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Previous Year Questions: Dust of Snow

Previous Year Questions 2025

Q1: 'Dust of Snow', by Robert Frost is a poem about nature and simplicity. Elaborate. (Answer in 40-50 words)  (3 Marks)


Q2: What happened to the poet when a dust of snow fell on him? (Answer in 40-50 words)  (3 Marks)


Q4: Read the following extract and answer the questions:

"The way a crow
Shook down on me
The dust of snow
From a hemlock tree
Has given my heart
A change of mood"

(i) Fill the blank to complete the sentence. 
Shaking down of dust of snow gave the speaker a change of heart by ____  (1 Mark)

(ii) How does the interaction between the natural elements (crow, snow, hemlock tree) contribute to the speaker's emotional transformation in the poem? (Answer in about 40 words)  (2 Marks)

(iv) 'Dust of Snow' is referred to as:  (1 Mark)
(a) 
mist
(b) dust of branches
(c) snow residue
(d) snowflakes

(iv) Select the option that applies the same rhyme scheme as the lines of the given extract.  (1 Mark)
(A) Sitting by the pond
 Waving my wand
Awaiting my dearest
I looked above and beyond
Awaiting my love
A sudden sound, fluttered the dove
The crackle stopped, as so did my heart
(B) Sitting by the pond
Holding tight to my bond
I looked above and beyond
Awaiting my love
I heard her come, a sudden sound
The crackle stopped, as so did my heart
(C) I sat beside the pond with her
Awaiting for her to come 
I looked above and beyond 
Awaiting my love 
A sudden sound, I turned back 
The crackle stopped, as so did my heart
(D) Sitting by the pond 
Awaiting my love 
I looked above and beyond 
A sudden scream, I looked around
Then a shadow fell and there was no sound
The crackle stopped, as so did my heart

(v) The crow and the hemlock tree represent ___________. (1 Mark)
1. sorrow
2.  elation
3. hope
4. anxiety
5. enthusiasm
(A) 
1 only
(B) 2, 3, and 5
(C) 4 only
(D) 1, 4, and 5


Q5: In the poem Dust of Snow, the 'hemlock tree' and the 'crow' hold specific meanings. Elaborate on how these symbols are utilized within the context of the poem. (Answer in about 30-40 words)  (3 Marks)


Q6: Robert Frost's view of nature changes when he talks about it positively in Dust of Snow, but negatively in Fire and Ice. Justify the statement. (Answer in about 100-120 words)  (6 Marks)


Q7: Dust of Snow highlights the poet's positive attitude towards nature. Comment on how Robert Frost presents the power of nature in his poem. (Answer in about 40-50 words)  (3 Marks)


Q8: Examine the role of Nature in the poems Dust of Snow and Fog. (Answer in about 100-120 words)  (6 Marks)

Previous Year Questions 2021

Q1: "The dust of snow From a hemlock tree."  (Term I, 2021-22 )
The dust of snow has made the poet:
(a) 
appreciative of nature.
(b) thoughtful.
(c) happy.
(d) cold.


Q2: In the poem Dust of Snow, which negative symbols have been used to create a positive effect?  (Term I, 2021-22 )
(a) hemlock tree; crow
(b) crow; snow
(c) snow; hemlock tree
(d) crow; dust


Q3: "Has given my heart  
A change of mood"
What is the poet's mood now ? 
(a) Appreciative of nature 
(b) Thoughtful 
(c) Happy 
(d) Cool (CBSE Term-1 2021)

Previous Year Questions 2016

Q4: Comment on the underlying message of the poem, 'Dust of Snow'. (Answer the following questions in 40-50 words) (CBSE 2016)

Previous Year Questions 2011

Q5: How has the poet observed 'nature' in the poem 'Dust of Snow'? (Answer the following questions in 40-50 words:) (CBSE 2011)
The document Previous Year Questions: Dust of Snow is a part of the Class 10 Course English Class 10.
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FAQs on Previous Year Questions: Dust of Snow

1. What are the main themes and message in "Dust of Snow" by Robert Frost?
Ans. "Dust of Snow" explores how small, unexpected moments can shift our emotional state and perspective on life. The poem's central theme is redemption through nature-a crow shaking snow from a hemlock tree becomes a catalyst for the speaker's transformation from despair to hope. Frost emphasises that even trivial incidents carry profound significance in changing our mood and outlook.
2. Why does the crow and hemlock tree hold importance in "Dust of Snow"?
Ans. The crow and hemlock tree are symbolic elements rather than mere objects. Traditionally, crows represent negativity or death, while hemlocks are associated with darkness. Frost subverts these negative connotations by making them agents of positive change. Together, they symbolise how unlikely sources can bring unexpected joy, reinforcing the poem's message that salvation arrives from surprising places and ordinary moments.
3. How has "Dust of Snow" appeared in previous CBSE board exams and what type of questions are commonly asked?
Ans. CBSE Class 10 examinations have featured "Dust of Snow" through comprehension-based questions, theme analysis, and character interpretation queries. Previous year questions typically focus on identifying the poet's intent, explaining symbolic imagery, analysing the poem's tone, and discussing how nature facilitates emotional transformation. Students should prepare for short-answer questions requiring textual evidence and interpretive skills.
4. What is the significance of the poem's structure and how does it contribute to its meaning?
Ans. "Dust of Snow" comprises two quatrains with an AABA BBCB rhyme scheme, creating a compact yet impactful structure. The short form mirrors the brevity of the transformative moment itself-just as the dust falls quickly, the poem delivers its message swiftly. This concise structure emphasises that profound change need not require lengthy explanations, making the message more memorable for exam preparation.
5. What literary devices and poetic techniques should students focus on for "Dust of Snow" exam questions?
Ans. Key techniques include symbolism (crow, hemlock, dust, snow), imagery (visual and tactile), personification (the crow's action as deliberate), and irony (negative symbols causing positive change). The poem employs end rhyme and metaphor to suggest life's transformation. Students preparing for CBSE assessments should analyse how these devices collectively convey themes of hope and redemption through close textual reading.
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