Analysis of Pupil Performance: English

ISC
Analysis of Pupil
Performance
ENGLISH
Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
Year 2020
Published by:
Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations
Pragati House, 3rd Floor
47-48, Nehru Place
New Delhi-110019
Tel: (011) 26413820/26411706

E-mail: council@cisce.org
© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for
the Indian School Certificate Examinations. This publication and no part thereof may be reproduced,
transmitted, distributed or stored in any manner whatsoever, without the prior written approval of the
Council for the Indian School Certificate Examinations.
FOREWORD
This document of the Analysis of Pupils’ Performance at the ISC Year 12 and ICSE Year 10
Examination is one of its kind. It has grown and evolved over the years to provide feedback to
schools in terms of the strengths and weaknesses of the candidates in handling the examinations.
We commend the work of Mrs. Shilpi Gupta (Deputy Head) and the Research Development and
Consultancy Division (RDCD) of the Council who have painstakingly prepared this analysis. We
are grateful to the examiners who have contributed through their comments on the performance of
the candidates under examination as well as for their suggestions to teachers and students for the
effective transaction of the syllabus.
We hope the schools will find this document useful. We invite comments from schools on its
utility and quality.
Gerry Arathoon
November 2020 Chief Executive & Secretary
i
PREFACE
PREFACE
The CISCE has been involved in the preparation of the ICSE and ISC Analysis of Pupil Performance
documents since the year 1994. Over these years, these documents have facilitated the teaching-
learning process by providing subject/ paper wise feedback to teachers regarding performance of
students at the ICSE and ISC Examinations. With the aim of ensuring wider accessibility to all
stakeholders, from the year 2014, the ICSE and the ISC documents have been made available on the
CISCE website www.cisce.org.
The documents for the ICSE and ISC Examination Year 2020 include a detailed qualitative analysis
of the performance of students in different subjects. The purpose of this analysis is to provide insights
into how candidates have performed in individual questions set in the question paper. This section
is based on inputs provided by examiners from examination centers across the country. It comprises
of question wise feedback on the performance of candidates in the form of Comments of Examiners
on the common errors made by candidates along with Suggestions for Teachers to rectify/ reduce
these errors. The Marking Scheme for each question has also been provided to help teachers
understand the criteria used for marking. Topics in the question paper that were generally found to
be difficult or confusing by candidates, have also been listed down, along with general suggestions
for candidates on how to prepare for the examination/ perform better in the examination.
The Analysis of Pupil Performance document for ICSE for the Examination Year 2020 covers the
following subjects/papers: English (English Language, Literature in English), History and Civics,
Mathematics, Physics, Chemistry, Commercial Studies and Environmental Science.
Subjects covered in the ISC Analysis of Pupil Performance document for the Year 2020 include
English (English Language and Literature in English), Hindi, Physics, Chemistry, Mathematics,
Computer Science, History, Political Science, Economics, Commerce, Accounts, and Environmental
Science.
I would like to acknowledge the contribution of all the ICSE and the ISC examiners who have been
an integral part of this exercise, whose valuable inputs have helped put this document together.
I would also like to thank the RDCD team of Dr. M.K. Gandhi, Dr. Manika Sharma, Mrs. Roshni
George and Ms. Mansi Guleria, who have done a commendable job in preparing this document.
We hope that this document will enable teachers to guide their students more effectively and
comprehensively so that students prepare for the ICSE/ ISC Examinations, with a better
understanding of what is required from them.
Shilpi Gupta
November 2020 Deputy Head - RDCD
ii
CONTENTS
Page No.
FOREWORD i
PREFACE ii
QUALITATIVE ANALYSIS: ENGLISH
 English Language (Paper-1) 1
 Literature in English (Paper-2) 16

Question 1 [25]
Write a composition (in approximately 400 – 450 words) on any one of the following
subjects:
(You are reminded that you will be rewarded for orderly and coherent presentation of
material, use of appropriate style and general accuracy of spelling, punctuation and
grammar.)
(a) Recently, you travelled to a place you found peaceful and rewarding. Describe the
place, the weather, the people and the local activities that make this destination
particularly attractive.
(b) Narrate an experience when you took on a responsibility in your school that you
usually would not, and you were pleasantly surprised at the outcome.
(c) “If winter comes, can spring be far behind?” Express your views on this statement.
(d) Solitude.
(e) Students should be allowed to use electronic gadgets in the classroom. Argue for or
against this proposition.
(f) Write an original short story that begins with the line:
The lone young man who sat hunched on the park bench had an unusual gleam in his
eyes.
Comments of Examiners Suggestions for Teachers

Candidates often miss out on important aspects of the  Teachers must make sure that
composition that they need to address. Gross errors like students practice writing a number
spelling mistakes, use of wrong vocabulary, punctuation of descriptive compositions.
mistakes or omission of punctuation are frequent.  Students must be trained to include
Paragraphing is often not done properly. Use of all parts of the question in their
unnecessary, inappropriate, or wrong quotations is also composition. They should be
common. Also, sometimes candidates tend to deviate reminded that all parts of the
from the topic. question carry marks, and that they
Some common errors observed in each of the subparts risk losing marks if they don't do so.
are as follows:  It must be ensured that students get
enough practice in writing
(a) This was a descriptive composition. Certain Reflective Compositions, using
aspects were given in the question that the proverbs and well-known lines
candidates needed to address. from other works of Literature.
The idea of the place being 'peaceful and  The need for practice cannot be
rewarding' was ignored by many candidates, a emphasized enough. The more
general experience of a visit was given.
1
The four aspects of 'place', 'weather', 'people' and practice students get, the quicker
'local activities' had to be mentioned distinctly. they will understand all the relevant
However, many candidates missed out discussing details that need to be incorporated
about one or two aspects, thereby losing marks in as part of the composition they
Content. write.
Some candidates gave a general description of the  Teachers need to ensure that
place without the personal element of themself students are given enough training
being there. in writing short stories, ensuring
Many candidates wasted words in describing the that all elements of the short story,
journey to a place which was not required. i.e. plot, setting, characters,
A number of essays were a narrative about a dialogue and a logical ending are
summer/winter vacation. incorporated in them.
Some candidates misunderstood place for
relative’s house, nearby places, temples, safari, etc.
They also got confused between weather and
climate and failed to write adequately on the
weather, while some did not write on this point at
all.
Local activities were interpreted in various ways
from popular games, sport, entertainment, cottage
industries, cooking styles, hospitality culture, etc.
Some candidates failed to write about local
activities.
Some also wrote on how they found the place
peaceful and rewarding which was not asked for.
(b) This was a narrative topic and was also attempted
by a number of candidates.
Some of them forgot to mention that it was a
responsibility that they usually would not
undertake.
Several went on to narrate the experience of being
nominated to a responsible position like Head
Boy/Girl or House Captain.
A few candidates wrote that the outcome was not
pleasant, and they would not like to take up this
responsibility again.
Some candidates failed to take note of the key
words in your school, as a result they wrote about
taking on responsibilities which were not in school
or not age appropriate. A few even narrated their
friends' experience.
Many candidates failed to write about how they
were pleasantly surprised at the outcome.
(c) The few candidates who attempted this
composition were not able to convey the hope
2
expressed by the statement. It was treated as a
nature essay. Only a handful understood the
metaphorical meaning behind it. Their views were
focused more on the description of nature in the
winter season or the spring season or both together
without actually bringing to light the hope aspect
concealed in the statement.
(d) Very few students attempted this question. The
meaning of solitude was misunderstood by many
of them.
The idea of 'Solitude' was not brought out clearly.
Many mixed it up with the idea of Loneliness,
Salvation, Denouncement of worldly pleasure,
Suicide, etc.
Some candidates wrote a combination of a
composition and a short story.
A few compositions were only a detailed definition
of the word.
Deviation from topic was also seen in some of the
compositions. As a result, the interpretations of the
topic by the candidates turned out to be quite
strange and unsatisfactory. A few candidates were
even utterly wrong in their interpretation.
(e) It is very important to take a clear stand in an
argumentative topic, however several candidates
missed that particular aspect. Rather, they
discussed the good and evil of using electronic
gadgets.
Although many candidates attempted this
composition, a lot of them only concentrated on the
cell phone aspect of 'electronic gadgets'. Hardly
anybody referred to gadgets such as laptops,
tablets, or even objects such as the 'Kindle'.
This topic also confused some of the candidates a
little as in contemporary situations, the advantages
and disadvantages of electronic gadgets are
evident and taking a clear stand became difficult
for them.
In a few compositions, the stand was taken but not
justified with appropriate arguments, examples, or
justification.
(f) Most candidates who opt for the short story tend to
forget that the opening sentence needs to be
connected with the rest of the story. Unfortunately,
most candidates start with the correct words but
3
allow the rest of the story to ramble with no
connection with the opening sentence.
Here too, in a number of cases, the short story
ended up as a narrative essay as most candidates
did not pay attention to the five essential elements
of a short story, viz: plot, setting, characters,
dialogue and a logical ending.
Many candidates failed to write an original short
story, they plagiarised 'The Sound Machine'.
Several candidates changed the given opening line,
keeping the idea. Some wrote the given line
somewhere in between, but not as opening
sentence. A few candidates omitted words from the
opening line.
MARKING SCHEME
Question 1
General Guidelines:
The quality of language employed, the range and appropriateness of vocabulary and sentence
structure, syntax, the correctness of grammatical constructions, punctuation and spelling
(mentioned in the scope of syllabus) will decide the overall grade of the essay.
Marks to be deducted for gross errors like – errors of agreement and number, serious tense errors,
wrong verb form, elementary errors of sentence construction, misuse of vocabulary, errors in
spellings, punctuation or lack of it. There should not be any use of incorrect or irrelevant idioms,
misuse of pronouns, articles and preposition. In all compositions, marks to be awarded for content
and linguistic ability.
(a) This is a descriptive topic. The candidate is required to describe the place, the weather, the
people and the local activities.
(b) This is a narrative topic. The candidate must write as himself / herself, following the rubrics
of the question.
(c) This is a reflective topic and the candidates must present his / her views on how this is a
symbol of the fact that there is always hope that things will get better, that something
positive will always follow something negative. Short stories are not allowed for this topic.
They could, however, narrate an anecdote from their own life or from others’.
(d) This is a one-word or expository topic. Any type of composition, even a short story, may
be written, as long as it is connected with the word.
4
(e) This is an argumentative topic. Candidates must take a clear stand for or against the topic
and mention it.
(f) This is an original short story. The story must begin with the given line. The story must
contain all the essential elements of a short story such as, plot, setting, characters, dialogue
and have a logical ending.
Question 2
(a) As the Secretary of the Creative Arts Club of XYZ School, you organised an inter- [20]
school drama competition. Write a report for the school magazine in not more than
300 words, detailing the success of the event based on the following points:
Date, time and place – objective of the event – inauguration – schools involved –
judges invited – response of participants – reaction of audience – plan for similar
events in future.
(b) As a member of the Student Council, you have been given the responsibility of [10]
arranging for a career guidance workshop. Write a proposal in not more than 150
words, stating the steps you would take to make the workshop a success.

(a) Some common observations in this part were as  Teachers must give their students a
follows: lot of practice for Report writing and
− A large number of candidates were able to ensure that they are familiar with all
amplify the given points. On the other hand, kinds of reports given in the
many candidates did not adhere to writing as syllabus.
Secretary of the Creative Arts Club of XYZ  Students must be taught the correct
School, as given in the question and wrote format of proposal writing, as given
their own schools' names. by the Council. They must be given
enough practice on different kinds of
− Some candidates misinterpreted schools
proposals.
involved as number of schools that
 Teachers must ensure that students
participated and not the names. Some
learn to write headings and
candidates failed to note that judges invited
subheadings and the concluding line
had to be more than one.
given at the end of the proposal, so
− The last guideline plan for similar events was as not to lose marks.
addressed only as an event.  They must also train students to
− Response of participants was misinterpreted write points according to the marks
to be the number of participants in the assigned for each section.
competition and not their reaction.
5
− A few candidates just mentioned the words
given in the guideline but failed to elaborate
on it.
(b) Most candidates got confused between 'Heading

/ Introduction' and 'Objectives'. A large number
of candidates did not write the concluding
sentence in the proposal, hence losing marks.
Many candidates continued to write in letter
format or email format.
MARKING SCHEME
Question 2
(a) This is an exercise in amplification. All points must be included and amplified.
(b) The proposal must have a short introduction about the need for a career guidance workshop,
in about 10 to 15 words, two objectives and four measures to be taken. It must also have a
short concluding line.
Question 3
Answer sections (a), (b) and (c).
(a) In each of the following items, sentence A is complete, while sentence B is not. [10]
Complete sentence B, making it as similar as possible to sentence A. Write sentence
B in each case.
Example:
(0) (A) As soon as the bell rings, the children run out to play.
(B) No sooner……..………………………………
Answer: (0) No sooner does the bell ring than the children run out to play.
1 (A) When he returned, we asked him many questions.
(B) On his………. …………………………..
2 (A) He arrived and the crowd went hysterical with joy.
(B) Scarcely…………………………………….
3 (A) The bus service has been interrupted by floods.
(B) Floods……………………………………….
4 (A) This scenery is breath-taking.
(B) How………………………………………….
6
5 (A) You are entitled to a discount as long as the offer lasts.
(B) So long….……………………………………
6 (A) He is so tall that he cannot enter through this door.
(B) He is too………………………………………
7 (A) The doctor said to him, “Drink at least three litres of water every day.”
(B) The doctor advised……………………………
8 (A) Sunita is the best debater in our team.
(B) No other………………………………………..
9 (A) Not only did he score a century but also took three important wickets.
(B) Besides…………………………………………
10 (A) I am sorry I am unable to accompany you.
(B) I regret my .……………………………………
(b) Fill in each blank with a suitable word. (Do not write the sentence.) [5]
1. The antique furniture was sold ____________ an auction.
2. The tickets were sold _____________ within an hour.
3. I realized I had walked __________ a trap, but it was too late.
4. She had walked ___________ two hours before she realized she was lost.
5. Can he take _________ the additional responsibility?
6. She takes _________ her mother in all her mannerisms.
7. Neha turned _________ a new leaf after the incident.
8. I did not expect so many people to turn _________ for the conference.
9. The students brought___________ the first issue of their magazine.
10. Mowgli was brought _________ by wolves in the jungle.
(c) Fill in the blanks in the passage given below with the appropriate form of the verb [5]
given in brackets. Do not write the passage but write the verbs in the correct order.
When Albert Einstein ___________(1)(be) three years old, his parents
________(2)(be) very worried. He __________(3)(seem) intelligent, but had not
spoken a single word. They _________(4)(take) him to many doctors who
___________(5)(say) that they_________(6)(find) nothing wrong with the
child. One day, at the dinner table, Albert suddenly said, “The soup
__________(7)(be) too hot.” The shocked parents _______(8)(ask) him why he
7
________(9)(remain) silent for so long. The young child solemnly replied,
“Everything __________(10)(be) in order until now.”

(a) Many candidates did not perform well in this  Students must be given rigorous
question. There were many errors of syntax, and regular practice in this part of
grammar and punctuation. Capital letters, the question paper. They must be
commas and full stops were not used in the right told about the rules of grammar
places by many candidates. regarding transformation of
sentences.
(b) Candidates got most of the prepositions correct,
 Encourage students to go through
but there was some confusion amongst some of
as many exercises as possible and
them, especially with regards to phrasal verbs.
the answers should be discussed as
(c) Most candidates achieved full marks in this soon as they complete an exercise.
section.  Students must be told to ensure that
only the most necessary and
minimal changes are made while
transforming the sentences.
 Regular practice must be given in
the meaning and usage of phrasal
verbs and prepositions to help
students understand the different
prepositions used in the different
contexts of the sentence.
MARKING SCHEME
Question 3
(a) The opening word of each answer (part B) must be given as in the question paper.
1 (B) On his return, we asked him many questions.
2 (B) Scarcely did he arrive when the crowd went hysterical with joy.
3 (B) Floods have interrupted the bus service.
4 (B) How breath-taking this scenery is!
5 (B) So long as the offer lasts, you are entitled to a discount.
6 (B) He is too tall to enter through this door.
7 (B) The doctor advised him to drink at least three litres of water every day.
8 (B) No other debater in our team is as good as Sunita.
9 (B) Besides scoring a century, he took three important wickets.
8
10 (B) I regret my inability to accompany you.
(b) Each blank must be filled in by a word. Only the following are accepted:
1 at
2 out
3 into
4 for
5 on
6 after
7 over
8 up
9 out
10 up
(c) The candidates have been advised not to copy the sentence.
1 was
2 were
3 seemed
4 took
5 said
6 could find / found
7 is
8 asked
9 had remained
10 was
Question 4
Read the passage given below and answer the questions (a), (b) and (c) that follow:
(1) My job as the District Veterinarian in Darrowby, Yorkshire has thrown up some
interesting moments. I was driving up to Pawson’s sheep farm one morning,
when I saw this rare sight.
9
(2) I suppose it isn’t unusual to see a man pushing a pram in a town, but on a lonely
moorland road this scene merits a second glance. Especially when the pram
5
contains a large gray dog. I drew up beside them and stopped.
(3) I looked at the pram, ancient and rusty, and at the big animal sitting upright inside
it. He was a cross-bred greyhound, and he gazed back at me with unruffled
dignity. I couldn’t help but admire his healthy and happy disposition.
(4) “Nice dog,” I said.
(5) “Aye, that's Jake.” The man smiled, introducing himself as Roddy.
(6) That same evening, about eight o’clock, the doorbell rang. I answered it and 10
found Roddy on the front doorstep. Behind him, stood the ubiquitous pram. One
look at the prone dog warned me that something was terribly wrong.
(7) I threw the door wide open. “Bring him in.”
(8) I grabbed the animal round the middle and we lifted him onto the table. I watched
in disbelief as the huge form lay there. There was no fight for breath, he was 15
unconscious. His pulse was rapid and feeble, yet he didn’t breathe.
(9) Understanding the symptoms, I said, “Roddy, he is choking. I'm going to have a
look at his throat.”
(10) I pushed Jake’s jaws apart, depressed his tongue with a forefinger, and shone my torch
20
into the depths. He was the kind of good-natured dog who offered no
resistance as I prodded around. I shall always be thankful that at that very instant
the dog coughed, opening up the cartilages of the larynx and giving me a glimpse
of the cause of all the trouble. There, beyond the drooping epiglottis, I saw for a
fleeting moment a smooth round object no bigger than a pea.
(11) “I think it’s a pebble,” I gasped. “Right inside his larynx. I’ll have to get it out.” 25
(12) I seized a pair of scissors and clipped away the hair from the ventral surface of
the larynx. I dared not use a general anesthetic, and therefore I infiltrated the area
with local before swabbing with antiseptic.
10
(13) “Hold his head steady,” I said hoarsely, and gripped a scalpel. I cut down through 30
skin, fascia, and the thin layers of the muscle until the ventral surface of the
larynx was revealed.
(14) And there it was. A pebble right enough - gray and glistening and tiny, but big enough
to kill.
(15) I had to fish it out quickly and cleanly without pushing it into the trachea. I
leaned back and rummaged in the tray until I found some broad-bladed forceps,
then I poised them over the wound. Great surgeons’ hands, I felt sure, didn't 35
shake like this.
(16) I clenched my teeth, introduced the forceps, and my hand magically steadied as I
clamped them over the pebble.
(17) I didn’t breathe at all as I bore the shining little object slowly and tenderly
through the opening and dropped it with a gentle rat-tat on the table. 40
(18) “Is that it?” asked Roddy, almost in a whisper.
(19) “That’s it.” I reached for a needle and suture silk. “All is well now.”
(20) The stitching took only a few minutes and by the end of it, Jake was bright-eyed
and alert, paws shifting impatiently, ready for anything.
45
(21) He seemed to know his troubles were over.
Adapted from: James Herriot’s Favorite Dog Stories
(a) (i) Given below are four words and phrases. Find the words which have a similar [4]
meaning in the passage:
(1) deserves
(2) undisturbed
(3) being unable to breathe
(4) wet and shining
(ii) For each of the words given below, write a sentence of at least ten words using [4]
the same word unchanged in form, but with a different meaning from that
which it carries in the passage:
11
(1) middle (line 16)
(2) wound (line 38)
(3) introduced (line 40)
(4) well (line 45)
(b) Answer the following questions in your own words as briefly as possible:
(i) What was unusual about the pram on the moorland road? [2]
(ii) How did the narrator know that the dog was choking? [2]
(iii) Describe how the narrator found the cause of the choking? [3]
(iv) What preparations did the narrator make before the surgery? [2]
(c) Summarise how the narrator removed the pebble and saved Jake’s life. (Paragraphs
11 to 19). You are required to write the summary in the form of a connected passage
in about 100 words. Failure to keep within the word limit will be penalised.

(a) (i) Most candidates made errors and were  Teachers must ensure that they
unable to score full marks in this question. familiarize their students with all
kinds of writing, in order that they
(ii) Most of the candidates were able to score full
understand any kind of
marks in sentence construction. Some
Comprehension passage that is set
candidates, however, wrote the same
for the Board Examination.
sentences as those given in the passage.
 Intensive practice needs to be given
(b) Most of the candidates made many errors in the to students in the identification of
given questions as a number of them could not words and the enrichment of
understand the comprehension passage. vocabulary.
(i) Some candidates did not understand the  Students must be trained to
meaning of the word 'pram', and hence were understand the meaning of the word
unable to answer this question. in the context of the passage, and
(ii) A few candidates did not understand the most importantly, in the correct form
language of the passage and therefore had in which it has been used.
difficulty in answering this question.  Students must be told not to change
(iii) A number of candidates did not understand the form of the word, use a different
the meaning of the word 'choking' and hence meaning in the sentence and not to
were not able to answer this question. use proper nouns or compound
(iv) Quite a few candidates could not understand words while writing the sentence.
the words used in the process of the surgery  Training must be given to write
and had difficulty in answering this question. sentences with more than 10 words
12
(c) Quite a few errors were made in the precis as a so as to bring out the meaning
large number of candidates did not realize which clearly.
were the important points that needed to be  Students must be trained to write
included in it. Despite the question stating the according to the marks allotted for
paragraphs 11 to 19, many candidates wrote the question.
points from the entire passage, which were  Students must be told to read the
irrelevant. question and all its sub-parts
Many candidates failed to write in the grid carefully, understand it properly,
format. They wrote in paragraphs of more than and only then write the answer. All
100 words. A few candidates did write the precis the sub-parts need to be addressed
in a grid but overshot the word limit. in the answer.
 Students should be instructed to
read the question carefully and
adhere to the paragraphs from
where they are supposed to take the
summary points. They should be
trained to write in a grid format and
not to exceed the set word limit.
MARKING SCHEME
Question 4
(a) (i) Candidates are required to find words, from the passage which have a similar meaning
to those given in the question paper.
(1) merits
(2) unruffled
(3) choking
(4) glistening
(ii) The candidates are required to use the given words in sentences of their own but with
a different meaning from that used in the passage.
(1) middle: used in the passage as a noun to mean the waist.
Can be used as a noun to mean the part which is equidistant from both ends.
e.g. middle of the room, middle of the night, middle of the week, etc.
Cannot be used as a compound noun such as middle age, middle class, middle
name, middle school, etc.
(2) wound: used in the passage as a noun to mean injury caused to the body using
a weapon (here – scalpel).
Can be used as past participle / tense of wind:
(i) The path wound through the jungle.
(ii) They wound up the clock.
(iii) He wound the wool into a ball.
13
Can also be used as the verb form of ‘injury caused to the body, as:
(i) He tried not to wound him as they practiced their stunt.
(3) introduced: used in the passage as a verb to mean inserted gently into.
Can be used as a verb to mean:
(i) To get people to know each other’s names.
(ii) Give details about what is to come.
- Introduced the speaker, the topic, etc.
(iii) Learn about something for the first time.
- Introduced me to Instagram.
(iv) Launched
- Introduced a new product.
(4) well: is used in the passage as an adjective to mean fine or alright.
Can be used:
(i) As a noun to mean a hole in the ground filled with water.
(ii) As an adverb to mean in a good manner
e.g. the children did well in the examination, mix well.
(iii) As an exclamation:
Well, I declare!
Well, thank God that’s over!
Idiomatic phrases such as leave well alone, doing well, well off, etc. cannot be
used.
Compound adjectives such as well adjusted, well dressed, well established, well
done cannot be used.
(b) Candidates have to answer the questions as briefly as possible and in their own words.
Candidates should draw their material only from the passage.
(i) Man pushing a pram (on a lonely moorland road), pram contains a large dog.
(ii) There was no fight for breath, he was unconscious, his pulse was rapid and feeble.
(iii) Pushed Jake’s jaws apart, depressed his tongue, shone his torch, dog coughed, he
opened the cartilages of the larynx, saw the pebble.
(iv) He seized a pair of scissors, clipped the hair from the ventral surface, used anaesthesia
but local, and swabbed the area with antiseptic.
(c) Summary:
Content: A minimum of six points are required.
Linguistic ability: Marks are awarded for the candidate’s ability to express the points clearly.
14
POINTS:
1. He used scissors to cut the hair (from around the larynx).
2. He gave instructions to Roddy to hold the dog’s head.
3. He (could not use a general anaesthetic, so) used a local anaesthetic and some
antiseptic.
4. He cut through the skin, (fascia) and muscle till (the larynx was revealed, and) he saw
the pebble.
5. He looked for some broad bladed forceps, (poised them over the wound) and
(carefully) introduced (the instrument) them into the wound.
6. His hand steadied and clamped over the pebble.
7. He brought out the pebble slowly (and tenderly).
8. He stitched up the wound (and Jake was awake and alert in a few minutes).
(any six of the above points to be accepted)
GENERAL COMMENTS
• Question 1 (c) "If winter comes, can spring be far behind?"

Topics found • Question 1 (d) Solitude:
difficult/ • Question 1 (e): Should electronic gadgets be allowed in the classroom?
confusing by • Question 2. (b): Proposal Writing.
candidates • Question 3: Transformation of Sentences and Prepositions
• Question 4: The Comprehension Passage
• Practice is the key to English Paper 1. It has been proved time and again
that practice makes perfect.
• Reading good quality English books and making a point to speak in
Suggestions English.
for • Learn different usages and changes of words in the language.
Students • Develop the habit of consulting a dictionary; learn new words and their
use (formal and informal).
• It is important to follow the instructions given in the question paper.
• Practice all four Questions in past years' ISC question papers.
• Practice all the six types of essays and know for yourself where your
strength lies.
• Be familiar with all the types under directed writing.
15
SECTION A
(Answer one question)
THE TEMPEST - Shakespeare
Question 1
Choose two of the passages (a) to (c) and answer briefly the questions that follow:
(a) Prospero : This blue-eyed hag was hither brought with child,
And here was left by th’ sailors. Thou, my slave,
As thou report’st thyself, was then her servant,
And for thou wast a spirit too delicate
To act her earthy and abhorr’d commands,
Refusing her grand hests, she did confine thee,
By help of her more potent ministers
And in her most unmitigable rage,
Into a cloven pine…..
(i) What leads Prospero to talk about the ‘blue-eyed hag’? [1]
(ii) Why was she brought to this island? [2]
(iii) What account do we get of Ariel’s suffering in the cloven pine? Who had saved [2]
him and how?
(iv) How does Prospero describe the hag’s son? [2]
(v) What does Prospero threaten to do to Ariel now? What effect does his threat [2]
have on Ariel?
(vi) Give the meanings of the following words in the context of the passage: [1]
abhorr’d, cloven
(b) Caliban : I prithee let me bring thee where crabs grow,
And I with my long nails will dig thee pig-nuts,
Show thee a jay’s nest, and instruct thee how
To snare the nimble marmoset. I’ll bring thee
To clust’ring filberts, and sometimes I’ll get thee
Young scamels from the rock. Wilt thou go with me?
16
(i) To whom is Caliban speaking these lines? [1]
(ii) Briefly describe the circumstance under which he had met them. [2]
(iii) Who does he think they are? Why? [2]
(iv) To which other person had Caliban shown such a slavish attitude? What had [2]
the result been?
(v) How do his present listeners respond to his words? [2]
(vi) Give the meanings of the following words as they are used in the context of the [1]
passage:
snare, marmoset
(c) Ariel : Thy thoughts I cleave to. What’s thy pleasure?
Prospero : Spirit, we must prepare to meet with Caliban.
Ay, my commander. When I presented Ceres
Ariel : I thought to have told thee of it, but I fear’d
Lest I might anger thee.
Prospero : Say again, where didst thou leave these varlets?
(i) For whom is the term varlets being used? [1]
(ii) What comical behaviour of theirs does Ariel narrate now? [2]
(iii) Where had these people been going? Why? [2]
(iv) Where did Ariel leave them eventually? What did they do then? [2]
(v) What does Prospero tell Ariel to do? Why? [2]
(vi) Give the meaning of the following words as they are used in the context of the [1]
passage:
cleave, varlets
Comments of Examiners Suggestion for Teachers

(a) (i) A number of candidates did not pay attention  Students should be encouraged
to the question and thus did not answer it towards detailed reading of the
correctly. They did not understand that they text. Only then, textual details can
were asked why Prospero talked about the be brought about.
witch.  The students should be told about
(ii) The details were left out by many the role of the characters in every
candidates. The vague answer that she was a scene which can be brought about
witch, did not fetch marks. through a discussion in the class.
(iii) The details of Ariel's punishment and words  Every word should be explained in
like 'cloven pine' and 'twelve years' were left detail to encourage students to
out by many candidates. answer the word meanings
(iv) The word 'hag' was not explained by a correctly.
number of candidates. Prospero’s distaste
revealed through the words 'freckled whelp'
17
was not brought out in many answers. As a  Practice of reference to context
result, the answers were vague and must be given extensively.
generalized.  Students should be asked to refrain
(v) The oak tree was not mentioned by some from using guidebooks.
candidates. The fact that this punishment
would be more terrible than the first was not
brought out in answers.
(vi) A number of candidates did not know the
meaning of 'cloven'.
(b) (i) Many candidates mentioned Prospero,
which was incorrect. Some mentioned only
one character.
(ii) Textual details were missing in the answers.
The events and sequence of events were
confused by a number of candidates.
Unnecessary information was given by
some.
(iii) The fact that Caliban, like Miranda, had not
met human beings and that he thinks of them
as heavenly creatures because he tastes their
liquor was not brought out in a number of
answers.
(iv) The first part of the question was answered
correctly. In the second part of the question,
lack of textual knowledge and understanding
was evident.
(v) The fact that they made fun of him and
encouraged him in his naive beliefs was not
brought out in a number of cases. The
candidates instead referred to the
conspiracy.
(vi) The meaning of 'marmoset' was not given
correctly by some candidates.
(c) (i) Most candidates answered the question
correctly. Some, mistakenly mentioned
Antonio and Sebastian.
(ii) Textual details were not brought out in many
answers. Many candidates merely stated that
they were drunk.
(iii) Prospero's cell was not mentioned in several
cases.
(iv) The first part of the question was answered
correctly by most of the candidates, The
second part revealed lack of textual detail.
18
(v) Trumpery was not mentioned by a number
of candidates. Some wrote that Ariel was
asked to fetch rich and grand clothes, thus
completely changing the meaning.
(vi) Many candidates did not know the meaning
of 'cleave’.
MARKING SCHEME
Question 1
(a) (i) Ariel, the airy spirit serving Prospero reminds his master of the promise to grant him
his freedom. In anger, Prospero reminds Ariel of his servitude to Sycorax, the ‘blue-
eyed hag’.
(ii) Sycorax was a witch in Algiers and she was cast out of Algiers “for mischief manifold
and sorceries terrible / To enter human being” and brought ashore to this island/
because she was pregnant, she could not be killed
(iii) He remained in this pine for a dozen years. His torment had been so terrible that his
groans had made the wolves howl and penetrated the breasts of the ever angry bears.
Prospero had used his magic to tear open the pine and release Ariel from
imprisonment.
(iv) Prospero says that Caliban was a freckled whelp, hag born – not honoured with a
human shape.
(v) If Ariel complained any more, Prospero would rend open an oak and imprison Ariel
in its knotty entrails till he had howled away twelve winters.
Ariel asks for pardon and declares that he would be correspondent to command and
do his spiriting gently.
(vi) abhorred - hateful, vile, detestable, abominable, sordid, disgusting, obnoxious

cloven- split, divided, torn, open, ripped apart, rent
(b) (i) Caliban is speaking to Stephano and Trinculo.
(ii) Caliban had been sheltering from Prospero’s spirits under his cloak. Trinculo who
has escaped from the shipwreck finds nothing to shelter him. Seeing Caliban (whom
he mistakes to be a monster), he crawls under his cloak. Stephano who has also come
ashore sees the two, mistakes them for a strange creature but later realises who they
are.
(general idea)
19
(iii) At first Caliban thinks that they are spirits sent by Prospero to torment him. Later,
after drinking the liquor given by Stephano, he thinks they have dropped from
heaven.
(iv) Caliban had been similarly slavish to Prospero. Prospero had snatched the island
from him and had confined him to a rock.
(v) Stephano and Trinculo do not pay much heed to him. Stephano tells him to carry his
bottle and to lead the way. (general idea)
(vi) Snare – trap, entangle, capture

Marmoset – small monkey/monkey
(c) (i) Caliban, Stephano and Trinculo/ Caliban and fellow companions
(ii) The three were completely flushed with drinking. Filled with a newfound valour, they
smote the air for breathing in their faces and beat the ground for kissing of their feet.
(iii) Prospero’s cell to kill him.
(iv) In the end Ariel left them in a filthy pool covered in scum located beyond Prospero’s
cell.
They were immersed in the dirty water up to their chins. Struggled out smelling of
horse piss and cursed Caliban and the “harmless fairy” who had led them there.
(any one)
(v) Prospero tells Ariel to fetch the trumpery/ garments from his house and to hang them
on the trees near his cell.
He knows it will serve as a trap as the three will not be able to battle the attraction of
wearing royal garments.
(vi) cleave – follow closely, stick to, adhere, cling on to

varlets - rogues, scoundrels, villains, wretches,
20
CANDIDA - George Bernard Shaw
Question 2
Choose two of the passages (a) to (c) and answer briefly the questions which follow:
(a) Morell : (thoughtfully) Hm! Time for him to take another look at Candida
before she grows out of his knowledge. (He resigns himself to the
inevitable, and goes out).
Lexy looks after him with beaming worship. Miss Garnett, not being
able to shake Lexy, relieves her feelings by worrying the typewriter.
Lexy : What a good man! What a thorough loving soul he is! (He takes
Morell’s place at the table, making himself very comfortable as he takes
out a cigaret).
Proserpine : (impatiently, pulling the letter she has been working at off the typewriter
and folding it) Oh, a man ought to be able to be fond of his wife without
making a fool of himself about her.
Lexy : (shocked) Oh, Miss Prossy!
(i) Who is Morell talking about? How does he react when he gets to know about [1]
the arrival of this person?
(ii) What advice has Morell given Lexy about marriage? [2]
(iii) What does Proserpine say further to express her displeasure? [2]
(iv) When Lexy expresses unhappiness at Proserpine’s feelings against Candida, [2]
how does Prossy defend herself?
(v) Judging by Lexy’s disbelief, how does Proserpine condemn men’s ideas about [2]
women?
(vi) How does Lexy voice his regret then? [1]
21
(b) Marchbanks : (stopping her mysteriously) Hush! I go about in search of love; and I
find it in unmeasured stores in the bosoms of others. But when I try to
ask for it, this horrible shyness strangles me; and I stand dumb, or
worse than dumb, saying meaningless things: foolish lies. And I see
the affection I am longing for given to dogs and cats and pet birds,
because they come and ask for it. (Almost whispering) It must be asked
for: it is like a ghost: it cannot speak unless it is first spoken to. (At his
usual pitch, but with deep melancholy) All the love in the world is
longing to speak; only it dare not, because it is shy! shy! shy! That is
the world’s tragedy. (With a deep sigh, he sits in the visitors’ chair
and buries his face in his hands.)
Proserpine : (amazed, but keeping her wits about her: her point of honor in
encounters with strange young men) Wicked people get over that
shyness occasionally, don’t they?
(i) Where are Marchbanks and Proserpine? [1]
(ii) How does Marchbanks offend Proserpine? [2]
(iii) What are Marchbanks’ ideas of love? [2]
(iv) What is ‘like a ghost’? Why has he used this reference? [2]
(v) What does Marchbanks tell about his shyness to Proserpine? [2]
(vi) Does Marchbanks agree with Proserpine when she says that wicked people do [1]
not feel shy?
(c) : [Convulsively] Onions!

Marchbanks
Yes, onions. Not even Spanish ones: nasty little

red onions. You shall help me to slice them. Come
along.
Candida : [She catches him by the wrist and runs out,
pulling him after her. Burgess rises in
consternation, and stands aghast on the hearth-rug,
staring after them.]
Candy didnt oughter andle a hearl’s nevvy like
Burgess :
that. Its goin too fur with it.
22
(i) Why is Marchbanks disgusted by the onions? [1]
(ii) Why had he been similarly agitated a little earlier? [2]
(iii) How had Candida responded then? [2]
(iv) Why is Burgess shocked? [2]
(v) What does he get to know about Marchbanks soon? [2]
(vi) Why does Morell appear disinterested? [1]

(a) (i) Many candidates wrote Candida instead of  Students should be encouraged
Burgess. towards detailed reading of the
(ii) A number of candidates merely mentioned text. Only then textual details can
'get married' instead of 'get married to be brought about.
someone like Candida"  Explain intricate details of the text
(iii) Proserpine's impatience with Morell's to enhance the capability of the
blindness with Candida was not brought out candidates when tackling
in many answers. reference to context questions.
(iv) Proserpine's statement that she appreciates  Emphasise on the discussion of
Candida was not brought out by many motives and character traits.
candidates.  Ensure that students understand
(v) Most of the candidates could not bring out the the implicit and the explicit
idea of the weakness of women, but meaning of statements made by the
mentioned that men have intelligence, while characters.
women are only a bundle of emotions.
(vi) Only a few candidates successfully wrote
about women having no clue about man's
strength.
(b) (i) Correct answers were given by most
candidates.
(ii) Textual detail was missing in many answers,
indicating lack of understanding of the text.
(iii) Answers given were vague and generalised.
Marchbanks' idealism was not mentioned by
many candidates.
(iv) The first part was answered correctly. In the
second part, several candidates did not
mention, how, like a ghost, love does not
readily reveal itself.
23
(v) Marchbank's shyness standing in the way of
his love was mentioned by most of the
candidates.
(vi) Candidates displayed some confusion with
this question as they did not understand the
inability of wicked people to show love.
(c) (i) The idea of Candida doing menial work,
being offensive to Marchbanks, was not
brought out by some candidates.
(ii) This was a purely textual question, and the
textual reference was missing in many
answers.
(iii) Candida's refusal to be put on a pedestal was
not brought out by some candidates.
(iv) Having failed to recognize the character of
Mr. Burgess, some candidates wrote that he
was shocked by the display of closeness
between Candida and Marchbanks, whereas,
in actuality Mr. Burgess was shocked at
Candida asking Marchbanks, an Earl's
nephew, to peel onions.
(v) Prossy's statement that Marchbanks was
eccentric was not given by a few candidates.
(vi) Most candidates answered the question
correctly.
MARKING SCHEME
Question 2
(a) (i) Morell is talking about Candida’s father/ Mr. Burgess.
He is surprised and not pleased/unhappy when he gets to know about his arrival.
(ii) Morell tells Lexy the benefits of marriage. Marrying a good woman provides a
foretaste of happiness in heaven. An honest man will do work hard to make others
happy. To prove this, he compares happiness to wealth. He advises Lexy to marry
someone like Candida and he will always be in arrears with his repayment.
(iii) Prossy is upset about Morell’s continual praise of Candida and says, ‘Candida here,
and Candida there, and Candida everywhere’.
According to her, it can drive anyone out of their senses to hear a woman raved about
in that absurd manner.
(iv) Proserpine confesses that she has no feelings against Candida, on the contrary she
considers her to be nice and very good-hearted.
She continues to say that she is quite fond of Candida and can appreciate her real
qualities far better than any man could.
24
(v) Proserpine says that men have no knowledge of the human heart and they have no
idea of the weakness of women. They feel men have intelligence while women are
only a bundle of emotions which is why they are jealous of other women.
(vi) Lexy regretfully states that if women only had the same clue to man’s strength as to
his weakness, there would be no controversy about Women
(b) (i) In the drawing room/ parsonage/Morell’s office
(ii) Because he has indirectly hinted about her love affair.
(iii) Marchbanks desires the love that is given to dogs, cats and birds because they come
and ask for it. Love must be asked for, only then can one get it.
(general idea)
(iv) Love is referred to a ghost.
It cannot speak unless it is first spoken to.
(v) Trying to pacify her / tells her that he is shy too and his shyness stands in the way of
love.
(general idea)
(vi) Yes
As he feels that wicked people have no love in true sense what they call love is lust
or sexual desire.
(c) (i) Proserpine has just announced that the cook was waiting for Candida in the kitchen
now that the onions had arrived. He could not imagine Candida soiling her hands
cutting/peeling onions.
(ii) Candida was an angel in Marchbanks’ eyes. The thought of her having to do mundane
household chores like filling lamps with paraffin was demeaning. (general idea)
(iii) Candida had told him that the image he had of her was erroneous because she was an
ordinary woman who would not be comfortable walking barefoot on Hackney Road.
(general idea)
(iv) Burgess is impressed with the fact that an Marchbanks was the nephew of Earl, a
member of the aristocracy. For him to be pulled into the kitchen to slice onions was
unthinkable.
(v) Proserpine tells him that she felt it appropriate to warn Burgess who was so impressed
with Marchbanks that the latter was mad and had frightened her earlier with the queer
things he said.
(general idea)
(vi) Morell had earlier been attacked by Marchbanks about not valuing Candida and being
a wind bag. He pretended to be disinterested here.
(general idea)
25
SECTION B
(Answer four questions on at least three textbooks which may include
EITHER The Tempest OR Candida.)
THE TEMPEST - Shakespeare
Question 3
Referring closely to Act IV, scene i:
(a) Describe the blessings showered by Ceres and Iris on Miranda and Ferdinand. What [8]
is the significance of these blessings?
(b) What did Prospero tell Ferdinand just before the masque? What did he emphasize [6]
and how did Ferdinand answer him?
(c) What do you conclude about Prospero from the events that occur in the act? [6]

(a) Answers were vague and generalised and the actual  Students should be encouraged to
blessings and their significance was not given by read the text in detail to highlight
most candidates. important aspects of the play.
 Adding relevant quotations to the
(b) Most candidates did mention Prospero's concern answers should be brought into
about not violating Miranda's chastity and purity practice.
before the marriage rites were celebrated and  Character analysis should be done
Ferdinand's assurance for the same. after completing a Scene or an
However, certain detailed textual references and Act.
quotations such as, a mention of "barren hate",  Students should be trained to
"sour eyed disdain and discord" would have made understand the question and then
for a higher order answer. answer accordingly.
(c) Many candidates failed to point out aspects of
 Students should be encouraged to
make a flow chart to understand
Prospero - his concern for his daughter, his relief
the sequence of events.
that Ferdinand would prove to be a fit partner for
 Students should also be made to
Miranda, his skill as a magician, his pride in the
understand how the actions and
'vanity' of his art were not brought out.
statements of characters, reveal
character traits, intent and
purpose and also point to further
events in a play.
26
MARKING SCHEME
Question 3
(a) After being completely convinced of the sincerity of Ferdinand’s love for Miranda,
Prospero gives his seal of approval to their union. He organises a masque for them as
a reward and as a demonstration of his prowess as a magician.
Masques were popular entertainments in 16th and 17th century England. In Shakespeare’s
time, masques were written for performance before a king’s or a noble’s court; thus, they
were given the name Court Masques. They provide an allegorical setting to celebrate
feast days, harvests, betrothals and marriages. Although there is no evidence, it is
believed that the masque in The Tempest was written especially for a performance to
celebrate the betrothal of King James’ daughter. Masques were performed by a
mixture of professional actors and costumed aristocrats. The characters represented
were a mixture of grotesques and allegorical, classically derived gods, goddesses,
mythical figures and personified virtues. A particularly innovative aspect of the masque
was the use of highly engineered stage sets.
Iris, the goddess of the rainbow summons Ceres the goddess of the Earth to bestow her
blessings on the young couple. Ceres and goddess Juno give their blessings: Ceres
blesses that the young couple enjoy: Earth’s increase and foison plenty, their barns and
granaries would never be empty, vines would be loaded with clustering bunches, plants,
similarly would bow under their plentiful produce, Spring would come at the end of every
harvest, i.e. there would not be the bleakness of winter in their lives, scarcity and want
would shun them
Iris’ blessings are more implicit. Iris is the rainbow which unites the earth and the sky-the
earthly, the mundane and the heavenly, idealistic and spiritual. She freely blesses their
wedded life. When she summons the nymphs of the stream and the reapers to the dance on
the green, she again emphasizes the presence of calmness and vitality in their lives.
The blessings of the goddesses acquire special relevance in the context of Ferdinand and
Miranda’s future roles as King and Queen of Naples. Moreover, in a primarily agrarian
society, these would be the blessings which would be most relevant and appreciated
Moreover the blessings emphasize fertility- a desired quality in any marriage.
However, quite suddenly, the masque is disrupted as Prospero starts suddenly and speaks.
He remembers the “foul conspiracy” of Caliban and his companions. Thus, the mundane
and earthly matters impinge on the illusory and ideal, dispelling the magical atmosphere
created by Prospero. There is confusion as all the spirits vanish.
(b) At the beginning of Act IV, it is evident that Prospero is finally convinced of the sincerity
of Ferdinand’s love for Miranda. He declares that Ferdinand had withstood his test well
and now he was willing to entrust him with his daughter Miranda, who was a ‘third
of mine own life.”
Prospero’s concern for his daughter is evident as he repeatedly reminds Ferdinand to
ensure that Miranda’s chastity and purity is not violated till the marriage rites are
celebrated. This concern with chastity reflects the values of contemporary society.
27
Prospero warns that if Ferdinand breaks Miranda’s virgin knot before marriage, the
heavens will not rain down any blessings on the couple. Instead, “barren hate,” “sour
eyed disdain and discord” shall cover their marriage bed with weeds so that hatred
instead of love will grow in the marriage.
Ferdinand tries his best to assure Prospero that he will not give in to any temptation
regardless of the opportunity and the place being favourable. If the time to his
marriage seems too long, he will console himself with the thought that Phoebus’ steeds
had foundered, or night had been “kept chained below.”
(c) In this act we see Prospero in a much more mellow mood. His concern for his daughter is
evident from the fact that he takes pains to test Ferdinand’s sincerity. Once sure, he has the
grace to explain his actions to Ferdinand. He even admits that Ferdinand has” strangely
stood the test.” His pride in his daughter can be seen from the fact that he calls her a
rich gift that he is giving Ferdinand. At the same time, he wants to ensure that their
union is marked by correctness, so he reminds Ferdinand not to violate her chastity
till the marriage rites are completed.
He is proud of his skills as a magician and therefore holds the masque as a reward for
the young couple and also to display his art. When Ferdinand in amazement asks him
about the actors, Prospero declares that they were his spirits whom he had called from
their confines to enact his fancies. However, when the masque is disrupted, Prospero
talks about the ephemeral nature of the illusions he had created. Prospero, having
achieved his aims becomes philosophical as he comments that like the illusions
presented,” We are such stuff…….sleep.”
Question 4 [20]
Prospero refers to Caliban as “A devil, a born devil”. In this context, evaluate the character
and role of Caliban in the play.

Mostly a generalised , vague summary of the character  Students should be taught proper
was observed. Many candidates laboriously argued in evaluation of characters, not a scene
favour of Caliban being a born devil, thus missing the by scene summary.
finer nuances of the question. Empathy for the character  They should mention specific
with personal perspectives was lacking in almost all incidents which will bring out the
answers. Also, appropriate textual references to traits of the character.
establish the answer were not up to the mark.  In this instance, they should have
Some candidates wrote a summary of the play, touching mentioned the devilish traits and
upon the character of Caliban. Details were missing. which actions showed these traits.
They mentioned "A devil, a born devil", but could not
28
justify it well. However, some examples and quotations
from the text were evident.
MARKING SCHEME
Question 4
Caliban the misshapen son of the witch Sycorax is described by Prospero as a ‘hag-born’
whelp not honoured with human shape. He was the only inhabitant of the island when
Prospero arrived there. Out of his naivete, he had responded to Prospero’s kindness by
showing him all the features of the island. In retaliation Prospero had usurped the island
from him.
This is the crux of Caliban’s resentment against Prospero. Caliban represents the black
magic of his mother and appears ‘bad’ when judged by contemporary civilised
standards. Our sympathy for him is aroused when Caliban movingly tells us of the torment
that he suffers at the hands of Prospero and his spirits, “But they’ll nor pinch / Fright me
with urchin shows …. Hiss me into madness.
Prospero of course has his reasons – he declares that Caliban had tried to violate the honour
of his daughter. He had therefore been “confin’d into this rock” and forced to perform all
the low and menial tasks for Prospero and Miranda. Even the gentle and kind Miranda does
not have a good word for him. When she reminds him of the pains she had taken over him he
does not appreciate it. “You taught me language… curse.” Modern day analysts interpret
the relationship between Prospero and Caliban as that of the colonist and the colonised.
Caliban’s resentment is intense. It is clear that he hates Prospero so when he meets Stephano
and Trinculo, he seizes the opportunity to hatch a conspiracy against Prospero. In many
ways Caliban is an innocent, reacting to emotional and physical needs without the ability to
think through and fully understand the events and people who surrounded him. He is truly
a child of nature, uneducated and reacting to his surroundings in much the same way as an
animal does. However, at the same time he turns out to be more focused and sensible than
Stephano and Trinculo. They are easily diverted by the glittering garments that Prospero
places in their way and forget their goal. Caliban on the other hand recognises the garments
as trash but his companions do not listen to him.
Despite his savage demeanour and grotesque appearance, Caliban has a more sensitive side that
the audience is only able to glimpse briefly. His beautiful speeches about his island home and its
magical music, Be not….. sleep again, provide some of the most beautiful imagery in the play.
Prospero of course does not see any redeeming feature in him and terms him a ‘born devil’
on whose nature “nature” does not stick. Prospero feels that he grows more repulsive as
he ages ….. His forced servitude and his oppression by Prospero have led many readers to
interpret him as a symbol of the native cultures occupied and suppressed by European
colonial scouts. It is probably also a response to Montaigne’s idea of the noble savage. Even if
this comparison may not be completely accepted, Caliban remains one of the most intriguing and
ambiguous characters in the play, a sensible monster who allows himself to be transformed into a
fool. Prospero’s words, “ a devil….” Represent the impatience of a master/ mentor who has not
been successful in his task and one therefore who concludes that there is no redeeming feature in
29
Caliban. However, a close reading of the play will reveal interesting facets of the character and
will arouse a certain amount of empathy. Perhaps Prospero’s words reflect the European attitudes
to the natives of the regions they conquered.
CANDIDA - George Bernard Shaw
Question 5
Referring closely to Act III of the play Candida:
(a) Describe the conflict between Marchbanks and Morell regarding Candida [8]
(b) Describe the auction that Candida initiates. Why do you think she terms it an auction? [6]
(c) What is the reason for the choice made by her at the end of the play? [6]

(a) Very generalised discussion marked by absence  Train students to understand what a
of textual detail was observed in most of the question demands and to answer
answers. The conflict between how the two accordingly.
perceived Candida was not explored.  Tell students that weightage is given
to all aspects of a question.
(b) Textual detail was given. However, the idea of
 Encourage students to have a close
auction or bidding or the objectification of
knowledge of the text which will help
Candida as if she were a mere thing was not
them in answering questions in an
brought out by many candidates.
effective manner.
Candida's annoyance, her ironic address to them
as "my Lords and masters" would go a long way
to establish her reaction to the suggestion of the
two gentlemen. Candida's objection at being
treated like an object and analyzing her
characteristic traits in view of the auction scene
would lead to answer of a superior quality.
(c) Candida's evaluation of the strengths and
weaknesses of the two men - the fact that
Marchbanks could live without her as he had his
idealism and poetry whereas as Morell
completely depended on her, was not brought out
by many candidates.
30
MARKING SCHEME
Question 5
(a) Marchbanks, the young idealistic poet whom Morell had rescued from the Embankment
completely idolises Candida. She is the goddess at whose altar he worships. He follows
her everywhere quite slavishly. However, Marchbanks feels that Morell does not deserve
Candida and takes her for granted. Morell loves Candida and believes that they have
a solid marriage. He does not take Marchbanks seriously. When Marchbanks declares
that he loves Morell’s wife, Morell does not take it seriously at first. He declares, ‘Why
my dear child, of course you do. Everybody loves her. They cant help it. I like it.
However, as Marchbanks keeps insisting about his love for Candida and Morell’s
unworthiness to be her husband, Morell’s complacence is seriously threatened. Matters
come to a head in Act II, when Morell returns home after a speaking engagement. He
finds Candida with Marchbanks. Candida is quite unselfconscious at being found alone
with Eugene. When she leaves in search of Maria, Morell questions Marchbanks who
tells him ‘I have been making a fool of myself here in private whilst you have been
making a fool of yourself in public.” He declares that when Morell left Marchbanks
alone with Candida, it was nothing but “heroics” Marchbanks in turn says I am not to
say a word in your absence that I would not have said a month ago in your
presence.” He declares that he had been able to contain himself for some time but
when she declared that she couldn’t bear to being read to any longer she became an
……” Morell asked whether she had repulsed Marchbanks, but this suggestion is
rejected scornfully. He declares that Morell is ‘not worthy to live in the same world
with her’. He declares that Morell had transformed from the man Candida married to
Revered James Mavor Morell, moralist and windbag.” When Morell asks whether
Candida would have loved him any better for being insincere in his profession, Marchbanks
says “O, she forgave you, just as she forgives me for being a coward, and a weakling”.
He feels that Candida wants somebody to protect, to help, to work for. He feels that
being Marchbanks, is the man. He wants Morell to send for Candida and let her
choose between the two of them.
(b) Candida enters in the middle of the altercation Marchbanks is immediately on the defensive
and apologises. He does not want to make her angry and also says “I would die ten times
over sooner than give you a moments pain”. Candida wants to know what is going on.
Morell wants to prepare her mind to avoid a misunderstanding. When she keeps on
insisting that she must hear everything. Morell told her that Eugene had declared that she
was in love with him. Though, Marchbanks vehemently denies it, Morell continues and
says that Marchbanks declared that Candida despised Morell in her heart. He also
declares that Candida had said that Eugene was always right. ‘He is the poet who sees
everything, and I am the poor person who understands nothing”. When Candida asks
him if he minded what was said by a foolish boy because she had said something like
it in first, Morell insists that Candida would have to choose between the two of them. They
had agreed to it.
Candida is annoyed and asks ‘Oh! I am to choose am I? I suppose it is quite settled that I
must belong to one or the other”. She then goes on to comment “I am up for auction, it
31
seems’. Ironically addressing them as ‘my Lords and masters”, she asks them what
they would bid for her. Morell “with proud humility” declares that he had nothing to
offer her but ‘my strength for your defence, my honesty for your surety, my ability
and industry for your livelihood and my authority and position for your
dignity.” Marchbanks on the other offers her “My weakness, My desolation, My
hearts need”.
Candida is an independent minded woman, capable of thinking for herself. She is
annoyed at the manner in which the two men quarrel over her as if she were a
commodity. She terms it an auction as she has been objectified and made to feel that
like an object, she must have an owner. As one of Shaw’s “New Woman” she does not
belong to any one but herself.
(c) Interesting enough Candida declares that she will “give myself to the weaker of the
two”. For a moment Morell thinks that he has lost and Candida reminds Eugene about
his mother and sisters who are fashionable and his successful brother. He had always
been criticised, disliked and misunderstood. Marchbanks took refuge in his books and
poetry. Morell on the other hand had from his childhood been praised, appreciated
and every effort had been made to “save James the trouble of doing anything but be
strong and clever and happy.” Not only his parents and three sisters but Candida
Prossy and Maria had helped Morell nurture the impression that he was strong.
Candida was the sentinel who kept all the ‘little vulgar cares out.’ She declares ‘I
make him master here, though he does not know it.” Machbanks had learnt to live
without happiness he had his poetry and his dreams and therefore he was all the
stronger for it. Without Candida, Morell would have fallen apart and so she chooses
him as he needs her more.
[20]
Question 6
In the play Candida, Shaw presents Candida as an unconventional woman. Discuss.

Very general answers were given with no interpretation  Students should be encouraged to
or analysis written. Candidates failed to focus on the read the text in detail to highlight
qualities which made Candida an unconventional important aspects of the play.
woman, Shaw's perception of the role of women and so  Students should be trained to
on were not brought out by most candidates. understand the question and then
answer accordingly.
 Character analysis should be done
after completing an act.
32
 Adding relevant quotations to the
answers should be brought into
practice.
 Candidates should be trained to
write an essay type answer which
should be supported with critical
comments.
MARKING SCHEME
Question 6
An avid advocate of women suffrage and a firm believer of gender equality, Shaw was of the
opinion that a woman is really a man in petticoats. The gender history of the Victorian age,
where men were supposed to work, socialize, and earn for the family, women ought to be
pure, submissive, and were supposed to look after their husband and children, led to the
emergence of the New Woman. In Candida, Shaw has completely restructured the dynamics
of husband wife relationship by depicting an intelligent and strong-willed wife who is the
real master of the house. The conventional and stereotypical image of the husband as the
protector, provider and guardian of his. Conversely, it is the wife who gives comfort,
strength, support and security to her husband and in the end rescues him by shattering his
illusions regarding his exaggerated idea of his own importance. For Reverend James Morell,
Candida is the ideal wife and mother, ceaselessly selfless and loyal to him and a source of his
emotional support. While Candida works hard every day to ensure a comfortable existence
for him within the four walls of their home, he considers her work as her duty, is bound to
do as his wife and as a woman and never acknowledges the hard work she puts into their
marriage. He believes that he is the protector and guardian of his wife and that she cannot
do without his guidance and support. He fears that if he gives her up, she would not have
anyone to protect her, to help her, to work for her, and to father her children. When Candida
asks him to offer his bid for her, instead of offering his love and devotion to his wife he
proudly declares, “I have nothing to offer to you but my strength for your defence, my
honesty for your surety, my ability and industry for your livelihood, and my authority and
position for your dignity. That is all it becomes a man to offer to a woman”. Eugene criticizes
Morell for allowing Candida to do all the household chores while he himself is busy
preaching sermons. Candida does not wage a war against patriarchal authority
characterized by her husband. Instead, she being fully aware of her independence makes
him aware of it in her own way. Candida understands Morell and is aware of his ego,
weakness and need to be cared for like a baby, and the real reason for his popularity and
she makes her choice in full awareness of these facts. Candida represents that section of
women who take delight in domesticity and whose lives revolve around their homes and
families. When Eugene is horrified by the thought of Candida doing menial domestic chores,
she assesses his opinion his poetic horrors but does not try to justify his viewpoint. She is a
33
modern woman with an unconventional attitude towards marriage who does not consider
domestic life as a constraint on women’s freedom. Candida’s father, Mr. Burgess, recognizes
her power. When Morell tells Candida that she must choose between him and Eugene,
Candida implies she has a third option of walking out alone. Candida chooses Morell not out
of conventionality, but because it is her choice and because she loves him. By choosing to
stay with Morell within the four walls of her home instead of going out with Eugene who
represents absolute freedom from domestic labour and therefore a future possibility of a
career, Candida posits her position as an emancipated woman.
THINGS FALL APART - Achebe
Question 7
Referring closely to the events, answer the following:
(a) How is the Church established and what is the role of the white men in establishing [8]
it?
(b) Why does Nwoyi secretly become attracted to religion of the missionaries? What [6]
was his father’s reaction?
(c) Which circumstances had led to the suicide of Okonkwo? [6]
Comments of Examiners
This question was not attempted by many candidates.
MARKING SCHEME
Question 7
(a) The missionaries had asked for land to build a Church and the elders had granted them a
plot in the “Evil Forest” where no man went and where those dying of infection and disease
were sent. The tribe thought that the white man would not accept this but to their surprise,
the missionaries rejoiced in the offer. Even after seven market weeks, nothing happens to
them. They were unharmed. As a result, they gained as lot of converts. They began by
giving membership to the outcasts of the tribe. The white man thus brought new religion
without any consideration for the prejudices that the tribes harboured. Nwoyi, a pregnant
woman, Neka also become converts.
(b) Nwoyi is never able to please his father and rise to the standards of masculinity demanded
by him. As a result, he is constantly punished for being different. He first hesitates to join
Christianity, but his father’s violence and opposition finally drives him to attend the mission
school in Unuofia. He sees the new religion an answer to his problem. He joins the sect
that has been established in the Evil Forest as Unoka on his death had been cast out into the
34
Evil Forest. He sees that none in the Church had been harmed and therefore, turns
Christian. One of Okonkwo cousins notices Nwoyi among the Christians and informs
Okonkwo thus when Nwoyi returns, Okonkwo chokes him by the neck, demanding to know
where he had been. He orders Nwoyi to leave and Nwoyi does so causing grief to his father.
(c) After Okonkwo returns from imprisonment by the Europeans after being tricked and
charged and also fined for destroying property. He is a broken man as his masculinity has
been affected. While he was in detention for the fine to be collected, he had been maltreated
and head shaved off. When he returns, there bitter hatred in his heart against the white man
as he had suffered humiliation at their hands and he swore to take revenge. Then he kills
one of the messengers who comes to the meeting of tribes men though the others escaped.
He is surprised to see that instead of being uploaded for his action, the clans men are upset
and enraged and no one is ready to defend him or support him. Rather than face the ultimate
indignity of humiliation at the hands of the white man Okonkwo returns to the compound
and hangs himself.
Question 8 [20]
How is the story about why mosquitoes buzz around people’s ears relevant to the novel?
MARKING SCHEME
Question 8
Most myths and animal fables told in Things Fall Apart have deep symbolic significance, on a
personal as well as a political level. When Okonkwo struggles to get some much-needed sleep
days after the brutal murder of Ikemefuna, he becomes acutely conscious of the buzzing of a
mosquito. It's then that he recalls a tale that his mother used to tell him when he was a child. The
story is supposed to provide a mythological answer to the question of why mosquitoes always
buzz around people’s ears. His mother had narrated that once upon a time a mosquito had fallen
head over heels in love with Ear and wanted to marry her. But Ear wasn’t interested. Instead she
made fun of the mosquito for his frail body and short lifespan.
The humiliated mosquito had sworn revenge, vowing that, from then on, every time a mosquito
passed by an ear, he would buzz against it as a reminder that he was still alive. Although Okonkwo
dismisses the fable as an insignificant women’s tale, it has greater personal and cultural
significance than he is prepared to acknowledge. The fact that he remembers the tale from all those
years ago, shows not just the importance of stories and fables in his society, but also the way that
a woman in a male-dominated society can influence and shape the formative development of her
children through the act of story-telling. The story that Okonkwo remembers as he lays in bed
could be seen as a kind of parable that has a lot to say about Okonkwo and his life and how he
35
reacts to situations. In a sense, this parable is about the danger of judging people by their
appearances, as Ear did, and suffered as a result. Okonkwo is seen as a character, who in his haste,
bravado and desire to show himself to be a man, makes many hasty decisions without thinking
them through, and suffers as a result. This is best brought out when he is exiled and through his
response to the missionaries who come.
[20]
Question 9
“His whole life was dominated by fear of failure and of weakness.” Do you think this is
true of Okonkwo? Give your views with reference to the novel.
MARKING SCHEME
Question 9
Okonkwo was popularly called the ‘hero’, but he does not exhibit the courage and great nobility
of a hero which was part of the tradition of the tribe. He is the son of the effeminate and lazy
Unoka and tries to make his way in a world that seems to value manliness and he rejects everything
for which he believes his father stood. Okonkwo consciously adopts ideals which were opposite
to those of his father and as a result becomes productive, healthy, thrifty and brave. Because his
father likes music and light heartedness he is violently oppose to music.
Okonkwo achieves great social and financial success. He marries three women and fathers several
children. Like his father, he too is at odds with his community. Unable to adjust to the changing
times and the developments that occur with the arrival of the white man he finds himself in a
difficult situation. All that he had attained with industry, hard work, struggle against odds and his
role in the inter-tribal wars seems to be at stake. At the height of his powers, he had such energy
that his “Chi” had to go along with him. In his effort to be different from his father, he was turn
and half in his dealings with his family since showing affection seem to him to be a sign of
weakness. He believed in constant activity and action.
However, he was not without flaws. His gentler side was evident when he became fond of
Ikemufuna. He was very distressed and upset after the boy’s murder. He is ashamed of his son
who is not like him at all and feels that his son is better. He does become repentant of his deeds
but is too proud to admit that he had made a mistake. In exile, he loses his position in the clan
and it seems as if his heart has gone out of it. His fall is because he cannot adapt to change and
has a false idea of heroism which ultimately brings about his downfall.
36
CONTEMPLATIONS
Question 10
Referring closely to the essay ‘My Visions of India’, answer the following:
(a) Relate the first and second vision of Dr. Kalam. [8]
(b) What does he say about his third vision? [6]
(c) How does Dr. Kalam co-relate his message with the message of J. F. Kennedy? [6]

This question was not attempted by most of the  Teachers should motivate the
candidates. candidates to do a thorough and
repeated reading of the essay.
 Important details, incidents and
examples should be highlighted
while teaching.
 Discuss the tone and purpose of the
essay in class.
 Training should be given to aptly
answer long questions.
MARKING SCHEME
Question 10
(a) The first vision of Kalam was freedom. He declared that India got a first vision of freedom
in 1857 when Indians started the first war of independence. India respected freedom not
only for herself, but for others too. He felt that we must protect and nurture and build on
this freedom. Kalam vehemently states that freedom is the basic requirement for self-
respect. If we are not free, no one will respect us.
For Kalam the second vision involved development. He felt that we had been a
developing nation for 50 years and now it is time to see ourselves as a developed nation
as we are among the top five nations of the world in terms of GDP with 10% growth rate
in most areas. He pays a very positive picture as he declares that our poverty levels are
falling and our achievements are being globally recognised today. Unfortunately, we
lack self-confidence to see ourselves as a developed nation, self-reliant and self-
assured.
(b) Kalam’s third vision was to see India stand up to the world. Unless she stands up, no
one will respect us. Kalam declared that strength respects strength. Similarly, love
begets love. He declares that we need to be strong not only as a military power, but
37
also as an economic power. Both of these aspects must go hand in hand. Dr. Kalam
expressed his gratitude to three great minds with whom had worked – Dr. Vikram Sarabhai
of the Department of Space, Dr. Sathish Dhawan who succeeded him and Dr. Brahm
Prakash the Father of nuclear material. These have rendered human service in making India
powerful.
(c) Kalam ends his speech by quoting J.F. Kennedy’s request to the American people. He
uses it to motivate the Indians as he feels that only Indian people can change the
system. This system consists of our neighbours, households, communities and the
government. He feels that when it actually comes to making a positive contribution to
the system, we lock ourselves along with our families into a safe cocoon and look into
the distance at countries far away and wait for Mr. Clean to come along and work a
miracle. This shows our escapist attitude and Dr. Kalam feels that we need to be more
active in rendering help to clean the system.
Question 11 [20]
Referring closely to the essay On being Idle, discuss how the writer treats a light subject
with a serious message.

Some candidates answered this question well, citing  Conduct class discussions on the
examples. Others missed out on the underlying writer’s point of view.
seriousness and humour, as the question demanded.  Mark out the main points of the
essay and ask the students to write
them down.
MARKING SCHEME
Question 11
The Essayist discusses the subject of idleness in a light-hearted humorous manner. A closer
reading of the essay reveals the underlying seriousness. The writer begins by defending
idleness and feels that genuine idlers are rare. He recalls the worth of his grandmother which
he feels is half-true. In an unusual comparison, he compares idleness to kisses.
The writer talks about his experience in Buxton when he fell very ill. He was advised to go to
Buxton to take complete rest, so he followed the prescription of the Doctors religiously and did
nothing. Idling was not a good experience for him. He declares that he enjoys himself more
when burdened with responsibility and when he has to get up early, though he would like to lie
for an extra half hour in bed. Five minutes in bed in such moments are also enjoyable as no
one wants to get up early.
38
The writer shifts his attention to tobacco which he feels is a blessing for idlers as it wastes time
and does not look bad. In the Middle Ages if young men had a quarrelsome nature it is because
they did not have tobacco. So, they would either go to war or involve themselves in family
feuds. In their spare time they would keep themselves busy competing for their sweethearts.
The writer ends by revealing his dream. He feels that one day it will be acceptable to lie in bed
till noon, read two novels a day and do nothing. The seriousness of the essay lies in the fact
that the writer conveys the idea that even “doing nothing” is not pleasing when there is
nothing to do.
[20]
Question 12
In the essay On the Decay of The Art of Lying, what makes Mark Twain argue that “the
Lie, as a Virtue, A Principle, is eternal”? According to Mark Twain, what is a silent lie?
What example does he give to demonstrate a silent lie? Why does he oppose injurious truth
and injurious lying?

Most of the candidates could answer the question with  Ask students to read the essay
examples highlighting the lady and the nurse episode thoroughly.
that justified the term 'silent lie'. However, only some  Give them practice in identifying
candidates could give details from the text as to why main points of the essay.
Mark Twain opposed injurious truth and injurious  Train students to focus on the main
lying. points and then embark on how the
point has to be presented.
 Lay stress that points in the answer
have to be written sequentially and
every effort has to be made to
identify and answer what the
question demands.
MARKING SCHEME
Question 12
In his essay titled On the Decay of the Art of Lying, Mark Twain writes that over the
centuries, the custom of lying has suffered no decay or interruption. The author sees lying
almost as an art- a skill that can be cultivated with conscientious care. According to Twain,
lying is a necessity of our circumstances. Stating on old proverb he says “Children and fools
always speak the truth,” thereby deducing that adults and wise people don’t! Quoting the historian,
Parkman, he states that only imbeciles would speak the truth at all times.
39
According to Twain, the most obstinate truth mongers indulge in what he calls the silent lie
which is nothing but concealing the truth. He states that many supposed speakers of truth
believe that they do not lie at all, by simply claiming that they speak no lie.
To illustrate his position, Twain gives the example of lady with whom he was once having dinner.
When the author generally remarked that we are all liars, the lady was mortified. She waited for
the children present for dinner to leave and then took up the matter again. She claimed that she
had never lied and challenged the author to provide just one instance of the time when she had
lied. Twain reminds her of the time when she had to fill in the blank sent by Oakland Hospital, to
give information about the nurse who was staying by her sick son, she leaves a blank space. The
nurse was perfect, her only fault was not wrapping up the child well when she was re-arranging
his bed. The narrator then remarks that the lady must have lied when asked about any time when
she was guilty of negligence. The lady retorts by saying that she had left the column blank! The
author then tells her triumphantly that she had told a silent lie by leaving the column blank.
He then horrifies the lady with a vision of the nurse causing the death of another child. The
lady then rushes to the family where the nurse now stays to find the child happy and healthy,
as the narrator had been lying himself! The lady sends a note of the faults of the nurse to the
hospital the very next day.
The speaker emphasizes the necessity of training oneself in judicious lying. Since lying is
universal, Twain considers it wise to train ourselves in lying thoughtfully. It is necessary to
lie with a good intention in mind, to lie for others' advantage, to lie charitably. The essay
concludes with the speaker addressing the public “without undue flattery” as "Old
Masters".
ECHOES
Question 13
Referring closely to the short story B. Wordsworth:
(a) Describe the interaction between B. Wordsworth and the young narrator. [8]
(b) What did the narrator learn from his friend? [6]
(c) Do you feel that B. Wordsworth was an escapist? Give reasons for your answer [6]

(a) Most of the candidates were able to show the  Encourage students to do a detailed
interaction between the B. Wordsworth and the reading of the text.
young narrator.  Train students to give examples from
However, some candidates could not recall the the text to support their
story well and came up with some vague opinions/observations.
statements only from first half of the story. The
rest of the story was not referred to in the answer.
40
The interaction between the two unlikely people
stretches throughout the story, but the candidates
did not seem to understand this.
(b) Qualities such as, the soothing power of Nature,
empathy with life, sensitivity, the joy in simple
things - all that B. Wordsworth taught by
example, were not brought out by many
candidates.
(c) Candidates were entitled to their points of view
and reaction to the character. However, the
reasons for labelling B. Wordsworth an escapist
or otherwise, with references to the text were not
present in the answers given by most candidates.
MARKING SCHEME
Question 13
(a) The short story B. Wordsworth can be interpreted as a coming of age story of a young
boy who encounters a strange caller at his home. His harried and practical mother does
not have much time to entertain strange callers though she is kind to beggars. So when a
small man tardily dressed wearing a hat, a white shirt and black trousers asks to be let inside
his yard because “I want to watch your bees”, the young boy is intrigued by the unusual
request. His mother however is suspicious and tells her son to keep a watch on the man.
However, nothing dramatic happens as the man squats near the trees for about an hour,
watching it. He confides to his young companion that I love to watch. I can watch ants
for days. He also tells the narrator that he is a poet ‘the greatest in the world’. The ‘B’
in his name stood for Black as opposed to “White Wordsworth”. (Naipaul at his ironic best/
shades of racism) the famous Romantic poet William Wordsworth) whom the stranger
terms his brother as “We share one heart. I can watch a small flower like morning glory
and cry.” Immediately the reader is reminded of William Wordsworth’s lines “My heart
leaps up when I behold / A rainbow in the sky. The stranger even tried to sell a poem he
had written about mother for 4 cents. Quite naturally he was shooed away by the narrator’s
mother. He took this philosophically declaring that it was a poet’s tragedy. This sets the
ground for the subsequent interactions between the young boy and B. Wordsworth.
The young narrator B Wordsworth soon become friends quite unknown to the narrator’s
mother. The boy meets B Wordsworth at the corner of Miguel Street as he was coming back
from school one day. B Wordsworth declared that he had been waiting for this young friend
for a long time. He invited the young boy to come to his yard and eat mangoes. The boy
noticed that the yard seemed all green with mango, coconut and plum trees. The place
looked wild as though it wasn’t in the city at all. One couldn’t see the big concrete houses
in the street. The boy enjoyed the sweet, juicy mangoes. Of course, his mother was very
angry with him and beat him rather badly for his escapade.
In anger, the boy goes to B Wordsworth’s house. Instead of commenting on what had
happened, B Wordsworth took him for a walk to the race-course. There, both of them lay
41
on the grass and looked up at the sky. B. Wordsworth told him “I want you to think how far
those stars are from us. B. Wordsworth also told the young boy an oblique story of a
relationship between a boy poet and girl poet who died with a young poet inside her. The
boy realised the story must be autobiographical. With B. Wordsworth the world became a
most exciting place as the two went for long walks together. They went to the Botanical
Garden and the Rock Gardens. They climbed Chancellor hill in the late afternoon and
watched the darkness fall on port of Spain and the lights on in the city and on the ships in
the harbour. B. Wordsworth did everything as though he were doing it for the first time in
his life. He did enjoy as though he were doing some Church rite.
(b) The boy learnt about the immensity of Nature, vis a vis the small, often mean world of man,
riddled with materialism. Nature acts as a soothing power in his life (Wordsworth’s
philosophy). The boy learns to feel and empathise - B. Wordsworth calls him a fellow poet
because he can cry. There is the role of romance through B. Wordsworth’s love story. The
childlike enthusiasm that Wordsworth depicted in everything they did together influenced
the narrator. He also learnt to find the unusual in small things.
(c) Candidates are free to give their own interpretation. The interpretation can be either:
(i) Yes, he was an escapist. He was not a success and justified it by claiming that he was
writing his great poem. However, this does not come about and he dies an old and ill person
who has not achieved anything in his life. The illusion that he harboured were destroyed
just as the patch of green was destroyed and replaced by a concrete jungle. The great poem
that he was about to write did not come about and he even confides that the story of the boy
poet and girl poet was untrue.
OR
(ii) He was not an escapist but rather a person who chose to opt out of the practical
materialistic world. His entire life is a way of living- he values nature for what she is not
what she can give. He develops in the young boy a poetic sensibility. He teaches him to
embrace his emotion and powers of observation - - to feel the immensity and depth of nature.
Apparently, he does nothing but here lies his uniqueness. Society constantly values a person
by what he has and what he does. B. Wordsworth does nothing, achieves nothing, even his
great work of art is a failure but we end up believing that his life is that much richer and
more meaningful than the ‘divers’ of the world.
Question 14 [20]
How does Roald Dahl depict the theme of obsession in his short story, The Sound Machine?

Most candidates wrote a good summary of the story  Encourage a detailed reading of the
'The Sound Machine'. They wrote in detail about the text.
incidents of Mrs. Saunders cutting roses, the  Train students to give examples from
protagonist's own experimentation by axing a large tree the text to support their answer.
42
and Klausner's eccentricity as he insists that Dr Scott  List quotations from each text, which
nurse the tree's wound with iodine. The protagonist's can be used in answers.
obsession with sounds was implicit. However, what
made their answers stop short of being a higher order
answer was that they did not weave in their analysis
along with the references, thus not establishing
Klausner's obsession firmly. Quotations proved a rarity
in this question as well.
MARKING SCHEME
Question 14
The story “The Sound Machine’ deals with an obsession for sounds.
Klausner, a man passionate about sound invents a machine capable of detecting frequencies
beyond the reach of human hearing and converting them into audible sounds.
He creates a machine which is bizarrely described as ‘a black box about three feet long, in the
shape of a child’s coffin’. Klausner places the machine in the garden and is quite excited when
he notices his neighbour Mrs. Saunders, cutting roses. He hears a ‘frightful piercing shriek’
through his headphones and realizes the sound to be coming from the rose. He pleads with Mrs.
Saunders to cut one more rose to confirm his doubt. When confirmed he tries relating his discovery
to the lady, his absurd excitement scares the lady who makes a dash for her house.
Klausner goes back to his machine and is able to hear a faint crackling sound. He associates the
sound with the pain of the flower.
Next day, he takes the machine to a park across the road. Then with an axe he gives a jab to a
large tree. The blade cuts deep into the wood and gets stuck there. At that instant, Klausner hears
a harsh, noteless, enormous noise like a drawn-out sob. He is horrified at the harm he has
caused the tree and starts apologizing profusely.
In a hurry, he calls Dr Scott to the park. When the doctor arrives, Klausner behaves in the most
eccentric manner and expects him to nurse the tree’s wound. When trying to drive the truth of
his experiment across to the doctor, he gives one more jab to the tree resulting in the destruction
of the machine. The smashing sound is symbolic as it refers to the pain we inflict upon nature.
[20]
Question 15
How successful was the writer in bringing out the protagonist’s innate goodness in the short
story, Salvatore?

This question was a popular choice among candidates.  Thorough reading of the text should
Although most candidates handled the question be done in the class, highlighting the
competently, it was observed that insights into characters and the incidents at great
Salvatore's character were missing. The parts of the text length.
43
dealing with his "innate goodness" could have been  Candidates should be discouraged
handled with greater insights. Candidates should have from writing summaries. They
substantiated these insights with adequate textual should be asked to read the question
references. carefully, understand it and answer
accordingly.
 Critical insight, characterization
and themes should be highlighted
while teaching.
 Proper sequencing of events with
quotations should be taught to bring
out structured answers.
MARKING SCHEME
Question 15
The narrator knew Salvatore since he was a fifteen-year-old, when the latter had spent his
mornings lying about in the beach and looking after his brothers. With time, he grew up to fall
in love with a pretty girl from the grand Marina. They could not marry till he had completed his
compulsory military service. Separated from his family, living in small confines with strangers
amidst the din made him miss his island home all the more. In his poorly constructed letters
to his fiancée, he poured out his heart. The simplicity of his life and the childlike manner in
which he viewed his world attracts us to him. He exulted at the prospect of being reunited with
her when the attack of rheumatism caused him to be sent back home, ignoring the medical report
that he would be quite well again. Does not understand the importance and implications of his
illness. He was surprised when his entire family came out to welcome him home, but she remained
conspicuously absent. When he visited her home, he was told her parents would never allow her
to marry one who could not work as a man. Instead of blaming her, Salvatore justified her
decision. He is not resentful or vindictive. In fact, he can empathise with her. When Assunta
expressed a desire to marry him, he overcame his initial comment about her ugliness to empathize
with her over her loss of her fiancé in Africa and marry her. Over the years, he retained his
kindness and worked in the vineyard and helped his brothers fish. His capacity for hard labour is
revealed in this. He remained unaffected when rheumatism left him incapable of work and tourists
saw him as lazing at the beach. He did not get upset at their harsh comments about him. Instead
he took delight in his children’s innocence as they played in the water. The comparison of his
large hands with flowers reveals the gentleness of his nature. The narrator concludes with the
admission that he had initially wondered if he could arrest the attention of his readers through the
duration to bring out the innate goodness in Salvatore. The goodness of Salvatore lies in his
innocence and simplicity, his belief in the goodness of life and the nobility of his nature.
44
REVERIE
Question 16
Referring closely to the poem Dover Beach:
(a) Describe the moonlit scene described by the poet at the beginning of the poem [8]
(b) How does the poet introduce the note of melancholy and disturbance? In this context, [6]
what does he say about Faith?
(c) What does the poet say about the world in which he finds himself? What is the only [6]
hope left for mankind?

(a) Although the candidates attempted this poem  Ask students to read the poem
they missed out on a number of textual references thoroughly, understand each line,
and sequential narration of images. As a result, a usage of words, descriptions and
portrayal of the symbolic significance of the figures of speech.
scene was missed out. The description in the  Metaphors and similes used should
poem is very vivid but this vividness was not be thoroughly explained.
brought out in most answers. One felt that the  Explain how the poet uses tone and
candidates were not thoroughly acquainted with mood in the poem.
the text.  Students should be able to mark the
(b) The melancholy and disturbance caused by the progression of ideas thoroughly.
waves drawing back and flinging the pebbles on  Lines or expressions which should be
the beach, the reference to Sophocles hearing the quoted must be emphasized.
same sound so many years ago was not brought
out in the answers.
The candidates did not seem to understand the
fortifying and supporting role of Faith in
contemporary times as well as the Crisis of Faith
being faced by contemporary society,
(c) Most candidates did write about the poet turning
to his beloved as his only hope. They however
did not mention the poetic details of the last
segment of the poem, cross references such as the
'Peloponnesian War', where "ignorant armies
clash day and night" and its relative similarity to
a fruitless world, blinded by ignorance, insecure.
Thus, just as the depth of hopelessness was not
established in the answers, personal bonds and
relationships as the only glimmer of hope were
not highlighted sufficiently either.
45
MARKING SCHEME
Question 16
(a) Mathew Arnold begins his poem Dover Beach with a picture of the cliffs of Dover on a
moonlit night. The poet looks out towards the French coast, some twenty-six miles away
and is attracted by the calm serenity of the scene – the quiet sea, the moon, the blinking
lights on the French shore, the glimmering reflections of the famous white cliffs of Dover.
“The moonlight lies fair / upon the straits …… tranquil bay.” The speaker calls his
beloved to the window to enjoy the scene and the sweet night air, “Sweet is the night air!”
However, there is one element out of tune with the peaceful scene. The poet urges his
companion to “Listen” to the rasping sound from the shingle beach as the waves,
flowing in and out, drag the loose pebbles back and forth.” This repetitive sound
underlies the otherwise peaceful scene and suggests to the speaker some unspecified
and unrelenting sadness.
(b) The “eternal note of sadness” of the sea as it repeatedly dashes against the shore is
universalised as the poet imagines that the Greek tragic dramatist Sophocles had
heard the same sound in the Aegean Sea and it had suggested to him the turbid ebb
and flow of human suffering, which had been the dominant subject of his plays. The
poet and his companion are also reminded by the sound of a related, but somewhat different
thought (resulting from the spiritual and intellectual crisis of the age).
The sea reminds the poet of the Sea of Faith which was once at the full and girded the
world like an attractive, bright girdle holding everything together. Now, however, like
the waves of the sea, the Sea of Faith is receding; the power of religion to give unity
and meaning is waning, leaving behind only the chill wind whistling over the desolate
beach. The imagery of the last few lines of this section indicates that the loss of Faith
if not simply unfortunate but also results in a great sense of emptiness and
vulnerability. He compares the human situation to the “naked shingles of the world”
prone to disaster and unhappiness.
(c) In the final section of the poem, the poem turns from the scene to his love, almost in
desperation, seeking to find some meaning and stability in a world that is otherwise a
void, and cries out for them to be true to each other, because in the vision of the poet,
there is nothing else possible to give meaning to life. The world which is apparently
beautiful and new (recalling the opening six lines) is in fact not so. The world can offer
none of the promises it makes. Joy, love light, certitude, peace, help for pain. What the
world is really like is a battlefield at night where soldiers clash, fighting with shadows,
unable to tell friend from foe. It is a dark plain “where ignorant armies clash by night”.
Amidst the hopelessness of his vision, the poet can only find a glimmer of hope in
personal bonds and relationships.
46
[20]
Question 17
How is the power of the Music Makers brought out in We are the Music Makers?
Comments of Examiners Suggestions for teachers

The power of creators and artists could have been better  Ask students to read the poem
mentioned. Some candidates did not explain how artists thoroughly, understand each line,
were world losers and world forsakers. Cross usage of words, descriptions and
referencing was absent in most answers. Many figures of speech.
candidates could not give examples as to how these  Metaphors and similes used should
artists are movers and shakers of the world. be thoroughly explained.
Many candidates failed to write the textual details of the  Explain how the poet uses tone and
poem missing out on numerous points, describing the mood in the poem.
artists as lone wanderers, wandering and soul-searching  Students should be able to mark the
alone by sea-breakers, shaping their creativity by progression of ideas thoroughly.
desolate streams. Although they remembered the term  Lines or expressions which should
"movers and shakers" they failed to establish the phrase be quoted must be emphasized.
by detailing the achievements of artists. How through
their dreams they conquer a crown or trample an empire
down was not clearly established. Although Nineveh
and Babel were mentioned- these cross references were
not explained in detail by most candidates or connected
with the capabilities of artists. Neither was the
immortality of artists established.
Some candidates even failed to understand the
significance of Music Makers and wrote about music in
general.
MARKING SCHEME
Question 17
The Ode, popularly known by its first line ‘We are the music makers’ is a glorification of artists
across different realms, acknowledging their achievements. It describes the life of an artist, the
beauty of their artworks and their impact on their surroundings and on the world outside. The
poet describes the artists and their soul-searching as they wander alone by sea-breakers, and
sit by the desolate streams, to shape their creativity worthy of admiration. He highlights the
difficult life of the artists seen as the world losers and world forsakers. With the sacrifices comes
the meagre sustenance they manage to carve out for themselves through their art. These artists are
the ‘movers and shakers’ of the world, who show the world a face outside the societal norms
and ethos by building new dynamic ones. The effects of their artistry help create wonderful,
immortal songs capable of building the world’s great cities, their fabulous, mythic story
47
fashion glorious empires and new civilizations by introducing radical thoughts and feelings.
One man with a dream and adequate opportunity at hand can give that dream a concrete
structure. He is the one who will conquer a crown. Collectively, they can trample an empire
down. These artists have existed since time immemorial. In the past they had built the ancient city
of Nineveh, sighing over the torture of the enslaved. Babel was created with mirth, with the artists
like the architects and sculptors working together happily. These artists are capable of
overthrowing the old world with their prophecy of a new world, as each age results from a dream
which is replaced by another, initiating a chain reaction. Art survives when nothing does. And the
men who think and dream are the music makers who remain immortal.
Question 18 [20]
The poem John Brown presents two attitudes to war. Describe the two attitudes. Which
one do you sympathise with? Why?

This was a fairly well attempted question. The  Ask students to read the poem
candidates were able to contrast opposing views thoroughly, understand each line,
represented by the mother and the reality of war that usage of words, descriptions and
John Brown faces. The contemporary relevance of the figures of speech. References within
poem probably accounted for its popularity and appeal. the poem should be highlighted.
Most candidates, barring some did bring out the two  Highlight the use of literary
attitudes towards war but stressed one or the other. devices, mood and tone of the poem.
They missed out on a number of textual references on  Metaphors and similes used should
both counts. Most candidates gave a bland, straight be thoroughly explained.
account missing out on the emotional significance of a  Students should be able to mark the
mother and son relationship as well. progression of ideas thoroughly.
 Tell students that textual details are
Again, although most candidates gave partial of utmost importance while writing
description of the two attitudes, they missed out answers. Cross references should
completely on writing with whom their sympathy lay be made wherever necessary.
and why.
MARKING SCHEME
Question 18
The poem John Brown talks about the futility of war and the unnecessary glorification of war
which is in direct contrast with the gruesome reality of way. The poem contrasts the attitude
of the mother which is largely illusory with the son’s encounter with reality. The mother
proudly sends her son off to war. She does not seem to be aware of the danger involved and
48
is proud to see her son stands straight in his uniform. She only thinks of the glory that her
son is achieving and for this purpose she tells him to follow the Captain’s orders so that
could get a lot of medals. It was a desire to place the medals on the wall after his return from
the battlefield. She does not realise that her ambitions might be achieved at the cost of her
son’s life. Her attitude to war reflects traditional societal attitudes to war as an exercise to
depict one’s prowess and earn glory. The mother’s advice only hints at personal
aggrandizement, however.
Even as the train leaves, she started boasting about her son to her neighbours. Each letter received
from him only increased her expectation about the war and her son’s exploits on the
battlefield. Ironically, even when she does not receive a letter from her son for ten months, she
does not worry, nor can she imagine the ramifications of this fact. Society at large cannot
imagine the horrors of war.
Finally, she receives intimation that she was to go to the station to receive her son who was
returning. Her happiness and pride know no bounds. She receives a jolt when standing at the
station, she cannot find her son even though she looked everywhere for him. When she actually
saw him, the sight met her eyes was enough to frighten her.
The son had come back a fragment of his former self. He could not stand up and wore a brace
around his waist to hold him up. His “face was all shot up and his hands all blown off”. It is then
that her son tells her about the reality of war that he had faced. He asked her whether this was
what she had wanted. It was on the battlefield that the young boy learnt how terrible and
useless a battle was. The actual reality stuck him when he was trying to kill somebody who
was supposedly an enemy. The son found himself looking at a face which was very much like
his own. The realisation further struck him that he was merely a puppet in the hands of war
mongers. The bitter reality of the son’s words devastated the mother, her romantic illusion about
war was completely shattered in a complete rejection of what she thought war stood for. It also
shatters the notions that society has of war and becomes a kind of reality check. The son brought
his medals and gave them into her hands, before walking away. This becomes a bitter indictment
of war. The medals were symbolic of the empty glory that he had won in the war and the high
price he had to pay to do so.
49
GENERAL COMMENTS
• Question 1: Ariel's suffering in the cloven pine

• Question 3: Character of Prospero according to Act IV (The Tempest).
Topics found
• Question 4: Character sketch of Caliban (The Tempest)
difficult/
confusing by • .Question 6: Candida as an unconventional woman
candidates • Question 13: Life lessons taught by B. Wordworth/ Why he can be termed
an escapist.
• Question 16: Dover Beach: the relationship between Faith and Religion
and Life.
• Question 17: The power of the music makers in We are the Music Makers
• Question 18: The two perceptions of war.
• Read the texts repeatedly. Do not refer to guidebooks.

• Participate in class discussions on portions taught.
• Learn to frame individual viewpoints.
Suggestions • Study the types of questions asked.
• Practice writing answers within a stipulated time.
for Students
• Maintain a notebook or diary where traits of characters, alternate
viewpoints, important quotations can be noted for future reference.
• Pay attention to textual detail and sequence of events.
• Avoid writing generalised summaries.
• While answering, carefully judge what the question demands.
• Analyze the characters, plot and themes.
• Highlight relevant quotations, words, phrases and examples.
• Answer each part of the structured questions.
• While studying, note down expressions, usage, descriptions, etc. which
will help your understanding.
• Always develop a critical insight towards a particular text.
50

Analysis of Pupil Performance: English

Uploaded by

Copyright:

Available Formats

Analysis of Pupil Performance: English

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Analysis of Pupil Performance: English

Uploaded by

Copyright:

Available Formats

ISC

Research Development and Consultancy Division

Tel: (011) 26413820/26411706

© Copyright, Council for the Indian School Certificate Examinations

QUALITATIVE ANALYSIS: ENGLISH

 English Language (Paper-1) 1

 Literature in English (Paper-2) 16

Comments of Examiners Suggestions for Teachers

Comments of Examiners Suggestions for Teachers

(b) Most candidates got confused between 'Heading

Comments of Examiners Suggestions for Teachers

(4) “Nice dog,” I said.

(7) I threw the door wide open. “Bring him in.”

(18) “Is that it?” asked Roddy, almost in a whisper.

Adapted from: James Herriot’s Favorite Dog Stories

Comments of Examiners Suggestions for Teachers

• Question 1 (c) "If winter comes, can spring be far behind?"

Comments of Examiners Suggestion for Teachers

(vi) abhorred - hateful, vile, detestable, abominable, sordid, disgusting, obnoxious

(b) (i) Caliban is speaking to Stephano and Trinculo.

(vi) Snare – trap, entangle, capture

(iii) Prospero’s cell to kill him.

(vi) cleave – follow closely, stick to, adhere, cling on to

(vi) How does Lexy voice his regret then? [1]

(i) Where are Marchbanks and Proserpine? [1]

(ii) How does Marchbanks offend Proserpine? [2]

(iii) What are Marchbanks’ ideas of love? [2]

(c) : [Convulsively] Onions!

Yes, onions. Not even Spanish ones: nasty little

(ii) Why had he been similarly agitated a little earlier? [2]

(iii) How had Candida responded then? [2]

(iv) Why is Burgess shocked? [2]

(v) What does he get to know about Marchbanks soon? [2]

(vi) Why does Morell appear disinterested? [1]

Comments of Examiners Suggestions for Teachers

Comments of Examiners Suggestions for Teachers

Comments of Examiners Suggestion for Teachers

CANDIDA - George Bernard Shaw

Comments of Examiners Suggestion for Teachers

Comments of Examiners Suggestion for Teachers

THINGS FALL APART - Achebe

Comments of Examiners Suggestion for Teachers

Comments of Examiners Suggestion for Teachers

Comments of Examiners Suggestion for Teachers

Comments of Examiners Suggestion for Teachers

Comments of Examiners Suggestion for Teachers

Comments of Examiners Suggestion for Teachers

Comments of Examiners Suggestions for Teachers

Comments of Examiners Suggestions for teachers

Comments of Examiners Suggestions for Teachers

• Question 1: Ariel's suffering in the cloven pine

• Read the texts repeatedly. Do not refer to guidebooks.

You might also like

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.