Chapter 1

A. State whether these sentences are True or False.

1. Miss Smith was a very rich girl.

Ans: False.

2. Rosemary was a very compassionate woman.

Ans: True.

3. Philip did not want Miss Smith to dine with them.

Ans: True.

4. Rosemary had been married for a couple of years.

Ans: True.

B. Answer these questions in one or two words.

1. Which Russian author influenced Katherine Mansfield?

Ans: Anton Chekhov.

2. In which street was Rosemary shopping when she met Miss Smith?

Ans: Curzon Street.

3. How many pounds did Rosemary give to Miss Smith?

Ans: Three pounds.

4. What is the cost of the enamel box that Rosemary wanted to buy?

Ans: Twenty eight guineas.

5. What is the name of the main character of ‘A Cup of Tea’?

Ans: Rosemary is the main character of ‘A Cup of Tea’.

C. Answer these questions in a few words each.

1. What are the names of the two women characters in the story ‘A Cup of
Tea’?

Ans: Rosemary and Miss Smith are the two women characters in the story ‘A Cup of
Tea’.

2. What kind of a relationship do Rosemary and Philip share in ‘A Cup of

Tea’?

Ans: Rosemary and Philip are married couple in ‘A Cup of Tea’.

3. How does Philip react towards Miss Smith?

Ans: He immediately understands the situation when he looks at the hat and coat
lying on the floor. He wants to send Miss Smith out, as she belongs to a poor class.

4. Who was Miss Smith? Why did Rosemary send her back?

Ans: Miss Smith was a poor girl. Rosemary sent her back because she got jealous
when Philip called her ‘pretty’ and ‘lovely’.

5. Why did Philip disapprove of Rosemary’s decision to keep Miss Smith with
them?

Ans: Philip disapproves because Miss Smith is “astonishingly pretty” and that he is
“bowled over” by her beauty.

D. Answer these questions briefly in your own words.

1. Write brief character sketch of Rosemary Fell.

Ans: Mansfield introduces Rosemary Fell as “not exactly beautiful”. Yet she was rich
and led an untroubled, luxurious life with an adoring husband. We cannot decipher
the character of Rosemary unless we make allowances for the social hierarchy in
which she is rooted. She belongs to the upper strata of society and is well-informed
about the latest happenings. Her readings of the great writers have made her an
imaginative person with a touch of sensitivity. But regretfully, she has little idea
about the realities of the world around her. She was ignorant of the hard life led by
the not-so-fortunate people who have to struggle to have food on their tables.

2. Describe Rosemary’s encounter with Miss Smith.

Ans: One afternoon, Rosemary was shopping at an antique shop on- Curzon Street.
While buying goods a poor girl comes to her and asks for the price of a cup of tea.
Where Rosemary feels pity on her and brought her home.

3. How does Katherine Mansfield explore the theme of ‘class difference’ in ‘A

Cup of Tea’?

Ans: Katherine Mansfield explores the theme of class difference in “A Cup of Tea”
by highlighting the stark contrast between Rosemary’s affluent lifestyle and Miss
Smith’s poverty. The encounter between the two women exposes the vast divide
between their social statuses, showcasing the insensitivity and ignorance of the
upper class towards the struggles faced by the lower class.

4. Why did Rosemary take Miss Smith home?

Ans: Rosemary took Miss Smith to her home so that she can help her. However, as
the story progresses, it becomes evident that Rosemary’s motivations are more
complex. She becomes intrigued by Miss Smith’s presence and sees her as a way
to fulfil her own desire for excitement and a break from her mundane existence

Chapter 2

The Voyage

Chapter: 2

PROSE ( Section One )

TEXTUAL QUESTION & ANSWERS

A. State whether these sentences are True or False.

1. Bhupen Hazarika had brought his Rolleiflex from home.

Ans: False.

2. The sight of the Egyptian pyramids enthralled Bhupen Hazarika.

Ans: False.

3. Bhupen Hazarika’s companion on the flight from Guwahati to Dumdum was

Bhaben Das.

Ans: False.

4. Bhupen Hazarika had a weakness for Kalmou saak.

Ans: True.

B. Answer in one or two words.

1. What was the name of the airport situated in Guwahati in 1949?

Ans: Kahikuchi Airport.

2. Who was the Governor of Assam during the inauguration of the airport in
Guwahati?

Ans: Sir Akbar Hydari.

3. How much was the air fare from Guwahati to Dumdum in 1949?

Ans: Fifty five rupees.

4. In which country is the Temple of the Tooth Relic’ located?

Ans: Sri Lanka.

5. What type of leave did the French sailor avail when he came to the shore?
Ans: Shore leave.

C. Answer in a few words each.

1. Name the two locations that Bhupen Hazarika reminisces about in The
Voyage.

Ans: The two locations that Bhupen Hazarika reminisces about in The Voyage are
Bharalumukh and Uzan bazaar.

2. What did Hazarika consider to be his only aim?

Ans: Hazarika considered his only aim to be a singer.

3. The ship set sail later than the scheduled time. How late was the ship?

Ans: The ship was one and a half day late than the scheduled time.

4. Name the two places associated with Buddhism mentioned by Bhupen

Hazarika in ‘The Voyage”.

Ans: The two places associated with Buddhism mentioned by Bhupen Hazarika in
‘The Voyage” are Sarnath and Bodh Gaya.

5. Which two Indian states associated with dances, other than Assam, are
mentioned by Bhupen Hazarika in “The Voyage”?

Ans: The two Indian states associated with dances, other than Assam, are
mentioned by Bhupen Hazarika in “The Voyage” are Gujarat and Manipur.

D. Answer briefly in your own words.

1. Write a brief account of Hazarika’s stopover in Sri Lanka.

Ans: When Bhupen Hazarika reached Sri Lanka, then he found that the Lanka had
become an Anglo Ceylonese maiden. He observed a blend of cultures and
influences from English and Hindi music playing on the radio to stalls selling
American dresses and watches. Hazarika encountered a French sailor on shore
leave and witnessed multicultural atmosphere of the city.
He also visited Kandy, a city known for its Buddhist heritage. The Temple of the
Tooth Relic left a deep impact on him, and he felt as if he was in Sarnath or Bodh
Gaya, experiencing the same spiritual ambience and echoes of Buddham Sharanam
Gachchami. Hazarika’s visit to Sri Lanka highlighted the cultural affinities between
the people of Sri Lanka and India, particularly South India, evident in their
participation in dances and music together.

2. Briefly present your view about Hazarika’s experience of visiting a Sri

Lankan family home.

Ans: Hazarika’s experience of visiting a Sri Lankan family home was a unique one.
He describes entering the drawing room of a modern Lankan family, where he found
a piano and a Madonna painting by a European artist. The children were singing
English songs, and Hazarika was surprised by the similarities between this Lankan
home and his own experiences in Shillong. Despite being far away from Assam,
Hazarika felt a sense of familiarity and connection, emphasizing the universality of
certain cultural aspects.

3. Present your views on the food and flavours mentioned by Hazarika in “The
Voyage”.

Ans: In Hazarika’s account, he mentions a dish called “Kalmou” that his

grandmother used to cook for him. Although he longs for it during his journey but he
is unable to find it in Sri Lanka. He also mentions “tenga” and “bamboo shoot”, which
are traditional Assamese ingredients. These references to food and flavours
highlight Hazarika’s nostalgia for his native Assam and his longing for the tastes and
aromas of home. It reflects how food can evoke powerful memories and emotions,
especially when one is far away from familiar surroundings.

4. How does Bhupen Hazarika recount his feeling about being an Indian as he
moves forward in his journey? Give a brief description.

Ans: As Hazarika continues his journey he reflects on his evolving sense of

identity .He realizes that as he moves beyond India’s boundaries, he begins to see
himself more as an Indian student rather than solely identifying with his Assamese
or Bengal roots. The experience broadens his perspective and deepens his love for
all of India, blurring the distinction between being an Assamese or an Indian
Hazarika’s journey helps him embrace a larger national identity and see himself as
part of a diverse and United India.

Chapter 3
A. State whether these sentences are True or False.

1. Albert Edward was a habitual smoker.

Ans: False.

2. Albert Edward was a very particular about his gowns.

Ans: True.

3. The churchwardens were young men.

Ans: False.

4. The verger learnt to read and write only upon entering into business.

Ans: True.

B. Answer these questions in one or two words.

1. For how long had the verger been at St Peter’s?

Ans: For sixteen years.

2. In the course of how many years did Albert Edward own ten shops?

Ans: Ten years.

3. From where did the new vicar hail?

Ans: East End.

4. How much money did Albert Edward have at the bank?

Ans: Thirty thousand pounds.

5. Which brand of cigarettes did the verger want to buy?

Ans: Gold Flake.

6. How much time did the new vicar propose to give the verger to learn
reading and writing?

Ans: Three months.

C. Answer these questions in a sentence or two.

1. What did Albert Edward do before he became the verger at St Peter’s?

Ans: The Verger was a page boy in the house of a merchant prince, for a year he
served as a single handed butler to a widowed peeress. Then he worked as a butler
with two men under him in the house of a retired ambassador and finally he joined
St. Peter’s church as a Verger.

2. What did the new vicar discover?

Ans: The new vicar discovered that the verger was illiterate man and was unable to
read or write.

3. What is the opinion of the verger regarding the new vicar?

Ans: The verger did not like the new vicar. He thought that the new vicar wanted to
control everything according to his own way. The verger regretted his predecessor
because the new vicar always wanted to rule every activity of the church.

4. What does the bank manager suggest to Albert Edward?

Ans: The bank manager suggested to Albert Edward that he should invest his
money as he had saved a large amount in the bank.

D. Answer these questions briefly.

1. What was the condition put forth by the new vicar to the verger?

Ans: The condition laid down before the Verger by the vicar and the two church
wardens was that the Verger must learn letters within three months. Failing to do so,
he would lose his job as they could not take the risk of some accident caused due to
his lamentable ignorance.
2. Briefly describe the verger’s attitude towards his gowns.

Ans: The Verger was very much fond of his gowns as he considered them dignified
symbol of his office. He had never thrown away his old gowns rather he kept them in
the bottom drawer of his wardrobe. He used to wrap them in a brown paper. He had
a succession of such old gowns, in a complete series.

3. Explain the significance of the following sentence: ‘The vergers of St

Peter’s like the Popes of Rome, were there for life’.

Ans: The sentence, “The vergers of St Peter’s like the Popes of Rome, were there
for life,” carries significant meaning within the context of the story. The sentence
draws a parallel between the vergers of St Peter’s (referring to the church in the
story) and the Popes of Rome, who are known for their lifelong tenure. By
comparing the two, the sentence elevates the importance and permanence of the
verger position. It suggests that being a verger at St Peter’s is a prestigious role,
akin to the prestigious and esteemed position of the Pope. The phrase “were there
for life” implies that the vergers of St Peter’s committed themselves to the position
for their entire lives.

This highlights the dedication and loyalty expected from the vergers, emphasizing
their unwavering service and attachment to the church. It further suggests that this
commitment is highly valued and esteemed within the church’s traditions. The
sentence also indicates a sense of permanence and stability within the institution of
the church. Just as the Popes of Rome are known for their lifelong leadership, the
verger position is portrayed as a stable, long-term role. This notion aligns with the
traditional and unchanging nature often associated with religious institutions, where
positions and roles are seen as enduring and resistant to change.

Chapter 4
TEXTUAL QUESTION & ANSWERS

A. State whether these sentences are True or False.

1. Rama liked serving women.

Ans: False.

2. Rama lived in a lane behind the market.

Ans: True.

3. Soda bottles were used as missiles during the riot.

Ans: True.

4. Rama came in time to catch the cinema crowd coming out after the night
show.

Ans: False.

B. Answer these questions in one or two words.

1. What did Rama give free with every item?

Ans: Rama gives chutney free with every item.

2. Whose arm searched for the perfect duck’s egg?

Ans: The wrestler’s arm searched for the perfect duck’s egg.

3. Where did Rama sleep?

Ans: Rama used to sleep on the pyol of his house.

4. How much did four chappatis cost?

Ans: The four chappatis cost an anna.

5. Where did Rama work as a waiter?

Ans: Rama worked as a waiter in Kohinoor Restaurant.

C. Answer these questions in a sentence or two.

1. At what time did Rama wake up every day?

Ans: Rama used to woke up when the cock in the next house crowed every day.
2. What did Rama sell?

Ans: Rama used to sell bondas, dosais, chappaties, chutney, duck eggs and
refreshing coffee.

3. Who were Rama’s customers?

Ans: Rama’s customers were boot polish boys, jutka drivers, beggars, grass selling
women and many more.

4. Why did the riot break out?

Ans: The riot breaks out because a person was stabbed in the afternoon at the
corner where Rama used to sell his stuffs.

D. Answer these questions briefly.

1. Why did Rama’s customers like him?

Ans: Rama’s customer liked him because he used to sell the eatables at very
reasonable and cheap rates. Also he served his customers very sincerely.

2. Briefly describe Rama’s attitude towards the boot polish boys.

Ans: Rama had great compassion for the shoe polishers. He used to shout over the
rich merchants when they bargain with them over the payment. He believes that if
they will pay them an anna, then they will be able to have a dosai and a chappati as
it was not possible for Rama to give them food without any money. To some extent
he helped them by measuring out their half glass of coffee correct to the fraction of
an inch.

3. Why did Rama have to move his stall two hundred yards away?

Ans: Rama had to move his stall two hundred yards away because the corner where
the person was murdered was declared as the holy place and the place was
cordoned off. In some time money was raised and a stone memorial was erected
with an ornamental fencing and flower pots encircling the spot and thus the place
becomes ‘the martyr’s corner.

4. What did Rama’s wife do upon his arrival at night?

Ans: Rama’s wife was a very caring woman. She used to take care of Rama and his
house. When Rama used to arrive at night, she snatched the entire burden from
Rama’s hand and the cloth bag to count the cash earned by Rama on a particular
day. After that they count the money with a selfish delight and put the money back at
the cloth bag for further investment. After separating the profit from the overall
income she kept them in a little wooden box which she brought from her parent’s
house.

Chapter 5
A. State whether these sentences are True or False.

1. Bina Kutir is an RCC building.

Ans: False.

2. Rehana is the name of the daughter.

Ans: False.

3. The narrator sips Coca-Cola.

Ans: True.

4. The young man is preparing for an Economics exam.

Ans: False.

B. Answer these questions in one or two words.

1. Which car brand is mentioned in the story?

Ans: Ford car.

2. Mr Mehta’s office is located in which city?

Ans: Calcutta.
3. Which alternative location was offered to the narrator regarding a rented
accommodation?

Ans: Fatasil.

4. Where does the younger son go to pursue medical studies?

Ans: Dibrugarh.

5. Who is Brajen Kalita?

Ans: Brajen Kalita is PWD overseer.

C. Answer these questions in a few words each.

1. Name the places from Arunachal Pradesh and Mizoram mentioned in the
story.

Ans: The place are Pasighat and Aizawl respectively.

2. What is name of the younger son’s wife and in which part of the house are
they seen to be engaged in conversation?

Ans: Rehana is the name of the younger son’s wife and they are seen to be
engaged in conversation on the backyard of the Bina Kutir.

3. Who enquired about the monthly shipment of a product and what was that
product?

Ans: A couple enquired about the monthly shipment of a product and the product
was Glaxo.

4. To which school were classes shifted for six months, and why?

Ans: For six months the classes were shifted to Bishnuram High School because the
school was taken over by military.

5. What did the girl go to watch when it passed by the gate?

Ans: The girl went to watch the band party.

D. Answer these questions briefly in your own words.

1. What is your impression of the neighbourhood where Bina Kutir is located?

Ans: In Assam, people used to build Assam type house because it is earthquake
resistant. Traditionally, people live in Assam type house but with the advent of
modernism building are have been constructed everywhere. Bina Kutir was also an
Assam type house in the midst of the large concrete buildings. Around the house
there was very little space for the house itself to claim its own.

2. What does the presence of trade and commercial establishments signify

regarding the growth pattern of city life depicted in ‘Bina Kutir’?

Ans: Change is a part of our life; the same thing is mentioned in the story. The
author also depicted the changes found in the city where Bina Kutir was located. He
describes how with the advent of modernisation the city was totally changed. The
serenity and peace of the house has totally gone. Now the house is fully surrounded
with commercial godowns, crowd and the honking of the vehicles. Going through the
stories of Saurav Kumar Chaliha, one feels profound familiarity with the varied
moods of urban life. The aim of the writer is to bring before his readers the follies
and vices, timidity and hypocrisy of modern citizen life under different
circumstances.

3. How does the narrator use the Coca-Cola bottle to facilitate the flight of the
narrator’s imagination in the story?

Ans: The narrator uses the Coca Cola bottle to facilitate the narrator’s imagination
swift and interesting. To give the story a more alive inspiration, Coca-Cola has been
used continuously in each and every step. It starts when the author goes to inspect
the house where the shopkeeper offered him the Coca Cola. Again the speaker
made a conversation with the shopkeeper where he advice him to keep a
refrigerator to increase the demand of the drink. In the next visit, the speaker saw
two Punjabi men drinking Coca Cola and again he took a sip of the drink. So, from
the beginning to the ending of the story the author gave a vivid imagery by adding
the Coco Cola.

4. What plans do the two sons have regarding commercial growth mentioned
towards the end of the story?
Ans: According to the author, the elder brother is a professor and writes book so he
is planning to have a publication house in his own home. While the younger one is a
doctor, he wants to construct a huge RCC building and give it on rent with his own
chamber in the ground floor

Chapter 6

Ozymandias of Egypt

Chapter: 1

POETRY ( Section Two )

TEXTUAL QUESTION & ANSWERS

A. Answer in one or two words.

1. Which king is referred to in the poem ‘Ozymandias of Egypt’?

Ans: King Ramesses.

2. What type of a poem is ‘Ozymandias of Egypt’?

Ans: Sonnet.

3. Who is the speaker in the poem?

Ans: Shelley, the traveller and the king are the speaker in the poem.

4. Who tells the poet about the shattered statue?

Ans: The traveller.

5. Name the collection of poetry in which ‘Ozymandias of Egypt’ got first

published.
Ans: The Examiner.

B. Answer in a few words.

1. What is the rhyme scheme of ‘Ozymandias of Egypt’?

Ans: ABABA CDCEDEFEF.

2. What is ironic about the inscription on the pedestal of Ozymandias’s

statue?

Ans: The inscription on the pedestal of Ozymandias statue says I am Ozymandias,

the king of kings, look on my works, ye mighty and despair. This suggests that the
king was very boastful, vain and arrogant. He thought that his kingdom would remain
forever. But his kingdom was nowhere to be seen and even his own statue was in a
dilapidated state. He failed to realise that life is ephemeral.

3. What is the only thing remaining in the vast desert?

Ans: The trunkless legs, the visage and the words on the pedestal.

4. Who was Ozymandias?

Ans: Ozymandias was a powerful king of Egypt. He was proud and arrogant. He
claimed himself to be the king of kings. Ozymandias lived with the belief that other
mighty rulers would not be able to attain his greatness.

5. What quality of Ozymandias does the narrator represent?

Ans: The poem reflects upon the king’s grand delusions of his own power and might
which he thought could be immortalised in stone. However it proved to be only
wishful thinking because all that remained of that statue was a colossal wreck.

C. Answer briefly in your own words.

1. Write a brief note on the theme of ‘transience of power’ as discussed in the

poem.

Ans: “Ozymandias” is one of the most renowned and renowned poetic works in
literature. The poem was written by Percy Bysshe Shelley in 1818 and published in
the 11th edition of The Examiner on January 11, 1819, “Ozymandias” is considered
one of the most renowned and renowned examples of English Romanticism. The
poem is also considered one of the most renowned political poems “Ozymandias” is
an ideal example of the transience of power. Ozymandias was once a mighty ruler,
but all that remains of him now are ruins. The poem serves as a reminder that all
things will eventually come to an end, no matter how great or powerful they may
seem. Ozymandias in a reminder that time will always march on and that change is
inevitable.

“Ozymandias” is a poetic work that is still relevant today. The poem speaks to the
universal truths of the transience of power and the inevitability of change. The poem
is a reminder that no matter how great or powerful someone may seem they will
eventually be forgotten and their empire will crumble. “Ozymandias” is a timeless
work that reminds us of the fragility of our existence and the fleeting nature of power.

2. ‘The hand that mocked them and the heart that fed’. Whose hand and heart
has the poet referred to in this line?

Ans: The ‘hand’ refers to the sculptor’s hand and the ‘heart’ refers to the King’s
heart.

3. How does the poet describe the expression on Ozymandias’s face?

Ans: The face of ‘Ozymandias’ statue was shattered. The sculptor was such a skilful
artist that the expressions on his face were still very clear. They showed frown and
hostility on the face of the statue which revealed that he looked down upon others
and was an arrogant and boastful king.

Chapter 7
Because I Could Not Stop for Death

Chapter: 2

POETRY ( Section Two )

TEXTUAL QUESTION & ANSWERS

A. Answer these questions in one or two words.

1. Which country does Emily Dickinson belong to?

Ans: United States of America.

2. What is the ‘House’ referred to in the fourth stanza?

Ans: The grave.

3. What does the word ‘immortality’ mean?

Ans: Eternal life.

4. Where does the carriage stop?

Ans: The carriage stops by a school, fields, and perhaps even the speaker’s own
grave.

B. Answer these questions in a few words each.

1. Describe the scenes witnessed by the speaker as she passes by during her
carriage ride with Death.

Ans: The poet presents three images: playing school children, fields of grain and the
setting sun. They seem to represent the three stages in human life, childhood,
maturity and old age. The labour and leisure of the second stanza are made
concrete in the in the joyous activity of the children at play. And it is contrasted with
the passivity of nature (the gazing grain). The indifference of nature to the death of
human beings is highlighted by transferring the final stare in the dead traveller’s
eyes to the gazing grain. The setting sun brings in the eternal darkness associated
with death.

2. Which words are used to describe Death in the poem?

Ans: In the poem “Because I could not stop for death by Emily Dickinson, death is
described using various words and phrases such as immortality, carriage, tippet,
school, setting sun, horses’ head, gossamer gown and eternity.

3. What is symbolic about the Carriage in the poem?

Ans: In the poem “Because I could not stop for Death” by Emily Dickinson, the
carriage is a powerful symbol that represents the journey? from life to death and the
passage of time. It carries significant symbolic weight in the poem

A. Answer these questions in one or two words.

1. Who is the speaker in ‘Strange Meeting’?

Ans: A dead soldier.

2. When did the speaker realise that he was in hell?

Ans: The p t realized that the ‘sullen hall’ he was standing in was nothing other than Hell.

3. What does the poet mean by ‘chariot wheels’?

Ans: The chariot wheels refer to the wheels of progress of various nations of the world which
marched forward previously on ideals of liberty, equality and fraternity.

4. What does the speaker discover in the underworld?

Ans: The speaker was the one who killed him.

B. Answer these questions in a few words each.

1. What do you mean by war poetry?

Ans: The term war poet has been applied to a group of poets who lived around the time of
the First World War and took it up as a subject. While some like Rupert Brooke were to
glorify war sacrifice of one’s life for one’s motherland, the other class, consisting of such
poets like Siegfried Sassoon and Wilfred Owen left an indelible mark in the annals of
literature. Grossly stark in their presentation of reality Owen and Sassoon presented war not
as glory but a pitiful human spectacle where young men are butchered mercilessly.

2. What are the poetic devices often used by Wilfred Owen in his poems?

Ans: “Strange Meeting” consists of 44 lines of lambic Pentameter, divided into three
irregular stanzas (like paragraphs). Pararhyme, half- rhyme, alliteration, and onomatopoeia,
as well as simile and metaphor.
3. Why is the meeting between the two soldiers called a ‘strange meeting’?

Ans: The meeting is “strange” because the person the poet meets is his enemy (“I am the
enemy you killed, my friend…”).

4. What does the poet mean by ‘titanic wars’?

Ans: Composed at a time when the First World War was in progress, by using the phrase
‘titanic wars, Owen most probably refer that mother of all wars that cauterized the psyche of
entire humanity. And symbolically, Owen is most probably comparing the First World War
with the mythological war fought by the Titans against the gods on Mt. Olympus.

5. ‘Let us sleep now’. What does sleep signify in the poem?

Ans: Here the word sleep signifies a release from the torment and suffering of war, as well as
a temporary escape from the haunting memories and consequences of violence. Sleep serves
as a symbol of respite, peace and a momentary suspension of the harsh realities of the
battlefield.

C. Answer these questions briefly in your own words.

1. What is the significance of the title ‘Strange Meeting’?

Ans: The title “Strange Meeting” in Wilfred Owen’s poem holds multiple layers of
significance. It encapsulates the core theme and the unique encounter depicted in the poem,
offering insight into the haunting realities of war and the profound human connection that
can arise in the midst of violence.

Firstly, the word “strange” suggests an unfamiliar or unexpected meeting. something out of
the ordinary. This signifies that the encounter between the two soldiers is not just a typical
interaction between comrades or enemies on the battlefield. Instead, it represents a meeting
beyond the physical realm, possibly in the afterlife or a dreamscape. The strangeness of the
meeting emphasizes the surreal nature of war and the unexpected connections that can arise
amidst its horrors.

Furthermore, the title hints at the paradoxical nature of the encounter. In war, soldiers are
often pitted against each other as enemies, with the purpose of killing or defeating one
another. However, the meeting described in the poem transcends these divisions. The
soldiers recognize each other as fellow human beings, regardless of their previous roles as
adversaries, This unexpected connection challenges the conventional notions of war and
highlights the shared humanity that persists amidst conflict.
The title also alludes to the emotional impact of the encounter. The meeting is not just
strange in terms of its circumstances but also in the way it affects the speaker. It leaves a
lasting impression, haunting the speaker with memories and reflections on the nature of war,
death, and the consequences of violence. The encounter forces the speaker to confront the
futility and tragic outcomes of war, ultimately leading to a profound sense of empathy and
understanding.

Overall, the title “Strange Meeting” captures the essence of the poem, signifying the
unconventional and unexpected meeting between two soldiers beyond the realm of war. It
encapsulates the themes of the surreal nature of conflict, the shared humanity of soldiers, and
the lasting emotional impact of war. The title sets the stage for a powerful exploration of the
complexities and contradictions inherent in the experience of war and the human connections
that can arise in its midst

2. Write a brief note on Wilfred Owen’s representation of the underworld to explore

the horrors of war in ‘Strange Meeting’.

Ans: In Wilfred Owen’s poem “Strange Meeting,” the representation of the underworld
serves as a powerful metaphor for the horrors of war. Owen, a renowned World War I poet,
vividly depicts the aftermath of battle and the psychological impact it has on the soldiers.

The poem’s narrator descends into the underworld, which can be interpreted as a symbolic
journey into the depths of the human psyche or a literal depiction of death. Here, the soldiers
who have perished in war gather, their voices echoing with pain, despair, and regret. Owen
presents a haunting vision of the consequences of war, exploring themes of loss. futility, and
the destruction of humanity.

The soldiers in the underworld are depicted as victims, trapped in a cycle of violence and
suffering. They confront each other with recognition and remorse, realizing that they were
once enemies but now share a common fate. This encounter reveals the futility and
senselessness of war, as the boundaries and divisions that led to conflict are dissolved in
death.

Owen’s use of vivid imagery and powerful language conveys the profound emotional impact
of war. The cries and tormented voices of the soldiers emphasize the mental anguish and
psychological scars borne by those who have experienced the horrors of battle. Through his
representation of the underworld, Owen highlights the tragic waste of human life and the
devastating consequences of war on the human soul.

Ultimately, “Strange Meeting” serves as a poignant critique of war, challenging the

glorification and romanticization often associated with conflict. Owen exposes the true
nature of war, revealing its devastating impact on individuals and society as a whole. The
representation of the underworld in the poem acts as a harrowing reminder of the horrors
endured by soldiers and calls for an end to the cycle of violence and destruction.

3. ‘I parried; but my hands were loath and cold. Let us sleep now…’

What is the significance of the last two lines in ‘Strange Meeting’?

Ans: The last two lines of Wilfred Owen’s poem “Strange Meeting,” which read, “I parried;
but my hands were loath and cold. /Let us sleep now…” hold significant meaning within the
context of the poem. These lines convey the exhaustion, weariness, and resignation of the
narrator, who has engaged in a conversation with a fellow soldier in the underworld. The
word “parried” suggests a defensive action, as if the narrator attempted to defend himself or
ward off an attack. However, the subsequent description of the hands being “loath and cold”
indicates a lack of strength, vitality, and willpower. The narrator is physically and
emotionally drained from the experience of war.

The phrase “Let us sleep now…” can be interpreted in a few ways. On one level, it may
signify the desire for respite and escape from the horrors and burdens of war. The sleep
mentioned here could represent a metaphorical death or an escape into oblivion, a release
from the traumas of the battlefield. It reflects a longing for peace and the cessation of
suffering.

Another interpretation is that the phrase expresses a yearning for eternal rest. The soldiers in
the poem are already in the underworld, suggesting that they have lost their lives in battle.
The desire to sleep could signify a longing for the final rest of death, a release from the
ongoing torment and horrors they experienced during their lives.

Furthermore, the closing lines also convey a sense of resignation and acceptance. The
narrator acknowledges the futility of fighting and defending oneself in the face of such
overwhelming suffering and destruction. The weariness and coldness in the hands imply a
loss of agency and a recognition that resistance is futile.

Overall, the last two lines of “Strange Meeting” capture the physical and emotional
exhaustion of the narrator and encapsulate the poem’s themes of weariness, resignation, and
a longing for escape from the horrors of war. They serve as a poignant conclusion that
reflects the devastating toll of conflict on the human spirit and emphasizes the need for peace
and rest.

4. How does ‘Strange Meeting’ challenge the traditional view of war as noble and
heroic?
Ans: “Strange Meeting” by Wilfred Owen indeed challenges the traditional view of war as
noble and heroic, offering a stark and disillusioned perspective on the realities of warfare.
The poem serves as a critique of the romanticized notions of war, exposing its devastating
consequences and questioning the ideals that are used to justify it.

One way in which the poem challenges the traditional view of war is through its vivid
portrayal of the physical and psychological horrors of battle. Owen’s descriptions of the
landscape as “wild,” “sullen,” and “ghastly” paint a grim picture of the war-torn
environment. These stark images stand in stark contrast to the idealized depictions of
heroism and glory often associated with war.

Moreover, the encounter between the speaker and the fellow soldier further undermines the
notion of war as noble and heroic. The soldier reveals himself as an enemy whom the
speaker had killed, breaking down the divisions and enmity between them. This recognition
exposes the arbitrary nature of the conflict and challenges the glorification of war by
revealing the shared humanity that transcends the roles of enemies.

The poem also questions the purpose and value of war. The speaker reflects on the shattered
dreams, wasted lives, and the futility of the violence. The encounter with the soldier prompts
the speaker to question the purpose of their actions and the true cost of the conflict. The
portrayal of war as a cycle of violence and destruction underscores its inherent senselessness
and challenges the notion of it being a noble pursuit.

Furthermore, the overall tone of the poem is one of despair and disillusionment. The
speaker’s reflections on the hollowness of patriotic rhetoric and the haunting experiences of
war contribute to the dismantling of the traditional view of war as noble and heroic. Owen
presents war as a dehumanizing force that strips individuals of their humanity and reduces
them to instruments of violence, emphasizing the ultimate emptiness and tragedy of conflict.

In conclusion, “Strange Meeting” challenges the traditional view of war as noble and heroic
by presenting a stark and disillusioned perspective on the realities of warfare. The poem
exposes the physical and psychological horrors of battle, questions the purpose and value of
war, and emphasizes the shared humanity that is often obscured by the divisions of conflict.
Through its critique of the romanticized notions of war, the poem offers a powerful and
haunting portrayal of the devastating consequences of violence.

D. Answer these questions in detail.

1. Bring out the central idea of Strange Meeting’.

Ans: The central idea of “Strange Meeting” by Wilfred Owen revolves around the
devastating consequences of war and the shared humanity that exists beneath the surface of
conflict. The poem explores the profound impact of war on the human spirit, highlighting the
tragic futility of violence and the potential for empathy and understanding amidst the horrors
of battle.

One central idea in the poem is the dehumanizing nature of war. Owen portrays war as a
destructive force that strips individuals of their humanity and reduces them to mere
instruments of violence. The soldiers are trapped in a perpetual cycle of killing and being
killed, devoid of individuality and purpose. Through vivid imagery and haunting
descriptions, Owen depies the physical and psychological toll war takes on those who
participate in it, emphasizing the senseless loss of life and the profound waste of human
potential.

Another central idea in the poem is the power of connection and empathy Despite the
dehumanizing effects of war, the encounter between the speaker and the fellow soldier in the
afterlife or dreamlike setting reveal a shared humanity that transcends the divisions of war.
The soldier recognize each other’s suffering, find understanding in their shared experiences,
and engage in a dialogue that allows them to confront the brutal realities of war. This
connection leads to a profound sense of empathy, challenging the dehumanization of the
enemy and prompting the speaker to reflect on the senselessness of the conflict.

Additionally, the central idea of “Strange Meeting” centers around the futile nature of war
and the disillusionment it brings. The encounter between the soldiers exposes the hollowness
of the patriotic rhetoric and glorification of war. The speaker reflects on the wasted lives,
shattered dreams, and the profound loss that war inflicts upon humanity. The poem serves as
a critique of the romanticized notions of warfare, revealing the stark contrast between the
reality of war and the ideals that are used to justify it. Overall, the central idea of “Strange
Meeting” encompasses the devastating consequences of war, the dehumanizing nature of
violence, and the potential for empathy and understanding amidst the senselessness of
conflict. Owen challenges the glorification of war and invites readers to confront the tragic
realities of battle, urging them to question the true cost of human lives sacrificed on the altar
of war.

2. … Whatever hope is yours,

Was my life also; i went hunting wild

After the wildest beauty in the world…’

How does the poet portray the hopelessness of war i ‘Strange Meeting’? Illustrate your
answer in the context of the above lines.
Ans: Wilfred Owen portrays the hopelessness of war in “Strange Meeting” through various
poetic techniques, vivid imagery, and the emotional experiences of the speaker and the
fellow soldier. The poem reveals the sense of futility and despair that arises from the cycle of
violence and the ultimate emptiness of war.

One way Owen conveys the hopelessness of war is through the use of stark and haunting
imagery. He describes the landscape as “sullen” and “wild,” depicting it as a desolate and
gloomy setting. The imagery of “ghastly suit of grey” and “gashed with knives” creates a
vivid portrayal of the physical devastation caused by war. These descriptions evoke a sense
of despair and hopelessness, emphasizing the destructive nature of conflict.

Furthermore, Owen uses powerful metaphors and vivid language to convey the psychological
impact of war. The soldiers are depicted as “purgatorial shadows” and “men who have
escaped from bells,” suggesting that they exist in a state of perpetual suffering and torment.
These metaphors underscore the feeling of hopelessness and the absence of any meaningful
purpose in the soldiers’ lives.

The dialogue between the speaker and the fellow soldier also highlights the hopelessness of
war. The soldier acknowledges the futility of their actions, stating, “I am the enemy you
killed, my friend.” This line reveals the senselessness of the conflict, as the soldiers are pitted
against each other despite their shared humanity. The encounter with the fellow soldier
brings to light the tragic consequences of war and the realization that there are no winners,
only victims.

Moreover, the overall tone of the poem conveys a deep sense of despair and resignation. The
speaker’s reflections on the shattered dreams and wasted lives of those involved in war
contribute to the portrayal of hopelessness. The poem offers no redemption or resolution,
highlighting the cyclical nature of violence and the perpetual cycle of destruction.

In summary, Wilfred Owen effectively portrays the hopelessness of war in “Strange

Meeting” through stark imagery, powerful metaphors, and the emotional experiences of the
characters. The poem presents a bleak and despairing outlook on the futile nature of conflict,
emphasizing the devastating consequences of war on individuals and society as a whole

A. Very Short Answer Type Question:

1. Who is the author of the poem “Strange Meeting”?

Ans: The author of the poem “Strange Meeting” is Wilfred Owen.

2. What is the central theme of the poem?

Ans: The central theme of the poem is the futility and horror of war.

3. Who does the narrator encounter in the strange meeting?

Ans: The narrator encounters a fellow soldier, who is revealed to be at enemy combatant.

4. What is the significance of the title “Strange Meeting”?

Ans: The title suggests that the encounter between the narrator and the enemy soldier is
unexpected and surreal.

5. How does the poem explore the emotional toll of war?

Ans: The poem delves into the emotional turmoil experienced by soldiers depicting the
despair, guilt, and longing for peace.

6. What imagery is used to convey the horrors of war in the poem?

Ans: The poem utilizes vivid and haunting imagery to depict the destructive nature of war,
such as “blood-shod,” “piteous recognition,” and “shrieking iron.”

7. What is the message conveyed in the poem’s closing lines?

Ans: The closing lines suggest that war erases differences between enemies, revealing the
shared humanity and the tragic consequences of conflict.

8. What is the overall tone of the poem “Strange Meeting”?

Ans: The overall tone of the poem is somber, reflecting the dark realities of war and the
profound sadness it brings.

9. When and where was the poem published?

Ans: The poem ‘Strange Meeting’ was published by Owen in the year 1921 in the poetry
collection titled ‘Poems By Wilfred Owen with an Introduction by Siegfried Sassoon’.

10. When was the poem composed?

Ans: The poem along with a couple of his other poems was composed by Owen in a war
hospital while recovering from an injury, at the insistence of Sassoon in the year 1918.

B. Short Answer Type Question:

1. What do you mean by a war poet?

Ans: The term war poet has been applied to a group of poets who lived around the time of
the First World War and took it up as a subject. While some like Rupert Brooke were to
glorify war sacrifice of one’s life for one’s motherland, the other class, consisting of such
poets like Siegfried Sassoon and Wilfred Owen left an indelible mark in the annals of
literature. Grossly stark in their presentation of reality Owen and Sassoon presented war not
as glory but a pitiful human spectacle where young men are butchered mercilessly.

2. What is Owen’s opinion about war?

Ans: According to Wilfred Owen, war is not a glorious spectacle and he rubbishes the old
lie’ spread by war mongers: “Dulce et decorum est/pro patria mori”. He feels that it is never
sweet to die, even for one’s motherland at war and war is nothing but a horrible butcher
house of budding young men.

3. What is the ‘profound dull tunnel’ mentioned by the poet?

Ans: The poem begins with the poet expressing his present state where he feels that he is a
deep underground tunnel, using which he has escaped from the battlefield. It is a dark, deep,
gloomy chamber where he meets men who are either asleep or dead and can be considered to
be Hell.

4. What are the ‘titanic wars’ referred to by Owen?

Ans: Composed at a time when the first World War was in progress, by using the phrase
‘titanic wars, Owen most probably refers that mother of all wars that cauterized the psyche of
entire humanity. And symbolically, Owen is most probably comparing the first World War
with the mythological war fought by the Titans against the gods on Mt. Olympus.

5. How did the poet realize that he was in Hell?

Ans: As the poet was passing through the underground chamber, all of a sudden a man
sprang up and stared at him with ‘piteous recognition”. He raised his hands to indicate
something, though to the poet it seemed as if to bless, and then from his smile, the poet
realized that the ‘sullen hall’ he was standing in was nothing other than Hell.
C. Long Answer Type Question:

1. Why Owen does uses two soldiers to expose the reality of war in “Strange Meeting”?

Ans: Wilfred Owen uses two soldiers in “Strange Meeting” to expose the reality of war from
different perspectives and emphasize the shared humanity of soldiers on opposing sides.

By introducing a narrator and an enemy soldier, Owen creates a contrast that allows for a
deeper exploration of the effects of war. The encounter between the two soldiers in the
afterlife removes the barriers and hostilities that existed in the battlefield, enabling a
profound conversation and understanding between them. This interaction serves to humanize
both characters and shed light on the common experiences, emotions, and suffering they
have endured.

Through the dialogue between the narrator and the enemy soldier, Owen unveils the horrors
and senselessness of war. The enemy soldier’s revelation that they are both victims of the
same “lie” and the guilt he expresses conveys the shared burden of war. This confrontation
exposes the illusion of enmity and challenges the dehumanization of the enemy. Owen uses
this encounter to highlight the tragic waste and futility of conflicts that pit ordinary
individuals against each other.

Furthermore, the use of two soldiers allows Owen to showcase the psychological and
emotional toll war exacts on individuals. The soldiers share their experiences, fears, and
regrets, revealing the haunting and lifelong impact of their involvement in war. By
juxtaposing their stories, Owen emphasizes the universality of these experiences, regardless
of which side of the conflict they were on.

In summary, by employing two soldiers in “Strange Meeting,” Owen effectively exposes the
reality of war by breaking down the barriers between enemies and showcasing their shared
humanity. Through their encounter, he reveals the devastating consequences of war,
challenges the dehumanization of the enemy, and underscores the need for empathy and
understanding amidst the destructive forces of conflict.

2. What techniques does Wilfred Owen use to create a sense of the effects of war in his
poem “Strange Meeting”?

Ans: Wilfred Owen utilizes several poetic techniques in “Strange Meeting” to create a vivid
sense of the effects of war:

(a) Vivid Imagery: Owen employs powerful and evocative imagery throughout the poem to
depict the horrors of war. Examples include “blood- shod,” “hell’s half-acre,” and “the pity
of war.” These images engage the reader’s senses and convey the physical and emotional toll
of warfare.

(b) Alliteration: Owen uses alliteration, the repetition of consonant sounds, to create a
musical quality and intensify certain words and phrases. For instance, in the line “And by his
smile, I knew that sullen hall,” the repetition of the “s” sound emphasizes the somber and
sinister atmosphere.

(c) Metaphor and Simile: Owen incorporates metaphorical and simile- based language to
express the effects of war. One example is the phrase “each slow dusk a drawing-down of
blinds,” which metaphorically represents the loss and mourning associated with death in war.
Another example is the simile “as under a green sea, I saw him drowning,” which vividly
portrays the suffocating and overwhelming nature of the battlefield.

(d) Repetition: Owen employs repetition to emphasize certain ideas and emotions. The
repeated phrase “I am the enemy you killed, my friend” reinforces the sense of shared
humanity and remorse, driving home the point that war causes immense suffering on all
sides.

(e) Irony: Owen uses irony to critique the glorification and romanticization of war. The
poem’s title, “Strange Meeting,” is ironic, as it juxtaposes the expected hostility between
enemies with the surprising connection and empathy that arises in death. This irony
underscores the senselessness and tragedy of war.

(f) Shifts in Tone and Diction: Owen adeptly shifts the tone and diction throughout the
poem to convey different emotions and perspectives. The poem begins with a sombre and
melancholic tone, gradually transitioning to a more introspective and introspective voice as
the narrator engages in a profound conversation with the enemy soldier.

Collectively, these techniques employed by Wilfred Owen in “Strange Meeting” immerse

the reader in the devastating effects of war. Through vivid imagery, rhetorical devices, and
shifts in tone, Owen portrays the physical, emotional, and psychological impact of warfare,
urging readers to confront the harsh realities and question the glorification of conflict.

Owen uses the encounter to expose the futility of war and the senselessness of the violence it
perpetuates. The enemy soldier’s description of the “pity of war” and the realization that they
both fought for an “old lie” unearths the deceptive nature of patriotic fervor and calls into
question the reasons behind the conflict. The soldiers’ dialogue reveals the tragic waste of
human lives, highlighting the deep scars that war inflicts upon individuals and societies.
Moreover, the encounter challenges traditional notions of enmity and portrays the enemy
soldier as fellow victim rather than a faceless adversary. Owen humanizes the enemy,
emphasizing the shared vulnerability and suffering experienced by soldiers on both sides.
This subversion of the enemy archetype underscores the dehumanizing nature of war and
exposes the fallacy of viewing one’s fellow humans as mere enemies to be conquered.

Through this encounter, Owen offers a profound critique of war and its consequences. He
questions the glorification of heroism and challenges the notions of loyalty and enmity that
often underpin conflicts. By highlighting the shared humanity and the tragic waste of lives,
Owen urges readers to confront the realities of war and to seek empathy and understanding
instead of perpetuating cycles of violence.

In conclusion, the encounter between the narrator and the enemy soldier in “Strange
Meeting” serves as a poignant exploration of the devastating impact of war. Through their
dialogue, Wilfred Owen exposes the futility of

Chapter 8
A. Answer these questions in one or two words.

1. Who is the speaker in ‘Strange Meeting’?

Ans: A dead soldier.

2. When did the speaker realise that he was in hell?

Ans: The p t realized that the ‘sullen hall’ he was standing in was nothing other than
Hell.

3. What does the poet mean by ‘chariot wheels’?

Ans: The chariot wheels refer to the wheels of progress of various nations of the
world which marched forward previously on ideals of liberty, equality and fraternity.

4. What does the speaker discover in the underworld?

Ans: The speaker was the one who killed him.

B. Answer these questions in a few words each.

1. What do you mean by war poetry?

Ans: The term war poet has been applied to a group of poets who lived around the
time of the First World War and took it up as a subject. While some like Rupert
Brooke were to glorify war sacrifice of one’s life for one’s motherland, the other
class, consisting of such poets like Siegfried Sassoon and Wilfred Owen left an
indelible mark in the annals of literature. Grossly stark in their presentation of reality
Owen and Sassoon presented war not as glory but a pitiful human spectacle where
young men are butchered mercilessly.

2. What are the poetic devices often used by Wilfred Owen in his poems?

Ans: “Strange Meeting” consists of 44 lines of lambic Pentameter, divided into three
irregular stanzas (like paragraphs). Pararhyme, half- rhyme, alliteration, and
onomatopoeia, as well as simile and metaphor.

3. Why is the meeting between the two soldiers called a ‘strange meeting’?

Ans: The meeting is “strange” because the person the poet meets is his enemy (“I
am the enemy you killed, my friend…”).

4. What does the poet mean by ‘titanic wars’?

Ans: Composed at a time when the First World War was in progress, by using the
phrase ‘titanic wars, Owen most probably refer that mother of all wars that
cauterized the psyche of entire humanity. And symbolically, Owen is most probably
comparing the First World War with the mythological war fought by the Titans
against the gods on Mt. Olympus.

5. ‘Let us sleep now’. What does sleep signify in the poem?

Ans: Here the word sleep signifies a release from the torment and suffering of war,
as well as a temporary escape from the haunting memories and consequences of
violence. Sleep serves as a symbol of respite, peace and a momentary suspension
of the harsh realities of the battlefield.

Chapter 9
A. Answer these questions in one or two words.
1. Who was Alexander Selkirk?

Ans: Alexander Selkirk was a Scottish sailor who was the prototype of the marooned
traveller in Daniel Defoe’s novel Robinson Crusoe.

2. What kind of an island was Selkirk marooned on?

Ans: Selkirk was marooned on an island which was completely isolated.

3. Does Selkirk regret his decision of living in solitude?

Ans: Yes, Selkirk regretted his decision of living in solitude.

4. For how many years was Selkirk stranded on the island?

Ans: Selkirk was stranded for four years and four month on the island.

5. Name one poetic device used in the poem.

Ans: Imagery.

B. Answer these questions in a few words each.

1. What is the significance of the island in the poem?

Ans: The Island of solitude plays a significant role in the story of Alexander Selkirk.
The Island’s isolation provided Selkirk with a profound experience of solitude. Cut off
from human contact and civilization, he was forced to confront his thoughts, fears,
and desires. The solitude played a crucial role in shaping Selkirk’s character, as he
learned to adapt and survive in the harsh environment. He developed various skills
such as hunting, building shelter, and making tools, which enabled him to sustain
himself during his years of isolation.

2. What is the emotional state of Alexander Selkirk in the poem?

Ans: During his time of solitude on the island, Alexander Selkirk experienced a
range of emotional states that evolved over the course of his four-year isolation.
When Selkirk was first marooned on the island, he likely experienced feelings of
despair and regret. Being stranded in an unfamiliar place with no immediate hope of
rescue, he might have felt a sense of hopelessness and wondered if he would ever
be able to return to civilization. As time passed and Selkirk realized that he was truly
alone on the island, he likely felt profound loneliness and isolation. Being cut off from
human contact and the familiar social interactions of everyday life would have taken
a toll on his emotional well-being. The island’s wild nature and unknown dangers
would have given rise to fear and anxiety within Selkirk.

Chapter 10
You can practice these here.

The Lake Isle of Innisfree

POETRY ( Section Two )

TEXTUAL QUESTION & ANSWERS

A. Answer in one or two words.

1. Where does the poet want to go?

Ans: The poet wants to go to Innisfree to enjoy its natural beauty.

2. What will he build there?

Ans: He will build a small cabin there. He shall have nine rows of beans and a hive
of bees.

3. With what will he build it?

Ans: He will build it with clay and wattles.

4. What will the poet plant there?

Ans: The poet will plant beans.

5. How, according to the poet, will peace arrive in Innisfree?

Ans: According to Yeats, peace will arrive at Innisfree through a deep connection
with the natural world. He depicts a serene landscape where he can withdraw from
the noise and chaos of urban living. By immersing himself in the rhythms of nature,
he believes that peace will naturally manifest itself.

B. Answer in a few words.

1. Where is Innisfree located?

Ans: Innisfree is located in Ireland.

2. What is the significance of the ‘bee-loud glade’?

Ans: The phrase ‘bee-loud glade” means the loud buzzing of wild bees in the open
nature.

3. What does the speaker mean by ‘peace comes dropping slow’?

Ans: These words mean that peace surrounds that area at dawn.

4. How does the poem create a sense of nostalgia using imagery?

Ans: “The Lake Isle of Innisfree” by W.B. Yeats creates a sense of nostalgia through
its vivid imagery, transporting the reader to a place of tranquility and longing.