one should teach first about people, not machines or
techniques. It was originally religious in nature, and it was only much later that a theory of
secular perennialism developed. During the Renaissance, the French sceptic Michel de
Montaigne (1533 - 1592) was one of the first to critically look at education. Unusually for his
time, Montaigne was willing to question the conventional wisdom of the period, calling into
question the whole edifice of the educational system, and the implicit assumption that
university-educated philosophers were necessarily wiser than uneducated farm workers, for
example.

Questions:
● What is the difference between the approaches of Socrates and Aristotle?
Rabia Sultana. LLB Part 2 RSOL
English Lecturer Comprehension Practice Notes

● Why do educationists consider philosophy a 'weak and woolly' field?

● What do you understand by the term 'Perenialism', in the context of the given
passage?
● Were Plato's beliefs about education democratic?
● Why did Aquinas propose a model of education which did not lay much
emphasis on facts.
Instructor: Ms Rabia Sultana Rahber School Of Law, RSOL
English I
Notes: Lecture 26 Five Years LLB Program
Topic: Curriculum Vitae CV First
Year

Technical Writing
Curriculum Vitae (CV)

"A curriculum vitae, often shortened to CV, is a Latin term meaning "course of life".

A CV is detailed professional document highlighting a person's experience and

accomplishments. Employers often requires a CV when considering applications. This
document shares an overview of your career history, education, relevant awards and honors,
scholarship, grants, research, projects and publications.
A CV may also include professional references, as well as coursework, fieldwork, hobbies
and interests relevant to your profession. You might also choose to add a personal profile
that look lists your skills and positive attributes to ensure employers have a well-rounded
view of your personality and achievements.

What to include on a CV
Your CV should include the following:
1. Contact Information: Include your full name, address, phoen number and email
address.
2. Academic History: List all schooling from high school through post doctoral (if
applicable). Include the title of the degree you earned, the year graduated and the
name of the school.
3. Professional Experience: Include the organisation where you worked, the job title,
the dates you were employed and a summary of your experience and achievements.
4. Qualifications and skills: List a combination of hard and soft skills you've
developed throughout your career.
5. Awards and Honors: For each award, add the time, year received, the organisation
that gave you the award and any pertinent details (such as how often it's presented).
6. Publication and Presentations: For publications, provide a full citation including
your co-authors, date, summary, volume, page, DOI number. For Presentations,
provide the tilte, date and venue where you presented.
7. Professional associations: List the organisation's name, location or chapter and the
dates of active membership.
8. Grants and scholarships: Provide the name of the grant or scholarship, date
awarded and the institution that provided the award.
9. License and Certificate: Include the name of the license or certificate, the date you
earned it and the institution that awarded it.
10. Reference: Mention if you have any reference.

How to format a CV
● 10-12 Fonts
● Times New Roman
● Page Margin 1- 1.5 inches
● Use Bullets like • • •
Instructor: Ms Rabia Sultana Rahber School Of Law, RSOL
English I
Notes: Lecture 26 Five Years LLB Program
Topic: Curriculum Vitae CV First
Year

CV Format
Specimen 1
Muhammad Hassan
H. 148, Opp: Dar ul slam
Lahore, Punjab
Email : [email protected]
Cell: 0331-5xxxxxx

OBJECTIVE
To enhance my knowledge and capabilities by working in a dynamic institution or
organisation that prides itself in giving substantial responsibility to new talent.

QUALIFICATION :
● Matriculation. B.I.S.E Lahore
● Intermediate. B.I.S.E Lahore

OTHER SKILLS :
● 1 year Diploma in Information Technology
From SYMECS Institute Lahore
● 3 months Hardware Course
From Paragon Institute
● 6 months Graphic Course (IN PROGRESS)
From SYMEC Institute Lahore

EXPERIENCE :
● 4 years experience in Clinix as a Sales Man.
● 4 months experience in Khan's Communication & Composing Center as a
Computer Operator.

HABITS :
● Use Computer
● Net working
● Play cricket

LANGUAGE :
● Urdu
● English
● Punjabi
Instructor: Ms Rabia Sultana Rahber School Of Law, RSOL
English I
Notes: Lecture 26 Five Years LLB Program
Topic: Curriculum Vitae CV First
Year

REFERENCE :
Will be provided on demand.

Note:
● Different types of job advertisement come.
For example you have to make a CV for a typist,
1. Lecturer
2. Teacher
3. Principal
4. Salesman
5. Cashier
6. Security guard
7. Computer operator
8. HR manager
9. Manager
10. Administrator
11. Office boy
12. Designer
13. Writer
14. Editor
15. News caster
16. News reposter
17. Dietician
18. Programmer
19. Journalist
20. Lab or library incharge
You may use above format for all the mentioned jobs.

● You may also add certificates, awards, honors and projects if you have.
● You may also make a CV in a round design or in slanding order as well.

Thank you.
Ms.Rabia Sultana
RAHBER SCHOOL OF LAW RSOL Pattoki

Curriculum Vitae
Name: __________________
Address: ________________
Email: __________________
Phone #:________________

Personal Details
● Date of Birth. : _________
● Sex : _________
● Marital Status. : _________
● Nationality. : _________
● Language. : _________
Career Objective
To be a part of an organisation where I can devote myself fully and joyfully give out the best of
my talents and skills to become its strong asset.

Education / Qualification
1. Matriculation : BISE Lahore
2. Intermediate : BISE Lahore
3. Graduation ____________ Punjab University, Lahore
4. Masters _____________ Punjab University, Lahore
5. M.phil _____________ University of Lahore, Lahore
Strength
● Punctuality
● Hard Working
● Ability to learn new things
● Willing to do anything

Experience
● 3 Years Experience in - - - - - - - - - -
● 2 Years Experience in - - - - - - - - - -
Hobbies
● Reading Novels/Books
● Playing Outdoor Games

References will be provided on demand.

Instructor: Miss Rabia Sultana Rahber School of Law, RSOL
Notes: Letter Writing LLB Part 1 (22-23)

Formal Letter Format to Editor

Examination Hall,
City A.B.C.
May 27,2018.

The Editor,
'Daily Dawn,'
Lahore.

Subject: ..................................................

Respected Sir,
Through the columns of your esteemed paper, I would like to draw the attention of
the people as well as concerned authorities towards the problem
of......................................................................................................................................................
I know that your paper is very famous and is away from yellow journalism. I am much
impressed by the clarity which you portrayed in your newspaper and also give feasible solutions
to that problem.
................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
............................................................................................................................................................
.........................

At the end, I would like to give some suggestions which are as under:
i) Media should raise its voice to eradicate this problem.
ii) Government should not allow the misuse of.....................................
I hope that, by following the above mentioned suggestions, we would be able to wipe out
this problem.

Yours truly,
X.Y.Z.
Instructor: Miss Rabia Sultana Rahber School of Law, RSOL
Notes: Letter Writing LLB Part 1 (22-23)

Informal Letter Format

Examination Hall,
City A.B.C.
May 27, 2018.

Subject… …………………………………………………………….

Dear Mother/ Sister/ Father/ Brother,

I have been planning to write you for many days but could not find time to do so. I hope
this letter finds you in the best of your health and spirits.
I want to ask/ tell/ inform about
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………….. .
Pay my regards to all at home.
Thank you once again for your love and support.

Yours Sincerely,
X.Y.Z
 Letter Writing Topics
Formal/ Business/ Professional Letters
Write a letter to editor of a newspaper

 About the problems of harms of smoking.

 About the suspension of electricity supply in your area during the holy month of Ramzan.
 About the problem of over-charging of fares in the public transport.
 About the discriminating attitude of the Police.
 About the poor sanitary conditions of our locality.
 About the inflation or rise.
 About the rising unemployment in our country.
 About the present law and order situation in our country.
 About the act of terrorism or bomb blast in our country.
 About the poor street lights in A.B.C locality
 On the need for having better libraries in your city.
 Suggesting how ZAKAT can really become useful.
 Protesting against corruption in the government officer.
 To the General Manager PTCL to take serious notice of poor performance and unacceptable
behavior of the officers at the Customer Service Centre, Garden Town Lahore
 Write a letter accepting a job offer by your favorite company and let them know you accept all
the terms and conditions of the positions. Make sure you let them know what is unacceptable in
their terms and conditions and politely suggest what would be an acceptable alternative. Follow
the modified letter format.
Informal Letters

 Your older brother has managed to secure a rather influential post in a government office. Write a
congratulatory letter to your brother while asking him for some tips to improve your focus in your
studies.
 To your mother who is worried about your health.
 To your father asking about the health of your mother.
 To your sister/brother congratulating him or her on their success in exams.
 To your mother about the test you have just taken.
 To your father requesting him to send some extra funds for the payment of hostel dues.
 To your friend congratulating him or her on birthday.
 To your friend requesting him or her to spend spring holidays with you.
 To your friend congratulating him or her on the marriage of his or her sister.
 To your friend requesting him to lend you some books.
 To your friend thanking her or him for the hospitality during your visit to his or her home.
 To your friend for condoling the death of his or her mother.
 To your brother advising him to take some steps to improve his health.
 To your sister thanking her for gift.
 To your friend thanking him or her for the books he or she lent to you.
 To the seller requesting him to send you some books per V.P.P.
Essay Writing Instructor: Miss Rabia Sultana
LLB 5 Years Program Rahber School Of Law, Pattoki

Essay Writing

Guidelines for Writing an Effective Essay:

Essay writing is one of the most important writing skills. It gives opportunity to explore and
clarify thoughts about the topic or subject. The following guidelines will help through the essay
writing process for an effective essay.
1. Read carefully: Always read the topic carefully.
2. Understand the Topic: Take three to five minutes to understand the topic clearly by
underlining keywords given in the title.
3. Sort out the facts related to the Topic: Sort out the details of the topic in your mind and
transfer them to paper in the form of notes. This mental exercise will also help you in
finalizing a topic for an essay.
4. Draw an outline of your topic: After jotting down your ideas on paper organize your
ideas in a logical order.
5. Give your essay an appropriate Beginning: The beginning of your essay should be
such that it should give the examiner the impression that you have a firm grasp of the
subject. Beginning should be good enough to launch the examiner into the next part or
body of the essay.
6. Follow the basic rules of paragraph writing: Each paragraph in the body of your essay
should contain relevant information and detail of the point.
7. Use Simple English: Use simple and plain English for writing an Essay. Plain English
writing can help you removing redundant words from your essay make it more concise.
8. Abbreviations: Avoid the use of abbreviation while writing an Essay. Such as UNO
9. Personal pronoun and narration: Try to avoid direct narration as much as possible. Use
the first person pronoun and flexible language.
10. Write a logical conclusion of the essay: Conclusion provides a final view and
perspective on your topic. It should emerge from your arguments or discussion preceding
it, with simple review of main points and brief description of your feelings about the
topic. Do not end the composition in mid. Always plan the conclusion.
11. Revise, edit and Proofread: Always proof read and revise your essay before handing it
over as a finished product. Editing an essay is required to improve clarity.
12. Beware of the tense: As a composition “Myself in ten years’ time" is always written in
future tense and never in past tense.
13. Grammar and Vocabulary: Make grammatically correct sentences with good
vocabulary.
14. Use Standard English and do not use slang words like “cool guy", etc.
15. Do not use American spelling or computer languages e.g. "R U 2 studying Eng.?"
16. Beware of the word limit, if you are asked to write more than 350 words then write
between words. More you write, the more mistakes you are liable to make.
Essay Writing Instructor: Miss Rabia Sultana
LLB 5 Years Program Rahber School Of Law, Pattoki

Important Essays

1. Human rights
2. Terrorism
3. Choosing a career
4. Importance of University Education
5. Role of media
6. Child labor
7. Technology is losing its purpose
8. Health is Wealth
9. Role of I.T/ Expanding IT: a curse or a blessing
10. The role of students in Nation Building
11. Mobile Phones
12. Internet Addiction
13. Environmental Pollution
14. Science and War/ Horrors of War
15. Atom for peace
16. Pen is mightier than the sword
17. Corruption in Pakistan
18. The Recent severe Earthquake in Pakistan
19. Population Explosion
20. Value of Press or Newspapers
21. Drug Addiction
22. Pollution
23. Social Evils in Pakistan/ Problems of young people
24. Importance of social Media/ How good is Social Media
25. Value of Discipline
26. Kalabagh Dam
27. Load Shedding/ Energy Crises in Pakistan
28. Poverty in Pakistan
29. Women’s Place in Society
30. Our Educational Problems/ Advantages of Literacy
Essay Writing Instructor: Miss Rabia Sultana
LLB 5 Years Program Rahber School Of Law, Pattoki

Structure of an Essay

1. Introduction
INTRODUCTORY PARAGRAPH

General Statements/ Definition/ Quotation/ Hook

Statement
(40 – 50 Words)
2. Body

PARAGRAPH

Topic Sentence
i) Supporting Statements (80-100 Words)
ii) Supporting statements (80-100 Words)
iii) Supporting Statements (80-100 Words)
3. Conclusion Concluding sentence

CONCLUDING
PARAGRAPH

Summary of the main point

or
Final comments
(40-50 Words)
Essay Writing Instructor: Miss Rabia Sultana
LLB 5 Years Program Rahber School Of Law, Pattoki

Topics, which can be covered with the help of given material

Social Problems in our society Injustice and integrity
Crimes in our society Road side robbery

Corruption Provincialism
Social Evils Religious violence
Nepotism Ethnic Violence
Smuggling Lack of tolerance
Over-population Disunity
Population and poverty Yellow journalism
Inflation Exploitation
Dearness Lawlessness
Price Hike Violation of fundamental rights
Drug trafficking Feudalism or feudal system
Sectarianism Capitalism
Social and economic problems of Pakistan Flattery
Economic Crises Health problems
Mass illiteracy The devaluation of currency
Beggary Back Biting
Drug addiction Crushing burden of foreign debt
Bribery Freedom of press
Dowry Electricity crises
Violence Red Tapism
Despair Insufficient medical facilities
Depression Terrorism
Black marketing Un-employment
Social and Economical crises The devaluation of currency
Indiscipline Back Biting
Hypocrisy Tax-Evasion
Notes: Essay. Rahber School of Law RSOL, Pattoki
Instructor: Miss Rabia Sultana LLB 5 Years Program

All in one Essay

Cover 50 Topics
On Social Evils

Outlines
● Introduction of _________
● Harms of _____________
● Causes of ____________
● Solutions
● Conclusion
Today ……….. is almost a world phenomenon. It is in fact a universal problem, having
existed in all ages. It has clung to mankind like an incurable disease. The existence of this
embarrassing and explosive problem in any society has bad effects. In fact the harms of
………… are countless. Prevalence of …………. creates disappointment and discontent
among the masses. The machinery of government gets rusted and ceases to work in the
intended manner. ……….. decreases respect for law and sense of allegiance to the
government.

The distinction between right and wrong disappears. Revolutions and military takeovers
become common. The whole system of moral, ethical and religious values impaired. Every
student of history knows that one of the main causes of the downfall of nations has been
……… ………… becomes a cause of destabilisation and demoralisation of a nation, and
gives birth to depression and hesitation in the society and state. In the presence of this evil,
uncertainty, instability and insecurity become the order of the day. If ……….. is not checked
at the right time, it will spoil the firm roots of a country and its image.

When we read the pages of history, we can see that where there is no order, the country
loses its balance. Then poverty, corruption, violence, ……………. and indiscipline prevail
everywhere. Since the last four or five decades, we have been constantly striving to check
…………, but unfortunately , it is not going to end. If it is not properly, effectively and
promptly checked then the day is not far when the entire judicial, moral and economic fabric
of the nation would collapse.

Our country is in great danger. We are not realising our duty. Look at the developed world,
like America, U.K, France, Canada, Japan and Australia, you will be convinced of the fact
that ………….. has no place in their lives. On the contrary, you will find the condition of the
third world, the worst. Most of the Asian African nations in general and Muslim countries in
particular are in a strong and evil grip of…………… The Pakistani nation especially needs to
avoid …………. more than any other thing. Because of it , we are not only going downward
but also falling into disrepute, among the community of nations.

The factors that contribute to the prevalence of …………. Differ from country to country.
Those that are common in most countries including Pakistan are as follows. First of all, the
poor governance system and lack of will are two main causes of………….. The people at the
helm of affairs are not willing to address the problem of …………….. Therefore they do not
Notes: Essay. Rahber School of Law RSOL, Pattoki
Instructor: Miss Rabia Sultana LLB 5 Years Program

provide any solution .Rather they are part of the problem. They are not serious at all in
uprooting this problem. Instead they are promoting it through their bad governance system.
Secondly, wrong policies of the successive governments are also a big cause of …………

The policies of the government should be formed for the welfare and well being of the
general public. But here rulers pursue their personal interests and motives. They do not have
any interest in the well being of the people. Thirdly, there exists no strong opinion against
………….. It has been accepted as a common thing. Fourthly, the general economic
condition of the country is poor and everyone tries to feather his nest. This is an age of
competition and a man is judged by his wealth, so everybody wishes to be richer than the
other .Lastly, we have forgotten the teachings of Islam and give no importance to moral and
ethical values.

To toot out……………… a complete change of political, social and economic system is

necessary. To address the problem of …………., we will have to take multi-dimensional
steps, on different levels. First of all we must improve our governance system. But before
doing this, we need will, because firm determination is the basic thing before doing anything.
Secondly, the mind of the people should be changed by the prevalence of moral and ethical
values.

Electronic and print media play an important role in this regard. Thirdly, we must give right
direction to our direction-less and misdirected policies. Personal agenda and motives must
be kept aside. Policies must be formed for the well being of the people. The people in power
should also rectify themselves. Lastly, we should take remedial measures against the root
causes of ………to abolish this dire problem.

Pakistan is a Muslim state and it is our first and foremost duty to check this evil otherwise the
country will lose its name and fame.
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) 2: The Happy Prince

The Happy Prince by Oscar Wilde

1. The story ‘The Happy Prince’ is a biting criticism of Victorian Society.

Discuss.
2. Discuss Oscar Wilde’s role as a social critic in the story.
3. What social weaknesses are highlighted in the story?
4. What are the moral lessons one could extract from the story.
5. What are the important themes presents in this short story.

Answers ONE by ONE

1. Wilde’s fairy tales mostly criticize materialism, hypocrisy and selfishness, and the

huge gap between the poor and the rich. Wilde criticized the Victorian society for a

lot of things and one of them was materialism which is “the belief that money,

possessions and physical comforts are more important than spiritual values”

(Turnbull 948). “The Happy Prince” starts with opinions of citizens on the statue of

Happy Prince which serve as a presentation of the Victorians’ focus on being practical

and materialism. They admire the Happy Prince and one of Town Councillors

remarked that “’[h]e is as beautiful as a weathercock, . . . only not quite so useful,’ he

added, fearing lest people should think him unpractical, which he really was not”

(Wilde 3). The opinion of the Town Councillor shows that the Victorians also cared

about what other people think about them, for he stressed that the statue, as a piece of

art, is not useful. The story parodies and criticizes at the same time the importance of

the social status and the pose you took. Other stories also emphasize and ridicule the

importance of showing how much the Victorians are practical, because the

practicability was an important value. For example, in “The Remarkable Rocket” the

Roman Candle with the Bengal Light are described as “extremely practical”, because

they use just one word for expressing their objections, and it is “humbug” (Wilde
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) 2: The Happy Prince
103). And therefore, when they say “humbug” it clearly means that they object to

something. This part wants to ridicule the need for being practical at any rate and

show its absurdity. “The Happy Prince” further criticizes another materialistic

thinking. The Swallow at the beginning falls in love with the Reed and other swallows

comment on it that “[i]t is a ridiculous attachment, . . . she has no money, and far too

many relations” (Wilde 5). Birds and the reed are supposed to show the opinion of the

Victorians, especially the rich, on relationships – you had to have money and the

status and then you were a good match. The longing for better social status, which

could have been gained by the marriage of convenience, is highlighted here again.

This longing for better social status is pointed up, for instance, at the beginning of

“The Devoted Friend” as well. The mother duck teaches her ducklings how to

properly stand on the head and she says, “You will never be in the best society unless

you can stand on your heads” (Wilde 59). All those examples do not just criticize or

describe the importance of the social status for the Victorians; they ridicule it in order

to emphasize its absurdity.

2. SAME AS ABOVE

3. According to “The Happy Prince,” the majority of humanity leads lives of great

misery and suffering in order to support the greed of the few with money and power.

The greed of the wealthy causes immense suffering, and this story takes a scathing

stance against the state of inequality that forces so many people into lives of

destitution and hardship. The selfishness and short-sightedness shown by privileged

individuals in this story reveal the deep flaws behind conceit. Human greed and

obsession with appearances result in evil and true ugliness. Wilde tells the story of the

Happy Prince from the vantage point of a prince and relates to how society and class

structure were evolving in the late Victorian era. The statue stands on the wall
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) 2: The Happy Prince
overlooking the lower class as they toil in despair, trying to make better lives for their

families. Wilde demonstrates his personal views about class, materialism, sin, and

salvation as the story unfolds. The Happy Prince becomes corrupted by his big heart

in the eyes of the elite of the town, who represent sin in society, when he weeps for

the people and tries to help them. "The Happy Prince" gives hope to the lower classes

by showing them that they can gain financial footing in the world and that their lives

matter in society. The story also pokes fun at the upper class because they no longer

have all the wealth. However, the moral of the story suggests that none of the classes

have it right because God looks at the heart to decide who is worthy of going to

heaven. Materialism and lack of religious beliefs were the true corruptions in all the

classes of society in real life as well as in "The Happy Prince." The story also brings

out the theme of class difference. It shows how the rich are busy making merry in

their luxurious houses while the poor and the needy suffer for a morsel. The

greediness of the Town Councillors shown in the story proves that nothing had

changed in our society since then.

4. The moral of the story ''The Happy Prince'' is that humans should do good and help

those in need. The Prince and the Swallow help others who are suffering, and they die

in the process. However, they are rewarded in the afterlife. The moral lesson of "The

Happy Prince" by Oscar Wilde is that the worst aspects of modern society can be

overcome by love and charity, which have the unique ability to unite men and make

them whole. Wilde wrote the fairy tale during the Victorian era, when the East End of

London was awash with the suffering and forced labor of children, many of whom

were forced into prostitution and almost all of whom lived in abject poverty. This

social context is generally accepted as the inspiration for the story. The moral of the

story is that we must help the poor and the needy. The prince set an example of this
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) 2: The Happy Prince
by giving his jewels to the poor. The swallow also proved to be a great example of

love and sacrifice. The story ends with the death of the Swallow and also of the

Happy Prince who though a statue had his leaden heart broken into two. Though they

both helped people, there was no one to bid them proper farewell. But they were

given the best merit – the place in Paradise. We shouldn’t expect honor, fame and

laurels in return for our good deeds.

5. A theme in literature is a recurring idea or topic in a story that also contains the

author's views or thoughts about the subject matter. ''The Happy Prince'' has many

themes: judging others, poverty versus wealth, greed, religion, sacrifice, love, and

compassion. The townspeople regard the Prince as ugly once he has lost all his

decadent ornaments. Wilde portrays the townspeople as shallow because they judge

people, or statues, based on their outward appearances. The portrayal of the disparity

between poverty and wealth in ''The Happy Prince'' is constant. While a statue, the

Prince can finally see what poverty and desolation look like in the town, which makes

him sad. After giving away his riches with the help of Swallow, he is considered poor

and ugly and experiences unjust treatment. However, in the end, God judges both the

Prince and the Swallow as good for trying to shrink the rich/poor gap. The theme of

greed in ''The Happy Prince'' is shown with the rich and powerful people who are

selfish and do not help the poor. When the Swallow flies over the palace, he hears a

beautiful rich girl worry that her dress will not be ready in time for the ball, and she

also complains that her seamstresses are lazy, with no care that there is poverty

nearby in the town.

Instructor: Miss Rabia Sultana
Notes: The Signalman by Dickens
Rahber School of Law, RSOL Pattoki

The Signalman by Charles Dickens

Summary
One cold evening, while on a walk, the narrator while on a high bank looks down on a
railway line that snakes into a tunnel. Seeing the signalman at the mouth of the tunnel, he
calls out to him. He then climbs down and approaches the signalman. He is hardly prepared
for the signalman’s response. He is confused and terrified being not able to comprehend
whether the narrator is a spirit or a man. Likewise, the narrator thinks that the signalman
may not be human but an apparition. As he reassures the signalman that he is just an
inquisitive passer-by. The signalman then tells him the harrowing story of the strange
apparition that has been appearing before him. It uses the same words and gestures the
narrator used as he called out to the signalman. Twice before also it had happened and on
both occasions, the appearance of the ghostly figure was followed by tragedies on the
railway line. The first one was a crash in which people were killed and second was the
mysterious death of a young woman in a train as it passed by. The signalman does not
elaborate on either incident. He is an educated person who due to personal circumstances
could not make better use of his learning. He is stressed out and lonely. He is filled with
helplessness. He knows that something bad is about to befall the railway line that passes by
him. The narrator consoles him and promises to come again the next day to pacify him.
The next day, when he comes there, he finds a knot of people in front of the tunnel. As he
approaches them, one of them announces that the signalman is dead, struck by a train. The
driver of the train had called out to him, unknowingly using the same words and gestures
used by the apparition. Instead of moving away from the train, the signalman stood there,
transfixed. The narrator is filled with horror at the turn of events.

Important Questions
1. In 'The Signalman', how does the narrator feel about the external world?
2. 'The Signalman' is a ghost story. Discuss
3. This story is the story of a man who is isolated from society. Discuss.
4. Discuss the theme of hallucination.
5. The Signalman is a Story about an experience which doesn't have any rational
explanations. Explain
6. Theme of rational versus irrationality or Reality vs. Unreality.

Question no 1
Answer 1
When the narrator of "The Signalman" first encounters the railroad worker, he is dismayed
by the environs of this man: it is, perhaps, the most "solitary and dismal a place" he has ever
seen, a subterranean region where a wall of jagged stone drips with moisture, and there is
but a "strip of sky" to be seen before the "gloomy entrance of a black tunnel." In short, it
seems to the narrator as though he has descended into an unnatural world.
The narrator is rather sceptical, thinking that perhaps some mistake has been made,
perhaps caused by a malady of "the delicate nerves that work with the eye." He feels that
the cry that the signalman hears may be just the wind that makes "a wild harp of the
telegraph wires." But, the signalman insists that he has seen and heard accurately.
Instructor: Miss Rabia Sultana
Notes: The Signalman by Dickens
Rahber School of Law, RSOL Pattoki

Further, the signalman affirms that he saw the ghost as well. But, when the narrator takes
him to the door and has him look out, the man must concur with the narrator that the ghost is
missing. So, the narrator departs, although he is worried about his new friend. He promises
himself that he will find a physician to help the man.
However, the next night the narrator takes a stroll, and shortly after starting out, he looks
down from the brink and sees the appearance of a man, with his left sleeve across his eyes,
passionately waving his right arm.
This is exactly as the signalman has described the ghost. The narrator rushes to the scene
and sees some men.
"What is the matter?"
"Signalman killed this morning, sir."
Tragically, now, he believes all that the signalman told him.
Question no 2
Answer 1
On the 9th of June 1865, Charles Dickens was travelling aboard the Folkestone to London
Boat Train with his mistress and her mother, when it derailed while crossing a viaduct near
Staplehurst in Kent. The train plunged down a bank into a dry river bed, killing ten
passengers, and badly wounding forty. Dickens was profoundly affected by the disaster, and
a year later, he published The Signalman, a supremely atmospheric ghost story in which the
narrator, while investigating a dank and lonely railway cutting, meets the signalman who
works there. His new acquaintance appears to live under the shadow of an unbearable
secret, haunted by an apparition whose appearance prefigures terrible rail accidents.
Drawing on Dickens' own experiences, and introduced by Simon Bradley, author of The
Railways, The Signalman is both an important piece of rail history, and a sinister tale which
will make you think twice next time you enter the quiet carriage.
OR
Answer 2
The Signalman is a typical ghost story and most ghost stories have several recognisable
features. This story is a true mystery. Ghost stories have several types elements; such as,
● There is a sceptical, rational character, one who is not at all superstitious and doesn't
believe in ghosts or/and in the paranormal.
● There is usually an unexpected turn in events or turns in the storyline somewhere in
the story.
● The story is usually set in a lonely, secluded and isolated place with the main
storytelling taking place between sunset and the night time.
● Death features in the storyline, either people die in the story, or the ghost or the
supernatural being is the spirit of someone who is dead.
● The ghost is usually intangible and there is only one man who sees/makes contact
with it in the story.
The Signalman has all of these features. The narrator in the story is the sceptical character
who suggests some rational explanations for the Signalman paranormal experiences.
Towards the end of the story there is a twist in the tale where we hear that the Signalman
has died but perhaps even more surprising is when we find out the coincidence between the
driver of the train and the narrator.
Instructor: Miss Rabia Sultana
Notes: The Signalman by Dickens
Rahber School of Law, RSOL Pattoki

There's also a twist in the storyline in the end when the Signalman is killed by a train after
seeing the Spectre. But there's an even bigger one soon after that when we find out the
driver of the train that killed him repeating the same action of the spectre.

Narrative Techniques
The story “The Signal-Man” by Charles Dickens is a first-person narration, told from the
perspective of an involved narrator. The storyteller is a character in the story and takes part
in the action as a secondary character. His presence is indicated through the use of personal
and possessive pronouns and adjectives such as “I” and “my”.

It is very rare that first-person narrators have omniscient knowledge about the events. This is
also the case in “The Signal-Man”. The narrator merely accounts the events from his point of
view and based on what can be observed. Furthermore, he is subjective in his account,
making judgements about the setting and the signalman: “His pain of mind was most pitiable
to see. It was the mental torture of a cons.

Important Themes:
A theme is a universal idea, lesson, or message explored throughout a work of literature.
One key characteristic of literary themes is their universality, which is to say that themes are
ideas that not only apply to the specific characters and events of a book or play, but also
express broader truths about human experience that readers can apply to their own lives.
● Hallucinations
After the signalman discloses his experience of being haunted, the narrator is sceptical. He
suspects the signalman is turning coincidences into hallucinations and might be mentally ill.
But in an instance of situational irony, when the narrator returns to the rail cutting at the end
of the story, he learns that the signalman died in precisely the way the spectre predicted.
Because the signalman's hallucinations proved prophetic, the narrator cannot know whether
it is yet another coincidence or evidence of the power of supernatural forces.
● Isolation
Loneliness and social isolation
Social isolation and loneliness are features of The Signalman landscape. The signalman is
cut-off from society. He spends his time in the tunnel where natural light is not within reach.
There is no one to talk to. The suggestive power of loneliness preys on his mind. His
appearance is like that of a phantom; the narrator is not sure whether he is real. Neither of
the main characters is given a name making them spirit-like.
● Responsibility and Guilt
In “The Signalman,” an unnamed narrator strikes up an acquaintance with a railroad
signalman, whose job is to monitor trains passing through a station. Although the narrator is
impressed by the signalman’s commitment to keeping people safe, the signalman feels guilty
about accidents that have occurred on his watch; even though these tragedies were
seemingly random, he feels somehow responsible for them.
● Helplessness, Fate, and Death
Throughout the story, the signalman feels helpless: it’s his job to keep train passengers safe,
yet he couldn’t prevent the mysterious accidents that recently happened on the railway. In
contrast, the narrator believes that he can help both the signalman and the train passengers
Instructor: Miss Rabia Sultana
Notes: The Signalman by Dickens
Rahber School of Law, RSOL Pattoki

who depend on him. But the narrator soon learns that he was always as helpless as the
signalman, as he’s unable to prevent the signalman’s death at the end of the story.
● The Supernatural and the Unknown
The titular signalman in the story is responsible for keeping people safe by monitoring the
trains that come through his station. However, two mysterious train accidents occurred
before the events of the story, which the signalman believes were caused by supernatural
forces—a ghost supposedly warned him about the accidents in advance. But the narrator
doesn’t believe the signalman’s ghost story, instead assuming that the signalman has lost his
mind.
● Reality vs. Unreality
In ambiguous and stressful situations, we often question whether we're seeing things clearly,
or what the nature of reality is. The stranger or more disturbing our first interpretation of
events is, the more likely it seems that we are incorrect, or living in unreality.In ''The
Signal-Man,'' Dickens shows us how a logical analysis of reality can be plausible, yet still
wrong. For the signalman, the reality is that he must correctly interpret the apparition's
warnings or suffer the guilt of having allowed tragedy to occur.The narrator questions this
belief, certain that the apparitions and warnings are all in the signalman's head. First, he
observes that the signalman works alone in an ''unhealthy damp'' and sunless environment.
He tells him not to trust his senses, citing the power of optical illusions and the way that ''the
wind in this unnatural valley'' makes a ''wild harp'' of the telegraph wires. However, the
narrator momentarily ''[sets] aside all questions of reality or unreality'' in order to comfort him.
When the narrator witnesses the apparition and the death of the signalman, he realises that
neither of them had an entirely correct interpretation of reality.

Symbols
1. The red light that the ghost stands by whenever it haunts the signalman comes to
represent the inevitability of death. The signalman explains to the narrator that the
first time he saw the ghost, it waved and cried out. The second time, it covered its
eyes, and in recent hauntings, it gestured frantically. Though the ghost’s exact
behaviour differs, two things remain constant: the ghost is always standing by the red
light, and someone always dies in the aftermath. In this way, the red light, or
“Danger-light,” warns of approaching death.
2. The Train Symbol Icon: Every death in “The Signalman” is caused by a train-related
accident—though trains are meant to serve as a means of transport, in the story they
represent the crushing power of industry. (While many Victorian writers critiqued
industrialization, Dickens had extra motivation to do so; he survived the 1865
Staplehurst rail crash, which killed 10 passengers.) In “The Signalman,” the narrator
is initially interested in speaking to the signalman because of his own interest in
industrialization, which he refers to as “these great works” (e.g., trains and other
machinery). Working from a box alongside the tracks, the signalman is supposed to
serve as the human branch of industry, controlling and monitoring trains as they pass
through a tunnel by waving flags and shining lights. But the recent accidents on the
signalman’s rail line imply that controlling trains is impossible.
3. The Box: Because the signalman has to spend his days and nights below ground
watching for approaching trains, he lives and works out of a structure that the
narrator calls a box, which represents the signalman’s limbo state between life and
Instructor: Miss Rabia Sultana
Notes: The Signalman by Dickens
Rahber School of Law, RSOL Pattoki

death. The box is a world unto itself, and includes a fire, a desk, an “electric bell” and
other tools. As a result, the signalman almost never leaves his post; even when he
has a break and can move above ground, he’s constantly thinking about approaching
trains and is “liable to be called” by the box’s bell at any time. Because he can’t leave
his box, trains perpetually pass him by while he waits in it, suggesting that life passes
him by as he waits for things to happen.
Characters
● The signalman, a “dark sallow” man who reluctantly befriends the narrator, monitors
trains passing through a tunnel: he’s responsible for guiding them safely and
preventing major accidents. While speaking to the narrator, he often breaks off
conversation to attend to his duties, suggesting that he understands the
life-and-death importance of his job. His position means that he’s working class, but
he wasn’t always—he’s well educated and once studied natural philosophy, but he
squandered his professional opportunities. The signalman seems to willingly accept
his bleak situation, which requires spending most of his time underground, believing
that he’s helpless to change his fate
● The unnamed narrator, a cheerful and logical man, befriends the signalman at the
start of the story. Because he was sheltered for much of his life, the narrator is now
interested in the “great works” of the railroad industry. He’s fascinated by the
signalman’s many duties, which include monitoring and directing passing trains, and
shocked by his dismal working conditions underground. The narrator’s surprise
implies that he is likely upper class and wealthy; the signalman has many
responsibilities, but the narrator seems to have very few.
The narrator of the story, in turn, feels responsible for the predicament of the
signalman. Recognizing the stress and agitation of this man, the narrator ''saw that
for the poor man's sake, as well as for the public safety, what I had to do for the time
was to compose his mind.''
● The ghost is a mysterious figure that haunts the signalman (or so he claims), always
appearing by the red light near the tunnel and always covering its face, either with its
hands or by waving. After the first haunting, there was a train accident on the
signalman’s line; after the second, a young woman died in a passing train.
● Tom is the engine-driver whose train kills the signalman. Tom tells the narrator that
he attempted to warn the signalman of the train’s approach by yelling and waving his
arms, but the signalman didn’t seem to hear him.
Rabia Sultana Rahber School of Law, RSOL
LLb Part 1 (5 Years Program) 1: The Yellow Wallpaper

The Yellow Wallpaper by Charlotte Perkins Gilman

1. What sort of case can be made that the husband is really trying to drive his
wife insane? Does he have any defences to that charge?
2. In what ways does the image of the yellow wallpaper contribute to the story?
3. What does Gilman achieve by allowing the wife to tell her own story?
4. What is dramatic irony? Are there many instances of this form of irony in the
short story?
5. Show that the short story can be read as a parable or allegory of the plight of
women in a man's world.
6. Who is the woman trapped in the wallpaper? How does the protagonist
liberate her?
7. Discuss the thematic concerns of the short story ‘The Yellow Wallpaper’?
8. Does loneliness leads to identity crisis in The Yellow Wallpaper by Gilman?
9. In ‘The Yellow Wallpaper’, the title shows the sickness in relationship.
Explain your answer.
10. Explain the symbolic significance of the Yellow Wallpaper pertaining to its
representation in the story.

Answers ONE by ONE

1. Though John seems like the obvious villain of “The Yellow Wallpaper,”
the story does not allow us to see him as wholly evil. John’s treatment of
the narrator’s depression goes terribly wrong, but in all likelihood he was
trying to help her, not make her worse. The real problem with John is the
all-encompassing authority he has in his combined role as the narrator’s
husband and doctor. John is so sure that he knows what’s best for his wife
that he disregards her own opinion of the matter, forcing her to hide her
true feelings. He consistently patronizes her. He calls her “a blessed little
goose” and vetoes her smallest wishes, such as when he refuses to switch
bedrooms so as not to overindulge her “fancies.” Further, his dry, clinical
rationality renders him uniquely unsuited to understand his imaginative
wife. He does not intend to harm her, but his ignorance about what she
really needs ultimately proves dangerous.
John knows his wife only superficially. He sees the “outer pattern” but
misses the trapped, struggling woman inside. This ignorance is why John
is no mere cardboard villain. He cares for his wife, but the unequal
relationship in which they find themselves prevents him from truly
understanding her and her problems. By treating her as a “case” or a
Rabia Sultana Rahber School of Law, RSOL
LLb Part 1 (5 Years Program) 1: The Yellow Wallpaper

“wife” and not as a person with a will of her own, he helps destroy her,
which is the last thing he wants. That John has been destroyed by this
imprisoning relationship is made clear by the story’s chilling finale. After
breaking in on his insane wife, John faints in shock and goes
unrecognized by his wife, who calls him “that man” and complains about
having to “creep over him” as she makes her way along the wall.

2. “The Yellow Wallpaper” is driven by the narrator’s sense that the

wallpaper is a text she must interpret, that it symbolizes something that
affects her directly. Accordingly, the wallpaper develops its symbolism
throughout the story. At first it seems merely unpleasant: it is ripped,
soiled, and an “unclean yellow.” The worst part is the ostensibly formless
pattern, which fascinates the narrator as she attempts to figure out how it
is organized. After staring at the paper for hours, she sees a ghostly sub-
pattern behind the main pattern, visible only in certain light. Eventually,
the sub-pattern comes into focus as a desperate woman, constantly
crawling and stooping, looking for an escape from behind the main
pattern, which has come to resemble the bars of a cage. The narrator sees
this cage as festooned with the heads of many women, all of whom were
strangled as they tried to escape. Clearly, the wallpaper represents the
structure of family, medicine, and tradition in which the narrator finds
herself trapped. Wallpaper is domestic and humble, and Gilman skilfully
uses this nightmarish, hideous paper as a symbol of the domestic life that
traps so many women.

3. "The Yellow Wallpaper" by Charlotte Perkins Gilman, is a story told from

the first person point of view of a doctor's wife who has nervous condition.
The first person standpoint gives the reader access only to the woman’s
thoughts, and thus, is limited. The limited viewpoint of this story helps the
reader to experience a feeling of isolation, just as the wife feels throughout
the story. The point of view is also limited in that the story takes places in
the present, and as a result the wife has no benefit of hindsight, and is
never able to actually see that the men in her life are part of the reason she
never gets well. "The Yellow Wallpaper" by Charlotte Perkins Gilman, is a
story told from the first person point of view of a doctor's wife who has
nervous condition. The first person standpoint gives the reader access only
to the woman’s thoughts, and thus, is limited. The limited viewpoint of this
Rabia Sultana Rahber School of Law, RSOL
LLb Part 1 (5 Years Program) 1: The Yellow Wallpaper

story helps the reader to experience a feeling of isolation, just as the wife
feels throughout the story. The point of view is also limited in that the
story takes places in the present, and as a result the wife has no benefit of
hindsight, and is never able to actually see that the men in her life are part
of the reason she never gets well.

4. Dramatic irony occurs when there is a contrast between the reader’s

knowledge and the knowledge of the characters in the work. Dramatic
irony is used extensively in “The Yellow Wallpaper.” For example, when
the narrator first describes the bedroom John has chosen for them, she
attributes the room’s bizarre features—the “rings and things” in the walls,
the nailed-down furniture, the bars on the windows, and the torn
wallpaper—to the fact that it must have once been used as a nursery.
Even this early in the story, the reader sees that there is an equally
plausible explanation for these details: the room had been used to house
an insane person. Another example is when the narrator assumes that
Jennie shares her interest in the wallpaper, while it is clear that Jennie is
only now noticing the source of the yellow stains on their clothing. The
effect intensifies toward the end of the story, as the narrator sinks further
into her fantasy and the reader remains able to see her actions from the
“outside.” By the time the narrator fully identifies with the trapped
woman she sees in the wallpaper, the reader can appreciate the narrator’s
experience from her point of view as well as John’s shock at what he sees
when he breaks down the door to the bedroom.

5. An intricate and classic tale of horror, Charlotte Perkins Gilman’s story

“The Yellow Wallpaper” has great examples of allegory. The allegory in
Gilman’s work tells the story of the narrator as an outer layer
encompassing the ideas about the suffering of women as a whole. The
allegory in “The Yellow Wallpaper” involves the woman who “creeps”
about through the paper. Though it seems that the narrator is just going
mad, it really is more than that. It becomes apparent that there is an
almost secondary plot when the narrator is left for hours at a time inside
the prison-like room. “There are things in the wallpaper that nobody
knows but me, or ever will. Behind that outside pattern the dim shapes
get clearer every day… And it is like a woman stooping down and
creeping about behind that pattern” (77). The woman in the wallpaper
that the narrator sees represents the way women had been suppressed
long ago. The fact that she is locked behind the bars of the repetitive
pattern is proof that women were not given the rights they deserved and
nothing seemed to change. The narrator is desperate to overcome this and
Rabia Sultana Rahber School of Law, RSOL
LLb Part 1 (5 Years Program) 1: The Yellow Wallpaper

eventually becomes part of the pattern herself which is representative of

her succumbing to her impending oppression.

6. The woman in the wallpaper is a symbol of the narrator herself, and her
increasing feeling of being trapped. She lives with a well-intentioned but
overbearing husband who limits her options and suggestions like she is a
child incapable of making decisions. Because the narrator feels her voice
in life is constantly being repressed, and every desire she has is not
listened to or deemed foolish or unhealthy, she feels trapped. As her
mental state worsens because of this repression, her ability to sense a
woman in the wallpaper increases. She feels the woman is trapped, just
as she is. She sees the woman trying to get out, just as she tries-and fails-
to voice her desires and change her circumstances. In the end, the
trapped woman in the paper just crawls around and around, trying to
escape. In the story, what starts out as the narrator just interpreting a
crazy pattern on wallpaper becomes a full-blown manifestation of her
repressed self; in the end, she and the woman in the wallpaper have
become one and the same, and it is she that is skulking about the room
along the edges of the wall. The woman in that wallpaper is significant
for the symbolic nature of a repressed woman's desire to be free and
happy, and also of the narrator's deteriorating mental state as unfortunate
circumstances are pressed on her. It is a sobering reminder of the
situation that many women found themselves in during Gilman's time
period, and an interesting commentary on the mind's ability to change its
state for the better or worse.

7. Thematic Concerns in The Yellow Wallpaper:

The Subordination of Women in Marriage: The story reveals that this
gender division had the effect of keeping women in a childish state of
ignorance and preventing their full development. John’s assumption of
his own superior wisdom and maturity leads him to misjudge, patronize,
and dominate his wife, all in the name of “helping” her. The narrator is
reduced to acting like a cross, petulant child, unable to stand up for
herself without seeming unreasonable or disloyal. Related to this theme
of gender and the place of women in society is the theme of marriage,
which is central to ‘The Yellow Wallpaper’ given the narrator’s marriage
to John and his strict orders concerning what his wife is and is not
allowed to do.
Women in Society: In the late nineteenth century in the United States,
women were still often dependent on men both financially and socially.
John’s strict control over his wife’s behaviour and confinement needs to
be understood (though not necessarily condoned) in this context.
Rabia Sultana Rahber School of Law, RSOL
LLb Part 1 (5 Years Program) 1: The Yellow Wallpaper

Mental Illness: Perhaps the most important theme of Gilman’s story is the
narrator’s mental illness, which is present from the beginning of the story
and gradually worsens as her narrative develops. Having the narrator tell
her own story and provide her own observations in the form of a diary
means we have unfiltered access to her thoughts and moods, and this can
make parts of the story uncomfortable reading.

8. It is evident that change is a natural component in the average person’s life.

Some however, are more drastic than others. This is exhibited through the
first-person narrator of Charlotte Perkins Gilman’s short story, “The
Yellow Wall Paper”, who undergoes a drastic change in her health due to
postpartum depression, her relationships with the individuals around her,
and her isolation. These changes later develop an internal conflict in the
form of a troubling identity plight. Due to the famous rest treatment in
which the narrator is told to follow, her interactions with other individuals
is severely limited. Most of her social interactions are between her and her
husband John. Being a woman in the early twentieth century, she simply
followed what her husband told her. She did not have her own voice and
kept her thoughts to herself. With that being said, it is as if her identity is
simply that of the average woman during her time. However, the days she
spends in confinement go by, the identity of that woman drifts away and
she is overtaken by the identity of her own mental illness.

9. The romantic relationships between Jane and John change throughout the
story. John, the sincere caretaker, turns into a jail warden. At first, the
narrator views John as a perfect husband. She appreciates all his efforts.
Jane thinks he “is very careful and loving, and hardly lets me stir without
special direction.” She remarks that “he takes all care from me, and so I
feel basely ungrateful not to value it more.” It becomes apparent that the
doctor over controls and manipulates his “patient.” John’s intentions are
supposed to be beneficial for his wife. Still, the narrator disagrees with
the prescribed diagnosis and treatment. John believes that his wife needs
the rest cure and excludes all the work and social contacts. That turns into
an ordeal for Jane and worsens her condition. The husband dominates the
woman. He forbids Jane to do any activity, including writing, which
relieved her mental illness. The “physician of high standing” is sceptical
about this mental disorder. In addition, John ignores the narrator’s needs
as whims. He treats Jane as a child and devalues her opinion. It worsens
her condition and affects the relationships between the spouses. Thus,
there is no understanding, carefulness, or harmony between the
characters.
Rabia Sultana Rahber School of Law, RSOL
LLb Part 1 (5 Years Program) 1: The Yellow Wallpaper

10. In literature, symbolism is a literary device in which a symbol—a word,

object, character, action, or concept—represents something, whether it be
a person, thing, or concept. Gilman used a significant number of symbols
in "The Yellow Wallpaper," including the character John, who
symbolizes Silas Weir Mitchell, and the narrator, who symbolizes both
Gilman and other women who endure the rest cure. Other symbols in the
story, which are discussed in further detail below, include:
 The room
 The yellow wallpaper
 The creeping woman
 The narrator's diary
 The bed
The room symbolizes two things. First, it acts as a prison to the narrator,
and secondly, it symbolizes her mental decline over the short story. The
narrator does not want to stay in the room with the yellow wallpaper, but
John talks her into it. The windows of the room have iron bars over them,
giving the room both the look and feel of a prison. The woman also
writes that "there are rings and things in the walls," such as might be
used to chain someone.
The yellow wallpaper symbolizes society and patriarchy. The narrator
hates the wallpaper. She spends hours staring at it, trying to figure out a
pattern, so she can understand it. This represents someone examining the
patriarchal society, trying to find a solid reason for it and failing.
Instructor: Ms. Rabia Sultana
Story: The Hollow of the Three Hills
RAHBER SCHOOL OF LAW, RSOL Pattoki

The Hollow of the Three Hills by Nathaniel Hawthorne

Summary of the story

The Hollow of the Three Hills by Nathaniel Hawthorne is a story about a young woman who
becomes overcome with grief and sadness and goes to a withered witch to learn what has
happened to her family. The witch shows her three different visions of reality. In the first one,
she sees her parents who are talking about how much disappointed they are in her. The
second vision is of her husband who is seen weeping at her funeral. The third one shows her
own son to her, who she sees has died and his coffin is being carried to his grave.
Questions
1. What are the important symbols present in the story 'The Hollow of the Three
Hills'?
2. Thematic concerns of the short story?
3. How does Hawthorn present death in 'The Hollow of Three Hills'?
4. In "The Hollow of the Three Hills," what is Hawthorne's purpose, and how does
he shape the plot, tone, characterization, and setting to fulfil it?
5. Discuss the main character of the story 'The Hollow of the Three Hills'?
6. Discuss ways in which Story explores self discovery?
7. Comment on the ways Hawthorne developed suspense in this story?
Question no 1:
Symbolism
This is a very short tale, but rich in symbolism. In the opening paragraph, which is a little
long, Hawthorne manages to lay the foundation for all the symbols that manifest in the story.
First are the two women, one young and one old. They represent the maid and crone
aspects of the triple goddess. But also, they represent the past and present for the older
woman. The younger woman symbolises the memories of the older. The choices that were
made when the woman was young led her to her place now. So when the crone conjures
dark memories of the young woman’s past, she is essentially reliving her own memories,
which will lead to her liberation from the bonds of guilt and shame.
The next symbol we encounter is the three hills. The three hills represent the three
memories which the crone conjures for the young woman. Each of the hills is a painful
memory and represents separation, symbolic death (think grave mound). The young woman
severed connections with parents, then with husband, and finally with child. In Hawthorne’s
time, the only way a woman could be free was to shake off all bonds to family.
Next, we see that the setting of the story is in October. This represents the time of reaping.
We all must reap what we sow, and the young woman must face up to the decisions that she
made.
Finally, we have the symbol of the fallen tree. This represents the woman’s lineage, or family
tree. When Hawthorne writes that there is “no green successor from its roots,” it is a
metaphor for the fact that the woman no longer has any family or children to carry on her
bloodline. Like the tree, she will just get old and decay.
This story contains symbols like the holy trinity. Examples based on the story are the three
hills and the three visions of the young lady.
October: it is known as the month of death. At the beginning of the story, the woman has her
first vision of her daughter's funeral. And in order to obtain the witch's help, she needs to
give up her own life.
Instructor: Ms. Rabia Sultana
Story: The Hollow of the Three Hills
RAHBER SCHOOL OF LAW, RSOL Pattoki

Autumn: it symbolises death since it’s the time of the year when nature dies or is about to
die. Some quotes that help us understand this are, ¨a tree fell¨, which represents death, and
¨no green¨, which means there is no life.

Answer Question no 4: Nathaniel Hawthorne's purpose is to show how wrong and

unnatural it is for a woman to leave her family. He achieves this purpose by showing a
woman in unnatural, evil circumstances grieving until she dies.The woman who approaches
the crone is beautiful but despondent. She's young, but her heart is heavy. Showing that her
leaving has already filled her with regret and dissatisfaction is one way that Hawthorne
shows the wrongness of her actions. She approaches the crone, who appears to be
otherworldly and evil from her words and actions. The setting is otherworldly, which shows
the nature of the woman's sins. Hawthorne says that other people can't see where the two
women meet. The crone says there's a limited amount of time that she can show the young
woman those she left behind. It's an uncomfortable, unwelcoming setting, which could be a
metaphor for the world the woman faces once she's left the warm embrace of her family.
Instead, she dies after seeing the sadness of her loved ones.
The entire tone of the story is focused on the woman's despair and the unhappiness of those
she left behind. It's stark and punishing. Hawthorne uses the tone to show that the woman's
actions are wrong. Her parents and husband are grieving. Her child has died. Her actions
are what caused everyone's misery. It's implied that things would be different and better if
she hadn't left.
Answer Question no 6:
This short story 'The Hollow of the Three Hills' by Nathaniel Hawthorne is about the self
discovery of the young lady who is " graceful of form and fair of features but smitten with an
untimely blight". She remains an enigma as she herself was a mystery. The young lady flees
from her home leaving her dying child. She thinks that by doing so she would get rid of all
her responsibilities and sufferings. But it was her illusion as this act causes great deal of
agony and anxiety for the you lady. It was her presumption that she could survive without her
parents, husband and child but as soon as she left them, she realized that it is not possible
for her to live without them. So in order to know about her loved ones, she meets an old
crone, "withered hag" in a place, "masses of decaying wood" which was "once a resort as a
power of evil" to gain the knowledge of her actions and that explores self discovery. The old
crone or witch assures her that at the cost of her life she would show her the visions of her
family. It should be pointed out that the ideas or knowledge she seeks is not necessarily that
of knowledge pertaining to her loved ones. Consequently, it is the revelation of that
knowledge in the form of visions that reveals striking amount to the young lady. Thus through
revisiting her actions and repercussions, the young lady discovers something about herself.

Question no 8:
Nathaniel Hawthorne's 'The Hollow of the Three Hills' develops suspense in the very
opening line as the "strange old times" introduces the unknown. This unknown is
strengthened by Hawthorne's introduction of the concept of reality and fantasy merging into
one, a setting in which "madmen's reveries" were "amongst the actual circumstances of life";
Hawthorne's use of a world of the abnormal, or rather, the supernatural is thus built. This
combination of setting in time and the need for the story to be completed in "one hour"
create anticipation; the time running out therefore builds suspense.
Instructor: Ms. Rabia Sultana
Story: The Hollow of the Three Hills
RAHBER SCHOOL OF LAW, RSOL Pattoki

Furthermore, the use of a "decaying" and desolate setting contributes to the mystery: as "no
mortal could observe them" in this place. Hawthorne creates an ominous mood through the
use of negative metaphors and images referring to death. "Brown grass" and a hollow
devoid of growth not only contribute to this mood but foreshadow events to come. Therefore,
the dark and desolate mood not only accentuate the mystery but through the foreshadowing
of the setting itself, its significance creates suspense.

Question no 2 & 3:
Themes: There are alot of themes present in this short story. For example: death, regret,
guilt and remorse, the supernatural, anxiety and curiosity, dishonour and deceit.
One of the greatest terrors of the human mind is death. Death hovers over us, holding a
ticking clock which counts down the time that we have left before we join him.
Subconsciously, all humans can hear this clock from the moment we truly understand who
Death represents- the end. This understanding guides our actions while we are alive.
Humans try to be the best they can in order to be able to reflect back in the end with a sense
of accomplishment. Nathaniel Hawthorne’s short story, “The Hollow of Three Hills,” is an
example of the reflection that humans go through before giving themselves to Death. The
Lady has died and in the state of limbo (the border between Life and Death) she meets the
Crone.The Crone takes the form of a corrupted Psychopomp. Psychopomps are
mythological creatures who guide souls to the afterlife. The most commonly known
Psychopomps are Hermes from Greek mythology and Anubis from Egyptian mythology
(Strong). She is corrupted because Psychopomps are not supposed to judge the souls for
their actions in the living. The Crone clearly enjoys the pain and suffering of The Lady as she
“[chuckles] to herself” after the visions (Hawthorne 4). Their meeting place, “three little hills
[that] stood near each other,” is where The Lady’s soul will meet Death.

Opening: The story begins with two persons meeting together at a certain time and place: at
the hollow of the three hills during the sunset. One was an old woman who apparented to be
mean and ill, she was a witch. The other woman was a graceful lady that looked pale and
troubled. The opening also describes the place where they met, which was isolated, and the
time of the year, which was October. The opening is really effective because it describes the
place where the two women met in detail, and the reader can see, imagine and understand
it. The quote, ¨dwarf pines were numerous upon the hills¨ describes the three hills so you
can imagine the place where they met. Another quote, ¨one of these masses of decaying
wood, formerly a majestic oak, rested clos beside a pool of green and sluggish water at the
bottom of the basin¨, this quote describes the place that was filled with tree-trunks that had

fallen with time and that there was a little lake at the bottom of the hills. Moreover, it
describes the time of the day: sunset, which is the moment of revelation. Yes, I think that the
story begins mid-drama because the woman escaped her home and was very troubled, she
felt very guilty. The story is in 1st person limited, and it is in present tense, but the lady felt
guilty and had a conflict with her past.

Setting:
Time: it was during the 1800s. It was October and it was twilight. The following quote, ¨there
was nothing but the brown grass of October¨, it tells us that the time of the year was October,
Instructor: Ms. Rabia Sultana
Story: The Hollow of the Three Hills
RAHBER SCHOOL OF LAW, RSOL Pattoki

so it was autumn. We can also tell that it was autumn because it says ¨the chill beauty of an
autumnal sunset¨, it describes nature at that time of the year.
Place: The hollow of the three hills, a desolate place, ¨no mortal could observe them¨, this
quote points out that no one was there, that that place was completely isolated.
Resultado de imagen para the hollow of the three hills

Question no 5:
Characters:
● The young lady: she was graceful, though pale and troubled. With the word pale we
can understand that she is sick, ill or about to die; and the word troubled makes us
think that she has mental health problems. The young woman arrives in the titular
hollow between the three hills after having abandoned her family, and she seeks
audience with the old crone in order to see how her loved ones are faring without her.
Though the young woman is the story’s protagonist, she is a morally ambiguous and
rather mysterious figure. The narration reveals very little about her personality or
motives beyond the fact that she feels intense guilt over her actions and is willing to
sacrifice her life to the crone in order to lift the weight of her shame.

● The old woman: she was poorly dressed and was very ugly. She was very old so she
looked shrunken and seemed to be ill. She was a witch who helped the young lady
that was looking for closure, however, she ended up taking her life. The old crone is
an ancient and wicked sorceress who meets with the young woman in the titular
hollow between the three hills. The young woman has betrayed her family, and the
old crone—at the young woman’s request—grants her three visions, each one
detailing how this betrayal has torn her family apart. The old crone is a purely evil
and unholy force, depicted using prayers “that were not meant to be acceptable in
Heaven” and taking several opportunities to taunt the young woman over her grief.
Due to the old crone’s blatantly malevolent nature and the fact that she refers to the
young woman’s ordeal and ultimate death as “a sweet hour’s sport,” the truthfulness
of the old crone’s “visions” is questionable at best.

Gothic Elements:
The Hollow of the Three Hills is a gothic story. We can say this because of the gothic
elements found in the story. The following are the gothic elements:
● An atmosphere of mystery and unknown
● Omens, portents, visions
● ENvironment – far from civilization, dark and isolated
● The supernatural – unexplained manifestations
● High emotion- Characters often overcome with anger, sorrow, surprise and especially
terror, raw nerves and a feeling of impending doom, breathing heavily and crying
● Women in distress – lonely, terrified, fainting, sobbing
● Romance – unreturned love
● Claustrophobia – the women’s urge to flee
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) Notes: Short Story

The fall of the House of Ushers by Edgar Allan Poe

Questions

1. What does the title suggest in the usage of the word ‘fall’ in the story, ‘The Fall of the
House of Usher’?
2. Discuss the elements of mystery in this short story?
3. ‘The Fall of the House of Ushers’ is a classic blend of both the gothic and
psychological horror. Justify
4. Discuss the thematic concerns of the short story.
5. Analyse the narrative function of the name "Usher" with special reference to the
mental processes represented throughout "The Fall of the House of Usher."

The fall of the House of Usher Summary

The short story opens with an unnamed narrator who approaches House of Usher on the dark,
dull and soundless day. The house belongs to his boyhood friend Roderick Usher. The house
is mysterious and gloomy. The narrator noticed the diseased atmosphere and absorbed evil in
the house from the murky pond and decaying trees around the house. He also observes that
even though the house appears to be decaying, its structure is fairly solid. In front of the
building, there is no small crack from the roof to the ground. The narrator has visited the
house because Roderick Usher has sent him a letter that sincerely asks him to give him
company. In the letter, Roderick has mentioned that he has been physically and emotionally
ill due to which the narrator has rushed to help his friend. The narrator then mentions the
Usher family. He says that though they are an ancient clan, they have never flourished. From
generation to generation, only one member of the family survives. Therefore, they formed a
direct line of descent with no branches from outside. With its estate, the Usher family
becomes so much identified that people often confuse the inhabitants with the home. The
narrator further mentions that the inside of the house is as scary and frightening as inside. He
goes to the room where Roderick is waiting for him. He observes him be less energetic and
paler. Roderick tells him that he is suffering from fear and nerves, and his senses get
heightened.

The narrator also mentions that Roderick appears to be afraid of his own house. Madeline, the
sister of Roderick is taken with a mysterious illness that cannot be cured by the doctors. She
is perhaps suffering from catalepsy in which one loses the control of his/her limbs. To cheer
up his friend, the narrator spends several days with him. He listens to his friend and plays
guitar. He also reads stories to him; however, he is able to lift the spirit of Roderick. Soon
afterward, Roderick claims that the house is unhealthy. Madeline dies, and Roderick resolves
to bury her in the house temporarily. Since her disease was rare and unique, he fears that the
doctors may take her dead body scientific research, so he wants to keep her in house. The
narrator helps his friend to put Madeline’s body in the tomb and observes that her cheeks are
rosy. He also realizes that Madeline and Roderick were twins. With passing days, Roderick
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) Notes: Short Story

becomes more uncomfortable. The narrator was unable to sleep one night. Roderick knocks
on the door in a hysterical state. He takes the narrator to the window. The see a bright-
looking gas nearby the house. The narrator tells him that such gas is natural; there is nothing
uncommon in it. In order to pass the night, the narrator reads a story to Roderick. He reads
Sir Lancelot Canning’s “Mad Twist,” a medieval romance. When he reads the story, he starts
hearing the noises that resemble the description in the story. Initially, he ignores the noises
thinking it to be his imagination. However, the noises become clearer and more distinct after
some time that it cannot be ignored. He also observes that Roderick has fallen over his chair
and is muttering to himself. To listen to him, the narrator approaches him. Roderick discloses
that he has been hearing such noises for days and thinks that they have buried Madeline alive.
It is Madeline trying to escape. He cries that she is standing behind him. The door opens with
the wind blowing, and Madeline was standing behind it in a white bloodied robe? She
instantly attacks him, and he dies of fear. The narrator runs from the house. As soon as he
escapes, the house of Usher cracks and crumbles to the ground.

Characters

1. Roderick Usher

He is the owner of the Usher estate. He is the last surviving male member of the Usher
family. He acts as a twin of his sister, Madeline. He illustrates himself as a mind to her body
and suffers from the mental counterpart of his sister’s physical illness. Roderick is one of the
character doubles of Edger Allan Poe. He is a bookish and intellectual man while his sister is
sick and bedridden. Roderick’s mental inability to differentiate from reality and fantasy
correspond to his sister’s physical weakness. These characters are employed by Poe to
explore the relationship and philosophical mystery between body and mind. Poe imagines
what would happen if the connection between the body and mind are served and assigned to
different people. The imagery of the twin and the incestuous history in Ushers’ family line
shows Roderick is inseparable from his sister. Poe maintains the idea that even though the
mind and body are inseparable, they depend on each other for survival. When one of the
elements suffers from a breakdown, the interdependence causes a chain reaction. The
physical death of Madeline parallels the collapse of Roderick’s sanity and the house of Usher.

2. Madeline Usher

She is the twin sister of Roderick; she is suffering from mysterious illness catalepsy. When
the narrator discovers that she is the twin sister of his friend, it points out the outsider’s
relationship of the narrator to the house of Usher.

3. Unnamed narrator

He is the boyhood friend of Roderick. Roderick contacted him when he was suffering from
emotional and mental distress. He does not know much about the house of Usher and is the
first outsider to visit the house in many years.
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) Notes: Short Story

Themes
1. Madness

The short story, “The Fall of the House of Usher” is an account of a madman whose sickness
is suggestive because of the sickness in the family line. His fears are apparent and manifest
themselves through the sentient and supernatural family estate. The story deals with both
mental and physical illness and its effects on people who are close to you. Much of the
apparent madness in the story does not appear to be due to supernatural elements. The main
character is not really crazy or mad. However, the house he lives in is haunted. Considering
this, one can interpret that Roderick does not bury his sister alive, but she is back from the
dead. One can also interpret that madness is imaginary.

2. Family

“The Fall of the House of Usher” is an account of a family that is self-isolated, bizarre, and so
remote from normalcy that the very existence of this family has become supernatural and
Eerie. The bond between the brother and sister is inexplicable and intense. It could possibly
be supernatural or incestuous. This between them even surpasses death. One can interpret that
twin siblings are actually one person that is split into two. That is why they are inseparable
from each other.

3. Isolation

The story deals with the family that is so remote and isolated from the world that they have
developed their own non-existing barriers to interact with the world outside. The house of
Usher has its own reality and is governed by its own rules, with people having no interest in
others. This extreme isolation makes the family closer and closes to the extent that they
become inexplicable to the outside world.

4. Fear

The idea of fear is worse for Roderick Usher than the object he fears. In fact, it is fear that
causes his death in the story. One can interpret the last action in a way that fear of any
occurrence manifests it in real life. Roderick has feared his death, and he brings his own
death.

5. Identity

The short story “The Fall of the House of Usher” shows a split-personality disorder in a
dramatized way. The tale explores the various aspects of identity and the means through
which these aspects could possibly be fractioned. The story emphasized the difference
between the mental and physical parts and how these parts interact with each other.
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) Notes: Short Story

Title Significance:

On the one hand we could read "house" as a metonymy denoting Usher's family. The title
would then mean "The Decline of the Lineage of Usher" - which is probably how most
readers would interpret it straight away. On the other hand, however, "house" could simply
mean Usher's estate. We could then paraphrase the title as "The Tumbling down of Usher's
Mansion." As the term “house” can refer to the house as well as its inhabitant, this ambiguity
is a first hint to the allegorical relation between both. We are told already in the title that both
are threatened by imminent destruction. The terms "house" and "fall" are contrasted there:
"house" in either sense is a term with - at least at first sight - entirely positive connotations. It
implies stability, age, tradition; a house is something long-lasting that gives shelter to its
inhabitant. "Fall," in contrast, is clearly an absolutely negative term connected with decay,
etc. The gap between both terms is vast: something as solid as a house is not expected to
"fall." In the end, however, it does - the story is therefore to be read as an allegory of
transistorizes.

Name ‘Ushers’ Significance:

The name "Usher" is not just an arbitrarily chosen name. An usher is, according to the
definition given in the Longman Dictionary of Contemporary English, “someone who works
in a law court whose job is to make sure there is no trouble.” Yet another allusion to the
judicial sphere is made by the speaker who considers Usher's request to visit him "a very
singular summons" (p.275). A summons is an official order to appear in a court of law. By
making use of this kind of terminology, the narrator shows that he feels under a certain moral
pressure: "as his best, and indeed his only personal friend" (274) he feels obliged by their old
bonds of friendship to stand by Usher. The narrator complies with Usher's request like
someone would obey a summons. He appears in the House of Usher, an inquisitional, moral
court of conscience where his friendship and strength of character are put to the test - will he
be able to endure the strange world he is going to be ushered into? The process of being
ushered into Usher’s world sets in at the very start of the story where the narrator gives an
account of his perception of the landscape. He proves to be strongly affected by it - among
his feelings are "a sense of insufferable gloom" and "an utter depression of soul" (273). Not
only does he turn out to be not at all objective here; we also have to be sceptical about his
soundness of mind when he compares his intense experience of the landscape and the
mansion "to the after-dream of the reveller upon opium" (273). Although he has not entered
the building yet, he has already been ushered into his friend's world and has already tasted the
madness that is waiting there. Later, the narrator will compare Usher to an "irreclaimable
eater of opium" (279). He enters the mansion and is conducted "through many dark and
intricate passages" (277) that represent Roderick's strange and inaccessible world of thought.

Gothic Elements:
Rabia Sultana Rahber School of Law, RSOL
LLB Part 1 (5 years program) Notes: Short Story

Goth, a fascination of all that is dark and curious, is often devoted by intelligent, romantic
and artistic realists that can be found all around the globe and come from many different
backgrounds and ethnicities. Throughout "The Fall of the House of Usher" suspense,
symbolism, and gothic element can be portrayed in aspects of Goth, creating eerie mystery
and anticipation. An uneasy tension of suspense can be created from something unpredicted
and mysterious. The Gothic novel is a genre associated with the mystery and intrigue
surrounding the supernatural and the unknown. Characteristics of the Gothic include: death
and decay, haunted homes/castles, family curses, madness, powerful love/romance, ghosts,
and vampires. The Gothic novel is a genre associated with the mystery and intrigue
surrounding the supernatural and the unknown. Characteristics of the Gothic include: death
and decay, haunted homes/castles, family curses, madness, powerful love/romance, ghosts,
and vampires.

Elements of Mystery:

In The Fall of the House of Usher, Poe creates the house from beginning of the tale has the
characteristic of mystery. Poe describes the house are oppressive, soundless and
melancholy. It is aware a sense of death and decay. In the first paragraph Poe uses “vacant
eye-like windows” this word has the meaning of mystery. The eye has the same meaning with
Roderick’s eyes. The eyes are tortured by even-a faint light. Through the narrator Poe
describes the atmosphere of the house. What narrator feels is like breathing in an atmosphere
of sorrow. It is nowhere near being beautiful, holy, or clean. The atmosphere of mystery also
can be seen through the setting of time after the buried of Lady Madeline. The term “House
of Usher” refers not only to the crumbling mansion but also the remaining family members
who live within, the last of the “all time-honoured Usher race”. The word “the full, setting,
and blood-red moon” in the final destruction of the house of Usher represents that the moon
is the planet of madness.