M.

A TESL/ELT
English for Academic Purposes
End Semester Test March 2021
Max. Marks -60
Archana Vijay
MAENG20200362
M.A. English (Cafeteria)
1st Semester
ANSWERS
1. Read each of the following texts and mark Academic (A) or Non- Academic (N.A)
for each. (2×5=10 marks)
a. A
b. A
c. N.A
d. N.A
e. A
2. Summarize the following passage. (10 marks)
Notes
-older children= incrsngly invlvd with peer group.
- peer group→ members same age... similar interests
→1 of 3 main socializing agents...diff. frm family &school
- Teaches to independent= can be some times misleading
- Teaches social skills
- Teaches values of friendship among equals
- Devlp own distinct subcultures: own values, language, music, dress, heroes.
- Frequently differ from values of parents & teachers
- Parents+ teachers → gives imptce to school achievements
- Peer group gives imptce to popularity, social leadership, athletic achievements
- Does not mean this difference leads to fights and arguments b/w them
- They seek advice frm parents for serious matters i.e. financial, career etc.
- Members tend to look to each other for approval.
- Later own peer involvement declines as children grow into their own independence.
Draft summary
As children grow older, they become increasingly involved with their peer group, a group whose
members are about the same age and have similar interests. The peer group- along with the
family and the school- is one of the three main socializing agents. However, the peer group is
very different from the family and the school.
The adolescent peer group teaches its members several important things. First, it teaches them to
be independent from adult authorities. Sometimes this can mean that a peer group can teach its
members to go against authorities and adults- to ignore home and school rules and even to break
the law. Third, the peer group teaches its members the values of friendship among equals.
Peer groups often develop distinctive subcultures with their own values, language, music, dress,
and heroes. Adolescents, in particular, tend to believe in the same things as their friends, talk the
same way, dress the same way, listen to the same music, and like and dislike the same TV stars
and other celebrities. There may be a considerable difference between these interest, behaviours,
and values and those of their parents and teachers.
Adolescent peer groups frequently differ from parents and teachers in what they value.
They simply engage in different types of activities—work and task activities with parents but
play and recreation with peers. They are inclined to seek advice from parents on financial,
educational, career, and other serious matters. With their peers they are more likely to discuss
social activities such as which boy or girl to date and what clubs to join .
Peer group members look to each other for approval instead of relying on their own personal
beliefs. Doing what everyone else is doing is more important than being independent and
individual. Early adolescents are more willing to accept this conformity and so they are most
deeply involved with peer groups.
Final summary
As children grow older, they become increasingly involved with their peer group, a group whose
members are about the same age and have similar interests. The peer group- along with the
family and the school- is one of the three main socializing agents. However, the peer group is
very different from the family and the school. Sometimes this can mean that a peer group can
teach its members to go against authorities and adults- to ignore home and school rules and even
to break the law. Third, the peer group teaches its members the values of friendship among
equals. Adolescents, in particular, tend to believe in the same things as their friends, talk the
same way, dress the same way, listen to the same music, and like and dislike the same TV stars
and other celebrities. There may be a considerable difference between these interest, behaviours,
and values and those of their parents and teachers. Adolescent peer groups frequently differ from
parents and teachers in what they value. Whereas parents and teachers tend to place great
importance on school achievement, peer groups are likely to think that popularity, social
leadership, and athletic achievement are more important. In fact, most youngsters are friendly
with their mothers and fathers. They simply engage in different types of activities work and task
activities with parents but play and recreation with peers. They are inclined to seek advice from
parents on financial, educational, career, and other serious matters. With their peers they are
more likely to discuss social activities such as which boy or girl to date and what clubs to join.
Early adolescents are more willing to accept this conformity and so they are most deeply
involved with peer groups. When they reach the final year of high school, they tend more to
adopt adult values, such as wanting to get good grades and good jobs (Steinberg 1994; Larson
1994).
3. Rewrite the following set of sentences as a unified paragraph, combining them
where necessary and inserting suitable linkers. (10 marks)
It was eight o’clock . And I could see a few people through my window. They seemed to
be enjoying themselves even if I could not hear what they were saying. Mr. Lewis, my
neighbour, was having a party last night. This was the first time he had had asked over
though we have been neighbours for two years.
4. Make a tabular format to represent the following passage.

Shakespeare’s 4 Their distinctness

principle & originality
tragedies.
Macbeth Wildness of
imagination;
rapidity of action
Lear Profound intensity
of the passion
Othello Progressive
interest; powerful
alterations of
feeling
Hamlet Refined
development of
thought &
sentiment

5. Make notes from the following passage. (20 marks)

 Writers demanded: poetry shld follow exact rules.

→ rebel against Elizabethan Age’s romantic exuberance & naturalism
→ & Puritan Age’s fantastic verse
 Tried to revive classicism of Ancient Greece & Rome...influcd by French writers
 Classicists= tried to make Eng lit conform to rules establshd by gr8 writers.
 Classicism of this age – refrs to critical , intellectual spirit of many writers
-The fine polish of their heroic couplets/ elegance of prose
 - & not to any resemblance of the classicism of Greek &
Roman drama.
 Writing soon devlpd elegant formalism; stuck to the social code of the time.
 Writers who follow i.e. the Romantics, reacted against this.
 Classicists= wrld + poetry → having rigid & stern structure. Went by tradition
- Based on idea: nature+ human cld be understood by reason
& thought
 Romantics. = Wrld → place to express their ideas & beliefs; poetry→ freed frm
rules of versification. Chose to innovate
- Viewed nature as mysterious+ never changing...depended
more on intuition, insight & imagination
 Times changed... French Revolution...free thinking...creative spirit
 Eg. Poe – poems confined to observation & description of what he saw around.
Coleridge’s went beyond field of perception to the supernatural.