ISC Class 12 English Literature Sample Paper 2022 with Solutions

ISC SEMESTER 2 EXAMINATION
SPECIMEN QUESTION PAPER
ENGLISH PAPER 2 (LITERATURE IN ENGLISH)
(Prescribed Textbooks)

Maximum Marks: 40
Time allowed: One and a half hour

Candidates are allowed an additional 10 minutes for only reading the paper.
They must NOT start writing during this time.

Answer all questions in Section A and Section B.
The intended marks for questions or parts of questions are given in brackets.

SECTION A - 8 MARKS

Question 1
Read the lines given below and answer the questions given after each:

(A) Iris: Of her society
Be not afraid. I met her deity
Cutting the clouds towards Paphos, and her son
Dove-drawn with her.

(i) Whom does Iris refer to as 'her'? [1]
(A) Venus
(B) Juno
(C) Ceres
(D) Sycorax

Answer: (A) Venus

Iris refers to Venus, the goddess of love, as she travels with her son Cupid towards Paphos in a chariot drawn by doves.

Teacher's Note:
a) Iris mentions Venus and her son Cupid in Act IV of The Tempest during the masque.
b) Students must carefully distinguish between the mythological characters referenced in Prospero's masque.

(ii) Why was the person addressed afraid of "her"? [1]
(A) She used her beauty to get her desires.
(B) She had conspired with Dis to abduct the person's daughter.
(C) She was close to Zeus.
(D) She used others for her ends.

Answer: (B) She had conspired with Dis to abduct the person's daughter

Ceres was afraid of Venus and her son because they had previously conspired with Pluto (Dis) to abduct her daughter Proserpina.

Teacher's Note:
a) The mythological backstory explains Ceres's aversion to the company of Venus and Cupid.
b) Ensure students read the classical references within Shakespearean plays thoroughly.

(iii) What is meant by "dove drawn"? [1]
(A) A drawing of doves.
(B) Attracted by doves.
(C) The chariot was drawn by doves.
(D) Doves were drawn to him.

Answer: (C) The chariot was drawn by doves

The phrase describes Venus's chariot being pulled through the clouds by doves.

Teacher's Note:
a) Compound adjectives like dove-drawn describe the mode of transport of the goddess.
b) Pay close attention to archaic phrasing and imagery in poetic extracts.

(B) "But my darling, if you love me," thought Miss Meadows, "I don't Mind how much it is. Love me as little as you like."

(i) What had the "darling" informed Miss Meadows? [1]
(A) That he loved her.
(B) That he could not go forward with their plans for marriage.
(C) That he was marrying someone else.
(D) That he was going away.

Answer: (B) That he could not go forward with their plans for marriage

Basil's letter conveyed his reluctance and withdrawal from their marriage plans.

Teacher's Note:
a) The letter shatters Miss Meadows's emotional stability at the very beginning of the story.
b) Comprehension of the core conflict in Katherine Mansfield's stories is essential.

(ii) Where was Miss Meadows as she thought these thoughts? [1]
(A) In the music hall.
(B) In the corridor.
(C) At her window.
(D) In the Principal's office.

Answer: (A) In the music hall

Miss Meadows was standing before her class in the music hall when these thoughts crossed her mind.

Teacher's Note:
a) The setting highlights the sharp contrast between her inner turmoil and professional duties.
b) Note the exact locations described in the opening paragraphs of the story.

(iii) What was the effect of Basil's letter on Miss Meadows? [1]
(A) She was upset and agonized.
(B) She went into depression.
(C) She was struck dumb.
(D) She had a heart attack.

Answer: (A) She was upset and agonized

The letter left her deeply wounded, distressed, and agonized.

Teacher's Note:
a) The emotional impact dictates her cold and harsh behavior toward her students.
b) Students should analyze character reactions to external stimuli accurately.

(C) Sophocles long ago
Heard it on the Aegean.......

(i) Who is Sophocles? [1]
(A) A Shakespearean character.
(B) The poet's ancestor.
(C) A Victorian poet.
(D) A Greek tragedian

Answer: (D) A Greek tragedian

Sophocles was a renowned classical Greek writer of tragedies.

Teacher's Note:
a) Matthew Arnold uses Sophocles in Dover Beach to link contemporary doubt with ancient human sorrow.
b) General literary history questions test background knowledge of prescribed authors.

(ii) What did he hear on the Aegean? [1]
(A) The tremulous, sad note of the sea.
(B) The sound of gulls.
(C) The sound of human misery.
(D) The note of hope.

Answer: (A) The tremulous, sad note of the sea

Sophocles heard the turbid ebb and flow of human misery brought by the sad note of the Aegean sea.

Teacher's Note:
a) The sound of the waves brings back the eternal note of sadness down the ages.
b) Memorize key textual phrases and references from the poems.

SECTION B (32 MARKS)

Answer the following questions as briefly as possible and with close reference to the relevant text.

Question 2

(i) Referring closely to the conversation between Prospero and Ferdinand at the beginning of Act IV of The Tempest, bring out Prospero's concerns as a father. [4]

Answer:
1. Prospero's primary concern as a doting father is to ensure his daughter Miranda is married to a worthy and honorable person, which is why he previously subjected Ferdinand to severe trials and labor.
2. He praises Miranda highly, referring to her as the third of his life and the object for which he lives, reflecting his immense protective love.
3. He explicitly warns Ferdinand against breaking her virgin knot before formal marriage rites and sacred ceremonies are solemnized.
4. He cautions him with dire consequences of discord, barren hate, and sour-eyed disdain if this injunction is broken, prompting Ferdinand to offer a solemn vow of abstinence.

Teacher's Note:
a) Focus on Prospero's dual role as a strict ruler and a deeply caring father.
b) Quote short phrases like 'third of mine own life' to substantiate the answer.

(ii) How does Prospero prove, "the rarer action is in / virtue than in vengeance in the final act of The Tempest? [4]

Answer:
1. Despite having his enemies completely in his power and valid reasons to harbor deep resentment against those who usurped his dukedom, Prospero chooses mercy over retribution.
2. Instead of executing physical destruction, he subjects them to mental anguish, isolation, and spiritual introspection to induce genuine repentance.
3. In the final act, when addressing Ariel, he declares that the rarer action lies in virtue rather than vengeance, choosing to forgive his transgressors.
4. By restoring Alonso's son, forgiving Antonio and Alonso, and reclaiming his dukedom peacefully, he embodies supreme divine grace and human nobility.

Teacher's Note:
a) This is a central thematic statement of the play reflecting Christian forgiveness and reconciliation.
b) Highlight the transformation in Prospero from seeking vengeance to achieving spiritual maturity.

Question 3

(i) Referring closely to the short story, The Sound Machine, describe the encounter between Klausner and Mrs. Saunders. How did it affirm his belief in his own invention? [4]

Answer:
1. Klausner tests his newly invented sound machine in his front yard and notices Mrs. Saunders cutting roses for a floral arrangement.
2. As she cuts a rose, he hears a sharp, painful shriek through his machine, which convinces him that plants emit audible sounds of agony when injured.
3. To confirm his discovery, he asks her to cut another flower, and upon doing so, he hears the exact same piercing cry.
4. Terrified and bewildered by his bizarre assertions that she is causing pain to the flowers, Mrs. Saunders flees into her house, while Klausner is left completely validated in his experimental theory.

Teacher's Note:
a) Describe the specific sequence of actions between Klausner and his neighbor.
b) Connect the auditory confirmation to the central science-fiction premise of Roald Dahl's story.

(ii) "Then paint the cut with iodine." With reference to this line, what is your understanding of Klausner? Do you sympathise with him? Give your reasons. [4]

Answer:
1. This line reflects Klausner's deep sensitivity, obsessive nature, and unhinged mental state as he treats a felled beech tree as a living patient needing medical care.
2. He is a visionary scientist who perceives the suffering of nature that remains imperceptible to ordinary human ears.
3. Yes, one sympathizes with him because his intentions stem from a profound empathy for the natural world and a pure, albeit obsessive, scientific pursuit.
4. However, his descent into isolation and irrational panic makes him a tragic figure misunderstood by everyone around him, including Dr. Scott.

Teacher's Note:
a) Analyze Klausner's psychological state and his intense connection with plant life.
b) Balance appreciation for his empathy with his detachment from practical reality.

Question 4

(i) Referring closely to the short story, The Singing Lesson relate what Basil wrote in his letter to Miss Meadows. What do you conclude about Basil from the tone and wording of the letter? [4]

Answer:
1. Basil wrote that although he loves her as much as he could love any woman, he is not the marrying kind and feels their proposed marriage would be a grave mistake.
2. His letter lacks emotional tenderness, failing to erase the harsh word 'disgust' before substituting it with 'regret', which cuts Miss Meadows to the core.
3. The tone of the letter is cold, prosaic, abrupt, and remarkably insensitive, treating a life-altering commitment with casual disregard.
4. We conclude that Basil is a selfish, self-centred, and emotionally immature young man who takes Miss Meadows for granted and lacks true empathy.

Teacher's Note:
a) Highlight specific details from the letter such as the un-erased word 'disgust'.
b) Formulate a clear evaluation of Basil's character based on textual evidence.

(ii) Referring closely to the short story, B. Wordsworth relate two important lessons that the young narrator learnt from his friend, B. Wordsworth. How were these lessons relevant? [4]

Answer:
1. The narrator learns to appreciate everyday wonders and nature, developing a fresh pair of eyes to observe the night sky, bees, and surroundings.
2. He learns about the harsh reality of the materialistic world, where poets and dreamers are undervalued, considered time-wasters, and struggle to survive.
3. These lessons are highly relevant as they expand the boy's imagination, sensitivity, and emotional maturity beyond his impoverished immediate reality.
4. They teach him empathy and philosophical depth, transforming his perspective on human relationships and art.

Teacher's Note:
a) Detail the mentorship provided by the eccentric poet to the young narrator.
b) Emphasize the contrast between the imaginative world and harsh societal materialism.

Question 5

(i) Referring closely to the poem, We are the Music Makers, refer to any two examples given by the poet which identify poets and singers as "movers and shakers." [4]

Answer:
1. The poet states that artists and creators build and rebuild cities and civilizations through the immortal power of their songs and visions.
2. As a striking historical example, the poet claims that they built Nineveh with their sighing and Babel itself with their mirth out of mere myths.
3. These examples illustrate how art and imagination shape human history and leave an enduring legacy long after empires crumble.
4. Thus, artists act as the true architects of human culture, deserving the title of movers and shakers.

Teacher's Note:
a) Reference Arthur O'Shaughnessy's celebration of artists and dreamers.
b) Cite specific historical or mythical references mentioned in the poem.

(ii) Discuss how in the poem Dover Beach the poet, Matthew Arnold, reposes faith in love as a beam of hope amidst the surrounding despair. [4]

Answer:
1. Matthew Arnold describes a world gripped by religious doubt, alienation, and the retreating 'Sea of Faith' caused by scientific inquiry.
2. With spiritual certainty vanishing and leaving behind a darkling plain of confused alarms, humanity is plunged into profound melancholy and despair.
3. Facing this bleak spiritual vacuum, the poet turns away from the hostile world toward his beloved, proposing human love as the only refuge.
4. He concludes that true fidelity and love between individuals can act as a guiding beam of hope, offering comfort and truth in a faithless world.

Teacher's Note:
a) Explain the transition from Victorian religious crisis to personal human love in Dover Beach.
b) Use direct thematic references to the waning Sea of Faith and the concluding appeal to love.