La Literatura

La Literatura this page is all about literature, link on these page will help you in your studies. All links will be related to the course prescribe in ICSE/ISC/CBSE

16/05/2016

Attributive and Predicative Adjectives

ADJECTIVES
PAGE 2/7
Most adjectives can occur both before and after a noun:



the blue sea ~ the sea is blue
the old man ~ the man is old
happy children ~ the children are happy

Adjectives in the first position - before the noun - are called ATTRIBUTIVE adjectives. Those in the second position - after the noun - are called PREDICATIVE adjectives. Notice that predicative adjectives do not occur immediately after the noun. Instead, they follow a verb.

Sometimes an adjective does occur immediately after a noun, especially in certain institutionalised expressions:

the Governor General
the Princess Royal
times past
We refer to these as POSTPOSITIVE adjectives. Postposition is obligatory when the adjective modifies a pronoun:
something useful
everyone present
those responsible
Postpositive adjectives are commonly found together with superlative, attributive adjectives:
the shortest route possible
the worst conditions imaginable
the best hotel available
Most adjectives can freely occur in both the attributive and the predicative positions. However, a small number of adjectives are restricted to one position only. For example, the adjective main (the main reason) can only occur in the attributive position (predicative: *the reason is main). Conversely, the adjective afraid (the child was afraid) can only occur predicatively (attributive: *an afraid child).

14/05/2016

FREE Summer classes for English, starting from 20th may 2016, for further details contact 8960608190

08/05/2016

hello everyone, SUMMER CLASSES starting from 20th of may 2016. If you wish to join/detail about the class call-8960608190

17/04/2016

ACTIVE AND PASSIVE VOICE -

181. A Transitive Verb has two voices---(1) the Active, (2) the Passive.

182. Compre the following :--
1). The king killed the lion.
2). The lion was killed by the king.

*) You will see that both the sentences mean the same thing.But in the first sentence,the Subject(the king) is the doer of the action(killed).In the second sentence,the Subject(the lion) is the sufferer or receiver of the action(was killed).

*) A Verb is said to be in the Active Voice whn the person or thing denoted by the Subject acts or is active. [So,the verb killed is Active.]
*) A Verb is said to be in the Passive Voice when the person or thing denoted by the Subject does not act,but suffers the action done by something or by someone.
[So,the Verb was killed is Passive.]

183. An Intransitive Verb is not used in the Passive Voice,unless it takes a Cognate Object in the
Active;as,

>) Active. He has fought a good fight.
>) Passive. A good fight has been fought by him.

*) ACTIVE AND PASSIVE

184. We can turn Active into Passive by taking the Object in the Active Voice and making it the
Subject in the Passive Voice;as,

Active . The people cheered the king.
Passive. The king was cheered by the people

Active. Harry struck Mary.
Passive. Mary was struck by Harry

Active. The hunter shot the tiger.
Passive. The tiger was shot by the hunter.

Active. Ashok has written this letter.
Passive. This letter has been written by Ashok.

Active. I have taught this girl.
Passive. This girl has been taught by me.

Active. The teacher will forgive him.
Passive. He will be forgiven by the teacher.

185. When a transitive verb has two Objects,wither the Direct or the Indirect Object may become the Subject of the sentences in the Passive;as,

Active. Rama lent me(Ind.Obj.) ten rupees(dir.Obj.)
Passive. {I was lent ten rupees by rama.
{ Ten rupees were lent me by Rama.

Active. I taught him(Ind.Obj.) English(Dir.Obj.).
passive. {He was taught English by me.
{ English was taught him by me.

Active. The king gave the commander a reward.
Passive. { The commander was given a reward by the king.
{ A reward was given the commander by the king.

NOTE:--The Object after the Passive Verb is called the Retained Object.

186. When a Factitive Verb is changed from the Active Voice to the Passive,the Objective
Complement becomes a Subjective one;as,

Active. They made him General.
Passive. He was made general by them.

Active. They crowned him king.
Passive. He was crowned king by them.

187. Below are given some difficult examples of the Active and Passive Voice:---

Active. All trust an honest man.
Passive. Am honest man is trusted by all.

Active. Who taught her french?
Passive. By whom was she taught French?

Active. Why did your father refuse such an honourable job?
Passive. Why was such an honourable job refused by your father?

Active. Whom did you laugh at?
passive. Who was laughed at by you?

Active. Shut the door.
Passive. let the door be shut.

Active. Ask him to come in.
passive. Let him be asked to come in.

Active. Grass grew over the field.
passive. The field was overgrown with grass.

Active. One should keep one's promise.
passive. promises should be kept.

Active. Who killed the snake.
Passive. By whom was the snake killed?

Active. They sold many tickets at the gate.
Passive. Many tickets were sold at the gate.

Active. The crowd expected him to arrive at ten.
Passive. He was expected to arrive at ten.

Active. You surprise me.
Passive. I am surprised.

NOTE:--In the last three examples,the Subject disappears in the Passive.

188. The following instances require special attention :--

passive. He was called a fool.
Active. They called him a fool.

Passive. He was taught this in his boyhood.
Active. Somebody taught him this in his boyhood.

Passive. His pocket has been picked.
Active. Someone has picked his pocket.

05/04/2016
23/02/2016

The Eve of Waterloo
Summary:
Stanza 1: The poem, ‘The Eve of Waterloo’ begins with a night scene, the eve of the battle. The sound of revelry echoes in the large ballrooms of Brussels, the capital of Belgium. The English officers and their ladies are seen dancing to the tune of the music which is being played. The ballroom was dazzling with the glow of bright lamps. Everybody present there was in a happy mood. As the volume of the music increased, the couples dancing started to exchange expressions of love through their glances. As the celebrations advanced like a wedding ceremony, they heard a sound of a cannon fire similar to the sound of a church bell announcing a burial.
Stanza 2: The sound of the cannon fire was ignored in the beginning by everyone as they thought it was the sound of the wind or that of a rattling car over the stony street. The people in the ballroom continued with their dances and enjoyed themselves without being disturbed until dawn. The poet has used personification here; Youth and Pleasure have been personified. The poet says when youth and pleasure meet; they seem to be dancing in such a way as if they are chasing time with the speed of their feet. All of a sudden, the sounds of the cannon are heard once again. The sounds are louder, clearer and deadlier than before. Everybody was asked to arm themselves as the cannon fires began to roar.
Stanza 3: The Duke of Brunswick, Frederick William was the first to hear the sound amidst the celebrations. He could recognize from the tone that it was the sound of cannon. The Duke understood that it was a death knell for him. His father too was killed in a battle. It was the same sound that preceded his death. Thus, he was determined to take revenge upon his enemies by shedding the blood of his opponents. He is killed in the battlefield.
Stanza 4: The fourth stanza describes the confusion and the chaotic situation that takes place as the people are hurrying to and fro to prepare for the war. The women are sad because they are soon going to part with their partners. Their eyes are wet and they are trembling with fear. Due to the sudden parting, their cheeks have turned pale, which were blushing sometime back. The young people felt that their life was being taken away from them. The choking sighs might never be repeated; no one knew whether or not the men would return from the battle. They all wondered that how a night so full of love and happiness could give rise to such an awful and dreadful morning.
Stanza 5: The men quickly formed their ranks. The soldiers and officers mount their horses and gather in large numbers and starts moving towards their approaching enemies with great speed. The thundering sound of the enemies’ guns is heard again and again. In the meantime, the city is woken up by the warning drums that are played early morning. The people assemble in groups, terrified. They whisper with pale lips to specify that the French army had come.
Stanza 6: The Camerons (a clan of Highlanders) play their war-music, the wild and high notes of the bagpipes rise above all noise. It was often heard in the hills of Albyn, (a Gaelic name of Scotland). As the Camerons are playing their music, the Saxons are filled with fear. However, it puffed up the hearts of the Highland soldiers with inborn courage in a similar way as their bagpipes were filled with their breath.
Stanza 7: In the seventh stanza, we find the army making their way through the forest of Ardennes, the leaves on the trees waving above them as if they are shading tears over the heroes who would not return home from the battlefield. The poet beautifully draws an image in the last line of this stanza; he says that the grass on which the army is treading will soon be covered with their corpses. The soldiers fighting the enemy would soon be cold and lifeless.
Stanza 8: The last stanza of ‘The Eve of Waterloo’ makes a contrasting remark. The previous night, these same soldiers were full of life and they were vigorously dancing in the party. They were seen preparing and getting ready in their uniforms for the battle early morning. The dark clouds of the battle surrounded the soldiers. Finally, at the end of the day, we find the earth covered with heap of dead bodies of thousands of men. The soldiers have lost their identity. The bodies of soldiers, the friends or the enemies, the horses- all lay buried in one heap, covered in blood and soil.
“Rider and horse,- friend and foe,- in one red burial blent.”

23/02/2016

If any one needs notes for any chapter of english,inform me

17/02/2016

ICSE English poem — A Psalm of Life

A Psalm of Life

by H. W. Longfellow

Introduction .. This is a poem that radiates hope, optimism, inspiration and a call to action. In the same vein, it seeks to dispel the sense of resignation, despair, indolence, and pessimism.

First stanza … Tell me not ……………… not where they seem.
Meaning .. It is a call to shake off desultory thoughts that push some human beings to despair and inaction. The author calls upon those under the spell of such morbid perception of life to see the brighter side of life and not let their souls rot in indolence. In a lugubrious tone, the author urges these disaffected people never to see life as a barren landscape where not a blade of grass grows. Human soul’s power of creativity, and its ability to drive a person to loftier heights of existence is lost on these people. They see nothing substantive in things around them.

2nd stanza … Life is real! ……………………..spoken of the soul.
Meaning … The author implores the purposeless, ‘defeated’ people to rediscover life, and not treat it as fecund just because it ends in grave. Human soul defies destruction. It has limitless abilities. Ignoring the creative potential of soul will be foolish and futile. So, the author argues, defeatist thinking should cede ground to vibrant and exuberant living.

Stanza 3 .. Not enjoyment, not for sorrow ………………. Find us farther than today
Meaning ….. Life’s journey on earth must not be gauged by the misery and mirth one endures. The travails and triumphs can not dictate the course of life. Instead, the endeavour must be to reach higher and higher levels of achievement in one’s field of activity. The progress might be incremental, but it must be relentless. Pursuit of perfection should be the motto of life despite the sacrifices it demands from an individual.

Stanza 4 … Art is long and Time is fleeting ……………. Marches to the grave
Meaning … The journey from cradle to grave is unstoppable. The scope to accomplish something bigger, better and nobler is enormous. However, time marches on. There is no scope for a pause for the perfectionist. With each moment passing, one inexorably inches towards one’s grave. The heart has to stop beating to mark a mortal’s departure from this world. So, the author implores his fellow human beings to strive unceasingly to loftier heights, and not be distracted by the joys and sorrows that must accompany a person all the way during his existence on earth.
————————.—————–.———————-.————-
[If you want further help, please feel free to write to us.]
———————————-END————————————-

17/02/2016

I Believe — Explanation and Questions and Answers

I believe if a pebble is thrown upwards
I can pierce the heavens
And see the angels at play.


The poem celebrates the undying spirit, optimism and the countless possibilities of the human beings’ abilities. But, for the miracles of their dreams to happen, they must have the grit, resoluteness, and the will power. Through fantasy the poet cites the throwing of a pebble skywards, and piercing the Heavens to underscore the fact that a human being needs to summon all his physical and mental strengths to accomplish the impossible. While reading the lines, the symbolism of the poet’s words come out loud and clear.
——————————————-.——————–
I believe I can soar to the heights
Touch the silky clouds
And feel the stars.


Again the poet exudes superhuman audacity by stating that she could ‘touch the clouds and caper amidst the stars by her effort – but, only if she is determined. Super-human goals demand super-human endeavours. There is no short-cut here.
————————————-.—————-
I believe I can dive
Right into the depths
And swim with the sharks.


Again, the poet reiterates that she can do near-impossible feats, like diving into the depths of seas and frolic among the sharks if she wanted. Obviously, the poet is awash with confidence and courage. She reckons that feats that appear only in fantasy can be accomplished by a determined individual.
——————————–.——————
I believe I can claw into the earth’s belly
Pick up the priceless gems
And adorn myself with them.


The author further illustrates her daring nature by stating that she can dig deep into the earth, mine her precious stones and decorate herself with them. It is a metaphoric exposing of her ingrained courage to explore the unknown, and enrich her mind with the knowledge gained through such expedition.
———————————-.——————-
I believe I can do many things
Amidst the human angels
Surrounded by the world’s treasures.


The author underlines her resolve to do some great acts of sacrifice and dedication for the good of the humanity. She feels she can utilize the world’s wealth for the betterment of mankind.
——————————.————————-
But I firmly believe I’ve to complete
The role assigned to me here
Where I dream and breathe.


In the last lines, the author is far more circumspect. She knows letting the dreams soar high is busy, but accomplishing the objectives may prove to too daunting a task. So, she wants to be a pragmatist and a realist. She feels the duty before her, whether small or big, must be done with utmost sincerity and honesty. Wavering from the reality and flying among the clouds is futile, she cautions. The tasks in hand must get precedence over the mind’s limitless ambitions. Dreaming is easy, doing not.
——————-END————————–
Questions and answers ..
a. What is the central message of the poem?
The author sings the praise of ‘the audacity of hope’ in this poem. She lifts the readers’ spirit by narrating the many daunting tasks one can undertake to make one’s life purposeful. Thus, the message is one of ambition, altruism and dedication. However, she cautions against the perils of dreaming and neglecting the tasks in hand. Hope must not be o***m that makes a man sedate and indolent.


b. Can you guess the type of person the author is?
She is a brave, service-minded and benign person. At the same time, she is a hard realist, not a day-dreamer.


c. Why the author states such impossible tasks like ‘clawing into the heart of earth’ and ‘diving into the deep sea to swim with the sharks’?
These are nothing but very poetic metaphors to illustrate the daring nature of the author. While declaring her ambitions, she beckons others to follow in her footsteps and be audacious. Her call is for dedication to duty in true fearless and daring way.
——————————-END——————————

17/02/2016

Questions .. on small pain in my chest IMPORTANT

a. How did the young soldier get wounded?

The young soldier was part of a 200-strong contingent that was climbing a rock in course of a battle somewhere in Asia. During the descent, they ran into unexpected and heavy bombardment by the enemy. The fight continued overnight. Suddenly, a huge explosion happened that caused all of his fellow soldiers to die instantly. He survived, but with a grievous wound in his chest.
b. What did he do soon after the explosion?

Like a well-trained disciplined soldier, he tried to come to the aid of his fellow soldiers, but could do little as all of them had died. There was a huge bomb crater. Undaunted by the savage attack, he continued to fire at the enemy until he became too weak to continue. He sat down under a tree.

c. Why was he so full of remorse?

He felt sad as he could not continue to fight. He thought about his wife and mother back home, and felt that they would take a dim view of his virtual ‘capitulation’. The soldier in him told him to press on, but he was too drained to do it. This made him remorseful.

d. What qualities of the soldier make him stand apart?

The soldier was stoic, courageous and very committed to his duty. He was defiant in the face of death and wanted to press on despite the excruciating pain he suffered due to the big wound in his chest. He ignored the suffering calling it ‘a small pain in my chest’. Such determination to fight even when death knocked on his door made him a truly astounding soldier.

e. How did the author-narrator feel when the soldier died?

The author-narrator was shattered to see the young wounded soldier dieing before him. His heart was filled with grief, admiration and love for the young fighter who died defying death. He fell in the battlefield like a true hero. He departed from this world with all guns blazing.

Symbolism in the poem …

1. The title ‘Small Pain in the Chest’ is a brilliant example of symbolism. The author has sung the praise of the young valiant soldier who, despite his fatal wound in the chest, defies death, and rues his inability to continue fighting. The author has succeeded in underlining his message quite effectively by describing the lament of the dying soldier not in groans and curses, but in words conveying stoicism, pride, and defiance.

2. “Can it be getting dark so soon?” He winced up at the sun.
“It’s growing dim and I thought that the day had just begun.
These lines are another example of the author resorting to ‘symbolism’. The wounded soldier stands on the throes of death. This why everything looks darker to him, although the Sun still shines bright. Yet, valour is still palpable in the soldier’s who would breathe his last soon. The lines juxtapose the gloom of the soldier’s life with his never-say-die spirit.

3. ‘And, as I held him to me, I could feel our wounds were pressed
The large one in my heart against the small one in his chest.’
Again, this is an exquisite example of ‘symbolism’. The second soldier was not physically wounded at all. But, the just-dead warrior’s last regretful words have flummoxed him. He is as moved as he is sad by the dead soldier’s words.

—————————END——————————

Address

Lucknow
226022

Telephone

8960608190

Website

Alerts

Be the first to know and let us send you an email when La Literatura posts news and promotions. Your email address will not be used for any other purpose, and you can unsubscribe at any time.

Contact The Business

Send a message to La Literatura:

Share

Category