KCSE 2014 English Paper 3 Questions with Marking Scheme

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QUESTIONS

Answer three questions only.

Imaginative Composition (Compulsory) (20 marks)
Either
1. Write a story beginning with:
  When we arrived at the crime scene, ...
  Or
2. Write a story to illustrate the saying:
  Charity begins at home.
The compulsory Set Text (20 marks)
Bertolt Brecht, The Caucasian Chalk Circle
“Being a biological mother is only a first step: the real moral challenge is to be motherly." Write an essay in response to this statement, referring to the roles of Natella Abashwili and Grusha in The Caucasian Chalk Circle.
The Optional Set Texts (20 marks)
Answer any one of the following three questions,
Either
1. The Short Story
  Ilieva Emilia and Waveney Olembo (Ed.), When the Sun Goes Down and Other Stories.
  "Living with HIV and AIDS does not have to be a death sentence." With reference to Goro wa Kamau's When the Sun Goes Down, write an essay to illustrate the truth of this statement.
2. Drama
  Francis Imbuga, Betrayal in the City
  Using illustrations from Betrayal in the City, write an essay on the effects of strikes.
3. The Novel
  Witi Ihimaera, The Whale Rider
  "Many societies have practices that discriminate against women." Using examples from Witi Ihimaera's novel, The Whale Rider, write an essay in support of this statement.

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.
(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 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 (06 - 10)
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 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 flat and uncertain manner. Simple concepts sentence forms are often strained. There may be an overuse of cliches, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.
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B CLASS (11 - 15)
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 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 overpunished 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, spelling and punctuation are quite good. A number 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/She has the ability to make us share his deep feelings, emotions, enthusiasms. 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, 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 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.

MARKING SYMBOLS

The main signs indicate three degrees of seriousness of error.
1. GROSS ERROR OMISSION FOR CONSTRUCTION IN MARGIN
2. MINOR ERROR OMISSION MINOR CONSTRUCTION ERROR
3. 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 PARAGRAPHING
REPETITION - (of words) a circle around the word - (of ideas) usually in the margin
ILLEGIBILITY
VAGUENESS obscure/vague (in margin) 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 that a candidate has cancelled own work.
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

Almost any error of agreement
Serious tense error
Errors of elementary vocabulary: spelling and misuse
Punctuation errors or missing punctuation which causes serious lack of communication.
Elementary errors of sentence construction.
Ridiculous use of idiom that affects communication.
Misuse of common prepositions
Misuse of capital letters - Use CAPS underline the first page and use CAPS on subsequent pages where the mistake persists.
Contracted forms except in dialogue.

MARKING NORMAL SCRIPTS

Decide on the degree of communication achieved, A - D
After underlining decide on the mark category
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
1. 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.
2. The question is given an unacceptable or questionable interpretation.
3. 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 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.
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)
1. Decide on the category D+ D or D-.
2. Mark the errors on the whole essay.
3. 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 more than 450 words AD 2 marks.

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, shamba, murram, matatu
wananchi, ugali, madarasa, harambee, matoke
maendeleo ya Wanawake, salaam, ayah, askari
debe, duka, Nyayo, boma, sukumawiki, goat party, manyatta, magendo.

AMERICAN SPELLING
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: CREATIVE COMPOSITIONS

1. Must be a story. If not deduct 4 marks AD. Must begin with the given sentence. If not deduct 2 marks AD. Should be a vivid and sustained account of the crime scene and the events leading to/following it.
2. Must be a story. If not deduct 4 marks AD. The story must be illustrative of the saying. The saying is often used to advise that a person's first responsibility is for the needs of their own family and friends. It can also be used as an instruction to being generous: It intimates that being a loving person in the home leads to being a loving person out in the world.

MARKING SCHEME FOR ESSAYS BASED ON SET TEXTS
2. Compulsory set text
Introduction
We have known mothers who abandon or even kill their children, their biological children. We also know of mothers whose children are adopted, and who are well taken care of/ so as we see in The Caucasian Chalk Circle, the real challenge is in being motherly. Natella Abashwili is the biological mother of Michael but she does not act in a manner befitting a mother. In contrast, Grusha puts Michael's needs before her own.
(accept any other relevant introduction = 2 marks)
Illustrations

M1 Abandoned child: Natella Abashwili, the biological mother of the child Michael, is preoccupied with her clothes. She keeps asking for them and in the process she forgets about her child. she leaves him behind.
Grusha sees the abandoned child and decides to take him along. It is a great risk, but she is determined. pgs 24, 25, 26, 27, 28, 29, 92, 97.
Milk - figurative/ literal: Grusha doesn't have enough money to buy milk for Michael. The old man she approaches for milk asks for three piastres, an amount Grusha cannot afford. In her desperation, Grusha gives her dry breast for the child to suckle. Later she renegotiates with the old man and pays two piastres. This is evidence of Grusha's motherliness although she is not the biological mother. A mother usually breastfeeds a child.
Rotten bridge: Grusha crosses a rotten bridge with the child. She is warned against this by people who cannot take such a risk. But Grusha is emotionally tied to this child, and must cross with him. Pgs 40, 41, 42, 43.
The door step: Grusha reluctantly leaves this child at the doorstep of the peasant Woman. But she rushes back when she meets Ironshirts who are looking for the child with the intention of killing him. The Peasant woman betrays her and when the corporal is about to snatch the child, Grusha hits him on the head with a log. The corporal collapses, and Grusha then escapes with the child. Grusha goes out of her way to provide shelter and protection (though she is not the biological mother) for a child that is not hers. Pgs 34 - 35 - 36, 37, 38, 39.
Adoption: Grusha then decides to adopt the child and to dress him in rags to disguise his class identity. Pgs 39, 44 - 47, 98.
Inheritance: The biological mother resurfaces later and demands her child. She does not even thank Grusha for having taken care of him. But her real concern is that it is Michael, the son, to inherit his father's wealth. Without her son, she is propertyless. Again the biological mother is not motherly. Pgs 18, 19, 85, 92, 97.
The chalk circle: It is at this point that judge Azdak comes up with the ingenious way of determining who takes the child. It is the chalk circle in which the child is placed. The two women are asked to pull the child in opposite directions. The one who pulls the child to her takes the child, or so the trick has it. The biological mother takes the bait. Grusha refuses to pull the child because she doesn't want to hurt him. Judge Azdak then rules in favour of the motherly Grusha. Pgs 97 - 99, 90 - 94, 95 - 96 (background 63 - 67).
Jussup: Grusha opts to marry a dying man, Jussup, even at the expense of her betrothal to Simon whom she loves, to give the child identity and a shelter. Pgs 44-7, 48, 49, 50, 51, 53, 54, 60, 61, 93.

Conclusion
We can see from the above that being motherly is what counts. The drama of The Caucacian Chalk Circle is therefore a parable that proves that it takes more than biological motherhood to be motherly. And children should be given to the motherly.
(Accept any other valid conclusion = 2 marks)
Accept any 4 developed points (expect contrast) = (12 marks)
Grammar and presentation = 4 marks

3 Optional Set Text

The Short Story
1. Introduction
  When HIV/AIDS was first discovered in the 1980s, it was viewed with utter dread. Those infected were shunned and were expected to die painfully sooner rather than later. However, with increasing knowledge about the disease over the years, things have drastically improved. The infected who live positively are able to lead relatively healthy lives for a long time. Steve in When the Son Goes Down is such an example of one who has lived long for he lives positively.
  (Accept any other relevant introduction = 2 marks)
2. Illustrations
  - Balanced diet: An infected person can remain relatively healthy if he or she eats a balanced diet at all times. Steve, in the story, prepares a meal of rice, "Kunde," lentils, spinach and fried liver. He urges Maureen to eat the meal if she is to hold her health. Pgs 25, 26.
  - Medication: To avoid pre-mature death, it is imperative that one faithfully takes the drugs prescribed for the condition. The doctor warns Maureen that it is dangerous to stop taking drugs. The fact that she does, hastens her death. Pgs 22, 26, 28, 29.
  - Positive attitude: Fighting the disease begins in the mind. A positive attitude is therefore very important. Maureen dies early because she has lost hope. On the contrary, Steve believes he can beat the disease. He tried to enlist the help of his family and friends in doing so. Pgs 18, 19, 20, 22, 23, 26, 30.
  - Stigma: To live long, one must rise above the stigma associated with the disease. Steve says he does not care what people are saying about him and his family. When Kanja refuses to take the glass of juice offered him for fear of being infected, Steve shares it with his son. This action is meant to show that sharing food and drink does not spread the infection. Maureen allows herself to be devastated by what others say about her and this severely compromises her health. Pgs 13 - 14, 16, 17, 20, 21, 22, 29.
  - Status acceptance: Disclosing one's status is also helpful for it means that one is no longer in denial and can therefore fight the disease. Steve admits to Kanja that he is HIV positive and so is Maureen. Pgs 16, 17, 18.
  - Self blame: Lastly, one should not be weighed down by feelings of guilt and self-blame. Maureen blames herself for having infected Steve and feels she does not deserve to live. This becomes her undoing. Steve does not hold Maureen responsible for his condition, thus avoiding feelings of bitterness. pgs 19, 21, 26, 27, 28.
  - Love: One neets to love and be loved. Steve loves Maureen and this fulfils him. He says she lit the sun in his life and made him realize that family, business and friends are all vanity. He asserts to Kanja she is his friend and he is happy about it, that beauty is the promise of happiness and this is what she provided in his life. Pgs 14 - 16, 23, 25, 27.
3. Conclusion
  - It is indeed true that being infected with HIV/AIDS is not a death sentence. Steve proves that this is true by coming to terms with his condition and living positively with it by taking his drugs, eating a balanced diet and looking forward to a bright future.
    (Accept any other valid conclusion = 2 marks)
    Accept any 4 developed points = (12 marks)
    Grammar and presentation = 4 marks
The play
1. Introduction
  - People go on strike because of dissatisfaction with situations at work, at school or generally in the society.
  - Sometimes people get what they are asking for, sometimes they don't get it.
  - Strikes have both negative and positive effects.
    (Accept any other relevant introduction = 2 marks)
2. Illustrations
  Negative effects
  - Loss of life: in the play Adika is killed during the strike. This leads Jusper, his brother, to kill the sub-chief brother Chagaga. His parents Doga and Nina are also killed. Pgs 4, 5, 6, 7, 9, 11, 12, 20, 33, 60.
  - Untold suffering that can lead to psychological ailments: Because of the effects of the strike in the play, Jusper is mentally confused. Even when he kills the sub-chief brother he is in a state of confusion and that is why he turns himself in. Mosese too and Doga and Nina. Pgs 4, 5, 6, 7, 32, 1 - 4, 6, 9, 18, 30, 31 (Mosese).
  - Imprisonment: Those arrested by the police are put in jail - Jusper, Jere and Mosese end up in prison as a result of the students' strike. Jusper pgs 45, 20 Jere 15 - 16, 22 - 23, 24, 35, Mosese 24, 67.
  - Strained relationship with authorities: Because of the strike university students in the play, are viewed as rebels who are not to be trusted. Pgs 15, 38, 65, 66, 67, 68.
  - Impunity: Leads to impunity on the part of the authority. Boss orders for 300 more expartriates. Doga and Nina are murdered, Regina beaten, Mosese framed. Pgs 25, 28 - 29, 60, 68
    Positive Effects
  - Brings people together / unites people for a common cause: The students are united against corruption, and their lecturer remains firm in spite of the suffering in prison. Mosese and Jere come together in acting the play. Pgs 24 - 25, 26, 64.
  - Change: At times the striking group achieves their objective and change is brought to the society. In the end Jusper and Mosese succeed in revealing Mulili's true character and killing him. Pgs 64 - 75.
    Strikes can act as a check against extreme policies or practices.
  - Enlightment: Strikes are eye-openers, giving enlightenment, (e.g. Jere is enlightened). Jere 13 - 15. Mosese 64.
3. Conclusion
  - Strikes may bring about desired change, but the negative effects could be devastating as illustrated by what happens in "Betrayal in the City".
    (Accept any other valid conclusion = 2 marks)
    Accept any 4 developed points. (expect both negative and positive effects) = (12 marks) Grammar and presentation = 4 marks
The Novel
1. Introduction:
  In some communities in Kenya and indeed all over the world, women and girls are treated differently and unequally compared to men and boys. This unequal treatment arises from beliefs to the effect that women and girls are inferior to men and boys.
  (Accept any other relevant introduction = 2 marks)
  Generally, women and girls, are assigned roles and responsibilities that are mundane and largely related to housekeeping.
  - Leadership: Koro Apirana, the leader of the Maori people in the novel, cannot reconcile his traditional beliefs about leadership with the birth of Kahutia Te Rangi. (p.12, 10, 26, 64)
  - Royal bloodlines: Koro tries to get three sons from royal bloodlines so as not to pass the mantle of knowledge to his great granddaughter. (p.36) Kahu loves Koro irrevocably but she doesn't receive much love from him. Kahu overlooked despite having royal/blood since a girl. Pgs. 25, 36, 37, 64.
  - The classes: Girls are excluded from the classes that Koro convenes to teach young people important aspects of Maori culture. (p.26, 27, 28, 30, 32 - 33, 41, 68, 69, 70-73)
  - Fishing: Similarly, women are excluded from fishing activities because such activities are considered to be sacred. (p.32, 38, 73). The sea is considered to be sacred/man is sacred but woman is not.
  - Naming: Koro is opposed to the decision to name a girl after the founder of the tribe simply because she is a girl. ̔... felt that naming a girl-child after the founder of the tribe was belittling Kahutia Terangi's prestige.̓ (p.14, 15, 22, 23)
  - Outsider: Culturally women are considered considered "outsider" in the family, and indeed she always reminds Koro Apirana of his biases against girls and women. Pgs 10, 15, 63, 64, 65, 98, 120.
  - Whales: Traditions demand that sacred work like that of communicating and returning the whales to the sea should be done by men. Pgs 91, 98, 101, 102, 104, 105.
2. Conclusion
  - The Maori Society which Witi Ihimaera writes about is male centred, and women are discriminated against because of their gender.
    (Accept any other valid conclusion = 2 marks)
    Accept any 4 developed points = (12 marks)
    Grammar and presentation = 4 marks