November 2023

____________________________________________________________________________________________

© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian
School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or
stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate
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 [Link]. 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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ENGLISH LANGUAGE (PAPER-1)
Attempt all four questions.

Question 1
Write a composition (in approximately 400 – 450 words) on any one of the following [20]
subjects:
(You are reminded that you will be rewarded for orderly and coherent presentation
of matter, use of appropriate style and general accuracy of spelling, punctuation and
grammar.)

(i) You had to cycle home through the town on the day of a festival. Describe
the sights, the sounds and the mood of the people around you. What were
your feelings at the end of the ride?

(ii) Life is a series of choices that we make every day. Narrate an incident when
you had to make a difficult choice. Elaborate on the positive impact it had
on you.

(iii) A college degree is needed to succeed in life. Argue FOR or AGAINST

this statement.

(iv) Humour

(v) One cannot always get what one wants and sometimes it is for the best.
Present your reflections on this statement.

(vi) Write an original short story that begins with the following words:
My mother stopped suddenly at the doorway and stared in amazement at
……….

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Comments of Examiners
(i) Many candidates attempted a
composition on the topic, which required Suggestions for teachers
them to describe a cycling experience − Students should undergo training to
through a town during a festival. develop the skill of thorough topic
However, several candidates missed out analysis and inclusion of all relevant
on one or more aspects of the aspects in their compositions.
composition, such as the sights, sounds,
− Students should be advised to carefully
mood of the people, and their feelings.
Some candidates focused too much on read and comprehend the question, as it
the cycle or the festival itself, neglecting enables them to understand its specific
the fact that the ride took place through a requirements. Ample practice should be
town. The descriptions of sights and provided to students for writing on
sounds were generally good, but the various topics.
people's moods and the candidates' − Students should be taught to logically
personal feelings were often overlooked. plan their essays before commencing the
Some candidates wrote about a general writing process.
festival day without involving − Train students on attentively reading the
themselves, while others provided question and addressing each aspect of a
flashback accounts, which may not have
given descriptive composition, rather
been age-appropriate. Overall, most
than approaching it as a generic single-
students attempted this topic, and those
who paid attention to the key points word composition. Emphasis should be
mentioned in the topic had the placed on personal engagement within
opportunity to score well. However, a the description. Additionally, it is crucial
few students misunderstood the concept to highlight the significance of the
of a festival and wrote about composition being age appropriate.
competitions or other unrelated topics. − Students should be encouraged to write
(ii) The topic required the candidates to essays on narrative topics, focusing on
write a first-person narrative describing essential components. These components
a specific incident where they had to include ensuring age-appropriate
make a difficult choice and emphasize its
narration, maintaining a consistent first-
positive impact on them. However, most
person perspective, avoiding the use of
of the candidates failed to narrate a
single incident and instead wrote general flashbacks, and emphasizing logical
essays about life or various choices they essay planning before commencing
encountered. They often neglected to writing.
mention the positive impact resulting − Tell students that ideas should be
from the change. Some essays were not organized and presented in separate
age-appropriate, discussing experiences paragraphs.
in the job market or reflecting on years − Students should be engaged in regular
of professional success. Many writing exercises, at least one topic per
candidates mistakenly wrote about a week, which will enable them to grasp
series of choices instead of focusing on the significance of structuring their
one decision. Additionally, some
compositions with a clear beginning,
candidates wrote about others making
middle, and conclusion.
the choice instead of their own
experiences. Furthermore, candidates
made errors by elaborating on becoming

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 successful professionals with happy
families, which was not relevant to their
age group. In terms of linguistic ability, Suggestions for teachers
many candidates displayed poor skills. − Random exercises focusing on these
(iii)Candidates were expected to take a topics should be assigned for additional
clear and definitive stand on a given practice.
topic in this composition. However,
− Students should possess a clear
many candidates failed to do so and
understanding of the topic to successfully
instead presented arguments from both
sides without taking a firm position. attempt a reflective composition.
Those who did take a stand often − Students should be educated about the
struggled to provide proper reasons to distinction between a debatable topic and
support their views. They frequently a reflective topic.
mentioned examples of successful − Students should be advised to discourage
individuals like Sachin Tendulkar, lengthy essays to minimize grammatical
Virat Kohli, and Mark Zuckerberg, who errors. Interactive sessions focusing on
achieved success without college such topics can greatly assist students.
degrees but failed to effectively justify − Reflective compositions often yield
their stances. The composition often higher scores than argumentative ones,
became discursive rather than
therefore students should be trained to
argumentative due to the lack of a clear
excel in writing them. A clear
stand. In some cases, candidates
attempted to contradict their initial understanding of the topic is crucial,
stand and return to their original hence additional practice is essential.
position, but their arguments became − Emphasis should be placed on
confusing, making it difficult to understanding all aspects of the topic.
understand their final standpoint. − Students should receive training in
Consequently, students lost marks in writing original short stories that
this topic for the following reasons: encompass plot, characterization, and
writing about both sides of the topic, setting. These stories should demonstrate
failing to take a clear stand, providing a logical connection to the given words
inadequate examples to support the
in the question. The short stories must be
stand, and not providing four proper
authentic and not plagiarized.
examples.
− In-class exercises for short story writing
(iv) In this topic, some candidates should be conducted. However, before
misunderstood the word "humour" as engaging in written exercises,
"rumour" and wrote about rumour
storytelling exercises involving the
instead of humour. Many candidates
whole class should be performed, where
provided numerous examples of
humour as random incidents, resulting each student adds one sentence to a story
in a collection of incidents rather than a with an opening sentence provided by the
well-structured composition. Only a teacher.
few candidates attempted this topic, and − The various aspects of short story writing
their misunderstanding of the topic led must be taught. It is important to
to incorrect essays. distinguish between a narrative
(v) The topic required candidates to composition and a short story.
explore two aspects: "One cannot
always get what one wants" and
"Sometimes it is for the best." While this was the most popular topic, many candidates

3
 struggled to convey the idea. Some wrote about things they want, while others focused on
not getting what they want, often centring around mobile phones as a common theme. The
second part of the question was often ignored. Additionally, many candidates wrote stories
instead of providing examples to support their views, including life stories or stories about
others. Despite these challenges, there was a variety of interesting essays, and most
candidates attempted this topic.
(vi) In response to the given topic, many candidates mistakenly wrote a narrative essay instead
of a short story. They often missed a few words from the beginning of the sentence or failed
to connect their story with the given opening line. The stories lacked the essential elements
of a short story, such as plot, setting, characters, dialogue (not compulsory), and a logical
ending. The narratives often took the form of a first-person account rather than a structured
story. Additionally, plagiarism was observed, with some candidates copying from sources
like 'B. Wordsworth' or 'Fritz.' Overall, the topic was not well answered, and students would
have performed better if they had understood the distinction between a narrative
composition and a short story. The endings of the stories frequently lacked a connection to
the beginning, further highlighting the difficulties faced by the candidates in addressing the
topic appropriately.

MARKING SCHEME
Question 1
(i) This is a descriptive topic. The candidates are required to describe the cycle ride
through the town on a festival day, their observations about what they saw, the
different sounds they heard and the mood of the people. They should also describe
their own feelings at the end of the ride.

(ii) This is a narrative topic. Candidate must write as himself / herself following the
rubrics of the question.

(iii) This is an argumentative topic. Candidate must take a clear stand for or against the
topic. At least four distinct points supporting the stance must be brought out. Sitting
on the fence is not permitted, neither moving from one stand to the other.

(iv) This is a one word or expository topic. Any type of composition, even a short story
may be written, as long as it is connected with the word.

(v) This is a reflective topic. Candidates must provide their views or reflections on the
topic. They may be for or against the given topic or even sit on the fence. Short stories
are not allowed for this question. They could, however, narrate an anecdote from
their life or others’. Can be a first person narrative but must be a reflection/s.

(vi) The candidate must write an original short story for this question, beginning with the
given words. The story must contain all essential elements such as plot, setting,
characters and beginning which continues logically.

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Question 2
(i) You are the editor of your school magazine. You want to bring about awareness [15]
among the students on the topic – Noise Pollution: A threat to all life forms.
Write an article in about 300 words based on the following points:
Causes of noise pollution — effects on humans — effects on other living
creatures — measures to reduce noise pollution — role of authorities —
conclusion.

(ii) As a member of the Student Council of your school, you wish to set up a [10]
Food Club to promote healthy eating habits among students. Write a proposal
in not more than 150 words, outlining the steps that you will take to make this
club a success.

Comments of Examiners
(i) Many candidates could not distinguish Suggestions for teachers
between measures to reduce noise
pollution and the authorities' role in − Students should be provided with ample
addressing the issue. Some candidates opportunities to practice writing reviews,
did not understand the difference reports, feature articles, and similar
between a report and a narration, forms of writing. It is crucial to instil in
resulting in incorrect responses. A them a strict adherence to the specified
number of candidates merely copied word limit.
the points given in the question without − Students should understand the
expanding on them or providing
distinction between a report and an essay,
additional information. Some
as well as the significance of amplifying
candidates did not adhere to specified
word limit, resulting in either too short key points.
or excessively long responses. − Students should avoid digressions and
Common errors included omitting irrelevant details in their writing. Reports
either the measures to reduce noise should be written in the appropriate
pollution or the role of authorities in the format, following the established rules.
response. Some candidates even wrote − Students should be trained to count
about pollution in general instead of points and ensure coverage of each point
focusing on noise pollution. Although by underlining keywords or phrases.
many candidates answered the question They should be cautioned against
adequately, a few wrote about air and unnecessary verbosity in their
water pollution instead of addressing
compositions.
the topic of noise pollution.
Furthermore, the effects on other living − Students must be taught the correct
creatures were not adequately format for proposal writing, as outlined
addressed. by the CISCE.

5
(ii) Many candidates who wrote proposals
lacked proper structure and elements.
They failed to include subheadings and Suggestions for teachers
concluding sentences, resulting in a − Sufficient practice should be provided
loss of marks. Confusion arose between for different types of proposals.
the 'Heading/Introduction' and − Teachers should ensure that students
'Objectives' sections, with candidates
learn to include headings, subheadings,
often mixing them up. Moreover, some
and the concluding line specified in the
candidates mistakenly continued to
write in letter or email format instead of proposal, to avoid losing marks.
following the proposal format. − Students should also be trained to
Specific issues identified in the structure their points according to the
proposals include: assigned marks for each section.
• Inadequate knowledge of the correct − In class exercises, it is advisable to
format for proposal writing. discuss four distinct purposes of the
• Difficulty in writing four distinct proposal and categorize them into
aims or objectives. headings and objectives.
• Repeating points.
• Lack of understanding regarding the
difference between 'objectives' and a 'list of measures.'
• Neglecting to include subheadings in the proposals.

MARKING SCHEME
Question 2
(i) This is an exercise in amplification. All points must be included and amplified.

(ii) The proposal must have a short introduction about promoting healthy eating habits
among students, two objectives and four measures to be taken. It must also have a
short concluding line.
Heading/Introduction
Two objectives
Four measures
Conclusion
Linguistic ability

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Question 3
Answer sections (i), (ii) and (iii).
(i) In each of the following items, sentence I is complete, while sentence II is not. [5]
Complete sentence II, making it as similar as possible to sentence I. Write
sentence II in each case.
Example:
(z) (I) The heavy showers of rain revived the plants.
(II) The plants……..………………………………
Answer: (z) The plants were revived by the heavy showers of rain.
(a) (I) Sushil’s attitude towards work has always puzzled me.
(II) I have __________________________________________
(b) (I) As soon as I solved one problem, the teacher gave me another.
(II) No sooner _______________________________________
(c) (I) He was too gentle to have committed the crime.
(II) He was so ________________________________________
(d) (I) Not only was he a famous actor but also a renowned director.
(II) Besides ____________________________________________
(e) (I) Robin said, “It gives me great pleasure to be here this evening.”
(II) Robin said __________________________________________
(ii) Fill in each blank with a suitable word. (Do not write the sentence.) [5]
(a) The judge turned ________ the defendant’s appeal for a postponement.
(b) He turned __________ for the programme earlier than usual.
(c) There is an urgent need ________ a bus stop in this village.
(d) He has poor eyesight and is in need ___________ glasses.
(e) The speeding driver was asked to pull __________ by the traffic police.
(f) She is very ill, but the doctors think she will pull _________________.
(g) She set ______________ a little money each week for the child’s
education.
(h) I would not even know how to set ___________ mending a watch.
(i) One should not give ____________ hope despite the hurdles.
(j) The mother gave _____________ to the persistent demands of her child.
(iii) Fill in the blanks in the passage given below with the appropriate form of the [5]
verb given in brackets. Do not write the passage but write the verbs in the correct
order.

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 The rain approached like a dark curtain. I ______ (1) (see) it marching down the
street, heavy and remorseless. It ______ (2) (drum) on the tin roof and swept
across the road and over the balcony of my room. I ______ (3) (sit) there without
______ (4) (move), letting the rain soak my sticky shirt and gritty hair.
Outside, the street rapidly ______ (5) (empty). Buses, cars and bullock carts
______ (6) (plough) through the suddenly rushing water. A group of small boys
came jumping along a side street, which was like a river in spate. A garland of
marigolds, swept off the steps of a temple, came ______ (7) (float) down the
middle of the road.
The rain ______ (8) (stop) as suddenly as it had begun. The day was
______ (9) (end), and the breeze ______ (10) (remain) cool and moist.

Comments of Examiners
(i) Many candidates struggled with Suggestions for teachers
punctuation and grammar in their
responses. They often failed to use − Students must be given rigorous and
capital letters, commas, and full stops regular practice in the transformation of
correctly. Some specific errors included sentences and the rules of grammar.
missing commas and full stops and − Ask students to specifically focus on the
failing to follow the rules of direct-to- following areas:
indirect transformation in the last • Active to Passive Voice and vice versa
sentence. Spelling errors were also • Direct to Indirect Speech and Vice
common among the candidates. Overall, versa
very few candidates were able to answer • Degree of comparison
all the questions correctly.
− Familiarise students with the rules
(ii) Many candidates have written two or
governing specific sentence structures.
three options, indicating that they were
unsure about the correct answer. − Emphasize to the students that they
However, very few candidates were able should provide only one correct answer
to answer the question (h) correctly. when practising these transformations.
Additionally, the use of phrasal verbs − Reiterate the rules of grammar to ensure
was not clear to a significant number of students have a solid understanding of
candidates. Most of the candidates had a the concepts and apply them correctly in
hit-and-miss approach, suggesting that their writing and speaking.
their responses were inconsistent or
unreliable.
(iii)There were various errors made by candidates Some of the common errors included:
• incorrect numbering of the blanks.
• writing two options instead of selecting a single answer.
• errors in subject-verb agreement.
• overlooking the tense structure of the paragraph and providing answers based on a
single sentence.
• spelling errors, with specific examples being "emptied," "stopped," and "drummed."
Overall, the errors consisted of both grammatical and spelling mistakes, indicating a lack of
attention to detail, and understanding of the language rules.

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 MARKING SCHEME
Question 3
(i) The opening word/phrase of each answer (part II) must be given as in the question
paper.

(a) (II) I have always been puzzled by Sushil’s attitude towards work.

(b) (II) No sooner did I solve one problem than the teacher gave me another.

(c) (II) He was so gentle that he could not have committed the crime.

(d) (II) Besides being a famous actor, he was a renowned director.

(e) (II) Robin said that it gave him/her great pleasure to be there that evening.

(ii) The candidates have been advised not to copy the sentences. This is done to save time.

(a) down

(b) up

(c) for

(d) of

(e) over

(f) through

(g) aside

(h) about

(i) up

(j) in

(iii) The candidates have been advised not to copy the sentence.

(1) saw

(2) drummed

(3) sat

(4) moving

(5) emptied

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(6) ploughed

(7) floating

(8) stopped

(9) ending

(10) remained

Question 4
Read the passage given below and answer the questions (i), (ii) and (iii) that follow:

(1) Something happens to cats after we have enjoyed a delicious meal. Call it a
feline sugar hit or a rush of good feeling. Abandoning our usually sedentary
nature, we transform into crazy beasts who thunder down corridors, spring
from one piece of furniture to another, or pounce from behind half – closed 5
doors to attack the shoelaces of unsuspecting passersby. It is as though we are
temporarily possessed.

(2) That, at least, is my excuse, dear reader – and the only explanation I can offer
for my entirely unplanned global TV debut.

(3) To be fair, I had no way of knowing that my master was receiving visitors that
particular afternoon. Nor that he was being interviewed live, let alone by one 10
of America’s most famous journalists.

(4) All I knew was that, a few minutes after gorging myself on a favourite treat of
creamy pudding, I felt that sudden, primal explosion of energy. I made my
way back to the suite of rooms that I shared with my master and felt an
overpowering compulsion to do something completely mad. I wanted to run 15
like a furious jungle cat, at that particular moment.

(5) Bursting through the door of the room in which my master received visitors, I
tore up the carpet as I raced towards the sofa opposite where he was sitting. I
ripped its fabric as I scrambled up its side like a savage creature clawing its
way up a perilous cliff. Then with a final, frenzied burst, I launched myself off 20
one arm of the sofa, leaping towards the other.

(6) It was only at this point that I realised the sofa was occupied by the journalist.
She was halfway through a sentence, and my abrupt appearance caught my
master’s guest completely by surprise.

(7) You know, when something truly unexpected happens, time can seem to slow 25
down. Well, that’s how it was. As I flew past the woman’s face, her expression
turned from one of calm engagement to that of total surprise.

10
(8) As she pushed back in her seat to avoid me, the shock on her face could not
have been more evident.

(9) But, dear reader, she was not more shaken than me. I had not been expecting 30
anyone on the sofa, let alone a TV celebrity, nor one who was mid – interview.
As I headed towards the opposite end of the sofa, for the first time I observed
the lighting, the cameras and the crew watching the action from the shadows.
By the time I landed on the other arm of the sofa, all the energy that had 35
propelled me was gone.

(10) I was, no longer, a furious jungle cat.

(11) The journalist looked at me. I looked at her. Both of us were taking in what
had just happened. I was also conscious of the cameras still rolling as well as
many pairs of eyes watching me at that moment. My moment of global glory.
Adapted from: The Dalai Lama’s Cat Omnibus
By David Michie

(i) (a) Given below are three words and phrases. Find the words which have a [3]
similar meaning in the passage:

(1) inactive

(2) eating in a greedy manner

(3) dangerous

(b) For each of the words given below, write a sentence of at least ten words [3]
using the same word unchanged in form, but with a different meaning
from that which it carries in the passage:

(1) thunder (line 3)

(2) spring (line 3)

(3) past (line 26)

(ii) Answer the following questions in your own words as briefly as possible:

(a) What is the usual nature of the narrator’s kind? How is it differently [2]
presented in the passage?

(b) What did the ‘favourite treat of creamy pudding’ do to the narrator? [2]

(c) Describe the actions of the narrator after bursting into the visitors’ room. [2]

(d) How did the journalist react when the narrator ‘flew past’ her face? [2]

11
 (iii) Summarise how the narrator became a global celebrity (paragraphs 4 to 11). You [6]
are required to write the summary in the form of a connected passage in about
100 words. Failure to keep within the word limit will be penalised.

Comments of Examiners
(i) (a) Most candidates made errors and Suggestions for teachers
were unable to score full marks on this
− Train students to comprehend the
question. A few candidates wrote two or
meaning of words within the context of a
three options. They failed to locate the
passage.
word ‘perilous’ and wrote ‘furious’
− Students should be advised not to alter
instead.
the form of the word or use a different
(b) Some candidates did not pay meaning that deviates from its intended
attention to the instruction given in the usage in the sentence.
question paper. They wrote sentences − Encourage students to write sentences
with the same meaning of the words as with a maximum of 10 words. It will help
in the passage or changed the form of the them focus on conveying the meaning
words while making sentences. Some clearly and concisely.
could not construct grammatically − Students should be taught the importance
correct sentences. of expressing answers in their own
words.
(ii) (a) Many candidates were able to
− Emphasize the significance of carefully
answer this question correctly. Some
reading and understanding the keywords
candidates lifted the answer verbatim in a question.
from the passage. Some did not answer − Students should be encouraged to be
both parts of the question. specific in their answers and include all
(b) Most of the candidates simply relevant details to provide a
copied large portions of the given comprehensive response.
passage. − Regular practice should be given to
students in rewriting content in their own
(c) Many candidates seemed to have
words. This exercise helps them improve
not understood the question properly
their paraphrasing skills and enhances
and so copied paragraphs from the
their ability to express ideas using
passage without points or sometimes
different vocabulary and sentence
gave irrelevant information. structures.
(d) Many candidates wrote a general − Ask students to write summaries in a grid
answer and not about the journalist’s form. They should be trained to limit
reaction. themselves to one word per box in the
(iii) Candidates were required to write the grid and strictly adhere to the specified
answers in a grid. Despite the question word limit.
stating paragraphs 4 to 11, many − Clear instructions should be provided to
the students, highlighting the specific
candidates wrote points from the entire
paragraphs from which they should
passage, which were irrelevant. Many
extract the summary points.
candidates failed to write in the grid

12
 format. A few candidates did write the precis in the grid but went over the word limit.

MARKING SCHEME
Question 4
(i) (a) Candidates are required to find words, from the passage which has a similar
meaning to those given in the question paper.

(1) sedentary

(2) gorging

(3) perilous

(b) Candidates are required to use given words in sentences of their own but with a
different meaning from that used in the passage.

(1) Thunder is used in the passage as a verb to mean run with great force. It can
be used as a noun to mean the sound which follows lightning. It can also be
used as an adjective, For eg: He came in with a face as black as thunder.
(showing anger)

(2) Spring in the passage is used as a verb to mean jump. It can be used as a
noun to mean the season, the place where water comes from, the metal
wound round.

(3) Past is used in the passage as a preposition. It can be used as an adjective or

an adverb.

(ii) Candidates must answer the questions as briefly as possible and in their own words.
Candidates should draw their material only from the passage.

(a) The usual nature of the narrator’s kind is to be sedentary. In the passage, the
narrator seems possessed with tremendous energy.

(b) She felt that sudden, primal explosion of energy. She made her way back to the
suite of rooms that she shared with her master and felt an overpowering
compulsion to do something completely mad. She wanted to run like a furious
jungle cat.

(c) The narrator tore up the carpet, raced up the sofa, ripped its fabric, scrambled up
its side and launched from one arm of the sofa leaping towards the other.

(d) Her expression turned from one of calm engagement to that of total surprise. She
pushed her seat back to avoid the narrator, the shock on her face could not be
more evident.

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(iii) Summary: Special Instructions
Content: A minimum of eight points are required
Linguistic ability: Marks are awarded for the candidate’s ability to express the points
clearly.

POINTS:
• The sugar rush from the creamy pudding caused a sudden explosion of energy.
• The narrator burst through the door of the room where my master was being
interviewed/ visitor’s room.
• The narrator jumped on the sofa occupied by a famous journalist.
• As the narrator flew past the woman’s face, realisation dawned that this was mid-
interview.
• The camera crew watched the action from the shadows.
• The journalist and the narrator looked at each other.
• The narrator was conscious of the camera still rolling and the many pairs of eyes
intently watching.
• This was the narrator’s moment of global glory.

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 GENERAL COMMENTS

Topics • Question 1 : (ii) Positive impact on self and not on others

found (iii) Rambling and not taking a stand
difficult by (iv) Could not comprehend an easy word like ‘Humour’
candidates (v) Confusion regarding reflections on the statement
(vi) Lack of knowledge of the requirements of an original
short story, and not building up on the beginning
sentence.
• Question 2: Writing an article without proper amplification.
• Question 3: (i)Transformation of sentences
• Question 4: (i) (a) Failure to locate the correct word.
(b) Changing the form of the given word or using the word
with the same meaning as used in the passage.
(ii) Writing entire paragraphs as points.
(iii) Not writing in a grid, writing irrelevant points, not
adhering to the paragraphs asked and writing more than
100 words.

Concepts in
which • The idea of crafting argumentative essays.
candidates • The concept of writing short stories.
got confused • Converting sentences using transformation techniques.
• Confusion in phrasal verbs and writing two or more answers instead
of one.
• Confusion regarding proper tenses.
• Formulating sentences that include homonyms.
• Writing in a grid format.
• Creating a summary in a sequential manner.

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 • Practice past years’ question papers
Suggestions • Engage in regular reading of books and newspapers. It is crucial to read
for classics, newspapers, periodicals, and articles covering various topics.
candidates • Actively participate in class discussions and debates to enhance
language skills.
• Practice writing essays and reviews consistently throughout the year.
• Listen to the English news and actively engage in English
conversations to develop linguistic proficiency.
• Regularly practice grammar exercises.
• Consistently practice grammar and composition.
• Utilize the reading time wisely.
• Thoroughly read and understand all questions and instructions.
• Thoughtfully select a topic that aligns with their understanding and
writing proficiency.
• Effectively manage time during the exam.
• Review paper upon completion to avoid any careless errors.

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