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GNDU Question Paper-2022
B.A 1
st
Semester
ENGLISH (Elective)
Time Allowed: Three Hours Maximum Marks: 100
Note: Attempt Five questions in all, selecting at least One question from each section. The
Fifth question may be attempted from any section. All questions carry equal marks.
SECTION-A
1 Explain any Two of the following literary terms:
Epic, Irony, Plot, Paradox
II. Transcribe any Ten words out of the following:
Comb, dose, gauge, ghost, castle, gross, mauve, sure, sample, wool, door, stair.
SECTION-B
III. Based on the poems, answer any Five of the following questions in 5-7 sentences each:
(1) Why is the Sun called 'unruly' in the poem "The Sun Rising" by John Donne ?
(2) Why are the hours, days and months described as the rags of time in the poem "The Sun
Rising" by John Donne?
(3) What are the both the Indies known for?
("The Sun Rising" by John Donne)
(4) How is the time described in the lyric "To the virgins, to make much of time"?
(5) Which is the best time of life and why?
(To the virgins, to make much of time)
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(6) Why did the speaker cry in the "Chimney Sweeper"?
IV. Answer any One of the following in about 150 words:
(1) In "The Sun Rising", how John Donne expresses his intense feelings of love? Discuss.
(2) What is the central theme of Robert Herrick's poem "To the virgins, to make much of
time" and how is it developed by the poet? Discuss.
SECTION-C
V. Based on the poems, answer any Five of the following questions in 5-7 sentences each:
(1) From your reading of the poem "My Last Duchess", what is your impression of the last
Duchess? Do you think she is responsible for her fate?
(2) Explain the person's admiration for autumn in the poem "To Autumn" by John Keats.
(3) "A soldier has no home but a purpose". How far is the statement applicable in the
context of the poem "To the Indian who died in Africa"?
(4) Who is telling the story of Ozymandias?
(5) What do the broken pieces of stone suggest in the poem "Ozymandias"?
(6) What do you learn about Ozymandias from the narrative recounted in the poem ?
VI. Explain any One of the following stanzas with reference to the context:
(1) "A man's destination is his own village, His own fire, and his wife's cooking; To sit in front
of his own door at sunset, And see his grandson, and his neighbour's grandson Playing in the
dust together."
(2) "The two roads diverged in a yellow wood, And sorry I could not travel both And be one
traveller long I stood And looked down one as far as I could To where it bent in the
undergrowth;"
SECTION-D
VII. Answer any Two of the following in about 150 words each:
(1) Explain the significance of the title of the play A Doll's House.
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(2) Is A Doll's House a feminist play? Discuss.
(3) Compare the relationship between Mrs. Linde and Krogstad with that of Nora and
Torvald.
VIII. Answer the following:
Discuss the dramatic structure of Henrik Ibsen's play A Doll's House.
GNDU Answer Paper-2022
B.A 1
st
Semester
ENGLISH (Elective)
Time Allowed: Three Hours Maximum Marks: 100
Note: Attempt Five questions in all, selecting at least One question from each section. The
Fifth question may be attempted from any section. All questions carry equal marks.
SECTION-A
1 Explain any Two of the following literary terms:
Epic, Irony, Plot, Paradox
Ans: 1. Epic
Definition:
An epic is a long narrative poem, often written in an elevated style, that tells the story of a
heroic figure or a grand historical or mythical event. Epics usually involve themes of
courage, adventure, and the struggle between good and evil.
Characteristics of an Epic:
• Lengthy Narrative: It is not a short story or a poem, but a long one that covers many
events.
• Heroic Character: The central character is often a brave hero who faces great
challenges.
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• Supernatural Elements: Gods, monsters, or magical forces often take part.
• Elevated Language: The language used is grand and formal.
• Moral Lessons: Epics often teach values like bravery, loyalty, and sacrifice.
Examples:
• The Iliad and The Odyssey by Homer – These are ancient Greek epics.
• The Ramayana and The Mahabharata – Famous Indian epics.
• Paradise Lost by John Milton – An English epic based on the Biblical story of the Fall
of Man.
Analogy:
Think of an epic like a blockbuster movie that spans across different lands, has a mighty
hero, intense battles, and a deep message—like The Lord of the Rings.
2. Irony
Definition:
Irony is a literary device where the meaning is opposite to what is said or expected. It is
used to create humor, suspense, or to highlight a deeper truth.
Types of Irony:
1. Verbal Irony: When someone says something but means the opposite.
Example: Saying "What a beautiful day!" during a thunderstorm.
2. Situational Irony: When the opposite of what is expected happens.
Example: A fire station burns down.
3. Dramatic Irony: When the audience knows something that the characters do not.
Example: In a horror movie, we know the killer is in the house, but the character
doesn’t.
Purpose of Irony:
• Adds humor or sarcasm.
• Creates a twist in the story.
• Engages the reader and builds suspense.
Analogy:
Imagine a lifeguard who can't swim. That unexpected contradiction is irony—it surprises us
and makes us think or laugh.
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II. Transcribe any Ten words out of the following:
Comb, dose, gauge, ghost, castle, gross, mauve, sure, sample, wool, door, stair.
Ans: Phonetic transcription (in IPA – International Phonetic Alphabet) of any ten words from
the list:
1. Comb – /kəʊm/
2. Dose – /dəʊs/
3. Gauge – /ɡeɪdʒ/
4. Ghost – /ɡəʊst/
5. Castle – /ˈkɑːsl/
6. Gross – /ɡrəʊs/
7. Mauve – /məʊv/
8. Sure – /ʃʊə/ or /ʃɔː/ (both are acceptable in British English)
9. Sample – /ˈsɑːmpl/
10. Wool – /wʊl/
Let me know if you’d like transcriptions in American English or explanations of the silent
letters or pronunciation patterns!
SECTION-B
III. Based on the poems, answer any Five of the following questions in 5-7 sentences each:
(1) Why is the Sun called 'unruly' in the poem "The Sun Rising" by John Donne ?
(2) Why are the hours, days and months described as the rags of time in the poem "The Sun
Rising" by John Donne?
(3) What are the both the Indies known for?
("The Sun Rising" by John Donne)
(4) How is the time described in the lyric "To the virgins, to make much of time"?
(5) Which is the best time of life and why?
(To the virgins, to make much of time)
(6) Why did the speaker cry in the "Chimney Sweeper"?
Ans: 1. Why is the Sun called 'unruly' in the poem "The Sun Rising" by John Donne?
In John Donne’s poem “The Sun Rising,” the poet refers to the Sun as “unruly” in the very
first line: “Busy old fool, unruly sun.” This opening line sets the tone for the entire poem.
The speaker is lying in bed with his beloved and is disturbed by the rising sun. Instead of
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admiring the sunlight, he scolds it. By calling it “unruly,” the poet is expressing his irritation
toward the Sun for interrupting their private, romantic moment.
Normally, the Sun is considered a powerful and disciplined force that governs the time of
day and the activities of the world. However, in this poem, the speaker refuses to accept the
Sun’s authority. He sees it as nosy and overstepping its boundaries—disturbing people in
love without permission. The word “unruly” implies disobedience and misbehavior,
suggesting that the Sun should know better than to interrupt lovers. Donne’s tone is both
playful and bold. He is personifying the Sun and challenging its role in the natural order.
Through this, Donne emphasizes that love exists beyond the control of time and the natural
world. For him, true love is so powerful that even the mighty Sun becomes powerless in
front of it. In other words, he’s suggesting that their love is so complete and timeless that
they don’t need to follow the rules of day and night.
2. Why are the hours, days and months described as the rags of time in "The Sun Rising"?
In “The Sun Rising,” John Donne uses the phrase “rags of time” to describe the passing of
hours, days, and months. This phrase is rich in meaning and symbolizes the poet’s belief that
time is meaningless in the face of true love. By calling them “rags,” Donne implies that these
measurements of time are old, worn out, and insignificant.
In everyday life, people follow schedules—waking up at sunrise, working during the day,
resting at night. But in the world of lovers, such rules do not matter. Love creates its own
world where time stands still. The speaker believes that he and his beloved are not
governed by the ticking clock. They are not concerned with the passing of time because
their love is eternal. Thus, hours and days are mere “rags” when compared to the richness
of their emotions.
This metaphor shows Donne’s unique style of thinking. He challenges the natural flow of
time and questions its importance. The idea is that time may control the world, but it
cannot control love. In this romantic universe, love makes time irrelevant, and so its tools—
hours, days, and months—are like worthless scraps or rags.
3. What are both the Indies known for? ("The Sun Rising" by John Donne)
In “The Sun Rising,” John Donne refers to “both the Indias of spice and mine.” This line
points to the East Indies, which were famous for their spices, and the West Indies, known
for their rich gold and silver mines. During Donne’s time, these places were considered
exotic lands filled with valuable goods. European nations explored and colonized these
regions in search of wealth and trade.
By mentioning the Indies, Donne is drawing attention to the world’s most sought-after
treasures. But what’s interesting is how he compares these vast riches to his own beloved.
For Donne, the love and beauty of his partner are more precious than all the spices and gold
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found in the Indies. He claims that all the wealth and glory of the world are right there in his
bedroom—where he and his beloved lie together.
This comparison also shows how love can transform a simple room into a kingdom of riches.
Donne uses this to emphasize that emotional and spiritual wealth is far superior to material
wealth. His love is not just intimate; it is powerful enough to replace the grandeur of the
whole world. The poem turns a personal moment into a universal truth: love is the greatest
treasure of all.
4. How is time described in the lyric "To the Virgins, to Make Much of Time"?
In Robert Herrick’s famous lyric “To the Virgins, to Make Much of Time,” time is described as
fleeting, unstoppable, and precious. The poet uses the image of flowers and the sun to
symbolize how quickly youth and life pass by. The opening line, “Gather ye rosebuds while
ye may,” encourages young people, especially young women (referred to as “virgins”), to
take advantage of their youth before it fades away.
Time is portrayed as a fast-flowing river or a setting sun—something beautiful but brief.
Herrick suggests that life has stages, and youth is the most vibrant and energetic one. But it
doesn’t last forever. Just like flowers bloom and then wither, human beauty and vitality also
fade with age. So, the poet advises people to act while they are still young.
The deeper message here is about living life to the fullest, taking risks, and not wasting time.
It reflects the idea of “Carpe Diem,” a Latin phrase meaning “seize the day.” The poet is not
just talking about love or marriage but about embracing opportunities before they
disappear. Time waits for no one, and those who delay may miss their chance for happiness
and success.
5. Why did the speaker cry in the "Chimney Sweeper"?
In “The Chimney Sweeper” by William Blake, the speaker is a young boy who has been
forced into a life of hardship as a chimney sweeper. During the 18th and 19th centuries in
England, it was common for poor children to work as chimney sweepers because of their
small size. These children were often orphaned or sold into labor, and their lives were filled
with suffering, neglect, and danger.
The speaker cries because he has been abandoned by his parents, who have gone to church
while he is left to work in dirty, life-threatening conditions. The poem criticizes the cruelty of
society and the hypocrisy of religious people who claim to be moral while ignoring the
suffering of innocent children. The boy cries not just from physical pain but also from
emotional hurt and loneliness.
Blake uses the child’s voice to express sorrow and innocence, creating a powerful emotional
effect. The poem is a form of social protest, revealing how innocent children are made to
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suffer while the world turns a blind eye. The boy’s tears represent more than just sadness—
they symbolize the deep injustice and exploitation of vulnerable lives.
Conclusion:
These five questions explore important themes such as the power of love, the nature of
time, the value of youth, and social injustice. John Donne and Robert Herrick use poetic
language to challenge the ideas of time and worldly value, celebrating love and youth.
William Blake, on the other hand, uses his poem to shed light on the cruelty and suffering
faced by children. Together, these poems teach us to value love, time, and justice, and to
reflect on what truly matters in life.
IV. Answer any One of the following in about 150 words:
(1) In "The Sun Rising", how John Donne expresses his intense feelings of love? Discuss.
(2) What is the central theme of Robert Herrick's poem "To the virgins, to make much of
time" and how is it developed by the poet? Discuss.
Ans: (2) What is the central theme of Robert Herrick's poem "To the Virgins, to Make
Much of Time" and how is it developed by the poet?
Introduction
Robert Herrick’s poem “To the Virgins, to Make Much of Time” is one of the most famous
poems of the seventeenth century and a classic example of Carpe Diem poetry. “Carpe
Diem” is a Latin phrase that means “seize the day.” In this poem, Herrick advises the young,
especially unmarried women (referred to as “virgins”), to enjoy their youth and make the
most of their time while they can. The poet emphasizes how quickly time passes and how
beauty and youth fade. Through simple language, powerful imagery, and philosophical
reflections, Herrick delivers a strong message about the importance of taking advantage of
opportunities before they are gone.
Central Theme: “Make the Most of Time” (Carpe Diem)
The central theme of the poem is the fleeting nature of time and the urgency to make the
best use of the present moment. Herrick stresses that time waits for no one and that every
passing moment brings us closer to old age and death. Therefore, people—especially the
young—should not delay in making important decisions like marriage or other joyful
experiences in life.
The poem is a reminder that youth, energy, and beauty are temporary, and once they are
gone, they can never be recovered. Herrick believes that enjoying life, love, and
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relationships during youth is natural and wise, rather than wasting time in hesitation or
waiting for the “perfect” moment.
Structure and Language of the Poem
The poem consists of four quatrains (four-line stanzas) written in iambic tetrameter, which
gives the poem a steady and rhythmic flow. The rhyme scheme is ABAB in each stanza,
creating a musical and lyrical quality.
The language used is simple, clear, and direct, which helps in delivering the message easily.
The poet uses metaphors, personification, and symbolism to explain the importance of
living in the moment.
Let’s now break down how Herrick develops this theme, stanza by stanza.
Stanza 1: The Rosebuds and the Passage of Time
Gather ye rosebuds while ye may,
Old Time is still a-flying:
And this same flower that smiles today
Tomorrow will be dying.
In the first stanza, Herrick uses the metaphor of rosebuds to symbolize youth and
opportunities. He urges the virgins to “gather” or enjoy these rosebuds while they can.
Rosebuds are fresh, beautiful, and smell sweet, just like the early stages of life. However,
like flowers that wilt and die quickly, youth too fades with time.
The poet then introduces “Old Time,” personifying it as something that is always flying—
moving fast and never stopping. The line “this same flower that smiles today, tomorrow will
be dying” is a strong visual image that shows how beauty is short-lived. This creates a sense
of urgency, encouraging readers to act before it’s too late.
Stanza 2: The Sun’s Journey
The glorious lamp of heaven, the sun,
The higher he’s a-getting,
The sooner will his race be run,
And nearer he’s to setting.
In the second stanza, Herrick uses the sun as a metaphor for human life. He calls it the
“glorious lamp of heaven,” and as the sun rises higher in the sky, it also gets closer to
setting. This symbolizes the journey of life—from youth to old age. As we grow older, we
move faster toward our end.
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This stanza continues the idea of time moving forward rapidly. It warns that as soon as life
begins, it also begins to end. Just like the sun has a limited time in the sky each day, human
life too has a natural cycle with a beginning and an end.
Stanza 3: Youth as the Prime Time of Life
That age is best which is the first,
When youth and blood are warmer;
But being spent, the worse, and worst
Times still succeed the former.
In this stanza, Herrick makes it very clear: youth is the best stage of life. When he says
“youth and blood are warmer,” he means that in youth, people are full of energy, passion,
and desire. The body is strong, the heart is hopeful, and life seems full of endless
possibilities.
However, as youth passes, the “worse, and worst times” follow. This refers to old age, which
is often associated with weakness, regret, and missed chances. The poet suggests that life
only becomes more difficult after youth. Therefore, one should make the best use of the
first stage of life instead of postponing joys and important life choices.
Stanza 4: Advice to the Virgins
Then be not coy, but use your time;
And while ye may, go marry:
For having lost but once your prime,
You may forever tarry.
In the final stanza, Herrick becomes even more direct in his advice. He tells the virgins not to
be shy or hesitant (“coy”). Instead, they should use their time wisely and consider marriage
or meaningful relationships while they are still young.
The phrase “forever tarry” means that if they miss this chance during their prime, they
might remain unmarried or unhappy for the rest of their lives. This again brings back the
urgency of the “Carpe Diem” message. The poet emphasizes that opportunities lost in youth
cannot be regained later, so it is wise to act at the right time.
Philosophical and Cultural Context
During the time when Herrick was writing, life expectancy was much shorter than it is today.
People didn’t live very long, and many life decisions—like marriage—were made early. In
this context, the advice to make the most of one’s youth was not just poetic but also
practical.
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The poem reflects the Renaissance attitude of enjoying life and celebrating beauty and love.
It also shows a more secular view of life, focusing on the present world rather than the
afterlife. Herrick’s poem is both philosophical and playful, blending wisdom with lightness.
Conclusion
Robert Herrick’s “To the Virgins, to Make Much of Time” is a timeless reminder of how
quickly life moves. The poem’s central theme is the importance of enjoying life’s blessings
while we are young and capable. Using rich imagery like rosebuds, the sun, and warm blood,
Herrick teaches us that time is precious and does not wait for anyone.
His advice is clear: do not waste your youth, do not delay joy, and do not fear love. The
poem is not just a message for virgins of his time but a message for everyone—young or
old—who waits too long to chase their dreams.
In today’s fast-paced and uncertain world, Herrick’s words still ring true. We all have limited
time, and if we don’t “gather our rosebuds” while we can, we might look back one day and
wonder what we missed.
SECTION-C
V. Based on the poems, answer any Five of the following questions in 5-7 sentences each:
(1) From your reading of the poem "My Last Duchess", what is your impression of the last
Duchess? Do you think she is responsible for her fate?
(2) Explain the person's admiration for autumn in the poem "To Autumn" by John Keats.
(3) "A soldier has no home but a purpose". How far is the statement applicable in the
context of the poem "To the Indian who died in Africa"?
(4) Who is telling the story of Ozymandias?
(5) What do the broken pieces of stone suggest in the poem "Ozymandias"?
(6) What do you learn about Ozymandias from the narrative recounted in the poem ?
Ans: (1) From your reading of the poem "My Last Duchess", what is your impression of the
Last Duchess? Do you think she is responsible for her fate?
In Robert Browning’s dramatic monologue “My Last Duchess,” we learn about the Duchess
not through her own words or actions, but through the perspective of her husband—the
Duke. The Duke speaks to a visitor while showing him a painting of his former wife. From his
description, we get the impression that the Duchess was a kind-hearted, gentle, and
cheerful woman. She smiled often, appreciated simple pleasures, and treated everyone
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equally, regardless of their social status. For example, she would blush at compliments from
strangers or be happy over a sunset or a gift of cherries from a servant.
However, the Duke saw these qualities as flaws. He was a proud and controlling man who
felt that she should reserve her affection and smiles only for him. He couldn’t stand the idea
that his wife treated others as nicely as she treated him. This extreme jealousy and
insecurity led him to give commands that ultimately caused her to be removed—or perhaps
even killed.
Now, is the Duchess responsible for her fate? It does not seem so. From the details given,
she was innocent, warm, and spontaneous. Her only “mistake” was being too kind and
open. The real problem lies in the Duke’s possessive and authoritarian nature. He could not
handle her free spirit. Thus, the poem is less about her faults and more about his controlling
mindset. The Duchess becomes a symbol of the oppression of women in a patriarchal
society, and her tragic fate is a result of her husband's obsession with power and control—
not her own behavior.
(2) Explain the poet's admiration for autumn in the poem "To Autumn" by John Keats.
John Keats’s poem “To Autumn” is a beautiful celebration of the autumn season. Unlike
many poems that describe spring or summer with joy and autumn with sadness, Keats gives
autumn its own unique beauty and importance. He does not treat it as a symbol of decay or
death, but rather as a season of ripeness, fulfillment, and peaceful maturity.
The poem is divided into three stanzas, each highlighting a different aspect of autumn. In
the first stanza, Keats describes the season as the time of mists and mellow fruitfulness.
Nature is full and generous—trees are heavy with fruit, flowers are blooming late, bees are
buzzing, and everything is warm and alive. There is a sense of plenty and satisfaction, like
nature is offering its final gifts before the cold winter.
In the second stanza, Keats personifies autumn as a calm, gentle figure—a woman who
works quietly in the fields, watching crops being harvested or just resting amid the grain.
The tone here is peaceful and content. This shows Keats’s deep admiration for how autumn
allows nature to complete its cycle gracefully.
In the final stanza, the poet talks about the music of autumn. Even though birds are not
singing as they do in spring, other sounds fill the air—the bleating of lambs, the chirping of
crickets, and the songs of swallows preparing to fly south. For Keats, every season has its
own beauty, and autumn's is found in its calmness, richness, and sense of natural order. His
admiration is clear—autumn is not an end, but a perfect, golden pause before winter.
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(3) “A soldier has no home but a purpose.” How far is this statement applicable in the
context of the poem "To the Indian who died in Africa"?
T.S. Eliot’s “To the Indian Who Died in Africa” is a short yet powerful tribute to unnamed
Indian soldiers who died fighting for the British Empire in a foreign land—Africa. These
soldiers were far from home, perhaps unaware of the full political cause they were fighting
for, yet they fulfilled their duties with courage and sacrifice. The line “A soldier has no home
but a purpose” fits perfectly here.
The poem reflects how these Indian soldiers left their familiar surroundings—their villages,
families, and languages—and went to fight in a land they didn’t know, among people they
didn’t understand. They did not die for personal glory or patriotism, but because they were
called upon to serve. Their “purpose” was their duty as soldiers, and they fulfilled it with
honor. Even though their identities were lost in the grand narratives of imperial war, their
sacrifice is acknowledged by the poet with quiet respect.
In this context, the idea that a soldier’s home is not a place, but a purpose, rings true. The
soldier lives and dies with a sense of mission, even if that mission is shaped by forces
beyond his control. The poem does not glorify war but reflects on the quiet dignity of the
soldier’s life and death. It reminds us that, often, the most selfless sacrifices are made far
from the eyes of the world.
(4) Who is telling the story of Ozymandias?
The poem “Ozymandias” by Percy Bysshe Shelley is structured in an interesting way. It’s not
the poet himself who directly describes the statue, but rather a narrator who tells us about
what a traveler once told him. So, in a way, there are three voices in the poem:
The poet (Shelley) – who frames the story.
The narrator – who says, “I met a traveller from an antique land.”
The traveler – who describes what he saw in the desert.
This layering of voices gives the poem a sense of distance and mystery. It’s as if the story of
Ozymandias has been passed down through time, like a legend. This technique also
emphasizes the theme of the impermanence of power. Even the mighty Ozymandias, who
once ruled a vast empire, is now just a broken statue in the sand. The fact that his story is
told by a traveler—not even a historian or king—highlights how time erases even the
greatest rulers.
(5) What do the broken pieces of stone suggest in the poem Ozymandias?
The image of broken pieces of stone—a shattered statue lying in the desert—is one of the
most powerful symbols in “Ozymandias.” These fragments are all that remain of a once-
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great king’s monument. The “two vast and trunkless legs of stone” and the “shattered
visage” suggest that even the strongest human achievements eventually crumble with time.
The broken statue represents the decay of power and pride. Ozymandias had his statue built
to declare his greatness to the world, with the words: “Look on my Works, ye Mighty, and
despair!” But now, ironically, there is nothing left to see—no kingdom, no city, just ruins in
the sand. The broken stones show how nature, time, and history eventually erase all human
glory. They also reflect the theme of hubris, or excessive pride, which leads to downfall.
In the end, the broken statue becomes a lesson: no matter how powerful a ruler may be,
time is more powerful. Art, memory, and nature outlive kings. This makes “Ozymandias” a
timeless poem about the fragility of human ambition.
VI. Explain any One of the following stanzas with reference to the context:
(1) "A man's destination is his own village, His own fire, and his wife's cooking; To sit in front
of his own door at sunset, And see his grandson, and his neighbour's grandson Playing in the
dust together."
(2) "The two roads diverged in a yellow wood, And sorry I could not travel both And be one
traveller long I stood And looked down one as far as I could To where it bent in the
undergrowth;"
Ans : Stanza Explanation:
“Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;”
Reference to the Context:
This stanza is taken from the poem “The Road Not Taken” by Robert Frost, one of the most
celebrated American poets of the 20th century. The poem deals with the theme of choices
and decisions in life. The speaker comes across a fork in a forest path and must decide which
of the two roads to take. This moment becomes symbolic of the bigger choices we all face in
life.
This particular stanza sets the stage for the whole poem. It shows the moment of hesitation
and thought that happens before making an important decision. The forest and the roads
are metaphors for life and the various choices it offers.
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Detailed Explanation (Line-by-Line):
1. “Two roads diverged in a yellow wood,”
This first line introduces us to the setting and the metaphor. The “two roads” represent two
different paths or choices in life. The poet describes the forest as “yellow,” which suggests
the season is autumn. Autumn is often associated with maturity and change, symbolizing a
stage in life where important decisions must be made.
The word “diverged” means split into two different directions. This implies that the speaker
has reached a point where they must choose between two different life directions. The idea
is simple but deep—life often puts us at crossroads where we have to make decisions
without knowing exactly what lies ahead.
2. “And sorry I could not travel both”
Here, the poet expresses regret—a very human feeling. When we are faced with choices, we
often wish we could take more than one path, but that’s not possible in life. We are, like the
speaker, “one traveller” and can only choose one path at a time.
This line reflects the natural desire to experience everything. The speaker is aware that
every choice he makes comes with a cost—the cost of not experiencing what the other
choice might have offered. This line introduces the emotional tension of decision-making.
3. “And be one traveller, long I stood”
This line shows hesitation and contemplation. The speaker is not rushing to make a decision.
He stands there, probably thinking deeply about where each road might lead. The phrase
“one traveller” again emphasizes the limitation of human experience—we can only live one
life, follow one journey, and make one choice at a time.
This moment of standing still is something we all experience. Before making big decisions
like choosing a career, getting married, moving to a new place, or even making daily
decisions, we often pause and reflect. This line captures that moment perfectly.
4. “And looked down one as far as I could”
Now, the speaker is examining one of the paths, trying to see where it leads. This represents
how we try to predict the future of our decisions. We often try to “look ahead” and imagine
the outcome of our choices. However, just like in the poem, we can only see so far.
This is a very realistic image. In life, when we make decisions, we analyze, imagine, and try
to gather as much information as possible. But the truth is, no matter how much we think or
analyze, we can never be 100% sure of what lies ahead.
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5. “To where it bent in the undergrowth;”
This final line of the stanza adds to the idea that the future is uncertain. The road bends and
disappears into the bushes or undergrowth, meaning the speaker can no longer see what
lies ahead.
This image symbolizes how life is unpredictable. No matter how carefully we plan or how
well we think we understand our options, there will always be a point beyond which we
cannot see. Every decision is a leap of faith. We can guess, but we cannot truly know what
each choice will bring until we experience it.
Broader Meaning and Message:
The entire stanza is full of metaphor and symbolism. The roads represent choices, the forest
represents life, and the journey stands for human experience. The speaker is like all of us—
faced with multiple possibilities, unsure of what lies ahead, and forced to choose one path
while leaving another behind.
This poem—and especially this stanza—reminds us that life is made up of decisions. Some
may seem small at the moment but can shape our entire future. The stanza teaches us the
value of careful thinking, the emotional weight of choice, and the beauty and sadness that
come with making decisions.
It also highlights a universal truth: you can’t have everything. Choosing one path means not
choosing the other. We all have to live with the consequences of our choices, and
sometimes we wonder how things would have turned out had we chosen differently.
Conclusion:
In this beautiful stanza, Robert Frost captures the moment of decision with depth and
emotional honesty. Through simple language and vivid imagery, he takes us into the mind of
a person standing at a crossroad—something we’ve all felt in our lives. The poem doesn’t
offer easy answers but reflects real life, where choices are hard, outcomes are uncertain,
and regrets are natural.
The stanza teaches university students—and all readers—that being thoughtful before
making choices is important, but we must also accept that we can’t see the whole journey
ahead. And sometimes, simply choosing and moving forward is what truly matters.
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SECTION-D
VII. Answer any Two of the following in about 150 words each:
(1) Explain the significance of the title of the play A Doll's House.
(2) Is A Doll's House a feminist play? Discuss.
(3) Compare the relationship between Mrs. Linde and Krogstad with that of Nora and
Torvald.
Ans: 1. Explain the significance of the title of the play A Doll's House
The title A Doll’s House may seem simple at first, but it carries deep symbolic meaning. It
perfectly reflects the central theme of the play — the artificial and controlled life that the
main character, Nora Helmer, is living within her home and marriage.
Imagine a child’s dollhouse — a beautiful little structure where dolls are arranged and
moved around by someone else. The dolls have no freedom, no choices, and no voice.
Similarly, Nora is treated like a pretty, delicate doll by her husband, Torvald Helmer. He calls
her pet names like “little skylark” or “squirrel,” and although these may sound sweet, they
actually reveal how he sees her — not as an equal, thinking human being, but as someone
to entertain him, to play with, and to control.
In their home, Nora has no real authority. She doesn't handle serious matters like money or
decisions. Torvald makes all the important choices. Even though she appears happy on the
surface, her life is limited, like a doll trapped in a toy house. She dances, smiles, and follows
the roles expected of her — wife, mother, and hostess — all without being allowed to
express her real thoughts and desires.
The title becomes especially significant by the end of the play. Nora realizes that her life has
been a lie — a carefully maintained image of perfection. She understands that she has been
living not as a partner in marriage, but as someone’s possession. Her husband is more
concerned with his social image than her emotional needs. When she sees this truth, she
decides to leave the doll’s house — to walk away from her marriage and family in search of
her own identity, education, and freedom.
Thus, the title is a powerful metaphor. It represents not only Nora's life but also the lives of
many women in that time (and even today) who are expected to fit into specific roles and
sacrifice their individuality. A Doll's House is not just Nora’s story — it is a mirror held up to
society, questioning how women are treated and whether they are allowed to be their true
selves.
2. Is A Doll's House a feminist play? Discuss.
Yes, A Doll’s House is widely considered a feminist play, and for good reason. It challenges
traditional gender roles and explores the limitations placed on women in a male-dominated
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society. But before labeling it simply as a feminist piece, let’s understand how the story
unfolds.
Nora is a woman who seems to have everything — a loving husband, children, and a
comfortable home. However, she is hiding a secret. Years ago, she borrowed money to save
her husband’s life and forged her father’s signature to get the loan. She did it out of love,
but she has never told Torvald because she knows he would not approve. She pays back the
loan secretly, saving from her housekeeping money.
This act shows that Nora is intelligent, capable, and strong — much more than what society
and her husband believe her to be. Yet, her efforts are never recognized or appreciated.
Torvald constantly treats her like a child. Even when the truth comes out, he is more
worried about his reputation than her sacrifice.
The turning point of the play is when Nora realizes that she has been living a false life. She
sees that she has never been respected as an individual, either by her father or her
husband. She has always been told what to do and how to behave. This realization
empowers her to make a bold decision — to leave her husband and children and start a new
life on her own terms.
This was shocking at the time the play was written (1879), because women were not
expected to make such choices. They were expected to stay at home, care for the family,
and obey their husbands. Nora’s decision to leave was a radical statement that questioned
the very foundation of marriage and gender roles.
Henrik Ibsen himself said that he didn’t write A Doll’s House as a feminist play, but as a story
about human rights. However, the way he portrayed Nora’s struggle and her ultimate stand
for freedom and identity has made the play a powerful feminist symbol.
It encourages viewers and readers to ask important questions:
• Do women have equal rights and opportunities?
• Are they allowed to express their true selves in marriage?
• Is it right to sacrifice your identity for the sake of family or social norms?
Even today, these questions are relevant. That’s why A Doll’s House continues to be studied,
performed, and discussed as a foundational feminist work in literature and theatre.
3. Compare the relationship between Mrs. Linde and Krogstad with that of Nora and
Torvald
The relationships of Mrs. Linde and Krogstad versus Nora and Torvald act like two mirrors
reflecting very different kinds of love and partnership.
Let’s start with Nora and Torvald. Their marriage seems perfect from the outside. They live
in a lovely home, have children, and Torvald has a good job. But underneath this happy
image lies a deep imbalance. Torvald treats Nora more like a child than a partner. He
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doesn’t trust her with serious matters and expects her to behave in ways that please him.
Nora plays the role of the “ideal wife” — smiling, dancing, and being obedient — but she
hides her real thoughts and worries.
Their relationship lacks honesty, equality, and communication. When Nora finally confesses
her secret about the loan, she hopes Torvald will understand and support her. But instead,
he reacts selfishly. He is angry not because she lied, but because it might damage his
reputation. This reveals that their relationship was never based on real love or mutual
respect.
On the other hand, Mrs. Linde and Krogstad have a much more honest and grounded
connection. Years ago, Mrs. Linde left Krogstad to marry a richer man so she could support
her sick family. This broke Krogstad’s heart and made him bitter. But when they meet again
later in life, both are older, wiser, and have suffered in different ways.
Mrs. Linde now wants to reunite with Krogstad. She no longer seeks financial security —
instead, she desires a relationship based on truth and companionship. She tells him openly
that they are two lonely people who can help each other and live honestly. Krogstad is
touched by her sincerity, and he agrees. Their reunion is quiet but filled with mutual
understanding.
Their relationship is a contrast to Nora and Torvald’s. While Nora and Torvald are trapped in
roles and appearances, Mrs. Linde and Krogstad choose honesty over pride. They don’t
pretend to be perfect — instead, they accept each other’s past and decide to build a future
on mutual respect.
This contrast teaches us an important lesson. A strong relationship is not about appearances
or control. It is about trust, equality, and open communication. While Nora and Torvald’s
marriage falls apart because of its foundation of lies and gender roles, Mrs. Linde and
Krogstad offer hope — that love based on truth can succeed.
Conclusion
In summary, A Doll’s House is a powerful and meaningful play. The title represents the false,
limited life of its main character. The story is deeply feminist, as it challenges traditional
roles and shows a woman’s journey towards self-respect and independence. Finally, by
comparing the two relationships in the play, we see the importance of truth and equality in
love.
Henrik Ibsen’s work is not just a drama — it is a call for change, a voice for human rights,
and an inspiration for generations to think critically about identity, freedom, and
relationships.
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VIII. Discuss the Dramatic Structure of Henrik Ibsen’s Play A Doll’s House
Ans: Henrik Ibsen’s A Doll’s House follows a three-act structure that is masterfully crafted to
reflect the journey of the main character, Nora Helmer. This structure helps in building the
tension, unveiling secrets, and delivering a powerful ending. Let’s explore each act in detail
and understand how the structure contributes to the meaning of the play.
Act I: Exposition and Setup
The first act introduces us to the world of Nora and Torvald Helmer. It’s Christmastime, and
everything seems perfect on the surface. Torvald has just been promoted at the bank, and
Nora is excited about spending money and making the house cheerful for the holiday. But
even in these happy scenes, Ibsen drops small hints that all is not well.
We meet other important characters like Mrs. Linde, an old friend of Nora who is looking for
work, and Dr. Rank, a family friend who is secretly in love with Nora. Later, Krogstad
appears, who becomes a key part of the conflict. We learn that Nora once borrowed money
secretly to save Torvald’s life and forged a signature to do so. Now Krogstad threatens to
expose her secret unless she helps him keep his job at the bank.
This act sets the stage and introduces the major conflict. It also gives us a look at Nora’s
personality—cheerful, lively, but also hiding a serious secret. The dramatic tension begins to
build.
Act II: Rising Action and Conflict Intensifies
In Act II, the tension rises. Nora is increasingly worried that Krogstad will reveal her secret to
Torvald. She tries to persuade her husband to let Krogstad keep his job, but Torvald refuses,
claiming that Krogstad’s dishonesty makes him unfit. Ironically, Torvald himself is unaware
that his own wife has committed a similar act.
Nora becomes desperate. She considers extreme measures and feels trapped by her
situation. There is a strong emotional build-up as we see Nora’s anxiety growing. She
realizes how little power she has as a woman in society and even in her own marriage.
Meanwhile, Krogstad writes a letter revealing Nora’s secret and drops it in the mailbox,
which Torvald will soon open. Nora tries to delay her husband from reading it by distracting
him with a dance performance (the tarantella). This act ends with intense suspense.
Act III: Climax, Falling Action, and Resolution
This is the most important part of the play—the climax and resolution. Torvald finally reads
the letter and reacts in a completely selfish way. Instead of appreciating Nora’s sacrifice, he
gets angry and accuses her of ruining his life. He says she is unfit to raise their children and
tries to isolate her.
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But soon, another letter arrives—Krogstad has had a change of heart and won’t expose her.
Torvald relaxes and forgives Nora, thinking everything can return to normal. However, for
Nora, this moment becomes an awakening. She sees her husband’s true nature. She realizes
that he loves only the image of her, not her true self.
In the climax, Nora makes the bold decision to leave her home, husband, and children to
find out who she really is. This act of walking out was shocking at the time the play was
written, as it went against all social and gender expectations.
Ibsen’s Realistic Approach
The structure of A Doll’s House follows a realistic pattern rather than a romantic or fantasy-
like one. There are no miracles, no perfect resolutions. The play ends not with a happy
reunion, but with Nora walking away. Ibsen uses this structure to show how people must
face real consequences and make difficult choices.
Conclusion
The dramatic structure of A Doll’s House is carefully crafted to reflect Nora’s personal
journey from ignorance to awareness. Each act plays a crucial role in building emotional
depth and tension. The first act introduces us to the surface happiness; the second act peels
back the layers and reveals the inner conflict; the third act forces the characters—and the
audience—to confront reality.
This structure is not just about storytelling—it mirrors the way truth is revealed in life.
Ibsen’s brilliance lies in his ability to use drama to question society, relationships, and
identity. Through A Doll’s House, he not only tells a powerful story but also changes the way
people think about marriage, freedom, and self-respect.
“This paper has been carefully prepared for educational purposes. If you notice any mistakes or
have suggestions, feel free to share your feedback.”
