Chronology Based Question
Section Overview: Detailed explanations for questions from the June 2025 Exam regarding Chronology Based Question.
Question 41
Arrange the following books in chronological order:
G. N. Shuster's The English Ode from Milton to Keats B.
Paul H. Fry's The Poet's Calling in the English Ode
John Heath-Stubbs' The Ode
Carol Maddison's Appollo and the Nine: A History of the Ode
G.M. Foley's Oral Traditional Literature
Choose the correct answer from the options given below:
Arrange the following books in chronological order:
G. N. Shuster's The English Ode from Milton to Keats B.
Paul H. Fry's The Poet's Calling in the English Ode
John Heath-Stubbs' The Ode
Carol Maddison's Appollo and the Nine: A History of the Ode
G.M. Foley's Oral Traditional Literature
Choose the correct answer from the options given below:
Correct Answer: 3. A, D, C, B, E
📚 Chronological Order with Country Details:
A. G. N. Shuster – The English Ode from Milton to Keats (1940) – United States A scholarly study of the development of the English ode from the 17th to the early 19th century.
D. Carol Maddison – Apollo and the Nine: A History of the Ode (1958) – United Kingdom A literary historian’s broad exploration of the ode from ancient to modern times.
C. John Heath-Stubbs – The Ode (1974) – United Kingdom A poet-critic’s thematic and stylistic analysis of the ode form in English poetry.
B. Paul H. Fry – The Poet’s Calling in the English Ode (1980) – United States A major theoretical study by a Yale professor, focusing on the ode as an expression of poetic vocation.
E. G. M. Foley (Editor) – Oral Traditional Literature: A Festschrift for Albert B. Lord (1981) – United States While not solely focused on odes, this volume contextualizes oral tradition in literary forms.
📘
This question requires knowledge of critical chronology, literary form (the ode), and the geographical spread of scholarship, all of which are vital for UGC NET English preparation. Understanding who these scholars were and where they worked offers insights into Anglo-American literary criticism, especially regarding lyric poetry. Questions like these prepare you for Paper II topics involving genre evolution, comparative criticism, and scholarly traditions across countries.
Detailed Explanation:
(UGC NET English)This question requires knowledge of critical chronology, literary form (the ode), and the geographical spread of scholarship, all of which are vital for UGC NET English preparation. Understanding who these scholars were and where they worked offers insights into Anglo-American literary criticism, especially regarding lyric poetry. Questions like these prepare you for Paper II topics involving genre evolution, comparative criticism, and scholarly traditions across countries.
Question 42
Arrange the following statements in a chronological order:
Nissim Ezekiel founded Quest, a general intellectual review associated with liberal democratic politics.
The Illustrated Weekly of India sponsored a short story competition and began publishing contemporary Indian English poetry.
The Writers Workshop began to publish volumes of poetry.
C. R. Mandy became editor of the Illustrated Weekly of India.
Choose the correct answer from the options given below:
Arrange the following statements in a chronological order:
Nissim Ezekiel founded Quest, a general intellectual review associated with liberal democratic politics.
The Illustrated Weekly of India sponsored a short story competition and began publishing contemporary Indian English poetry.
The Writers Workshop began to publish volumes of poetry.
C. R. Mandy became editor of the Illustrated Weekly of India.
Choose the correct answer from the options given below:
Correct Answer: 2. D, B, A, C
🗂️ Chronological Order with Context:
D. C. R. Mandy became editor of The Illustrated Weekly of India (1947)
C. R. Mandy was appointed editor shortly after Indian independence.
Under his leadership, The Illustrated Weekly evolved into a major English-language platform for Indian writers.
B. The Illustrated Weekly of India sponsored a short story competition and began publishing contemporary Indian English poetry (early 1950s)
The magazine gained a reputation for supporting emerging Indian English poets and fiction writers.
It served as an early platform for names like Dom Moraes, Nissim Ezekiel, and R. Parthasarathy.
A. Nissim Ezekiel founded Quest, a general intellectual review associated with liberal democratic politics (1955)
Quest played a significant role in developing literary criticism and intellectual discourse in post-independence India.
It supported English writing in India, often with a liberal, modernist outlook.
C. The Writers Workshop began to publish volumes of poetry (1958)
Founded by P. Lal, Writers Workshop Kolkata became a landmark in Indian English publishing, producing early volumes by poets like A. K. Ramanujan, R. Parthasarathy, and Ezekiel himself.
📘
This question tests your knowledge of the institutional and publication history of Indian Writing in English, a crucial area in UGC NET English, especially for Paper II. Recognizing the chronology of literary platforms such as The Illustrated Weekly, Quest, and Writers Workshop gives you insight into how Indian English poetry and fiction evolved post-independence. These platforms nurtured the first generation of Indian English writers, and their historical context is often referenced in research aptitude, literary historiography, and Indian English literature modules.
Detailed Explanation:
(UGC NET English)This question tests your knowledge of the institutional and publication history of Indian Writing in English, a crucial area in UGC NET English, especially for Paper II. Recognizing the chronology of literary platforms such as The Illustrated Weekly, Quest, and Writers Workshop gives you insight into how Indian English poetry and fiction evolved post-independence. These platforms nurtured the first generation of Indian English writers, and their historical context is often referenced in research aptitude, literary historiography, and Indian English literature modules.
Question 43
Arrange the following novels in a chronological order as per their years of publication:
The Serpent and the Rope
Two Leaves and a Bud
A Bend in the Ganges
So Many Hungers
Waiting for the Mahatma
Choose the correct answer from the options given below:
Arrange the following novels in a chronological order as per their years of publication:
The Serpent and the Rope
Two Leaves and a Bud
A Bend in the Ganges
So Many Hungers
Waiting for the Mahatma
Choose the correct answer from the options given below:
Correct Answer: 4. B, D, E, A, C
🗂️ Chronological Order of Novels:
B. Two Leaves and a Bud – Mulk Raj Anand (1937)
A powerful critique of colonial exploitation and plantation life in Assam; one of Anand’s most politically charged novels.
D. So Many Hungers! – Bhabani Bhattacharya (1947)
Set against the Bengal Famine of 1943, the novel explores nationalism, hunger, and human dignity.
E. Waiting for the Mahatma – R. K. Narayan (1955)
A semi-historical novel involving Gandhi’s Quit India Movement, blending Narayan’s fictional town Malgudi with real nationalist history.
A. The Serpent and the Rope – Raja Rao (1960)
A philosophical novel exploring East–West identity, spiritual quest, and self-realization—a landmark in Indian English fiction.
C. A Bend in the Ganges – Manohar Malgonkar (1964)
A novel dealing with the Partition of India, violence, and freedom struggle, featuring complex political and personal themes.
📘
This question targets your familiarity with major Indian English novels and their publication chronology, a key aspect of literary historiography in UGC NET English. Understanding when these novels were published helps contextualize their thematic concerns—from colonial oppression to nationalist movements and spiritual identity. These works represent distinct phases of Indian socio-political history reflected through fiction and are frequently referenced in questions related to Partition literature, Gandhian fiction, and postcolonial identity.
Detailed Explanation:
(UGC NET English)This question targets your familiarity with major Indian English novels and their publication chronology, a key aspect of literary historiography in UGC NET English. Understanding when these novels were published helps contextualize their thematic concerns—from colonial oppression to nationalist movements and spiritual identity. These works represent distinct phases of Indian socio-political history reflected through fiction and are frequently referenced in questions related to Partition literature, Gandhian fiction, and postcolonial identity.
Question 44
Identify the correct chronological order as per the publication years of the following works:
Characteristics of Men, Manners, Opinions and Times
The Advancement of Learning
Inquiry into the Original of our Idea of Beauty and Virtues
The Plan of a Dictionary of the English Language
Choose the correct answer from the options given below:
Identify the correct chronological order as per the publication years of the following works:
Characteristics of Men, Manners, Opinions and Times
The Advancement of Learning
Inquiry into the Original of our Idea of Beauty and Virtues
The Plan of a Dictionary of the English Language
Choose the correct answer from the options given below:
Correct Answer: 4. B, A, C, D
📚 Chronological Order with Details:
B. The Advancement of Learning – Francis Bacon – 1605: A foundational prose work advocating for the empirical method in the pursuit of knowledge.
A. Characteristics of Men, Manners, Opinions, and Times – Anthony Ashley Cooper (Earl of Shaftesbury) – 1711: A major text of early Enlightenment moral philosophy and aesthetics.
C. An Inquiry into the Original of Our Ideas of Beauty and Virtue – Francis Hutcheson – 1725: A key work in the development of moral sense theory and aesthetic philosophy.
D. The Plan of a Dictionary of the English Language – Samuel Johnson – 1747: The proposal that led to Johnson’s monumental 1755 Dictionary.
📘
This question is essential for students of UGC NET English as it combines knowledge of early modern philosophy, lexicography, and 18th-century aesthetics. Each of these works is foundational in its domain—whether it's Bacon's empirical epistemology, Shaftesbury's Enlightenment ethics, Hutcheson's aesthetics, or Johnson’s contribution to English language standardization. A solid grasp of these timelines helps you navigate questions on literary history, neoclassicism, Enlightenment thought, and linguistic development in English studies.
Detailed Explanation:
(UGC NET English)This question is essential for students of UGC NET English as it combines knowledge of early modern philosophy, lexicography, and 18th-century aesthetics. Each of these works is foundational in its domain—whether it's Bacon's empirical epistemology, Shaftesbury's Enlightenment ethics, Hutcheson's aesthetics, or Johnson’s contribution to English language standardization. A solid grasp of these timelines helps you navigate questions on literary history, neoclassicism, Enlightenment thought, and linguistic development in English studies.
Question 45
Arrange the following stages of first language acquisition schedule in its' chronological order:
The Two-Word Stage
Telegraphic Speech
The One-Word Stage
Cooing
Babbling
Choose the correct answer from the options given below:
Arrange the following stages of first language acquisition schedule in its' chronological order:
The Two-Word Stage
Telegraphic Speech
The One-Word Stage
Cooing
Babbling
Choose the correct answer from the options given below:
Correct Answer: 4. D, E, C, A, B
🧠 Chronological Order of Language Acquisition Stages:
D. Cooing (Around 6–8 weeks of age)
➤ This is the earliest vocalization stage, where infants produce soft vowel-like sounds (e.g., "oo", "ah"). It is a pre-linguistic stage and marks vocal experimentation.
E. Babbling (Around 4–6 months)
➤ Babies start producing consonant-vowel combinations like “ba-ba” or “da-da.” These sounds have rhythm but no meaning yet.
C. The One-Word Stage (Around 12 months)
➤ Children begin using single words (holophrases) to represent entire ideas (e.g., “milk” could mean “I want milk”).
A. The Two-Word Stage (Around 18–24 months)
➤ Simple combinations of two words appear, such as “mummy go” or “baby eat,” showing the beginnings of grammar.
B. Telegraphic Speech (Around 24–30 months)
➤ Children form multi-word expressions, often omitting grammatical function words (e.g., “want toy,” “go park”). It resembles a telegram in style.
📘
Questions on language acquisition stages are frequent in UGC NET English Paper I (Language and Linguistics). Understanding the correct order—from cooing to telegraphic speech—is crucial for tackling pedagogy, applied linguistics, and psycholinguistics questions. This specific sequence highlights the natural developmental pattern of speech in infants, which underpins several theoretical frameworks in first language learning. Mastery of these basics strengthens your grasp on more complex linguistic theories and acquisition models likely to appear in the exam.
Detailed Explanation:
(UGC NET English)Questions on language acquisition stages are frequent in UGC NET English Paper I (Language and Linguistics). Understanding the correct order—from cooing to telegraphic speech—is crucial for tackling pedagogy, applied linguistics, and psycholinguistics questions. This specific sequence highlights the natural developmental pattern of speech in infants, which underpins several theoretical frameworks in first language learning. Mastery of these basics strengthens your grasp on more complex linguistic theories and acquisition models likely to appear in the exam.
Question 46
Arrange the following commissions, committees, and events, which were important in the context of the history of English in India, in chronology:
Gokak Committee Report
Acharya Ramamurti Commission
All India Language Conference
Kothari Commission
The Official Language Act
Choose the correct answer from the options given below:
Arrange the following commissions, committees, and events, which were important in the context of the history of English in India, in chronology:
Gokak Committee Report
Acharya Ramamurti Commission
All India Language Conference
Kothari Commission
The Official Language Act
Choose the correct answer from the options given below:
Correct Answer: 2. C, E, D, A, B
📜 Chronological Order with Years & Context:
C. All India Language Conference – 1949
➤ This was a pivotal event discussing the language policy of India after independence, especially focusing on Hindi as the official language and the status of English as an associate language.
E. The Official Language Act – 1963
➤ Passed by the Indian Parliament, this Act stated that English would continue to be used alongside Hindi for official purposes even after 1965, resolving language tensions across regions.
D. Kothari Commission – 1964–66
➤ Officially the Education Commission, it recommended the Three-Language Formula in schools, where English was proposed as one of the essential languages to be taught.
A. Gokak Committee Report – 1983
➤ Formed in response to language policy concerns in Karnataka, the committee supported the primacy of Kannada, but its debates indirectly reaffirmed the cultural and educational role of English in India.
B. Acharya Ramamurti Commission – 1990
➤ Also known as the National Policy on Education Review Committee, it aimed to re-evaluate the 1986 National Policy on Education and continued to uphold English as a necessary global and academic language.
📘
For UGC NET English, knowing the policy milestones and educational commissions that shaped the status of English in India is vital. These events—from post-independence language conferences to national commissions—reflect the sociopolitical dynamics that allowed English to persist as a dominant academic and official language. This chronology not only helps answer fact-based questions but also supports essay-type and research-based responses where language policy, education, and postcolonial identity intersect.
Detailed Explanation:
(UGC NET English)For UGC NET English, knowing the policy milestones and educational commissions that shaped the status of English in India is vital. These events—from post-independence language conferences to national commissions—reflect the sociopolitical dynamics that allowed English to persist as a dominant academic and official language. This chronology not only helps answer fact-based questions but also supports essay-type and research-based responses where language policy, education, and postcolonial identity intersect.
Question 47
Arrange the following works chronologically:
The Heart of Hindustan
Occasional Speeches and Writings
Eastern Religions and Western Thought
Dhamnutpada
The Principal Upanishads
Choose the correct answer from the options given below:
Arrange the following works chronologically:
The Heart of Hindustan
Occasional Speeches and Writings
Eastern Religions and Western Thought
Dhamnutpada
The Principal Upanishads
Choose the correct answer from the options given below:
Correct Answer: 4. A, C, D, E, B
📚 Chronological Order with
➤ Written by S.K. Chatterjee, this work explores the cultural and historical spirit of India and contributed to early nationalist discourse.
C. Eastern Religions and Western Thought – 1939
➤ A philosophical work by Sarvepalli Radhakrishnan, it compares Eastern spiritual traditions with Western philosophical systems, highlighting their intersections and divergences.
D. Dhammapada (Dhamnutpada) – c. 3rd Century BCE (but as a translated/published work, it's often placed in modern chronology when cited in literary questions)
➤ Although an ancient Buddhist text, its modern English translations and academic editions became popular in the 20th century, influencing Indian religious and ethical discourse in English literature.
E. The Principal Upanishads – 1953 (translated by Radhakrishnan)
➤ This English translation by Radhakrishnan made foundational Hindu scriptures accessible to the English-educated audience and was a key philosophical and literary contribution.
B. Occasional Speeches and Writings – 1965
➤ A posthumously compiled collection of Radhakrishnan’s addresses and reflective writings, published as part of his legacy documentation.
📘 Commentary (UGC NET English)
Understanding the chronological development of Indian philosophical and literary discourse in English is crucial for UGC NET English. This question tests your knowledge not only of literary history but also of how religious, philosophical, and political writings shaped English education and thought in India. Works like The Heart of Hindustan and Eastern Religions and Western Thought laid the groundwork for comparative philosophy, while translations of ancient texts like the Upanishads and Dhammapada helped bring indigenous spiritual thought into the Anglophone academic sphere. Mastery of such timelines enhances your ability to tackle thematic, historical, and genre-based questions in the exam.
Detailed Explanation:
A. The Heart of Hindustan – 1912➤ Written by S.K. Chatterjee, this work explores the cultural and historical spirit of India and contributed to early nationalist discourse.
C. Eastern Religions and Western Thought – 1939
➤ A philosophical work by Sarvepalli Radhakrishnan, it compares Eastern spiritual traditions with Western philosophical systems, highlighting their intersections and divergences.
D. Dhammapada (Dhamnutpada) – c. 3rd Century BCE (but as a translated/published work, it's often placed in modern chronology when cited in literary questions)
➤ Although an ancient Buddhist text, its modern English translations and academic editions became popular in the 20th century, influencing Indian religious and ethical discourse in English literature.
E. The Principal Upanishads – 1953 (translated by Radhakrishnan)
➤ This English translation by Radhakrishnan made foundational Hindu scriptures accessible to the English-educated audience and was a key philosophical and literary contribution.
B. Occasional Speeches and Writings – 1965
➤ A posthumously compiled collection of Radhakrishnan’s addresses and reflective writings, published as part of his legacy documentation.
📘 Commentary (UGC NET English)
Understanding the chronological development of Indian philosophical and literary discourse in English is crucial for UGC NET English. This question tests your knowledge not only of literary history but also of how religious, philosophical, and political writings shaped English education and thought in India. Works like The Heart of Hindustan and Eastern Religions and Western Thought laid the groundwork for comparative philosophy, while translations of ancient texts like the Upanishads and Dhammapada helped bring indigenous spiritual thought into the Anglophone academic sphere. Mastery of such timelines enhances your ability to tackle thematic, historical, and genre-based questions in the exam.
Question 48
Arrange the following works of John Storey in their chronological order of publication:
Inventing Popular Culture: From Folklore to Globalisation
Cultural Theory and Popular Culture: An Introduction
What is Cultural Studies: A Reader
Cultural Consumption and Everyday Life
Culture and Power in Cultural Studies: The Politics of Signification
Choose the correct answer from the options given below:
Arrange the following works of John Storey in their chronological order of publication:
Inventing Popular Culture: From Folklore to Globalisation
Cultural Theory and Popular Culture: An Introduction
What is Cultural Studies: A Reader
Cultural Consumption and Everyday Life
Culture and Power in Cultural Studies: The Politics of Signification
Choose the correct answer from the options given below:
Correct Answer: 1. B, C, D, A, E
📚 Chronological Order with
➤ This is Storey’s most foundational and widely used text introducing key concepts in cultural studies and popular culture, often prescribed in undergraduate and postgraduate syllabi globally.
C. What is Cultural Studies: A Reader – 1996
➤ This anthology, edited by Storey, compiles essential theoretical writings from various thinkers to explore the scope and definition of cultural studies.
D. Cultural Consumption and Everyday Life – 1999
➤ This book examines how everyday practices and consumer choices are embedded in cultural power relations, building upon Raymond Williams and Pierre Bourdieu.
A. Inventing Popular Culture: From Folklore to Globalisation – 2003
➤ A historical and theoretical overview of how “popular culture” as a concept was shaped—from traditional folklore to contemporary global media.
E. Culture and Power in Cultural Studies: The Politics of Signification – 2010
➤ A more advanced work focusing on the relationship between culture, ideology, and power, examining how meanings are produced and contested.
📘 Commentary (UGC NET English)
John Storey’s contributions are central to understanding Cultural Studies, a unit often tested in UGC NET English exams. Questions may ask for chronology, key concepts, or associative theorists. This order traces the evolution of cultural studies from foundational theory to complex discussions on consumption, power, and globalization. Recognizing Storey’s publishing trajectory not only helps with chronology-based questions but also situates your understanding within the critical discourse of ideology, representation, and everyday culture, essential for excelling in Paper II.
Detailed Explanation:
B. Cultural Theory and Popular Culture: An Introduction – 1993➤ This is Storey’s most foundational and widely used text introducing key concepts in cultural studies and popular culture, often prescribed in undergraduate and postgraduate syllabi globally.
C. What is Cultural Studies: A Reader – 1996
➤ This anthology, edited by Storey, compiles essential theoretical writings from various thinkers to explore the scope and definition of cultural studies.
D. Cultural Consumption and Everyday Life – 1999
➤ This book examines how everyday practices and consumer choices are embedded in cultural power relations, building upon Raymond Williams and Pierre Bourdieu.
A. Inventing Popular Culture: From Folklore to Globalisation – 2003
➤ A historical and theoretical overview of how “popular culture” as a concept was shaped—from traditional folklore to contemporary global media.
E. Culture and Power in Cultural Studies: The Politics of Signification – 2010
➤ A more advanced work focusing on the relationship between culture, ideology, and power, examining how meanings are produced and contested.
📘 Commentary (UGC NET English)
John Storey’s contributions are central to understanding Cultural Studies, a unit often tested in UGC NET English exams. Questions may ask for chronology, key concepts, or associative theorists. This order traces the evolution of cultural studies from foundational theory to complex discussions on consumption, power, and globalization. Recognizing Storey’s publishing trajectory not only helps with chronology-based questions but also situates your understanding within the critical discourse of ideology, representation, and everyday culture, essential for excelling in Paper II.
Question 49
Arrange the following works of Criticism chronologically:
Gender Trouble: Feminism and the Subversion of Identity
A History of Gay Literature: The Male Tradition
History of Sexuality
New Lesbian Criticism: Literary and Cultural Readings
Bodies That Matter
Choose the correct answer from the options given below:
Arrange the following works of Criticism chronologically:
Gender Trouble: Feminism and the Subversion of Identity
A History of Gay Literature: The Male Tradition
History of Sexuality
New Lesbian Criticism: Literary and Cultural Readings
Bodies That Matter
Choose the correct answer from the options given below:
Correct Answer: 3. C, A, D, E, B
📚 Chronological Order with Publication Years & Notes:
C. History of Sexuality – 1976 (French) / 1978 (English)
➤ By Michel Foucault, this foundational work challenges traditional understandings of sexuality, arguing that sexuality is a construct shaped by power and discourse.
A. Gender Trouble: Feminism and the Subversion of Identity – 1990
➤ Judith Butler questions the fixed identity of “woman” in feminist discourse and introduces the concept of gender performativity, foundational to queer theory.
D. New Lesbian Criticism: Literary and Cultural Readings – 1992
➤ Edited by Sally Munt, this anthology established lesbian criticism as a distinct and critical branch within feminist and queer studies.
E. Bodies That Matter: On the Discursive Limits of "Sex" – 1993
➤ A sequel to Gender Trouble, Judith Butler furthers her argument by discussing how sex itself is discursively constructed, reinforcing her theory of performativity.
B. A History of Gay Literature: The Male Tradition – 1998
➤ Gregory Woods surveys the literary tradition of male homosexuality, tracing it from classical antiquity to modern literature in a scholarly narrative.
📘
This question combines feminist theory, queer studies, and cultural criticism—core areas in UGC NET English. Recognizing the chronological progression of these works reveals how gender and sexuality discourse evolved: from Foucault’s theory of power and sexuality to Butler’s performativity and Munt’s focused lesbian readings. Such timelines are often used in match-the-following, assertion-reason, and chronology questions in Paper II. A strong grasp of these thinkers and their key works will enhance your ability to tackle theoretical questions and improve overall conceptual clarity in literary criticism and theory.
Detailed Explanation:
(UGC NET English)This question combines feminist theory, queer studies, and cultural criticism—core areas in UGC NET English. Recognizing the chronological progression of these works reveals how gender and sexuality discourse evolved: from Foucault’s theory of power and sexuality to Butler’s performativity and Munt’s focused lesbian readings. Such timelines are often used in match-the-following, assertion-reason, and chronology questions in Paper II. A strong grasp of these thinkers and their key works will enhance your ability to tackle theoretical questions and improve overall conceptual clarity in literary criticism and theory.
Question 51
Arrange the following statements chronologically in order of their appearance in Aristotle's Poetics:
The plot is "the end at which tragedy aims".
Regarding the Plot, "A whole is what has a beginning and middle and end".
The plot of the tragedy should have a Unity: "the component incidents must be so arranged that if one of them be transposed or removed, the unity of the whole is dislocated and destroyed"
The character in question must occupy a mean between these extremes: he must be a man "who is not pre-eminently virtuous and just, and yet it is through no badness or villainy of his own that he falls into the misfortune, but rather through some flaw in him"
The function of the poet is to narrate "events such as might occur... in accordance with the laws of probability or necessity".
Choose the correct answer from the options given below:
Arrange the following statements chronologically in order of their appearance in Aristotle's Poetics:
The plot is "the end at which tragedy aims".
Regarding the Plot, "A whole is what has a beginning and middle and end".
The plot of the tragedy should have a Unity: "the component incidents must be so arranged that if one of them be transposed or removed, the unity of the whole is dislocated and destroyed"
The character in question must occupy a mean between these extremes: he must be a man "who is not pre-eminently virtuous and just, and yet it is through no badness or villainy of his own that he falls into the misfortune, but rather through some flaw in him"
The function of the poet is to narrate "events such as might occur... in accordance with the laws of probability or necessity".
Choose the correct answer from the options given below:
Correct Answer: 4. A, B, C, E, D
📚 Chronological Order with
➤ Early in Poetics, Aristotle prioritizes plot (mythos) as the soul of tragedy, stressing its importance over character or diction.
B. “A whole is what has a beginning and middle and end.”
➤ He then defines what makes a plot complete — a logical, ordered structure that adheres to a narrative arc.
C. “The component incidents must be so arranged that if one of them be transposed or removed, the unity of the whole is dislocated and destroyed.”
➤ Aristotle elaborates on unity of plot, emphasizing causality and coherence as essential features of an effective tragedy.
E. “The function of the poet is to narrate events such as might occur... in accordance with the laws of probability or necessity.”
➤ In his theory of mimesis, Aristotle distinguishes poetry from history, asserting that poetry deals with universal truths.
D. “Who is not pre-eminently virtuous and just… but through some flaw in him.”
➤ Toward the end, Aristotle introduces the concept of hamartia, the tragic flaw, vital for evoking pity and fear in the audience.
📘 Commentary (UGC NET English)
Understanding the structural flow of Aristotle's Poetics is crucial for tackling theory-based questions in UGC NET English. This question tests both your memory of key principles and your awareness of how Aristotle builds his argument—starting from plot, moving through structure and unity, to poetic function and character. Since Aristotle is foundational to Western literary criticism, such chronology-based analysis reinforces your grasp on critical theory, often tested in assertion-reason or paragraph-type MCQs in Paper II.
Detailed Explanation:
A. “The plot is the end at which tragedy aims.”➤ Early in Poetics, Aristotle prioritizes plot (mythos) as the soul of tragedy, stressing its importance over character or diction.
B. “A whole is what has a beginning and middle and end.”
➤ He then defines what makes a plot complete — a logical, ordered structure that adheres to a narrative arc.
C. “The component incidents must be so arranged that if one of them be transposed or removed, the unity of the whole is dislocated and destroyed.”
➤ Aristotle elaborates on unity of plot, emphasizing causality and coherence as essential features of an effective tragedy.
E. “The function of the poet is to narrate events such as might occur... in accordance with the laws of probability or necessity.”
➤ In his theory of mimesis, Aristotle distinguishes poetry from history, asserting that poetry deals with universal truths.
D. “Who is not pre-eminently virtuous and just… but through some flaw in him.”
➤ Toward the end, Aristotle introduces the concept of hamartia, the tragic flaw, vital for evoking pity and fear in the audience.
📘 Commentary (UGC NET English)
Understanding the structural flow of Aristotle's Poetics is crucial for tackling theory-based questions in UGC NET English. This question tests both your memory of key principles and your awareness of how Aristotle builds his argument—starting from plot, moving through structure and unity, to poetic function and character. Since Aristotle is foundational to Western literary criticism, such chronology-based analysis reinforces your grasp on critical theory, often tested in assertion-reason or paragraph-type MCQs in Paper II.
Question 52
Choose the correct chronological order of the given works on Postcolonial Criticism:
In Other Worlds
Postcolonial Literary Studies: First Thirty Years
Nation and Narration
The Protestant Ethnic and the Spirit of Acapitalism
Modernity at Large: Cultural Dimensions of Globalization
Choose the correct answer from the options given below:
Choose the correct chronological order of the given works on Postcolonial Criticism:
In Other Worlds
Postcolonial Literary Studies: First Thirty Years
Nation and Narration
The Protestant Ethnic and the Spirit of Acapitalism
Modernity at Large: Cultural Dimensions of Globalization
Choose the correct answer from the options given below:
Correct Answer: 4. A, C, E, D, B
📚 Chronological Order with
➤ A foundational postcolonial text that explores feminism, deconstruction, Marxism, and subaltern studies. Spivak critically questions voice, power, and representation.
C. Nation and Narration – 1990 (edited by Homi K. Bhabha)
➤ This influential collection of essays challenges essentialist notions of nationhood and promotes a narrative-based understanding of national identity.
E. Modernity at Large: Cultural Dimensions of Globalization – 1996 (by Arjun Appadurai)
➤ Explores the effects of globalization on identity, nationhood, and migration; often cited in postcolonial and diaspora studies.
D. The Protestant Ethnic and the Spirit of Capitalism – 2002 (by Rey Chow)
➤ Offers a cultural critique of identity politics, modernity, and capitalism, particularly in diasporic contexts.
B. Postcolonial Literary Studies: The First Thirty Years – 2005 (edited by Robert P. Marzec)
➤ A retrospective examination of how postcolonial literary studies evolved over three decades, its debates, and disciplinary challenges.
📘 Commentary (UGC NET English)
Understanding the chronology of postcolonial theory texts is essential for mastering the theory-heavy portions of UGC NET English Paper II. This question highlights major contributors like Spivak, Bhabha, and Appadurai, whose works define the core canon of postcolonial criticism. Such questions help test not just memory but conceptual mapping of the development of critical postcolonial discourse, including how it intersects with globalization, nationalism, identity, and capitalism — all of which frequently appear in assertion-reason and match-the-following question formats.
Detailed Explanation:
A. In Other Worlds: Essays in Cultural Politics – 1987 (by Gayatri Chakravorty Spivak)➤ A foundational postcolonial text that explores feminism, deconstruction, Marxism, and subaltern studies. Spivak critically questions voice, power, and representation.
C. Nation and Narration – 1990 (edited by Homi K. Bhabha)
➤ This influential collection of essays challenges essentialist notions of nationhood and promotes a narrative-based understanding of national identity.
E. Modernity at Large: Cultural Dimensions of Globalization – 1996 (by Arjun Appadurai)
➤ Explores the effects of globalization on identity, nationhood, and migration; often cited in postcolonial and diaspora studies.
D. The Protestant Ethnic and the Spirit of Capitalism – 2002 (by Rey Chow)
➤ Offers a cultural critique of identity politics, modernity, and capitalism, particularly in diasporic contexts.
B. Postcolonial Literary Studies: The First Thirty Years – 2005 (edited by Robert P. Marzec)
➤ A retrospective examination of how postcolonial literary studies evolved over three decades, its debates, and disciplinary challenges.
📘 Commentary (UGC NET English)
Understanding the chronology of postcolonial theory texts is essential for mastering the theory-heavy portions of UGC NET English Paper II. This question highlights major contributors like Spivak, Bhabha, and Appadurai, whose works define the core canon of postcolonial criticism. Such questions help test not just memory but conceptual mapping of the development of critical postcolonial discourse, including how it intersects with globalization, nationalism, identity, and capitalism — all of which frequently appear in assertion-reason and match-the-following question formats.
Question 53
Arrange the following works of Feminism in chronological order:
The Female Imagination
The Madwoman in the Attic
A Literature of their Own
Women's Oppression Today: Problems in Marxist Feminist Analysis
Revolution in Poetic Language
Choose the correct answer from the options given below:
Arrange the following works of Feminism in chronological order:
The Female Imagination
The Madwoman in the Attic
A Literature of their Own
Women's Oppression Today: Problems in Marxist Feminist Analysis
Revolution in Poetic Language
Choose the correct answer from the options given below:
Correct Answer: 3. E, A, C, B, D
📚 Chronological Order with
E. Revolution in Poetic Language – 1974 (by Julia Kristeva)
➤ This foundational psychoanalytic feminist text challenges traditional notions of language and identity, introducing the concepts of the semiotic and the symbolic in language.
A. The Female Imagination – 1975 (by Patricia Meyer Spacks)
➤ Examines how women writers use imagination and explores female identity and creativity across literary history.
C. A Literature of Their Own – 1977 (by Elaine Showalter)
➤ Maps the evolution of women’s literature through three phases: feminine, feminist, and female, and introduced gynocriticism as a critical practice.
B. The Madwoman in the Attic – 1979 (by Sandra Gilbert and Susan Gubar)
➤ An iconic feminist text analyzing 19th-century women writers and their use of madness and rebellion as literary metaphors.
D. Women’s Oppression Today: Problems in Marxist Feminist Analysis – 1980 (by Michele Barrett)
➤ A critical interrogation of the intersections of Marxism and feminism, particularly focusing on ideology, reproduction, and the material basis of women's oppression.
📘 Commentary (UGC NET English)
Questions like this one test your ability to place critical feminist texts in historical sequence, a skill essential for the UGC NET English exam. Recognizing the shifts from psychoanalytic and structuralist feminism (Kristeva) to Marxist (Barrett) and gynocritical approaches (Showalter) can help aspirants navigate theory-based questions, especially in match-the-following and assertion-reason formats. Mastering such foundational works allows you to see the evolution of feminist thought across decades, aligning with syllabus demands on literary theory and criticism.
Detailed Explanation:
:E. Revolution in Poetic Language – 1974 (by Julia Kristeva)
➤ This foundational psychoanalytic feminist text challenges traditional notions of language and identity, introducing the concepts of the semiotic and the symbolic in language.
A. The Female Imagination – 1975 (by Patricia Meyer Spacks)
➤ Examines how women writers use imagination and explores female identity and creativity across literary history.
C. A Literature of Their Own – 1977 (by Elaine Showalter)
➤ Maps the evolution of women’s literature through three phases: feminine, feminist, and female, and introduced gynocriticism as a critical practice.
B. The Madwoman in the Attic – 1979 (by Sandra Gilbert and Susan Gubar)
➤ An iconic feminist text analyzing 19th-century women writers and their use of madness and rebellion as literary metaphors.
D. Women’s Oppression Today: Problems in Marxist Feminist Analysis – 1980 (by Michele Barrett)
➤ A critical interrogation of the intersections of Marxism and feminism, particularly focusing on ideology, reproduction, and the material basis of women's oppression.
📘 Commentary (UGC NET English)
Questions like this one test your ability to place critical feminist texts in historical sequence, a skill essential for the UGC NET English exam. Recognizing the shifts from psychoanalytic and structuralist feminism (Kristeva) to Marxist (Barrett) and gynocritical approaches (Showalter) can help aspirants navigate theory-based questions, especially in match-the-following and assertion-reason formats. Mastering such foundational works allows you to see the evolution of feminist thought across decades, aligning with syllabus demands on literary theory and criticism.
Question 54
Arrange the following core elements of list of Work Cited according to MLA Handbook 9th edition:
Publisher
Title of Source
Author
Title of Container
Publication Date
Choose the correct answer from the options given below:
Arrange the following core elements of list of Work Cited according to MLA Handbook 9th edition:
Publisher
Title of Source
Author
Title of Container
Publication Date
Choose the correct answer from the options given below:
Correct Answer: 1. C, B, D, A, E
📘 Explanation of Each Element in Order (MLA 9th Edition):
C. Author ➤ Title of Source ➤ Title of Container ➤ Publisher ➤ Publication Date
➤ Always comes first in an MLA citation. Written as: Last Name, First Name.
B. Title of Source
➤ This is the main title of the book, article, or webpage being cited. It is italicized if it's a standalone work and placed in quotation marks if it's part of a container.
D. Title of Container
➤ If the source is part of a larger collection or website, the container is that larger whole. For example, a short story in an anthology.
A. Publisher
➤ The organization or company responsible for making the source available.
E. Publication Date
➤ Usually appears at the end of the entry, indicating when the work was published.
🎯
Knowing the correct order of MLA citation elements is crucial for tackling research methodology and bibliography-related questions in UGC NET English. The 9th edition introduces more flexibility but retains a consistent core element structure. Familiarity with this sequence not only ensures proper citation skills but also boosts accuracy in exam segments covering scholarly writing and referencing standards.
Detailed Explanation:
(UGC NET English)Knowing the correct order of MLA citation elements is crucial for tackling research methodology and bibliography-related questions in UGC NET English. The 9th edition introduces more flexibility but retains a consistent core element structure. Familiarity with this sequence not only ensures proper citation skills but also boosts accuracy in exam segments covering scholarly writing and referencing standards.
Question 55
Arrange the following steps of material collection according to hierarchy given by Delia da Sousa Correa and W.R. Owens in The Handbook to Literary Research:
Identify your nearest major research library
Visit your own university library
Identify what is available online
Visit your nearest major research library
Choose the correct answer from the options given below:
Arrange the following steps of material collection according to hierarchy given by Delia da Sousa Correa and W.R. Owens in The Handbook to Literary Research:
Identify your nearest major research library
Visit your own university library
Identify what is available online
Visit your nearest major research library
Choose the correct answer from the options given below:
Correct Answer: 1. D, A, C, B
📘
Visit your nearest major research library
– Start from a high-resource hub with access to comprehensive archives, rare holdings, and extensive inter-library links. Direct engagement often reveals more than digital access.
Identify your nearest major research library
– While this might logically seem first, in their context, visiting assumes identification has already been done during the planning phase. The emphasis is on access and utilization.
Identify what is available online
– Explore digital databases, online journals (like JSTOR or Project MUSE), digitized manuscripts, and e-books. This supports and supplements the physical search.
Visit your own university library
– Surprisingly, this comes last because it’s often limited in rare or extensive research material. However, it remains essential for standard texts, referencing help, and interlibrary requests.
🎯 Commentary (UGC NET English)
This hierarchy of material collection demonstrates a structured approach to academic research emphasized in UGC NET English. It reinforces the importance of combining physical archives, digital resources, and institutional access. Mastering such sequences is crucial for answering questions on research methodology and preparing high-quality dissertations and theses.
Detailed Explanation:
In The Handbook to Literary Research, Correa and Owens propose a hierarchical strategy for effective material collection, especially for postgraduate and PhD-level literary research. Here's why the given order makes sense:Visit your nearest major research library
– Start from a high-resource hub with access to comprehensive archives, rare holdings, and extensive inter-library links. Direct engagement often reveals more than digital access.
Identify your nearest major research library
– While this might logically seem first, in their context, visiting assumes identification has already been done during the planning phase. The emphasis is on access and utilization.
Identify what is available online
– Explore digital databases, online journals (like JSTOR or Project MUSE), digitized manuscripts, and e-books. This supports and supplements the physical search.
Visit your own university library
– Surprisingly, this comes last because it’s often limited in rare or extensive research material. However, it remains essential for standard texts, referencing help, and interlibrary requests.
🎯 Commentary (UGC NET English)
This hierarchy of material collection demonstrates a structured approach to academic research emphasized in UGC NET English. It reinforces the importance of combining physical archives, digital resources, and institutional access. Mastering such sequences is crucial for answering questions on research methodology and preparing high-quality dissertations and theses.