Quizzes

Introductory

1.1 (Phonology) You will be given Sanskrit sounds in transliteration (and देवनागरी) and asked to provide their:

consonant-type (contact-sound, semivowel or spirant): e.g., for k: “contact sound”
place of articulation (including the nose for nasals): e.g., for k: “velar”
voicing: e.g., for k: “unvoiced” or “-V”
aspiration: e.g., for k: “unaspirated” or “-A”
length (for vowels): e.g., for a: “short”; for e: “long”
vowel-type and, for complex vowels, constituents (simple or complex): e.g., for e: “complex, consisting of a-i”

You will also be given the categories above and asked to provide the corresponding sound: e.g.,

for velar-palatal complex vowel, you would respond: “e”
for -V, -A velar contact sound, you would respond: “k”

1.2 (Phonology and Script) Phonology will be quizzed in the same format as in 1.1 above. The script will be quizzed for the characters up through Exercise 3.

It will include consonant-vowel combinations (e.g., हि हु etc.), but not conjunct consonants.
You will be given transliteration and asked to provide the devanāgarī and vice versa: e.g., for “ki,” the answer would be “कि,” and for “कू” the answer would be “kū.”

1.3 (Entire Script) The quiz will cover the script for the alphabet. The format will be transliteration → devanāgarī and vice versa (e.g., for “ki,” the answer would be “कि,” and for “कू” the answer would be “kū.”). It will also cover the following conjunct consonants:

त्त (tta), द्द (dda), द्म (dma), द्य (dya), द्व्य (dvya), ह्व (hva), द्ध (ddha),
क्त (kta), क्र (kra), ञ्ज (ñja), त्र (tra), श्व (śva), क्ष (kṣa), ज्ञ (jña), ङ्क (ṅka), ङ्ग (ṅga)

Paradigms

2, 3.1
3.2, 4
2, 5, 6.1
6.2, 7
8

2, 3.1 Be prepared to produce the following paradigms (in devanāgarī, of course):

वद् वदति present tense (p. 30), the audio for which is here.
the nominative and accusative forms of the personal pronouns (pp. 31 and 37).

3.2, 4 Be prepared to produce the following paradigms (in devanāgarī, of course):

कूप्ः वनम् (pp. 35-36), the audio for which is here. Note that since the n. is always the same as the masculine in cases 3-7, you only need to worry about the first two cases of वन (which have the same form, like all neuters).
For the verb classes in Lesson 4, be prepared to provide their simple rules of formation and an example of each: 1st class: guṇa strengthening + अ (बुध् बोध), 10th class: strengthen until heavy // अय (धृ धारय), 4th class: root + य (नृत् नृत्य), 6th class: root + अ (कृष् कृष).

2, 5, 6.1 Be prepared to produce the following paradigms (in devanāgarī, of course) and information:

the present (वद् वदति), imperfect (गम् अगच्छत्) and optative (नी नयेत्) paradigms. Practice these paradigms daily and with the aid of the recordings. These paradigms need to become part of your tongue’s muscle memory, not just your short-term quiz memory.
the prepositions (or prepositional phrases) used to translate the cases, as given below. For example, for the instrumental case, you would write: “with, by, because of.”

Nominative: Subject
Accusative: Direct Object
Instrumental: with, by, because of
Dative: to, for
Ablative: from, because of
Genitive: of, ’s, consisting of
Locative: in/on/at, among, with respect to

6.2, 7 Be prepared to produce the following paradigms:

the imperative (भू भवतु), imperfect (गम् अगच्छत्) and optative (नी नयेत्) paradigms. Practice these paradigms daily and with the aid of the recordings. These paradigms need to become part of your tongue’s muscle memory, not just your short-term quiz memory.
the 3rd person pronominal paradigm (तद्), for m., n., and f. (pp. 67-68 of the textbook). Remember that m./n. paradigms are identical except in the first two cases. In studying, it may help to note the similarities of तद् with the -a/ā paradigms (कूप/लता): e.g., तेन कूपेन, तया लतया, तान् कूपान्, etc.

8 Be prepared to produce the feminine paradigms in Lesson 8 (लता नदी वधू). Note (as the video explains at length) that नदी and वधू are almost identical, and that लता also has the same endings, though we get the य् infix to keep the stem and endings apart (latā-y-āḥ, latā-y-ām, etc.).

9
10, 11.1
11.2, 9
14
13, 16, 17

9 Be prepared to produce the masculine and feminine paradigms in Lesson 9 (मुनि तरु गति धेनु). Note (as the video explains at length) that मुनि and तरु are identical, as are गति and धेनु, if you keep in mind their internal sandhi—and that the feminine differs from the masculine only in sg.ins.-loc. and pl.acc. See the videos and practice with the flashcards.

10, 11.1 Be prepared to produce:

the Ātmanepada present (भाष् भाषते) and imperative (विजि विजयताम्) paradigms from Lessons 10 and 11. Follow the above links to the relevant videos and audio files for recitation. By way of preparation, you can also practice with the lessons’ flashcards (10, 11).
the standard nominal endings for most paradigms (on p. 33 of Macdonell) and provided on this handout.

11.2, 9 Be prepared to produce:

the Ātmanepada imperfect (वृत् अवर्तत) and optative (लभ् लभेत) paradigms from Lesson 11. Follow the above links to the relevant videos and audio files for recitation and note that these are essentially the same paradigm (the main differences being the -अ augment in the imperfect and the -इ infix in the optative). By way of preparation, you can also practice with the lesson’s flashcards (11).
the masculine and feminine paradigms in Lesson 9 (मुनि तरु गति धेनु). Note (as the video explains at length) that मुनि and तरु are identical, as are गति and धेनु, if you keep in mind their internal sandhi—and that the feminine differs from the masculine only in sg.ins.-loc. and pl.acc. See the videos and practice with the flashcards.

14.1 Be prepared to:

provide the standard nominal endings (as provided on the handout under the MFN इ -उ -ऋ tab) as well as the neuter -इ/-उ/-ऋ paradigms (वारि / मधु / गन्तृ). Note that these paradigms all take the standard endings, so this quiz really just consists of 1 paradigm! The standard endings thus make short work of these as well as all nominal paradigms to come.

13, 16, 17 Be prepared to:

provide the rule of formation for the passive (weak root + य + Ātmanepada endings) and an example (e.g., गम्यते “is gone to”)
provide the rule of formation for the general future (1st class strengthened root + (इ)स्य + present endings) and an example (e.g., क्षेप्स्यति “will throw”). For the example, do choose one that shows strengthening (e.g., not गमिष्यति)
explain “1st class strengthening” (all final vowels and only medial light vowels strengthen to guṇa) and give an example (e.g., क्षिप् → क्षेप्)
provide the nominal paradigms for agent nouns (नेतृ) and relation nouns (पितृ). Remember that they only differ in their strong forms: agent nouns take वृद्धि-strengthening (नेतार्) in their strong forms while relation nouns take गुण-strengthening in the same (पितर्).

19
22
20, 21
23.2, 24.1
24.2

19.1 Produce the standard m. consonant-final paradigm (मरुत्), the primary palatal-final paradigm (वाच्) and a representative of the n. -अस् / इस् / उस् paradigms (हविस्). Note in your review that :

all paradigms take the same endings (with हविस् taking the distinctively n. endings in the 1st two cases, as usual).
-च् → -क् // consonants and → ग् // +V consonants
n. -अस्/इस्/उस् strong stem in pl.nom/acc.: (long)ṃ[s]i — यशांसि हवींषि आयूंषि
normal स्-retroflexion in internal sandhi after non-velar vowel or क् / र् — वाक्षु / हविषा

19.2, 22 Produce the rest of the neuter consonant-final paradigms in Lesson 19 (-अस् / -इस् / -उस्) as well as the m./n. paradigms for the past active participle in Lesson 22 (गतवन्त् / गतवत्). Again, note:

-अस्/-इस्/-उस् (यशस् / हविस् / आयुस्) are only slightly irregular in lengthening their final vowel in the strong stem (pl.nom./acc./voc.) and are all really the same paradigm. They differ only in internal sandhi.
If you remember that गतवन्त् has the infixed nasal in its strong stem (1st 5 forms: गतवन्त्), then its only irregularity is m.s.nom. गतवान्.

20, 21 Produce the present participle paradigms in Lesson 20 (गच्छन्त्), m./n., as well as the m./n./f. paradigms for the 3rd person pronoun (तद्). In addition, be prepared to state the rules of formation for P/Ā present participles (3rd pl present minus -इ / stem + मान) and to give an example of each. Again, note:

The present participle is entirely regular in taking the standard endings. The only thing you need to be remember is its strong (गच्छन्त्) and weak forms (गच्छत्). The m. follows the expected pattern of strong in the first 5 forms, but the neuter anomalously is strong not only in the pl. of the first two cases, but also the du. (गच्छन्ती).

23.2, 24.1 Produce the paradigm for the pronoun of further reference in Lesson 23 (अदस्), m./n./f., as well as the first two 2-stem paradigms in Lesson 24 (महत्, बलिन्) m./n. Review the Lesson Overviews (23, 24) for tips on their forms.

24.2 Produce the paradigm for -अन् stems (m./n. राजन् / नामन्) and perfect participles in -वस् (m./n. चकृवस्). Remember that they take the same endings and differ only in their stems. See Deshpande and the Overview for the details.

25-31
25-31.2
32.1
32.2

25-31 Be prepared 1) to fill in the table for the verb classes on Lesson 25-26 Overview, and 2) to produce the Parasmaipada athematic (specifically, 2nd class) paradigms on p. 23 of your handouts (i.e., विद्, वी, इ, अस्). In your review, carefully note:

how this table shows how the verb classes differ in deriving their stems. See the header sections in bold under the table on p. 29 of the Sanskrit Notes handouts for more on the general rules of class formation.
how much these P. paradigms resemble the ones you already know (वद्, गम्, भू, नी), differing primarily in having strong/weak stems, a few -इ/आ distinctions, and the ई/या distinction for the optative suffix.

25-31.2 Be prepared 1) to fill in the table for the verb classes on Lesson 25-26 Overview, 2) state the specific rules of formation for the 1st and 10th classes (Sanskrit Notes, p. 29), and 3) to produce the Ātmanepada athematic (specifically, 2nd class) paradigms on p. 24 of your handouts (i.e., सू, ब्रू, ऊर्णु, चक्ष्). In your review, carefully note:

how this table shows how the verb classes differ in deriving their stems. See the header sections in bold under the table on p. 29 of the Sanskrit Notes handouts for more on the general rules of class formation.
how much these Ā. paradigms resemble the ones you already know (भाष्, वृत्, विजि, लभ्), differing primarily in having 1) a strong/weak distinction in the impv. 1st person, 2) -इ/आ differences in several duals, and 3) lacking the nasal in the plural.

32.1 When you are analyzing a compound of any complexity, it is useful to have an exemplar for each type and subtype on the tip of your tongue. You should therefore begin by immediately mastering the following compounds / analyses from the handout for the quiz (at this point you need not identify कर्मधारय-s and तत्पुरुष-s with any more specificity than what is given below):

द्वन्द्व-s (the two main types: इतरेतर and समाहार)
कर्मधारय-s (नीलोत्पलम्, शुक्लकृष्णः, मेघश्यामः, नरव्याघ्रः, मुखकमलम्)
समाहार-द्विगु (त्रिभुवनम्)
विभक्ति-तत्पुरुष-s (दुःखातीतः, शोकपीडितः, राजनतः, मरणभयम्, राजपुरुषः, तद्रतः)
उपपद-तत्पुरुष: (शास्त्रज्ञः)
नञ्-तत्पुरुषः (अज्ञानम्)
कु-तत्पुरुषः (कुपुरुषः)

You will be provided with a selection of these compounds and asked to:

identify them (e.g., “उपपद-तत्पुरुष” for शास्त्रज्ञः)
provide the विग्रह (e.g., शास्त्रं जानाति इति शास्त्रज्ञः ।)
translate it accordingly (e.g., “He knows the sciences = science-knower”)

32.2 In the same vein as before, carry on mastering the following compounds / analyses from the handout for the quiz:

प्रादि-तत्पुरुषः (four examples: प्रवातम्, उन्मार्गः, सुलभः, दुरापः)
समान-अधिकरण-बहुव्रीहिः (पीताम्बरः)
“उपमा-बहुव्रीहिः” (कमलनेत्रा)
व्यधिकरण-बहुव्रीहिः (चक्रपाणिः)
extra credit: उत्तरपदलोपि-बहुव्रीहिः (उष्ट्रमुखः)
नञ्-बहुव्रीहिः (अकारणः)
कु-बहुव्रीहिः (कुदेहा)
प्रादि-बहुव्रीहिः (निर्धनः)
सह-बहुव्रीहिः (सपुत्रः)
अव्ययीभावः (three examples: प्रतिदिनम्, सकोपम्, यथाशक्ति)

You will be provided with a selection of these compounds and asked to:

identify them (e.g., “प्रादि-तत्पुरुषः” for सुलभः)
provide the विग्रह (e.g., सुखेन लभ्यते इति सुलभः ।)
translate it accordingly (e.g., “(it) is obtained with ease = easily obtained”)

Sandhi

3, 9.1
9.2
10
13.1
13.2

3, 9.1 Visarga Sandhi — You will be given the following sandhi-ed pairs, asked to identify their pre-sandhi forms and provide the general rules (stipulated below) that account for their union:

kūpaśca (kūpaḥ ca), bālaṣṭīkāyām (bālaḥ ṭīkāyām), kūpastu (kūpaḥ tu)
visarga → homorganic sibilant // -V sound in sibilant row
bālā api (bālāḥ api), bālā grāme (bālāḥ grāme): āḥ → ā // +V
kūpo grāme (kūpaḥ grāme): aḥ → o // +V
bālo ’pi (bālaḥ api): aḥ → o // +V, a → ऽ after e/o
kūpa iha (kūpaḥ iha): aḥ → o // +V, o → av → a // non-a vowel
muniriha (muniḥ iha): (non-a/ā)ḥ → r // +V

For example, for “kūpaśca,” you would write: “kūpaḥ ca, visarga → homorganic sibilant // -V sound in a sibilant row.”

9.2 Vowel lengthening, strengthening and semivowelization — You will be given the following sandhi-ed pairs, asked to identify their pre-sandhi forms and provide the general rules (stipulated below) that account for their union:

mālākāśe (mālā ākāśe), nadīti (nadī iti), gacchatūpari (gacchatu upari)
homorganic vowels → long
nadyeva (nadī eva), dhāvatvatra (dhāvatu atra), gantratra (gantṛ atra):
simple vowels → corresponding semivowel // dissimilar vowel
ceti (ca iti), atropari (atra upari), mālarṣeḥ (mālā ṛṣeḥ):
a/ā + simple vowel → guṇa
caiva (ca eva) caikṣata (ca aikṣata), caudanam (ca odanam):
a/ā + guṇa/vṛddhi → vṛddhi

For example, for “ceti,” you would write: “ca iti, a/ā + simple vowel → guṇa.”

10 Complex vowel disassembling and the guṇa vowel exception — You will be given the following sandhi-ed pairs, asked to identify their pre-sandhi forms and provide the general rules (stipulated below) that account for their union:

vanayiha (vane iha), guraviti (guro iti), tasmāyiti (tasmai iti), kavāviti (kavau iti):
complex vowels disassemble (e/o/ai/au → ay/av/āy/āv) // vowel
labhate ’tra लभते ऽत्र (labhate atra), guro ’tra गुरो ऽत्र (guro atra):
exception: e/o // a → ऽ
vana iha (vanayiha), gura iti (guraviti), tasmā iti (tasmāyiti), kavā iti (kavāviti):
optionally: semivowel is dropped (ay/av → a, āy/āv → ā)

13.1 Be prepared to:

analyze the external sandhi for doubles/doublings and for sounds that assimilated another’s property (while retaining their place of articulation, i.e., where there is horizontal assimilation in the same row). You will be provided with the post-sandhi examples from I. and II. under the Consonant sandhi tab on the external sandhi page and be asked (1) to identify their pre-sandhi forms and (2) to state the general rule (as stated on that page) that accounts for their sandhi. For example, for “वृक्षादपतत्” you would provide the pre-sandhi pair: “वृक्षात् अपतत्,” and the rule: “-V → +V // +V” or “unvoiced becomes voiced before voiced.” The goal is both for you to learn the general rule and for you to have one clear example at hand when you’re reading. Doing so will allow you to read with more confidence and save you a great deal of time scouring sandhi tables and the like.

13.2 Be prepared to:

analyze the external consonant sandhi for sounds that assimilate to another’s place (i.e., where there is vertical assimilation to a different row). You will be provided with the post-sandhi examples from III. and IV. under the Consonant sandhi tab on the external sandhi page and be asked (1) to identify their pre-sandhi forms and (2) to state the general rule (as stated on that page) that accounts for their sandhi. For example, for “तांस्तु” you would provide the pre-sandhi pair: “तान् तु” and the rule: “-n → ṃ + corresponding ‘s’ // ssr (sparśa of a sibilant row).” [Note that this example is the only place in these rules (III. and IV.) where the assimilation does not result in a change of place of articulation.] The goal is both for you to learn the general rule and for you to have one clear example at hand when you’re reading. Doing so will allow you to read with more confidence and save you a great deal of time scouring sandhi tables and the like.

Vocabulary

2, 3.1
3.2, 4
5.1
5.2, 6, 7
8, 9

2, 3.1 Be prepared to provide:

the 3rd singular forms and meanings of the verbs in Lesson 2. For example, for गम्, you would write: गच्छति, “to go.”
the gender and meaning of the nouns in Lesson 3. For example, for नृप, you would write: “m., king.” Review this vocabulary on a daily basis using the flashcards on this site or with a program such as anki.

3.2, 4 Be prepared to provide:

the meanings of the indeclinables in Lessons 3 and 4.
the 3rd singular forms and meanings of the verbs in Lesson 4. For example, for गम्, you would write: गच्छति, “to go.”

5.1 Be prepared to provide:

the meaning and (for verbs) the 3rd singular form and (for nouns) the gender of the vocabulary in Lesson 5.

5.2, 6, 7 For the indeclinables of Lesson 5 and all of the vocabulary in Lessons 6 and 7, be prepared to provide:

the meaning
the 3rd singular form of verbs
the gender of nouns

8, 9 For the vocabulary of Lessons 8 and 9, be prepared to provide:

the meaning
the gender of nouns

10
11, 7
13
15
19

10 Provide the translation for all vocabulary in Lesson 10, and for the verbs their 3rd singular form as well.

11, 7 For all vocabulary in Lesson 11 and the verbs in Lesson 7, provide the translation, gender (for nouns) and the 3rd singular form (for verbs).

13 Provide the gender and meaning of all vocabulary in Lesson 13.

15 You will be provided with:

a few of the 20 verbal prefixes (उपसर्ग-s). For each you will need to provide at least one translation (given on p. 33 of the Sanskrit Notes handout).
In addition, you will be given a few of the verbs from the “Modified” (sense) column (for उपसर्ग-s अनु अप अभि आ उद् उप), for which you will need to derive the meaning. For example, for अनुवदति your answer would be: “वदति “speaks” अनु “after” = अनुवदति “repeats.”

19.1 Provide: the meaning, gender and nom.sg. of Lesson 19 vocabulary.

21
23
24.1
24.2
26

21 Provide: the meaning and gender of the vocabulary in Lesson 21.

23 Provide: the meaning of the vocabulary in Lesson 23. In addition, for nouns provide the gender and for verbs the 3rd sg. pres. form.

24.1 Provide: the meaning of the vocabulary on p. 198 (in the Vocabulary section, not the comparatives and superlatives above it) in Lesson 24. In addition, for nouns provide the gender and for verbs the 3rd sg. pres. form.

24.2 Provide: the meaning of the vocabulary on p. 199 in Lesson 24. In addition, for nouns provide the gender and for verbs the 3rd sg. pres. form.

26 Provide: the meaning of the vocabulary on pp. 213 and 219 in Lesson 26. In addition, for nouns provide the gender and for verbs the 3rd sg. pres. form.