ICSE / ISC Home Page

Paper 1: English Language (80 Marks)

This paper focuses on assessing the students’ command of the English language, including writing, comprehension, grammar, and composition.

1. Composition (20 Marks)

Students are required to write a composition on one of the given topics. The topics are usually broad and may include descriptive, narrative, argumentative, reflective, or story-based essays.

Sample Question:

Write a composition (400-450 words) on the topic “The Impact of Social Media on Youth Today.”

Sample Answer:

Social media has revolutionized the way people communicate, access information, and entertain themselves. For the youth of today, social media is an integral part of daily life, influencing their thoughts, behavior, and interactions in profound ways. While it offers numerous benefits, including connectivity, exposure to diverse perspectives, and opportunities for self-expression, it also has significant drawbacks that merit careful consideration.

One of the most notable impacts of social media on youth is the way it shapes their self-identity. Platforms like Instagram, TikTok, and Snapchat allow young people to curate and present an idealized version of themselves to the world. This often leads to a desire for validation through likes, comments, and followers, which can create pressure to conform to certain standards of beauty, lifestyle, and behavior. The constant comparison with others can result in feelings of inadequacy, low self-esteem, and even mental health issues such as anxiety and depression.

Moreover, social media has changed the nature of communication among the youth. While it provides a platform for staying connected with friends and family, it has also led to a decline in face-to-face interactions. The brevity of communication through texts, emojis, and memes may erode the depth of personal relationships and hinder the development of effective communication skills. Additionally, the anonymity offered by social media can embolden individuals to engage in cyberbullying, which has become a growing concern.

On the positive side, social media has empowered young people by giving them a voice and a platform to express their opinions on various issues. It has facilitated social activism, with movements like #BlackLivesMatter and #FridaysForFuture gaining traction through online platforms. Youth can now participate in global conversations, raise awareness about important causes, and mobilize support for social change. Social media also provides access to a wealth of information and educational content, making learning more accessible and engaging.

However, the overwhelming amount of information available on social media also poses the risk of misinformation and echo chambers, where individuals are exposed only to viewpoints that reinforce their own beliefs. This can lead to polarization and a lack of critical thinking skills, as youth may not always have the tools to discern credible sources from unreliable ones.

In conclusion, while social media offers numerous opportunities for growth, learning, and connection, it also presents challenges that need to be addressed. The impact of social media on youth is complex, and it is essential for both individuals and society to navigate this digital landscape mindfully, fostering a balance that maximizes the benefits while mitigating the potential harms. Parents, educators, and the youth themselves must work together to ensure that social media is used in a way that promotes healthy development and well-being.

2. Directed Writing (15 Marks): 

This section involves writing tasks like article writing, speech writing, report writing, or personal profile writing. The focus is on presenting ideas logically and coherently.

Personal Profile Writing:

Sample Question:

Write a personal profile of a person who has greatly influenced your life. Your profile should describe the person’s characteristics, their impact on your life, and why you admire them.

Sample Answer: Personal Profile: My Grandfather

My grandfather, Mr. Rajesh Sharma, has been a towering figure in my life, shaping my values, beliefs, and aspirations in countless ways. Born in a small village in Northern India, he rose from humble beginnings to become a respected educator and community leader. His life is a testament to the power of perseverance, hard work, and integrity.

At 75, my grandfather still exudes the energy and enthusiasm of someone half his age. He has always been a man of routine, waking up at the crack of dawn for his daily walk, followed by a meditation session. His disciplined lifestyle is something I have always admired and tried to emulate. Despite his age, he remains physically active and mentally sharp, often challenging me to debates on current affairs or quizzes on world history.

What sets my grandfather apart is his deep sense of empathy and kindness. As a former school principal, he dedicated his life to educating children in underprivileged communities. Even after retirement, he continues to volunteer as a tutor, helping students who struggle with their studies. His selflessness has inspired me to pursue a career in social work, where I hope to make a difference in the lives of others, just as he has.

My grandfather is also a great storyteller, with a treasure trove of tales from his youth and the lessons he has learned over the years. His stories are not just entertaining; they are rich with wisdom and moral teachings. I particularly remember a story he often tells about a time when he had to choose between taking a lucrative job in the city or staying in the village to care for his ailing parents. He chose the latter, a decision he never regretted. This story taught me the importance of family and the value of making choices that align with one’s principles.

One of the most significant impacts my grandfather has had on me is instilling the importance of education and lifelong learning. He often says, “Education is the key to unlocking the world,” and he lives by this mantra. His love for learning is infectious, and he has encouraged me to pursue my studies with passion and curiosity. Whenever I achieve a milestone, whether it’s winning a school competition or securing good grades, he is the first person I share the news with, and his pride in my achievements motivates me to aim even higher.

In conclusion, my grandfather is more than just a family member; he is a mentor, a role model, and my greatest source of inspiration. His unwavering commitment to his values, his empathy for others, and his love for learning have profoundly shaped who I am today. I admire him not just for what he has accomplished, but for the person he is—compassionate, wise, and endlessly supportive.

3. Proposal Writing (10 Marks)

Students are asked to write a proposal based on a given situation. The proposal should include details like objectives, action plans, and recommendations.

Sample Question:

Your school is planning to organize a week-long “Environmental Awareness Campaign” aimed at promoting eco-friendly practices among students. As the Head of the Environment Club, you have been asked to write a proposal to the school principal outlining your plan for the campaign. Your proposal should include the objectives, action plan, and any recommendations for making the campaign successful.

Sample Answer:

Proposal for Environmental Awareness Campaign

Introduction: This proposal outlines the plan for a week-long “Environmental Awareness Campaign” aimed at promoting eco-friendly practices among students at our school. The campaign will involve various activities designed to educate students about environmental issues and encourage them to adopt sustainable practices.

Objectives:

1. To raise awareness among students about the importance of environmental conservation.
2. To promote the adoption of eco-friendly habits, such as reducing waste, recycling, and conserving energy.
3. To involve the entire school community in activities that contribute to a healthier and more sustainable environment.

Action Plan:

Day 1: Inaugural Assembly

Event: The campaign will kick off with an inaugural assembly where a guest speaker, an environmental expert, will address the students.

• Objective: To introduce the theme of the campaign and inspire students with the importance of environmental stewardship.

Day 2: Eco-Friendly Workshops

• Event: Organize workshops on topics such as waste segregation, composting, and energy conservation. Experts will demonstrate practical ways to implement these practices at home and in school.
• Objective: To equip students with practical knowledge and skills for reducing their environmental footprint.

Day 3: Green Art Competition

• Event: Hold a competition where students create art using recycled materials. The artworks will be displayed around the school.
• Objective: To encourage creativity and reinforce the message of recycling and reusing materials.

Day 4: Clean-Up Drive

• Event: Organize a school-wide clean-up drive in the surrounding neighborhood and within the school premises. Students will be divided into groups to ensure thorough coverage.
• Objective: To instill a sense of responsibility towards maintaining cleanliness and contributing to the community.

Day 5: Planting Trees and Creating a School Garden

• Event: A tree-planting activity will be organized, along with the creation of a small garden on the school grounds. Each class will be responsible for maintaining a section of the garden.
• Objective: To engage students in hands-on activities that contribute directly to the environment.

Day 6: Poster-Making and Slogan Writing

• Event: A poster-making and slogan-writing competition will be held, focusing on themes such as “Save Water,” “Go Green,” and “Reduce, Reuse, Recycle.”
• Objective: To creatively express environmental concerns and solutions, and to display these around the school to spread awareness.

Day 7: Closing Ceremony and Award Distribution

• Event: The campaign will conclude with a ceremony where the best participants in the various activities will be awarded. The school principal will address the students, reinforcing the importance of sustaining these practices.
• Objective: To recognize and reward efforts, and to encourage students to continue eco-friendly practices beyond the campaign.

Recommendations:

1. Involve Teachers and Staff: Encourage teachers to incorporate environmental topics into their lessons during the week and involve staff in organizing and supervising activities.
2. Parental Involvement: Send out letters to parents informing them about the campaign and encouraging them to support their children’s participation in eco-friendly practices at home.
3. Sustainability: Ensure that the eco-friendly practices promoted during the campaign are continued throughout the year by integrating them into the school’s daily routines.

Conclusion: The Environmental Awareness Campaign is a vital initiative that will not only educate students about environmental issues but also empower them to take action. Through these activities, we aim to foster a generation of environmentally conscious individuals who will contribute to the sustainability of our planet.

[Your Name]
Head, Environment Club
[Your School’s Name]
[Date]

4. Short Answer Questions (Grammar, 15 Marks): 

Questions to test grammar, including sentence correction, verb forms, prepositions, etc. These questions aim to assess the students’ grasp of standard English grammar.

Here is a set of 10 grammar questions with answers for ICSE Class 12 English:

Set 1: Sentence Correction

Question: Correct the following sentence:

1. “She enjoys to watch movies on weekends.”
   Answer: “She enjoys watching movies on weekends.”
2. “Neither of the answers are correct.”
   Answer: “Neither of the answers is correct.”
3. “The furniture in the room are new.”
   Answer: “The furniture in the room is new.”
4. “He did not went to the market yesterday.”
   Answer: “He did not go to the market yesterday.”
5. “She suggested me to take a break.”
   Answer: “She suggested that I take a break.”
6. “I will meet you when I will finish my work.”
   Answer: “I will meet you when I finish my work.”
7. “The teacher explained us the concept.”
   Answer: “The teacher explained the concept to us.”
8. “He is addicted with playing video games.”
   Answer: “He is addicted to playing video games.”
9. “He had scarcely went out when it started raining.”
   Answer: “He had scarcely gone out when it started raining.”
10. “She is married with a doctor.”
    Answer: “She is married to a doctor.”

Set 2: Verb Forms

Fill in the blank with the correct form of the verb:

1. “I _____ (study) for three hours before I took a break.”
   Answer: “I had been studying for three hours before I took a break.”
2. “If she _____ (see) him, she would have told you.”
   Answer: “If she had seen him, she would have told you.”
3. “He _____ (finish) his homework by the time his parents returned.”
   Answer: “He had finished his homework by the time his parents returned.”
4. “She _____ (work) in this company since 2010.”
   Answer: “She has been working in this company since 2010.”
5. “I wish I _____ (know) about the event earlier.”
   Answer: “I wish I had known about the event earlier.”
6. “By next year, they _____ (complete) the project.”
   Answer: “By next year, they will have completed the project.”
7. “I _____ (never/see) such a beautiful sunset before.”
   Answer: “I have never seen such a beautiful sunset before.”
8. “He would have come if he _____ (know) about the meeting.”
   Answer: “He would have come if he had known about the meeting.”
9. “She _____ (already/leave) when I arrived.”
   Answer: “She had already left when I arrived.”
10. “By the time we got there, the shop _____ (close).”
    Answer: “By the time we got there, the shop had closed.”

Set 3: Prepositions

Fill in the blank with the correct preposition:

1. “She is interested _____ learning French.”
   Answer: “She is interested in learning French.”
2. “He apologized _____ being late.”
   Answer: “He apologized for being late.”
3. “She is responsible _____ organizing the event.”
   Answer: “She is responsible for organizing the event.”
4. “He succeeded _____ convincing them.”
   Answer: “He succeeded in convincing them.”
5. “They are dependent _____ their parents for financial support.”
   Answer: “They are dependent on their parents for financial support.”
6. “She is good _____ mathematics.”
   Answer: “She is good at mathematics.”
7. “The cat is hiding _____ the bed.”
   Answer: “The cat is hiding under the bed.”
8. “He was accused _____ stealing the money.”
   Answer: “He was accused of stealing the money.”
9. “She is confident _____ her abilities.”
   Answer: “She is confident in her abilities.”
10. “They congratulated her _____ her success.”
    Answer: “They congratulated her on her success.”

Set 4: Active and Passive Voice

Convert the following sentence into passive voice:

1. “The artist painted a beautiful portrait.”
   Answer: “A beautiful portrait was painted by the artist.”
2. “The letter was written by John.”
   Answer: “John wrote the letter.”
3. “They will complete the project by tomorrow.”
   Answer: “The project will be completed by them by tomorrow.”
4. “The book was read by the entire class.”
   Answer: “The entire class read the book.”
5. “The manager is reviewing the documents.”
   Answer: “The documents are being reviewed by the manager.”
6. “The flowers were arranged by the florist.”
   Answer: “The florist arranged the flowers.”
7. “The chef will prepare the meal.”
   Answer: “The meal will be prepared by the chef.”
8. “The meeting was organized by the committee.”
   Answer: “The committee organized the meeting.”
9. “The students are cleaning the classroom.”
   Answer: “The classroom is being cleaned by the students.”
10. “The cake was baked by my mother.”
    Answer: “My mother baked the cake.”

Set 5: Tenses

Fill in the blank with the correct tense form:

1. “I _____ (work) here since 2015.”
   Answer: “I have been working here since 2015.”
2. “They _____ (complete) their homework before they went out to play.”
   Answer: “They had completed their homework before they went out to play.”
3. “By the time we arrive, the movie _____ (start).”
   Answer: “By the time we arrive, the movie will have started.”
4. “She _____ (not/see) him for a long time.”
   Answer: “She has not seen him for a long time.”
5. “He _____ (leave) by the time I got there.”
   Answer: “He had left by the time I got there.”
6. “We _____ (live) in this house for ten years.”
   Answer: “We have lived in this house for ten years.”
7. “When I was younger, I _____ (play) soccer every day.”
   Answer: “When I was younger, I played soccer every day.”
8. “She _____ (read) the book before she saw the movie.”
   Answer: “She had read the book before she saw the movie.”
9. “I _____ (study) for the exam when you called.”
   Answer: “I was studying for the exam when you called.”
10. “By next month, I _____ (complete) my training.”
    Answer: “By next month, I will have completed my training.”

Set 6: Direct and Indirect Speech

Convert the following sentence into indirect speech:

1. “She said, ‘I am going to the market.'”
   Answer: “She said that she was going to the market.”
2. “He told me that he had finished his homework.”
   Answer: “He said, ‘I have finished my homework.'”
3. “John asked, ‘Are you coming to the party?'”
   Answer: “John asked if I was coming to the party.”
4. “She said that she would help me with the project.”
   Answer: “She said, ‘I will help you with the project.'”
5. “The teacher said, ‘Close your books.'”
   Answer: “The teacher told us to close our books.”
6. “He asked me if I had seen the movie.”
   Answer: “He asked, ‘Have you seen the movie?'”
7. “Mary said, ‘I have been waiting for an hour.'”
   Answer: “Mary said that she had been waiting for an hour.”
8. “She mentioned that she was going to visit her grandparents.”
   Answer: “She said, ‘I am going to visit my grandparents.'”
9. “They said, ‘We will arrive at 5 PM.'”
   Answer: “They said that they would arrive at 5 PM.”
10. “He informed me that the meeting had been postponed.”
    Answer: “He said, ‘The meeting has been postponed.'”

Set 7: Conjunctions

Fill in the blank with the correct conjunction:

1. “You can go to the park _____ you finish your homework.”
   Answer: “You can go to the park after you finish your homework.”
2. “He was tired, _____ he kept working.”
   Answer: “He was tired, but he kept working.”
3. “She missed the bus _____ she woke up late.”
   Answer: “She missed the bus because she woke up late.”
4. “I will call you _____ I arrive.”
   Answer: “I will call you when I arrive.”
5. “He must study hard _____ he will fail the exam.”
   Answer: “He must study hard or he will fail the exam.”
6. “_____ it was raining, we went for a walk.”
   Answer: “Although it was raining, we went for a walk.”
7. “She couldn’t attend the party _____ she was ill.”
   Answer: “She couldn’t attend the party because she was ill.”
8. “I will not go to the concert _____ you come with me.”
   Answer: “I will not go to the concert unless you come with me.”
9. “You can have tea _____ coffee.”
   Answer: “You can have tea or coffee.”
10. “I stayed home _____ it was too cold to go out.”
    Answer: “I stayed home because it was too cold to go out.”

Set 8: Articles

Fill in the blank with the correct article:

1. “I saw _____ eagle flying in the sky.”
   Answer: “I saw an eagle flying in the sky.”
2. “She is _____ honest person.”
   Answer: “She is an honest person.”
3. “He bought _____ car yesterday.”
   Answer: “He bought a car yesterday.”
4. “_____ sun rises in the east.”
   Answer: “The sun rises in the east.”
5. “_____ sun rises in the east.”
   Answer: “The sun rises in the east.”
6. “She gave me _____ apple.”
   Answer: “She gave me an apple.”
7. “He is _____ engineer.”
   Answer: “He is an engineer.”
8. “This is _____ best book I have ever read.”
   Answer: “This is the best book I have ever read.”
9. “I need _____ umbrella because it is raining.”
   Answer: “I need an umbrella because it is raining.”
10. “She is _____ teacher at _____ school near my house.”
    Answer: “She is a teacher at the school near my house.”

5. Comprehension (20 Marks)

A passage is provided, followed by questions that test comprehension, vocabulary, and the ability to summarize or infer information.

Paper 2: Literature in English (80 Marks)

This paper assesses students’ understanding and analysis of prescribed texts, including poetry, prose, and drama.

Drama (20 Marks):

The syllabus usually includes a Shakespearean play (such as The Tempest or Macbeth). Questions test the students’ understanding of the play, characters, themes, and language.

Tempest (Drama, 20 Marks)

Here is an act-by-act summary of William Shakespeare’s The Tempest:

Act 1:

Scene 1: The play begins with a storm at sea. A ship carrying Alonso, the King of Naples, his son Ferdinand, and other nobles is caught in a tempest and seems to be sinking. The crew struggles to manage the ship, while the passengers panic.

Scene 2: On the island, Prospero, a magician and the rightful Duke of Milan, watches the shipwreck with his daughter, Miranda. He explains to her that he created the storm to bring his enemies to the island. Through a series of flashbacks, Prospero recounts how he was overthrown by his brother Antonio with Alonso’s help, and how they were set adrift to die but survived on the island. Ariel, a spirit, and Caliban, a native of the island, are introduced. Ariel is loyal to Prospero, while Caliban resents him.

Act 2:

Scene 1: Alonso, Sebastian (his brother), Antonio, Gonzalo, and others wash up on the island. Gonzalo tries to comfort Alonso, who believes his son Ferdinand is dead. Antonio and Sebastian plot to kill Alonso so that Sebastian can become king, but Ariel thwarts their plan by waking Gonzalo.

Scene 2: Caliban meets Trinculo, a jester, and Stephano, a drunken butler. They plot to overthrow Prospero and take control of the island. Caliban convinces them that they can kill Prospero and rule the island themselves.

Act 3:

Scene 1: Ferdinand, who has survived the shipwreck, meets Miranda and they fall in love. Prospero, observing their budding relationship, is pleased but also tests Ferdinand’s intentions by making him perform menial tasks.

Scene 2: Caliban, Stephano, and Trinculo continue plotting to kill Prospero. Ariel secretly listens in and reports back to Prospero.

Scene 3: Alonso, Antonio, and others are led by Ariel into a banquet that suddenly disappears. Ariel, in the guise of a harpy, accuses them of their sins, particularly the betrayal of Prospero. Alonso is filled with guilt, while Antonio and Sebastian remain defiant.

Act 4:

Scene 1: Prospero gives his blessing to Ferdinand and Miranda’s marriage and conjures a masque to celebrate. The masque is interrupted when Prospero remembers Caliban’s plot against him. He dismisses the spirits and sets a trap for Caliban, Stephano, and Trinculo by placing rich garments in their path. The trio is caught in the trap, distracted by the clothes, and driven away by spirits in the form of hounds.

Act 5:

Scene 1: Prospero decides to forgive his enemies rather than seek revenge. He breaks his staff, symbolizing the end of his magical powers, and reveals himself to Alonso, who is overjoyed to find Ferdinand alive and in love with Miranda. Antonio, shamed, is forgiven, and the rightful Duke of Milan is restored. The play ends with plans for everyone to return to Italy, leaving Caliban to rule the island. In the epilogue, Prospero asks the audience for their forgiveness and freedom.

The Tempest is a tale of magic, betrayal, revenge, and ultimately, forgiveness, showcasing Shakespeare’s mastery in weaving together complex themes and characters.

Poetry (20 Marks):

Selected poems from a prescribed anthology. Questions focus on the students’ interpretation of themes, imagery, poetic devices, and language.

Reverie

The anthology Reverie: A Collection of ISC Short Stories prescribed for Class 12 ICSE English includes a selection of short stories that cover a range of themes and literary styles. Here are the stories included in the collection:

1. “Salvatore” by W. Somerset Maugham
2. “Quality” by John Galsworthy
3. “The Chinese Statue” by Jeffrey Archer
4. “A Gorilla in the Guest Room” by Gerald Durrell
5. “The Singing Lesson” by Katherine Mansfield
6. “The Sound Machine” by Roald Dahl
7. “B. Wordsworth” by V. S. Naipaul
8. “The Story of an Hour” by Kate Chopin
9. “The Sound of Music” by Deborah Cowley

These stories are chosen to expose students to a variety of writing styles, narrative techniques, and themes, helping them develop a deeper understanding of literature and its nuances. Each story in the collection offers opportunities for critical analysis, character study, and thematic exploration.

Here are brief summaries of the stories included in the ISC Class 12 anthology Reverie:

“Salvatore” by W. Somerset Maugham

Summary: “Salvatore” is a poignant story about a young Italian fisherman named Salvatore. The story traces his life from boyhood to adulthood, highlighting his uncomplaining acceptance of life’s hardships. After falling ill and being rejected by his fiancée, Salvatore returns to his island home, marries another woman, and lives a simple life. His character is defined by his goodness, patience, and resilience, making him a symbol of quiet strength and dignity.

“Quality” by John Galsworthy

Summary: “Quality” is the story of two German brothers, Mr. Gessler, who are skilled shoemakers in London. They are known for their high-quality handcrafted shoes, but they struggle to compete with mass-produced footwear. The story highlights the brothers’ dedication to their craft and the tragic decline of their business. It explores themes of pride, dedication, and the impact of industrialization on traditional craftsmanship.

“The Chinese Statue” by Jeffrey Archer

Summary: This story follows the journey of a valuable Chinese statue that was brought to England by Sir Alexander Heathcote, a British diplomat. The statue, which had been a gift from a Chinese mandarin, passes through several generations, each leaving a mark on it. Ultimately, it ends up in an auction house, where its true value is revealed in an ironic twist. The story explores themes of cultural exchange, inheritance, and irony.

“A Gorilla in the Guest Room” by Gerald Durrell

Summary: This autobiographical story recounts Gerald Durrell’s experiences with a young gorilla named N’Pongo, who becomes a part of his private zoo. The narrative explores the challenges and joys of caring for the gorilla, shedding light on Durrell’s dedication to wildlife conservation. It is a touching account of the bond between the author and the animal, as well as the challenges of maintaining a zoo.

“The Singing Lesson” by Katherine Mansfield

Summary: “The Singing Lesson” follows Miss Meadows, a schoolteacher, who is deeply upset after receiving a letter from her fiancé breaking off their engagement. Her mood drastically affects her teaching, leading to a dark and dismal lesson. However, when she receives another note from him apologizing, her mood shifts entirely, and the lesson takes on a lighter tone. The story explores the impact of personal emotions on professional life and the fickle nature of happiness.

“The Sound Machine” by Roald Dahl

Summary: This science fiction story centers around Klausner, an eccentric man who invents a machine that can detect sounds that are normally inaudible to the human ear. When Klausner tests the machine, he hears plants screaming as they are cut. Disturbed by his discovery, Klausner tries to prove his findings, leading to a dramatic and eerie conclusion. The story delves into themes of obsession, the unknown, and the relationship between humans and nature.

“B. Wordsworth” by V. S. Naipaul

Summary: “B. Wordsworth” is a touching story about the friendship between a young boy and a man who calls himself B. Wordsworth, claiming to be a poet. The man introduces the boy to the beauty of the natural world and the power of poetry. As their bond deepens, B. Wordsworth shares his life story, but in the end, it’s unclear how much of it was true. The story explores themes of imagination, innocence, and the transient nature of life.

“The Story of an Hour” by Kate Chopin

Summary: This story follows Louise Mallard, a woman with heart trouble, who learns that her husband has died in a train accident. Initially overwhelmed with grief, she soon feels an unexpected sense of freedom and relief at the prospect of living for herself. However, when her husband unexpectedly returns home alive, the shock is too much for her heart, and she dies. The story examines themes of marriage, freedom, and the roles of women in society.

“The Sound of Music” by Deborah Cowley

Summary: This story is a biographical account of Evelyn Glennie, a world-renowned percussionist who is profoundly deaf. Despite her disability, Glennie pursues her passion for music, relying on vibrations and other senses to play. The narrative highlights her determination, resilience, and the challenges she overcame to succeed in the world of music. The story is an inspiring tale of overcoming adversity and redefining the boundaries of possibility.

These summaries provide a snapshot of the themes and narratives in each story, giving insight into the depth and variety of the collection.

Prose (20 Marks):

Prose selections from a prescribed book, such as a collection of short stories or a novel. Students are tested on their understanding of the themes, characters, and narrative techniques.

Echoes

The anthology Echoes: A Collection of ISC Poems for Class 12 includes a variety of poems that cover diverse themes and literary styles. Here is a list of the poems included:

1. “The Dolphins” by Carol Ann Duffy
2. “The Gift of India” by Sarojini Naidu
3. “Crossing the Bar” by Alfred, Lord Tennyson
4. “John Brown” by Bob Dylan
5. “Desiderata” by Max Ehrmann
6. “Dover Beach” by Matthew Arnold
7. “We are the Music Makers” by Arthur O’Shaughnessy
8. “The Darkling Thrush” by Thomas Hardy
9. “Birches” by Robert Frost
10. “The Spider and the Fly” by Mary Howitt

These poems are selected to offer students a wide range of poetic experiences, from classic to contemporary, allowing them to engage with different poetic forms, themes, and techniques. Each poem provides rich material for analysis and helps students develop their skills in interpreting and appreciating poetry.

Here are detailed summaries of the poems included in the ISC Class 12 anthology Echoes:

“The Dolphins” by Carol Ann Duffy

Summary: “The Dolphins” is a poignant monologue narrated by a dolphin, highlighting the sorrow and loss of freedom experienced by dolphins kept in captivity. The dolphin reflects on its life in the wild, where it once roamed freely, in contrast to its current existence in a confined pool where it performs tricks for human amusement. The poem conveys a deep sense of melancholy as the dolphins realize that their lives are no longer their own. The recurring theme of captivity versus freedom is central, and the poem also touches on the human exploitation of animals for entertainment.

“The Gift of India” by Sarojini Naidu

Summary: “The Gift of India” is a patriotic and poignant poem in which Sarojini Naidu personifies India as a mother mourning the loss of her sons who have fought and died in foreign lands during World War I. The poem expresses the immense contribution of Indian soldiers to the war, highlighting their bravery and the ultimate sacrifice they made. The poem also touches on themes of colonial exploitation, as it laments how India’s resources and people have been used by foreign powers. It is both a tribute to the fallen soldiers and a reminder of India’s suffering and resilience.

“Crossing the Bar” by Alfred, Lord Tennyson

Summary: “Crossing the Bar” is a reflective and serene poem in which Tennyson contemplates death as a natural part of life’s journey. The poem uses the metaphor of a ship crossing a sandbar to the open sea to symbolize the transition from life to death. Tennyson expresses a calm acceptance of death, hoping that it will be a peaceful passage and that he will meet his “Pilot,” a reference to God, on the other side. The poem is notable for its tranquil tone and its exploration of death as a journey rather than an end.

“John Brown” by Bob Dylan

Summary: “John Brown” is a powerful anti-war ballad that tells the story of a young soldier named John Brown who returns home from war deeply changed and physically scarred. The song portrays the horrors of war and the disillusionment that follows, as John Brown, once eager to serve his country, comes back maimed and emotionally shattered. His mother, who had proudly sent him off to war, is horrified to see the toll it has taken on him. The poem critiques the glorification of war and highlights the personal and psychological costs of conflict.

“Desiderata” by Max Ehrmann

Summary: “Desiderata” is a prose poem offering philosophical advice on how to live a good and peaceful life. Written in a calm and meditative tone, the poem encourages readers to be kind, strive for personal integrity, and maintain inner peace amidst the chaos of the world. It advises on dealing with both happiness and hardship with grace, and stresses the importance of self-worth and mindfulness. The poem has become widely beloved for its uplifting and timeless wisdom, offering a guide to leading a life of purpose and tranquility.

“Dover Beach” by Matthew Arnold

Summary: “Dover Beach” is a meditative poem that reflects on the loss of faith and certainty in the modern world. The poem begins with a serene description of the sea at Dover, but soon shifts to a more somber tone as Arnold laments the retreat of the “Sea of Faith.” He uses the ebbing tide as a metaphor for the decline of religious belief in an increasingly secular world. The poem concludes with a plea for love and human connection as a means of finding meaning in a world that seems bleak and devoid of certainty.

“We are the Music Makers” by Arthur O’Shaughnessy

Summary: “We are the Music Makers” is a celebratory ode to artists, poets, and creators who, despite often being marginalized, have a profound impact on the world. The poem praises the role of creative individuals as visionaries and dreamers who challenge the status quo and inspire change. O’Shaughnessy emphasizes that while their influence may not always be immediately recognized, artists ultimately shape the future by their dreams and creativity. The refrain “We are the music makers, and we are the dreamers of dreams” underscores the power of imagination.

“The Darkling Thrush” by Thomas Hardy

Summary: “The Darkling Thrush” is a melancholic yet hopeful poem in which Hardy reflects on the bleakness of the world at the turn of the 20th century. The poem is set in a desolate winter landscape, symbolizing the end of an era and the poet’s sense of despair about the future. However, the song of a lone thrush, despite its frailty, brings a glimmer of hope and renewal. The contrast between the harsh environment and the bird’s joyful singing suggests the possibility of optimism even in dark times.

“Birches” by Robert Frost

Summary: “Birches” is a contemplative poem in which Robert Frost reflects on the passage of time, the innocence of youth, and the longing for escape. The poem describes birch trees bent by the weight of ice storms, but the poet imagines a boy playfully swinging on them. This image becomes a metaphor for the human desire to escape the harsh realities of life and return to the simplicity and joy of childhood. The poem explores the tension between reality and imagination, as well as the desire for balance between work and play, responsibility and freedom.

“The Spider and the Fly” by Mary Howitt

Summary: “The Spider and the Fly” is a cautionary tale in verse about a cunning spider that flatters and deceives a naive fly into entering its web, only to eat it. The poem is a moral lesson on the dangers of vanity and the perils of trusting in flattery. The spider uses persuasive language and temptation to lure the fly, which ultimately falls victim to its own gullibility. The poem serves as a warning against being too easily swayed by sweet words and false promises.

These summaries provide an overview of the themes and messages in each poem, offering insight into their deeper meanings and literary significance.

Unseen Passage (20 Marks):

An unseen passage or poem is provided, followed by questions to test comprehension and interpretation.

Internal Assessment (20 Marks)

The internal assessment consists of assignments, projects, oral presentations, and class participation, which contribute to the overall grade in English.