2008 Kericho District Paper 1 Answers(3)

KERICHO/KIPKELION DISTRICTS MOCK ©2008 101/1

101/1ENGLISHPAPER 1

KERICHO/KIPKELION DISTRICTS MOCK 2008Kenya Certificate of Secondary Education (K.C.S.E)

MARKING SCHEME

101/1ENGLISHPAPER 1

JULY / AUGUST 2008


2Paper 101/1 is intended to test the candidates’ ability to communicate in writing. Communication isestablished at different levels of intelligibility, correctness, accuracy, fluency, pleasantness andoriginality. Within the constraints set by each question, it is the linguistic competence shown by thecandidate that should carry most of the marks.

Examiners should not hesitate to use the full range of marks for each essay.It is important to determine FIRST how each essay communicates and in which category A, B C or Dit fits.(The marks indicated below are for question one.)

D CLASS The candidate either does not communicate at all 01 – 05 or his language ability is so(01 - 05) minimal that the examiner practically has to guess what the candidate wants to say. The

candidate fails to fit the English words he knows into meaningful sentences. Thesubject is glanced at or distorted. Practically no valid punctuation. All kinds of errors“Broken English.”

D- 01 – 02 Chaotic, Little meaning whatsoever. Question paper or some words from it simplycopied.

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 canat least guess what the candidate wants to say.………………………………………………………….………………………………

C CLASS The candidate communicates understandably but only more or less clearly.(06 - 07) He is not confident with his language. The subject is often undeveloped. There may be

some digressions. Unnecessary repetitions are frequent. The arrangement is weak andthe flow jerky. There is no economy of language; mother tongue influence is felt.Watch for repetition for emphasis.

C – 06 -07 The candidate obviously finds it difficult to communicate his ideas. He is seriouslyhampered by his very limited knowledge of structure and vocabulary. This results inmany gross errors of agreement and sentence construction.

C 08 The candidate communicates but not with consistent clarity. His linguistic abilitiesbeing very limited, he cannot avoid frequent errors in sentence structure. There is littlevariety or originality. Very bookish English. Links are weak, incorrect, repeated attimes.

C+ 09 -10 The candidate communicates clearly but in a flat and uncertain manner. Simpleconcepts sentence forms are often strained. There may be an overuse of clichésunsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky.There are some errors of agreement, tenses and spelling.Can have some merit ticks.……..…………………………………………………………………………………


3

B CLASS This class is characterized by greater fluency and ease of expression.(11-15) The candidate demonstrates that he can use English as a normal way of

expressing himself. Sentences are varied and usually well constructed. Some candidatesbecome illogicality ambitious and even over-ambitious. There may be items of merit ofthe one word or one expression type. Many essays in this category may be just cleanand unassuming but they still show that the candidate is at ease with the language.There may be a tendency to under mark such essays. Give credit for tone.

B- 11 -12 The candidate communicates fairly and with some fluency. There may be little varietyin sentence structure. Gross errors are still found occasionally, but this must not be overpunished by the examiner.

B 13 The sentences are varied but rather simple and straight forward. The candidate does nothimself in an effort impress. There is a fair range of vocabulary and idiom. Natural andeffortless. Some items of merit, economy of language.

B+ 14 – 15 the candidate communicates his ideas pleasantly and without strain. There are errorsand slips. Tenses, spelling and punctuation are quite good. A number of items of meritof the “whole sentence” or the “whole expression” type.

Merit ticks Phrasal verbs, inversions, idioms etc variety of sentences, correct voc.

A CLASS The candidate communicates not only fluently, but attractively, with originality andefficiency. He has the ability to make us share his deep feelings, emotions,enthusiasms. He expresses himself freely and without any visible constraint. The scriptgives evidence of maturity, good planning and often humour. Many items of meritwhich indicate that the candidate has complete command of the language. There is nostrain, just pleasantness, clever arrangement, felicity of expression.Contrast, irony.

A- 16 – 17 The candidate shows competence and fluency in using the language. He may lackimagination or originality which usually provide the ‘spark” in such essay. 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 adefinite impact. No grammar problem. Variety of structures. A definite spark. Manymargin ticks.

A+ 19 – 20 The candidate communicates not only information and meaning, but also and especiallythe candidate’s whole self, his feelings, tastes, points of view, youth, culture. Thisability to communicate is deep self may express itself in many ways wide range ofeffective vocabulary, original approach, vivid and sustained account in the case of anarrative, well developed and ordered argument in the case of a debate or discussion.Errors and slips should not deprive the candidate of the full marks he deserves. A verydefinite spark.


4TABLE OF CATEGORIESCLAS MARK CATEGORY

EACH ESSAY

A A+ 19 – 20A 18A- 16 – 17

B B+ 14 – 15B 13B- 11 -12

C C+ 09 – 10C 08C- 06 – 07

D D+ 04-05D 03D- 00 – 02

MARKING SYMBOLS1. The main signs indicate three degrees of seriousness of error.

(a) GROSS ERRO OMISSION FOR CONSTRUCTIONIN MARGIN

(b) MINOR ERROR OMISSION MINOR CONSTRUCTIONERROR

(c) MINOR OR POSSIBLE ERROR

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

1. The following symbols may also be usedFAULTY PARAGRAPHING

REPETITION (of words) a circle around the word(of ideas) word


5R usually in the margin

ILLEGIBILITY obscure/vague (in margin)VAGUENESS

WRONG WORD ORDER Underline once and write W. O in marginILLOGICAL or CONTRADICTORY ILL (in margin)BROKEN ENGLISH when the candidate fails to communicate BR in margin

FOR PURPOSES OF IDENTIFICATIONCOW to indicate that a candidate has used a pencil to make a correction.

BRACKETS ( ) indicate a part of a D script that communicates.

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

II TO INDICATE AN ITEM OF MERIT use a tick ( ) either above a word or in the marginfor the whole sentence.

……………………………………GROSS ERRORS(a) Almost any error of agreement(b) Serious tense error(c) Errors of elementary vocabulary: spelling and misuse(d) Punctuation errors or missing punctuation which causes serious lack of communication(e) Elementary errors of sentence construction(f) Ridiculous use of idiom that affects communication(g) Misuse of common prepositions(h) Misuses of capital letters - Use CAPS underline the first page and use CAPS on

subsequent pages where the mistake persists.

1. Functional writing 20 marks: Must be minutes – if not deduct 2 marks(a) Format ( layout) (5mks)

(i) Title: Name of group ½, Date ½, Venue ½ mark.(ii) Present ½ mk(iii) Absent with apology ½ mk(iv) Absent ½ mk(v) In attendance ½ mk(vi) Matters arising ½ mk(vii) Item 1 ½ mk(viii) Item 2(ix) Confirmation of minutes (Spaces should be left blank i.e. signatures and dates forchairperson and secretary – if not deduct ½ mk)


6(b) Languages accuracy (5mks)

(Consider grammar, spelling, idioms, and appropriate paragraphing)

(c) ContentP preliminaries (2mks)Ma matters arising 2 items (2mks)I1 item 1 (2mks)I2 item 2 (2mks)

(d) Tone = formal / official/ use of passive voice(2mks)

Cloze test1 complaint2 receive3 or4 However5 tone

6 dissatisfied7 resolve8 in9 a10 concern

NB: If the candidate uses two or more words and they are all correct accept If two or more words are used and one is wrong don’t accept / no marks If two or more correct words are used a stroke (1) must be used to separate them If words are wrongly spelt don’t accept / no marks If the word is in the middle of a sentence and a capital letter is used don’t accept; If a small

letter is used at the beginning of a sentence don’t accept.3 (a) (1)

Use facial expressions to express sadness Vary the tone of voice when uttering the lines. These should be said in a low tone/resigned

tone. Use gestures when referring to “with hands like claws about his begging bowl” to show

desperation / begging /yearning for alms. (2 mks)

(ii) Use a repulsive/sarcastic tone pessimistic; evidence, clutching the pitiless red earth in vain /and whimpering like a stricken animal. (2mks)(No mark for identification or illustration alone)

(iii) LostTrackless express the hopelessness/despair and suffering of the beggar (2mks)junglePain

(No mark for illustration alone)


7(iv) Show contempt / dislike for the useless / painful life the beggar is leading(2mks)

(b) / Ʊ / / u: / / ͻ: /bush (1mk) rule (1mk) floor (1mk)goods (1mk) cool (1mk) oar (1mk)

( c) (i) The contract to build the office block was signed last week.The school has to contract a qualified construction company for the work.

(ii) The researcher wrote a short abstract. (1mk)During a debate we abstract the main points from our opponents’ argument (1mk)

(iii) I have the greatest respect for my parents. (1mk)Students should always respect those in authority. (1mk)

(d) (i) Importance of respecting personal space(ii) Bowing / curtsying(iii) Appropriate appearance and grooming(iv) Acceptable voice projection

(Allow any other relevant point)(Any three points 1 mark each)

(II) (i) Use facts and express opinions(ii) Maintain eye contact with your audience(iii) Use sign-posts in your key points e.g. firstly, secondly, however(iv) Use pauses between the main point

(allow any other relevant point)(Any 4 points 1 mark each)

(III) (i) Paying close attention (listening carefully)(ii) Taking turns to allow one to make a point(iii) Interrupting and disagreeing politely

(v) Presenting facts and opinions precisely(vi) Asking for clarification politely(vii) Making compromise work / ceding / accommodating others’ views(viii) Patience(ix) Firmness(x) Respect and appreciation of other peoples’ views

(ii)AbstractThe researcher wrote a short abstractDuring a debate we abstract the main points from the opponent’s argument

Documents

2008 Kericho District Paper 1 Answers(3)