This consists of all the topics that are covered in AILET
🔠 Logical Reasoning – AILET 2025 Syllabus Breakdown 🧠 Overview The Logical Reasoning section in AILET 2025 aims to assess your ability to understand and analyze arguments, identify patterns, and draw conclusions logically. This section is crucial because it mirrors…
AILET UG 2025 – English Language Syllabus The English Language section evaluates your reading comprehension, vocabulary usage, and grammar application. Here’s a detailed breakdown: Overview Component Details Total Questions 50 MCQs Total Marks 50 Marks Negative Marking Yes (–0.25 per…
📚 AILET 2025: Current Affairs & General Knowledge (GK) Syllabus Breakdown 🧠 Overview The Current Affairs & GK section of AILET is designed to test your awareness of the world around you—especially events of legal, political, and national importance. Unlike…
🎓 Top Universities Accepting AILET – Overview 1. National Law University, Delhi (NLU Delhi) 🏛️ Flagship institution conducting AILET. 📚 Offers BA LL.B. (Hons), LL.M., and Ph.D. programs. 🌟 Known for academic rigor, outstanding faculty, and high placement rates. 💼…
🎓 AILET 2025 Admission Process: From Application to Admission AILET is your entry point into one of India’s top law institutions – National Law University, Delhi. Here’s a complete step-by-step guide from applying to finally becoming a law student at…
🎯 AILET 2025 Reservation Policy – Full Overview NLU Delhi, unlike other NLUs under CLAT, is not part of the central CLAT system and conducts its own independent entrance exam (AILET) for UG and PG law admissions. It follows a…
🎓 Understanding AILET 2025 Cut-Offs & Seat Distribution The AILET (All India Law Entrance Test) is a gateway to prestigious legal education in India, especially at the National Law University, Delhi (NLU Delhi). Each year, thousands of aspirants compete for…
Passage 10: Analysis and Answers
Part 1: Passage Explanation (Chunk by Chunk)
Passage Context: This excerpt from Anthony Marra’s “A Constellation of Vital Phenomena” follows a character named Akhmed who, on the verge of despair, visits a hospital. Witnessing both immense suffering and profound human resilience there, he undergoes a transformation, finding a new purpose in life dedicated to helping his war-torn community and speaking out against violence.
Passage Chunk 1:
“When Akhmed arrived at the hospital, he was no longer sure he wanted to die. He stood outside the clinic, watching the shadows of the trees stretch across the ground, and wondered what kind of life he could have if he survived. He had always been a man of few words, content to live in the background, but now he felt a sudden urge to speak up, to make his voice heard.”
Explanation of Chunk 1:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Contemplative, Uncertain, Introspective. Akhmed is in a state of deep thought, his certainty about wanting to die is wavering, and a new, unfamiliar impulse is stirring. | |
| Literary/Thematic Elements | Character Development | Introduces Akhmed and immediately shows him at a turning point, questioning his previous state of mind. |
| Foreshadowing | His “sudden urge to speak up, to make his voice heard” foreshadows his later actions and transformation from a background figure. | |
| Setting as a Catalyst | The hospital environment, even before he enters, seems to prompt this initial shift in his thoughts. |
Passage Chunk 2:
“As he walked through the halls of the hospital, he saw the wounded and the dying, and he felt a sense of kinship with them. He knew what it was like to suffer, to feel the weight of the world on his shoulders. He knew what it was like to be alone, to feel as if there was no one in the world who cared about him.”
Explanation of Chunk 2:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Empathetic, Somber. Akhmed’s connection to the suffering around him is palpable, and the description of shared pain creates a somber mood. | |
| Vocabulary | Kinship | A feeling of being connected or similar to other people. Stress: Highlights his immediate and profound identification with the suffering individuals. |
| Literary/Thematic Elements | Shared Humanity | Emphasizes the common experience of suffering as a connector between people. |
| Internal Monologue | Reveals Akhmed’s own past or current feelings of suffering and isolation through his identification with others. |
Passage Chunk 3:
“And yet, as he moved through the hospital, he also saw the resilience of the human spirit. He saw people who had been through unimaginable suffering, who had lost everything they had ever known, and yet who still found the strength to go on.”
Explanation of Chunk 3:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Hopeful (emerging), Admiring. While still acknowledging suffering, the focus shifts to the strength of the human spirit, evoking a sense of admiration and nascent hope. | |
| Vocabulary | Resilience | The capacity to recover quickly from difficulties; toughness. Stress: This is a central quality Akhmed observes and which profoundly impacts him. |
| Stress Words/Phrases | And yet | Signals a significant contrast to the suffering he just identified with, introducing a positive observation. |
| Literary/Thematic Elements | Theme of Resilience | Directly introduces one of the core themes that influences Akhmed. |
Passage Chunk 4:
“He saw a young girl, no more than six years old, lying in a bed with a bullet wound in her chest. Despite her pain, she smiled up at him and asked him to tell her a story. He saw an old man, his face lined with wrinkles, sitting in a corner and singing softly to himself. He saw a woman, her eyes closed in prayer, holding the hand of her dying husband.”
Explanation of Chunk 4:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Poignant, Touching, Observational. The descriptions are brief but emotionally charged, highlighting small acts of humanity in dire circumstances. | |
| Literary/Thematic Elements | Vignettes | Presents small, illustrative scenes that contribute to the larger theme of resilience. |
| Juxtaposition | The innocence of the girl and her request for a story juxtaposed with her severe injury (“bullet wound in her chest”) is particularly striking. | |
| Coping Mechanisms | Shows different ways individuals deal with suffering – storytelling, song, prayer. |
Passage Chunk 5:
“As he walked through the hospital, Akhmed began to realize that there was something worth living for. He saw the beauty in the midst of the chaos, the hope in the midst of the despair. He saw that even in the darkest moments, there was still a glimmer of light.”
Explanation of Chunk 5:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Epiphanic, Hopeful. Akhmed is experiencing a profound realization, a dawning of hope and purpose. | |
| Vocabulary | Glimmer | A faint or wavering light; a faint sign of something. Stress: Represents a small but significant presence of hope or positivity in an otherwise dark situation. |
| Literary/Thematic Elements | Epiphany | Akhmed has a moment of sudden and profound understanding about the value of life. |
| Contrast/Paradox | Beauty amidst chaos, hope amidst despair – these paradoxes are what he begins to perceive and find meaning in. |
Passage Chunk 6:
“And so, he decided that he would not die. He would live, and he would do whatever he could to help those around him. He would be a voice for the voiceless, a light in the darkness.”
Explanation of Chunk 6:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Resolute, Determined, Altruistic. His decision is firm, and his intentions are focused on the well-being of others. | |
| Stress Words/Phrases | And so | Indicates a decision made as a direct consequence of his preceding realizations. |
| Literary/Thematic Elements | Turning Point | Represents the culmination of his internal change and the beginning of his new mission. |
| Metaphor | “a voice for the voiceless, a light in the darkness” – metaphorical descriptions of his intended new role. | |
| Theme of Purpose | Akhmed finds a clear and actionable purpose for his life. |
Passage Chunk 7:
“As he made his way back to his village, he felt a sense of purpose he had never felt before. He knew that his life would never be the same, that he would never be content to live in the background again. He had seen too much, felt too much, to ever go back to the way things were before.”
Explanation of Chunk 7:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Transformed, Purposeful, Resolute. He is no longer the uncertain man from the beginning; he is now driven by a clear purpose. | |
| Literary/Thematic Elements | Irreversible Change | The repetition of “never” (“never be the same,” “never be content”) highlights the definitive nature of his transformation. |
| Impact of Experience | “He had seen too much, felt too much” emphasizes how profound experiences can alter one’s perspective and life trajectory. |
Passage Chunk 8:
“And so, he set out to make a difference. He started by helping the wounded and the dying in his village, using the skills he had learned from his father. He tended to their wounds, brought them food and water, and listened to their stories.”
Explanation of Chunk 8:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Active, Compassionate, Practical. The focus is on his actions and the direct, hands-on support he offers. | |
| Literary/Thematic Elements | Action-Oriented | Demonstrates how purpose translates into action. |
| Grassroots Effort | He begins his work at the local, community level. | |
| Importance of Listening | “listened to their stories” highlights the value of acknowledging individual experiences and providing emotional support alongside physical aid. |
Passage Chunk 9:
“But he didn’t stop there. He began to speak out against the violence that had torn his country apart. He organized rallies, wrote letters to the government, and spoke to anyone who would listen.”
Explanation of Chunk 9:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Bold, Proactive, Advocative. Akhmed takes on a more public and challenging role. | |
| Stress Words/Phrases | But he didn’t stop there. | Signals an escalation and expansion of his activities. |
| Literary/Thematic Elements | Activism | Depicts Akhmed’s transition into a social activist working for systemic change. |
| Growth of Character | Shows his development from a man “content to live in the background” to an organizer and public speaker. |
Passage Chunk 10:
“And slowly, but surely, things began to change. The violence began to subside, and people began to come together once again. The wounds of the past began to heal, and a new future began to emerge.”
Explanation of Chunk 10:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Hopeful, Optimistic, Encouraging. Describes positive societal shifts and the emergence of a better future. | |
| Stress Words/Phrases | slowly, but surely | Emphasizes that change is gradual but definite, requiring persistence. |
| Literary/Thematic Elements | Theme of Hope | Reinforces the idea that positive change is possible even after great suffering and division. |
| Collective Healing | Suggests that societal wounds can begin to heal through effort and reconciliation. | |
| Impact of Individual Action | Shows how one person’s commitment can contribute to broader societal transformation. |
Passage Chunk 11:
“Akhmed knew that there was still a long way to go, that there were still many challenges to overcome. But he also knew that he had found a purpose in life, a reason to keep going. And he knew that as long as he had that, he could face anything that came his way.”
Explanation of Chunk 11:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Realistic, Resolute, Confident (in purpose). Acknowledges difficulties but emphasizes his inner strength and determination stemming from his sense of purpose. | |
| Stress Words/Phrases | But he also knew | Contrasts the acknowledgment of challenges with his overriding sense of purpose and capability. |
| Literary/Thematic Elements | Enduring Purpose | The sense of purpose is presented as a sustainable source of strength. |
| Realistic Optimism | Balances awareness of future difficulties with a strong belief in his ability to face them due to his purpose. | |
| Character Resolution | Akhmed’s internal journey reaches a stable point of clarity and strength, even as his external work continues. |
1.What can be inferred about the protagonist’s motives for pursuing power based on their actions in the novel?
(a) The protagonist is motivated by a desire to help others and make the world a better place.
(b) The protagonist is motivated by a desire for personal gain and is willing to harm others to achieve it.
(c) The protagonist is motivated by a desire for revenge against those who have wronged them.
(d) The protagonist is motivated by a sense of duty to their community and a desire to protect it from harm.
2.What can be inferred about the theme of power in the novel based on the interactions between the characters?
(a) The theme of power is primarily portrayed as a positive force that allows characters to achieve their goals.
(b) The theme of power is primarily portrayed as a negative force that corrupts characters and leads to their downfall.
(c) The theme of power is portrayed as a neutral force that can be used for good or bad depending on the character’s intentions.
(d) The theme of power is not a significant focus of the novel and is not explored in depth.
(c) Ugly and unattractive
3.What is the meaning of the word “prodigious” as used in the following sentence: “The furrows between his eyes were deep and long, prodigious like the scars from the beating he took in his youth.”
(a) Large and impressive
(b) Old and worn out
(d) Weak and feeble
4.What can be inferred about the protagonist’s motives for committing the crime based on the information provided in the novel?
(a) The protagonist committed the crime out of revenge against the victim.
(b) The protagonist committed the crime to protect someone else from harm.
(c) The protagonist committed the crime for financial gain.
(d) The protagonist committed the crime due to mental illness or psychological issues.
5.Identify the grammatical error in the following sentence:
“The company’s profits have been increasing every quarter, and they plan to invest it in new projects.”
(a) Subject-verb agreement error
(b) Pronoun-antecedent agreement error
(c) Misuse of the possessive apostrophe
(d) Incorrect use of a comma
Part 2: Answers and Explanations for Your Provided Questions (Passage 10)
“In the morning, when the sun was still low, she would go out into the garden and weed or water, thinking about the decisions she had made and the directions they had taken her. She would think about her husband and the life they had built together, and she would think about the moments when she had been happiest, like the summer they spent in Idaho, when she was carrying their first child and they lived in a tent by the river. She would remember the smell of the pine trees and the sound of the water rushing over the rocks, and she would feel a sense of longing for that time, for the life they had had. But then she would remember the moments when she had been the most miserable, like the time they spent in Europe, when her husband had been sick and they had fought constantly. She would think about the way he had treated her, the way he had blamed her for everything that had gone wrong, and she would feel a sense of anger and resentment towards him. These thoughts would occupy her mind as she worked in the garden, pulling out weeds and watering the plants. She would think about the choices she had made, the things she had given up, and the things she had gained, and she would wonder if she had made the right decisions. It was during these moments of reflection that she would feel the most alone, the most isolated. She would feel as if no one understood her, as if no one could relate to the struggles she had faced. And yet, she knew that there were others out there, others who had faced similar struggles and made similar choices. She thought about her grandmother, who had traveled across the country in a covered wagon, leaving behind everything she knew in search of a better life. She thought about her grandfather, who had fought in the Civil War and lost everything he had in the process. She thought about the pioneers who had settled the West, who had faced incredible hardships and yet had managed to build new lives for themselves. And she realized that, in a way, she was like them. She had faced her own struggles, her own hardships, and yet she had managed to build a life for herself. She had made her own choices, and she had lived with the consequences. She knew that there would always be moments of doubt, moments of regret. But she also knew that she had to keep moving forward, that she had to keep working, keep building, keep living. And so she would go back to her weeding and watering, content in the knowledge that, no matter what had happened in the past, she was still moving forward, still building, still living.”
Reference: Stegner, Wallace. Angle of Repose. New York: Penguin Books, 2002
Part 1: Passage Explanation (Chunk by Chunk)
Passage Context: The excerpt portrays a woman engaged in her morning gardening routine, which serves as a backdrop for her deep reflections on her past life, her marriage, her choices, and her place within a lineage of resilient individuals.
Passage Chunk 1:
“In the morning, when the sun was still low, she would go out into the garden and weed or water, thinking about the decisions she had made and the directions they had taken her. She would think about her husband and the life they had built together, and she would think about the moments when she had been happiest, like the summer they spent in Idaho, when she was carrying their first child and they lived in a tent by the river. She would remember the smell of the pine trees and the sound of the water rushing over the rocks, and she would feel a sense of longing for that time, for the life they had had.”
Explanation of Chunk 1:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Reflective, Nostalgic, Wistful. The character is looking back on a cherished past, and the “longing” indicates a gentle sadness for what has passed. | |
| Vocabulary | Longing | A yearning desire. Stress: Emphasizes her deep emotional connection to this specific happy memory and the sense that this past state is unrecoverable. |
| Literary/Thematic Elements | Imagery | Vivid sensory details (“smell of the pine trees,” “sound of the water rushing”) create a strong sense of place and the happiness associated with it. |
| Flashback/Reminiscence | The core of the chunk is a fond memory. | |
| Routine as a Catalyst | The routine act of gardening triggers deeper thoughts. |
Passage Chunk 2:
“But then she would remember the moments when she had been the most miserable, like the time they spent in Europe, when her husband had been sick and they had fought constantly. She would think about the way he had treated her, the way he had blamed her for everything that had gone wrong, and she would feel a sense of anger and resentment towards him.”
Explanation of Chunk 2:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Reflective, Bitter, Resentful. The shift in memory brings a shift in emotion, detailing painful experiences and the negative feelings they engendered. | |
| Vocabulary | Miserable | Wretchedly unhappy or uncomfortable. Stress: Highlights the extremity of her negative experience, providing a stark contrast to the happiness of Idaho. |
| Resentment | Bitter indignation at having been treated unfairly. Stress: Specifies the nature of her negative feelings towards her husband stemming from his treatment of her. | |
| Stress Words/Phrases | But then | Signals a sharp contrast to the preceding positive memories. |
| Literary/Thematic Elements | Juxtaposition | The unhappy memories of Europe are placed directly after the happy memories of Idaho, emphasizing the fluctuating nature of her past and relationship. |
| Conflict | Introduces the theme of marital conflict and emotional distress. |
Passage Chunk 3:
“These thoughts would occupy her mind as she worked in the garden, pulling out weeds and watering the plants. She would think about the choices she had made, the things she had given up, and the things she had gained, and she would wonder if she had made the right decisions.”
Explanation of Chunk 3:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Contemplative, Questioning, Introspective. She is deeply engaged in a balanced consideration of her life, marked by uncertainty. | |
| Literary/Thematic Elements | Internal Monologue | The passage continues to delve into her private thoughts and self-assessment. |
| Theme of Choice | Centralizes the idea of life being shaped by decisions and the subsequent reflection on those decisions. | |
| Ambivalence | Her wondering “if she had made the right decisions” suggests a lack of complete certainty or satisfaction. |
Passage Chunk 4:
“It was during these moments of reflection that she would feel the most alone, the most isolated. She would feel as if no one understood her, as if no one could relate to the struggles she had faced. And yet, she knew that there were others out there, others who had faced similar struggles and made similar choices.”
Explanation of Chunk 4:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Melancholy, Lonely, Searching. The feelings of isolation are prominent, but the “And yet” introduces a hint of seeking or acknowledging a broader human experience. | |
| Vocabulary | Isolated | Far away from other places, buildings, or people; remote. Feeling separate or alone. Stress: Emphasizes her deep sense of detachment and solitude during these reflections. |
| Stress Words/Phrases | And yet | Signals a counterpoint to her feelings of isolation, acknowledging the shared nature of human struggle. |
| Literary/Thematic Elements | Theme of Loneliness | Explores the isolating aspects of personal struggle and deep introspection. |
| Universal Experience | Begins to touch upon the idea that individual struggles, while feeling unique, are often part of a broader pattern of human experience. |
Passage Chunk 5:
“She thought about her grandmother, who had traveled across the country in a covered wagon, leaving behind everything she knew in search of a better life. She thought about her grandfather, who had fought in the Civil War and lost everything he had in the process. She thought about the pioneers who had settled the West, who had faced incredible hardships and yet had managed to build new lives for themselves.”
Explanation of Chunk 5:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Reflective, Respectful, Inspired (implicitly). She recalls these figures and their trials with a sense of gravity and implied admiration for their fortitude. | |
| Historical/Contextual Terms | Covered wagon, Civil War, Pioneers settling the West | These terms evoke specific, challenging periods in American history characterized by great upheaval, sacrifice, and resilience. Stress: These examples set a high bar for endurance. |
| Literary/Thematic Elements | Historical Allusion | References to significant historical events and archetypal figures (pioneers). |
| Theme of Ancestry/Legacy | Connects her personal experience to the experiences of those who came before her. | |
| Theme of Resilience | Focuses on the ability of people to endure extreme hardship and build anew. |
Passage Chunk 6:
“And she realized that, in a way, she was like them. She had faced her own struggles, her own hardships, and yet she had managed to build a life for herself. She had made her own choices, and she had lived with the consequences.”
Explanation of Chunk 6:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Epiphanic, Empowered, Affirming. The realization brings a sense of clarity and self-affirmation. | |
| Stress Words/Phrases | And she realized | Marks a moment of significant insight and understanding. |
| in a way, she was like them | The core of her realization, connecting her personal narrative to a larger, respected one. | |
| Literary/Thematic Elements | Epiphany | A moment of sudden and profound understanding. |
| Self-identification | She sees herself mirrored in the experiences of others, which provides strength. | |
| Agency and Responsibility | Acknowledges her role in making choices and living with their outcomes. |
Passage Chunk 7:
“She knew that there would always be moments of doubt, moments of regret. But she also knew that she had to keep moving forward, that she had to keep working, keep building, keep living.”
Explanation of Chunk 7:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Realistic, Resolute, Determined. She acknowledges potential future difficulties but her resolve to continue is firm. | |
| Stress Words/Phrases | But she also knew | Signals a strong counter-argument to the inevitability of doubt, emphasizing her active resolve. |
| Literary/Thematic Elements | Acceptance | Acknowledges that negative feelings like doubt and regret are part of life but do not have to be paralyzing. |
| Perseverance | The commitment to “keep moving forward, keep working, keep building, keep living” underscores a deep-seated resilience. | |
| Repetition (Anaphora) | The repetition of “keep” emphasizes her determination and the continuous nature of her effort. |
Passage Chunk 8:
“And so she would go back to her weeding and watering, content in the knowledge that, no matter what had happened in the past, she was still moving forward, still building, still living.”
Explanation of Chunk 8:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Content, Peaceful, Resolved. Her internal conflict has eased, leading to a sense of peace and satisfaction with her ongoing life. | |
| Vocabulary | Content | In a state of peaceful happiness; satisfied. Stress: This is the emotional resolution of her reflective journey, a significant shift from her earlier loneliness and questioning. |
| Stress Words/Phrases | And so | Indicates a conclusion or result stemming from her previous thoughts and realizations. |
| Literary/Thematic Elements | Resolution | Her internal struggles find a measure of peace. |
| Symbolism | The act of weeding and watering (tending to life, removing negatives, nurturing growth) can be seen as symbolic of her approach to her own life. | |
| Cyclical Narrative | Begins and ends with gardening, but her internal state has evolved through the process. |
Part 2: Answers and Explanations for Your Provided Questions
Therefore, the phrase “added to the impression of fractiousness” is the part of the sentence that clearly incorporates and demonstrates the use of prepositional phrases (“to the impression,” “of fractiousness”).
Part 3: Additional Sample Questions (CLAT Style)
Here are a few more sample questions based on the passage:
“He was an old man who had not even been particularly remarkable as a young man. He had been a doctor at the time of the war, and had been one of the tens of thousands of Australians sent to Singapore in the mistaken belief that they could stop the Japanese advance down the Malay Peninsula. He had been captured, along with the largest surrender of Australian troops in history, and sent to the Burma–Thailand railway. He had worked on the line before being transferred to Japan, where he had worked as slave labour in the Mitsubishi shipyards in Nagasaki. He had been a prisoner of war for three and a half years. And yet he was one of the most famous Australians of his time. Indeed, when Australians thought of the Burma railway, they thought of him. And he was a man who had become famous for the worst thing that had ever happened to him. The worst thing. He had come to think of his entire life as a prelude to it. He had been thirty-seven then, had married only two years before. He had been a doctor for less than a decade. And it had happened on the line, in the middle of the worst day of his life, when he had come face to face with the most beautiful woman he would ever see. That was how he thought of her now – the most beautiful woman he would ever see – and he could not remember her face. Not at will, anyway. He could only remember it when he wasn’t thinking of it, and then it would rise up before him, dim and fragile, like the image of a face on glass. He had been a doctor for just long enough to know that there was nothing he could do for her. Her leg had been cut off by a train, and she had been left to die. She had been a British officer’s wife and had been travelling in the company of her husband. The Japanese had executed him, and then left her as a warning to other Europeans. The doctor had come across her crawling in the mud beside the track, and had seen that her wound was infected and that she had no hope. He had given her some water and then had covered her in leaves to give her what dignity he could. When he 11 had come back the next day, she was still alive, and he had given her more water, and then had gone back to his work. When he had come back the next day, she was dead. He had thought of her every day since then. Every day of his life. He had been faithful to his wife – who had died of cancer only a few years before – and he had never been able to explain to her why he had never been able to forget this woman. When he had tried, he had found he could not speak of it. Not to her, not to anyone. He had simply lived with it, and how it had come to define him. And he had never been able to understand why this woman had so affected him, why she had so consumed him. He had never been able to find the words to describe what it was about her that had so haunted him. But then, one day, when he was an old man, he received a letter from someone who had been there, and who knew what had happened. And suddenly everything was clear. It was the way she had looked at him when she died.”
Reference: Flanagan, Richard. The Narrow Road to the Deep North. London: Chatto & Windus, 2013.
Passage Context: This passage introduces an old man, a former doctor and prisoner of war, whose life was profoundly shaped by a singular, traumatic encounter during World War II. It delves into themes of memory, trauma, and the search for meaning in suffering. The reference is to Richard Flanagan’s novel “The Narrow Road to the Deep North.”
Passage Chunk 1:
“He was an old man who had not even been particularly remarkable as a young man. He had been a doctor at the time of the war, and had been one of the tens of thousands of Australians sent to Singapore in the mistaken belief that they could stop the Japanese advance down the Malay Peninsula. He had been captured, along with the largest surrender of Australian troops in history, and sent to the Burma–Thailand railway. He had worked on the line before being transferred to Japan, where he had worked as slave labour in the Mitsubishi shipyards in Nagasaki. He had been a prisoner of war for three and a half years.”
Explanation of Chunk 1:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Factual, Somber, Understated. The narration is straightforward in recounting severe events, and the description of his youth as “not even particularly remarkable” creates an understated tone. | |
| Vocabulary | Remarkable | Worthy of attention; striking. Stress: Its negation emphasizes his ordinary beginnings, contrasting with his later fame or the extraordinary nature of his wartime experiences. |
| Mistaken belief | An incorrect conviction or assumption. Stress: Highlights the futility and tragic misjudgment of the military strategy leading to their capture, adding to the sense of wasted sacrifice. | |
| Historical/Contextual Terms | Burma–Thailand railway | A strategic railway built by the Empire of Japan during World War II, notorious for the brutal conditions and high death toll among the Allied prisoners of war and Asian laborers forced to build it. Stress: A key site of his trauma. |
| Mitsubishi shipyards in Nagasaki | Refers to forced labor in Japanese industrial sites during WWII. Nagasaki is also significant as the site of the second atomic bombing. Stress: Further details the extent of his suffering as a POW. | |
| Literary/Thematic Elements | Understatement | Describing potentially heroic or traumatic experiences (like being a doctor in war, POW) with a lack of dramatic emphasis initially (“not even particularly remarkable”). |
| Exposition | Provides background information crucial for understanding the character and the subsequent narrative. |
Passage Chunk 2:
“And yet he was one of the most famous Australians of his time. Indeed, when Australians thought of the Burma railway, they thought of him. And he was a man who had become famous for the worst thing that had ever happened to him. The worst thing. He had come to think of his entire life as a prelude to it. He had been thirty-seven then, had married only two years before. He had been a doctor for less than a decade. And it had happened on the line, in the middle of the worst day of his life, when he had come face to face with the most beautiful woman he would ever see.”
Explanation of Chunk 2:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Ironic, Introspective, Ominous. There’s irony in becoming famous for something terrible. The introspection comes from his view of his life as a “prelude.” The mention of the “worst thing” is ominous. | |
| Vocabulary | Prelude | An action or event serving as an introduction to something more important. Stress: Emphasizes how this single event re-contextualized his entire preceding life in his own mind. |
| Stress Words/Phrases | And yet | Signals a contrast to the previous description of his unremarkable youth and difficult POW experience, introducing his unexpected fame. |
| The worst thing. | Repetition for emphasis, highlighting the profound negative impact and significance of the event. | |
| Literary/Thematic Elements | Paradox | The contrast between fame and intense personal suffering; being known for the lowest point of one’s life. |
| Focalization/Foreshadowing | The narrative focuses on this singular, defining event, foreshadowing its importance and the subsequent revelation of its details. | |
| Repetition | “The worst thing” is repeated to underscore its significance to the character. |
Passage Chunk 3:
“That was how he thought of her now – the most beautiful woman he would ever see – and he could not remember her face. Not at will, anyway. He could only remember it when he wasn’t thinking of it, and then it would rise up before him, dim and fragile, like the image of a face on glass.”
Explanation of Chunk 3:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Melancholic, Ethereal, Mystified. There’s a sadness in his inability to recall her at will, and the description of the memory is dreamlike and delicate. His own memory mystifies him. | |
| Vocabulary | Fragile | Easily broken or damaged; delicate. Stress: Describes the tenuous and delicate quality of his visual memory of her, emphasizing its elusiveness. |
| Literary/Thematic Elements | Simile | “dim and fragile, like the image of a face on glass.” This compares his memory to a delicate, possibly transparent or easily shattered image, emphasizing its insubstantiality and preciousness. |
| Nature of Memory | Explores how memory, especially traumatic memory, can be involuntary and fragmented rather than a clear, controllable recall. | |
| Subjectivity | Her description as “the most beautiful woman he would ever see” is his personal, subjective perception, intensified by the circumstances. |
Passage Chunk 4:
“He had been a doctor for just long enough to know that there was nothing he could do for her. Her leg had been cut off by a train, and she had been left to die. She had been a British officer’s wife and had been travelling in the company of her husband. The Japanese had executed him, and then left her as a warning to other Europeans. The doctor had come across her crawling in the mud beside the track, and had seen that her wound was infected and that she had no hope. He had given her some water and then had covered her in leaves to give her what dignity he could. When he had come back the next day, she was still alive, and he had given her more water, and then had gone back to his work. When he had come back the next day, she was dead.”
Explanation of Chunk 4:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Grim, Stark, Tragic, Helpless. The description of events is direct and unsparing. The doctor’s inability to save her contributes to a profound sense of tragedy and helplessness. | |
| Vocabulary | Dignity | The state or quality of being worthy of honor or respect. Stress: Highlights the doctor’s attempt to offer a small measure of humanity and respect to the dying woman in an inhumane situation. |
| Historical/Contextual Terms | “left her as a warning” | Refers to the brutal tactics used by occupying forces to intimidate and control populations. Stress: Underscores the deliberate cruelty of the Japanese soldiers’ actions. |
| Literary/Thematic Elements | Juxtaposition | The doctor’s medical knowledge is juxtaposed with his utter inability to apply it effectively in this situation. |
| Brutal Realism | The passage does not shy away from the horrific details of the woman’s injury and the circumstances of her death. | |
| Small Acts of Kindness | The act of giving water and covering her with leaves stands out as a small but significant gesture of compassion amid overwhelming brutality. |
Passage Chunk 5:
“He had thought of her every day since then. Every day of his life. He had been faithful to his wife – who had died of cancer only a few years before – and he had never been able to explain to her why he had never been able to forget this woman. When he had tried, he had found he could not speak of it. Not to her, not to anyone. He had simply lived with it, and how it had come to define him.”
Explanation of Chunk 5:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Reflective, Somber, Resigned. The doctor reflects on the persistent memory with a sense of sadness and resignation to its inescapable presence in his life. | |
| Vocabulary | Define | To state or describe exactly the nature, scope, or meaning of; in this context, to characterize or shape the essential nature of. Stress: Shows how this memory became central to his identity. |
| Stress Words/Phrases | Every day… | Repetition emphasizes the constancy and inescapability of the memory. |
| Not to her, not to anyone. | Highlights his profound isolation in this experience, unable to share his deepest trauma. | |
| Literary/Thematic Elements | Internal Conflict | His faithfulness to his wife contrasts with this other, unexplainable, consuming memory, creating an internal tension. |
| Incommunicability of Trauma | The difficulty or impossibility of conveying the depth and nature of profound traumatic experiences to others who have not shared them. | |
| Enduring Impact of Trauma | Shows how a traumatic event from decades past continues to shape the protagonist’s present. |
Passage Chunk 6:
“And he had never been able to understand why this woman had so affected him, why she had so consumed him. He had never been able to find the words to describe what it was about her that had so haunted him.”
Explanation of Chunk 6:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Bewildered, Searching, Frustrated. The repetition of “never been able to understand” and “never been able to find the words” conveys his ongoing confusion and frustration. | |
| Vocabulary | Consumed | (Of a feeling) to absorb all of the attention and energy of (someone). Stress: Indicates the overwhelming and all-encompassing nature of her memory in his life. |
| Haunted | (Of a ghost) to manifest itself at (a place) regularly; (of a memory or thought) to preoccupy or disturb (someone) persistently. Stress: Emphasizes the persistent, troubling, and inescapable nature of her memory. | |
| Literary/Thematic Elements | Psychological Exploration | Delves into the protagonist’s internal state, focusing on his lack of comprehension regarding his own deep-seated reactions. |
| The Unspeakable | Reinforces the idea that some profound experiences or emotions defy easy verbal expression. |
Passage Chunk 7 & 8:
“But then, one day, when he was an old man, he received a letter from someone who had been there, and who knew what had happened. And suddenly everything was clear.
It was the way she had looked at him when she died.”
Explanation of Chunks 7 & 8:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Revelatory, Climactic, Profound, Poignant. There’s a shift from confusion to sudden clarity. The final statement is delivered with a quiet but immense emotional weight. | |
| Vocabulary | Suddenly | Quickly and unexpectedly. Stress: Emphasizes the abruptness and completeness of the understanding that dawns upon him after receiving the letter. |
| Literary/Thematic Elements | Climax/Resolution | The arrival of the letter and the subsequent realization form the peak of the narrative tension and provide an answer to the long-standing question of why she haunted him. |
| Epiphany | The old man experiences a sudden moment of profound insight or understanding. | |
| Significance of Human Connection | The final line suggests that a fleeting moment of profound, non-verbal human connection or acknowledgment in the face of death was the core of the experience. | |
| Understated Power | The explanation, when it comes, is simple and brief, yet carries immense emotional depth. |
Passage Questions with Types and Answers:
Passage 7
“The Liverpool Merchant, a ship of 450 tons, lay at anchor in the River Mersey. She was a ship of good construction, built for the trade of the West Indies, with a high poop and forecastle, and a waist amidships of unusual breadth. She had been fitted out for her present voyage with a cramped and stinking slave deck, and with iron bars, manacles, and padlocks for the human cargo she was to carry. The ship was owned by Erasmus Kemp, a wealthy merchant and slave trader, and was captained by his cousin, William Kemp, a man who had risen from obscurity to become a master of ships. The Liverpool Merchant was one of many ships that plied the infamous triangular trade route, carrying manufactured goods to Africa, slaves to the West Indies and America, and raw materials back to Europe. The slave trade was a lucrative business that fueled the growth of the British economy, but it was also a brutal and dehumanizing practice that destroyed countless lives. As the Liverpool Merchant set sail from Liverpool on a hot August day in 1752, the crew and passengers were filled with a sense of excitement and anticipation. They were embarking on a voyage that would take them across the Atlantic to the coast of Africa, where they would purchase human beings from local traders, and then transport them across the ocean to the sugar plantations of Jamaica. For the slaves who were to be crammed into the dark and filthy hold of the Liverpool Merchant, however, the voyage would be a nightmare of pain, suffering, and despair. They would be torn from their homes, families, and cultures, and forced to endure months of confinement, disease, and brutality before being sold into a lifetime of slavery. The Liverpool Merchant was a symbol of the inhumanity and cruelty of the slave trade, and of the moral and psychological corruption that it inflicted on those involved. It was a voyage that would change the lives of everyone on board, and that would leave a lasting legacy of pain and injustice.”
Reference: Unsworth, Barry. Sacred Hunger. New York: W.W. Norton & Company, 1992.
Passage Context: This passage is an excerpt describing a slave ship, “The Liverpool Merchant,” and setting the scene for its role in the transatlantic slave trade. The reference is to Barry Unsworth’s novel “Sacred Hunger.”
Passage Chunk 1:
“The Liverpool Merchant, a ship of 450 tons, lay at anchor in the River Mersey. She was a ship of good construction, built for the trade of the West Indies, with a high poop and forecastle, and a waist amidships of unusual breadth. She had been fitted out for her present voyage with a cramped and stinking slave deck, and with iron bars, manacles, and padlocks for the human cargo she was to carry. The ship was owned by Erasmus Kemp, a wealthy merchant and slave trader, and was captained by his cousin, William Kemp, a man who had risen from obscurity to become a master of ships.”
Explanation of Chunk 1:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Factual, Descriptive, Ominous. The description is largely objective but terms like “cramped and stinking slave deck” and “human cargo” introduce a dark, foreboding atmosphere. | |
| Vocabulary | Poop (deck) | The stern (rear area) of a ship, or a raised deck at the stern. Stress: Part of the ship’s specific construction details. |
| Forecastle | A raised deck at the bow (front part) of a ship. Stress: Another detail of the ship’s construction. | |
| Amidships | In or toward the middle of a ship. Stress: Describes the location of the ship’s broad waist. | |
| Manacles | Metal bands, chains, or shackles for fastening someone’s hands or ankles. Stress: Directly indicates the tools of enslavement and control. | |
| Obscurity | The state of being unknown, inconspicuous, or unimportant. Stress: Highlights William Kemp’s rise in status, possibly through morally questionable means. | |
| Historical/Contextual Terms | Slave deck | A specially constructed or modified deck on a ship designed to hold enslaved people in extremely cramped and inhumane conditions during the Middle Passage. Stress: Central to the ship’s horrifying purpose. |
| Human cargo | A term used to refer to enslaved people transported by slave ships, highlighting their dehumanization and treatment as mere goods. Stress: Emphasizes the brutal commodification of human beings. | |
| Slave trader | A person involved in the business of buying and selling human beings as slaves. Stress: Identifies the profession of the ship’s owner, central to the theme. | |
| West Indies (trade) | Refers to the Caribbean islands. The trade mentioned here is heavily linked to the slave trade and plantation economies. Stress: Establishes the ship’s intended route and economic context. |
Passage Chunk 2:
“The Liverpool Merchant was one of many ships that plied the infamous triangular trade route, carrying manufactured goods to Africa, slaves to the West Indies and America, and raw materials back to Europe. The slave trade was a lucrative business that fueled the growth of the British economy, but it was also a brutal and dehumanizing practice that destroyed countless lives.”
Explanation of Chunk 2:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Informative, Critical, Contrasting. It explains the mechanics of the trade route but uses strong negative language (“infamous,” “brutal and dehumanizing”) to critique it. | |
| Vocabulary | Plied | Traveled regularly over a route, typically for commercial purposes. Stress: Indicates the routine nature of these voyages for ships like the Liverpool Merchant. |
| Infamous | Well known for some bad quality or deed. Stress: Immediately characterizes the trade route negatively. | |
| Lucrative | Producing a great deal of profit. Stress: Explains the economic motivation behind the slave trade, despite its immorality. | |
| Dehumanizing | Depriving a person or group of positive human qualities; treating them as less than human. Stress: A key term describing the impact of slavery on its victims. | |
| Historical/Contextual Terms | Triangular trade route | The historical trading route between three regions, typically Europe, Africa, and the Americas, involving the exchange of goods, and centrally, enslaved Africans. Stress: The specific system the ship was part of. |
| Stress Words | but it was also | Signals a contrast between the economic aspect (“lucrative”) and the moral reality (“brutal and dehumanizing”). Stress: Emphasizes the duality and moral conflict. |
Passage Chunk 3:
“As the Liverpool Merchant set sail from Liverpool on a hot August day in 1752, the crew and passengers were filled with a sense of excitement and anticipation. They were embarking on a voyage that would take them across the Atlantic to the coast of Africa, where they would purchase human beings from local traders, and then transport them across the ocean to the sugar plantations of Jamaica.”
Explanation of Chunk 3:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Narrative, Ironic (unintentional from characters’ view, intentional from author’s), Ominous. The “excitement” is deeply ironic given the cargo. An underlying sense of dread. | |
| Vocabulary | Anticipation | A feeling of excitement about something that is going to happen. Stress: Highlights the crew’s mindset, contrasting sharply with the fate of the enslaved. |
| Embarking | Beginning (a course of action, especially one that is important or demanding). Stress: Signifies the start of this fateful journey. | |
| Historical/Contextual Terms | Purchase human beings | A blunt and factual statement of the commercial transaction involving enslaved people, underscoring the commodification. Stress: Reveals the horrifying core of the mission. |
| Sugar plantations | Large agricultural estates in tropical or subtropical regions, historically reliant on enslaved labor for the cultivation of sugarcane. Stress: The destination and purpose of enslavement. |
Passage Chunk 4:
“For the slaves who were to be crammed into the dark and filthy hold of the Liverpool Merchant, however, the voyage would be a nightmare of pain, suffering, and despair. They would be torn from their homes, families, and cultures, and forced to endure months of confinement, disease, and brutality before being sold into a lifetime of slavery.”
Explanation of Chunk 4:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Empathetic, Horrifying, Condemnatory, Grim. The language vividly portrays the suffering and injustice faced by the enslaved. | |
| Vocabulary | Crammed | Forced into a space that is too small. Stress: Emphasizes the inhumane overcrowding on the slave deck. |
| Filthy hold | The dirty, squalid interior part of the ship where the enslaved were kept. Stress: Highlights the unsanitary and disease-ridden conditions. | |
| Nightmare | A frightening or unpleasant dream; metaphorically, an extremely unpleasant or terrifying experience. Stress: Encapsulates the entirety of the enslaved’s experience on the voyage. | |
| Despair | The complete loss or absence of hope. Stress: Describes the profound psychological suffering. | |
| Torn | Violently pulled or ripped apart. Stress: Emphasizes the traumatic separation from their lives and communities. | |
| Confinement | The state of being kept in a small space. Stress: A key aspect of their physical suffering and lack of freedom. | |
| Brutality | Savage physical violence; great cruelty. Stress: Points to the physical abuse and harsh treatment endured. | |
| Stress Words | However | Used to introduce a statement that contrasts with or seems to contradict something that has been said previously. Stress: Marks the crucial shift in perspective to the slaves. |
Passage Chunk 5:
“The Liverpool Merchant was a symbol of the inhumanity and cruelty of the slave trade, and of the moral and psychological corruption that it inflicted on those involved. It was a voyage that would change the lives of everyone on board, and that would leave a lasting legacy of pain and injustice.”
Explanation of Chunk 5:
| Category | Word/Phrase from Chunk | Explanation |
| Tone | Reflective, Condemnatory, Somber, Conclusive. The language is strong in its moral judgment and reflects on the wide-ranging and lasting damage of the slave trade. | |
| Vocabulary | Symbol | A thing that represents or stands for something else, especially a material object representing something abstract. Stress: Elevates the ship beyond its physical form. |
| Inhumanity | Extremely cruel and brutal behavior. Stress: A core characteristic attributed to the slave trade. | |
| Cruelty | Behavior that causes physical or mental harm to another, especially a deliberate infliction of pain. Stress: Reinforces the brutality of the system. | |
| Moral and psychological corruption | The process by which a person’s or group’s integrity, values, or mental state is damaged or spoiled. Stress: Highlights the damaging effect on the perpetrators too. | |
| Inflicted | Caused (something unpleasant or painful) to be suffered by someone or something. Stress: Emphasizes the active harm caused by the trade. | |
| Stress Words | Lasting legacy of pain and injustice | A powerful concluding phrase emphasizing the long-term, detrimental consequences of the slave trade. Stress: Broadens the impact beyond the immediate voyage. |
The World Health Organization (WHO) says that COVID-19 continues to constitute a public health emergency of international concern, its highest form of alert. The pandemic was likely at a “transition point” that continues to need careful management, the agency added. It’s three years since the WHO first declared that COVID represented a global health emergency. More than 6.8 million people have died during the outbreak, which has affected every country on Earth, ravaging communities and economies. The availability of vaccines and new treatments has changed the pandemic situation considerably since 2020. WHO Director-General, Tedros Adhanom Ghebreyesus, says he hopes to see an end to the emergency this year. “We remain CLAT POINT 9 hopeful that in the coming year, the world will transition to a new phase in which we reduce (COVID) hospitalizations and deaths to their lowest possible level,” he said. It comes as China’s National Health Commission says “the overall epidemic situation in the country has entered a low level, and the epidemic situation in various places has maintained a steady downward trend”. There had been fears that Lunar New Year travel would trigger a wave of infections in rural areas less equipped to deal with them. The world is not prepared for future pandemics, according to the International Federation of the Red Cross and Red Crescent Societies (IFRC). In its World Disasters Report 2022, the IFRC says “all countries remain dangerously unprepared for future outbreaks,” despite COVID-19 killing more people than any earthquake, drought or hurricane in history. The report says that countries should review their legislation to ensure it is in line with their pandemic preparedness plans by the end of 2023. It says they should also adopt a new treaty and revised International Health Regulations by next year that would invest more in the readiness of local communities. “The next pandemic could be just around the corner. If the experience of COVID-19 won’t quicken our steps toward preparedness, what will?” said Jagan Chapagain, Secretary-General of the IFRC, which is the world’s largest disaster response network. He added that, “there will be no excuse for a continued lack of preparedness after having gone through three terrible years.” The IFRC also recommends that countries increase domestic health finance by 1% of gross domestic product and global health finance by at least $15 billion per year, which Chapagain described as a “good investment to make”. “The important thing is there has to be a political will to commit to that,” he said. “If it is there, it’s possible.”
This page provides a detailed breakdown of a passage concerning the COVID-19 pandemic and global preparedness for future health crises. Understanding how to dissect passages, identify key information, vocabulary, tone, and legal or policy-related terms is crucial for CLAT 2026 success. This analysis aims to help you develop these critical reading skills.
The World Health Organization (WHO) says that COVID-19 continues to constitute a public health emergency of international concern, its highest form of alert. The pandemic was likely at a “transition point” that continues to need careful management, the agency added.
Main Idea of this Chunk: The WHO maintains that COVID-19 is still a major global health threat, classifying it at its highest alert level, even as the pandemic is seen to be at a “transition point.”
Role of this Chunk: This chunk sets the current official international stance on the COVID-19 pandemic, establishing the continued seriousness of the situation despite evolving circumstances.
| Category | Word/Phrase from Chunk | Explanation |
|---|---|---|
| Tone | Factual, Cautious, Formal | The language used is official and descriptive of the WHO’s position, with a note of caution regarding ongoing management. |
| Vocabulary | Constitute | To be or be equivalent to (something); to form or make up. Stress: Indicates that COVID-19 currently is this level of emergency. |
| Vocabulary | Transition point | A phase or stage where a significant change or development occurs. Stress: Suggests the pandemic is evolving, not over, requiring ongoing adaptation. |
| Legal/Policy Words/Concepts | Public health emergency of international concern (PHEIC) | A formal declaration by the WHO of an extraordinary event which is determined to constitute a public health risk to other States through the international spread of disease and to potentially require a coordinated international response. Stress: This is the highest alert level from WHO, signifying severe global impact. |
It’s three years since the WHO first declared that COVID represented a global health emergency. More than 6.8 million people have died during the outbreak, which has affected every country on Earth, ravaging communities and economies.
Main Idea of this Chunk: This section provides context on the duration of the pandemic and highlights its devastating global impact in terms of human lives lost and societal damage.
Role of this Chunk: It emphasizes the severity and widespread consequences of the pandemic, reinforcing why it has been considered a global health emergency.
| Category | Word/Phrase from Chunk | Explanation |
|---|---|---|
| Tone | Somber, Factual, Grave | The chunk recounts the significant death toll and widespread destruction, evoking a serious and reflective mood. |
| Vocabulary | Ravaging | Causing severe and extensive damage to. Stress: Emphasizes the destructive impact of the pandemic on communities and economies worldwide. |
The availability of vaccines and new treatments has changed the pandemic situation considerably since 2020. WHO Director-General, Tedros Adhanom Ghebreyesus, says he hopes to see an end to the emergency this year. “We remain hopeful that in the coming year, the world will transition to a new phase in which we reduce (COVID) hospitalizations and deaths to their lowest possible level,” he said.
Main Idea of this Chunk: Scientific advancements like vaccines and treatments have significantly altered the pandemic’s course, leading the WHO Director-General to express hope for an end to the emergency phase within the year, aiming for minimal hospitalizations and deaths.
Role of this Chunk: This chunk introduces a note of optimism and progress, highlighting the positive impact of medical interventions and the WHO’s future outlook.
| Category | Word/Phrase from Chunk | Explanation |
|---|---|---|
| Tone | Hopeful, Optimistic (cautiously) | The mention of changed situations and the Director-General’s quote convey a positive outlook, though still grounded in ongoing efforts. |
| Vocabulary | Considerably | By a notably large amount or to a notably large extent; significantly. Stress: Highlights the significant impact of vaccines and treatments. |
| Vocabulary | Transition | The process or a period of changing from one state or condition to another. Stress: Refers to moving towards a less critical phase of the pandemic. |
It comes as China’s National Health Commission says “the overall epidemic situation in the country has entered a low level, and the epidemic situation in various places has maintained a steady downward trend”. There had been fears that Lunar New Year travel would trigger a wave of infections in rural areas less equipped to deal with them.
Main Idea of this Chunk: China reports a significant improvement in its COVID-19 situation, with a stable decline in cases, alleviating earlier concerns about a potential surge during Lunar New Year travel.
Role of this Chunk: This provides a specific national example of a positive development in the pandemic, contrasting with earlier widespread fears.
| Category | Word/Phrase from Chunk | Explanation |
|---|---|---|
| Tone | Factual, Reassuring (regarding China) | The chunk reports official statements from China that suggest a controlled and improving situation. |
| Vocabulary | Epidemic situation | The state or condition concerning the spread of a disease within a particular population or region. Stress: Specific terminology used to describe disease prevalence. |
| Legal/Policy Words/Concepts | (Implicit) National Health Commission | The national-level government agency responsible for health policy and oversight in China. (While not a “legal word,” it’s a key policy-making body). |
The world is not prepared for future pandemics, according to the International Federation of the Red Cross and Red Crescent Societies (IFRC). In its World Disasters Report 2022, the IFRC says “all countries remain dangerously unprepared for future outbreaks,” despite COVID-19 killing more people than any earthquake, drought or hurricane in history.
Main Idea of this Chunk: Despite the severe impact of COVID-19, the IFRC warns that globally, nations are alarmingly ill-prepared for future pandemics.
Role of this Chunk: This chunk shifts the focus from the current COVID-19 situation to future pandemic preparedness, introducing a critical assessment from another major international organization. It acts as a problem statement.
| Category | Word/Phrase from Chunk | Explanation |
|---|---|---|
| Tone | Critical, Concerned, Urgent | The language used (“dangerously unprepared”) conveys a strong sense of alarm and criticism about the lack of preparedness. |
| Vocabulary | Dangerously unprepared | Not ready or able to deal with something, to an extent that poses a significant risk or threat. Stress: Emphasizes the severe lack of readiness. |
| Vocabulary | Outbreaks | A sudden occurrence of something unwelcome, such as war or disease. Stress: Refers to the start of new epidemics/pandemics. |
The report says that countries should review their legislation to ensure it is in line with their pandemic preparedness plans by the end of 2023. It says they should also adopt a new treaty and revised International Health Regulations by next year that would invest more in the readiness of local communities.
Main Idea of this Chunk: The IFRC report recommends specific actions for countries: reviewing national laws related to pandemic preparedness, and adopting new international agreements and revised health regulations to improve community readiness.
Role of this Chunk: This chunk offers concrete, policy-level solutions and recommendations proposed by the IFRC to address the lack of preparedness identified in the previous chunk.
| Category | Word/Phrase from Chunk | Explanation |
|---|---|---|
| Tone | Prescriptive, Advisory, Formal | The chunk outlines specific recommendations and directives for action by countries. |
| Vocabulary | Readiness | The state of being fully prepared for something. Stress: Focuses on the goal of IFRC’s recommendations – ensuring communities are prepared. |
| Legal/Policy Words/Concepts | Legislation | Laws, considered collectively, enacted by a legislative body. Stress: Refers to national laws that need to align with preparedness goals. |
| Legal/Policy Words/Concepts | Pandemic preparedness plans | Strategies and arrangements put in place at national and international levels to prevent, respond to, and mitigate the impact of pandemics. Stress: These are the existing frameworks that legislation should support. |
| Legal/Policy Words/Concepts | Treaty | A formally concluded and ratified agreement between states. Stress: Suggests the need for a new binding international agreement on pandemic preparedness. |
| Legal/Policy Words/Concepts | International Health Regulations (IHR) | An international legal instrument that is binding on 196 countries across the globe, including all WHO Member States. Their aim is to help the international community prevent and respond to acute public health risks that have the potential to cross borders and threaten people worldwide. Stress: Refers to existing global health rules that need revision. |
“The next pandemic could be just around the corner. If the experience of COVID-19 won’t quicken our steps toward preparedness, what will?” said Jagan Chapagain, Secretary-General of the IFRC, which is the world’s largest disaster response network. He added that, “there will be no excuse for a continued lack of preparedness after having gone through three terrible years.”
Main Idea of this Chunk: The IFRC Secretary-General emphasizes the imminent threat of future pandemics and strongly urges immediate action on preparedness, stating there’s no justification for further inaction given the COVID-19 experience.
Role of this Chunk: This provides a powerful, authoritative quote to underscore the urgency and moral imperative of the IFRC’s recommendations.
| Category | Word/Phrase from Chunk | Explanation |
|---|---|---|
| Tone | Urgent, Admonishing, Persuasive | The quote uses strong language and a rhetorical question to convey urgency and to criticize potential inaction. |
| Vocabulary | Quicken | Make or become faster or quicker. Stress: Implies the need to accelerate efforts towards preparedness. |
| Vocabulary | Preparedness | The state of being ready for something, especially for a sudden or unexpected event. Stress: The central theme of the IFRC’s message. |
| Stress Words | What will? | A rhetorical question used to emphasize that if a major event like COVID-19 doesn’t spur action, it’s hard to imagine what would. Stress: Highlights the gravity of inaction. |
| Stress Words | There will be no excuse | A strong statement indicating that any future lack of preparedness would be unjustifiable. Stress: Emphasizes accountability and the lessons that should have been learned. |
The IFRC also recommends that countries increase domestic health finance by 1% of gross domestic product and global health finance by at least $15 billion per year, which Chapagain described as a “good investment to make”. “The important thing is there has to be a political will to commit to that,” he said. “If it is there, it’s possible.”
Main Idea of this Chunk: The IFRC proposes specific financial commitments (increasing domestic and global health funding) for pandemic preparedness and stresses that the crucial factor for achieving this is political will.
Role of this Chunk: This chunk details further concrete recommendations from the IFRC, focusing on financial investment, and concludes by highlighting the key enabler for all proposed actions.
| Category | Word/Phrase from Chunk | Explanation |
|---|---|---|
| Tone | Prescriptive, Persuasive, Conditional | It recommends financial actions, tries to persuade that it’s a good investment, and makes success conditional on political will. |
| Vocabulary | Gross domestic product (GDP) | The total monetary or market value of all the finished goods and services produced within a country’s borders in a specific time period. Stress: A standard measure for economic output, used here as a basis for recommended health spending. |
| Vocabulary | Political will | The commitment of political actors (governments, politicians) to take actions to achieve specific goals. Stress: Presented as the most critical factor for implementing the recommendations. |
| Stress Words | The important thing is | A phrase used to emphasize the most crucial point that follows. Stress: Signals that political will is the paramount requirement. |
| Stress Words | If it is there, it’s possible. | A conditional statement emphasizing that the feasibility of the recommendations hinges on the presence of political commitment. Stress: Reinforces the necessity of political will. |
| Legal/Policy Words/Concepts | Domestic health finance | Funding allocated by a country from its own resources towards its healthcare system and public health initiatives. Stress: A key area for increased investment. |
| Legal/Policy Words/Concepts | Global health finance | Funding directed towards health initiatives on an international scale, often involving contributions from multiple countries or international organizations. Stress: Another area needing increased investment according to IFRC. |
Passage 5:
The economic survey and the budget announcement last week have everyone speaking about India’s digital infrastructures. Although they are being termed ‘digital public infrastructures’ and ‘digital public goods’, it is wise to re-check the word “public” in the title, especially when they are being built on the suggestions of the private sector, by the private sector and for the private sector. The chief economic advisor and finance minister are bullish on the role of these infrastructures in Indian economic growth and have announced that the new digital infrastructure on agriculture to boost investments in the sector. AgriStack or India Digital Ecosystem for Agriculture (IDEA) has been under development since 2020 with public consultations in 2021, along with MoUs for pilots with several BigTech companies including JIO Platforms, Microsoft and Amazon. The proposals part of AgriStack include a Unique Farmer ID, Unified Farmer Service Interface, Core databases and repositories with all 360-degree information on farming. The architecture of AgriStack/IDEA will be similar to InDEA 2.0, India Digital Enterprise Architecture with the same architect; J. Satya Narayana designing most digital infrastructures. Satyanarayana is a retired Indian Administrative Service (IAS) officer who now works for the World Economic Forum’s Centre for the Fourth Industrial Revolution. The stated purpose of AgriStack is to help the use of data in agriculture to promote data-driven agriculture. The challenge in achieving this goal is to help farmers actually get this data. Instead what we will witness is the farmers’ personal data is used by the businesses/markets to decide their economic life. The architecture of AgriStack will determine how the information is collected, shared and sold across the Agri-market ecosystems. From a traditional economic perspective, the entities with access to more data and information about the markets will profit from them. It is hardly going to be the farmers themselves with no access to this data other than the choice to part with the data. AgriStack will help facilitate the shift in the markets from physical APMC infrastructures to digital e-Markets. The now repealed Farm Bills passed by the parliament in 2020 actually allowed the private sector to maintain its own e-markets. NCDEX e-Markets Ltd (NeML) and Ninja cart have signed an MoU with the ministry of agriculture for pilots to develop digital marketplaces for agriculture. https://thewire.in/agriculture/agristack-under-the-new-digital-initiative-farmers-will-be-at-the-mercy-of-big businesses
AgriStack & India’s Digital Infrastructure – Promise vs. Reality
🧩 Chunk 1: Buzz Around Digital Infrastructures
The economic survey and budget announcements have stirred public discourse on India’s digital infrastructures. These are being labelled “digital public infrastructures” and “digital public goods.” However, there’s growing concern over the use of the term “public,” especially since these infrastructures are being designed by the private sector, on private recommendations, and largely for private benefit.
🧩 Chunk 2: Government’s Optimism
Both the Chief Economic Advisor and the Finance Minister have expressed strong support for the role of digital infrastructure in India’s economic growth. A new digital platform focused on agriculture has been proposed to attract investment in the sector.
🧩 Chunk 3: Introduction to AgriStack / IDEA
This agricultural digital ecosystem, named AgriStack or IDEA (India Digital Ecosystem for Agriculture), has been under development since 2020, with public consultations held in 2021. It is being developed in collaboration with major BigTech companies like Jio Platforms, Microsoft, and Amazon.
🧩 Chunk 4: Core Components of AgriStack
AgriStack’s proposed features include:
These systems are intended to support data-driven agriculture.
🧩 Chunk 5: Architect and Framework
The architecture of AgriStack will mirror InDEA 2.0 (India Digital Enterprise Architecture). The chief architect is J. Satya Narayana, a retired IAS officer, now affiliated with the World Economic Forum’s Centre for the Fourth Industrial Revolution.
🧩 Chunk 6: Purpose vs Reality
While the stated goal of AgriStack is to promote data-driven agriculture, the real challenge is whether farmers will have access to this data. In practice, it appears that businesses will control and use farmers’ data, deciding their economic outcomes — while farmers may get little in return, aside from giving up their personal information.
🧩 Chunk 7: Market Shift & Power Imbalance
AgriStack is expected to digitally restructure agricultural markets, replacing physical APMC mandis with digital e-markets. From a classical economics view, those with more data control the market, and in this system, that’s not the farmers. They’ll have limited data access, thus reduced bargaining power.
🧩 Chunk 8: Private Digital Marketplaces
This model of privatized agri-digital ecosystems mirrors provisions from the now-repealed Farm Bills of 2020, which allowed private players to create e-markets. Companies like NCDEX e-Markets Ltd (NeML) and NinjaCart have already signed MoUs with the Ministry of Agriculture to pilot these digital platforms.
Reading Comprehension Practice Set: AgriStack and Digital Agriculture
✅ Easy-Level Questions (1–5)
🟩 Answer: B. To promote data-driven agriculture
🟩 Answer: B. Microsoft, Amazon, and Jio Platforms
🟩 Answer: D. That they are truly accessible and beneficial to the common public
🟩 Answer: B. APMC physical mandi infrastructure
🟩 Answer: C. J. Satya Narayana
✅ Moderate-Level Questions (6–10)
🟩 Answer: C. Critical and cautious
🟩 Answer: C. Their personal data may be exploited without access to benefits
🟩 Answer: B. Farmers should be compensated if their data is used commercially
🟩 Answer: B. The digital transformation may deepen existing inequalities in agriculture
🟩 Answer: C. The Farm Bills enabled the kind of private digital markets that AgriStack promotes
✅ Hard-Level Questions (11–15)
🟩 Answer: C. AgriStack, though presented as a public good, is heavily influenced by private players and raises concerns about data ownership, access, and the shifting power balance in agri-markets.
🟩 Answer: B. It heavily relies on private partnerships and global frameworks.
🟩 Answer: A. The term “public” implies fairness, which may not be true here as private firms dominate the design and benefit.
🟩 Answer: C. Private Interests in Public Tech: The Case of AgriStack
After Mr. Summers stirred up the papers inside the box, he walked around the square, greeting each member of the community by name. He exchanged pleasantries and asked after their health and the health of their families. As he made his way around the square, Mr. Summers was struck by how quiet everyone seemed. Usually, there was some chatter or laughter, but today the air was thick with tension. Mr. Summers returned to the stool and cleared his throat. “Now, I know we’re all eager to get started,” he said, “so let’s not waste any time.” He reached into the black box and pulled out a slip of paper. There was a collective intake of breath from the villagers as they waited to hear whose name would be called. 5 “Bill Hutchinson,” Mr. Summers said, and a murmur went through the crowd. Bill stepped forward, looking pale and nervous. Mr. Summers held out the black box, and Bill drew a slip of paper. He unfolded it slowly, his hands shaking, and then he looked at the paper. For a moment, no one spoke. Then someone in the crowd cleared their throat, and the tension broke. The villagers began to talk all at once, their voices rising in volume until Mr. Summers had to shout to be heard. “Quiet, everyone, quiet!” Mr. Summers said. “Let’s have a little respect for the process, shall we?” The villagers quieted down, and Bill stepped forward again, holding up his slip of paper. “It’s Tessie,” he said, his voice breaking. “Tessie’s got it.” There was a gasp from the crowd, and then silence. Tessie Hutchinson stood frozen in place, looking around at her fellow villagers with a mixture of fear and disbelief. “It isn’t fair,” she said, her voice shaking. “I didn’t have enough time to choose properly. You didn’t give me enough time.” Mr. Summers stepped forward, his jovial demeanor replaced by a stern expression. “Tessie, you know the rules,” he said. “You had the same chance as everyone else.” The villagers closed in around Tessie, and she stood there, trembling, as they gathered stones and pebbles from the ground. As they began to pelt her with stones, Tessie screamed, “It isn’t fair, it isn’t right!” But no one listened. The stones continued to rain down on her, until finally she fell to the ground, motionless. The villagers stood around her for a moment, looking at each other uncertainly, before slowly dispersing and making their way back to their homes. The village was quiet once again, the only sound coming from the wind as it rustled through the trees. The stones that had been used to kill Tessie lay scattered on the ground, as if they were nothing more than harmless pebbles. Mr. Summers looked around at the empty square and let out a sigh. He knew that this was the way it had always been, and the way it would always be. The lottery was a necessary tradition, even if it was a cruel one. Source: Extracted with edits and revisions from the short-story “The Lottery”, written by Ms. Shirley Jackson.
📌 Sticky Passage Box:
Extracted & adapted from Shirley Jackson’s The Lottery
Mr. Summers stirred up the papers inside the box, walking around the square and greeting villagers. The atmosphere was tense—unlike usual cheerful gatherings. When the drawing began, “Bill Hutchinson” was called. He stepped forward, pale and nervous, drew a slip, and confirmed: “Tessie’s got it.” The crowd gasped. Tessie protested, crying, “It isn’t fair!” But no one listened. The villagers, following tradition, stoned her to death. Mr. Summers sighed—it was just how things had always been.
🔍 Detailed Literary Breakdown (Complete & Rookie-Friendly)
🎯 1. Introduction to Mr. Summers and Ritual Tension
“After Mr. Summers stirred up the papers… air was thick with tension.”
What’s going on?
Mr. Summers, who represents authority and routine in the village, prepares for an annual ritual. As he greets the townsfolk, there’s an eerie silence. This tension foreshadows something dark — clearly, this is not a festive gathering.
Why is this important?
It highlights how people participate in something dreadful while pretending it’s normal. The unease contradicts the friendly gestures, showing hypocrisy in tradition.
🗳️ 2. Ritualistic Calm Before the Storm
“Now, I know we’re all eager to get started,” he said…
What’s happening?
Mr. Summers tries to sound casual and efficient. He picks a slip of paper — this lottery isn’t about prizes, but something sinister. The villagers react with fear, not excitement.
What does it mean?
This line dramatizes how societies wrap brutal practices in polite language and procedure. “Eager” is ironic — nobody is truly eager.
🧍 3. Bill Draws and the Crowd Reacts
“Bill Hutchinson,” Mr. Summers said… Bill drew a slip of paper.”
What’s happening?
Bill Hutchinson is chosen. He draws his paper as the villagers anxiously watch. This public spectacle reinforces conformity — everyone sees everyone else’s reaction.
Why is it symbolic?
It reflects how society forces people to participate in violence through peer pressure and public accountability. Nobody protests yet.
⚖️ 4. The “Fairness” Illusion Crumbles
“It’s Tessie,” he said… “It isn’t fair,” she said…
What’s happening?
Tessie, Bill’s wife, becomes the real target. She objects only when she becomes the victim — an important irony.
Why does this matter?
This line questions the concept of fairness in society. Tessie accepted the process until it singled her out — a critique of selective morality and complicity.
🪨 5. The Stoning: Obedience, Violence & Groupthink
“The villagers closed in around Tessie… stones and pebbles…”
What’s happening?
The crowd, including neighbors and likely friends, start stoning Tessie to death.
What’s the bigger picture?
It shows how ordinary people are capable of violence when sanctioned by tradition or community. The use of stones — something primitive and brutal — reinforces how outdated the tradition is.
🌬️ 6. Aftermath & the Normalcy of Horror
“The stones… lay scattered… Mr. Summers looked around… The way it had always been.”
What’s happening?
Once it’s done, the village returns to normal. No one reflects, protests, or questions the morality of it.
What’s the takeaway?
Jackson shows the terrifying power of tradition — how it can desensitize people into accepting cruelty as necessary. Mr. Summers’ sigh is chillingly bureaucratic, as if he just completed routine paperwork.
✍️ TL;DR Summary (Beginner-Level)
Mr. Summers leads a village ritual called “the lottery.” Though everything seems formal and polite, the event turns grim when Tessie Hutchinson is selected. The villagers, including her family, stone her to death. Tessie protests that the process is unfair, but no one listens. Shirley Jackson critiques blind tradition, group violence, and how ordinary people become part of horrific acts when society normalizes them.
🧠 Vocabulary Hover Tips (for your website)
These words/phrases can be highlighted for hover definitions:
| Highlighted Phrase | Meaning |
| stirred up the papers | Mixed the slips in the box, symbolic of fate being shuffled |
| air was thick with tension | Strong, noticeable silence filled with anxiety |
| pleasantries | Casual, polite conversation |
| collective intake of breath | A shared, sharp breath taken by many in suspense |
| murmur went through the crowd | Quiet reaction of surprise or concern |
| it isn’t fair | Protest against injustice |
| pelt her with stones | Throw stones repeatedly at someone, here symbolizing mob violence |
| cruel tradition | A practice passed down that is morally wrong but socially accepted |
| Phrase | Meaning |
| “air was thick with tension” | A metaphor suggesting extreme unease or anxiety in the atmosphere. |
| “collective intake of breath” | A moment of shared shock or anticipation. |
| “drawing a slip of paper” | Refers to the process of selection in the lottery. |
| “It isn’t fair” | A cry of protest against injustice or lack of genuine choice. |
| “closed in around” | Physically surrounding someone, here with violent intent. |
| “mob mentality” | When individuals in a group lose personal responsibility and follow the crowd blindly. |
| “necessary tradition” | An idea used to justify actions simply because they’ve always been done. |
10 CLAT-style Mid–High Level Questions
📌 Direct Fact & Tone
📌 Inference
📌 Vocabulary-in-Context
📌 Critical Thinking & Theme
📌 Literary Device & Technique
📘 Reading Comprehension & Inference
📖 Tone, Theme, and Interpretation