āϏāĻšāĻāĻžāϰ⧠āĻļāĻŋāĻā§āώāĻ
ā§§ā§ āĻ āĻā§āĻā§āĻŦāϰ, ⧍ā§Ļ⧍ā§Ŧ ā§Ļ⧍:ā§Šā§Ģ āĻĒā§āϰā§āĻŦāĻžāĻšā§āĻŖ
Students and Social Services Composition for Class 6, 7, 8, 9, 10, SSC, HSC
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đ Students and Social Services Composition for Class 6
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đ Students and Social Services Composition for Class 7
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đ Students and Social Services Composition for Class 8
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đ Students and Social Services Composition for SSC
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đ Students and Social Services Composition for HSC
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The students and social service composition is one of the most frequently asked compositions in English examinations for classes 8 to 10, SSC, and HSC in Bangladesh. It is a classic moral theme: examiners choose it again and again because it tests not only a student's English writing skill but also their attitude toward society and humanity. In this post you will get a complete, original Students and Social Services Composition of about 280 words, a full āĻŦāĻžāĻāϞāĻž āĻ āϰā§āĻĨāϏāĻš version with a vocabulary table, a step-by-step writing-structure table, class-wise guidance from class 6 to HSC, and answers to the questions students ask most before the exam.
Read the English composition first and understand every line with the Bengali summary. Then practise the structure table and vocabulary below â once you can write this composition in your own sentences, you will never need to memorise it blindly, and you can adjust the length for any class or any exam hall.
Students and Social Services Composition
"Man is for man." No human being can live alone in this world, and society survives only when people help one another. Social service means work done for the welfare of people without expecting any payment or reward. Students are the future leaders of the nation, so student life is the best time to practise this noble habit. A student who learns to serve others grows into a kind, responsible, and patriotic citizen.
There are many ways students can serve society. Tree plantation is one of the easiest and most useful. Students can plant fruit and shade trees around their schools, homes, and along roadsides to make the country green and beautiful. Helping the poor and helpless is another great service. Students can collect food, clothes, and old books for poor children, and they can help weak classmates with their studies. Blood donation is also a noble act â one blood donation can save a precious life, and healthy young students can donate blood safely. Cleanliness drives keep the school, home, and village healthy and protect people from diseases like dengue. Bangladesh suffers from floods and cyclones almost every year, so students can collect relief, distribute food and medicine, and help flood victims rebuild their lives. Students can also take part in literacy campaigns by teaching illiterate people to read and write in the evening.
Students are the best people for social work because they have energy, free time, and honest ideals. Social service teaches them kindness, discipline, cooperation, and leadership. It keeps them away from bad habits and connects them with real life. "The service of man is the service of God." When the youth of a country serves its people, the whole nation moves toward peace and prosperity.
Students and Social Services Composition āĻŦāĻžāĻāϞāĻž āĻ āϰā§āĻĨāϏāĻš
āĻ āύā§āĻ āĻļāĻŋāĻā§āώāĻžāϰā§āĻĨā§ āϰāĻāύāĻžāĻāĻŋ āύāĻž āĻŦā§āĻā§ āĻŽā§āĻāϏā§āĻĨ āĻāϰā§, āĻĢāϞ⧠āĻĒāϰā§āĻā§āώāĻžāϝāĻŧ āϏāĻžāĻŽāĻžāύā§āϝ āĻā§āϰāĻŋāϝāĻŧā§ āĻĒā§āϰāĻļā§āύ āĻāϞā§āĻ āϞāĻŋāĻāϤ⧠āĻĒāĻžāϰ⧠āύāĻžāĨ¤ āύāĻŋāĻā§ āĻāĻĒāϰā§āϰ āϰāĻāύāĻžāĻāĻŋāϰ āĻĒā§āϰā§āĻŖ āĻŦāĻžāĻāϞāĻž āϏāĻžāϰāĻžāĻāĻļ āĻĻā§āĻāϝāĻŧāĻž āĻšāϞ⧠â āĻ āϰā§āĻĨ āĻŦā§āĻā§ āĻĒāĻĄāĻŧāϞ⧠āύāĻŋāĻā§ āύāĻŋāĻā§āĻ āϰāĻāύāĻžāĻāĻŋ āϞāĻŋāĻāϤ⧠āĻĒāĻžāϰāĻŦā§āĨ¤
"āĻŽāĻžāύā§āώ āĻŽāĻžāύā§āώā§āϰ āĻāύā§āϝ" â āĻāĻ āĻĒā§āĻĨāĻŋāĻŦā§āϤ⧠āĻā§āĻ āĻāĻāĻž āĻŦāĻžāĻāĻāϤ⧠āĻĒāĻžāϰ⧠āύāĻž, āĻāϰ āĻŽāĻžāύā§āώ āĻāĻā§ āĻ āĻĒāϰāĻā§ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāϞā§āĻ āϏāĻŽāĻžāĻ āĻāĻŋāĻā§ āĻĨāĻžāĻā§āĨ¤ āϏāĻŽāĻžāĻāϏā§āĻŦāĻž āĻŽāĻžāύ⧠āĻā§āύ⧠āĻĒāĻžāϰāĻŋāĻļā§āϰāĻŽāĻŋāĻ āĻŦāĻž āĻĒā§āϰāϏā§āĻāĻžāϰā§āϰ āĻāĻļāĻž āĻāĻžāĻĄāĻŧāĻžāĻ āĻŽāĻžāύā§āώā§āϰ āĻāϞā§āϝāĻžāĻŖā§ āĻāĻžāĻ āĻāϰāĻžāĨ¤ āĻāĻžāϤā§āϰāϰāĻžāĻ āĻāĻžāϤāĻŋāϰ āĻāĻŦāĻŋāώā§āϝ⧠āύā§āϤāĻž, āϤāĻžāĻ āĻāĻ āĻŽāĻšā§ āĻ āĻā§āϝāĻžāϏ āĻāĻĄāĻŧāĻžāϰ āϏāĻŦāĻā§āϝāĻŧā§ āĻāĻžāϞ⧠āϏāĻŽāϝāĻŧ āĻšāϞ⧠āĻāĻžāϤā§āϰāĻā§āĻŦāύāĨ¤ āϝ⧠āĻāĻžāϤā§āϰ āĻ āύā§āϝā§āϰ āϏā§āĻŦāĻž āĻāϰāϤ⧠āĻļā§āĻā§, āϏ⧠āĻĻāϝāĻŧāĻžāϞā§, āĻĻāĻžāϝāĻŧāĻŋāϤā§āĻŦāĻļā§āϞ āĻ āĻĻā§āĻļāĻĒā§āϰā§āĻŽāĻŋāĻ āύāĻžāĻāϰāĻŋāĻ āĻšāϝāĻŧā§ āĻāĻ ā§āĨ¤ āĻāĻžāϤā§āϰāϰāĻž āύāĻžāύāĻž āĻāĻĒāĻžāϝāĻŧā§ āϏāĻŽāĻžāĻāϏā§āĻŦāĻž āĻāϰāϤ⧠āĻĒāĻžāϰā§āĨ¤ āĻŦā§āĻā§āώāϰā§āĻĒāĻŖ āϏāĻŦāĻā§āϝāĻŧā§ āϏāĻšāĻ āĻ āĻāĻĒāĻāĻžāϰ⧠āĻāĻžāĻ â āϏā§āĻā§āϞ, āĻŦāĻžāĻĄāĻŧāĻŋ āĻ āϰāĻžāϏā§āϤāĻžāϰ āϧāĻžāϰ⧠āĻĢāϞāĻ āĻ āĻāĻžāϝāĻŧāĻžāĻĻāĻžāϰ āĻāĻžāĻ āϞāĻžāĻāĻŋāϝāĻŧā§ āĻĻā§āĻļāĻā§ āϏāĻŦā§āĻ āĻ āϏā§āύā§āĻĻāϰ āĻāϰāĻž āϝāĻžāϝāĻŧāĨ¤ āĻāϰāĻŋāĻŦ āĻ āĻ āϏāĻšāĻžāϝāĻŧāĻĻā§āϰ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāĻžāĻ āĻŦāĻĄāĻŧ āϏā§āĻŦāĻž â āĻĻāϰāĻŋāĻĻā§āϰ āĻļāĻŋāĻļā§āĻĻā§āϰ āĻāύā§āϝ āĻāĻžāĻŦāĻžāϰ, āĻāĻžāĻĒāĻĄāĻŧ āĻ āĻĒā§āϰāύ⧠āĻŦāĻ āϏāĻāĻā§āϰāĻš āĻāϰāĻž āĻāĻŦāĻ āĻĻā§āϰā§āĻŦāϞ āϏāĻšāĻĒāĻžāĻ ā§āĻā§ āĻĒāĻĄāĻŧāĻžāϝāĻŧ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāĻž āϝāĻžāϝāĻŧāĨ¤ āϰāĻā§āϤāĻĻāĻžāύāĻ āĻŽāĻšā§ āĻāĻžāĻ â āĻāĻ āĻŦā§āϝāĻžāĻ āϰāĻā§āϤ āĻāĻāĻāĻŋ āĻŽā§āϞā§āϝāĻŦāĻžāύ āĻā§āĻŦāύ āĻŦāĻžāĻāĻāĻžāϤ⧠āĻĒāĻžāϰā§, āĻāϰ āϏā§āϏā§āĻĨ āϤāϰā§āĻŖāϰāĻž āύāĻŋāϰāĻžāĻĒāĻĻā§ āϰāĻā§āϤ āĻĻāĻŋāϤ⧠āĻĒāĻžāϰā§āĨ¤ āĻĒāϰāĻŋāĻā§āĻāύā§āύāϤāĻž āĻ āĻāĻŋāϝāĻžāύ āϏā§āĻā§āϞ, āĻŦāĻžāĻĄāĻŧāĻŋ āĻ āĻā§āϰāĻžāĻŽāĻā§ āϏā§āϏā§āĻĨ āϰāĻžāĻā§ āĻāĻŦāĻ āĻĄā§āĻā§āĻā§āϰ āĻŽāϤ⧠āϰā§āĻ āĻĨā§āĻā§ āϰāĻā§āώāĻž āĻāϰā§āĨ¤ āĻŦāĻžāĻāϞāĻžāĻĻā§āĻļā§ āĻĒā§āϰāĻžāϝāĻŧ āĻĒā§āϰāϤāĻŋ āĻŦāĻāϰ āĻŦāύā§āϝāĻž āĻ āĻā§āϰā§āĻŖāĻŋāĻāĻĄāĻŧ āĻšāϝāĻŧ, āϤāĻžāĻ āĻāĻžāϤā§āϰāϰāĻž āϤā§āϰāĻžāĻŖ āϏāĻāĻā§āϰāĻš āĻāϰ⧠āĻāĻžāĻŦāĻžāϰ āĻ āĻāώā§āϧ āĻŦāĻŋāϤāϰāĻŖ āĻāϰāϤ⧠āĻĒāĻžāϰ⧠āĻāĻŦāĻ āĻŦāύā§āϝāĻžāϰā§āϤāĻĻā§āϰ āĻā§āĻŦāύ āĻĒā§āύāϰā§āĻāĻ āύ⧠āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāϤ⧠āĻĒāĻžāϰā§āĨ¤ āϏāύā§āϧā§āϝāĻžāϝāĻŧ āύāĻŋāϰāĻā§āώāϰ āĻŽāĻžāύā§āώāĻā§ āĻĒāĻĄāĻŧāϤā§-āϞāĻŋāĻāϤ⧠āĻļāĻŋāĻāĻŋāϝāĻŧā§ āĻāĻžāϤā§āϰāϰāĻž āϏāĻžāĻā§āώāϰāϤāĻž āĻ āĻāĻŋāϝāĻžāύā§āĻ āĻ āĻāĻļ āύāĻŋāϤ⧠āĻĒāĻžāϰā§āĨ¤ āĻāĻžāϤā§āϰāϰāĻžāĻ āϏāĻŽāĻžāĻāϏā§āĻŦāĻžāϰ āϏāĻŦāĻā§āϝāĻŧā§ āĻāĻĒāϝā§āĻā§āϤ, āĻāĻžāϰāĻŖ āϤāĻžāĻĻā§āϰ āĻāĻā§ āĻļāĻā§āϤāĻŋ, āĻ āĻŦāϏāϰ āϏāĻŽāϝāĻŧ āĻ āϏ⧠āĻāĻĻāϰā§āĻļāĨ¤ āϏāĻŽāĻžāĻāϏā§āĻŦāĻž āϤāĻžāĻĻā§āϰ āĻĻāϝāĻŧāĻž, āĻļā§āĻā§āĻāϞāĻž, āϏāĻšāϝā§āĻāĻŋāϤāĻž āĻ āύā§āϤā§āϤā§āĻŦ āĻļā§āĻāĻžāϝāĻŧ, āĻāĻžāϰāĻžāĻĒ āĻ āĻā§āϝāĻžāϏ āĻĨā§āĻā§ āĻĻā§āϰ⧠āϰāĻžāĻā§ āĻāĻŦāĻ āĻŦāĻžāϏā§āϤāĻŦ āĻā§āĻŦāύā§āϰ āϏāĻā§āĻā§ āϝā§āĻā§āϤ āĻāϰā§āĨ¤ "āĻŽāĻžāύā§āώā§āϰ āϏā§āĻŦāĻžāĻ āĻāĻļā§āĻŦāϰā§āϰ āϏā§āĻŦāĻž" â āĻĻā§āĻļā§āϰ āϝā§āĻŦāϏāĻŽāĻžāĻ āϝāĻāύ āĻāύāĻāĻŖā§āϰ āϏā§āĻŦāĻžāϝāĻŧ āĻāĻāĻŋāϝāĻŧā§ āĻāϏā§, āϤāĻāύ āĻĒā§āϰ⧠āĻāĻžāϤāĻŋ āĻļāĻžāύā§āϤāĻŋ āĻ āϏāĻŽā§āĻĻā§āϧāĻŋāϰ āĻĻāĻŋāĻā§ āĻāĻāĻŋāϝāĻŧā§ āϝāĻžāϝāĻŧāĨ¤
āĻā§āϰā§āϤā§āĻŦāĻĒā§āϰā§āĻŖ āĻļāĻŦā§āĻĻāĻāĻžāύā§āĻĄāĻžāϰ (Vocabulary)
āϰāĻāύāĻžāϝāĻŧ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāĻžāϰ āĻŽāϤ⧠⧧ā§ĢāĻāĻŋ āĻā§āϰā§āϤā§āĻŦāĻĒā§āϰā§āĻŖ āĻļāĻŦā§āĻĻā§āϰ āĻ āϰā§āĻĨ āĻ āĻāĻĻāĻžāĻšāϰāĻŖ āĻŦāĻžāĻā§āϝ āύāĻŋāĻā§ āĻĻā§āĻāϝāĻŧāĻž āĻšāϞā§āĨ¤ āĻāĻ āĻļāĻŦā§āĻĻāĻā§āϞ⧠āĻ āĻŋāĻāĻāĻžāĻŦā§ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻĒāĻžāϰāϞ⧠āϰāĻāύāĻžāϝāĻŧ āĻāĻžāϞ⧠āύāĻŽā§āĻŦāϰ āĻĒāĻžāĻāϝāĻŧāĻž āϏāĻšāĻ āĻšāĻŦā§āĨ¤
| English Word | āĻŦāĻžāĻāϞāĻž āĻ āϰā§āĻĨ | Example Sentence |
|---|---|---|
| voluntary | āϏā§āĻŦā§āĻā§āĻāĻžāϏā§āĻŦā§, āϏā§āĻŦā§āĻā§āĻāĻžāϝāĻŧ āĻāϰāĻž | Students do voluntary work in their free time. |
| welfare | āĻāϞā§āϝāĻžāĻŖ, āĻŽāĻā§āĻāϞ | Social service works for public welfare. |
| helpless | āĻ āϏāĻšāĻžāϝāĻŧ | We should help helpless people. |
| compassion | āϏāĻšāĻžāύā§āĻā§āϤāĻŋ, āĻāϰā§āĻŖāĻž | Compassion makes a person truly great. |
| relief | āϤā§āϰāĻžāĻŖ, āϏāĻžāĻšāĻžāϝā§āϝ | Students collected relief for flood victims. |
| donation | āĻĻāĻžāύ | Blood donation saves precious lives. |
| charity | āĻĻāĻžāύāĻļā§āϞāϤāĻž, āϏāĻĻāĻāĻž | Charity begins at home. |
| hygiene | āϏā§āĻŦāĻžāϏā§āĻĨā§āϝāĻŦāĻŋāϧāĻŋ, āĻĒāϰāĻŋāĻā§āĻāύā§āύāϤāĻž | Cleanliness drives improve public hygiene. |
| literacy | āϏāĻžāĻā§āώāϰāϤāĻž | Literacy campaigns teach adults to read. |
| disaster | āĻĻā§āϰā§āϝā§āĻ, āĻŦāĻŋāĻĒāϰā§āϝāϝāĻŧ | Flood is a common natural disaster here. |
| cooperation | āϏāĻšāϝā§āĻāĻŋāϤāĻž | Success needs cooperation of all. |
| sacrifice | āϤā§āϝāĻžāĻ, āĻāϤā§āĻŽā§ā§āϏāϰā§āĻ | Social workers make great sacrifices. |
| dedication | āύāĻŋāώā§āĻ āĻž, āĻāϤā§āĻŽāύāĻŋāϝāĻŧā§āĻ | His dedication inspires young students. |
| empathy | āϏāĻšāĻŽāϰā§āĻŽāĻŋāϤāĻž | Empathy is the heart of social service. |
| gratitude | āĻā§āϤāĻā§āĻāϤāĻž | Poor villagers showed their gratitude. |
āϰāĻāύāĻž āϞā§āĻāĻžāϰ āĻāĻžāĻ āĻžāĻŽā§
āĻāĻžāϞ⧠āϰāĻāύāĻžāϰ āĻāĻžāϰāĻāĻŋ āĻ āĻāĻļ āĻŽāύ⧠āϰāĻžāĻā§ â āĻā§āĻŽāĻŋāĻāĻž, āĻŽā§āϞ āĻŦāĻā§āϤāĻŦā§āϝ, āĻāĻžāϤā§āϰāĻĻā§āϰ āĻā§āĻŽāĻŋāĻāĻž, āĻāĻĒāϏāĻāĻšāĻžāϰāĨ¤ āύāĻŋāĻā§āϰ āĻā§āĻŦāĻŋāϞ⧠āĻĒā§āϰāϤāĻŋāĻāĻŋ āĻ āĻāĻļā§ āĻā§ āϞāĻŋāĻāĻŦā§ āĻ āĻāϤ āĻļāĻŦā§āĻĻ āĻŦāϰāĻžāĻĻā§āĻĻ āϰāĻžāĻāĻŦā§ āϤāĻž āĻĻā§āĻāϝāĻŧāĻž āĻšāϞā§āĨ¤
| āĻ āĻāĻļ (Part) | āĻā§ āϞāĻŋāĻāĻŦā§ | āĻļāĻŦā§āĻĻ āϏāĻāĻā§āϝāĻž |
|---|---|---|
| āĻā§āĻŽāĻŋāĻāĻž (Introduction) | āϏāĻŽāĻžāĻāϏā§āĻŦāĻžāϰ āϏāĻāĻā§āĻāĻž, āĻāĻāĻāĻŋ āĻāĻĻā§āϧā§āϤāĻŋ ("Man is for man") āĻ āĻŽā§āϞ āϧāĻžāϰāĻŖāĻž â āĻā§āύ āĻŦāĻŋāώāϝāĻŧāĻāĻŋ āĻā§āϰā§āϤā§āĻŦāĻĒā§āϰā§āĻŖ | ā§Ēā§Ļâā§Ģā§Ļ |
| āĻŽā§āϞ āĻŦāĻā§āϤāĻŦā§āϝ (Body) | āϏāĻŽāĻžāĻāϏā§āĻŦāĻžāϰ ā§Ēâā§ŦāĻāĻŋ āĻāĻĻāĻžāĻšāϰāĻŖ â āĻŦā§āĻā§āώāϰā§āĻĒāĻŖ, āĻĻāϰāĻŋāĻĻā§āϰāϏā§āĻŦāĻž, āϰāĻā§āϤāĻĻāĻžāύ, āĻĒāϰāĻŋāĻā§āĻāύā§āύāϤāĻž, āĻĻā§āϰā§āϝā§āĻ-āϤā§āϰāĻžāĻŖ, āϏāĻžāĻā§āώāϰāϤāĻž; āĻĒā§āϰāϤāĻŋāĻāĻŋ ā§§â⧍ āĻŦāĻžāĻā§āϝ⧠| ā§§ā§Ģā§Ļâ⧍ā§Ļā§Ļ |
| āĻāĻžāϤā§āϰāĻĻā§āϰ āĻā§āĻŽāĻŋāĻāĻž (Why Students) | āĻā§āύ āĻāĻžāϤā§āϰāϰāĻžāĻ āϏāĻŦāĻā§āϝāĻŧā§ āĻāĻĒāϝā§āĻā§āϤ â āĻļāĻā§āϤāĻŋ, āϏāĻŽāϝāĻŧ, āĻāĻĻāϰā§āĻļ; āϏāĻŽāĻžāĻāϏā§āĻŦāĻž āĻĨā§āĻā§ āĻā§ āĻļā§āĻā§ (āĻĻāϝāĻŧāĻž, āĻļā§āĻā§āĻāϞāĻž, āύā§āϤā§āϤā§āĻŦ) | ā§Ēā§Ļâā§Ģā§Ļ |
| āĻāĻĒāϏāĻāĻšāĻžāϰ (Conclusion) | āύā§āϤāĻŋāĻ āĻŦāĻžāϰā§āϤāĻž āĻŦāĻž āĻāĻĻā§āϧā§āϤāĻŋ ("The service of man is the service of God") āĻĻāĻŋāϝāĻŧā§ āϏāĻŽāĻžāĻĒā§āϤāĻŋ â āĻāĻžāϤāĻŋāϰ āĻāύā§āϝ āĻŦāĻžāϰā§āϤāĻž | ā§Šā§Ļâā§Ēā§Ļ |
āϏāĻšāĻ āĻā§āĻļāϞ: āϏāĻāĻā§āĻāĻž â āĻāĻĻāĻžāĻšāϰāĻŖ â āĻāĻžāϤā§āϰāĻĻā§āϰ āĻā§āĻŽāĻŋāĻāĻž â āĻāĻĒāϏāĻāĻšāĻžāϰāĨ¤ āĻāĻ āĻāĻžāϰ āϧāĻžāĻĒā§ āϞāĻŋāĻāϞā§āĻ āϝā§āĻā§āύ⧠āĻĻā§āϰā§āĻā§āϝā§āϰ āϰāĻāύāĻž āϤā§āϰāĻŋ āĻšāĻŦā§āĨ¤ āĻāĻŽ āĻļāĻŦā§āĻĻ āĻāĻžāĻāϞ⧠āĻŽā§āϞ āĻŦāĻā§āϤāĻŦā§āϝ āĻĨā§āĻā§ āĻāĻĻāĻžāĻšāϰāĻŖ āĻāĻŽāĻžāĻ; āĻŦā§āĻļāĻŋ āĻļāĻŦā§āĻĻ āĻāĻžāĻāϞ⧠āĻĒā§āϰāϤāĻŋāĻāĻŋ āĻāĻĻāĻžāĻšāϰāĻŖā§ āĻāĻāĻāĻŋ āĻāϰ⧠āĻŦāĻžāĻā§āϝ āϝā§āĻ āĻāϰā§āĨ¤ āĻā§āĻŽāĻŋāĻāĻžāϝāĻŧ āĻāĻāĻāĻŋ āĻ āĻāĻĒāϏāĻāĻšāĻžāϰ⧠āĻāĻāĻāĻŋ āĻāĻĻā§āϧā§āϤāĻŋ āϰāĻžāĻāϞ⧠āĻĒāϰā§āĻā§āώāĻā§āϰ āĻā§āĻā§ āϰāĻāύāĻžāĻāĻŋ āĻāϞāĻžāĻĻāĻž āĻšāϝāĻŧā§ āĻāĻ ā§āĨ¤
Class-wise Guidance
āĻļā§āϰā§āĻŖāĻŋ āĻ āύā§āϝāĻžāϝāĻŧā§ āϰāĻāύāĻžāϰ āĻĻā§āϰā§āĻā§āϝ āĻ āĻāĻā§āϰāϤāĻž āĻŦāĻĻāϞāĻžāϤ⧠āĻšāϝāĻŧāĨ¤ āύāĻŋāĻā§ āώāώā§āĻ āĻļā§āϰā§āĻŖāĻŋ āĻĨā§āĻā§ āĻāĻāĻāĻāϏāϏāĻŋ āĻĒāϰā§āϝāύā§āϤ āĻĒā§āϰāϤāĻŋāĻāĻŋ āϏā§āϤāϰā§āϰ āĻāύā§āϝ āύāĻŋāϰā§āĻĻā§āĻļāύāĻž āĻĻā§āĻāϝāĻŧāĻž āĻšāϞā§āĨ¤
Class 6â7
ā§§ā§Ģā§Ļ āĻĨā§āĻ⧠⧍ā§Ļā§Ļ āĻļāĻŦā§āĻĻā§ āϏāĻāĻā§āώāĻŋāĻĒā§āϤ āĻ āϏāĻšāĻ āϰāĻāύāĻž āϞā§āĻā§āĨ¤ āϏāĻšāĻ āĻāĻāϰā§āĻāĻŋ āĻŦāĻžāĻā§āϝ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰ⧠āĻāĻŦāĻ āĻĻā§āĻ-āϤāĻŋāύāĻāĻŋ āĻāĻĻāĻžāĻšāϰāĻŖ āĻĻāĻžāĻ â āϝā§āĻŽāύ āĻāĻžāĻ āϞāĻžāĻāĻžāύā§, āϏā§āĻā§āϞ āĻĒāϰāĻŋāώā§āĻāĻžāϰ āĻāϰāĻž, āĻāϰāĻŋāĻŦāĻĻā§āϰ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāĻžāĨ¤ "voluntary", "welfare", "helpless"-āĻāϰ āĻŽāϤ⧠āĻāϝāĻŧā§āĻāĻāĻŋ āύāϤā§āύ āĻļāĻŦā§āĻĻ āĻļāĻŋāĻā§ āϏāĻ āĻŋāĻāĻāĻžāĻŦā§ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰā§āĨ¤ āĻļā§āώ⧠āĻāĻ āϞāĻžāĻāύ⧠āύā§āϤāĻŋāĻ āĻŦāĻžāϰā§āϤāĻž āϞāĻŋāĻā§āĨ¤
Class 8â9
⧍ā§Ļā§Ļ āĻĨā§āĻ⧠⧍ā§Ģā§Ļ āĻļāĻŦā§āĻĻā§ āϏā§āĻĒāώā§āĻ āĻā§āĻŽāĻŋāĻāĻž, āĻŽā§āϞ āĻŦāĻā§āϤāĻŦā§āϝ āĻ āĻāĻĒāϏāĻāĻšāĻžāϰāϏāĻš āϞā§āĻā§āĨ¤ āĻāĻžāϰ-āĻĒāĻžāĻāĻ āϧāϰāύā§āϰ āϏāĻŽāĻžāĻāϏā§āĻŦāĻž āύāĻžāĻ āĻāĻŦāĻ āĻĒā§āϰāϤāĻŋāĻāĻŋ āĻāĻ-āĻĻā§āĻ āĻŦāĻžāĻā§āϝ⧠āĻŦā§āϝāĻžāĻā§āϝāĻž āĻāϰ⧠â āϏāĻžāĻā§āώāϰāϤāĻž āĻ āĻāĻŋāϝāĻžāύ, āĻŦā§āĻā§āώāϰā§āĻĒāĻŖ, āϰāĻā§āϤāĻĻāĻžāύ, āĻĻā§āϰā§āϝā§āĻ-āϤā§āϰāĻžāĻŖ, āĻĒāϰāĻŋāĻā§āĻāύā§āύāϤāĻžāĨ¤ āĻā§āĻŽāĻŋāĻāĻž āĻŦāĻž āĻāĻĒāϏāĻāĻšāĻžāϰ⧠āĻāĻāĻāĻŋ āĻĒā§āϰāĻžāϏāĻā§āĻāĻŋāĻ āĻāĻĻā§āϧā§āϤāĻŋ āĻĻāĻŋāϞ⧠āϰāĻāύāĻžāĻāĻŋ āĻāϰāĻ āĻļāĻā§āϤāĻŋāĻļāĻžāϞ⧠āĻšāĻŦā§āĨ¤ āĻāĻāĻ āĻļāĻŦā§āĻĻ āĻŦāĻžāϰāĻŦāĻžāϰ āύāĻž āϞāĻŋāĻā§ āĻŦāĻžāĻā§āϝ⧠āĻŦā§āĻāĻŋāϤā§āϰā§āϝ āĻāύā§āĨ¤
SSC
⧍ā§Ģā§Ļ āĻĨā§āĻā§ ā§Šā§Ļā§Ļ āĻļāĻŦā§āĻĻā§ āϏā§āϏāĻāĻāĻ āĻŋāϤ āĻ āύā§āĻā§āĻā§āĻĻā§ āϞā§āĻā§āĨ¤ āĻ āύā§āϤāϤ āĻĒāĻžāĻāĻāĻāĻŋ āϏāĻŽāĻžāĻāϏā§āĻŦāĻžāϰ āϧāϰāύ āĻŦā§āϝāĻžāĻā§āϝāĻžāϏāĻš āĻĻāĻžāĻ āĻāĻŦāĻ āĻĻā§āĻāĻžāĻ āĻā§āĻāĻžāĻŦā§ āϏāĻŽāĻžāĻāϏā§āĻŦāĻž āĻāĻžāϤā§āϰāĻĻā§āϰ āĻāϰāĻŋāϤā§āϰ āĻ āύā§āϤā§āϤā§āĻŦ āĻāĻĄāĻŧā§ āϤā§āϞā§āĨ¤ āĻāύā§āώā§āĻ āĻžāύāĻŋāĻ āĻāĻžāώāĻž āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰā§, āĻŦāĻžāĻā§āϝ⧠āĻŦā§āĻāĻŋāϤā§āϰā§āϝ āϰāĻžāĻā§āĨ¤ āĻĒāϰā§āĻā§āώāĻžāϰ āĻšāϞ⧠āϏāĻŽāϝāĻŧ āĻŽā§āĻĒā§ āϞā§āĻāĻžāϰ āĻ āĻā§āϝāĻžāϏ āĻāϰā§, āϝāĻžāϤ⧠āύāĻŋāϰā§āϧāĻžāϰāĻŋāϤ āϏāĻŽāϝāĻŧā§ āĻļā§āώ āĻāϰāϤ⧠āĻĒāĻžāϰā§āĨ¤
HSC
The students and social service composition for HSC needs 300 to 350 words with real depth and maturity. Do not just list activities â explain why students are the best people for social service, how it builds character and leadership, and how it connects with national development. Use formal, polished English and a few advanced words from the vocabulary table above. End with a thoughtful, forward-looking conclusion instead of a memorised commonplace sentence. Originality and depth are what earn the highest marks at this level.
Frequently Asked Questions
How do I write the students and social service composition for HSC?
Write 300â350 words in four parts: introduction with a quote and definition, body with five to six explained examples, a section on why students are best suited for social work, and a forward-looking conclusion. Use formal English, advanced vocabulary like "dedication" and "empathy", and end with an original thought about national development rather than a copied sentence.
How many words should the composition be for class 8?
For class 8, write 200 to 250 words in three clear parts â introduction, body, and conclusion. Cover four to five kinds of social service with one or two sentences for each. Adding one relevant quote at the beginning or the end will make your composition stand out.
Which quotes can I use in this composition?
Three safe, well-known quotes fit this topic perfectly: "Man is for man." (āĻŽāĻžāύā§āώ āĻŽāĻžāύā§āώā§āϰ āĻāύā§āϝ), "The service of man is the service of God." (āĻŽāĻžāύā§āώā§āϰ āϏā§āĻŦāĻžāĻ āĻāĻļā§āĻŦāϰā§āϰ āϏā§āĻŦāĻž), and "Charity begins at home." (āĻĻāĻžāύāĻļā§āϞāϤāĻž āĻāϰ āĻĨā§āĻā§āĻ āĻļā§āϰā§)āĨ¤ Use at most two â one in the introduction and one in the conclusion. Examiners reward correct, relevant quotes, not a long list.
What examples of social service should I include?
The strongest examples for students are tree plantation, helping the poor and helpless, blood donation, cleanliness drives, flood and cyclone relief, and literacy campaigns. These are safe, practical, and easy for students to organise in schools and villages. Pick four to six of them and explain each in one or two sentences instead of only naming them.
Why is the āĻŦāĻžāĻāϞāĻž āĻ āϰā§āĻĨāϏāĻš version important for scoring well?
Students who memorise without understanding fail when the question is slightly reworded. Reading the Bengali summary first helps you understand every idea, so you can rewrite the composition in your own sentences in the exam hall. Own sentences plus correct vocabulary always score higher than a memorised paragraph with mistakes.
How can I make my composition different from others?
Add one specific detail from your own life â a tree you planted, a relief collection at your school, or a cleanliness drive you joined. One real sentence makes the whole composition feel original. Also vary your sentence beginnings, use two or three vocabulary-table words naturally, and keep your conclusion short and sincere instead of long and copied.
āĻāĻĒāϏāĻāĻšāĻžāϰ
Students and social service is not just an exam topic â it is a lesson for life. A well-written students and social service composition shows the examiner that you can think in English and feel for your society at the same time. Learn the structure table by heart, master the vocabulary, understand the Bengali meaning, and then write the composition in your own words. Do this, and whether the question comes in class 8, SSC, or HSC, you will answer it with confidence â and carry the habit of service far beyond the examination hall.
ā§Š
ā§Š āĻŽāύā§āϤāĻŦā§āϝ