| Analysis direction | What to look for | Where the evidence appears |
|---|---|---|
| Capitalisation | The first word of a sentence, proper names, titles, historical events, and the pronoun I. | “The first letter of the first word in a sentence” |
| Names and titles | Names of people, places, organizations, nations, books, and chapters. | “Names of people (Rakib, Mojnu, Rahim, Ratan, etc.)” |
| Sentence punctuation | A question mark for a question, an exclamation mark for strong feeling, and a full stop for an assertive, imperative, or optative sentence. | “What is your name please?” and “Wow! What a great shot (it is)!” |
| Comma and quotation | Commas separate list items and introductory words, while quotation marks show direct speech. | “My mother said, ‘Where are you going?’” |
| Other punctuation | A colon, semicolon, apostrophe, dash, hyphen, or bracket is selected according to its stated use. | “To err is human; to forgive is divine.” |
- The first word of every sentence begins with a capital letter.
- Names of people such as Rakib and Mojnu begin with capital letters.
- Names of places such as Ghorasal, Palash, and Narsingdi begin with capital letters.
- Names of days and months such as Sunday and January begin with capital letters.
- Names of organizations such as Fulkuri High School begin with capital letters.
- The pronoun I is always written with a capital letter.
- The main words in a book or chapter title begin with capital letters.
- Names of historical events and documents such as the French Revolution and the Declaration of Independence begin with capital letters.
- Letters and acronyms that stand for names or organizations, such as UNICEF and TV, are written with capital letters.
- A question mark is used at the end of an interrogative sentence.
- An exclamation mark expresses strong feelings such as astonishment, delight, or anger.
- A comma can separate items in a list, introductory words, or a person being addressed.
- Quotation marks are used to show a person’s direct words and the names of books.
Type-১: Identifying Capital Letters
Step 1: Find the beginning of each sentence.
Step 2: Circle names of people, places, days, months, organizations, nations, titles, and historical events.
Step 3: Check whether the pronoun I and the first word inside quotation marks are capitalized.
Step 4: Compare each capital letter with the relevant rule.
A capital letter is not used randomly. First identify the kind of word, then apply the rule. The quotation “Go home at once” shows that the first word inside quotation marks begins with a capital letter.
Sentence: rakib visited the local Library on Sunday.
Step ১: The first word of the sentence is a name, so it begins with a capital letter.
Step ২: Rakib is a person’s name, so it begins with a capital letter.
Step ৩: Library is used as the name of a particular place in the sentence, so it begins with a capital letter.
Step ৪: Sunday is the name of a day, so it begins with a capital letter.
Correct sentence: Rakib visited the local Library on Sunday.
∴ The sentence needs capital letters for Rakib, Library, and Sunday.
Correct the capitalisation and punctuation: mojnu asked where are you going
Step ১: Mojnu is a person’s name, so its first letter is capitalized.
Step ২: The sentence reports a question, so the direct words are placed inside quotation marks.
Step ৩: The first word inside quotation marks begins with a capital letter.
Step ৪: The quoted question ends with a question mark.
Correct sentence: Mojnu asked, “Where are you going?”
∴ Mojnu asked, “Where are you going?”
Type-২: Selecting Punctuation Marks
Step 1: Decide whether the sentence is a question, a statement, an order, a wish, or an expression of strong feeling.
Step 2: Use a question mark for a question and an exclamation mark for strong feeling.
Step 3: Use a full stop for an assertive, imperative, or optative sentence.
Step 4: Use a comma in a list, after an introductory word, before direct speech, or when addressing someone.
Read the meaning before choosing a mark. The question “Where do you live?” needs a question mark, while the strong feeling in “Wow!” needs an exclamation mark.
Sentence: Papia brought books colour pencils a dictionary and a laptop
Step ১: The sentence contains a list of four items.
Step ২: A comma separates the first three items.
Step ৩: The last item is joined with and.
Step ৪: A full stop ends the assertive sentence.
Correct sentence: Papia brought books, colour pencils, a dictionary, and a laptop.
∴ Commas separate the list items, and a full stop ends the sentence.
Insert suitable punctuation marks: Well Nazrul called you why did he call you
Step ১: Well is an introductory word, so it is followed by a comma.
Step ২: The first sentence is an assertive sentence, so it ends with a full stop.
Step ৩: Why did he call you is an interrogative sentence, so it ends with a question mark.
Correct sentence: Well, Nazrul called you. Why did he call you?
∴ The suitable punctuation is: Well, Nazrul called you. Why did he call you?
১৬.২ বিশ্লেষণের কাঠামো
১৬.৩ Type-১ : সারসংক্ষেপ ও ঘটনাক্রম
The passage presents the life of Rakib, a poor boy who grows up in hardship but gradually develops a strong desire to learn. After his mother dies, he works as a domestic help because his father cannot bring him up. His friendship with Mojnu introduces him to stories about successful, hard-working people and encourages him to think about education. The evidence is found in the line, “He started to work in a rich man’s family as a domestic help”.
Rakib learns English and Japanese through television and books, and he also reads about different nations, historical events, and documents. He becomes a member of the local library and gains knowledge through reading and dialogue. His progress is shown by the statement, “he acquired knowledge equivalent to a secondary school passed student with good grade.”
To arrange the passage quickly, identify the time marker first, write the main action next, and then add its result. Check the evidence with a short quotation from the passage. Thus: time or stage → action → result → evidence.
জেনে রাখুন (টিপস): Do not list every small detail in a summary. Keep the central changes: hardship, friendship, learning, library use, and achievement. The final event gives the result of Rakib’s effort: “He got a job in a Singapore Dockyard through browsing the Internet at the library.”
Worked Example: A suitable summary is: Rakib is a poor boy from Ghorasal in Palash upazila under Narsingdi district. After his mother’s death, he works in a rich man’s family. His friendship with Mojnu inspires him to learn. He studies English and Japanese, reads books, joins the local library, and gains knowledge. His hard work finally helps him get a job in a Singapore Dockyard. The quotation “Rakib’s hard work started to make his long-cherished dream a reality” supports the main idea.
Practice Question: Arrange the following events in the correct order and write the importance of each event: Rakib joined the local library; Rakib worked as a domestic help; Rakib learned English and Japanese; Rakib got a job in a Singapore Dockyard.
Solution: The conventional method is to look for the time expressions and the order of actions in the passage. Rakib first worked in the rich man’s family, then began learning languages, later joined the library, and finally got a job. The shortcut is to follow the development from hardship → learning → library → achievement.
| ক্রম | ঘটনা | গুরুত্ব |
|---|---|---|
| ১ | Rakib worked as a domestic help. | This shows the hardship that shaped his early life. “His father was not in a position to bring him up.” |
| ২ | Rakib learned English and Japanese. | This marks the beginning of his self-directed education. “He started to learn English and Japanese languages through watching TV.” |
| ৩ | Rakib joined the local library. | The library gave him access to books and knowledge. “He became a member of the local Library near the high school.” |
| ৪ | Rakib got a job in a Singapore Dockyard. | This is the result of his learning and continued effort. “He got a job in a Singapore Dockyard.” |
∴ Answer: The correct sequence is ১. working as a domestic help → ২. learning English and Japanese → ৩. joining the local library → ৪. getting a job in a Singapore Dockyard. The events show how Rakib’s hardship gradually changes into achievement through learning and hard work.
১৬.৪ Type-১ অনুশীলন ও উত্তর
To arrange a summary or a sequence, first mark the time expressions, then identify the main action, and finally write the result or importance. Follow this order: time or stage → action → result → evidence.
Do not include every small detail. Keep only the central changes in Rakib’s life. Every explanation should be supported by a short quotation from the passage.
| ক্রম | ঘটনা | গুরুত্ব ও প্রমাণ |
|---|---|---|
| ১ | Rakib’s mother died. | This begins the hardship in his life. “His mother died on a Sunday in January 1994.” |
| ২ | Rakib made friendship with Mojnu. | This friendship connects him with stories of successful people. “He made friendship with Mojnu.” |
| ৩ | Rakib learned about different nations. | This shows the growth of his knowledge. “He also used to tell stories about some countries such as Singapore, Australia, and Japan.” |
| ৪ | Rakib read about historical events and documents. | This made him more aware of his rights and responsibilities. “Last week he read about the Declaration of Independence of Bangladesh and about the French Revolution.” |
| ক্রম | ঘটনা | ফল |
|---|---|---|
| ১ | Rakib saw Mojnu going to school. | The sight made him think about education. “Rakib was happy to see his master’s son Mojnu going to a school named Fulkuri High School.” |
| ২ | Rakib wanted to learn. | This expresses his personal desire. “I want to learn what my master’s son is learning” said Rakib to himself. |
| ৩ | Rakib made friendship with Mojnu. | The friendship gives him a source of encouragement. “He made friendship with Mojnu.” |
| ৪ | Mojnu told stories about hard-working people. | The stories inspire Rakib. “Mojnu used to tell stories to Rakib about the successes of some hard-working people.” |
১৬.৫ Type-২ : চরিত্র বিশ্লেষণ
Character analysis means identifying a character’s qualities from actions, words, relationships, and achievements. In this passage, Rakib changes from a poor domestic help into a hardworking and knowledgeable young man. Mojnu supports this development by sharing stories and encouraging Rakib to learn.
প্রধান চরিত্রের বৈশিষ্ট্য লেখার সময় প্রথমে তার কাজ বা কথাটি চিহ্নিত করতে হবে। এরপর সেই কাজ থেকে বৈশিষ্ট্য নির্ণয় করে পাঠ্যাংশের সংক্ষিপ্ত প্রমাণ দিতে হবে। কোনো মতামত নয়—প্রতিটি বক্তব্যের সঙ্গে পাঠ্যাংশের উদ্ধৃতি যুক্ত করতে হবে।
ধাপ ১: চরিত্রটি চিহ্নিত করো।
ধাপ ২: চরিত্রের গুরুত্বপূর্ণ কাজ, কথা ও সম্পর্ক খুঁজে বের করো।
ধাপ ৩: প্রতিটি কাজ থেকে একটি বৈশিষ্ট্য নির্ণয় করো।
ধাপ ৪: “কাজ → বৈশিষ্ট্য → পাঠ্যাংশের প্রমাণ” সূত্রে উত্তর সাজাও।
ধাপ ৫: চরিত্রের পরিবর্তন বা ফলাফল দিয়ে বিশ্লেষণ শেষ করো।
জেনে রাখুন (টিপস): শুধু “Rakib is good” লিখলে পূর্ণ বিশ্লেষণ হয় না। কেন সে hardworking, eager to learn, এবং grateful—তা তার কাজ ও বক্তব্যের মাধ্যমে দেখাতে হবে। সংক্ষিপ্ত উদ্ধৃতি ব্যবহার করো এবং উদ্ধৃতির ভাষা পরিবর্তন করো না।
| চরিত্র | বৈশিষ্ট্য | পাঠ্যাংশের প্রমাণ |
|---|---|---|
| Rakib | Hardworking and eager to learn | “I want to learn what my master’s son is learning” |
| Rakib | Self-educating and knowledge-seeking | “He started to learn English and Japanese languages through watching TV, and by reading books named Learn English, Learn Japanese.” |
| Rakib | Determined | “Rakib’s hard work started to make his long-cherished dream a reality.” |
| Mojnu | Encouraging and helpful | “Mojnu used to tell stories to Rakib about the successes of some hard-working people with a view to inspiring his friend.” |
| Rakib’s mother | A significant figure in Rakib’s difficult early life | “His mother died on a Sunday in January 1994.” |
| Rakib’s father | Unable to bring up Rakib | “his father was not in a position to bring him up.” |
Question: Analyse the character of Rakib with reference to the passage.
প্রচলিত পদ্ধতি:
Step ১: Rakib’s early hardship is identified: “He started to work in a rich man’s family as a domestic help”. This shows that he had to face difficulty from childhood.
Step ২: His desire for education is found in the words: “I want to learn what my master’s son is learning”. This proves that he is eager to learn.
Step ৩: His effort is shown by the line: “He became a member of the local Library near the high school and used to borrow books from there.” This shows that he actively seeks knowledge.
Step ৪: His achievement is given in the statement: “He got a job in a Singapore Dockyard through browsing the Internet at the library.” Thus, his effort changes his life.
শর্টকাটে: hardship → desire to learn → regular study → achievement। এই চার ধাপে চরিত্রটির পরিবর্তন দ্রুত ধরা যায়। তাই পূর্ণ উত্তর হবে: Rakib is a hardworking and determined boy. Although he grows up in hardship and works as a domestic help, he develops a strong desire to learn. He learns English and Japanese, reads books, joins the local Library, and gains knowledge through reading and dialogue. His determination finally helps him get a job in a Singapore Dockyard. The evidence “Rakib’s hard work started to make his long-cherished dream a reality” confirms his successful development.
প্রচলিত পদ্ধতিতে কাজ, বৈশিষ্ট্য, প্রমাণ ও ফলাফল আলাদা করে লিখতে বেশি সময় লাগে। শর্টকাটে চারটি পরিবর্তনের ধাপ সাজিয়ে একই বিশ্লেষণ কম সময়ে লেখা যায়; তবে উদ্ধৃতি বাদ দেওয়া যাবে না।
Analyse how Mojnu influences Rakib’s development. Use two short quotations from the passage.
Step ১: Mojnu becomes Rakib’s friend: “He made friendship with Mojnu.” This gives Rakib a close source of support.
Step ২: Mojnu tells him about successful hardworking people: “Mojnu used to tell stories to Rakib about the successes of some hard-working people with a view to inspiring his friend.” These stories encourage Rakib to think about learning and success.
Step ৩: Because of this influence, Rakib begins learning languages, reading books, and using the local Library.
∴ Mojnu influences Rakib by giving him friendship, inspiration, and a positive idea of education. His encouragement helps Rakib move from hardship towards knowledge and achievement.
- প্রতিটি বৈশিষ্ট্যের পরে একটি নির্ভুল উদ্ধৃতি দাও।
- চরিত্রের পরিবর্তন দেখাতে শুরু, উন্নতি ও ফলাফল—এই ক্রম অনুসরণ করো।
১৬.৬ Type-২ অনুশীলন ও উত্তর
১৬.৭ Type-৩ : মূলভাব ও বার্তা (Theme)
The central theme of the passage is that education, friendship, and determination can help a person rise above hardship. Rakib begins life as a poor boy and works as a domestic help, but his desire to learn gradually changes his life. The line “I want to learn what my master’s son is learning” shows the beginning of his desire for education. The passage also presents a hopeful tone because Rakib’s effort finally brings success: “Rakib’s hard work started to make his long-cherished dream a reality”.
Find the repeated idea first, connect it with the character’s change, and then add one short quotation as evidence. Thus: central idea → supporting event → result → quotation. To identify the tone, notice the feeling created by the beginning and ending. To identify a literary device, look for a clear contrast, such as hardship at the beginning and achievement at the end. This shortcut is quicker than writing separate notes about every event, but the evidence must remain.
Conventional method: First, note Rakib’s hardship: “There was a poor boy named Rakib.” Next, identify the support he receives from Mojnu: “Mojnu used to tell stories to Rakib about the successes of some hard-working people with a view to inspiring his friend.” Then connect his reading and dialogue with his growth in knowledge: “By reading books and through holding dialogues with his friend, he acquired knowledge equivalent to a secondary school passed student with good grade.” Finally, state the message and result. This method is detailed and clear, but it takes longer because each stage is written separately.
Worked example: The passage teaches that sincere effort and learning can turn a difficult beginning into a successful future. Rakib works hard, learns English and Japanese, reads books, and uses the local Library. Mojnu’s stories give him encouragement, while the library and the senior members provide learning support. The contrast between his early hardship and later achievement strengthens the message. His success is proved by the quotation “He got a job in a Singapore Dockyard through browsing the Internet at the library.” In the shortcut method, the answer becomes: hardship → encouragement and learning → knowledge → employment. The tone is hopeful and inspiring because the final result fulfils Rakib’s dream.
Practice question: What message does the passage give about learning and support? Use two short quotations.
Solution: The passage gives the message that learning becomes powerful when a person remains determined and receives encouragement. Rakib’s wish to learn is shown in “I want to learn what my master’s son is learning”. Mojnu’s support encourages him to continue, as shown by “He made friendship with Mojnu.” Rakib then reads, holds dialogues, and gains knowledge. Therefore, the passage shows that education, friendship, and hard work can help a person move from hardship towards achievement.
১৬.৮ Type-৩ অনুশীলন ও উত্তর
১৬.৯ Type-৪ : ভাষা, অলংকার ও সুর
This section analyses the language, literary devices, tone, and point of view in the passage about Rakib. The main movement is from hardship to learning and achievement. This is supported by the opening line, “There was a poor boy named Rakib.”, and the later result, “He got a job in a Singapore Dockyard through browsing the Internet at the library.”
Step ১: Notice the beginning situation and the final result.
Step ২: Look for a clear contrast between difficulty and success.
Step ৩: Identify vivid pictures, comparisons, or special expressions.
Step ৪: Decide the tone from the writer’s word choice and the ending.
Step ৫: Support every point with a short quotation. The conventional method explains each stage separately; the shortcut method is beginning → change → result → evidence.
Tips to Remember: Do not call an expression a simile or personification without clear evidence. In this passage, the strongest device is contrast: Rakib begins as a poor working boy, but reading, friendship, and effort lead him towards achievement. The sentence “Rakib’s hard work started to make his long-cherished dream a reality” also gives a memorable expression of hope. The conventional method follows hardship, Mojnu’s encouragement, reading, and success one by one; the shortcut joins them as hardship → encouragement and learning → knowledge → employment.
| Literary device | Example or evidence | Effect |
|---|---|---|
| Simile | No clear simile is used; the passage mainly tells Rakib’s life story. | The direct narrative keeps the lesson clear. |
| Metaphor or figurative expression | “Rakib’s hard work started to make his long-cherished dream a reality” | It presents success as the fulfilment of a long-held dream. |
| Personification | No clear personification is used in the passage. | The focus remains on human effort and learning. |
| Imagery | “He lived in a small village of Ghorasal in Palash upazila under Narsingdi district.” | The place becomes clear in the reader’s mind. |
| Contrast | “There was a poor boy named Rakib.” / “He got a job in a Singapore Dockyard through browsing the Internet at the library.” | It highlights the change from hardship to achievement. |
Worked Example: The tone is hopeful and inspiring, and the point of view is third-person narration. The writer presents Rakib’s life from outside by using “He lived in a small village of Ghorasal” and “He became a member of the local Library”. The tone becomes more hopeful because Rakib learns through books and dialogue, while the ending shows that “Rakib’s hard work started to make his long-cherished dream a reality.” Conventional analysis explains his hardship, support, learning, and achievement separately. The shortcut gives the same answer more quickly: hardship → support and learning → achievement.
Practice Question: What is the main contrast in the passage, and what tone does it create? Use two short quotations.
Solution: The main contrast is between Rakib’s difficult beginning and his successful future. At first, “There was a poor boy named Rakib.” Later, “He got a job in a Singapore Dockyard through browsing the Internet at the library.” This contrast creates a hopeful and inspiring tone because it shows that learning, friendship, and hard work can lead to achievement.
- Theme: learning and determined effort can change a difficult life.
- Tone: hopeful and inspiring, supported by “Rakib’s hard work started to make his long-cherished dream a reality”.
- Point of view: third person, shown by “He started to learn English and Japanese languages through watching TV”.
১৬.১০ Type-৪ অনুশীলন ও উত্তর
১৬.১১ সাধারণ ভুল ও ফাঁদ
১৬.১২ অতিরিক্ত অনুশীলন
Type-১ : Identifying Capital Letters
Find the first word, circle names, identify titles and check whether the pronoun I has a capital letter.
Evidence: “The first letter of the first word in a sentence”
Type-২ : Punctuation in Lists and Introductory Words
Mark an introductory word with a comma, separate list items with commas, and finish an assertive sentence with a full stop.
Evidence: “a comma is used to separate the items in a list”
Type-৩ : Direct Speech and Question Marks
Find the speaker, put the exact words inside quotation marks, capitalize the first quoted word, and choose the mark required by the quoted sentence.
Evidence: “The first word in Quotation Marks starts with a capital letter”
Type-৪ : Choosing Colon, Semicolon, and Apostrophe
Use a colon before an explanation or list, a semicolon between closely related independent clauses, and an apostrophe for possession or a contracted form.
Evidence: “A semi-colon is used to separate different sense groups of a sentence”
Type-৫ : Editing an Application
Read the application line by line: capitalize the beginning and proper names, use commas in the address and salutation, and end complete sentences with full stops.
Evidence: “dear sir”