Self Assessment Paper-2

ENGLISH CORE
UNSOLVED:
Time Allowed: 3 hours Maximum Marks: 80
General Instructions:
Read the following instructions very carefully and strictly follow them:
(i) Thisquestion paper has 13 questions. All questions are compulsory.
(i) This question paper contains three sections: Section A: Reading Skills, Section B: Creative Writing Skills
Section C: Literature.
(ii) Attempt all questions based on specific instructions for each part. Write the correct question number and part thereof in your
answer sheet.
(iv) Separate instructions are given with each question/part, wherever necessary.
(0) Adhere to the prescribed word limit while answering the questions.

Section-A (22 Marks)

Reading Skills
1. Read the following passage carefully: [12]
(1) Every morning Ravigives his brain an extra boost. Were not talking about drinking strong cups of coffee or playing
one of those mind-training video games advertised all over Facebook. I jump onto my stationary bike and cycle for
45 minutes to work, says Ravi. When I get to my desk, my brain is at peak activity for a few hours'. After his mental
focus comes to a halt later in the day, he starts it with another short spell of cycling to be able to run errands.
(2) Ride, work, ride, repeat. It's a scientifically proven system that describes some unexpected benefits of cycling. In a
recent study in the Journal of Clinical and Diagnostic Research, scientists found that people scored higher on tests
of memory, reasoning and planning after 30 minutes of spinning on a stationary bike than they did before they
rode the bike. They also completed the tests faster after pedalling.
(3) Exercise is like fertiliser for your brain. Allthose hours, spent on exercising your muscles, create rich capillary beds
not only in leg and hip muscles but also in your brain. More blood vessels in your brain and muscles mean more
Oxygen and nutrients to help them work. When you pedal, you also force more nerve cells to fire. The result: you
double or triple the production of these cells -literally building your brain. You also release neurotransmitters (the
messengers between your brain cells), so all those cells, new and old, can communicate with each other for better,
faster functioning. That's a pretty profound benefit for cyclists.
(4) This kind of growth is especially important with each passing birthday because, as we age, our brains shrink and
those connections weaken. Exercise restores and protects the brain cells. Neuroscientists say, 'Adults who exercise
display sharper memory skills, higher concentration levels, more fluid thinking, and greater problem-solving
ability than those who are sedentary'.
(5) Cycling also elevates your mood, relieves anxiety, increases stress resistance and even banishes the blues. 'Exercise
works in the same way as psychotherapy and antidepressants in the treatment of depression, maybe better, says
Dr Manjari. A recent study analysing 26 years of research finds that even some exerciseas little as 20-30 minutes
a day--can prevent depression over the long term.
(6) Remember: Although ie's healthy, exercise itself is a stress, especially when you're just getting started or getting
back into riding. When you first begin to exert yourself,your body releases a particular hormone to raise your heart
rate, blood pressure and blood glucose levels, says Meher Ahluwalia, PhD, a professor of integrative physiolog. As
you get fitter, ittakes a longer, harder ride to trigger that same response.
Answer the following questions, based on the passage above.
(i) Select the option that describes the work of neurotransmitters? [1]
(A)They are like messengers between brain and cells.
(B) With the help of neurotransmitters, cells can communicate with each other.
(C) It makes the functioning better and faster.
(D) All of the above
sample Question Papers 55
(i) What the
is
significance of the nerve cells during exercise? [1|
A)The body experiences stress.
(B) The brain is strengthened by
C Youstart to lose your temper. multiplying them.
(D)Your stationary cycle starts to beep.
(iii) Complete the analogy with ONE word from the passage.
Cvcling: Brain boost :: Exercise: [1]
(A)Sedentary (B) Therapy (D) Stress
(C) Depression
ke) Complete the sentence appropriately with a characteristic or its
description.
Based on the intormation given in the excerpt, scientists found that after 30 minutes of spinning on a stationary
bike than riding the bike people scored [1
(v) Select the option that similar in meaning to the word (1]
'inactive.
(A) Passing (B) Sedentary (C) Shrink (D) Weaken
) Explain, in about 40 words, how exercise helps in brain growth. [21
ii)'Exercise is like fertiliser... , what comparison does the word 'fertiliser' refer to? [2)
(viü) Which phrase trom the passage supports the idea that exercise has long-term mental benefits? [1]
(A)"Exercise is like fertiliser for your brain."
(B) "Cycling also elevates your mood."
(C) "Adults who exercise display sharper memory skills."
(D) "Even some exercise--as little as 20-30 minutes a daycan prevent depression over the long term."
[1]
(ix) Based on the passage, why is cycling beneficial for brain health?
(A) It increases the number of brain cells and improves communication between them.
(B) It only helps in improving physical fitness, not mental fitness.
(C) It decreases neurotransmitter production.
(D)It shrinks the brain with age.
(x) Why does the author mention that "exercise itself is a stress" in the passage? [1]
(A) To discourage people from starting an exercise routine.
(B) Toexplain that exercise raises blood pressure permanently.
(C) To highlight the body's initial response to exercise, which can be stressful, especially for beginners.
(D)To suggest that exercise is harmful in the long term.
[10]
2. Read the following carefully.
a part of the education system's responsibility
(1) It is generally accepted that leadership development should be Many schools, colleges and
for preparing individuals to participate in a democratic and progressive society.
curricular programmes and co
universities, across nations, provide their students with leadership courses,
knowledge about leadership as well as
curricular programmes that are designed to develop students' formal practise leadership. Yet only a handful of
opportunities and experiences to develop students as leaders and actually
studies have sought to understand leader development from the own students' point of view, with students describing
in their words.
their own experiences and what they learned from them
student leadership with research through key events via the
(2) A 2014 descriptive study sought to understand
following research questions:
report as significantly impacting their
Research Question 1: What key events do student leaders in college
development as a leader?
report learning as a result of the keyevents they
Research Ouestion 2: What lessons do student leaders in college
have experienced?
more likely to be linked to particular lessons?
Research Question 3: Are certain key events research
interested were interviewed. Two members of the
Approximately 130 students were contacted and the 72 the primary interviewer while the
present for each 15 45 minute intervieW. One member served as few that
were a
lessons learned (làble 1) were varied, but there were
team
second ran the audio equipment. The results for
were frequently quoted.
Lessons learned Responses

ldentity 58
Self-identity 54
Leadership identity 30
Professionalism 19
Balancing roles
 Class-12 experiences.
It positively (2] order[1]
others. curricular of 1 [1] or [2] takeaway development
student
leadership
development
influenced
leadership
that by
development events' learned
In option
CORE, support outcome
(D)
Research
have
words.
study. objective.
presenter. 'key significant
courses,
ENGLISH through
their 40 2014 as students' the lessons
thatand sentences Select
about the the
leadership response.
by
competencies the towards and a and
Papers, supported in as was impactedthatexperiences.
in 1) researcher experiences
3
Answer
Question text.(Table followingresponsibilities experiences
students
are
learning appropriate
the outlook goal.
Question the on
experiences
andboth are institutions. to Roles final
planner
eventsthose analysis
Research opportunities. reference
students' teams.
the
specific
significant
be
skills how "Balancing from the
Sample to opportunity. the Classify
peers. key
their
17 15 38 8 36 29 27 8 36 28 59 26 21 32 17 30 55 34 how
leadership tell mentor,
different on significant
of learned
Select
of
including
educational the with for
focus managing impact the
the
Method
CBSE and which learned.'
that personality.
learning with them in learnedjourney.
neither
others change
answer ofa interested understand
learning with and the lessons
OSWAAL lessons passage:
foundational (1)
likely
reason
for designed clarify and what understand
responsibilities
(C)
lesson. problems and'lessons - lessonsdevelopment
with paragraphthe designed to hand,
indirectly?
Support
your understanding Tom
overall oneaimed roles overall
leadership in and is Secondary
(B)
objective
workgiven designed specific eventat Jane learned;
and
To
Systems
learning students'
than
study issue minorconcepts balancing to the Tom. events as?
learned
to on in the events' events. events
classified
key the aimed in and leadership
Resilence/persistencehard
work otherS of howbased mentioned displays
the
most
programs of a more
to the surmount on interested keylessons
result the the manage
support
Accountability/responsibility
array work,
are caterin debate explain focusedstudy
'key thatexperiences. those Janelessons key
others questions, shape of displays -
Tomandbothbe
motivating common
researchers reported
teach/learn
Learning
to using system richleaders
accomplish theopportunities - 2014from for - their
Adaptability/lexibility co-curricular
reasons learning
opportunities
are
skills,
directly
or to to to to words interviews is Tom events following
Individual
competencies with the thatableableableable Tomfocus learned;
learned - through
Others
Working
withCommunication done lessonsare The Tom
initiative
Taking
Decision-making andsupport studentfollowingthat
be be be be includes Students
described from
their
leadership events; (A)
Primary
purpose
andworking possible option while
following: correct key
Delegation Developing
Support
systems Environment impacted
to
how option
lessons
the will will will will learned':
lessons lessonsneither;
the
picture
Big Teamwork Job
Inspiring
Diversity Task
skills learning
leadership The lessons both leaders
Conflict that and if... think Students Students
Students development,
thekey would
a
Being Otherthe study the
(3)
This
theStudents 2 1: 2:
Paragraph
two the
programs out certainleadership Sentence leaders.
as
Sentencethe - - Jane- -
Getting revealed Answer you Identify and
the
identifies
JaneJane Jane student
Infer Select
find all Read What
(A) (B) (C) (D)Do
to
(A) (B) (C)(D) (A)(B)(C)(D)
56 (iüi) (iv) (v) (vi) (vii)
(i) (i)
 57 [1] on (18 Marks) (4| students
caree a
SocIety [4] relauves
n [5] morrung
admission
invitation. longer
words,
Satish position [5)School
outstandingof
| skills write invitation Indore. hazards
a details, no are
120-150 Public
leadership informingHousing
organise and your the Enclave,
his the are You the
an
friends for team,
celebrate parks on
necessary
socIery. draft accepting During about
park. apply Suraj
to Group words), article
of planning Excel.
Nehru each
words your thein the in
impact Sharma, to Association. to How
housing letter.
newspaper
neglect,
maintaining especially heldof an
Cooperative
Giving inviting party words wish Ltd., (120-150
scores things.
50 writebelow.
study is about
school this expenditure. match -Why
Rajesh a and Pvt.
the
problem. to 50 the venue, You burning
invitation Viiav Welfarelocal
compose computers, reporter
Dimla - given
to Your in End of about to and newspaper cricket Where Lucknow.
resources notice secretary As
time,
Dueyour
venue. friend Manager, cuesand
Bhonal Westthe in Residentimproving
to and student
inter-school
Creative
Writing
Skills a disruss an
of
letter condition.
of ideas of date, --When thetactories, polluted?
Ankita, informal
letter vour the income
knowledge School,
ideal
Section-B Draft by
Schoolvenue.water
and editor
Day,Sujantha/Anil, use
have words. to words. time frominformal the
words. of your in experience Personnel
words.
IX_XII theways benches advertisement What may
OR present are OR
invitation
of dismal with OR of dayinputs: OR Bharaticars, is
institutions 50Publicand of You 50 date, member to
120-150 letter
record
with 120-150 -Wh0 Youfrom water
suggest
along maintenance
Regular one
aboutclasses supply about an broken Arora, following
Minervatime be board. Writeday,
a taken Security
tightened years of magazine.when
Write in C.A.
account, a are Eco-club eat?
should
in of date, irregular in Mention an in a a
andare Writeandcuesbe Rajivin on
following comes
-
educational (b), notice Meerut.
(b), received (b), of given minimum5 B.Com., (b), You
magazine we
animals
students institute. parks
given
Colony situation to RemovalWaste
bins
theawards. school It health?food
or of day, members or or
venue. play. Efforts to
salaries, or Secretary,sky?
(a)boy/girl the days(a) use
on society
mentioning
(a) in ceremony. (a) the
the Qualifications: by thesick?
may report thetheourotheraffect
two, the have two, to saw
organisedtwo,house management Pranihar
that the with two, school
that group and childrenUse Prepare 10 and in impact us
theHead for the the You the on you within
the You aPraveen/Prerna,
for smog and make
believes bought
anewwarming time noticed RWA. accountant prices
Papers
Question
Sample
FALSE of workshop on of Meena. of Views of the your pollution soil
ONE Vijay/Neena.
workshopthe ONE of for
Reasons
neglect Seth; Responsibilities: Calicut. fish
be up date,ONEresidentor ONE
biodata organise theair polluted pollution
member for scores,
or
researcher
Theadults.
young ANY
toAll put about prestigious have
words.
50
Manoj ANY
residents
your trees
Unpruned security PrernaDimla
Pvt.
Ltd.
&
Skills ANYreport
to
seendirty
happens
TRUE counsellingis Vasundhara.ANY
house day, dusttbins
No An Chalapuram, environment
be expressing
the meeting Ia)
You
have a you Stray
dogs advertised.
Required: your
Preferred individual
may youdoes doesdoes
Attempt
are to Attempt are Attempt
Mention are for
Sunaina, are Attempt are
of a
State about notice the walks,
Send Write What
You
A
You a You safe Lack You Job 1Ou You HaveHow HowHow
to in
bii) 5. (a) O. (a)
2 A (b) " (b) (b)
 Clase.19(40
Marks) [6x1=6] AO the disappointment
frustration from A0 tne
Stand)
there'. of assertion. interaction Sixty-siv) with
CORE, people
assertion. childhood
Roadside
window his
ENGLISH the
flow
cash
(D) underscores the at
(b). of meaningful Mother
to sense the of
or (Poem-A childhood
and
open contact.
(a) of explanation
Papers, deep explanation
(Poem-My nature
-
two the directions
near a meaningful of longing
own
Question given vain'. highlight lack of
Text) brought correct images
lurks her
the in for the
correct of of extract.frailty.
Reading
that (C)longing extract.
disappointment with sense
Sample of it longing" ask of the her vibrant
ONE stopped,
sadness given or expectations thenot contentment) given mother»s
a reminded
battle. '..childish grass"
CBSE Supplementary
ANY is is connection. created with
Section-C theand"childish reason reason the
Literature "Theintoeveryday
life. finally up
passersby. distraction
OSWAAL for to to"plow (B)(D)to their
questions in sailing line, is reference unfulfilled thethe
relationship. OR
(discontent/
significant check, reference
there, car, as car extract recognizing
bound and but
vain, stopping device one the from
"sadness"
warship only her,
security old initial
and of from above true.
false.
the in
window
are grass dust When with the true,true, at that mind with
was
around; literary connection
stopping more spilling
(Textbook longing
bear
answer prices
pass, drawn and their
are are is is again speaker's
prayer.
a it a the sword. (B)
happiness thebelow,
the reason
reason airportsfelt poet's below,upon
up car. appropriately. reason
hardlyopen of that plow wherelike shrieking. in on interactionsreason
regarding a and
sound farmer's turn same soul a for looked
children feel
and childishopen room theof be reason cars
reflected fear. on reason
the cars human
reflections thethe longing
poet's the moon the
can to andto the the than stoppingcan of thethe children' contrasts
childhood's they
extracts the
nearalmost only way thefrom imagery but but
and afterI
I much
myself
selfish
a
brakes,what
back has was that
poet
the
genuine of
andand
option false,
true, the merry away, winter's the sadness
mightier sentence option.
lurks but thethatacross away water-wraith inference and poet's superficiality
assertion
assertion portrays
his away, but
'merry and
following in to the and yards comfort
brought
()
so day thousand inquire
stop,
yard
ask theassertion poet'scorrect is is
Young
thehomes,late (A)
caused poet
anxietyassertion
feel that unresolved
of of to optionmoved
(B)
Art
for
washesis roadside stand. the of Theof
assertion
Blank:
assertion cars thought
few my correct
sprinting,
all squeal prayed lack of The
I thought
sadness
Sonmetimes
did the another pen one emotion The thethethe excerpt looked
out
at
their
a
as ache, impact
the waits theto Select
(1)
theLucy (A)
Complete Assertion:
helpExplain the theReason: the
withChoose the
passing
...but
(b)
soon a
pale the Assertion:
the oneoneusing TheThe BothBoth
TheThe that standing familiar the
Read all They in of
TheTheThatFor Of JustAnd And (A) TheRead with put Trees
Select Read deep,
|58 In (C)(D) (A)(B) (C)(D)Fill Thethe out wan, The
I. (a) (ii) (iii)(iv) (vi)
(v) (i) (ii)
 |59 underscores (irony/ [1x4=4] AO
Poleu youeco-system
and
lackrepercussions. his (The
Tiger
King)
caps
melting
while banned
flingwould [6x1=6]
dumpsa whyawav
even my Spring)
ey assertion. chuc SouthOr collapsing Earth) to realise in
Thatlookine
assertion. zone sense
Statedared
Maharaja
vowed
he
confiscated'. not
garbage schoo(Lost
surrounang
condition ana the comtort the Pole. to is him. money.
the bigof
End Theanyoneset the home no
the. near shelves kindness
(D) tellsmutters,
the of trees (b South well King's in (b). the is
or where have Pratibandapuram. ironical his mother"There tetch
mother's of explanationillustrate young (a)
the simple the ice
if seemed Tiger be or in
the explanation in ice to the polar that (a) goldDhakahe
- anysitting can (Journey would -
can
two and do,"
despite to of frailty. her environment
near
Antarctica. about efectconfiscated.
The reflects is
statement tigers.twofor his sound. that ea.
the giveng0 retreating king property given of
scrounginghomes,
to
correct ache'scenes ache. of go extract. to
of rosurfacing correct mother's to while because to the
This hundred fields elsemust something
food
to the
reality familiar blase
lively familiar theimp0ssible melting impossible inhabiting
above
the green andnothing
the of to
journey the issued Initially and advice find
sombre the line?ONE glacierSthe Antarctica, to be tigers'. of
morninghelds
not the
and'old their selfishness
(C) one ONE the for to
old in is referenceto
was
would
beproperty Thewealth havethe digging
fears is is by above is caps King's easy tigers tigers. hundred killing looking
reason about that
distracted
ANY it see changes programme
was tigers. ANY amidst their hollow
The and
the childbood
reason
moon' ice
because visibly the
(B)
it "It's proclamation his every "T lives.
'felt the for real. the after away
sadness polar (D) is with
extract OR
hundred theall FALSE: for Set (B)(D)
thethe
relationship: line fromquestions line killing
onlyquestions
little all tiger, encounter now how
images winter's
initially is canis
about the FALSE all ago.swept
for
for a line?or matters long he immediately
andbut warming the
and false.
true persistent
the inferredsuccessful
appropriately: vou how of above timeA and the
wealth after at go"
lively true,true, from success from time aboveTRUE that where
or survival. Maharaja.
turmoil
theirare are is is is
late the blase
when study
the TRUE drawn celebration
killing onlydetermination
(B) stone the I
whom home
will torefers
a speaker to drawn be answer
reason global celebration answer storms
the reason
reason as deep, can
so be
but to the
young
students.
from matters a theis other
statement city Ione,
emotionalreason
regarding after appropriately.
as realising
big build gold'
pale again been
to is human his
between
sentencebe that of place for
easylongitude, sentence:given be thehis muchin handle Saheb many
the the the a and has
inferred all
except only reflected and left
the
thethe wan,
with mother
can poet
threat reason can was tiger, other was for
but but where
is
true, extractsIt's
progranmme
perfect
reality.
to zone".
statement so following ask Saheb
extracts werein they
glibly, garbage.
items.
'scrounging
contrasts opion andand
false,uke contronted that it. the that
threat it matters it fling to gold option.
followingaway' of following
be anyone
onwards a all
option: promised I
Sample speakerassertion
Papers
Question assertion Puases situation herinference intention by latitudeand the
the extract,
of
can inference
comfort stone at to
onwards
sentence is
to king
neighbourhood.
this?" There When gold
vivid correct assertion is at thought
that followingaffectedthat participation
to a attend following forsav the
otthe assertion looked is
realise
biodiversity,
exposure thattheis
warming dayby
other
correct dared
the the do looking
memory. I neighbourhood.
correct for rummaging
school." expression
the the the the day maharaja
thethethe theeventually
poetuses one the given
whether
warning
one the a
tiger
hunting all would of whether vou
anyone searching
be
reason as (A)
courage the
irony Both
Reason: (A) in Complete the not respective Complete in that much that trait
Complete
Choose Both The The
poet
Explain is begin
to
per thethe
to ambition.
the thedo left, Choose
satire) The 'put (vi)WhatReadTheand
Explain
Global sitting From attend Select From WhatStateThe Read"Why my distant to
the (B) (C) D) The is As (A) (C)
The State sO
...he ..if they"Go Ine(A) (©)
of of
iii) a ied 8 (a) 1) (ii) (iii) (iv) (b) (i) (ü) (i) (v) 3. (a) )
 Class-12
CORE, options
future was lasted
English
leasthe remained 10] be demanded.]
Pancakes) silent both and
meaningful the the four lines
were years creativity
and
away for circle?
= would
he lives be of
of his and leaving 2
looking sound" an too,
whatthing × might mood ten
lacktowards is whose visitand the
baffled dazed
own situation? [5 Motihari?
there Rose
knew Interview)
ENGLISHaffirmation
(D) whole
What highlights GandhiWhat and
must his His (Poets their confusion. interests, the loyalty,
mutters, clear jail
about
attitude pretty
People
doing? poet. more poetry. tone following
last
of
one The to pool.
advice than
the
a at to sharecroppers, Name
Papers, response sound. audience-no Englishbafflement," a about and to went
consultations, overall (Theof
he saying. looked
we people? his
addressed initial the Water) importance
the
disillusioned)
(hopeful/ is other English led
expectations Themeant?
do," must are extract reveal
he in
despite which the the
experience
Question
to hollow an
wasbafflement-What aspiration exposure if written
Saheb. Saheb's of poet address. surprises him; (Deepto
else advice of in if have
he sort "utter have the confusion interest audience, lawyer the contribute
different, the
how hopelessness. silent The travails audience, help
nothing towards homes... what to no to sensory? had about
he
Sample expectation
(C) blank. the simplest
poetry. withhis andandnot reference audience's each: unfortunate
injustice
realising I
hollowandunderstand and of could have and the and if could
shocks audience's the words thanRattrapbe
think reveal
contentinterest
CBSE have readersthe dazed
thrills met the
people understanding
of advise What
in of and uttertheEnglish 'He with by the addressingupshot the informative
Jennifer's
Tigers'
I
showcase?"I fill sense away. how more for
fields was (D) 40-50 the says, industry
OSWAAL ".. OR to in the the (B) line, appreciated
with to about "The same."
of linetobrackets immediately for
films
dispersed speech
and
thethe
audience recorded
come of Rose
his a looking
their a attempt about in in
word. the express to indicating addressed taste the thatand for questions What image location
incongruent thefilm
Tamil audience from mutual well-prepared had more the
extract draws from
in
away a talk his the
fact"bafflement"
and Prasad's home. vivid the
'Aunt
poem, lie by. of beenthe
appropriate mutters, anyall makescultivating they will mastered Name Pancakes)
given realising his where to drawn withthe in
drawn to swept we well-received
a six wereforest have
unafraid.
the (B) narrator serves
confusion
closest
havedefeated of his refers reveals shared were replied, a
go create hands success
and connect Rajendra
following made
from those he which incongruity
studio,
between of would narrationremote "The wouldn't
be school ago. that couldn't left of author be speech and was
terrified and
an do," glibly, can sense
extract audience to she andto Subbu's
withcan from is
line with conversation
the accent possibility lawyer
thatlong storms poetstudio film that to confident from they details message shethatproud reference (Poets
to
mystery.engagement) was thethe of the
following that ofa say He an'
unexplained the speaker own the it
sentence option option
homeelse
non-existence many
the
his film
sheer the travails' pain
happiness
inference
the and
the perplexed.
speech senior
parties of inferred and sensoryif
of her ordeals panel later,
of field?
inference I
nothingschool,"
spoke. then in poet's Communication. setting
reader prancing, story
and the the to and visit FIVE dead, withyears
correcttextual
his theinformation and was advise this
a visit The with the
Still
ringed
the(A)
resignation
the left were poet ;hourin them
about felt and excitement
(disconnect/ of thepoet's poet's
poet ANY usesthe the is Eco,
the
poet be ten
does Complete one have to doing have poet's By'thrillsand one failure [Reference: does (iv) might Aunt in on
How in
the theSaheb There (D)"Go the afforded audience'. does can to on omitted? tigers or
doesversatility
Explainthe
Saheb's an
talking joy Explain The The The The Answer nobody Douglas
(Indigo)impact story? When go Umberto
What Select Select "I Then about poet must The WhatWhat(A) What How TheWill
earlier
What
|60 and (A)(B) (C) (A)(C) The (B)(C) (D)
(i1) (iii) (iv)(v) (vi) (b) (i) (ii) (iii) (iv)(v) (vi) 10. i) (iü) (iüi) (v) (vi)
 61 4] inspire on
| = (5] contliCt,
cOntrast texts
to Provide DO
2 1mpact
x
(2 to
Enemy)
able
Annan
and of from
the
sources nostalgia?
its
and compare
(The inequality specific
Use
examples
motivation, theme
of
expression:
business'.was inequality
Interview"
Level)
How
of explore
to
the
Third my theme setting,
above
me'. of The
consequences
(The not on the in
each: the theBeings.
is
reality.it
impression explore protagonistdreams?
shane Enemy"
words andfrom words. words.
Human
from nerson speaker to the their infuences
40-50 i 120-150
Stand" 120-150 "The
deep addressthe
of Too
are
incollecting
temporary
refugepoorthe
OR andpursuit in
OR narrative
questions a
made in Roadside in
a of
reality?
am questions poems Places" questionscolonial
and
WNe
character the
'I day
three from said, "A these "Going and values and
Hair
straightforward
that twoand two
constraints,
for
example,
that's Yumithe do from Long
My
following escape me Quiet"
following How
about following
it, toChildhood)
of
(Memories Sophie cultural
an withdrawn spoke keping
communities. text.
aspirations,The Cutting
of a
use
the one do the the
of the traditional S.Buck
Papers
Question
Sample
of
TWO givenothng to be Annan of characters of support from
analysis.
your
can ONEp0ems ONE
hobby
that and their examples
ANY inference does
Pearl
Answerstamp words ANYtheindividuals
acan have the of
ANYExamine
how and
pacing
in
AnswerCompare do terms Answer specific
Bama?
My Howwill WhatThe How How
b)
I (iii) in
11. () ial 12 al
. A