Preci and Com 2000-2023

FEDERAL PUBLIC SERVICE COMMISSION
COMPETITIVE EXAMINATION FOR

RECRUITMENT TO POSTS IN BPS-17 UNDER
THE FEDERAL GOVERNMENT, 2000
ENGLISH (Précis & Composition)
TIME ALLOWED: 3 HOURS…………………..Maximum Marks: 100
Q1. MAKE A PRÉCIS OF THE FOLLOWING PASSAGE IN ABOUT ONE THIRD

OF ITS LENGTH. Suggest a suitable title also. (20)
Besant describing the middle class of the 9th century wrote " In the first place it was for
more a class apart. "In no sense did it belong to society. Men in professions of any kind
(except in the Army and Navy) could only belong to society by right of birth and family
connections; men in trade—bankers were still accounted tradesmen—could not
possibly belong to society. That is to say, if they went to live in the country they were
not called upon by the county families and in the town they were not admitted by the
men into their clubs, or by ladies into their houses… The middle class knew its own
place, respected itself, made its own society for itself, and cheerfully accorded to rank
the deference due."
Since then, however, the life of the middle classes had undergone great changes as
their numbers had swelled and their influence had increased.
Their already well –developed consciousness of their own importance had deepened.
More critical than they had been in the past of certain aspects of aristocratic life, they
wee also more concerned with the plight of the poor and the importance of their own
values of society, thrift, hand work, piety and respectability thrift, hand work, piety and
respectability as examples of ideal behavior for the guidance of the lower orders.
Above all they were respectable. There were divergences of opinion as to what exactly
was respectable and what was not. There were, nevertheless, certain conventions,
which were universally recognized: wild and drunker behaviors were certainly not
respectable, nor were godlessness or avert promiscuity, not an ill-ordered home life,
unconventional manners, self-indulgence or flamboyant clothes and personal
adornments.
Q2. Read the following passage and answer the questions given at the end in
your own words. (20)
The vitality of any teaching, or historical movement, depends upon what it affirms rather
than upon what it affirms rather than upon what it denies, and its survival and continued
power will often mean that its positives are insufficiently regarded by opposing schools.
The grand positives of Bentham were benevolence and veracity: the passion for the
relief of man’s estate, and the passion for truth. Bent ham’s multifarious activities,
pursued without abatement to the end of a long life, wee inspired by a "dominant and
all-comprehensive desire for the amelioration of human life"; they wee inspired, too, by
the belief that he had found the key to all moral truth. This institution, this custom, this
code, this system of legislation-- does it promotes human happiness? Then it is sound.
This theory, this creed, this moral teaching – does it rightly explain why virtue is
admirable, or why duty is obligatory? The limitation of Bentham can be gauged by his
dismissal of all poetry (and most religion) as "misrepresentation’; this is his negative
side. But benevolence and veracity are Supreme Values, and if it falls to one of the
deniers to be their special advocate, the believers must have long been drowsed.
Bentham believes the Church teaches children insincerity by making them affirm what
they cannot possibly understand or mean. They promise, for example, to fulfill the
undertaking of their god---parents, that they will "renounce the devil and all his works,
the pomps and vanity of this wicked world" etc. ‘The Devil" Bentham comments: " who
or what is he, and how is it that he is renounced?" Has the child happened to have any
dealings with him? Let the Archbishop of Canterbury tell us, and let him further explain
how his own "works" are distinguished from the aforesaid "Pomps and Vanity". What
king, what Lords Temporal or Spiritual, have ever renounced them? (Basil Willey)
Questions
(a) What does the writer mean by the following expressions:
Multifarious activities, amelioration of human Life, it is sound, be their special

advocate, Renounce the devil, drowsed, gauged, aforesaid.
(a) On what grounds does Bentham believe that the Church
(b) What is Bentham’s philosophy based upon?
(c) What according to the writer is Bentham’s limitation?
Teaches children insincerity?
(d) In what context has the Archbishop of Canterbury been quoted i.e. is he praised
or condemned?
Q3. Write a comprehensive note (250 –300 words) on ONE of the

following subjects:(20)
(a) Society is produced by our wants and government by our wickedness

(Thomas Pain).
(b) We learn from history that we do not learn from history. (Hegel) (c) Liberty
doesn’t work as well in practice as it does in speeches. (Will Rogers)
(d) Politics is strife of interests masquerading as a contest of principles.

(Ambrose Pierce)
Q4. Correct the following sentences:
(a) The lake free zed rapidly.
(b) The firm was unwilling to forego its usual commission.
(c) We watched the lambs gamble on the green.
(d) He belonged to the gild of carpenters.
(e) He hadn’t ought to have spoken.
(f) Is this his half – brother?
(g) Hay! Watch out for the car!
(h) This is the historical spot where he was shot dead.
(i) We bought a Japanee print.
(j) Fresh flowers smell sweetly.

Q5. Use any FIVE of the following idioms in sentences to make their
meaning clear:
(i) Blow one’s top,
(ii) A cock-and-bull story,
(iii) Find one’s feet,
(iv) Call it a night,
(v) The tip of the iceberg,
(vi) Below par,
(vii) From pillar to post,
(viii) Hang up,

(ix) Turn some one in,
(x) By and by.
Q6. Use FIVE of the following pairs of words in sentences of your own to
bring out the difference: (10)
1. Knead, need;
2. Queue, cue;
3. quarts, quartz;
4. choral, coral;
5. discrete, discreet;
6. epoch, epic;
7. Libel, liable;
8. male, mail;
9. banned, band;
10.barred, bard;
Q7. Complete the conversation with the correct idiom in the correct form: (10)
Keep regular hours, an unearthly hour, the small hours, a night owl, have a night out,
at any moment, have one’s moments, have a minute to all one’s own, a night on the
town, on the spur of the moment:
"morning, Paul! You look tired". "Yes I am. I had a late night last night. I’m not usually----
--------------but I ----------------------- ------ with some friends yesterday. I have been so
busy all week that I’ve hardly---------------------------------- , so I really enjoyed
------------------------
-------------------- . I start work early, so I usually -------------- ------- ------ -- but yesterday
was an exception. I didn’t think. I got into bed and must have fallen asleep, because
the next thing I knew my landlady was shaking me, saying she was sorry to wake me
at such----------------------------------- , but she thought there was a burglar in the
kitchen".
"Well where was her husband?"
"Mr. Dick’s working on the night-shift, and I was the only man in the house. I am
usually a coward, but I do-----------------------------------, so I grabbed my tennis racket,
which was the only thing I could think of -----------------------------, and crept downstairs".
"And then?"
" I saw a dark figure in the kitchen with a knife in his hand, ready to
strike-------------------- ---------- . I was just about to hit him with the racket, when a voice
shouted out, " "Hey! It’s me! It was Mr. Dick. He had forgotten his sandwiches".
Q1.Make a precise of the following passage in about one third of its length and
suggest a suitable heading. (20)
It was not from want of perceiving the beauty of external nature but from the different
way of perceiving it, that the early Greeks did not turn their genius to portray, either in
colour or in poetry, the outlines, the hues, and contrasts of all fair valley, and hold cliffs,
and golden moons, and rosy lawns which their beautiful country affords in lavish
abundance.
Primitive people never so far as I know, enjoy when is called the picturesque in nature,
wild forests, beetling cliffs, reaches of Alpine snow are with them great hindrances to
human intercourse, and difficulties in the way of agriculture. They are furthermore the
homes of the enemies of mankind, of the eagle, the wolf, or the tiger, and are most
dangerous in times of earthquake or tempest. Hence the grand and striking features of
nature are at first looked upon with fear and dislike.
I do not suppose that Greeks different in the respect from other people, except that the
frequent occurrence of mountains and forests made agriculture peculiarly difficult and
intercourse scanty, thus increasing their dislike for the apparently reckless waste in
nature. We have even in Homer a similar feeling as regards the sea, --- the sea that
proved the source of all their wealth and the condition of most of their greatness.
Before they had learned all this, they called it “the unvintagable sea” and looked upon
its shore as merely so much waste land. We can, therefore, easily understand, how in
the first beginning of Greek art, the representation of wild landscape would find no
place, whereas, fruitful fields did not suggest themselves as more than the ordinary
background. Art in those days was struggling with material nature to which it felt a
certain antagonism.
There was nothing in the social circumstances of the Greeks to produce any revolution
in this attitude during their greatest days. The Greek republics were small towns where
the pressure of the city life was not felt. But as soon as the days of the Greeks
republics were over, the men began to congregate for imperial purposes into Antioch,
or Alexandria, or lastly into Rome, than we seek the effect of noise and dust and
smoke and turmoil breaking out into the natural longing for rural rest and retirement so
that
from Alexander’s day …… We find all kinds of authors --- epic poets, lyricist, novelists
and preachers --- agreeing in the precise of nature, its rich colours, and its varied
sounds. Mohaffy: Rambles in Greece
Q2. Read the following passage and answer the questions given at the end in
your own words. (20)
Poetry is the language of imagination and the passions. It relates to whatever gives
immediate pleasure or pain to human min. it comes home to the bosoms and business
of men: for nothing but what comes home to them in the most general and intelligible
shape can be a subject of poetry. Poetry is the universal language which the heart
holds with nature and itself. He who has a contempt for poetry cannot have much
respect for himself or for anything else. Whatever there is a sense of beauty, or power,
or harmony, as in the motion of the waves of the sea, in the growth of a flower, there is
a poetry in its birth. If history is a grave study, poetry may be said to be graver, its
materials lie deeper, and are spread wider. History treats, for the most part,
cumbersome and unwieldy masses of things, the empty cases in which the affairs of
the world are packed, under the heads of intrigue or war, in different states, and from
century to century but there is no thought or feeling that can have entered into the mind
of man which he would be eager to communicate to others, or they would listen to with
delight, that is not a fit subject for poetry. It is not a branch of authorship: it is “the stuff
of which our life is made”. The rest is mere oblivision, a dead letter, for all that is worth
remembering gin life is the poetry of it. Fear is Poetry, hope is poetry, love is poetry;
hatred is poetry. Poetry is that fine particle within us that expands, refines, raises our
whole being; without “man’s life is poor as beasts”. In fact, man is a poetical animal.
The child Is a poet when he first plays hide and seek, or repeats the story of Jack the
Giant Killer, the shepherd – boy is a poet when he first crowns his mistress with a
garland of flowers; the countryman when he stops he stops to look at the rainbow; the
miser when he hugs his gold; the courtier when he builds his hope upon a smile; the
vain, the ambitious the proud, the choleric man, the hero and the coward, the beggar
and the king, all live in a world of their own making; and the poet does no more than
describe what all others think and act. Hazlitt
Questions
(a) In what sense is poetry the language of the imagination and the
passion? (b) How is poetry the Universal Language of the heart?
(c) What is the difference between history and poetry?
(d) Explain the phrase: “Man is a poetical animal”.
(e) What are some of the actions which Hazlitt calls poetry and its doers
poet? (f) Explain the followings underlined expression in the passage.
(i) It relates to whatever gives immediate pleasure or pain to human
heart (ii) A sense of beauty, or power, or harmony.
(iii) Cumbersome and unwieldy masses of things.
(iv) It is the stuff of which our life is made.
(v) The poet does no more than describe what all others think and act.
Q3. Write a comprehensive note (250 – 300) on ONE of the following subjects.
(20)
(a) Modern history registers so primary and rapid changes that it cannot repeat
itself. (b) “The golden rule is that there is no golden rule”. G. B. Shaw
(c) Crisis tests the true mettle of man
(d) It is excellent to have a giant’s strength; but it is tyrannical to use it like a
giant. Q4. Correct the following sentences. (10)
(a) His wisdom consisted of his handling the dangerous situation

successfully (b) Many a girls were appearing in the examination.
(c) The vehicles run fastly on the Motorway.
(d) Smoking is injurious for health.
(e) He availed of this situation very intelligently.
(f) The black vermin is an odious creature.
(g) What to speak of meat, even, vegetables were not available
now. (h) No sooner we left our home when it started raining.
(i) Little money I had I spent on the way.
(j) The criminal was sent on the goal.
Q5. Use FIVE of the following in sentences to make their meaning clear. (10)
(i) The teeming meanings

(ii) To kick the bucket
(iii) To push to the walls
(iv) To read between the lines
(v) To be at daggers drawn
(vi) To throw down the gauntlet
(vii) To be a Greek
(viii) To stand on ceremony
(ix) From the horse’s mouth
(x) To carry the cross
Q6. Use FIVE of the following pairs of words in sentences. (10) 1.

Brooch, broad
2. Collusion, collision
3. Fain, feign
4. Hoard, horde
5. Illusion, delusion
6. Persecute, prosecute
7. Prescribe, proscribe
8. Respectfully, respectively
9. Complacent, complaisant
Q7. Read the following dialogue and place the following words in it at
proper places. (10)
1. Sweating away as usual
2. Health first, exam second
3. Can you study while confined to bed.
4. Has anyone be marketed anywhere?
5. An unwanted commodity
6. As long as there is life, there is hope.
7. You will become a thin, gaunt, half-blind weakling with sunken cheeks and
haggard looks.
8. Once again grow into a rose-cheeked young man.
9. There is no deviation form it.
10.The paring of ways.
- Good morning Waseem ___________________and looking pale. Come out in

the open.
- I am sorry, Nadeem. I cannot do that. The examination is drawing near and I want
to urilize every minute for its preparation.
- To hell with exam ___________________
- Well, health is good but failure is bad. Therefore, one should take books and
study them for the University exam.
- Suppose you grow into a bookworm and as a result fall ill. ___________________
Again, many boys work hard and get degrees. Do you think they get jobs. Our society
is flooded with graduates but ___________________? They are roaming about with
degrees in their hands. They are ________________.
- Well. Degree is an ornament in itself, job or no job. Besides, there is no need to be
hopeless. I am sure when I get a degree with a good grade, I am sure to get a job in a
Government office or in a private firm. You know that ___________________. - Well,
how should I explain to you the blessing of a good health. If you continue treading on
this path, ___________________. Please come into the fresh air take exercise and
play some game and ___________________ Don’t grow old prematurely. - Please
listen, I want to be a graduate this year, now or never. I have made up my mind for this
and ___________________.
- Well, if this is your aim, then ___________________.
- Bye
- Bye
**********************************


TIME ALLOWED: 3 HOURS…………………..Maximum Marks: 100 Q1. Make a
precis of the given passage, also give a suitable heading" (20)
'The official name of our species is homo sapiens; but there are many anthropologists
who prefer to think of man as homo Fabcr-thc smith, the maker of tools It would be
possible. I think, to reconcile these two definitions in a third. If man is a knower and an
efficient doer, it is only because he is also a talker In order to be Faber and Sapiens,
Homo must first be loquax, the loquacious one. Without language we should merely be
hairless chimpanzees. Indeed \vc should be some thing much worse. Possessed of a
high IQ but no language, we should be like the Yahoos of Gulliver's Travels- Creatures
too clever to be guided by instinct, too Self-centered to live in a state of animal grace,
and therefore condemned forever, frustrated and malignant, between contented
apehood and aspiring'humanity. It was language that made possible the accumulation
of knowledge and the broadcasting of information. It was language that permitted the
expression of religious insight, the formulation of ethical ideals, the codification to laws,
It was language, in a word, that turned us into human beings and gave birth to
civilization.
Q2. Read the given passage, then give brief answers, to the questions placed
at the end, in your own words: - (20)
There is indeed, something inexpressibly pleasing in the annual renovation of the world
and the new display of the treasures of nature. The darkness and cold of winter with
the naked deformity of every object, on which we turn our eyes, make us rejoice at the
succeeding season, as well for what we have escaped, as for what we may enjoy.
Every budding Flower, whLch a warm situation brings early to our view, is considered
by us a messenger to notify the approach of more joyous days.
The spring affords to a mind free from the disturbance of cares or passions almost
everything that our present state makes us capable of enjoying. The Variegated
Verdure of the fields and woods, the succession of grateful Odours, the Voice of
pleasure pouring out its notes on every side, with the gladness apparently conceived
by every animal from the growth of liis food and the clemency of the weather, throw
over
the whole.earth an air of gaiety, significantly expressed by Smile of nature. (Samuel
John Son)
Questions:
(a) Give meanings of the under lines expressions in the passage in your own
words. (10)
(b) Say howr an early budding flower becomes a messenger of happy days?
(3) (c) Who, according to the writer can make the best of the spring season?
(3) (d) Why are all animals glad at the approach of spring9 (3)
(e) Suggest a title for the passage. (I)
Q3. Write a Comprehensive note (250-300 words) on ONE of the

following subjects (20)
(a) The winds are always on the side of the ablest

navigator. ENGLISH (PRECIS AND COMPOSITION)
(b) Keep your face to the Sunshine and you cannot see the Shade. (c) In strategy it is
important to see distant things close, and take a distant view of close things.
(d) You \vill find poetry nowhere unless you bring some with you.
Q4. Change the Voice of the verb following sentences (10)
1. The production of Cash Crops directly affects the economy of an agricultural

country. 2. The accelerated car sped past the traffic signal and crashed into a van and
killed two men.
3. The students were asked to submit the assignment
before to end of day. 4 The new budget was being discussed.
5. The Manager has announced a bonus for all the workers.
6. The police chased the dacoit and finally arrested : . him
7. It was difficult to finish the work on time.
8. At last the Speech ended and prizes were distributed.
9. She manages her duties, without any help, despite her blindness. 10. I
appreciate your efforts and hope you will continue in the same fashion.
Q5. Change the following sentences from direct speech to Indirect Speech:
1. "Hurrah''! Said the captain of the team, "we won the match".
2. "Please Sir, take pity on a poor beggar woman'', the wretched old woman asked
for alms
3. They say. "Is this the right time to arrive9 Aren't you forgetting something"? 4. He
often says, "I am always willing to help the needy, if I am assured they arc really in
need''.
5. The master said, "How long will you take in warming my
(10)
6 The boy said. "Alas' I could not pass my examination"
7. "Come hare quickly and work out this problem on the blackboard" said the
teacher. 8. "What a lovely evening!" Said Irum.
9. "What is the name of this beautiful building?" asked the visitor.
10. He said "Sit down over here and don't move until I
allow you".
Q6-Correct the following sentences: (10)
1. I shall not come here unless you will not call me.
2. He does not have some devotion for the project you
have given him. 3 I went to either of the Four hill stations.
4. Who did you meet on your way to school?
5. You must remember that you are junior than Hamid.
6. Aslam, as well as, his Four friends were planning to visit the
museum.. 7. Where you went in the vacation?
8. This is the youngest and most intelligent of my two sons.
9. He is one of those who always succeed.
10. I congratulate you for your success.
Q7-Make sentences with the given
Idiomatic phrases so that their meaning become clear: (10)
(1) take aback

(2) take after
(3) take for
(4) take ill
(5) take off
(6) take over
(7) take to
(8) take to task
(9) take to One's heels
(10) take with a grain or pinch of salt.

TIME ALLOWED: 3 HOURS…………………..Maximum Marks: 100 Q1.
Make a precis of the given passage and give a suitable heading:(20)
If then a practical end must be assigned to a University course, I say it is that of training
good members of a society. Its ah is the art of social life, and its end is fitness for the
world. It neither confines its views to particular professions on the one hand, not
creates heroes or inspires genius on the other. Works indeed of genius fall under no
art; heroic minds come under no rule; a University is not a birthplace of poets or of
immortal authors, of founders of schools, leaders of colonies, or conquerors of nations.
It does not promise a generation of Aristotle or Newtons of Napoleons or Washingtons
of Raphaels or Shakespearcs though such miracles of nature it has before now
contained within its precincts. Nor is it content on the other hand with forming the critic
or the experimentalist, the economist or the engineer, through such too it includes
within its scope. But a University training is the great ordinary means to a great ordinary
end; it aims at raising the intellectual tone of society, at cultivating the public mind, at
purifying the national taste, at supplying true principles to popular aspirations. It is the
education which gives a man a clear conscious view of his own opinions and
judgments, a truth in developing them, an eloquence in expressing them, and a force in
urging them, ft teaches him to sec things as they arc, to go right to the point, to
disentangle a skein of thought, to detect what is sophistical and to - discard what is
irrelevant. It prepares him to fill any post with credit, and to master any subject with
facility. (John H. Ncwman)
Q2. Read the following passage and answer the questions given at the end, in
YOUR OWN WORDS. 20
My father was back in work within days of his return home. He had a spell in the
shipyard, where the last of the great Belfast liners, the CANBERRA, was under
construction, and then moved to an electronics firm in the east of the city. (These were
the days when computers were the size of small houses and were built by sheet metal
workers). A short time after he started in this job, one of his colleagues was sacked for
taking off time to get married. The workforce went on strike to get the colleague
reinstated. The dispute, dubbed the Honeymoon Strike, made the Belfast papers. My
mother told me not long ago that she and my father, with four young sons, were hit so
hard by that strike, that for years afterwards they were financially speaking, running to
stand still. I don't know how the strike ended, but whether or not the colleague got his
old job back, he was soon in another, better one. I remember visiting.him and his wife
when I was still quite young, in their new bungalow in Belfast northern suburbs. I
believe they left Belfast soon after the Troubles began.
My father then was thirty-seven, the age I am today. My Hither and I are father and
son, which is to say we are close without knowing very much about one another. We
talk about events, rather than emotions. We keep from each other certain of our hopes
and fears and doubts. I have never for instance asked my father whether he has dwelt
on (he direction his life might have taken if at certain moments he had made certain
other choices. Whatever, he found himself, with a million and a half of his fellows, living
in what was in all but name a civil war.As a grown up 1 try often to imagine what it must
be like to be faced with such a situation. What, in the previous course of your life,
prepares your for arriving, as my father did, at the scene of a bomb blast close to your
brother's place of work and seeing what you suppose, from the colour of the hair, to be
your brother lying in the road, only to find that you arc cradling the remains of a
woman? (Glciin Patterson)
Questions
(a) From your reading of (he passage what do you infer about the nature of
(he 'Troubles" (he writer mentions.
(b) What according to the writer were (he working conditions in the Electronics
firm where his father worked?
(c) Why was his father's colleague sacked?
(d) How docs the writer show that as father and son they do not know much about
each other?
(e) Explain the underlined words/phrases in the passage:
Made the Belfast papers, had a spell, dubbed, was sacked, hit hard. Q3. Write a
comprehensive note (250-300) words on ONE of the following: (20)
(1) Lots of people confuse bad management with destiny.

(2) If a window of opportunity appears don't pull down the shade.
(3) We are all inclined to judge ourselves by our ideals: others by their
act. (4) Goodwill is earned by many acts: it can be lost by one.
Q4. Change the voice of the verb in the following sentences:(10)
(1) The assassins shot the leader in broad daylight.

(2) The President inaugurated the Motorway recently.
(3) Will you negotiate the matter with the opposition?
(4) Why should I be suspected by you?
(5) The establishment is pleased with your performance.
(6) The Parliament members gave a hard time to the Prime • Minister. (7) The
Prisoners in Cuba arc being treated cruelly, by the so-called Human Rights
custodians.
(8) The present Government is serving the people honestly! .
(9) Who did this?
(10) The Palestinians are avenging the death of their leaders.
Q5. Change the following to reported speech: (10)
(1) "This is your house, isn't it?" asked Jcmmic.

(2) "Where do you want to be dropped?" said the taxi driver.
(3) "Call (he first witness," said the judge.
(4) "Don't blame him for the accident," the boy's mother said.
(5) He said, "I baiigcd on Cliffs door but he did not answer".
(6) "Where is the boat? Hurry up we are being chased", she cried. (7) "I have lost my
way. Can you direct me to the Post Office please?" said the old lady. (8) He said to
me, "what a pity you missed such an important meeting. (9) "How wonderful! Why
didn't you suggest this plan earlier".
(10) He said, "Let's wait till the road gets cleared".
Q6. Correct the following sentences:
(1) The hostel provides boarding and lodging to students.

(2) My cousin-brother will come to meet me.
(3) He lives backside of my house.
(4) You have read it. Isn't it?
(5) We discussed about this question.
(6) I am studying in an University for an year.
(7) Neither he nor I arc at fault.
(S) The committee have issued a notice.
(9) One must boast of his great qualities.
(10) . It is one of the best speeches that has ever been made in the General Assembly.
Q7. Use the following in your own sentences to bring out their meaning: (10)
(1) Kick the bucket

(2) Bolt from the blue
(3) Put your foot down
(4) Worth your salt
(5) Down the drain
(6) All cars
(7) Swan song
(8) Cheek by Jowl
(9) in a nutshell
(10) Give me five
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TIME ALLOWED: 3 HOURS…………………..Maximum Marks: 100 Q1. Make a
précis of the given passage and suggest a suitable heading (20 +5)
Basically, psychoses and neuroses represent man’s inability to maintain a balanced or

equated polarity in conducting his life. The ego becomes exclusively or decidedly one
sided. In psychoses there is a complete collapse of the ego back into the inner
recesses of the personal and collective unconsciouses. When he is repressed toward
fulfilling some life goal and where he is further unable to sublimate himself toward
another goal, man regresses into goal structures not actually acceptable to himself or
to the society. Strong emotional sickness of the psychotic type is like having the
shadow run wild. The entire psyche regresses to archaic, animal forms of behaviors. In
less severe forms of emotional sickness there may be an accentuated and
overpowering use of one of the four mental functions at the expense of the other three.
Either thinking, feeling, intuiting or seeing may assume such a superior role as to
render the other three inoperative. The persona may become so dominant as to create
a totally one-sided ego, as in some forms of neurotic behavior. All in all, whatever the
type of severity of the emotional disorder, it can be taken as a failure of the psyche to
maintain a proper balance between the polarities of life. Essentially, psychoses and
neuroses are an alienation of the self from its true goal of self actualization. In this
sense the culture is of no consequence. Emotional disorder is not a question of being
out of tune with one’s culture so much as it is of being out of tune with one’s self.
Consequently, neurosis is more than bizarre behavior, especially as it may be
interpreted by contemporaries in the culture. This interpretation avoids the sociological
question of what is a mental disorder, since form of behavior which is acceptable in one
culture may be considered neurotic in other culture. To Jung, the deviation from cultural
norms is not the point. The inability to balance out personal polarities is.
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Q2. Here is an excerpt from the autobiography of a short story writer. Read it
carefully and answer the questions that follow.
My father loved all instruments that would instruct and fascinate. His place to keep
things was the drawer in the ‘library table’ where lying on top of his folder map was a
telescope with brass extensions, to find the moon and the Big Dripper after supper in
our front yard, and to keep appointments with eclipses. In the back of the drawer you
could find a magnifying glass, a kaleidoscope and a gyroscope kept in black buckram
box, which he would set dancing for us on a string pulled tight. He had also supplied
himself with an assortment of puzzles composed of metal rings and intersecting links
and keys chained together, impossible for the rest of us, however, patiently shown, to
take apart, he had an almost childlike love of the ingenious. In time, a barometer was
added to our dining room wall, but we didn’t really need it. My father had the country
boy’s accurate knowledge of the weather and its skies. He went out and stood on our
front steps first thing in the morning an took a good look at it and a sniff. He was a
pretty good weather prophet. He told us children what to do if we were lost in a strange
country. ‘Look for where the sky is brightest along the horizon,’ he said. ‘That reflects
the nearest river. Strike out for a rive and you will find habitation’. Eventualities were
much on his mind. In his care for us children he cautioned us to take measures against
such things as being struck by lightening. He drew us all away from the windows during
the severe electrical storms that are common where we live. My mother stood apart,
scoffing at caution as a character failing. So I developed a strong meteorological
sensibility. In years ahead when I wrote stories, atmosphere took its influential role from
the start. Commotion in the weather and the inner feelings aroused by such a hovering
disturbance emerged connected in dramatic form.
Questions
a. why did the writer’s father spend time studying the skies ? (3)
b. why the writer thinks that there was no need of a barometer? (3)
c. what does the bright horizon meant for the writer’s father ? (3)
d. How did her father influence the writer in her later years ? (3)
e. explain the underlined words and phrases in the passage. (8)
Q3. Write a comprehensive note (250-300) words ) on any one of the

following . (20)
a. each man is the architect of his own destiny

b. ignorance is bliss, knowledge worry
c. democracy fosters mediocrity
d. unhappiness is best defined as the difference between our talent and
our expectations
e. they know enough who know how to learn.
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Q4. (A) choose the word that is nearly similar in meaning to the word in
capital letters
1). ANATHEMA a) curse b) cure c) anemia d) asthma

2). TORPOR a) fever b) lethargy c) taciturn d) torrid
3). TOUCHSTONE a) criterion b) gold c) character d)
characteristics 4). SEQUESTER a) eliminate b) finalize c) sedate d)
isolate
5). DENOUEMENT a) denunciation b) dormancy c) termination d) explanation
Q4. (B) pick the most nearly opposite in meaning to the capitalized
letters
1). DELETERIOUS a) nourishing b) injurious c) vital d) fatal

2). VALEDICTORY a) farewell b) final c) hopeful d) parting
3). SEDENTARY a) afraid b) loyal c) active d) torpid
4). TURBID a) muddy b) clear c) invariable d) improbable
5). PHLEGMATIC a) dull b) active c) lymphatic d) frigid
Q5. (A) change the narration from direct to indirect or indirect to direct
speech (do any five)
1). Our sociology professor said , ‘I expect you to be in class every day.
Unexcused absences may affect your grades.’
2). My father often told me , ‘every obstacle is a steppingstone to success. You
should view problems in your life as opportunities to prove yourself.’
3). When tom asked Jack why he could’nt go to the game, Jack said he didn’t
have enough money for a ticket.
4). When I asked the ticked seller if the concert was going to be rescheduled, she
told me that she didn’t know and said that she just worked there.
5). Ali said, ‘I must go to Lahore next week to visit my ailing mother.’ 6). The
policeman told the pedestrian, ‘you mustn’t cross the road against the red light’ 7).
Ahmed asked if what I said was really true.
8). Sarah wanted to know where they would be tomorrow around three
O’clock Q5 (B) Make corrections in any five of the following where
necessary ?
1). What does a patient tell a doctor it is confidential ?

2). It is a fact that I almost drowned makes me very careful about water safety
whenever I go swimming
3). Did they not consider this as quiet convincing
4). St Peter’s at Rome is the largest of all other churches
5). The amount they receive in wages is greater than twenty years
ago 6). They succeeded with hardly making any effort
7). Whatever have you done !
8). The officers were given places according to their respective ranks
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Q6 (A) use any five of the following in your own sentences to bring out
their meaning
1). Keep ones nose to the grindstone

2). Throw someone for a loop
3). Letter perfect
4). Off the wall
5). Out to lunch
6). Salt something away
7). Take someone to the cleaners
8). Wear the pants in the family
Q6 (B) use five of the following pairs of words in your own sentences so as
to bring out their meanings
1). Council, counsel

2). Distinct, distinctive
3). Apposite, opposite
4). Deprecate, depreciate
5). Punctual, punctilious
6). Judicial, judicious
7). Salutary, salubrious
8). Canvas, canvass
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Q # 1... Make a précis of the given passage and suggest a suitable heading: (20
+ 5)
It was not so in Greece, where philosophers professed less, and undertook more.
Parmenides pondered nebulously over the mystery of knowledge; but the pre-Socratics
kept their eyes with fair consistency upon the firm earth, and sought to ferret out its
secrets by observation and experience, rather than to create it by exuding dialectic;
there were not many introverts among the Greeks. Picture Democritus, the Laughing
Philosopher; would he not be perilous company for the dessicated scholastics who
have made the disputes about the reality of the external world take the place of
medieval discourses on the number of angles that could sit on the point of a pin?
Picture Thales, who met the challenge that philosophers were numskulls by “cornering
the market” and making a fortune in a year. Picture Anaxagoras, who did the work of
Darwin for the Greeks and turned Pericles form a wire-pulling politician into a thinker
and a statesman, Picture old Socrates, unafraid of the sun or the stars, gaily corrupting
young men and overturning governments; what would he have done to these
bespectacled seedless philosophasters who now litter the court of the once great
Queen? To Plato, as to these virile predecessors, epistemology was but the vestibule
of philosophy, akin to the preliminaries of love; it was pleasant enough for a while, but it
was far from the creative consummation that drew wisdom’s lover on. Here and there in
the shorter dialogues, the Master dallied amorously with the problems of perception,
thought, and knowledge; but in his more spacious moments he spread his vision over
larger fields, built himself ideal states and brooded over the nature and destiny of man.
And finally in Aristotle philosophy was honoured in all her boundless scope and
majesty; all her mansions were explored and made beautiful with order; here every
problem found a place and every science brought its toll to wisdom. These men knew
that the function of philosophy was not to bury herself in the obscure retreats of
epistemology, but to come forth bravely into every realm of inquiry, and gather up all
knowledge for the coordination and illumination of human character and human life.
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Q # 2… Read the passage and answer the questions that follow: (20 Marks)
“Elegant economy!” How naturally one fold back into the phraseology of Cranford!
There economy was always “elegant”, and money-spending always “Vulgar and
Ostentatoin;” a sort of sour grapeism which made up very peaceful and satisfied I shall
never forget the dismay felt when certain Captain Brown came to live at Cranford, and
openly spoke of his being poor __ not in a whisper to an intimate friend, the doors and
windows being previously closed, but in the public street! in a loud military voice!
alleging his poverty as a reason for not taking a particular house. The ladies of
Cranford were already moving over the invasion of their territories by a man and a
gentleman. He was a half-pay captain, and had obtained some situation on a
neighbouring rail-road, which had been vehemently petitioned against by the little town;
and if in addition to his masculine gender, and his connection with the obnoxious
railroad, he was so brazen as to talk of his being poor __ why, then indeed, he must be
sent to Coventry. Death was as true and as common as poverty; yet people never
spoke about that loud on the streets. It was a word not to be mentioned to ears polite.
We had tacitly agreed to ignore that any with whom we associated on terms of visiting
equality could ever be prevented by poverty from doing anything they wished. If we
walked to or from a party, it was because the weather was so fine, or the air so
refreshing, not because sedan chairs were expensive. If we wore prints instead of
summer silks, it was because we preferred a washing material; and so on, till we
blinded ourselves to the vulgar fact that we were, all of us, people of very moderate
means.
(a) Give in thirty of your own words what we learn from this passage of Captain Brown.
( 4 marks )
(b) Why did the ladies of Cranford dislike the Captain. ( 2 marks )
(c) What reasons were given by the ladies of Cranford for “not doing anything that
they wished”? ( 2 marks )
(d) “Ears Polite”. How do you justify this construction? ( 2 marks )
(e) What is the meaning and implication of the phrases? ( 2 marks each
) (1) Sour-grapeism
(2) The invasion of their territories
(3) Sent to Coventry
(4) Tacitly agreed
(5) Elegant economy
This one is quite simple and easy. THANKS ALMIGHTLY.
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Q # 3... Write a comprehensive note (250-300 words) on any ONE of the
following: ( 20 marks )
(a) Where ignorance is bliss, it is folly to be wise.
(b) A pen becomes a clarion.
(c) Charms strike the sight but merit wins the soul
(d) What fools these mortals be!
(e) Stolen glances, sweeter for the theft.
Q # 4 (A)… Chose the word that is nearly similar in meaning to the word in
capital letters. (1 mark each)
(1) FINICKY:
(a) unstable
(b) troubled
(c) fussy
(d) unpleasant
(2) SAMIZDAT:
(a) underground press
(b) secret police
(c) twirling jig
(d) large metal tea urn
(3) VELD:
(a) arctic wasteland
(b) European plains
(c) South African grassland
(d) Deep valley
(4) CAJUN:
(a) French-Canadian descendant
(b) American Indian
(c) Native of the Everglades
(d) Early inhabitant of the Bahama Islands
(5) LOGGIA:
(a) pathway
(b) Marsh
(c) gallery
(d) carriage
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(B) Pick the most nearly opposite in meaning to the capitalized

word: (1 mark each)
(1) CAPTIOUS:
(a) Tolerant (b) capable (c) Winning (d) Recollected
(2) PENCHANT:
(a) Dislike (b) Attitude (c) Imminence (d) Distance
(3) PUTATIVE:
(a) Powerful (b) Colonial (c) Undisputed (d) Unremarkable
(4) FACSIMILE:
(a) imitation (b) model (c) mutation (d) pattern
(5) LARCENY:
(a) appropriation (b) peculation (c) purloining (d) indemnification
Q # 5… (A) Change the narration from direct to indirect and from indirect to
direct speech (only five)
(1) He said, “let it rain ever so hard I shall go out”.

(2) The mother said to the young girl, “Do you know where salim
is”? (3) The officer said, “Hand it all! Can you not do it more
neatly”.
(4) Invoking our help with a loud voice she asked us whether we would come to her
aid. (5) He exclaimed with an oath that no one could have expected such a turn of
events. (6) The teacher said to his students, “Why did you come so late”?
(7) They applauded him saying that he had done well.
(8) “You say,” said the judge, “the bag you lost contained one hundred and
ten pounds”?
(B) Correct ONLY FIVE of the following:
(1) Playing a game regularly is better than to read books always.

(2) A good reader must be hardworking and possess intelligence.
(3) I noticed Akbar was carrying a bag in his hand.
(4) Having entered his house, the door was shut at one.
(5) He thinks that his writing is better than his friend.
(6) He is such a man who is liked by everyone.
(7) I sent a verbal message to my friend.
(8) He has visited as many historical places as one has or can visit.
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Q # 6… (A) Use ONLY FIVE of the following in sentences to bring out

their meaning:
(1) Twiddle with

(2) Vamp up
(3) Whittle away
(4) Winkle out
(5) Give someone the bum’s rush
(6) Loom large
(7) Besetting sin
(8) To hang fire
(B) Use ONLY FIVE pair of words in sentences:
(1) Veracity, Voracity

(2) Persecute, Prosecute
(3) Moat, Mote
(4) Loath, Loathe
(5) Ingenious, Ingenuous
(6) Fair, Feign
(7) Emigrant, Immigrant
(8) Wreak, Wreck.
**********************************


TIME ALLOWED: 3 HOURS…………………..Maximum Marks:
100 Q#1 Make a précis of the given passage and suggest a suitable
heading.
The author of a work of imagination is trying to effect us wholly, as human beings,

whether he knows it or not; and we are affected by it, as human beings, whether we
intend to be or not. I suppose that everything we eat has some effect upon us than
merely the pleasure of taste and mastication; it affects us during the process of
assimilation and digestion; and I believe that exactly the same is true of any thing we
read.
The fact that what we read does not concern merely something called our literary taste,
but that it affects directly, though only amongst many other influences , the whole of
what we are, is best elicited , I think, by a conscientious examination of the history of
our individual literary education. Consider the adolescent reading of any person with
some literary sensibility. Everyone, I believe, who is at all sensible to the seductions of
poetry, can remember some moment in youth when he or she was completely carried
away by the work of one poet. Very likely he was carried away by several poets, one
after the other. The reason for this passing infatuation is not merely that our sensibility
to poetry is keener in adolescence than in maturity. What happens is a kind of
inundation, or invasion of the undeveloped personality, the empty (swept and
garnished) room, by the stronger personality of the poet. The same thing may happen
at a later age to persons who have not done much reading. One author takes complete
possession of us for a time; then another, and finally they begin to affect each other in
our mind. We weigh one against another; we see that each has qualities absent from
others, and qualities incompatible with the qualities of others: we begin to be, in fact,
critical: and it is our growing critical power which protects us from excessive possession
by anyone literary personality. The good critic- and we should all try to critics, and not
leave criticism to the fellows who write reviews in the papers- is the man who, to a keen
and abiding sensibility, joins wide and increasingly discriminating. Wide reading is not
valuable as a kind of hoarding, and the accumulation of knowledge or what sometimes
is meant by the term „a well-stocked mind.‟ It is valuable because in the process of
being affected by one powerful personality after another, we cease to be dominated by
anyone, or by any small number. The very different views of life, cohabiting in our
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minds, affect each other, and our own personality asserts itself and gives each a place
in some arrangement peculiar to our self.
Q.2 Read the following passage and answere the questions that follow:
Strong section of industrials who still imagine that men can be mere machines and are
at their best as machines if they are mere machines are already menacing what they
call “useless” education. They deride the classics, and they are mildly contemptiois of
history, philosophy, and English. They want our educational institutions, from the oldest
universities to the youngest elementary schools, to concentrate on business or the
things that are patently useful in business. Technical instruction is to be provided for
adolescent artisans; book keeping and shorthand for prospective clerks; and the
cleverest we are to set to “business methods”, to modern languages (which can be
used in correspondence with foreign firms), and to science (which can be applied to
industry). French and German are the languages, not of Montaigne and Gorthe, but of
Schmidt Brothers, of Elberfeld and Dupont et Cie., of Lyons. Chemistry and Physics are
not explorations into the physical constitution of the universe, but sources of new dyes,
new electric light filaments, new means of making things which can be sold cheap and
fast to the Nigerian and the Chinese. For Latin there is a Limited field so long as the
druggists insist on retaining it in their prescriptions. Greek has no apparent use at all,
unless it be as a source of syllables for the hybrid names of patent medicines and
metal polishes. The soul of man, the spiritual basis of civilization- what gibberish is
that?
Questions
a) What kind of education does the writer deal with? (2)

b) What kind of education does the writer favour? How do you know? (3) c)
Where does the writer express most bitterly his feelings about the neglect of the
classics? (3)
d) Explain as carefully as you can the full significance of the last sentence. (4) e)
Explain the underlined words and phrases in the passage (8)
Q-3 Note (250-300 words) on any one of the following
1- Honesty is the best policy but advertising also helps.

2- It is hard for an empty bag to stand upright.
3- A suspicious parent makes an artful child.
4- Spontaneity and creativity as symbols of freedom.
5- Means justify ends.
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Q-4 Choose synonyms (only five)
1- LACUNAE
a-tiny marine life
b-shallow water
c-local dialect
d-missing parts
2-PAROXYSM
a-moral lesson
b-sudden outburst
c-contradiction
d-pallid imitation
3-GROTTO
a-statue
b-cavern
c-neighbourhood
d-type of moth
4-FETTER
a-rot
b-to restrain
c-make better
d-enable to fly
5-STOICISM
a-indifference
b-boldness
c-deep affection
d-patient endurance
6-SUCCULENT
a-edible
b-parched
c-generous
d-mature
7-MALEDICTION
a-compliment
b-summary
c-perfume
d-awkwardness
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(B) Pick the most nearly opposite in meaning to the capitalized words.
1-TWINE
a-straighten
b-continue
c-unravel
d-detach
2-FRUGAL
a-prodigal
b-intemperate
c-extravagant
d-profuse
3-GAWKY
a-neat
b-handy
c-graceful
d-handsome
4-CAPRICIOUS
a-firm
b-decided
c-inflexible
d-constant
5-CONGEAL
a-liquify
b-molify
c-harden
d-solidify
**********************************

Q.1. Write a précis of the following passage in about 100 words and suggest the
title: (20+5)
Objectives pursued by, organizations should be directed to the satisfaction of demands

resulting from the wants of mankind. Therefore, the determination of appropriate
objectives for organized activity must be preceded by an effort to determine precisely
what their wants are. Industrial organizations conduct market studies to learn what
consumer goods should be produced. City Commissions make surveys to ascertain
what civic projects would be of most benefit. Highway Commissions conduct traffic
counts to learn what constructive programmes should be undertaken. Organizations
come into being as a means for creating and exchanging utility. Their success is
dependent upon the appropriateness of the series of acts contributed to the system.
The majority of these acts is purposeful, that is, they are directed to the
accomplishment of some objectives. These acts are physical in nature and find
purposeful employment in the alteration of the physical environment. As a result utility
is created, which, through the process of distribution, makes it possible for the
cooperative system to endure.
Before the Industrial Revolution most cooperative activity was accomplished in small
owner managed enterprises, usually with a single decision maker and simple
organizational objectives. Increased technology and the growth of industrial
organization made necessary the establishment of a hierarchy of objectives. This is
turn, required a division of the management function until today a hierarchy of decision
makers exists in most organizations.
The effective pursuit of appropriate objectives contributes directly to organizational

efficiency. As used here, efficiency is a measure of the want satisfying power of the
cooperative system as a whole. Thus efficiency is the summation of utilities received
from the organization divided by the utilities given to the organization, as subjectively
evaluated by each contributor.
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The functions of the management process is the delineation of organizational

objectives and the coordination of activity towards the accomplishment of these
objectives. The system of coordinated activities must be maintained so that each
contributor, including the manager, gains more than he contributes.
Q.2. Read the following passage carefully and answer all the questions given at
the end.
These phenomena, however, are merely premonitions of a coming storm, which is

likely to sweep over the whole of India and the rest of Asia. This is the inevitable
outcome of a wholly political civilization, which has looked upon man as a thing to be
exploited and not as a personality to be developed and enlarged by purely cultural
forces. The people of Asia are bound to rise against the acquisitive economy which the
West have
developed and imposed on the nations of the East. Asia cannot comprehend modern
Western capitalism with its undisciplined individualism. The faith, which you represent,
recognizes the worth of the individual, and disciplines him to give away all to the
service of God and man. Its possibilities are not yet exhausted. It can still create a new
world where the social rank of man is not determined by his caste or colour or the
amount of dividend he earns, but by the kind of life he lives, where the poor tax the rich,
where human society is founded not on the equality of stomachs but on the equality of
spirits, where an untouchable can marry the daughter of the king, where private
ownership is a trust and where capital cannot be allowed to accumulate so as to
dominate that real producer of wealth. This superb idealism of your faith, however,
needs emancipation from the medieval fancies of theologians and logists? Spiritually,
we are living in a prison house of thoughts and emotions, which during the course of
centuries we have woven round ourselves. And be it further said to the shame of us—
men of older generation—that we have failed to equip the younger generation for the
economic, political and even religious crisis that the present age is likely to bring. The
while community needs a complete overhauling of its present mentality in order that it
may again become capable of feeling the urge of fresh desires and ideals. The Indian
Muslim has long ceased to explore the depths of his own inner life. The result is that he
has ceased to live in the full glow and colour of life, and is consequently in danger of an
unmanly compromise with force, which he is made to think he cannot vanquish in open
conflict. He who desires to change an unfavourable environment must undergo a
complete transformation of his inner being. God changes not the condition of a people
until they themselves take the initiative to change their condition by constantly
illuminating the zone of their daily activity in the light of a definite ideal. Nothing can be
achieved without a firm faith in the independence of one’s own inner life. This faith
alone keeps a people’s eye fixed on their goal and save them from perpetual
vacillation. The lesson that past experiences has brought to you must be taken to heart.
Expect nothing form any side. Concentrate your whole ego on yourself alone and ripen
your clay into real manhood if you wish to see your aspiration realized.
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Questions:
i. What is the chief characteristic of the modern political civilization? (4) ii. What are
possibilities of our Faith, which can be of advantage to the world? (4) iii. What is the
chief danger confronting the superb idealism of our Faith? (4) iv. Why is the Indian
Muslim in danger of coming to an unmanly compromise with the
Forces opposing him? (4)
v. What is necessary for an achievement? (2) vi. Explain the expression as
highlighted/under lined in the passage. (5) vii. Suggest an appropriate title to the
passage. (2)
Q.3. Write a comprehensive note (250—300 words) on any one of the following:
(20)
a. To rob Peter to pay Paul

b. The child is father of the man.
c. Art lies in concealing art
d. Life without a philosophy is like a ship without rudder
e. A contented mind is a blessing kind.
Q.4. a. Use any FIVE of the following idioms in sentences to make their
meaning clear: (5)
i. Blow one’s top

ii. A cock and bull story
iii. Find one’s feet
iv. Call it a night
v. The tip of the iceberg
vi. Below par
vii. From pillar to post
viii. Hang up
ix. Turn some one in
x. By and by
b. Use any FIVE of the following pairs of words in your own sentences to
bring out their meanings: (5)
i. Mitigate, Alleviate
ii. Persecute, Prosecute
iii. Popular, Populace
iv. Compliment, Complement
v. Excite, Incite
vi. Voracity, Veracity
vii. Virtual, Virtuous
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viii. Exceptional, Exceptionable
Q.5. a. Pick the most nearly opposite in meaning to the capitalized word. Do
any FIVE. (5)
i. MORATORIUM..a. Large tomb……..….b. Waiting period..c. Security for debt…..d.

Funeral house
ii. PROLIFIC………a. Skilful……………...b. Fruitful………..c. Wordy…………..…d.
Spread out iii. BI-PARTISAN….a. Narrow minded…….b. Progressive…...c.
Representing two parties….d. Divided iv. UNEQUIVOCAL.a. Careless…………….b.
Unmistakable…c. Variable………...d. Incomparable
v. COVENANT…….a. Prayer…………...…b. Debate………...c.
Garden…………..d. Agreement
vi. TENTATIVE…….a. Expedient…………..b. Nominal………c. Provisional……...d.
Alternative
vii. DEMOGRAPHIC..a. Relating to the ……..b. Demons……….c. Communications..d.
Population
…………………………….study of Government viii. SONAR…………..a. Apparatus to
Detect ..b. Locate objects...c. Measure rain…….d. Anticipate Earthquake
…………………………….something in the air...….under water
b. Indicate the meaning of any FIVE of the following: (5)

i. Brag
ii. Antiquarian
iii. Input
iv. Prodigal
v. Bibliophile
vi. Nostalgia
vii. Burn one’s boats
viii. Feedback
ix. Agrarian
Q.6. a. Correct the following sentences. Do any FIVE. (5)
i. Please tell me where is your brother?

ii. Sajjad as well as Saleem were late.
iii. He is the most cleverest boy in the class.
iv. I have met him last month.
v. Your writing is inferior than him.
vi. Nothing but novels please him.
vii. The teacher gave the boy an advice which he refused.
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viii. He brought the articles to the market which he wanted to sell. b. Change the
narration from Direct to Indirect or Indirect to Direct speech. (5)
i. He said to his friend, “Let me go home now”

ii. I will say “Mother, I will always obey you”
iii. “Splendid”: said father as he read my report,
iv. He said, “Good morning, can you help me”
v. She said “Brother, why do you tease me”
vi. The King said to the Queen, “If I die, take care of my
people” vii. “By God”, he said” I do not know his name”
viii. You exclaimed with sorrow that you lost your pen.
**********************************
ENGLISH (Precis & Composition)
COMPETITIVE EXAMINATION FOR RECRUITMENT TO POSTS IN BPS-17 UNDER THE
FEDERAL GOVERNMENT, 2010
Roll Number
TIME ALLOWED: (PART-I) 10 MINUTES MAXIMUM MARKS:10
(PART-II) 2 HOURS & 50 MINUTES MAXIMUM MARKS:90
NOTE: (i) First attempt PART-I (MCQ) on separate Answer Sheet which shall be taken back after 10
minutes.
(ii) Overwriting/cutting of the options/answers will not be given credit.
PART – I (MCQs)
Q.1.(a) Pick the word that is nearly similar in meaning to the capitalized word. (5) (Do any FIVE).
Extra attempt of any Part of the question will not be considered.
(i) ACRIMONIOUS
(a) Bitter (b) Provocative (c) Cheap (d) Volatile
(ii) CALLIGRAPHY
(a) Computers (b) Handwriting (c) Blood pressure (d) Brain waves (iii)
UNEQUIVOCAL
(a) Variable (b) Plain (c) Unmistakable (d) Negligent (iv) DEMISE
(a) Conclude (b) End (c) Affection (d) Death
(v) INCENDIARY
(a) Happy (b) Sneer (c) Causing fire (d) Jolly
(vi) TOUCHSTONE
(a) Remind (b) A hall (c) At rest (d) Criterion (vii) VOID
(a) Emptiness (b) Lea (c) Anger (d) Trick
(viii) ESSAY
(a) Direct (b) Compose (c) Attempt (d) Suppose
(b) Indicate the most nearly opposite in meaning to the word in capital letters: (5) (Do only FIVE).
Extra attempt of any Part of the question will not be considered.
(i) IGNOBLE
(a) Lowly (b) Vile (c) Good (d) Noble
(ii) MELANCHOLY
(a) Sorrowful (b) Happy (c) Forbidden (d) Brisk
(iii) OBLITERATE
(a) Preserve (b) Destroy (c) Ravage (d) Design
(iv) ALLY
(a) Alloy (b) Foe (c) Partner (d) Accessory
(v) VULGAR
(a) Coarse (b) Gross (c) Exquisite (d) Obscene
(vi) PRETEND
(a) Sham (b) Substantiate (c) Feign (d) Fabricate
(vii) LIBERTY
(a) Permission (b) Licence (c) Serfdom (d) Bound
(viii) CONSCIENTIOUS
(a) Uncorrupt (b) Honourable (c) Principled (d) Profligate
Page 1 of 3
PART – II
NOTE: (i) PART-II is to be attempted on the separate Answer Book.
(ii) Attempt ALL questions from PART-II.
Q.2 Write a precis of the following passage in about 100 words and suggest a suitable title. (20+5)
Of all the characteristics of ordinary human nature envy is the most unfortunate; not only
does the envious person wish to inflict misfortune and do so whenever he can with impunity, but he
is also himself rendered unhappy by envy. Instead of deriving pleasure from what he has, he derives
pain from what others have. If he can, he deprives others of their advantages, which to him is as
desirable as it would be to secure the same advantages himself. If this passion is allowed to run riot
it becomes fatal to all excellence, and even to the most useful exercise of exceptional skill. Why
should a medical man go to see his patients in a car when the labourer has to walk to his work? Why
should the scientific investigator be allowed to spend his time in a warm room when others have to
face the inclemency of the elements? Why should a man who possesses some rare talent of great
importance to the world be saved from the drudgery of his own housework? To such questions envy
finds no answer. Fortunately, however, there is in human nature a compensating passion, namely
that of admiration. Whoever wishes to increase human happiness must wish to increase admiration
and to diminish envy.
What cure is there for envy? For the saint there is the cure of selflessness, though even in the
case of saints envy of other saints is by no means impossible. But, leaving saints out of account, the
only cure for envy in the case of ordinary men and women is happiness, and the difficulty is that
envy is itself a terrible obstacle to happiness.
But the envious man may say: ‘What is the good of telling me that the cure for envy is
happiness? I cannot find happiness while I continue to feel envy, and you tell me that I cannot cease
to be envious until I find happiness.’ But real life is never so logical as this. Merely to realize the
causes of one’s own envious feeling is to take a long step towards curing them.
Q.3. Read the following passage and answers the questions that follow. (20) And still it moves. The
words of Galileo, murmured when the tortures of the Inquisition had driven him to recant the Truth
he knew, apply in a new way to our world today. Sometimes, in the knowledge of all that has been
discovered, all that has been done to make life on the planet happier and more worthy, we may be
tempted to settle down to enjoy our heritage. That would, indeed, be the betrayal of our trust.
These men and women of the past have given everything --- comfort, time, treasure, peace of
mind and body, life itself --- that we might live as we do. The challenge to each one of us is to carry
on their work for the sake of future generations.
The adventurous human mind must not falter. Still must we question the old truths and work
for the new ones. Still must we risk scorn, cynicism, neglect, loneliness, poverty, persecution, if
need be. We must shut our ears to the easy voice which tells us that ‘human nature will never alter’
as an excuse for doing nothing to make life more worthy.
Thus will the course of the history of mankind go onward, and the world we know move into
a new splendour for those who are yet to be.
Questions:
(i) What made Galileo recant the Truth he knew?
(ii) What is the heritage being alluded to in the first paragraph?
(iii) What does the ‘betrayal of our trust’ imply?
(iv) Why do we need to question the old truths and work for the new ones?
(v) Explain the words or expressions as highlighted/underlined in the passage.
Q.4. Write a comprehensive note (250 – 300 words) on any ONE of the following: (20) (i) When flatterers
get together, the devil goes to dinner.
(ii) The impossible is often the untried.
(iii) A civil servant is a public servant.
Page 2 of 3
(iv) Internet --- a blessing or a bane.
(v) Hope is the buoy of life.
Q.5.(a) Use ONLY FIVE of the following in sentences which illustrate their meaning: (5) Extra attempt of
any Part of the question will not be considered.
(i) Make for. (ii) Yeoman’s service. (iii) Discretion is the better part of valour. (iv) A
casting vote. (v) Look down upon. (vi) Iconoclast.
(vii) Out of the wood. (viii) A swan song
(b) Use ONLY FIVE of the following pairs of words in sentences which illustrate their meaning:
(10) Extra attempt of any Part of the question will not be considered.
(i) Adverse, Averse (ii) Maize, Maze (iii) Medal, Meddle (iv) Imperious, Imperial (v)
Veracity, Voracity (vi) Allusion, Illusion (vii) Ordnance, Ordinance (viii) Willing,
Wilful
Q.6.(a) Correct ONLY FIVE of the following: (5) Extra attempt of any Part of the question will not be
considered.
(i) This house is built of bricks and stones.
(ii) The climate of Pakistan is better than England?
(iii) He swore by God.
(iv) You ought to have regarded him your benefactor.
(v) My friend is very ill, I hope he will soon die.
(vi) He is waiting for better and promising opportunity.
(vii) When I shall see her I will deliver her your gift.
(viii) Many a sleepless nights she spent.
(b) Change the narration from direct to indirect or indirect to direct speech. (Do only FIVE) Extra
attempt of any Part of the question will not be considered. (5) (i) On Monday he said, “My son is
coming today.”
(ii) They wanted to know where he was going the following week.
(iii) He said, “Did she go yesterday?”
(iv) ‘By God’, he said, “I do not know her nickname.”
(v) He says that we are to meet him at the station.
(vi) He said, “I don’t know the way. Ask the old man sitting on the gate.”
(vii) My father prayed that I would recover from my illness.
(viii) He said, “How will you manage it?”
********************

RECRUITMENT TO POSTS IN BS-17
UNDER THE FEDERAL GOVERNMENT, 2011
Roll Number
TIME ALLOWED: THREE (PART-I MCQs) 10 MINUTES MAXIMUM

HOURS MARKS: 10
(PART-II) 2 HOURS & 50 MINUTES

MAXIMUM MARKS: 90
(i) First attempt PART-I (MCQs) on separate Answer Sheet which shall be taken back after 10
minutes.
(PART-I MCQs) (COMPULSORY)

Q.1. (a) Choose the word that is nearly similar in meaning to the word in Capital letters. (Do
only FIVE) Extra attempt of any Part of the question shall not be considered. (05) (i)
CHRONICLE:
(a) Daily ritual (b) Widely held belief (c) Account of events.
(ii) FLUME:
(a) Sea bird with a wing span four times its body length
(b) Narrow gorge with a stream running through it
(c) Warm summer wind.
(iii) EPITAPH:
(a) Editorial (b) Clever head line (c) Tomb stone inscription. (iv)
LACONIC:
(a) Concise (b) Weekly (c) Circular.
(v) SHINGLE:
(a) Gravelly beach (b) Exposed sand bar (c) Group of dolphins.
(vi) FILIAL:
(a) Related by marriage (b) Of sons and daughters(c) Of brothers.
(vii) MISOPEDIA:
(a) A hatred for children (b) Middle age (c) Family history.
(viii) MENAGE:
(a) Marriage vow (b) Household (c) Golden years.
(b) Choose the word that is nearly most opposite in meaning to the Capitalized words. (Do only
FIVE) Extra attempt of any Part of the question shall not be considered. (05) (ix)
ANNIHILATE:
(a) Supplement (b) Augment (c) Append (d) Contract.
(x) BRACE:
(a) Prop (b) Knock (c) Invigorate (d) Refresh.
(xi) BRUSQUE:
(a) Gruff (b) Curt (c) Smooth (d) Discourteous.
(xii) CONCORD:
(a) Amity (b) Accord (c) Variance (d) Unity.
(xiii) CONSCIENTIOUS:
(a) Uncorrupt (b) Honourable (c) Principled (d) Profligate.
(xiv) DIPLOMATIC:
(a) Sagacious (b) Shrewd (c) Bungling (d) Prudent.
(xv) HYPOCRISY:
(a) Uprightness (b) Pretence (c) Cant (d) Deceit.
(xvi) ONEROUS:
(a) Burdensome (b) Wearing (c) Difficult (d) Fluent.
Page 1 of 3
PART-II
NOTE: (i) PART-II is to be attempted on separate Answer Book.
(ii) Attempt all questions from PART-II.
Q.2. Make a précis of the given passage and suggest a suitable heading: (20 + 5 = 25)
The Psychological causes of unhappiness, it is clear, are many and various. But all
have something in common. The typical unhappy man is one who having been deprived in
youth of some normal satisfaction, has come to value this one kind of satisfaction more than
any other, and has, therefore, given to his life a one-sided direction, together with a quite undue
emphasis upon the achievement as opposed to the activities connected
with it. There is, however, a further development which is very common in the present day. A
man may feel so completely thwarted that he seeks no form of satisfaction, but only distraction
and oblivion. He then becomes a devotee of “Pleasure”. That is to say, he seeks to make life
bearable by becoming less alive. Drunkenness, for example, is temporary suicide; the
happiness that it brings is merely negative, a momentary cessation of unhappiness. The
narcissist and the megalomaniac believe that happiness is possible, though they may adopt
mistaken means of achieving it; but the man who seeks intoxication, in whatever form, has
given up hope except in oblivion. In his case the first thing to be done is to persuade him that
happiness is desirable. Men, who are unhappy, like men who sleep badly, are always proud of
the fact. Perhaps their pride is like that of the fox who had lost his tail; if so, the way to cure it
is to point out to them how they can grow a new tail. Very few men, I believe, will deliberately
choose unhappiness if they see a way of being happy. I do not deny that such men exist, but
they are not sufficiently numerous to be important. It is common in our day, as it has been in
many other periods of the world’s history, to suppose that those among us who are wise have
seen through all the enthusiasms of earlier times and have become aware that there is nothing
left to live for. The man who hold this view are genuinely unhappy, but they are proud of their
unhappiness, which they attribute to the nature of the universe and consider to be the only
rational attitude for an enlightened man. Their pride in their unhappiness makes less
sophisticated people suspicious of its genuineness; they think that the man who enjoys being
miserable is not miserable.
Q.3. Read the following passage and answer the questions that follow: (5 x 4 = 20)
Knowledge is acquired when we succeed in fitting a new experience in the system of
concepts based upon our old experiences. Understanding comes when we liberate ourselves
from the old and so make possible a direct, unmediated contact with the new, the mystery,
moment by moment, of our existence. The new is the given on every level of experience –
given perceptions, given emotions and thoughts, given states of unstructured awareness, given
relationships with things and persons. The old is our home-made system of ideas and word
patterns. It is the stock of finished articles fabricated out of the given mystery by memory and
analytical reasoning, by habit and automatic associations of accepted notions. Knowledge is
primarily a knowledge of these finished articles. Understanding is primarily direct awareness
of the raw material.
Knowledge is always in terms of concepts and can be passed on by means of words or
other symbols. Understanding is not conceptual and therefore cannot be passed on. It is an
immediate experience, and immediate experience can only be talked about (very inadequately),
never shared. Nobody can actually feel another’s pain or grief, another’s love or joy, or hunger.
And similarly no body can experience another’s understanding of a given event or situation.
There can, of course, be knowledge of such an understanding, and this knowledge may be
passed on in speech or writing, or by means of other symbols. Such communicable knowledge
is useful as a reminder that there have been specific understandings in the past, and that
understanding is at all times possible. But we must always remember that knowledge of
understanding is not the same thing as the understanding which is the raw material of that
knowledge. It is as different from understanding as the doctor’s prescription for pencitin is
different from penicillin.
Questions:
(i) How is knowledge different from understanding?
(ii) Explain why understanding cannot be passed on.
(iii) Is the knowledge of understanding possible? If it is, how may it be passed on?
(iv) How does the author explain that knowledge of understanding is not the same
thing as the understanding?
(v) How far do you agree with the author in his definitions of knowledge and
understanding? Give reasons for your answer.
Page 2 of 3
Q.4. Write a comprehensive note (250 – 300 words) on any ONE of the following: (20) (i) Child is the
father of man.
(ii) Life succeeds in that it seems to fail.
(iii) Yellow Journalism.
(iv) The violence of war can be diluted with love.
(v) Love is a beautiful but baleful god.
Q.5. (a) Use ONLY FIVE of the following in sentences which illustrate their meaning: Extra attempt
shall not be considered. (05)
(i) To eat one’s words. (ii) Dog in the manger (iii) A close shave (iv) A
Freudian Ship (v) A Gordian knot (vi) A cog in the machine (vii) A sugar
daddy (viii) A wet blanket.
(b) Use ONLY FIVE of the following Pairs of words in sentences which illustrate their
meaning: Extra attempt shall not be considered. (10)
(i) Capital, Capitol (ii) Assay, Essay (iii) Envelop, envelope (iv) Decree,
Degree (v) Desolate, Dissolute (vi) Species, Specie (vii) Tortuous,
Torturous (viii) Wet, Whet
Q.6. (a) Correct ONLY FIVE of the following: Extra attempt shall not be considered. (05) (i) Please
speak to the concerned clerk.
(ii) You have got time too short for that.
(iii) Not only he was a thief, but he was also a murderer.
(iv) They thought that the plan would be succeeded.
(v) It is unlikely that he wins the race.
(vi) My uncle has told me something about it yesterday.
(vii) I hoped that by the time I would have got there it would have
stopped raining. (viii) They prevented the driver to stop.
(b) Change the narration from direct to indirect or indirect to direct speech. (DO ONLY
FIVE) Extra attempt shall not be considered. (05)
(i) “I couldn’t get into the house because I had lost my key, so I had to break a window”,
he said.
(ii) “Would you like to see over the house or are you more interested in the garden”? She
asked me.
(iii) “Please send whatever you can spare. All contributions will be acknowledged
immediately”, Said the Secretary of the disastrous fund.
(iv) She asked if he’d like to go to the concert and I said I was sure he would.
(v) I told her to stop making a fuss about nothing and said that she was lucky to have got a
seat at all.
(vi) The teacher said, “You must not forget what I told you last lesson. I shall expect you to
be able to repeat it next lesson by heart.”
(vii) He asked me if he should leave it in the car.
(viii) He said, “May I open the window? It’s rather hot in here.”
FEDERAL PUBLIC SERVICE

COMMISSION
RECRUITMENT TO POSTS IN BS-17

UNDER THE FEDERAL GOVERNMENT, 2012
Roll Number
HOURS MARKS: 20

MAXIMUM MARKS: 80
NOTE:(i) Candidate must write Q.No. in the Answer Book in accordance with Q.No. in
the Question Paper. (ii) Overwriting/cutting of the options/answers will not be given
credit.
PART-II
NOTE:(i) PART-II is to be attempted on separate Answer Book.
(iii)Extra attempt of any question or any part of the attempted question will not be
considered.
Q.2. Write a précis of the following passage and suggest a suitable title. (20+5=25)
One of the most ominous and discreditable symptoms of the want of candour in
present-day sociology is the deliberate neglect of the population question. It is, or should be,
transparently clear that, if the state is resolved, on humanitarian grounds, to inhibit the
operation of natural selection, some rational regulation of population, both as regards quality
and quantity, is imperatively necessary. There is no self-acting adjustment, apart from
starvation, of numbers to the means of subsistence. If all natural checks are removed, a
population in advance of the optimum number will be produced and maintained at the cost of
a reduction in the standard of living. When this pressure begins to be felt, that section of the
population which is capable of reflection and which has a standard of living which may be
lost will voluntarily restrict its numbers, even to the point of failing to replace death by an
equivalent number of new births; while the underworld, which always exists in every
civilized society The failure and misfits and derelicts, moral and physical will exercise no
restraint and will be a constantly increasing drain upon the national resources. The population
will thus be recruited in a very undue proportion by those strata of society which do not
possess the qualities of useful citizens.
The importance of the problem would seem to be sufficiently obvious. But politicians
know that the subject is unpopular. The urban have no votes. Employers are like a surplus of
labour, which can be drawn upon when trade is good. Militarists want as much food for
powder as they can get. Revolutionists instinctively oppose any real remedy for social evils;
they know that every unwanted child is a potential insurgent. All three can appeal to a Quasi-
Religious prejudice, resting apparently on the ancient theory of natural rights which were
supposed to include the right of unlimited procreation. This objection is now chiefly urged by
celibate or childless priests; but it is held with such fanatical vehemence that the fear of losing
the votes which they control is a welcome excuse for the baser sort of politicians to shelve
the subject as inopportune. The socialist calculation is probably erroneous; for experience has
shown that it is aspiration, not desperation, that makes revolutions.
Q.3. Read the following passage and answer the questions that follow. Use your own language.
(5x4 = 20)
Human Beings feel afraid of death just as children feel afraid of darkness; and just as
children’s fear of darkness is increased by the stories which they have heard about ghosts and
thieves, human beings’ fear of death is increased by the stories which they have heard about
the agony of the dying man. If a human being regards death as a kind of punishment for the
sins he has committed and if he looks upon death as a means of making an entry into another
world, he is certainly taking a religious and sacred view of death. But if a human being looks
upon death as a law of nature and then feels afraid of it, his attitude is one of cowardice.
However, even in religious meditation about death there is something a mixture of folly and
superstition. Monks have written books in which they have described the painful experience
which they underwent by inflicting physical tortures upon themselves as a form of self-
purification. Such books may lead one to think that, if the pain of even a finger being
squeezed or pressed is unbearable, the pains of death must be indescribably agonizing. Such
books thus increase a Man’s fear of death.
Page 1 of 2
Seneca, a Roman Philosopher, expressed the view that the circumstances and ceremonies of
death frighten people more than death itself would do. A dying man is heard uttering groans;
his body is seen undergoing convulsions; his face appears to be absolutely bloodless and
pale; at his death his friends begin to weep and his relations put on mourning clothes; various
rituals are performed. All these facts make death appear more horrible than it would be
otherwise.
Questions:
(1) What is the difference between human beings’ fear of death and children’s
fear of darkness? (2) What is a religious and sacred view of death?
(3) What are the painful experiences described by the Monks in their
books? (4) What are the views of Seneca about death?
(5) What are the facts that make death appear more horrible than it would be otherwise?
Q.4. Write a comprehensive note (250 – 300 words) on any ONE of the following: (20)
(i) Self done is Well done.
(ii) The Bough that bears most bend most.
(iii) Nearer the Church, farther from God.
(iv) Rich men have no fault.
(v) Cut your coat according to your cloth.
Q.5. Use ONLY FIVE of the following in sentences which illustrate their meaning: Extra
attempt shall not be considered. (05)
(i) Wool gathering (ii) Under the harrow (iii) Cold comfort
(iv) A gold digger (v) Walk with God (vi) On the thin ice (vii) A queer
fish (viii) Unearthly hour
Q.6. (a) Correct ONLY FIVE of the following: Extra attempt shall not be considered. (05) (i) A ten-
feet long snake made people run here and there.
(ii) We are going to the concert, and so they are.
(iii) Enclosed with this letter was a signed Affidavit and a carbon copy of his request
to our main office.
(iv) Fear from God.
(v) Pakistan has and will support the Kashmiris.
(vi) He has come yesterday.
(vii) Arshad’s down fall was due to nothing else than pride.
(viii) Do not avoid to consult a doctor.
(b) Change the narration from direct to indirect or indirect to direct speech. (DO
ONLY FIVE) Extra attempt shall not be considered. (05) (i) He said to us, “You cannot
do this problem alone”.
(ii) The beggar asked the rich lady if she would not pity the sufferings of an old and
miserable man and help him with a rupee or two.
(iii) The Commander said to the soldiers, “March on”.
(iv) He entreated his master respectfully to pardon him as it was his first fault. (v) “Do
you really come from America? How do you feel in Pakistan?” Said I to the stranger.
(vi) The officer threatened the peon to come in time otherwise he would be turned out.
(vii) People wished that the Quaid-i-Azam had been alive those days to see their fate.
(viii) They said, “ Bravo! Imran, what a shot”.
**********
COMMISSION
COMPETITIVE EXAMINATION FOR RECRUITMENT TO POSTS IN
BS-17 UNDER THE FEDERAL GOVERNMENT, 2013

Roll Number

HOURS MARKS: 20

MAXIMUM MARKS: 80
(i) First attempt PART-I (MCQs) on separate OMR Answer Sheet which shall be taken back
after 30 minutes.
(PART-I MCQs) (COMPULSORY)

Q.1. Choose the word that is nearly most similar in meaning to the Capitalized words: (1 Mark
each) (20)
(1) BRISTLE: (a) Regulate (b) Flare up (c) Frail (d) Exhilarate (e) None of these (2) DELUGE: (a)
Immerse (b) Rescue (c) Drown (d) Overflow (e) None of these (3) TIRADE: (a) Argument (b)
Procession (c) Angry Speech (d) Torture (e) None of these (4) QUASI: (a) Secret (b) Improper (c)
Seeming (d) Whole (e) None of these (5) VILIFY: (a) To Prove (b) Boast (c) Defraud (d) Defame (e)
None of these (6) RIGMAROLE: (a) Unnecessary (b) Disorder (c) Confused talk (d) Game (e) None
of these
(7) DEIGN: (a) Condescend (b) Pretend (c) Disparage (d) Refuse (e) None of these (8)
PROLETARIAT: (a) Trade agreement (b) Government Secretariat (c) Labouring Class (d) Wealthy
Class (e) None of these
(9) LUDICROUS: (a) Liberal (b) Fearful (c) Comic (d) Praise Worthy (e) None of these (10)
MALEFIC: (a) Baleful (b) Belonging to a male person (c) Social (d) Fighting by nature (e) None of
these
Choose the word that is nearly most opposite in meaning to the Capitalized words:
(11) LANGUID: (a) Feeble (b) Dull (c) Vigorous (d) Weak (e) None of these (12) HIGH-
STRUNG: (a) Nervous (b) Tense (c) Costly (d) Calm (e) None of these (13) METTLE: (a) Courage
(b) Boldness (c) Cowardice (d) Spirit (e) None of these
(14) ABRIDGEMENT:(a) Epitome (b) Dissect (c) Abstract (d) Synopsis (e) None of these (15)
CAJOLE: (a) Flaunt (b) Coax (c) Beguile (d) Flatter (e) None of these (16) CELIBACY: (a)
Virginity (b) Wedlock (c) Chastity (d) Single (e) None of these (17) INCLEMENT: (a) Rough (b)
Unpleasant (c) Unfavourable (d) Genial (e) None of these (18) IRRESOLUTE: (a) Ineffective (b)
Without resolution (c) Yielding (d) Sturdy (e) None of these
(19) ANNEXATION: (a) Supplement (b) Augmentation (c) Appendix (d) Contraction (e) None of
these (20) INCUR: (a) Shun (b) Run (c) Blame (d) Meet (e) None of these
PART-II
NOTE:(i) PART-II is to be attempted on separate Answer Book.
(iii) Extra attempt of any question or any part of the attempted question will
not be considered. (iv) Candidate must write Q.No. in the Answer Book in
accordance with Q.No. in the Q. Paper.
Q.2. Make a précis of the following passage and suggest a suitable heading. (20+2=22)
Culture, in human societies, has two main aspects; an external, formal aspect and an inner,
ideological aspect. The external forms of culture, social or artistic, are merely an organized
expression of its inner ideological aspect, and both are an inherent component of a given social
structure. They are changed or modified when this structure is changed or modified and because of
this organic link they also help and influence such changes in their parent organism. Cultural
Problems, therefore, cannot be studied or understood or solved in isolation from social problems, i.e.
problems of political and economic relationships. The cultural problems of the underdeveloped
countries, therefore, have to be understood and solved in the light of the larger perspective, in the
context of underlying social problems. Very broadly speaking, these problems are primarily the
problems of arrested growth; they originate primarily from long years of imperialist – Colonialist
domination and the remnants of a backward outmoded social structure. This should not require much
elaboration European Imperialism caught up with the countries of Asia, Africa or Latin America
between the sixteenth and nineteenth centuries. Some of them were fairly developed feudal societies
with ancient traditions of advanced feudal culture. Others had yet to progress beyond primitive
pastoral tribalism. Social and cultural development of them all was frozen at the point of their
political subjugation and remained frozen until the coming of political independence. The culture of
these ancient feudal societies, in spite of much technical and intellectual excellence, was restricted to
a small privileged class and rarely intermingled with the parallel unsophisticated folk culture of the
general masses. Primitive tribal culture, in spite of its child like beauty, had little intellectual content.
Both feudal and tribal societies living contagiously in the same homelands were constantly engaged in
tribal, racial, and religious or other feuds with their tribal and feudal rivals. Colonialist – imperialist
domination accentuated this dual
Page 1 of 2
fragmentation, the vertical division among different tribal and national groups, the horizontal division
among different classes within the same tribal or national group. This is the basic ground structure,
social and cultural, bequeathed to the newly liberated countries by their former over lords.
Q.3. Read the following passage and answer the questions that follow. Use your own language. (20)
The civilization of China - as every one knows, is based upon the teaching of Confucius who
flourished five hundred years before Christ. Like the Greeks and Romans, he did not think of human
society as naturally progressive; on the contrary, he believed that in remote antiquity rulers had been
wise and the people had been happy to a degree which the degenerate present could admire but hardly
achieve. This, of course, was a delusion. But the practical result was the Confucius, like other
teachers of antiquity, aimed at creating a stable society, maintaining a certain level of excellence, but
not always striving after new successes. In this he was more successful than any other man who ever
lived. His personality has been stamped on Chinese Civilization from his day to our own. During his
life time, the Chinese occupied only a small part of present day China, and were divided into a
number of warring states. During the next three hundred years they established themselves throughout
what is now China proper, and founded an empire exceeding in territory and population any other that
existed until the last fifty years. In spite of barbarian invasions, and occasional longer or shorter
periods of Chaos and Civil War, the Confucian system survived bringing with it art and literature and
a civilised way of life. A system which has had this extra ordinary power of survival must have great
merits, and certainly deserves our respect and consideration. It is not a religion, as we understand the
word, because it is not associated with the super natural or with mystical beliefs. It is purely ethical
system, but its ethics, unlike those of Christianity, are not too exalted for ordinary men to practise. In
essence what Confucius teaches is something is very like the old-fashioned ideal of a ‘gentleman’ as
it existed in the eighteenth century. One of his sayings will illustrate this: ‘The true gentleman is
never contentious………he courteously salutes his opponents before taking up his position,……..so
that even when competing he remains a true gentleman’.
Questions:
(1) Why do you think the author calls Confucius’ belief about the progress of human society
as a delusion? (04) (2) How did Confucius’ thought affect China to develop into a stable and
‘Proper’ China? (04) (3) Why does the author think that Confucian system deserves respect
and admiration? (04) (4) Why does the author call Confucian system a purely ethical system
and not a religion? (04) (5) Briefly argue whether you agree or disagree to Confucius’ ideal
of a gentleman. (04)
Q.4. Write a comprehensive note (250 – 300 words) on any ONE of the following: (20)
(i) Revolution versus Evolution. (ii) Let us agree to disagree in an agree-able way.
(iii) Say not, the struggle not availth. (iv) Beneath every cloud there is always a
silver lining. (v) In democracy an ideal form of government?
Q.5.(a) Use ONLY FOUR of the following in sentences which illustrate their meaning: (Extra
attempt shall not be considered). (04) (i) The milk of human kindness (ii) A rule of thumb (iii) Out
and out (iv) To wash one’s dirty linen in public (v) To pay through the nose (vi) To lose face
(b) Use ONLY FOUR of the following pairs of words in sentences which illustrate their meanings.
Extra attempt shall not be considered: (04)
(i) Adjoin, Adjourn (ii) Allay, Ally (iii) Bases, Basis (iv) Click, Clique (v)
Distract, Detract (vi) Liable, Libel
Q.6. (a) Correct ONLY FIVE of the following: Extra attempt shall not be considered. (05)
(i) My boss agreed with my plan. (ii) If he was here, he would be as wise as he was during the
war. (iii) We have amusements in form of music. (iv) You get hungry for all the work you
have to do. (v) We were glad for being there. (vi) I prefer the fifth act of Shakespeare King
Lear the best of all. (vii) After finishing my lecture, the bell rang. (viii) We needed not to be
afraid.
(b) Change the narration from direct to indirect or indirect to direct speech. (DO ONLY FIVE)
Extra attempt shall not be considered. (05)
(i) “If I had spoken to my father as you speak to me he’d have beaten me,” he said to me.
(ii) “How far is it”? I said, “and how long will it take me to get there”?
(iii) “Do you know any body in this area or could you get a reference from your landlady”? he asked
me.
(iv) She told me to look where I was going as the road was full of holes and very badly lit.
(v) He wanted to know if I was going to the concert and suggested that we should make up a
party and go together.
(vi) He said, I must’nt mind if the first one wasn’t any good.
(vii) “What a nuisance! Now I’ll have to do it all over again”, he exclaimed.
(viii) “I must go to the dentist tomorrow”, he said. “I have an appointment”.
************
COMMISSION
COMPETITIVE EXAMINATION FOR RECRUITMENT TO POSTS IN BS-
17 UNDER THE FEDERAL GOVERNMENT, 2014

Roll Number
TIME ALLOWED:THREE (PART-I MCQs) 30 MINUTES MAXIMUM

HOURS MARKS: 20
(PART-II) 2 HOURS & 30 MINUTES MAXIMUM

MARKS: 80
PART-II
NOTE: (i) PART-II is to be attempted on separate Answer Book.
(iii) Extra attempt of any question or any part of the attempted question will not be
considered. (iv) Candidate must write Q. No. in the Answer Book in accordance with
Q. No. in the Question Paper. (v) No page/space should be left blank between the
answers. All the blank pages of Answer Book must becrossed.
Q.2. Make a précis of the following passage and suggest a suitable heading. (20+2=22)
Probably the only protection for contemporary man is to discover how to use his
intelligence in the
service of love and kindness. The training of human intelligence must include the
simultaneous development of the empathic capacity. Only in this way can
intelligence be made an instrument of social morality and responsibility – and
thereby increase the chances of survival.
The need to produce human beings with trained morally sensitive intelligence is
essentially achallenge to educators and educational institutions. Traditionally, the
realm of social morality was left to religion and the churches as guardians or
custodians. But their failure to fulfil this responsibility andtheir yielding to the
seductive lures of the men of wealth and pomp and power are documented
byhistory of the last two thousand years and have now resulted in the irrelevant
“God Is Dead”theological rhetoric. The more pragmatic men of power have had
no time or inclination to deal withthe fundamental problems of social morality.
For them simplistic Machiavellianism must remain theguiding principle of their
decisions – power is morality, morality is power. This over-
simplificationincreases the chances of nuclear devastation. We must therefore
hope that educators and educational institutions have the capacity, the
commitment and the time to in-still moral sensitivity as an integral part of the
complex pattern of functional human intelligence. Some way must be found in
the trainingof human beings to give them the assurance to love, the security to be
kind, and the integrity requiredfor a functional empathy.
Q.3. Read the following passage and answer the questions that follow. Use your own language. (20)
In the height of the Enlightenment, men influenced by the new political
theories of the era launchedtwo of the largest revolutions in history. These
two conflicts, on two separate continents, were bothinitially successful in
forming new forms of government. And yet, the two conflicts, though
merely adecade apart, had radically different conclusions. How do two wars
inspired by more or less the sameideals end up so completely different? Why
was the American Revolution largely a success and theFrench Revolution
largely a failure?
Historians have pointed to myriad reasons—far too various to be listed here.
However, the most frequently cited are worth mentioning. For one, the American
Revolution was far removed from theOld World; that is, since it was on a
different continent, other European nations did not attempt tointerfere with it.
However, in the French Revolution, there were immediate cries for war
fromneighboring nations. Early on, for instance, the ousted king attempted to flee
to neighboring Austriaand the army waiting there. The newly formed French
Republic also warred with Belgium, and aconflict with Britain loomed. Thus, the
French had the burden not only of winning a revolution but also defending it from
outside. The Americans simply had to win a revolution.
Page 1 of 2
ENGLISH (Précis & Composition):
Secondly, the American Revolution seemed to have a better chance for success
from the get-go, due tothe fact that Americans already saw themselves as something
other than British subjects. Thus, therewas already a uniquely American character,
so, there was not as loud a cry to preserve the British wayof life. In France, several
thousands of people still supported the king, largely because the king was
seen as an essential part of French life. And when the king was first ousted and
then killed, somebelieved that character itself was corrupted. Remember, the
Americans did not oust a king or kill him—they merely separated from him.
Finally, there is a general agreement that the French were not as unified as the
Americans, who, for themost part, put aside their political differences until after
they had already formed a new nation. TheFrench, despite their Tennis Court
Oath, could not do so. Infighting led to inner turmoil, civil war, andeventually the
Reign of Terror, in which political dissidents were executed in large numbers.
Additionally, the French people themselves were not unified. The nation had so
much stratificationthat it was impossible to unite all of them—the workers, the
peasants, the middle-class, the nobles, theclergy—into one cause. And the
attempts to do so under a new religion, the Divine Cult of Reason, certainly did
not help. The Americans, remember, never attempted to change the society at
large; rather, they merely attempted to change the government.
(1) Why and how did the Reign of Terror happen?
(2) In what ways does the author suggest that the American Revolution was
easier to complete than the French Revolution?
(3) Of the challenges mentioned facing the French revolutionaries, which do
you think hadthe greatest impact on their inability to complete a
successful revolution? Why?
(4) Of the strengths mentioned aiding the American revolutionaries, which
do you think hadthe greatest impact on their ability to complete a successful
revolution? Why?
Q.4. Write a comprehensive note (250 – 300 words) on any ONE of the following: (20) (i) Actions speak
louder than words.
(ii) Girls are more intelligent than boys.
(iii) First deserve, then desire.
(iv) Nothing is certain unless it is achieved.
Q.5. Use ONLY FIVE of the following in sentences which illustrate their meanings: (Extra
attempt shall not be considered). (10) (i) To bring grist to the mill (ii) To keep one’s
fingers crossed (iii) With one’s tongue in one’s cheek (iv) A storm in the tea cup (v) To
talk through one’s hat (vi) Hum and Haw
(vii) To let the grass grow under one’s feet (viii) Penny wise and pound foolish.
Q.6. Correct ONLY FOUR of the following: Extra attempt shall not be considered. (08) (i) Each
furniture in this display is on sale for half price.
(ii) He is abusing the money of his father.
(iii) The duties of the new secretary are to answer the telephone, to type
letters and bookkeeping. (iv) The new models are not only less expensive but
more efficient also.
(v) He complied with the requirement that all graduate students in education
should write a thesis. (vi) No sooner we left the shop it began to rain.
(vii) The population of Karachi is greater than any other city in Pakistan.
**************
ERAL PUBLIC SERVICE COMMISSION
COMPETITIVE EXAMINATION FOR RECRUITMENT TO POSTS IN BS-17 UNDER

Roll Number
TIME ALLOWED: THREE HOURS PART-I(MCQs) : (PART-I MCQs):

MAXIMUM 30 MINUTES MARKS: 20
(PART-II): MARKS: 80
NOTE:(i) Part-II is to be attempted on the separate Answer Book.

(iii) Candidate must write Q. No. in the Answer Book in accordance with Q. No.
in the Q. Paper. (iv) All the parts(if any) of each question must be attempted at
One Place instead of at different places.(v) No Page/Space be left blank between the
answers. All the blank pages of Answer Book must be crossed. (vi) Extra attempt of any
question or any part of the attempted question will not be considered.
PART-II
Q. 2. Make a précis of the following text and suggest a suitable title. (20)
In studying the breakdowns of civilizations, the writer has subscribed to the conclusion – no new
discovery! – that war has proved to have been the proximate cause of the breakdown of every
civilization which is known for certain to havebroken down, in so far as it has been possible to
analyze the nature of these breakdowns and to account for their occurrence. Like other evils, war
has an insidious way of appearing not intolerable until it has secured such astranglehold upon the
lives of its addicts that they no longer have the power to escape from its grip when its
deadlinesshas become manifest. In the early stages of a civilization’s growth, the cost of wars in
suffering and destruction might seem to be exceeded by the benefits accruing from the winning of
wealth and power and the cultivation of the “militaryvirtues”; and, in this phase of history, states
have often found themselves able to indulge in war with one another withsomething like impunity
even for the defeated party. War does not begin to reveal its malignity till the war-makingsociety
has begun to increase its economic ability to exploit physical nature and its political ability to
organize man- power; but, as soon as this happens, the god of war to which the growing society
has long since been dedicated proveshimself a Moloch by devouring an ever larger share of the
increasing fruits of man’s industry and intelligence in theprocess of taking an ever larger toll of
life and happiness; and, when the society’s growth in efficiency reaches a point at which it
becomes capable of mobilizing a lethal quantum of its energies and resources for military use,
then war reveals itself as being a cancer which is bound to prove fatal to its victim unless he can
cut it out and cast it from him, since its malignant tissues have now learnt to grow faster that the
healthy tissues on which they feed.
In the past, when this danger-point in the history of the relations between war and civilization has
been reached andrecognized, serious efforts have sometimes been made to get rid of war in time to
save society, and these endeavourshave been apt to take one or other of two alternative directions.
Salvation cannot, of course, be sought anywhere except in the working of the consciences of
individual human beings; but individuals have a choice between trying to achievetheir aims
through direct action as private citizens and trying to achieve them through indirect action as
citizens of states. A personal refusal to lend himself in any way to any war waged by his state for
any purpose and in anycircumstances is a line of attack against the institution of war that is likely
to appeal to an ardent and self-sacrificingnature; by comparison, the alternative peace strategy of
seeking to persuade and accustom governments to combine injointly resisting aggression when it
comes and in trying to remove its stimuli before hand may seem a circuitous andunheroic line of
attack on the problem. Yet experience up to date indicates unmistakably, in the present
writer’sopinion, that the second of these two hard roads is by far the more promising.
Q.3. Read the following text carefully and answer the questions below: (20) Experience has quite
definitely shown that some reasons for holding a belief are much more likely to be justified bythe event
than others. It might naturally be supposed, for instance, that the best of all reasons for a belief was a
strongconviction of certainty accompanying the belief. Experience, however, shows that this is not so,
and that as a matter of fact, conviction by itself is more likely to mislead than it is to guarantee truth.
On the other hand, lack of assuranceand persistent hesitation to come to any belief whatever are an
equally poor guarantee that the few beliefs which arearrived at are sound. Experience also shows that
assertion, however long continued, although it is unfortunately withmany people an effective enough
means of inducing belief, is not in any way a ground for holding it.
The method which has proved effective, as a matter of actual fact, in providing a firm foundation
for belief wherever it has been capable of application, is what is usually called the scientific
method. I firmly believe that the scientificmethod, although slow and never claiming to lead to
complete truth, is the only method which in the long run will givesatisfactory foundations for
beliefs. It consists in demanding facts as the only basis for conclusions, and in consistentlyand
continuously testing any conclusions which may have been reached, against the test of new facts
and, wherever possible, by the crucial test of experiment. It consists also in full publication of the
evidence on which conclusions are
Page 1 of 2
based, so that other workers may be assisted in new researchers, or enabled to develop their
own interpretations andarrive at possibly very different conclusions.
There are, however, all sorts of occasions on which the scientific method is not applicable. That
method involves slowtesting, frequent suspension of judgment, restricted conclusions. The
exigencies of everyday life, on the other hand, often make it necessary to act on a hasty
balancing of admittedly incomplete evidence, to take immediate action, andto draw conclusions
in advance of the evidence. It is also true that such action will always be necessary, and
necessaryin respect of ever larger issues; and this inspite of the fact that one of the most
important trends of civilization is toremove sphere after sphere of life out of the domain of such
intuitive judgment into the domain of rigid calculationbased on science. It is here that belief
plays its most important role. When we cannot be certain, we must proceed inpart by faith—faith
not only in the validity of our own capacity of making judgments, but also in the existence of
certain other realities, pre-eminently moral and spiritual realities. It has been said that faith
consists in acting alwayson the nobler hypothesis; and though this definition is a trifle rhetorical,
it embodies a seed of real truth. Answer briefly in your own words the following
questions:
1. Give the meaning of the underlined phrases as they are used in the passage.
(04) 2. What justification does the author claim for his belief in the scientific
method? (04)
3. Do you gather from the passage that conclusions reached by the scientific
method should beconsidered final? Give reasons for your answer. (04)
4. In what circumstances, according to the author, is it necessary to abandon the

scientific method? (04) 5. How does the basis of “intuitive judgment” differ
from that of scientific decision? (04)
Q.4. Write a comprehensive note (250 – 300 words) on any ONE of the following topics:
(20) (i) Education should be for life, not for livelihood (ii) The art of being tactful (iii)
Human nature is seen at its best adversity (iv) Spare the rod and spoil the child
Q.5. (a) Use only Five of the following in sentences which illustrate their meaning (Extra
attempt shall not be considered). (05) (i) Itching palm (ii) The primrose path (iii) Break one’s
fall (iv) Wash one’s hands of
(v) To become reconcile to (vi) To militate against (vii) To be cognizant of (viii)
Wages of sin (b) Explain the difference between the following word pairs by defining each word.
(Do only Five) (05) (i) Plaintiff, plaintive (ii) valet, varlet (iii) monitor, mentor (iv)
complacent, complaisant (v) penitence, penance (vi) crevice, crevasse (vii) beneficent,
beneficial Q.6. (a) Correct only Five of the following sentences: (05) (i) Have either of you
seen my pen?
(ii) On attempting to restore the picture to its original condition, almost irreparable
change was discovered. (iii) The child is the prettiest of the two.
(iv) I was annoyed arriving late, also his rather insolent manner put me out of temper.
(v) He is anxious not only to acquire knowledge, but also eager to display it.
(vi) If he was here now, we should have no difficulty.
(vii) Due to unforeseen environments, we shall have to leave early.
(viii) People have and still do disagree on this matter.
(b) Rewrite One of the following passages, converting what is in direct speech into indirect,
and what is in indirect speech into direct. (05) (i) Just as we came in sight of the valley
Jamil met us,--“yes, the valley is all very fine, but do you know there is nothing to
eat?”
“Nonsense; we can eat anything here.”
“Well, the brown bread’s two months old, and there’s nothing else but
potatoes.”
“There must be milk anyhow.”
“Yes, there was milk’’, he supposed.
(ii) Miss Andleeb said she thought English food was lovely, and that she was
preparing a questionnaire to be circulated to the students of the university,
with a view to finding out their eating preferences.
“But the students won’t fill up questionnaires,” said Miriam.
“Won’t fill up questionnaire?” cried Miss Andleeb, taken aback.
“No”, said Miriam, “they won’t. As a nation we are not,
questionnaire-conscious.” “Well, that’s too bad,” said Miss
Andaleeb.
***************
COMPETITIVE EXAMINATION – 2016 FOR RECRUITMENT TO POSTS IN BS-17 UNDER THE FEDERAL
GOVERNMENT
ENGLISH (PRECIS & COMPOSITION)
Roll Number
TIME ALLOWED: THREE HOURS PART-I (MCQS) MAXIMUM MARKS = 20 PART-II

PART-I(MCQS): MAXIMUM 30 MAXIMUM MARKS = 80
MINUTES

(iii) All the parts (if any) of each Question must be attempted at one place instead of at different places. (iv)
Candidate must write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper. (v) No
Page/Space be left blank between the answers. All the blank pages of Answer Book must be crossed. (vi)
Extra attempt of any question or any part of the attempted question will not be considered.
PART-II
Q. 2. Write a précis of the following passage in about 120 words and suggest a suitable title: (20) During my vacation
last May, I had a hard time choosing a tour. Flights to Japan, Hong Kong and Australia are just too common. What I
wanted was somewhere exciting and exotic, a place where I could be spared from the holiday tour crowds. I was so
happy when John called up, suggesting a trip to Cherokee, a county in the state of Oklahoma. I agreed and went off with
the preparation immediately.
We took a flight to Cherokee and visited a town called Qualla Boundary surrounded by magnificent mountain
scenery, the town painted a paradise before us. With its Oconaluftee Indian Village reproducing tribal crafts and
lifestyles of the 18 century and the outdoor historical pageant Unto These Hills playing six times weekly in the
th
summer nights, Qualla Boundary tries to present a brief image of the Cherokee past to the tourists.
Despite the language barrier, we managed to find our way to the souvenir shops with the help of the natives. The
shops were filled with rubber tomahawks and colorful traditional war bonnets, made of dyed turkey feathers.
Tepees, cone shaped tents made from animal skin, were also pitched near the shops. "Welcome! Want to get
anything?" We looked up and saw a middle-aged man smiling at us. We were very surprised by his fluent English.
He introduced himself as
George and we ended up chatting till lunch time when he invited us for lunch at a nearby coffee shop. "Sometimes,
I've to work from morning to sunset during the tour season. Anyway, this is still better off than being a
woodcutter ..." Remembrance weighed heavy on George's mind and he went on to tell us that he used to cut
firewood for a living but could hardly make ends meet. We learnt from him that the Cherokees do not depend
solely on trade for survival. During the tour off-peak period, the tribe would have to try out other means for
income. One of the successful ways is the "Bingo Weekend". On the Friday afternoons of the Bingo weekends, a
large bingo hall was opened, attracting huge crowds of people to the various kinds of games like the Super Jackpot
and the Warrior Game Special. According to George, these forms of entertainment fetch them great returns.
Our final stop in Qualla Boundary was at the museum where arts, ranging from the simple hand-woven oak baskets
to wood and stone carvings of wolves, ravens and other symbols of Cherokee cosmology are displayed. Back at
home, I really missed the place and I would of course look forward to the next trip to another exotic place.
Q. 3. Read the following passage carefully and answer the questions that follow: (20)
The New Year is the time for resolution. Mentally, at least most of us could compile formidable lists of ‘do’s and
‘don’ts’. The same old favorites recur year in and year out with the children, do a thousand and one job about the
house, be nice to people we don’t like, drive carefully, and take the dog for a walk every day. Past experience has
taught us that certain accomplishments are beyond attainment. If we remain deep rooted liars, it is only because we
have so often experienced the frustration that results from failure.
Most of us fail in our efforts at self-improvement because our schemes are too ambitious and we never have time
to carry them out. We also make the fundamental error of announcing our resolution to everybody so that we look
even more foolish when we slip back into our bad old ways. Aware of these pitfalls, this year I attempted to keep
my resolution to myself. I limited myself to two modest ambitions, to do physical exercise every morning and to
read more in the evening. An overnight party on New Year’s Eve provided me with a good excuse for not carrying
out either of these new resolutions on the first day of the year, but on the second, I applied myself assiduously to
the task.
The daily exercise lasted only eleven minutes and I proposed to do them early in the morning before anyone had
got up. The self-discipline required to drag myself out of bed eleven minutes earlier than usual was considerable.
Nevertheless, I managed to creep down into the living room for two days before anyone found me out. After
jumping about in the carpet and twisted the human frame into uncomfortable positions. I sat down at the breakfast
table in an exhausted condition. It was this that betrayed me. The next morning the whole family trooped into
watch the performance. That was really unsettling but I fended off the taunts and jibes of the family good
humoredly and soon everybody got used to the idea. However, my enthusiasm waned, the time I spent at exercises
gradually diminished. Little by little the eleven minutes fell to zero. By January10th I was back to where I had
started from. I argued that if I spent less time exhausting myself at exercises in the morning. I would keep my mind
fresh for reading when I got home from work. Resisting the hypnotizing effect of television, I sat in my room for a
few evenings with my eyes glued to a book. One night, however, feeling cold and lonely, I went downstairs and sat
in front of the television pretending to read. That proved to be my undoing, for I soon got back to the old bad habit
of dozing off in front of the screen. I still haven’t given up my resolution to do more reading. In fact, I have just
bought a book entitled ‘How to Read a Thousand Words a Minute’. Perhaps it will solve my problem, but I just
have not had time to read it.
Questions: 1. Why most of us fail in our efforts for self-improvement? (5) 2. Why is it a basic mistake to announce our
resolution to everybody? (5) 3. Why did the writer not carry out his resolution on New Year’s Day? (5) 4. Find
out the words in the above passage which convey the similar meaning to the following: (1) intimidating (2) peril
(3) dwindle (4) repel (5) barb (5) Page 1 of 2
(a) Correct only FIVE of the following: (5)
Q. 4.
(i) We were staying at my sister’s cape’s code vacation home.
(ii) She recommended me that I take a few days off from work.
(iii) I tried to explain him the problem, but he had difficulty understanding me.
(iv) I’ll do the grocery shopping for you grandma, Lucy said.
(v) We took a tent, a cooler, and a sleeping bag.
(vi) I don’t know why you didn’t go. If I were you, I should have gone.
(vii) Kevin says he stopped to travel internationally because of his family.
(viii) Don’t run! Mr. Salman shouted.
(b) Choose the punctuation mark that is needed in each of the following sentences: (5) (i) “It isn’t fair!”
shouted Martin. Coach Lewis never lets me start the game!”
(ii) Maureen’s three sisters, Molly, Shannon, and Patricia are all spending the summer at their grandmother’s
beach house.
(iii) For the centrepieces, the florist recommended the following flowers daisies, tulips, daffodils, and
hyacinths. (iv) Lily is an accomplished gymnast she won three medals in her last competition.
(v) Everyone was shocked when Max Smithfield – a studious, extremely bright high school senior decided
that college was not for him.
Q. 5. (a) Choose the analogy of the words written in capital letters (Any five). (5)
(i) SLAPSTICK : LAUGHTER

(a) Fallacy : Dismay (b) Genre : Mystery (c) Satire : Anger (d) Horror : Fear (iii) PROFESSOR : ERUDITE
(a) Aviator : Licensed
(b) Inventor : Imaginative
(c) Procrastinator : Conscientious
(d) Overseer : Wealthy
(v) SPY : CLANDESTINE
(a) Accountant : Meticulous
(b) Furrier : Rambunctious
(c) Lawyer : Ironic
(d) Shepherd : Garrulous
(vii) DELTOID : MUSCLE
(a) Radius : Bone (b) Brain : Nerve (c) Tissue : Organ (d) Blood : Vein
(ii) CONVICTION : INCARCERATION
(a) Reduction : Diminution
(b) Induction : Amelioration
(c) Radicalization : Estimation
(d) Marginalization : Intimidation
(iv) METAPHOR : SYMBOL
(a) Pentameter : Poem (b) Rhythm : Melody (c) Nuance : Song (d) Analogy : Comparison (vi) VERVE :
ENTHUSIASM
(a) Loyalty : Duplicity (b) Devotion : Reverence (c) Intensity : Colour (d) Eminence : Anonymity (viii)DEPENDABLE
: CAPRICIOUS
(a) Fallible : Cantankerous
(b) Erasable : Obtuse
(c) Malleable : Limpid
(d) Capable : Inept
(b) Rewrite the following dialogue, written in indirect speech, in a paragraph form. (5) Helen: Mr West, what's happened to
John?
Mr West: He's left the company
Helen: Why has he done that?
Mr West: He asked me for a rise but I didn't give it to him.
Helen: Why didn't you give him a rise?
Mr West: Because he was lazy.
Helen: Has he found another job?
Mr West: Yes, he is working in a film company.
Helen: What is his salary like?
Mr West: I think he earns quite a lot.
Helen: Does he like the new job?
Mr West: I don't know.
Q. 6. (a) Explain the difference between the following word pairs by using each word in your own sentences (Any
five): (5) (i) Adverse, averse (ii) altogether, all together (iii) allude, elude (iv) braise, braze (v) curb, kerb (vi) faze,
phase (vii) maybe, may be (viii) moat, mote
(b) Use any FIVE of the following in sentences which illustrate their meaning: (5) (i) Smash hit (ii)
Murphy’s law (iii) Place in the Sun (iv) Wooden spoon (v) Go bananas (vi) Beard the Lion in his den (vii)
Groan inwardly (viii) Chicken out

COMPETITIVE EXAMINATION – 2017 FOR RECRUITMENT TO POSTS IN BS-17 UNDER
THE FEDERAL GOVERNMENT
Roll Number
TIME ALLOWED: THREE PART-I (MCQS) MAXIMUM MARKS = 20 PART-

HOURS II MAXIMUM MARKS = 80
PART-I(MCQS): MAXIMUM 30
MINUTES

(iii) All the parts (if any) of each Question must be attempted at one place instead of at
different places. (iv) Candidate must write Q. No. in the Answer Book in accordance with Q.
No. in the Q.Paper. (v) No Page/Space be left blank between the answers. All the blank
pages of Answer Book must be crossed. (vi) Extra attempt of any question or any part of the
attempted question will not be considered.
PART-II
Q. 2. Write a précis of the following passage and also suggest a suitable title: (20) All the evils in this
world are brought about by the persons who are always up and doing, but do not know when they
ought to be up nor what they ought to be doing. The devil, I take it, is still the busiest creature in the
universe, and I can quite imagine him denouncing laziness and becoming angry at the smallest waste of
time. In his kingdom, I will wager, nobody is allowed to do nothing, not even for a single afternoon.
The world, we all freely admit, is in a muddle but I for one do not think that it is laziness that has
brought it to such a pass. It is not the active virtues that it lacks but the passive ones; it is capable of
anything but kindness and a little steady thought. There is still plenty of energy in the world (there
never were more fussy people about), but most of it is simply misdirected. If, for example, in July
1914, when there was some capital idling weather, everybody, emperors, Kings, arch dukes, statesmen,
generals, journalists, had been suddenly smitten with an intense desire to do nothing, just to hang about
in the sunshine and consume tobacco, then we should all have been much better off than we are now.
But no, the doctrine of the strenuous life still went unchallenged; there must be no time wasted;
something must be done. Again, suppose our statesmen, instead of rushing off to Versailles with a
bundle of ill-digested notions and great deal of energy to dissipate had all taken a fortnight off, away
from all correspondence and interviews and what not, and had simply lounged about on some hillside
or other apparently doing nothing for the first time in their energetic lives, then they might have gone to
their so-called peace conference and come away again with their reputations still unsoiled and the
affairs of the world in good trim. Even at the present time, if half of the politicians in Europe would
relinquish the notion that laziness is crime and go away and do nothing for a little space, we should
certainly gain by it. Other examples come crowding into mind. Thus, every now and then, certain
religious sects hold conferences; but though there are evils abroad that are mountains high, though the
fate of civilization is still doubtful, the members who attend these conferences spend their time
condemning the length of ladies’ skirts and the noisiness of dance bands. They would all be better
employed lying flat on their backs somewhere, staring at the sky and recovering their mental health.
Education ought to teach us how to be in love and what to be in love with. The great things of
history have been done by the great lovers, by the saints and men of science, and artists, and the
problem of civilization is to give every man a chance of being a saint, a man of science, or an
artist. But this problem cannot be attempted, much less solved, unless men desire to be saints,
men of science, and artists. And if they are to desire that continuously and consciously they must
be taught what it means to be these. We think of the man of science or the artist, if not of the saint,
as a being with peculiar gifts, not as one who exercises, more precisely and incessantly perhaps,
activities which we all ought to exercise. It is a commonplace now that art has ebbed away out of
our ordinary life, out of all the things which we use, and that it is practiced no longer by workmen
but only by a few painters and sculptors. That has happened because we no longer recognize the
aesthetic activity of the spirit, so common to all men. We do not know that when a man makes
anything he ought to make it beautiful for the sake of doing so, and that when a man buys anything
he ought to demand beauty in it, for the sake of beauty. We think of beauty if we think of it at all
as a mere source of pleasure, and therefore it means to us ornament, added to things for which we
can pay extra as we choose. But beauty is not an ornament to life, or to the things made by man. It
is an essential part of both. The aesthetic activity, when it reveals itself in things made by men,
reveals itself in design, just as it reveals itself in the design of all natural things. It shapes objects
as the moral activity shapes actions, and we ought to recognize it in the objects and value it, as we
recognize and value moral activity in actions. And as actions empty of the moral activity are
distasteful to us, so should objects be that are empty of the aesthetic activity. But this is not so
with most of us. We do not value it; do not even recognize it, or the lack of it, in the work of
others. The artist, of whatever kind, is a man so much aware of the beauty of the universe that he
must impart the same beauty to whatever he makes. He has exercised his aesthetic activity in the
discovery of the beauty in the universe before he exercises it in imparting beauty to that which he
makes. He has seen things in that relation in his own work, whatever it may be. And just as he
sees that relation for its own sake, so he produces it for its own sake and satisfies the desire of his
spirit in doing so. And we should value his work; we should desire that relation in all things made
by man, if we too have the habit of seeing that relation in the universe, and if we knew that, when
we see it, we are exercising an activity of the spirit and satisfying a spiritual desire. And we
should also know that work without beauty means unsatisfied spiritual desire in the worker; that it
is waste of life and common evil and danger, like thought without truth, or action without
righteousness.
Questions: 1. What has been lamented in the text? (4) 2. What is the difference between ordinary
man and an artist? (4) 3. How can we make our lives beautiful and charming? (4) 4. What does
the writer actually mean when he says, “Beauty is not an ornament to life”? (4) 5. Do art and
beauty affect our practical life and morals? Justify whether you agree or disagree. (4) Page 1 of 2
Q. 4.
(a) Correct only FIVE of the following: (5) (i) In the accident one of my arms was broken
and my legs bruised.
(ii) The people who had been raising slogans against the government for many hours
they wanted increase in their salaries.
(iii) You have been working very hard for the last two years. Isn’t it?
(iv) John could hardly do no better than to have caught a bass of such dimensions.
(v) I who have no chance to meet him would rather go with you instead of sitting at home.
(vi) He not only comes there for swimming but also for coaching new swimmers.
(vii) When he visited the fair last time, he bought no less than twenty school bags.
(viii) Ten cattles were grazing in the field.
(b) Re-write the following sentences (Only FIVE) after filling in the blanks appropriately:
(5) (i) I cannot buy this car _____ this price.
(a) for (b) in (c) at (d) on
(ii) Send these books _____ my home address.
(a) on (b) at (c) in (d) to
(iii) Monkeys live _____ trees.
(a) in (b) at (c) upon (d) on
(iv) I said it _____ his face.
(a) at (b) on (c) to (d) upon
(v) The manager _______the receipt of my letter promptly.
(a) accepted (b) realized (c) recognized (d) acknowledged
(vi) Most foreign students don’t like American coffee, and ________ .
(a) I don’t too (b) either don’t (c) neither don’t I (d) neither do I
(vii) We________ take care of our parents when they are old.
(a) could (b) would (c) might (d) ought to
(viii) Yousaf ________in the garden the whole of yesterday.
(a) has dug (b) was digging (c) dug (d) had dug
Q. 5. (a) Choose the ANALOGY of words written in capital letters. Attempt any FIVE. (5)
(i) LION: ROAR

(a) Snake : Slither (b) Goat: Bleat (c) Lizard : Crawl (d) Elephant : Tusk (iii) CLOT : BLOOD
(a) Ink: Water (b) Curdle : Milk (c) Vaporize : Camphor (d) Brew : Coffee (v) EXPEDITE :
HASTEN
(a) Conscript : Write down
(b) Diver : Make harder
(c) Facilitate : Make easiest
(d) Satirize : Praise
(vii) SURGEON : DEXTEROUS
(a) Clown : Fat (b) Actress : Beautiful (c) Athlete : Tall (d) Acrobat : Agile
(ii) SHADOW : LIGHT
(a) Flood : Rain (b) Image : Object (c) Reaction : Action (d) House : Bricks (iv) FEARFUL:
COWER
(a) Humble: Boast (b) Weak : Exercise (c) Arrogant : Strut (d) Wise : Dispute (vi) WOOD:
FURNITURE
(a) Father : Child (b) Tree : Seedling (c) Soil : Clay (d) Stone : Sculpture (viii)LECHER : LUST
(a) Pith : Herb (b) Glutton : Greed (c) Business : Profit (d) Showbiz : Fame
(b) Punctuate the following text, where necessary. (5) a quaker was one day walking on country road he was
suddenly met by a highwayman pointing a pistol the man exclaimed your money or your life my friend
said the quaker I cannot deliver my money for i should be helping thee in evildoing however exchange
is lawful and i will give thee my purse for the pistol the robber agree on receiving the purse the quaker
at once held the pistol at the robbers head and said now friend my purse back or the weapon may go off
fire said the robber there is no powder in the pistol
Q. 6. (a) Explain the difference between the following word pairs (Any FIVE) by using each word
in your own sentences: (5) (i) Wrath, Wroth (ii) Veracity, Voracity (iii) Subtler, Sutler (iv) Retenue,
Retinue (v) Minute, Minuet (vi) Furor, Furore (vii) Dinghy, dingy (viii) Bony, Bonny
(b) Use ONLY FIVE of the following in sentences which illustrate their meaning:
(5) (i) Spirit away (ii) Plough back (iii) Eager beaver (iv) Ring a bell (v) Be left holding
the baby (vi) Cap in hand (vii) Hold out a carrot (viii) Over the moon
FEDERAL PUBLIC SERVICE COMMISSION COMPETITIVE EXAMINATION – 2018 FOR
RECRUITMENT TO POSTS IN BS-17 UNDER THE FEDERAL GOVERNMENT ENGLISH
(PRECIS & COMPOSITION)

Roll Number

PART-I(MCQS): MAXIMUM 30
MINUTES
NOTE: (i) Part-II is to be attempted on the separate Answer Book.

different places. (iv) Candidate must write Q. No. in the Answer Book in accordance with Q.
No. in the Q.Paper. (v) No Page/Space be left blank between the answers. All the blank
pages of Answer Book must be crossed. (vi) Extra attempt of any question or any part of the
attempted question will not be considered.
PART-II
Q. 2. Write a précis of the following passage in about 120 words and also suggest a suitable title: (20) It
is in the temperate countries of northern Europe that the beneficial effects of cold are most manifest. A
cold climate seems to stimulate energy by acting as an obstacle. In the face of an insuperable obstacle
our energies are numbed by despair; the total absence of obstacles, on the other hand leaves no room
for the exercise and training of energy; but a struggle against difficulties that we have a fair hope of
over-coming, calls into active operation all our powers. In like manner, while intense cold numbs
human energies, and a hot climate affords little motive for exertion, moderate cold seems to have a
bracing effect on the human race. In a moderately cold climate man is engaged in an arduous, but no
hopeless struggles and with the inclemency of the weather. He has to build strong houses and procure
thick clothes to keep himself warm. To supply fuel for his fires, he must hew down trees and dig coal
out of the earth. In the open air, unless he moves quickly, he will suffer pain from the biting wind.
Finally, in order to replenish the expenditure of bodily tissue caused by his necessary exertions, he has
to procure for himself plenty of nourishing food.
Quite different is the lot of man in the tropics. In the neighbourhood of the equator there is little
need of clothes or fire, and it is possible with perfect comfort and no danger to health, to pass the
livelong day stretched out on the bare ground beneath the shade of a tree. A very little fruit or
vegetable food is required to sustain life under such circumstances, and that little can be obtained
without much exertion from the bounteous earth.
We may recognize must the same difference between ourselves at different seasons of the year, as
there is between human nature in the tropics and in temperate climes. In hot weather we are
generally languid and inclined to take life easily; but when the cold season comes, we find that we
are more inclined to vigorous exertion of our minds and bodies.
The third great defect of our civilization is that it does not know what to do with its knowledge.
Science has given us powers fit for the gods, yet we use them like small children. For example,
we do not know how to manage our machines. Machines were made to be man’s servants; yet he
has grown so dependent on them that they are in a fair way to become his master. Already most
men spend most of their lives looking after and waiting upon machines. And the machines are
very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and
they must be kept at the right temperature. And if they do not get their meals when they expect
them, they grow sulky and refuse to work, or burst with rage, and blow up, and spread ruin and
destruction all around them. So we have to wait upon them very attentively and do all that we can
to keep them in a good temper. Already we find it difficult either to work or play without the
machines, and a time may come when they will rule us altogether, just as we rule the animals.
And this brings me to the point at which I asked, “What do we do with all the time which the
machines have saved for us, and the new energy they have given us?” On the whole, it must be
admitted, we do very little. For the most part we use our time and energy to make more and better
machines; but more and better machines will only give us still more time and still more energy,
and what are we to do with them? The answer, I think, is that we should try to become mere
civilized. For the machines themselves, and the power which the machines have given us, are not
civilization but aids to civilization. But you will remember that we agreed at the beginning that
being civilized meant making and linking beautiful things. Thinking freely, and living rightly and
maintaining justice equally between man and man. Man has a better chance today to do these
things than he ever had before; he has more time, more energy, less to fear and less to fight
against. If he will give his time and energy which his machines have won for him to making more
beautiful things, to finding out more and more about the universe, to removing the causes of
quarrels between nations, to discovering how to prevent poverty, then I think our civilization
would undoubtedly be the greater, as it would be the most lasing that there has ever been.
Questions: 1. Instead of making machines our servants the author says they have become our
masters. In what sense has this come about? (4)
2. The use of machines has brought us more leisure and more energy. But the author says
that this has been a curse rather than a blessing. Why? (4)
3. What exactly is the meaning of ‘civilization’? Do you agree with the author’s
views? (4) 4. ‘Making more beautiful things’ – what does this expression mean? Make
a list of the beautiful things that you would like to make and how you would make
them. (4)
5. Mention some plans you may have to prevent poverty in the world. Who would
receive your most particular attention, and why? (4)
Page 1 of 2
Q. 4.
(a) Correct only FIVE of the following: (5) (i) They only work when they have no
money.
(ii) They left the hotel here they had been staying in a motor-car.
(iii) I cannot by no means allow you to do so.
(iv) My friend said he never remembered having read a more enjoyable book.
(v) Going up the hill, an old temple was seen.
(vi) One day the bird did not perform certain tricks which had thought it to his
satisfaction.
(vii) I was rather impressed by the manner of the orator than by his matter.
(viii) What an awful weather!
(b) Use punctuation marks where needed in the following sentences: (5)
(i) There is a slavery that no legislation can abolish the slavery of caste
(ii) All that I am all that I hope to be I owe to my angel mother.
(iii) Take away that bauble said Cromwell pointing to the mace which lay upon the table.
(iv) There is only one cure for the evils which newly acquired freedom produces and that cure
is freedom
(v) History it has been said is the essence of innumerable biographies.
Q. 5. (a) Fill the following blanks (any FIVE) appropriate preposition. (5) (i) _____ a Ford he has a
Fiat car
(a) in (b) before (c) besides (d) despite
(ii) I saw him felling a big tree _____ a hatchet.
(a) with (b) through (c) by (d) at
(iii) I must start _____ dawn to reach the station in time.
(a) on (b) at (c) by (d) after
(iv) I have known him _____ a long time.
(a) since (b) from (c) for (d) over
(v) “Will you walk _______ my parlour?”
(a) in (b) to (c) by (d) into
(vi) The public are cautioned ________ pickpockets.
(a) against (b) about (c) of (d) for
(b) Rewrite the following dialogue, written in direct speech, in a paragraph form. (5) Jack: Hello, Swarup!
Swatting away as usual. Come out, man; shut up your old books, and come and have a game of tennis.
Swarup: I am sorry I cannot do that, Jack. The examination is drawing near, and I want every
hour I can get for study.
Jack: Oh! Hang all examinations! I do not worry about mine. What is the use of them,
any way? Swarup: Well, you can’t get a degree if you don’t pass the examination; and I
have set my heart on being a graduate.
Jack: And pray what good will graduation do you? You may get a clerkship in a government
office; but that’s all, and there are hundreds of fellows who have got their degrees, and
are no nearer getting jobs of any sort.
Swarup: That may be so; but I am not studying so much to pass my examination and obtain my
degree, as to store my mind with knowledge and develop my intellectual faculties.
Q. 6. (a) Explain the difference between the following word pairs (Any FIVE) by using each word
in your own sentences: (5) (i) Callous, Callus (ii) Born, Borne (iii) Faint, Feint (iv) Dinghy, Dingy
(v) Lose, Loose (vi) Waiver, Waver (vii) Shear, Sheer (viii) Resister, Resistor (b) Use
ONLY FIVE of the following in sentences which illustrate their meaning: (5) (i)
Show and tell (ii) Helter-skelter (iii) To the death (iv) Tilt at windmills (v) Het up (vi)
The whole ball of wax (vii) It’s about time (viii) Punch-up
FEDERAL PUBLIC SERVICE COMMISSION COMPETITIVE EXAMINATION – 2019 FOR
RECRUITMENT TO POSTS IN BS-17 UNDER THE FEDERAL GOVERNMENT ENGLISH
(PRECIS & COMPOSITION)

Roll Number

PART-I(MCQS): MAXIMUM
30 MINUTES
(iii) All the parts (if any) of each Question must be attempted at one place instead
of at different places. (iv) Write Q. No. in the Answer Book in accordance with
Q. No. in the Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of Answer
Book must be crossed.
(vi) Extra attempt of any question or any part of the question will not be considered.
PART-II
Q. 2. Write a précis of the following passage and also suggest a suitable title: (20) I think modern
educational theorists are inclined to attach too much importance to the negative virtue of not interfering
with children, and too little to the positive merit of enjoying their company. If you have the sort of
liking for children that many people have for horses or dogs, they will be apt to respond to your
suggestions, and to accept prohibitions, perhaps with some good-humoured grumbling, but without
resentment. It is no use to have the sort of liking that consists in regarding them as a field for valuable
social endeavour, or what amounts to the same thing as an outlet for power-impulses. No child will be
grateful for an interest in him that springs from the thought that he will have a vote to be secured for
your party or a body to be sacrificed to king and country. The desirable sort of interest is that which
consists in spontaneous pleasure in the presence of children, without any ulterior purpose. Teachers who
have this quality will seldom need to interfere with children's freedom, but will be able to do so, when
necessary, without causing psychological damage.
Unfortunately, it is utterly impossible for over-worked teachers to preserve an instinctive liking for
children; they are bound to come to feel towards them as the proverbial confectioner's apprentice
does towards macaroons. I do not think that education ought to be anyone's whole profession: it
should be undertaken for at most two hours a day by people whose remaining hours are spent
away from children. The society of the young is fatiguing, especially when strict discipline is
avoided. Fatigue, in the end, produces irritation, which is likely to express itself somehow,
whatever theories the harassed teacher may have taught himself or herself to believe. The
necessary friendliness cannot be preserved by self-control alone. But where it exists, it should be
unnecessary to have rules in advance as to how "naughty" children are to be treated, since impulse
is likely to lead to the right decision, and almost any decision will be right if the child feels that
you like him. No rules, however wise, are a substitute for affection and tact.
When I returned to the common the sun was setting. The crowd about the pit had increased, and
stood out black against the lemon yellow of the sky-a couple of hundred people, perhaps. There
were raised voices, and some sort of struggle appeared to be going on about the pit. Strange
imaginings passed through my mind. As I drew nearer I heard Stent's voice: "Keep back! Keep
back!" A boy came running towards me. "It's movin'," he said to me as he passed; "it’s screwin'
and screwin' out. I don't like it. I'm goin' home, I am." I went on to the crowd. There were really, I
should think, two or three hundred people elbowing and jostling one another, the one or two
ladies there being by no means the least active. "He's fallen in the pit!" cried someone. "Keep
back!" said several. The crowd swayed a little, and I elbowed my way through. Everyone seemed
greatly excited. I heard a peculiar humming sound from the pit. "I say!" said Ogilvy. "Help keep
these idiots back. We don't know what's in the confounded thing, you know!" I saw a young man,
a shop assistant in Woking I believe he was, standing on the cylinder and trying to scramble out of
the hole again. The crowd had pushed him in. The end of the cylinder was being screwed out from
within. Nearly two feet of shining screw projected. Somebody blundered against me, and I
narrowly missed being pitched onto the top of the screw. I turned, and as I did so the screw must
have come out, for the lid of the cylinder fell upon the gravel with a ringing concussion. I stuck
my elbow into the person behind me, and turned my head towards the Thing again. For a moment
that circular cavity seemed perfectly black. I had the sunset in my eyes. I think everyone expected
to see a man emerge-possibly something a little unlike us terrestrial men, but in all essentials a
man. I know I did. But, looking, I presently saw something stirring within the shadow: greyish
billowy movements, one above another, and then two luminous disks-like eyes. Then something
resembling a little grey snake, about the thickness of a walking stick, coiled up out of the writhing
middle, and wriggled in the air towards me-and then another. A sudden chill came over me. There
was a loud shriek from a woman behind. I half turned, keeping my eyes fixed upon the cylinder
still, from which other tentacles were now projecting, and began pushing my way back from the
edge of the pit. I saw astonishment giving place to horror on the faces of the people about me. I
heard inarticulate exclamations on all sides. There was a general movement backwards. I saw the
shopman struggling still on the edge of the pit. I found myself alone, and saw the people on the
other side of the pit running off, Stent among them. I looked again at the cylinder and
ungovernable terror gripped me. I stood petrified and staring. A big greyish rounded bulk, the
size, perhaps, of a bear, was rising slowly and painfully out of the cylinder. As it bulged up and
caught the light, it glistened like wet leather. Two large dark-coloured eyes were regarding me
steadfastly. The mass that framed them, the head of the thing, was rounded, and had, one might
Page 1 of 2
say, a face. There was a mouth under the eyes, the lipless brim of which quivered and panted, and
dropped saliva. The whole creature heaved and pulsated convulsively. A lank tentacular
appendage gripped the edge of the cylinder, another swayed in the air. Those who have never seen
a living Martian can scarcely imagine the strange horror of its appearance. The peculiar V-shaped
mouth with its pointed upper lip, the absence of brow ridges, the absence of a chin beneath the
wedge like lower lip, the incessant quivering of this mouth, the Gorgon groups of tentacles, the
tumultuous breathing of the lungs in a strange atmosphere, the evident heaviness and painfulness
of movement due to the greater gravitational energy of the earthabove all, the extraordinary
intensity of the immense eyes-were at once vital, intense, inhuman, crippled and monstrous. There
was something fungoid in the oily brown skin, something in the clumsy deliberation of the tedious
movements unspeakably nasty. Even at this first encounter, this first glimpse, I was overcome
with disgust and dread.
Questions: 1. What leads us to believe that this passage is from a science fiction
story? (4) 2. How was the crowd behaving? (4)
3. Why did the mood of the crowd alter? (4)
4. What was the narrator’s initial reaction to the “Thing”? (4)
5. Why did the writer feel disgusted? (4)
Q. 4.
Correct only FIVE of the following: (10) (i) He enjoyed during the holidays.
(ii) None of the boys had learnt their lesson.
(iii) He is abusing the money of his father.
(iv) I regret at the delay.
(v) I could not help but laugh.
(vi) I always have and always shall be your friend.
(vii) I was out walking when I saw the new moon in the garden.
(viii) He cried as if he was mad.
Q. 5. (a) Punctuate the following text, where necessary. (5) a hungry lion slipped out of the forest into a
barnyard one evening when he saw a plump donkey his mouth began to water but just as he was ready
to jump on the donkey a rooster crowed he was frightened and so turned away into the forest again hey
look at that cowardly lion the donkey brayed to the rooster i am going to chase him and the donkey ran
after the lion wait the rooster shouted you dont know that but it was too late the lion had turned and
killed the donkey ah my poor stupid friend the rooster said as he watched the lion eating the donkey the
lion wasnt afraid of you but of my crowing
(b) Re-write the following sentences (ONLY FIVE) after filling in the blanks with appropriate
prepositions. (5) (i) What time do we arrive ______our destination?
(ii) We are flying ______some rough weather; please fasten your seat belts.
(iii) It is warming up; ______noon we should be able to go swimming.
(iv) My parents are not responsible ______my actions.
(v) This pan is ______cooking omelettes.
(vi) ______ poor attendance, this course is being cancelled.
(vii) The police took the men in ______questioning.
(viii) The woman you gave the book ______is my aunt.
Q. 6. Use ONLY FIVE of the following in sentences which illustrate their

meanings. (10) (i) To cast pearls before swine (ii) To step into one’s shoes
(iii) Stuff and nonsense (iv) A wild goose chase
(v) To be ill at ease (vi) Sit on the fence
(vii) In a jiffy (viii) To preen oneself

THE FEDERAL GOVERNMENT ENGLISH (PRECIS & COMPOSITION)
Roll Number

30 MINUTES

(iii) All the parts (if any) of each Question must be attempted at one place instead of at different
places.
(iv) Write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of
Answer Book must be crossed. (vi) Extra attempt of any question or any part of
the question will not be considered.
PART-II
Q. 2. Write a précis of the following passage and also suggest a suitable title: (20) Manto was a
victim of some kind of social ambivalence that converged on self-righteousness, hypocrisy, and mental
obtuseness. His detractors branded him as vulgar and obscene and implicated him into a long-dawn legal
battle questioning the moral validity of his writings. Without being deterred by their negative tactics, he
remained firm in his commitment to exploring the stark realities of life offensive to the conservative taste
of some self-styled purists. In the line of Freud, he sought to unravel the mysteries of sex not in an
abstract, non-earthly manner but in a palpable, fleshy permutation signifying his deep concern for the
socially disabled and depressed classes of society, like petty wage-earners, pimps, and prostitutes.
For Manto, man is neither an angel nor a devil, but a mix of both. His middle and lower middle class
characters think, feel and act like human beings. Without feigning virtuosity, he was able to strike a
rapport with his readers on some of the most vital socio moral issues concerning them. As a realist,
he was fully conscious of the yawning gap between appearance and reality; in fact, nothing vexed
him more than a demonstrable duality in human behaviour at different levels of the social hierarchy.
He had an unjaundiced view of man’s faults and follies. As a literary artist, he treated vulgarity
discreetly --- without ever sounding vulgar in the process. Like Joyce, Lawrence, and Caldwell, in
Manto’s work too, men and women of the age find their own restlessness accurately mirrored. And
like them, Manto was also ‘raised above his own self by his sombre enthusiasm’.
Q. 3. Read the following passage carefully and answer the questions given at the end. (20)
Globalization is viewed by its proponents as a process of cementing economic, cultural and political
bonds between peoples of different countries of the world. One may regard it as a process by which
they are welded into a single world society, to be termed as global society. It means
internationalization of production and labour leading to integration of economies of developing and
developed countries into global economy. To quote Rosaberth M.Kanter, “The world is becoming a
global shopping mall in which ideas and products are available everywhere at the same time.”
Globalization is a natural outcome of computer networking and electronic mass communication.
Information technology has made it possible for nations of the world to contact one another beyond
their national borders. Besides, globalization is also promoted through the growth and proliferation
of multinational companies and corporations that operate as transporter networks. Anyhow the flow
of capital technology and labour across the borders of countries has accentuated the process of
globalization.
Deregulation, liberalism and privatization being assiduously pursued in the developing countries are
some other manifestations of globalization. These countries are opening their economies to follow
these trends. The size of the public sector is shrinking for the private sector to assume an
increasingly important role in the economic development of the Third World countries. The
downsizing of the public sector is in line with the spirit of market economy. This is suggested as a
measure to cover up their fiscal deficit.
Questions: (4 marks each)
1. Define globalization. 2. What is electronic mass communication?
3. What does the term Third World denote? 4. What is privatization?
5. Explain ‘liberalism’ in the above context.
Q. 4. Correct only FIVE of the following: (10) (i) I won him in the race. (ii) He said that I
am playing chess.
(iii) Unless you do not try, you will never succeed. (iv) He wrote with ink.
(v) What country he belongs to? (vi) When he reaches to manhood, he will visit to England.
(vii) The new session commences from February 1st, 2020. (viii) Please send this letter on my
address.
Q. 5. (a) Punctuate the following text, where necessary. (5) Letters between relatives and friends are
called personal letters the most important thing in such letters is the content don’t begin with a hackneyed
phrase like I was delighted to get your letter received your letter or I have often thought of writing to you
use a vigorous clear chatty style
(b) Re-write the following sentences (ONLY FIVE) after filling in the blanks with
appropriate Prepositions.(5) (i) I was annoyed -------- him. (ii) This train is bound -------
Gujrat.
(iii) The pistol went ------- by accident. (iv) He kept ------- asking silly questions.
(v) He was knocked ------- by the bus. (vi) Do not meddle ------- my affairs.
(vii) The meeting was put -------- by the Chairman. (viii) He rounded -------- his speech with a quote from
Ghalib.
Q. 6. Use ONLY FIVE of the following in sentences which illustrate their
meanings. (10) (i) To break the ice (ii) Nip in the bud (iii) See eye to eye with (iv) For good
(v) Tamper with (vi) The small hours (vii) Keep up appearances (viii) Prima facie
COMPETITIVE EXAMINATION – 2021 FOR RECRUITMENT TO POSTS IN BS-17
UNDER THE FEDERAL GOVERNMENT ENGLISH (PRECIS &
COMPOSITION)
Roll Number
TIME ALLOWED: THREE HOURS PART-I(MCQS): MAXIMUM 30 MINUTES

PART-I (MCQS) MAXIMUM MARKS = 20 PART-II MAXIMUM MARKS = 80

different places. (iv) Write Q. No. in the Answer Book in accordance with Q. No. in the
Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of Answer Book must
be crossed. (vi) Extra attempt of any question or any part of the question will not be considered.
PART-II
Q. 2. Write a précis of the following and suggest a suitable title: (20)
Nizar Hassan was born in 1960 and raised in the village of Mashhad, near Nazareth, where he
has lived with his family. He studied anthropology at Haifa University and after graduating
worked in TV. Starting in 1990, he turned to cinema. In 1994, he produced Independence, in
which he pokes his Palestinian interlocutors about what they think of the bizarre Israeli notion
of their “independence”. They have stolen another people’s homeland and call the act
“independence”! Hassan dwells on that absurdity.
As the world’s attention was captured by the news of Israel planning to “annex” yet a bit more
of Palestine and add it to what they have already stolen, I received an email from Nizar Hassan,
the pre-eminent Palestinian documentary filmmaker. He wrote to me about his latest film, My
Grandfather’s Path, and included a link to the director’s cut. It was a blessing. They say choose
your enemies carefully for you would end up like them. The same goes for those opposing
Zionist settler colonialists. If you are too incensed and angered by their daily dose of claptrap,
the vulgarity of their armed robbery of Palestine, you would soon become like them and forget
yourself and what beautiful ideas, ideals, and aspirations once animated your highest dreams.
Never fall into that trap. For decades, aspects of Palestinian and world cinema, art, poetry,
fiction, and drama have done for me precisely that: saved me from that trap. They have
constantly reminded me what all our politics are about – a moment of poetic salvation from it
all.
Nizar Hassan’s new documentary is one such work – in a moment of dejection over Israel’s
encroachment on Palestinian rights and the world’s complicity, it has put Palestine in
perspective. The film is mercifully long, beautifully paced and patient, a masterfully crafted
work of art – a Palestinian’s epic ode to his homeland. A shorter version of My Grandfather’s
Path has been broadcast on Al Jazeera Arabic in three parts, but it must be seen in its entirety,
in one go. It is a pilgrimage that must not be interrupted.
In its response to 9/11, America has shown itself to be not only a hyperpower but increasingly
assertive and ready to use its dominance as a hyperpower. After declaring a War on Terrorism,
America has led two conventional wars, in Afghanistan and Iraq, demonstrating its
overwhelmingly awesome military might. But these campaigns reveal something more:
America’s willingness to have recourse to arms as appropriate and legitimate means to secure
its interests and bolster its security. It has set forth a new doctrine: the right of pre-emptive
strike when it considers its security, and therefore its national interests, to be at risk. The
essence of this doctrine is the real meaning of hyperpower.
Prime Minister Tony Blair has consistently argued that the only option in the face of
hyperpower is to offer wise counsel. But increasingly this is a course that governments and
people across the world have refused. The mobilisation for war against Iraq split the United
Nations and provoked the largest anti-war demonstrations the world has ever seen. And through
it all, America maintained its determination to wage war alone if necessary and not to be
counselled by the concerns of supposedly allied governments when they faithfully represented
the wishes of their electorates. Rather than engaging in debate, the American government
expressed its exasperation. The influential new breed of neoconservative radio and television
hosts went much further. They acted as ringmasters
for outpourings of public scorn that saw French fries renamed ‘freedom fries’ and moves to
boycott French and German produce across America. If one sound-bite can capture a mood,
then perhaps it would be Fox News’ Bill O’Reilly. At the height of the tension over a second
Security Council resolution to legitimate war in Iraq, Mr O’Reilly told his viewers that the
bottom line was security, the security of his family, and in that matter ‘There’s no moral
equivalence between the US and Belgium’. It is, in effect, the ethos of hyperpower articulated
and made manifest in the public domain of 24-hour talk. And America’s willingness to
prosecute war has raised innumerable questions about how it engages with other countries.
Afghanistan has seen the removal of the Taliban. But there are no official statistics on the
number of innocent civilians dead and injured to achieve that security objective. The people of
Afghanistan have witnessed a descent into the chaos that preceded the arrival of the Taliban, a
country administered not by a new era of democracy under the tutelage of the hyperpower, but
merely by the return of the warlords. Beyond Kabul, much of the country remains too insecure
for any meaningful efforts at reconstruction and there is enormous difficulty in bringing relief
aid to the rural population.
Page 1 of 2

1. Why does the doctrine of power set by neo-imperial America deny
space to counselling? 2. What is the essence of ‘moral equivalence’
whereas War has no moral justification?
3. Why do countries occupied and under the tutelage of hypepower have no peace?
4. Arguably Europe and hyperpower US are at cross purposes over the concept of war.
Are they? Why? 5. What Tony Blair’s meant by ‘wise counsel’, and did it prevail?
Q. 4. Correct only FIVE of the following: (10) (i) They were lieing in the sun.
(ii) He will not come without he is asked.
(iii) John as well as Harry bear witness to it.
(iv) The crew was now on board and they soon busied themselves in preparing to meet the
coming storm. (v) Could I have piece of please?
(vi) Is there a sport club near by?
(vii) The coat is quite big.
(viii) It’s only a short travel by train.
Q. 5. (a)
(b)
Punctuate the following text, where necessary. (05) That familiarity produces neglect has been
long observed the effect of all external objects however great or splendid ceases with their novelty
the courtier stands without emotion in the royal presence the music tramples under his foot the
beauties of the spring with little attention to their fragrance and the inhabitant of the coast darts his
eye upon the immense diffusion of waters without awe wonder or terror.
Re-write the following sentences (ONLY FIVE) after filling in the blanks with appropriate
Prepositions. (05) (i) The knavish wolf was able_____ convince the pig to let him _____ his home.
(ii) I looked this word ____ in the dictionary, but I still don't understand it.
(iii) I need to learn these verbs ___ heart ___ tomorrow.
(iv) The morgue is redolent___ the odor of deceased individuals.
(v) He is cogitating___ some means of revenge.
(vi) He was reticent___ do anything about the problem.
(vii) His body is impervious___ moisture.
(viii) Ahmad applied ___ the bank for a loan.
Q. 6. Use only FIVE of the pairs of words in sentences clearly illustrating their meanings. (10) (i)
Gibe, Jibe (ii) Epigram, Epigraph
(iii) Brawl, Bawl (iv) Crib, Crypt
(v) Barmy, Balmy (vi) Peat, Petite
(vii) Monogamous, Monogenous (viii) Postilion, Posterior
COMPETITIVE EXAMINATION – 2021 FOR RECRUITMENT TO POSTS IN BS-17
UNDER THE FEDERAL GOVERNMENT ENGLISH (PRECIS &
COMPOSITION)
Roll Number
TIME ALLOWED: THREE HOURS PART-I(MCQS): MAXIMUM 30 MINUTES

PART-I (MCQS) MAXIMUM MARKS = 20 PART-II MAXIMUM MARKS = 80

different places. (iv) Write Q. No. in the Answer Book in accordance with Q. No. in the
Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of Answer Book must
be crossed. (vi) Extra attempt of any question or any part of the question will not be considered.
PART-II
Q. 2. Write a précis of the following and suggest a suitable title: (20)
Nizar Hassan was born in 1960 and raised in the village of Mashhad, near Nazareth, where he
has lived with his family. He studied anthropology at Haifa University and after graduating
worked in TV. Starting in 1990, he turned to cinema. In 1994, he produced Independence, in
which he pokes his Palestinian interlocutors about what they think of the bizarre Israeli notion
of their “independence”. They have stolen another people’s homeland and call the act
“independence”! Hassan dwells on that absurdity.
As the world’s attention was captured by the news of Israel planning to “annex” yet a bit more
of Palestine and add it to what they have already stolen, I received an email from Nizar Hassan,
the pre-eminent Palestinian documentary filmmaker. He wrote to me about his latest film, My
Grandfather’s Path, and included a link to the director’s cut. It was a blessing. They say choose
your enemies carefully for you would end up like them. The same goes for those opposing
Zionist settler colonialists. If you are too incensed and angered by their daily dose of claptrap,
the vulgarity of their armed robbery of Palestine, you would soon become like them and forget
yourself and what beautiful ideas, ideals, and aspirations once animated your highest dreams.
Never fall into that trap. For decades, aspects of Palestinian and world cinema, art, poetry,
fiction, and drama have done for me precisely that: saved me from that trap. They have
constantly reminded me what all our politics are about – a moment of poetic salvation from it
all.
Nizar Hassan’s new documentary is one such work – in a moment of dejection over Israel’s
encroachment on Palestinian rights and the world’s complicity, it has put Palestine in
perspective. The film is mercifully long, beautifully paced and patient, a masterfully crafted
work of art – a Palestinian’s epic ode to his homeland. A shorter version of My Grandfather’s
Path has been broadcast on Al Jazeera Arabic in three parts, but it must be seen in its entirety,
in one go. It is a pilgrimage that must not be interrupted.
In its response to 9/11, America has shown itself to be not only a hyperpower but increasingly
assertive and ready to use its dominance as a hyperpower. After declaring a War on Terrorism,
America has led two conventional wars, in Afghanistan and Iraq, demonstrating its
overwhelmingly awesome military might. But these campaigns reveal something more:
America’s willingness to have recourse to arms as appropriate and legitimate means to secure
its interests and bolster its security. It has set forth a new doctrine: the right of pre-emptive
strike when it considers its security, and therefore its national interests, to be at risk. The
essence of this doctrine is the real meaning of hyperpower.
Prime Minister Tony Blair has consistently argued that the only option in the face of
hyperpower is to offer wise counsel. But increasingly this is a course that governments and
people across the world have refused. The mobilisation for war against Iraq split the United
Nations and provoked the largest anti-war demonstrations the world has ever seen. And through
it all, America maintained its determination to wage war alone if necessary and not to be
counselled by the concerns of supposedly allied governments when they faithfully represented
the wishes of their electorates. Rather than engaging in debate, the American government
expressed its exasperation. The influential new breed of neoconservative radio and television
hosts went much further. They acted as ringmasters
for outpourings of public scorn that saw French fries renamed ‘freedom fries’ and moves to
boycott French and German produce across America. If one sound-bite can capture a mood,
then perhaps it would be Fox News’ Bill O’Reilly. At the height of the tension over a second
Security Council resolution to legitimate war in Iraq, Mr O’Reilly told his viewers that the
bottom line was security, the security of his family, and in that matter ‘There’s no moral
equivalence between the US and Belgium’. It is, in effect, the ethos of hyperpower articulated
and made manifest in the public domain of 24-hour talk. And America’s willingness to
prosecute war has raised innumerable questions about how it engages with other countries.
Afghanistan has seen the removal of the Taliban. But there are no official statistics on the
number of innocent civilians dead and injured to achieve that security objective. The people of
Afghanistan have witnessed a descent into the chaos that preceded the arrival of the Taliban, a
country administered not by a new era of democracy under the tutelage of the hyperpower, but
merely by the return of the warlords. Beyond Kabul, much of the country remains too insecure
for any meaningful efforts at reconstruction and there is enormous difficulty in bringing relief
aid to the rural population.
Page 1 of 2

1. Why does the doctrine of power set by neo-imperial America deny
space to counselling? 2. What is the essence of ‘moral equivalence’
whereas War has no moral justification?
3. Why do countries occupied and under the tutelage of hypepower have no peace?
4. Arguably Europe and hyperpower US are at cross purposes over the concept of war.
Are they? Why? 5. What Tony Blair’s meant by ‘wise counsel’, and did it prevail?
Q. 4. Correct only FIVE of the following: (10) (i) They were lieing in the sun.
(ii) He will not come without he is asked.
(iii) John as well as Harry bear witness to it.
(iv) The crew was now on board and they soon busied themselves in preparing to meet the
coming storm. (v) Could I have piece of please?
(vi) Is there a sport club near by?
(vii) The coat is quite big.
(viii) It’s only a short travel by train.
Q. 5. (a)
(b)
Punctuate the following text, where necessary. (05) That familiarity produces neglect has been
long observed the effect of all external objects however great or splendid ceases with their novelty
the courtier stands without emotion in the royal presence the music tramples under his foot the
beauties of the spring with little attention to their fragrance and the inhabitant of the coast darts his
eye upon the immense diffusion of waters without awe wonder or terror.
Prepositions. (05) (i) The knavish wolf was able_____ convince the pig to let him _____ his home.
(ii) I looked this word ____ in the dictionary, but I still don't understand it.
(iii) I need to learn these verbs ___ heart ___ tomorrow.
(iv) The morgue is redolent___ the odor of deceased individuals.
(v) He is cogitating___ some means of revenge.
(vi) He was reticent___ do anything about the problem.
(vii) His body is impervious___ moisture.
(viii) Ahmad applied ___ the bank for a loan.
Q. 6. Use only FIVE of the pairs of words in sentences clearly illustrating their meanings. (10) (i)
Gibe, Jibe (ii) Epigram, Epigraph
(iii) Brawl, Bawl (iv) Crib, Crypt
(v) Barmy, Balmy (vi) Peat, Petite
(vii) Monogamous, Monogenous (viii) Postilion, Posterior
COMMISSION
THE FEDERAL GOVERNMENT ENGLISH (PRECIS & COMPOSITION)
Roll Number
TIME ALLOWED: THREE PART-I (MCQS) MAXIMUM MARKS = 20 PART-II

HOURS MAXIMUM MARKS = 80
30 MINUTES

(iii) All the parts (if any) of each Question must be attempted at one place instead of at different
places.
(iv) Write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper.
(v) No Page/Space be left blank between the answers. All the blank pages of
Answer Book must be crossed. (vi) Extra attempt of any question or any part of the
question will not be considered.
PART-II
Q. 2. Write a précis of the following passage and suggest a suitable title: (20)
On the question of freedom in education there are at present three main schools of thought,
deriving partly from differences as to ends and partly from differences in psychological theory.
There are those who say that children should be completely free, however bad they may be; there
are those who say they should be completely subject to authority, however good they may be; and
there are those who say they should be free, but in spite of freedom they should be always good.
This last party is larger than it has any logical right to be; children, like adults, will not all be
virtuous if they are all free. The belief that liberty will ensure moral perfection is a relic of
Rousseauism, and would not survive a study of animals and babies. Those who hold this belief
think that education should have no positive purpose, but should merely offer an environment
suitable for spontaneous development. I cannot agree with this school, which seems to me too
individualistic, and unduly indifferent to the importance of knowledge. We live in communities
which require co-operation, and it would be utopian to expect all the necessary co-operation to
result from spontaneous impulse. The existence of a large population on a limited area is only
possible owing to science and technique; education must, therefore, hand on the necessary
minimum of these. The educators who allow most freedom are men whose success depends upon a
degree of benevolence, self-control, and trained intelligence which can hardly be generated where
every impulse is left unchecked; their merits, therefore, are not likely to be perpetuated if their
methods are undiluted. Education, viewed from a social standpoint, must be something more
positive than a mere opportunity for growth. It must, of course, provide this, but it must also
provide a mental and moral equipment which children cannot acquire entirely for themselves.
The majority of people have always lived simply, and most of humanity still struggles on a daily
basis to eke out a meager existence under dire circumstances. Only in affluent industrialized
countries do people have the luxury of more goods and services than they need to survive. On the
basis of material wealth, North Americans and Europeans should be the happiest people on earth,
but according to the 2012 Happy Planet Index (HPI), they are not. Surprisingly, what had begun as
an experimental lifestyle evolved into a quiet revolution that spread the word through books such
as Duane Elgin’s best-selling Voluntary Simplicity: Toward a Way of Life that is Outwardly
Simple, Inwardly Rich (1981), as well as numerous magazines, alternative communities of the
like-minded, and, later, Internet websites. Combined with a growing awareness of the
environmental consequences of consumerism, the voluntary simplicity movement sought to reduce
the consumption of goods and energy and to minimize one’s personal impact on the environment.
“Voluntary” denotes a free and conscious choice to make appropriate changes that will enrich life
in a deeper, spiritual sense. “Simplicity” refers to the lack of clutter, that is, eliminating all those
things, patterns, habits, and ideas that take control of our lives and distract us from our inner
selves. However, this is not to be confused with poverty, which is involuntary, degrading, and
debilitating. Neither does it mean that people must live on a farm or reject progress or technology,
or do without what is necessary for their comfort and welfare. To practice voluntary simplicity,
one must differentiate between what one wants (psychological desires) and what one needs (basic
requirements of life), and seek a healthy balance that is compatible with both. In a consumer
society where advertising bombards us with the message that without this, that, and the other
product, we are unsuccessful, undesirable, and unimportant, being clear on what you really need
and resisting what you don’t can be an ongoing struggle. The beauty of voluntary simplicity is that
it is a philosophy, and not a dogma. How one goes about it depends on individual character,
cultural background, and climate. For this, three Rs (i.e., Reduce, Recycle & Reuse) represent the
best way to get a handle on rampant consumerism. In economies driven by the quest for ever more,
living with less is erroneously equated with poverty and social inferiority. By conserving energy,
for instance, you are actually ensuring that more resources are available for future use. By making
a frugal budget and sticking to it, you can eliminate unnecessary expenses. Recycling paper, metal,
plastic, and glass and reusing building materials and old clothing keep materials in the loop and
out of landfills. Pooling skills and resources through barter networks not only saves money, but
sharing with others establishes bonds and fosters a sense of community. With the glut of cheap
goods that are usually designed for obsolescence, quality products that last are becoming
progressively harder to find. In the long run, a more expensive but durable and repairable item or
even an older used item that is still in good condition is a better investment than a brand new piece
of junk that will only break down and end up in the trash. Thus, at the heart of voluntary simplicity
is the conscious realization that less is really more. Less consumption means more resources for
future generations. Less activity that brings little satisfaction or reward is more time for yourself
and your loved ones. Less stuff is more space to move around in. Less stress means more
relaxation and better health. Less worry provides more enjoyment and more fulfillment in life.
Page 1 of 2
Questions: (4 marks each) 1. How important is happiness to most people, and what is the
relationship between material wealth and happiness?
2. How does the author characterize the concept of ‘Voluntary Simplicity’ as a movement
and as a philosophy?
3. What impact is feared by the growing consumerism of modern society?
4. What influences make it difficult for people to reduce their consumption patterns?
5. What are the challenges and rewards of voluntary simplicity?
Q. 4. Correct only FIVE of the following: (10) (i) His knowledge of languages and
international relations aid him in his work.
(ii) The ambassador, with his family and staff, invite you to a reception at the embassy on
Tuesday afternoon.
(iii) This year, he will sit in the CSS examination.
(iv) The Chief Executive will let us know whether or not he can attend the meeting.
(v) When he came back from vacation, Aslam and me plan to look for
another apartment. (vi) If some of you make a noise, they shall be
punished.
(vii) He came to me to enquire what is the salary attached to the appointment.
(viii) I am too tired that I do not hunt words and idioms in my English book.
Q. 5. (a)
(b)
Punctuate the following text, where necessary. (05)
while taking a nap on the porch one hot summer day hodga dreamed that a stranger promised to give
him ten pieces of gold the stranger placed them in hodgas hand one by one until he reached the tenth
piece which he hesitated to give him come on what are you waiting for said hodga you promised me
ten just then he woke up he immediately looked at his hand and saw that it was empty he quickly
shut his eyes again stretched out his hand and said all right i ll settle for nine.
Prepositions. (05)
(i) The neighbours came ______ my house to see what’s going on in the house. (ii) She sat _______
the shade of the tree.
(iii) The moon does not shine _______ its own light.
(iv) The burglar jumped ________ the compound wall.
(v) She entered ________ an agreement with them.
(vi) I have been working hard ________ arithmetic.
(vii) He got ________ his bicycle.
(viii) It cannot be done ________ offence.
Q. 6. Use only FIVE pairs of words in sentences clearly illustrating their meanings. (10)
(i) Antic, Antique (ii) Draught, Drought
(iii) Quaint, Queer (iv) Momentary, Momentous
(v) Compliment, Complement (vi) Eminent, Imminent
(vii) Faint, Feint (viii) Immigrant, Emigrant

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FEDERAL PUBLIC SERVICE COMMISSION

COMPETITIVE EXAMINATION FOR

ENGLISH (Précis & Composition)

TIME ALLOWED: 3 HOURS…………………..Maximum Marks: 100

Q1. MAKE A PRÉCIS OF THE FOLLOWING PASSAGE IN ABOUT ONE THIRD

(a) What does the writer mean by the following expressions:

Multifarious activities, amelioration of human Life, it is sound, be their special

(a) On what grounds does Bentham believe that the Church

(b) What is Bentham’s philosophy based upon?

(c) What according to the writer is Bentham’s limitation?

Teaches children insincerity?

Q3. Write a comprehensive note (250 –300 words) on ONE of the

(a) Society is produced by our wants and government by our wickedness

doesn’t work as well in practice as it does in speeches. (Will Rogers)

(d) Politics is strife of interests masquerading as a contest of principles.

Q4. Correct the following sentences:

(a) The lake free zed rapidly.

(b) The firm was unwilling to forego its usual commission.

(c) We watched the lambs gamble on the green.

(d) He belonged to the gild of carpenters.

(e) He hadn’t ought to have spoken.

(f) Is this his half – brother?

(g) Hay! Watch out for the car!

(h) This is the historical spot where he was shot dead.

(i) We bought a Japanee print.

(j) Fresh flowers smell sweetly.

(i) Blow one’s top,

(ii) A cock-and-bull story,

(iii) Find one’s feet,

(iv) Call it a night,

(v) The tip of the iceberg,

(vi) Below par,

(vii) From pillar to post,

(viii) Hang up,

(x) By and by.

"Well where was her husband?"

ENGLISH (Précis & Composition)

TIME ALLOWED: 3 HOURS…………………..Maximum Marks: 100

giant. Q4. Correct the following sentences. (10)

(a) His wisdom consisted of his handling the dangerous situation

(i) The teeming meanings

Q6. Use FIVE of the following pairs of words in sentences. (10) 1.

- Good morning Waseem ___________________and looking pale. Come out in

FEDERAL PUBLIC SERVICE COMMISSION

COMPETITIVE EXAMINATION FOR

ENGLISH (Précis & Composition)

precis of the given passage, also give a suitable heading" (20)

Q3. Write a Comprehensive note (250-300 words) on ONE of the

(a) The winds are always on the side of the ablest

Q4. Change the Voice of the verb following sentences (10)

1. The production of Cash Crops directly affects the economy of an agricultural

Q6-Correct the following sentences: (10)

Q7-Make sentences with the given

Idiomatic phrases so that their meaning become clear: (10)

(1) take aback

FEDERAL PUBLIC SERVICE COMMISSION

COMPETITIVE EXAMINATION FOR

ENGLISH (Précis & Composition)

TIME ALLOWED: 3 HOURS…………………..Maximum Marks: 100 Q1.

Make a precis of the given passage and give a suitable heading:(20)