csscrack.comcsscrack.com/wp-content/uploads/2017/10/Precis_2015 …  · Web view(viii) Over the moon. Q.7 Translate the following into English by keeping in view figurative / idiomatic

FEDERAL PUBLIC SERVICE COMMISSIONCOMPETITIVE EXAMINATION - 2017

FOR RECRUITMENT TO POST IN BS - 17UNDER THE FEDERAL GOVERNMENT

ENGLISH (PRECIS AND COMPREHENSION)TIME ALLOWED: THREE HOURSPART - I (MCQs): MAXIMUM 30 MINUTESPART - I (MCQs): MAXIMUM MARKS = 20PART - II MAXIMUM MARKS = 80

NOTE:(i) Part-II is to be attempted on the separate Answer Book.(ii) Attempt ALL questions from PART-II.(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 - IIQ.2 Write a precis of the following passage and also suggest a suitable title: 

All the evil in this world is brought about by persons who are always up and doing, but do not know when they ought to be up and 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 bet, 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, archdukes, statesmen, generals, journalists, had been suddenly struck 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. And, as we know, something was done. Again, suppose our statesmen, instead of rushing off to Versailles with a bundle of ill-digested notions and a 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 hill side 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 the politicians in Europe would relinquish the notion that laziness is a crime and go away and do nothing for a little space, we should certainly gain by it. Other examples come crowding into the 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.

Q.3 Read the following passage carefully and answer the questions that follow:

Education ought to teach us how to be in love always and what to be in love with. The great things of history have been done by the great lovers, saints, 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 solved unless men desire to be saints, men of science and artists. And if they are to desire that continuously they must be taught what it means to be these things. We think of the man of science, or the artist if not of the saint, as a being with peculiar gifts who exercises more precisely and incessantly perhaps, activities which we all ought to exercise. It is a commonplace belief 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 recognize the aesthetic activity as an activity of the spirit and 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 that beauty in it for the sake of that beauty. We think of beauty if we think of it at all, as a mere source of pleasure, and therefore it means to us an ornament added to things for which we can pay extra as we choose. But neatly is not an ornament to life, or 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 recognise it in objects and value it, as we recognise and value the moral activity in actions. And as actions empty of the moral activity are distasteful to us, so should objects c be that are empty of the aesthetic activity. But this is not so with most of us. As we do not value the aesthetic activity in ourselves, so we do not value it; do not even recognise 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 beauty in the universe before he exercises it in imparting beauty to that which he makes. He has seen things in that relation which is beauty before he can himself produce 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 had 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 know also that work without beauty means unsatisfied spiritual desire in the worker; that it is waste of life and a common evil and danger, like thought without truth or action without righteousness. 

Questions: What has been lamented in the text? (4)What is the difference between ordinary man and an artist? (4)How can we make our lives beautiful and charming? (4)What does the writer actually mean when he says, "Beauty is not an ornament to life?" (4)Do art and beauty affect out practical life and morals? Justify whether you agree or disagree. (4)

Q.4 (a) Correct only FIVE of the following:

(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 not better than to have caught a bass of such dimension.(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 not 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.

(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.

(i) LION : ROAR

(a) Snake : Slither(b) Goat : Bleat(c) Lizard : Crawl(d) Elephant : Tusk

(II) SHADOW : LIGHT 

(a) Flood : Rain (b) Image : Object(c) Reaction : Action(d) House : Bricks

(iii) CLOT : BLOOD

(a) Ink : Water (b) Curdle : Milk(c) Vaporize : Camphor(d) Brew : Coffee

(iv) FEARFUL : COWER

(a) Humble : Boast (b) Weak : Exercise(c) Arrogant : Strut(d) Wise : Dispute

(v) EXPEDITE : HASTEN

(a) Conscript : Write down (b) Diver : Make harder(c) Facilitate : Make easiest(d) Satirize : Praise

(vi) WOOD : FURNITURE

(a) Father : Child (b) Tree : Seedling(c) Soil : Clay(d) Stone : Sculpture

(vii) SURGEON : DEXTEROUS

(a) Clown : Fat(b) Actress : Beautiful(c) Athlete : Tall(d) Acrobat : Agile

(viii) LECHER : LUST

(a) Pith : Herb(b) Glutton : Greed(c) Business : Profit(d) Showbiz : Fame

(b) Punctuate the following text, where necessary.

a quaker was one day walking on a country road he was suddenly met by a highwayman pointing a pistol the robber 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 agreed on receiving the purse the quaker at once held the pistol at the robbers head and said now friend give me back 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:

(i) Wrath, Worth(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:

(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

Q.7 Translate the following into English by keeping in view figurative / idiomatic expression.

دل ہمارے اکثر دوست ہمارے ہیں۔ کہتے کیا کو ہم دشمن ہمارے کہ یے ضروری دیکھنا یہ لیے کے کرنے معلوم کو عیبوں پوشیده اپنےکو اس کہ ہیں رکھتے عزیز ایسا کو خاطر ہماری پھر یا لگتے نہیں ہی عیب کو ان عیب ہمارے اول ہیں۔ کرتے تعریف ہماری موافق کے

خوب کو ہم دشمن ہمارا کے اس برخلاف ہیں۔ کرتے پوشی چشم سے ان پھر یا ہیں۔ چھپاتے کو ِاان سے خیال کے کرنے نہ رنجیدہدوست اپنے ہمیشہ دوست ہے۔ دیتا بنا بڑا کو بات چھوٹی سے دشمنی گو ہے۔ نکالتا عیب ہمارے کر ڈھونڈ سے کونے کونے اور ہے ٹٹولتا

سے عیبوں ہمارے ہمیں وہ کہ چاہیئے ہونا مند احسان زیادہ کا دشمن اپنے ہمیں لیے اس کو۔ عیبوں دشمن اور ہے بڑھاتا کو نیکیوں کیدوست دشمن تو جائے دیکھا میں تناظر اس ہے۔ کرتا مطلع

ہے ہوتا ثابت بہتر سے

FEDERAL PUBLIC SERVICE COMMISSION

COMPETITIVE EXAMINATION FOR

RECRUITMENT TO POSTS IN BPS-17 UNDER

THE FEDERAL GOVERNMENT, 2015

ENGLISH (Précis and Composition)

TIME ALLOWED:

(PART-I MCQs) 30 MINUTES____________ MAX. MARKS:20

(PART-II) 2 HOURS & 30 MINUTES______MAX.MARKS:80

PART II

Q.2. Make précis of the following text and suggest a suitable title. (20)

In studding 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 have broken 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 no insidious way of appearing not intolerable until it has secured such a stranglehold upon the lives of its addicts that they no longer have the power to escape from its grip when its deadlines has become manifest. In the early stages of civilization’s growth, the cost of wars in suffering and destruction might seem to be exceeded by the benefits occurring from the wining of wealth and power and the cultivation of the “military virtues” ; and, in this phase of history, states have often found themselves able to indulge in war with one another with something like impunity even for the defeated party. War does not begin to reveal its malignity till the war making society has begun to increase its economic ability to exploit physical nature and its political ability to organize manpower; but, as soon as this happens, the god of war to which the growing society has long since been dedicated proves himself a Moloch by devouring an ever larger share of the increasing fruits of man’s industry and intelligence in the process 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 and recognized, serious efforts have sometimes been made to get rid of war in time to save society, and these endeavours have 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 achieve their aims through direct action

as private citizens and trying to achieve then through indirect action as citizen of states. Personal refusal to lend himself in any way to any war waged by his state for any purpose and in any circumstances is a line of attack against the institution of war that is likely to appeal to an ardent and self-sacrificing nature; by comparison, the alternative peace strategy of seeking to persuade and accustom governments to combine in jointly resisting aggression when it comes and in trying to remove its stimuli before hand may seem a circuitous and unheroic line of attack on the problem. Yet experience up to date indicates unmistakably, in the present writer’s opinion, 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 by the event then others. It might naturally be supposed, for instance, that the best of all reasons for a belief was a strong conviction 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 assurance and persistent hesitation to come to any belief whatever are an equally poor guarantee that the few beliefs which are arrived at are sound. Experience also shows that assertion, however long continued, although it is unfortunately with many people an effective enough means of inducing belief, is not an any way a ground for holding it.

The method which has proved effective, as a matter of actual fact, in providing of firm foundation for belief wherever it has been capable of application, is what is usually called the scientific method. I firmly believe that the scientific method, although slow and never claiming to lead to complete truth, is the only method which in the long run will give satisfactory foundations for beliefs. It consists in demanding facts as the only basis for conclusions, and inconsistently and 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 based, so that other workers may be assisted in new researchers, or enabled to develop their own interpretations and arrive at possibly very different conclusions.

There are, however, all sorts of occasions on which the scientific method is not applicable. That method involves slow testing, 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, and to draw conclusions in advance of evidence. It is also true that such action will always be necessary, and necessary in respect of ever larger issues; and this inspite of the fact that one of the most important trends of civilization is to remove sphere after sphere of life out of the domain of such intuitive judgment into the domain of rigid calculation based on science. It is here that belief pays its most important role. When we cannot be certain, we must proceed in part 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 always on 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 we considered 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 the 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 inside 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 the view to finding out their eating preferences.

“But the students won’t fill a questionnaire,” 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.

Q1(a) - Synonyms

(1) Flagrant

a. Expensive b. Common c. Clerical d. Glaring

(2) Imminent

a.Important b. Historical c. Impending d. Inopportune

(3) Astute

a. Tedious b. Illogical c. Aggressive d. Shrewd

(4) Averse

a.Eager b. Reluctant c. Willing d. Unresponsive

(5) Prognosis

a. Offering b. Prediction c. Warning d. Advance

(6) Pungent

a. Sharp b. Disagreeable c. Smoky d. Anesthetizing

(7) Fiduciary

a. Trustee b. Assistant c. Notary d. Attorney

(8) Philandering

a. Spending b. Exaggerating c. Wandering d. None

(9) Poignant

a. Precious b. Tender c. Intense d. Sorrowful

(10) Contingent

a. Conditional b. Questionable c. Argued d. Rejected

Q1(b) - Antonyms

(1) Veteran

a. Novice b. Pious c. Intellectual d. Debutante

(2) Important

a. Trivial b. Clear c. Turning d. Wavy

(3) Irregular

a. Erratic b. Prevailing c. Difficult d. Enticing

(4) Spending

a. Sober b. Mute c. Revenue d. Spendthrift

(5) Clumsy

a. Foolish b. Inept c. Infer d. Dexterous

(6)Lauded

a. Disparage b. Applaud c. Settle d. Hesitate

(7)Cowardly

a. Bravely b. Poor c. Master d. Ignorant

(8) Praise

a. Censure b. Tickle c. Acclaim d. Skip

(9)Confuse

a. Lucid b. Extraordinary c. Dirty d. Muddle

(10) Neglect

a. Omit b. Destroy c. Mistake d. Nourish