BEGG–171 Solved Question Paper

Selected term: Jan 2025

Question 1

Explain what “communication” means. Then discuss the major purposes communication serves in personal life and in society (about 300 words).

Answer

Communication is the process of sharing ideas, information, feelings or instructions between people using words, images, sounds or gestures. It may be face to face, over the phone, through media like TV and radio, or on digital platforms. For communication to really happen, a message must be sent, received and understood.

In personal life, communication meets some basic needs. First, it helps us build and maintain relationships. We talk, text, or video-call to stay connected with family and friends. When I moved to a hostel, regular calls with my parents reduced homesickness and helped them understand my problems. Second, it allows us to express emotions. Saying “I’m upset because…” or “I’m proud of you” prevents misunderstandings and strengthens trust. Third, it is essential for learning. In the classroom, teachers explain, students ask questions, and peers discuss doubts—this cycle of interaction is communication in action.

In society, communication has wider functions. Mass media inform citizens about weather, elections, new laws and health warnings.

Communication also persuades. Advertisements urge us to try a brand; public service messages ask us to save water or follow traffic rules. Debate and discussion programmes on TV or online help people compare different viewpoints before forming an opinion.

Another important purpose is cultural transmission. Through films, songs and festivals shown on media, we learn shared values and practices. Communication can also entertain: comedy shows, memes and sports commentary give relief from stress. Finally, communication integrates society. When disaster strikes, quick messages, news updates and helplines coordinate rescue efforts and create a feeling that “we are in this together.”

Thus communication is not just talking; it is the invisible network that keeps individuals and communities functioning.

Question 2

Describe the main kinds of mass media used today. Give examples and mention one strength of each medium (about 300 words).

Answer

Mass media are channels that send messages to large numbers of people at the same time. The BEGG-171 blocks discuss several key types: print, radio, television, film and digital media.

Print media include newspapers and magazines. They provide detailed news reports, features, editorials and advertisements. Their strength is permanence: we can cut out an article, underline points, or return to it later. For example, my uncle still preserves a newspaper clipping announcing his first job result.

Radio is an audio medium. It reaches people who may not have access to the internet, especially in rural areas. It is cheap and mobile; drivers often listen to news or songs while travelling. During a cyclone alert in my state, battery-powered radios were a crucial source of official updates when electricity failed.

Television combines sound and moving images. It is powerful for storytelling and demonstrations—cooking shows, sports broadcasts, science experiments, and panel discussions. A health show on TV once helped my grandparents understand diabetes better than any leaflet could.

Films are shown in cinemas or on OTT platforms. They can entertain, but also raise awareness on issues like gender equality or environmental protection. A good documentary can change how viewers think about a subject.

Digital media include websites, social media apps, blogs and streaming platforms.

Their main strength is interactivity: users can comment, share, like, or create content themselves. For example, student groups run Instagram pages to spread information about events and social causes.

Each medium has limits—print lacks sound, radio lacks visuals, TV is less portable than a phone—but together they create a rich communication environment. Understanding these strengths helps future media professionals choose the right platform for each message.

Question 3

What is advertising in the context of mass communication? Describe different broad categories of advertisements that appear in newspapers and magazines, with examples (about 300 words).

Answer

Advertising is a paid, planned message in the mass media that tries to influence people’s attitudes or behaviour towards a product, service or idea.

Unlike news, it is sponsored communication—someone pays the newspaper, magazine, radio or TV channel to carry their message.

In newspapers and magazines we see several broad categories. One is classified advertising. These are small text-only ads grouped under headings like “Jobs,” “Property,” or “Matrimonial.” When I was searching for a paying guest room, I checked the accommodation classifieds every Sunday. Their purpose is mainly to provide information and connect buyers and sellers.

Another category is product or brand advertising. These are bigger, often colourful ads promoting goods like soaps, phones or snacks. They highlight features, discounts or emotional appeals. A full-page ad for a new smartphone with attractive visuals is a good example. The aim is to persuade readers to choose that brand over competitors.

A third type is institutional or corporate advertising. Instead of selling a specific product, these ads build the image of a company or organisation. For instance, a bank may publish a magazine ad showing its role in supporting farmers or start-ups, to appear trustworthy and socially responsible.

Finally, there are public service advertisements or “idea ads.” These promote social causes such as vaccination, road safety, or women’s education.

Government departments and NGOs often use this format. During the pandemic, I remember frequent newspaper ads explaining how to wear masks and wash hands correctly.

Personally, I’ve seen how a well-designed scholarship advertisement in a newspaper changed a friend’s life by informing her about an opportunity she later won. This shows that advertisements can be more than sales tools; they can provide useful information and encourage positive social action.

Question 4

In television production, what are the main shot sizes used by camera operators? Explain at least five shot sizes and mention how each might be used in a programme (about 300 words).

Answer

Television is a visual medium, and camera “shot sizes” are part of its grammar.

A shot size describes how much of a scene or subject is visible on screen.

A long shot (LS) shows the subject from head to toe along with much of the surroundings. It is often used to establish location—for example, showing the entire classroom before focusing on a particular student.

A medium shot (MS) usually frames the subject from the waist up. It balances body language and facial expression and is common in talk shows or news interviews at a desk.

A close-up (CU) focuses tightly on a face or significant object. This shot is powerful for showing emotion—a tear on someone’s cheek during a testimony—or details like a crucial clue in a crime show.

An extreme close-up (ECU) goes even nearer, maybe just the eyes or a hand turning a key. It adds intensity and directs the viewer’s attention to something very specific.

A two-shot frames two people in the same shot, often in conversation. It’s useful in panel discussions when the anchor and a guest are reacting to each other.

We also have over-the-shoulder shots, where the camera looks past one person’s shoulder at another person, commonly used in dialogues; and establishing shots, which might be wide aerial views of a city to indicate a change of location.

When I helped a friend shoot a short video on campus, we initially used only medium shots. The result felt flat. After we consciously added long shots for context and close-ups for emotion, the video suddenly looked more “professional.” Understanding shot sizes helps us both appreciate TV programmes and create better visual stories ourselves.

Question 5

Explain what a sub-editor (copy editor) does in a news organisation. What qualities are important for an effective sub-editor? (about 300 words).

Answer

A sub-editor, sometimes called a copy editor, works behind the scenes in newspapers, magazines and news websites. Their main job is to take raw news copy sent by reporters and shape it into clear, accurate, readable items for publication.

First, a sub-editor checks facts, figures, names and dates. If a report says a meeting happened on “31 February,” the sub-editor will catch the error and clarify with the reporter. Second, they correct language—spelling, grammar and punctuation—so that the organisation maintains a professional standard. Third, they rewrite confusing sentences, cut repetition and adjust the length to fit the available space.

Sub-editors also write headlines and sub-headings. A good headline is short, catchy and truthful. When I interned with a local news portal, I saw how a clever but accurate headline increased clicks without misleading readers. Layout and placement are another responsibility; sub-editors decide which story deserves prominence and coordinate with designers on fonts and photos.

To perform all this work, certain qualities are essential. A sub-editor needs strong language skills and a sharp eye for detail. They must be curious and sceptical, never accepting doubtful information without checking. Time management and the ability to work under pressure are crucial because deadlines are tight—especially for online updates.

Additionally, a good sub-editor must understand news values and ethics. They must avoid sensationalism, respect privacy, and ensure balance and fairness.

From my brief newsroom experience, I realised that sub-editors are like the quality-control team of journalism. If they do their job well, readers may not notice them—but they will notice when something goes wrong. Their invisible labour builds trust between a news brand and its audience.

Question 6

The World Wide Web contains many different kinds of websites. Describe at least four broad types of sites and explain how reading on the web feels different from reading printed books or newspapers. Which format do you personally prefer, and why? (about 300 words).

Answer

On the World Wide Web we encounter many kinds of sites.

One type is informational sites, such as online encyclopedias or government portals. They offer factual content, reports, and documents. Another type is news sites, run by media organisations, which provide up-to-date stories, videos and opinion pieces. A third type is social networking platforms like Facebook or X, where users share posts, photos and links. A fourth category is e-commerce sites, where people buy and sell goods—online bookstores, clothing apps or ticketing sites. There are also blogs, educational portals, forums, streaming services and more.

Reading on the web is usually non-linear. Hyperlinks pull our attention from one page to another; sidebars and notifications constantly compete for focus. On a news website, I start reading an article on health but soon find myself checking a sports update or clicking a recommended video. The screen allows multimedia—text, audio, video, animation—making reading lively but sometimes distracting.

In contrast, reading a printed book or newspaper is more linear and calm. The page does not move or pop up alerts. I can underline, add sticky notes, and feel the progress physically as pages turn. For serious study, I remember information better from print. For quick information—like checking exam dates or finding a recipe—the web is unbeatable.

Personally, I like a combination. For deep reading, such as novels or theory chapters from BEGG-171, I prefer print or at least a distraction-free PDF.
For current affairs and reference, I rely on the web; for example, I follow several digital news outlets and educational blogs. Each format has its own strengths, so the wise reader chooses according to purpose rather than habit.

Question 7

Write an e-mail to a close friend explaining how the internet has changed your daily life as a student. Include both positive and negative impacts (around 250–300 words).

Answer

Subject: How the internet is reshaping my student life

Hi Ananya,

I was thinking of you yesterday during our online lecture and realised how much the internet has changed my routine compared to school days. So here’s a quick update.

On the positive side, studying has become more flexible. Our BEGG-171 materials are on the IGNOU portal, and I can download blocks, watch explanatory videos and even attend doubt-clearing sessions on YouTube.

Whenever I don’t understand a term—like “editorial lead” or “LAN/WAN”—I just google it and read examples. Group projects are easier too; my team uses WhatsApp and shared documents instead of chasing each other in the library.

Entertainment and connection are also just a click away. I listen to podcasts while cooking in the hostel kitchen and video-call my parents every weekend. Social media helps me stay in touch with school friends scattered across cities.

But there are downsides. I often sit down to check “one small thing” and then waste an hour on random reels. Constant notifications disturb my concentration. Some days I feel information overload—so many articles and opinions that I don’t know what to trust. Also, staring at screens for long hours has strained my eyes; my doctor asked me to follow the 20-20-20 rule (look away every 20 minutes).

I’m now trying to set healthier boundaries: fixed times for social media, using website blockers while studying, and keeping the phone in another room at night.

Tell me how the internet is affecting your college life too.

Love,
[Your Name]

Question 8

Do you watch TV or online panel discussions and analysis shows? Describe one programme you like and explain why you find it useful or interesting (about 300 words).

Answer

Yes, I regularly watch a weekly panel discussion on a news channel’s YouTube feed called “Campus Voice” (name changed). The show invites students, teachers and experts to discuss issues that affect young people—mental health, online education, unemployment and so on.

The format follows many principles discussed in the BEGG-171 block on script writing for radio and TV.

There is an anchor who opens the programme with a brief summary of the topic and introduces three or four panelists. Each panellist represents a different perspective: for example, during a discussion on online exams, there was a college principal, an ed-tech entrepreneur and a student union representative.

What I like most is the balance between structure and spontaneity. The anchor clearly has prepared questions, but she also listens carefully and asks follow-ups based on what guests say, which keeps the conversation dynamic. The show avoids shouting; when two guests disagree sharply, the anchor reminds them to let each other finish. This makes it much easier to follow than noisy prime-time debates.

The programme has directly influenced me. In one episode on “Internships and unpaid work,” a student described how she negotiated a small stipend by politely explaining her financial situation and the value she would add. I used a similar approach when talking to a local NGO and successfully converted a purely voluntary role into a modest paid internship.

I also pay attention to how the show uses camera shots: close-ups during emotional statements and wide shots when the whole panel reacts.

Watching “Campus Voice” not only updates me on youth issues but also trains my ear and eye for good media presentation.

Question 9

Write a short blog post titled “Blog Design for Students Who Are Not Designers.” Focus on simple, practical tips (about 300 words).

Answer

Blog Design for Students Who Are Not Designers

You don’t need a degree in art to make your blog look neat and readable. Most of us just want a space to share notes, opinions or project updates. Here are some simple design choices that even non-designers can make.

First, choose a clean theme. Avoid templates overloaded with animations or multiple columns. A single main column with a sidebar is enough for a student blog. Check how the theme looks on a mobile screen because many readers will view it on their phones.

Second, use readable fonts and sizes. Stick to one font for headings and one for body text. Don’t experiment with too many colours; dark text on a light background is easiest on the eyes. I once selected a fancy script font for body text and quickly received complaints from friends who couldn’t read it.

Third, structure your posts. Use headings, subheadings and bullet lists to break long paragraphs. This matches the idea of clear and organised writing that BEGG-171 emphasises for media content.

Fourth, add meaningful images. A relevant photo, chart or screenshot every few scrolls keeps readers engaged, but make sure the file sizes are compressed so pages load quickly. Always credit the source or use your own pictures.

Finally, make navigation easy. Create categories such as “Exam Tips,” “Book Reviews,” or “Projects.” Add a search bar so visitors can find older posts. Test your blog by asking a friend to locate a particular article; if they struggle, simplify the menu.

Good design is mostly about respect for your reader’s time and eyes. If your blog is clear, fast and welcoming, people will return not because it is flashy, but because it is comfortable to use.

Question 10

Write a feature article on “Managing Stress in a Media-Saturated World” (about 300 words).

Answer

Stress has become a common background noise in modern life. We are surrounded by alerts—breaking news, trending hashtags, urgent emails—and our minds rarely get a chance to rest. For students of media and communication, the pressure is double: we study media and also live inside it.

One source of stress is constant comparison. Social media shows friends landing internships, going on trips or posting “perfect” study setups. It is easy to feel left behind. Another is information overload. News of crises from all over the world arrives in real time; while awareness is good, endless scrolling can create helplessness and anxiety.

Managing stress in this environment requires conscious choices. First, we can set digital boundaries. Simple rules like “no phone for 30 minutes after waking up” or “social media only between 7–8 p.m.” create mental breathing space. I tried this during exam week and noticed my concentration improving within days.

Second, we should practise selective consumption. Instead of following every news app, pick one or two reliable sources and check them at fixed times. Muting unnecessary notifications turns the phone from a master into a tool. Third, physical habits matter: regular sleep, some form of movement (even brisk walking) and mindful breathing exercises calm the body, which in turn calms the mind.

Social support is another pillar. Sharing worries with a friend or counsellor often reduces their weight. During a particularly stressful semester, my classmates and I formed a “no-judgement” group where we could vent about deadlines, and then help each other plan realistic schedules.

Ultimately, stress cannot be removed completely, but it can be managed. By designing our media use thoughtfully and paying attention to our bodies and relationships, we can stay informed without being overwhelmed—and keep our minds free enough to think, create and care.