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ENGLISH EXAMS PAST PAPERS

                       CONTENTS 
  1. EMBU COUNTY COMMON EVALUATION
  2. KISII CENTRAL DISTRICT JOINT EVALUATION
  3. ALLIANCE GIRLS HIGH SCHOOL
  4. STAREHE BOYS CENTER
  5. ALLIANCE BOYS HIGH SCHOOL TRIAL EXAMINATION
  6. NAMBALE DISTRICT JOINT EXAMINATION
  7. MERU CENTRAL COMMON EVALUATION
  8. NYERI NORTH REGION JOINT EXAMINATION
  9. THIKA(FORM FOUR MID YEAR CONTINUOUS ASSESMENT TEST)
  10. KITUI WEST FORM FOUR EVALUATION EXAMINATION
  11. NYERI SOUTH FORM FOUR JOINT EVALUATION

STAREHE BOYS CENTRE AND
SCHOOL 2011











Name__ __

______________________________Index No_____________

Candidate’s signature__________ Date __________
101/1
ENGLISH
PAPER 1
FUNCTINAL SKILLS
2 HOURS
July/August 2011

FORM FOUR MID YEAR CONTINUOUS ASSESSMENT TEST
Kenya Certificate of Secondary Education
ENGLISH
PAPER 1
FUNCTINAL SKILLS
2 HOURS

INSTRUCTIONS TO CANDIDATES

a) Write your name and index number in the spaces provided above
b) Sign and write the date of examination in the spaces provided above
c) Answer ALL the questions in this question paper
d) All your answers must be written in the spaces provided in this question paper
e) This paper consist of 7 printed pages
f) Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.

For Examiner’s use only
Question Maximum score Candidate’s score
1 20
2 10
3 30

                 Total Score

This paper consist of 7printed pages

Please Turn Over

  1. You did your KCSE last year and scored A, emerging the best in your school and division. Your former principal has invited you for a prize giving ceremony and asked you to deliver a speech to the students. Write the speech you are going to give (20mks)






    2. Read the passage and fill in each blank space with a suitable word

I   1____________I was treated less kindly when I arrived. The host did not look directly 2 _______ me. Yet I had thought that my visit would be 3 ______________ appreciated. There were six people in that small room and all continued to direct their 4 _____________ towards the television set. It was news time. I was 5 _____________ on time for a great disappointment 6 ___________I encouraged myself, “not again, not ever.”
When I asked why I was given such a hostile 7 _______________, I got evasive answer. Anyway, I was supposed to be a goodwill messenger from the local Government Revenue Department 8 ___________ six gentlemen sitting 9 ________________ the tiny table were meant to be waiting with bated breath and appreciation for my news. Well, I decided they could wait a 10 ____________________ longer.
  1. Read the poem below and answer the questions that follow The smiling face Staring at me from the window
    Down upon my head on the pillow
    This legendary round cheese
    Smiling from the sky with ease
    So beautiful, so bright
    Bathing me in such a mellow
    Comforting light (i) Describe the rhyme scheme of the poem. (2mks)

(ii) If the poem were to be read aloud, what effect would the scheme described in (a) create? (3mks)

(iii) What kind of facial expressions would you exhibit as you recite this poem?        (2mks)

(iv) What is lost when this poem is read and not recited? (3mks)


3 (b) Indicate the stress in the underlined words in the following sentences (2mks)
I refuse to be used to benefit selfish people
The refuse outside his back door has been taken away

  1. (c) Underline the word that is the odd one out in each group in terms of pronunciation of the underlined sound (4mks)
    Castle, rapport, buffet, duet
    Isotherm, island, aisle, isle
    Debt, dumb, chamber, plumber
    Resignation, designation, assignment, pregnant
  2. (d) You are a dinning hall prefect and are addressing students just after supper you notice some students coming closer to you, others pacing up and down while others seem to fidget in their seats. You pause but before you can continue you hear some clicking and see someone slapping his forehead
    (5mks)
    Q. What do you understand these body movements to mean
    (i) Clicking

(ii) Slapping one’s forehead with one’s palm


(iii) Fidgeting in one’s seat


(iv) Pacing up and down


(v) Moving closer to the speaker


  1. (e) ORAL SKILLS (5 mks)
    Identify the short, coming of Maria’s telephone skills in the following telephone conversation
    Maria: Holding a piece of paper, she dials the number,
    Hello, is that Wananchi wholesalers?
    Voice: No I am afraid not. This is Mbitini bookshop. Wrong number.
    Maria: (Tries another and gets it right) is that wananchi wholesalers?
    Voice: Yes please can I help you?
    Maria: I want to order some goods from your store.
    Voice: What kind of goods?
    Maria: Just a minute (Turns from the phone and asks her husband the kind of goods) Ten bags of wheat Flour, 2 sacks of sugar, 2 sacks of rice, Tea leaves and soap.
    Voice: Any preference in the brand of wheat flour? How much tea leaves and brand and the quantity of soap.
    Maria: Of course people prefer x from unga limited, 20 dozens of tea keteba and a carton of jamaa bar soap
    Voice: Anything else madam?
    Maria: No, but I want them delivered soon to shop number twe thr in Kibwezi shopping centre
    Voice: Pardon what was the number again?
    Maria: Shouting 2-3
    Voice: We will deliver them in half an hour time. Thank you, madam. It has been pleasure doing business with you.




  1. (f) You have been invited to speak to an audience you have not met before. You decide to find out in advance what kind of audience it is. What features would you ask about? (4 mks)

Name_______________________________________ Index No___________________

Candidates signature__________ Date __________
101/2
ENGLISH
PAPER 2
COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR
2 ½ HOURS
July/August 2011

FORM FOUR MID YEAR CONTINUOUS ASSESSMENT TEST
Kenya Certificate of Secondary Education

INSTRUCTIONS TO CANDIDATES

a) Write your name and index number in the spaces provided above
b) Sign and write the date of examination in the spaces provided above
c) Answer ALL the questions in this question paper
d) All your answers must be written in the spaces provided in this question paper
e) This paper consist of 10 printed pages
f) Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.

For Examiner’s use only
Question Maximum score Candidate’s score
1 20
2 25
3 20
4 15

     Total score    

This paper consist of 10 printed pages

Please Turn Over

  1. Comprehension
    Read the comprehension below and then answer the questions that follow
    There are very few secrets in the world today but surprisingly, secrets to success are a dime a dozen. Every other day a writer unveils a new secret to success and happiness. Today, I want to do the same. Hard work and determination are no longer secrets. In fact, they are nothing more than clichés. There is, however one ‘secret’ to success that most people do not seem to have discovered – attitude.
    I think attitude is the main ingredient for success, irrespective of the circumstances in which you find yourself, for it is your attitude that determines where your hard work and determination lead.
    Ask any successful individual and they will tell you that no matter what your aptitude, talent, genius and potential it is impossible to reach the top with a negative attitude. The opposite is also true; regardless of the mediocrity of one’s aptitude, talent and potential, they can become successful with a positive attitude.
    Attitude is mind set. A positive attitude is, therefore, an optimistic point of view. The reason why attitude is such an integral element of success is that it stems from the mind, like our thoughts and, consequently, actions and decision (thinking is everything, what a man thinks, he becomes). An attitude is basically a mental thermostat. If you set it at the wrong calibration, you could very well freeze or boil yourself and, or others unfortunately, resetting is not as easy as setting a normal thermostat on an electrical; gadget.
    We have all probably encountered people with lousy attitudes, individuals who will not accept to be corrected because they think they know it all or who will not take instructions because they think they are better. Also there is a group that will never take responsibility because they always think someone else is to blame.
    The power of attitude cannot be understated. Racism, terrorism, colonialism and sexual! Abuse are borne of attitude. Attitude is also to blame for denying generations of capable Kenyan girls and women a chance to make a mark. A positive attitude helps one focus better on the more important things which faster and better decisions and actions. Two examples will suffice.
    First is the “never say die” or “never give up” attitude. This is arguably the most common one in the world, yet one of the hardest to maintain, especially in the developing world, what with our kind of ceremony and leadership. Tales of unsuccessful applications and interviews abound among both the young and old. But while it is unquestionable that repetitive defeat and failure may take something out of you, the trick is to take something out of failure in return to make sure it never take what we have.
    It is extremely difficult to wake up, energise and focus after failure, and that is why attitude comes in. when every other instrument on your dashboard says “Quit” it as up and go”! The bottom line is simple: lose the attitude and you lose the fight.
    The second and equally popular, is the dismissive or “I don’t give a damn!” attitude seems to stem from the inherent human trait of finding fault with everything good. Learn to dismiss roumours and empty talk: people tire of talking about the same thing is also a popular attitude with daring people who take risks amid rampant critic disparagement but go on anyway because theirs is an attitude of passion, conviction or belief. It is not possible to live your life based on what other people think: it is ridiculous to try, But much as one to ignore the many wet blankets around should take cautions not to throw out good criticism. Where criticism is valid and deserved, accept and better still, heed it.
    In his famous passage titled if, Rudyard Kipling wrote, “If you can, trust yourself men doubt you but make allowance for their doubting too…… then you are on you unbridled success”
    Similarly, when you make mistakes acknowledge them, and, more importantly, leave them because the man who does not make mistakes usually makes nothing. So, is there a perfect attitude? Yes, keeping an open mind, open criticism and disaster and triumph, truth and lies. You will find yourself prepared for practically anything.
    In physical terms, attitude refers to the way we translate and project our attitudes our body posture, gait and general body demenour. Gratitude, forgiveness and hurt attitude of the human spirit. The greatest, of course, is love to love all people. It is a positive spiritual attitude that makes parents hide their disabled children and probably avoid HIV Aids suffers.
  2. Questions
    (a) Why do you think the writer refers to hard work and determination as “nothing more than clichés”? (2mks)

(b) How apt is the writer’s comparison of the operations of a thermostat with attitude? (2mks)

(c) It is extremely difficult to wake up energized and focused after a failure      (1mk)
    Begin so……..

(d) State two behavioural feature of people with negative attitude              (2mks)

(e) How should a person with a positive attitude react to criticism?                (2mks)

(f) What is the writer’s view about positive attitudes?                 (3mks)  

 (g) Rewrite the following sentence, with the correct form of the word in brackets
    The process of constititution making is a _______________________________

serious problem (potential) (1mk)


(ii) The students are trying to _______________________________ equipment in the laboratory    (Calibration)                                        (1mk)

(h) Explain the meaning of the following idiomatic expressions              (2mks)
    “………………… a dime a dozen”

    “ ……………….. wet blanket”

(i) Explain the meaning of the following words as used in the passage           (4mks)
    (i) Cliches

    (ii) Suffice

    (iii) Mediocrity

    (iv) Inherent
  1. Read the excerpt below and then answer the question that follow
    It was the vision of a people who could trust one another, who would sit side by side, singing the song of love which harmonized with music from the birds, and all their hearts would beat to the rhythm of the throbbing river. The children would play there, jumping from rock onto rock, splashing the water which reached fathers and mothers sitting in the shade around, talking, watching. Birds sang as they hovered from tree to tree, while farther out in the forest beasts of the land circled around… In the midst of this Nyambura would stand. The children would come to her and she would talk to the elders. The birds too seemed to listen and even the beasts stopped moving and stood still. And a song rose stirring the hearts of all, and their longing for anew life in the future was reflected in the dark eyes of Nyambura
    He stretched his hands and wanted to touch her trembling figure as she led them into this song. And then he saw that the hands of the other people, including Joshua, were stretched towards her. For a moment he stood still, fascinated by the sight. And then horror caught him. They were all pulling her into pieces, as if she were a thing of sacrifice to the god of the river, which still flowed with life as they committed this ritual outrage on her. And he too had joined the crowd and he was tearing her to himself and she did not cry out because she was now dumb. Then he saw that it was Muthoni, and she was thrown into the river and she was saying, “I am a woman now.” The river carried her with it into a darkness which no one could fathom. Waiyaki’s heart cried and he knew that she was not there. She had gone. And everybody turned away, not speaking to one another because they felt guilty. They averted their eyes from Waiyaki, the Teacher, as they passed him. At last he was left alone. He did not know whether he should follow Muthoni or the crowd. Nyambura now stood in front of him. A flash of joy drove the guilt away and he went forward to touch her. She would not let him. And Waiyaki wanted to remonstrate with her and remind her of that one time when she had allowed him to hold her in his arms. But he remembered that Nyambura had not to marry him. Why did she refuse? Because she would not disobey a father? Yes. That was the word. Obedience. And because she was obedient he had lost her. For ever. And his yearning would go on, on, till he died. Death was the end of everything. He was about to open his mouth and tell her that Joshua had led the crowd in tearing her to pieces. Then Waiyaki rememberd that he too had chosen the crowd, had acceded to the ritual demands of the tribe and had shed her blood. Guilt weighed on him. The darkness terrified him. He wanted to scream in horror of himself. He had failed to tell people to unite. Another time. A next time.
    (FROM THE NOVEL THE RIVER BETWEEN BY NGUGI WA THIONG’O)
    (a) Place this extract in it immediate context (4mks)


(b) Which two themes are evident in this extract                        (6mks)



(c) What does this extract reveal about Nyamburas relationship with her father      (2mks)

(d) What is the significance of the river alluded to in this except             (3mks)

(e) Comment on the use of any three aspects of style in this extract                (6mks)



(f) Comment on the significance of “they were pulling her into pieces…”         (4mks)


  1. Read the poem below carefully and answer the question s that follow (POETRY)

MY FATHER BEGAN AS A GOD
My father began as a god
full of heroic tales
of days when he was young
His laws were as immutable
as if brought down from Sinai
which indeed he thought they were.

He fearlessly lifted me to heaven
by a mere swing to his shoulder
and made me a godling
by seating me astride
our milch cow’s back, and, too,
upon the great white gobbler
of which others went in constant fear.

Strange then how he shrank and shrank
until by my time of adolescence
he had become a foolish small old man
with silly and outmoded views
of life and of morality.

Stranger still
that as I became older
his faults and his intolerances
scated away into the past
revealing virtues
such as honesty, generosity, integrity.

Strangest of all
how the deeper he recedes into the grave
the more I see myself
as just one more of all the little men
who creep through life
no knee-high to this long-dead god.
        (By Ian Mudie)

Questions 
  1. Comment on the suitability of the title of the poem? (3mk)

  1. What is the attitude of the persona towards his father (3mks)

  1. Why do you think the persona feels that his father has shrunk? (2mks)

  1. Identify and explain any 2 stylistic devices used in the poem (6mks)



  1. In not more than 25 words, summarize the changing views of the persona (6mks)



GRAMMAR

  1. (a) Rewrite the following sentences as instructed (3mks)
    (i) The morning is very cold but the athlete is running his usual distance scantly dressed
    Begin: Despite ……

(ii) He was the wisest man
Rewrite using …. wiser….

(iii) “I do not know whether Harambee stars will play today.” Okocha said.
Rewrite as a reported speech

(b) Use one word to replace the phrasal verbs in the following sentences                (3mks)
(i) The patients came to when the doctor put a bottle of smelling salts under her nose

(ii) What an achievement we have got through all the examination


(iii) The gangstars turned over the ware house.

(c) Explain the difference in meaning between the following pairs of sentences (4mks)
(i) They planned to rob the truck
They planned to steal the truck


(ii) Paulina’s husband gave her a ring which she wears on her little finger
      Paulina’s husband gave her a ring which she wears on her finger

(d) Invert the following sentences (2mks)
(i) If she were a corrupt person, she would take bribes


(ii) If we charge our minds, we will inform you

(e) Complete each of the following statements with one of the words in brackets (3mks)
(i) They saw ___________ animals in the park than they expected (less/fewer)

(ii) We cannot accommodate another person there is ________ space left. (little/a little)

(iii) After walking for three kilometers they were lucky to get ____ water from the stream. (a little/little)

Name________________________________________ Index No: _____

101/3
ENGLISH
PAPER 3
IMAGINATIVE COMPOSITION AND ESSAYS BASED ONSET TEXTS
2 ½ HOURS
July/August 2011

FORM FOUR MID YEAR CONTINUOUS ASSESSMENT TEST
Kenya Certificate of Secondary Education
ENGLISH
PAPER 3
IMAGINATIVE COMPOSITION AND ESSAYS BASED ONSET TEXTS
2 ½ HOURS

INSTRUCTION TO CANDIDATES
• Answer three questions only
• Question 1 and 2 are compulsory
• In question 3 choose only one of the optional texts you have prepared

  1. Imaginative composition (compulsory)
    Either
    (a) Write a story beginning or ending with the following sentence. “It did not take very long, before I realized I had been conned”

(b) Write a composition illustrating the saying “Money is the root of all evil”

  1. Play (compulsory)
    Henrik Ibsen “An enemy of the people”
    Betrayal is a common vice in our society. Support this statement, drawing your
    illustrations from
    “An Enemy of the people” by Henrik Ibsen
  2. Optional Texts
    Either
    (a) Drama
    John Ruganda, shreds of Tenderness
    “There are divastating effects of political instability in a country to its citizens”
    Using illustrations from Shreds of Tenderness by john Ruganda, write a composition to support this statement. (b) THE SHORT STORY
    Macmillan (Ed), Half a day and other stories.
    The society is to blame for what happens to women. Discuss these using illustrations from Wangui wa Goro’s “Heaven and earth”

Or
(c) THE NOVEL
Velma Pollard, Homestretch
Brenda reefers to her country Jamaica as “… so nasty.” Basing your answer on Velma Pollards Homestrech, write a composition illustrating this statement.

101/1
ENGLISH
PAPER 1
FUNCTIONAL SKILLS
July/August 2011

FORM FOUR MID YEAR CONTINUOUS ASSESSMENT TEST

Kenya Certificate of Secondary Education
MARKING SCHEME

Functional writing

(a) Should be a speech: if not deduct 4 marks

  • Acknowledge those present in order of seniority
  • Introduction of the topic
  • Body
  • Conclusion: thank participants for their patience and attentiveness (b) possible points to discuss
    (i) – Discuss factors that helped you succeed
  • Discipline
  • Time management
  • Cooperation with teachers
  • Working hard
  • Ability to answer question well
  • Mastery of language
    (ii) What students need to do
  • How parents can help
  • Avoiding negative peer influence
  • Being disciplined
  • Doing assignment and corrections
  • Managing time well. e.t.c
    ●Any 4 developed point 2:2:2:2:2 = 10
    ●Language/linguistic ability 4
    ● Format: Acknowledgement = 2
    Introduction of topic = 1
    Self introduction = 1
    Conclusion = 2
  1. CLOZE TEST
    1. felt/thought
    2. at
    3. highly
    4. gazes/attention
    5. just
    6. but
    7. reception/welcome
    8. The
    9. across/round
    10. little/while
      (Consider the punctuation. If not well punctuated award no mark)
  2. (a) (i) The rhyme scheme is aabbcac 2mks
    (ii) – it would create musicality
  • it would enhance rhythm
  • it would make the poem memorable
    3mks each 1mk
    (iii) The person reciting would exhibit a radiant smile
    “The sun is compared to a smiling face” 2mks
    (iv) –Gestures
  • facial expression
  • mimicry
  • body movement
    3mks for any 3 correct points
  1. (b) I refuse to be used to a benefit selfish people 2mks Therefuse outside his back door has been taken away
  2. (c) Odd one out 4mks
    Duet
    Isotherm
    Chamber
    Assignment
    5mks
    3(d) i). Disgust/disappointment
    ii). Frustration at forgetting/
    Desire to connect what is being said to something else
    iii). Nervousness/uncertainity/boredom
    iv). Restless/anxiety/worry
    v) . Desire to connect emotionally with the speaker
  3. (e) – To begin with should have ensured that she had the right telephone number before calling
    • In placing her order she should have been polite to say ‘please’
    • She should have known the quantity they needed and brand before she called
  • Saying “of course” is rude she shouldn’t assume that the other person automatically knows what
    her Preference is
  • She doesn’t speak distinctly when giving address. She fails to finish words
    • When asked to repeat the number she shouts it Impatiently
    • At the end one should have said thank you.
      Any 5 x 1= 6mks
  1. (f) 1. Age
    1. Gender
    2. Ethnic composition
    3. Racial composition
    4. Religious affiliations
    5. Education
    6. The language most are comfortable with.
      Any 4 x 1 = 4mks

101/2
ENGLISH
PAPER 2
COMPREHENSION, LITERARY APPRECIATION AND GRAMMAR
July/August 2011

FORM FOUR MID YEAR CONTINUOUS ASSESSMENT TEST
MARKING SCHEME

  1. (a) He refers to them as clichés because they are no longers the secrets to success and happiness (1mk) (b) Its true that attitude is a mental thermostat, if you set it the wrong calibration, you could very well freeze or boil yourself and others, likewise our attitude can achieve the same effect as a wrong set thermostat (2mk) (c) So difficult is it to wake up, energized and focused after a failure. (1mk) (d) Such people will not accept to be corrected because they think they know it all.√ (1mks)
    • Others will not take instructions because they think they are better√ (1mk)
    • Others will never take responsibility because they think somebody else is to blame.√ (1mk)
      (e) If the criticism is invalid as is the case of rumours and imply talk dismiss it or ignore it√ (1mk) if the criticism is valid and deserved, listen, accept and held it.√(1mk) (2mks)
      (f) It is a secret to success and happiness√(1mk)
      It is an optimistic point of view√(1mk)
      It helps one focus better on the important things√(1mk) (3mks)
      (g) Potentially (1mk)
      Calibrate (1mk)
      (h) a dime a dozen – easily available/cheap/common
      Wet blanket – those who are good at discouraging others/ complaining type (2mks)
      (i) Cliches – boring/over used/ idea/outdated
      Suffice – to be enough/sufficient
      Mediocrity – below average, simple
      Inherent- basic/essential (4mks)
      THE RIVER BETWEEN BY NGUGI WA THIONG’O.
  2. Before
    (i)- Waiyaki is lying on his bed reflecting on his father prophecy (1mk)
    – He begins to dream (1mk)
    After
  • He wakes up panting
  • His face is full of sweat
  • He is deeply disturbed by the dream/vision/image.
    Any two
    Except 4 points 1 each (4mks)

b(i) Conflict between Waiyaki’s wishes and the peoples will (1mk)
This is reflected in the two sides pulling Nyambura apart (1mk)
i.e. Waiyaki is the people (1mk)
(ii) Love between Waiyaki and Nyambura (1mk)
Waiyaki’s dreams are preoccupied with Nyambura/s images. (1mk)
EXCEPT TWO THEME + EXPLANATION
ACCEPT OTHER VIABLE THEMES
(c) She is obedient√ (1mk)
Refuses to marry Waiyaki because this would amount to disobedience√(1mk) (2mks)
(d) A symbol of unity √(1mk)
The people sit there in harmony √(1mk) as children play√(1mk)
(3mks)
(e) (i) Rhetorical questions + illustration√
Reveal Waiyaki’s mental anguish/pain√
(ii) Symbolism e.g. River√
Symbolizes unity√
(iii) Description + illustration
Gives setting an eerie/ scary mood√
1 identification√
1 comment√ x 3 (6mks)
(f) Reveals the conflict/disagreement between Waiyaki and society√√ 2mks
Reveals Muthoni dilemma√√ 2mks
2 mks each (4mks)

  1. Comprehension (20mks) POETRY.
    My father began as a god
  2. The title is suitable√ (1) when the child is young, he sees his father as a god a mighty superior person√(1) Then as time goes on he is no longer a god to him but a foolish old man√(1)
  3. Keeps changing
    When young he regards his father highly√ (1) He sees his father as important and superior. However, as he grows and reaches adolescent stage he despises his father√(1) This attitude changes when he matures He sees his father as virtuous and remembers all that he’d told him√(1mk) (3mks)
  4. He grows taller and can no longer be carried should high his father is no longer growing, appears to be shrinking instead√ (1) (2mks)
  5. Identify and explain any 2 stylistic devices used in the poem (6mks)
    (i) Symbolism
    god – symbolize perfection, superiority, might.
    (ii) Simile
  • As immutable as if brought from Sinai
    Demonstrates the finality and importance of the laws that his father gave (compared to the biblical laws given to Moses). His word was law
    (iii) Repetion
    Shrank – shows its continuous process strange: repeated as strange, stranger, strangest emphasise the changing view and attitude of persona.
    (iv) Metaphor
  • made me a godling shows how important the persona felt when his father lifted him up
  • … is just one more of the little men…I little man brings out the changes in personas attitude he does not consider himself important any more/
    Who creep life – humans who lack confidence and are unaware of what they do
  • No knee high the image the persona now has of himself. He’s no better than the father he earlier despised
  • Shrank … his father became less important

(iv) Allusion (biblical)
… A immutable as if brought down from Sinai. Alludes to the commandment given to Moses by God from Mt. Sinai
Any 2 styles
Identification -1
Illustration -1
Explanation – 1
Total 3 x 2

 Immutable – unable to 
Outmoded – old fashioed, modern or useful
  1. – He sees his father as: Important and superior full of heroic tales having laws that are final able to lift him
    • He begins to despise his father as he becomes an adolescent he sees him as foolish his views appear old fashioned, especially the ones touching on life.
  • He values what his father did for him as he becomes older
  • Virtues are revealed
  • He sees himself just as he sees his father.

The 3 main points (indicating change) must be mentioned then supported by at least a supporting point If not written in prose mark by half (6mks)

            GRAMMAR (15 MKS)
  1. (a) (i) Despite the morning being very cold the athlete is running his usual distance scantly dressed.
    (ii) No one was wiser than he
    (iii)Okocha said that he did not know whether Harambee stars would play that day (b) (i) revived
    (ii) Passed
    (iii) robbed
    (c) (i) They planned to take by force what was in the truck and or plus the truck itself
    They planned to take away (without the owner awareness) the truck
    (Award no mark if one answer is wrong)
    (ii) The ring Paulina was given by her husband is worn on a specified finger; the little one The ring Paulina was given by her husband is worn on a finger that is not specified
    (Award no mark if one answer is wrong)
    (d) (i) Were she a corrupt person, she would take bribes.
    (ii) Should we change our minds, we will inform you.
    (e) (i) fewer
    (ii) little
    (iii) a little

101/3
ENGLISH
PAPER 3
IMAGINATIVE COMPOSITION AND ESSAYS BASED ONSET TEXTS
July/August 2011

FORM FOUR MID YEAR CONTINUOUS ASSESSMENT TEST
MARKING SCHEME

  1. (Imaginative composition and essay based on set texts)
    Examiners should not hesitate to use the full range of marks for each essay. In a two – essay paper, it is the final, total mark that counts. It is important to determine FIRST how each essay communicates and in which category A, B, C or D it fits.
    (The marks indicated below are for each essay in a 2 – essay paper)

D CLASS: The candidate does not communicate at all. 01-05 or his/her language ability is too minimal that the examiner practically to guess what the candidate wants to say. The candidate fails to fit. English words he/she knows into meaningful sentences. The subject is glanced at or distorted. Practically no punctuation. All kinds of errors, “Broken English” is evident.

D – 01 -02: Chaotic. Little meaning whatsoever. Question paper or some words from it simply copied
D 03: Flow of thought almost impossible to follow. The errors are continuous
D+ 04-05: Although the English is often broken and the essay is full of errors of all types, we can at least guess what the candidate wants to say.
C CLASS: The candidate obviously finds it difficult to communicate his ideas. He/she is seriously hampered by his/her limited knowledge of structure and vocabulary. This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.
C 08: The candidate communicates clearly but in a flat and uncertain manner. Simple concepts, sentence forms are often strained. There may be an over use of clinches, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement tenses, spelling.
C+ 09-10: The candidate communicates clearly but in a flat and uncertain manner. Simple concepts, sentence forms are often strained. There may be an overuse of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement tenses spelling

B CLASS: This class is characterized by greater fluency and ease of expression. The candidate demonstrates that he/she can use English as a normal way of expressing himself/herself sentences are varied and usually well constructed. Some candidates become ambitious and over ambitious. There may be items of merit of the one ward or one expression type. Many essays in this category may just clean and unassuming, but they still show the candidate is at ease with the language.
B- 11-12: The candidate communicates fairly and with some fluency. There may be little variety in sentence structure. Gross errors are still found occasionally.
B 13: The sentences are varied but rather simple. Straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Natural and effortless. Some items of merit. Economy of language.
B+ 14-15: The candidate communicates his ideas pleasantly and without strain. There are errors and slips. Tenses, spelling and punctuation are quite good. A number of items of merit of the “whole sentence” or the “whole expression” type
A CLASS: The candidate communicates not only fluently, but attractively, with originality and efficiency. He/she has the ability to make us share his/her deep feelings, emotions, enthusiasms. He/she express himself/herself freely and without any visible constraint.
The script gives evidence of maturity, good planning and often homour. Many items of merit which indicate that the candidate has complete command of the language. There is no strain, just pleasantness, clever arrangement, felicity of expression.
A 16-17: The candidate shows competence and fluency in using the language. He/she may lack imagination or origination or originality which usually provides the “spark” in such essays. Vocabulary, idiom, sentence structure, links, variety are impressive gross errors are very rare..
A 18: Positive ability. A few errors that are felt to be slips. The story or argument has a definite impact. No grammar problem. Variety of structures. A definite spark. Many margin ticks.
A+ 19-20: The candidate communicates not only information and meaning, but also and especially the candidates whole self: his/her feelings. Tastes, points of few, youth and culture. This ability to communicate his/her deep self may express itself in many ways: wide range of effective vocabulary, original approach, vivid and sustained account in case of narrative, well- developed and ordered argument in the case of a debate or discussion. Errors and slips should not deprive the candidate of the full marks he/she deserves. A very definite spark.

QUESTION 1(a)
POINTS OF INTERPRETATION
• Must begin a story
• Must begin or end with the sentence given
• Must present a credible scenario suggested by, leading to culminating in the beginning or ending in the sentence given
• The narrator should outline what had landed him/her in the situation they find themselves in and what has occasioned the realization.
QUESTION 1(b)
POINTS O INTERPRETATION
• Must be a story
• The story must illustrate how the candidate or the persona has had to learn that money is the root of all evil.

  1. Play (compulsory)
    Henrik Ibsen: “An Enemy of the people”
    • Betrayal can be termed as a breach of the trust placed on a person or a group of people by others. An illustration is where by one’s best friend lets out a secret which the friend never expected to be done/politicians abdicating their responsibility to serve their electrote
    • In the play, the town authorities have neglected their duty of ensuring the good health of the citizens. They do this being inconsiderate to the state of the baths.
    • The tourists and invalids who visit this town spend huge sums of money on recreation and recuperation. They trust that the water is clean, yet the same water is contaminated with bacteria that cause diseases. This is betrayal of the trust the consumer places on suppliers.
    • Peter Stockmann feels bitter that his brother has made the report known to the public. He argues that he is the one who organized for Thomas to be employed as the medical offices of health. For that matter he feels utterly betrayed by his brother arguing that Thomas is ungrateful.
    • The masses are manipulated by the mayor into viewing stockman as insensitive to their welfare. They get convinced that it is them who shall foot the cost of rebuilding the baths (forty or fifty thousand pounds). It is for this reason that they are led to believe the doctor has betrayed their welfare, crowning him an Enemy of the people. Morten kill gets utterly enraged at the doctor report that the biggest source of pollution comes from his as his son – in – law should not have come up with such a report. He views it as a great form of betrayal.
    • Morten kill gets utterly enraged at the doctors report that the biggest source of pollution comes from his tanneries at molledal. He feels that Thomas as his son-in-law should not have come up with such a report. He views it as a great form of betrayal.
    • Morten kill in revenge purchases shares from the contaminated Baths with the estate he was to bequeath to Katherine and Thomas’ son’s it stems from selfishness.
    • The masses insult Dr. Stockmann, tear his best trousers and want him expelled from the town yet he was all along fighting for their welfare. This is betrayal.
    • Hovstad, Billing and Aslaksen assure Dr. Stockmann of their support in printing his report in the “people’s Messager”. They even praise his finding and Horstad says it is a true reflection of the happenings in the town. However they later twin against him terming his report ‘a mere rumour and an exaggeration’ they refuse to print it thus betraying him.

2marks awarded for introduction
12 marks for four well – illustrated points
4 marks for language aptitude
2 marks for an apt conclusion

  1. Optional texts
    (a) Drama.
    John Ruganda “shreds of Tenderness”
    • A coup de tat an extremely unpredictable moment and one would not know how to behave nor where to run. The people who suffer most in the confusion that ensures are the innocent citizens
    • Mr. No – Fear – No favour does not want Wak to leave him alone in the bar when romours abound that there is a coup. He is so frightened but Wak informs him that he is not his guardian and that he is too drunk to walk, hence a terrible liability. He even tells him that coups are highly unpredictable.
    • Wak says the police will be as uneasy as the citizens and out of a job in the event of a coup. The usual practice is for the country’s police force to be disbanded by the coup leaders.
    • People are forced to abandon their business premises at short notice leaving them unattended like the barman. For example, Wak and Mr. No fear – No – favour are the only people left in the bar, the owner having fled. Wak says the soldiers would freely move in and take the beer.
    • Identity cards are usually asked for and must be produced on the spot in the event of a coup. Foreigners with diplomatic passports stand a better chance than locals who might be considered supporters of the farmer regime
    • With the above illustrations, it is clearly evident how unstable a country can become in the event of a coup and the negative impact it has on its citizens.

2 marks awarded for introduction
12 marks for four well illustrated points
4 marks for language aptitude
2 marks for an apt conclusion

3 (b) The short story
Macmillan: Half a Day and other stories
• Gender disparity is inherit in most societies the world over. Right from the cradle the girl child is welcome into the world in a away that is demeaning compared to her male counterpart who is received with a lot of pomp and ceremony.
• In the developed world, parents go to great lengths to have the gender of their unborn child determined and girls end up being jettisoned to the next world. even in cases where a girl is lucky to see the light of day, she will endure discrimination to the grave
• In Africa, there are cases of parents who will not be satisfied with five daughters, but will keep at it until, they get a son. The society in ‘Heaven and Earth’ is biased against women. Christianity as represented by the vicar also stands accused of the same. The vicar’s view is that women occupy a lowly position; they are simply not equal to men. The vicar asserts that God created ma in his own image and gave him women to be his helper.
• He emphasized, ‘women should obey their husbands and remain humble… designated by their biology (p95). Society in general is based against women.
• The reason why Mme Lady does not want to walk out of the abusive marriage is that people cannot raise money to repay the dowry.
• The payment of the dowry is used as an object of oppressing women. Domestic problems too are blamed they have no one to give a listening ear. Mme lady tells Dr. Vim.
• “No one will believe me and even if they do, they will blame me” women in the society are victims of domestic violence. This is evident through Mme lady. Kimanja, her husband beats her so badly that she cannot see as her eyes are blocked by her swollen face. The Vicar understandably assumes that she must have been attacked and assaulted by robbers due to the severity of the injuries.
• Vim also confirms that he had seen the kind of incident frequently. This clearly illustrates that it was practiced in the society

• Domestic violence among women is also talked in a hushed tone; no wonder Mme Lady cautions the doctor not to tell anybody about her beating.

The society has no place for barren women. This biological condition is treated like accuse. Mme Lady says. :I don’t even have children” Apparently she is ashamed of her condition. The society’s patriarchal nature has no space for assertive women. The women have no chance to empower themselves that is why they go to church as sanctuary, a safe place, the only place they are allowed without supervision.
• When women try to awaken themselves they are suppressed by men. This is evident through Mme Lady when sunlight hits her eyes and she resolved to seek help from the nurse. Kimanja intervenes and demands to know where she is going. He assaults her outside the church. The culture and customs of the society plays a major role in suppressing women. Men have more power and influence in decision-making.
• The majority of the congregants are poor women and the preacher whose word they believe as the gospel truth exploits their ignorance by threatening them so that they can boost their offertory
• These poor women seek assistance from Mme Lady when faced by domestic problems, health and finance. Though Mme Lady had gone to town to seek fortune, her future husband brought her back to the community and established her as the first lady. Her freedom is curtailed by the fact that she has gotten married to be a submissive wife.
• Mme Lady’s husband subjects her to be a lot of pain and suffering. This is evident when he batters her and she is taken to hospital where he never visited her. The above illustration depict that the society is to blame for women suffering and women have to empower themselves standing up together and fighting a common cause.

2marks awarded for introduction
12 marks for four well illustrated points
4 marks for language aptitude
2 marks for an apt conclusion.

3 (c) THE NOVEL
Velma Pollard: Homestretch
(i) The capital city, Jamaica, had untidy streets
• Presence of uncared for garbage everywhere
• Brenda says, “The money they spend to pay people to search up people things they might use to clean the streets”
• All along the road from the airport, there were makeshift provision stalls on the ground,, each with its stack of garbage near it.
• There were more flies than expected

(ii) Dangerous and incentives drivers
• Drivers cut in ahead of others after passing them on the wrong side
• Brenda declared, “I will never drive in this country”

(iii) Corruption was rampant carrying
• Porters expected tips for conveying out errands for which they were paid
• “Fix me up no brother!” says the porter to Gabriel Brenda comments, “People here don’t know that you should not get paid twice to do your job.

(iv) Forigners (whites) are favoured over Jamaica’s
• Brenda’s suitcases are opened but those of the passenger ahead of her, who is white, are not. This makes Brenda mad
• She was telling the customs officer about parts of the anatomy he could not possibly posses
(v) There were bad roads everywhere
• Governments had come and gone over the years and it did not matter which party was in power, nobody ever fixed the roads to woods village
• It was said that days of “banana” were over and nobody had any interest in getting a product for export out of the day.
• Or perhaps no member of parliament not his mother lived in the district

Conclusion
An appropriate conclusion is necessary
2 marks awarded for introduction
12 marks for four-well illustrated points
4 marks for language aptitude
2 marks for an apt conclusion

NAME…………………………………………………… INDEX NO………………….

101/1
ENGLISH
PAPER 1
(Functional Skills)
JULY/AUGUST 2011

                                  FORM FOUR CLUSTER EXAMINATION  2011

Kenya Certificate Of Secondary Education

                                                      ENGLISH
                                                      PAPER 101/1

TIME: 2 HOURS

INSTRUCTIONS TO CANDIDATES

  • Write your name and index number in the spaces provided above.
  • Answer all the questions in this question paper.
  • All your answers must be written in the spaces provided in this question paper.

FOR EXAMINERS ONLY

QUESTION MAXIMUM SCORE
1 20
2 10
3 30

QUESTION 1 (20 MRKS)

  1. a) The Agriculture club Mwangaza Secondary School intends to sell chicken to the members of the public. The chairman has requested you to write an internal memo to all the members briefing them on how the sale will be conducted, the venue, date, what will be sold at what prices and any other information you consider necessary.
    (12 mrks)

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b) Write an advertisement meant for the public about the same sale. (8 mrks)
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  1. CLOZE TEST

Fill in the blank spaces with the most appropriate word.

Malaria remains the greatest single_1_______________ to human life. It accounts 2______________over half of the infants’ death and has contributed significantly to the high_3______________rate. About 80% of Malaria _4_______________are estimated to be in the tropical Africa and children under five years and expectant mothers are particularly_5_______________. As the world tries to keep Malaria at 6______________it should not be lost to the common man or woman in the village that they have a contribution to _7________________draining _8________________waters or spraying it will destroy the breeding places. The W.H.O has been trying to develop a _9________________ against Malaria and it is now on the trial stage. We should not be put __10________________by the earlier failures. One day this dream will be a reality. (10 mrks)

  1. ORAL SKILLS

A)Read the following poem and then answer the questions that follow.

THE WIND

I saw you the kites on high
And blow the birds about the sky
And all around I heard you pass,
Like Ladies across the grass
O wind, a – blowing all day long
O wind, that sings so loud a song!

I saw the different things you did
But always you yourself hid,
I felt you push
I could not see you yourself at all –
O wind, a blowing all day long
O wind, that sings so loud a song!

O you that is so strong and cold,
O blower, are you young or old?
Are you a beast of field or tree?
Or just a stronger child than me?
O wind, a blowing all day long
O wind, that sings so loud a song!
(Robert Louis Steveson)

QUESTIONS
i) Who is the speaker of the poem? (1 mk)
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ii) Identify three sound patterns employed in the poem. (3 mrks)
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iii) If the poem were to be read aloud, what effect would the sound patterns described in (ii) create? (3 mrks)
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iv) How does punctuation affect the reading of the poem? (3 mrks)
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  1. B) Challenger: Two European peeping through the window.
    Response: Mucus.

i) Classify the above genre (1 mk)
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ii) Identify and illustrate the most outstanding stylistic device used in the above genre. (2 mrks)
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iii) Give two functions of the above genre. (2 mrks)
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iv) What is the community’s attitude towards Europeans? (1 mk)
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3C) Give a word with similar pronunciation. (4 mrks)

i) Muscle –
ii) Morning –
iii) Flower –
iv) Worn –

  1. D) IDENTIFY AND UNDERLINE THE SYLLABLE THAT WILL BE STRESSED
    IN THE WORD WRITTEN IN CAPITAL LETTERS.
  2. Does this letter need an urgent RE-PLY?
  3. The did not RE-PLY to own letter.
  4. The CON-VICT was properly identified.
  5. There was ample evidence to CON-VICT him.
  6. e) Read this interview and fill in the missing parts: Interviewer: ______________________________________________
    (1 mk)
    Interviewee: I am fine thank you.

Interviewer: Welcome and be seated.

Interviewee: _______________________________________________
(1 mk)

Interviewer: _______________________________________________
(1 mk)

Interviewee: I only know Mr. Tembo, who was once our Principal. It is a surprise to
find him in this panel!

Interviewer: ________________________________________________
(1 mk)

Interviewee: I believe I will be a big asset to your company. I have done sales and
Marketing and it is my intention to promote the products of this company.

Interviewer: ________________________________________________
(1 mk)

Interviewee: I have a lot of experience in this field since I worked in the same capacity
just before I went to the University for my post graduate studies.

Interviewer: Alright we will get in touch with you as soon as possible .

Interviewee: ________________________________________________
( 1 mk)

Name…………………………………………………

Index No. …………………….

School …………………………………………………

Date……. …………………….

Sign……. …………………….

101/2
ENGLISH
COMPREHENSION, LITERARY
APPRECIATION AND GRAMMAR
PAPER 2
JULY/AUGUST 2011

FORM FOUR CLUSTER EXAMINATION 2011
Kenya Certificate of Secondary Education

Time: 2 ½ Hours
INSTRUCTIONS TO CANDIDATES

• Write your name and Index number in the spaces provided above. Sign and write the date of
examination in the spaces provided above.
• Answer ALL the questions in this question paper
• ALL your answers must be written in the spaces provided in this question paper.
EXAMINERS USE.
Question Maximum Score Candidates Score
1 20
2 25
3 20
4 15
Total Score

This paper consists of 8 printed pages.
Candidates should check the question paper to ensure that all pages are printed as indicated
and no questions are missing
Read the following passage and answer the questions that follow.

There are today all over the world thousands of factories where all the various things we use, and which form part of our modem civilization are made. In almost every one or more of the great army of industrial chemists to be found at work in these laboratories. His work may be merely to test the purity of the materials which are being used and made in the factory, but more often it is to experiment and try to find out new and better ways of making them.

Everyone of this chemist has been thoroughly trained for his work. He may be trying to find something new but he knows how to set about it and is able to understand and interpret the new results he get from his experiment. He is rather like a man with a very good map and a every good compass, setting out to explore a new country. Now, rather under three hundred years ago, there was no map of this country at all. The old chemists of the middle ages had plenty to say about what they thought it was like but, their experiment had explored to outer fringe of it. Later, the followers of the Paracelsus penetrated a little further, but no one knew what the country was really like.

Then in the 17th century there came a man who at least put forward a plan for
exploring unknown land of chemistry. This Man was the Hon. Robert Boyle, an Irish man, born 1627. His father was the great Earl of cork and Robert was his seventh son. As a boy while he was at school, he was made very ill by a wrong dose given by an apothecary (pharmaceutical chemist). This made him fear physicians more than the disease, and he determined to gain for himself some knowledge to medical drugs. When his father died he returned from Europe, and having money and leisure, he devoted himself for the rest of his life to scientific pursuits.

Boyle was a very powerful experimenter, and he very soon came to know that chemical knowledge at that time was in a very muddled state and that most of the views had no foundation in fact. In 1961 he published his famous book called the “Sceptical Chemist”, and it is largely because of this book that he has been called by later generations the “Father of Modern chemistry”. What is a sceptical chemist? A sceptical chemist is one who questions everything and takes nothing for granted. This book of Boyle was written as a conversation between this sceptical chemist and two others one of this was a follower of Aristotle who believed there were four elements air, fire, earth and water. And the other was follower of Paracelsus who believed there were three elements: sulphur, mercury and left behind salt.

In Boyle’s book each of these men in turn proclaims his beliefs and brings forth evidence he can to support them. Then the sceptical chemist proceeds to pull their arguments to pieces. He describes experiments which he had done himself which show that there is no ground whatsoever for assuming that the number of elements is either three or four, in fact, he says it is quite impossible yet to fix a limit to the number of substances which can be considered elementary. The thing to do, he says is to stop talking and repeating what somebody else had said, and set to work to find out by experiment what substances are elements. By an element he means that a substance which cannot be split into two or more different parts. Here then was a plan of action for the explanation of an unknown country and it proved to be a very excellent one. Actually Boyle himself did not have a great deal of chemical knowledge; most of his experiments concerned physics rather than chemistry. What he did for chemistry was to point out the only way which could lead to any further advance into the new territory.

Search for the elements was his doctrine and search by careful personal observation and experiment. And for the next 150 years chemist in both England and the rest of Europe carried on this search until at the beginning of the 19th century not three nor four but fifty chemical elements were known, while today the number is over 100.

Questions

a) How does industrial chemist contribute to modern civilization? (2mks)
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b) What relationship is there between an industrial chemist to a man with a map
and compass? (2mks)
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c) What does the author mean by saying that “there was no map of this country”? (2mks)
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d) Then the sceptical chemist proceeds to pull their arguments to pieces (rewrite in the
past tense) (1mk)
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e) Explain what the author means by “Fear physicians more than disease”? (2mks)
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f) Rewrite the following sentences in plural “Everyone of these chemists has been
thoroughly trained for his work” (lmk)
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g) In about 60 words, summarize Boyle’s contribution to the advancement of chemistry.
(5mks)
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h) How was Boyle different from the other scientists of his time? (2mks)
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i) Explain the meaning of the following words as used in the passage (3mks)
i) Muddled
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ii) Proclaims
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iii) Pursuits
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Question 2
They were free. Age and youth had become reconciled for this one night. And you could sing anything and talk of the hidden parts of man and woman without feeling that you had violated the otherwise strong social code that governed peoples’ relationships, especially the relationship between young and old, man and woman.

Waiyaki still felt uneasy. Something inside him prevented him from losing himself in this frenzy. Was it because of Muthoni? He wondered what Livingstone would say now if he found him or if he saw the chaos created by the locked emotions let loose. And the words spoken! Even Waiyaki was slightly embarrassed by this talk of forbidden things. Perhaps this was so because the mention of forbidden things at any other time was a social taboo. Of course, Waiyaki knew that nothing bad would happen in spite of the talk. It was actually a taboo to go with a woman on such occasion.

And then Muthoni appeared on the scene. The singing increased in volume and excitement. And she was a wonder. Where had she learned this? Waiyaki wondered as he watched from the side. She danced, sang, describing love, telling of relationship between a man and a woman, scenes and words of lovemaking. The missionaries in Siriana would certainly have condemned her to eternal hell. Waiyaki gazed at her. Something slightly stirred in him. In the yellow light she seemed beautiful and happy, a strange kind of elation.

Somebody pulled him into the circle. It was Kinuthia. “Dance”, the girl shouted, pulling him along the circle and repeating some of the hip motions for him. At first that thing inside him kept him aloof, preventing him from fully joining the stream. Although his body moved and his mouth responded to the words, his soul did not fully participate. Then, from a corner he heard his name. They were singing for him, some praising him and others making jibes at him. The name was taken up by the drummers and the soloist.

The frenzy and shrieks were up again. And suddenly he felt as if a hand soft and strong had held his soul and whipped it off. It was so strange that he felt his emotions and desires temporarily arrested in a single timeless moment; then released. Waiyaki was nothing. He was free. He got everything. He wanted only this thing now, this mad intoxication of ecstasy and pleasure. Quick waves of emotions flashed through his flesh, through his being.

Questions (25 marks)
a) Name a rite Waiyaki underwent before this ceremony. (lmk)
..……………………………………………………………………………………………
………………………………………………………………………………………………
b) Explain Waiyaki’s embarrassment and why he feels haunted by the memory of
Livingstone (3mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
c) What is happening in the second paragraph of this extract? (4mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
d) What is strange about Muthoni’s performance? (2mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
e) Explain the authors attitude towards the rite of circumcision as communicated in this
extract (2mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

f) “Muthoni has a lasting influence on Waiyaki’s thinking and behaviour”.
Explain other occasions in the novel where this influence is indicated (4mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
g) Waiyaki knows that nothing bad would happen in spite of the talk. Change
this statement to direct speech. (lmk)
..……………………………………………………………………………………………
………………………………………………………………………………………………
h) Identify and illustrate the prominent trait about Muthom evident in this excerpt? (2mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
i) Explain any one feature of style prominent in the excerpt? (3mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………
j) Identify three aspects of culture discussed in the novel. (3mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………

QUESTION 3 POETRY

ONCE UPON A TIME
Once upon a time dear son
They used to laugh with their hearts
And laugh with their eyes, but now they only
Laugh with their teeth
While their ice-cold-block-eyes
Search behind my shadow

There was a time indeed
They used to shake hands with their hearts
But that’s gone son
Now they shake hands without hearts
As their hands search my empty pockets
‘feel at home’, ‘come again’
They say but when I come
Again and feel at home, once, twice
There will be no thrice
For then I find the doors shut on me.

So I have learned many things, son
I have learned to wear many faces
Like dresses, home face, office face,
Cocktail face
With all their conforming smiles
Like a fixed portrait smile

And I have learned too
To laugh with only my teeth
And shake hands without my heart
I have also learned to say ‘Goodbye”
When I mean ‘Good riddance’
To say ‘Glad to meet you’
Without being glad: and to say ‘it has been
Nice talking to you’ after being bored
But believe me son I want to be what I used to be when I was like you

I want to unlearn these muting things
Most of all, I want to re-learn
How to laugh, show me how
I used to laugh and smile
Once upon a time when I was like you

Questions
a) Who is speaking in the poem? (2mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
b) What is the poem about? (3mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
c) Identify any two images that emphasise what the persona is saying. (2mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
d) Explain two poetic devices used in the poem (4mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
e) Explain the following lines as used in the poem (4mks)
i) Like fixed portrait smile
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

ii) I want to unlearn these muting things
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
iii) Laugh with their teeth
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
iv) Laugh with their eyes
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
f) What is the relationship between the persona and the son? (2mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
g) Describe the tone of the poem? (2mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
h) Suggest an alternative title to the poem (lmk)
..……………………………………………………………………………………………
………………………………………………………………………………………………

QUESTION 4 GRAMMAR

A. Use the correct form of the words given in the brackets to fill the gaps
i) The old man ……………………………escaped from the accident. (miracle)
..……………………………………………………………………………………………
………………………………………………………………………………………………
ii) He failed due to his …………………………….(able) to understand the question.
..……………………………………………………………………………………………
………………………………………………………………………………………………
iii) The PM was popular for his ……………………………….character. (conscience)
..……………………………………………………………………………………………
………………………………………………………………………………………………
iv) The children played …………………………during the party. (merry) (4mks)
..……………………………………………………………………………………………
………………………………………………………………………………………………
B. Replace the underlined word with a suitable phrasal verb formed from the word
provided in the brackets. (5mks)
i) We must remove the cause of the trouble(deal)
..……………………………………………………………………………………………
………………………………………………………………………………………………
ii) They sat up till midnight discussing their plans for their holiday. (talk)
..……………………………………………………………………………………………
………………………………………………………………………………………………
iii) How many people attended the meeting? (turn)
..……………………………………………………………………………………………
………………………………………………………………………………………………
iv) He did his best to follow the principles of his religion. (live)
..……………………………………………………………………………………………
………………………………………………………………………………………………
v) The news about the death of his wife so shocked him that he immediately
fainted. (pass)
..……………………………………………………………………………………………
………………………………………………………………………………………………

C. Construct two sentences to give two meanings of each of the following words. (6mks)
i) Fan
..……………………………………………………………………………………………
………………………………………………………………………………………………
ii) Bow
..……………………………………………………………………………………………
………………………………………………………………………………………………
iii) Book
..……………………………………………………………………………………………
………………………………………………………………………………………………

101/3
ENGLISH
Paper 3
(Imaginative Composition and essay based on set texts)
2 ½ Hours
JULY/AUGUST 2011

FORM FOUR CLUSTER EXAMINATION 2011
Kenya Certificate of Secondary Education

Kenya Certificate of Secondary Education (K.C.S.E)

INSTRUCTION TO CANDIDATES

  1. Answer three questions only.
  2. Question one and two are compulsory.
  3. In question three choose only one of the optional set texts you have prepared on.
  4. Where a candidate presents work on more than one optional text, only the first one to appear will be marked
  5. Each of your essay must not exceed 450 words.
  6. All your answers must be written in the answer booklet provided.

This paper consists of 2 printed pages. Candidates should check the question paper to
Ensure that all the pages are printed as indicated and no questions are missing.

  1. Imaginative composition Either

a) Write a story beginning with:
The very sight of her left me with the doubt that she was trying hard to stay alive…………………

Or

b) Write a composition to illustrate the proverb, “As you make your bed, so must you lie on it.”

  1. The compulsory set text

The play; ‘An Enemy of the People’ Henrik Ibsen
“………the strongest man in the world is he who stands alone”. With illustrations from “An Enemy of the People” write an essay to justify this statement (20mks)

  1. The optional set text
    Answer any one of the three questions
    Either

(a) Macmillan (Ed) Half a Day and Other Short Stories
With reference to Naguib Mahfouz’s Half a Day, the writer has heavily employed symbolism to effectively bring out his message. Making very close reference to the story, write an essay on the use of symbolism and its effectiveness (20mks)
Or

(b) Drama: Shreds of Tenderness by John Ruganda
Drawing illustrations from John Ruganda’s ‘Shreds of Tenderness’, write an essay explaining the relevance of the play to the contemporary developing society. (20mks)
Or
(c) The Novel: Homestretch by Velma Pollard
Write an essay discussing the relevance of the title ‘Homestretch’ in Velma Pollard’s Novel
(20mks)

JULY/AUGUST 2011

FORM FOUR CLUSTER EXAMINATION 2011
ENGLISH PAPER 101/1
MARKING SCHEME

  1. a) Internal memo 5 marks for the correct format Should have:
  2. The name of the institution “Mwangaza Secondary (1 mk)
  3. The term “Internal Memo” (1 mk)
  4. Date. _ (1 mk)
  5. To
    From one mark
  6. Subject. (Do not accept reference) (1 mk)
  7. Name and the signature of the person writing (1 mk) Total = 6 mrks Tone – must be official (formal body ) (1 mk) Award mark for the following:</code></pre></li>
  • how sale will be conducted
  • venue
  • date
  • prices
  • any other relevant point.
    Maximum 4 marks
    Language – maximum 2 marks
    Total = 12 marks
  1. b) Advertisement
    Format
  2. Name of the institution
  3. The name “Advertisement” must appear.
  4. Subject e.g. should state what is to be sold
  5. Name of the person writing the advertisement Maximum 3 marks Body must state time, venue and the date (location of the school optional</code></pre>= 3 mrks
    Language – Give maximum 2 marks
    for appropriate language 2 marks
    8 marks
    Grand Total = 20 marks
  6. CLOZE TEST (10 mrks)
  7. threat
  8. for
  9. mortality/death
  10. cases
  11. vulnerable (No marks for wrong spelling)
  12. bay
  13. make
  14. stagnant
  15. vaccine
  16. off
  17. A) i) A child – Are you a stronger child than me? (1 mk)
    ii) Alliteration – /b/ blow birds
    /s/ so strong
    /y/ you yourself Repetition – ‘you yourself’ for emphasise and to achieve rhythm/Repetition of refrain ‘O wind…….., ……… a song Assonance - /o/ blowing ……all……..long iii) – It would create musicality - Enhance rhythm - Make the poem memorable iv) Punctuation must be identified ½ a mark for identification ½ a mark for effect. Exclamation mark ! meant to show the winds immense strength as it blows O wind, that sings so loud a song! The – (dash) meant to give a significant pause before the refrain that contains the subject matter. I could not see you yourself at all – Question marks? Meant to provoke the reader to think. O blower, are you young or old? Are you a beast of field or tree? Commas, meant to indicate a pause O wind, a-blowing all day long. Any 3, 1 mk each (Total 3 marks)</code></pre></li>

3 B) i) Riddle (1 mk) ii) Personification – Mucus is personified a European. iii) - entertainment sharpen the thought of the children train on language speaking skills sharpen power of observation and inference serve as a prelude to a story telling session. Any two – 1 mk each (total 2 mrks) iv) Contemptuous of the whites/spiteful. 3 c) i) mussel
ii) mourning 1 mk each (Total 4 mks)
iii) flour
iv) warn d) i) RE PLY
ii) RE PLY
iii) CON-VICT
iv) CON VICT e) Interviewer: Good morning! How are you? (1 mk) (No question mark 0 mrks) Interviewee: Thank you madam/sir. (1 mk) (1/2 mk for Thank you) (1/2 mk for madam/sir) Interviewer: Do you know any member of this panel? (1 mk) (No question mark 0 mks) Interviewee: Why would like to work for this company?(1 mk) (No question mark 0 mrks) Interviewer: Do you have any kind of experience? (1 mk) (No question mark 0 mrks) Interviewee: Thank you madam/sir for inviting me to this interview (1 mk) (Thank you ½ mk) (Sir/madam ½ mk) ( Total = 1 mk) JULY/AUGUST 2011 FORM FOUR CLUSTER EXAMINATION 2011
Kenya Certificate of Secondary Education
ENGLISH
PAPER 2
MARKING SCHEME COMPREHENSION
a) He does this by testing the purity of materials 1 which are being used and made in
factory by experimenting and trying to find out new and better ways of making them1
b) An industrial chemist and a man with a map and compass both set out to explore (a new
territory)2
c) It had not been drawn and it was unknown2
d) Then the skeptical chemist proceeded 1 to pull their arguments to pieces
e) They fear physicians (doctors) more than the diseases the physicians (doctors) are meant
to treat 2
f) All of these chemists have been thoroughly trained for their work 1
g) He published his book “the skeptical chemist” in 1961 1a and discounted1b. He
carried out experiments to find out that substances are clements 1c. He defined an
element as a substance which cannot be split up into more parts1d. He pointed out the
way to further advancement in chemistry 1e
h) Instead of repeating what other people had said1 he set out to work and experiment 1
i) Muddled – Confused / mixed up 1
Proclaims – publicly acknowledges 1
Pursuits – trying to find out / investigations. 1 THE RIVER BETWEEN
a) Second birth 1
b) Waiyaki was embarrassed since he did not know or coud not dance well to the tunes.
The language used was vulgar They sang about anything
The other boys danced better
than he did since they had time to practice while he was away in Siriana He was aware
of livingstone’s strong criticism of it and how he would react if he saw him in this chaos
created by locked emotions let loose
(any 3)
c) Waiyaki was feeling sad and unwilling to let himself be carried away by the day’s events.
It wasn’t clear whether it was because of Muthoni or if it was out of fear of being
discovered by Rev. Livingstone. He felt embarrassed when words he considered taboo
were freely uttered. All the same, he knew that nothing would go out of hand as a result
of such language. He was quite aware that no man would sleep with
any woman during such occasions as it was taboo.
d) She dances like an expert and uses vulgar language. Waiyaki wonders where she has
leant these
e) The author seems supportive of circumcision He describes Waiyaki as “free” and
dancing freely
f) When he, Kinuthia and Kamau made Muthoni to scream with terror. When they had
ambushed her at Honia, he later became ashamed since he realized that it was not bravery
frightening girls. He changed his behaviour2. Her decision to get circumcised makes
Waiyaki analyse /appreciate it. Her decision to marry the two cultures is seen in Waiyaki
too as he also struggles to reconcile the two 2
g) “I know that nothing bad will happen inspite of the talk,” Waiyaki said. 1
h) Determined - She wants to be circumcised, by all means
Rebellious  - Rebels and moves to Komeno to get circumcised (any 1 = 2)
i) Description eg she danced………… shows Muthoni’s confidence
Direct speech”Dance” Waiyaki is fearfully reserved.
Rhetorical question – Was it because of Muthoni?
……..Waiyaki’s inner feelings (fear) (any 1) - Identification 1
j) Second birth - Illustration 1 03
- Superstition/fear of the dead - Effect 1
- Circumcision
- Belief in supernatural power (any 3) POETRY
a) Parent / mother / father 1mk – Iden.
Dear son
Believe me son 1mk Illus.
Show me son
b) People used to be friendly but now they are not. People had feelings for each other but
(3mks)
now they don’t. People have become hypocritical / Genuine love has disappeared.
c) Metaphors – Laugh with teeth ice cold eyes
Shake hands without hearts
Simile - Live fixed portraits smile (2mks) Like dresses  d) Repetition - “taugh” to emphasize the fake laughter and the genuine laughter (2mks) Alliteration  - hands hearts - face face (2mks) (make poem musical) (Any 2 relevant devices) e) i) Mechanical smile 1 ii) I want to change from this insincerity to sincerity1 iii) Insincere laughter1 iv) Deceptive 1 f) Cordial/ friendly/ close/ open 1 Father pours out his heart to the son 1
g) Nostalgic 1 once upon a time 1
Bitter 1 father not happy 1
h) Lost love 1 any other appropriate.1 (Any relevant tone) GRAMMAR
A i) Miraculously
ii) Inability
iii) Conscientious
iv) merrily
B i) deal with
ii) talking over
iii) turned up
iv) live to
v) passed out
C Verb
Noun JULY/AUGUST 2011 FORM FOUR CLUSTER EXAMINATION 2011
Kenya Certificate of Secondary Education
101/3
ENGLISH
PAPER 3
MARKING SCHEME Paper 101/3 is intended to test the candidates’ ability to communicate in English. Communication is established at different levels of intelligibility, correctness, accuracy, fluency, pleasantness and originality. Within the constraints set by each question, it is the linguistic competence shown by the candidate that should carry most of the marks.
Examiners should not hesitate to use the full range of marks for each essay.
It is important to determine FIRST how each essay communicates and in which category A.B.C or D it fits.
(The marks indicated below are for question one)
D CLASS.
(01 — 05)The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to say. The candidate fails to fit the English words he knows into meaningful sentences.
The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors “Broken English”
D
(01 —02) Chaotic. Little meaning whatsoever .Question paper or some words from it simply copied.
D-03 Flow of though almost impossible to follow .The errors are continuous.
04 — 05 Although the English is often broken and the essay is full of errors of all types we can at least guess what the candidate wants to say.
C CLASS The candidate communicates understandably but only more or less clearly. He is not confident with his language. The subject is often undeveloped. There may be sonic digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky. There is no economy of language: Mother tongue influence is felt. Spelling, direct translation.
C
06 -07
The candidate obviously finds if difficult to communicate his ideas. He is seriously hampered by his very limited knowledge of structure and vocabulary. This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.
C 08
The candidate communicates but not with consistent clarity. His linguistic abilities being very limited, he cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English. Links are weak incorrect, repeated at times.
(09- 10
The candidate communicates clearly but in a fiat and uncertain manner. Simple concepts sentence harms are often strained. There may be an overuse of cliches. Unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. They are some errors of agreement, tenses and spelling.
B CLASS (Il- 15)
This class is characterized by greater fluency and ease of expression. The candidate demonstrates that lie can use English as a normal way of expressing himself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over ambitious. There may be items of merit of the one word of one expressions type. Many essays in this category may be just clean and unassuming hut they still show that the candidates is at ease with the language. [There may be a tendency to under mark such essays. Give credit for tone.
B
11- 12
B 13
Te sentences are varied but rather simple and straight forward. the candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Natural and effortless. Some items or merit, economy of language
B+
14— 15
The candidate communicates his ideas pleasantly and without strain. There are errors and slips. Tenses. spelling and punctuation are quite good. A numbers of items of merit of the ‘Whole sentence” or the “whole expression” type.
A CLASS (16—20)
The candidate communicates not only fluently, but attractively, with originality and efficiency. He has the ability to make us share his deep feelings, emotions, enthusiasm. He expresses himself freely and without any visible constraint. The script gives evidence of maturity, good planning and often humour. Many items of merit which indicate that the candidate has complete command of the language. There is no strain, just pleasantness, clever arrangement, felicity of expressions.
A-
16— 17
The candidate shows competence and fluency in using the language. He may lack imagination or originality which usually provide the “spark” in such essays.Vocabulary, idioms,sentence structure. links. variety are impressive. Gross errors are very rare.
A 18
Positive ability .A few errors that are felt to be slips. The story or arguments has a definite impact. No grammar problem .Variety of structures. A definite spark. Many margin ticks
A+ 19—20
The candidate communicates not only information and meaning, but also and especially the candidate’s whole self: his feelings. tastes. points of view, youth culture. This ability to communicates his deep self may express itself in many wa s wide range effective vocabulary, original approach, vivid and sustained account in the case of a narrative, well developed and ordered argument in the case of a debate or discussion. Errors and slips should not deprive the candidate of the full marks he deserves. A very definite spark. TABLE OF CATEGORIES
CLASS MARK CATEGORY
EACH ESSAY
A A+ 19—20
A 18
A- 16- 17
B B+ 14—15
B 13
B- 11—12
C C+ 09—10
C 13
C- 06—07
D D+ 04—05
D 08
D- 06—07
D D+ 04—05
D 03
D- 01—02
MARKING SYMBOLS
The main signs indicate three degrees of sentences at error.
a) Gross Error OMISSION FOR CONTRUCTION IN MARGIN b) Minor Error OMISSION FOR CONTRUCTION IN MARGIN c) MINOR OR POSSIBLE ERROR Contradiction
This sign in the margin is used only when a construction error effects more than one line.
The following symbols may also be used.
FAULTY PARAGRAPHING
REPETITION - (of words) a circle round the word.
- For ideas word R usually in the margin ILL
VAG
ILLEGIBILIIY
VAGUENESS
WRONG WORD ORDER Underline once and write W.O in margin
ILLOGICAL or CONTRADICTORY ILL (in margin)
BROKEN ENGLISH. When the candidate fails to communicate BR in margin. FOR PURPOSES OF IDENTIFICATION
COW to indicate has used a pencil to make a correction. BRACKETS [ ] Indicate a part of a D script that communicates
Use a asterisk to indicate an item or a sentence that the rubries indicate should be used TO INDICATE AN ITEM OF MERIT .Use a tick() either a word or in the margin for the whole sentence.
GROSS ERRORS
a) Almost any error of agreement.
b) Serious tense error
c) Errors of elementary vocabulary spelling and misuse.
d) Punctuation errors or missing punctuation which causes serious lack of communication.
e) Elementary errors of sentence construction.
f) Ridiculous use of idioms that affects communication
g) Misuse of common prepositions
h) Misuse of capital letter. CAPS underline the page and Caps on subsequent pages where the
mistakes persists. Failure to use them to using them wrongly. i t j
I T J MARKING NORMAL SCRIPTS
a) Decide on the degree of communication achieved A D
b) After underline decide on the mark category.
c) Allocate a numerical mark to the essay. Margin, right hand side where the essay ends PROBLEM SCRIPTS.
All problems scripts must be marked by the examiner and then sent to the Team Leader with comments Irrelevance
a) Consistent distortion of question. evasion of question, writing on a totally different subject with a clumsy attempt at connecting the essay to the subject given, inclusion of memorized passages etc
b) The question is given an unacceptable or questionable interpretation.
c) Essays contain long, semi relevant digressions or lack coherence. ACTION
The examiner marks the essay gives a linguistic mark and comments on the nature of the irrelevanc. The essay is then passed over to the team leader who judges whether the irrelevancy should be judged as a deliberate attempt to deceive or should he attributed to the candidate’s poor understanding of the subject.
Deduct up to 4 marks for irrelevancy in the essay. If dishonesty is suspected, the Chief Examiner should be informed. Any deduction of 3 marks or more should he referred to the Chief Examiner. CONTRAVENTION OF RUBRIC.
Since the rubrics may change from year to year, the POINTS OF INTERPRETATION that are part of this MARKING SCHEME MUST be consulted and adhered to faithfully. here are some general rules that usually apply. SCRIPTS THAT DO NOT COMMUNICATE (Broken language)
a) Decide on the category D, D or D-
b) Mark the errors on the first page of the essay.
c) Read the other. if the essay still does not communicate inform the TL
d) Team leaders should look at a good number of those scripts and ensure that the mark given is fair BREVITY
It should be remembered that the quality of an essay is how effectively it communicates. If any essay looks too short, the examiner should take the time to count the exact number of words.Not to exceed 450 words KENYAN ENGLISH
A good number of words and expressions are understood and currently used by all Kenyans. They can be used in essays without any need for quotation marks or explanations. We can include among those:
Panga,rungu,sharn ba.rnurrarn ,matatu Wananch i. U gal i,rnadarasa,harambee,matoke. Maendeleo ya v anawake, salaam, aya, askari
Debe,duka Nyayo,boma,sukuma wiki,goat party,manyatta, magendo nyama choma.
AMERICAN SPELLING
Although ‘English’ spelling is more common than “American” spelling in Kenya examiner should accept both spelling and no penalty should be given for such variations.penalize for lack of consistency in usage of either Question 1
a) - Must be a story if not deduct 4AD
- Must begin with the given sentence if not deduct 2AD
- It must present a credible scenario suggesting and emanating from the beginning sentence given
b) - must be a story if not deduct 4AD
- Must present a credible scenario that depicts the understanding of the proverb if not deduct 4AD Question 2 – The compulsory set text The play: An enemy of the people by Henrik Ibsen
Introduction
It is true that the strongest man in the world is he who stands alone despite the fact that
he faces opposition from others. in the play An enemy of the people this can be illustrated by the following points ;
(i) Idea of the baths “All I meant is that the idea of it came first from the doctor” pg 4, pg 37
(ii) Discovery of the contamination of the baths (pg 17) “For a long time I suspected something of the kind. last year we had very strange cases of illness among the visitors – typhoid cases and cases of gastric fever”
(iii) Determination to tell the truth and correct the anomaly. “I shall crush them – I shall break down all their defences before the eyes of the honest public! That is what I shall do!”
(iv) Denial of audience by the authority “No public body in the town shall allow you to use a hall for that purpose”(pg 65)
(v) Betrayal by the media press “You wont get it printed anywhere in the town”(pg 65)
(vi) Role of the compact majority “I would have defended my sacred rights as a man like a lion. but now it is all one to me”(pg 73)
Introduction – 2mks
Content body – 12mks
Conclusion – 2mks
Language – 4mks
= 20mks
Any 4 well illustrated points 3x3x3x3 = 12mks Question 3
a) The optional set text
Macmillan - Half a day and other short stories
Introduction – Symbolism use of an object / person to represent an idea. In the story half a day Naguib Mahfouz’s used symbolism to effectively and clearly bring out his message
(i) The title half a day symbolizes the swiftness of the passage of time in the persons life
Leavers in the morning in brand new shoes and uniform escorted by the father ad comes alone and a grandpa “How cloud this have happened in half a day between early morning and sunset”
(ii) The father is symbolic of an initiator
Takes him to school
- “Go in by yourself, said my father and join them. put a smile in your face be a good example to others”
(iii) The teachers at school are symbols of foster parents as they admit in their own words that in school there are fathers and mothers – school is a home away form home “Here too there are mothers and fathers ” (pg 10)
(iv) The young man who helps grandpa the narrator to cross the road is the symbolic of the human helping hands in ones life – generational gap relationship between the old and the young “I stood there a long time until a young lad employed at the ironing shop on the corner came to me ---”(pg 11)
In conclusion the above symbols show that the writer has used symbols effectively to bring out his message
Introduction - 2mks
Body / content - 12mks
Conclusion - 2mks
Language - 4mks
Any three points 4x4x4 = 12mks b) Shreds of Tenderness
Introduction
Contemporary developing countries refers to 3rd world countries in the world. The events reflected in the text Shreds of Tenderness are typical of challenges facing the 3rd world countries. (i) Plight of refugees
Relevance of the untold stories of pain and suffering the refugees undergo in African societies. They are abused pg 86 denied basic needs like water, seen as threats of the natives
(ii) The west keep in power dictatorial leadership with whom they collaborate to siphon minerals from the countries pg 82 – 83
(iii) Police are potrayed as immortal, brutal and cruel pg 82, 96, 40
(iv) Leaders who are alienated from the people they lead – don’t emphasize with the people pg 3 “Your highness wake up form your chloroformic slumber ………and everything rattled with fright”
(v) Greed and materialism in leaders pg 83
“Whose sole is to grab as much as they can in as a little time while the going is good”
(vi) Civil and potential strifes in many African countries. this leads to the refugee phenomenon as a lot of resources are spent to cater for them pg 80
“But fleeing from your own country …….”
Any 4 well illustrated points 3x3x3x3 = 12mks
Introduction - 2mks
Body / content - 12mks
Conclusion - 2mks
Language - 4mks
Total = 20mks
c) Homestretch – Velma Pollard
Introduction
The title homestretch is relevant in that the book reflects the challenges the black face in foreign land/ diaspora and their struggle identity and belonging an their longing to be back home
(i) Racial prejudice/ hatred
English job market frustrated Brenda because whites have only mops and brooms (ground floor)
for any black no matter how educated he/she is. “They made my upper second feel like saw dust in my hands”
To escape the frustrations, Brenda begged the head of English to take her in for masters in English.
The suffering they face gives them a desire/ yearning to be back home spiritually, socially, physically and socially. (ii) Job frustration
Blacks are made to lower their job expectation
Edith’s friend who had the same teacher qualification as Edith is not hired immediately, so economic necessity forces her to do nanny’s jobs – taking care of peoples jobless. Similarly David’s carpentry skills are not useful abroad. He is forced to work in a factory. in a flashback, David tells Chardy and Murtle his lye and experience in England and how happy he is to be back home away from the painful experience. (iii) Disillusionment/ despair
David left home expecting something new and exciting in his new place – but he is exploited for 30yrs.
He feels bone deep tiredness after leaving England
He suffers a stroke weeks before he returns to Jamaica
He gets medical; attention from Jamaica’s healing waters, the friendly climate, friendly people and the great care he gets from his relatives (Laura, work magic to restore his health. indeed he feels much younger at home) (iv) Lack of social company
Too much suffering makes people lose their senses e.g. black factory workers are not made to bother to respond to each others greetings but David and Edith are extremely happy and satisfied to return home to Jamaica after spending a long spell of time what they will call long 30 bleaks years working in England. (v) Dehumanizing life
David feels that he had gone to England to become a child again because he felt out of place – taking orders in the factories while at home (West Indies) David was a master of himself
Brenda, Laura’s friend arrives home from USA and England having left Jamaica (her home) when only 14yrs old. She has come on a three months working tour to write a feature on Jamaica for a West Indian Journal, the year she insists the coast of Jamaica recording her experiences. She confesses that being in Jamaica and in the company of Laura and her relatives, Edith and uncle David and cousin Antony was the most fulfilling that has ever happened to her. Conclusion
The author’s main issue is a re awakening call for all Caribbeans outside their country to return home and be rejoined to their motherland. They have a calling to be patriotic and develop the islands and embrace them as their only home.
Any 4 well illustrated points 3x3x3x3 = 12mks
Introduction - 2mks
Content - 12mks
Conclusion - 2mks
Language - 4mks
Total = 20mks