Introduction to Non-Fiction - Kaleidoscope
Non-fiction is virtually everything that we read as literature but that does not come under the categories of novel, short story, play or poem. Non-fiction, then, is writing that is factually true. It can include articles, editorials, reports, critical essays and interviews, humorous sketches, biographies and autobiographies, lectures, speeches and sermons.
This section contains six non-fiction pieces, three by established writers of the canon: George Bernard Shaw, Virginia Woolf and D.H. Lawrence; one each by Ingmar Bergman, Amartya Sen and Isaac Asimov.
The themes are: freedom, stream of consciousness, importance of the novel as a creative form, the details that make film-making a creative art and the argumentative tradition in Indian culture based on the famous dialogue between Krishna and Arjuna in the Bhagavad Gita. Asimov’s piece talks of the universe of science fiction, correlating it to accounts of mythical superhuman beings in the pre-scientific universe which served to fulfil the same emotional needs as science fiction does.
The purpose of such writing is to explain, analyse, define or clarify something—to provide us with information and to show the how and why of things.
Key Elements of Non-Fiction
- Factual Truth: Grounded in reality, unlike imaginative fiction.
- Forms: Essays, speeches, biographies—aim to inform, persuade, or provoke thought.
- Themes Here: Prescientific myths (gods, magic) vs. modern sci-fi (laws of nature, technology).
- Canon Writers: Asimov bridges science and storytelling, explaining sci-fi's validity.
Expanded Context
Non-fiction in Kaleidoscope serves as a bridge between literature and reality, encouraging readers to question societal norms. Asimov correlates ancient myths to sci-fi, fulfilling wonder's needs. This section prepares students for critical thinking in exams and life, aligning with CBSE's focus on analytical skills for 2025.
- Relevance to Curriculum: Builds argumentative writing, as seen in Asimov's distinction between genres.
- Emotional Impact: Sci-fi and myths fulfill longing for wonder—paralleling human curiosity.
Points to Ponder
- How does Asimov's prescientific universe mirror modern Hollywood sci-fi?
- Is sci-fi mystery possible despite Campbell's doubts?
- Why do myths and sci-fi share emotional needs?
Reprint 2025-26
Full Texts & Summary
Summary: I. The Prescientific Universe
Asimov argues sci-fi emerged post-1800 with tech changes noticeable in lifetimes. Pre-sci-fi: Myths/legends with gods/demons, magic fulfilling wonder. Gods whimsical, offended easily; priests/magicians as 'scientists'. Myths depict superhumans, magic (flying carpets, crystal balls)—same goals as sci-fi but in prescientific universe. Valid today if self-consistent, exciting.
Summary: II. The Universe of Science Fiction
Sci-fi's domain: All societies, events—mainstream fraction. Campbell doubted sci-fi mysteries; Asimov proves via rules, boundaries explained (e.g., Caves of Steel). Sci-fi adds to genres (sports/Western/jungle) without changing nature—background society differs.
विस्तृत हिंदी सारांश: On Science Fiction
असीमोव तर्क देते कि विज्ञान कथा 1800 के बाद उभरी, औद्योगिक क्रांति से तकनीकी परिवर्तन जीवनकाल में दिखे। पूर्व-विज्ञान: देवता/राक्षस, जादू से आश्चर्य पूर्ति। देवता सनकी, आसानी से नाराज; पुजारी/जादूगर 'वैज्ञानिक'। मिथक अतिमानव, जादू (उड़ते कालीन, क्रिस्टल बॉल) दर्शाते—विज्ञान कथा जैसे लक्ष्य लेकिन पूर्व-वैज्ञानिक ब्रह्मांड में। आज वैध यदि स्व-संगत, रोमांचक।
विज्ञान कथा क्षेत्र: सभी समाज, घटनाएं—मुख्यधारा अंश। कैंपबेल विज्ञान कथा रहस्य पर संदेह; असीमोव नियम, सीमाएं स्पष्ट कर सिद्ध (जैसे Caves of Steel)। विज्ञान कथा शैलियों (खेल/पश्चिमी/जंगल) में जोड़ती बिना प्रकृति बदले—पृष्ठभूमि समाज भिन्न।
I. The Prescientific Universe (Full Text Excerpts)
To every history there is a prehistoric period. In the case of science fiction, the prehistory lingers on even today in some of the aspects of the field. ... [Full text from pages 191-195, on myths, gods, magic vs. sci-fi laws of nature.]
II. The Universe of Science Fiction (Full Text Excerpts)
Of late I have taken to the preparation of science fiction anthologies... [Full text from pages 196-202, on sci-fi domains, mysteries, genre additions.]
Additional Excerpts from PDF
From Page 192: "Naturally, no one could possibly get that idea until the rate of scientific and technological change became great enough to be noticed by people in the course of their lifetime."
From Page 198: "John W. Campbell, the late great science fiction editor, used to say that science fiction took as its domain, all conceivable societies..."
- Key Quote: "Science fiction is a literary universe of no mean size because science fiction is what it is, not through its content but through its background."
Reprint 2025-26
Language Work
A. Literary Allusions
(i) Look up a literary dictionary or encyclopedia or the internet to understand the references to the following mythical creatures
References:
| Creature | Description | Indian Parallel |
|---|
| Centaur | Man-horse hybrid | Gandharva |
| Satyr | Man-goat, lustful | Yaksha |
| Sphinx | Woman-lion, riddles | Narasimha |
| Harpy | Woman-bird, tormentors | Garuda (benevolent) |
| Gryphon | Eagle-lion, guardian | Sharabha |
| Gorgon | Snake-woman, petrifying | Medusa-like Nagini |
| Pegasus | Winged horse | Uchchaihshravas |
(ii) Find out about the story of Achilles and Hector.
Answer:
Iliad: Achilles (invulnerable except heel) kills Hector in duel for Patroclus' death—Trojan War climax.
B. Pronunciation
Languages vary greatly in the way in which they use rhythm in fluent speech. English rhythm is based not only on word stress (i.e. the stress on a certain syllable or syllables in a word) but also on sentence stress (i.e. the basic emphasis pattern of a sentence). Both of these elements are important for intelligibility.
Look at the following sentences
(i) Delhi is a big city.
(ii) He asked me how I felt in a big city like Delhi.
Pauses: / marks breath groups (e.g., No,/I really can’t put up with it any more/good bye./)
Task: Mark the pauses in the following dialogue.
A: Good morning,/ this is Ten-2-Ten supermarket./ Can I help you?
B: Good morning,/ I’d like to speak to the person in charge of your After Sales Service,/ please.
A: That’s Mr Patel.
B: Could you put me through to him,/ please?
A: Who’s speaking,/ please?
B: My name’s Karandikar.
A: Just a moment,/ Mr Karandikar... I am sorry,/ Mr Patel’s line seems to be busy.
B: Well,/ is there someone else who could help me?
A: There’s Mrs Paul./ She’s the assistant manager,/ but she’s out at the moment.
B: Look,/ this is quite important!
A: I’ll try Mr Patel’s line again for you,... trying to connect you.
B: Ah! finally,/ ... is that Mr Patel? Good morning,/ this is... Hello?... oh no! I’m cut off.
C. Grammar: Some More Verb Classes
The verb have is followed by a noun phrase. Find the noun phrases that follow have in the paragraph of the text that begins “A ‘sports story must have…some competitive activity…” (In this example, have is followed by the noun phrase some competitive activity.)
Task 1: Identify noun phrases after transitive verbs; passivize.
- He expected a sudden change of rules. → A sudden change of rules was expected (by him).
- Nothing prevents writers from using actual science. → Writers are not prevented from using actual science (by anything).
- He revealed that he didn’t know the difference between the element and the compound. → That he didn’t know the difference... was revealed (by him).
- He demonstrated that he couldn’t tell the difference between carbon monoxide and carbon dioxide and reduced the plot to a shambles. → That he couldn’t tell... was demonstrated (by him) and the plot was reduced to a shambles.
- The writer must carefully explain to the reader all the boundary conditions of the imaginary society. → All the boundary conditions... must be carefully explained to the reader (by the writer).
Task 2: Verbs with that-clauses.
Examples: believe, know, realise, promise... (e.g., "I don't even ask that they be wrenched out of context...")
Practice
From text: "have" follows "some competitive activity"; passivize sentences like "Take the content..."
