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C (Maio).Ex?m:,"2011,
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No. D· .ID:DTN-L-FOB I

ENGLISH

Paper -II (Literature)
time Allowed Three, I

INSTRUCTIONS,
Candidates should attempt'Question Nos. 1 and 5
which are compulsory, and.any three of the
remaining questions, selecting a(least.one
question franz each:Section.
Tlte nwnber of marks' carried by each question
is indicated, at the end of !lte ,question.
Answers'inust be written in

Section
1. Write short notes on the following: 5x4=60
Realities as perceived by the poet in "Among School Children".
Autobiographical musings in "Burnt Norton",
Ideological posturing in "September 1939".
Cynicism in Philip Larkin's poetry.

2.
Write an essay on the diasporic longings in postcolonial literature. 30
What directions has Freudian Psychoanalytic theory taken after the Second World War

3.
Is self-critique a salient feature of A. K. Ramanujan's poetry? Substantiate. 30
What crisis of modern humanist values becomes the major concern of Waiting For Godot? 30

4.
Comment on the 'English playwrights' treat­ment of realist, naturalist elements in their plays. 30
Is Jimmy Porter a parody of a "cult hero"? Explain. 30


Section
s. Read the following passage and answer the questions that follow:

To study literature in any sense beyond, the elementary is to perform a literary act; and literary criticism ,is so largely involved in creativity, and so much, at its best, an aspect of the creative act, much as creation itself often involves a judgement of existing works, that at certain crises of argument it must seem rash to distinguish one from the other at all. But most literary study falls well short of formal literary criticism and fails to invite rewarding
confusions of this sort. At the worst it may be altogether alien to the creative act. Indeed the contrast might be expressed in bolder terms. To create is almost necessarily an act of liberty. No state, however tyrannical, has ever made a practice of forcing men to write -though many have forced them not to write. Poverty may prove a stimulus to authorship as often as it provides a constraint. But the study of literature, by contrast, though at best a free act, and of value only when it is free, may in practice be something much less than that. It can be, and often is, simply enforced; and since enforcement is commonly practiced upon the young,it may be fastidious to object on any libertarian grounds. But even where the student of literature is a responsible being, it is still in no way inevitable that his enquiry should be his own. A tyrannical teacher may dominate him: and the student, out of mistaken servility, may even wish for nothing better than that. Or, out of idleness or indifference, he may simply acquiesce in judge­ments which he has not troubled through reflection to make his own.
The creation of literature, in fact, is in its nature free but only some critical acts are so.

"In what way does a study of literature become a literary act? Why is this element supposed to be missing on the elementary level 10
How is a creative act also a critical act? Explain: "rewarding confusions of this sort". 10
When does the study of literature lose its value and become a tyranny? 10
What does the author mean by "fastidious" Does it have a negative meaning in this context? 1O
Who is a "tyrannical teacher"? Why would some students go along with him? 10
Why are critical acts so seldom free? 10

6.
Show that, although Mrs. Dalloway is centered on the protagonist's consciousness, it has an outside,socio-historical dimension as well.
What interest is a contemporary reader likely to have in a novel like Sons and Lovers? 30

7
What makes Lord Jim a complex character even in a contemporary setting? Elaborate. 30
What conflicting views of the body and spirit inform A ,Portrait ...... Man?

8.
What key role does -Kanthapura, play in the
theories of reading postcolonial, literature's?

Is Mr. Biswas a caricature rather than a
full-fledged character? Explain your view. 30