Text Book Solutions All Class

Read the following passage and answer the questions that follow.

1. “Music expresses that which cannot be put into words and that which cannot remain silent,” said the French poet Victor Hugo. Early on Saturday morning, 20 participants of the Times Passion: Sufi Poetry and Music Appreciation Trail embarked on a journey into this ineffable nature of Sufi music through the streets of the capital.

2. The weekend passion trail started with a heritage walk at the Bada Batashewala Mahal and then moved on to the chilla of Hazrat Nizamuddin Auliya, where the iconic saint is said to have lived for around 65 years. The walk was filled with facts on the historical significance of these places.

3. Serendipitously, the day, January 30, was also the final day of celebrations of the 712th urs of Hazrat Nizamuddin Auliya. On the occasion, the trail participants visited the Nizamuddin Auliya dargah, where they offered a chadar, participated in the prayers of the Fadia ceremony, and listened to qawwali renditions.

4. The trail was led by Dhruv Sangari, a well–known Sufi singer who began training in classical music at the age of seven. Having developed an interest in Sufism, he also trained under the late Ustad Nusrat Fateh Ali Khan Saheb and has been performing professionally since 2001 with his troupe Rooh.

5. The heritage walk was followed by a session on Sufi poetry and music, where Sangari introduced the participants to the message of peace and love that Sufism delivers. Sufism is a mystical dimension that focuses on the purification of oneself. This aspect is felt strongly in Sufi music too… The famous Persian poet and Sufi master, Jalal ad-Din Muhammad Rumi, once said, “I want to sing like the birds sing, not worrying about who hears or what they think.”

6. Sangari’s session also featured revelatory anecdotes from the lives of Sufi saints like Baba Bulleshah, and their links to the origin of popular Sufi poetry. “This was my first heritage walk and Sufi trail in Delhi and I was completely hooked. Dhruv made all the difference,” said Renuka Mahajan, a participant.

7. The passion trail culminated with a musical rendition by Sangari and his troupe where they performed popular Sufi songs like ‘Chhap Tilak Sab Chheen’ and ‘Dama Dam Mast Kalandar’.

8. “I was moved to witness in the eyes of the participants the joy of having felt something profound,” said the trail architect himself.

Attempt the following questions on the basis of the passage you have read:
(a) At Nizamuddin Auliya’s dargah, the trail participants offered ___________.
(i) flowers
(ii) clothes
(iii) chaddar
(iv) eatables

Correct Option is (iii) chaddar

(b) The person who spoke on the Sufism and the message of peace and love at the meet is _________.
(i) Dhruv Sangari
(ii) Ustad Nusrat Fateh Ali Khan
(iii) Renuka Mahajan
(iv) Rumi

Correct Option is (i) Dhruv Sangari

(c) Ustad Nusrat Fateh Ali Khan trained Sangari. (True/False)

True

(d) Victor Hugo was an American poet. (True/False)

False

(e) Dhruv Sangari began training in classical music at the age of ten. (True/False)

False

(f) The heritage walk was followed by a session on sufi music and poetry. (True/False)

True

(g) Find the word from the passage which means the same as “making people aware of something”. (para 6)

revelatory

(h) Find the word from the passage which means the same as “too great to be expressed in words”. (para 1)

ineffable

Read the passage given below and answer the questions that follow-
The rapid transition to online learning, as a consequence of COVID-19, has highlighted the risks of student disengagement, and the subsequent impact on lower student achievement across multiple courses.
1. The recent pandemic has changed how millions around the globe are educated. New solutions and innovations in the education system are the need of the hour. Looking at the new digital split, the approach may increase the equality gaps. More than 500 million students across the globe had to pause their on-going studies at various levels. These changes have and will create a degree of inconvenience, but at the same time would promote innovations and future transformations within the education system.
2. The ‘pile-on effect’ of the coronavirus is that, during the global COVID-19 pandemic, interruptions to education can have long term implications — especially for the most vulnerable. There is a real risk of regression for children whose basic, foundational learning (reading, math, languages, etc.) was not strong to begin with. And millions of children who have already been deprived of their right to education, particularly girls, are being more exposed to health and well-being risks (both psychosocial and physical) during COVID-19-
3. Girls: Young and adolescent girls are twice as likely to be out of school in crisis situations and face greater barriers to education and vulnerabilities such as domestic/gender-based violence when not in school.
4. Refugees, displaced and migrant children: These populations often fall between the cracks as national policies might not necessarily include these vulnerable groups and they must be included and catered for in any global responses to this crisis if this has not already occurred.
5. Children and youth with disabilities: Along with other marginalized populations, including children from minority groups, are neglected in the best of times and have lower educational outcomes than their peers.
6. Young people affected by trauma or mental health issues: Schools and learning centers are places for communities to address health related issues, including mental health and psychosocial support (MHPSS), which the most vulnerable students rely on for their wellbeing and development in order to learn.
The graphic above, made by the consulting firm CB&A, shows how the adaption curve typically impacts in the online learning method users.
Based on your reading of the above excerpt, choose the correct option to answer the following questions:
Q1: The ‘Pile-on effect’ has effected the following the most-
(a) Children, especially girlswrong
(b) Children with lower academic scores
(c) Children with disabilities
(d) Children with weak basic foundations
Ans: (d)

Q2: The new digital split will-
(a) Decrease innovations
(b) Dampen spirits
(c) Diminish equal opportunities
(d) Divulge inconvenience
Ans: (c)

Q3: Which of the underlined words in the sentence can be replaced by ‘disengagement’ to bring out its usage as applied in the text above-
(a) His air of detachment lost him many friends.
(b) He was startled and gave a discordant shriek.
(c) He stopped and gazed off at the distant hills.
(d) He mumbled in delirium all night.
Ans: (a)

Q4: With the recent shift to online education, the world saw-
(a) A decreasing trend in school drop outs
(b) Decreased investments in education sector
(c) Decreased challenges in innovations
(d) A decreasing trend in student accomplishments
Ans: (d)

Q5: According to the adaption curve, people fastest to adjust were the-

(a) Visionaries & Enthusiasts
(b) Visionaries & Conservatives
(c) Pragmatics & Enthusiasts
(d) Pragmatics & Conservatives
Ans: (a)

Q6: ‘Pragmatists’ refers to-
(a) Someone who pleases everyone
(b) Someone who is irrational
(c) Someone who acts sensibly
(d) Someone who is very idealistic
Ans: (c)

Q7: Which of the following is a synonym of ‘aggravation’- (para 2)
(a) Innovation
(b) Pandemic
(c) Achievement
(d) Inconvenience
Ans: (d)

Read the following passage carefully:

1. By generating a means of employment for people with excellent artistic abilities and incredible imagination, the animation industry is growing into a multi-crore industry with vast career prospects. The animation is the linking and the manipulation of still images to create an illusion of motion. Images, graphics, text, and audio are brought together to create a live moving picture on the screen. Thus the animator, who is an expert in animation art, gives life to a character using a blend of imagination and technology.

2. Aspirant animators must have a passion and a flair for drawing and creative imagination. In addition, they must also possess an advanced level of technological understanding. An animator must have good communication skills because the field requires him to meet and interact with a large number of people.

3. In the present scenario, animation has a plethora of opportunities in areas like films, cartoons, advertisements, television, and product designing. The animation industry can be broadly classified into categories like 3D and 2D animation, gaming, multimedia, web designing, and visual effects.

4. In India, the animation industry is growing immensely thus making the country a destination for the outsourcing of animation work. The reasons for this mainly are skilled workers and low cost of production besides the rise of the gaming industry. Apart from this, the Indian audience is showing keen interest in animated movies and commercials which has led several production houses to produce a greater number of animated movies.

5. Being aware of the increasing popularity of the animation industry, educational institutions across the country are beginning to include animation courses in their programme. A number of animation institutes have also come up in India which will help students both in grooming their creative skills as well as in their placements.

6. The magical world of animation is thus becoming one of the fastest and most lucrative industries in India. Despite a humble start in the year 1974 with the educational animation film ‘Ek Anek Aur Ekta’, the animation industry in India is a well-established career option today.

Read the passage given below and answer the following questions

Mr. Rajeev Sharma must realise that the PM was talking to the whole of India and not just the thinkers. In a speech that lasted about an hour, he touched upon subjects that he felt the people of India would like to listen to and probably act on his exhortations. On this he scored one hundred percent.

Sharma tore into the Indian psyche of being soft on male children as compared to female children. I am sure this will touch a chord in every set of parents and hopefully they will advise their male offspring to behave responsibly. All the other issues he touched upon would also directly affect the masses and the PM wanted positive action from his countrymen.

On internal security, defence and space, what could the people of India contribute if the PM had mentioned his plans? There is not much the Indian people can contribute directly in space and defence sectors. However, on internal security, he did indirectly touch upon it by exhorting all sections of society to shun all forms of violence, including communal. A lot of internal security issues would get sorted out if the communities live in peace and harmony among themselves. On defence and space, the PM would definitely talk to the people involved in those activities, which he has done admirably so far. Also, there is no merit in outlining your strategies in critical sectors such as defence.

Q1: According to the author who was the PM of India addressing?
(a) The whole of India including the masses.
(b) The thinkers of India.
(c) The parents of India.
(d) The space scientists.
Ans: (a)
Sol: The PM of India was addressing the whole of India including the masses

Q2: When the PM was referring to ‘the Indian psyche of being soft’, what was he referring to?
(a) Investments in the defence sector.
(b) Investments in the space sector.
(c) Issues of security.
(d) Indian parents being soft on male children as compared to female children.
Ans: (d)
Sol: The PM was referring to the bias towards male offspring rather than female offspring

Q3: What did the PM want the parents to do?
(a) To produce more female children.
(b) To advise their male children to behave responsibly.
(c) To produce more male children.
(d) To produce male and female children equally.
Ans: (b)
Sol: The PM wanted the parents not to be soft on male children and to motivate their male children to behave more responsibly

Q4: What was the length of the speech delivered by the PM?
(a) About 45 minutes.
(b) About 15 minutes.
(c) About 60 minutes.
(d) About 30 minutes.
Ans: (c)
Sol: The speech lasted about an hour, which is 60 minutes

Q5: The PM felt that the Indian masses could not contribute directly in which areas?
(a) Shun all forms of violence.
(b) Positive action from countrymen.
(c) Parents advising their male children to behave responsibly.
(d) In the defence and space sectors.
Ans: (d)
Sol: The PM felt that the masses would not be able to contribute directly to defence and space sectors

Q6: The writer felt that, ‘On this he scored one hundred percent.’ What was the writer referring to?
(a) On the PM being able to speak upon subjects that the people of India would like to listen to.
(b) On the PM’s ability to talk to thinkers.
(c) On the PM’s ability to talk to security experts.
(d) On the PM’s ability to talk to defence experts.
Ans: (a)
Sol: The writer felt that the PM was able to speak on subjects that the masses of India would like to listen to

Q7: What was one of the PM’s solutions to solve internal security issues?
(a) Outlining strategies in space sectors.
(b) Outlining strategies in defence sectors.
(c) The communities living in peace and harmony among themselves.
(d) Parents not being soft on male children.
Ans: (c)
Sol: The PM felt that if the communities lived in peace and harmony amongst themselves the internal security issues would get sorted out

Q8: What was another of the PM’s solutions to solve internal security issues?
(a) Motivating the thinkers.
(b) Exhorting all sections of society to shun all forms of violence, including communal.
(c) Being hard on male children.
(d) Being hard on female children.
Ans: (b)
Sol: The PM wanted all sections of society to shun all forms of violence, including communal violence

Q9: The writer feels that the PM has talked to certain sections wherever necessary. Which sections is the writer referring to?
(a) Internal security.
(b) Masses.
(c) Parents.
(d) The defence and space sectors.
Ans: (d)
Sol: The writer feels that the PM would definitely talk to the people involved in the defence and space sectors, which the writer feels the PM has done admirably

Q10: Who felt ‘there is no merit in outlining your strategies in critical sectors such as defence’?
(a) Mr Rajeev Sharma.
(b) The PM.
(c) The writer.
(d) The people of India.
Ans: (c)
Sol: The writer felt that there was no merit in the PM outlining strategies in critical sectors such as defence to the general public

Introduction 

A factual passage typically presents a series of facts, data, or information on a specific subject. The aim is to check the reader’s understanding and ability to extract and interpret key details.

Key Steps to Answering a Factual Passage

Read the Passage Carefully:

• First Reading: Read the passage quickly to get a general understanding.
• Second Reading: Read again slowly and underline key points, such as important dates, names, places, and definitions.
• Highlight Key Information: Focus on facts like figures, comparisons, and logical connections.

Understand the Question:

Identify Question Type – Determine whether the question is asking for:

• Specific Information (dates, names, events)
• Inferences (meaning implied by the author)
• Explanations (why something happened, how it works)
• Summarization (briefly stating main ideas)

Focus on Key Words: Look for keywords or phrases in the question that directly relate to the passage content.

Answering the Question:

• Be Precise and Concise: Provide a direct response based on the passage. Avoid adding unnecessary information.
• Use Information from the Passage: Extract the information directly from the passage or paraphrase it.
• Quote or Paraphrase Accurately: If the question asks for a specific detail, quote it accurately. If it asks for a general explanation, paraphrase the relevant part.
• Avoid Personal Opinion: Factual passages require answers based solely on the information given. Do not include opinions unless asked.

Types of Questions and How to Answer:

1. Who / What / Where Questions

Tip: Directly pick the person, place, or thing mentioned in the passage.

• Question: “Who discovered gravity?”
  Answer: “Gravity was discovered by Sir Isaac Newton.”
• Question: “What is the capital of France?”
  Answer: “The capital of France is Paris.”
• Question: “Where is the Great Barrier Reef located?”
  Answer: “The Great Barrier Reef is located off the coast of Queensland, Australia.”

2. When / Why Questions

Tip: Look for dates, reasons, or causes mentioned in the passage.

• Question: “When did World War II end?”
  Answer: “World War II ended in 1945.”
• Question: “Why do birds migrate?”
  Answer: “Birds migrate to find food and favorable breeding conditions.”
• Question: “When was the first computer invented?”
  Answer: “The first computer was invented in the 1940s.”

3. How Questions

Tip: Explain the process or steps clearly.

• Question: “How does the water cycle work?”
  Answer: “The water cycle works through evaporation, condensation, and precipitation.”
• Question: “How is electricity generated in a hydroelectric power plant?”
  Answer: “Electricity is generated by using the flow of water to turn turbines, which then produce electrical energy.”
• Question: “How do vaccines protect the body?”
  Answer: “Vaccines protect the body by stimulating the immune system to produce antibodies against a disease.”

4. True / False or Correct the Statement

Tip: Compare the statement with facts and correct any mistakes.

• Question: “The Eiffel Tower is in London.”
  Answer: “False. The Eiffel Tower is in Paris, France.”
• Question: “Water boils at 90°C.”
  Answer: “False. Water boils at 100°C at sea level.”
• Question: “Sharks are mammals.”
  Answer: “False. Sharks are fish, not mammals.”

Organize Your Answer:

• Structure: Follow the structure of the question. If the question asks for multiple points, list them clearly.
• Keep it Short and to the Point: Avoid unnecessary elaboration. Provide enough information to answer the question completely.

Check Your Answer:

• After answering, recheck the passage and your answer.
• Make sure your response is directly supported by the passage.
• Ensure proper grammar, spelling, and punctuation.

Examples of Passage-Based Questions

1. Identify-Type Questions

Tip: Pick the fact or detail directly from the passage.

• Passage: “The Taj Mahal was built by Emperor Shah Jahan in memory of his wife Mumtaz Mahal.”
  Question: “Who built the Taj Mahal?”
  Answer: “The Taj Mahal was built by Emperor Shah Jahan.”
• Passage: “Mount Everest is the highest mountain in the world, standing at 8,848 meters.”
  Question: “What is the height of Mount Everest?”
  Answer: “Mount Everest stands at 8,848 meters.”
• Passage: “The Amazon rainforest is home to millions of species of plants and animals.”
  Question: “Where can millions of species of plants and animals be found?”
  Answer: “Millions of species of plants and animals can be found in the Amazon rainforest.”

2. Explanation-Based Questions

Tip: Describe the process, reason, or cause in your own words.

• Passage: “The heart pumps blood throughout the body, supplying oxygen and nutrients to all organs.”
  Question: “Explain the function of the heart.”
  Answer: “The heart functions by pumping blood throughout the body, providing oxygen and nutrients to organs.”
• Passage: “Rain is formed when water vapor in the air condenses into droplets and falls to the ground.”
  Question: “Explain how rain is formed.”
  Answer: “Rain is formed when water vapor in the air condenses into droplets, which then fall to the ground.”
• Passage: “Recycling helps reduce waste and conserves natural resources.”
  Question: “Why is recycling important?”
  Answer: “Recycling is important because it reduces waste and helps conserve natural resources.”

3. True/False or Correct-the-Statement Questions

Tip: Check the passage carefully and verify the statement.

• Passage: “Venus is the second planet from the Sun and has a very thick atmosphere.”
  Question: “Venus is the third planet from the Sun.”
  Answer: “False. Venus is the second planet from the Sun.”
• Passage: “Sharks are cold-blooded animals that live in water.”
  Question: “Sharks are warm-blooded animals.”
  Answer: “False. Sharks are cold-blooded animals.”

Conclusion

Answering a factual passage requires:

• Close reading and understanding of the passage.
• Extraction of specific information and interpretation.
• Clear and concise responses based on facts from the text.

By following these steps, you can effectively answer factual passage questions.

What is an article?

An article is a form of writing that conveys a central idea from the author to the audience. Articles can cover various topics, including current or historical events from around the globe. The writer’s goal is to create content that is not only interesting but also resonates with readers in a unique way, setting it apart from other narratives. Additionally, writers may have other objectives, such as offering advice, highlighting significant news and technological developments, or influencing readers’ opinions.
Other objectives a writer may aim to achieve when writing an article include:

• Gives advice and courses of actions
• Drives exposure on newsworthy and technological stories
• Influences the current opinions of their readers

The Art of Article Writing

Crafting a compelling article is an art that demands attention to key principles. Before attempting to create something truly exceptional, a mastery of the language you’re writing in is crucial. Similar to the construction of Rome, great articles are not developed overnight. They require patience and practice, gradually refining your writing skills.

Structuring the Article: A well-organized article follows a clear structure:

• Topic: A strong topic is essential to capture readers’ attention. It should be relevant, interesting, and timely. Writers can explore current events, personal experiences, or informative subjects.
• Title: A catchy and informative title grabs attention.
• Introduction: Provides a brief overview of the topic, setting the tone.
• Body: Develops the main points with logical flow, supported by facts and examples.
• Conclusion: Summarizes the key takeaways and may include a call to action or thought-provoking statement.

To ensure your article captivates readers, it’s essential to:

•  Know Your Audience:  Understand your readers’ interests and preferences. Begin your article with engaging lines that provide compelling reasons for them to continue reading.
•  Conduct Thorough Research:  Invest time in research to enhance the effectiveness and persuasiveness of your writing. Incorporate direct quotes, intriguing facts, and statistics to bolster your credibility.
•  Embrace a Journalistic Style:  Infuse a journalistic approach by including the six Ws (who, what, where, when, why, and how) in the introduction. Elaborate on the details in the subsequent paragraphs.
•  Prioritise Clarity and Simplicity:  Use clear and straightforward language to convey your ideas. Avoid complicated sentences and difficult vocabulary that may hinder comprehension.
•  Utilise Short Sentences:  Keep sentences concise and focused, providing readers with essential information quickly. Ensure proper structure and grammar to make a positive impression.
•  Create Appealing Headlines:  Craft short and catchy headlines that capture readers’ attention. Consider how to make them impactful carefully.
•  Inject Light-hearted Humour:  Incorporate natural and spontaneous humour to engage readers. A touch of humour can enhance the reading experience and make it more shareable.
•  Follow the One Paragraph, One Idea Rule:  Organise your article with clear paragraphs, each focusing on a single idea. Avoid lengthy paragraphs that may overwhelm readers.
•  Offer Fresh Perspectives:  Provide information that goes beyond the ordinary. Avoid letting readers feel like they are encountering nothing new. Stand out by sharing surprising and novel facts.
•  Conclude Convincingly:  End your article with a strong conclusion that reinforces the main points. Remind readers of the key takeaways to aid their memory.
•  Revise and Polish:  Before submitting your article, revise it thoroughly. Correct awkward phrasing, grammar, and spelling errors. Reading it aloud can help ensure accuracy.

By adhering to these principles, you can create an article that leaves a lasting impact, engaging and resonating with your audience.

Note:  Emphasize the importance of a clear title and the article’s structure, including the introduction, body, and conclusion, as per NCERT guidelines.

Try yourself:

What is one important principle to keep in mind when crafting a compelling article?

• A.Conducting thorough research
• B.Using complex sentence structures
• C.Writing lengthy paragraphs
• D.Avoiding clear and simple language

View SolutionTips for writing articles

Consider these tips to help improve the content of the articles you write:

• Check for errors: It’s important to proofread your articles for proper punctuation and grammatical usage. Also, since articles for media publications generally follow AP style guidelines, it’s useful to have an AP stylebook handy.
• Time yourself:  When writing, see how long it takes you to complete your first draft. This helps you manage your time better and produce quality content consistently. It also keeps your manager or editor informed about your progress.
•  Keep It Simple:   Clarity is key in writing. Try to express your ideas in fewer words rather than using more to meet a word count. Check with your manager or editor about content guidelines and word limits.

Examples

Example 1: Article on My Vision of India in the Future

Example 2: Article Writing on Covid-19 for Students

To write an analytical paragraph, you need to analyze and interpret information with the help of visuals like graphs, tables, and charts. The goal of writing an analytical paragraph is to present information clearly and in an organized way, while also drawing smart conclusions.offers this document containing a range of questions and corresponding answers, aimed at refining your ability to answer analytical paragraphs questions.

Answer the following questions in 100-120 words:

Q.1. The given chart shows the division of household tasks by gender in Great Britain. Write an analytical paragraph describing the chart in not more than 100-120 words.

Model Answer: 
The graph provided depicts the amount of time that males and females spend on household chores in Great Britain. It is evident from the graph that females devote more time to cooking, cleaning, child-rearing, and laundry, while males spend more time on gardening and odd jobs.

The data reveals that females spend more than 200 minutes daily on household chores, while males spend approximately 140 minutes on these types of tasks in Great Britain. On average, females spend more time on household tasks such as cooking, baking, cleaning, washing, tidying up the house, taking care of children, and sewing. Women spend almost three times as much time on these tasks as men do. In contrast, males spend more time on gardening, pet care, and odd job maintenance than females, and they spend the most time on gardening and pet care. Females, on the other hand, devote most of their time to cooking, cleaning, and washing.

In conclusion, the data suggests that females spend significantly more time on household chores such as cooking, washing, cleaning, and child rearing than males do. Males, on the other hand, spend the majority of their time on household tasks such as gardening, pet care, and odd jobs compared to the time they spend on household chores.

Q.2. The given line graph provides information about changes in birth and death in New Zealand between 1901 and 2101. Write an analytical paragraph to summarize information and make comparisons where relevant in about 100-120 words.

Model Answer: The given line graph provides a straightforward comparison of the birth and death rates per 1000 people in New Zealand from 1901 to the present day and their projections until 2101. Overall, it is evident that while the birth rate has been higher in New Zealand thus far, the trend is set to reverse in the future. 

The chart shows that in 1901, the birth rate was slightly over 20 per 1000 population, compared to less than 10 for deaths. By approximately 1965, the birth rate had risen to its highest point of over 65 in the given period before irregularly declining to its current rate of just over 50. On the other hand, the death rate demonstrated almost a steady increase and reached approximately 30 by the present time.

Looking ahead to the projected deaths, it is expected to continue rising and surpass the birth rate by 2041. It will peak at almost 60 per 1000 in both 2061 and 2081 before ultimately settling at approximately 55 by the end of the period. In contrast, the birth rate is expected to decline further and ultimately settle at around 45.

Q.3. Harish has to write a paragraph on the qualities required for success. He notices the chart given below on the paper and decides to use it as the basis of his writing. Using the chart and your own ideas write a paragraph in 100-120 words.

 “The most important thing in life”

Most important factor for sources

Model Answer: 
The Qualities Required for Success

Success is a goal that many young people aspire to achieve. Unfortunately, most of them fail to accomplish this goal miserably. The primary reason for this failure is the lack of awareness about the most important factors that contribute to success in life, especially among the youth.

Knowledge, love, money, fame, and power are some of the most important things that youth value in their lives. Those who possess all these things can consider themselves lucky. Without knowledge, one may feel lost and ignorant, wandering in the darkness. Similarly, lack of love can cause feelings of neglect and frustration. The lack of money is also one of the primary reasons why many young people fail to achieve their goals.

While power and fame can certainly aid in achieving success, they are not enough to guarantee it. Success requires cultivating certain qualities such as hard work, talent, intelligence, and honesty. These qualities are the keys to achieving success. Luck can also play a role, but it is not the only factor in determining success.

Having money and connections may provide opportunities for a young person to achieve some level of success, but without hard work, talent, intelligence, and honesty, it will not be possible to maintain that success. Therefore, it is essential to develop and cultivate these qualities to achieve success.

Also Check at EduRev

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Q.4. A survey was conducted to find out how teenagers spend their free time. Using the data given in the pie chart, together with your own ideas, write a small paragraph in 100-120 words on the topic, “How do teenagers spend their free time?”

Model Answer:

When it comes to utilizing leisure time, it is important to make wise decisions because there are numerous options available. Boys and girls both engage themselves in various activities during their free time. A survey has revealed that 40% of girls spend their time watching movies, songs, and serials on TV, whereas only 15% of boys do so. Girls have a greater inclination towards increasing their general knowledge and reading books, with only 10% of boys opting to read general knowledge books.

The pie chart indicates that boys are less interested in socializing with their friends compared to girls, with only 5% of boys spending their time talking with friends, as opposed to 15% of girls. Additionally, 10% of girls enjoy watching sports on TV, while 25% of boys like to watch sports programs.

Regarding hobbies, only 5% of girls like to collect materials for their hobbies, while 10% of boys are involved in this activity. Girls tend to spend their free time on domestic duties, with 5% of them playing indoor and outdoor games. On the other hand, 30% of boys spend their leisure time playing indoor and outdoor games.

In conclusion, this survey highlights the significant differences between the habits, attitudes, and aptitudes of boys and girls in utilizing their free time.

Q.5 The given double bar graph shows the preferences of children in a school in playing different games over the span of six years. Write an analytical paragraph about the given information.

Model Answer:

The double bar graph provides insight into the shifting game preferences among schoolchildren across a six-year span. Volleyball’s popularity peaked in 2016 but notably dipped by 2019. In contrast, basketball maintained a steady interest level throughout the years, with minimal fluctuations. The graph indicates that volleyball saw a dramatic increase in interest in 2016, with a sudden rise in the number of children playing the game, yet this interest did not sustain and saw a drop in subsequent years.

Basketball, on the other hand, displayed remarkable consistency in popularity, with a slight increase in 2016, mirroring volleyball’s peak year, before stabilizing. This consistent preference suggests basketball’s enduring appeal among the children.

In summary, while volleyball experienced more significant highs and lows in popularity, basketball remained a constant favorite throughout the six years. The data suggests that despite volleyball’s brief surge in popularity, basketball was the more consistently chosen sport among the school children by the end of the six-year period.

Frequently Asked Questions (FAQs) Related to Analytical Paragraph

Q.1. What is an analytical paragraph?

An analytical paragraph is a piece of writing that examines a particular topic or idea in detail. It typically involves breaking down the topic into smaller parts, analyzing each part individually, and then drawing conclusions based on the analysis.

Q.2. What is the purpose of an analytical paragraph?

The purpose of an analytical paragraph is to examine a topic or idea in detail, to break it down into smaller parts, and to analyze each part in order to gain a better understanding of the topic as a whole. The aim is to provide a detailed analysis and evaluation of the topic.

Q.3. What are the key components of an analytical paragraph?

The key components of an analytical paragraph are: a clear and concise topic sentence, evidence or examples to support the analysis, an explanation or interpretation of the evidence, and a concluding sentence that summarizes the analysis.

Q.4. How do you write an analytical paragraph?

To write an analytical paragraph, start with a clear and concise topic sentence that identifies the main idea or argument. Then, provide evidence or examples to support the analysis, and explain or interpret the evidence in order to demonstrate how it supports the main idea. Finally, end with a concluding sentence that summarizes the analysis and highlights the key points.

Q.5. What are some tips for writing an effective analytical paragraph?

Some tips for writing an effective analytical paragraph include: starting with a clear and concise topic sentence, using specific and relevant evidence or examples to support the analysis, providing a detailed explanation or interpretation of the evidence, and concluding with a sentence that summarizes the analysis and highlights the key points. Additionally, it is important to organize the paragraph logically and to use appropriate transitions to connect ideas.

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What Is an Analytical Paragraph?

An analytical paragraph is a form of descriptive writing that is written based on a given chart, graph, data, outline, clues, table etc. It requires analysis and comparison of the given facts and drawing conclusions based on the given data. When writing an analytical paragraph, one should remember to describe the facts in the best possible manner and cover the information provided. The paragraph must use clear and crisp language along with providing complete details of the data provided in the question.

Features of an Analytical Paragraph

• It describes the given chart, table, data, graph, cues etc.
• It should be brief and comprehensive but at the same time, include complete information.
• It should state the facts that are provided.
• It should have simple and accurate language.
• It should mention figures and quantities appropriately.
• It should use the same tense throughout, as far as possible.
• It should not provide any personal observation or response.
• It should preferably use the passive form of the verb.

Format of an Analytical Paragraph

Content in 100-120 words
The content of the paragraph must include the following:

• Introduction (explain in one or two lines the context or what is clearly evident from the chart or graph)
• Body of the paragraph (explain in detail the figure and trends, making comparisons and contrasts)
• Conclusion (give the overall view or summary of the chart or graph)

Let us discuss each of these in detail:

How to Start an Analytical Paragraph

Introduction
The introduction should briefly describe the content of the graph or chart, providing context for the data presented. It serves as an overview and should be concise, summarizing what is immediately evident from the visual representation. Aim to write the introduction in one or two sentences, giving the reader a clear idea of what to expect without delving into detailed analysis.

The Body of the Paragraph

This section provides a detailed analysis of the graph or chart. It should include the key information and be organized for clarity.

• Organizing Information: Highlight significant differences, such as the highest and lowest values, and note any aspects that remain constant. Mention any prominent trends or patterns observed in the data.
• Comparing Information: If the chart compares different groups or time periods, discuss these comparisons clearly. Describe differences or similarities between groups or changes over time, and present comparisons for relevant periods concisely.
• Mentioning Quantities: Ensure accuracy when presenting numbers and figures. Use appropriate methods to describe quantities, such as percentages, fractions, or ratios.
• Connecting Sentences: Use linking phrases to connect different pieces of information logically. Ensure that the sentences flow in a coherent sequence, helping the reader follow the analysis smoothly.

The Conclusion

• The conclusion should summarize the main points of the analysis, reiterating the key findings without introducing personal opinions or additional observations. It should effectively close the paragraph, focusing on summarizing the factual information presented in the body of the analysis.
• In summary, an effective analytical paragraph involves a clear introduction, a detailed and organized body with accurate and well-connected information, and a concise conclusion that wraps up the analysis without adding personal insights.

Points to Remember

• The chart given above describes the data trends over a specific period.
• The data provided gives information about the two groups being analyzed.
• It highlights the aspects that are the largest and the smallest.
• Any aspect that has remained unchanged or is constant throughout is also mentioned.
• For example, one group may have experienced a striking increase while the other declined.
• When discussing quantities, accuracy must be ensured, using percentages or fractions.
• For instance, one-third of the participants reported a change, while nearly one-fourth remained the same.
• Establishing relationships or contrasts can be achieved with terms like similarly or however.
• Furthermore, comparisons can be drawn across the years to highlight trends.
• In conclusion, overall observations can be succinctly summarized.

Practice Questions

Q1: The given pie chart shows proportion of people from different households living in a state of poverty in the UK in the year 2002. Write an analytical paragraph based on the information provided in about 100-120 words.

Ans: The given pie chart illustrates seven different categories of households living in poverty in the UK in the year 2002. It is clearly evident from the pie chart that 26% of the total poverty-stricken households were those of sole parents who formed the majority. Single people without children accounted for the second highest proportion of 24%. In contrast to couples without children who accounted for just 9%, couples with children accounted for 15% of the poor households. Single-aged persons formed 7%, whereas aged couples formed 5% of poor households. Overall, 14% of all households in the UK were living under poverty in the year 2002. In all, the younger generation seemed to have a greater poor percentage than their aged counterparts and couples without children had better economic conditions than those with children.

Q2: The following table shows details about the different internet activities for six categories of people according to different age groups. Study the table and write an analytical paragraph based upon it in about 100- 120 words.

Ans: The given table suggests the internet activities of six age groups ranging from teens to those in their seventies for six different kinds of activities on the internet. The table shows that the younger generation is more interested in online games and news, whereas the older generation spends time on the internet in order to research and buy products. It is evident from the table that 81% of teens mainly use the internet for playing online games, and many are also interested in news and downloads as well as in buying products. The middle-age group, that is, people in the age group ranging from 20s to 60s is highly interested in getting news, doing product research and buying products, with the percentage ranging from 70-80%. The internet activity which gets the least time is searching for people. All the age groups spend less than 30% of their internet time on the same. The amount of time spent on downloads decreases with age and gets as low as 6% for people in 70s. Overall, the table suggests that teenagers are most likely to spend time playing games and doing downloads. On the other hand, older people, on an average, are interested in researching and buying products. It is also significant to note that people spend the least amount of time when it comes to searching for other people online.

1. This is a conversation between a father and his son. After reading the conversation report the conversation in your own words.
 Father : Why did you return home late today?
 Son : My motorbike brakes failed on the way.
 Father : Why didn’t you check your brakes before starting?
 Son : I was in a hurry. I didn’t have the time.
 Father : It shows how careless you are. If you keep your bike in a good condition, you will save yourself a lot of trouble and time.

The father asked (a) _______. The boy replied (b) __________. On hearing this, the father (c) ________. The boy said that as (d) ______. Disappointed on hearing this, the father observed that it showed how careless he was. He added that if (f) _____.

Answer:

The father asked (a) _his son why he had returned home late that day_. The boy replied (b)_that his motorbike brakes had failed on the way_. On hearing this, the father (c)_asked why he hadn’t checked his brakes before starting_. The boy said that as (d)_he was in a hurry. He hadn’t had the time_. Disappointed on hearing this, the father observed that it showed how careless he was. He added that if (f) _he kept his bike in a good condition, he would same himself a lot of trouble and time._

2. Look at the newspaper headlines given and then use the information in them to complete the news items below by filling in each blank.

1. No Hike in School Fee

Delhi Education Minister has nullified the apprehension that the fee of government schools ____________
Ans. Delhi Education Minister has nullified the apprehension that the fee of government schools _will be hiked.

2. Medical College Admissions to Reduce

Admissions of students in medical and dental colleges _____ by 2000 and 3000 seats respectively for want of renewal of permission from the centre.
Ans. Admissions of students in medical and dental colleges _will be reduced_ by 2000 and 3000 seats respectively for want of renewal of permission from the centre.

3. ISSUE OF COMUTERISED HOUSE TAX BILLS.

The government of Delhi has decided that ______ within two months.
Ans. The government of Delhi has decided that _computerised house tax bills will be issued_ within two months.

4. New Postal Stamp released

A commemorative stamp in honour of Babu Gulab Rai, ______________ on 22

June by the Prime Minister.
Ans. A commemorative stamp in honour of Babu Gulab Rai, _has been released_ on 22 June by the Prime Minister.

5. Telephone Cables Cut

Two underground cables of 1200 pairs and 800 pairs capacity each _____ and stolen in Sarita Vihar exchange area on the night of 19 June.
Ans. Two underground cables of 1200 pairs and 800 pairs capacity each _have been_cut_and stolen in Sarita Vihar exchange area on the night of 19 June.

3. Rearrange the words and phrases given below to form meaningful sentences. The first one has been done for you. 
friends/I/my/were/grandmother/and/good

Ans. My grandmother and I were good friends.
1. left me/my parents/with her/they/in the city/when/went to live
Ans. _My parents left me with her when they went to live in the city.__  
2. morning/wake me up/she used to/in/the
Ans. She used to wake me up in the morning.
3. she said/prayers/sing song/in a monotonous/morning/her/voice
Ans. She said her morning prayers in a monotonous sing song voice.
 4. listened/I/loved/I/her voice/because
Ans. I listened because I loved her voice.
5. she always/with me/school/she/to/went
Ans. She always wen with me to school. 

4. Read the instructions for a cookware given below and then fill in the blanks in the paragraph that follows with one suitable word in each blank.
INSTRUCTIONS
a. Remove the label before cooking and rinse in warm soapy water.
b. Medium to low heat recommended for all cooking procedures.
c. Never use on high heat.
d. Very high temperature could cause sticking, loosening of handles
e. Easy maintenance. Use liquid soap only, not detergents. 

The label (a) ____ to be removed before cooking. Then the cookware (b)__ be rinsed in warm soapy water. It is advisable to keep (c) _____ medium to low heat for all cooking procedures. The cookware (d) ___ never be used on high heat. Very high temperatures (e)___ cause sticking. The handles (f) ___ also loosen. However, you (g) __ not worry about (h) __ as it is quite easy. The cookware (h) ___ be cleaned with liquid soap and warm water. One (h) ___ not use detergents for cleaning these pans.

Answer:  
The label (a) ___is____ to be removed before cooking. Then the cookware (b)__should__ be rinsed in warm soapy water. It is advisable to keep (c) __to___ medium to low heat for all cooking procedures. The cookware (d) _must___ never be used on high heat. Very high temperatures (e)_would___ cause sticking. The handles (f) __will__ also loosen. However, you (g) __need__ not worry about (h) _maintenance_ as it is quite easy. The cookware (h) _can__ be cleaned with liquid soap and warm water. One (h) _must__ not use detergents for cleaning these pans.

5. Read the following newspaper headlines and complete the news items given below. 

Answer:

a. Hostages Released
Ans. Bihar police report that all the hostages __have been released_ by the gangsters today.

b. Women’s Reservation Bill Blocked
 Ans. The bill to grant 30% reservation to women _has been blocked_ at the introductory stage itself by vociferous protests from the opposition.

c. 20 Killed in Torrential Rains
 Ans. Mumbai: At least 20 persons __have been killed_ and dozens injured in floods caused by torrential rains in Mumbai.

d. Aussies Crush South Africa
 Ans. The South African team __has been crushed_ 3-0 by the Australians in the three test series which concluded recently.

e. Cold Resistant Plant Discovered
 Ans.  A cold resistant plant with rich nutrition and medicinal properties __has been discovered_ by the DRDO scientists.

Q6: In the passage given below, one word has been omitted in each line. Write the missing word along with the word that comes before and the word that comes after it in your answer sheet against the correct blank number. Ensure that the word that forms your answer is underlined.She was one of pretty and charming(a) _of those pretty___young girls sometimes are born, as if(b) _girls who sometimes_by a slip of fate, a family of clerks.(c) _fate in a family_She no dowry, no expectations, no way(d) _she had no_____of known, understood, loved and wedded                  (e) _of being known__by rich and distinguished man; so(f) _by any rich______she let be married to a little clerk(g) _let herself be_____of the Ministry Public Instruction.(h) _Ministry of Public_

Answer:She was one of pretty and charming(a) _of those pretty___young girls sometimes are born, as if(b) _girls who sometimes_by a slip of fate, a family of clerks.(c) _fate in a family_She no dowry, no expectations, no way(d) _she had no_____of known, understood, loved and wedded                  (e) _of being known__by rich and distinguished man; so(f) _by any rich______she let be married to a little clerk(g) _let herself be_____of the Ministry Public Instruction.(h) _Ministry of Public_

Prepositions

A preposition is a word or group of words, such as  at, in, out of,  that is placed before a noun, pronoun, or gerund to show its relationship with another word in a sentence.

For example:

• They came here  at  5 p.m.
• He was born  in  1980.
• She went  out of  the room.

Prepositions can indicate various relationships, including  time, place, position, direction,  and  means  .

Prepositions of Time

(i) At:  We use  at  to specify when something happens, such as with clock times, parts of the year, times of day, and festivals. For example:

• The train left  at  8 o’clock.
• She used to go to the temple  at  Dussehra and Diwali.
• He came here  at  the weekend.
• She married  at  the age of twenty.
• I called on my friend  at  night.
• We rested  at  noon/dawn/dusk.

 (ii) In:  We use  in  to indicate the period of time during which something occurs, such as with centuries, years, seasons, months, and times of day like  morning, evening,  and  afternoon  . For example:

• She was born  in  1990.
• They visited this place  in  summer.
• The theft took place during the day.
• My father went to the U.S.A.  in  October.
• It all happened  in  three minutes/hours/days/years.

 (iii) On:  We use  on  with days, dates, birthdays, anniversaries, etc. For example:

• We went to see a movie  on  Tuesday.
• He was born  on  October 3, 1980.
• We congratulated him  on  his birthday.
• We gave them a gift  on  their 20th marriage anniversary.

Note: We use  on  with  morning, afternoon, and evening when these terms are specified, such as on Sunday morning.

• They reached here on a hot afternoon.
• People did not come out of their houses on a night like this.
• We went for fishing on a pleasant morning.

(iv) During: During  can be used to replace  in  when referring to times of the day, months, seasons, years, decades, and centuries. It indicates that something happens throughout a specific period of time.
For example:

• Many people lost their lives  during  the war.
• We work  during  the day and sleep  during  the night.
• We try to reach people  during  October.
• Many taxes were introduced  during  the nineties.
• She often called me  during  the week.
•  During  the journey, I grew to respect her.

(v) By: By  is used to indicate the latest time by which an action will be completed.
For example:

• He will finish this work  by  5 o’clock.
• By that time, the moon will have risen.
• You must come to see me  by  8 a.m.
• Applications must be submitted  by  10th May.

By  refers to a specific moment in time, while  during  refers to a span of time.
For example:

• We rested  during  the day and travelled at night.
•  By  mid-afternoon, about 5,000 people had visited the exhibition.

(vi) For: For is used with time periods to indicate how long something lasts. It is mainly used with the Perfect Tense but can also be used with other tenses.
For example:

• They have lived here for five years.
• It rained non-stop for twelve hours.
• We stayed there for fifteen days.
• They have been working for two hours.
• She will not be here for another three hours.

(vii) Since: Since  is used to show that an action started at a specific point in the past and continues to the present. It is usually used with the Perfect Tense.
For example:

• He has lived here  since  1980. Everything has changed  since  last summer.
• It has not rained  since  the end of June.
• He had been writing novels  since  he was thirty years old.

(viii) From: From  is used to indicate the starting point of an action, whether in the past or future. It is always used with “to” or “until/till.”
For example:

• They lived here  from  1980  until/till 1990.
• We worked  from  morning  to  evening.
• She lived with them  from  the age of twenty.
• He lives in his office from 9 a.m. to 5 p.m.
• She is interested in the period  from  1950 to 1960.

(ix) Till/Until:
Till and Until are used to indicate that something happens or is done up to a certain point in time and then stops.
For example:

• He is expected to be here until/till the end of the week.
• I was employed by the company until 1980.
• You will have to wait until my return.

(x) Before and After: The preposition before and after are used to relate events to a particular time. Before means earlier than and after means later than something.
For example:

• I get up before six.
• She returned before Monday.
• They came here after 8 o’clock.
• We went to Paris four years after our marriage.

Prepositions of Place

(i) At: At  is used to indicate an exact point, such as houses, stations, small villages, and towns.
For example:

• They lived at Gohana, a small town in Haryana.
• He was born at his village, Shilmar.
• The Prime Minister lives at 10 Downing Street.
• She works at the Town Hall.
• The plane landed at London airport.
• The train stopped at New Delhi Railway Station.

(ii) In: In is generally used when the reference is not to any specific place or to the names of large cities, countries, continents, etc.
For example:

• Many people in India live in villages.
• They used to live in Bengaluru.
• The Indians live in India.
• They lived in Europe for ten years.

(iii) On: On is used to indicate a particular area of land or place where something is.
For example:

• He spent a few days on an island.
• He worked on a farm for some time.
• They built their house on a beautiful piece of land.
• There is a school on the outskirts of the city.
• The hotel is located on the banks of a river.

 Prepositions of Direction 

(i) From: From is used with the starting point or point of departure from a place or the point of origin.
For example:

• They came  from  China.
• We started  from  Chennai.
• The train  from  Kolkata has arrived.
• She comes  from  the office at 6 p.m.
• He fell  from  the fifth floor of the hotel.

(ii) Off: Off means from the surface of and also down from.
For example:

• He took the hat  off  the table.
• The boy fell  off  the tree/roof.
• The ball rolled  off  the floor.
• Keep  off  the grass.
• Take this packet  off  the shelf.

(iii) Out of: Out of means from the interior of something.
For example:

• He went out of the room.
• The bird flew out of the cage.
• She jumped out of the shelf.
• I saw him coming out of the library.

Direction Towards 

(i) For: For is used to show direction only when the verb indicates the beginning of a movement.
For example:

• She left  for  Japan early in the morning.
• We set off  for  New York.
• They left  for  home late at night.

(ii) Against: Against means to have contact or pressure.
For example:

• The child threw the ball  against  the wall.
• The crowd pressed  against  the door.
• He put the ladder  against  the wall.
• She stood, with her back  against  the wall.
• He hit his head  against  the branch.

(iii) To: To is used for destination or the end-point.
For example:

• He went from Delhi  to  Ambala.
• She came  to  India as a tourist.
• The train started from Kolkata and came  to  Delhi.
• He was on his way  to  the station.
• We went from London  to  New York.

(iv) Towards: Towards is used to indicate the direction of something.
For example:

• They went  towards  the airport.
• He was speeding  towards  the town.
• The train was coming  towards  the station.
• I saw him hurrying  towards  me.
• He stood with his back  towards  me.
• She marked  towards  the river.
• He ran  towards  the door.

Prepositions of Position

(i) Under: Under is used to indicate a position that is below or beneath something. It means vertically below.
For example:

• The dog was under the table.    
• He looked under the bed.
• They took shelter under the trees.
• The water flows under the bridge.

(ii) Underneath: Underneath has the same meaning as under. It means a position below something.
For example:

• She found a lot of dust  underneath  the carpet.
• The coin rolled  underneath  the table.
• He hid the gun  underneath  the bed.
• He left the key  underneath  the mat.

Note: ‘Underneath’ generally implies covered by something so that the object covered is not seen.

(iii) Below and Beneath: Below means in a position lower than something.
For example:

• They could see the village below them. 
• The lake is 500 feet below the sea level.
• He had a wound below the left shoulder.
• You should write below this line.

(iv) Beneath also means a lower position than something.
For example:

• They found the body beneath a pile of grass.
• The boat sank beneath the waves.

Note: Beneath has the sense of directly under something.

(v) Over: Over is used to indicate a position vertically above something or somebody or partly or completely covering the surface of something.
For example:

• She hung the calendar over the fireplace.
• There were books all over the table.
• They held a large umbrella over her.  
• There was a lamp (hanging) over the table.

(vi) Above: Above is used to indicate a position higher than something.
For example:

• There were clouds above us.
• The water came above our knees.
• The pilot was flying above the clouds.  
• The birds were flying high above the trees.
• We lived in the room above the shop.

Note: Above has the sense of something being directly over something else.

Prepositions of Travel and Movement

(i) Across: Across is used to indicate movement from one side of a space, area, line to the other side.
For example:

• I walked across the road.
• The cat ran across the lawn.
• They flew across the Pacific.
• He walked across the street.

(ii) Along: Along is used to indicate movement from one end to or towards the other end of something. The place is seen as a line.
For example:

• We walked along the street.
• She went along the corridor.
• He hurried along the path towards me.

(iii) Into: Into is used to indicate movement inside a place seen as a volume. The opposite of into is out of. It is used for entering a place, building, vehicle, etc.
For example:

• The boys came into the hall. 
• She ran into the house.
• He got into a bus/a train/a plane/a car.  
• The athletes marched into the stadium.

(iv) Onto: Onto is used to indicate movement into a position on an object or surface.
For example:

• He climbed onto the roof.  
• The cat jumped onto the table.
• A tree fell onto a car.
• He stepped out of the train onto the platform.

(v) Through: Through is used to indicate movement from one end of an opening, or a passage to the other. The place is seen as a volume.
For example:

• The train passed through a tunnel. 
• The water flows through this pipe.
• They were riding through a forest.  
• The ball went flying through the window.

(vi) Up and Down: Up is used to indicate movement to a higher position and down to a lower position.
For example:

• We climbed up the hill.    
• The girl ran up the stairs.
• I set off up the road.       
• She was walking down the street.
• She fell down the stairs.      
• The stone rolled down the hill.

(vii) On/In/By (Travel): We may use on, in or by while using a public or private vehicle. On is used when the vehicle is seen as a surface, in is used when it is seen as a volume. By is used to indicate the means of travel.
For example:

• We travelled on the horseback/foot/a cycle/a bus/a plane.
• They travelled by bus/car/train/cycle/sea/plane/air.
• We travelled in a bus/a car/a train/a ship/a plane.

Between and Among

Between is used with two persons or things. Among is used with more than two people or things.
For example:

• Between you and me, she is very stupid.
• She divided the apples between the two children.
• C comes between B and D.
• Samesh sat between Mahesh and Ramesh.
• He lives in a house among the trees.
• She divided the money among her four sons.
• Satish works among the poor.

But if each individual person is mentioned, between is used even if there are more than two:

• The money was divided up between Mohan, Sohan and Rohan.

If the people are mentioned as a single group, among is used:

• I shared out the food among the family.
• The girl quickly disappeared among the crowd.

By and Beside

By means close to someone or something. Beside means by the side of someone or something. Both imply nearness.
For example:

• She was sitting by the door. 
• There is a glass just by your elbow.
• The telephone is by the window. 
• She was sitting beside her mother.
• He always kept a dictionary beside him. Who is standing beside Kumar?