BEGS-183 Solved Question Paper

Question 1: Brief Explanations of Key Writing Concepts

I- Homonyms (with examples)

Homonyms are words that look or sound the same, but have different meanings. When I work with students, I often see confusion because learners focus only on spelling, not on context. Understanding homonyms helps you guess meaning from the sentence and avoid funny misunderstandings.

• Bank – a place where you keep money / the side of a river
• Bat – a flying animal / a wooden stick used in cricket
• Ring – a piece of jewellery / the sound of a bell / to phone someone
• Fair – just and honest / a small mela or exhibition

When you read or write, always ask: “Which meaning fits this situation?” That habit slowly builds strong vocabulary awareness.

II– “Synthesising” in the writing process

In simple terms, synthesising means bringing ideas together to create something new. When you write an assignment, you usually:

• Read from your textbook, notes and maybe websites
• Think about your own experience and opinions
• Then combine everything into one clear, connected piece of writing

That “combining” stage is synthesising. It is important because it shows your teacher that you can do more than copy — you can understand, connect and reorganise ideas in your own words. The BEGS-183 material also stresses skills like identifying key ideas, topic sentences and arguments; all of this feeds into good synthesis.

For example, if you write about online education, you might mix: facts from the book, your own experience of IGNOU online classes, and maybe a friend’s difficulties with network issues. Putting all this together into one logical essay is synthesising.

III– Why editing and proofreading matter

Many students actually lose marks not because their ideas are weak, but because their work is full of small mistakes. Editing means improving sentences, word choice and clarity. Proofreading means checking carefully for spelling, punctuation and grammar errors.

Some practical reasons editing and proofreading are important:

• They remove silly errors like it’s/its, who’s/whose which teachers notice immediately.
• They help your writing look organised and serious, like the work of a responsible student.
• They improve the flow of ideas — sometimes when you reread, you realise one sentence is in the wrong place.

In real life too, a badly edited email or report can create a wrong impression in college, office or job applications. So building this habit now is an investment in your future.

IV– Expository vs argumentative writing (with examples)

BEGS-183 explains several composition types, including expository and argumentative writing.

Expository writing:

• Main purpose: to explain, inform or clarify.
• Style: neutral, factual, step-by-step.
• Example: a paragraph explaining “How rainwater harvesting works” or “Different types of study skills”.

Argumentative writing:

• Main purpose: to persuade the reader to accept your viewpoint.
• Style: gives reasons, evidence, examples and often refutes the opposite side.
• Example: an essay on “Why mobile phones should be allowed in college classrooms” or “Why continuous assessment is better than one final exam”.

In my experience, students often mix the two. A good rule is: if your aim is to explain, keep it expository; if your aim is to convince, structure it as an argument with clear claims and supporting points.

Question 2: Essay Writing as a Process & Types of Study Skills

I- Writing an essay using the process approach

The course material encourages a process approach to writing: you don’t produce a perfect essay in one attempt; you move through stages.

Typical stages in the process approach are:

1. Choosing and narrowing the topic
   Start with a broad idea (e.g. “Social media”) and narrow it: “Impact of social media on students’ concentration”. This makes the essay manageable.
2. Collecting ideas and examples
   Think of your own experience, talk to friends, and consult your study material. Note down points without worrying about correct order at first.
3. Planning / making an outline
   Group related ideas and arrange them logically: introduction, main points, examples, conclusion. A simple outline might look like:
   • Intro – what social media is & why it matters
   • Positive academic uses (study groups, video lectures)
   • Negative effects on focus and time management
   • Ways students can use it responsibly
   • Conclusion – balanced view
4. Drafting
   Write the first version using your outline. Don’t worry if it isn’t perfect. Focus on getting your ideas out.
5. Revising
   Reread your draft: Is the focus clear? Are ideas in a logical order? Do you need more examples? Sometimes, after a short break, you see better ways to express yourself.
6. Editing and proofreading
   Now check grammar, punctuation, spelling and sentence structure. Use a dictionary or spell-check. Remove repetition and unclear phrases.
7. Final draft
   Rewrite neatly, or type and format properly. This is the version you submit.

Students who follow these stages usually write calmer and more confident essays, because they are not trying to “get it right” in one stressful sitting.

II– Major types of study skills and how they help learners

Block 3 explains three broad categories of study skills that support efficient learning:

1. Gathering skills
   These help you find and understand information.
   • Using a dictionary, thesaurus and library catalogues.
   • Skimming a chapter to get the main idea quickly.
   • Scanning a page to locate a specific date, term or formula.
   Real-life impact: Before an exam, a student who can skim and scan effectively can revise a full unit faster and focus on the most important points, instead of reading every word slowly.
2. Storage skills
   These help you organise and store information for later use.
   • Note-taking in class and while reading.
   • Note-making later at home in a clearer, cleaner form.
   • Using diagrams, tables, flowcharts to show relationships.
   Real-life impact: Good notes mean you don’t have to open the whole book the night before the exam. One well-made notebook or file can save several hours and reduce anxiety.
3. Retrieval skills
   These help you bring information back when you need it.
   • Summarising chapters in your own words.
   • Writing short outlines of important topics.
   • Practising answers from your notes without looking.
   Real-life impact: In the exam hall, students who have practised retrieving information through summaries and outlines can recall more easily and write better-structured answers.

Together, these skills turn you from a passive reader into an active, independent learner.

Question 3: Composition – Urgent Measures for Saving Water

Urgent Steps We Must Take to Conserve Water

Introduction

Water is so common in our daily life that we usually notice it only when it stops. A sudden dry tap in the morning, an empty overhead tank or a weak hostel shower immediately disturbs our routine. Climate change, growing population and careless use of water have made conservation urgent, not optional. If we do not act now as individuals and communities, future generations may struggle for every bucket.

Body

One of the simplest steps is to reduce wastage at home. Many students keep the tap running while brushing, shaving or washing dishes. Closing the tap even for a few minutes a day can save several litres over a month. Using a bucket for bathing instead of a long shower, repairing leaking taps quickly, and reusing relatively clean water (for example, water used to wash vegetables can be used for plants) are small changes that make a real difference.

Another important measure is to support and demand rainwater harvesting in schools, colleges and housing societies. Roof-top rainwater harvesting systems can collect seasonal rain and store it in tanks or recharge the groundwater. As students, we can raise this issue in our Student Council, present simple designs in environmental clubs and request the administration to seek expert help.

We must also work on awareness and behaviour change. Many people still think water is an endless resource. Street plays, social media posts, poster campaigns and short talks during morning assembly can remind everyone that every drop counts. When children learn good habits early, they often influence their parents at home.

Conclusion

To conserve water effectively, we need both personal discipline and collective action. Careful use at home, rainwater harvesting in institutions and continuous awareness campaigns can together reduce waste and protect this precious resource. If we start acting today, we can ensure that clean water remains available not only for us but also for the people who come after us.

Question 4: Formal Letter – Improving Computer Facilities

Formal Letter to the Principal about Computer Facilities

To,
The Principal,
ABC College,
City – PIN

Date: 10 March 2025

Subject: Request for upgradation of computer facilities in the campus

Respected Madam/Sir,

I am a student of the B.A. (General) programme in your college. Through this letter, I would like to draw your kind attention to the current condition of the computer facilities available on the campus.

At present, the number of functional computers in the lab is quite limited, and many systems are slow or not working properly. During practical sessions, two or three students often have to share one computer. This makes it difficult for us to complete assignments on time or to practise the skills that are expected at the undergraduate level.

In addition, several systems do not have updated software or reliable internet connectivity. As most study material, online forms and even examination-related information are now available on the internet, this becomes a serious problem, especially for students who do not have personal laptops or strong internet connections at home.

I therefore request you kindly to consider:

• Repairing or replacing non-functional systems in the computer lab,
• Adding more computers so that each student can work individually during practicals, and
• Ensuring updated software and stable internet access on all machines.

These steps will greatly support our academic work and help us develop essential digital skills needed in higher studies and employment.

I shall be grateful for your kind consideration.

Yours faithfully,
[Your Name]
[Programme and Semester]
[Roll No.]

Question 5: Report – Campaign to Improve Reading Habits

Report on Reading Awareness Campaign at Neighbouring School

By: Secretary, Student Council, XYZ College

On 15 February 2025, the Student Council of XYZ College organised a one-day campaign to encourage reading habits among students of Bright Future Primary School, located near the college campus. The event was planned as part of the Council’s outreach activities for younger learners in the neighbourhood.

The programme began at 10 a.m. with a brief introduction by the school principal, who welcomed the college volunteers. This was followed by an interactive session on “Why Reading Matters”, using short stories and visuals to show how reading can support imagination, language development and confidence.

After the introductory session, the volunteers divided the school children into groups according to class level. Each group took part in activities such as read-aloud sessions, picture-based storytelling, “read and draw” tasks and a simple “reading treasure hunt” using library books.

In the second half of the programme, age-appropriate storybooks donated by college students and teachers were handed over to the school library. A “reading chart” was also prepared for each class so that students could record the books read every week. The teachers agreed to review these charts regularly.

The campaign concluded at 1 p.m. with brief feedback from teachers and students. The overall response to the activities was positive. The Student Council plans to organise a monthly reading session at the school to maintain and further strengthen students’ interest in reading.

Question 6: Topic Sentence, Title and Summary of the Climate Change Passage

I- Meaning of “topic sentence”

A topic sentence is the main sentence in a paragraph that clearly states what the paragraph is about. It gives the central idea, and the other sentences in the paragraph explain, support or illustrate that idea. It may appear at the beginning, middle or end of the paragraph, but it controls the whole discussion.

II– Topic sentence of the given passage (my view)

In my opinion, the topic sentence of the passage is the sentence that explains that climate change means long-term changes in temperature and weather patterns.

III– Why this is the topic sentence

This sentence introduces the main subject, “climate change”, and briefly defines it. The rest of the passage builds on this idea by:

• Describing natural and human-made causes (fossil fuels, greenhouse gases),
• Explaining how these gases trap heat and warm the planet, and
• Listing the serious effects such as drought, floods, melting ice and loss of biodiversity.

All other sentences are details, explanations or examples of the central idea introduced in that first definition. That is why it functions as the topic sentence.

IV- Suitable title for the passage

Any clear, focused title that captures both cause and effect would be suitable, for example:

• “Causes and Consequences of Climate Change”

V- Summary of the passage (around 75 words)

Climate change refers to long-term shifts in temperature and weather, which can be natural but are now mainly driven by human actions like burning fossil fuels. These activities release greenhouse gases such as carbon dioxide and methane that trap heat in the atmosphere. As a result, the planet is warming faster than ever before. This leads to intense droughts, water shortages, wildfires, rising sea levels, floods, melting ice and a serious decline in biodiversity.