General Studies 2022 GS Paper IV 20 marks 150 words Compulsory Explain

Q3

What does each of the following quotations mean to you? (a) "Ethics is knowing the difference between what you have the right to do and what is right to do." —Potter Stewart (Answer in 150 words) 10 (b) "If a country is to be corruption free and become a nation of beautiful minds, I strongly feel that there are three key societal members who can make a difference. They are father, mother and teacher." —A. P. J. Abdul Kalam (Answer in 150 words) 10 (c) "Judge your success by what you had to give up in order to get it." —Dalai Lama (Answer in 150 words) 10

हिंदी में प्रश्न पढ़ें

निम्नलिखित में से प्रत्येक उद्धरण का आपके विचार से क्या अभिप्राय है? (a) "आपको क्या करने का अधिकार है और आपको क्या करना उचित है के बीच के अंतर को जानना नैतिकता है।" —पॉटर स्टीवर्ट (उत्तर 150 शब्दों में दीजिए) 10 (b) "अगर किसी देश को भ्रष्टाचारमुक्त होना है और खूबसूरत दिमागों का देश बनना है, तो मैं दृढ़ता से मानता हूं कि तीन प्रमुख सामाजिक सदस्य हैं, जो बदलाव ला सकते हैं। वे हैं पिता, माता और शिक्षक।" —ए. पी. जे. अब्दुल कलाम (उत्तर 150 शब्दों में दीजिए) 10 (c) "आपकी सफलता का आकलन इस बात से हो कि इसे पाने के लिए आपको क्या छोड़ना पड़ा।" —दलाई लामा (उत्तर 150 शब्दों में दीजिए) 10

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Directive word: Explain

This question asks you to explain. The directive word signals the depth of analysis expected, the structure of your answer, and the weight of evidence you must bring.

See our UPSC directive words guide for a full breakdown of how to respond to each command word.

How this answer will be evaluated

Approach

Explain the meaning of each quotation with personal interpretation, allocating approximately 50 words per sub-part (equal marks). Begin with a brief contextual introduction, then address each part sequentially with clear demarcation, and conclude with an integrated synthesis on ethical living. Use contemporary Indian examples to ground abstract concepts.

Key points expected

For (a): Distinguish between legal rights (what one can do) and moral rightness (what one ought to do), citing the gap between permissibility and ethical desirability
For (a): Illustrate with examples where law permits but ethics restrain—corporate lobbying, tax avoidance, or administrative discretion
For (b): Explain how family and education form the moral foundation of society, preventing corruption through value inculcation in formative years
For (b): Connect to Indian context—Kalam's own life, role of teachers in ancient gurukul tradition, or contemporary educational reforms
For (c): Interpret success as requiring sacrifice and ethical trade-offs, questioning materialistic definitions of achievement
For (c): Apply to civil services—giving up personal comfort, family time, or corrupt gains for public service integrity
Synthesis: Connect all three quotations to the theme of ethical consciousness—knowing, learning, and sacrificing for righteousness

Evaluation rubric

Dimension	Weight	Max marks	Excellent	Average	Poor
Demand-directive understanding	20%	4	Demonstrates nuanced grasp of 'explain' by interpreting each quotation's deeper philosophical meaning rather than paraphrasing; for (a) captures the rights-ethics distinction, for (b) recognizes preventive vs. punitive anti-corruption approaches, for (c) understands opportunity cost and ethical sacrifice	Provides surface-level explanation of quotations without probing underlying ethical frameworks; treats parts as independent without thematic connection	Merely restates quotations or misinterprets core concepts—confuses legal rights with human rights in (a), treats (b) as literal family policy, or reads (c) as economic cost-benefit analysis
Content depth & accuracy	20%	4	Accurately applies ethical theories—deontology for (a), socialization theory for (b), Buddhist/sustainable development concepts for (c); references relevant thinkers like Rawls, Durkheim, or Gandhian trusteeship	General accurate content without theoretical anchoring; mentions ethics and values without specifying frameworks; some minor conceptual imprecision	Significant factual errors or anachronisms; conflates quotations or attributes incorrectly; superficial treatment with buzzwords like 'transparency' and 'integrity' without substance
Structure & flow	20%	4	Clear tripartite structure with explicit (a)/(b)/(c) demarcation; balanced word allocation (~50 words each); smooth transitions between personal interpretation and societal application; integrated conclusion that elevates individual ethics to national character	Identifiable structure but uneven weightage—overwriting one part; some transitions present but mechanical; conclusion merely summarizes without synthesis	Undifferentiated block text or confused ordering; severe imbalance (e.g., 100 words on one part, neglecting others); missing introduction or conclusion; poor paragraphing
Examples / case-law / data	20%	4	Specific Indian illustrations: for (a)—Vodafone tax case or bureaucratic discretion in disaster management; for (b)—Kalam's own teachers, or Delhi's happiness curriculum; for (c)—IAS officers like Armstrong Pame who sacrificed personal resources for bridge construction, or Gandhi's voluntary poverty	Generic examples without specificity—'a corrupt officer' or 'a honest teacher'; or foreign examples when Indian ones are readily available; examples not tightly linked to quotation meaning	No examples or irrelevant ones; fictional hypotheticals; examples that contradict the quotation's meaning; excessive example description crowding out analysis
Conclusion & analytical edge	20%	4	Synthesizes three quotations into coherent personal philosophy: ethical awareness (a) must be cultivated early through institutions (b) and sustained through conscious sacrifice (b); connects to civil service values or contemporary challenges like AI ethics; demonstrates mature reflective judgment	Standard conclusion restating importance of ethics; no genuine synthesis across parts; predictable platitudes without personal voice or contemporary relevance	Absent or abrupt conclusion; contradictory final position; mere aggregation of points without integration; conclusion that introduces entirely new arguments

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