IGNOU BEGS-183 Solved Question Paper PDF Download

IGNOU BEGS-183 Previous Year Solved Question Paper in Hindi

IGNOU BEGS-183 Previous Year Solved Question Paper in English

Q1. Answer the following in around 100 words each: (a) What are the strategies you would adopt to become a ‘critical reader’? (b) What is affixation? How does affixation help in building new words? Give four examples. (c) What aspects should be kept in mind while writing a descriptive passage? (d) What are ‘gathering skills’? Why are gathering skills considered to be essential to become an efficient learner?

Ans.

(a) To become a ‘critical reader’ means to engage actively with a text, moving beyond mere comprehension to analysis and evaluation. The strategies I would adopt include:

• Previewing: Before reading, I would examine the title, author, and publication details to understand the context.
• Annotating: While reading, I would underline key points, write questions, and make comments in the margins to maintain an active dialogue with the text.
• Questioning: I would constantly ask questions about the author’s argument, purpose, and bias (who, what, why, how).
• Evaluating Evidence: I would assess the credibility, relevance, and sufficiency of the evidence presented by the author to support their claims.
• Summarising: I would articulate the main ideas in my own words to confirm my understanding.
• Reflecting: I would connect the text to my own knowledge, experiences, and other texts. These strategies help in developing a deeper, more nuanced understanding of the material.

(b) Affixation is a morphological process where an affix—a prefix (added to the beginning) or a suffix (added to the end)—is attached to a root or base word to create a new word. It is a fundamental method of vocabulary building. Affixation helps in building new words in two primary ways:

1. It can change the meaning of the word (typically done by prefixes).
2. It can change the word’s grammatical class or part of speech, such as changing a verb to a noun or an adjective (typically done by suffixes).

Four examples are:

• un- (prefix) + happy (root) → unhappy (Meaning changed from ‘happy’ to ‘not happy’).
• read (root) + -able (suffix) → readable (Grammatical class changed from a verb ‘read’ to an adjective ‘readable’).
• quick (root) + -ly (suffix) → quickly (Grammatical class changed from an adjective ‘quick’ to an adverb ‘quickly’).
• re- (prefix) + play (root) → replay (Meaning changed from ‘to play’ to ‘to play again’).

(c) When writing a descriptive passage, the primary goal is to create a vivid and clear picture of a person, place, object, or event in the reader’s mind. The key aspects to be kept in mind are:

• Sensory Details: The writing should appeal to the five senses—sight, sound, smell, taste, and touch. This helps the reader to become immersed in the experience.
• Precise Language: Use specific nouns, strong verbs, and exact adjectives instead of vague ones. For instance, saying ‘fragrant’ or ‘delicious’ is more effective than just ‘nice’.
• Figurative Language: Employing figures of speech like similes, metaphors, and personification can make the description more engaging and memorable.
• Dominant Impression: The writer should decide on an overall mood or feeling they want to convey and choose all details to support that single impression.
• Logical Organization: The details should be presented in a systematic order, such as spatial (e.g., left to right, near to far) or chronological, to avoid confusing the reader.

(d) ‘Gathering skills’ refer to the methods and techniques used to collect information and data for a specific purpose. These skills include reading, listening, observing, interviewing, conducting surveys, and searching for information in libraries or online databases. These skills are considered essential for an efficient learner because learning is fundamentally dependent on the ability to gather information effectively. Without gathering information, one cannot analyse, synthesise, or apply it. These skills provide the raw material for any academic task, from writing an essay to conducting research. An efficient learner knows where and how to find relevant, credible, and accurate information quickly, which saves time and improves the quality of the learning process.

Q2. Answer any one of the following questions in around 200 words: (a) Describe any two areas in English Grammar that are likely to be hard spots for learners of English as a second language. Or (b) Explain with suitable examples how flowcharts and tree diagrams can be used to present information.

Ans.

(a) Two Hard Spots in English Grammar for ESL Learners For learners of English as a second language (ESL), several areas of grammar can be challenging. Two of the most notorious ‘hard spots’ are the use of articles and prepositions . 1. Articles (a, an, the): Many languages, such as Hindi or Russian, do not have a direct equivalent of articles, making their usage conceptually difficult for learners. The distinction between the indefinite articles ‘a/an’ (for non-specific, singular countable nouns) and the definite article ‘the’ (for specific nouns) is governed by a complex set of rules. For example, a learner must understand to say, “I saw a dog. The dog was big.” The concept of the ‘zero article’ (using no article at all), as in ” Dogs are loyal animals” when speaking generally, adds another layer of difficulty. The rules are often context-dependent and have many exceptions, requiring significant exposure and practice to master. 2. Prepositions (in, on, at, for, since): The use of prepositions is often idiomatic and not governed by transparent logic, making them extremely confusing for non-native speakers. A single preposition can have multiple meanings, and their choice often depends on the verb or noun they accompany, not on a direct translation. For instance, for time, we use ‘ at 5 PM,’ ‘ on Monday,’ and ‘ in July.’ For place, we say ‘ at the corner,’ ‘ on the table,’ and ‘ in the box.’ There is no clear rule for these different usages, and they must often be memorized. Furthermore, phrasal verbs (a verb combined with a preposition, e.g., ‘look for,’ ‘look after,’ ‘look up to’) create entirely new meanings, adding to the complexity.

Q3. Write a well-structured composition (with a clear beginning, body and conclusion) on the following topic: Preserving India’s Historical Monuments: Our Role as Citizens.

Ans.

Preserving India’s Historical Monuments: Our Role as Citizens India, with its rich and diverse cultural heritage, is home to countless historical monuments that narrate the stories of our glorious past. From the timeless romance of the Taj Mahal to the artistic genius of the Ajanta and Ellora caves, these monuments are not just structures of stone and marble but living symbols of our identity. While government agencies like the Archaeological Survey of India (ASI) are tasked with their maintenance, the preservation of these priceless treasures is not solely the government’s job; it is a crucial duty of every Indian citizen. Our foremost role as citizens is to spread awareness and show respect . We must first understand the historical and cultural significance of these monuments and then educate our families, especially children, about them. When we visit these sites, we must be responsible tourists . This means refraining from littering, scribbling on walls, or defacing the structures in any way. We must adhere to all rules and guidelines set by the authorities. A single act of irresponsibility can cause permanent damage to our heritage. Furthermore, we can contribute by being active participants and vigilant guardians . If we see someone vandalising a monument or littering the premises, we should politely intervene or report it to the concerned authorities. We can organize or participate in cleanliness drives and awareness campaigns at a local level. The power of social media can be harnessed positively to promote the beauty of these monuments and create awareness about the importance of their conservation. In conclusion, the preservation of India’s historical monuments is a collective responsibility. They are our national assets and a legacy for future generations. Rather than depending solely on the government, every citizen must embrace their role as a custodian of these national treasures. Through respect, responsibility, and active participation, we can ensure that our magnificent heritage remains alive and intact for centuries to come.

Q4. Write a formal letter to the head of your institution requesting leave for one week to attend a function in your home-town.

Ans.

[Your Address] [City, Pin Code] [Your Email ID] [Your Phone Number]

15th December 2025

The Principal, [Name of the Institution], [Address of the Institution], [City, Pin Code]

Subject: Application for Leave of Absence

Respected Sir/Madam, With due respect, I, [Your Name], am a student of [Your Class/Course Name], bearing Roll Number [Your Roll Number], at your esteemed institution. I am writing to request a leave of absence for one week, from 22nd December 2025 to 28th December 2025 . I need this leave to attend an important family function (my cousin’s wedding) in my home-town, [Name of your Home-town]. I will rejoin my classes on 29th December 2025. I assure you that I will cover all the missed lessons and assignments during my absence with the help of my classmates and ensure that my studies are not affected. I would be grateful if you could grant me leave for the aforementioned period.

Thanking you.

Yours obediently, [Your Full Name] [Your Class and Section] Roll No.: [Your Roll Number]

Q5. The Residents’ Association in your colony has conducted a campaign to provide improved medical facilities to the elderly people in the neighbourhood. Write a short report of the campaign.

Ans.

RWA’s ‘Health for Seniors’ Campaign a Resounding Success – By [Your Name], Member, Residents’ Association Prerna Vihar, New Delhi – 14th December 2025: The Residents’ Welfare Association (RWA) of Prerna Vihar successfully concluded its week-long ‘Health First for Seniors’ campaign, aimed at promoting better healthcare and medical facilities for the senior citizens of the colony. The campaign, which ran from 7th to 14th December, was a major success among the elderly members of the community. The highlight of the campaign was a free health check-up camp organised at the community hall. In collaboration with the local Maxwell Hospital, the RWA arranged for a host of medical screenings for senior citizens, including blood pressure, diabetes, bone density, and eye tests. A team of doctors and paramedics was available throughout the week, providing consultations and free basic medicines to over 150 elderly residents. In addition to the check-ups, the campaign also featured health talks by geriatric specialists. These sessions covered topics such as age-related ailments, nutrition, and maintaining an active lifestyle. The RWA also arranged for special discounts on prescribed medicines for senior citizens by tying up with local pharmacies. The RWA President, Mr. R. K. Sharma, stated, “The health of our elders is our priority. Seeing the enthusiastic response to this campaign, we plan to make this an annual event.” The initiative received widespread appreciation from the residents, who lauded the RWA’s efforts.

Q6. Read the passage given below and answer the questions that follow: [Passage text…] Questions: (i) (a) What is a ‘topic sentence’? (b) In the above passage, which is the topic sentence in your opinion? (c) Explain why you identify this as the ‘topic sentence’ of the passage. (ii) Give a suitable title to the passage. (iii) Write a summary of the above passage in your own words (around 75 words).

Ans.

(i) (a) A ‘topic sentence’ is the most important sentence in a paragraph. It summarises the main idea or central point of that paragraph. Typically, it appears at the beginning of the paragraph and acts as a guide for the reader, indicating what the rest of the paragraph will be about.

(b) In the above passage, the topic sentence is: “The diversity of Indian forests is a reflection of the country’s varied topography and climate.”

(c) This sentence is identified as the ‘topic sentence’ because it introduces the central idea of the entire passage: the diversity of India’s forests and its link to the country’s geography and climate. The first paragraph then elaborates on this idea with specific examples like the Western Ghats, central India, Sundarbans, and the Himalayas. The subsequent paragraphs, which discuss challenges and conservation efforts, are all related to this core subject. The sentence sets the stage for the whole text, and all other sentences support or expand upon this main idea.

(ii) A suitable title for the passage would be: “India’s Diverse Forests: Treasures, Threats, and Conservation” .

(iii) Summary India’s varied topography and climate create a wide diversity of forests, from tropical rainforests to alpine ones. These vital ecosystems face significant threats like deforestation and poaching due to population pressure. In response, the Indian government has implemented several conservation efforts, including the National Forest Policy and the establishment of protected areas like National Parks and Wildlife Sanctuaries, to protect and promote these invaluable natural resources.