English Class 7 — Poorvi
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The Poem — Try Again

🎓 Class 7 English CBSE Theory Ch 1 — The Day the River Spoke ⏱ ~38 min
🌐 Language: [gtranslate]

This CBSE English Passage Assessment will be based on: The Poem — Try Again

Assessment Format:
• 2 Short Answer Questions (2 marks each) = 4 marks
• 2 Fill in the Blanks Questions (1 mark each) = 2 marks
• 2 Short Answer Questions (1 mark each) = 2 marks
• 2 Multiple Choice Questions (1 mark each) = 2 marks
Total: 8 Questions, 10 Marks

This CBSE English Grammar Assessment will be based on: The Poem — Try Again

Assessment Format:
• 10 Randomized Grammar Questions (1 mark each)
• Question Types: Fill in the Blanks, MCQs, Error Identification, Reported Speech, Sentence Completion
Total: 10 Questions, 10 Marks

This English Vocabulary assessment will be based on: The Poem — Try Again
Targeting Vocabulary & Usage with Intermediate difficulty.

Let Us Do These Activities Before We Read

Bloom: L2 Understand

Activity I — Who Inspires You?

Think about someone — a person, an animal, or even a story — that has inspired you to do your best when things were difficult. Jot down their name and one quality you admire in them. Share with a partner.

Activity II — What Do You See? (Picture Walk)

Work in pairs. Look at the six pictures in the pre-reading section of your textbook (numbered 1–6). These images hint at the themes of the poem. Identify what you see in each picture and discuss: What lesson could we learn from each image? Share your answers with your classmates and teacher.

Hint prompts to guide discussion:

  • Does this picture show someone trying hard despite difficulty?
  • Have you ever felt like giving up at something? What helped you carry on?
  • What do ants, spiders, and other creatures teach us about determination?

Vocabulary Warm-Up — Predict the Meanings

Before reading, guess what these words from the poem might mean:

Monarch — ?
Despair — ?
Endeavour — ?
Perseverance — ?
Conquered — ?
Divine (as a verb) — ?
EC
Eliza Cook
1818–1889 British Narrative Poetry

Eliza Cook was a self-educated English poet who became widely popular for her morally inspiring verses. She contributed regularly to literary journals and founded her own publication, Eliza Cook's Journal. Her poems celebrated everyday virtues — courage, hard work, and the dignity of the common person. Try Again is one of her most celebrated works, built around the legendary tale of King Robert the Bruce of Scotland and his famous encounter with a persistent spider.

The Legend Behind the Poem: According to Scottish folklore, King Robert the Bruce was hiding in a cave after suffering repeated defeats in battle. He watched a spider try again and again to spin its web — failing six times before succeeding on the seventh attempt. This sight renewed his resolve. He went on to lead Scotland to victory at the Battle of Bannockburn in 1314.

Theme Web — Try Again

Bloom: L4 Analyse
Perseverance & Try Again Despair & Hope King's sinking heart Failure as Lesson Nine attempts, one win Inspiration in Nature Spider as teacher Courage to Try "Why shouldn't I?" Narrative Poetry Story told in verse Victory Through Grit Bruce succeeds at last
Context Note
Try Again is a narrative poem — it tells a complete story in verse. Unlike lyric poems that express feelings, narrative poems have characters, a setting, a problem, and a resolution. The poem recounts how King Bruce of Scotland, disheartened after repeated failures, found fresh courage by watching a spider make nine attempts to reach its cobweb home. The spider's determination inspired the king to rise and try once more — this time succeeding.

The Poem — Try Again

Try Again

— Eliza Cook

1 1King Bruce of Scotland flung? himself down In a lonely mood to think; 'Tis true he was monarch?, and wore a crown, 4But his heart was beginning to sink.Imagery
2 5For he had been trying to do a great deed, To make his people glad; He had tried and tried?, but couldn't succeedRepetition 8And so he became quite sad.
3 9He flung himself down in low despair?,Imagery As grieved as man could be;Simile And after a while he pondered? there, 12"I'll give it all up," said he.
4 13Now just at that moment a spider dropped, With its silken?, filmy? clue;Imagery And the King, in the midst of his thinking, stopped 16To see what the spider would do.
5 17'Twas a long way up to the ceiling dome, And it hung by a rope so fine; That how it would get to its cobweb home, 20King Bruce could not divine?.
6 21It soon began to cling and crawlAlliteration Straight up with strong endeavour?;Alliteration But down it came with a slippery sprawl, 24As near to the ground as ever.
7 25Up, up it ran, not a second to stay,Repetition To utter the least complaint; Till it fell still lower, and there it lay, 28A little dizzy and faint.
8 29Its head grew steady — again it went, And travelled a half-yard higher; 'Twas a delicate thread? it had to tread,Alliteration 32And a road where its feet would tire.
9 33Again it fell and swung below, But again it quickly mounted; Till up and down, now fast, now slow,Repetition 36Nine brave attempts were counted.
10 37"Sure," cried the King, "that foolish thing Will strive no more to climb; When it toils so hard to reach and cling, 40And tumbles every time."
11 41But up the insect went once more, Ah me! 'tis an anxious minute; He's only a foot from his cobweb door, 44Oh say, will he lose or win it?
12 45Steadily, steadily?, inch by inch,Repetition Higher and higher he got; And a bold little run at the very last pinch 48Put him into his native cot.
13 49"Bravo, bravo!" the King cried out, "All honour to those who try; The spider up there, defied despair;Alliteration 52He conquered, and why shouldn't I?"Metaphor
14 53And Bruce of Scotland braced his mind,Personification And gossips tell the tale, That he tried once more as he tried before, 56And that time did not fail.

— Eliza Cook

Literary Devices Found in This Poem
Imagery Simile Alliteration Repetition Metaphor Personification Rhyme Scheme ABAB

Stanza-by-Stanza Explanation

Stanzas 1–2 (Lines 1–8) — The King's Sadness

King Bruce of Scotland threw himself down on the ground, alone and deep in thought. Although he was a king who wore a crown, his spirit was sinking. He had been working hard to accomplish something great for the happiness of his people, but despite trying many times, he could not succeed. This left him feeling completely downcast.

Stanza 3 (Lines 9–12) — The Moment of Giving Up

The King collapsed again into deep despair, overwhelmed with sorrow as any human being could possibly be. After sitting quietly for some time, he brooded in silence and finally made a decision — he would abandon his mission entirely and stop trying.

Stanzas 4–5 (Lines 13–20) — The Spider Appears

At that very moment, a spider descended on a fine, silky thread — so delicate it was barely visible. The King paused in his gloomy thoughts to observe what the creature would do. The spider hung from a thread as thin as a hair, far below the ceiling where its web was anchored. How it would ever climb back to its web, the King could not even guess.

Stanzas 6–9 (Lines 21–36) — Nine Attempts

The spider immediately began its climb — gripping and crawling straight upward with great effort. But each time it slipped and fell back almost to where it started. Again and again it scrambled upward without pausing to complain, only to tumble down once more — dizzy and exhausted. Yet it steadied itself and climbed again, covering a little more distance each round. The King counted: up and down, fast and slow — the spider made nine brave attempts in total.

Stanzas 10–12 (Lines 37–48) — The Tenth Attempt Succeeds

The King, watching all this, assumed the spider would surely give up — it had failed so many times and struggled so painfully. But the spider climbed once more. The poet shares the suspense: the spider was now just a foot away from its cobweb door. With slow, careful, inch-by-inch progress and one final confident sprint, the spider reached its home safely — the tenth attempt was a success.

Stanzas 13–14 (Lines 49–56) — The King's Transformation

The King cheered with delight and declared that all honour belongs to those who keep trying. He recognised that the spider had challenged and defeated despair — and reasoned that if a small spider could do it, so could he. Inspired, Bruce of Scotland gathered his courage and strength of mind. History — or so the story goes — records that he tried once more, just as he always had, and this time he did not fail.

Vocabulary from the Poem

flung
verb (past)
Threw forcefully or dropped with speed. Here, the King threw himself down — showing how abruptly and heavily his mood brought him down. Usage: She flung her bag onto the chair in frustration.
monarch
noun
A king, queen, or other supreme ruler of a country. Despite being a monarch, Bruce felt helpless — showing that even powerful people face failure. Usage: Queen Victoria was the monarch of Great Britain for over 60 years.
despair
noun
Complete loss of hope; deep hopelessness. The word "low" before despair intensifies it — the very bottom of hopelessness. Usage: After losing the match, the team sank into despair.
pondered
verb (past)
Thought carefully and deeply about something, especially a difficult question or decision. Usage: She pondered the question before answering.
silken / filmy
adjectives
Silken = smooth and fine like silk; filmy = thin, almost transparent, like a film. Together they create an image of the spider's thread — almost invisible yet strong. Usage: A filmy curtain barely blocked the sunlight.
divine
verb
To discover or work out by guessing or intuition. Here, the King could not figure out how the spider would manage to climb back up. Usage: Nobody could divine what the magician would do next.
endeavour
noun
A determined effort to do something difficult. The spider's climb was carried out with full, focused effort. Usage: Please make every endeavour to arrive on time.
sprawl
noun
An untidy, clumsy fall or spread. The spider fell in a "slippery sprawl" — an undignified tumble that would discourage most creatures. Usage: He tripped and landed in an awkward sprawl.
strive
verb
To make great efforts towards a goal, especially over a long time. The King doubts whether the spider will strive again — but it does. Usage: We encourage all students to strive to do their best.
toil
verb
To work very hard, often for a long time. The spider toils ceaselessly — it never stops working. Usage: Ants toil tirelessly to save food for the rainy season.
mounted
verb (past)
Climbed upward; went up. The spider "mounted" again after each fall. Usage: The mountaineer mounted the steep slope carefully.
conquered
verb (past)
Successfully overcame a difficulty or defeated an opponent. The spider conquered despair by refusing to give up. Usage: She conquered her fear of public speaking through practice.
braced
verb (past)
Prepared and strengthened oneself mentally or physically for a challenge. Bruce "braced his mind" — he gathered inner resolve. Usage: The sailors braced themselves against the strong wind.
perseverance
noun
Continuing with a task despite difficulty or failure — the central virtue celebrated in this poem. Usage: His perseverance over three years finally earned him the championship.

Notice These Expressions

"heart was beginning to sink"
An idiomatic expression meaning growing hopeless and discouraged. Not literal — the heart does not actually sink.
"give it all up"
To abandon a plan or goal entirely; to stop trying. Shows the King's lowest point in the poem.
"silken, filmy clue"
The spider's thread — here "clue" is an old word for a ball of thread (like a clew of yarn). Beautifully descriptive.
"defied despair"
Stood up to complete hopelessness and refused to give in. This phrase captures the poem's moral in three words.
"inch by inch"
Very slowly and carefully, making small but steady progress. A vivid phrase showing how patience accumulates into success.
"native cot"
"Cot" here means home or shelter (an archaic usage). The spider's cobweb is its native — natural — home.

Extract-Based Questions (Literature CBQ)

CBQ 1 — Extract A

Bloom: L4 Analyse
He flung himself down in low despair,
As grieved as man could be;
And after a while he pondered there,
"I'll give it all up," said he.

Now just at that moment a spider dropped,
With its silken, filmy clue;
(i) Select the phrase which shows the physical expression of the King's emotional state. L2
"He flung himself down" — the act of throwing himself forcefully to the ground is a physical action that reveals his emotional collapse and total loss of motivation.
(ii) Why does the poet use the word 'low' before despair? L4
The word "low" intensifies the depth of despair — it is not ordinary sadness but the very bottom of hopelessness. It signals that the King has reached an emotional lowest point from which recovery seems impossible. This makes the spider's effect on him all the more dramatic.
(iii) In the line 'And after a while he pondered there', the word 'pondered' means:
A. paused   B. thought   C. noticed   D. rested L1
Answer: B. thought — "Pondered" means to think deeply and carefully. The King sat quietly and reflected on his failures before deciding to give up.
(iv) The phrase 'silken filmy clue' creates an image of something that is: (long and light / very delicate and soft) L3
Answer: very delicate and soft. "Silken" suggests the smooth texture of silk, while "filmy" suggests something almost transparent and barely visible. Together they paint a picture of the spider's thread as something extraordinarily fine and fragile — making the spider's daring climb all the more remarkable.

CBQ 2 — Extract B

Bloom: L5 Evaluate
"…when it toils so hard to reach and cling,
And tumbles every time."

But up the insect went once more,
Ah me! 'tis an anxious minute;
He's only a foot from his cobweb door,
Oh say, will he lose or win it?
(i) Choose the correct analogy: toil : hard :: ___ : ___
A. roll : tumble   B. tumble : circle   C. compress : roll   D. jump : tumble L3
Answer: A. roll : tumble — "Toil" is the action and "hard" describes the manner of the action (to toil hard). Similarly, "roll" is an action and "tumble" describes a manner of rolling/falling. Both pairs connect a verb of effort with its descriptive quality.
(ii) List any two characteristics of the spider highlighted in the line 'But up the insect went once more'. L2
1. Determination — despite falling repeatedly, the spider attempts to climb yet again, showing it never stops trying. 2. Resilience — the word "but" signals a contrast to the King's expectation that it would quit; the spider bounces back from every failure without hesitation.
(iii) The expression 'Ah me!' indicates a sense of:
A. happiness   B. stress   C. relief   D. loneliness L2
Answer: B. stress — "Ah me!" is an exclamation of anxious concern. The poet is tense on behalf of the spider, unsure whether it will succeed. This expression draws readers into the emotional suspense of the poem's climax.
(iv) Readers are able to relate to this extract because ___. L5
Readers can relate to this extract because everyone has experienced moments when they are "almost there" — close to a goal but unsure if they will reach it. The tension of "will he lose or win it?" mirrors the anxiety humans feel before any important outcome. The spider's struggle becomes a universal symbol of human perseverance in the face of repeated failure.

Let Us Discuss

Exercise I — Complete the Summary

Fill in the blanks using words from the box: tried, mounted, despair, attempts, great, conquered, low, strive

The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1.           after failing multiple times to achieve something 2.           for his people. In a moment of 3.          , he observed a spider trying to reach its web high above. The spider 4.           every time it fell after getting close to its goal. It made nine 5.           and finally succeeded. The king said that the spider had 6.           and so would he. Inspired by the spider's determination, King Bruce decided to 7.          . When he 8.           this time, he ultimately succeeded.

1. low  |  2. great  |  3. despair  |  4. mounted  |  5. attempts  |  6. conquered  |  7. strive  |  8. tried

Exercise II — Complete These Sentences

1. We can say that the poet uses the narrative style because ______.
...the poem tells a complete story with a clear sequence of events — it has characters (King Bruce, the spider), a setting (a lonely room), a conflict (the King's repeated failure and loss of hope), a turning point (the spider's determination), and a resolution (Bruce's renewed effort and eventual success). This structure is typical of narrative poetry.
2. The central idea of the poem is ______.
...that perseverance — continuing to try despite repeated failure — is the key to ultimate success. The poem shows through both the spider's actions and Bruce's transformation that giving up should never be an option, and that inspiration can come from the most unexpected sources in nature.

Exercise III — Pick Three Examples

1. Three lines that describe the spider's efforts:
  1. "It soon began to cling and crawl / Straight up with strong endeavour"
  2. "Up, up it ran, not a second to stay"
  3. "Steadily, steadily, inch by inch, / Higher and higher he got"
2. Three examples of alliteration in the poem:
  1. "cling and crawl" — repetition of the 'c' sound
  2. "straight... strong" — repetition of the 'str' cluster
  3. "defied despair" — repetition of the 'd' sound

Exercise IV — Why Does the Poet Repeat These Words?

"tried and tried"; "steadily, steadily"; "up, up" — Why does the poet repeat these?
The poet uses repetition to create emphasis and rhythm, and to mirror the repeated actions described:
  • "tried and tried" — captures the King's exhausting, ongoing efforts; the repetition itself feels like the act of trying over and over.
  • "steadily, steadily" — slows the reader's pace, suggesting the spider's careful, patient movement; we feel the slowness of inch-by-inch progress.
  • "up, up" — conveys urgency and upward momentum; the doubled word makes the spider's rapid ascent feel energetic and unstoppable.

Exercise V — Fill in the Blanks (Multiple Choice)

1. The rhyme scheme of the poem is ____. (AABB / ABBA / ABAB)
ABAB — In each stanza, lines 1 and 3 rhyme (A), and lines 2 and 4 rhyme (B). Example: down/crown (A) and think/sink (B).
2. 'Bravo' is an example of ____. (conjunction / interjection / adjective)
Interjection — "Bravo!" is an exclamation used to express approval and admiration. It is not connecting words (conjunction) or describing a noun (adjective).
3. The poet uses 'twas and 'tis for the sake of ____. (rhythm / rhyme / contraction)
Rhythm — "'Twas" (= It was) and "'tis" (= It is) are contractions that reduce two syllables to one, maintaining the poem's regular metrical beat. While they are also contractions by definition, their purpose in the poem is to preserve the rhythm of each line.

Let Us Think and Reflect

1. How does the first stanza help in setting the mood of the poem?
L4 Analyse
The opening stanza establishes a mood of gloom and quiet desperation. The King is alone, deep in troubled thought, and his "heart was beginning to sink" — a phrase that immediately signals emotional defeat. The contrast between his royal status (monarch, crown) and his inner helplessness creates pathos. By introducing the King at his lowest point, the poet sets up the poem's central conflict: the struggle between giving up and carrying on. This heavy, sombre opening makes the spider's appearance — and the eventual triumph — all the more powerful by contrast.
2. Describe how King Bruce's attitude changes from the beginning towards the end of the poem.
L4 Analyse
At the beginning of the poem, the King is disheartened and despairing. He has tried repeatedly to achieve something for his people but failed each time, leaving him so discouraged that he resolves to abandon his mission entirely — "I'll give it all up." In the middle, he watches the spider with scepticism, even expecting it to quit. But as the spider persists through nine failures and finally succeeds on the tenth attempt, Bruce's attitude undergoes a complete transformation. He cheers, recognises that the spider "defied despair," and draws a direct parallel to his own situation: "He conquered, and why shouldn't I?" By the poem's end, his despair has turned to renewed determination, and he goes on to try again — this time with success.
3. The poet describes every action of the spider in great detail. What does this tell us about the poet's attitude towards the spider?
L5 Evaluate
By describing each attempt of the spider with specific, vivid detail — the "slippery sprawl," the dizzy faintness, the steadying of its head, the half-yard gained, the inch-by-inch climb — the poet treats the spider with genuine admiration and respect. She does not dismiss it as a mere insect but gives it the status of a determined hero. The detailed observation suggests that the poet sees in the spider's behaviour a profound lesson for human beings: that persistence, however small and unglamorous, is worthy of close attention and deep respect.
4. How does the spider inspire us to overcome despair and not give up?
L5 Evaluate
The spider inspires us through its actions rather than words. It falls nine times — each fall bringing it back almost to the starting point — yet it never pauses to complain or question whether the effort is worthwhile. It simply steadies itself and tries again. This shows us that despair is not permanent; it is a state of mind that can be overcome through consistent action. If a tiny creature with no capacity for human reasoning can persist through repeated failure, surely human beings, with all their intelligence and willpower, can do the same. The spider's silent determination is more eloquent than any speech.
5. The poem teaches us that failures are stepping stones to success. Explain.
L6 Create
The spider's nine failures are not wasted — each attempt takes it a little higher, teaches it to grip more firmly, and builds the momentum needed for the final success. Without those nine attempts, the tenth would not have been possible. Similarly, King Bruce's earlier failures, though painful, were necessary preparation. They deepened his understanding of the challenge and made his eventual success more durable. The poem thus shows that failure is not the opposite of success — it is an essential part of the journey towards it. Each setback is a stepping stone that brings us one attempt closer to achieving our goal.
6. The spider's journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
L6 Create
Inspiration does not come only from great human beings, motivational speeches, or famous victories. A tiny spider climbing a wall reminded a king to rise again. A candle flame can remind us of resilience in darkness; a seed breaking through concrete can teach us about quiet persistence; an ant carrying a load many times its weight can show us what effort looks like. The poem invites us to observe the world around us with open eyes, because inspiration hides in the most ordinary moments of nature. The key is to pay attention — as King Bruce did — and to draw meaningful lessons from what we observe.

Grammar Workshop — Metaphor and Simile

Definition — Metaphor
A metaphor is a figure of speech that involves an implied comparison between two unlike things without using 'like', 'as', or 'as...as'. It suggests that one thing is another, highlighting similarities to add deeper meaning. Example: "The spider's climb is Bruce's own struggle" — the spider does not merely resemble the King's effort; in the poem, it becomes a mirror of it.

Exercise VI.1 — Identify Metaphor (M) or Simile (S)

Bloom: L3 Apply

Read each sentence. Write M if it is a metaphor, S if it is a simile.

(i) He ran as fast as a cheetah.      
(ii) The world is a stage.      
(iii) The night was as dark as coal.      
(iv) He sang like an angel.      
(v) Her voice was music to his ears.      
(vi) The classroom was a zoo.      
(vii) The baby slept like a log.      
(viii) Her smile was as bright as the sun.      
(ix) The lake was a mirror, reflecting the sky.      
(i) S  |  (ii) M  |  (iii) S  |  (iv) S  |  (v) M  |  (vi) M  |  (vii) S  |  (viii) S  |  (ix) M

Exercise VI.2 — Transform Simile to Metaphor / Metaphor to Simile

Bloom: L3 Apply
Rule
Simile: "A is like B" or "A is as [adjective] as B"
Metaphor: "A is B" (remove 'like' / 'as...as')
Simile → Metaphor: "Her voice is like a song" → "Her voice is a song."
Metaphor → Simile: "Time is money" → "Time is as precious as money" / "Time is like money."

Transform the following (given examples i and ii as models):

(iii) The book was a treasure chest, filled with endless adventures.
→ Transform to simile                       
(iv) Her laughter was a melody that brightened the darkest days.
→ Transform to simile                       
(v) The mountain stood as a guard, watching over the valley below.
→ Transform to metaphor                       
(vi) The night was like a velvet cloak, wrapping the world in mystery.
→ Transform to metaphor                       
(vii) Her thoughts were like butterflies in a summer meadow.
→ Transform to metaphor                       
(iii) "The book was like a treasure chest, filled with endless adventures." (or: "Reading the book was as exciting as opening a treasure chest.")
(iv) "Her laughter was like a melody that brightened the darkest days." (or: "Her laughter was as uplifting as a melody...")
(v) "The mountain was a guard, watching over the valley below."
(vi) "The night was a velvet cloak, wrapping the world in mystery."
(vii) "Her thoughts were butterflies in a summer meadow."

Let Us Learn — Word Work

Exercise I — Opposites from the Poem

Bloom: L1 Remember

Write the opposites of these words taken from the poem:

1. up ×         
2. fast ×         
3. glad ×         
4. win ×         
5. succeed ×         
1. down  |  2. slow  |  3. sad / unhappy  |  4. lose  |  5. fail

Exercise II — Words in Context

Bloom: L2 Understand

Match the underlined words to their meanings from the box: work very hard and/or for a long time; prepared themselves for something difficult; an attempt to do something new or difficult; to try very hard to achieve something

(i) Please make every endeavour to arrive on time. → ___
(ii) Ants toil tirelessly to save food for rainy season. → ___
(iii) We encourage all students to strive to do their best. → ___
(iv) The sailors braced themselves against the strong wind. → ___
(i) endeavour → an attempt to do something new or difficult
(ii) toil → work very hard and/or for a long time
(iii) strive → to try very hard to achieve something
(iv) braced → prepared themselves for something difficult

Exercise III — Words Showing Distance

Bloom: L3 Apply

The poem uses words and phrases showing distance: a long way up, inch by inch, higher and higher, half-yard higher. Classify the following words/phrases as Far or Near:

proximity, middle of nowhere, vicinity, adjacent, remoteness, yonder, afar, a stone's throw, light year, hairline, farther

FarNear
                                                 
Far: middle of nowhere, remoteness, yonder, afar, light year, farther
Near: proximity, vicinity, adjacent, a stone's throw, hairline

Exercise IV — Tongue Twister

Bloom: L3 Apply
From the Poem — Line 31

'Twas a delicate thread it had to tread

Repeat this line five to six times quickly. Notice the 'thr' and 'tr' sounds repeating — this is what makes it a tongue twister! The close repetition of similar sounds is called alliteration.

Now create your own tongue twisters using repeated consonant sounds. Some starter ideas:

"Slippery spiders spin silken strings..." (s sound)
"Bruce braced bravely before battle..." (b sound)
"Crawling creatures cling to ceilings..." (c sound)

Let Us Write — Informal Letter

Writing Task — Letter to a Cousin

Bloom: L6 Create
The Prompt
King Bruce was inspired by a spider that kept trying until it succeeded. Think about the steps you can take to overcome a difficult situation in your own life and write them down. Then write a letter to your cousin explaining your plan, advising them not to quit and to persevere. Use transition words: To begin with…, Next…, After that…, Then…, Finally…

Format Guide — Informal Letter

[Your Address — Line 1]
[Your Address — Line 2]
[Date: Day Month Year]

Dear [Cousin's Name],

[Opening: Thank them for their letter / give a warm greeting]

[Paragraph 1 — Introduce the difficult situation you are facing / have faced]

[Paragraph 2 — Your plan: use "To begin with…" and "Next…"]

[Paragraph 3 — Continue: "After that…" and "Then…"]

[Paragraph 4 — Conclusion / advice: "Finally…" — encourage your cousin never to give up]

[Closing: Yours affectionately / With love,]
[Your Name]

Key Points to Include

  • A description of the difficult situation
  • At least 3–4 steps in your plan (use transition words)
  • A reference to the poem's lesson or the spider's example
  • Warm advice to your cousin to persevere
  • A positive, encouraging closing

Useful Expressions for This Letter

To begin with…
Use to introduce your first step or point.
Next… / After that…
Use to move to the second and third steps.
Then… / Finally…
Use to show later steps and conclusion.
Never give up / Persevere
Core advice words reflecting the poem's moral.
I remember reading about…
Use to refer to the poem or King Bruce's story.
With determination and patience…
A phrase that reinforces the theme of persistence.

Sample Letter (Opening and Closing)

20, Rajendra Nagar
Jeevanpur
23 August 20XX

Dear Monika,

Thank you for your letter asking me about how I deal with challenges. I am writing to share something I recently learnt — both from our English poem Try Again and from my own experience of struggling with something difficult...

[Body paragraphs with transition words go here]

...I hope this helps you too. Remember: if a tiny spider can try ten times without giving up, so can we! Never quit — you are closer to success than you think.

Yours affectionately,
Deepa

Word Limit: 150–200 words  |  Format: Informal personal letter  |  Tone: Warm, encouraging, personal

Frequently Asked Questions — Try Again

What is the Try Again poem about in Class 7 Poorvi?

Try Again is a 14-stanza poem from NCERT Class 7 English Poorvi Unit 1 by Eliza Cook. It tells the story of King Bruce of Scotland who, after losing six battles, sits despondent in a lonely room. He watches a spider repeatedly trying to attach its web thread, failing each time but never giving up. Inspired by the spider's perseverance, Bruce resolves to fight again and eventually wins.

Who wrote the Try Again poem and what is the historical context?

Try Again was written by Eliza Cook, a 19th-century English poet known for her accessible, moralistic verse. The poem is based on the legend of King Robert the Bruce of Scotland who fought for Scottish independence in the 14th century. After six defeats by the English, Bruce is said to have been inspired by watching a spider's persistent efforts in a cave.

What literary devices are used in the Try Again poem?

The poem uses alliteration (flung himself down, delicate thread), simile (like a banner unfurled), metaphor (the spider as a teacher of life lessons), personification (the spider described with human determination), repetition (try again as a refrain), and vivid imagery throughout. The rhyme scheme (ABAB) creates a musical quality that reinforces the message of persistence.

What is the moral of the Try Again poem?

The moral of Try Again is that perseverance leads to success. No matter how many times one fails, one should keep trying. The spider teaches King Bruce that persistence and determination can overcome any obstacle. The poem encourages Class 7 students to never give up on their goals, whether in studies, sports, or personal challenges.

What grammar topics are covered in the Try Again exercises?

The Try Again exercises cover metaphor vs simile identification and transformation, forming opposites using prefixes, understanding word meanings from context, classifying distance-related words, and tongue twisters for pronunciation practice. There is also an informal letter writing task where students write about a time they persevered.

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English Class 7 — Poorvi
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