ବୋର୍ଡ ଅଫ୍ ସେକେଣ୍ଡାରୀ ଏଜୁକେସନ୍ (BSE Odisha) — ସମ୍ପୂର୍ଣ୍ଣ ଅଧ୍ୟାୟ ମାଷ୍ଟର ନୋଟ୍ସ
ଶ୍ରେଣୀ: Class 9 | ବିଷୟ: English
ଅଧ୍ୟାୟ: Class9 Eng Ch16 The Portrait of a Lady
୧. ଅଧ୍ୟାୟର ସାରାଂଶ ଓ ମାଇଣ୍ଡ ମ୍ୟାପ୍ (Mind Map & Conceptual Architecture)
ଅଧ୍ୟାୟର ସାରାଂଶ (Deep Summary):
"The Portrait of a Lady" ଖୁସୱନ୍ତ ସିଂହଙ୍କ ଦ୍ୱାରା ଲିଖିତ ଏକ ଆତ୍ମଜୀବନୀମୂଳକ ଗଳ୍ପ, ଯାହା ତାଙ୍କ ଜେଜେମା'ଙ୍କ ସହିତ ତାଙ୍କ ସମ୍ପର୍କର ବିଭିନ୍ନ ପର୍ଯ୍ୟାୟକୁ ବର୍ଣ୍ଣନା କରେ। ଏହି ଗଳ୍ପଟି ଜେଜେମା'ଙ୍କର ଅସୀମ ପ୍ରେମ, ଧାର୍ମିକତା, ତ୍ୟାଗ ଏବଂ ପରିବର୍ତ୍ତିତ ପରିସ୍ଥିତିରେ ତାଙ୍କର ଦୃଢ଼ତାକୁ ଚିତ୍ରଣ କରେ।
ଗଳ୍ପଟି ତିନୋଟି ମୁଖ୍ୟ ପର୍ଯ୍ୟାୟରେ ବିଭକ୍ତ:
୧. ଗ୍ରାମୀଣ ଜୀବନ (Village Life): ଲେଖକ ଏବଂ ତାଙ୍କ ଜେଜେମା'ଙ୍କର ଅତ୍ୟନ୍ତ ନିବିଡ଼ ସମ୍ପର୍କ ଏହି ସମୟରେ ଦେଖିବାକୁ ମିଳେ। ଜେଜେମା' ଲେଖକଙ୍କୁ ସକାଳୁ ଉଠାଇବା, ସ୍କୁଲ୍ ପାଇଁ ପ୍ରସ୍ତୁତ କରିବା, ତାଙ୍କ ସହିତ ମନ୍ଦିର ସ୍କୁଲ୍ ଯିବା, ଏବଂ ଗାଁ କୁକୁରମାନଙ୍କୁ ରୁଟି ଖୁଆଇବା ଇତ୍ୟାଦି କାର୍ଯ୍ୟ କରୁଥିଲେ। ସେ ଜଣେ ଅତ୍ୟନ୍ତ ଧାର୍ମିକ ମହିଳା ଥିଲେ ଏବଂ ନିରନ୍ତର ପ୍ରାର୍ଥନା କରୁଥିଲେ।
୨. ସହରୀ ଜୀବନ (City Life): ଯେତେବେଳେ ଲେଖକଙ୍କ ବାପା-ମା' ସହରରେ ସ୍ଥିର ହେଲେ, ସେମାନେ ଲେଖକ ଓ ଜେଜେମା'ଙ୍କୁ ସହରକୁ ଡାକିଲେ। ଏହା ସେମାନଙ୍କ ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ଆଣିଲା। ଲେଖକ ଏକ ଇଂରାଜୀ ସ୍କୁଲକୁ ମୋଟର ବସରେ ଯିବା ଆରମ୍ଭ କଲେ, ଯେଉଁଠାରେ ଈଶ୍ୱରଙ୍କ ବିଷୟରେ ଶିକ୍ଷା ଦିଆଯାଉ ନଥିଲା। ଜେଜେମା' ଏହି ପରିବର୍ତ୍ତନକୁ ପସନ୍ଦ କଲେ ନାହିଁ ଏବଂ ତାଙ୍କୁ ଲେଖକଙ୍କ ପାଠପଢ଼ାରେ ସାହାଯ୍ୟ କରିପାରିଲେ ନାହିଁ। ସେ ସହରରେ ଘରର ଅଗଣାରେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ସମୟ ବିତାଉଥିଲେ। ସେମାନଙ୍କ ମଧ୍ୟରେ ଦୂରତା ବଢ଼ିଲା।
୩. ବିଶ୍ୱବିଦ୍ୟାଳୟ ଓ ବିଦେଶ ଯାତ୍ରା (University and Abroad): ଲେଖକ ବିଶ୍ୱବିଦ୍ୟାଳୟ ଯିବା ପରେ ସେମାନଙ୍କୁ ଅଲଗା କୋଠରୀ ମିଳିଲା, ଯାହା ସେମାନଙ୍କ ବନ୍ଧୁତ୍ୱର ଶେଷ ସୂତ୍ରକୁ ଛିଣ୍ଡାଇ ଦେଲା। ଜେଜେମା' ଏହାକୁ ନୀରବରେ ଗ୍ରହଣ କରି ନେଲେ ଏବଂ ତାଙ୍କ ସମୟ ଚରଖା କାଟିବା ଓ ପ୍ରାର୍ଥନା କରିବାରେ ବିତାଇଲେ। ଲେଖକ ଉଚ୍ଚଶିକ୍ଷା ପାଇଁ ବିଦେଶ ଯିବା ସମୟରେ ଜେଜେମା' ତାଙ୍କୁ ବିଦାୟ ଦେବାକୁ ଆସିଥିଲେ, କିନ୍ତୁ କୌଣସି ଭାବନା ପ୍ରକାଶ କଲେ ନାହିଁ। ପାଞ୍ଚ ବର୍ଷ ପରେ ଲେଖକ ଫେରିବା ପରେ ଜେଜେମା' ତାଙ୍କୁ ଷ୍ଟେସନରେ ଭେଟିଲେ, କିନ୍ତୁ ତାଙ୍କର ସବୁଠାରୁ ଖୁସିର ମୁହୂର୍ତ୍ତ ଘରଚଟିଆମାନଙ୍କ ସହିତ ଥିଲା। ଶେଷରେ, ଜେଜେମା' ଅସୁସ୍ଥ ହେଲେ ଏବଂ ତାଙ୍କର ମୃତ୍ୟୁ ହେଲା। ତାଙ୍କ ମୃତ୍ୟୁ ସମୟରେ ହଜାର ହଜାର ଘରଚଟିଆ ତାଙ୍କ ଶରୀର ଚାରିପାଖରେ ନୀରବରେ ବସିଥିଲେ ଏବଂ ଲେଖକଙ୍କ ମା' ଦେଇଥିବା ରୁଟି ଖଣ୍ଡକୁ ଖାଇ ନଥିଲେ, ଯାହା ମାନବ-ପଶୁ ସମ୍ପର୍କର ଗଭୀରତାକୁ ଦର୍ଶାଏ।
ମୁଖ୍ୟ ଉଦ୍ଦେଶ୍ୟ (Core Objectives):
ମାଇଣ୍ଡ ମ୍ୟାପ୍ (Conceptual Mind Map):
```
"The Portrait of a Lady"
├── ଲେଖକ (ଖୁସୱନ୍ତ ସିଂହ)
│ └── ନାତିର ଦୃଷ୍ଟିକୋଣରୁ ବର୍ଣ୍ଣନା
├── ଜେଜେମା' (ମୁଖ୍ୟ ଚରିତ୍ର)
│ ├── ଶାରୀରିକ ବର୍ଣ୍ଣନା: ବୃଦ୍ଧା, କୁଞ୍ଚିତ, ଛୋଟ, ମୋଟା, ବଙ୍କା, ରୂପସୀ ନୁହଁନ୍ତି କିନ୍ତୁ ସୁନ୍ଦର
│ ├── ଚରିତ୍ର: ଧାର୍ମିକ, ଦୟାଳୁ, ସ୍ନେହୀ, ସ୍ୱାଧୀନ, ଦୃଢ଼, ସହନଶୀଳ
│ ├── ଦୈନନ୍ଦିନ କାର୍ଯ୍ୟ: ପ୍ରାର୍ଥନା, ଚରଖା କାଟିବା, ଘରଚଟିଆଙ୍କୁ ଖୁଆଇବା, ଶାସ୍ତ୍ର ପଢ଼ିବା
│ └── ସମ୍ପର୍କ:
│ ├── ଲେଖକଙ୍କ ସହିତ ସମ୍ପର୍କର ପର୍ଯ୍ୟାୟ
│ │ ├── ଗ୍ରାମୀଣ ଜୀବନ (ନିବିଡ଼ ବନ୍ଧୁତ୍ୱ)
│ │ │ ├── ସକାଳୁ ଉଠାଇବା, ସ୍କୁଲ୍ ପାଇଁ ପ୍ରସ୍ତୁତ କରିବା
│ │ │ ├── ମନ୍ଦିର ସ୍କୁଲ୍ ଯିବା, ଶାସ୍ତ୍ର ପଢ଼ିବା
│ │ │ └── ଗାଁ କୁକୁରଙ୍କୁ ରୁଟି ଖୁଆଇବା
│ │ ├── ସହରୀ ଜୀବନ (ଦୂରତା ବୃଦ୍ଧି)
│ │ │ ├── ଇଂରାଜୀ ସ୍କୁଲ୍, ପାଠପଢ଼ାରେ ସାହାଯ୍ୟ କରି ନ ପାରିବା
│ │ │ ├── ଈଶ୍ୱରଙ୍କ ବିଷୟରେ ଶିକ୍ଷା ନ ଥିବାରୁ ଅସନ୍ତୁଷ୍ଟ
│ │ │ └── ଘରଚଟିଆଙ୍କୁ ଖୁଆଇବାରେ ସମୟ ବିତାଇବା
│ │ ├── ବିଶ୍ୱବିଦ୍ୟାଳୟ (ସମ୍ପର୍କ ଛିନ୍ନ)
│ │ │ └── ଅଲଗା କୋଠରୀ, ସ୍ୱାଧୀନ ଜୀବନ
│ │ └── ବିଦେଶ ଯାତ୍ରା ଓ ପ୍ରତ୍ୟାବର୍ତ୍ତନ (ଭାବନାହୀନ ବିଦାୟ, ନୀରବ ସ୍ୱାଗତ)
│ └── ଘରଚଟିଆଙ୍କ ସହିତ ସମ୍ପର୍କ (ଅସୀମ ପ୍ରେମ)
├── ଜେଜେବାପା (ପ୍ରତିଛବି)
│ └── ବୃଦ୍ଧ, ପଗଡ଼ି, ଢିଲା ପୋଷାକ, ଲମ୍ବା ଧଳା ଦାଢ଼ି
├── ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ (Themes)
│ ├── ପ୍ରେମ ଓ ବନ୍ଧୁତ୍ୱ (Love & Friendship)
│ ├── ପରିବର୍ତ୍ତନଶୀଳ ସମ୍ପର୍କ (Changing Relationships)
│ ├── ପାରମ୍ପରିକତା ବନାମ ଆଧୁନିକତା (Tradition vs. Modernity)
│ ├── ଧାର୍ମିକତା ଓ ବିଶ୍ୱାସ (Religious Devotion & Faith)
│ ├── ବୃଦ୍ଧାବସ୍ଥା ଓ ଗ୍ରହଣୀୟତା (Aging & Acceptance)
│ └── ମାନବ-ପଶୁ ସମ୍ପର୍କ (Human-Animal Bond)
├── ଗଳ୍ପର ଶେଷ (Climax & Resolution)
│ ├── ଜେଜେମା'ଙ୍କ ଅସୁସ୍ଥତା ଓ ମୃତ୍ୟୁ
│ ├── ଶେଷ ପ୍ରାର୍ଥନା ଓ ଶାନ୍ତିପୂର୍ଣ୍ଣ ମୃତ୍ୟୁ
│ └── ଘରଚଟିଆଙ୍କ ନୀରବ ଶୋକ (ପ୍ରତୀକାତ୍ମକ)
└── ସାହିତ୍ୟିକ ଉପକରଣ (Literary Devices)
├── ଉପମା (Simile): "like the winter landscape in the mountains"
├── ରୂପକ (Metaphor): "common link of friendship was snapped"
└── ଚିତ୍ରକଳ୍ପ (Imagery): "crisscross of wrinkles", "silver locks", "inaudible prayer"
```
୨. ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ, ସିଦ୍ଧାନ୍ତ ଓ ଗାଣିତିକ ସୂତ୍ରାବଳୀ (Comprehensive Theory & Formulas)
୨.୧. ଚରିତ୍ର ବିଶ୍ଳେଷଣ (Character Analysis):
୨.୨. ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ (Key Themes):
୨.୩. ସାହିତ୍ୟିକ ଉପକରଣ (Literary Devices):
୨.୪. ଶବ୍ଦକୋଷ (Glossary):
୩. ପାଠ୍ୟପୁସ୍ତକ ଅଭ୍ୟାସ ପ୍ରଶ୍ନାବଳୀର ୧୦୦% ସମ୍ପୂର୍ଣ୍ଣ ସମାଧାନ (100% Complete Solved Exercises)
A. Before you read:
B. The text:
Now answer the following questions (from Section I):
Q1. How has the author described his grandmother?
Answer: The author describes his grandmother as an old woman who had been old and wrinkled for the twenty years he had known her. She was short, fat, and slightly bent. Her face was a crisscross of wrinkles. Though she was never pretty, she was always beautiful, like the winter landscape in the mountains. She hobbled about the house in spotless white, with one hand resting on her waist and the other telling the beads of her rosary. Her silver locks were scattered over her pale face, and her lips constantly moved in inaudible prayer.
Q2. What impression did the author get looking at his grandfather's photograph?
Answer: Looking at his grandfather's portrait, the author got the impression that his grandfather was a very old man, at least a hundred years old. He wore a big turban and loose-fitting clothes, and his long white beard covered the best part of his chest. The author felt that his grandfather did not look like the sort of person who would have a wife or children, but rather someone who could only have lots and lots of grandchildren.
Q3. Do you think the author's grandmother was a religious person? Why do you think so?
Answer: Yes, the author's grandmother was definitely a religious person. We know this because her lips constantly moved in inaudible prayer, and she always carried a rosary, telling its beads. She sang her morning prayer in a monotonous sing-song while bathing and dressing the author, hoping he would learn it. In the village school, she sat inside the temple reading scriptures. Her deep faith was a constant aspect of her life.
Q4. The author says that he and his grandmother were good friends. Did they do anything together?
Answer: Yes, the author and his grandmother were good friends and did many things together during their village life. She used to wake him up in the morning, get him ready for school, and say her morning prayer while bathing him. They would have breakfast together, and then she would walk him to the village school, which was attached to the temple. She also carried stale chapattis for the village dogs, which they fed together on their way back home.
Q5. Why did his grandmother carry chapattis when they went to school? What does this tell you about her?
Answer: His grandmother carried several stale chapattis with her when they went to school because she would feed them to the village dogs on their way back home. This tells us that she was a kind, compassionate, and loving person, not just towards her grandson but also towards animals. It also highlights her traditional and simple way of life.
Q6. Life was comfortable for the author and his grandmother. Do you think it will continue to be so?
Answer: No, it is unlikely that their comfortable life and close relationship would continue to be so. The story hints at changes to come, especially as the author's parents settle in the city. Such changes often lead to shifts in living arrangements, education, and daily routines, which can impact relationships.
Now answer the following questions (from Section II):
Q1. The author and his grandmother were very close to one another. How do you know this?
Answer: Their closeness is evident from their daily routine in the village. The grandmother would wake the author up, bathe and dress him while reciting prayers, prepare his wooden slate, inkpot, and pen, and give him breakfast. They walked to the temple school together, and she would read scriptures while he studied. On their way back, they fed the village dogs. This constant companionship and shared activities show their strong bond.
Q2. When did their relationship change? Why?
Answer: Their relationship changed significantly when the author's parents, having settled comfortably in the city, sent for them. This move to the city was a turning point. In the city, the author started going to an English school in a motor bus, and there were no village dogs to feed. The grandmother could no longer accompany him to school or help him with his lessons, leading to a gradual distancing.
Q3. There were some things about the author's school that his grandmother did not like? What were these?
Answer: The grandmother disliked several things about the author's English school in the city. She was unhappy that they taught English words and Western science (like the law of gravity, Archimedes' principle, the world being round), as she could not help him with these lessons. More importantly, she was distressed that there was no teaching about God and the scriptures. She was also very disturbed when she learned he was being given music lessons, as she considered music to have "lewd associations" and not meant for "gentle folk."
Q4. What happened to their relationship when the author went to the university?
Answer: When the author went to the university, he was given a room of his own. This marked a further deterioration in their relationship, as "the common link of friendship was snapped." They saw even less of each other. The grandmother accepted this with resignation, spending her time spinning, reciting prayers, and feeding sparrows, rarely talking to anyone.
Q5. What did his grandmother do with her time?
Answer: After the author went to university and their common link of friendship snapped, his grandmother spent her time mostly by herself. From sunrise to sunset, she sat by her spinning wheel, spinning and reciting prayers. In the afternoon, she would relax for half an hour to feed the sparrows in the veranda, breaking bread into little bits for hundreds of birds. This was her happiest half-hour of the day.
Q6. The distance between the author and his grandmother grew wider? What do you think will happen next?
Answer: Yes, the distance between them grew wider due to the changing circumstances and the author's progression in life and education. Given the trajectory of the story, it is likely that the author will eventually leave home for higher studies or work, further increasing the physical and emotional distance between them. The grandmother, being old, might continue her solitary, prayerful life, possibly leading to her eventual demise.
Now answer the following questions (from Section III):
Q1. The author decided to go abroad. Why did he think that his grandmother would be upset?
Answer: The author thought his grandmother would be upset because he would be away for five years. At her old age, one could never tell if she would still be alive upon his return. The long separation and the uncertainty of seeing him again would naturally cause her distress.
Q2. How did his grandmother behave when she saw him on his return at the station?
Answer: When the author returned after five years, his grandmother met him at the station. She did not look a day older. She did not show any emotion or talk much. Instead, she clasped him in her arms, and he could hear her reciting her prayers. Even on his first day back, her happiest moments were spent feeding her sparrows.
Q3. What changes came over her in the evening?
Answer: In the evening of the author's return, a significant change came over his grandmother. She did not pray. Instead, she collected the women of the neighbourhood, got an old drum, and started singing songs of the homecoming of warriors for several hours, thumping the sagging skins of the dilapidated drum. This was the first time the author had known her not to pray.
Q4. Was her illness of a serious nature?
Answer: The doctor initially said it was a mild fever and would go away. However, the grandmother herself believed her illness was serious and that her end was near. She felt that since she had omitted to pray just hours before the close of her life's chapter, she was not going to waste any more time talking to her family. Her own conviction indicated its serious nature.
Q5. Why did she refuse to talk to her family members?
Answer: She refused to talk to her family members because she believed her end was near and she had very little time left. She wanted to spend her last moments praying and telling her beads, making up for the time she had "omitted to pray" the previous evening. She did not want to waste any more time talking.
Q6. What did the author and his family see when they went to take her for cremation?
Answer: When the author and his family went to her room with a crude stretcher to take her for cremation, they saw thousands of sparrows scattered on the floor of the veranda and her room, right up to where she lay dead and stiff, wrapped in the red shroud. There was no chirping from the birds.
Q7. What was strange about the behaviour of the sparrows?
Answer: The strange behaviour of the sparrows was that despite thousands of them being present, there was no chirping. They sat silently around the grandmother's corpse. When the author's mother broke bread into crumbs and threw it to them, just as the grandmother used to, the sparrows took no notice of the bread. They flew away quietly only after the grandmother's corpse was carried off for cremation.
C. Glossary:
(The glossary is provided in the textbook. No further action needed here other than listing them as part of the comprehensive notes, which has been done in Section 2.4.)
D. Let's write: Write the answers to the following questions in about 50 words each:
Q1. How does the author describe his grandmother?
Answer: The author describes his grandmother as an old, wrinkled woman, short, fat, and slightly bent. Though not conventionally pretty, her serene and pious nature made her beautiful, like a "winter landscape." She always wore spotless white, hobbled around, and her lips constantly moved in inaudible prayer, holding a rosary.
Q2. The author and his grandmother were good friends. Give examples to support this statement.
Answer: Their friendship was evident in their village routine. She woke him, prepared him for school, and walked him there daily. While he studied, she read scriptures in the temple. They shared breakfast and fed village dogs together on their return, showcasing their close companionship and shared activities.
Q3. How did the author's grandmother behave when he was going abroad?
Answer: When the author went abroad, his grandmother came to the railway station to see him off. She was not sentimental and showed no emotion. Her lips moved in prayer, her mind lost in devotion, and her fingers were busy with her rosary. She silently kissed his forehead, leaving a moist imprint, which the author cherished.
Q4. The author's grandmother was a religious lady. Do you agree? Why?
Answer: Yes, I strongly agree. Her constant inaudible prayers, the rosary in her hand, her daily scripture reading in the temple, and her distress over the lack of religious teaching in the city school all confirm her deep religious devotion. Even in her final moments, she prioritized prayer over conversation.
Q5. How did the sparrows behave when grandmother died?
Answer: When the grandmother died, thousands of sparrows gathered silently around her body on the veranda and in her room. They did not chirp. They ignored the bread crumbs offered by the author's mother, which was unusual. They only flew away quietly after her body was carried off for cremation, showing a silent tribute.
Q6. The author and his grandmother shared a very close relationship. This changed when they moved to the city. Why did this happen?
Answer: Their close relationship changed in the city due to the shift in lifestyle and education. The author went to an English school by bus, where subjects like Western science were taught, not God or scriptures. The grandmother couldn't help him with his studies and disapproved of the new curriculum, leading to a communication gap and a gradual distancing between them.
E. Activity:
I. There was a change in the relationship between the author and his grandmother. Some of the following are the reasons for this change. Tick all the correct answers.
(a) The author went to an English school. (✓)
(b) He went to school by bus. (✓)
(c) There were sparrows in the city. (X - This describes her new routine, not a reason for the change in their relationship, though it reflects her adaptation to the city.)
(d) His grandmother could not help him with his lessons. (✓)
(e) The school did not teach anything about God. (✓)
(f) She didn't like western science. (✓)
(g) She liked music. (X - She disliked music lessons, considering them lewd.)
(h) When he went to the university they had separate rooms. (✓)
II. Grandmothers are the pillars of the family. They create bonds that hold the family together. Discuss.
Answer: Grandmothers often serve as the emotional and spiritual pillars of a family. They are repositories of wisdom, tradition, and unconditional love. In many cultures, they are the primary caregivers, storytellers, and moral guides for grandchildren, fostering strong intergenerational bonds. Their presence provides a sense of stability, continuity, and belonging. They often bridge gaps between parents and children, offering a different perspective and a comforting presence. Through their selfless care, prayers, and adherence to family values, grandmothers weave the fabric of family life, ensuring that traditions are passed down and that love remains the central binding force. The grandmother in "The Portrait of a Lady" exemplifies this role, holding the family's traditional values and nurturing the author with her unwavering love, even as circumstances change.
୪. ବୋର୍ଡ ପରୀକ୍ଷା ମାଷ୍ଟ୍ରି ଟିପ୍ସ ଓ ସାଧାରଣ ଭୁଲ୍ (Board Exam Tips & Pitfalls)
୪.୧. ପରୀକ୍ଷା ପ୍ରସ୍ତୁତି ରଣନୀତି (Exam Preparation Strategies):
୧. ଗଭୀର ପଠନ (Deep Reading): ଅଧ୍ୟାୟକୁ ଅତି କମରେ ଦୁଇ ତିନି ଥର ଭଲ ଭାବରେ ପଢ଼ନ୍ତୁ। ପ୍ରତ୍ୟେକ ବାକ୍ୟର ଅର୍ଥ ଏବଂ ଭାବନାକୁ ବୁଝିବାକୁ ଚେଷ୍ଟା କରନ୍ତୁ।
୨. ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ ଚିହ୍ନଟ (Identify Key Themes): ଗଳ୍ପର ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ ଯଥା - ପ୍ରେମ, ବନ୍ଧୁତ୍ୱ, ପରିବର୍ତ୍ତନ, ଧାର୍ମିକତା, ମାନବ-ପଶୁ ସମ୍ପର୍କ ଇତ୍ୟାଦିକୁ ଚିହ୍ନଟ କରନ୍ତୁ ଏବଂ ସେଗୁଡ଼ିକ ଉପରେ ନୋଟ୍ସ ପ୍ରସ୍ତୁତ କରନ୍ତୁ।
୩. ଚରିତ୍ର ବିଶ୍ଳେଷଣ (Character Analysis): ଲେଖକ, ଜେଜେମା' ଏବଂ ଜେଜେବାପାଙ୍କ ଚରିତ୍ରର ବିଭିନ୍ନ ଦିଗଗୁଡ଼ିକୁ ବିଶ୍ଳେଷଣ କରନ୍ତୁ। ପ୍ରତ୍ୟେକ ଚରିତ୍ରର ଗୁଣ, କାର୍ଯ୍ୟକଳାପ ଏବଂ ସମ୍ପର୍କକୁ ଧ୍ୟାନ ଦିଅନ୍ତୁ।
୪. ଘଟଣାକ୍ରମ ମନେ ରଖିବା (Remember Plot Sequence): ଗଳ୍ପର ଘଟଣାକ୍ରମକୁ (ଗ୍ରାମୀଣ ଜୀବନ → ସହରୀ ଜୀବନ → ବିଶ୍ୱବିଦ୍ୟାଳୟ → ବିଦେଶ ଯାତ୍ରା → ମୃତ୍ୟୁ) ସ୍ପଷ୍ଟ ଭାବରେ ମନେ ରଖନ୍ତୁ। ଏହା ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବାରେ ସାହାଯ୍ୟ କରିବ।
୫. ଶବ୍ଦକୋଷ ଅଧ୍ୟୟନ (Vocabulary Study): ଅଧ୍ୟାୟରେ ଥିବା ସମସ୍ତ ନୂଆ ଶବ୍ଦ ଏବଂ ସେମାନଙ୍କର ଅର୍ଥକୁ ଭଲ ଭାବରେ ମନେ ରଖନ୍ତୁ। ଏହା ଆପଣଙ୍କ ଉତ୍ତରକୁ ଅଧିକ ପ୍ରଭାବଶାଳୀ କରିବ।
୬. ପାଠ୍ୟପୁସ୍ତକ ପ୍ରଶ୍ନୋତ୍ତର ଅଭ୍ୟାସ (Practice Textbook Questions): ଅନୁଶୀଳନୀରେ ଥିବା ସମସ୍ତ ପ୍ରଶ୍ନର ଉତ୍ତର ନିଜେ ଲେଖି ଅଭ୍ୟାସ କରନ୍ତୁ। ଏହା ଆପଣଙ୍କୁ ଉତ୍ତର ଲେଖିବାର ଶୈଳୀ ଏବଂ ସମୟ ପରିଚାଳନା ଶିଖାଇବ।
୭. ଉଦାହରଣ ସହ ଉତ୍ତର (Answer with Examples): ଯେତେବେଳେ ସମ୍ଭବ, ଗଳ୍ପରୁ ଉଦାହରଣ ଦେଇ ଆପଣଙ୍କ ଉତ୍ତରକୁ ସମର୍ଥନ କରନ୍ତୁ। ଏହା ଆପଣଙ୍କ ଉତ୍ତରକୁ ଅଧିକ ବିଶ୍ୱସନୀୟ କରିବ।
୮. ସମୟ ପରିଚାଳନା (Time Management): ପରୀକ୍ଷାରେ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନ ପାଇଁ ନିର୍ଦ୍ଦିଷ୍ଟ ସମୟ ଦିଅନ୍ତୁ। ଦୀର୍ଘ ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନ ପାଇଁ ଅଧିକ ସମୟ ଏବଂ ସ୍ୱଳ୍ପ ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନ ପାଇଁ କମ୍ ସମୟ ଦିଅନ୍ତୁ।
୪.୨. ୧୦୦/୧୦୦ ସ୍କୋରିଂ ସିକ୍ରେଟ୍ସ (100/100 Scoring Secrets):
୧. ସ୍ପଷ୍ଟ ଓ ସଂକ୍ଷିପ୍ତ ଉତ୍ତର (Clear and Concise Answers): ପ୍ରଶ୍ନର ସିଧାସଳଖ ଉତ୍ତର ଦିଅନ୍ତୁ। ଅଯଥା କଥା ଲେଖି ସମୟ ନଷ୍ଟ କରନ୍ତୁ ନାହିଁ।
୨. ଉତ୍ତରରେ ଗଭୀରତା (Depth in Answers): କେବଳ ଘଟଣା ବର୍ଣ୍ଣନା ନ କରି, ଘଟଣା ପଛରେ ଥିବା ଭାବନା, କାରଣ ଏବଂ ପ୍ରଭାବକୁ ବିଶ୍ଳେଷଣ କରନ୍ତୁ।
୩. ସଠିକ୍ ଶବ୍ଦ ପ୍ରୟୋଗ (Appropriate Vocabulary): ଗଳ୍ପରେ ବ୍ୟବହୃତ ମୁଖ୍ୟ ଶବ୍ଦଗୁଡ଼ିକୁ ଆପଣଙ୍କ ଉତ୍ତରରେ ବ୍ୟବହାର କରନ୍ତୁ।
୪. ସୁସଂଗଠିତ ଉତ୍ତର (Well-structured Answers): ଉତ୍ତରକୁ ପାରାଗ୍ରାଫ୍ ଆକାରରେ ଲେଖନ୍ତୁ। ପ୍ରତ୍ୟେକ ପାରାଗ୍ରାଫ୍ ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ବିଷୟ ଉପରେ ଧ୍ୟାନ ଦେଉ।
୫. ବ୍ୟାକରଣ ଓ ବନାନ ଶୁଦ୍ଧତା (Grammar and Spelling Accuracy): ବ୍ୟାକରଣଗତ ତ୍ରୁଟି ଏବଂ ବନାନ ଭୁଲ୍ ନ କରିବାକୁ ଚେଷ୍ଟା କରନ୍ତୁ। ଏହା ଆପଣଙ୍କ ମାର୍କ କମାଇପାରେ।
୬. ସାହିତ୍ୟିକ ଉପକରଣର ଉଲ୍ଲେଖ (Mention Literary Devices): ଯଦି ପ୍ରଶ୍ନରେ ଚରିତ୍ର ବା ବର୍ଣ୍ଣନା ବିଷୟରେ ପଚରାଯାଏ, ତେବେ ଉପମା, ରୂପକ ଇତ୍ୟାଦି ସାହିତ୍ୟିକ ଉପକରଣର ଉଲ୍ଲେଖ କରିପାରିଲେ ଉତ୍ତର ଅଧିକ ପ୍ରଭାବଶାଳୀ ହେବ।
୪.୩. ସାଧାରଣ ଭୁଲ୍ (Common Student Errors):
୧. ଅଧ୍ୟାୟକୁ ଭଲ ଭାବରେ ନ ପଢ଼ିବା (Not reading the chapter thoroughly): ଅନେକ ଛାତ୍ରଛାତ୍ରୀ ଅଧ୍ୟାୟକୁ ଉପରଠାଉରିଆ ଭାବରେ ପଢ଼ନ୍ତି, ଯାହା ଫଳରେ ସେମାନେ ସୂକ୍ଷ୍ମ ବିଷୟବସ୍ତୁ ଏବଂ ଚରିତ୍ରର ଗଭୀରତାକୁ ବୁଝିପାରନ୍ତି ନାହିଁ।
୨. ପ୍ରଶ୍ନକୁ ଭୁଲ୍ ବୁଝିବା (Misinterpreting the question): ପ୍ରଶ୍ନକୁ ଠିକ୍ ଭାବରେ ନ ବୁଝି ଉତ୍ତର ଲେଖିବା। ପ୍ରଶ୍ନରେ କ'ଣ ପଚରାଯାଇଛି, ତାହାକୁ ପ୍ରଥମେ ସ୍ପଷ୍ଟ ଭାବରେ ବୁଝନ୍ତୁ।
୩. ଅସଂଗଠିତ ଉତ୍ତର (Disorganized answers): ଉତ୍ତରକୁ ସୁସଂଗଠିତ ଭାବରେ ନ ଲେଖିବା। ବିନ୍ଦୁ କିମ୍ବା ପାରାଗ୍ରାଫ୍ ଆକାରରେ ଉତ୍ତର ଲେଖିବା ଅଧିକ ସହଜ।
୪. ବ୍ୟାକରଣ ଓ ବନାନ ତ୍ରୁଟି (Grammar and spelling mistakes): ଇଂରାଜୀରେ ଉତ୍ତର ଲେଖିବା ସମୟରେ ବ୍ୟାକରଣ ଏବଂ ବନାନ ତ୍ରୁଟି ଏକ ସାଧାରଣ ସମସ୍ୟା। ଏହା ଉପରେ ଅଧିକ ଧ୍ୟାନ ଦିଅନ୍ତୁ।
୫. ଉଦାହରଣ ନ ଦେବା (Not providing examples): ଚରିତ୍ର ବା ଘଟଣା ବିଷୟରେ ଲେଖିବା ସମୟରେ ଗଳ୍ପରୁ ଉଦାହରଣ ନ ଦେବା। ଉଦାହରଣ ଆପଣଙ୍କ ଉତ୍ତରକୁ ଅଧିକ ଦୃଢ଼ କରେ।
୬. ସମୟ ଅଭାବ (Lack of time management): ପରୀକ୍ଷାରେ ସମସ୍ତ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବା ପାଇଁ ସମୟ ପରିଚାଳନା ନ କରିବା।
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(ନୋଟ୍ସ ପ୍ରସ୍ତୁତି: ଉତ୍କଳ ସ୍କିଲ୍ ସେଣ୍ଟର - BSE Odisha 100% Full Textbook Master Edition)
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