2017 English Paper 3
Answer three questions only.
1. Imaginative Composition (Compulsory) (20 marks)
(a) Write a story that includes the following:
a wallet, a letter and a reward.
(b) Write a composition on the effects of corruption on development, and explain what the Government of Kenya can do to end it.
2. The Compulsory Set Text (20 marks)
Margaret A. Ogola, The River and the Source C.) Contentment and humility are the secrets to happiness. Write a composition in support of this statement, drawing illustrations from The River and the Source.
3. The Optional Set Texts (20 marks)
Answer any one of the following three questions.
(a) The Short Story
Ilieva Emilia and Waveney Olembo (Eds.), When the Sun Goes Down and Other Stories from Africa and Beyond
Using illustrations from Rayda Jacob's short story, "The Guilt", write a composition to illustrate the truth that racism brings suffering to both the racists and those discriminated against.
Francis Imbuga, Betrayal in the City
Choices have Consequences. Using Francis Imbuga's Betrayal in the City, write an essay in support of the truth of this statement.
(c) The Novel
Witi Ihimaera, The Whale Rider
For centuries, humans have assumed there is a special link between them and nature. Refer to Witi Ihimaera's The Whale Rider, to defend this belief.
Marking scheme English Paper 3 (101/3)
1. The Question Paper will be discussed together with the Points of Interpretation.
2. After studying the Marking Scheme the examiners will mark selected photocopied scripts of the Paper with their Team Leaders.
3. The examiners will mark on their own a set of photocopied scripts and hand those marked scripts to their TLs.
4. The photocopied scripts marked by the examiner will be analyzed and points of interpretation and relevance discussed.
5. More photocopies will then be marked and discussed.
l. As soon as an examiner receives a set of scripts to be marked, he (or she) must enter his name, number and the number of his team of the envelope.
He must make sure the number of scripts in the envelope corresponds to the number of scripts indicated by the supervisor.'Any discrepancy must be reported immediately to the team leader. Any script sent to the TL or CE must be clearly identiﬁed as coming from such an examiner.
Each examiner must keep a clear record of any script that passes through his hands.
2. Team Leaders should keep very clear records of all scripts allocated to the team as a whole and each examiner individually.
3. The examiners underline each mistake according to the instructions given on page 7- 8 of this booklet.
This must be done carefully as both over underlining or underlining can give a wrong impression of the value of a script.
4. Examiners underline in red since they may have to rub off faulty underlining. Team Leaders co-ordinate in red and CE in green.
5. The mark given for the essay must appear at the end of the essay itself and carried to the special grid on the ﬁrst page of booklet.
6. For problem scripts, deductions should be clearly shown together with a short explanation of the reason for this on top of the Answer booklet.
Coordinations by team leaders
1. Team Leaders will co-ordinate approximately 10% of the scripts from each packet. The scripts selected for co-ordination must cover a variety of marks. They should also be taken so that the whole packet is covered.
2. If there are several deviations of 2 marks or more, an additional number of scripts is coordinated and the packet returned for remarking.
3. If an examiner or a team leader is uncertain about any script, he/she is invited to consult other examiners, TLs or CEs.
4. Team Leaders must return for re—marking scripts where the underlining is not satisfactory.
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.
(The marks indicated below are for questions one.)
D CLASS - The candidate either does not communicate at all or his language ability is so
C CLASS - The candidate communicates understandably but only more or less clearly.
Unnecessary repetitions are frequent. The arrangement is Weak and the ﬂow jerky. There is no economy of language; mother tongue inﬂuence is felt.
B Class- This class is characterized by greater ﬂuency and ease of expression.
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.
A Class - The candidate communicates not only ﬂuently but attractively, with originality and efﬁciency. He/She has the ability to make us share his deep feelings.
TABLE OF CATEGORIES
A+ 19 — 20
A— 16 — 17
B+ 14 — 15
B— ll — 12
C+ O9 — 10
C- 06 — 07
D+ 04 — 05
D- 00 — 02
l. The main signs indicate three degrees of seriousness of error. a
The following symbols may also be used.
WRONG WORD ORDER Underline once and write W.O. in margin WO
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.
a). Almost any error of agreement
b). Serious tense error
c). Errors of elementary vocabulary: spelling and misuse of words
d). Punctuation errors or missing punctuation which causes serious lack of communication.
e). Elementary errors of sentence construction.
f). Ridiculous use of idiom that affects communication.
g). Misuse of common prepositions
h). Contracted forms (used outside dialogue)
i). Misuse of capital letters - Use CAPS. Underline the ﬁrst page and use CAPS on subsequent pageswhere the mistake persists.
MARKING NORMAL SCRIPTS
a) Read ﬁrst and 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.
All problem scripts must be marked by the examiner and then sent to the Team Leader with comments.
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-irrelevant digressions or lack coherence.
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 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 be referred to the Chief Examiner.
2. Contravention of rubric
Since the rubrics may change from year to year, the POINTS OF INTEPRETATION that are part of this MARKING SCHEME must be consulted and adhered to faithfully. Here are some general rules that usually apply.
3. Scripts That do not communicate (Broken language)
a) Read and decide on the category D+, D or D-.
b) Mark the whole essay.
c) Team leaders should look at a good number of those scripts and ensure the mark given is fair.
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 an essay exceeds 450 words then deduct 2 marks (AD)
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 maendeleoyawanawake, salaam, ayah, askari, bodaboda, vuvuzela debe, duka, N yayo, boma, sukumawiki, goat party. manyatta, magendo.
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.
1. Points of interpretation: Imaginative composition
(a) Must be a story, if not deduct 4 marks AD. Each of the given items must be woven into the story to create an interesting account. (If not deduct 2 marks for missing item)
(b) Where all three items are missing treat as gross irrelevancy
(c) One or two items missing-deduct 2 marks (AD)
(d) Put * (asterisk) for each item.
(e) Expect an expository/ explanatory essay. Points should be explained as clearly as possible.
Effects of Corruption
ESSAYS BASED ON SET TEXTS
2. Margaret A. Ogola, The River and the Source
Most people would agree that attaining happiness is their principal objective in life. However, few experience happiness because they seek it in the wrong ways and in the wrong places. Some think that accumulating property or becoming a celebrity or holding an important position will give them satisfaction. But one may achieve all these and remain restless and unfulﬁlled. In The River and the Source, the characters who are truly happy are simple, contented and humble.
(Accept any other relevant introduction)
Happiness can be elusive. Many pursue it and never ﬁnd it. But there are some who are truly happy. They seem to ﬁnd happiness so easily, so effortlessly. Such people have some common traits: they are contented and try to make others happy. Even when they face difﬁculties, they do not become bitter. They overcome challenges and seek ways of making the world a better place for themselves and others.
3. The Short Story
a) Introduction Racism is the denial of rights, opportunities and services to a person or group of people on account of their race. Those who deny others their rights and opportunities live in fear of revenge, while the discriminated against live in frustration and anger. The emotions of fear, frustration and anger many times explode into violence, which affects both parties. This comes out very clearly in Jacob’s Story, “The Guilt”.
In the story, Lilian Thurgood is a benefactor of the racist apartheid system but she lives in fear of black people. This is because the blacks live below the poverty line and have learned how tc squeeze money from white people. (Accept any relevant introduction; 2 marks)
Lilian spends money on ﬂower seedlings she does not need because the seedlings vendortricks her and plants them even before she accepts to buy them. (p. 3-4)
Racism creates tension and suspicion among people. And although those who perpetrate it may assume a superior position, they too suffer because they live in fear of the people they oppress The victims of racism also suffer because they may be denied opportunities and privileges they are entitled to.
When a person makes a choice to do something or even a choice not to do it, there will be consequences. If one, for example, chooses not to study for examinations, the consequences could be failure. In the play Betrayal in the City, a number of characters face the consequences of their choices.
(Accept any relevant introduction; 2 marks)
We should be very careful about the choices we make because whether we like it or not we reap what we sow. In Betrayal in the City, characters like Jusper, Mulili and Jere suffer the consequences of their actions.
(Accept any other valid conclusion; grammar and presentation is 4 marks) (Expect 4 well developed points; mark 3:3:3:3; 12 marks; grammar and presentation, 4 marks)
3. C) The Novel
In folklore, animals are accorded human characteristics as if to say they share our language and our feelings. And we assume that somehow we are related and that our fate is tied to their fate. This is what the Maori of New Zealand believed, if we assume as we should that the story of Ihimaera’sThe Whale Rider mirrors their oral literature and oral history. (Accept any relevant introduction; 2 marks)
The ancestor of the tribe at Whangara is believed to be KahutiaTeRangi. This ancestor came to the shores of New Zealand riding a male whale. This male whale is also regarded as an ancestor because without him the journey would not have materialized. K0roApirana is the current chief of the tribe, and is believed to have inherited the mantle of this ancient Maori through the male line. KoroApirana’s son called Porourangi will inherit the throne. Unfortunately, according to KoroApirana, Porourangi and his wife Rehua do not bear a son. They instead get a daughter as their ﬁrst child. This child is named after the male ancestor of the tribe, KahutiaTeRangi. In the story, her name is shortened to Kahu. (pp. 2-5, 8-9, 10-12, 14-15, 20-21, 22-24,110-115, 117-119) Kahu is named after the great ancestor KahutiaTeRangi who was brought to the community by a whale. '
Elsewhere, we ’re told she would make “mewing sounds” in imitation of the whales (pp. 33-35, 40-42). The events at the movies are critical, waking up, tears-mystic connection and effect of the events in the movie (death of the whales) on Kahu.
The story of The Whale Rider is, therefore, proof of what humans have believed all along: tha" is the spiritual nexus between us and the animal kingdom. We hear in their cries and songs ar attempt to reach out to us.
And this is what Ihimaera so ably demonstrates in his novel. (Accept any other valid conclusion; grammar and presentation is 4 marks) (Expect 4 well developed points; mark 3:3:3:3; 12 marks; grammar and presentation, 4 marks)
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