ISC Class 12 English Literature Sample Paper 2023 with Solutions

SECTION A - 20 MARKS

Question 1

Choose the correct options for the following questions: [10]

(i) What is Ferdinand doing at the beginning of Act III Scene I? [1 Mark]
(A) Cursing Prospero.
(B) Gathering wood.
(C) Planning to escape.
(D) Sighing deeply.

Answer: (B) Gathering wood.

Ferdinand is performing the heavy manual labor assigned to him by Prospero, carrying logs of wood.

Teacher's Note:
a) This scene opens with Ferdinand bearing a heavy load of logs, demonstrating his servitude and testing by Prospero.
b) Students must remember the exact tasks assigned to major characters in the opening of key scenes.

(ii) What is Ferdinand willing to become for Miranda in Act III Scene I? [1 Mark]
(A) King of Naples.
(B) A patient log man.
(C) Her beloved.
(D) A traitor to Prospero.

Answer: (B) A patient log man.

Ferdinand states that he is willing to endure his task as a log bearer patiently for Miranda's sake.

Teacher's Note:
a) Ferdinand's deep devotion makes even the most grueling task seem light and agreeable.
b) Pay close attention to the romantic idealism expressed by Ferdinand in this romantic exchange.

(iii) In the masque scene, whom does Iris tell Ceres not to be afraid of? [1 Mark]
(A) Dis
(B) Cupid
(C) Juno
(D) Venus

Answer: (D) Venus

Iris reassures Ceres that neither Venus nor her son Cupid are anywhere near, as their plot to disrupt the romance has failed.

Teacher's Note:
a) Iris mentions that Venus and Cupid had attempted a dark plot, but their doves were drawn westward, leaving the path clear for the sacred celebration.
b) Questions on classical allusions in the masque require careful revision of mythological names mentioned in the text.

(iv) Where had Ariel confined the "three men of sin" in the beginning of Act V? [1 Mark]
(A) In Caliban's cave.
(B) In the wrecked ship.
(C) In the line-grove.
(D) In Prospero's cave.

Answer: (C) In the line-grove.

Ariel had confined Alonso, Antonio, and Sebastian in the line-grove which weather-fends Prospero's cell.

Teacher's Note:
a) The line-grove acts as a magical enclosure where the guilty noblemen are held under a spell.
b) Do not confuse the line-grove with Prospero's cave or other locations on the island.

(v) What are we told about Louise Mallard right at the beginning of the short story, The Story of an Hour? [1 Mark]
(A) She is proud.
(B) She is lonely.
(C) She has a weak heart.
(D) She cannot tolerate noise.

Answer: (C) She has a weak heart.

The story establishes right at the outset that Mrs. Mallard was afflicted with a heart trouble.

Teacher's Note:
a) This medical condition is a crucial plot device that foreshadows the tragic ending of the story.
b) Ensure students note how physical vulnerabilities are introduced early in Kate Chopin's narratives.

(vi) In the short story, To Build a Fire, who advises the Man not to travel alone in the cold weather? [1 Mark]
(A) The old timer at Sulphur Creek.
(B) His mates.
(C) Another traveller.
(D) His dog.

Answer: (A) The old timer at Sulphur Creek.

The man recalls the advice given by the old-timer at Sulphur Creek warning against traveling alone when temperature drops below fifty degrees.

Teacher's Note:
a) The old-timer's warning represents the voice of experience and wisdom that the protagonist arrogantly ignores.
b) Jack London uses this foreshadowing to emphasize the theme of man versus nature.

(vii) In the short story, The Singing Lesson, what did Mary Beazley give Miss Meadows as the latter entered the music hall? [1 Mark]
(A) Her music books.
(B) A yellow rose.
(C) A yellow chrysanthemum.
(D) A letter from Basil.

Answer: (C) A yellow chrysanthemum.

Mary Beazley handed Miss Meadows a bright, yellow chrysanthemum as a token when she entered the room.

Teacher's Note:
a) The yellow chrysanthemum starkly contrasts with Miss Meadows's dark, gloomy mood following Basil's cruel letter.
b) Katherine Mansfield uses symbolic flowers to reflect psychological states in her stories.

(viii) In the poem, Crossing the Bar, which voyage is the poet referring to? [1 Mark]
(A) A voyage of discovery.
(B) The voyage from life to death.
(C) The voyage of self-discovery.
(D) The voyage of the imagination.

Answer: (B) The voyage from life to death.

Tennyson uses the metaphor of setting out to sea to signify the soul's transition from mortal life to the afterlife.

Teacher's Note:
a) Crossing the bar refers to crossing the sandbar that separates tidal waters from the open ocean, symbolizing death.
b) Understand the central metaphor clearly as it is a frequent board exam topic.

(ix) What does the word "coppice" mean in the poem The Darkling Thrush? [1 Mark]
(A) Grassland
(B) Dense Forest
(C) Woods
(D) Trees

Answer: (C) Woods

A coppice is a small wood or thicket of small trees managed for periodic cutting.

Teacher's Note:
a) Vocabulary questions from prescribed poems test close reading and glossary understanding.
b) A coppice refers specifically to a growth of small trees or bushes.

(x) In the poem We are the Music Makers, where are the creative people usually found? [1 Mark]
(A) Palaces.
(B) In crowded cities.
(C) Near streams and sea- breakers.
(D) Markets.

Answer: (C) Near streams and sea- breakers.

Arthur O'Shaughnessy describes artists and dreamers as sitting by lone streams and wandering by desolate sea-breakers.

Teacher's Note:
a) The imagery places artists away from the bustle of civilization, reflecting their transcendent, visionary nature.
b) Memorize key lines depicting the dwelling places and attributes of the music makers.

Question 2

Complete the following sentences by providing a reason for each: [10]

(i) In Act III Scene I of The Tempest, Miranda disobeyed her father and crept out to meet Ferdinand because [1 Mark]
Answer: she believed her father was hard at study and would not notice her absence, and she wanted to comfort Ferdinand who was carrying heavy logs.

Teacher's Note:
a) Miranda's action shows her independent spirit and deep affection for Ferdinand, overriding her usual obedience to Prospero.
b) Students must cite specific plot motivations when asked to complete conditional statements.

(ii) At the end of Act III of The Tempest, Prospero is not surprised at the love that has bloomed between Miranda and Ferdinand because [1 Mark]
Answer: he had orchestrated their meeting and engineered their romance from the very beginning to fulfill his grand design.

Teacher's Note:
a) Prospero controlled every aspect of their interaction to ensure they would fall in love.
b) Mention Prospero's omniscient directorial role in managing the island's events.

(iii) In Act III Scene II of The Tempest, Caliban is annoyed with Trinculo because [1 Mark]
Answer: Trinculo mocked him and accused him of lying, calling him a half-fish and a monster, while also getting drunk and causing trouble.

Teacher's Note:
a) The comical tension between Caliban, Stephano, and Trinculo highlights the discord within the conspiratorial group.
b) Keep explanations concise and focused on the textual interaction.

(iv) In Act V of The Tempest, Prospero embraces Alonso because [1 Mark]
Answer: Alonso has repented for his past wrongs against Prospero, and their reconciliation restores political harmony and unites their families through the marriage of Ferdinand and Miranda.

Teacher's Note:
a) The embrace symbolizes forgiveness, closure, and the restoration of rightful order.
b) Highlight the theme of reconciliation as the emotional climax of the resolution.

(v) In the short story, To Build a Fire, the man carried his lunch wrapped in a handkerchief, next to his skin because [1 Mark]
Answer: he needed to keep his biscuits from freezing solid in the extreme sub-zero temperature before he could eat them.

Answer:

Teacher's Note:
a) This detail emphasizes the lethal severity of the cold environment where ordinary food instantly turns to ice.
b) Note how physical survival details establish the harsh setting.

(vi) In the short story The Story of an Hour, Richards hurried to give the news of Bently Mallard's death to Mrs. Mallard because [1 Mark]
Answer: he wanted to break the potentially fatal news gently to her himself after receiving reliable confirmation of the railroad disaster.

Teacher's Note:
a) Richards acts out of friendship and caution, knowing Mrs. Mallard's delicate heart condition.
b) Precision in recounting character actions is essential for scoring full marks.

(vii) In the short story, The Sound Machine, Mrs. Saunders turned and ran up the garden into her house because [1 Mark]
Answer: she thought Klausner had gone completely mad when he hysterically begged her to stop hacking the bleeding tree with an axe.

Teacher's Note:
a) Klausner's bizarre and frantic behavior terrified Mrs. Saunders, making her believe he was deranged.
b) Mention Klausner's obsession with his machine as the catalyst for the misunderstanding.

(viii) In the poem, The Darkling Thrush, all humankind had sought their household fires because [1 Mark]
Answer: they were depressed and driven indoors by the bleak, freezing, and desolate landscape of a dying winter century.

Teacher's Note:
a) The imagery portrays humanity hiding away from the oppressive, gloomy climate.
b) Connect this desolation to the fin-de-siècle mood of Thomas Hardy's poem.

(ix) In the poem, Birches, the poet often dreams of going back to his childhood because [1 Mark]
Answer: he wants to escape the wearisome and complicated burdens of adult life and find freedom by swinging on birch trees.

Teacher's Note:
a) Robert Frost uses birch-swinging as a nostalgic metaphor for escaping earthly tribulations temporarily.
b) Emphasize the contrast between weary adulthood and carefree youth.

(x) In the poem, We are the Music Makers, the poet declares that music makers are considered failures because [1 Mark]
Answer: society is entirely occupied with practical, materialistic pursuits and fails to understand the visionary, otherworldly nature of artists.

Teacher's Note:
a) Artists live outside conventional economic frameworks, leading the world to view them as dreamers or failures.
b) Highlight the conflict between societal materialism and artistic creation.

SECTION B - 60 MARKS

The Tempest: William Shakespeare

Question 3

(i) Referring closely to Act IV of the play, explain why Prospero ends the masque suddenly? What does he tell Ferdinand about the impermanence of the world? [5 Marks]

Answer:
1. Prospero suddenly terminates the celebratory masque because he abruptly remembers the murderous plot of Caliban, Stephano, and Trinculo against his life.
2. The agitated state of his mind and the approach of the conspirators make him realize that the revels must end.
3. Addressing Ferdinand, Prospero delivers his famous philosophical speech noting that all of nature - the great globe itself, its cloud-capped towers, and gorgeous palaces - will dissolve like the insubstantial pageant of a vision.
4. He reminds Ferdinand that human life is bounded by a brief sleep, emphasizing the profound transience and illusionary nature of earthly existence.

Teacher's Note:
a) Students must connect Prospero's sudden recollection of Caliban's conspiracy to the abrupt interruption of the masque.
b) Quote or paraphrase the "insubstantial pageant faded" speech accurately to secure maximum credit.

(ii) With close reference to Act III Scene II of the play, describe the plot that Caliban hatches to murder Prospero. [5 Marks]

Answer:
1. In Act III Scene II, Caliban persuades Stephano and Trinculo to assist him in murdering Prospero and taking control of the island.
2. Caliban details the plan by instructing Stephano to first seize Prospero's magic books, without which Prospero is powerless.
3. He tells Stephano to batter Prospero's brain, pierce his puny-length with a stake, or cut his tierce with a bat.
4. Caliban promises Stephano that once Prospero is dead, Stephano will become king of the island and marry Miranda, with Trinculo and himself acting as viceroys.

Teacher's Note:
a) This sub-plot provides comic relief while highlighting Caliban's desperate desire for revenge and freedom.
b) Ensure all key elements of the conspiracy - seizing books, smashing his head, and crowning Stephano - are clearly outlined.

(iii) (a) Referring closely to the masque presented by Prospero for Ferdinand and Miranda, explain the purpose of the masque. [10 Marks]

Answer:
1. The masque orchestrated by Prospero in Act IV is presented to bless the engagement of Ferdinand and Miranda and celebrate their mutual love.
2. Through mythological figures like Iris, Ceres, and Juno, Prospero invokes fertility, abundance, and heavenly blessings upon the young couple.
3. The masque serves as a moral and educational spectacle, emphasizing chastity, honor, and solemn vows before marriage.
4. It demonstrates Prospero's magical command over spirits, symbolizing his restored authority and paternal benevolence.
5. The performance also mirrors the theatricality of the entire play, reinforcing the central meta-dramatic motif that "we are such stuff as dreams are made on."
6. Ultimately, it provides emotional closure and joy, temporarily masking the darker elements of vengeance that Prospero is working to resolve.

Teacher's Note:
a) A comprehensive answer must cover both the immediate narrative purpose (blessing the couple) and the thematic/meta-theatrical significance.
b) Discussing the roles of Iris, Ceres, and Juno adds analytical depth to the response.

OR

(iii) (b) Referring closely to the interaction between Prospero and Alonso in Act V of the play, describe the changes that you notice in both these characters. [10 Marks]

Answer:
1. In Act V, Prospero undergoes a profound internal transformation, moving away from vengeance toward mercy and forgiveness.
2. Prompted by Ariel's compassion, Prospero realizes that "the rarer action is in virtue than in vengeance," choosing to forgive his enemies rather than punish them.
3. Alonso undergoes deep remorse and repentance, grieving the supposed loss of his son Ferdinand and acknowledging that his past sins against Prospero brought divine retribution.
4. Alonso's transformation is evident when he fully renounces his dukedom's claims over Milan and begs forgiveness from Prospero.
5. Their interaction marks a complete moral evolution from bitterness and betrayal to reconciliation and familial unity.
6. Prospero's relinquishment of his magic staff and book at the end completes his personal transition from a vengeful sorcerer back to the Duke of Milan.

Teacher's Note:
a) Structure the answer by analyzing the character arc of Prospero and Alonso separately before discussing their joint reconciliation.
b) Use key textual quotations like "the rarer action is in virtue than in vengeance" to support arguments.

ECHOES: PROSE

Question 4

(i) Referring closely to the short story The Sound Machine, describe the events that occurred when Klausner went to the park with his sound machine. [5 Marks]

Answer:
1. Klausner takes his bulky sound machine and heavy batteries into the public park, plugging in his earphones to listen to sounds beyond normal human hearing.
2. He hears a vast, terrifying shriek of pain when a park worker accidentally strikes a massive beech tree with an axe.
3. Disturbed and desperate to prove his machine works, Klausner persuades Dr. Scott to come to the park to witness the phenomenon.
4. When Dr. Scott strikes another tree, Klausner hears the agonizing, unearthly cry of pain again, convincing him that plants feel agony.
5. Klausner then begs Mrs. Saunders to stop cutting a bleeding tree, leading to his frantic behavior and her terrified retreat.

Teacher's Note:
a) Maintain chronological order when narrating the sequence of events in Roald Dahl's story.
b) Emphasize Klausner's descent into obsession and the disbelief of those around him.

(ii) Describe the interaction between Miss Meadows and the Science Mistress in the short story The Singing Lesson. Comment on the behaviour of Miss Meadows. [5 Marks]

Answer:
1. The Science Mistress joins Miss Meadows in the corridor, showing her a yellow chrysanthemum brought by Mary Beazley and casually asking why Miss Meadows looks so terribly depressed and gloomy.
2. When the Science Mistress asks if something is the matter, Miss Meadows curtly and coldly snaps that nothing is the matter, masking her deep heartbreak.
3. Miss Meadows's behavior is bitter, sharp, and intensely reactive to the cruel rejection letter she received from her fiancé Basil earlier that morning.
4. She takes out her emotional agony on her students during the singing class, speaking harshly and demanding a dreary, mournful song.
5. Her demeanor transforms instantly from ice-cold despair to radiant joy when a telegram arrives bearing news that Basil's letter was misunderstood and he still loves her.

Teacher's Note:
a) Katherine Mansfield brilliantly portrays how personal emotional trauma dictates outward social interactions.
b) Students must highlight the dramatic shift in Miss Meadows's mood before and after the telegram arrives.

(iii) (a) What do you conclude about the struggles and challenges faced by women from the short story, The Story of an Hour? [10 Marks]

Answer:
1. Kate Chopin's The Story of an Hour highlights the quiet subjugation and loss of personal identity experienced by married women in the nineteenth century.
2. Mrs. Mallard's immediate reaction of relief upon hearing of her husband's death reveals that marriage often functioned as an institution of emotional imprisonment for women.
3. The phrase "free, free, free!" underscores the suffocating nature of domestic life where women were expected to surrender their autonomy to their husbands.
4. Even though her husband, Brently Mallard, was kind and loving, the sheer weight of patriarchal control meant that her will was constantly subordinated to his.
5. Society's expectation of grief forces women into prescribed emotional roles, denying them the space to process their true desires for independence.
6. The tragic ending - where she dies of heart failure upon seeing her husband alive - symbolizes the fatal crushing of a woman's brief taste of freedom by a patriarchal society.

Teacher's Note:
a) This is a thematic essay question; students must analyze broader feminist themes using specific references from the text.
b) Highlight the irony of her death being diagnosed by doctors as "joy that kills," whereas it was actually despair at losing her newfound freedom.

OR

(iii) (b) The cold becomes a character in the short story, To Build a Fire. Do you agree? Give your views by referring to the story. [10 Marks]

Answer:
1. Yes, the extreme cold in Jack London's story is portrayed not merely as a weather condition, but as an active, malevolent antagonist actively hunting the protagonist.
2. From the beginning, the cold is introduced as a tangible, pressing force characterized by a subtle, penetrating chill that defies calculation.
3. The environment operates with a ruthless, predatory consciousness, waiting patiently for the man to make a single fatal mistake.
4. The man's struggle is portrayed as a duel between his fragile human will and the overwhelming, indifferent hostility of nature.
5. The cold steadily strips away the man's physical capabilities, freezing his fingers, toes, and breath, functioning like a torturer closing in on its victim.
6. Ultimately, the freezing wilderness triumphs over human arrogance, proving that nature is an unyielding, powerful force that punishes foolishness without mercy.

Teacher's Note:
a) Examine how personification and vivid imagery are used by Jack London to elevate the setting into an active antagonist.
b) Support the answer with references to the temperature drop, the old-timer's warning, and the final defeat of the protagonist.

Question 5

(i) In the poem, Crossing the Bar, discuss why the thought of death poses no fear for the poet. [5 Marks]

Answer:
1. Tennyson views death not as a terrifying end, but as a natural, peaceful transition likened to setting out to sea at twilight.
2. He hopes for a calm departure with no "sadness of farewell" when he embarks.
3. The boundless ocean represents the infinite eternity of the afterlife, which he approaches with spiritual serenity.
4. Most importantly, his lack of fear stems from his deep faith and desire to "see my Pilot face to face" after crossing the bar.

Teacher's Note:
a) Explain the metaphorical significance of the "Pilot" (God) and the "evening star."
b) Keep answers focused on the thematic acceptance of mortality in Victorian poetry.

(ii) Music makers are change makers. How is this conveyed in the poem We are the Music Makers? [5 Marks]

Answer:
1. Arthur O'Shaughnessy portrays artists, poets, and dreamers as the true architects of civilization who shape human culture and progress.
2. Although they appear frail or detached, they build world empires and cities through the immortal power of their songs and visions.
3. Their creative works outlast physical kingdoms, monarchs, and physical structures, proving that art has enduring transformative power.
4. By inspiring revolutions, stirring human emotions, and envisioning new realities, music makers act as the ultimate catalysts of historical change.

Teacher's Note:
a) Highlight lines from the poem showing how artists build cities with story and crown them with song.
b) Ensure the connection between artistic creation and societal impact is clearly articulated.

(iii) (a) How does the poet resolve the crisis in his mind in the poem The Darkling Thrush? What are his thoughts at the end of the poem? [10 Marks]

Answer:
1. Thomas Hardy's poem begins with a profound sense of spiritual and psychological desolation, reflecting the dying century and bleak winter landscape.
2. The crisis of a hopeless, joyless universe is suddenly interrupted by the ecstatic song of an aged, frail thrush.
3. The bird's joyous outpouring contrasts sharply with the gloom of the surrounding environment, shocking the poet out of his despair.
4. The poet resolves his inner crisis by recognizing that the thrush possesses some "Blessed Hope" unknown to weary humanity.
5. Although the poet cannot personally perceive any rational reason for optimism in the modern world, he acknowledges that the bird's song signifies a resilient, hidden spirit in nature.
6. At the end of the poem, while he remains uncertain and cautious, he is left wondering if the bird sings out of a secret awareness of grace that humankind has lost.

Teacher's Note:
a) Analyze the shift from deep pessimism in the first three stanzas to cautious wonder in the final stanza.
b) Discuss the symbolism of the aged thrush as a messenger of hope in a bleak, mechanistic world.

OR

(iii) (b) Dover Beach combines beautiful natural description with a commentary on the contemporary situation. Discuss. [10 Marks]

Answer:
1. Matthew Arnold's Dover Beach opens with serene, evocative descriptions of the English Channel, the calm sea, and the gleaming cliffs of France.
2. This tranquil natural scenery transitions into a melancholy meditation on the steady retreat of the "Sea of Faith" in modern Victorian society.
3. The sound of the pebbles dragged by the waves reminds the speaker of the eternal note of sadness and human misery, echoing ancient tragedy.
4. The contemporary world is portrayed as spiritually bankrupt, stripped of religious certainty and moral anchor due to the rise of scientific skepticism.
5. Amidst this cultural darkness and intellectual confusion, the speaker asserts that human love must serve as the only refuge and true fidelity.
6. The poem brilliantly links physical geography with a profound philosophical critique of nineteenth-century spiritual crisis and loss of faith.

Teacher's Note:
a) Structure the essay by first examining the descriptive pastoral elements of the opening stanza and then analyzing the intellectual/cultural critique that follows.
b) Emphasize the metaphor of the retreating "Sea of Faith" as a central motif of Victorian literature.