UPHESC ASSISTANT PROFESSOR ENGLISH LITERATURE PAPER-II WITH SOLUTION - BY YOGESH TIWARI 2016

Sep 21, 2026

UPHESC Assistant Professor English Literature Paper-II with solution by Yogesh Tiwari (2016) presents practice exam questions and answer keys across literature and poetry. It includes Shakespeare quotation-to-play matching, identification of the muse of epic poetry, and a literature-essay objective on George Bernard Shaw’s Life Force theory. Additional questions address source recognition for specific lines and concepts such as “closet drama,” with concise explanations supporting each selected option.

LanguageEnglish

CategoryExam

FormatPDF

Pages45

Reading Time1 h 53 min

AccessFree to download

Match List-I with List-II

Shakespearean play quotation matching

Muse of epic poetry

George Bernard Shaw Life Force theory

Identify the source lines

“Closet drama” question

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UPHESC ASSISTANT PROFESSOR ENGLISH LITERATURE PAPER-II WITH SOLUTION BY YOGESH TIWARI (2016) | | 1 | P a g e | | | UPHESC ASSISTANT PROFESSOR ENGLISH LITERATURE PAPER-II WITH SOLUTION BY YOGESH TIWARI (2016)
1. Match List-I with List-II and select the correct answer by using the codes given below. The lines are from various Shakespearean plays:
List-I
(A) "To be or not to be, that is the question!"
(B) "The lunatic, the lover and the poet, Are of imagination all compact"
(C) "As flies to wanton boys, are we to the gods! They kill us for their sport."
(D) "Yet, I do fear thy nature; It is too full of the milk of human kindness..."
List-II
1. Macbeth
2. King Lear
3. A Midsummer Night’s Dream
4. Hamlet
Codes: A B C D
(a) 2 3 4 1
(b) 4 3 2 1
(c) 3 2 1 4
(d) 1 2 3 4
Ans. (b):
These quotes from Shakespeare's plays highlight pivotal moments that reveal key themes and character traits:
1. "To be or not to be" (Hamlet, Act 3, Scene 1) - This famous soliloquy expresses Hamlet's deep existential crisis, contemplating life and death, and reflects his inner turmoil and indecision.
2 | P a g e | | --- | --- | | | Hamlet’s inability to act decisively becomes his tragic flaw, contributing to his eventual downfall.
2. "The lunatic, the lover" (A Midsummer Night’s Dream, Act 5, Scene 1) - Theseus makes this observation while contemplating the irrational nature of love and imagination. His words suggest that both lovers and madmen are driven by intense, uncontrollable emotions, making them susceptible to delusion.
3. "As flies to wanton boys" (King Lear, Act 4, Scene 1) -Gloucester uses this metaphor to lament the cruel and capricious nature of fate. He compares human lives to flies being tortured by boys, underscoring the vulnerability and helplessness of people in the face of fate’s unpredictable forces.
4. "Yet I do fear" (Macbeth, Act 1, Scene 5) - Lady Macbeth’s reflection reveals her doubts about Macbeth’s ability to follow through on their ambitious plans. She fears his nature is too noble and hesitant to murder King Duncan, an act they both believe necessary to secure the throne.
2. Who is the muse of epic poetry?
(a) Calliope
(b) Clio
(c) Urania
(d) Euterpe
Ans. (a): The Muses were indeed the Greek goddesses who inspired creativity and knowledge in various forms of art and learning. Each of the nine Muses presided over different disciplines:
3 | P a g e | | --- | --- | | | 1. Calliope - The Muse of epic poetry, often depicted holding a writing tablet or a scroll, and considered the most distinguished of the Muses for her association with heroic poetry and storytelling.
2. Clio-The Muse of history, often shown with a scroll or a book, symbolizing her role in preserving and recording historical events and achievements.
3. Urania-The Muse of astronomy and astrology, depicted with a globe and a compass, guiding the study of the heavens and celestial bodies.
4. Euterpe - The Muse of lyric poetry and music, often represented playing a flute, inspiring the creation of songs, poems, and musical compositions with expressive emotional depth.
3. George Bernard Shaw derives his theory of Life Force from:
(a) Charles Darwin
(b) Henri Bergson
(c) Heidegger
(d) Emile Zola
Ans. (b): Shaw’s theory of Life Force, often referred to as"Creative Evolution," indeed aligns with Henri Bergson's concept of élan vital, which emphasizes the vital force that drives the evolution and creativity in living organisms. Shaw, influenced by Bergson's philosophy, portrayed this life force as a dynamic, creative energy that motivates human progress and development, suggesting that human beings are shaped by this force toward a greater potential.However, Charles Darwin is sometimes mistakenly listed in this context because of his groundbreaking work on evolution, particularly his theory of natural selection,
4 | P a g e | | ---

FAQs

What is the correct option code for the Shakespeare quotation match question?

The solution selects code (b), matching the listed quotations to their respective plays.

Which muse is identified as the muse of epic poetry?

Calliope is given as the correct answer for the muse of epic poetry.

According to the solution, George Bernard Shaw’s Life Force theory derives from which thinker?

The solution states that Shaw’s Life Force aligns with Henri Bergson’s concept of élan vital, choosing option (b).

Sep 21, 2026

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