Std. XII- Practice test Marks 25

Std. XII- Practice test Marks 25

Std. XII   

Marks: 25

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Q. Read the extract and complete the activities given below. (12)

A considerable portion of this crowd dallied before the astrologer too. The astrologer transacted his business by the light of flare which crackled and smoked up above the groundnut heap nearby. Half the enchantment of the place was due to the fact that it did not have the benefit of municipal lighting. The place was lit up by shop lights. One or two had hissing gaslights, some had naked flares stuck on poles, some were lit up by old cycle lamps and one or two, like the astrologer's, managed without lights of their own. It was a bewildering criss-cross of light rays and moving shadows. This suited the astrologer very well, for the simple reason that he had not in the least intended to be an astrologer when he began life; and he knew no more of what was going to happen to others than he knew what was going to happen to himself next minute. He was as much a stranger to the stars as were his innocent customers. Yet he said things which pleased and astonished everyone: that was more a matter of study, practice and shrewd guesswork. All the same, it was as much an honest man's labor as any other, and he deserved the wages he carried home at the end of a day.

Q.1) Do as directed.

A) Rewrite the statements and state whether they are true or false.   (2)

1) The market place was lighted as it got the benefit of the municipal lighting.

Answer: -------------------------------------------------------------------------------------------------------------

2) The astrologer conducted his business by the light of flare made by the groundnut seller.

Answer: -------------------------------------------------------------------------------------------------------------

B) Complete the statements.      (2)

1) The astrologer got benefit of -------------------------------- seller’s light of flare.

Answer: -------------------------------------------------------------------------------------------------------------

2) The criss-cross of light rays and ---------------------------  suited the astrologer.

Answer: -------------------------------------------------------------------------------------------------------------

C) Select the correct alternative.   (2)

1) The market area was not lit up by the following.

i) gaslight                           

ii) flares stuck on poles               

iii) old cycle lamps           

iv) electric bulbs

Answer: ----------------------------------------------------------------------------------------------------------

2) The astrologer didn’t have------

i) study of human nature          

ii) knowledge of astrology           

iii) practical experience           

iv) guessing power

Answer: ------------------------------------------------------------------------------------------------------------

D) According to you, which quality is not essential for becoming a successful astrologer.  (2)

i) boldness                             

ii) confidence                         

iii) timidity                              

iv) sincerity

Answer: ------------------------------------------------------------------------------------------------------------

E) Language study  (2)

1) The place was lit up by shop lights. 

(Choose the alternative showing the correct active voice)

i) Shop lights lits up the place.                                  

ii) Shop lights lighted up the place.

iii) Shop lights lited up the place.                             

iii) Shop lights lit up the place.

Answer: ----------------------------------------------------------------------------------------------------------

2) He was as much a stranger to the stars as were his innocent customers.

(Choose the correct alternative to change the sentence into comparative degree)                

i) His innocent customers are not more a stranger to the stars than he.

ii) His innocent customers were not more a stranger to the stars than he.

iii) His innocent customers had not more a stranger to the stars than he.

iv) His innocent customers did not more a stranger to the stars than he.

Answer: - ---------------------------------------------------------------------------------------------------------------

F) Vocabulary   (2)

Find and write any four compound words from the extract.

Answer: - 

a) ------------------------------ 

b) ----------------------------- 

c) ----------------------------- 

d) -----------------------------

Q.2. Choose the correct alternative and rewrite the sentence.

WEAVERS, weaving at break of day,     Why do you weave a garment so gay? . . .     Blue as the wing of a halcyon wild,     We weave the robes of a new-born child.       Weavers, weaving at fall of night,     Why do you weave a garment so bright? . . .     Like the plumes of a peacock, purple and green,     We weave the marriage-veils of a queen. Weavers, weaving solemn and still, What do you weave in the moonlight chill? . . . White as a feather and white as a cloud,     We weave a dead man's funeral shroud.

 

A) At the early morning the weavers weave --------------   (1)

i) A wedding veil                  

ii) A robe for a new born child             

iii) A shroud for a for a dead man’s funeral

Answer: -------------------------------------------------------------------------------------------------------------

B) Choose the colour that is not mentioned in the poem.     (1)

i) White                              

ii) Blue                                

iii) Purple                           

iv) Black

Answer: -------------------------------------------------------------------------------------------------------------

C) The theme of the poem ‘Indian Weavers’ is-------------      (1)

i) To show the work of weavers.  

ii) To show the three phases of life. 

iii) To show the different times of day.

Answer: -------------------------------------------------------------------------------------------------------------

D) Blue as the wing of halcyon wind. 

(Name the figure of speech)    (1)

i) Personification                            

ii) Metaphor                      

iii) Simile

Answer: -------------------------------------------------------------------------------------------------------------

E) Break of day. 

(Name the figure of speech)      (1)

i) Simile                                             

ii) Metaphor                     

iii) Personification

Answer: -------------------------------------------------------------------------------------------------------------

Q.3. Complete the activities as per the instructions. (History of Novel)

A1. Pick out the odd element from the group.   (2)

(i) Arun Joshi, Vikram Seth, Graham Greene, Kiran Nagarkar

(ii) Place, Period, Theme, Climate, Lifestyle

(iii) Theme, Plot, Character, Novella

(iv) Billy Budd, The Turn Of The Screw, Pearl, Joseph Conrad, Death In Venice

Answer-

(i) ---------------------------------------------------------                    

(ii) --------------------------------------------------------

(iii) -------------------------------------------------------                     

(iv) -------------------------------------------------------

A1. Fill in the blanks with the right words and rewrite the sentences.  (2)

1) There are ------------------ elements essential of ‘Novel’ or “Novella’. 

(five, six, seven)

Answer: -------------------------------------------------------------------------------------------------------------

2) Theme is the ------------------ in the novel which can be expressed in a nutshell. 

(central idea, setting, plot)

Answer: ------------------------------------------------------------------------------------------------------------

3) In the first half of the 20th century a cult of ‘----------------- magazines’ became popular.

(amazing, pulp, powerful)

Answer: -------------------------------------------------------------------------------------------------------------

4) Space travel, time travel, and extraterrestrial life may be seen in ----------------fiction.                                                                           

(historical, gothic, science)

Answer: ------------------------------------------------------------------------------------------------------------- 

Q.4. Complete the activities as per the instructions. (Writing Skill)                                                                   (4)

1) Write a report of the celebration of the Independence Day held in your college.

Hints: The time students assembled in college, the arrival of the chief guest and others dignitaries, flag – hoisting, Speeches, detailed program, cultural programme, vote of thanks etc.

 

Answer:

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Download PDF of Std. XII- Practice Test: Marks 25

PDF of Objective Test - Std. XII (Download)

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Janvikas Mahavidyalaya, Bansarola. 11th Std. Result 2021 -22

Std. XII- 4.2 To Sir, with Love

Std. XII- 4.2 To Sir, with Love

4.2 To Sir, with Love

Writer:- E.R. Braithwaite: (1912-2016)

Eustace Edward Ricardo Braithwaite, known as E.R. Braithwaite, was a Guyanese-American writer, teacher and diplomat. He was best known for his stories of social conditions and racial discrimination against black people. He was the author of one of the famous autobiographical novels, ‘To Sir, with Love’. He wrote a number of books exposing racial discrimination in post-war Britain, all of which were inspired by his personal experiences.

About Novel: ‘To Sir, with Love’

It is an autobiographical novel. The narrator is an engineer, but to earn money, he accepts the job of a teacher in ‘East End school’ at London. The school is full of troublemaker students who were rejected from other schools for their behaviour. At the beginning, the narrator is ridiculed and humiliated by the students, but later his calm behaviour and desire to see them succeed gradually earn him their respect.

Introduction of Characters:-

Ricky Braithwaite- Narrator and Teacher

Mr. Florian- Head Master

Mrs. Dale-Evans- Teacher

Miss. Phillips- Teacher

Mr. Watson- Teacher

Miss. Gillian Blanchard- Teacher

Denham- Student

Miss. Dare- Student.

Miss Joseph- Student.

Patrick Fernman- Student.

Jackson- Student.

Miss Pegg- Student.

Dodd- Student.

Pamela Dare- Student 

Theme of the Novel: 

Student-teacher relationship, prejudice and racism are the major themes of the novel.

Synopsis of the Novel extract:

In this extract, Braithwaite recounts the half-yearly report of the Students’ Council, in which the students of the school report to the faculty and other students on what they have been studying thus far. Braithwaite’s class representatives speak knowledgeably about their coursework and place a considerable amount of emphasis on how much they have learnt about different people, cultures, customs, and the importance of international and interracial cooperation. The students presented their humanitarian and broad outlook on the background of racism and discrimination of that time. They also showed respect to other students and the teachers. The extract also deals with the clash between the student Denham and the teacher Mrs. Dale-Evans about the need of P.T. in the curriculum of school. Here Mrs. Dale-Evans outwitted Denham by telling the importance of P.T. Denham accepted his defeat.

Story events:

1) Activity arranged in the school:-

The half-yearly report of the Students’ Council arranged on November 15^th. It was one of the important days in the calendar of Greenslade School. It was entirely children’s day. It was arranged, presented and controlled by them.

2) Introductory speech:-

Mr. Florian, the headmaster of the school, addressed the school. He spoke at length, reiterating the aims and policy of the school and of the important contribution each child could make to the furtherance of those aims. He gave praise wherever it was indicated, but insisted that there was yet a great deal to be done, by themselves, towards a general improvement in conduct, cleanliness and the pursuit of knowledge.

3) Students’ representatives:-

Miss Joseph and Denham, the two most senior students, sat on the stage. They were the representative of the students and continued the session.

4) Second Speech:

Miss Joseph stood up, and gave a short explanation of the Council’s purpose and its activities. Each class would report, through its representatives, on the studies pursued during the half year which began after Easter, a representative having been chosen for each subject. When all the classes had completed their reports a panel of teachers would be invited to occupy the stage and answer questions from the body of the hall on matters arising out of the various reports.

5) Procedure of Selection of teachers:-

The selection of the panel, as with everything else, was entirely at the discretion of the children and no members of the staff knew either how many or which teachers would be invited to sit.

6) Actual presentation of reports:

The reports began with the lowest or youngest class first. These were mainly twelve-year-olds who had joined the school the previous summer. Most of them were shy and rather frightened at standing up before the entire school, but nevertheless they managed it creditably; they had been newly introduced to the difficulties of seeking information for themselves, so their report was understandably rather short.

7) Essence of the reports:-

Throughout all the reports, the emphasis was on what the students understood rather than on what they were expected to learn.

8) Presentation of Narrator’s class:-

Potter- Arithmetic

Sapiano- Nature Study

Miss Pegg & Jackson- Geography

Miss Dare & Fernman- Physiology

Miss Dodd- History

Denham- P.T. & games

Miss Joseph- Domestic Science

9) What students said in their presentation:-

Miss Joseph:-

She said that their lessons had a particular bias towards the brotherhood of mankind, and that they had been learning through each subject how all mankind was interdependent in spite of geographical location and differences in colour, races and creeds.

Potter:-

He explained the work the relationship between the kilogram and the pound as well as the metre and the foot. He said that throughout the world one or other of those two methods was either in use or understood, and that it was a symbol of the greater understanding which was being accomplished between peoples.

Sapiano:-

He spoke of the study the class had made of pests. He showed how many countries had pooled their knowledge and results of research on the behaviour, breeding habits and migration of these pests, and were gradually reducing the threat they represented to these important products.

Miss Pegg and Jackson:-

They divided the report on Geography between them. Jackson spoke first on the distribution of mineral deposits and vegetable produce over the earth’s surface. He made it clear how a country rich in one was often deficient in the other. So their interchange and interdependence is inevitable.

Miss Pegg dealt with human relationships, stressing the problems facing the post-war world for feeding, clothing and housing its populations. She also made a reference to the thousands of refugees, stateless and unwanted; and to the efforts and programmes of U.N.I.C.E.F.

Fernman:-

He had a trump card up his sleeve. By using the skeleton, Fernman began to speak. Calmly he told them that it was a female skeleton; that was a fact and could easily be proved. But he could not say with any assurance whether she had been Chinese or French or German or Greek; nor could he say if she had been brown or white or a mixture of both. And from that, he said, the class had concluded that basically all people were the same; the trimmings might be different but the foundations were all laid out according to the same blue- print.

Miss Dare:-

She spoke about the problems which all humanity has to face in terms of sickness and disease, and of the advantages gained by interchange of knowledge, advice and assistance.

Miss Dodd:-

She reported on the period of History the class had studied – the Reformation in England. She told of the struggles of men of independent spirit against clerical domination and of their efforts to break from established religious traditions. From those early beginnings gradually grew the idea of tolerance for the beliefs and cultures of others, and the now common interest in trying to study and understand those cultures.

Denham:-

His report was a bit of a shock. He severely criticized the general pattern of P.T. and games, emphasising the serious limitations of game activities. He complained that the P.T. was ill-conceived and pointless, and its routine was monotonous. He could see no advantage in doing it. He would prefer a jolly good game instead of P.T..

Teachers selected for giving answers to students:-

Mr. Weston, Mrs. Dale-Evans and Miss Phillips.

Question and Answer session:-

The questions were mostly from the two top classes, probably because the young children were either too timid or too uninformed to formulate their questions. The teachers had no briefing, and were often caught out stammering in their indecision. The frilly, seemingly brainless Miss Euphemia Phillips proved to be the coolest and best informed of the three. She answered the questions with honesty and authority, and would often intervene skillfully to assist one of the others without causing embarrassment. She outwitted Denham and showed the importance of P.T. in the curriculum.

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Sample Questions and answers on 4.2 To Sir, with Love

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1) Half yearly report of the student’s council highlights the conduct of Braithwaite’s’ class. Justify.

Answer:

The novel ‘To Sir, with Love’ describes the Half Yearly Report of the school where the narrator Braithwaite was working as a teacher. During the work, students of his class were behaving like professionals. They allocated proper tasks to various students for the program. They discussed with other about their arrangements. They dressed smartly. Denham conducted the proceedings with courtesy. He called the girl students giving respect. Other students from his class presented their reports perfectly. There was variety in the presentation of their reports. They managed the event showing good conduct. So it is rightly said that ‘Half yearly report of the student’s council highlights the conduct of Braithwaite’s’ class’.

2) In the questioning session Denham was expressing few students’ feelings. Illustrate.

Answer:

The novel ‘To Sir, with Love’ describes the Question-and-answer session. This session was arranged to give a chance to students to express their queries freely. Denham raised his objections about the necessity of P.T. and games. He severely criticized the general pattern of P.T. and games. He emphasised the serious limitations of it. He complained that the P.T. was ill-conceived and pointless, and its routine was monotonous. He could see no advantage in doing it. When he was voicing this, few children cheered him loudly. They were appreciating his objections. There was noise everywhere. So it is true that in the questioning session Denham was expressing few students’ feelings.

3) Match the presenter to the subject.

A	B
1) Potter	Physiology
2) Sapiano	Geography
3) Miss Pegg and Jackson	Nature Study
4) Miss Dare and Fernman	Arithmetic

Answer-

The presenter and the subject:

A	B
1) Potter	Arithmetic
2) Sapiano	Nature Study
3) Miss Pegg and Jackson	Geography
4) Miss Dare and Fernman	Physiology

4) Plot: Arrange the incidents in correct sequence as per their occurrence in the extract.          

(a) Student representatives presented their tasks.

(b) Denham asserted that P.T. periods were a waste of time.

(c) Denham called out the names of the representatives.

(d) Students’ Council was held every year on November 15th.

Answer: -

A2. Sequence of incidents:

(d) Students’ Council was held every year on November 15th.

(c) Denham called out the names of the representatives.

(a) Student representatives presented their tasks.

(b) Denham asserted that P.T. periods were a waste of time.

5) Theme: Select the two statements describing the theme of the extract:                            

(a) Half-yearly report of the Students’ Council was not an important event for the students and the teachers of school.

(b) The writer was immensely pleased to notice the progress of his students.

(c) The students showed a remarkable change in their behaviour and were progressing in all the subjects.

(d) The head of the institution was against conducting such activities in the school.

Answer:

Statements describing the theme of the extract are:

(b) The writer was immensely pleased to notice the progress of his students.

(c) The students showed a remarkable change in their behaviour and were progressing in all the subjects.

(Remaining Questions will be available soon)

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For Questions based on this topic, do buy the following Activity Work Book by Prof. Tushar Chavan

Second Edition also included Marathi Summary of this novel.

*Verb forms. Do remember the verb forms. For students- यात दिलेले क्रियापदाचे तिन्ही रुपं वही मध्ये लिहा व लक्षात ठेवा*

Verb Forms

 Learn Verb Forms:

Sr. No.	V1	मराठी अर्थ	V2	V3
	Base Form of Verb	Marathi Meaning	Past Simple	Past Participle
1	arise	उत्पन्न होणे	arose	arisen
2	awake	जागृत होणे	awoke	awoken
3	be (is, am, are)	असणे, होणे	was, were	been
4	beat	मारणे	beat	beaten
5	become	बनणे	became	become
6	begin	सुरू करणे, सुरु होणे	began	begun
7	bend	वाकणे	bent	bent
8	bet	पैज लावणे	bet	bet
9	bid	बोली लावणे	bid	bid
10	bite	चावणे	bit	bitten
11	bleed	रक्त वाहणे	bled	bled
12	blow	धक्का	blew	blown
13	break	खंडित होणे	broke	broken
14	bring	आणणे	brought	brought
15	build	बांधणे	built	built
16	burn	जाळणे	burnt	burnt
17	buy	खरेदी करणे	bought	bought
18	catch	झेलणे	caught	caught
19	choose	निवडणे	chose	chosen
20	come	येणे	came	come
21	cost	खर्च होणे	cost	cost
22	cut	कापणे	cut	cut
23	dig	खणणे	dug	dug
24	dive	डुबकी मारणे	dove	dived
25	do	करणे	did	done
26	draw	काढणे	drew	drawn
27	dream	स्वप्न पाहणे	dreamt	dreamt
28	drive	चालवणे	drove	driven
29	drink	पिणे	drank	drunk
30	eat	खाणे	ate	eaten
31	fall	पडणे	fell	fallen
32	feel	वाटणे	felt	felt
33	fight	लढणे	fought	fought
34	find	शोधणे	found	found
35	fly	उडणे	flew	flown
36	forbid	मनाई करणे	forbade	forbade
37	forget	विसरणे	forgot	forgotten
38	forgive	क्षमा करणे	forgave	forgiven
39	freeze	गोठवणे	froze	frozen
40	get	मिळवणे	got	gotten
41	give	देणे	gave	given
42	go	जाणे	went	gone
43	grow	वाढणे	grew	grown
44	hang	फाशी देणे	hung	hung
45	have	असणे	had	had
46	hear	ऐकणे	heard	heard
47	hide	लपवणे	hid	hidden
48	hit	मारणे	hit	hit
49	hold	धरून ठेवणे	held	held
50	hurt	दुखापत होणे	hurt	hurt
51	keep	ठेवणे	kept	kept
52	know	माहित असणे	knew	known
53	lay	घालणे	laid	laid
54	lead	आघाडी घेणे	led	led
55	leap	उडी मारणे	leapt	leapt
56	leave	सोडणे	left	left
57	lend	उधार देणे	lent	lent
58	lie	खोटे बोलणे	lay	lain
59	lose	हरवणे	lost	lost
60	make	बनवणे	made	made
61	mean	म्हणजे, अर्थ सांगणे	meant	meant
62	meet	भेटणे	met	met
63	pay	वेतन, देणे	paid	paid
64	put	ठेवणे	put	put
65	quit	सोडून देणे	quit	quit
66	read	वाचणे	read	read
67	ride	स्वार होणे	rode	ridden
68	ring	रिंग वाजणे,	rang	rung
69	rise	उदय होणे	rose	risen
70	run	धावणे	ran	run
71	say	म्हणणे	said	said
72	see	पाहणे	saw	seen
73	sell	विकणे	sold	sold
74	send	पाठवणे	sent	sent
75	show	दाखवणे	showed	shown
76	shut	बंद होणे	shut	shut
77	sing	गाणे म्हणणे	sang	sung
78	sit	बसणे	sat	sat
79	sleep	झोपणे	slept	slept
80	sow	पेरणे	sowed	sown
81	speak	बोलणे	spoke	spoken
82	spend	खर्च करणे	spent	spent
83	stand	उभे रहाणे	stood	stood
84	swear	शपथ घेणे	swore	swore
85	sweep	झाडणे	swept	swept
86	swim	पोहणे	swam	swum
87	take	घेणे	took	taken
88	teach	शिकवणे	taught	taught
89	tear	अश्रू येणे	tore	torn
90	tell	सांगणे	told	told
91	think	विचार करणे	thought	thought
92	throw	फेकणे	threw	thrown
93	understand	समजून घेणे	understood	understood
94	wake	जागे होणे	woke	woken
95	wear	परिधान करणे	wore	worn
96	weave	विणणे	wove	woven
97	weep	रडणे	wept	wept
98	wind	गुंडाळणे	wound	wound
99	win	विजय होणे	won	won
100	write	लिहणे	wrote	written

See New Online Test On- History of English Novel**See the end of the post**Test set by- Mr. Laxman Bhaskar Revagade

https://juniorcollegeteacher.blogspot.com/2020/12/online-test-41-history-of-english-novel.html?m=1

*See New Online Test On- History of English Novel*

*See the end of the post*

*Test set by- Mr. Laxman Bhaskar Revagade*

Std. XII- Poem 2.1 Song of the open road*

*First video*

https://youtu.be/dOF_oeIkRbk

*Std. XII- Poem 2.1 Song of the open road*

*Introduction of the topic*

*Title*

*Ice breaker activities*

*Poet and poem*

*Do watch the video and share with all*

*Do subscribe the channel- Learn With Tushar Chavan*

4.1 History of Novel

4.1 History of Novel

Novella

The word ‘novella’ is originated from the Italian word ‘novelle’. It is a type of prose fiction which is shorter than a full-length novel and longer than short stories. It is a well-structured yet short narrative. It is often satiric or realistic in tone. It usually focuses on one incident or issue with one or two main characters and takes place at a single tradition.

Style of the novel:

The language and the techniques used by the author for the narration of the course of events are known as the ‘style’. An author can use extensive vocabulary and high phrases or he may be laconic and would write only to the point or he may mix both according to the requirement for meeting his purpose. He may use linguistic devices to make the narrative effective. All these factors decide the ‘texture’ of the narration and create an impact on the readers. It is called the style of the novel.

Types of Novels:

1) Stream of consciousness novel:

Stream of consciousness is a phrase coined by William James in his treatise ‘Principles of Psychology’ in 1890. It is a method of narration that describes happenings in the flow of thoughts in the minds of the characters. Incidents in the plot are in the sequence of their occurrences. The novelist narrates them as they enter the mind of the character. The stream-of-consciousness novel commonly uses the narrative techniques of interior monologue.

2) Psychological novel:

Psychological novel is the work of fiction that treats the internal life of the protagonist or even the other characters as much as the external factors. It is also called psychological realism. It is a work of prose fiction which places more than the usual amount of emphasis on interior characterization, and on the motives, circumstances, and internal action which springs from, and develops, external action. e.g. ‘Great Expectations’ by Charles Dickens.

3) Epistolary novel:

The word ‘epistolary’ derives from the Latin word ‘epistola,’ which means a letter. The epistolary novel is that in which the writer presents the narrative through a series of letters or other documents. Although letters are the most common basis for epistolary novel, diary entries are also a popular form of this type. e.g. Pamela (By Samuel Richardson), Diary of a Young Girl (By Anne Frank) etc.

4) Autobiographical novel:

The autobiographical novel is the novel based on the life of the author. However, the author changes the places and names of characters or even may change or avoid certain details of his life. It may or may not be in the first-person narration. e.g. David Copperfield by Charles Dickens

5) Gothic novel:

The novels that include terror, mystery, horror, thriller, supernatural, doom, death or decay or haunted buildings are called The Gothic novels. It is a genre associated with the mystery and intrigue surrounding the supernatural and the unknown. Characteristics of the Gothic include: death and decay, haunted homes/castles, family curses, madness, powerful love/romance, ghosts, and vampires. e.g. Dracula by Bram Stoker.

6) Utopian/ Dystopian novel:

Utopia is an imaginary community or society possessing the ideal qualities. It is a common literary theme, especially in science fiction or speculative fiction. Both utopias and dystopias share characteristics of science fiction and fantasy, and both are usually set in a future in which technology has been used to create perfect living conditions. However, the focus of the novel is usually not on the technology itself but rather on the psychology and emotions of the characters who live under such conditions. e.g. ‘Gulliver’s Travels’ by Jonathan Swift.

Indian tradition of novels:

‘Rajmohan’s Wife’, by Bankim Chandra Chattopadhyaya was the first novel in English written by an Indian. The period after that is marked by few more novels written by the Indian writers. These novels bore either nationalistic virtues or social issues as their main framework. Mulkraj Anand, R.K. Narayan and Raja Rao were the major trio who prevailed in the period after that. Novelists like Anita Desai, Nayantara Sahgal, Arun Joshi and Manohar Malgaonkar changed the current of Indian English novel through their works. Amitav Ghosh, Vikram Seth and Upamanyu Chatterjee changed the Indian novel in English by adding new features to it. Recent years have witnessed the dazzling performance by Indian novelists like Salman Rushsie, Arvind Adiga, Arundhati Roy, Kiran Desai and Kiran Nagarkar. The tradition of Indian English novel has undergone a vital change since its birth and it has undoubtedly very bright future.

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Pdf created by:

Prof. Sujata Ali

Dharampeth M. P. Memorial College.

Nagpur

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A Brief History of Novel

Pdf Created By- 

Prof. Vijay K. Gaikwad

Saoli Dist. Chandrapur

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Pdf created by -

Prof. Nilesh Khairnar

Arambha Mahavidyalaya
Nashik Road

Click on the following link and download the PDF

https://drive.google.com/file/d/1gXttSAO0Et293E9fqbtBPgqdQMn3_LxV/view?usp=sharing

Or See the presentation

1) Solve the online test on History of Novel

History of Novel

Sub-English Std.- XII Presented by- Mrs.J.V.Bauchakar. Solve the following questions.

Online test created by:

Mrs.J.V.Bauchakar

Kakasaheb Chavan College,

Talmavale.

Tal. Patan

Dist Satara
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2) Solve the online test on History of Novel

History of Novel Quiz

Online test created by:

Prof. Yogesh Kardak

Upadhye College of Science, Nashik.