Thursday, September 25, 2025

WHY WE TRAVEL? - PICO IYER




WHY WE TRAVEL? - PICO IYER


Original
1. In essence, why do we travel according to the author?
We travel to lose ourselves and to find ourselves, to open our hearts and eyes, to learn more about the world, to experience hardship, and to see the world clearly while feeling it truly.

2. What is the connection between travel and travail according to the essay?
The connection is that travel involves hardship, which leads to personal growth and a better understanding of the world. The difficulty of travel is proportional to the blessings it brings, and travel guides us toward a balance of wisdom and compassion.

3. How does leaving our beliefs and certainties help us?
eaving our beliefs and certainties allows us to see everything we thought we knew in a different light, from a new perspective. It helps us understand the provisional and provincial nature of our assumptions, making us more open-minded and adaptable.

4. Give an example mentioned in the essay about how travel turns everything you took for granted upon its head?
An example given is the experience of visiting a Kentucky Fried Chicken outlet in Beijing or watching a scratchy revival showing of "Wild Orchids" on the Champs-Elysees, highlighting how familiar things can seem novel and revelatory in different contexts.

5. How does travel set one free, according to the author?
Travel sets one free by providing anonymity, freeing us from our usual identities and social standings. This allows us to come into contact with more essential parts of ourselves and to live more simply and spontaneously.

6. Why can't anyone fix the author in a resume?
Because the author, as a transnational individual, does not fit neatly into any single national or cultural identity. This ambiguity allows him to remake himself and be seen differently by others, without being confined to a single label or category.

7. Why do transnationals adapt easily anywhere?
Transnationals adapt easily anywhere because they are used to being outsiders, which forces them to create their own sense of home and develop a flexible, adaptable mindset.
8. Travel results in
a) Dimming of mind
b) Makes us closed minded
c) Heightens the sense of awareness
c) Heightens the sense of awareness

1. Explain why the author comments that the tourist and the traveler are the same?
The author suggests that the distinction between a tourist and a traveler may not be as significant as it is often portrayed. Both tourists and travelers can have similar experiences and responses to the places they visit. The key difference lies in their mindset: tourists often complain when things are not like home, while travelers may grumble when things are too similar to other places they've visited. Ultimately, the real distinction lies in whether individuals leave their assumptions and expectations behind. Those who do not are more likely to see differences superficially, while those who do approach their travels with open-mindedness and a readiness to see the world from new perspectives. This perspective challenges the conventional wisdom that categorizes tourists and travelers as fundamentally different and instead emphasizes their common potential for growth and learning.

2. What makes the author look at everything from a crooked angle?
The author looks at everything from a crooked angle by deliberately shedding his preconceived notions and beliefs when he travels. This act of leaving behind his certainties allows him to see familiar things in unfamiliar ways and to appreciate the novelty in seemingly ordinary experiences. For instance, encountering a Kentucky Fried Chicken outlet in Beijing or watching an old film on the Champs-Elysees becomes an opportunity to see cultural differences and similarities in a new light. This shift in perspective helps the author to understand the provisional nature of what he once considered universal truths. By embracing this crooked angle, he gains a deeper, more nuanced understanding of the world and his place within it.

3. How does travel liberate one from inessential labels?
Travel liberates one from inessential labels by providing an opportunity to step outside of the usual social, cultural, and professional identities that define us. When traveling, we are often seen as strangers or outsiders, which means people cannot easily categorize us based on our usual roles or statuses. This anonymity allows us to interact with others more freely and to explore parts of ourselves that might be overshadowed by the labels we carry at home. As a result, we can connect with more fundamental aspects of our identity, discovering new interests, behaviors, and ways of being that are not tied to our everyday life. This liberation from labels can lead to a sense of renewal and self-discovery, as we are no longer constrained by the expectations and assumptions that come with our familiar identities.

4. How does travel expose us to the harsh realities of the world according to the author?
Travel exposes us to the harsh realities of the world by putting us in direct contact with different forms of hardship and adversity that we might not encounter in our daily lives. The author believes that seeking out these challenges is an essential part of travel, as it allows us to experience and understand the difficulties faced by others. This exposure helps us develop a balance of wisdom and compassion, as we learn to see the world clearly and feel its realities deeply. By confronting these harsh realities, we become more aware of the complexities of life and the disparities that exist between different cultures and societies. This understanding fosters a greater sense of empathy and a more informed perspective on global issues.

5. Explain how travel to his own neighborhood helped the author enrich his perspective about the society?
The author explains that even travel within one's own neighborhood can offer profound insights into society by exposing us to the diversity and complexity of our immediate surroundings. By taking a few blocks' walk in a multicultural area like Queens or Berkeley, one can encounter a variety of cultures and experiences in a short span of time. This local travel helps the author appreciate the richness of cultural diversity and the ways in which different communities coexist and interact. It also highlights the idea that travel is not just about distant destinations but about the mindset of openness and curiosity that can be applied to exploring familiar places. This approach helps the author see his own community with fresh eyes, recognizing the intricate social fabric and the global influences that shape it. By doing so, he gains a deeper understanding of the interconnectedness of the world and the importance of appreciating and learning from the diversity within our own neighborhoods.

1. By travelling, you'll not only understand yourself better, you'll understand other people better as well. Discuss this statement in the context of the essay.

Self-Understanding:
Loss and Discovery: Travel allows individuals to lose themselves and find themselves, shedding everyday routines and discovering new aspects of their personality.
Reflection: In new environments, people reflect on their own beliefs and certainties, gaining insights into their true nature.
Hardship and Growth: Facing and overcoming hardships during travel leads to personal growth and self-awareness.
Understanding Others:
Cultural Immersion: Experiencing different cultures firsthand broadens one's understanding of diverse perspectives and ways of life.
Empathy and Compassion: Witnessing the difficulties and lifestyles of others fosters empathy and compassion.
Breaking Stereotypes: Exposure to various cultures challenges preconceived notions and stereotypes, leading to a more nuanced view of humanity.
Combined Understanding:
Provisional Universality: Travel teaches that many things considered universal are actually provisional and culturally specific.
Shared Humanity: Despite cultural differences, travelers often discover commonalities with people around the world, deepening their appreciation for shared human experiences.

2. Travel sets us into adventure versus the monotony of our lives. How does Pico Iyer's essay explain this?

Breaking Routine:
Anonymity and Freedom: Travel frees individuals from the constraints of their social roles, allowing them to act spontaneously and follow their impulses.
Novelty and Excitement: Encountering new and unfamiliar situations breaks the monotony of daily life, providing excitement and a sense of adventure.
New Perspectives:
Crooked Angle: Travel encourages seeing familiar things in new ways, from different angles, and through the lens of different cultures.
Cultural Relativism: It exposes travelers to different customs, beliefs, and lifestyles, challenging their assumptions and expanding their worldview.
Experiential Learning:
Hardship and Resilience: The difficulties and challenges faced during travel lead to personal growth and resilience.
Mindfulness and Awareness: Travel heightens awareness, making individuals more mindful and receptive to their surroundings and experiences.

Wednesday, September 24, 2025

why we travel


Why We Travel, by Pico Iyer

 April 11, 2019
(an excerpt)
We travel, initially, to lose ourselves; and we travel, next, to find ourselves. We travel to open our hearts and eyes and learn more about the world than our newspapers will accommodate. We travel to bring what little we can, in our ignorance and knowledge, to those parts of the globe whose riches are differently dispersed. And we travel, in essence, to become young fools again — to slow time down and get taken in, and fall in love once more. The beauty of this whole process was best described, perhaps, before people even took to frequent flying, by George Santayana in his lapidary essay, “The Philosophy of Travel.” We “need sometimes,” the Harvard philosopher wrote, “to escape into open solitudes, into aimlessness, into the moral holiday of running some pure hazard, in order to sharpen the edge of life, to taste hardship, and to be compelled to work desperately for a moment at no matter what.”

I like that stress on work, since never more than on the road are we shown how proportional our blessings are to the difficulty that precedes them; and I like the stress on a holiday that’s “moral” since we fall into our ethical habits as easily as into our beds at night. Few of us ever forget the connection between “travel” and “travail,” and I know that I travel in large part in search of hardship — both my own, which I want to feel, and others’, which I need to see. Travel in that sense guides us toward a better balance of wisdom and compassion — of seeing the world clearly, and yet feeling it truly. For seeing without feeling can obviously be uncaring; while feeling without seeing can be blind.

Yet for me the first great joy of traveling is simply the luxury of leaving all my beliefs and certainties at home, and seeing everything I thought I knew in a different light, and from a crooked angle. In that regard, even a Kentucky Fried Chicken outlet (in Beijing) or a scratchy revival showing of “Wild Orchids” (on the Champs-Elysees) can be both novelty and revelation: In China, after all, people will pay a whole week’s wages to eat with Colonel Sanders, and in Paris, Mickey Rourke is regarded as the greatest actor since Jerry Lewis.

If a Mongolian restaurant seems exotic to us in Evanston, Ill., it only follows that a McDonald’s would seem equally exotic in Ulan Bator — or, at least, equally far from everything expected. Though it’s fashionable nowadays to draw a distinction between the “tourist” and the “traveler,” perhaps the real distinction lies between those who leave their assumptions at home, and those who don’t: Among those who don’t, a tourist is just someone who complains, “Nothing here is the way it is at home,” while a traveler is one who grumbles, “Everything here is the same as it is in Cairo — or Cuzco or Kathmandu.” It’s all very much the same.

But for the rest of us, the sovereign freedom of traveling comes from the fact that it whirls you around and turns you upside down, and stands everything you took for granted on its head. If a diploma can famously be a passport (to a journey through hard realism), a passport can be a diploma (for a crash course in cultural relativism). And the first lesson we learn on the road, whether we like it or not, is how provisional and provincial are the things we imagine to be universal. When you go to North Korea, for example, you really do feel as if you’ve landed on a different planet — and the North Koreans doubtless feel that they’re being visited by an extra-terrestrial, too (or else they simply assume that you, as they do, receive orders every morning from the Central Committee on what clothes to wear and what route to use when walking to work, and you, as they do, have loudspeakers in your bedroom broadcasting propaganda every morning at dawn, and you, as they do, have your radios fixed so as to receive only a single channel).

We travel, then, in part just to shake up our complacencies by seeing all the moral and political urgencies, the life-and-death dilemmas, that we seldom have to face at home. And we travel to fill in the gaps left by tomorrow’s headlines: When you drive down the streets of Port-au-Prince, for example, where there is almost no paving and women relieve themselves next to mountains of trash, your notions of the Internet and a “one world order” grow usefully revised. Travel is the best way we have of rescuing the humanity of places, and saving them from abstraction and ideology.

And in the process, we also get saved from abstraction ourselves, and come to see how much we can bring to the places we visit, and how much we can become a kind of carrier pigeon — an anti-Federal Express, if you like — in transporting back and forth what every culture needs. I find that I always take Michael Jordan posters to Kyoto, and bring woven ikebana baskets back to California; I invariably travel to Cuba with a suitcase piled high with bottles of Tylenol and bars of soap, and come back with one piled high with salsa tapes, and hopes, and letters to long-lost brothers.

But more significantly, we carry values and beliefs and news to the places we go, and in many parts of the world, we become walking video screens and living newspapers, the only channels that can take people out of the censored limits of their homelands. In closed or impoverished places, like Pagan or Lhasa or Havana, we are the eyes and ears of the people we meet, their only contact with the world outside and, very often, the closest, quite literally, they will ever come to Michael Jackson or Bill Clinton. Not the least of the challenges of travel, therefore, is learning how to import — and export — dreams with tenderness.

By now all of us have heard (too often) the old Proust line about how the real voyage of discovery consists not in seeing new places but in seeing with new eyes. Yet one of the subtler beauties of travel is that it enables you to bring new eyes to the people you encounter. Thus even as holidays help you appreciate your own home more — not least by seeing it through a distant admirer’s eyes — they help you bring newly appreciative — distant — eyes to the places you visit. You can teach them what they have to celebrate as much as you celebrate what they have to teach. This, I think, is how tourism, which so obviously destroys cultures, can also resuscitate or revive them, how it has created new “traditional” dances in Bali, and caused craftsmen in India to pay new attention to their works. If the first thing we can bring the Cubans is a real and balanced sense of what contemporary America is like, the second — and perhaps more important — thing we can bring them is a fresh and renewed sense of how special are the warmth and beauty of their country, for those who can compare it with other places around the globe.

Thus travel spins us round in two ways at once: It shows us the sights and values and issues that we might ordinarily ignore; but it also, and more deeply, shows us all the parts of ourselves that might otherwise grow rusty. For in traveling to a truly foreign place, we inevitably travel to moods and states of mind and hidden inward passages that we’d otherwise seldom have cause to visit.

On the most basic level, when I’m in Thailand, though a teetotaler who usually goes to bed at 9 p.m., I stay up till dawn in the local bars; and in Tibet, though not a real Buddhist, I spend days on end in temples, listening to the chants of sutras. I go to Iceland to visit the lunar spaces within me, and, in the uncanny quietude and emptiness of that vast and treeless world, to tap parts of myself generally obscured by chatter and routine.

We travel, then, in search of both self and anonymity — and, of course, in finding the one we apprehend the other. Abroad, we are wonderfully free of caste and job and standing; we are, as Hazlitt puts it, just the “gentlemen in the parlour,” and people cannot put a name or tag to us. And precisely because we are clarified in this way, and freed of inessential labels, we have the opportunity to come into contact with more essential parts of ourselves (which may begin to explain why we may feel most alive when far from home).

Abroad is the place where we stay up late, follow impulse and find ourselves as wide open as when we are in love. We live without a past or future, for a moment at least, and are ourselves up for grabs and open to interpretation. We even may become mysterious — to others, at first, and sometimes to ourselves — and, as no less a dignitary than Oliver Cromwell once noted, “A man never goes so far as when he doesn’t know where he is going.”

There are, of course, great dangers to this, as to every kind of freedom, but the great promise of it is that, traveling, we are born again, and able to return at moments to a younger and a more open kind of self. Traveling is a way to reverse time, to a small extent, and make a day last a year — or at least 45 hours — and traveling is an easy way of surrounding ourselves, as in childhood, with what we cannot understand. Language facilitates this cracking open, for when we go to France, we often migrate to French, and the more childlike self, simple and polite, that speaking a foreign language educes. Even when I’m not speaking pidgin English in Hanoi, I’m simplified in a positive way, and concerned not with expressing myself, but simply making sense.

So travel, for many of us, is a quest for not just the unknown, but the unknowing; I, at least, travel in search of an innocent eye that can return me to a more innocent self. I tend to believe more abroad than I do at home (which, though treacherous again, can at least help me to extend my vision), and I tend to be more easily excited abroad, and even kinder. And since no one I meet can “place” me — no one can fix me in my resume –I can remake myself for better, as well as, of course, for worse (if travel is notoriously a cradle for false identities, it can also, at its best, be a crucible for truer ones). In this way, travel can be a kind of monasticism on the move: On the road, we often live more simply (even when staying in a luxury hotel), with no more possessions than we can carry, and surrendering ourselves to chance.

This is what Camus meant when he said that “what gives value to travel is fear” — disruption, in other words, (or emancipation) from circumstance, and all the habits behind which we hide. And that is why many of us travel not in search of answers, but of better questions. I, like many people, tend to ask questions of the places I visit, and relish most the ones that ask the most searching questions back of me: In Paraguay, for example, where one car in every two is stolen, and two-thirds of the goods on sale are smuggled, I have to rethink my every Californian assumption. And in Thailand, where many young women give up their bodies in order to protect their families — to become better Buddhists — I have to question my own too-ready judgments. “The ideal travel book,” Christopher Isherwood once said, “should be perhaps a little like a crime story in which you’re in search of something.” And it’s the best kind of something, I would add, if it’s one that you can never quite find.

I remember, in fact, after my first trips to Southeast Asia, more than a decade ago, how I would come back to my apartment in New York, and lie in my bed, kept up by something more than jet lag, playing back, in my memory, over and over, all that I had experienced, and paging wistfully though my photographs and reading and re-reading my diaries, as if to extract some mystery from them. Anyone witnessing this strange scene would have drawn the right conclusion: I was in love.

For if every true love affair can feel like a journey to a foreign country, where you can’t quite speak the language, and you don’t know where you’re going, and you’re pulled ever deeper into the inviting darkness, every trip to a foreign country can be a love affair, where you’re left puzzling over who you are and whom you’ve fallen in love with. All the great travel books are love stories, by some reckoning — from the Odyssey and the Aeneid to the Divine Comedy and the New Testament — and all good trips are, like love, about being carried out of yourself and deposited in the midst of terror and wonder.

And what this metaphor also brings home to us is that all travel is a two-way transaction, as we too easily forget, and if warfare is one model of the meeting of nations, romance is another. For what we all too often ignore when we go abroad is that we are objects of scrutiny as much as the people we scrutinize, and we are being consumed by the cultures we consume, as much on the road as when we are at home. At the very least, we are objects of speculation (and even desire) who can seem as exotic to the people around us as they do to us.

We are the comic props in Japanese home-movies, the oddities in Maliese anecdotes and the fall-guys in Chinese jokes; we are the moving postcards or bizarre objets trouvĂ©s that villagers in Peru will later tell their friends about. If travel is about the meeting of realities, it is no less about the mating of illusions: You give me my dreamed-of vision of Tibet, and I’ll give you your wished-for California. And in truth, many of us, even (or especially) the ones who are fleeing America abroad, will get taken, willy-nilly, as symbols of the American Dream.

That, in fact, is perhaps the most central and most wrenching of the questions travel proposes to us: how to respond to the dream that people tender to you? Do you encourage their notions of a Land of Milk and Honey across the horizon, even if it is the same land you’ve abandoned? Or do you try to dampen their enthusiasm for a place that exists only in the mind? To quicken their dreams may, after all, be to match-make them with an illusion; yet to dash them may be to strip them of the one possession that sustains them in adversity.

That whole complex interaction — not unlike the dilemmas we face with those we love (how do we balance truthfulness and tact?) — is partly the reason why so many of the great travel writers, by nature, are enthusiasts: not just Pierre Loti, who famously, infamously, fell in love wherever he alighted (an archetypal sailor leaving offspring in the form of Madame Butterfly myths), but also Henry Miller, D.H. Lawrence or Graham Greene, all of whom bore out the hidden truth that we are optimists abroad as readily as pessimists as home. None of them was by any means blind to the deficiencies of the places around them, but all, having chosen to go there, chose to find something to admire.

All, in that sense, believed in “being moved” as one of the points of taking trips, and “being transported” by private as well as public means; all saw that “ecstasy” (“ex-stasis”) tells us that our highest moments come when we’re not stationary, and that epiphany can follow movement as much as it precipitates it. I remember once asking the great travel writer Norman Lewis if he’d ever be interested in writing on apartheid South Africa. He looked at me astonished. “To write well about a thing,” he said, “I’ve got to like it!”

At the same time, as all this is intrinsic to travel, from Ovid to O’Rourke, travel itself is changing as the world does, and with it, the mandate of the travel writer. It’s not enough to go to the ends of the earth these days (not least because the ends of the earth are often coming to you); and where a writer like Jan Morris could, a few years ago, achieve something miraculous simply by voyaging to all the great cities of the globe, now anyone with a Visa card can do that. So where Morris, in effect, was chronicling the last days of the Empire, a younger travel writer is in a better position to chart the first days of a new Empire, post-national, global, mobile and yet as diligent as the Raj in transporting its props and its values around the world.

In the mid-19th century, the British famously sent the Bible and Shakespeare and cricket round the world; now a more international kind of Empire is sending Madonna and the Simpsons and Brad Pitt. And the way in which each culture takes in this common pool of references tells you as much about them as their indigenous products might. Madonna in an Islamic country, after all, sounds radically different from Madonna in a Confucian one, and neither begins to mean the same as Madonna on East 14th Street. When you go to a McDonald’s outlet in Kyoto, you will find Teriyaki McBurgers and Bacon Potato Pies. The placemats offer maps of the great temples of the city, and the posters all around broadcast the wonders of San Francisco. And — most crucial of all — the young people eating their Big Macs, with baseball caps worn backwards, and tight 501 jeans, are still utterly and inalienably Japanese in the way they move, they nod, they sip their Oolong teas — and never to be mistaken for the patrons of a McDonald’s outlet in Rio, Morocco or Managua. These days a whole new realm of exotica arises out of the way one culture colors and appropriates the products of another.

The other factor complicating and exciting all of this is people, who are, more and more, themselves as many-tongued and mongrel as cities like Sydney or Toronto or Hong Kong. I am, in many ways, an increasingly typical specimen, if only because I was born, as the son of Indian parents, in England, moved to America at 7 and cannot really call myself an Indian, an American or an Englishman. I was, in short, a traveler at birth, for whom even a visit to the candy store was a trip through a foreign world where no one I saw quite matched my parents’ inheritance, or my own. And though some of this is involuntary and tragic — the number of refugees in the world, which came to just 2.5 million in 1970, is now at least 27.4 million — it does involve, for some of us, the chance to be transnational in a happier sense, able to adapt anywhere, used to being outsiders everywhere and forced to fashion our own rigorous sense of home. (And if nowhere is quite home, we can be optimists everywhere.)

Besides, even those who don’t move around the world find the world moving more and more around them. Walk just six blocks, in Queens or Berkeley, and you’re traveling through several cultures in as many minutes; get into a cab outside the White House, and you’re often in a piece of Addis Ababa. And technology, too, compounds this (sometimes deceptive) sense of availability, so that many people feel they can travel around the world without leaving the room — through cyberspace or CD-ROMs, videos and virtual travel. There are many challenges in this, of course, in what it says about essential notions of family and community and loyalty, and in the worry that air-conditioned, purely synthetic versions of places may replace the real thing — not to mention the fact that the world seems increasingly in flux, a moving target quicker than our notions of it. But there is, for the traveler at least, the sense that learning about home and learning about a foreign world can be one and the same thing.

All of us feel this from the cradle, and know, in some sense, that all the significant movement we ever take is internal. We travel when we see a movie, strike up a new friendship, get held up. Novels are often journeys as much as travel books are fictions; and though this has been true since at least as long ago as Sir John Mandeville’s colorful 14th century accounts of a Far East he’d never visited, it’s an even more shadowy distinction now, as genre distinctions join other borders in collapsing.

In Mary Morris’s “House Arrest,” a thinly disguised account of Castro’s Cuba, the novelist reiterates, on the copyright page, “All dialogue is invented. Isabella, her family, the inhabitants and even la isla itself are creations of the author’s imagination.” On Page 172, h

Wednesday, July 30, 2025

How to Write a Summary

 


How to Write a Summary

 


Proficient students understand that summarizing, identifying what is most important and restating the text (or other media) in your own words, is an important tool for college success.


After all, if you really know a subject, you will be able to summarize it. If you cannot summarize a subject, even if you have memorized all the facts about it, you can be absolutely sure that you have not learned it. And, if you truly learn the subject, you will still be able to summarize it months or years from now.


Proficient students may monitor their understanding of a text by summarizing as they read. They understand that if they can write a one- or two-sentence summary of each paragraph after reading it, then that is a good sign that they have correctly understood it. If they can not summarize the main idea of the paragraph, they know that comprehension has broken down and they need to use fix-up strategies to repair understanding.


Summary Writing Format

When writing a summary, remember that it should be in the form of a paragraph.

A summary begins with an introductory sentence that states the text’s title, author and main point of the text as you see it.

A summary is written in your own words.

A summary contains only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions or comments into a summary.

Identify in order the significant sub-claims the author uses to defend the main point.

Copy word-for-word three separate passages from the essay that you think support and/or defend the main point of the essay as you see it.

Cite each passage by first signaling the work and the author, put “quotation marks” around the passage you chose, and put the number of the paragraph where the passages can be found immediately after the passage.

Using source material from the essay is important. Why? Because defending claims with source material is what you will be asked to do when writing papers for your college professors.

Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.

Example Summary Writing Format

In the essay Santa Ana, author Joan Didion’s main point is (state main point). According to Didion “…passage 1…” (para.3). Didion also writes “…passage 2…” (para.8). Finally, she states “…passage 3…” (para. 12) Write a last sentence that “wraps” up your summary; often a simple rephrasing of the main point.


 

Tuesday, July 15, 2025

money summary


Money – by W. H. Davies _Explanation of the poem.

‘Money’ is the poem written by English Poet W.H. Davies. He was a Welsh poet , known as the ‘Tramp poet’. All his poems and lyrics have a force and simplicity. In this poem, the poet presents his self-experienced wisdom that money makes the world go round. When the poet had money, he had a very big circle of friends. Many false friends would come knocking at his door. These friends used to often visit him as they thought that they could benefit from being with a wealthy man. But when he became poor, these so-called friends left him all alone. This made the poet realize that his big circle of friends was actually fake. And he recognized that the very few friends who did not leave him in his misery, were his true friends. In this way, he experienced the real worth of joy and happiness in spite of being poor.

The poet explains his idea by giving the example of a child holding a trumpet. The child is in possession of a trumpet but is unable to blow it, because of someone’s death. It is all-together against manners and custom to blow a trumpet when someone has died. Similarly, the poet feels that he was unable to tell about his realization to his false friends that true joy and happiness can be experienced only when one is poor. When he was rich, he lacked that much desired freedom, liberty. In the midst of his false friends, it was almost impossible for him to reveal it. Such was his miserable condition, when he was rich.

The poet further reveals his thoughtful wisdom, that poor men are happy and contented with their lives. They are happy from the bottom of their heart. They live a simple life. When their basic needs are fulfilled, they are happy. Their wives are seen busy taking pride in talking about their husband’s work. Their husbands work day-night. And they are happy in the life, though it is full of poverty.

The poet says that he has often seen the poor people being happy and cheerful. This quality of the poor amazes him a lot. He feels that this is because their hearts are clear and pure. They do not chase wealth and are not pretentious. Contrast to this, the rich people are unfriendly, rude and constantly dissatisfied. Due to this, the poet is of the opinion that it is not necessary for the poor to become rich as necessary it is for the rich to become poor. The rich should become poor to understand the true richness of life. It is the philosophy of the poet that one can really understand and enjoy true happiness when one becomes poor.

The last stanza effectively highlights the theme of the poem that when one has money that means in prosperity, he has many friends, but they are unreal and false. And when he becomes poor, and is without money, he has few but real and true friends. It is the hard-earned self-experience of the poet that in spite of being poor, he enjoys the richness of true friendship.

The rhyme scheme of the poem – I to IV stanza is abcb. and V Stanza – abab

Figure of speech –

Inversion – Words are not in prose order.
For many a false man as a friend
         Came knocking all day at my door.

Then felt I like a child that holds
Much have I thought of life, and seen
Poor men, think I, need not go up
My many friends proved all untrue;
     2. Simile –

For many a false man as a friend
-False man are directly compared to friend.

Then felt I like a child that holds
 A trumpet that he must not blow
-The poet compares himself directly to a child.

And how their wives do hum like bees
-The wives are directly compared to bees.

     3. Repetition –

When I had money, money, O!
– The word ‘Money’ is repeated for emphasis.

     4. Onomatopoeia –

      And how their wives do hum like bees
– The word ‘hum’ echoes the sound.

     5. Antithesis –

About their work from morn till night.
– Morn and night are two opposite words used.

So, when I hear these poor ones laugh,
And see the rich ones coldly frown
Poor men, think I, need not go up
So much as rich men should come down.
– ‘rich’ and ‘poor’ – opposite words are used together.

– ‘laugh and ‘frown’– opposite words are used together.

– ‘up and ‘down’– opposite words are used together.

     6. Alliteration – Consonant sounds are repeated in successive words for melody.

Because a man is dead; I dared
My many friends proved all untrue;
******

 


Monday, February 24, 2025

 DIRECT AND INDIRECT SPEECH
 (Statements, Commands, Requests, and Questions) The words spoken by a person can be reported in two ways—Direct and Indirect. When we quote the exact words spoken by a person, we call it Direct Speech. Sohan said to Mohan, “I am going to school.” The exact words spoken by Sohan are put within inverted commas. But when we give the substance of what Sohan said, it is called the Indirect Speech. Sohan told to Mohan that he (Sohan) was going to school.  1. Reporting Clause and Reported Speech: Sohan told Mohan that he was going to school. The words which generally come before the inverted commas are called the reporting clause, i.e. Sohan said to Mohan and the verb ‘said’, is called the reporting verb. The words spoken by Sohan and put within inverted commas are called the reported speech, i.e. “I am going to school.” 2. Rules for Changing Direct Speech into Indirect Speech: In the Indirect speech, no inverted commas are used. The conjunctions that, if, whether, are generally used after the reporting verb. The first word of the reported speech begins with a capital letter. The tense of the reporting verb is never changed. The reporting verb changes according to sense: it may be told, asked, inquired Question for Direct & Indirect Speech Try yourself: What is the purpose of using inverted commas in direct speech? a. To indicate the reporting verb. b. To separate the reporting clause from the reported speech. c. To show that the words are spoken by a person. d. To highlight the tense of the reporting verb. View Solution   3. Rules for the Change of Pronouns: The first person pronouns (I, me, my, we, us, our) in the reported speech change according to the subject of the reporting verb. The pronouns of the second person (you, your, yourself) in the reported speech change according to the object of the reporting verb. The pronouns of the third person do not change. For example: (i). He said, “I like the book.” He said that he liked the book. (ii). He said to me, “Do you like the book?” He asked me if I liked the book. (iii). He said, “He likes the book.” He said that he liked the book. 4. Changes in words expressing nearness, time, auxiliaries, etc.  this  Changes into  that  there  Changes into  those  now  Changes into  then  here  Changes into  there  today  Changes into  that day  tomorrow  Changes into  the next day  yesterday  Changes into  the previous day  last night  Changes into  the previous night  can  Changes into  could  may  Changes into  might   shall  Changes into  should  will  Changes into  would  ago  Changes into  before  just  Changes into  then  come  Changes into  go  thus  Changes into  so 5. Change in Tenses: If the reporting verb is in the present or the future tense, the tense of the reported speech is not changed: Satish says, “I am flying a kite.” Satish says that he is flying a kite. Satish will say, “I want a glass of milk.” Satish will say that he wants a glass of milk. If the reporting verb is in the past tense, then the tense of the reported speech will change as follows: Direct Indirect  Simple Present  changes into Simple Past  write wrote  Present Progressive  changes into Past Progressive  am/ is/ are writing was/ were writing  Present Perfect  changes into  Past Perfect  has written  had written  Simple Past  changes into   Past Perfect  wrote had written  Past Progressive  changes into  Past perfect progressive was/ were writing had been writing If the direct speech expresses a historical fact, a universal truth or a habitual fact, then the tense of the direct speech will not change: Direct : He said, “Honesty is the best policy.” Indirect : He said that honesty is the best policy. Direct : He said, “The sun rises in the east.” Indirect : He said that the sun rises in the east. Direct : Rakesh said, “I am an early riser.” Indirect : Rakesh said that he was an early riser. Direct : She said, “God is omnipresent.” Indirect : She said that God is omnipresent. Direct : The teacher said, “The First World War started in 1914.” Indirect : The teacher said that the First World War started in 1914. 6. Changing Statements into Indirect Speech: The reporting verb ‘said to’ is changed-to ‘told’, ‘replied’, ‘remarked’, The reporting verb is not followed by an object, it is not changed. The inverted commas are removed. The conjunction that is used to connect the reporting clause with the reported speech. The rules for the change of pronouns, tenses, etc. are followed. Direct : Ramu said, “I saw a lion in the forest.” Indirect: Ramu said that he had seen a lion in the forest. Direct : Satish said to me, “I am very happy here.” Indirect: Satish told me that he was very happy there. Direct : He said, “I can do this work.” Indirect: He said that he could do that work. Direct : Renu said to me, “I was washing the clothes.” Indirect: Renu told me that she had been washing the clothes. Direct : She said, “I am not well.” Indirect: She said that she was not well. Direct : He said to Sita, “I have passed the test.” Indirect: He told Sita that he had passed the test. Direct : I said to my friend, “He has been working very hard.” Indirect: I told my friend that he had been working very hard. Direct : My friend said to me, “I shall go to Delhi tomorrow.” Indirect : My friend told me that he would go to Delhi the next day. Direct : I said, “I agree to what he said.” Indirect : I said that I agreed to what he had said. Direct : The student said to the teacher, “I am sorry that I am late.” Indirect : The student told the teacher that he was sorry that he was late. 7. Rules for the Change of Interrogative (Questions) sentences: The reporting verb “say’ is changed into ask, inquire, The interrogative sentence is changed into a statement by placing the subject before the verb and the full stop is put at the end of the sentence. If the interrogative sentence has a wh-word (who, when, where, how, why, etc) the wh-word is repeated in the sentence. It serves as a conjunction. If the interrogative sentence is a yes-no answer type sentence (with auxiliary verbs am, are, was, were, do, did, have, shall, etc), then ‘if or ‘whether’ is used as a conjunction. The auxiliaries do, does, did in a positive question in the reported speech are dropped. The conjunction that is not used after the reporting clause. Direct : I said to him, “Where are you going?” Indirect: I asked him where he was going. Direct : He said to me, “Will you go there?” Indirect : He asked me if I would go there. Direct : My friend said to Deepak, “Have you ever been to Agra?” Indirect: My friend asked Deepak if he had ever been to Agra. Direct : I said to him, “Did you enjoy the movie?” Indirect : I asked him if he had enjoyed the movie. Direct : I said to her, “Do you know him?” Indirect : I asked her if she knew him. Direct : He said to me, “Will you listen to me?” Indirect: He asked me if I would listen to him. Direct : I said to him, “When will you go there?” Indirect : I asked him when he would go there. Direct : He said to me, “How is your father?” Indirect : He asked me how my father was. Direct : I said to him, “Are you happy?” Indirect : I asked him if he was happy. Direct : He said to her, “Do you like apples?” Indirect : He asked her if she liked apples. [Intext Question]   8. Changing Commands and Requests into Indirect Speech: In imperative sentences having commands, the reporting verb is changed into command, order, tell, allow, request,etc. The imperative mood is changed into the infinitive mood by putting ‘to’, before the verb. In case of negative sentences, the auxiliary ‘do’ is dropped and ‘to’ is placed after ‘not’: Direct : She said to me, “Open the window.” Indirect : She ordered me to open the window. Direct : The captain said to the soldiers, “Attack the enemy.” Indirect : The captain commanded the soldiers to attack the enemy. Direct : I said to him, “Leave this place at once.” Indirect : I told him to leave that place at once. Direct : The teacher said to the students, “Listen to me attentively.” Indirect : The teacher instructed the students to listen to him attentively. Direct : The Principal said to the peon, “Ring the bell.” Indirect : The Principal ordered the peon to ring the bell. Direct : The master said to the servant, “Fetch me a glass of water.” Indirect : The master ordered the servant to fetch him a glass of water. Direct : I said to him, “Please bring me a glass of water.” Indirect : I requested him to bring me a glass of water. Direct : I said to my friend, “Please lend me your book.” Indirect : I requested my friend to lend me his book. 9. Sentences with ‘Let’. ‘Let’ is used in various meanings. (i) ‘Let’ is used to make a proposal. First change the reporting verb into ‘proposed’ or ‘suggested’. Use ‘should’ instead of ‘let’. Example: Direct    : He said to me, “Let us go home.” Indirect: He suggested to me that we should go home. (ii) ‘Let’ is used as ‘to allow’. In Indirect Speech, we change the reporting verb to ‘requested’ or ‘ordered’. We start Reported Speech with ‘to’. Direct : Ram said to Mohan, “Let him do it.” Indirect : Ram ordered Mohan to let him do that. Or Ram told Mohan that he might be allowed to do that. 10. Sentences with Question Tags (i) In the indirect speech the question-tag is usually left. (ii) In indirect speech these words are removed and the word ‘respectfully’ is used in the reporting clause. Direct : Mahesh said, “Sir, may I go home?” Indirect: Mahesh respectfully asked his sir if he might go home. 11. Sentences with ‘Yes’ or ‘No’ Direct : He said, “Can you dance?” And I said, “No.” Indirect : He asked me if I could dance and I replied that I couldn’t. Direct : My mother said, “Will you come home on time?” And I said, “Yes.” Indirect : My mother asked me if I would come home on time and I replied that I would. Note : ‘Yes’ of ‘No’ hides a complete sentence. Therefore, change yes/no into a short answer. Direct : She said to me, “You didn’t break the window, did you?” Indirect : She asked me if/whether I had broken the window. Direct : He said to Geeta, “You are going to the station, aren’t you?” Indirect : He asked Geeta if/ whether she was going to the station. 12. Sentences with ‘have to’ or ‘had to’ (i) Change ‘have to’ according to the rules. (ii) But change ‘had to’ into ‘had had to’ in the indirect speech. Direct    : Hari said, “I have to work a lot.” Indirect : Hari said that he had to work a lot. Direct    : Hari said, “I had to work a lot.” Indirect : Hari said that he had had to work a lot. 13. Sentences with ‘Sir’, ‘Madam’ or ‘Your Honour’ etc. Generally such words are used to show respect to the person concerned. 14. Exclamations and Wishes Sometimes Exclamatory sentences contain exclamations like Hurrah!, Alas!, Oh!, Heavens!, Bravo, etc. Such exclamatory words are removed in the indirect speech and we use ‘exclaimed with sorrow’, exclaimed with joy, exclaimed with surprise, etc. instead of ‘said’. Examples: Direct : Rohan said, “Hurrah! We won the match.” Indirect : Rohan exclaimed with joy that they had won the match. Direct : Reema said, “Alas! Karina’s mother is suffering from cancer.” Indirect : Reema exclaimed with sorrow that Karina’s mother was suffering from cancer. Direct : The captain said to Kapil, “Bravo! You scored 89 runs.” Indirect : The captain exclaimed with praise that he (Kapil) had scored 89 runs. (a) Look at these sentences. Direct : My mother said, “May God bless you!” Indirect : My mother prayed to God for my well being. Direct : She said, “May God save the country!” Indirect : She prayed to God to save the country. Direct : They said to the king, “Long live!” Indirect : They blessed the king for his long life. (b) Look at these sentences. Direct : Mohan said, “What a pity!” Indirect : Mohan exclaimed that it was a great pity. Direct : I said, “How stupid he is!” Indirect : I exclaimed that he was very stupid. Direct : “What a terrible sight it is!” said the traveller. Indirect : The traveller exclaimed that it was a very terrible sight. All the sentences in inverted commas are exclamatory sentences. (i)  Use ‘exclaimed’ in place of ‘said’ in the reporting verb in the indirect speech. (ii) In Indirect sentences, we use exclamatory sentences as statements. (iii) Indirect speech begins with that and full stop (•) is used instead of the exclamation mark (!). Exercise (Solved) Change the following sentences into Indirect Speech: (i) He said, “I will do it now.” Answer: He said that he would do it then. (ii) He says, “Honesty is the best policy.” Answer: He says that honesty is the best policy. (iii) Ramesh says, “I have written a letter.” Answer: Ramesh says that he has written a letter. (iv) She said, “Mahesh will be reading a book.” Answer: She said that Mahesh would be reading a book. (v) She said, “Where is your father?” Answer: She inquired where his father was. (vi) He said to me, “Please take your book.” Answer: He requested me to take my book. (vii) The Principal said to the peon, “Let this boy go out.” Answer: The Principal ordered the peon to let that boy go out. (viii) He said to me, “May you live long!” Answer: He prayed that I might live long. (ix) She said, “Goodbye friends!” Answer: She bade goodbye to her friends. (ix) The student said, “Alas! I wasted my time last year.” Answer: The student regretted that he had wasted his time the previous year. The document Direct & Indirect Speech | English Grammar (Communicative) Interact In English Class 10 is a part of the Class 10 Course English Grammar (Communicative) Interact In English Class 10. All you need of Class 10 at this link: Class 10 English Grammar (Communicative) Interact In English Class 10 3 videos|65 docs|5 tests Join Course for Free FAQs on Direct & Indirect Speech - English Grammar (Communicative) Interact In English Class 10 1. What is the difference between direct and indirect speech? 2. How do you change tenses from direct to indirect speech? 3. What are some common reporting verbs used in indirect speech? 4. Are there any punctuation changes when converting to indirect speech? 5. How do you handle questions and commands in indirect speech? Related Exams Class 10 About this Document 4.8K Views 4.98/5 Rating Feb 24, 2025 Last updated Document Description: Direct & Indirect Speech for Class 10 2025 is part of English Grammar (Communicative) Interact In English Class 10 preparation. The notes and questions for Direct & Indirect Speech have been prepared according to the Class 10 exam syllabus. Information about Direct & Indirect Speech covers topics like and Direct & Indirect Speech Example, for Class 10 2025 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for Direct & Indirect Speech. Introduction of Direct & Indirect Speech in English is available as part of our English Grammar (Communicative) Interact In English Class 10 for Class 10 & Direct & Indirect Speech in Hindi for English Grammar (Communicative) Interact In English Class 10 course. Download more important topics related with notes, lectures and mock test series for Class 10 Exam by signing up for free. Class 10: Direct & Indirect Speech | English Grammar (Communicative) Interact In English Class 10 Description Full syllabus notes, lecture & questions for Direct & Indirect Speech | English Grammar (Communicative) Interact In English Class 10 - Class 10 | Plus excerises question with solution to help you revise complete syllabus for English Grammar (Communicative) Interact In English Class 10 | Best notes, free PDF download Information about Direct & Indirect Speech In this doc you can find the meaning of Direct & Indirect Speech defined & explained in the simplest way possible. 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 DIRECT AND INDIRECT SPEECH
 (Statements, Commands, Requests, and Questions) The words spoken by a person can be reported in two ways—Direct and Indirect. When we quote the exact words spoken by a person, we call it Direct Speech. Sohan said to Mohan, “I am going to school.” The exact words spoken by Sohan are put within inverted commas. But when we give the substance of what Sohan said, it is called the Indirect Speech. Sohan told to Mohan that he (Sohan) was going to school. 1. Reporting Clause and Reported Speech: Sohan told Mohan that he was going to school. The words which generally come before the inverted commas are called the reporting clause, i.e. Sohan said to Mohan and the verb ‘said’, is called the reporting verb. The words spoken by Sohan and put within inverted commas are called the reported speech, i.e. “I am going to school.” 2. Rules for Changing Direct Speech into Indirect Speech: In the Indirect speech, no inverted commas are used. The conjunctions that, if, whether, are generally used after the reporting verb. The first word of the reported speech begins with a capital letter. The tense of the reporting verb is never changed. The reporting verb changes according to sense: it may be told, asked, inquired Question for Direct & Indirect Speech Try yourself: What is the purpose of using inverted commas in direct speech? a. To indicate the reporting verb. b. To separate the reporting clause from the reported speech. c. To show that the words are spoken by a person. d. To highlight the tense of the reporting verb. View Solution 3. Rules for the Change of Pronouns: The first person pronouns (I, me, my, we, us, our) in the reported speech change according to the subject of the reporting verb. The pronouns of the second person (you, your, yourself) in the reported speech change according to the object of the reporting verb. The pronouns of the third person do not change. For example: (i). He said, “I like the book.” He said that he liked the book. (ii). He said to me, “Do you like the book?” He asked me if I liked the book. (iii). He said, “He likes the book.” He said that he liked the book. 4. Changes in words expressing nearness, time, auxiliaries, etc. this Changes into that there Changes into those now Changes into then here Changes into there today Changes into that day tomorrow Changes into the next day yesterday Changes into the previous day last night Changes into the previous night can Changes into could may Changes into might shall Changes into should will Changes into would ago Changes into before just Changes into then come Changes into go thus Changes into so 5. Change in Tenses: If the reporting verb is in the present or the future tense, the tense of the reported speech is not changed: Satish says, “I am flying a kite.” Satish says that he is flying a kite. Satish will say, “I want a glass of milk.” Satish will say that he wants a glass of milk. If the reporting verb is in the past tense, then the tense of the reported speech will change as follows: Direct Indirect Simple Present changes into Simple Past write wrote Present Progressive changes into Past Progressive am/ is/ are writing was/ were writing Present Perfect changes into Past Perfect has written had written Simple Past changes into Past Perfect wrote had written Past Progressive changes into Past perfect progressive was/ were writing had been writing If the direct speech expresses a historical fact, a universal truth or a habitual fact, then the tense of the direct speech will not change: Direct : He said, “Honesty is the best policy.” Indirect : He said that honesty is the best policy. Direct : He said, “The sun rises in the east.” Indirect : He said that the sun rises in the east. Direct : Rakesh said, “I am an early riser.” Indirect : Rakesh said that he was an early riser. Direct : She said, “God is omnipresent.” Indirect : She said that God is omnipresent. Direct : The teacher said, “The First World War started in 1914.” Indirect : The teacher said that the First World War started in 1914. 6. Changing Statements into Indirect Speech: The reporting verb ‘said to’ is changed-to ‘told’, ‘replied’, ‘remarked’, The reporting verb is not followed by an object, it is not changed. The inverted commas are removed. The conjunction that is used to connect the reporting clause with the reported speech. The rules for the change of pronouns, tenses, etc. are followed. Direct : Ramu said, “I saw a lion in the forest.” Indirect: Ramu said that he had seen a lion in the forest. Direct : Satish said to me, “I am very happy here.” Indirect: Satish told me that he was very happy there. Direct : He said, “I can do this work.” Indirect: He said that he could do that work. Direct : Renu said to me, “I was washing the clothes.” Indirect: Renu told me that she had been washing the clothes. Direct : She said, “I am not well.” Indirect: She said that she was not well. Direct : He said to Sita, “I have passed the test.” Indirect: He told Sita that he had passed the test. Direct : I said to my friend, “He has been working very hard.” Indirect: I told my friend that he had been working very hard. Direct : My friend said to me, “I shall go to Delhi tomorrow.” Indirect : My friend told me that he would go to Delhi the next day. Direct : I said, “I agree to what he said.” Indirect : I said that I agreed to what he had said. Direct : The student said to the teacher, “I am sorry that I am late.” Indirect : The student told the teacher that he was sorry that he was late. 7. Rules for the Change of Interrogative (Questions) sentences: The reporting verb “say’ is changed into ask, inquire, The interrogative sentence is changed into a statement by placing the subject before the verb and the full stop is put at the end of the sentence. If the interrogative sentence has a wh-word (who, when, where, how, why, etc) the wh-word is repeated in the sentence. It serves as a conjunction. If the interrogative sentence is a yes-no answer type sentence (with auxiliary verbs am, are, was, were, do, did, have, shall, etc), then ‘if or ‘whether’ is used as a conjunction. The auxiliaries do, does, did in a positive question in the reported speech are dropped. The conjunction that is not used after the reporting clause. Direct : I said to him, “Where are you going?” Indirect: I asked him where he was going. Direct : He said to me, “Will you go there?” Indirect : He asked me if I would go there. Direct : My friend said to Deepak, “Have you ever been to Agra?” Indirect: My friend asked Deepak if he had ever been to Agra. Direct : I said to him, “Did you enjoy the movie?” Indirect : I asked him if he had enjoyed the movie. Direct : I said to her, “Do you know him?” Indirect : I asked her if she knew him. Direct : He said to me, “Will you listen to me?” Indirect: He asked me if I would listen to him. Direct : I said to him, “When will you go there?” Indirect : I asked him when he would go there. Direct : He said to me, “How is your father?” Indirect : He asked me how my father was. Direct : I said to him, “Are you happy?” Indirect : I asked him if he was happy. Direct : He said to her, “Do you like apples?” Indirect : He asked her if she liked apples. [Intext Question] 8. Changing Commands and Requests into Indirect Speech: In imperative sentences having commands, the reporting verb is changed into command, order, tell, allow, request,etc. The imperative mood is changed into the infinitive mood by putting ‘to’, before the verb. In case of negative sentences, the auxiliary ‘do’ is dropped and ‘to’ is placed after ‘not’: Direct : She said to me, “Open the window.” Indirect : She ordered me to open the window. Direct : The captain said to the soldiers, “Attack the enemy.” Indirect : The captain commanded the soldiers to attack the enemy. Direct : I said to him, “Leave this place at once.” Indirect : I told him to leave that place at once. Direct : The teacher said to the students, “Listen to me attentively.” Indirect : The teacher instructed the students to listen to him attentively. Direct : The Principal said to the peon, “Ring the bell.” Indirect : The Principal ordered the peon to ring the bell. Direct : The master said to the servant, “Fetch me a glass of water.” Indirect : The master ordered the servant to fetch him a glass of water. Direct : I said to him, “Please bring me a glass of water.” Indirect : I requested him to bring me a glass of water. Direct : I said to my friend, “Please lend me your book.” Indirect : I requested my friend to lend me his book. 9. Sentences with ‘Let’. ‘Let’ is used in various meanings. (i) ‘Let’ is used to make a proposal. First change the reporting verb into ‘proposed’ or ‘suggested’. Use ‘should’ instead of ‘let’. Example: Direct : He said to me, “Let us go home.” Indirect: He suggested to me that we should go home. (ii) ‘Let’ is used as ‘to allow’. In Indirect Speech, we change the reporting verb to ‘requested’ or ‘ordered’. We start Reported Speech with ‘to’. Direct : Ram said to Mohan, “Let him do it.” Indirect : Ram ordered Mohan to let him do that. Or Ram told Mohan that he might be allowed to do that. 10. Sentences with Question Tags (i) In the indirect speech the question-tag is usually left. (ii) In indirect speech these words are removed and the word ‘respectfully’ is used in the reporting clause. Direct : Mahesh said, “Sir, may I go home?” Indirect: Mahesh respectfully asked his sir if he might go home. 11. Sentences with ‘Yes’ or ‘No’ Direct : He said, “Can you dance?” And I said, “No.” Indirect : He asked me if I could dance and I replied that I couldn’t. Direct : My mother said, “Will you come home on time?” And I said, “Yes.” Indirect : My mother asked me if I would come home on time and I replied that I would. Note : ‘Yes’ of ‘No’ hides a complete sentence. Therefore, change yes/no into a short answer. Direct : She said to me, “You didn’t break the window, did you?” Indirect : She asked me if/whether I had broken the window. Direct : He said to Geeta, “You are going to the station, aren’t you?” Indirect : He asked Geeta if/ whether she was going to the station. 12. Sentences with ‘have to’ or ‘had to’ (i) Change ‘have to’ according to the rules. (ii) But change ‘had to’ into ‘had had to’ in the indirect speech. Direct : Hari said, “I have to work a lot.” Indirect : Hari said that he had to work a lot. Direct : Hari said, “I had to work a lot.” Indirect : Hari said that he had had to work a lot. 13. Sentences with ‘Sir’, ‘Madam’ or ‘Your Honour’ etc. Generally such words are used to show respect to the person concerned. 14. Exclamations and Wishes Sometimes Exclamatory sentences contain exclamations like Hurrah!, Alas!, Oh!, Heavens!, Bravo, etc. Such exclamatory words are removed in the indirect speech and we use ‘exclaimed with sorrow’, exclaimed with joy, exclaimed with surprise, etc. instead of ‘said’. Examples: Direct : Rohan said, “Hurrah! We won the match.” Indirect : Rohan exclaimed with joy that they had won the match. Direct : Reema said, “Alas! Karina’s mother is suffering from cancer.” Indirect : Reema exclaimed with sorrow that Karina’s mother was suffering from cancer. Direct : The captain said to Kapil, “Bravo! You scored 89 runs.” Indirect : The captain exclaimed with praise that he (Kapil) had scored 89 runs. (a) Look at these sentences. Direct : My mother said, “May God bless you!” Indirect : My mother prayed to God for my well being. Direct : She said, “May God save the country!” Indirect : She prayed to God to save the country. Direct : They said to the king, “Long live!” Indirect : They blessed the king for his long life. (b) Look at these sentences. Direct : Mohan said, “What a pity!” Indirect : Mohan exclaimed that it was a great pity. Direct : I said, “How stupid he is!” Indirect : I exclaimed that he was very stupid. Direct : “What a terrible sight it is!” said the traveller. Indirect : The traveller exclaimed that it was a very terrible sight. All the sentences in inverted commas are exclamatory sentences. (i) Use ‘exclaimed’ in place of ‘said’ in the reporting verb in the indirect speech. (ii) In Indirect sentences, we use exclamatory sentences as statements. (iii) Indirect speech begins with that and full stop (•) is used instead of the exclamation mark (!). Exercise (Solved) Change the following sentences into Indirect Speech: (i) He said, “I will do it now.” Answer: He said that he would do it then. (ii) He says, “Honesty is the best policy.” Answer: He says that honesty is the best policy. (iii) Ramesh says, “I have written a letter.” Answer: Ramesh says that he has written a letter. (iv) She said, “Mahesh will be reading a book.” Answer: She said that Mahesh would be reading a book. (v) She said, “Where is your father?” Answer: She inquired where his father was. (vi) He said to me, “Please take your book.” Answer: He requested me to take my book. (vii) The Principal said to the peon, “Let this boy go out.” Answer: The Principal ordered the peon to let that boy go out. (viii) He said to me, “May you live long!” Answer: He prayed that I might live long. (ix) She said, “Goodbye friends!” Answer: She bade goodbye to her friends. (ix) The student said, “Alas! I wasted my time last year.” Answer: The student regretted that he had wasted his time the previous year. The document Direct & Indirect Speech | English Grammar (Communicative) Interact In English Class 10 is a part of the Class 10 Course English Grammar (Communicative) Interact In English Class 10. All you need of Class 10 at this link: Class 10 English Grammar (Communicative) Interact In English Class 10 3 videos|65 docs|5 tests Join Course for Free FAQs on Direct & Indirect Speech - English Grammar (Communicative) Interact In English Class 10 1. What is the difference between direct and indirect speech? 2. How do you change tenses from direct to indirect speech? 3. What are some common reporting verbs used in indirect speech? 4. Are there any punctuation changes when converting to indirect speech? 5. How do you handle questions and commands in indirect speech? Related Exams Class 10 About this Document 4.8K Views 4.98/5 Rating Feb 24, 2025 Last updated Document Description: Direct & Indirect Speech for Class 10 2025 is part of English Grammar (Communicative) Interact In English Class 10 preparation. The notes and questions for Direct & Indirect Speech have been prepared according to the Class 10 exam syllabus. Information about Direct & Indirect Speech covers topics like and Direct & Indirect Speech Example, for Class 10 2025 Exam. Find important definitions, questions, notes, meanings, examples, exercises and tests below for Direct & Indirect Speech. Introduction of Direct & Indirect Speech in English is available as part of our English Grammar (Communicative) Interact In English Class 10 for Class 10 & Direct & Indirect Speech in Hindi for English Grammar (Communicative) Interact In English Class 10 course. Download more important topics related with notes, lectures and mock test series for Class 10 Exam by signing up for free. 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Saturday, February 1, 2025

the planners



 
 
Boey Kim Cheng's poem "The Planners" provides a thought-provoking exploration of the relentless nature of urban development and its impact on society. Through vivid imagery, powerful metaphors, and a nuanced use of language, the poem delves into themes of power, conformity, loss of cultural heritage, and individual resistance. It raises crucial questions about the consequences of unchecked progress, the erasure of history, and the struggle to maintain identity in the face of a homogenized and sanitized landscape. With its evocative portrayal of the planners' dominance and the powerlessness of individuals, "The Planners" invites readers to reflect on the complex relationship between development, heritage, and the human experience.

The Planners Poem Text
They plan. They build. All spaces are gridded,
filled with permutations of possibilities.
The buildings are in alignment with the roads
which meet at desired points
linked by bridges all hang
in the grace of mathematics.
They build and will not stop.
Even the sea draws back
and the skies surrender.

They erase the flaws,
the blemishes of the past, knock off
useless blocks with dental dexterity.
All gaps are plugged
with gleaming gold.
The country wears perfect rows
of shining teeth.
Anaesthesia, amnesia, hypnosis.
They have the means.
They have it all so it will not hurt,
so history is new again.
The piling will not stop.
The drilling goes right through
the fossils of last century.

But my heart would not bleed
poetry. Not a single drop
to stain the blueprint
of our past’s tomorrow.
Critical Analysis of the Planners
The analysis offers a thoughtful examination of various elements in Boey Kim Cheng's poem "The Planners."
Use of Third Person Collective Pronoun "They":
The choice of the third person collective pronoun "they" emphasizes the speaker's disavowal of the planners' project. It creates a sense of detachment and highlights the speaker's distance from the planners and their actions.
Perfect:
The term "perfect" signifies the planners' achievement of their desired outcome, but it also carries a connotation of coldness and soullessness. It suggests that while the city may appear flawless and meticulously planned, it lacks the warmth and human touch that come with organic growth and historical significance.
Gridded:
The term "gridded" not only conveys the idea of fitting into confined spaces but also implies the imposition of conformity. It suggests that the planners' approach turns vibrant and diverse spaces into rigid, box-like structures, stifling individuality and creativity.
Permutations of Possibilities:
The phrase "permutations of possibilities" carries irony by juxtaposing the open-ended nature of possibilities with their confinement into predetermined sets. It suggests that the planners' actions restrict the potential outcomes and limit the scope of imagination and innovation.
Dental Braces Imagery:
The comparison of buildings to dental braces evokes a sense of forced alignment and rigidity. It symbolizes the planners' desire to control and manipulate the environment, imposing their will upon the cityscape and shaping it according to their predetermined vision.
Sea Draws Back and Skies Surrender:
These lines employ vivid imagery to depict the planners' tyrannical drive. The reference to the sea drawing back alludes to land reclamation, where even natural elements are coerced into submission. Similarly, the phrase "skies surrender" implies the overpowering dominance of skyscrapers, which block out the sky and diminish the vastness and freedom associated with nature.
Blemishes and Dental Dexterity:
The word "blemishes" carries a negative connotation, associating the past with imperfections or flaws that need to be eradicated. The metaphor of "dental dexterity" further emphasizes the harshness of urban renewal, likening the demolishing of old buildings to the extraction of unwanted teeth. This portrayal challenges the notion of urban development as a pleasant or positive process.
Gleaming Gold and Wears:
The phrase "gleaming gold" suggests an artificial and superficial beauty, lacking warmth or authenticity. The word "wears" conveys the idea of dressing up or masking something, implying that the perfect exteriors presented by the planners may hide a lack of depth or soul.
Anaesthesia, Amnesia, Hypnosis:
The progression of these words from "anaesthesia" to "amnesia" and finally to "hypnosis" signifies an increasing level of control exerted by the planners. It suggests that the initial stages of urban renewal may numb or desensitize individuals, leading to forgetfulness and eventually a state of indoctrination. This transformation erases historical memory and distorts the true narrative of the past.
Piling:
The metaphorical depiction of a dentist piling on teeth and jaws intensifies the brutality and violence associated with the process of urban renewal. It conveys a sense of aggression, bloodshed, and anguish, underscoring the destructive and painful nature of the planners' actions.
Fossils of Last Century:
The word "piling" evokes a sense of brutality and violence, likening the construction process to an aggressive act. The imagery of "fossils of last century" reinforces the idea that the buildings of the past are treated as relics to be destroyed and discarded, erasing the tangible connections to history and heritage.
Change in Pronouns (My and Our):
The shift in pronouns from "my" to "our" highlights the speaker's transition from a personal perspective to a collective one. It signifies the significance of the planners' actions, affecting not only the speaker but also the entire community. The use of "our" underscores the powerlessness of individuals in the face of overwhelming urban development.
Past's Tomorrow and Blueprint:
The phrase "past's tomorrow" implies the potential future of the past, which the planners seek to destroy. The reference to the blueprint represents the detailed plan laid out for the eradication of history and heritage. The speaker's desire to "bleed poetry" and disrupt the blueprint reflects their longing to resist the systematic destruction of the past, even though they recognize the futility of their efforts.
Means:
The word "means" carries a pun, indicating both the ability and the financial resources possessed by the planners. They have the means to execute their plans, both in terms of capability and monetary power, further solidifying their dominance over the urban landscape.
So history is new:
The phrase "so history is new" employs irony, as history, by its nature, is rooted in the past. However, in the context of the poem, the planners' actions aim to recreate history in a new and fabricated form. The line underscores the paradoxical notion of reconstructing the past, distorting its authenticity, and presenting it as something fresh and novel.
By delving deeper into these aspects, the analysis gains more nuance and elucidates the poem's themes of powerlessness, conformity, and the erasure of history in the face of relentless urban development.
Summary of the Planners
About how 'the planners' built perfected and precisely calculated man-made structures. How manmade structures erase nature's flaws by being so perfect and also don't care about damages caused to nature.
Setting: No setting - generalized

Split into three parts according to stanzas
Part 1 = Stanza 1 (Perfection of structures & retreating of nature)
Part 2 = Stanza 2 (Replacing nature with man-made. Continue to build/plan without mercy)
Part 3 = Stanza 3 (Persona's feelings towards planners- in favor of planners)

Stanza 1: The planners methodically devise their schemes and construct, imposing a grid-like structure upon all spaces. These spaces become filled with endless permutations of possibilities, meticulously planned and executed. The buildings align precisely with the roads, converging at desired intersections, and united by graceful bridges. The planners persistently continue their work, even compelling the sea to retreat and the skies to yield to their dominion.
Stanza 2: The planners erase any imperfections and blemishes of the past, skillfully removing any blocks deemed unnecessary. With dental precision, they fill all gaps and voids with gleaming gold, transforming the landscape into a symphony of perfected aesthetics. The country adorns itself with flawlessly aligned rows of shining teeth-like structures, leaving no room for deviations. The processes of anesthesia, amnesia, and hypnosis are employed to ensure a painless and oblivious transition. The planners possess both the means and the resources to carry out their vision, recreating history in a new form.
Stanza 3: The relentless piling of construction materials continues unabated, relentless in its pursuit of progress. The drilling machinery penetrates through the fossils of the past century, mercilessly destroying remnants of bygone eras. However, despite this tumultuous transformation, the speaker's heart remains untouched, devoid of poetic inspiration. Not a single drop of metaphorical blood stains the blueprint of the future, where the past is erased and reimagined. The speaker's yearning to disrupt the planners' vision and inject poetic resistance goes unfulfilled, echoing their powerlessness in the face of overwhelming change.
Themes of Boey Kim Cheng's The Planners
"The Planners" by Boey Kim Cheng explores several prominent themes:
Power and Control: The poem delves into the theme of power and control through the depiction of planners who meticulously design and construct the urban landscape. The planners exert authority over spaces, nature, and history, enforcing conformity and erasing flaws and imperfections.
Conformity and Uniformity: The poem highlights the theme of conformity as the planners impose a rigid grid structure and perfect alignment upon the city. The buildings and roads adhere strictly to predetermined patterns, resulting in a landscape that lacks individuality and diversity.
Loss of Cultural Heritage: Through the imagery of dental surgery and the erasure of the past, the poem explores the loss of cultural heritage. The demolition of old buildings and the construction of new, uniform structures contribute to the erasure of historical identity, leading to a sanitized and soulless environment.
Resistance and Powerlessness: The speaker's yearning to "bleed poetry" and disrupt the planners' blueprint signifies a desire for resistance and individual expression. However, the poem also highlights the powerlessness of the speaker and individuals in general against the unstoppable force of urban development. The contrast between "they" and "my/our" pronouns emphasizes the collective powerlessness in the face of overwhelming progress.
Transformation and Progress: The poem contemplates the notion of progress and transformation in urban development. It explores the consequences of relentless construction, the erasure of the past, and the imposition of a new, artificial version of history. It raises questions about the cost and impact of uncontrolled development on both the physical environment and cultural identity.
Stylistic Analysis
Boey Kim Cheng's poem "The Planners" exhibits a rich array of stylistic devices that enhance its thematic exploration. Through precise and evocative imagery, the poem captures the mechanical and calculated nature of urban development. The skillful use of metaphors, such as dental surgery and dental dexterity, creates a vivid and unsettling juxtaposition between the destruction of the past and the cold, artificial perfection of the present. The strategic repetition of pronouns, shifting from the collective "they" to the personal "my" and collective "our," reinforces the powerlessness of individuals in the face of relentless progress. Additionally, the progression of words like "anaesthesia, amnesia, hypnosis" emphasizes the incremental numbing and erasure of history. Boey Kim Cheng's masterful employment of these stylistic choices serves to heighten the impact of the poem, allowing readers to delve deeper into the themes of control, conformity, and the loss of cultural heritage in the face of unchecked development.
Language
A mixture of literal and figurative language used - mostly figurative
Semantic field of perfection: 'mathematics', 'gridded', 'plan', 'alignment'
Metaphor: 'The country wears perfect rows of shinning teeth'
Hyperbole: 'perfect rows', 'shinning teeth'
Constant Repetition: 'They'
Structure
Constant enjambment throughout poem.
No rhyme scheme
Dramatic pause: 'not bleed poetry.'
Sound devices:
Alliteration: 'gleaming gold', 'permutations of possibilities', 'dental dexterity', 'Anaesthesia, amnesia'
Sibilance: 'skies surrender'
Attitudes/feelings:
Awe-full: 'bridges all hang in the grace of mathematics'
Power of Planners: 'They have it all', 'They have the means', 'The piling will not stop'
Planners fix nature's inconsistencies: 'erase the flaws', 'history is new again', 'gaps are plugged', 'through fossils of last century'
Nature is weak, 'sea draws back', 'skies surrender'
Persona will not try to stop the planners: 'not a single drop to stain the blueprint' of our today
Linking poems:
The City Planners, Where I come from: all have Man vs Nature
The City planners: Industry and Technology
Horses, Pike: Constant awe
Post Image Art