1
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
ESSAYS
 TRAFFIC PROBLEMS IN BIG CITIES  (Outstanding)
   for the urban   planners and residents is the rapid
  increase in traffic problems. The hustle and bustle   of city life, the uninterrupted
   chain of transport, and the ever-increasing number of moving vehicles      all
contribute      to traffic congestion    . The result is a cacophony     of
honking    horns, frustrated     drivers, and long commutes     
    
   that sap   the energy and productivity     of city dwellers   .
The rapid pace     of urbanization    , reminiscent      of Robert Frost's words,
"Miles to go before I sleep," has resulted in the expansion    of cities. It has triggered
 traffic stands foremost
   a myriad     of serious problems. Congested  
   among these formidable     challenges   . Every big city, like a weary   
 and steady   
traveller, is struggling to ensure a smooth  
   flow    of traffic.
But heavy traffic chokes      its bustling   streets. Roads that were once as open
and free as Walt Whitman's "song of the open road" now become clogged   with
vehicles, all struggling to crawl    on the crowded highways. The result is gridlock    
   , as vehicles inch along      at a snail's     pace     , burning
fuel and emitting      pollutants        into the air.
Public transport in crowded cities often cannot accommodate    the swelling  
 
sea of human beings wanting to traverse    the urban   landscape   . Thus
people have to travel in their own cars or in taxies. This adds to traffic congestion   and
One of the growing concerns
results in traffic jams.
   and widespread   public transport system can serve as the antidote
      to the proliferation    of personal and private vehicles.
Another significant factor that aggravates      traffic problems in big cities is the rapid
An efficient
increase in population. As more people move on the roads, the number of vehicles
  to


the already overburdened   roads. The increased number of vehicles puts a strain    
on the existing road network, leading to congestion    and delays   .
The drivers' impulsive     attitude contributes     substantially    to the
upsurge    of traffic problems in big cities. Aggressive     driving, such as
exceeding speed limits, tailgating         , and erratic         lane
changes, often lead to accidents or traffic congestion. Sometimes, such fiery   
  
drivers add to the chaos  
   on the roads by ignoring traffic signals or making illegal
   turns   . Such violation     of rules not only risks people's lives but also
disrupts      the smooth    flow of traffic, causing unnecessary   delays.
Strict   law enforcement    becomes imperative   to rein      in such
increases accordingly. Every traveller brings along a new vehicle, adding burden
drivers.
   the traffic problem. One of the measures    
    of efficient
   and reliable    
  public transit    can persuade       people to leave their
Now the problem is how to address
to be taken in this regard is to invest in public transportation. Availability
Prof. Musarrat Hussain
2
SUNSHINE ENGLISH ESSAYS
cars at home and take a bus or a train instead. Thus cheap public transportation can help
   the number of vehicles on the roads and alleviate    congestion. Along
      , the number of cars can be
further reduced. Imagine four people using just one car instead of driving separately   
   ; it is not just good for traffic but also for the environment     !
Another effective approach to mitigate     traffic congestion is to enhance     road
infrastructure      . This can be achieved through expanding    the existing  
roads, and constructing   new highways. Developed and effective    road
infrastructure can increase the capacity    of the road network, allowing it to
accommodate    more vehicles.
Intelligent     transportation systems, equipped   with the latest technology, can
revolutionize       traffic management      . The traffic signals can play a vital    
role in this regard. By optimizing    the timing of these signals, we can significantly
  improve the flow    of traffic. The traffic signals must observe   the
real-time data     
      , ensuring clear and empty roads for
reduce
with this, if we encourage carpooling
smooth traffic flow.
Another great idea is to make our cities friendly for motorbikes. Safe ride lanes may urge
    people consider   biking for short distances. Surely, this trend   would thin
out    the traffic. Similarly, pedestrian-friendly zones should be developed urging  
  people to walk short distances without relying      on motorbikes even. This
would also promote    
  a healthier lifestyle.
 . If companies allow their employees
We should promote work-from-home strategy  
   to work from home even a couple of days a week, we might see a drastic   
reduction    in daily traffic.
To sum up, traffic problems in big cities are complex    that need immediate solution.
By investing in public transportation, improving road infrastructure, and promoting
responsible driving behavior, we can reduce congestion and improve the quality of life for
city residents. (713 words)
 TRAFFIC PROBLEMS IN BIG CITIES  (Standard)
One of the growing
 
   city problems is the rapid   increase in traffic problems. Busy
city life, non-stop movement, and lots of cars cause traffic jams. The noise from car horns
and tiresome    travelling make city life annoying
The urban
   .
  growth    has resulted in the spread of cities. It has caused tons of
serious problems. Heavy traffic is one of these serious problems. Every big city is
struggling to ensure
 flow    of traffic. But heavy traffic clogs  
    smooth  
   its busy streets. Roads that were once empty for free flow of traffic have become
crowded with vehicles. The result is traffic jam. In traffic jams, vehicles move slowly, burn
extra
   fuel    and emit     toxins    
   into the air.
  . It cannot accommodate    all
Public transport in big cities is often overcrowded
the people. Thus many people have to travel in their own cars. This results in traffic jams.
Efficient
   public transport can reduce     the use of personal cars, reducing the
chances of traffic jams.
3
SUNSHINE ENGLISH ESSAYS
Prof. Musarrat Hussain
Another factor that hinders
     the traffic flow is the rapid   increase in population.
As more people move on the roads, the number of vehicles increases accordingly. This
 roads, leading to traffic
   burden   to the already overburdened  
congestion   and delays  .

  is the behaviour of
Another big factor   contributing    to traffic congestion   
drivers. Impatient     drivers often break traffic rules, leading to chaos  
   on the
roads. The lack    of strict   enforcement    of traffic laws allows such
behaviour to persist    , further worsening     the situation    .
Now the problem is how to address    the traffic problem. One of the measures    
to be taken in this regard is to invest     in public transportation. Availability    
of efficient     public transport can urge       people to leave their cars at home and
take a bus or a train instead. Thus cheap   and efficient public transportation can help
reduce    the number of vehicles on the roads and ease    congestion   .
adds
A good way to reduce traffic is to make our roads better. We can do this by making our
current
  roads bigger and building new highways. When our roads are better, they
can handle more cars and traffic can move smoothly     .
In short, traffic problems in big cities are complicated
  and need immediate solutions
   . We can make things better by putting more money into public transportation, making
roads better, and teaching people how to drive safely    . This will help reduce traffic
and make life better for people living in cities. (398 words)
 TRAFFIC PROBLEMS IN BIG CITIES  (Easy)
Traffic jams are becoming a big problem in many big cities. With busy city life and more
  . This makes things noisy and stressful   for everyone.
  . Roads that were once clear now see lots of
cars. This means people spend more time stuck   in traffic, and cars use more fuel
   and create pollution     .
Buses and trains in big cities are often full. They cannot carry      all the people. So,
many people use their own cars. This results in traffic jams. Fewer folks    would drive if
cars, roads get clogged
As cities grow, the problem gets worse
buses and trains were better and could carry more people.
    fast, with more people and cars every
day. This puts extra    pressure     on our roads. Some drivers also break rules,
causing chaos  
 . Strict   rules can help manage   this.
To fix    these issues   , we need to spend more on buses and trains, make them
run better, and add    more routes     . We should also fix  
  old roads
Another issue is that cities are growing
and build new ones to handle more cars.
Smart
  traffic systems with new technologies can greatly improve   the flow   
of traffic. Traffic signals are important in this regard. By changing the timing of these lights
    
      , we can make traffic move


better and keep roads less crowded   .
based on real-time data
In short, to fight traffic jams, we need better buses and trains, good roads, and everyone
following the rules. This will make city life easier and more enjoyable. (245 words)
4
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
 A VISIT TO A ZOO  (Outstanding)
 excursion   ; it is a refreshing
 
break   from everyday monotony  
    . It provides us with a unique     opportunity
  to step away from our regular routines and dive      deep into the wonders   
of nature. William Wordsworth once said, "Come forth into the light of things; let nature be
your teacher." Zoos serve as windows to the vast wilderness    , presenting us with an
up-close  
  view    of the world's diverse     wildlife.
This essay aims to take you on a virtual   tour of a day spent at a zoo. It will guide you
through the various sections of the zoo, introducing you to myriad     animal species
  and their unique traits   . An American writer, John Steinbeck rightly said,
"People don't take trips, trips take people." So, let us embark     on this exciting 
  journey and explore     the wonders   that a zoo presents.
In the confines    of a zoo, we can observe a variety        of animals from different
 lions of Africa to the playful
habitats    around the globe    . From the majestic  
monkeys of Asia, and from the colourful birds of South America to the fascinating   
reptiles      of Australia, a zoo brings together an array   of wildlife    at
A visit to a zoo is more than just an entertaining
one place.
   of the zoo. As you walk in, you are
   . The map,
often colour-coded, highlights    different sections of the zoo, each specific   to
various types of animals - from mammals        and birds to reptiles and aquatic
    creatures   . The moment you set foot inside the zoo, you hear a symphony   
of sounds, reminiscent      of William Blake's portrayal  of "Songs of Innocence".
The distant    calls    of animals echo    through the air, intermixing   with
the excited chatter    and laughter of children. These sounds, so distinct     from
The excitement begins right at the entrance
welcomed by a detailed map that serves as a guide to the zoo's layout
the usual city noise, signal the beginning of an adventure.
The first stop is usually the mammal section, home to a variety of animals from different
parts of the world. Here, you can see majestic lions lounging
      in their
    , their manes     catching the sunlight. Nearby, monkeys swing
  from branch to branch, their playful antics      bringing smiles to everyone's
faces. Further along, you might spot     a herd   of elephants, their massive   
forms moving with surprising grace. Their intelligent eyes and calm   demeanor    
exude  
  an air     of wisdom, earning them a special place in various cultures
enclosures
around the world. Each animal in the mammal section has its own unique charm and
    to the rich tapestry     of life on our planet.
Stepping into the aviary   , you are reminded      of Emily Dickinson's words, "Hope
 ." It is a haven   of melodious    birdsong and colourful
is the thing with feathers  
plumes    , transporting     one to a world where imagination   takes flight    .
contributes
As you enter this feathered paradise, the air comes alive with the melodious symphony
   of birdsong, creating a soothing   ambiance     that transports you to the
heart of a tropical    rainforest. Colourful parrots, elegant   flamingos   
    , and exotic   peacocks are just some of the birds you can see here. It is
fascinating    to watch them interact    with each other in an environment that
5
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
    their natural habitat   . The aviary is more than just an
enclosure    ; it is a vibrant    ecosystem       that showcases     the
  diversity     and beauty of our feathered friends.
incredible   
The reptile house, a stark    contrast to the previous sections, offers an entirely  
  unique experience  . Here, behind glass enclosures     , you can observe    
the fascinating    world of reptiles. You might see snakes slithering     along the
ground or coiled up       in rest. In another enclosure, you might find lizards   
   basking under heat lamps. Their scaly  
  skin, crested      heads and spiked
    tails    offer a glimpse    into the diversity of reptile kingdom. Though some
people may find these creatures unsettling   , they play a crucial     role in
maintaining our planet's biodiversity     .
The aquarium         , another gem   of the zoo, offers a mesmerizing   
journey into the depths      of the aquatic       world. As you traverse   its softly
   lit    corridors, you see an array   of aquatic life forms that paint a striking
 picture of the life beneath   the water's surface. From colourful tropical fish
 
darting     around coral reefs     to majestic sharks gliding    
through the water, it is like stepping into an underwater world. As we explore      the
depth of the aquatic realm    , we feel that Jules Verne's "Twenty Thousand Leagues
under the Sea" doesn't seem all that fictional    .
A visit to a zoo is not just entertaining    but also educational. It teaches us about our
planet's rich tapestry    of life and underscores     our responsibility to be its
stewards   
  . It reminds us that we share this world with many other species   
  and that it is our responsibility to protect them. As we leave the zoo, Henry David
Thoreau's words echo    in your minds, "In wildness is the preservation   of the
world".
 A VISIT TO A ZOO  (Standard)
closely mimics
A visit to a zoo is an interesting trip into the world of animals. It is not just a fun day out, but
also a chance to learn about nature and all the different animals that live in it.
When you walk into a zoo, it is like walking into a big book of animals. You see all sorts
    of animals from all over the world. You see the roaring      lions of Africa, the
cheeky    monkeys of Asia, the bright birds of South America, and the interesting
reptiles        of Australia. All these different animals are brought together at one
place in the zoo.
  where you can find a map that shows you all
the different parts of the zoo. Each part of the zoo is specific   for different types of
animals - mammals         , birds, reptiles, and water animals. You can hear the
Your adventure starts at the entrance
sounds of the animals and the happy voices of people visiting the zoo, which tells you that
your exciting   journey is starting.
The first place people usually go to is the mammals section. Here, you can see lions lying in
the sun, monkeys jumping from branch to branch, and elephants moving around slowly but
smoothly     . Each animal has its own special way of adding to the wonderful
array   of life on our planet.
 
6
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
  ,
you can hear beautiful bird songs. You can see colourful parrots, elegant flamingos  
        , and beautiful peacocks   here. Each bird adds its own colour and
song to this lively    ecosystem       .
The reptile house gives you a special experience  . Behind glass walls, you can watch
snakes moving around and lizards      lying under warm lights. Even though some
people might feel a bit   scared   
   of these creatures    , they are very important
in maintaining    
  the variety     of animals on this planet.
The aquarium         is another great part of the zoo. As you walk through its quiet
 hallways, you feel like you are deep under water. Watching colourful fish swimming
 
around gracefully among coral reefs    is really amazing   .
Next is the bird house, a safe place for birds. When you walk into this bird paradise
Going to a zoo is more than just a fun trip; it is a chance to learn about all the different
   and understand why it is important to look after them. It
reminds      us that we share this world with many other species     and that
types of life on our planet
we need to take care of them. (408 words)
 A VISIT TO A ZOO  (Easy)
  trip. It is like stepping into a living    book of
  from all corners of the world.
At the entrance    , you are greeted     with a map. The map shows different
sections   of the zoo. Each section is set for a specific   type of animals. There are
sections for mammals         , birds, reptiles       , and aquatic        
A visit to a zoo is a fun-filled
animals. You get to see creatures
animals.
  . You can hear the animals and the chatter   
  
   the start of an exciting journey.
The first stop is usually   the mammal section. Here, you can see lions basking  
  in the sun. You may see monkeys jumping from branch to branch. You can see
elephants moving around with perfect grace   
  . Each animal in this section is unique
    . They all contribute      to the rich variety    of life on our planet     .
The sounds of the zoo are exciting
of visitors. This signals
Next, you visit the bird house. This place is filled with beautiful bird songs. You can see
 flamingos          are also
  here. Elegant  
present there. Beautiful peacocks   add     to the charm    of this place. Each
bird adds its own colour and melody    to this lively   ecosystem       .
The reptile house offers    a unique experience  . Behind glass walls, you can
see snakes and lizards      . These creatures   might seem scary      to some
people. But they play an important role in maintaining     
  the variety     of
colourful parrots
animals on this planet.
        is another highlight     of the zoo visit. As you walk
through its quiet   hallways      , it feels like you are walking deep underwater.
You can watch colourful fish swimming gracefully among coral reefs    .
The aquarium
A visit to a zoo is more than just a fun day out. It is a learning experience about life on
     that we share this world with many other species   
  . We need to understand why it is important to protect    them. (312 words)
Earth. It is a reminder
7
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
 FESTIVALS  (Outstanding)
    role in our lives due to their unique     ability to bring
Thomas Mann, a great novelist, once
remarked, "Festival...is an occasion   for people to reaffirm       their bonds
  to each other," Festivals serve as a bridge, connecting individuals from diverse 
  backgrounds     through shared  experiences    and celebrations
  . Festivals also provide an opportunity   for us to step back from our daily
routines and participate    in activities that enhance     our understanding   of
our cultural heritage   and traditions. They are a perfect expression of a community's
Festivals play a significant
people together and create a sense of community.
history, beliefs, and customs, often including music, dance, art, and food that are unique to
     , festivals are a celebration of life's diversity     ,
fostering    
  unity, promoting cultural understanding, and contributing     to
societal harmony     . Ralph Waldo Emerson, an American philosopher, rightly said,
"Life is a festival only to the wise."
Pakistan, a country with a diverse     cultural heritage   , celebrates numerous  
  festivals throughout the year. These festivals, which range from religious to cultural
that culture. In essence
and national events, not only add colours and joy to life but also play a significant role in
preserving   the country's traditions and promoting unity among its people.
Religious festivals form a significant
    part of Pakistan's cultural canvas. One of the
most important religious events is Eid-ul-Fitr, which marks the end of Ramadan, the Islamic
    . It is a time of charity    and generosity    . The rich
As George Eliot said, "What do we live for, if
not to make life less difficult for each other?" It is a great time of joy and celebration   .
Families and relatives assemble     and exchange    gifts. Another major religious
festival in Pakistan is Eid-ul-Azha, also known as the Feast of Sacrifice   
  . It
commemorates      the willingness    of Prophet Ibrahim   to sacrifice   

his son for ALLAH. Animals are sacrificed, and the meat is distributed     among
family, friends, and the needy   . Other religious festivals include Eid Milad-un-Nabi,
holy month of fasting
help the poor with money, food and clothing.
Ashura (Muharram), Shab-e-barat and Shab-e-Qadr. These are the festivals of the Muslims.
   the festivals of minority    religions, i.e. Christmas,
Easter, Holi, Diwali, etc. These festivals foster    
  a sense    of community among
people. They promote spiritual growth    , high values     , compassion    and
Pakistan also celebrates
religious freedom.
  and full of life. They offer a unique
insight   into the country's diverse traditions and customs. They preserve   the
rich heritage   of Pakistan, promote unity among people, boost     local economy,
 entertainment   . Here
reveal  
  cultural diversity    , and provide lavish  
follows a few prominent     cultural festivals of Pakistan. As Maya Angelou once said,
"We all should know that diversity     makes for a rich tapestry        , and we
must understand that all the threads    of the tapestry are equal in value."
The Basant Festival, also known as the Kite Flying Festival, is a vibrant    
  celebration
  that marks   
  the arrival of spring in Pakistan. Originally     it was a
Cultural festivals in Pakistan are indeed vibrant
8
Hindu festival that s tarted in the era
enthusiastically
SUNSHINE ENGLISH ESSAYS
Prof. Musarrat Hussain
   of Mahraja Ranjeet Singh. Now it is
     celebrated every year particularly in Lahore. During the
celebrations, kites of various sizes and shapes carrying various messages, wishes and
prayers decorate    the azure   sky with their brilliant
The Kalash Festivals occupy
  colours.
    a special place among the festivals of Pakistan. The
Kalash people celebrate various festivals round the year. Chilam Joshi (spring festival),
Choimus (winter festival), and Uchal (summer festival) are the three main Kalash Festivals.
Chilam Joshi marks the start of spring and is celebrated from the 13th to the 16th of May.
The primary purpose of this festival is letting the Kalash people find suitable
partners
 
   for marriage. Both men and women wear their beautiful traditional dresses to
  .
attract    each other. They sing, dance and move in a circle on the drum beats
Choimus is a winter festival. It takes place in mid-December and is marked by dancing, food
    . The Kalash people dance in circles around bonfires    
       and sing Choimus songs. They celebrate their individual and
and chanting
collective life events.
Uchal is a summer festival. It is celebrated from 20th to 22nd August. It marks the harvest
  and threshing   of wheat crop. The Kalash people celebrate the event
enjoying cheese, buttermilk and cornbread.
 
  the unique cultural richness  
  , peace    and harmony
   of the Kalash people. The Kalash people welcome visitors from around the world to
join their celebrations. This openness      fosters    
  a sense of global unity and
These events reflect
peace.
The Shandur Polo Festival is an exciting sport event held in July at the Shandur Pass. It
includes polo matches, cultural shows and handicraft
     exhibitions    . The polo
matches are played between the teams of Chitral and Gilgit. Thousands of local and
  event.
The Animal Fair in Lahore is not just a business event, but is deeply embedded    in
cultural and social fabric    of Lahore and the Punjab region. It brings together animal
lovers from all over Pakistan. It facilitates  the buying and selling of livestock   ,
particularly goats, sheep, cows, buffaloes and camels. The volume    of trade during this
period gives a big boost    to the livestock farming. It turns out     to be the most
lucrative    time for the livestock farmers. It gives people an opportunity to learn
about different animal species   and their care.
international tourists and polo lovers come there to enjoy this thrilling
Village fairs, known as 'melas', are common in rural areas of Pakistan. They are a big
  
  for the villages. As Charles Dickens expressed,
"There is nothing in the world so irresistibly   contagious     as laughter and
good humour." They host    traditional sport events. They feature    horse race,
source of pleasure and merriment
camel race, folk music concerts, traditional dance shows, wrestling matches and many
others cultural games. There emerge
    temporary     shops of handicrafts
    , dresses, fake   jewelry, toys and sweets at these fairs. Beyond these festivities
   , these fairs serve as gathering points for the villagers. They share their experiences
  , strengthen     community bonds   and celebrate      their shared
9
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
 culture.
 
    with great enthusiasm     across the country. These events commemorate   
   important milestones       in Pakistan's history and instill     a sense    of
patriotism     among its citizens. As George Bernard Shaw remarked, "Patriotism is
your conviction   that this country is superior to all others because you were born in
it."
In conclusion   , festivals in Pakistan serve as a mirror   reflecting    the
country's rich cultural tapestry     . They bring people together, regardless   of
their cultural or religious backgrounds   , fostering     a sense of unity and mutual
  respect. Each festival adds its unique flavour   to the country's cultural landscape
 . (1084 words)
 FESTIVALS  (Standard)
National festivals like Pakistan Day, Independence Day and Defence Day are celebrated
Festivals are important for us. They bring people together and make them happy. They also
Thomas Mann, a great writer, said, "Festival… is an occasion
  for people to reaffirm     their bonds   to each other."
Pakistan has many festivals. Some are religious and some are cultural   . They make life
colourful    and joyful. They also teach us good values     and respect for others.
Eid-ul-Fitr is a religious festival that celebrates    the end of Ramadan, the holy month
of fasting     . The Muslims give charity    and gifts to the poor and needy   .
They also visit their family and friends and share   food and happiness. Eid-ul-Azha is
another religious festival that reminds      us of the sacrifice   
  of Prophet Ibrahim
  . The Muslims sacrifice   
  animals and share   the meat with their relatives
show our culture and history.
and the poor. They also pray and thank ALLAH for His blessings.
Other religious festivals are Eid Milad-un-Nabi, Ashura, Shab-e-barat and Shab-e-Qadr. Eid
Milad-un-Nabi is the birthday of Prophet Muhammad  
  . The Muslims decorate
   their homes and masajid with lights and flowers. They also recite   'Na'ats' in
praise of the Prophet. Ashura is the day when Imam Hussain      , the grandson of
Prophet Muhammad     , was martyred   in Karbala. The Muslims
mourn     his death and lead processions    and perform ri tuals      .
Shab-e-barat is the night when ALLAH decides the fate   of every person for the next
year. The Muslims pray, fast      , and ask for forgiveness   . Shab-e-Qadr is the
night when the Quran was revealed      to Prophet Muhammad     . The
Muslims stay up    all night and recite    the Quran.
Pakistan also celebrates    the festivals of other religions, like Christmas, Easter, Holi,
Diwali, etc. These festivals show that Pakistan is a diverse  and tolerant    country.
Christians   celebrate Christmas as the birth of Jesus Christ    . They decorate
   their homes and churches     with lights and trees. Easter is also a Christian
festival. Christians go to church and have special meals     with their family. Holi is a
Hindu festival that welcomes spring. People throw coloured powder and water at each
other. They also dance and sing songs of joy. Diwali is another Hindu festival that
celebrates the victory   of good over evil. People light candles
  and lamps in their
 10 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
homes and temples.
Basant Festival is a cultural festival that welcomes spring in Pakistan. People fly kites of
  in the sky. They also wear yellow clothes and eat
special foods. Kalash Festivals are other cultural festivals that show the unique    
traditions      of the Kalash people who live in Chitral valley in northern Pakistan. They
different colours and shapes
have different festivals for different seasons, like Chilam Joshi, Choimus, and Uchal.
  of life's diversity      . Ralph Waldo Emerson, an
American thinker, said, "Life is a festival only to the wise." We should enjoy and appreciate
   the festivals of Pakistan and learn from them. (459 words)
 FESTIVALS  (Easy)
Festivals are good for us. They bring people together     and make them happy. They
also show our culture    and history. Pakistan has many festivals. Some festivals are
religious   and some are cultural. They make life joyful. They also teach us good things
Festivals are a celebration
and respect for others.
    . The Muslims help the
poor and give them gifts      . They also meet their relatives      and friends and eat
food with them. Eid-ul-Azha is a festival that reminds us of Prophet Ibrahim's    
sacrifice  
  . The Muslims slaughter     animals and give the meat to their relatives
Eid-ul-Fitr is a festival after Ramadan, the month of fasting
and the poor.
Other festivals are Eid Milad-un-Nabi, Ashura, Shab-e-barat and Shab-e-Qadr. Eid
Milad-un-Nabi is Prophet Muhammad's     birthday. The Muslims make their
homes and masajid beautiful with lights and flowers. They also sing 'Na'ats' for the Prophet.
   , Prophet Muhammad's    
   in Karbala. The Muslims mourn       his death and
perform processions    and rituals      . Shab-e-barat and Shab-e-Qadr are holy
Ashura is the day when Imam Hussain  
grandson, was martyred
nights. The Muslims keep awake during these nights. They pray to ALLAH and ask for
forgiveness   .
Pakistan also celebrates festivals of other religions, like Christmas, Easter, Holi, Diwali, etc.
These festivals show that Pakistan has many kinds of people and respects them all.
  celebrate Christmas as Jesus Christ's birthday. Easter is also a Christian
festival. Christians go to church     and eat food with their family. Holi is a Hindu
Christians
festival for spring. People throw colours and water on each other. They also dance and sing
happy songs. Diwali is another Hindu festival celebrating the victory of good over evil.
People light candles    and lamps in their homes and temples
  .
   in Pakistan. People fly kites of different
colours and shapes   in the sky. They also wear   yellow clothes and eat special
Basant Festival is a festival for spring
foods. Kalash Festivals are festivals of the Kalash people who live in Chitral valley in
northern Pakistan. They have different festivals for different seasons, like Chilam Joshi,
Choimus, and Uchal.
    . Ralph Waldo Emerson, an American thinker,
said, "Life is a festival only to the wise." We should enjoy and learn   from the festivals
Festivals celebrate life's diversity
of Pakistan. (355 words)
 11 
SUNSHINE ENGLISH ESSAYS
Prof. Musarrat Hussain
 A RAINY DAY 
(Outstanding)
  
  . 'Let the rain kiss you. Let the
rain beat upon your head with silver liquid drops. Let the rain sing you a lullaby    ,'
mused    Langston Hughes      . The rain truly is a symphony
     of the skies and a sonnet   of the earth. Highlighting     the invincible
  beauty of rain, Henry Wadsworth Longfellow remarks    , "The best thing one
 
can do when it's raining is to let it rain." It wraps    the world in a watery veil    ,
nourishes      the earth and makes it green and fertile. Underscoring     
rain's lyrical    beauty, D.H. Lawrence once said, "The rain is a song, a song without
words." It is a stimulus   that sparks    creativity    in many people,
Rain is one of the most splendid gifts of nature. It cools down the summer's blazing
heat and perfumes the air with freshness and aroma
particularly the poets, artists, and children.
    of gray clouds in the azure   sky heralds    a shift  
in atmosphere. The warm surroundings     take on a cooler hue    . Soft cool breeze,
bearing    the scent of the approaching rain, begins to blow. Emily Dickinson captured
  this moment perfectly: 'A drop fell on the apple tree, another on the roof; a half a
dozen kissed the eaves    ...' In no time, a light drizzle   begins to fall. Its tiny
droplets   tickle     the leaves, making them flutter    in a sweet ecstasy   .
The magical effect of the rain works wonders      .
Soon the drizzle    morphs     into a torrential    downpour      .
Every single drop looks like a liquid crystal   , cascading       from the heavens
    . The dusty and dirty streets begin to gleam    with silvery lustre   , reflecting
the mood of the sky. Plants wear a fresh look, their leaves glistening    with radiant
   raindrops, and as John Updike noted, 'Rain is grace; rain is the sky descending 
    to the earth.'
The raindrops pattering    against the window panes invite children to rush out into
a world of adventure. Their eyes begin to sparkle   with excitement, their laughter fills
the air, and their outstretched  
  arms try to catch the falling droplets. For them, little
puddles  
   become enchanting    lakes, perfect for splashing       and sending
their paper boats on voyages. The rhythmic    beat    of the rain becomes the
music to which they dance merrily. They wear the sky's tears as medals of joy. As
Rabindranath Tagore poetically put it, 'Clouds come floating into my life, no longer to carry
rain or usher storm, but to add colour to my sunset sky.' The simple joy of getting wet,
feeling each cold drop on their skin and the thrill    of thunder echoing in the distance
Sudden accumulation
make them wildly excited. Rain provides them with a playground of endless possibilities.

   of daily life. Nestled    in warm and cosy       settees
  , sipping from steaming cups of coffee, they enjoy the gentle rhythm   of rain.
The raindrops on the windowpane, trailing    down in thin streams     , often evoke
    fond    memories of the days gone by. Gentle caresses   of the
rain-kissed breeze whispers    tales of yesteryears into their eager    ears. Each
gust paints vivid    images o f the fo rgotte n mo ments, remi niscent     of
The way the adults enjoy the rain is quite different. A rainy day offers a little respite
from the drudgery
 12 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
Wordsworth's observation   : 'The sounding cataract     haunted    me like
a passion.' Raindrops hold the keys to the chambers    of the past. It is time to get

lost in the meditative     sound of rain. Some enjoy a gentle walk under the falling


drops. Each step they take seems to match the rhythm of the rain. The gentle embrace   
of the rainfall soothes     their souls, washes away the layers of their lingering    
concerns    , and makes them feel the infinite     bliss of nature, evoking   
  the sentiment     of Shakespeare's 'The quality of mercy is not strained 
 ; it droppeth as the gentle rain from heaven.'
On a rainy day, nature undergoes      a magnificent transformation   , as if
waking from a slumber   to greet the crystal   cascade      from the sky. Trees,
which in the words of Emily Bronte 'stand silent in the cold', begin to sway and swing, their
leaves glistening   as the rain washes away the accumulated     dust, bestowing
upon them a renewed, lustrous    glow   . Plants, in the words of D.H. Lawrence,
'revel       in the rain,' their hues shimmering   in the newfound moisture, as if
kissed and painted afresh     by a master artist's hand.
Birds, the free spirits of the sky, momentarily    forsake    their flights to seek
refuge    in tree branches or beneath   overhangs     
  . From their protective
embrace    , they serenade    to the world around. Their tweets  
  and trills
      create a symphony      that blends      beautifully with the rhythmic
    cadence    of raindrops. Intermittently     , their faint   and feeble   
melodies     get drowned by the loud lay    of the rain.
But perhaps the most enchanting   aspect of a rainy day is the pleasant aroma of
petrichor          . The gentle kisses of the raindrops inspire the arid   
earth to exude    this sweet soft scent, permeating       the whole atmosphere.
Virginia Woolf names this fragrance   , 'scent of violets and rain'. This fresh fine
fragrance, released by the earth in joyous response    to the rain's touch, invokes    
memories and emotions in all who inhale its delicate    sweetness. It urges them to
appreciate    the close connection between the skies and the earth, a bond   so
merrily celebrated on a rainy day. Perhaps it was this aroma    about which D.H.
Lawrence once said, 'The soul of the rain... smells so sweet'.
How romantic and lovely a rainy day may seem, it comes with a set of challenges   .
Roads, slick    with water, become slippery, requiring extra caution     from
pedestrians       and drivers alike. Pedestrians, with shoes splashing       and
clothes drenched    , tread   gingerly       , seeking balance on unpredictable
  terrain   . Drivers steer with extra vigilance     , their vehicles' wipers
  
constantly   clearing the cascade of rainwater from the windscreen.
Towns with inadequate     infrastructure       groan    under the high
pressure of heavy rain. Rain exposes the vulnerabilities      of such cities. Rain causes
traffic problems. The minor hiccups   in traffic flow may escalate      into massive
traffic jams. Streets in low-lying locates    transform into rivers. Continuous rain
inundates   homes and establishments       , reminding people of the nature's
untamed    power.
 13 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
   balance between beauty and adversity    .
Nature with its enchanting   allure    and fierce      force is a mighty being. It is


an omnipotent         force that not only waves    the tales of romance but also
underscores     the need for respect. It paints a picture both tender     and
tumultuous    , urging us to find harmony in its contrasts. An English philosopher,
G.K. Chesterton rightly said, 'Without the rain, there would be no rainbow."
In the grand tapestry     of existence, a rainy day emerges  
  not as a mere whim
  of weather, but as a soulful    symphony    . It breaks the ceaseless march of
our days, bestowing upon us the moments of aesthetic    delight, deep reflection
  , and at times, life's gentle trials      . Occasionally      , it prompts      us
to stop and soak     in the vast wonders of nature. Whether it is the sheer joy of
splashing        in a puddle  
   , the calm   of watching rain from indoors, or the
scent of fresh earth, a rainy day serves as a reminder of the beautiful, transient       , and
intricate    nature of life. A Chilean poet, Pablo Neruda, rightly said, "With the rain, falls
the wisdom of heaven." (1187 words)
 A RAINY DAY 
(Standard)
Rain is one of the great gifts of nature. It reduces     the summer's heat and perfumes
   the air with freshness. It is a song of the skies and a sonnet    of the earth. D.H.
Lawrence once said, 'The rain is a song, a song without words.' It makes the earth green
and fertile. It sparks     creativity    in many people, particularly     the
poets, writers and artists. Gathering of gray    clouds in the sky is the sign of the
Thus a rainy day reveals a delicate
coming rain.
    take on a cooler hue    . Soft cool breeze begins to blow.
  begins to fall. Its tiny   droplets    tickle     the
leaves, making them flutter    in sweet bliss. The magical effect of the rain works
wonders      . Soon the light drizzle changes into pouring     rain. Every single
drop looks like a liquid crystal   . The dusty and dirty streets begin to gleam    with
silvery lustre   , reflecting the mood of the sky. Plants, in the words of D.H. Lawrence,
'revel     in the rain,' and their leaves glitter   with glowing    raindrops.
The raindrops pattering      against the window panes   invite children to rush
out into a world of adventure     . Their eyes begin to sparkle   with excitement    ,
their laughter fills the air, and their outstretched    
  arms try to catch the falling
droplets    . For them, little pits  
   of water become large lakes, perfect for splashing
  and paper boating. They dance merrily     in the pouring rain. As Rabindranath
Tagore poetically put it, 'Clouds come floating into my life, no longer to carry rain or usher
   storm, but to add colour to my sunset sky.' The simple joy of getting wet, feeling each
cold drop on their skin and the loud cracks    of thunders    make them excited. Rain
The warm surroundings
In no time, light drizzle
provides them with a playground of endless joy.
The way the adults enjoy the rain is quite different. A rainy day offers them a little respite
 from the grind    of daily life. Sitting in warm and cosy       lounges, sipping
   from steaming       cups of coffee, they enjoy the gentle rhythm   of
rain. The raindrops falling on the windowpane    often evoke fond    memories
 14 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
    breeze whispers    the tales
of yesteryears    into their eager    ears. Each gust    of wind    paints a
vivid image of the forgotten moments. Raindrops hold the keys to the chambers    of
of the days gone by      . The rain-laden
the past.

       sound of the rain. Some adults enjoy a gentle
walk under the falling drops. Each step they take seems to match the rhythm    of
the rain. The gentle raindrops soothe     their souls, wash away their worries and
They get lost in the meditative
make them feel the pure bliss of nature.
On a rainy day, nature undergoes a complete change as if waking from a sound sleep to
   and
   . The rain gives them a renewed, lustrous   look. Plants, too, revel  
    in this pouring bliss. Birds quit     their flights to seek refuge    . They sit
under overhanging     branches of trees and sing sweet songs of joy. Their chirps
 sound of raindrops.
blend    beautifully with the rhythmic  
But perhaps the best thing about a rainy day is the smell of petrichor       
 . The raindrops' soft touch makes the dry land give off     this sweet smell, filling all
the air. This faint   smell, which comes from the earth's happy answer to the rain's
touch   , fills people with thrill and wild joy. Perhaps it was this aroma    about which
D.H. Lawrence once said, 'The soul of the rain... smells so sweet'.
greet the cool raindrops. Trees which often stand silent suddenly begin to sway
swing
Thus, a rainy day is not a mere change in weather, but a sweet song of nature. It breaks the
ceaseless march of our days and gives us deep delight. We get lost in the vast wonders
  of nature. Whether it is the sheer   joy of splashing in rain or the calm   of
watching rain from indoors, a rainy day makes us understand the beautiful nature of life. A
Chilean poet, Pablo Neruda, rightly said, "With the rain, falls the wisdom of heaven     ."
(666 words)
 A RAINY DAY 
(Easy)
Rain is a great gift from nature. It makes the summer cool and the air fresh. It is like music
D.H. Lawrence once said, 'The rain is a song, a
song without words.' It makes the earth green and fertile    .
When gray     clouds fill the blue sky, it marks   
  a change in weather   . A
soft    cool wind, with the smell of rain, starts to blow. Soon, light rain starts to fall. Its
small drops touch the leaves, making them move happily. The rain has a magic     
from the sky and a poem from the earth.
effect.
  , falling
from the sky. The dirty    streets become shiny, showing the sky's mood   
  . Plants
look new. Their leaves shine with bright    raindrops.
Soon, the light rain becomes heavy rain. Every drop looks like a shiny bead
The raindrops hitting the windows make the children run out and have fun. Their eyes are
full of joy, their laughter
   is loud, and their hands try to catch the drops. For them, small
pools of water are like big lakes, good for playing and sending their paper boats on trips.
The sound of the rain is like music for them to dance happily. They enjoy getting wet and
excited in the rain.
The adults
   enjoy rain in a different way. A rainy day gives them a break from their
Prof. Musarrat Hussain
 15 
SUNSHINE ENGLISH ESSAYS
     rooms, drinking hot coffee, and listening
to the sound of rain. The raindrops beating against the windowpanes    often make
busy life. They sit in warm and comfortable
them remember old times. Raindrops open the doors to their memories. They get lost
    in the soft sweet sound of the rain.
On a rainy day, nature changes a lot. Trees start to move and swing
   . Their leaves
begin to shine as the rain cleans them from dust. Plants also begin to dance in the
    breeze   . They wear   new colours as if an artist has painted
 
them afresh       . Birds, which fly freely in the sky, stop flying for a while      
   to hide. They sit safely on tree branches and sing nice songs of joy. Their chirps

  match    the sound of raindrops.
Thus, a rainy day is not a mere   change in weather, but a sweet song of nature. It
breaks the ceaseless    march of our days and gives us deep delight. A rainy day makes
us understand the nature of life. A Chilean poet, Pablo Neruda, rightly said, "With the rain,
falls the wisdom    of heaven     ." (406 words)
 MY FAVOURITE PERSONALITY  (Outstanding)
Whoever excels     in what we prize,
Appears a hero in our eyes. [Jonathan Swift: Cadenus and Vanessa]
Throughout history, there have been myriad      personalities who have left indelible
   marks    on the world. Their achievements     , character traits   , and
sheer    influences make them stand out      and serve as inspiration   to
many. Among all these incredible     figures    , the one who causes a sensation
  is the founder   of Pakistan, Quaid-e-Azam Muhammad Ali Jinnah. He was a man of
sky-high personality with an exemplary    character, distinctive    deeds and
ingenious     ideas. His exceptional    qualities of heart and mind, unparalleled
   vigour   , matchless genius   
  and unique   talent make me feel proud.
His life, values, and remarkable     contributions      to his nation make him my
rain-laden
favorite personality.
See the conquering   hero comes!
Sound the trumpets   , beat the drums! [Thomas Morrell]
Muhammad Ali Jinnah was born on 25 December, 1876. He was born in a noble family of
Karachi. He received his early education from his native city. After passing his
matriculation examination, he proceeded
    to England for higher    education. He
took his degree of Barrister-at-Law from Linchon's Inn. He was a born-fighter. He was a
  student. He had been a brilliant student throughout his academic
  career. He learned and observed   the rules of discipline    . His motto  
was 'work, work and more work' .
very painstaking
After his return from England, he started practising as a lawyer in Bombay. In the
     in the face of
   circumstances    . He went on struggling hard for years. At last, his
dedication    and diligence   brought him the sweet fruit of triumph   . He became
beginning, he was a successful lawyer. But he did not lose heart
adverse
one of the leading lawyers of India.
Then he took keen interest in politics. He joined the Indian National Congress in 1906 and
Prof. Musarrat Hussain
 16 
SUNSHINE ENGLISH ESSAYS
worked frantically     for the freedom of India. He was an ardent
   supporter
of the Hindu-Muslim unity. But soon, he realized that the Indian National Congress was
striving for the rights and interests of the Hindus only. Thus he discerned
hypocritical
  the
   attitude of the Hindus and their rigid  stance    . Therefore, he
left the Indian National Congress and joined the Muslim League in 1913. His sharp vision
  , heartfelt sincerity and unwavering   dedication infused the Muslim of India
with burning enthusiasm     . They quickly got themselves organized and were ready
to strive for their rights and interests. They demanded a separate homeland for them.
    of the Muslims of
India. His arguments    against or in favour of a matter were always concrete   and
convincing   . He proved that the Muslims and the Hindus were poles apart. They could
Then the Quaid-e-Azam devoted himself fully to the welfare
not live together like a single nation in the subcontinent. He warned the British that if they
tried to keep the Muslims and the Hindus together in a single country, it would result in
deadly
    disaster    . Therefore, he demanded an independent homeland for the
Muslims of India so that they might live peacefully according to their own Islamic traditions
    and culture.
   of sincerity, selflessness and sacrifice. He
   of Pakistan. He had to grapple    
with massive problems. Overwork had an adverse   effect on his health. His doctors
pleaded     with him to pay heed to his health but they could not succeed in persuading
    him to do so. He was such a devoted leader that he considered even his personal
The Quaid-e-Azam was an incarnation
worked earnestly     for the establishment
health a private matter. He thought that his work was more important than his health.
Joseph Campbell, an American mythologist and writer says: "A hero is someone who has
given his or her life to something bigger than oneself." And this is what the Quaid-e-Azam
proved practically. Ultimately his never-ending efforts brought him the sweet fruit of
triumph   in the form of Pakistan on 14th August, 1947.
Jinnah became the first governor general of Pakistan. His massive
  popularity  
   vigor,
and superior skill made him a very successful ruler. Jinnah's intellectual
      , and dynamic leadership earned him the title 'Quaid-e-Azam'. He
   complex   problems that the nation was facing, but he had
already got exhausted   by the strenuous     struggles. He had been suffering from
tuberculosis since long. Only his sister and few close associates     
  were aware of
his illness. His health failed under the heavy pressure of backbreaking     work and
ultimately he died on 11th September, 1948; leaving his successors    the task of
consolidating   the nation. He was buried in Karachi.
The hero is not fed on sweets,
Daily his own heart he eats. [Emerson: Heroism]
 MY FAVOURITE PERSONALITY  (Standard)
See the conquering   hero comes!
Sound the trumpets   , beat the drums! [Thomas Morrell]
Throughout   history, there have been many personalities who have left lasting marks
on the world. Their achievements      and admirable  
  traits    make them
absolute integrity
continued resolving
 17 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
     and serve as inspiration  to many. Among all these leading
figures    , the one I like the most is the founder    of Pakistan, Quaid-e-Azam
Muhammad Ali Jinnah. He was a man of outstanding    character and matchless  
  genius     . He was a man of unique   qualities. I think, he is really a man worthy
stand out
of the title 'hero'.
Muhammad Ali Jinnah was born on 25 December, 1876. He received his early education
from his native    city. After passing his matriculation examination, he went to England
for higher education. He was a born-fighter. His motto was 'Work, work and more work' .
After his return from England, he started practising as a lawyer in Bombay. He went on
struggling for years. At last, he became one of the leading    lawyers of India.
Then he took keen    interest in politics. He joined the Indian National Congress in 1906
and worked for the Hindu-Muslim unity. But soon, he realized that the Indian National
Congress was striving    for the rights of the Hindus only. Therefore, he left the
Indian National Congress and joined the Muslim League in 1913. Then he demanded a
separate homeland for the Muslims of India.
The Quaid-e-Azam proved that the Muslims and the Hindus were poles apart    . They
could not live together like a single nation. Therefore, he demanded an independent
homeland   for the Muslims so that they could live peacefully according to their own
Islamic traditions      .
The Quaid-e-Azam worked hard for the establishment
   of Pakistan. Overwork       
had a bad effect on his health. His doctors advised him to stop working hard. But he
thought that his work was more important than his health. Finally, he succeeded in his
efforts and Pakistan came into existence
  on 14the August 1947.
Jinnah became the first governor general of Pakistan. He proved to be a successful ruler
   . Jinnah's hard work earned him the title 'Quaid-e-Azam'. He had been suffering from
tuberculosis     since long. Only his sister and few close friends were aware      of
his illness. His health failed under the heavy pressure of work and ultimately      he died
on Sept. 11, 1948. He was buried in Karachi.
The hero is not fed on sweets,
Daily his own heart he eats. [Emerson: Heroism]
 EXAMINATIONS  (Outstanding)
Examinations are the cornerstone     of the education system, an anchor   in the sea
of knowledge. An adequate   system of examination is imperative   for quality
education. They, like yardsticks    , measure students' abilities, skills, and knowledge.
Their versatility   is as vast as the universe, manifesting     in various formats
   from written papers to oral discussions, from practical tests to the expanding  
  world of online assessments   . Just as Walt Whitman wrote, "I am large, I contain
multitudes   ," examinations, too, contain multitudes. They evolve     , adapt, and
vary   in structure    and purpose.
Aldous Huxley once said: "Every man's memory is his private literature." Examinations, in
many ways, fathom    this private literature, influencing       the very way we
receive and retain     information. They shape our pedagogical     methods,
determining    how educators impart    knowledge and how students get it. The
 18 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
      of the learning process   is significantly    orchestrated
   by the rhythm     of examinations. In essence    , examinations are the
narratives   that document    the journey of education, holding up a mirror to the
collective    intellect      of a generation.
Examinations are a tool for measurement   . They assess   the depth of a student's
analytical    approach   , critical skills and his understanding of a subject. They
paint a picture of how well the students apply the knowledge they have acquired    .
Examinations serve as a feedback    mechanism      for the educators. As
Shakespeare observed    , "All the world's a stage, and all the men and women merely
players," so do exams play a role in the grand   theater of education. They help the
educators analyze their teaching methodologies   and highlight    the areas that
need more focus   . In short, examinations bridge   
  the gap between teaching and
learning, confirming that education is a highly responsive  
   process.
"Education is not the filling of a pail, but the lighting of a fire." - W.B. Yeats. Besides
measuring students' ability, examinations stimulate     motivation  among
students. The anticipation    of the upcoming examination makes them study harder
and focus   more on their subjects. They dive    deep into their course of
studies and cultivate     healthy learning habits. Exams make them disciplined  
   and consistent     in their efforts. Exams are also important for things outside
the classroom. They decide the next step of the students' life. They determine   their
ebb and flow
future schooling and work-fields.
   advantages in academic realm   , cast a cloud
  
  over the learning process. Among the chief pitfalls   of examinations is the
growing culture of 'teaching to the test', that has taken roots in numerous     academic
corridors      . This narrowing    focus eclipses    the broader horizon    of
learning. Instead of nurturing      a holistic    education, the system tethers  
learning exclusively    to exam-specific content    . Sir Ken Robinson once said,
"Creativity is as important in education as literacy," but this tendency    sidelines other
essential skills like creativity, teamwork, practical approach   and critical thinking. Thus
the true essence  
   of education is overshadowed     by the looming  
spectre    of exams.
Examinations can often cause stress       and strain      for many students. Such is
the gravitas   of these tests that they put a severe   pressure on the students'
mental health, affecting their well-being and performance. Occasionally     
  , exams also
evo ke     other negative emotio ns s uch as fear, fru stration     , anger, or
disappointment     . These emotions can spring    from various factors, such as
lack of preparation, poor concentration      and high expectations. Very often, exams
trigger    anxiety that interferes    with the students' ability to recall     and
apply knowledge. Thus, it is imperative for students to learn how to cope with   exam
stress and ease their needless worries. They should act upon Helen Keller's advice when
she said, "Keep your face to the sunshine and you cannot see the shadow,"
Examinations, though offer myriad
 19 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
However many believe that examinations have limitations and drawbacks in assessing
  . They can only measure a limited range of knowledge and
  the complexity   and diversity     of students'
learning experiences. They may miss the true potential that lies latent   in each
individual. Ralph Waldo Emerson once noted, "What lies behind us and what lies before us
are tiny matters compared to what lies within us." Thus examinations fail to measure the
students' real abilities and their secret skills. A French writer, Antoine de Saint-Exupéry
once said, "What is essential is invisible   to the eye,"
Traditional exams have evolved      significantly over the years to reflect the students'
learning. Now the exams have undergone a complete change to evaluate   the latest
educational philosophies and the new demands of present era    . Read T.S. Eliot's
words, "We shall not cease from exploration   " . Today, students may undergo
assessment through classwork, experimental   projects and oral tests. Honouring
Pablo Picasso's words that, "every child is an artist", now exams assess students'
creativity   , analytical    approach   and their research work.
Technology has also revolutionized       the way the exams are conducted. It has
introduced many structural     innovations      in examination system. Online
examinations, adaptive     tests and the use of AI in assessment are a few of them. In
students' true potential
skills, and may not capture
the past, students could take the paper-based tests at a certain place and time. Now, online
 to
  
scores of students residing in remote areas. Adaptive tests are another remarkable    
exams have removed the barriers of time and place. They are easily accessible
innovation in this tech-driven age. These tests change their level based on how well a
student is performing, so each question matches his ability. These tests can assess the
   . Moreover, the use of AI (artificial Intelligence) in
assessments is reshaping    the very fabric    of examinations. AI can quickly
and accurately   check students' answers, and give a feedback     on them.
Changes in exams aren't just about technology. The very design      of exams has
noticeably     changed. Now open-book exams assess the students' skill in
understanding information and using it practically than mere memorizing       it.
Socrates once declared, "I cannot teach anybody anything. I can only make them think."
The emphasis     on problem solving skills reflects a broader educational shift   .
Now the exams focus on producing critical thinkers who could navigate       skillfully
through the tricky complexities     of practical life. Albert Einstein once asserted  
 , "Education is not the learning of facts, but the training of the mind to think."
Despite challenges   , exams are still an integral     part of education system. They
are the most effective tools for assessing the students' capabilities    . With the
increasing complicacies     of contemporary    education, the examination format
has also become varied    and multidimensional 
 . In future, however, exams do
not seem to be the sole tool to judge the students' skills. They may perhaps coexist  
  with many other forms of assessment, thus, providing a more comprehensive   
view of students' abilities and potential  
  . (1084 words)
students' skills very precisely
 20 
SUNSHINE ENGLISH ESSAYS
Prof. Musarrat Hussain
 EXAMINATIONS 
(Standard)
Examinations are very important for learning. There are many kinds of exams i.e. written
   tests, practical exams, and online exams. Aldous Huxley once said:
"Every man's memory is his private literature." Exams, in many ways, measure    this
papers, oral
private literature.
Exams are a way to measure how well students can do something. They check how
students can think, solve problems and understand a topic. They show how students apply
their knowledge to solve problems. They also help teachers know the standard of their
teaching.
    students to work hard. They urge       them to pay full heed
  to their studies. As a result, the students adopt healthy learning habits. W.B. Yeats
once said, "Education is not the filling of a pail   , but the lighting of a fire." Exams make
them disciplined     and consistent    in their efforts. Exams decide what they
would become in future. They determine   their future schooling and jobs.
Exams motivate
Exams offer many advantages of learning, but they, sometimes, slow down the learning
process. One of the harms of exams is that the teachers teach only those things that are
necessary for examination point of view
Thus exams limit effective

 
 . They do not impart    extra knowledge.
  learning. Instead of learning many things, students learn
only those things that are needed in the examinations. They miss other important skills like
creativity   , teamwork and critical thinking.
Exams may cause high stress
     for many students. This undue stress affects the
  
 ,
students' mental health and well-being. Sometimes, exams make them feel scared
  , or sad. These feelings arise from different factors, such as lack of
preparation, poor focus      and high hopes. Undue mental pressure of exams renders
     students unable to remember things and apply knowledge. Thus the students
should learn how to deal with exam stress and their needless worries. Read Helen Keller's
advice when she said, "Keep your face to the sunshine and you cannot see the shadow,"
upset
Exams have changed a lot over the years to match the students' learning needs. Now the
exams match the new demands of the present time. Today, students may be judged through
Honouring Pablo Picasso's words that,
students' creativity    and critical
class work, their research projects and oral tests.
"every child is an artist",
now exams assess
thinking.
Technology has also remodelled
         the exams. It has made many changes in
examination system. Online examinations, adaptive tests and the use of AI (artificial
intelligence) in exams are a few of them. Students can take online exams anytime and
anywhere. Adaptive tests are another form of exams in this age. These tests change their
level depending on how well a student is performing. So each question matches the
student's ability. AI is a smart technology that is being used to check the students' answers
quickly and accurately   .
To sum up, exams are a basic part of education system. They are the most effective tools
 21 
SUNSHINE ENGLISH ESSAYS
Prof. Musarrat Hussain
for assessing the students' abilities. To meet the needs of the present era
   , the format
  of exams has become varied    . In future, however, exams may perhaps coexist
   with many other forms of assessment, thus, providing a more complete view
of students' abilities. (519 words)
 EXAMINATIONS 
(Easy)
Examinations are very important for learning. There are many kinds of exams i.e. written
papers, oral tests, practical exams, and online exams. Exams are a way to assess
 
how well students can do something. They check how students can think, solve problems
and understand a topic. They show how students apply their knowledge. They also help
teachers know the standard of their teaching.
    students to work hard. They urge       them to pay full heed
  to their studies. As a result, the students adopt healthy learning habits. Exams decide
Exams motivate
what they would be in future. They decide their future schooling or jobs.
Exams offer many advantages, but they, sometimes, slow down the learning process. One
of the harms of exams is that the teachers teach only those things that are necessary
  for the exams. They do not impart    extra knowledge. Thus exams limit effective
  learning. Instead of learning many things, students learn only those things that are
needed in the examinations. They miss other important skills like creativity   ,
teamwork and critical thinking.
Exams may cause high stress      for many students. This undue
  stress affects
the students' mental health. Sometimes, exams make them feel upset   . These
feelings arise from different factors    , such as lack of preparation, poor focus     
and high hopes. Owing to stress, the students cannot remember things and apply
knowledge.
Exams have changed a lot over the years to match the students' learning needs. Today,
students may be judged through classwork, their research projects and oral tests. Now
exams assess students' creativity and critical thinking.
     the exams. It has made many changes in
examination system. Online examinations, adaptive     tests and the use of AI
Technology has also remodelled
(artificial intelligence) in exams are a few of them.
To sum up, exams are a basic part of education system. They are the most effective
 
tools for assessing the students' skills. They provide a complete view of students' abilities.
(320 words)
 HOSTEL LIFE 
(Outstanding)
   institutional residence for students. It is a sort of living
  accommodation   and cooperation with other
students of the same or different educational institutions. Helen Keller once said, "Alone,
we can do so little; together, we can do so much." The purpose of a hostel is to provide
economical      , peaceful, healthy and safe lodging     for the students of remote
 chapter to a student's journey. It sparks      a
areas. Hostel life adds a glorious  
subtle    blend     of emotions, i.e. excitement, freedom, responsibilities and
Hostel is a supervised
arrangement where students share
anxiety.
 22 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
Hostel life can be good or bad for students depending on their personal circumstances
   , ex perie nces   a nd preferences    . Hostel life m akes students
independent, practical and self-reliant     . William Shakespeare once rightly said, "It is
not in the stars to hold our destiny    but in ourselves." The students learn how to
satisfy their basic needs. It gives them a sort of experience of practical life. They learn how
  various challenges   i.e. living amicably      with people of
contradictory    nature, adjusting       in ever-changing environment     ,
adapting        themselves to noisy surroundings    , etc. These challenges
help them develop essential   life skills and prepare them for their future jobs. Ralph
Waldo Emerson rightly said, "Trust thyself: every heart vibrates    to that iron string
  ."
Hostel life provides students with an opportunity to interact     with people from
various cultures, localities   and backgrounds     . Students make friends with their
hostel mates who have varied    tastes, interests and aptitudes   
  . This
friendship bond   helps them to expand    their perspectives     , hone  
  their communication skill, and learn from each other's experiences. Anaïs Nin  
 , a famous essayist once wrote, "Each friend represents a world in us, a world possibly
not born until they arrive, and it is only by this meeting that a new world is born." There,
the students live like a community, extending      cooperation, sharing their
resources, responsibilities, and problems. They participate    in various social,
cultural and recreational    activities such as games, sports, parties, and excursions
  . These pastimes  
  add charm and enjoyment to their stay at a hostel.
However, hostel life also has some demerits     that can impair    the students'
confidence, health and academic   performance     . A hostel can be a noisy,
crowded, and chaotic      place that may disturb the students' sleep, study and privacy.
In hostels, the students are exposed to various risks, such as theft, violence    , drugs,
alcohol, and infectious    diseases. A hostel can prove to be a lonely and stressful
    place particularly for those students who fail to adjust themselves to the unfamiliar
and restrictive     environment. Carl Jung, a Swiss psychiatrist, perfectly
expressed this thing when he said, "Loneliness does not come from having no people
about one, but from being unable to communicate the things that seem important to
oneself." Ragging      or bullying        from senior students is common in hostels.
Sometimes, such harassment    may cause physical agony    , mental torture
  and humiliation    to junior students. The victims    may suffer from
psychological trauma     , depression      , anxiety    , low self-esteem    
to handle
and poor academic performance.
   of desired privacy and homely comfort. Several students
with different temperaments   
  , habits and schedules share hostel rooms. This thing
may provoke    deep discords    and disputes among them. 'We can never judge
the lives of others,' said Paulo Coelho, reminding us that living in such close quarters   

Hostel life is usually void
 23 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
    stark   differences among residents. Students have to
compromise    on their personal views     and belongings such as clothing,
books and other equipment     . Students may use others' things without their consent
    , causing them disturbance and problems. Moreover, hostel rooms may not be
equipped   with adequate   facilities and amenities      , such as furniture,
ventilation      , proper lighting, heaters, air conditioners, etc. The lack of these things
 effects on students' physical and emotional well-being and
exerts     adverse  
temperament   
 .
To conclude, hostel life is a complex    medley    of experiences for students. It
could be satisfying or annoying      , depending on how students response     
and react to hostel life. Various factors contribute     to making it either enjoyable or
tiresome       . These factors include, hostel rules and regulations, hostel facilities
often illuminates
and services, hostel staff and management, and the hostel mates and their behaviour.
However, with little effort, the students can make it satisfying by following the hostel rules,
      the services of the hostel authorities, caring the peers    ,
participating     in hostel activities and enjoying the delightful events. Orhan
Pamuk, a Turkish novelist asserts this thing in these words, 'Life is short, and we should
respect every moment of it'. The students can make their stay at a hostel enjoyable by
being friendly, positive, responsive   and helpful. (746 words)
 HOSTEL LIFE 
(Standard)
Hostel is a place that provides    a shared  residence for students. It is a place
where students of the same or different institutions live together. Helen Keller once said,
"Alone, we can do so little; together, we can do so much." The purpose of a hostel is to
provide economical   , peaceful, healthy and safe lodging    for the students of
remote     areas.
acknowledging
Hostel life can be good or bad for students depending on how they manage to live there.
    . The students learn how to satisfy their
basic needs. It gives them a glimpse    of practical life. They learn how to do various
tasks     i.e. living with others, doing their chores     themselves and adjusting  
    themselves to noisy surroundings     , etc. Thus they develop various skills of
practical life there. Ralph Waldo Emerson rightly said, "Trust thyself: every heart vibrates
   to that iron string    ."
In hostels, students learn how to interact     with people from various cultures and
Hostel life makes students independent
areas. Students make friends with their hostel mates who have different tastes and
Anaïs Nin  
 , a famous essayist once wrote, "Each friend represents a world in us". There, the
interests. They share things and learn how to cooperate with each other.
students live like a community. They take part in various social, cultural and fun activities
such as games, sports, parties, and trips. These pastimes
a hostel.
However, hostel life also has some demerits
  add charm to their stay at
  that can damage    the students'
 24 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
confidence, health and effective learning. A hostel can be a noisy and crowded place that
may disturb the students' sleep, study and privacy. In hostels, the students are exposed to
   , drugs    , alcohol, and infectious   
diseases. A hostel can prove to be a stressful     place particularly    for those
students who fail to adjust     themselves to the new environment     . Bullying
       is common in hostels. Such harassment    may damage junior students'
mental health. The victims    may suffer from psychological shock   or depression
    .
Hostel life is usually void    of homely comfort. Several students with different habits
share hostel rooms. This thing may come to deep disagreement     among them. 'We
can never judge the lives of others,' said Paulo Coelho, reminding us that living in such
close quarters   
  often arises sharp    differences among residents. Students have
to compromise    on their personal views     and belongings such as clothing,
various risks, such as theft, violence
books, etc. Students may use others' things without their permission, causing them
disturbance and problems. Moreover, hostel rooms usually do not have homely facilities.
The lack of ease and services exerts
     bad effects on students' physical and
emotional well-being.
   of good and bad activities. It could be satisfying or
    , depending on how students react to hostel life. Various factors
contribute to making it either enjoyable or tiresome    . The students can make their
stay at a hostel enjoyable by being friendly, positive, responsive   and helpful. (483
To conclude, hostel life is a blend
annoying
words)
 HOSTEL LIFE 
(Easy)
Hostel is a temporary    residence for students. It is a place where students of the same
or different institutes live together. The purpose of a hostel is to offer peaceful and safe
lodging     for the students of far-off
   areas.
Hostel life can be good or bad for students depending on how they manage to live there.
    . The students learn how to fulfil their basic
   of practical life. They learn how to live with others and
adjust themselves to the unfamiliar     surroundings     .
In hostels, students learn how to interact     with people from various cultures and
areas. Students make friends with their hostel mates    . They share things and learn
Hostel life makes students independent
needs. It gives them a view
how to help with each other. There, the students live like a family. They take part in various
social, cultural and fun activities such as games, sports, parties, and trips. These pastimes
  add charm    to their stay at a hostel.
However, hostel life also has some flaws     . It may damage the students' health and
learning. A hostel could be a noisy and crowded place. It may disturb the students' sleep
and study. In hostels, the students face many risks, such as theft, drugs and viral
 
   diseases. A hostel may prove to be a stressful           place for newcomers. Bullying        is common in hostels. It may damage junior students' mental
health. The victims    may suffer from depression      .
 25 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
   of homely    comfort. Several    students with
different habits share hostel rooms. This thing may come to deep disagreements     
Hostel life is usually void
among them. Students may use others' things causing them problems. Moreover, hostel
rooms do not have the homely facilities. They lack ease and good services.
To conclude
  , hostel life is a blend     of good and bad activities. It could be
    , depending on how students react to hostel life. The
satisfying or annoying
students can make their stay at a hostel enjoyable by being friendly and helpful. (324
words)
 A VISIT TO A FAIR 
(Outstanding)
  . It is an
   where people can, in the words of F. Scott Fitzgerald, 'slip from under the
nose of    life and disappear     for a while    .' It is an occasion  
when people get engaged in a cornucopia  
  of entertainments such as rides   ,
games, shows, food, shopping, etc. It could be a gathering   of buyers and sellers at a
particular    place and time for trade. It can be held in a city, a town or a village. It
usually has a specific theme   , i.e. a book fair, a trade fair, or a cultural fair. A visit to a
fair can be an exciting   and memorable      experience  for those who affirm

  Helen Keller's idea  
 that, "Life is either a daring     adventure    or
nothing at all."
On a sunny day of spring, my friends and I embarked     on a delightful journey to a
local fair near our town. The bright radiant    day reminded      me of Emily
 with
Dickinson's words, "A light exists in spring    ." Our hearts were brimmed  
 spectacle
intense    excitement   and anticipated   joy. The fair, a festive  
   of hues   and melodies    , promised a day of fun and fellowship  
   . Our
plan was simple yet filled with the prospect     of delight. We wanted to play spirited
games, relish     yummy   food and enjoy the ecstatic    atmosphere of the
A fair is an outdoor event where people enjoy various kinds of entertainment
excursion
fair. Our visit was filled with fun and laughter, creating sweet and lasting memories in our
Dr. Seuss rightly said, "Sometimes you will never know the value of a moment until
it becomes a memory."
As we stepped into the fair, a sea of colours, an orchestra     of sounds and a lively


panorama   of activities welcomed us. The happy faces all around painted a picture
of joy we were about to dive into. Various stalls adorned   
  with colourful decorations
  and the merry     mood of the crowd added a lovely touch     to our
adventure. We got excited to join the celebrations    , cherishing    memories that
would linger   sweetly in our minds forever. Keats rightly said, "A thing of beauty is
a joy forever: Its loveliness increases; it will never pass into nothingness   ."
We ventured       through the multitudes   of stalls    , each presenting
an assortment  of items from handcrafted      goods     to exotic  
trinkets       . We indulged in light shopping, occasionally haggling      and
more often appreciating        the skills of the craftsmen     . We were surrounded

    by a lively   mixture     of cultures. People from varied    backgrounds
hearts.
 26 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
    had come together to enjoy the thrill    of the fair. Their lively and spirited
  participation    had enlivened     the whole atmosphere. Observing  
  the diversity     of the scene, I remembered Maya Angelou's words: "We all should
know that diversity makes for a rich tapestry      , and we must understand that all
the threads of the tapestry are equal in value no matter their color."
Our delightful stroll through the stalls led us towards the section of thrilling   rides.
The traditional    merry-go-round, with its ornate     
  horses and soft    tunes
   , offered a nostalgic     trip to our childhood. But the elevated  
rollercoaster, with its complicated     curves    and speedy nosedives   , was the
ultimate   beacon   of thrill   . As our cart ascended     and dived, our
suppressed       screams blended   with our loud laughter echoed     in the
air. Through every twist   and turn, we clung     to each other, seeking support at
scary     moments. Each ride brought a new adventure filled with heartfelt emotions.
These moments were so wonderful that they left an indelible 
  mark    upon our
memories. Wordsworth rightly recited: "Though nothing can bring back the hour of
splendour  
  in the grass, of glory  
   in the flower; / We will grieve    not,
rather find strength in what remains behind."
Our journey brought us to an exciting array   of food stalls, each wafting    its
unique    delightful aroma    . The comforting and nostalgic     aromas of

     and caramel apples     greeted us first,
candy floss  
transporting      us back to the cherished      memories of our youthful days.
These sweet treats    not only delighted our taste buds      but also paved our
way to the variety     of hearty     meals that awaited us further down the
line. As we strolled     from one stall to the next, we tasted many dishes, enjoying
different flavours. Each flavour     added something special to our day, making the food
stalls a memorable      part of our journey, where we celebrated the joy of eating good
food together. Virginia Woolf rightly remarked, 'One cannot think well, love well, sleep well,
if one has not dined well.'
One of the highlights      of our visit to the fair was the cultural programs that
showcased    the diversity     and richness of cultures. We watched many
dancers in cultural costumes   performing their regional and traditional dances with
grace and energy. We listened to the classical as well as modern music that was quite
impressive   
    and catchy    . Berthold  
Auerbach   , a German writer,
rightly stated, 'Music washes away from the soul the dust of everyday life.' We felt to be a
part of those cultural and entertaining activities. It was a wonderful experience to be
preserved    in memory forever.
    where we painted our pleasant memories.
We experienced   various delightful things there. Be it the thrill    of rides, the
delicious foods, or the cultural extravaganza     , every moment became a memory
etched   in our minds. The delight stemmed    not merely   from the activities
but also from exchanging laughs, excitement    , and sharing sweet treats    with our
Our visit to the fair turned into a canvas
 27 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
Charles Dickens once wisely noted, 'There is nothing in the world so
irresistibly    contagious     as laughter and good humour.' So, the fair was not
loved ones.
just an event but a lovely picture that we all painted together with joy and love.
When the day faded
    and the twilight    began to glow    with the twinkling
  lights of the fair, we started our journey back home. Our minds were full of the lovely
memories that we had treasured      during the joyful moments of the day. Our visit to
the fair was not just a delightful outing but a collection    of shared  fun, hearty
 joys. This memorable day will ever twinkle like a cluster  
laughter and ecstatic  
 
of stars in the galaxies     of our minds. Oscar Wilde rightly said: "Memory... is the
diary that we all carry about with us." (1029 words)
 A VISIT TO A FAIR 
(Standard)
A fair is a place where one can have a lot of fun. People set a lot of little shops there and
,
  to gather   
sell food, toys and locally made things. People come to buy these things, enjoy rides
play games, and see shows. A fair provides people with an opportunity
  and celebrate     . A visit to a fair can be an exciting   event for those who
affirm    Helen Keller's idea that, "Life is either a daring     adventure     or
nothing at all."
On a sunny    Sunday, my friends gathered at my house. We wore colourful clothes and
put on caps to protect ourselves from the sun. We all rode our bicycles to the fair and felt
 . We planned to play games, eat tasty food, and enjoy a lot. It was a
  
special day for all of us. Ralph Waldo Emerson rightly said, "Life is a festival   only to
the wise."
When we reached the fair, we saw lots      of colourful balloons. The place was filled
very excited
with colourful lights, music, and people. It was very bright and colourful sight. The smell of
   was in the air. We could see various rides, games, and stalls    all
over the place. We were eager     to try everything and enjoy ourselves.
The first thing we did was to go on the Ferris wheel, which was the tallest ride    in the
popcorn
park. We got into a cabin and waited for the ride to start. As the wheel began to rotate
 . We could see the whole fair from the top. We
   , we felt thrilled    and excited   
screamed     and laughed as we went up and down. We enjoyed the view   and the
breeze   .
Next, we went to play some games of skill and chance. We tried our luck at dart throwing
  , ring tossing   , and shooting galleries. We won some prizes, such as stuffed
toys     , key chains, and balloons. We also lost some money, but we did not mind. We
enjoyed all the ongoing     activities.
After that, we went to watch some shows that were happening       in different
corners of the site      . We saw a magician who performed some amazing     
tricks    with cards, coins, and rabbits. We saw a clown    who made us laugh with
his jokes and antics     . We saw a fire-eater who amazed       us with his
daring     stunts    . We saw a juggler who impressed    us with his skills. We
clapped and cheered for all of them.
 28 
Prof. Musarrat Hussain
Finally, we went to eat some delicious
SUNSHINE ENGLISH ESSAYS
     food that was sold in various stalls. We had
     , popcorn, ice cream, pizza, burgers, and soda. We ate
until we were full and satisfied    . Virginia Woolf rightly remarked    , 'One cannot
think well, love well, sleep well, if one has not dined well.' We talked about our experiences
 .
  and shared   our opinions. We felt happy and relaxed  
cotton candy  
When it got dark, we came back home. We thanked each other for the wonderful time we
had together. We agreed that it was one of the best evenings of our lives. We decided to
visit the fair again before it ended.
A visit to a fair with my friends was an enjoyable and memorable
    experience  for
me. It was a time when I had fun, learned new things, made new friends, and strengthened
 and
   my bonds     with my old friends. It was a time when I felt alive   
free. (558 words)
 A VISIT TO A FAIR 
(Easy)
A fair is a place where one can have a lot of fun. People set a lot of little shops there and
sell food, toys and other things. People come to buy these things, enjoy rides
  , play
games, and see shows. A fair provides people with chance to have fun.
One sunny
   day, my friends and I went to a fair near our town. We all were happy and
 . We planned to play games, eat tasty   
excited   
  food, and enjoy a lot.
When we reached the fair, we saw lots of lights. There were many people, and everyone
looked happy. We heard joyful music all around. It was a bright
of popcorn   was in the air.

   sight    . The smell
   . We went on the merry-go-round, the Ferris wheel, and a
funny ride that made us all scream   and laugh. One of my friends was a little scared
  
   , but we held his hand and, in no time   , he began to enjoy himself.
After the rides, we felt hungry. We went to the food stalls and ate hot dogs   , cotton
candy      , and ice cream. The cotton candy was pink and sweet, and the
ice cream was cold and yummy   
 .
Next, we went to play some games. We tried to win a big teddy bear     by throwing
rings. One of my friends succeeded in winning   a cute    teddy bear. We all
cheered and gave him high fives        .
Then, we saw a big tent where a magic show was happening     . We went inside and
First, we went to the rides
saw a magician pulling a rabbit out of a hat. We clapped and laughed. It was a good fun and
 too.
a little mysterious    
Then we saw a stage where some people were singing and dancing. We enjoyed the live
music and their lively   dance. We felt very delighted
  .
When it got dark, we came back home. We agreed that it was one of the best evenings of
our lives. We decided to visit the fair again before it ended. Finally, we thanked each other
and departed    .
And so, the fair became one of our best memories. Whenever we look at the photos, we
remember that sunny, happy day and all the fun we had together. (371 words)
 29 
Prof. Musarrat Hussain
 WOMEN EMPOWERMENT 
SUNSHINE ENGLISH ESSAYS
(Outstanding)
    means improving the quality and quantity of opportunities
  , and rights    which women enjoy in various fields of life. It includes increasing
their participation    and influence    in social, cultural, economic, political and
legal     affairs    . Women empowerment is not only a fair    and ethical   
demand, but also a vital     factor   for achieving sustainable   development,
profound    peace, and lasting     prosperity     . It reflects the core     value of a
balanced     and equitable    society. Charlotte Bronte's words, "I am no bird; and
no net ensnares     me: I am a free human being with an independent will," are a big
shout    to let the amazing power of women shine   . Women empowerment does not
merely reflect  
  gender   equality   but speaks volumes    about
liberating half of the human resources, allowing them to flow freely, contributing     to
Women empowerment
the oceans of global development and progress.
   , women were likely to face social injustice, gender discrimination

   , and racial   oppression   . Women were denied free access    to education,
health care, employment, inheritance    and political participation    . They were
subject to violence    , domestic abuse   , sexual assault   , female circumcision
 , child marriage and human trafficking  
   . These inequalities   
restricted   women potential   and their contribution    to society. Thus
women empowerment is needed to elevate     women's status, dignity and power in all
spheres     of life.
Education is the bedrock     of women's empowerment, endowing    them with skills,
competence    , and confidence. As a renowned   proverb aptly    states,
"If you educate a man, you educate an individual. But if you educate a woman, you educate
a family." This highlights    the transformative       power of educated women.
An enlightened       woman not only imparts    knowledge and values but also
shapes     the heart and soul of future generations. Indeed, the advancement of women
signifies   
  the progress of an entire community and nation.
The economic empowerment of women is a cornerstone     for overall    progress.
Their active involvement    in economic sectors fosters     
  a nation's growth,
elevating     its productivity    , efficiency  
  , and innovative     prowess
  . Offering women dignified    working conditions coupled   with equitable
   remuneration  not only contributes to the economy but also uplifts     the
self-esteem and social status    of the women. The renowned   quote by Hillary
Clinton rightly captures    this sentiment    : "When women participate   
in the economy, everyone benefits."
The political empowerment of women reshapes   a balanced and progressive
society. Women constitute     a half of our population. Their participation   
and representation in politics influences the political and legislative     landscapes
 of a nation. They have the ability to lead, change and shape the political future and
policies of a nation. Hillary Clinton says, "There cannot be true democracy unless women's
In the days of yore
 30 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
voices are heard. There cannot be true democracy unless women are given the opportunity
to take responsibility     for their own lives. There cannot be true democracy unless all
citizens are able to participate   fully in the lives of their country."
Empowering women goes beyond    merely   allocating them seats in government
or giving th em jobs. It is a bout a ltering   commu nity vi ew s     in a
male-dominating society. It is about cultivating    
  positive attitude towards women. It
is about regarding women's empowerment as a communal    triumph     and a
collective gain   . It is about ensuring a fair    and welcoming society for women. In
the words of Hillary Clinton, "Women are the largest untapped   reservoir    of
talent in the world." Thus, true empowerment lies in crafting    a society that is not
just tolerant    , but appreciative   of women's prowess    and potential
  .
Women empowerment is not only a fundamental     human right but also a firm
foundation for a thriving    , prosperous     , and sustainable    society. Equal
participation    of women in all spheres     of life can generate     a dynamic
  , innovative     and productive    environment     . Kofi Annan once said,
"When women thrive      , all of society benefits." Supporting   women in various
spheres of life can create a just and balanced society. The prosperity of a society is
   liked to the prosperity of women. Thus women empowerment is not
just a moral duty but an effective strategy    for the collective good    . Margaret
Thatcher, a British stateswoman    once said, "If you want something said, ask a
man; if you want something done, ask a woman." (672 words)
 WOMEN EMPOWERMENT 
(Standard)
Women's empowerment      means giving women better opportunities   in all
fields of life. It includes  
  their participation    in social, cultural, economic,
political and legal     affairs    . It is a vital     factor   for achieving peace and
prosperity     . It reflects the core     value of a balanced society. It speaks volumes
  about liberating      half of the human resources, allowing them to contribute
    to global   growth.
In the past, women often had a hard time. They were treated     unfairly     .
intrinsically
They were not allowed to go to school, get medical care, or take part in politics. They faced
   , domestic    abuse   and human trafficking  
   . These things
stopped them from reaching their full potential   . Thus, w e need w omen's
violence
empowerment to lift them up and make things better.
Education is really important for empowering women. When women are well-educated, they
 . There is a saying that fits
  , capable   , and confident   
perfectly here: "If you educate a man, you educate an individual. But if you educate a
woman, you educate a family." This shows that an educated woman not only imparts 
  knowledge but also shapes     the coming generations. So, when women progress,
become more skilled
the whole community moves forward.
 31 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
  
   the country's economy is also important. When women
work and do their jobs well, it fosters    national growth    . Good pay and
Women's role in boosting
healthy working conditions make women feel better. These things help the economy grow.
Hillary Clinton said it perfectly: "When women participate   in the economy,
everyone benefits."
A progressive     society empowers women politically. Since women make half of the
population, they can play an important role in creating and reforming       laws. Having
them in politics can change the way the country's laws work. They can influence      the
political policies    of a nation.
Empowering women is not just about giving them jobs or seats    in government. It is
about changing people's views     about women. It is about shaping    a friendly
attitude    towards women. It is about regarding   women's empowerment as a gain
  . It is about ensuring     a welcoming society for women. Thus, women's
empowerment truly lies    in building a society that admires    women's skills.
To sum up   , empowering women is like building a strong and successful society.
When women take part in everything, it makes our community more productive     . Kofi
Annan once said, "When women thrive    , all of society benefits." Supporting  
women in all areas makes things balanced     . A society's success is linked to women's
success. So, empowering women is a smart thing to do. As Margaret Thatcher said, "If you
want something said, ask a man; if you want something done, ask a woman." It shows that
women can get things done! (436 words)
 WOMEN EMPOWERMENT 
(Easy)
Women's empowerment     means giving women good opportunities   in life. It is a
fair    thing to do. It is also important for peace    and prosperity     . It is about
making things equal for everyone.
In the past, women often had a tough time. They were treated
    unfairly    .
They could not go to school. They could not take part in politics. They even faced violence
   and abuse   . These things could not let them succeed. Thus, we need women's
empowerment to lift them up.
Education is a big part of women's empowerment. When women learn, they become
smarter
 . It's like a ripple   effect         and more confident   
they pass on knowledge and make the future better for everyone.
Education is really important for empowering women. When women learn, they become
  and capable  
  . There is a famous saying   : "If you educate a
man, you educate an individual. But if you educate a woman, you educate a family." This
shows that an educated woman imparts   knowledge and makes others people's
more skilled
future better.
Women's role in building the country's economy    is also important. When women do
well at work, it helps the whole nation grow. Good pay and good working conditions make
them feel better. These things help the economy grow.
A progressive
SUNSHINE ENGLISH ESSAYS
Prof. Musarrat Hussain
 32 
    society empowers women politically     . Since women make
half of the population, they can play an important role in making laws. Having them in
politics can change the way the country's policies
   work.
Empowering women is not just about giving them jobs or seats in government. It is about
   about women. It is about having a friendly attitude   
towards women. It is about praising their skills. It is about considering   them a big
gain   .
To sum up  , empowering women is like building a strong society. When women are
involved    in everything, our community becomes more productive    . Kofi Annan
once said, "When women thrive     , all of society benefits." A society's success is
linked   to women's success. So, empowering women is a smart     thing     to
changing people's views
do. (333 words)
 SMOG  (Outstanding)
Smog is the combination of "smoke" and "fog". It is a type of air pollution that includes a
   of industrial discharges and other ethereal   pollutants, drifting invisibly
through our skies. This enigmatic    phenomenon   is not merely an environmental
issue; it conceals within its milky shroud the serious health hazards     and ecological
    challenges. Ralph Waldo Emerson once said, "Nature always wears the colours of
the spirit" yet this colouring is obscured   by the haze    of smog. It is a serious
medley
environmental issue prevailing around the globe. This essay explores the causes, effects,
and potential      solutions to this threatening problem.
There are multiple causes of smog. It is primarily caused by atmospheric pollutants
 
  which undergo   complex chemical reactions under specific weather conditions.
The key contributors to smog are industrial emissions     , automobile exhaust   
 , agricultural activities and certain natural events. Factories and power plants release a
multitude     of pollutants into the air. These pollutants include sulfur dioxide and
nitrogen oxides. Vehicles, which in the words of T.S. Eliot are "incessant     noise of
our time," emit      a variety    of pollutants, such as carbon monoxide, volatile 
     organic compounds   , and particulates    . The use of fertilizers and
pesticides in agriculture releases      ammonia and other chemicals into the air. These
pollutants contribute to smog formation. The harms of the industrial advancement of the
   remind us of Ralph Waldo Emerson's words: "The end of the human race
will be that it will eventually     die of civilization." Occasionally    , natural events
like wildfires    and volcanic eruptions    cause smog formation.
Smog adversely affects both human beings and the environment. Margaret Mead once said,

"We won't have a society if we destroy the environment." Some of the deleterious   effects
present era
of smog are as follows. First, a prominent component of smog is ground-level ozone which
   respiratory irritant      . Prolonged exposure to smog may
cause asthma    , bronchitis    and aggravated    allergies. Second, prolonged
inhalation of smog has been associated with cardiac complications    , such as
is a potent
 33 
SUNSHINE ENGLISH ESSAYS
Prof. Musarrat Hussain
increased risks of heart attacks and cardiovascular
     disorders. Third, smog
    , posing risks for drivers and planes. Road accidents and
delayed flights are common in smoggy areas. Fourth, Smog harms ecosystems      
and damages crops. It contributes to acid rain which can harm aquatic     life and
reduces visibility
vegetation. Fifth, some smog components i.e. black carbon, contribute to global warming
by absorbing sunlight and warming the atmosphere. Black carbon is almost as bad as
    heat in the air.
   are needed to address   the issue of smog. Effective
government policies, technological innovations      and people's collective efforts may
solve the problem. About working together Henry Ford once said, "Coming together is a
beginning; keeping together is progress; working together is success." Here are a few
effective measures that we can employ    to fix     the issue. First, the
government must set a strict air quality standard. It must make stringent   laws to
curtail     the discharge of toxic  
   emissions from industries and vehicles. These
laws will protect nature. Cicero, a renowned Roman philosopher once said, "True law is
right reason in agreement with nature; it is of universal application     , unchanging and
everlasting." Second, the government should promote the use of clean energy sources. It
carbon dioxide which also traps
Multifarious approaches
should encourage people to use energy that comes from the sun, the wind or water.
Leonardo da Vinci, a famous Italian painter once said, "Water is the driving force of all
nature." It should persuade     people to use electric vehicles. These steps can
significantly reduce the smog-forming emissions. Third, the government should introduce
   public transport system. It will reduce the number of private vehicles on
the road, thus lowering the toxic emissions. Fourth, the government should initiate     
public awareness programmes pertaining    to the perils     of smog. These
programmes should elucidate    the deleterious     impacts of smog on the
an efficient
environment and public health. They should persuade the populace to show responsible
   energy. James Bugental, an
American psychologist once said, "Without awareness, we are not truly alive." Fifth, the
behaviour, curtail the use of vehicles and conserve
government should create green spaces within urban areas. The vegetation of these spaces
Lucy Larcom, an
American literary      figure    , once rightly said, "He who plants a tree, plants a
hope."
To make the long story short, smog is a pervasive   environmental issue that requires
absorbs pollutants, releases oxygen and improves the air quality.
immediate solution. It affects badly not only the quality of air but also the public health and
the ecosystems. We can mitigate

    its adverse   effects by implementing  
strict laws, promoting safe energy sources and raising public awareness. We need to work
for a cleaner, safer and healthier atmosphere. We have to make this earth a safe place to
Marlee Matlin, an American author, rightly said: "The Earth does not belong to us:
we belong to the Earth." We will have to fix the problem of smog not only as an
environmental concern    but also as a public health issue. (818 words)
live on.
 34 
Prof. Musarrat Hussain
SUNSHINE ENGLISH ESSAYS
 SMOG  (Standard)
    of "smoke" and "fog". It is a type of air pollution that is
caused by the mixture of smoke and atmospheric moisture   . It may include industrial
substances      discharged      into the air and other airy   pollutants. It is a
prevailing   environmental     issue around the globe    . Smog is more than just
a visual    nuisance      ; it poses significant health risks and ecological     
challenges   . This essay explores the causes, effects, and potential   solutions to
Smog is the combination
this threatening problem.
       cause smog formation. The main sources of these
pollutants are industrial emissions         , automobile       exhaust      ,
Air pollutants
agricultural activities and certain natural events. Factories, power plants and vehicles
     toxic  
   gases in the air. The use of fertilizers and pesticides   
     in agriculture releases     chemicals into the air. The harms of the industrial
advancement of the present age remind us of Ralph Waldo Emerson's words: "The end of
the human race will be that it will eventually     die of civilization." Sometimes, natural
events like wildfires    and volcanic      eruptions     cause smog
discharge
formation.
Smog has bad effects on both people and environment.
Margaret Mead once said, "We
won't have a society if we destroy the environment." Here follows some harmful effects of
smog. It has ozone gas that hurts our lungs. Breathing     in smog for a long time
might lead to asthma    , bronchitis     , and worse allergies. Prolonged breathing
in smog can cause heart attacks and other heart problems. Smog blurs    the view
 and causes road accidents and delayed flights. It causes acid rain and harms both the
animals and plants. It contains black carbon which causes global warming. Black carbon is
as bad as carbon dioxide.
Multiple     efforts are needed to fix
    the problem of smog. The government, the
public and individuals must try to minimize its bad effects. The following steps may be
helpful in this regard. First, the government should set a standard of air quality. Then it
should make laws to maintain this standard, limiting the harmful discharges
       
from industries and vehicles. Second, the government should ensure the use of clean
energy sources. It should urge people to use the energy that comes from the sun, the wind
Leonardo da Vinci, a famous Italian painter once said, "Water is the driving force
of all nature." The government should encourage the use of electric vehicles      . Third,
or water.
the government should promote public transport. This will decrease the use of private
   the discharge of smoke and toxic
 
   gases. Fourth, the government should educate the people about the harms of smog.
vehicles. The fewer vehicles on the road will lower
They should tell them how smog harms them and the air. They should urge them to drive
less and use less energy. Fifth, the government should create green spaces in cities. The
green plants will not only absorb   the harmful gases but also release a good amount
 35 
SUNSHINE ENGLISH ESSAYS
Prof. Musarrat Hussain
Lucy Larcom, an American literary     figure
   , once rightly said, "He who plants a tree, plants a hope."
of oxygen, making air purer and better.
To sum up, the problem of smog requires an immediate solution. It affects badly not only
the quality of air but also the public health. We can reduce its adverse

  effects by
enforcing strict laws, using safe energy sources and raising public awareness. We need to
work for a cleaner and safer atmosphere. We have to make this earth a safe place to live on.
Marlee Matlin, an American author, rightly said: "The Earth does not belong to us: we
belong to the Earth." (579 words)
 SMOG  (Easy)
Smog is the mixture    of 'smoke' and 'fog'. It includes other air pollutants    
  . It is a type of air pollution. The whole world is facing it. It is harmful to health and
nature. Seeing and breathing     become difficult in smog. This essay talks about why
smog occurs     , what it does, and how we can stop it.
Factories, power plants and vehicles       release      smoke, gases and dust. The
use of fertilizers and bug     spray add chemicals to the air. Wildfires      and
volcanoes     also release      smoke, dirt   and gases. All these air pollutants
form smog.
    . It damages    our lungs. It
can cause asthma    and bronchitis    . Long exposure may lead to heart
problems. Smog reduces     visibility     on roads and in the air. It leads to acid
Smog is harmful to people and the environment
rain. Acid rain hurts animals and plants. Smog has black carbon. Black carbon causes
global warming. It's as harmful as carbon dioxide.
Smog is a big problem. Everyone must help to fix
    it. Here follows a few things we
can do to stop smog. First, the government should set air quality standards. It should make
laws to stop factories and cars from putting bad stuff
    in the air. Second, we should use
clean energy sources. We should use the energy that comes from the sun, the wind or
water. We should use electric cars. Third, the government should promote public transport.
   the use of private cars. The fewer cars on the road will lower    
the discharge     of smoke and gases. Fourth, the government should tell people how
smog can harm them and the air. They should urge     them to drive less and use less
energy. Fifth, the government should create green spaces in cities. Plants absorb  
This will lessen
bad gases and give out oxygen. This will make air purer and better.
 , the problem of smog needs a good solution. It harms not only the air
but also the people. We can lessen    its harms by making laws, using safe energy and
making public aware      of its harms. We must work to keep the air clean. (350 words)
To sum up
