KCSE Past Papers English 2013 

Heading

Name of Institution

Subject

Format - name of a person/official designation

Border line

Date of notice

Language (3 marks)v

Content (4 marks)

e.g. - height

(b) Expect an informal letter if not deduct 2 marks.

The letter need not be long, it is the sincerity of the tone that matters. Format (3 marks)

Language (4 marks)

Content (3 marks)

(appreciation (1), reward (1), how, where and when (1))

(1) and

(2) mind

(3) expressing

(4) truth

(5) on

(6) cowardly wrong/ bad

(7) this/ that! it

(8) badly/ deliberately/ purposely/ intentionally

(9) confronting

( 10) farthest! next/adjacent.

(a) (i) thinking things - must underline sound

(ii) i, find, myself

with, different

thinking, things

don’t, know

he, me

(iii) stress “fool” (which comes before a pause in the first utterance); also stress “black” (to distinguish it from “white” presidents); the whole group of words is an exclamation, and it would be said at a particularly high pitch/rising and falling intonation. The words would also be spoken with a knowing, comic smile.

Use gestures and a stem ironic facial expression.

(iv) ' Pronouns like other function words are stressed when they occur in a final

position. b) Contextually the pronouns indicate a shared identity black.

c ) c. ol.league

re.gis.ter

ap.p19_a§h

alarm

a-base

(<1) (i) d)(i)Acknowledgement (2 marks)

Acknowledgement + greet the important people at the party: chair BOG, chair PTA, Principal, Deputy principal, Senior Teacher, Class teachers, Subject teachers, other members of the teaching staff, fellow students - greetings.

(should follow a hierarchical order).

(ii)Appreciation (3 marks)

< e>Non - empathetic listener/callous/inconsiderate/insensitive/unfriendly.

(ii)Should try to enter Aisha’s world and look at things from her point of view.

5.1.2 English Paper 2 (101/2)

1. a)- Domestic waste: left~over rice, ugali, fish heads, rotting water melons and half-eaten bananas. (Any 2 = 1 mark)

Industrial: newspapers, directories, soiled drape, lipstick cylinders, medicine vials, toys and cigarette butts. (Any 2 = 1 mark)

(b) As it rots, a banana turns black and then becomes abnormally sweet. (2 marks)

(c) Garbage harbours all manner of germs which could easily compromise an immune system that is already weak. (2 marks)

(d) However, the knowledge han/ested from a dump-site compensates for the grim working conditions. (1 marks)

(e)This is because the term is not the author’s. It has simply been borrowed from elsewhere. He is sarcastic about it. There is no office without paper.

(2 marks)

(f) Usually, whatever is processed on the computer needs to be printed. This spurs the generation of paper waste since the printed matter will eventually be discarded. This is quite contrary to the predicted reduction of paper waste. There is more creation of paper waste rather than its reduction. (2 marks)

(g)Resin is a raw material used in manufacturing products and it makes them heavy. (2 marks)

2. a)Peter Stockmann/the Mayor, is eager to have the article published at the time to attract more people to the Baths; more revenue (and therefore more profits for the shareholders of whom he is one) for the town. Dr. Stockmann on the other hand, is awaiting the confirmation of his suspicion of the contamination of the baths (pgs 50, 38, 86). Dr. is waiting for the lab reports, hence the need to delay. (2 marks)

b)He is suspicious that the baths may be contaminated. Secondly, he is compelled to await the result analysis of samples sent to the University laboratories before he can commit to a final informed stand. ( 2 marks)

c) Peter Stockmann comes through as:

(i) bossy/a bully/intimidating - he attempts to threaten Dr. Stockmann by using his superior position; “.... someday you will ....”

(ii) suspicious/impatient - he does not give Dr. Stockmann any chance to explain, but jumps to conclusion that Thomas is dealing unfaithfully and is withholding relevant infonnation from him;

(iii) conceited - He fancies himself superior to Thomas and presumes to understand him better.

(iv) Fastidious /stickler for protocol - he insists things must be done with due decorum and through the established authority.

(v) Bureaucratic: “... through the proper channels and shall ...”

(vi) Suspicious: “is there something going on ...”

(vii) Impatient: “I should have thought that this ...."

(viii) Vain/arrogant/conceited: I, as Chairman of the

(Any three traits. 1 mark for trait, 1 mark for illustration = 6 marks)

d)Peter Stockmann is conceded about the economic welfare of the community. (He opposes anything that may jeopardize livelihoods, but essentially he is protecting the economic class interests, not those of the common man. He is ready to sacrifice some for economic gain). Thomas Stockmann, on the other hand, is concerned about the health implications of the baths to the community and the visitors (tourists). He is ready to sacrifice short term gains for long term, sustainable gains. (4 marks)

e) (i) That he needs to be careful to transact everything through the established authority/follow proper channels.

(ii) The fact that his actions have consequences, some of which may be nasty. (Expect both, points = 2 marks)

f) Dr. Stockmann challenged the Mayor to prove that he had ever used dubious or underhand methods] Dr. Stockmann demanded that the Mayor name even one instance when he had used dubious or underhand methods. Dr/He asked him if he had at any time used dubious or underhand methods. (1 marks)

g) Foregrounding is the action of emphasizing/making something stand out using linguistic devices. It is used to highlight important aspects of a text l invite interpretation.

h)

3.a)The poem is about a couple who rushed into marriage before they knew each other. The man discovers that he has been cheated when a child who is supposedly his offspring is of a different colour. The couple separate/Both die in an accident living the child helpless. (4 marks)

b) The mother is unreliable/deceitful/unfaithful/dishonest/prorniscous/irnmoral/ untrustworthy. - She wants the man to accept responsibility for a child that he obviously has not fathered.

1 mark for identification 1 marks for illustration. (Any two traits = 4 marks)

c.(i) disclaimed - denied. (1 mark)

(ii) The mother's husband is not the biological father of the child. (1 mark) This infuriated him for being cheated.

(l mark)

d) The birth of a child should have consolidated the manage yet it led to separation.

(Any one instance. 1 mark for identification 2 marks for explanation = 3 marks)

(e)Attitude - pities/sympathetic: the casualty “the poor boy"

The persona recognizes that the poor boy suffers because of other peoples mistakes.

(2 marks for identification, 1 mark for explanation)=(3 marks)

(f)They both died/they both passed on. (Any - 1 mark)

(g)

(h) - Hurry hurry has no blessing.

4.a) (i) Difficult as it was, we completed the task. (comma missing = V2 a mark)

(ii) He denied insulting me ll-le denied having insulted me! he had insulted me.

(iii) At no cost will I support your evil plans.

(iv) She is renovating her house with a view to selling it. (4 marks)

b)(I)The first sentence means “ the person also attended the ceremony in addition to those others cited while the second sentence means the person attended the ceremony in addition to doing those other things she did and which were previously mentioned. (1 mark)

(ii) The first sentence advises the person to bring the umbrella only when it rains; the second one advises the person to bring an umbrella just to be on the safe side should it rain. (1 mark)

c)

(d)

e)

(15 marks)

5.13 English Paper 3 (101/3)

MARKING SCHEME

Paper 101/3 is intended to test the candidates’ ability to communicate in writing. 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. D CLASS The candidate either does not communicate at all or his langiage ability is so (01 — O5) 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 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 communicates understandably but only more or less clearly. (06 - 10) He is not confident with his language. The subject is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky. There is no economy of language; mother tongue influence is felt.

C - 06-07 The candidate obviously finds it difficult to communicate his/her ideas. He/she is seriously hampered by his/her 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/her linguistic abilities being very limited, he/she cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English, links are weak, incorrect, repeated at times.

c+ 09-10 The candidate communicates clearly but in a fiat and uncertain manner. Simple concepts sentence forms are often strained. There may be an overuse of clinches, and unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.

B CLASS -This class is characterized by greater fluency and ease of expression.

The (ll - 15) 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 even over-ambitious. There may be items of merit of the one word or one expression type. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language. There may be a tendency to under mark such essays. Give credit for tone.

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, but this must not be over punished by the examiner.

B (13)The 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 of merit, economy of language.

B+( 14-15 ) The candidate communicates his ideas pleasantly and without strain. There are errors and slips. Tenses, spellings and punctuation are quite good. A number of items of merit of the “whole sentence" or the “whole expression” type.

CLASS A (16-20) The candidate communicates not only fluently, but attractively, with originality and efficiency. He/She has the ability to make us share his deep feelings, emotions and, enthusiasm. He/She 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 expression.

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, idiom, sentence structure, links, and 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. A 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/her feelings, tastes, points of view, youth, culture. This ability to communicate deeply may express itself in a wide range of 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.

I The main signs indicate three degrees of seriousness of error.

(a) GROSS ERROR GROSS . FOR CONSTRUCTION

OMISSION IN MARGIN

\\

(b) MINOR ERROR MINOR MINOR CONSTRUCTION

OMISSION ERROR

__, /\

(c) MINOR OR POSSIBLE ERROR

‘ This sign in the margin is used only when a construction error affects more than one line.

I The following symbols may also be used

FAULTY PARAGRAPI-IING

REPET_ITI_QN - (of words) a circle around the word

R ' - (of ideas) usually in the margin

ILLEGIBILITY

l L.L

VAGUENESS obscure/vague (in margin)

\/ Obsc. . Ls

WRONG WORD ORDER Underline once and write W.O. in margin

\/\/0

ILLOGICAL or CONTRADICTORY ‘\/\/\.. ILL (in margin)

BROKEN ENGLISH when the candidate fails to communicate BR in margin.

FOR PURPOSES OF IDENTIFICATION

COW to indicate that a candidate has used a pencil to make a correction.

BRACKETS [ ] indicate a part of a D script that communicates.

* Use an asterisk to indicate an item or a sentence that the rubrics indicate should be used

II TO INDICATE AN ITEM OF MERIT use a tick (\/ ) either above 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 an idiom that affects communication.

(g) Misuse of common prepositions

(h) Misuse of capital letters - Use CAPS underline the first page

(i) Contracted forms and use CAPS on subsequent pages

where the mistake persists.

MARKING NORMAL SCRIPTS

(a) Decide on the degree of communication achieved, A - D

(b) After underlining decide on the mark category

(c) Allocate a numerical mark to the essay.

PROBLEM SCRIPTS

All problem scripts must be marked by the examiner and then sent to the Team Leader with comments.

IRRELEVANCY

(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 memorised 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 irrelevancy. 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 be attributed to the candidateOs 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 be 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.

SCRIPTS THAT DO NOT COMMUNICATE (Broken language)

(a) Decide on the category D+ D or D-.

(b) Mark the errors on the whole essay.

(c) 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 main quality of an essay is how effectively it communicates. If an essay looks too short, the examiner should take the time to count the exact number of words. If it exceeds 450 words - 2 pages - 2 AD KENYAN Efl§il,l§H

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, shamba, murram, matatu

wananchi, ugali, madarasa, harambee, matoke

maendeleo ya Wanawake, salaam, ayah, askari

debe, duka, Nyayo, boma, sukumawiki, goat party, manyatta, magendo.

AM§RlQAfl §PELLIN§i

Although “English” spelling is more common than “American” spelling in Kenya, examiners should accept both spellings and no penalty should be given for such variations. Penalize for lack of consistency in usage of either.

POINTS OF INTERPRETATION

1 (a) Must be a story. If not deduct 4 marks AD.

Must be illustrative of a situation in which timely intervention saves the day. The situation could be a crack in a building, flying in bad weather etc. Some candidates may write on a situation gone awry because quick action is not taken.

(b) Expect a story

Must be a narrative or descriptive composition. If not deduct 4 marks AD

Must end with the given sentence. If not deduct 2 marks AD Must be a personal account detailing a situation in which a friend offers assistance/advice that makes a significant difference in the life of the writer.

2. The compulsory set text

Introduction

Change, even when it beneficial, is usually resisted, This is because people are more comfort- able with what is familiar than what they do not know / In fact there is a saying that “It is better the devil you know than the angel you don't know” / In The River Between, there is plenty of evidence to show that people will not accept change passively; they resist it. (Accept any other relevant introduction = 2 mark)

Illustrations

Conclusion

Changes that are introduced in Kameno and Makuyu by the coming of the European are not embraced without a fight. It is tnie that some people accept the changes but on the whole, the society is deeply divided. A once cohesive community is facing disintegration. Even a person like Waiyaki who is committed to serving the people is rejected.

(Accept any other valid conclusion = 2 marks)

Accept any 4 developed points = 12 marks

Grammar and presentation = 4 marks

The Short story (20 marks)

3 (a) Introduction

Superstition does cause all manner of problems in society and in human life as we can see in Haruki Murakami's story "The mirror."

(Accept any other relevant introduction = 2 marks). .

Ghosts are products of our imagination and conditions in the physical environment. In the final analysis, the narrator is saying we need to come to terms with our inner selves in order to deal with the problem of superstition and fear associated with it. To deal with the problem of ghosts in particular and superstition in general, we need to understand our inner selves, resolve our internal conflicts, and come to with the external environment.

(Accept any other valid conclusion = 2 marks)

Accept any 4 developed points = 12 marks

Grammar and presentation = 4 marks

(b) The Play

Introduction

Ruganda interwcaves the King of Termites story with the main story. Much of what Odie says of the King of Termites applies to and is representative of what the powers that be are and have wrought upon the populace.

(Accept any other relevant introduction = 2 marks)

AS PROLOGUE AND SOCIAL COMMENTARY

(i) Crashing opposition: Odie, the captor, addresses a captured and not quite van quished King of Termites (opponent tribe of Termites) (p.43).

Social comment: Odie accuses the regime of annihilation of the opposition. pages l4, 46-47.

(ii) Indifference: Odie relates the events happening outside in the real world, directly to and perhaps attributes them to the King of Termites. (pp2 -3)

Social comment: Odie accuses the regime of indifference to the suffering of the people.

(iii) Brutality: Odie‘s brutality and torture machines seem to mirror and exceed the torment and torture he underwent. He even ascribes it to the colonial masters in the regimes previous to the neo-colonial regimes now toppled. (p. 3-6)

Social comment: Odie accuses the regime of brutalizing the people ) p13-18)

Odie attributes his current circumstances to the regime. (p12-l5,l8)

(iv) Torturing Wak; It represents and mirrors Odie‘s mental state and expresses what he could do with the now retumed half-brother Wak. The possibility of imprisoning Wak permanently and subjecting him to a slow bloodless death. (p3, 22> (PP 9,15,24)

Social comment: Odie has tools of torture: ice cubes, bumsen bumer, which brings out what he intends to mete out on Wak. Just as the regime tortures its citizens.

(v) Wak's insensitivity: Odie compares and even equates the retumee brother, Wak,

to the King of Termites and declares he should be shot. (pl 3) Odie accuses the regime of being insensitive to their suffering.

(vi) Projection: It is a projection - What Odie cannot do to the current regime he metes out to the King of Temites.

Social comment: Odie harbours resentment and anger against the regime in what he says of Major General Ali. (p29 - 32). Conclusion

Although the episodes involving Odie with the King of Termites may seem irrelevant diversions of a person mentally deranged, they provide a clue to and point to the main action of the play. They also provide relevant points and commentary on the situation obtaining in the general society. and provide the characters with occasion to comment on and play out their roles.

(Accept any other relevant conclusion = 2 marks)

Expect 4 well developed points marks = 12 marks)

Prologue and commentary must correspond

Grammar and presentation = 4 marks

The Novel

Introduction

This saying illustrates that there are usually clear early signs of what a child will grow into. There is an aura of mystery about Kahu‘s life, and as she grows she distinguishes herself by exhibiting unique qualities.

(Accept any other relevant introduction = 2 marks)

' Birth: Kahu's birth caused a stir. Koro Apirana was disappointed it was a girl, but Nani Flowers was happy. Her mother died after she was born but she survived. Pages 12 - I3, 22, 26

' Naming: Though a girl, she was given the name Kahutia Te Rangi - a man's name. This was the name of the great ancestral whale rider. ‘Her birth cord was buried "in the sight of Kahutia Te Rangi" - for the great ancestor to watch over her (pg l7).

After the burial of her birth cord, Rawiri saw something like a small spear flying through the air, and he heard the whale sounding. Pages l4- 18, 22, 1 l8

' Love: Kahu had a very strong attraction to her great-grand father that could not be

cut by the latter‘s negative attitude. She also resembled her great-grandfather.

~ Big Toe: She bit the big toe of her great grandfather -which is what the great grand- father did as part of the test to qualify as the leader. Pages 26-28. 177-1 l8.

' Instructions: She was interested in the instructions that Koro Apirana was giving to the men and boys. Pages 30, 37, 38.

Sea creatures: From very early she seems to have a connection with sea creatures - for example: when Koro Apirana tells the ancestral tale about whales, and when she attends the movie. Pages 34, 35, 72-73, 80, 116.

- The Stone: When Koro Apirana gives the boys the test of finding a stone dropped in the ocean and they can't find it, it is Kahu who finds it.

~ The Sacred Whale: Finally it is Kahu who communicates with the whales and rid- ing the sacred whale leads the whales to safety/saves the tribe. Pages 80, 85-86, 92 -93, 101 - 103,10, 107,117-118, 120 -122.

- Culture: Kahu has a special liking for Maori food (p26) and she also shines in the cultural event at school that is based on the Maori culture (p68-69)

The candidate should demonstrate awareness not only of the events but of the significance of the events to culture and leadership.

Conclusion Right from birth there are indicators that Kahu, though a girl, is set apart for something big.

It's no wander then that she finally rescues the whales and brings hope to her people.

Accept any other valid conclusion = 2 marks

Accept any four well developed points = 12 marks

Grammar and conclusion = 4 marks

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KCSE Past Papers English 2013