2006 K.C.S.

E EXAMINATION MARKING SCHEMES

ENGLISH (101)
PAPER 1 (101/1)

Paper 1017 1 is intended to test the candidate’s 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. In a factual essay,
attention must also be given to the format, tone and ability to follow instructions.

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

DCLASS The candidate does not communicate at all. 01-05 or his/her language ability is so
minimal that the examiner practically has 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

D03 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 He/she
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 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.
C08 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 and repeated at times

C+ 09-10 The candidates 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, spelling. 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 wall 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.

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 expresses himself /herself 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 /she may
lack imagination 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 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 /her feelings, tastes, points of view,
youth, 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 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/she
deserves. A very definite spark.

Question 1
Points of Interpretation
Must be a report. Report layout (2mks) report tone of language: formal passive voice (2mks).
Grammar (tenses, punctuation, agreement), sentence construction (structures, spelling
(6mks)
The report must address the following:
•
Introduction: purpose and preparation for visit.
• Body: places visited and what was learnt, achievements of the trip and application to
team’s country, problems encountered and precautions to put in place.
• Conclusion: Recommendations

Question 2
1) In
2) Exception
3) Lacked
4) Most
5) Changed/reversed/altered
6) Potential/ability/ capacity
7) Suited/friendly/appropriate
8) But
9) Are
10) Fast/quickly/rapidly
(10 mks)
Questions 3
a) i)
• Drumming
• One could begin by posing/asking a question “Do you know why chameleon is
shunned?” “Do you know why people die?”
• Clapping of hands.
• One could begin with an illustrative/Summarizing riddle or proverb.
• One could begin with a puzzle or challenge to set the minds of the audience
focused.
• One could begin with a song (2mks) ii)
Use of emphasis by lowering voice when narrating how Ngo’ngruok
soiled the offering. This should be said in slow and deliberate way.
Vary the tone of voice when uttering Nyasaye’s words. These should be said
in an authoritative, awe-inspiring and thunderous voice
Use gestures when referring to the insult(….this insult”) by Nyasaye Use
pause between the first and the second sentence to create suspense. (4mks)
• Pay attention to how or whether they respond to the narrator’s use of facial
expressions and gestures. The audience’s look of interest and keenness.

Pay attention to how/or whether they respond to the narrators tonal variation and use of
pauses. Audience nodding in agreement

Observe their response or otherwise to any question formed by the narrator.

Observe their sitting posture and level of concentration to the narrative e.g leaning
towards narrator, using gestures (4mks)

b) air
whether/wether
bass
morning (4mks)
c) i) died, pride Knew, few, dew
Spread, said
Do, too (2mks)

ii) Only five

They emphasize her tender age. (2mks)
 iii) One would say the last two lines as a question, hence use a failing intonation.
Should be said with a sad tone showing disappointment or regret. (2mks)
d) Sample Conversation

e) You: Excuse me office. I would like to report the loss of my luggage in which there
was……. (2mks)

Police Officer:
You: My name is Ruth Kerubo Magara. I am fro Ktuto
Secondary School P.O. box 2222X Kituto (2mks)
Police Officer:
You: I boarded/got into/took a bus, KTT 526X at Baringo
Shopping Center at about 11.00 a.m My blue metal box was put in the boot/luggage
compartment among several others belonging to students from other schools. Some of
these students alighted on the way.
On arrival at Kituto town at 1p.m. I realized that my box was missing. However, there
was a similar one that was unclaimed. Here is a lost of all the items in box. (handing over
a list) (3mks)
Police Officer:
You: Thank you very much, officer. I appreciate your help (1mk)

24.1.2.2 English Paper 2 (101/2)

a) The evidence is that consumption per capita is higher by ‘nearly 70 percent’. Also, life
expectancy, child mortality and educational attainment have improved significantly.
(2mks)
b) Although the author lauds the progress made, he is not overly impressed by it because
more than one billion people in the developing world are living in poverty. There is
therefore no room for complacence. (2mks)
c) The author mentions Japan in order to show how far behind sub-Saharan Africa is
lagging in terms of life-expectancy. (1 mk)
d) What is odd is that the region accounts for less than a third of the world’s population and
yet nearly half of the world’s poor people live there. (2mks)
e) The relationship between poverty and a high population is tat the poor are more likely to
have large families.
Large families will exact too much pressure on the environment, leading to its
degradation.
 Such an environment cannot support the population and this leads to spiraling poverty.
(3mks)
f) She (he) is less educated, and has less access to a remunerative activity. (1mk)
g) A girl is twice as much disadvantaged because as a woman, she has to do more work.
Also, she gets less education and fewer opportunities for gainful employment. As a
child, she lacks adequate nutrition, health care and education. (3mks)
h) The author argues that although the developing world has significantly improved
economically it has a long way to go, since many of its people live under absolute
poverty.
This poverty is unevenly distributed geographically and mostly affects women and
children. To combat it, governments need specific information about the poor.
(51 words) (4mks)
i) Staggering- shocking.
Compromised-adversely affected. (2mks)

2. a) It refers to the bomb that exploded and blew up a bus at the East African trading
company (formerly OTC) (1mk)
b) The repetition of the word” whisper” creates emphasis, and captures the mood
of fear, secrecy and the persistence with which the rumours spread.
(3mks)
c) This refers to the time when Paulina’s son, Martin Okeya was shot dead during
riots in Kisumu. The riots erupted when the residents stoned the presidential
motorcade to protest the assassination of Tom Mboya. (4mks)
Tribal groupings (KEM) Land alienation.
Poverty and growth of slums.
Existence of detention camps.
Violence
Propaganda: rumours, lies.
Corruption.
Oppression/suppression.
Resistance. (4mks)
e) Mr. Mwamgale remarked bluntly I parliament that, that time they could not be told that
Njenga had done it. (1mk)
f) It was first claimed that he had gone to Zambia and even registered in a hotel, and the
clerk checking flights did not refute this. The body was mutilated to disguise it, and
when it was taken to the mortuary the attendant did not dare talk about it. To keep the
secrete, some police officers were transferred and others sent on leave. Some people
were bribed and those who still asked questions were eliminated. (6mks) g)
• The mortuary attendant got a body of the same size and weight and characteristics
but pretended not to have recognized it.
 • The airline clerks checked flights to Zambia but pretended not to have realized
that J.M was not in the list.
• Even the terribly sharp children, who knew many incidents of assassination
pretended not to know what had happened. (3mks)
h) His photographs were put side by side with those of the pope and that of sacred Heart.

• The book about him was reprinted

• His parliamentary speeches were reprinted
• A gramophone record was banned ( 3 mks)

3. (a) The person is probably in prison/ detention or some form of

confinement. The persona is longing to get out. “When I get out he or she
has been held in inhuman conditions. ( 3 mks)
(b) By “ touch “ he/she means being treated like a human being, loving and
being loved. “Touch” means the freedom to express his or her emotions
freely, spontaneously.
“touch” the literal, physical touch. ( 3 mks) ( gets only 1 mk)
(c) During the seven years of confinement, the persona has been treated like a
pariah. He/ she says, I’ve learnt to know the meaning of untouchable. The
persona has also been brutalized. He/ she was subjected to extreme violence. “
fierce mad fists, beating…” Finally, the persona experienced utmost indignity.
He/ she was humiliated and denied any form of privacy ….” Searching – arms
up, shoes off, legs apart …. Probing away all privacy.”
(any two illustrated points 2 marks each = 4 mks)
(d) The word “ paws” vividly describes the beastly behaviour of the tormentors.
Animals like hyenas and lions have paws which they use to tear their prey to
pieces. The word reveals the cruelty visited on the
persona and the attempts to disfigure and mutilate him/ her physically and
emotionally. ( 2 mks)
(e) The pot uses repetition to emphasize his message. The word “ touch”, for
example is repeated more than ten times- both to explain the kind of touch
that is desirable and that which is resented. Also emphasis through the
enumeration and the pauses. ( one …. Two…) ( 2 mks)

(f) Prodding – poking, jabbing ( 1mk)

Indifferent- callous, inhuman, beastly) ( 1 mk)
 (g) The poem reveals that human beings abhor confinement, brutality and all
forms of degrading treatment. On the other hand, people crave for human
warmth, affection, privacy and freedom. When one is denied the latter, one
in a way “ dies”. The persona says: “ I want to feel alive again.”

4. (a) (i) would have (ii) were (iii) has ( 3 mks)

(b) (i) Professors should give their students opportunities to develop their skills./
A professor should give his or her students opportunities to develop their
skills./ As a professor you should give your students opportunities to develop
their skills,

(ii) My sister was appointed the chairperson/ chair of the water project
committee in our village,

(iii) The fire fighters took long to arrive at the scene of the accident.
( 3 mks)
(c) (i) lit (ii) incidents (iii) its ( 3 mks)

(d) (i) The visitors were entertained by the choir

(ii) The health officer will close café unless we keep our environment
clean./ Unless we keep the environment clean, the health officer
close our café.
(iii) The patient could neither stand without support nor sit straight, (iv)
Had it not been for the captain’s quick action, the school
team would not have won the game ./ Had the captain not acted
fast, the school team would have lost the game.
(v) Jomo Kenyatta, the first president of Kenya, was a great orator.

(vi) The legend teaches us, that Me Katilili was a powerful leader
( 6 mks)

24.1.3 ENGLISH PAPER 3 ( 101/3) 2006

Paper 103/3 is intended to test the candidate’s 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. In a
factual essay, attention must also be given to the format, tone, and ability to follow
instructions.
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 in 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 so minimal that the examiner practically has 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. Questions 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.
He/ she 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
economy of language. Mother tongue influence is felt.

C-06-07 The candidate obviously finds it difficult to communicate his 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 limited, he / she cannot avoid frequent errors in
sentence structure. There is little variety or originality. Very bookish English
links are weak, incorrect and 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 clichés, unsuitable idioms. Proverbs are misquoted or
misinterpreted. The flow is still jerky.
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 even over- ambitious.
There may be items of merit of the 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.

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. Straightforward. 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-f 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.

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 expresses himself/ herself
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.

16- 17 The candidate shows competence and fluency in using the language. He may lack
imagination or originality which usually provides the “ spark” in such
essays. Vocabulary, idiom, sentence structure, links, variety are impressive.
Gross errors are very rare.

18 Positive ability. A few errors that are felt be slips. The story or argument has
a definite impact. No grammar problem. Variety of structures. A definite
spark. Many margin ticks.

+ 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 his/ her deep self
may express itself in many ways: wide range of effective vocabulary,
original approach, vivid and sustained account in the 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 be a story
Must end with the sentence given
Must present a credible scenario suggested by and leading to/ culminating in the ending
sentence given
The narrator should outline what had landed him/ her in the situation they find
themselves in and what has occasioned the realization and change of attitude.

Question 1 (b)
Points of interpretation
Must be an expository or discursive composition

Question 2
Introduction
Racial and religious prejudice leads to certain people being treated as second- class citizens

There is suffering and misery in countries such as the US, the UK and Israel in which
racial and religious minorities are discriminated against.
A prime example in Africa was South Africa during the time of apartheid. The black
majority were subjected to all manner of racial injustice and oppression
The Sudanese in the south of the country have until recently fought a bitter war
with their northern, compatriots because of racial and religious prejudice. The
southerners are black Africans who are Christians and the northerners happen
to be Arab Muslims.
The Jews have historically been subjected to discrimination in European
countries, both as a racial and religious minority. During World War II, six
million Jews were exterminated by Hitler’s Germany. ( any general reference to
racial prejudice e.g. any of the above 2 marks)

I. In the Merchant of Venice, Shylock lends money at an interest. In other

words, he practices usury, a profession that is frowned upon by Christians
who are nevertheless compelled by circumstances to borrow from him.
II. Antonio spits on shylock because he is a Jew ( presumably because Jews
were said to have spat on Jesus ) Eve, when he borrows 3,000 ducats from
shylock, he tells him to lend it to him as an enemy. He is unwilling to
make peace with a Jew. Shylock, therefore, lends him the money on those
“enemy” terms
 III. From his own testimony, Shylock suffers intensely because of his
nationality and religion. The Christians in Venice do not treat him as an
equal human being
IV. During the trial, shylock is stripped of all his wealth and compelled to convert
to Christianity. Before the trial, he had already “lost” his daughter to a
Christian. The daughter had robbed him and eloped with Lorenzo. Shylock is
therefore, left without his money, without his daughter and without his
religion
V. For his part, Antonio experiences a lot of anxiety as he waits to have a pound
of flesh cut off from him. He knows the jew, who is prejudiced against
Christians, will not show any mercy. He must prepare to die and the waiting is
agonizing.
VI. The country of Venice also discriminates against dark skinned people. Portia
would hate to be married to the prince of Morocco, a moor. She is extremely
anxious when the Prince is making his choice among the caskets. The
prince of Morocco chooses the wrong casket, but the implication is that he
would have had a miserable marriage if he had chosen the right casket.
( 6 points x 2 mks – 12 mks)
VII. From the foregoing, we can conclude that the misery depicted in the play is
a mirror of the potential racial and religious prejudice has to wreak have on
a society. ( 2 mks)
(Grammar and presentation 4 mks)

Question 3 (a)
Introduction
In the introduction, prison conditions should be talked about in general.
An attempt should be made to define the term ‘dehumanizing’
( 2 mks)
In Nawal’s story solitude. The inmates are deprived of privacy. For
example, they are forced to relieve themselves in the full view of
everybody. This is humiliating
They are also deprived of silence and solitude. For instance, the author is
denied the solitude she craves by the constant quarrelling between
Boduur and her colleagues or by the recitation of the Quran by the same
Boduur. Fawqiyya’s discussions do not help the situation either.
The inmates are not allowed to develop their talents. The author has to
write under very uncomfortable and secretive conditions. She sits on an
upside down jerry can next to the toilet when everybody is asleep. For
paper, she is forced to use a tape- like toilet roll which she places on an
aluminium plate.
They are also denied the opportunity to communicate with their loved ones,
no matter how harmless the communication is. Against prison regulations,
an inmate is subjected to a body search, and when an innocent letter to
 her family is found, the prison authorities become very angry. They claim
that somebody illegally possesses a paper and pen in the cell.
This leads to an attack on all the inmates during which their personal
belongings and beddings are searched. Worse still, they are stripped off
their hijaabs and cloaks. This is an affront on their dignity and decency
as Muslims women.
Any form of the protest, justified though it may be, is met with brutality.
During the search, the hair of one of the Munaqqabas is uncovered in front
of male prison administrators. This is an abomination to a Muslim woman.
When she protests, she is thrown into the disciplinary cell and beaten
thoroughly. She is gravely injured on sensitive parts such as her head,
neck and spine. Out of malice, her tormentors even crash her glasses,
rendering her practically sightless, indeed, Fawqiyya states that
protesting in any way will only invite more repression.
( 6 x 2 = 12 mks (Grammar and presentation 4 mks)

The prison conditions outlined in this story are illustrative of conditions

in prisons in most of the developing world. Whatever gains may have
been made in some countries have not invalidated this presentation. In
fact, in male prisons and remand homes, apart from the brutality visited
on inmates by prison warders, fellow inmates molest and even sodomize
others, especially newcomers. ( 2 mks)

Questions 3 (b)
Introduction Jealousy
occurs when:

Parents show open favoritism towards some of their children and when
those who are not favoured know it.
There is conflict between step- children caused by the realization that they
belong to different mothers/ fathers
One child does better than another in school, and especially if the clever child is
younger
The issue of inheritance is not sorted out fairly, and especially when the
parents declare some of their children as heirs to the exclusion of others. ( any
general reference 2 mks)
Odie in John Ruganda’s shreds of tenderness harps on the fact that Wak,
whom he hates, is only a stepbrother and that they were born of different
mothers.
Odie dislikes Wak because, according to Aim, the latter was their father’s
favourite.
 Odie is jealous of Wak because the laUer did better in school and was able to
successfully complete his university course. What makes matters worse
is that Wak is younger than Odie. Odie was expelt from
the university after a riot, and he feels that his father could have helped
him enroll in another university.
Another source of conflict and jealously between the two siblings
revolves around the issue of inheritance. Wak was meant to inherit their
father’s property, but Odie grabs all of it when Wak is forced to go into
exile. Odie, therefore, tries to jealously safeguard what he has grabbed.
Odie feels that Wak is a coward and traitor just because he fled the country to
save his life.
Stella, their sister is left of all these arrangements and although she is not
portrayed as being jealous, under different circumstances she could have
been.” John Ruganda’s play is silent on the issue of women’s inheritance
of their father’s properties
Odie is jealous of Wak because of the relative comfort they lived in exile
as refugees and what settlement they are entitled to in order to return
home. ( 6 x 2 = 12 mks)
(An appropriate conclusion 2 mks)

Question 3 (c)
Introduction
Overview on developing countries and the problems of migration as caused by:
Poverty
Poor infrastructure e.g. bad roads and lack of electricity
Unemployment leading to the search for jobs in developed countries
Under- employment and poor remuneration in developing countries
Search for educational opportunities
Examples from Kenya - migration to the US, the UK and other European countries.
Pollad’s Nover, Homestretch, is about Jamaica’s migrating to the UK and the US
coming back

Causes
(i) Poverty: Jamaica itself is depicted as poor, developing country, with bad roads
and generally a poor infrastructure. It exports bananas to the developed
countries but this industry is under threat because of the competition from
Latin America. Besides, the banana industry is now monopolized by the rich,
the small- scale farmer has been squeezed out. ( pg 18, 21 – 22; 39; 150 – 151)
(ii) Employment: Uncle David and his wife Edith migrated to the UK and lived
and worked there for 3 years – David doing menial jobs and Edith working as
a nurse ( pg 6; 28 – 29 ); 57; 72)
 (iii) Education: for her part Brenda goes to New York to live with her father and
to get a supposedly better education ( pg 55;66;69;73;89;177- 178)
(iv) Good life: Many people wanted to go to the states as America promised a
good life for migrants.
The author says, ‘Everybody wanted to go to the state’ – (pg 55- 56)
(Any two causes – 3 mks each)

Effects
(i) Exploitation / overwork; When the novel opens, the two have just returned to
Jamaica. David is in a wheelchair, having suffered a stroke in the UK, others
die because of being overworked to the point of death ( pg 6-8; 28- 29; 32)
(ii) Loneliness and Racial Discrimination’ The two are happy to be back after
30 years of loneliness and racial discrimination in UK (pg 31; 32- 33)
(iii) Culturally biased curriculum. Although the blacks go out for education, they
are subjected to a culturally biased curriculum. In the US, Brenda is subjected
to a culturally biased curriculum and although.
(iv) She is basically bright, she does not do so well in Junior High. (pg 58 – 62)
(v) Discrimination in the UK: Brenda follows her father to the UK and
encounters another brand of racism. British racism is depicted as being more
convert. As for fellow Jamaicans, they resent her because she speaks with an
America accent. ( Pg 75 – 77; 88- 89; 137)
(vi) Discrimination at home As a result of these experiences, Brenda has been
radicalized to the extent of being bitter and hypercritical , even towards her
homeland Jamaica. She suffers intensely from feelings of rejection. ( pg 51 –
54; 88- 89)
(vii) Sense of solidarity: because of racism , migrants from the black world
develop a sense of Pan Africancism. In the novel, Brenda falls in love with
Milton, a Nigerian student in Britain. Their passionate and enduring love
creates the African Connecting in the Black Diaspora. ( pg 102 – 106; 114 159
(Any 2 effects 4 marks each)
(Any appropriate conclusion 2 mks)
(Grammar and presentation 4 mks)
THE YEAR 2007 KCSE EXAMINATION SAMPLE MARKING SCHEMES
ENGLISH (101)
English paper 1 (101/1)

Paper 101/1 is intended to test the candidates ability to communicate in writing

communication 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. In a
factual essay, attention must also be given to the format, tone and ability to follow
instructions.
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 essay
communicates and in which category A, B, C or D its fits.

D CLASS The candidate does not communicate at all. His/ her language ability is so
minimal that the examiner practically has 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. Questions paper or 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.
He/ she 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 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+09-10 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 and repeated at times.

C + 09- 10 The candidate communicates clearly but in a flat and uncertain manner. Simply
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. Sentence are varied and usually well
constructed. Some candidate 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.

B- 11- 12 The candidate communicate 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. Straightforward. 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 expresses himself/ herself 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 sows competence and fluency in using the language. He.
She may lack imagination 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 candidate’s whole self: his / her feelings, tastes,
points of view, youth, culture . This ability to communicate his/ her deep
self may express itself in many ways, wide range of effective
vocabulary, original approach, vivid sustained account in the case of a
narrative, well developed and ordered argument in the case of a debate
 or discussion. Errors a and slips should not deprive the candidate of the a
very definite spark.

Question 1
Points of interpretation
Must be a formal letter. The format of the letter must include the following
Sender’s address
Addressee address
Forwarding address ( though head teacher)
Date
Salutation
Reference/ topic/ subject
Body
Closure
Signature/ name of writer
Designation of writer ( 10 mks)

The body of the letter must have the following

Mention of the title and name of author ( 2 mks)
Synopsis of winning entry ( book) (4 mks)
Appeal for publication and formal request to publisher (4 mks)

Question 2
1. acquire / develop. Perfect
2. over
3. easier
4. ranging
5. but
6. indifferent
7. too
8. steps/ initiative/ measures
9. little
10. by ( 10 mks)

Question 3
(a) (i) In a low, conspiratorial tone, and use a pointing gesture with the right
hand ( 1 mk)
(ii) Considering the excitement in the girl, he should have given more
 landmarks, including types of trees, to assist her, just in case she forgot to
turn right ( 1 mk)
(iii) In a deep, guttural, evil - sounding tone. The first question in a falling
intonation ( question starts in a wh- word) The sound question in a rising
intonation with finger- pointing threatening gestures. ( 2 mks)
(iv) The first four lines in a soothing tone to lull the ogre into waiting and
the last line a higher pitch so that the warrior’s lover can hear.( 2 mks)
(v) The first part before the comma said in a lower, more subdued tone, the
second part said more quickly, more forcefully and at a higher pitch –
to show that the rescue has come. ( 2 mks)
(vi) With a sigh of relief, clapping, celebration, jubilation, applause
( 1 mk)
(b) Plain bury you father see bread Plane berry ewe farther sea bred

(c) (i) suc.cess

(ii) chal.lenge
(iii) ad.vice
(iv) ap.proach ( 4 mks)

(d) In order to capture the audience attention, I would do the following

Maintain eye- contact
Adopt a posture that is authoritative because this might elicit a positive
response
Do something unexpected like referring to a specific person by name
without embarrassing them
Begin with a surprising question
Clap or ring a bell
Start by telling a joke or relating an anecdote
Begin with a famous quotation or a proverb ( any 4 x 1= 4 mks)
(e)
Does not prepare to listen, does not adopt a listening posture
Interrupts several times, does not adhere to the rules of turn- taking in the conversation
Does not empathize or put himself in the shoes of his daughter in order to appreciate
where she is coming from
Full of his own self- importance, this prevent s him from reaching out his daughter
Absent- mindedness, changes the topic abruptly, thereby interrupting the flow of the
conversation.
Preconceived ideas about chemistry; doesn’t give daughter chance to explain
Unwilling to see his own shortcomings as far as listening skills are concerned, where
he says “ I heard you”, he believes he was listening
 Insensitive; does not realize he has hurt his daughter by not listening to her. ( 8
mks)
ENGLISH PAPER 2 ( 101/2)

Question 1

(a) You can improve your life by eating the right food at the right time ( 1 mk)
(b) Since they are quickly digested and absorbed, carbohydrates make one hungrier
sooner. They greatly raise blood sugar and subsequently one’s appetite, leading
to loss of energy. ( 27 words) ( 4 mks)
(c) Free radicals, if not neutralized , damage arteries and body cells. It is these damaged
arteries and body cells that cause high blood pressure and cancer.
( 2 mks)
(d) Antioxidants can be consumed in the form of pills and food ( 2 mks)
(e) Don’t nutritionists, in fact recommend that we eat five portions of fruit and vegetables
a day? ( 1 mk)
(f) The attitude of the author is one of admiration, marvel. Fascination/ wonderment. He is
highly impressed by the effectiveness of calcium as a weight – cutting measure for he
refers to it as a ‘star’ and says it has some magic ( 3 mks)
(g) One can use excess energy by taking a high – calcium diet or going to a
gymnasium ( 2 mks)
(h) The irony is that you can actually eat more in order to lose weight. Usually, eating more
leads to weight gain ( 2 mks)
(i) Daunting: difficult, challenging
Baggage: excess weight
Down a mountain: eat a huge amount of food ( 3 mks)

Question 2

(a) Antonio is referring to Shylock’s accusation that he calls him a dog/ a cur.
( 2 mks)
(b) - Because Shylock is a Jew
- Because he lends money at an interest, he practices usury
- Antonio apparently thinks usury is bad business, that is, those who
practice it get easy money ( 4 mks)
(c) Why are you so nasty? I really desire to be your friend and to win your love. I am willing
to forgive and forget your insults and even give you the loan you
want without interest. All I ask for in return is respect and understanding from
you. ( 4 mks)
(d)
 The part nearest to his heart
So that he dies soonest ( 2 mks)
(e)
The friendship is genuine, apparently selfless
Bassanio does not want Antonio to sign the bond just in case Antonio loses
his life in the process. He would rather do without the money
As for Antonio, he is ready to sacrifice for his friend and is optimistic that
he will get his money in time. ( 4 mks)
(f)
Manipulating: manipulate their emotions by making it appear he is
being friendly and arguing that the pound of human flesh is of no use
to him
Evil: he wants to kill fellow human
Vengeful: he wants to take revenge
Callous: calls his workers an unthrifty knave ( 4 mks)
(g)
Antonio agreed that he would seal unto that bond
Antonio told shylock that he would seal unto the bond
Antonio accepted to seal unto Shylock’s bond ( 2 mks)
(h) The last speech is ironic because in spite of the optimism expressed, rumor arrives
that there was a shipwreck and his merchandise is lost. This then creates a
problem for him and precipitates the conflicts in the play. ( 3 mks)

Question 3

(a) The poem is about a bird is caged. It is confined and denied freedom. It cannot
enjoy the ordinary pleasures of nature- the sunshine, the breeze or the perfume
from flowers. The bird struggles to liberate itself and hurts itself in the process.
At another level, the poem is depicting the misery of those who are denied
freedom. They suffer physical and psychological torture. The persona
sympathizes with the victims and condemns those who conspire to subject others
to a life of slavery/ detention. Imprisonment/ confinement.

(b) (i) In the first stanza, the poet focuses on the feelings of the prisoner, feelings
of alienation from all that is natural and desirable, feelings of nostalgia for days
when he or she enjoyed freedom.

(ii) The second stanza describes the attempts by the bird ( or prisoner) to
escape. The struggle is bloody. It seems that efforts to escape are met with
brutality. Words like “ blood”, “pain” and “scars” reflect the
torment undergone by the victim ( 2 mks)
 (iii) The third stanza focuses on prayer. Other means have not yielded
results, so the bird ( or prisoner) appeals for intervention from other
sources. Perhaps a superior force will step in and liberate the bird.

(c) The persona sympathizes with the caged bird. A word like “aias” expresses
pity. The persona also graphically describes the feelings and sufferings of the
bird. This elicits pity from the reader.
Bird feels….” He/ she has put himself/ herself in the shoes of the bird. The
persona speaks as if he/ she shares the pain experienced by the bird. The
persona says, “…. a pain still throbs….” As if he/ she can feel the pain. The
persona also has feelings of hope, hope that the caged bird will one day
experience freedom. ( 4 mks)

(d) From the poem , it is possible to infer that the persona has had a very tough
life. He/ she has probably suffered at the hands of cruel oppressors, been
denied freedom and tortured. This is why the persona says. I know….” The
persona probably fought and prayed for freedom. He/ she may have suffered
physical and psychological injury ( 3 mks)

(e) The simile in the first stanza is “……… the river flows like a stream of glass”.
The simile is used to show what the bird yearns for but cannot have. The river
represents a life of freedom, flowing without obstruction. It stands for natural beauty
that the caged bird is denied. ( 2 mks)

(f) (i) And the faint perfume from its petals steals. This means that the flowers
produce a sweet smell that gives much joy. However, in its cage, the bird
cannot have such luxury while other birds out there enjoy the perfume. ( 2
mks)
(ii) and they pulse again with a keener sting: this line refers to the
excruciating
pain suffered by the bird as it tries to free itself. Every time it beats wings,
the old wounds become sore and cause much pain. ( 1 mk)

Question 4
(a) (i) denial
(ii) Heroic
(iii) Activate ( 3 mks)

(b) (i) The spread of HIV – Aids can be controlled by educating the public
(ii) The man whose cattle destroyed the maize in the school farm was Arrested
 (iii) Mount Kilimanjaro is higher than any other mountain in Africa/ no other
mountain in Africa is higher than mount Kilimanjaro. ( 3 mks)

(c) (i) is
(ii) waits
(iii) begun ( 3 mks)

(d) (i) would

(ii) had been
(iii) when ( 3 mks)
(e) (i) what
(ii) which
(iii) While ( 3 mks)
ENGLISH PAPER 3 (101/ 3)

Paper 101/3 is intended to test the candidate’s 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. In a factual essay, attention must also be given to the format,
tone and ability to follow instructions.
Examiners should not hesitate to use the full range of marks for each essay. Ia 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.

D CLASS The candidate does not communicate at all. His/ her language ability is so
minimal that the examiner practically has to guess what the candidate
wants to say. The candidate fails to fit English words he/ she wants 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. Questions paper or some words from

it simply copied.

D 03 Flow of thought almost impossible to follow. The errors are continuous

D + 04-05 The candidate communicates understandably but only more or less clearly.
He/she 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 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 and 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 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 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 candidates is at ease with the language.

B – 11 – 12 The candidate communicates fairly and with some fluency. There may be
little variety in sentence structures. 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 god. 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, enthusiasm. He/ she expresses himself/
herself freely and without any visible constraint. The script gives
evidence of maturity, good planning and often humor. Many items of
merit which indicate that the candidate has complete command of the
language. There is no strain. Just pleasantness, clever arrangements, felicity
of expression.
A 16- 17 The candidate shows competence and fluency in using the language. He/ she
may lack imagination 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 candidate whole self: his’ her feelings, tastes, points of
view, youth, 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 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/ she deserves. A
very definite spark.

Question 1 (a)
Points of interpretation
Must be a story
Must begin with the given sentence
The candidate must present a credible scenario emanating from the sentence given
The candidate should clearly narrate the events consequent upon his/ her departure
from home and which must impact his/ her life in such a manner as to altar it
completely
The narration might look back on the previous dreams the candidate had
and how this has been rendered untenable given the changed circumstances.
( 20 mks)

Question 1 (b)
Points of interpretation

Must be story
The story must illustrate how the candidate or the persona has had learn though
the hard school of experience ( 20 mks)

Question 2
Introduction
 Healthy relationship are built through trust, tolerance and compromise. We ought to
accept the fact that none of us is perfect and learn to make allowances for one
another. If we do not exercise patience towards each other, we keep hurting the
very people who are closest to us. Paullina and Martin cause each other mush pain.

Illustrations
Paullina and Martin lead miserable lives because they are intolerant with and suspicious
of each other.
When Paulina gets lost for two days after being discharged from hospital, Martin
falsely accuses her of being a prostitute. He refuses to listen to her explanation
and beats her badly. ( pages 21- 23)
Martin beats Paulina again when he finds her sobbing for fear that she lost
another pregnancy. He did not trust her word. This brutality no doubt puts a
strain on their relationship in fact, he sends her packing home to Nyanza.
When Paulina returns from upcountry, she senses that things are not quite right.
First there is a strange scent ( page 33) and then Fatima appears and taunts her (
page 34). “But Paulina’s heart sank and she did not rest well.” ( page 34) with
such goings on they begin to drift apart.
Martin’s intolerance is evident when Paulina suggests that they shift to a better
house. We are told that “ Martin would grow angry.” He begins coming home late
and drunk. ( page 34 35)
Paulina is suspicious of Martin’s and Fatima’s relationship. When Fatima comes
and invites Martin for a stroll, he “freezes”, the discomfort and unease that
Martin exhibits confirms his infidelity. Paulina remembered that Martin never
took her for walks any more. He has even ceased escorting her when she travels
to Nyanza.
Martin has use threats to force Paulina to remain faithful. But “ she did not ask him
for any pledge of faithfulness in return. What would be the use?” ( page 45)
Martin suspects that Paulina is bewitched. This, to him explains her childlessness
and he thinks it justifies his cheating on her. ( page 49)
Owing to the mistrust between them, Pauline relocates to Kisumu, She hears that
“ Martin was living with a coast woman and he did not write at all any
longer.” We are told that “ something had died in her” ( page 52)
Their relationship all but dies. They both seek comfort and companionship in
adulterous relationships. Martin begins relating with Fauzia and Paulina with
Simon ( Pages 51- 53)

Conclusion
Although Paulina and Martin reunite, the spark is gone. Trust, they try to revive
their fondness for each other and rediscover comfort in each other’s embrace, but
they have had miserable days. Their intolerance of each other and suspicion have
given a bountiful harvest of misery, betrayal and loneliness. (20 marks)
Question 3
(a) Candidates must state what they understand by the term “ all that glitters is not
gold”. All that glitters is not gold”: there is a contradictions between the surface
and the level deeper ( reality) the surface implies positive, even glamorous
aspects, while the reality is gloomy.
The church seems like a haven for the villagers, particularly for the women
but it is not. The preacher is a pathetic “ beggar”
Compare the preacher’s external show of piety and his pastoral
responsibilities with his preaching about “ hell and brimstone whenever
the collection needed boosting”. ( page 94) and his love of other people’s
food- Pastoral visits coincided with meal times” ( pg 93)
Yet the poor people have to pretend to be hungry for the word but grateful
for the distraction Mme lady provides with her late entry ( pg 92) at the
end of service “ they rushed outside…… with sheer relief that their duty
was done and they could get back home to their usual chores.” ( pg 95)
The church does not offer practical solutions to problems, as one
would expect “ what the church needed was a condom distribution
centre as well as HIV/ AIDS counseling sessions”
Mme Lady’s plight shows that all that glitters is not gold
She enters the church with feigned apology and respect for the preacher,
yet she does not respect him and feels work as a pastor is useless.
Mme lady wears a mask of strength ( pages 92- 93) and aggressiveness, yet
she is brittle and vulnerable
Her very name Mme Lady is a contradiction of her situation
“Madame” and “lady” do not always have to be simultaneously, but here
they are used satirically. Both terms imply that the addresses is well
satirically. Both terms imply that the addressee is well respected. A lady
is put on a pedestal of respectability.
On the surface Mme Lady is such a woman on a pedestal; she is beautiful,
she is wealthy still on the surface she is loved by her husband and is never
denied anything – she is driven to and picked from church
On the deeper level Madame Lady is na ordinary female victim of domestic
violence and hatred.
Her husband hates her so much that he cannot restrain himself from beating
and humiliating her in public
This habit of bringing her to and from the church is not of tender loving
care as would be expected. It is a denial of Mme Lady’s need for
freedom
Consider glitter of appearance and reputation versus the reality of
domestic violence. Mme lady cannot leave her husband because “
what about my reputation and his? Everyone looks up to me” ( pg 99)
Consider the symbolism of dark glasses as a mask of the vulnerability that
is Mme Lady’s lot
 Consider the symbolism of her physical barrenness as representing the barrenness
of her life on a deeper level
On father’s day- glitter of words for the men “ we in the country are blessed
with wonderful men who care about their families.” ( pg 100)
When Kimanja hits Mme Lady in public, the above glitter is seen as sheer
pretence. Notice that at the end, the man loses the trendy name “Kim” and
becomes simply “Kimanja”, his real self.

Conclusion
At the end of the story , the preacher is forced to see the reality and real issues
affecting his flock. He sees Mme lady as “ an ordinary broken woman who wore
façade out of fear, ( page 102) ( 20 mks)

(b) The effects of coups d’etat

There is loss of lives in the play, we learn of the death of Odie’s father
There is reign of terror, confusion, mayhem and people live in constant
fear. This is dramatized by Odie and Wak towards the end of the play
from pg 107
Political instability
Shortage of basic commodities like salt, sugar, etc as Odie laments on page
79
Many people are forced to flee and seek refuge status where they live in
degrading and frustrating circumstances as in the case of Wak who had to
flee.
Loss of property
Family breakdown, for example on page 84 Odie describes their situation-
the father had died, the mother was in hospital. Wak had to flee to the bush
and Stella was in school
Breakdown of infrastructure ( pg 77) it is described how building had been
bombed, roads were damaged and so on. ( 20 mks)

Introduction
People generally experience problems in relationships and especially when they are
in love but if the lovers are lucky , these problems are solved and there is a happy
ending to their romance. You feel good when you come to this happy ending, and
you eventually forget the difficulties you experienced.
In homestretch Brenda Smith falls in love with a law student from Nigeria called
Milton. Brenda is from Jamaica and is studying English
Contrary to the myths about African men, that is, they come on strong, Milton takes
time to nurture the friendship and the love.
The two lovers get to know each other well
 The two meet when Brenda is suffering from low esteem. “ up come this man
who makes her feel she is the best thing since sliced bread”. ( pg 102)
Both are post graduate studying in England – Brenda doing her MA in English and
Milton an LLM
Milton is tall, dark and handsome- the ideal man; and unselfconsciously so.
He is interesting and funny and well read
Then a cable comes from Nigeria to the effect that Milton ailing another would like
to see him
Milton flies back to his country leaving Brenda devastated
Much later, he writes saying there are family reasons why he can’t return
Brenda manages to retain her sanity through struggle – with tears and tranquilizers
At the end of the novel, however, Milton writes to say his “ mother died last week
of a heart attack” and that he is coming to London and would like to see Brenda
again to explain what happened.
Brenda is excited/ ecstatic and is looking forward to the meeting

Conclusion
In love, all is well that ends well ( 20 mks)
K.C.S.E MARKING SCHEME 2008
ENGLISH PAPER 1 a) Notice
Must be a notice. If not, deduct 2 marks AD
Must bear the label NOTICE 1 mark
Must be on the logo/state the name of the club issuing the notice a the
Head/top Heading must have name of the club 1mark
Must be state that it is meant for the members of the named club
1 mark
Must state the date (and day) and time of the meeting 1 mark
½ m for date and ½ for time
Must be written in forma, precise language 3mks
Write L at end essay mark against H
Must bear indication of who issued the notice, i.e. the secretary (need not be signed) if
constantly and use capital letter 1mk
Borders/inset to give it enhanced/attractive appearance 1mk

Memo or letter 2 AD
If the notice and genda appear on one mark normally

SAMPLE
NOTICE
UPSTART DRAMA CLUB
Notice is hereby given of the second meeting of the Upstart Drama members to be held on
(Friday)the 26th of the October, 2008 in the school auditorium 4.30pm to consider the matters on
the agenda attached herewith.
SECRETARY
(UDC)
AGENDA-TO be separate from notice
Must be an agenda. If not deduct 2 marks AD
Must have the heading of the club (see sample) (1mk)
Must have an indication that it is an agenda (1mk)
Must show evidence that this is a follow-up meeting (2nd meeting ) by indicating there are
minutes of the previous meeting

SAMPLE
UPSTART DRAMA CLUB
AGENDA
1. Preliminaries
2. Confirmation of previous minutes
3. Matters arising
4. Appointments of the play
5. Date of selection of cast/auditioning
6. Budget for the production of play
7. Dates for rehearsals
8. Date of final performance
SECRETARY
(UDC)
No mark for border

2. Cloze test
1. greatest/biggest
2. Involve
3. and/but
4. a
5. towards/toward
6. away
7. Continually/usually/frequently, often/
8. Others
9. terms
10. However (10mks)
3 a) i) mail ii) Cue
iii) higher
iv) blew
v) eight (5mks)

b. i) pay, day
grief, relief
end, friend release,
peace bought, thought
best, interest
(3mks) ii)
This is a poem in which the persona expresses regret and despair for something foolish he or she
has done in a moment of reckless excitement. Whatever it was has resulted in a lifetime of
suffering and gloom. The tone should bring out the sorrow, desperation as well as resignation
the tone is likely to be solemn or somber or poignant identification. (1mk) iii)
The punctuation in the second stanza three years of pause. The dash represents a significant
pause, creates suspense because it is not easy to anticipate what the persona will say next. The
comma is a short pause which gives the speaker time to catch his or her breath. The full stop is a
final punctuation mark and in this stanza, it seems t tell us that the speaker’s fate is sealed, final.
There seems to be no possibility for appeal Ironically, only death will bring some relief.
(3mks)
iv)
The last line of the poem would be said in a voice that expresses surprise or even shock at the
realization of the pride the persona has to pay. Perhaps the voice would be raised, the eye wide
open and the words ’God and “ Interest” articulated with a lot of emphasis. The exclamation
marks show that this line would reveal the fact that the persona still cannot believe what has
happened (2mks)

c. i) The audience’s behaviour would indicate that the speech has been going on for
too long; or that the people think they will be late for something , else; or that they are
tired, bored or uncomfortable. The behaviour would be a signal to the speaker
to end the speech. The speaker could be inaudible, inconsiderate or boring
(3mks)
ii) In order to continue listening attentively, I would try to mentally summarize the
speaker’s key points; remind myself of the importance of the talk and how the
information can help me; take notes and try to paraphrase what the speaker says.
I could also try to anticipate what the speaker would say next. Maintain eye
contact with the speaker. Avoid daydreams and distraction. (3mks)

d. To establish rapport; to set the stage for negotiations; to break the ice given that both the
seller and the buyer are strangers
e) i) Feigns a lack of interests in the commodity and even says he can go to
another seller. This is intended to encourage the seller to negotiate more
seriously and not to take advantage of what might be the seller’s desperation he
listens to the seller and he is willing to meet her halfway. He adjusts his from
150/300 to 250/350
He apparently emphasizes with/understands where the seller is coming from and
her need for money i.e her need to pay fees and maintain her business. Creates
goodwill, becomes friendly towards the seller/creates a good atmosphere for
business negotiations and even for longer lasting relationships.
Any three one mark each (3mks)

ii) That business negotiations in particular and negotiations in general require give
and take; and this happens in this transaction this particular transaction generates
goodwill between the buyer and the seller negotiations should result in a win-win
situation the seller gets a reasonable price for her chickens and the buyer gets the
chicken he is looking for, also at a reasonable price the two are ready and willing
to meet half way as a result of the good will, the two people have become friends,
they get to know each other’s names and apparently look forward to another
interactions
2 points (identification +illustration) (4mks)
K.C.S.E 2008 MARKING SCHEME
ENGLISH PAPER 2

Question 1

(a) Little/ very little/ hardly/ since by the time one’s grandchildren are old, one is
likely to be dead/ have died ( 2 mk)
(b) Bosnia and Serbia are mentioned to show that civil wars in Europe are treated as
isolated cases while in Africa they are treated as a continental war ( 2 mks
(c) The word is put within quotation marks to indicate that the writer does not really
believe that the people are experts/ if they were, their predictions would
already have come true ( 2mks)
(d) Had all the predictions made about the impact of Aids been correct most
African countries would have been entirely depopulated by now (1 mk)
(e) No/ African is not more corrupt. It is just that the Western media generalizes the few
cases of corruption while in America, blame is apportioned appropriately.
( 3 mks)
(f) This is because African stories are considered to be of little importance also such
journalists are impressionable and so readily buy the stereotyped image of Africa/
they/ such journalists are already prejudiced ( 4 mks)
(g) The author says, “while we feel irritated” ( this suggests that he is an African.
 More important) he says, will see Africa as we ……… ( 2 mks)
(h) Silver lining- a blessing/ a lucky turn of events/ only good/ positive thing
Story - miserable, pitiable, without hope/ pathetic
Irredeemably- completely, incorrigibly, absolute/ hopelessly
( 3 mks)
Question 2
(a) Just before this extract Martin had beaten Paulina and locked her up In
the house ( after she had been away for two nights) when she lost
her away from hospital) ( 3 mks)

(b) The police inspector finds Paulina locked in a cell without a charge, takes
pity on her and decides to take to Ahoya’s residence for safety as it was a
nightfall. Ahoya, an elderly white lady, took her in, fed her and gave her a
place to sleep. Very early in the morning they set out in
search of Martin/ Martin’s house and soon enough they found him
leaving the house for work. ( 4 mks)

(c) (i) Dazed- unable to think clearly/ stranded

Dumbfounded/ dumbstruck/ confused/ stupefied/ stunned/
bewildered
(ii) courtesies- pleasantries/ greetings/ small talk/ friendly talk/ casual
exchange.
(d) Paulina thinks that Martin does not love her/ she says the first time. He used
to love me (2 mks)

(e) Paulina thanked Ahoya and told her she did not need anything
Paulina politely told Ahoya that she did not need anything ( 1 mk)

(f) Timid/ nervous/ fearful It takes Ahoya a quite a while to make

Paulina open up
Naïve/ innocent/ unworldly Had thought
that since Martin loved her he would never beat
her
Caution/ prudent/ careful She finds out who is at window before
opening lest Martin had sent a visitor to
test her. ( 5 mks)
(g) She views wife beating as a natural thing that most wives who join their
husbands in Nairobi go through
She views it as a trivial thing since it is not the end of the world/ she
views it as something not to make a woman regret.
She views it as something that should not make a woman regret being
 in marriage. ( 4 mks)
(h) A staunch Christian mid- wife who had been called in to eaxamine
Paulina when she was lost and just come from hospital/ she used single.
Has chosen to remain single
Identification = 1mk
Role she plays = 2 mks
(i) Emphasizes the fact that Paulina is too young to have been married. She
has just been earned off. Leads to the last part which emphasizes the
sympathy/ Amina expresses for her.
Portrays a community that practices unity marriage/ it explains Paulina’s
sympathy.

Questions 3
(a) The poem is about a major disturbance e.g. political disturbance such as
coup detat political upheaval, ethic clashes e.g. traumatic experience/
turbulence at personal level such as divorce, tape, death of a loved
one. Return to apparent fence ( 3 mks)

(b) The greenery implies peacefulness/ peace whether at the individual or

political level. The yellow sots implies possibility of danger or turbulence.
Things are not as tranquil or peaceful as they seem
Red is imminent violence/ turbulence. Up heaved

(c) Any two of the following

Personification e.g. rests, “ occupies” fleeing”
Symbols e.g. “pond” for country of one life, “stone” for the cause of the
turbulence and leaves a permanent scar/ reminder/ aftermath
Repetition e.g. “ripples” “ the red”
Onomatopoeia e.g. splash, ripples, rushing……
Alteration e.g hand in hand convey harmony”
“ reflection regain” “ stirring surges”
(d) sad/tragic/ pessimistic/ ironic/ stoical/ resigned/ identification although life
may seem calm and peaceful on the surface, there is a possibility of
disturbance or turbulence ( 3 mk)

(e) the cause of the turbulence/ ripples is permanent

(f) Surges- move forward in a wave – like manner

Fade- lose strength/ vigour
Tranquil – calm, quiet, motionless ( 3 mks)
4. (a) (i) sister – in law (ii)
pronunciation
(iii) run/ been running
(iv) doubtless/ deliberately/ undoubtedly
(v) least/ littlest

(b) (i) Little did I know that there was trouble ahead
(ii) How tall she is
(iii) There was very little likelihood that our national team would lose
the match/ the likelihood that our national team lose the match
was small/ there was very little likelihood of our national team
losing
(iv) Come with me, will you? A
(v) Wanjiku told Onyango that she would join him after a short
while/ in a few minutes

(c) (i) however/ nonetheless/ even so/ however

(ii) in fact ( infact)
(iii) Consequently/ hence/ therefore/ as a result/ thus/ subsequently
(iv) so ( if comma uses, after so, ignore
(v) if ( if any punctuation used after if aware)
MARKING SCHEME PAPER 3 2008

3. (a) The villager comes to town, finds it shocking. According to the villager, the
town people are:
(i) Lazy: p 14 they are afraid of manual work unlike the villagers who can work
in the firm for long. Instead of owning a small place in the village and farming for
better living, look at what they do. Always afraid of manual labour , he digs from
sunrise to sunset.
(ii) Dehumanized and have no sense of pride: p14 tout barks all day like a crazy
dog p 15. “ Do these men wake up in the morning to tell their wives they are going
to work?” like monkeys” bewildering people who stares out of the windows. Tell
their wives they have gone to work? Like the monkeys which stared.
(iii)Lack insight: pg 14 they do not realize that their attitude towards manual work
forces them to spend a lot of money buying their food from the farmers. He
digs from sunrise to midday, sells six bags of coffee for a lot of money and serve
because he doesn’t have to buy food like they do.
(iv) Noisy unnecessarily noisy/ rowdy: pg 15 “ not even at wedding and feasts or
even/ drinking parties- had he heard so much noise.”
 (v) Unhealthy competition: pg 14 they were so many of them. “ how can they make
money withy such competition>” all to attract customers

Hasty pg 15 “ why are town people always in haste?.... it is because they are living
and working with the white people who always hurry as if they are afraid they won’t
make it to outhouse?”

Love of lust for money and will go as far as using dishonest means to acquire if
pg 16 villager wonders if the medicine- seller’s Mumbwa is genuine or it is
genuine/ just another way for the town people to earn money” pg 16, ) driver)….
The more crowded it is the more – money to be made pg 14

Political they lack the capacity to look critically as their lifestyle and see how is suicidal
pg 15 “ that is how they kill themselves.
Students responsiveness
Candidates should give at least one reason for agreeing or disagreeing
Expect 6 well developed illustrations and mark 2:2:2:2:2:2

3 (b) Definition “ a play within a play” refers to a situation where the characters in
a play create another play “ play” or scene where they dramatize something. It is
acting a sub- play within the main play. Ruganda uses this technique a lot in Shreds of
tenderness. There are several examples of a play within a play. Treat this as a
suggestion there are other possible approaches that the candidate can give us.
Examples
I. Termites
Stella joins Odie in an act where he is addressing the termite in a jar as “ your
majesty”. They plot how to kill him and dispose of him. This happens in the
earlier part of the play. Pages 4-5 and 37 – 47
II Shakes Spear
On pages 50 – 51 Odie and Stella act as Shakespear’s Othelo and Dedemona
III Electoral Process
Stella, Odie and Wak carry out an Electoral process where they elect Wak as
chairman, ( page 59- 61)
IV Return home
Odie dramatizes Wak and his wife in exile, Wak planning to return home
( Pg 73 – 75)
V Constables
Wak and Odie act as police constables harassing a woman refugee. ( Stalla)
whom they regard as suspicious ( pg 87- 97)
VI Muslim
Wak and Odie play refugees with Stalla acting as an immigration Officer ( Pg 99)
VII. Coude’tat
 They dramatize a coup d’etat that just taken place ( pg 107)102 – 109)

Conclusion: The technique of a play within a play is very effective because the writer
manages to write a play with only three characters. On the other hand,
it is sometimes confusing when a character changes his or her identity
Accept any 3 developed points mark out of 4:4:4 maximum 2 mks if
missing contributions

3 (c) Introduction
Relationships between children and their step- parents are often problematic and are
sometimes characterized by tensions. This is especially true of stepmothers and their
stepchildren and our oral literature is full of stories of the cruel stepmother. Examples cruelty
between stepfathers and their stepchildren are rare; but we come across cases of stepfathers
sexually molesting/ abusing their stepdaughters
I. Cruel step mother
In homestretch, Brenda Smith, when she goes to New York, lives with a cruel
stepmother an African woman called Johnnier. This stepmother has a daughter
called Lyn, who is mean to Brenda pg 56, 62, 65, 66… Lyn announces that she
would never wear peoples cloths
II Maid
“ Brenda is treated like a maid in her own home; and her father Ivan Smith,
does not appear to know what is going on. Pg 56 got the feeling that when she
landed that she was there to be a maid
III Competition
We are told “True everything the story books says, Johnnie regarded Brenda as
competition, especially for her gentleman’s money” ( pg 56) Further, we are told
“ Brenda needed a buffer against day to day.
IV Antagonism
But her lather didn’t provide it. He didn’t seem to be aware of any but her
physical need” ( 57) 89
V Conspiracy
Brenda also feels there is conspiracy against her mother, who is in Jamaica. For
example the day she doesn’t iron her father’s shirt properly, her stepmother tells
her : You mother ain’t teach you to iron shirt?” ( pg 57)_ fixing the Brenda
parent the wrong way you don’s have this in Jamaica.

VI No win the stepmother interprets Brenda’s silence as insolence. Thus putting the
poor girl in a no win situation pg 57

VII Step sister Lyn jealously of the stepmother rubs onto her daughter; Lyn hates her
stepsister. The difference in their physical appearance makes matters worse.
Though they are of the same height, Lyn is 50 pounds heavier than Brenda pg 58
VIII Performance: partly because of these incurable jealousies, Brenda’s performance in
school deteriorates Pg 59, 60, 61 62, 66. she wasn’t doing well in the regular
classes….

IX Stepdaughter: The relationship between Brenda’s father and his stepdaughter seems
of tension, but when husband and wife eventually separate Lyn goes with her
mother pg 56, 59
English paper 1

Marking scheme year 2009

2. CLOSE TEST

1. accuse

2. against

3. effort/ attempt

4. lighter/ fairer

5. marks/ blemishes/ blotches

6. subject

7. naturally

8. those 9. and

10. guilty

3. (a) (i)

- It is repetitive and hence memorable

- The refrain by the audience/ reinforces the message

- The involvement of the audience through refrain and other means such as dance,

empathy and gesturing makes them own it.

- The use of a apostrophe – direct address to the rain

- “ab, thou rain. I adjure thee fall….” This makes it dramatic and memorable

- Its simplicity and universal appeal/ makes it dramatic and memorable

- Its simplicity and universal appeal, makes it easy to remember

Adjuse- To request or command somebody solemnly to do something

- It is all encompassing- involves and involves all the people, the children the

young, men and women.

(ii) By use of:

- Tonal variation

- Facial expressions

- Voice variation in tempo, mood and volume

- Apostrophe- direct address to the rain, as if it were a god

- Involvement of the audience in dance, refrain and pasturing

- Decide when to involve the audience beyond the refrain

- Rehearse thoroughly before the performance ( may be using surrogate audience)

- Dress appropriately

- Use musical instruments e.g. drums

- Gesture movement and posturing

(a) (iii) – Use of conventional formula of attracting attention e.g. clapping hands,

clearing throat, creating rapport

- Costumes to be used should be attractive and appropriate

- Preparing part of the audience to know how to respond

- Keep the environment free from external distraction & Interference

- Get prior information on the category of the audience

- Tell the audience in advance how to respond

- Prior presentation before the actual day

- Mastery of the content

- Consulting an expert to confirm what you have done is correct

(Any 4 well illustrated points 1 mk each)

(b) Searching the topic facts and being up to date

Planning the speech jotting and arranging

Rehearsing before mock audience

Pronunciation & audibility

Psyching yourself/ convincing you “yes you can”

Presentation (appearance)

Knowing which side to be for

(Any three points)

- Give 0 for only one correct word

- MK per correct group of words

 - To for any 2 correct words

3. (c) Charm Chandelier Chirysalis

Bench chauvinism charisma

Chore Parachute choral

Disregard anything after three words. Draw a line after three words

(d)

(i) It was and not anyone else who wrote the love poem for you

(ii) What I did was to write the love poem for you. I wrote (not typed, copied)

The love poem for you

(iii) It was for you and not anybody else that I wrote the love poem

(e) Teacher: You are the class monitor of form Two East, aren’t you?

You: Yes I am, Madam

Teacher Why was your class shouting and screaming?

You
I am not sure, Madam. The noise started at the back of the
classroom.

Teacher How can you, the class monitor, not know? (1 mk)
You
You see madam. I sit infront and by the time I turned to look, the
boys at the back were already on top of the desks and some were
trying to jump out of the window

Teacher So, what did you, as the monitor do?

You I ran out, Madam

 Teacher You ran out?
You
I am sorry madam, but it seemed like there was great danger in the
middle of the class. I had t run for my life

Teacher When the noise subsided. What did you find out?

You I was told there was a snake

Teacher A snake?

You Yes, madam, I later found it was a toy snake

Teacher Whose toy snake was it?

You I don’t know madam. Nobody has come to claim it (1 mk)

Teacher You can go now, but I need to know whose toy snake was

You Thank you madam, I will go and find out ( 1mk)

ENGLISH PAPER 2 MARKING SCHEMES

1. (a) This was because the book was to good to be attributed to a female

Author (2 mks)

(b) In France, women were at least allowed to venture into the field of science but

were denied space to excel in England. However, they were totally

prohibited from all scientific pursuits

( 3 mks)

(c) Perhaps not surprisingly, the one woman who crashed the barriers erected

against her gender Italian Laura Bassi (1 mk)

(d) A professor was expected to lecturer on regular basis, pursue his or her

studies and conduct research ( 3 mks)

 (e) They paraded her to visiting scholars like a prized commodity. They were using

her to impress visiting scholars

(f) She began offering private lessons in experimental physics

- She began promoting new tonian physics at a time when it was relatively

new in Italy.

- She corresponded with the leading physicists of the time. Thus she broke

the restrictions placed upon her.

(g) It is to show that she led a normal life as expected of a woman by society but

still, to her credit managed extraordinary accomplishment in the field of science.

The big number of children demonstrates how extraordinary she was if she

managed to bring up such a family and still excel in scholarship beyond all

expectation.

The Contrast must be bought out in each case

(h) Crudition- knowledge / expertise

To a degree- to some extent

Find herself at home – excel in something/ develop expertise in an area/ be

comfortable or at ease in a discipline. ( 3 mks)

2. (a) In the additional office of the people’s Messenger/ newspaper

( 2 mks)

(b) His scientific report on the Baths ( 1 mk)

- The report says that Baths are polluted with bacteria that cause diseases. Such

as typhoid and gastric fever/ the paths pose a danger to public health.

- The effluent from the tannery that flows into the baths has infected the water

in the conduit pipes/ the same polluted water oozes out onto the shore.

( 2 mks)

(c) Hovstad is the editor of the People’s Messenger and Aslaksen is the

printer.

Dr. Stockman’s article was going to be published in the People’s

Messenger.

These two are therefore the ones responsible for the “risks” of publishing

this article. ( 3 mks)

(d) The mayor Peter Stockman has just warned them against the risk of

publishing this article and poisoned them against Dr. Stockmann.

- The repairs being suggested by Stockmann would take a long time and

would cost money

- The baths are the “nerve centre” of the town and therefore, implementing Dr.

stockmann’s recommendations would paralyze the economy of this town.

 - The money would have to be paid by the tabe payers ( transport) - The tourists

industry in this town would be adversely affected

Any four ( 4 mks)

(e).
- Impatient and impetuous; he doesn’t consider the consequences of his scientific

activism on his family and on society as a whole.

- Idealistic, he wants the best for his town clean water and good governance and

is prepared to sacrifice for the general good

- Naïve about the effect of his discoveries on the masses; thinks they will honour

him

- overestimates the intelligence of the masses: thinks they will demonstrate in his

favour

- Too trusting/ too optimistic

- Modest: doesn’t want to be honored

- Overzealous about his town

(f)
- The people don’t demonstrate in his favour instead they later break the

windows of his house.

- The people turn against him and denounce him as “an enemy of the people”
 - They heckle him at the meeting he addresses later

- He revises his view of the masses and later thinks they are incapable of

understanding

- The man who counted on the support and solidarity of the masses later

concludes that “the strongest man is one who stands alone”

( Any four points 4 mks)

(g) That he will print his article that they will not support him/ that they don’t

agree with his views ( 2 mks)

(h) Interrupted by Mrs. Stockmann – (retained as it is) ( 1 mk)

- Mr stockman is worried about the effect of her husband’s activism on their family

- She is intervening on behalf of her family because she believes Hovstad and

Aslaksen have duped her husband

- She wants to curd what she regards as her husband’s recklessness or his

reckless idealism ( 2 mks)

3. (a) We know that Hare is not contented because we are told he was always

trying to show that he was stronger than his friends.

(b) It’s ironical that Hare is asking to be respected, because he himself is treating

others with a lot of disrespect he does not deserve it.

 (c) Hippo’s attitude towards Hare is contemptuous to him. Hare’s gloating is

childish and laughable that is why he says. Go home and eat for a few

years ………. Before you start dreaming ( 3 mks)

(d) Upto that moment. Hare had no clue about what he would do to tricks/

outsmart/ outdo Hippo.

(e) Elephant is shocked by hare’s insolence. He cannot believe what hare is telling

him. Elephant also feels foolish and disrespectful. Lastly just like

Hippo, elephant thinks hare is being childish.

(f) By doing what hare tells them, Hippo and elephant prove that they gullible /

the fact that they believe that the hair is actually involved in the tug of war is

surprising / they are simple minded. It also proves that hare is no match for

them/ he is cunning. It clearly shows that size and intelligence aren’t

synonymous

(g)

(i) Imprudence …………… folly/ senselessness ( 1 mk)

(ii) Taking root ……….. becoming attractive/ appealing/ germinating/ developing/

establishing/ forming

(iii) Lumbered…….. Walked with difficulty ( 1mk)

3. (a) Shocked/ hurt/ puzzled

 (b) Cannot believe
(c) Hare- alish

(d) Hare disrespected

(e) Hare childish

(f) Cheated/ tricked/duped

4. (a) (i) Privilege privilege

(ii) Tendency tendency

(iii) Embarrasses Embarrasses

(iv) Knowledgeable Knowledgeable

(b) (i) She realized what a serious blunder she had made ( 4 mks)

(ii) Should you change you mind call this number

(iii) Neither of them is known to me ( 3 mks)

(c) (i) off

(ii) among / amongst

(iii) For

(iv) Into

5. (a) (i) Students

(ii) Heroes / heroines

(iii) Editors in chief

(iv) Father Law’s / father in laws

 ENGLISH PAPER 3

POINTS OF INTERPRETATION

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

The story must illustrate the saying – either how truth/ truthfulness releases one

from guilt or can exonerate one, or how lying or distortion of truth or

deceitfulness can.

Plague ones guilty or even lead one into trouble. Not only with other people, but

also with the law. Either way, the story must naturally lead to or emanate from the

saying.

If merely a philosophical discussion, treat as irrelevant and deduct 4 mks AD

(b) Must be a story. If not deduct (4 mks)

Must begin with the given sentence. If not deduct 2 mks. AD

Candidate must present an approach – avoidance situation they are involved in On

the one hand they planned to rise early and execute a plan or set out on a journey.

On the other hand doubts and hesitations have set in. The candidate must show

what it is the planned to do and why the “wondering” and how or what they

resolve it (to do) if not treat as irrelevant.

2. Introduction

- Reconciliation is the process of making friendly or bringing together people who

have had differences. It can also be defined as a process of resolving difference

between people or parties that have disagreed or have unresolved issues.

- Waiyaki is the voice of reconciliation in the River Between. However, he faces a lot

of challenging in his attempt to reconcile the ridges.

Accept any relevant general introduction on challenges of reconciliation

(= 2 mks)

Content

(c) (i) Jealously / struggle for leadership

- Kabonyi is jealous of Waiyaki Pages 79, 89, 90, 91, 108, 113, 127, 140, 143 -

Kamau his son is also jealous of Waiyaki Pages 61, 85, 86, 94, 104,

120, 126,

126, and 129.

The two discredit any attempt Waiyaki makes to reconcile the ridges

- Old rivalry between Kameno and Makuyu: pages 1, 2, 3 67, 106, 140

(ii) Mistrust

- Joshua mistrusts Waiyaki and does not take his warning; pages 112, 129, 132

- The Kiama also mistrusts Waiyaki especially because of the rumour that he is marrying

Joshus’s daughter, Nyambura: pages 127, 143

(iii) Fanaticism/ Extremism

- The Kiama gives oaths to ensure that the people remain pure in their customs;

Pages 85, 95, 109, 145, 146

- Joshua and Livingstone also become more strict in their religion: pages 28 – 32,
 38 – 39, 51- 52, 56 – 58, 82 --- 84, 96 - 97

(iv) Over confidence

- Waiyaki is over- confident about his influence on the people. He thinks that the people

are as enthusiastic about education as he is. He take too long to preach

about unity. He gives Kabonyi the opportunity to talk to the people and thus

discredit him. His outlook of unity is so idealistic. It is almost unrealistic pages 88

– 91, 105, 109 , 114 – 118, 124 – 125, 134, 137 – 145

(v) Old Rivalry between Kameno and Makuyu (historical rivalry)

There has been antagonisms…….. like many sleeping lions……became antagonists…

like two rivals….leadership of this isolated region …. Pages

1,2 ,3, 52, 76, 140, 67 ( one ridge is associated with producing leader)

(vi) Cultural conflict/ clash

- The two cultures cannot accommodate each other e.g. Waiyaki’s education.

Muthoni’s and Nyambura’s cases. The oath, etc pages 20 – 25, 29 – 31, 36, 38,

41, 42 – 57, 69 – 70, 73

Appreciate the effort at Waiyaki effort

Thin Y

Fair Z Expect any 4 well developed points mark 3:3:3:3 = 12 mks)

GRAMMAR AND PRESENTATION = (4 mks)

Conclusion:
The process of reconciliation faces a lot of challenges. It requires that each of the disagreeing

parties understanding that there is need to give and take.

(Accept any other relevant and plausible conclusion = 2 mks)

Can be candidate’s opinion

3. (a) Introduction

Define tradition

- An established custom or practice

- Practitioner may claim that the custom has Devine authority

- Traditions are usually influenced by and or subscribe to religious beliefs

(Accept any other valid introduction = 2 mks)

How are traditions used to oppress women?

Content

(i) The society expects women to have higher moral standards than men ( pg 56

- N’damba and her sisters are expected to uphold the family name

- When Nkodo Sahifu gets children of wedlock Baba is not offended. In fact he is

happy he has grandchildren but his daughter Ajara nearly dies when procuring

an abortion because she does not want to dishonour the family pg 57.

(ii) Women are denied freedom of movement

- N’damba and her sisters have to be accompanied by their younger brothers when

they go out of the house. Pg 57

- N’damba father does not allow her to move into the house that the hospital has

provided for her. Traditions require that unmarried women be under the custody

of their fathers while married women be under the custody of the husbands. At no

time are they expected to be on their own, minding their own business. Pg 160

(iii) The society denies women freedom of association and choice

- N’damba cannot have a boyfriend. Her brother even reads her letters P. 58

- Women cannot even chooses their own husbands. N’damba for example is being forces

to marry Alhaji Hamsu’s son as a third wife pg 59

- As far traditions are concerned. “Girls should get married and have children P 56

- The Society believes that women. Do not know what is good for them. Pg 160

(iv) The traditions allow men to harass women and molest them physically, even batter

them

- Uncle Bardara beats his wife for very flimsy reasons pg 8

- Alhaji Hamsu’s son beats his wives and children with efficient brutally pgs 9- 60

- Baba forces mama to grow fat because he loves fat women, although it is unhealthy to be

overweight. Pg 58

- Ya yano’s case P. 54

(v) Women are not free to wear what they like

- N’damba cannot wear her trousers Pg 7

- Her sisters admire her clothes but they cannot wear them P 61
(vi) Society restricts women access to formal education P 56 - 57

- Being a dris meant for man/ formal Education

- (Islamic Education is enough for girls under pleads Pg 53

Conclusion

- Traditions are used to a large extent to oppress women

Accept any other valid conclusion. (Expect two illustrations for a point) 3:3:3:3

3. (b) Introduction

- The introduction should show awareness of the two reactions to a civil war, those who

flee and those who stay on.

(Accept general or contextualized valid introduction which reflect both sides

CONTENTS

(i) Those who flee their country suffer a lot because they get disconnected with

those they love. In the same way those who stay on are disconnected from

those who flee. As Odie says “BROTHER a nice and endearing Family word

full of warmth…. And shreds of tenderness…. But Guerrilla guns have put

hole into it” Pg 68, 75, 114

(ii) Civil war brings Fear and uncertainty to both those who flee and those who

remain. When Wak gets back, he is afraid, he has to take Vodka to steady his

nerves and when he knocks at the door his brother Odie is “shocked and

petrified” Pg 77. There is fear and suspicion

(iii) Civil war brings about mental/ emotional torture to both groups. Those who are

tortured by the risks in the paths of escapes.

As- Stella puts

The Refugee on his path of escape crosses the river with “cross in the river and

guards at the bank. Guns at the ready” (pg 86)

There is also the barism refugees suffer in a foreign country

(pg 93,) p 28, 103 – 107, 80 – 37, 116, 117, 68, 15)

(iv) Both the stayees; and the returnees’ suffer from the breakdown of social

structures which lead to escalation of crime and social evils.

In the home country this is a direct result of the civil war, in the country of

refugees as a result of the influx of refugees pg 13- 15, 103 – 105.

(v) Civil war leads to the erosion as social structures and breakdown of family

ties

In sheds of Tenderness the civil war fuels minor siblings conflict between

brothers and this affects both the one who left and the one who remained. P

118, 55- 57, 20, 21, 23, 24

CONCLUSION

Conclusion should round the essay by emphasizing that toes who left are not

unforgivable. Cowards and deserter” (pg 15) as Odie says. They are bold enough to know

that they are more useful to their country alive. They suffer in the same way.

Four fully illustrated points ( 12 mks)

Position and language aspects ( 8 mks total ( 20 mks)

About the attractions of Jamaica (pg 181) this experience turns Anthony into a domestic tourists.

There is also site seeing by David. Brenda Edith P. 153, 164, 165, 167, 168

CONCLUSION

The conclusion should provide a summary of the efforts of encouraging domestic tourisms

accept any other valid.

(c) INTRODUCTION

The introduction should provide a definition of “domestic Tourisms” local residents visiting

tourists attractions sites within their country/ spending their holiday time visiting other parts

of their country. Residents gets to know their country and appreciate what their country

has to offer- the scenery the flora and fauna, the foods and cultures. They thereby

contribute their economy and help in or appreciate conserving of their national heritage and

local means. There are various ways of promoting this form of tourism.

Accept any contextualized valid introduction.

(i) One way of encouraging domestic tourism is getting people to team up to enjoy

available facilities. There is more fun for groups than for individuals, loners.

Charley and Myrtle in Homestretch encourage David and Edith to visit the “milk

river bath. They enjoy the “ Stretch’ to the river together ( pg 9, 17) David enjoys

it so much that he contrasts it with the inaccessibility thing like “stretching your

body and stretching your limbs in some medical water does not have a place

there. ( England}” pg 16

(ii) Building patriotism- pride in one’s own country is another way of encouraging

local tourism. Brenda came to Jamaica to find her Jamaican self pg 61 pg 88.

Brenda felt one again with Jamaica and when this was accomplished, she was proud

of her country and marketed its facilities abroad though the same thing happen

to David, Edith and Anthony pg 131- 137

(iii) Publicizing local events that can attract tourists attention. After Brenda writes a

feature on “Heritage week” Jamaica there is a charge not only in her but in those

“West Indians” who read it. P 185, 137, 165, 94 Anthony’s letter P. 185

(iv) Domestic tourism can also be encouraged by creating networks with locals who

are overseas.

In homestretch Brenda organizes trips for young people. “British of Caribbean

parents” to enjoy “independence week” In Jamaica. David and Edith become part

of this network. Pg 114- 115, 137, pg 114- 115.

(v) Fundraising to sponsor and support domestic tourists can also enhance the venture.

This may be in form of discounted rates of locals in Homestretch Brenda,

Laura and Anthony raise funds to sponsor the youth club to tour Jamaica ( pg 115:

185). The Success of this venture is crowned in the shortest chapter in the book

(Pg 188) which has given the novel the title “Homestretch”.

(vi) Taking time to explore what is available in one’s country also creates appreciation

and interests in domestic tourism. After her tour of Jamaica with Anthony. Brenda

writes back to Laura.