CBSE Class 11 English Woven Poem Chapter - 9 Important Questions - Refugee Blues Free PDF Download
FAQs on Important Questions for CBSE Class 11 English Woven Poem Chapter 9 - Refugee Blues
1. What are the most important questions expected from 'Refugee Blues' for CBSE Class 11 English exams (2025–26)?
As per the CBSE 2025–26 syllabus, important questions typically focus on central theme analysis, character perspectives, poetic devices, and how the poem reflects the plight of refugees. Questions may include:
- Discuss the major theme of 'Refugee Blues.'
- Explain the significance of symbols like the yew tree or thunder in the poem.
- Describe the emotional journey of the poet and his partner.
2. How does 'Refugee Blues' highlight the emotional struggles faced by refugees? (3 markers)
The poem uses vivid imagery and sad tone to express the grief, fear, and alienation experienced by refugees. The poet describes rejection, homelessness, and a longing for acceptance, making their struggles deeply relatable for readers. Exam questions may ask for two examples from the poem illustrating these feelings.
3. What poetic devices are most frequently used in 'Refugee Blues' and why are they important for exam answers? (HOTS)
'Refugee Blues' uses metaphor, symbolism, repetition, and irony to emphasize the refugees' loss and despair. For CBSE answers, identify specific examples (like 'thunder rumbling' for looming danger or 'yew tree' as a symbol of hope and renewal) and explain how they deepen understanding of the refugee experience.
4. In CBSE exams, how can students effectively answer questions on the poem’s central message?
Students should clearly state that the poem’s central message is the plight and suffering of refugees—their lost identity, struggle for acceptance, and society’s indifference. Use two references from the poem and connect them directly to the message for a well-structured answer, as per marking scheme.
5. Explain the significance of the title 'Refugee Blues' in the context of the poem. (5 markers/Long Answer)
The title combines 'refugee' (a person forced to leave their country) and 'blues' (a music genre expressing sadness). It reflects the sorrowful existence and ongoing emotional pain of those displaced. The repetition in the poem mimics the blues style, making the title apt for its message.
6. What is the role of nature imagery (like the yew tree and birds) in 'Refugee Blues'? (Exam-FUQ)
Nature imagery is used to contrast the freedom of animals and the permanence of trees with the restricted, uncertain lives of refugees. The unrestricted life of birds and renewal of the yew tree highlight what refugees are denied—stability, home, and freedom.
7. How does Auden use repetition and structure in 'Refugee Blues' to emphasize his message for Class 11 important questions?
The poem’s structure (three-line stanzas, refrain of 'my dear') and repetition echo the hopeless cycle and emotional burden of refugees. Mentioning these in exam answers shows understanding of form as well as content.
8. What is the significance of 'passport' and 'committee' incidents in the poem from an exam point of view? (3 markers)
The 'passport' episode represents legal barriers and loss of identity for refugees. The committee’s dismissive attitude reflects society’s unwillingness to help. Both highlight the central problem: refugees are denied entry and humanity.
9. According to the CBSE marking scheme, what mistakes should be avoided when answering important questions on 'Refugee Blues'?
Avoid generic answers, missing references to the poem, and failing to mention specific poetic devices or examples. Always tie your points to CBSE keywords such as theme, imagery, or character, and answer as required by the marks allotted.
10. Why is 'Refugee Blues' considered a relevant poem for modern times? (Application FUQ)
Because issues of displacement, xenophobia, and refugee crises persist worldwide, the poem’s themes remain urgent. CBSE may ask students to connect the poem’s message with current events, demonstrating critical application and awareness.
11. What are some likely exam HOTS (Higher Order Thinking Skills) questions from 'Refugee Blues'?
HOTS questions may require you to analyse the poet’s attitude towards authority, compare the refugees' plight with contemporary issues, or interpret symbolic elements (like 'doors' or 'tickets of happiness'). Always support answers with evidence from the poem.
12. How can students structure a 5-mark answer on the theme of persecution in 'Refugee Blues'?
Start with a thematic statement (persecution of refugees is central), give two poem examples (e.g., denial by committee, being 'officially dead'), explain their significance, and conclude with a brief comment on the lasting impact, following CBSE’s marking criteria.
13. What does ‘steal our daily bread’ signify in the poem, and why is it important for CBSE important questions?
It encapsulates the stereotype and prejudice against refugees—that their survival threatens local jobs/resources. This phrase is key when answering questions about societal attitudes in the poem.
14. Compare the depiction of Jews in 'Refugee Blues' with that of birds and fish. (3 markers/FUQ)
The poem shows birds and fish living in freedom, while Jews (the refugees) are denied basic rights and movement. This contrast underlines the unnaturalness and cruelty of their state of exclusion and persecution.
15. What exam trap should students avoid when answering ‘important questions’ on 'Refugee Blues'? (Exam Advisory)
Avoid superficial summaries. Always reference specific lines/symbols, use the target keyword (important questions CBSE Class 11 English), and answer as per the marks allotted. Misquoting lines or stating the theme too broadly can lose marks.











