November 2023

____________________________________________________________________________________________

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Examinations.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
FOREWORD

The Analysis of Pupils’ Performance document for ICSE (Class X) and ISC (Class XII) Examinations
stands out as a unique and indispensable resource. Over the years, it has evolved to become a valuable
tool for schools, shedding light on both the strengths and challenges faced by candidates as they
navigate these Examinations.
We would like to extend our heartfelt appreciation to the Research Development and Consultancy
Division (RDCD) of the CISCE for their painstaking efforts in creating this analysis. Furthermore,
our gratitude goes out to the examiners who have generously provided feedback on candidates’
performance during the examinations, along with suggestions for teachers and students to enhance
their curriculum.
We hope that the schools find this document to be of value. We also invite schools to share their
sincere thoughts on its utility and quality.

Sangeeta Bhatia
November 2023 Deputy Secretary

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PREFACE

The Analysis of Pupil Performance documents have been prepared by the CISCE since the year 1994,
with the objective to facilitate the teaching-learning process by providing subject/ paper wise
feedback to teachers regarding performance of students at the ICSE and ISC Examinations. With the
aim of ensuring wider accessibility to all stakeholders, from the year 2014, the ICSE and the ISC
documents have been made available on the CISCE website www.cisce.org. These documents are
being released after a two-year gap, understandably caused by the challenges in conducting
examinations during the pandemic.
The documents for the ICSE and ISC Examination Year 2023 include a detailed qualitative analysis
of the performance of students in various subjects. The Analysis of Pupil Performance document for
ICSE for the Examination Year 2023 covers the following subjects - English Language, Literature in
English, History and Civics, Geography, Mathematics, and Computer Applications.
The subjects covered in the ISC Analysis of Pupil Performance document for the Year 2023 are
English Language, Literature in English, Mathematics, History, Accounts, and Physics.
The relevance of this question-by-question analysis lies in the valuable insights into the performance
of candidates on each question in the subject paper. The Comments of Examiners section is based on
inputs provided by examiners from examination centers across the country. It comprises of question
wise feedback on the performance of candidates in the form of the common errors made by
candidates. The Suggestions for Teachers section along with, provides pedagogical interventions that
teachers can utilize to rectify/ reduce these errors. The criteria used for marking each question has
been provided for both teachers and students to understand in the Marking Scheme section. Certain
topics in the question paper that were found to be challenging or confusing for the majority of the
candidates have been listed, along with general recommendations for candidates to prepare for the
subject paper to perform better in the examination.
I humbly acknowledge and appreciate the pivotal contributions of all the ICSE and the ISC examiners
who have enriched the document with their valuable insights on each question.
My gratitude and best wishes to the RDCD team of Dr. Manika Sharma, Ms. Parul Kohli and
Ms. Mansi Guleria, who have worked tirelessly towards the meticulous preparation and timely release
of this document.
We are sanguine that this document will empower teachers to support their students towards
efficacious preparation for the upcoming ICSE/ ISC Examinations.

Bhawna Taragi
November 2023 Deputy Head - RDCD

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LITERATURE IN ENGLISH (PAPER-2)
SECTION A
(Attempt all questions from this Section.)

Question 1
Choose the correct answers to the questions from the given options. [16]
Do not copy the questions, write the correct answers only.)
(i) What was the blue bead?
(a) A piece of perforated glass
(b) A round blue pebble
(c) A blue marble
(d) A blue river rock
(ii) In H.C. Anderson’s story, what forces the Little Match Girl to go about
selling matches on the street?
(a) Poverty
(b) Greed
(c) The weather
(d) Desire for wealth
(iii) When Luz Long said, ‘something must be eating you’ he meant that
Jesse Owens must be __________.
(a) hungry for something
(b) troubled by something
(c) amused by something
(d) ashamed of something
(iv) “We’ll keep her a day or two longer; she is so weak and helpless.”
Who said these words? To whom?
(a) Joe Thompson to his wife
(b) Jane Thompson to her husband
(c) William to his fellow ‘rocket-children’
(d) The people who saw the Little Match Girl sheltering from the
cold
(v) What was the very first thing that the children noticed when it stopped
raining on Venus in Ray Bradbury’s story, ‘All Summer in a Day’?

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 (a) The blazing blue sky
(b) The smell of the vegetation
(c) The silence
(d) The brilliant sunshine
(vi) Which of the following lines tells us that the poet Wordsworth carried
a mental picture of the daffodils?
(a) ‘Ten thousand saw I at a glance’
(b) ‘They flash upon that inward eye’
(c) ‘I gazed - and gazed - but little thought’
(d) ‘Fluttering and dancing in the breeze’
(vii) Why, according to Maya Angelou, does the caged bird sing?
(a) To pass the time
(b) Because he is hungry for ‘fat worms’
(c) To voice his protest
(d) To communicate with the free bird
(viii) The line ‘The house-roofs seemed to heave and sway,’ in Browning’s
poem ‘The Patriot’ means __________.
(a) ‘The roofs of the houses were swaying in the wind.’
(b) ‘The roofs were so crowded with people that they appeared to be
heaving and swaying.’
(c) ‘The house-roofs were lifted off due to an earthquake.’
(d) ‘The roofs of houses were blown away in the heavy rain and
strong wind.’
(ix) Identify the list in which Abou Ben Adhem’s name appeared right at the
top.
(a) Those who love God.
(b) Those who love their fellow human beings.
(c) Those who were blessed by the love of God.
(d) Those who were considered saints on earth.
(x) What special human quality does the poem ‘Nine Gold Medals’
celebrate?
(a) empathy
(b) jealousy
(c) rivalry
(d) selfishness
(xi) To whom does Portia compare Bassanio as he steps forward to take the
casket test?

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 (a) Midas
(b) Mercury
(c) Hesione
(d) Hercules
(xii) __________ was Portia’s faithful servant.
(a) Bellario
(b) Balthazar
(c) Launcelot
(d) Stephano
(xiii) Why does Portia ask Shylock if he had arranged for a surgeon to be
present at Antonio’s trial?
(a) She wanted to make sure that Antonio would not bleed to death.
(b) It was mentioned in the bond.
(c) She wanted to stop Bassanio from harming Shylock.
(d) She was afraid she would faint at the sight of blood.
(xiv) According to Lorenzo, a man who is unmoved by music is __________.
(a) tone-deaf.
(b) not to be trusted.
(c) self-absorbed.
(d) not fit to live.
(xv) “A Daniel come to judgement! Yea a Daniel”
Who is being described in these words? By whom?
(a) Shylock, by Portia
(b) Bassanio, by Gratiano
(c) Antonio, by Portia
(d) Portia, by Shylock
(xvi) What reason does Portia give for refusing the Duke’s invitation to
dinner?
(a) She had to hurry back to Belmont before Bassanio’s return.
(b) She already felt rewarded and satisfied at having saved Antonio.
(c) She was afraid of being found out.
(d) She had to return to Padua that night.

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Comments of Examiners
(i) Candidates were confused by the word Suggestions for teachers
‘blue’ in the distractors. The right
answer ‘a piece of perforated glass’ − Instruct students to read the text
did not contain the word ‘blue’ in it. thoroughly.
(ii) Majority of the candidates answered it − Description in the prose is very
correctly. important.
(iii) Most candidates got this answer right. − Conduct quizzes in class as a fun way to
A few found the idiomatic expression, ensure that students are able to recall
‘something must be eating you’ specific details.
difficult to follow.
− Encourage students to read the text with
(iv) Many candidates selected option (a)
instead of the correct answer (b). close attention to detail while preparing
(v) Many candidates were confused by for exams rather than just reading a
three of the given distractors. summary of the story.
Candidates were often confused − Instruct students to be alert in spotting
because they had overlooked the clue ‘clue’ words in the questions, which will
words ‘very first’ in the stem of the enable them to correctly identify the best
question. Only those who noticed the answer.
clue words ‘very first thing’ in the − Give a classwork activity to the students,
question were able to correctly putting events in a story in chronological
identify the right answer. order.
(vi) Some candidates chose (a) and (c)
− Explain every line of the poem while
while (b) was the right option. They
teaching it in class, taking care to ensure
failed to make the connection between
‘mental picture’ and ‘inward eye’. that students have grasped the meaning
(vii) Most candidates answered it correctly. of the words as used by the poet.
Some who had not understood the − Advise students to read the questions
poem chose option (d) ‘to carefully before making a choice and not
communicate with the free bird’. allow the distractors to confuse them.
(viii) Several candidates responded to this − Ask students to pay close attention to
question correctly. Some answered (a) detail while studying and answering the
instead of (b). questions.
(ix) Several candidates chose option (b) − While teaching the text, discuss the
but the correct response was (c). A few purpose/reason for the actions of the
candidates seemed to be confused
characters.
about the lists.
(x) Most candidates got this answer right. − Insist on paying attention to the accuracy
(xi) Majority of the candidates answered it of textual detail.
correctly. Candidates who were not
thorough with textual detail were confused by the given options. Some of them wrote
‘Midas’ as the answer (probably because Bassanio mentions Midas in the Casket Scene
when he rejects the golden casket).
(xii) Many candidates got this answer right. Three of the four given options were names of
Portia’s servants and some candidates who were not thorough with textual detail were
confused – they chose Stephano instead of Balthazar.
(xiii) Many candidates answered this question correctly. Some candidates chose option (b) and
others chose (d).

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(xiv) Most candidates answered it correctly. Candidates who were not thorough with textual
detail were confused by the given options. Some candidates chose option (a) and others
(d). The right answer was (b).
(xv) A few candidates were confused and answered (a) ‘Shylock, by Portia’, but the right
answer was (d)’Portia, by Shylock’.
(xvi) Candidates who were unsure of the text were confused by the given options. Many
candidates selected option (a), instead of option (d).

MARKING SCHEME
Question 1

(i) (a) A piece of perforated glass

(ii) (a) Poverty

(iii) (b) troubled by something

(iv) (b) Jane Thompson to her husband

(v) (c) The silence

(vi) (b) ‘They flash upon that inward eye’

(vii) (c) To voice his protest

(viii) (b) ‘The roofs were so crowded with people that they appeared to be heaving and
swaying.’

(ix) (c) Those who were blessed by the love of God.

(x) (a) empathy

(xi) (d) Hercules

(xii) (b) Balthazar

(xiii) (a) She wanted to make sure that Antonio would not bleed to death.

(xiv) (b) not to be trusted.

(xv) (d) Portia, by Shylock

(xvi) (d) She had to return to Padua that night.

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 SECTION B
(Answer one or more questions from this Section.)
DRAMA
(The Merchant of Venice by William Shakespeare)

Question 2
Read the extract given below and answer the questions that follow:

PORTIA: … Lorenzo, I commit into your hands

The husbandry and manage of my house
Until my lord’s return: for mine own part,
I have toward heaven breathed a secret vow
To live in prayer and contemplation,
Only attended by Nerissa here,
Until her husband and my lord’s return:

(i) Who does Portia refer to as ‘my lord’? [3]

Where is her lord?
Why had he left in such haste?
(ii) What does Portia ask Lorenzo to do? Why does she make this request? [3]
(iii) Explain in your own words, the ‘secret vow’ that Portia speaks of. [3]

(iv) What instructions does Portia give to her servant, a little later in the scene? [3]
(v) What do we learn of Portia’s real intention from her conversation with [4]
Nerissa? Which Portia do you prefer - the modest Portia of the Casket scene
or the business-like Portia we meet in this scene?
Give one reason for your response.

6
Comments of Examiners
(i) Most candidates answered all parts of Suggestions for teachers
the question correctly. In the second
part, instead of ‘Venice’, some of them − The action in the play alternates between
wrote ‘Venus’. Many candidates Venice and Belmont. Train students to be
answered that her lord was in Belmont. aware of the setting in each scene.
(ii) Majority of the candidates answered all − Frame the questions in three sentences to
parts of the question correctly. The first make it clear for the students.
part of the question was answered − Instruct the students to read the extract
correctly by almost all candidates. But carefully and check if the answer can be
some candidates made a mistake while
found in it.
answering the second part. Many of
− Encourage students to focus on the
them mentioned about Portia’s visit to
the monastery with Nerissa to spend chronological order of events in the
their days in prayer and contemplation story/drama.
instead of Portia’s plan to go to Venice − Reading of the extract with care is
to assist at Antonio’s trial. important for understanding what is being
(iii)Although the words ‘secret vow’ and the asked in the question.
answer itself are to be found in the given − Discuss reason-based questions in the
extract, many candidates misunderstood classroom. This will develop the ability to
the word ‘vow’ to mean Portia’s plan to answer such questions in examinations
disguise herself and travel to Venice to with honesty and confidence.
defend Antonio. Instead of explaining − Create opportunities in the classroom for
the secret vow, many candidates
students to speak their minds, explore
explained Portia’s secret plan to save
characters, and express their opinions.
Antonio. Even candidates who answered
correctly missed out on key details while
explaining the ‘secret vow’.
(iv) Most candidates answered all parts of the question correctly and earned marks for their
responses. Several candidates failed to understand the question and they wrote about Portia
giving instruction to her servants to take care of her house during her absence. Some
candidates mentioned that Portia instructed her servant to follow Lorenzo and Jessica’s
orders in her absence. A few candidates lost marks as they misunderstood the context.
(v) This question was answered correctly by most of the candidates. It was interesting to note
that most of them stated that they preferred the ‘business-like Portia’ to the ‘modest Portia’.
Justification for this preference ranged from ‘Portia is a strong woman’, ‘independent
person’, ‘has a mind of her own, ‘capable of independent thinking’ to ‘she dared to break
gender stereotypes’. A few candidates chose both the options (‘business-like Portia’ and
‘modest Portia’) but were unable to justify their choice. Most candidates provided an
accurate description of Portia’s real intention.

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 MARKING SCHEME
Question 2
(i) • Bassanio/lover/husband/partner
• Gone to Venice/to attend Antonio’s trial/court of justice.
• Antonio had in a letter asked Bassanio to come and see him one last time before
his death/Portia urges him to marry her and leave immediately for Venice/to
save Antonio/Bassanio felt responsible for Antonio’s condition/Antonio’s life
was in danger … Shylock demanded a pound of flesh.
(ii) • To take charge of the ‘husbandry/ manage’ of her house to be the master of the
house/take care/until her lord returns. OR
• Because Bassanio is away and she too is planning to go away from Belmont (or
to a Monastery) for some days/She plans to travel to Venice, disguised as a
lawyer, with Nerissa to assist at Antonio’s trial.
(iii) • go to a Monastery/church that is two miles away
• to live there in prayer and contemplation/meditation
• accompanied only by Nerissa
• remain there until their husbands’ return. (Any three)
(iv) • travel to Padua very quickly
• deliver Portia’s letter/to her cousin Dr. Bellario
• bring back from Padua the notes/garments he (Dr. Bellario) gives.
• go/return as quickly as possible
• meet her at the landing place (tranect) the boarding point for the ferry to Venice.
(Any three)
(v) • Portia plans they would disguise themselves as young men – herself as a lawyer
and Nerissa as a lawyer’s clerk
• travel to Venice/to assist at Antonio’s trial.
• meet with their husbands – (who would not be able to recognise the young ladies
as they would be in disguise). (Any two)

Accept a plausible justification for either

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 • Accept either response ‘modest Portia’
(humble/generous/gracious/virtuous/demure – accept examples/quotes from the
casket scene to show she is modest/humble)
• Business-like Portia (strong, independent, smart, empowered, fearless,
determined, quick thinking)

Question 3
Read the extract given below and answer the questions that follow:

SHYLOCK: Shall I not have barely my principal?

PORTIA: Thou shalt have nothing but the forfeiture,

To be so taken at thy peril, Jew.

(i) What is the ‘principal’ that Shylock asks for? [3]

Why does Portia refuse to give it to him?

(ii) What is the ‘forfeiture’ they are referring to? [3]

What danger (‘peril’) would Shylock be in if he took the forfeiture?

(iii) What further hold does the law of Venice have on Shylock? [3]

(iv) What concession does Antonio offer to Shylock? [3]

On what condition does he make this offer?

(v) Why is Shylock in a hurry to leave the courtroom after the trial? [4]
How far can Shylock be blamed for the outcome of the trial?
Give one reason for your response.

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Comments of Examiners
(i) Most candidates answered all parts of Suggestions for teachers
the question correctly and earned
marks. − Ask ‘why’ questions in the classroom to
Surprisingly many candidates didn’t encourage students to explore and
mention the 3000 ducats specifically. discuss alternative reasons for any given
Some even confused the ‘3000 ducats’ character’s action. This will help them to
with the ‘pound of flesh’. think out of the box.
A number of candidates were unable to − Teach the meanings of words, especially
answer the second part of the question unfamiliar or archaic words, while
Many gave the reason that Portia
teaching the text.
wanted to save Antonio.
− Advise students to pay attention to
Quite a few candidates gave only one
reason for Portia’s refusal to give details while studying the text.
Shylock the principal amount. − Encourage students to read all the
(ii) Most candidates who had studied their questions based on the given extract so
texts answered all parts of the question that they can answer the accurately and
correctly. Some candidates did not to the point.
understand the word ‘forfeiture’ and − Distinguish between confusing
stated that it referred to the sum of three terminology (e.g., ‘concession/
thousand ducats. Some were unable to condition’, ‘principal/ forfeiture,’ etc.)
clearly explain the danger that Shylock during classroom teaching.
would face if he claimed his pound of
flesh. Important details were missing
from some of the answers to the second
part of the question – most only wrote about the confiscation of Shylock’s property. Only
a few mentioned the possibility of Shylock being put to death if he caused Bassanio’s blood
to spill.
(iii)Some candidates understood the question correctly and could answer it correctly. Others
were confused and wrote the answer to question (ii) instead. Instead of describing the
Venetian law against aliens who conspired against native Venetians, some candidates
mentioned about the conditions laid down by Antonio. Some of the candidates were
confused between questions (iii) and (iv). Their answers to these questions overlapped. It
was observed that many candidates struggled with phrasing the response to this question
correctly. They had studied the text but could not recall the specific details.
(iv) Most candidates answered all parts of the question correctly. Some had trouble recalling
the concessions made by Antonio. Candidates were found confused with the meanings of
the words ‘concessions’ and ‘condition’ although both words were from the text and they
should have known their meaning.
(v) Most candidates answered the question correctly. References to Shylock’s guilt, shaming,
humiliation were made. An inability to express their thoughts due to a lack of adequate
vocabulary was observed in the candidates’ response to this question. Few candidates could
describe Shylock’s feelings as devastated/frustrated/shattered/disappointed/humiliated.
They simply stated that Shylock was unable to take revenge. The second part of the question
was answered well with a proper reason. Most candidates felt that Shylock was to be
blamed for the outcome of the trial. A few felt he was the victim and not the villain.

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 MARKING SCHEME
Question 3
(i) • The three thousand ducats/sum/amount he had loaned to Bassanio.
• Shylock (had been offered the sum/larger sums repeatedly in court and) he had
refused the offer in open court.
• Shylock had stubbornly demanded his bond/the forfeiture/Shylock said he
wanted only justice. (Any two)
(ii) • A pound of Antonio’s flesh (cut from nearest his heart)
• If Shylock spilt even one drop of ‘Christian’ blood/Antonio’s blood while
cutting out his pound of flesh/if he cut more or less than a pound all his lands
and property would be confiscated by the state of Venice/he will die.
(iii) According to the laws of Venice:
• If it could be proved that an alien/foreigner
• Had attempted (through direct/indirect means) to kill a citizen of Venice
• The offender’s wealth and property would be confiscated.
• one half given to the State
• the other half to his intended victim.
• The offender’s life lay at the mercy of the Duke – the Duke alone could pardon
him, no matter what anyone else said. (Any three)
(iv) Antonio offers to drop the fine for one half of his possession/to return to Shylock a
half of what Shylock had to give to him/ Antonio will keep one half in use/ give it
to Lorenzo and Jessica.
Conditions:
1. Shylock was to become a Christian immediately
2. Shylock was to sign a deed stating that on his death, all his wealth would pass
to Lorenzo/his son-in-law and Jessica/his daughter.
(v)
Shylock feels shamed and humiliated / he has lost face / defeated / he feels physically
ill/ devastated/ angry/ frustrated/ shattered/ sad/ not happy/ disappointed.
Yes, he was largely to blame – stubbornly refused offers of money / refused to be
merciful/ insisted on his bond/ tried to kill/ vindictive
OR
No, he was shamed and humiliated / reacted in anger and desire for revenge / his
was a human response.

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 SECTION C
(Answer one or more questions from this Section.)
PROSE – SHORT STORIES
(Treasure Trove – A Collection of Poems and Short Stories)

Question 4
Read the following extract from T.S. Arthur’s short story, ‘An Angel in
Disguise’ and answer the questions that follow:
“What is to be done with the children?” That was the chief question
now. The dead mother would go underground, and be forever beyond
all care or concern of the villagers. But the children must not be left to
starve.
(i) Describe the way in which the children’s mother died. [3]
What are the factors that led to her death?
(ii) How do the people of the village treat the woman before her death? [3]
How does their manner change after she dies?
What does their behaviour tell us about human nature?
(iii) Name the woman’s three children. [3]
State one fact about each of them that the author mentions at the very
beginning of the story.
(iv) What happens to each of the children after the mother’s funeral? [3]

(v) Which of the three children can be considered the ‘Angel in Disguise’? [4]
What does the term ‘disguise’ refer to in the context of this story?
How does the child’s arrival transform the home she enters?

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Comments of Examiners
(i) The candidates could not distinguish Suggestions for teachers
between the two parts of the question.
Candidates failed to describe the − Ask students to pay attention to the
manner (‘how’) in which the mother had smallest details of the story.
died. Instead, they listed the causes − Encourage students to read the questions
(‘why’) for her death. Most candidates carefully – so that they correctly infer
named drinking as a factor. Only a few what is required in their response.
mentioned ‘vice’ and ‘idleness’. They − Help students in distinguishing between
only wrote the mother died due to the ‘HOW’ and ‘WHY’.
excessive consumption of alcohol. They − A thorough knowledge of the text – both
were not able to mention the factors that
literal and metaphorical is required in
led to the death of the mother. Many
order to make the right response.
candidates mentioned ‘gate/edge/house
door/front gate/stairs instead of − Teach students to respond to each sub-
‘threshold’. Many candidates could not question separately.
attempt the second sub-part correctly. − Encourage more discussion in class –
They wrote only one factor that led to create opportunities in the classroom for
the lady’s death while the question students to express their views and
mentioned ‘factors’- implying that they challenge/debate opinions that are
were required to list more than one. different from their own.
(ii) Most candidates were able to describe − Remembering the names of the
‘how the villagers treated the mother characters in a story is a basic
before/after her death’. requirement. Regular quizzes on factual
However, many were unable to say why
details often help students remember
[‘what this tells us of human nature…?’]
such facts during the examinations.
there was a change in their manner after
her death i.e., the candidates were − Dictation or Spell-Bee competitions
unable/afraid to draw an should be held in schools to improve
inference/afraid to express an opinion. their spelling.
The first two parts of the question were - Students should be taught to think
answered well, but many candidates did beyond the literal meaning.
not fully comprehend the words, ‘death - Explain important terms with multiple
touches the spring of humanity’ or examples and situations.
’people are compassionate in the face of
death’. It was noticed that the candidate
often did not know how to answer the sub questions specifically. Instead, they wrote
responses that were a page long and the examiners had to wade through that to find the
answers.
(iii)Candidates answered this as one single question. It was easy enough for them to write the
names of the three children mentioning at least one fact about each one of them. Some
candidates who were unfamiliar with the text struggled to recall the names and often
managed only two correct names. Some candidates had trouble with naming the children
correctly.
(iv) Majority of the candidates answered it correctly. However, a few candidates confused the
names of the children with the names of the villagers. Others used the word ‘adopted’
instead of ‘taken away’ for John and Kate. A few were confused by the names ‘farmer
Jones’ and ‘Mrs. Ellis’ and used them interchangeably. It was observed that many

13
 candidates had trouble spelling the names of the children in the story. E.g., ‘John’ was spelt
as ‘Jhon’ and ‘Ellis’ as ‘Alis’.
(v) Almost all candidates named Maggie as the ‘Angel in Disguise’.
Many candidates struggled to explain the word ‘disguise’ in the context of the story; they
failed to mention Maggie’s disability, her sickness/her spinal injury and simply stated that
Maggie came disguised as an angel. Most candidates failed to infer that the word ‘disguise’
was a reference to Maggie’s disability/injured spine/bedridden/sick/wretched state. Many
candidates took the question quite literally and provided the meaning of the word
‘disguise’. Most candidates were able to describe the difference in the Thompson’s home
before/after Maggie’s arrival. It was observed that candidates who were not so well-
prepared mentioned all the three names in the first part of the question.

MARKING SCHEME
Question 4
(i) • Fell on the threshold of her house/ in a drunken fit (in the presence of her
children)
• Idleness / vice / intemperance
(Any two)
(ii) • They scoffed at her /despised / denounced her while she was alive/ looked down
on her/ treated her badly.
• Pity / sorrow (replaced their anger and denunciation)
• Death touches the spring of our common humanity/ people are compassionate
in the face of death/ forgive and forget/ fickleness of humans / fleeting
sentiments.
(iii) • John + Kate + Maggie
• Description of ANY TWO children/ One child with full, correct description
John + oldest – boy of twelve – stout lad – able to earn his living with any
farmer.
Kate – between ten and eleven – bright active girl – if in good hands she would
blossom into a clever person.
Maggie – youngest – hopelessly diseased / injured spine after a fall from a
window.
(iv) • John/ the boy/ the brother was taken away by farmer (Jones) in his wagon.
• Kate / the girl/ sister was taken away by Mrs. Ellis
• Maggie left alone / abandoned / eventually carried home by Joe Thompson/
adopted and taken in by Joe Thompson.
(v) • Maggie
• Her disability / injured spine / she was bedridden and seemingly ‘useless’/ a
sick/ miserable/ helpless child.
• Before Maggie’s arrival, Jane Thompson was bad tempered / selfish / ‘vinegar
tempered’/ childless OR before her arrival the home was a dark, cold place
• After Maggie arrives – her humility, gratitude and pathetic condition filled
Jane’s heart with love and tenderness OR the home was filled with blessing and
light.

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Question 5
Read the following extract from Ray Bradbury’s short story, ‘All Summer in a
Day’ and answer the questions that follow:
“Margot”

They stood as if someone had driven them like so many stakes into the
floor. They looked at each other and then looked away. They glanced out
at the world that was raining now and raining and raining steadily. They
could not meet each other’s glances. Their faces were solemn and pale.
They looked at their hands and feet, their faces down.

(i) Who is Margot? [3]

How does the author describe her?

(ii) Who are ‘They’? [3]

Where do they live?
Mention any one reality of the planet on which they live.

(iii) What two words would you use to describe what the children were [3]
experiencing in the above extract?
Why does the mention of Margot’s name affect them in this way?
(iv) What event had the children awaited eagerly that day? [3]
What made this event special?
Why did this event mean so much to Margot in particular?

(v) What is the central theme of Bradbury’s story, ‘All Summer in a Day’? [4]
What important lesson have the children learnt from this experience?
Why do you suppose the story is said to end on a note of hope?

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Comments of Examiners
(i) Candidates unfamiliar with textual detail, Suggestions for teachers
found it difficult to describe Margot. Some
− Encourage students to pay close
candidates were unable to say more than,
‘a girl/ a little girl’ in response to the first attention to textual detail – especially
part of this question. Most candidates were descriptive details.
able to provide a physical description of − Teach students to write answers to all
Margot, but very few mentioned about her sub-parts separately.
personality. Some candidates did not − Ensure that students spot their own
describe her appearances/ personality; mistakes and correct them.
they only mentioned that she was a nine- − Encourage more discussion in class by
year-old girl living on planet Venus. In the creating opportunities for students to
third part of the question, some candidates express their views and challenge/
actually gave a factual description of the
debate opinions that are different from
planet Venus (as the Earth’s neighbouring
their own.
planet, as being closer to sun, hotter than
the Earth etc.) …! Students were expected − Ask students to identify mood/
to use words like ‘withdrawn’/ ‘alienated’ feelings of the characters in the story/
/ ‘introvert’ /’passionate about the Sun’ in drama as the story unfolds.
their descriptions of Margot. − Discuss concepts such as ‘theme’,
(ii) Most candidates answered all parts of the ‘tone’ and ‘mood’ in the classroom so
question correctly. In many instances, the that the students understand these
candidates misspelt ‘Venus’ as ‘Venice’! terms and are able to respond
Candidates who had studied the text used appropriately when questioned on
descriptions such as ‘lived in underground them.
tunnels / the sun appeared once in seven
years.’ To describe the lifestyle of the
people on Venus. Candidates were
expected to use phrases such as ‘rained incessantly’ and ‘violent storms’ to describe Venus,
however, it was disappointing to note that most candidates lacked the vocabulary to express
their thoughts.
(iii)Many candidates answered all parts of the question correctly. Several candidates
‘borrowed’ the words ‘solemn’ and ‘pale’ from the extract to describe what the children
were feeling. Once again this reflects the candidates’ lack of appropriate vocabulary –
‘pale’ and ‘solemn’ cannot be used to describe an experience! It also reveals an inability
on their part to think/ express an opinion/ infer meaning from the context. They had no
trouble answering ‘why’ the children felt this way as this only required the ability to recall
the answer. Candidates who had fared poorly in this question, struggled to write about the
feelings of guilt, shame etc. Some candidates wrote about the children’s excitement at the
prospect of seeing the sun after 7 long years. Only a few could answer the second part of
the question correctly.
(iv) Most candidates answered all parts of the question correctly.
(v) The central theme of ‘bullying’ was identified by most candidates.
Most candidates answered all parts of the question correctly. Some missed the point of the
story altogether and stated that the appearance of the sun on Venus was the theme. Others
mentioned science as the theme of the story. Some candidates were unable to explain why
the story ended on a note of hope. Most of them felt that the ‘hope’ was Margot’s
prospective return to the Earth/ that the children could look forward to seeing the sun again
after seven years.

16
 MARKING SCHEME
Question 5
(i) • Margot – 9-year-old girl / protagonist of ‘All Summer in a Day’ who lived on
Venus/ moved from Earth to Venus 5 years ago/ as a four year-old.
• Description (any two from either physical/ personality)
Physical: frail; pale (see text: washed out blue eyes, pale lips and light coloured
hair) /like an old photograph that had lost all its colour/ soft, faint voice/ like a
ghost.
Personality: withdrawn/ kept to herself/ incredibly passionate about the sun/
different from the others/ introvert/ victim of bullying/ alienated
(ii) • ‘They’ = children of the ‘rocket men and women’ / Margot’s classmates/ other
children on Venus
• on Venus
• it rained incessantly / violent storms/ they lived in underground tunnels / the
sun only appeared once in 7 years/ sun shone very briefly.
(Any other acceptable response – drawn from the text)
(iii) • Guilt / shame / remorse / regret / felt sorry/ felt bad for what they had done
(any two)
• They had locked Margot in a closet / bullied Margot / made her miss the brief
summer (when they knew how much it meant to her)
(any one)
(iv) • The appearance of the sun
• It happened only once in 7 years/ they were only two when the sun appeared
last …. They did not remember seeing the sun
• Margot had been living on the earth and she needed the sun/ She was used to
seeing the sun everyday/ she could not bear to live without it/ she was eagerly
waiting to see the sun.
(v) • Bullying / Cruelty of children/ importance of the sun/ darker side of human
nature/ jealousy/ envy
• What they considered ‘fun’ had seriously harmed /hurt Margot/wrong to bully
someone / not to be swept along with their peers/ that they could never undo
what they had done/ empathise/ realisation.
• Ends on a note of hope because the children feel guilt / shame / remorse / sorry
for their action – out of this comes repentance and a reforming of their lives/
empathy/ realization/ may treat her better.

17
 SECTION D
(Answer one or more questions from this Section.)
POETRY
(Treasure Trove – A Collection of Poems and Short Stories)

Question 6
Read the following extract from William Wordsworth’s poem, ‘Daffodils’ and
answer the questions that follow:
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

(i) Wordsworth uses the words, ‘wandered’ and ‘lonely’ to describe [3]
himself in the opening lines of the poem.
What mood do these words convey?
What led to a change in his mood?

(ii) How does Wordsworth describe the sight that met his eyes? [3]
Give a brief description of what the poet saw.

(iii) To what does the poet compare this sight? [3]

How is this comparison appropriate?

(iv) What does the poet mean when he says, ‘Ten thousand saw I at a [3]
glance’?
Find two other words in the given extract that create the impression of
large numbers.

(v) What immediate effect did this sight have on Wordsworth? [4]
How did it affect him in the long-term?
What does this poem tell us about Wordsworth’s attitude to Nature?

18
Comments of Examiners
(i) Candidates were unable to correctly Suggestions for teachers
identify Wordsworth’s mood at the
− Encourage students to recognize and
start of the poem. They simply
justify the mood/ tone used by the poet.
repeated the words- ‘wandered’ and
‘lonely’ from the question to describe − Students must be taught how to
the poet’s mood. They were unable to understand a question and how to answer
elaborate further on these words. This every part of it
might indicate a poor vocabulary or − Train students to answer the sub-parts of
simply the fact that they study without each question separately.
much thought. They readily identified
the reason for the poet’s change in
mood – simple recall. Again, this points to an inability/ unwillingness to apply their minds
and imaginations while answering questions. Many candidates failed to give specific
reasons to explain the words ‘wandered’ and ‘lonely’ used by the poet.
(ii) Most candidates answered both parts of the question correctly.
(iii) Majority of the candidates answered all parts of the question correctly. A few said that the
poet compared the daffodils to the ‘dancing waves.’
(iv) Most candidates answered all parts of the question correctly and scored full marks for their
responses. Quite a few candidates added that Wordsworth was comparing the daffodils to
the waves. Many candidates simply mentioned that it was an example of a hyperbole only.
They did not explain the line. A few candidates wrote the answer for the second sub-part
incorrectly, as they identified ‘ten-thousand’ as one of the words that creates the
impression of large numbers.
(v) Several candidates answered all parts of the question correctly. They were aware that
Wordsworth was a nature poet - that Nature was his inspiration and that he believed in
Nature’s restorative powers/ it heals. A few candidates had trouble differentiating between
‘immediate’ effect and ‘long term’ effect.

MARKING SCHEME
Question 6
(i) • aimless / without direction/ alone / solitude / sad / depressed/ dejected/ pensive/
melancholic (any two)
• The sight of a field of golden daffodils.
(ii) • Flowers everywhere/ crowd/ host of flowers/ thousands of daffodils/ growing
beside the lake/ beneath the trees/ along the margin of a bay/ the golden flowers
appeared to be dancing/ fluttering/ tossing their heads in the breeze/ never-
ending line/ beside the sparkling waves/ compares them to stars / makes use of
similes /hyperbole/imagery to describe. (any three)
(iii) • stars in Milky Way Galaxy/ stars in the sky
• because Milky Way is so full of stars all crowded together that it seems like
milk splashed across the universe/ continuous/ never ending line
• Similarly, the field was so crowded with daffodils that it looked like a galaxy
of golden stars/ thousands of daffodils

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 • Stars twinkle and shine…. Daffodils are shiny and golden
(iv) • (Hyperbole) not literally ten thousand, he means that he saw countless flowers
/ thousands and thousands of flowers.
• Host
• Crowd
(v) • Uplifted / spirit soared /happy lifted him out of sadness and depression
instantly/A poet could not but be gay in such a jocund company/ cheerful/
joyous / calming and restorative.
• Long term – every time he felt low, depressed he would call to mind/ recall/
remember/ imagine/ the field of golden daffodils and the mental picture/
‘inward eye’ of the dancing flowers lifted his mood and made his heart ‘dance
with pleasure’ like the daffodils / peaceful (before… after effect).
• Wordsworth considered Nature his inspiration/ He believed that Nature could
inspire/ heal/ and restore the human mind/ Nature lover.

Question 7
Read the following extract from Maya Angelou’s poem, ‘I Know Why the Caged
Bird Sings’ and answer the questions that follow:
But a caged bird stands on the grave of dreams
his shadow shouts on a nightmare scream
his wings are clipped and his feet are tied
so he opens his throat to sing.

(i) How does Angelou describe the state of the free bird in the opening lines [3]
of the poem?

(ii) Give a brief description of the caged bird’s physical and mental [3]
condition.

(iii) Explain the phrase, ‘grave of dreams’ in your own words. [3]
What does the caged bird sing about?

(iv) The ‘free bird’ and the ‘caged bird’ in the poem represent different [3]
groups of people. Name them.
Name any one group of people that you would call ‘caged birds’ in
today’s world.
(v) What does the title of poem, ‘I Know Why the Caged Bird Sings’, tell us [4]
about Maya Angelou’s life?

20
 Mention two ways in which the world of the caged bird differs from that
of the free bird.

Comments of Examiners
(i) Most candidates answered the question
correctly. A few candidates described the Suggestions for teachers
‘caged bird’ instead of the ‘free bird’. − Train students to read the question
Perhaps they had only studied a carefully and understand it—avoid
description of the ‘caged bird’. A few answering in haste.
candidates mentioned ‘fat worms’ and − Advise students to read all parts of the
‘trade winds soft’ which are mentioned
question very carefully and respond
later in the poem and not in the opening
accordingly.
lines.
(ii) Most candidates answered the question − Instruct students to use the reading
correctly. However, some candidates time at the start of the examination to
described the physical condition (wings carefully read the question paper,
clipped/feet tied/ locked in small cage paying attention to details.
etc.) but did not describe the bird’s − Discuss such questions in the
mental condition. The question required classroom to provide students with an
them to describe both. opportunity to share their points of
(iii) Most candidates answered all parts of the view.
question correctly. Some candidates had − Encourage meaningful, associative,
difficulty in explaining the phrase ‘grave and active learning.
of dreams.’ As the phrase wasn’t clearly
− Provide a brief background on the
understood by them, a few did not
attempt this question. poet/writer, highlighting aspects of
(iv) The candidates’ responses to this their life relevant to a proper study
question were both gratifying and and understanding of the poem/story.
enlightening. The responses showed that
our young people are thinking critically
and responding with sensitivity. Their response to ‘Name one group of people that you
would call caged birds today’ elicited a range of insightful answers that included,
‘transgender’, ‘gay people’, ‘Dalits’, ‘girls’, ‘village women’, ‘Ukrainians’ etc.
(v) Most candidates answered both parts of the question correctly. They were familiar with
details of Angelou’s early years and her struggle as an activist, feminist and a person of
colour and made references to all this in their responses. Some candidates mentioned only
one difference instead of two in response to the second part of this question. Several
candidates mentioned the differences between white Americans and African Americans.

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 MARKING SCHEME
Question 7
(i) A free bird:
• Leaps on the back of the wind
• Floats downstream till the current ends
• Dips his wing in the orange sun rays
• Dares to claim the sky/ exploring the sky for freedom (Any three)
(ii) • Physical condition: clipped wings/ tied feet/ Restricted movement/ narrow
cage
• Mental Condition: filled with rage / furious / angry / frustrated /fear of the
unknown/ restricted movement / dreams of / yearns for freedom
(iii) • grave of dreams – state of utter despair / even dreams have died and been buried/
hopelessness/ desperate (any synonym)
• unknown things/ things it longs for / yearns for/ freedom/ dreams (any two)
(iv) • Free bird – People who enjoyed unrestricted freedom in society
e.g., men / white people/ privileged
• Caged bird – People who had their freedom restricted, curtailed
e.g., People of colour / African – Americans / not so privileged/ Women
• Other ‘Caged birds’: Please accept any plausible response such as women / poor
/ persons belonging to low caste/ child labourers/ transgenders/ prisoners etc.
(v) • Title tells us she has first-hand experience (‘I Know Why…’) of being caged/
she was abused/ victim of gender/ racial discrimination/ traumatic childhood
• She has experience and can therefore empathise
Caged bird Free bird
• Can only walk about its cage. • Can fly freely.
• Limited movement. • Unrestricted access to all it wishes
• Dreams have been crushed. for.
• Can only sing of freedom, ‘things • Can dream.
unknown but longed for still’ – not • Experience freedom
really experience it. • No cage to limit its freedom.
• Bars limit its world. • Has access to resources like trade
• Has no access to resources/ winds/ fat worms.
opportunities. • Plenty of choices
• No choices.

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 GENERAL COMMENTS

Topics (a) Topics/Concepts found difficult:

found • Questions based on the theme/ mood conveyed by the lines of the
poem/stories.
difficult/
confusing by • Figures of speech and other literary devices.

candidates • Many candidates were unable to give factual information correctly.

• Question 6 (i): The word ‘mood’ was not correctly understood.
• Question 1 (iii): Question that tested knowledge of idiomatic language.
• Question 5 (iii) & (v): Questions that tested critical thinking/ inferential
skills
• Some question that the candidates had a little difficulty with:
Question 2(iii), Question 4 (v), Question 5 (iii) & (v), Question 6 (iii) &
(iv), Question 7 (v).

(b) Topics/Concepts between which candidates were confused:

• Portia’s going to Venice to help Antonio was confused with her going to the
monastery.
• Meaning of ‘forfeiture’ and the ‘penalty’ that Shylock would have to pay.
• In ‘All summer in a Day’ the candidates were confused about the theme of
the story.
• There was a lot of confusion in the spelling of ‘Venus’ and ‘Venice’. The
two were often used interchangeably.
• In the story ‘An Angel in Disguise’, the word ‘disguise’ was misunderstood
by some candidates.
• Some candidates were unable to explain the comparison in the poem
‘Daffodils '.

23
Suggestions • Read and study the text – avoid studying out of summaries/ notes.
for • Use the ‘Reading Time’ in the examination hall to read the questions carefully
candidates – look for ‘clue’ words embedded in the questions that will help candidates to
understand exactly what is required of them.
• Respond with confidence and honesty when asked to express an opinion on any
character/ theme etc.
• Pay attention to the details. Several candidates lost marks because they were
unable to recall details of the story.
• All descriptions of people, places, sequence of events etc. should be studied in
detail.
• Pay attention to the phrasing of a question. Look out for the ‘why’.
• Avoid writing longwinded generalized/ generic answers. While doing so, they
tend to miss important points and lose marks.
• It is advisable to write answers to all sub-parts of a question on a fresh line.
• Proper numbering of questions and following the question numbers as shown in
the question paper is important.

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