CBSE Class 12 English Elective Sample Paper 2026 27 with Solutions PDF Download

SECTION A- READING

1. Read the passage given below and answer the questions that follow: [12 Marks]

The Quiet Measure of Success

In the early hours of the morning, before the city fully awakened to its usual urgency, the park belonged to a small group of regular visitors. Elderly men walked steadily along familiar paths, their steps measured and unhurried. A woman practised yoga beneath a neem tree, her movements slow and deliberate, flowing with quiet concentration. Nearby, a gardener trimmed hedges with careful precision, shaping growth that would soon go unnoticed by the casual eye. Among them was Raghav, who arrived each day at exactly six o'clock, carrying nothing but a notebook and a quiet, deliberate sense of purpose. He would pause for a moment at the entrance, inhaling the cool morning air, letting the scent of damp earth and dew-laden grass settle into his mind.

Raghav had retired five years earlier after spending nearly four decades in a government office. His career had been steady rather than remarkable, marked by routine responsibilities and modest promotions. He had fulfilled his duties diligently, though without distinction that demanded attention. When he retired, colleagues congratulated him politely, shook his hand, and returned quickly to their desks. There were no speeches celebrating his service, no lingering acknowledgements of lasting contribution. At the time, this absence unsettled him more than he was willing to admit, leaving an unexpected void he had never anticipated.

In the months following his retirement, Raghav struggled with an unfamiliar sense of invisibility. The structured routine that had once governed his life disappeared suddenly, leaving long stretches of unclaimed time. Days blended into one another without clear purpose. He found himself questioning the value of years spent meeting deadlines, filing reports, and following procedures that seemed to vanish from collective memory the moment he stepped away. Success, he felt, had not rejected him openly; it had simply passed him by without recognition. Some evenings, he would sit by his window, watching the city lights blink on one by one, and wonder whether the efforts of a lifetime truly mattered if they left no visible trace.

It was during this uncertain phase that Raghav began visiting the park. Initially, he came only to occupy his mornings, to impose some structure upon otherwise empty hours. Gradually, however, the routine of walking the familiar paths offered him something more enduring. The park revealed a rhythm untouched by ambition or competition. Trees shed their leaves without regret, birds rebuilt their nests season after season, and the gardener returned daily to his work regardless of whether anyone noticed. Dew glistened on blades of grass, reflecting the pink and gold of the rising sun, and even the air seemed to hum with a gentle, unspoken constancy. There was no applause for consistency, yet the park thrived because of it, reminding Raghav that quiet effort could sustain life in subtle, profound ways.

One morning, Raghav noticed a young boy seated alone on a bench, struggling to read from a torn textbook. The child's lips moved hesitantly over the words, his brow creased with effort and frustration. On impulse, Raghav paused and offered help. The boy hesitated, uncertain, then nodded. What began as a brief explanation soon became a longer conversation, and eventually a daily habit? Within a week, two more children joined them. Over time, the small group grew, forming an informal circle of learning beneath the neem tree, their laughter mingling with the morning birdsong. Raghav would bring stories, illustrations, and small exercises to engage the children's curiosity. Sometimes he paused to let them explore their surroundings, showing them that learning could be discovered as much in observing the rustling leaves or the path of an ant as in reading books.

Raghav did not announce these informal lessons to anyone. He sought no permission, kept no record, and followed no timetable. He simply arrived each morning with his notebook and waited. He explained concepts patiently, repeated ideas without irritation, and treated every small improvement as a quiet achievement. There were no examinations, no rewards-only the slow, visible growth of understanding. Often, he would smile at a child's tentative progress or quietly encourage a hesitant hand to raise a question. These moments became his quiet triumphs, delicate yet profoundly satisfying.

Parents gradually began to notice changes. Children who once avoided books now carried them with tentative pride. Some performed better at school; others showed improvement less measurable but equally significant. Confidence replaced hesitation. Curiosity replaced fear. When parents thanked him, Raghav listened politely and deflected their gratitude with a gentle smile. Praise, he had discovered, felt less necessary than it once had. He had learned to treasure the process rather than the recognition.

What surprised him most was the shift within himself. The absence of formal recognition no longer troubled him. Satisfaction emerged not from outcomes that could be counted or displayed, but from moments that resisted measurement-a child reading fluently for the first time, a hesitant hand raised with confidence, a question asked without fear of error. These moments, fleeting though they were, carried a sense of permanence. Raghav began to notice that the smallest gestures-a thoughtful question, a spark of understanding in a child's eyes-could feel more profound than any accolade he had received in his professional life.

Raghav realised that much of his earlier dissatisfaction had come from equating success with visibility. Society, he observed, tended to celebrate achievements that could be displayed, compared, and publicly acknowledged. Quiet contributions, though essential, often remained unnoticed. Yet their impact endured, shaping lives subtly and steadily over time. He reflected on how the steady rhythm of the park, the patience of the gardener, and the persistent growth of the children had taught him that significance often lies beneath the surface.

As seasons changed, the park remained constant. Leaves fell and returned, paths wore smoother under repeated footsteps. The gardener continued trimming hedges, the elderly men walked on, and Raghav arrived each morning, notebook in hand. He no longer thought of himself as retired. He felt engaged-connected to a purpose that did not depend on position or title. Even the changing light of the dawn seemed to mirror his own inner illumination, reminding him that life's quiet acts carried meaning beyond the world's notice.

One evening, as Raghav prepared to leave, the gardener looked up briefly and said, "You come every day. That matters." The remark was simple, almost casual, yet it lingered. In those few words, Raghav recognised a truth he had spent years overlooking: that consistency, care, and quiet commitment often defined success more meaningfully than recognition ever could. He smiled to himself, feeling the subtle, enduring power of ordinary actions, and realised that the park had become both a classroom and a mirror-reflecting the growth of the children and the transformation of his own heart.

970-word count, Source- Created for academic usage

On the basis of your reading of the above excerpt, choose the correct option to answer the following questions: (Any TWELVE)

I What best describes Raghav's relationship with his professional life before retirement? [1 Mark]
A. Emotionally fulfilling and rewarding
B. Competitive and ambitious
C. Stable but lacking public recognition
D. Frustrating and unsuccessful

Answer: (C) Stable but lacking public recognition

Teacher's Note:
a) Look for words like "steady" and "routine" that describe a stable career.
b) The absence of speeches at retirement points to lack of public recognition, not failure.

II The phrase 'quiet, deliberate sense of purpose' suggests that Raghav's actions are___________________. [1 Mark]
A. impulsive and unplanned
B. driven by external expectations
C. internally motivated and thoughtful
D. uncertain and experimental

Answer: (C) internally motivated and thoughtful

Teacher's Note:
a) The word "deliberate" itself signals conscious, thoughtful action.
b) Eliminate options that contradict "quiet" and "deliberate" such as impulsive or uncertain.

III Raghav's feeling of 'invisibility' after retirement primarily arises from [1 Mark]
A. reduced interaction with colleagues
B. loss of professional relevance and routine
C. lack of financial stability
D. inability to adapt to leisure time

Answer: (B) loss of professional relevance and routine

Teacher's Note:
a) Refer to the paragraph describing the disappearance of his structured routine.
b) Financial stability is never mentioned, so option C can be ruled out quickly.

IV How does the description of the gardener contribute to the central idea of the passage? [1 Mark]
A. It contrasts physical labour with intellectual work
B. It reinforces the idea of unnoticed but meaningful effort
C. It highlights social inequality
D. It introduces a parallel narrative

Answer: (B) It reinforces the idea of unnoticed but meaningful effort

Teacher's Note:
a) The gardener works "regardless of whether anyone noticed", echoing the theme of quiet success.
b) Connect this image directly to Raghav's own realisation later in the passage.

V The author's use of recurring daily routines in the park mainly serves to _________. [1 Mark]
A. create a slow-paced narrative
B. emphasise monotony in retired life
C. suggest consistency as a meaningful form of contribution
D. contrast leisure with responsibility

Answer: (C) suggest consistency as a meaningful form of contribution

Teacher's Note:
a) Repetition in the park (trees, birds, gardener) mirrors the value of steady effort.
b) Avoid choosing "monotony", as the tone of the passage is positive about routine.

VI It can be inferred that Raghav's satisfaction from teaching the children is rooted in________________. [1 Mark]
A. public appreciation from parents
B. measurable academic improvement
C. personal fulfilment beyond recognition
D. nostalgia for his professional life

Answer: (C) personal fulfilment beyond recognition

Teacher's Note:
a) He "deflected" gratitude, showing recognition is not his goal.
b) Look for the line about treasuring "the process rather than the recognition".

VII The statement "Praise, he had discovered, felt less necessary than it once had" implies that Raghav [1 Mark]
A. had become indifferent to people
B. valued internal satisfaction over validation
C. was uncomfortable receiving appreciation
D. doubted the sincerity of others

Answer: (B) valued internal satisfaction over validation

Teacher's Note:
a) "Less necessary" shows a shift in values, not indifference to people.
b) Link this to the passage's larger theme of quiet, unrecognised success.

VIII The park, as a setting, symbolically represents: [1 Mark]
A. retirement and withdrawal
B. social equality
C. continuity independent of ambition
D. freedom from responsibility

Answer: (C) continuity independent of ambition

Teacher's Note:
a) The park's rhythm is described as "untouched by ambition or competition".
b) Do not confuse the park's calmness with withdrawal from life; Raghav becomes more engaged there.

IX Assertion (A): Raghav finds fulfilment in activities that are not formally acknowledged.
Reason (R): He derives meaning from consistent, small contributions that positively affect others.
Choose the correct option: [1 Mark]
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. Both A and R are false.

Answer: (A) Both A and R are true, and R is the correct explanation of A.

Teacher's Note:
a) Check whether R logically explains why A is true, not just whether both are factually correct.
b) Here, the small, consistent contributions directly cause the unacknowledged fulfilment.

X The tone of the passage is best described as _______________. [1 Mark]
A. argumentative and critical
B. reflective and understated
C. nostalgic and sentimental
D. optimistic and celebratory

Answer: (B) reflective and understated

Teacher's Note:
a) The passage moves through Raghav's inner reflection rather than dramatic events.
b) "Understated" fits the quiet, unannounced nature of his achievements.

XI What change occurs in Raghav's response to gratitude offered by parents? [1 Mark]
A. He begins to expect appreciation
B. He feels embarrassed by praise
C. He acknowledges it calmly without relying on it
D. He openly rejects it

Answer: (C) He acknowledges it calmly without relying on it

Teacher's Note:
a) He "listened politely" but did not depend on the praise for satisfaction.
b) Avoid extreme options like "openly rejects", which is not supported by the text.

XII What is the significance of the gardener's remark, "You come every day. That matters?" [1 Mark]

Answer: The remark underscores the value of consistency and quiet presence over public recognition. It reinforces the passage's central theme that small, repeated efforts have a meaningful impact even when they go unobserved.

Teacher's Note:
a) Link the remark to the overall message about "quiet success".
b) Mention both consistency and lack of formal recognition for full marks.

XIII State whether the following statement is TRUE or FALSE:
Raghav's sense of fulfilment in the park depends largely on the recognition and appreciation he receives from others. [1 Mark]

Answer: FALSE

Teacher's Note:
a) The passage clearly states his satisfaction comes from unmeasurable, personal moments, not recognition.
b) A single-word answer is enough; no explanation is required unless asked.

XIV What literary device is used in the following phrase?
"The absence of formal recognition no longer troubled him. Satisfaction emerged not from outcomes that could be counted or displayed, but from moments that resisted measurement." [1 Mark]
A. Metaphor
B. Personification
C. Hyperbole
D. Simile

Answer: (A) Metaphor

Teacher's Note:
a) "Moments that resisted measurement" describes abstract feelings in concrete, non-literal terms, which is metaphorical.
b) There is no "as" or "like" here, so simile can be ruled out.

XV Assertion (A): Raghav's dedication to teaching the children reflects his personal growth after retirement.
Reason (R): Engaging in meaningful work outside formal employment helped him realise the value of consistent effort over public recognition.
Choose the correct option: [1 Mark]
A. Both A and R are true, and R is the correct explanation of A.
B. Both A and R are true, but R is not the correct explanation of A.
C. A is true, but R is false.
D. Both A and R are false.

Answer: (A) Both A and R are true, and R is the correct explanation of A.

Teacher's Note:
a) Confirm both statements are true from the text before checking the causal link.
b) Here, teaching outside formal employment is exactly what causes his personal growth.

2. Read the poem ASPIRATIONS by Emily Dickinson given below: [4 Marks]

We never know how high we are
Till we are asked to rise;
And then if we are true to plan
Our statures touch the skies.

The heroism we recite
Would be a daily thing,
Did not ourselves the cubits warp
For fear to be a king.

Answer FOUR out of the five questions given below.

I What does the phrase 'statures touch the skies' represent in the following line - 'Our statures touch the skies'? [1 Mark]

Answer: It represents a person's highest potential, suggesting that when truly tested, human beings can rise to reach their greatest possible capabilities.

Teacher's Note:
a) "Touch the skies" is a figurative expression for reaching one's peak potential.
b) Connect this image to the earlier line about being "asked to rise".

II How does the poet redefine the trait of 'heroism'? [1 Mark]

Answer: The poet redefines heroism as a natural, everyday trait that exists within every person, rather than as an extraordinary, rare event reserved for a select few.

Teacher's Note:
a) Note the phrase "would be a daily thing" as the key evidence.
b) Emphasise that heroism is innate but suppressed, not absent.

III Identify irony related to human capabilities as highlighted in the poem. [1 Mark]
A) People only strive for greatness when they are rewarded publicly.
B) Humans possess immense potential but dismiss it out of fear.
C) Heroism is an inherited trait which cannot be developed.
D) The skies are accessible to those who are born into royalty.

Answer: (B) Humans possess immense potential but dismiss it out of fear.

Teacher's Note:
a) The irony lies in people warping their own "cubits" out of fear rather than lack of ability.
b) Reject options that mention inheritance or royalty, as these are not supported by the poem.

IV What could be the possible reason behind individuals failing to tap their heroic potential as per the second stanza? [1 Mark]

Answer: It could be the fear of failure or the fear of the responsibility that comes with greatness, which makes individuals shrink or "warp" their own true stature.

Teacher's Note:
a) Focus on the phrase "for fear to be a king" as the direct textual clue.
b) Fear, not incapability, is the reason given by the poet.

V Comment on the tone of the poet in the poem. [1 Mark]

Answer: The tone of the poet is reflective and critical, as she thoughtfully examines human potential while also critiquing people's tendency to hold themselves back out of fear.

Teacher's Note:
a) Mention both "reflective" and "critical" for the complete tone.
b) Avoid calling the tone purely celebratory, since there is an implicit criticism of human fear.

3. Read the passage given below :- [4 Marks]

The world of women's sports is undergoing a game-changing transformation, capturing unprecedented attention and recognition. The Paris Olympics will be the most gender-equal in history.

Girls and Sport
- Girls who play sports develop self-esteem, confidence, resilience and learn to work in teams. They tend to stay in school longer, delay pregnancy, and get better jobs.
- Eighty per cent of female Fortune 500 CEOs played sports in their formative years, emphasising the profound impact of early exposure to sports on women's development and ability to reach their full potential.
- Ninety-two per cent of global audiences surveyed by Parity Now agree it's important for girls to play sports growing up, with 61 per cent deeming it "very important".
- Despite the evidence of clear benefits, by the age of 14 girls drop out of sports at twice the rate of boys due to several factors, such as social expectations, lack of investment in quality programmes, and more. (153 words)

Table 1: Media Coverage and Influence Growth
Metre: Female Commentators (PARIS 2024) | Percentage: Nearly 40% | Context/Comparison: Nearly 80% increase compared to Tokyo 2020.
Metre: Women's Sports Coverage Share (2022) | Percentage: 16% | Context/Comparison: Tripled since 2019, up from a stagnant 5% for three decades.
Metre: Projected Coverage Share | Percentage: 20% | Context/Comparison: Expected by 2025 if current growth rate continues.
Metre: Social Media Conversation Share (2022) | Percentage: 18.5% | Context/Comparison: Marks a 2.53% average annual increase in share.
Metre: Impactful Role Models | Percentage: 88% | Context/Comparison: Regard pro women athletes as impactful role models for young women.
Metre: WNBA Airing | Percentage: Prime-time in 2024 | Context/Comparison: 2nd consecutive year in the US.

AUDIENCE AND ATTENDANCE RECORDS
Aspect: Global viewership of women's sports | Details/Statistics: FIFA Women's World Cup - most viewed women's sports event - nearly 2 billion viewers worldwide | Year/Date: 2023
Aspect: Largest attendance at a women's sports event | Details/Statistics: 92,003 spectators attended a volleyball doubleheader in Lincoln, Nebraska | Year/Date: 30 August 2023
Aspect: Previous attendance record | Details/Statistics: 91,648 spectators at Camp Nou, Spain, for Barcelona vs Wolfsburg (UEFA Women's Champions League semi-final) | Year/Date: 20 April 2022
Aspect: Overall audience reach | Details/Statistics: 7 out of 10 people watch women's sports. | Year/Date: Recent years
Aspect: Frequency of viewership | Details/Statistics: 73% watch women's sports at least a few times a year; 81% watch men's sports with the same frequency | Year/Date: Recent years
Aspect: New audience growth | Details/Statistics: 54% of women's sports fans began watching within the last three years | Year/Date: Last 3 years

Source- https://knowledge.unwomen.org/en/articles/facts-and-figures/facts-and-f…

Based on your reading, answer any FOUR of the questions given below.

I Which of the following statements accurately reflects a major obstacle identified in the passage despite the documented benefits of sports for girls? [1 Mark]
(A) The influence of pro-women athletes as role models is still limited to less than 50% of young women.
(B) The gender-equal status of the Paris Olympics has not yet led to increased investment in quality grassroots programs.
(C) The rate of girls dropping out of sports is nearly 200% higher than the rate for boys by the age of 14.
(D) Media coverage of women's sports is stagnant, reflecting the three decades prior to 2019.

Answer: (B) The gender-equal status of the Paris Olympics has not yet led to increased investment in quality grassroots programs.

Teacher's Note:
a) The passage names "lack of investment in quality programmes" as a specific drop-out factor.
b) Check statistics carefully; option C uses an exaggerated figure not stated in the passage.

II The passage suggests that the growth of women's sports viewership is a relatively new phenomenon. By what percentage of total fans has the audience grown within the last three years? [1 Mark]

Answer: 54 per cent of women's sports fans began watching within the last three years.

Teacher's Note:
a) Refer directly to the "New audience growth" row of the attendance table.
b) A one-line factual answer with the correct figure is sufficient for 1 mark.

III State TRUE or FALSE -
The increase in female commentators for the Paris 2024 Olympics is only a marginal improvement, reflecting less than double the percentage from Rio 2016. [1 Mark]

Answer: FALSE

Teacher's Note:
a) The table shows nearly an 80% increase compared to Tokyo 2020, which is far from marginal.
b) Do not confuse "Tokyo 2020" mentioned in the table with "Rio 2016" used in the question.

IV Explain the symbolic significance of the world record for the largest attendance for a women's sports event being set by a volleyball doubleheader in the US, rather than a globally dominant sport like football. [1 Mark]

Answer: It shows that the growing interest in women's sports is broad-based, not limited to major professionalised sports like football, proving that even a grassroots, non-traditional event can draw record-breaking crowds, indicating a wider shift in fan culture.

Teacher's Note:
a) Compare this record with the earlier football record at Camp Nou to bring out the contrast.
b) Focus on the word "broad-based" to show the wide reach of the trend.

V The passage implies that the long-term professional success of women is correlated with early sports participation because: [1 Mark]
(A) Sports programs offer specialised networking opportunities not available in academic environments.
(B) The historical lack of investment forced early athletes to become resourceful managers of their careers.
(C) Early exposure to sports guarantees better job placement immediately after graduation.
(D) The skills developed - such as resilience, teamwork, and confidence - are critical determinants of leadership ability.

Answer: (D) The skills developed - such as resilience, teamwork, and confidence - are critical determinants of leadership ability.

Teacher's Note:
a) These exact qualities are listed in the opening lines about "Girls and Sport".
b) Avoid absolute words like "guarantees" in option C, which the passage never claims.

SECTION-B

APPLIED GRAMMAR & WRITING

4. Transform the following sentences as per the given instructions. (ANY EIGHT) [8 Marks]

I "Why didn't you send the application on time?" the manager asked the clerk.
(Start with - The manager asked...) [1 Mark]

Answer: The manager asked the clerk why he hadn't sent the application on time.

Teacher's Note:
a) A "wh" question in direct speech becomes a statement joined by the same "wh" word, without "if" or "whether".
b) Change the tense and pronoun as required for reported speech.

II He was very tired. He could not complete the work.
(Start with - Being too tired...) [1 Mark]

Answer: Being too tired, he could not complete the work.

Teacher's Note:
a) Convert the first clause into a participle phrase to combine both sentences.
b) Ensure the subject of both clauses remains the same after combining.

III He is an author. He has won several national awards.
(Combine the sentence using 'who'.) [1 Mark]

Answer: He is an author who has won several national awards.

Teacher's Note:
a) Use "who" as a relative pronoun to join two sentences about the same person.
b) Avoid repeating the subject "He" in the second clause.

IV The man was arrested yesterday. He is a notorious thief.
(Start with - The man who...) [1 Mark]

Answer: The man who was arrested yesterday is a notorious thief.

Teacher's Note:
a) The relative clause "who was arrested yesterday" must be placed right after "the man".
b) Change the tense of the main verb to present as required by the given starter.

V As soon as the thief saw the policeman, he ran away.
(Begin with - No sooner...) [1 Mark]

Answer: No sooner did the thief see the policeman than he ran away.

Teacher's Note:
a) "No sooner" is always followed by inversion (did + subject + verb) and paired with "than".
b) A common mistake is using "when" instead of "than" with "no sooner".

VI He will succeed. I am confident of this.
(Combine the sentence using 'that'.) [1 Mark]

Answer: I am confident that he will succeed.

Teacher's Note:
a) "That" introduces a noun clause explaining what one is confident about.
b) Reorder the two sentences so the main clause comes first.

VII The master appointed him as the manager.
(Start with - He was appointed...) [1 Mark]

Answer: He was appointed as the manager by the master.

Teacher's Note:
a) Change the active voice sentence into passive voice using "by".
b) The object of the active sentence becomes the subject in the passive sentence.

VIII She finished her work. She left the office.
(Begin the sentence using - Having...) [1 Mark]

Answer: Having finished her work, she left the office.

Teacher's Note:
a) "Having + past participle" shows an action completed before the main action.
b) Keep the same subject for both parts of the sentence.

IX Besides being a singer, she is a painter.
(Rewrite the sentence using - Not only...but also...) [1 Mark]

Answer: She is not only a singer but also a painter.

Teacher's Note:
a) "Not only...but also" must join two similar parts of speech, here two nouns.
b) Place "not only" right before the first item being compared.

X ''Bravo! You have played exceptionally well," said the coach to the players.
(Begin with - The coach applauded...) [1 Mark]

Answer: The coach applauded the players, saying that they had played exceptionally well.

Teacher's Note:
a) Exclamatory speech is reported using a verb like "applauded" or "exclaimed" to show emotion.
b) Change "have played" to "had played" as the tense shifts back in reported speech.

5. Attempt any THREE of the following four questions in 120-150 words each. [15 Marks]

I You recently returned from a trip where you deliberately chose to avoid all digital navigation tools (GPS, online maps, hotel apps) and relied only on locals and paper maps. Write a discursive essay describing the challenges you faced and the unique connections you made. Also, detail out the impressions of Digital Fasting. [5 Marks]

Answer: Choosing to travel without GPS or hotel apps was, at first, unsettling. Unlike the reassuring blue dot on a phone screen, a paper map demanded real spatial awareness, and I often felt a phantom itch to reach for my phone whenever a turn was missed. Yet this discomfort soon turned into discovery. Following a local shopkeeper's suggestion of a "scenic route" led me to a hidden café and a viewpoint no travel app had ever indexed. Relying entirely on people meant I picked up local dialects, gestures, and unexpected hospitality, things no voice-guided assistant could offer. Without a screen acting as a filter, my senses sharpened; I began noticing smells, sounds, and small details I would otherwise have missed while simply following a blinking arrow. This digital fasting revealed how much of my identity was tied to being constantly reachable and guided. In the end, the journey became less about reaching destinations and more about learning self-reliance, patience, and genuine human connection.

Teacher's Note:
a) Include specific sensory or human details to make the discursive essay vivid and personal.
b) End with a clear reflection on what "digital fasting" taught the writer, as this is the key idea asked for.

II Draft a reflective Essay on the theme: 'The Weight of Expectations: Navigating Personal Desire vs. Societal Norms.' Evaluating its effect on youth and the outcomes it leads to, share an anecdote or example to illustrate your point. [5 Marks]

Answer: Today's youth often grow up under a pre-scripted definition of success: high grades, a prestigious degree, and a conventional, secure career. Anyone who deviates from this script is quickly viewed with suspicion by family and society alike. This creates a psychological burden where a young person's self-worth becomes tied almost entirely to external approval rather than personal happiness. I recall a close friend who wished to pursue music but was pressured into engineering to satisfy his parents' idea of stability. Over time, the chronic pressure to conform led him toward performance anxiety, burnout, and a quiet sense of alienation from his own life choices. When personal desire is suppressed for too long in favour of societal expectation, the eventual result is often deep resentment, not gratitude, toward the very people or society one tried to please. It is only when he later found the courage to balance his passion alongside a stable career that he regained genuine confidence. Society must learn to value individual desire as much as conventional achievement, allowing youth to define success on their own terms.

Teacher's Note:
a) A personal anecdote makes a reflective essay stronger and more convincing.
b) Clearly state both the negative outcome of suppressed desire and a hopeful resolution.

III Artificial Intelligence is the defining architect of the 21st century. Analyse the impact of AI on diverse fields of study and justify the proposal to introduce it as a mandatory subject in the high school curriculum for Arts, Commerce, and Science students alike in the form of an analytical essay. [5 Marks]

Answer: Artificial Intelligence is no longer a narrow sub-branch of Computer Science; it has become a horizontal technology that touches every discipline. In Science, AI accelerates data analysis and predictive modelling, from climate research to genomics. In Commerce, it is reshaping market logistics, algorithmic trading, and consumer behaviour analysis. Even in the Arts, AI challenges long-held definitions of creativity and authorship through generative art and digital humanities. Given this reach, AI literacy should be treated as a foundational skill, much like language or mathematics, required to navigate twenty-first century structures in any career. Introducing it as a mandatory subject would not mean teaching every student to code, but ensuring they understand algorithmic bias, data privacy, and the limitations of automated decision-making. Such awareness is essential for responsible citizenship in an increasingly automated society. Most importantly, early exposure would teach students to collaborate with machines rather than fear being replaced by them. For Arts, Commerce, and Science students alike, this shared foundation would prepare a generation equipped to thrive alongside, not behind, intelligent technology.

Teacher's Note:
a) Give at least one concrete example from each of the three streams for a balanced analytical essay.
b) End by clearly justifying why the subject should be mandatory, since the question specifically asks for justification.

IV The recent triumph of the Women's Football Team in the World Cup has been hailed as a 'watershed moment' for the nation. Write an Expository Essay in discussing how such international sporting successes contribute to social engineering and the redefinition of gender roles in traditional societies. Use the recent victory as a case study to argue whether sporting glory is sufficient to bridge the gender gap in professional opportunities. [5 Marks]

Answer: When women succeed on a global sporting stage, it forces even conservative societies to re-evaluate long-held assumptions about the physical and mental capabilities of women, gradually shifting the cultural needle toward equity. A World Cup victory offers tangible proof to young girls that sport can be a genuine career path rather than a passing hobby, helping dismantle psychological barriers that discourage ambition in traditional communities. Such wins also create a new national iconography, where strength, strategy, and pride are embodied by women, diversifying the collective identity of a nation. However, this visibility, though powerful, is temporary. A single triumph does not automatically resolve deep institutional disparities such as unequal pay, weak sporting infrastructure at the school level, or the continuing scarcity of female coaches and administrators. Real change requires sustained investment and policy reform alongside public celebration. Therefore, while sporting glory is a necessary spark for changing perceptions of gender roles, it remains an insufficient condition on its own to fully bridge the professional gender gap without long-term structural support.

Teacher's Note:
a) Present both the positive symbolic impact and the practical limitations for a balanced expository essay.
b) The concluding line must clearly answer whether sporting glory alone is sufficient, as the question specifically demands this judgment.

6. Read the questions below and attempt ANY ONE of the following in 120-150 words each. [5 Marks]

7. (I) Attempt any one of the two extracts (A) and (B) given below: [6 Marks]

(A) Read the extracts given below and answer the questions that follow.

Dr. Solomon Margolin was one of the two hundred guests. Although he was a physician, he had the appearance of a Talmudic scholar who had strayed into modern life. His face was pale, his beard sparse and red, his eyes blue and vague. He wore a tuxedo, but his bow tie was askew. His trousers were too long and his shoes looked too large. When he began to dance, he did it with the gravity of a man performing a religious duty. The bride, Gertrude, whom he had delivered fifteen years ago, was getting married. Dr. Margolin was a widower; his wife, the former Bronia Tyszowiec, had died ten years ago in an automobile accident. But as he watched the young couple-the bride pale and shy, the groom dark and confident-he had the absurd notion that Bronia was here, among the guests. He searched for her face, his eyes sweeping the room. It was true that the mind played tricks. (A Wedding in Brownsville)

I. State True or False - Dr. Margolin was able to attend the wedding immediately after having delivered the bride, Gertrude. [1 Mark]

Answer: False.

Teacher's Note:
a) Gertrude was delivered fifteen years ago, but Dr. Margolin attends her wedding now, so there is a long gap, not immediate attendance.
b) Read the timeline carefully before marking True or False.

II. Describe the appearance of Dr. Solomon. [1 Mark]

Answer: He looked like a Talmudic scholar who had strayed into modern life. His face was pale, his beard sparse and red, and his eyes blue and vague. He wore a tuxedo with an askew bow tie, trousers too long and shoes too large for him.

Teacher's Note:
a) List the physical details in the order they appear in the extract.
b) The mismatched clothes hint that he does not fully belong to the modern social setting.

III. How did his wife die? [1 Mark]

Answer: Bronia, his wife, died ten years ago in an automobile accident.

Teacher's Note:
a) Mention both the cause (automobile accident) and the time period (ten years ago) for full marks.
b) Do not confuse her with the bride, Gertrude.

IV. Share one evidence to show that he was still not a part of the modern world. [1 Mark]

Answer: When he began to dance, he did it with the gravity of a man performing a religious duty, showing he was out of place in a modern, casual social gathering.

Teacher's Note:
a) Any line showing his old-fashioned or scholarly manner can be quoted as evidence.
b) His untidy, ill-fitting formal clothes are another acceptable piece of evidence.

V. Which tricks are being mentioned here? [1 Mark]

Answer: The tricks of the mind, where grief made Dr. Margolin imagine that his dead wife Bronia was present among the wedding guests.

Teacher's Note:
a) Link the "tricks" to his unresolved grief over Bronia's death.
b) The line shows how memory and emotion can distort perception.

VI. Which word is a perfect antonym of vague? [1 Mark]
A. foggy
B. precise
C. confusion
D. pending

Answer: B. precise

Teacher's Note:
a) Vague means unclear, so its opposite is precise or exact.
b) Eliminate foggy and confusion as they are synonyms, not antonyms, of vague.

OR

(B) Read the extracts given below and answer the questions that follow.

PRAKRITI: I want him. All unlooked for- he came, and taught me this marvellous truth, that even my service will count with the God who guides the world. O words of great wonder! That I may serve, I, a flower sprung from a poison-plant! Let him raise that truth, that flower from the dust, and take it to his bosom. (Chandalika)

I. Who is the 'him' referred to in the opening line? [1 Mark]

Answer: "Him" refers to the Buddhist monk Ananda.

Teacher's Note:
a) Remember Ananda is the character who awakens Prakriti's sense of self-worth.
b) A one-word or one-name answer is enough for this direct question.

II. What does the 'dust' symbolize in the context of Prakriti's social standing? [1 Mark]

Answer: The "dust" symbolizes the lowest strata of the caste hierarchy, representing Prakriti's position as an untouchable, considered impure by society.

Teacher's Note:
a) Connect "dust" with her caste identity as a Chandalika.
b) Note that Ananda's act of "raising" her from the dust suggests dignity restored to the lowest social rank.

III. What 'marvellous truth' has the speaker discovered about human nature? [1 Mark]

Answer: She learns that every human being, regardless of birth, has the right to serve and be acknowledged by the divine, and that no one is inherently unclean by birth.

Teacher's Note:
a) Link this truth to the play's central theme of caste and human dignity.
b) Highlight that "even my service will count" is the key phrase supporting this answer.

IV. Why does Prakriti use the contrasting images of a 'flower' and a 'poisonplant'? [1 Mark]

Answer: She uses this contrast to show the paradox of her life: society sees her as "poisonous" or untouchable because of her birth, yet her inner self is as pure and beautiful as a flower.

Teacher's Note:
a) Emphasise the paradox between outer social label and inner purity.
b) This image supports the play's message that worth is not decided by birth.

V. Identify the poetic device used in 'dust'. [1 Mark]

Answer: Personification.

Teacher's Note:
a) The dust is spoken of as something that can be "raised" and given life-like treatment.
b) Do not confuse this with a simile, since there is no direct comparison word like "as" or "like" here.

VI. The speaker's tone in this extract can best be described as: [1 Mark]
(A) Arrogant and demanding of attention.
(B) Transformed, reverent, and spiritually awakened.
(C) Sceptical and doubtful of the monk's intentions.
(D) Indifferent to the social norms of her community.

Answer: (B) Transformed, reverent, and spiritually awakened.

Teacher's Note:
a) Words like "marvellous truth" and "words of great wonder" show her awe and gratitude.
b) Rule out options showing arrogance or doubt, as her tone here is one of humble wonder.

7. (II) Attempt any ONE of the two extracts (A) and (B) given below: [6 Marks]

(A) Read the extracts given below and answer the questions that follow:

In Xanadu did Kubla Khan
A stately pleasure-dome decree:
Where Alph, the sacred river, ran
Through caverns measureless to man
Down to a sunless sea.
So twice five miles of fertile ground
With walls and towers were girdled round:
And there were gardens bright with sinuous rills,
Where blossomed many an incense-bearing tree;
And here were forests ancient as the hills,
Enfolding sunny spots of greenery. (Kubla Khan)

I. What is the central structure decreed by Kubla Khan, and where is it located? [1 Mark]

Answer: A stately pleasure-dome, located in the exotic region of Xanadu.

Teacher's Note:
a) Both the structure (pleasure-dome) and the place name (Xanadu) are needed for full marks.
b) This opening image sets up the poem's exotic, dream-like setting.

II. What is the significance of the river Alph running "Through caverns measureless to man"? [1 Mark]

Answer: It signifies the sublime power and mystery of Nature, suggesting depths that are beyond human comprehension and control.

Teacher's Note:
a) "Measureless to man" is the key phrase indicating limits of human understanding.
b) Connect this idea to the Romantic fascination with the vastness and mystery of nature.

III. What contrast in the environment is established by the final two lines of the extract? [1 Mark]

Answer: The lines contrast dark, untamed wildness ("forests ancient as the hills") with cultivated, bright beauty ("sunny spots of greenery" and "gardens bright").

Teacher's Note:
a) Identify both sides of the contrast clearly: wild forest versus sunny cultivated spot.
b) This contrast reflects the mix of order and wildness in Kubla Khan's domain.

IV. The description of the gardens as 'girdled round' suggests a sense of _____ [1 Mark]
(A) Boundless freedom and natural spontaneity.
(B) Artificial enclosure and controlled perfection.
(C) Spiritual openness and accessibility.
(D) Threatening wildness and danger.

Answer: (B) Artificial enclosure and controlled perfection.

Teacher's Note:
a) "Girdled round" means surrounded or enclosed by walls, showing human control over nature.
b) This contrasts with the "measureless" wildness described earlier in the poem.

V. Identify the figure of speech in the phrase 'Down to a sunless sea.' [1 Mark]

Answer: Hyperbole.

Teacher's Note:
a) The exaggerated, vast and mysterious image of the sea heightens the dream-like, sublime atmosphere.
b) Note this description adds to the poem's mood of awe and mystery rather than literal accuracy.

VI. Find a word in the extract that means 'ordered' or 'commanded.' [1 Mark]

Answer: Decree.

Teacher's Note:
a) "Decree" appears in the first two lines and means an official order.
b) Look for verbs of command when answering such vocabulary-based questions.

OR

(B) Read the extracts given below and answer the questions that follow.

One day you look up and see one of them
eyeless, silent, a zigzag sky showing
through the knocked-out clockwork, after a riot,
a peace-march time bomb, or a precise act
Of nature in a night of lightnings. (Time and Time Again)

I. Identify the poetic device used in the phrase 'eyeless, silent.' [1 Mark]

Answer: Personification (or Transferred Epithet), as human qualities like being "eyeless" and "silent" are given to the clock tower.

Teacher's Note:
a) The tower is described as if it were a living being that has lost its "eyes" (the clock face).
b) Either "personification" or "transferred epithet" is acceptable as per the marking scheme.

II. How does the poet distinguish between human-made chaos and natural chaos in this extract? [1 Mark]

Answer: Human-made chaos is described through "riots" and "peace-march time bombs," while natural chaos is described as a "precise act of nature" during "a night of lightnings."

Teacher's Note:
a) Separate the two causes clearly: violence caused by people versus a storm caused by nature.
b) Note that nature's chaos is called "precise," unlike the disorder of human conflict.

III. What is the significance of the word 'precise' when describing the act of nature? [1 Mark]

Answer: It implies that although nature's action may look chaotic, its power and effect are exact and intentional, unlike the senseless destruction caused by human violence.

Teacher's Note:
a) Contrast "precise" nature with the unpredictable chaos caused by riots.
b) This word suggests order even within natural destruction.

IV. The 'knocked-out clockwork' and the 'zigzag sky' through the eyeless tower symbolise ____________ [1 Mark]
(A) The technological advancement of a modern city.
(B) The triumph of human engineering over nature.
(C) The vulnerability of human structures to the chaos of violence.
(D) A celebration of a successful peaceful protest.

Answer: (C) The vulnerability of human structures to the chaos of violence.

Teacher's Note:
a) The broken clock tower stands for damage caused by riots, not natural decay.
b) Reject options that suggest triumph or celebration, as the image is one of destruction.

V. Find a word in the extract which means 'crooked'. [1 Mark]

Answer: Zigzag.

Teacher's Note:
a) "Zigzag" describes the irregular, broken shape of the sky seen through the damaged tower.
b) This word also visually suggests the jagged destruction of the structure.

VI. Explain the irony in the phrase 'peace-march time bomb.' [1 Mark]

Answer: After riots, peace marches are meant to mourn destruction and restore harmony, but there is a risk that such gatherings can spark new conflicts between communities, so an event meant for peace can ironically turn as destructive as a time bomb.

Teacher's Note:
a) The irony lies in pairing "peace" with "time bomb," two opposite ideas.
b) This shows how good intentions can unexpectedly lead to renewed violence.

I As the Cultural Secretary of your school, write a Report for the annual school bulletin on the inauguration of the new 'Community Story-Telling Club.' Include details about the club's objective, the inaugural interactive session, and the student turnout. [5 Marks]

Answer:
Community Story-Telling Club Inaugurated
Reported by ABC, Cultural Secretary

The much-awaited Community Story-Telling Club was formally inaugurated at our school auditorium on 12 August, with the Principal lighting the ceremonial lamp before an enthusiastic gathering of students and teachers. The club was conceived with the objective of reviving the art of oral storytelling, encouraging students to explore local folklore, family histories, and imaginative narratives while strengthening their listening and public-speaking skills. The inaugural session was highly interactive, featuring a guest storyteller who narrated a regional folk tale, after which students were invited on stage to share short stories of their own, resulting in bursts of laughter and applause throughout the hall. Over 150 students from classes six to twelve attended the event, reflecting remarkable enthusiasm for this new initiative. The overall atmosphere was warm and participative, with many students signing up on the spot for future sessions. The club plans to meet every fortnight, promising to become a cherished platform for creativity and connection within our school community.

Teacher's Note:
a) A report needs a title, byline, and answers to the 5 Ws in the opening lines.
b) Mention the turnout with a specific number to make the report feel authentic and complete.

OR

II Write an Article for a youth magazine on the topic: 'The Future of Work is Freelance: Preparing Students for the Gig Economy.' Focus on the skills needed (adaptability, time management, networking) and the mindset shift required. [5 Marks]

Answer:
The Future of Work is Freelance
By ABC

The cubicle life of previous generations is steadily giving way to the laptop lifestyle of today's young professionals. The gig economy, defined by short-term contracts and freelance projects rather than fixed employment, is rapidly becoming the norm across industries such as design, writing, and technology. To thrive in this landscape, students must develop adaptability, since freelance work demands quick learning across varied projects and clients. Equally important is time management, as freelancers must independently structure their days without a supervisor setting deadlines. Networking, too, becomes essential, since new opportunities often arise through personal connections rather than formal job postings. Beyond these skills, what is truly required is a mindset shift: moving away from the security of an "employee" identity toward the self-driven approach of a "solopreneur." While the gig economy offers freedom and flexibility, it also brings challenges such as income instability and the absence of traditional benefits. Schools must therefore prepare students not just academically, but with practical, future-proof skills for autonomy, resilience, and self-reliance in this evolving world of work.

Teacher's Note:
a) An article needs a catchy title and byline, followed by a clear, structured argument.
b) Balance the benefits and challenges of freelancing to keep the article analytical rather than one-sided.

SECTION C-TEXTBOOK

7 (I) Attempt any one of the two extracts (A) and (B) given below: [6 Marks]

(A) Read the extracts given below and answer the questions that follow.

Dr. Solomon Margolin was one of the two hundred guests. Although he was a physician, he had the appearance of a Talmudic scholar who had strayed into modern life. His face was pale, his beard sparse and red, his eyes blue and vague. He wore a tuxedo, but his bow tie was askew. His trousers were too long and his shoes looked too large. When he began to dance, he did it with the gravity of a man performing a religious duty. The bride, Gertrude, whom he had delivered fifteen years ago, was getting married. Dr. Margolin was a widower; his wife, the former Bronia Tyszowiec, had died ten years ago in an automobile accident. But as he watched the young couple-the bride pale and shy, the groom dark and confident-he had the absurd notion that Bronia was here, among the guests. He searched for her face, his eyes sweeping the room. It was true that the mind played tricks. (A Wedding in Brownsville)

I. State True or False - Dr. Margolin was able to attend the wedding immediately after having delivered the bride, Gertrude. [1 Mark]

Answer: False

Teacher's Note:
a) Gertrude was delivered fifteen years earlier, so the events are separated by many years, not immediate.
b) Read time references carefully in extract-based questions.

II. Describe the appearance of Dr. Solomon. [1 Mark]

Answer: He looked like a Talmudic scholar who had strayed into modern life, with a pale face, sparse red beard, and vague blue eyes; his tuxedo was ill-fitting, with an askew bow tie, overly long trousers, and oversized shoes.

Teacher's Note:
a) Quote specific physical details directly from the extract for full marks.
b) Mention both his facial features and his clothing for a complete description.

III. How did his wife die? [1 Mark]

Answer: She had died ten years ago in an automobile accident.

Teacher's Note:
a) A short, direct factual answer is enough for a 1-mark question.
b) Note the exact time reference, "ten years ago", for accuracy.

IV. Share one evidence to show that he was still not a part of the modern world. [1 Mark]

Answer: When he began to dance, he did it with the gravity of a man performing a religious duty, showing he was out of place in a modern, festive setting.

Teacher's Note:
a) Alternatively, his old-fashioned, scholarly appearance can also be used as evidence.
b) Choose only one clear textual detail, as the question asks for "one evidence".

V. Which tricks are being mentioned here? [1 Mark]

Answer: The tricks of the mind, referring to Dr. Margolin's absurd notion that his dead wife Bronia was present among the wedding guests.

Teacher's Note:
a) Link the answer to grief and memory playing on his perception.
b) Use the exact phrase "tricks of the mind" from the extract.

VI. Which word is a perfect antonym of vague? [1 Mark]
A. foggy
B. precise
C. confusion
D. pending

Answer: (B) precise

Teacher's Note:
a) "Vague" means unclear, so its opposite must mean clear or exact.
b) Eliminate "foggy" quickly, as it is a synonym, not an antonym, of vague.

OR

(B) Read the extracts given below and answer the questions that follow.

PRAKRITI: I want him. All unlooked for- he came, and taught me this marvellous truth, that even my service will count with the God who guides the world. O words of great wonder! That I may serve, I, a flower sprung from a poison-plant! Let him raise that truth, that flower from the dust, and take it to his bosom. (Chandalika)

I. Who is the 'him' referred to in the opening line? [1 Mark]

Answer: "Him" refers to the Buddhist monk Ananda.

Teacher's Note:
a) Recall Ananda's role in awakening Prakriti's sense of self-worth.
b) A direct one-line factual answer is sufficient here.

II. What does the 'dust' symbolize in the context of Prakriti's social standing? [1 Mark]

Answer: The "dust" symbolizes the lowest strata of the caste hierarchy, representing Prakriti's degraded social position as a Chandalika, considered untouchable by society.

Teacher's Note:
a) Connect "dust" with themes of caste and social rejection in the play.
b) Avoid a literal explanation; focus on the symbolic meaning.

III. What 'marvellous truth' has the speaker discovered about human nature? [1 Mark]

Answer: She discovers that every human being has the right to serve and be acknowledged by the divine, and that no one is inherently unclean or worthless simply because of their birth.

Teacher's Note:
a) Emphasise the idea of equality before God as the "marvellous truth".
b) This links directly to the theme of caste-based discrimination in Chandalika.

IV. Why does Prakriti use the contrasting images of a 'flower' and a 'poison-plant'? [1 Mark]

Answer: She uses this contrast to express the paradox of her existence: though society views her as "poisonous" or untouchable because of her birth, her inner self is as pure and beautiful as a flower.

Teacher's Note:
a) Highlight the contrast between outward social judgment and inner purity.
b) Use both images together, as the question asks about their combined significance.

V. Identify the poetic device used in 'dust'. [1 Mark]

Answer: Personification.

Teacher's Note:
a) The abstract idea of low social standing is treated as if it were a living, raisable thing.
b) One-word answers are enough for such device-identification questions.

VI. The speaker's tone in this extract can best be described as: [1 Mark]
(A) Arrogant and demanding of attention.
(B) Transformed, reverent, and spiritually awakened.
(C) Sceptical and doubtful of the monk's intentions.
(D) Indifferent to the social norms of her community.

Answer: (B) Transformed, reverent, and spiritually awakened.

Teacher's Note:
a) Words like "marvellous truth" and "words of great wonder" show reverence, not arrogance.
b) Rule out sceptical or indifferent tones, as her language shows deep gratitude and wonder.

7 (II) Attempt any ONE of the two extracts (A) and (B) given below: [6 Marks]

(A) Read the extracts given below and answer the questions that follow:

In Xanadu did Kubla Khan
A stately pleasure-dome decree:
Where Alph, the sacred river, ran
Through caverns measureless to man
Down to a sunless sea.
So twice five miles of fertile ground
With walls and towers were girdled round:
And there were gardens bright with sinuous rills,
Where blossomed many an incense-bearing tree;
And here were forests ancient as the hills,
Enfolding sunny spots of greenery. (Kubla Khan)

I. What is the central structure decreed by Kubla Khan, and where is it located? [1 Mark]

Answer: A stately pleasure-dome, decreed to be built in the exotic land of Xanadu.

Teacher's Note:
a) Both the structure and the location must be mentioned for full marks.
b) Quote "pleasure-dome" and "Xanadu" directly from the poem.

II. What is the significance of the river Alph running "Through caverns measureless to man"? [1 Mark]

Answer: It signifies the sublime power and mystery of nature, suggesting depths and forces that go far beyond human comprehension and control.

Teacher's Note:
a) Connect "measureless" with the Romantic idea of nature's vastness and mystery.
b) Avoid a literal, geographical explanation of the river.

III. What contrast in the environment is established by the final two lines of the extract? [1 Mark]

Answer: The lines contrast dark, untamed wildness, seen in the "forests ancient as the hills", with cultivated, bright beauty, seen in the "sunny spots of greenery".

Teacher's Note:
a) Identify both sides of the contrast clearly: wild nature versus cultivated beauty.
b) This contrast reflects the dual nature of the pleasure-dome's setting.

IV. The description of the gardens as 'girdled round' suggests a sense of _____ [1 Mark]
(A) Boundless freedom and natural spontaneity.
(B) Artificial enclosure and controlled perfection.
(C) Spiritual openness and accessibility.
(D) Threatening wildness and danger.

Answer: (B) Artificial enclosure and controlled perfection.

Teacher's Note:
a) "Girdled round" literally means encircled or enclosed by walls, suggesting containment.
b) This enclosure contrasts with the "boundless" natural wildness described elsewhere in the poem.

V. Identify the figure of speech in the phrase 'Down to a sunless sea.' [1 Mark]

Answer: Hyperbole.

Teacher's Note:
a) The exaggerated, mysterious image of a "sunless sea" creates an atmosphere of the fantastical.
b) A one-word answer is sufficient for identifying the device.

VI. Find a word in the extract that means 'ordered' or 'commanded.' [1 Mark]

Answer: Decree.

Teacher's Note:
a) "Decree" appears directly in the first two lines of the extract.
b) Vocabulary-based questions require the exact word from the text.

OR

(B) Read the extracts given below and answer the questions that follow.

One day you look up and see one of them
eyeless, silent, a zigzag sky showing
through the knocked-out clockwork, after a riot,
a peace-march time bomb, or a precise act
Of nature in a night of lightnings. (Time and Time Again)

I. Identify the poetic device used in the phrase 'eyeless, silent.' [1 Mark]

Answer: Personification (also read as a transferred epithet), as human qualities of sight and speech are attributed to the damaged clock tower.

Teacher's Note:
a) Note that human attributes are given to a non-living structure, the tower.
b) Either "personification" or "transferred epithet" is acceptable as per the marking scheme.

II. How does the poet distinguish between human-made chaos and natural chaos in this extract? [1 Mark]

Answer: The poet lists human-made chaos as "riots" and "peace-march time bombs", while natural chaos is described as a "precise act of nature" caused by lightning during a storm.

Teacher's Note:
a) List both categories separately with their textual examples for full marks.
b) Notice the deliberate word "precise" used only for nature's chaos.

III. What is the significance of the word 'precise' when describing the act of nature? [1 Mark]

Answer: It implies that although nature's destruction may seem chaotic, its power is exact and intentional, unlike the senseless, disordered violence caused by humans.

Teacher's Note:
a) Contrast "precise" nature with the randomness of human conflict.
b) This word choice elevates nature's power above human destruction.

IV. The 'knocked-out clockwork' and the 'zigzag sky' through the eyeless tower symbolise ____________ [1 Mark]
(A) The technological advancement of a modern city.
(B) The triumph of human engineering over nature.
(C) The vulnerability of human structures to the chaos of violence.
(D) A celebration of a successful peaceful protest.

Answer: (C) The vulnerability of human structures to the chaos of violence.

Teacher's Note:
a) The broken clock tower stands for how fragile man-made order is against violence.
b) Avoid options suggesting triumph or celebration, as the imagery here is one of destruction.

V. Find a word in the extract which means 'crooked'. [1 Mark]

Answer: Zigzag.

Teacher's Note:
a) The word appears directly describing the sky visible through the broken tower.
b) Keep vocabulary answers to a single exact word from the extract.

VI. Explain the irony in the phrase 'peace-march time bomb.' [1 Mark]

Answer: The irony lies in the fact that a peace march, meant to mourn destruction and promote harmony, carries the risk of turning into new conflict, as tensions between communities can grow quickly and undo the very peace it intended to promote.

Teacher's Note:
a) Bring out the contradiction between "peace" and "time bomb" in the phrase.
b) Mention how good intentions can unexpectedly lead to renewed conflict.

8. Answer ANY ONE of the following two questions in 30-40 words each. [2 Marks]

I Why did the protagonist in the short story Eveline ultimately choose not to leave Dublin with Frank? (Eveline) [2 Marks]

Answer: Eveline feels bound by her promise to her dying mother to keep the home together and care for her family. Overwhelmed by fear of the unknown, she becomes incapable of decisive action and remains paralysed at the critical moment of departure.

Teacher's Note:
a) Mention her promise to her mother as the central reason for her paralysis.
b) Keep the answer within the word limit by focusing on one or two key points.

OR

II In 'I Sell My Dreams', what is the significance of the woman's ability to interpret and sell dreams? [2 Marks]

Answer: Selling dreams is her means of economic survival, showing human ingenuity in uncertain circumstances. Her accurate interpretations also suggest that fate and destiny often prove inescapable, shaping the lives of those who seek her guidance.

Teacher's Note:
a) Link her dream-selling both to survival and to the theme of destiny.
b) A short, two-point answer is sufficient for this word limit.

9. Answer ANY ONE of the following two questions in 40-50 words each. [3 Marks]

I Explain the key contrast that the speaker draws between himself and the fifty-nine swans in the fourth stanza of the poem. (The Wild Swans at Coole) [3 Marks]

Answer:
1. The speaker contrasts his own aging and weariness with the swans' unchanged vitality.
2. He emphasises that the swans remain beautiful and energetic, while he feels a sense of loss and decline.
3. The swans symbolize permanence and continuity, highlighting the theme of time passing and human transience.

Teacher's Note:
a) Use the words "vitality" and "transience" to show a clear understanding of the contrast.
b) Mention the swans as a symbol, since the question is about a deeper thematic contrast.

OR

II Explain what Amartya Sen means by the term "argumentative tradition" in the context of Indian history, and briefly state one significant positive consequence he attributes to this tradition. (The Argumentative Indian) [3 Marks]

Answer:
1. Sen refers to India's long history of reasoned debate and dialogue across religion, philosophy, politics, and society.
2. This tradition values pluralism and tolerance of differing viewpoints rather than a single dominant view.
3. A major positive consequence, according to Sen, is the strengthening of democracy and critical thinking in Indian society.

Teacher's Note:
a) Always include the positive consequence, as the question specifically asks for it.
b) Mention specific fields like religion and politics to show depth of understanding.

10. Answer ANY ONE of the following two questions in 120-150 words each. [5 Marks]

I Critically analyse John Donne's 'A Lecture Upon the Shadow.' How does the poet use the metaphor of shadows to explore the phases and vulnerabilities of love? [5 Marks]

Answer: In "A Lecture Upon the Shadow", Donne uses the extended metaphor of shadows to trace the changing phases of a romantic relationship. In the early morning of love, long shadows represent concealment and misunderstanding, as lovers hide their true feelings from each other and from the world. As the sun rises to noon, the shadows disappear entirely, symbolising a phase of complete honesty, clarity, and mutual trust between the lovers. This noon stands for the peak of a mature, transparent love. However, Donne warns that this state cannot last forever; just as shadows lengthen again after noon, love too can decline into doubt and emotional vulnerability if not carefully protected. Importantly, the shifting shadows reflect love's changing nature over time rather than any guarantee of permanence. Donne suggests that love becomes most fragile precisely when self-interest and fear replace the earlier mutual openness. Through this scientific yet deeply emotional metaphor, Donne captures both the beauty and the precariousness inherent in romantic relationships as they evolve through time.

Teacher's Note:
a) Structure the answer around morning, noon, and afternoon to show the progression of the metaphor clearly.
b) End with Donne's central warning about the fragility of mature love for a strong conclusion.

OR

II Virginia Woolf, in 'The Mark on the Wall,' delves into the 'stream of consciousness' technique. Discuss how this narrative style helps the author explore the themes of war, gender, and the limitations of conventional thought. [5 Marks]

Answer: In "The Mark on the Wall", Virginia Woolf employs the stream-of-consciousness technique to allow the narrator's mind to move freely between observation, memory, and abstract thought, all triggered by a single, unremarkable mark on the wall. This fluid style allows reflections on war to emerge indirectly, revealing its psychological impact on the narrator's inner world rather than depicting physical battle scenes directly. Similarly, questions of gender surface through the narrator's quiet resistance to male-dominated authority, logic, and the rigid classification of knowledge traditionally associated with men, such as the Table of Contents symbolised by Whitaker's Almanack. The unstructured, wandering narration itself becomes a rebellion against conventional, linear ways of thinking and categorising reality. By refusing a fixed conclusion about the mark until the very end, Woolf emphasises that truth is subjective, shaped by the shifting perceptions of individual consciousness rather than by rigid external facts. This technique ultimately allows Woolf to critique war, patriarchy, and conventional thought simultaneously through one seemingly ordinary moment of reflection.

Teacher's Note:
a) Connect the narrative technique to all three themes: war, gender, and conventional thought, as asked.
b) Mention the mark itself as the narrative device that triggers the wandering thoughts.

11. Answer ANY ONE of the following questions in 30-40 words each. [2 Marks]

I Why does the Master decide to lock himself and the Tiger in the small cage? (A Tiger for Malgudi) [2 Marks]

Answer: The Master seeks to assert moral and spiritual control over the Tiger through self-sacrifice rather than force. The act symbolizes his belief in non-violence, marking a turning point where fear gives way to the Tiger's submission.

Teacher's Note:
a) Emphasise non-violence and inner transformation as the key idea, not physical dominance.
b) Keep the answer to one clear point given the short word limit.

OR

II What is Margayya's initial motivation for wanting to raise his social standing in Malgudi? (The Financial Expert) [2 Marks]

Answer: Margayya desires social respectability and recognition in Malgudi. His humiliation by authority fuels a deep need to prove his worth, making economic success his chosen path toward social dominance and self-validation.

Teacher's Note:
a) Mention the humiliation he suffers as the trigger for his ambition.
b) Link social standing directly with his pursuit of wealth.

12. Answer ANY ONE of the following questions in 40-50 words. [3 Marks]

I Describe the significance of the villagers' reaction when Raja first appears in Malgudi. (A Tiger for Malgudi) [3 Marks]

Answer:
1. The villagers are initially terrified, highlighting Raja's reputation as a powerful and dangerous creature.
2. Their fear reflects the natural awe and respect humans hold for untamed wildness.
3. Over time, some show curiosity and fascination, symbolising the human tendency to be drawn to the exotic and unknown.

Teacher's Note:
a) Mention both the initial fear and the later curiosity to show a shift in reaction.
b) Connect this scene to the novel's larger contrast between instinctive fear and moral understanding.

OR

II What specific ritualistic objects did Margayya procure and use in his attempt to secure wealth and prosperity, and what does this reliance on ritual suggest about his approach to finance? (The Financial Expert) [3 Marks]

Answer:
1. Margayya procures sacred threads, incense, charms, and astrological charts, including charms tied around his body for luck.
2. He performs rituals advised by priests to appease deities associated with wealth.
3. This reliance on ritual suggests a superstitious, shortcut mentality, where he blends faith with financial ambition rather than following ethical business practice.

Teacher's Note:
a) List the specific ritual objects mentioned in the novel for full marks.
b) Conclude with what this ritualism reveals about his character, as the question demands interpretation.

13. Answer ANY ONE of the following questions in 120-150 words. [5 Marks]

I In 'A Tiger for Malgudi', R.K.Narayan explores the theme of freedom and captivity through different stages of Raja's life. How does true freedom, according to the novel, relate to self-realisation? Substantiate through various examples. [5 Marks]

Answer: R.K. Narayan presents freedom not as mere physical independence but as an inner awakening and moral understanding, traced through the changing stages of Raja's life. In his early days in the jungle, Raja appears free, yet he is entirely ruled by instinct, fear, and the constant need to hunt and kill, showing that freedom without self-awareness remains incomplete. When captured and enslaved by circus masters, Raja is physically bound, but he begins to observe human cruelty and discipline, marking the first stirrings of consciousness even while chained and beaten. Later, living in a cage with the Master limits him physically once again, yet the Master's compassion and refusal to use force gradually awaken Raja's reflective, thinking self. By the end, Raja comes to understand restraint, acceptance, and compassion, proving that genuine freedom arises from self-control and awareness rather than from mere escape or physical dominance. Through Raja's journey, Narayan suggests that true liberation is an internal, spiritual achievement rather than an external condition.

Teacher's Note:
a) Trace Raja's journey through at least three clear stages: jungle, captivity, and life with the Master.
b) End with a clear statement linking freedom to self-realisation, as this is the exact focus of the question.

OR

II Margayya's life is defined by cycles of gain and catastrophic loss, often linked directly to his son, Balu. Analyse the symbolic significance of Balu's presence in the narrative, arguing how the relationship between father and son functions as a metaphor for the inherent instability and moral cost of Margayya's greed. (The Financial Expert) [5 Marks]

Answer: Balu is far more than Margayya's son in the novel; he functions as a symbolic extension of his father's unchecked greed and moral decay, shaping the recurring cycle of rise and fall that defines the narrative. Margayya views Balu as a means to social success, spending excessively on his education and indulgence, reflecting his mistaken belief that money alone can manufacture respectability and happiness. However, Balu's recklessness, including drinking, gambling, and squandering his father's wealth, directly triggers Margayya's financial collapse, symbolising how ill-gotten and obsessively pursued wealth ultimately self-destructs. Margayya's repeated failure to instill sound values in his son mirrors his own ethical emptiness, showing that material success achieved without moral grounding inevitably produces decay rather than lasting stability. Each financial rise that Margayya experiences, closely tied to decisions involving Balu, ends in catastrophe, reinforcing the idea that the father-son relationship serves as a powerful metaphor for the fundamental instability and moral cost embedded within Margayya's single-minded pursuit of wealth.

Teacher's Note:
a) Clearly connect Balu's actions to specific stages of Margayya's financial rise and fall.
b) Conclude by explicitly stating the metaphorical link between greed and instability, as the question demands an argued analysis.