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Session Reading Comprehension

Style I

Introduction to the topic:

The manner in which the author has developed the passage is clear only when you have paid attention to

its structure. These questions ask you to take what has been learnt from the passage and apply it to a newsituation. You need to have a clear understanding of the points discussed in the passage, the authorsmood and purpose and the structure of the passage in order to attempt these questions. Such questionsask for a suitable title to the given passage as well as guessing at an extension of the ideas presented inthe passage. Specifically with regards to the title question, keep the following things in mind- the titleshould talk about the main idea/protagonist; the title should be brief and the style of writing should berelevant.

Consider the following:

a. Tragic end of a brave boy - this can be the title of a newspaper report but not of a story.b. Non adherence to good advice leads to disaster - this sounds like the moral of the story but not its

title.c. One brave heart! - this can be the title of the story as well as that of an article.

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SessionReading Comprehension

The questions discussed in the session are given below along with their source.

Q1. In sending this greeting to you Japanese schoolchildren, I can lay claim to a special right to do so.For I have myself visited your beautiful country, seen its cities and houses, its mountains andwoods, and in them Japanese boys who had learnt from them to love their country. A big fat book fullof coloured drawings by Japanese children lies always on my table. If you get my message ofgreeting from all this distance, bethink you that ours is the first age in history to bring about friendlyand understanding intercourse between people of different countries.

The author of the passage is likely to

(a) be a citizen of a country which has cordial relations with Japan.(b) be a citizen of a country which, until now, did not have cordial relations with Japan.(c) be a regular visitor to Japan.(d) be someone who is fascinated by Japan.

(CL material)

Q2. Colour is rearing its pretty little head in all kinds of ways this holiday season. On the sober,monochromatic end of the scale we have Lincoln, whose palette rarely ventures beyond blues,blacks and wood tones, and Skyfall, whose second half lingers in my mind only as a mudslide ofundifferentiated browns. Over on Multicoloured Mountain, however, the film-makers are simply drunkon colour, quite pie-eyed: Cloud Atlas floated through recently, like a dizzying succession of 70sprog-rock album covers brought to life and even that seemed somehow sedate after the Wachowskis'previous flop, Speed Racer, whose candy colours will give you toothache. Soon we'll have TheHobbit, shot by Peter Jackson at a "controversial" 48 frames per second, everything in pin-sharpfocus with colours burning deep into the greedy, light-drunk film stock. Sadly, advance word seemsto be that all this technology has resulted in something that looks like a Thomas Kinkade kitsch-painting being force-mated with an over lit 1970s Mexican telenovela.

The author attempts to

(a) create a repository of films released recently.(b) discuss the use of technology and special effects in todays cinema.(c) highlight the importance of scale and colour in movies.(d) discuss the way movies have used colours this season.

(CL material)

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Session Reading Comprehension

Q3. The children assembled first, of course. School was recently over for the summer, and the feeling ofliberty sat uneasily on most of them; they tended to gather together quietly for a while before theybroke into boisterous play. Their talk was still of the classroom and the teacher, of books andreprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soonfollowed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones andDickie Delacroixthe villagers pronounced this name Dellacroystarted collecting stones in onecorner of the square and guarded it against the raids of the other boys. The girls stood aside, talkingamong themselves, looking over their shoulders at the boys. The very small children rolled in thedust or clung to the hands of their older brothers or sisters. Soon the men began to gather, surveyingtheir own children, speaking of planting and rain, tractors and taxes. They stood together, away fromthe pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. Thewomen, wearing faded house dresses and sweaters, came shortly after their menfolk.

The description above is most likely a part of which of the following?

(a) The scene of villagers gathering for an event or show.(b) The scene of a playground during summer vacation.(c) The scene of a public stoning.

(d) Either (a) or (c) (CL material)