The term means “in the middle things” or “in the middle of the action.

” Gives a fresh delight and new insights and opens a new world of meaning and
experience.
It is mainly the conversation or exchanges between or among individuals as presented
in a written work. Tells about the Golden Age of Christianity in France.
It is an object which is used to represent ideas aside from its literal meaning. The quality associated with the emotional power of literature.
It is a character who does not exhibit the stereotypical qualities inherent to a hero. Shows the cultural characteristics of the Spaniards and their national history.
It is a work of fiction that can just be read in one sitting. This depicted the sad face of slaves.
It refers to the tone and mood perceived to be prevailing in a particular literary work. A Latin word meaning learning.
It involves the provision of a quick look or glimpse into what may transpire in the This has become the basis of Christianity originating from Palestine and Greece.
future.
It elevates the spirit by bringing out a moral value which makes a better person.
It tells of imaginary events that mainly include science and technology.
Great literature that is timely and timeless.
It is an element which refers to the vantage point as to how the story unfolds.
This is the peculiar way in which writers sees life, forms his ideas and express them.
It is a large work having separate narrations found within or to say it simply, a story
The Muslim Bible originating from Arabia.
within a story.
Show the religion and customs of the Early Italians.
An oral and written forms of works which manifest expressive or imaginative quality,
rhyming, tone, sound
nobility of thoughts, timeliness, and universality.
This is the quality that appeals to our sense of beauty
The longest epic of the world.
unmeasured
used creative modes of expression use of language
used to reveal inner thoughts and feelings creative
aesthetic quality source of learning
use of limited words measured and controlled
free-flow of sentences irregular
lines and stanzas sentences and paragraph
figurative language resemblance to everyday speech pattern
manifestation of imaginative thinking persona and addressee
Answer in EAPP
In Britain, there are more divorces than before and less / fewer marriages. These days people
live together instead of getting married, and modern families are different from / than / to
traditional ones. Usually the woman asks for a divorce, not the man, because her husband is
cruel or not reasonable.
Animals make use of various kinds of communicative methods. Male blackbirds sing to attract
female ones and also to keep other blackbirds off their dwellings. Mammals in the oceans like
whales, 'sing' to interact with their mates far away too. Dominating hyenas raise their fur
hackles in attempts to exhibit power while submissive ones crouch their heads and 'smile' to
express respects. Birds of paradise attract female partners by displaying their colorful feathers
while the stripes of zebras not only enable them to recognize each other, but also divert the
predator's attention in times of danger. Finally, dangerous wasps are brightly colored to warn
off others while some harmless ones try to fool their predators by using the same principle.
( 119 words )
Dogs can teach us many lessons of life. It can teach us through its acts of
love and faithfulness, endangering itself just to accompany you. We can also
learn from its eating habits. It will never over-indulge and knows which food
to avoid. Dogs are also able to adapt to its surroundings quickly without
complaining as compared to man who complains at the slightest change.
Dogs are also unselfish, choosing not to burden his loved ones but to go
away and die. Dogs also know when to work and when to play. They do not
waste their efforts unnecessarily like some of us do at work. Thus, dogs can
set us great examples through their day-to-day living. ( 120 words )

VIOLENCE The author describes four occurrences of violence. Firstly, white Americans attacked a girl
students’ dormitory. Secondly, a black man hit a Jew who could not pay him what he owed. He then
shows how white Americans attacked people who had been to a concert given by a black left-wing
singer. Finally he , describes his own participation in a bombing raid on a German camp and a French
city. In each case, the violence was not carried out because the victims were hated as individuals. They
were seen as representatives of a hated class - negroes, communists, white exploiters, or ‘the enemy’ -
who prevented the aggressors from living as they wanted to.

Grammar school When the children went to grammar school., most of them lost their old friends
and found themselves in a new and confusing world with people, rules, attitudes and subjects that
were hard to understand. They met middle-class children who coped well with the system and made
them feel inferior. In some schools the teachers treated them harshly for the first few weeks to make
them conform, and this added to the confusion. Not all children could ask their families for help and
advice, because working-class parents did not always understand the grammar school.

Schoolbooks and the female stereotype - A study was made of a large number of elementary
school textbooks on a variety of subjects. It was found that most space was given to boys, who were
presented as being strong, brave, independent and adventurous. Men were shown as having
interesting occupations and doing exciting things with their children. Girls appeared as far more passive
and boring: they and their mothers were usually seen in the home, doing housework or admiring the
men and boys. In these books, women had few occupations besides that of housewife. Secretary,
nurse, and teacher appeared to be the only other possibilities.
 In a paragraph of around 100 words, summarise the four incidents of violence and the author’s theory
In a paragraph of around 100 words, summarise the four incidents of violence and the author’s theory about how they were possible.
about how they were possible.

Violence
Violence

Four instances of violence come to my mind. One I read about in the newspapers; another I witnessed; in a third
Four instances of violence come to my mind. One I read about in the newspapers; another I witnessed; in a third I was on the receiving end; in the fourth, the most brutal of them all, I was a perpetrator. 
I was on the receiving end; in the fourth, the most brutal of them all, I was a perpetrator.  The first took place an hour’s drive from my home in Atlanta, Georgia, when a mob in Athens, screaming
The first took place an hour’s drive from my home in Atlanta, Georgia, when a mob in Athens, screaming epithets and hurling rocks, attacked the dormitory occupied by the first Negro girl to enter the University of
epithets and hurling rocks, attacked the dormitory occupied by the first Negro girl to enter the University of Georgia. 
Georgia.  The second I saw years ago as I walked through a slum area of the Lower East Side of New York: a little old
The second I saw years ago as I walked through a slum area of the Lower East Side of New York: a little old Jew with a beard, pulling his pushcart, was arguing with a Negro who was demanding payment for his work.
Jew with a beard, pulling his pushcart, was arguing with a Negro who was demanding payment for his work. The bearded man said he didn’t have the money and the Negro said he needed it and the argument grew, and
The bearded man said he didn’t have the money and the Negro said he needed it and the argument grew, and the Negro picked up a stick of wood and hit the old man on the side of the head. The old man continued pushing
the Negro picked up a stick of wood and hit the old man on the side of the head. The old man continued pushing the cart down the street, blood running down his face, and the Negro walked away. 
the cart down the street, blood running down his face, and the Negro walked away.  In the third instance, I took my wife and two-year-old daughter to a concert given in an outdoor area near the
In the third instance, I took my wife and two-year-old daughter to a concert given in an outdoor area near the town of Peekskill, New York. The concert artist was Paul Robeson. As he sang under the open sky to an
town of Peekskill, New York. The concert artist was Paul Robeson. As he sang under the open sky to an audience of thousands, a shouting, angry crowd gathered around the field. When the concert was over and we
audience of thousands, a shouting, angry crowd gathered around the field. When the concert was over and we drove of f the grounds, the cars moving in a long slow line, we saw the sides of the road filled with cursing,
drove of f the grounds, the cars moving in a long slow line, we saw the sides of the road filled with cursing, jeering men and women. Then the rocks began to fly. My wife was pregnant at the time. She ducked and
jeering men and women. Then the rocks began to fly. My wife was pregnant at the time. She ducked and pushed our daughter down near the floor of our car. All four side windows and the rear window were smashed
pushed our daughter down near the floor of our car. All four side windows and the rear window were smashed by rocks. Sitting in the back seat was a young woman, a stranger, to whom we had given a lift. A flying rock
by rocks. Sitting in the back seat was a young woman, a stranger, to whom we had given a lift. A flying rock fractured her skull. There were dozens of casualties that day. 
fractured her skull. There were dozens of casualties that day.  The fourth incident occurred in World War II when I was a bombardier with the Eighth Air Force in Europe. The
The fourth incident occurred in World War II when I was a bombardier with the Eighth Air Force in Europe. The war was almost over. German territory was shrinking, and the Air Force was running out of targets. In France,
war was almost over. German territory was shrinking, and the Air Force was running out of targets. In France, long since reoccupied by our troops, there was still a tiny pocket of Nazi soldiers in a protected encampment
long since reoccupied by our troops, there was still a tiny pocket of Nazi soldiers in a protected encampment near the city of Bordeaux. Someone in the higher echelons decided, though the end of the war was obviously
near the city of Bordeaux. Someone in the higher echelons decided, though the end of the war was obviously weeks away, that this area should be bombed. Hundreds of Flying Fortresses went. In each bomb bay there
weeks away, that this area should be bombed. Hundreds of Flying Fortresses went. In each bomb bay there were twenty-four one-hundred-pound fire-bombs, containing a new type of jellied gasoline. We set the whole
were twenty-four one-hundred-pound fire-bombs, containing a new type of jellied gasoline. We set the whole area aflame and obliterated the encampment. Nearby was the ancient town of Royan; that, too, was almost
area aflame and obliterated the encampment. Nearby was the ancient town of Royan; that, too, was almost totally destroyed. The Norden bombsight was not that accurate. 
totally destroyed. The Norden bombsight was not that accurate.  These four instances of violence possess something in common. None of them could have been committed by
These four instances of violence possess something in common. None of them could have been committed by any animal other than man. The reason for this does not lie alone in man’s superior ability to manipulate his
any animal other than man. The reason for this does not lie alone in man’s superior ability to manipulate his environment. It lies in his ability to conceptualise his hatreds. A beast commits violence against specific things
environment. It lies in his ability to conceptualise his hatreds. A beast commits violence against specific things for immediate and visible purposes. It needs to eat. It needs a mate. It needs to defend its life. Man has these
for immediate and visible purposes. It needs to eat. It needs a mate. It needs to defend its life. Man has these biological needs plus many more which are culturally created. Man will do violence not only against a specific
biological needs plus many more which are culturally created. Man will do violence not only against a specific something which gets in the way of one of his needs; he will do violence against a symbol which stands for, or
something which gets in the way of one of his needs; he will do violence against a symbol which stands for, or which he believes stands for, that which prevents him from satisfying his needs. (Guilt by association is high-
which he believes stands for, that which prevents him from satisfying his needs. (Guilt by association is high- level thinking.) 
level thinking.)  With symbolic violence, the object of attack is deprived of its particularity. Only in this way can man overcome
With symbolic violence, the object of attack is deprived of its particularity. Only in this way can man overcome what I believe is his natural spontaneous feeling of oneness with other human beings. He must, by the
what I believe is his natural spontaneous feeling of oneness with other human beings. He must, by the substitution of symbol for reality, destroy in his consciousness the humanness of that being. To the angry
substitution of symbol for reality, destroy in his consciousness the humanness of that being. To the angry crowds outside the dormitory in Athens, Georgia, their target was not Charlayne Hunter, an extremely attractive
crowds outside the dormitory in Athens, Georgia, their target was not Charlayne Hunter, an extremely attractive and intelligent young woman, sitting, brave and afraid, in her room. She was a ‘dirty nigger’ - a symbol
and intelligent young woman, sitting, brave and afraid, in her room. She was a ‘dirty nigger’ - a symbol abstracted from life. To the Negro who committed violence on the streets of New York, this was not a pathetic
abstracted from life. To the Negro who committed violence on the streets of New York, this was not a pathetic old Jewish immigrant, forced in the last years of his life to peddle vegetables from a pushcart, but a
old Jewish immigrant, forced in the last years of his life to peddle vegetables from a pushcart, but a dehumanised symbol of the historic white exploiter who used the Negro’s labour and refused to pay him a just
dehumanised symbol of the historic white exploiter who used the Negro’s labour and refused to pay him a just wage. To the screaming rock-throwers of Peekskill who fractured the skull of a young woman returning from a
wage. To the screaming rock-throwers of Peekskill who fractured the skull of a young woman returning from a concert, the people in the car they attacked were not a family on an outing; in this car were people who had
concert, the people in the car they attacked were not a family on an outing; in this car were people who had gone to hear a black-skinned communistic singer and who therefore were all congealed into a symbol
gone to hear a black-skinned communistic singer and who therefore were all congealed into a symbol representing nigger-loving communism. And as I set my interval meter and toggled of my bombs over the city of
representing nigger-loving communism. And as I set my interval meter and toggled of my bombs over the city of Royan, I was not setting fire to people’s homes, crushing and burning individual men, women and newborn
Royan, I was not setting fire to people’s homes, crushing and burning individual men, women and newborn babies. We were at war, we always dropped bombs on the enemy, and down there was the enemy.
babies. We were at war, we always dropped bombs on the enemy, and down there was the enemy.
Write a paragraph of not more than 100 words summing up the problems which, according to the
author, faced working-class children when they went to grammar school.
Grammar school
The first weeks at grammar school were strange. For the children who already had contacts, they were
exhilarating, the exciting prelude to promised satisfactions. Whole new areas of inviting study presented
themselves - algebra, physics, Latin, French.  themselves - algebra, physics, Latin, French.
‘I took to Marburton College like a duck to water,’ said Ronald Turnbull. For children who had broken most
friendships and connections with the old neighbourhood, here were fresh children, fresh clubs and
societies, the school scouts and the school corps to join. The invitation was irresistible, and many were
glad to accept it in full and become from the earliest days loyal and eager members of the school. Their
whole-heartedness was naturally reflected in their first pieces of work, and finding themselves soon well
placed in class, they were conscious of latent power thrusting through, of their ability to command new
and more testing situations. We have shown that most of the parents came from the very upper reaches
of the working-class, and once their child reached grammar school, these parents were whole-heartedly
behind the enterprise. In very many small ways they influenced their children to accept, to belong. Both
grammar school and home supported the child in orthodox and receptive attitudes. But under particular
strains and pressures, this home support could, and did, break down; and this happens more and more of
ten as either the school disturbs the parents (directly in an interview, indirectly through weight of
homework and so on), or the parents find no way of obtaining vital knowledge, or coming to terms with the
middle-class ethos of the grammar school. The parents may have been ‘sunken middle-class', but many
of these discover how different this can be in knowledge and evaluation from that range of middle-class
life endorsed by the grammar school.  life endorsed by the grammar school.
For the majority of the children, unlike Ronald Turnbull, the entry to grammar school was uncertain and
confused. They had suddenly lost in some measure that mesh of securities, expectations, recognitions,
that we have called ‘neighbourhood’. ‘I had this feeling of not belonging  anywhere,’ said Patricia Joy.
They found themselves surrounded by more middle-class children than they had ever met before. These
children spoke better, seemed more confident, some already knew bits of French and Latin, their fathers
had told them what ‘Physics ’ was about, a few even knew the teachers. They, evidently, seemed to
belong. This insecurity was heightened by confusions over getting the right books, the right sports
equipment, the right uniform. ‘I didn’t like it,’ said Rita Watson, ‘my uniform seemed too big all round - long
sleeves - I suppose my mother had to do it like that so it would last longer, but I felt awful. All the other
girls’ uniforms seemed all right. I was wrong.’ On top of this came the new subjects, the new vocabulary
(not ‘ kept in’ but ‘detention’, not ‘playtime’ but ‘break’ - and was it ‘yard’ or ‘playground’ or ‘cloisters’?), the
masters’ gowns, the prefects, the whole body of customs, small rights and wrongs, that any well-
developed grammar school holds. Some of the schools made a practice of teaching the new children
aggressively for the first weeks, to ‘break them in’, and, presumably, to nip behaviour problems in the bud.
The effect on children already bewildered was to knock them off balance rather than ‘break them in’ and
to create, rather than cure, behaviour problems. This was obvious in our study of the middle-class child
where a highly gifted boy could be so robbed of confidence in the first term, as to seem  dull for several
years afterwards. For some of the working-class children, confused by a genuine loss of part of their
social life (‘ Neighbourhood’), perplexed by the strangeness and sheer difference of grammar school,
conscious of new social barriers thickening the normal barriers between pupil and teacher, and unable to
turn to parents for explanation and understanding - for these children the beginnings could seem almost
hallucinatory. ‘I had that feeling like when you were in the forces,’ said one boy, ‘after you got your jabs
and you got inoculation fever, you felt away from it all. You felt in a bit of a haze, everything was a bit
bleared. Well, that’s how school felt at first. I felt just as I did later when I’d got inoculation fever.’
(From Education and the Working Class  by Brian Jackson and Dennis Marsden)
Write a paragraph of not more than 100 words summing up the problems which, according to the
author, faced working-class children when they went to grammar school.
Grammar school
The first weeks at grammar school were strange. For the children who already had contacts, they were
exhilarating, the exciting prelude to promised satisfactions. Whole new areas of inviting study presented
 
‘I took to Marburton College like a duck to water,’ said Ronald Turnbull. For children who had broken most
friendships and connections with the old neighbourhood, here were fresh children, fresh clubs and
societies, the school scouts and the school corps to join. The invitation was irresistible, and many were
glad to accept it in full and become from the earliest days loyal and eager members of the school. Their
whole-heartedness was naturally reflected in their first pieces of work, and finding themselves soon well
placed in class, they were conscious of latent power thrusting through, of their ability to command new
and more testing situations. We have shown that most of the parents came from the very upper reaches
of the working-class, and once their child reached grammar school, these parents were whole-heartedly
behind the enterprise. In very many small ways they influenced their children to accept, to belong. Both
grammar school and home supported the child in orthodox and receptive attitudes. But under particular
strains and pressures, this home support could, and did, break down; and this happens more and more of
ten as either the school disturbs the parents (directly in an interview, indirectly through weight of
homework and so on), or the parents find no way of obtaining vital knowledge, or coming to terms with the
middle-class ethos of the grammar school. The parents may have been ‘sunken middle-class', but many
of these discover how different this can be in knowledge and evaluation from that range of middle-class
 
For the majority of the children, unlike Ronald Turnbull, the entry to grammar school was uncertain and
confused. They had suddenly lost in some measure that mesh of securities, expectations, recognitions,
that we have called ‘neighbourhood’. ‘I had this feeling of not belonging  anywhere,’ said Patricia Joy.
They found themselves surrounded by more middle-class children than they had ever met before. These
children spoke better, seemed more confident, some already knew bits of French and Latin, their fathers
had told them what ‘Physics ’ was about, a few even knew the teachers. They, evidently, seemed to
belong. This insecurity was heightened by confusions over getting the right books, the right sports
equipment, the right uniform. ‘I didn’t like it,’ said Rita Watson, ‘my uniform seemed too big all round - long
sleeves - I suppose my mother had to do it like that so it would last longer, but I felt awful. All the other
girls’ uniforms seemed all right. I was wrong.’ On top of this came the new subjects, the new vocabulary
(not ‘ kept in’ but ‘detention’, not ‘playtime’ but ‘break’ - and was it ‘yard’ or ‘playground’ or ‘cloisters’?), the
masters’ gowns, the prefects, the whole body of customs, small rights and wrongs, that any well-
developed grammar school holds. Some of the schools made a practice of teaching the new children
aggressively for the first weeks, to ‘break them in’, and, presumably, to nip behaviour problems in the bud.
The effect on children already bewildered was to knock them off balance rather than ‘break them in’ and
to create, rather than cure, behaviour problems. This was obvious in our study of the middle-class child
where a highly gifted boy could be so robbed of confidence in the first term, as to seem  dull for several
years afterwards. For some of the working-class children, confused by a genuine loss of part of their
social life (‘ Neighbourhood’), perplexed by the strangeness and sheer difference of grammar school,
conscious of new social barriers thickening the normal barriers between pupil and teacher, and unable to
turn to parents for explanation and understanding - for these children the beginnings could seem almost
hallucinatory. ‘I had that feeling like when you were in the forces,’ said one boy, ‘after you got your jabs
and you got inoculation fever, you felt away from it all. You felt in a bit of a haze, everything was a bit
bleared. Well, that’s how school felt at first. I felt just as I did later when I’d got inoculation fever.’
(From Education and the Working Class  by Brian Jackson and Dennis Marsden)
In a paragraph of around 100 words, summarise the results of the investigations into schoolbooks In a paragraph of around 100 words, summarise the results of the investigations into schoolbooks
described in the text. described in the text.

Schoolbooks and the female stereotype Schoolbooks and the female stereotype

Illustrations and stories in United States primary school textbooks tend to convince young girls that they Illustrations and stories in United States primary school textbooks tend to convince young girls that they
should be ‘passive’ and ‘dependent’ creatures who need aspire only to lives of service to their future should be ‘passive’ and ‘dependent’ creatures who need aspire only to lives of service to their future
husbands and children, a conference of educators was told here yesterday.  husbands and children, a conference of educators was told here yesterday. 
Speaking at the first national conference on schools and sex role stereotypes, a University of California Speaking at the first national conference on schools and sex role stereotypes, a University of California
professor said a study of the 100 most widely used elementary text-books demonstrated that girls are professor said a study of the 100 most widely used elementary text-books demonstrated that girls are
constantly depicted as dependent on and subservient to boys.  constantly depicted as dependent on and subservient to boys. 
Louise White, of the U.S. Office of Education, told the conference that the female stereotype presented to Louise White, of the U.S. Office of Education, told the conference that the female stereotype presented to
elementary school children was so overwhelming that by the time most girls reached fourth grade they elementary school children was so overwhelming that by the time most girls reached fourth grade they
believed they had only four occupations open to them - nurse, secretary, teacher, or mother.  believed they had only four occupations open to them - nurse, secretary, teacher, or mother. 
The director of the elementary school textbook study, Lenore Weitzman, of the University of California, The director of the elementary school textbook study, Lenore Weitzman, of the University of California,
said that texts in spelling, reading, mathematics, science, and social studies were examined.  said that texts in spelling, reading, mathematics, science, and social studies were examined. 
Most stories and illustrations tended to centre on boys rather than girls, and those boys tended to Most stories and illustrations tended to centre on boys rather than girls, and those boys tended to
demonstrate qualities of strength, intelligence, love of adventure, independence, and courage.  demonstrate qualities of strength, intelligence, love of adventure, independence, and courage. 
Girls, however, were depicted in passive roles. Usually they were inside a house, and often they were Girls, however, were depicted in passive roles. Usually they were inside a house, and often they were
helping with housework or playing with dolls.  helping with housework or playing with dolls. 
When boys and girls appeared together in a text, she said, the girls were either watching the boys do When boys and girls appeared together in a text, she said, the girls were either watching the boys do
something or they were helping the boys.  something or they were helping the boys. 
Adult men appearing in elementary school texts were depicted in various jobs - astronaut, truck driver, Adult men appearing in elementary school texts were depicted in various jobs - astronaut, truck driver,
policeman, cowboy, scientist, banker - in addition to the role of father.  policeman, cowboy, scientist, banker - in addition to the role of father. 
But the overwhelming picture of women that emerged from the elementary texts was that of mother and But the overwhelming picture of women that emerged from the elementary texts was that of mother and
housewife. Even at that, said Professor Weitzman, the picture was one of a woman performing simple but housewife. Even at that, said Professor Weitzman, the picture was one of a woman performing simple but
time-consuming chores. It failed completely to reflect the complexities facing a modern housewife.  time-consuming chores. It failed completely to reflect the complexities facing a modern housewife. 
A study was done by an affiliate of the Central New Jersey National Organisation for women on 34 books A study was done by an affiliate of the Central New Jersey National Organisation for women on 34 books
published by 14 major publishing companies and involving 2,760 stories for elementary school children.  published by 14 major publishing companies and involving 2,760 stories for elementary school children. 
According to the findings the composite housewife or mother was a ‘limited, colourless, mindless According to the findings the composite housewife or mother was a ‘limited, colourless, mindless
creature...’ Not only does she wash, cook, clean, nurse, and find mittens: these chores constitute her only creature...’ Not only does she wash, cook, clean, nurse, and find mittens: these chores constitute her only
happiness.  happiness. 
‘In illustration, she frequently appears in the servant’s posture, body slightly bent forward, hands clasped, ‘In illustration, she frequently appears in the servant’s posture, body slightly bent forward, hands clasped,
eyes riveted on the master of the house or the children.’  eyes riveted on the master of the house or the children.’ 
In contrast, the typical father found in the study was ‘the “good guy” in the family. He’s where the fun is. In contrast, the typical father found in the study was ‘the “good guy” in the family. He’s where the fun is.
He builds things with his children and takes them hunting, fishing and up in planes. He solves the He builds things with his children and takes them hunting, fishing and up in planes. He solves the
problems.’  problems.’ 
The effect of this on young girls, Professor Weitzman said, is to make them think their role is to serve The effect of this on young girls, Professor Weitzman said, is to make them think their role is to serve
others. They think they should be attractive so that they can please others and although they generally others. They think they should be attractive so that they can please others and although they generally
have better academic records than boys by the time they reach adolescence, they value academic and have better academic records than boys by the time they reach adolescence, they value academic and
scholastic excellence less than boys do. scholastic excellence less than boys do.

(Report in The Guardian) (Report in The Guardian)