English Paper 2 - 2020 MOKASA JOINT MOCKS EXAMINATION (QUESTIONS AND ANSWERS)

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  1. Read the passage below and answer the questions that follow. 20 marks

    Writing skills are an important part of communication. Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversations.

    You might be called upon to write a report, plan or strategy at work; write a grant application or press release within a volunteering role; or you may fancy communicating your ideas online via a blog. And, of course, a well written CV or resume with no spelling or grammatical mistakes is essential if you want a new job.

    Today, when anyone can be their own publisher, we see more and more examples of poor writing skills both in print and on the web. Poor writing skills create poor first impressions and many readers will have an immediate negative reaction if they spot a spelling or grammatical mistake. As just one example, a spelling mistake on a commercial web page may cause potential customers to doubt the credibility of the website and the organization.

    Correct grammar, punctuation and spelling are key in written communications. The reader will form an opinion of you, the author, based on both the content and presentation, and errors are likely to lead them to form a negative impression.

    If you are unconvinced about the importance of accurate writing, think of the clues we use to identify spam emails, “phishing” websites, and counterfeit products: poor grammar and spelling.

    Similarly, some employers state publicly that any CV or resume containing spelling or grammatical mistakes will be rejected immediately, whilst a BBC news article quotes research that calculates spelling mistakes cost online businesses “millions” in lost sales.

    Checking for poor writing and spelling mistakes should be seen as a courtesy to your readers since it can take them much longer to understand the messages in your writing if they have to think and re-read text to decipher these.

    All written communications should therefore be re-read before sending to print, or hitting the send button in the case of emails, as it is likely that there will be errors. Do not assume that spelling and grammar checkers will identify all mistakes as many incorrect words can indeed be spelt correctly (for example, when “their” is used instead of “there” or “principle” instead of “principal”) or entire words may be missing. If at all possible, take a break before re-reading and checking your writing, as you are more likely to notice problems when you read it fresh.

    Even if you know spelling and grammar rules, you should still double-check your work or, even better, have it proof-read by somebody else. Our brains work faster than our fingers can type the accidental typographical errors (typos) inevitably creep in.

    The good news is that writing is a skill which can be learned like any other. One trick for checking and improving your work is to read it aloud. Reading text forces you to slow down and you may pick up problems with the flow that your eye would otherwise skip over.

    As well as grammar, spelling and punctuation, it’s important to remember your audience.

    Always write with your audience in mind, and it can also help to bear in mind the medium in which you plan to publish. This knowledge will help you decide whether you need to write in a formal style or a more informal one, and will also help you to decide on a suitable structure.
    1. Why are good writing skills important? (3 marks)
    2. What effect does poor writing skills have? (2 marks)
    3. In a paragraph of not more than 50 words, summarise the steps involved in good writing. (5 marks)
      Rough copy

      Final copy
    4. Explain the irony in paragraph three. (3 marks)
    5. ‘The good news is that writing is a skill which can be learned like any other.’ 

      Rewrite beginning with a participle. (1 mark)
    6. Mention four things, apart from grammar, spelling and punctuation that the writer advocates we should remember when writing. (2 marks)
    7. Explain the meaning of the following expressions as they are used in the passage. (4 marks)
      1. Counterfeit products
      2. Decipher .
      3. Phishing
      4. Typographical errors

  2. Read the passage below and answer the questions that follow 25 marks

    Nasila River – cool, smooth and silent – swirled quietly about the boulders that were half submerged in it. It was deep and wide. She stood at its bank for a long time, staring down, into the water. Could the answer to her woes be in that river? Yes, it could be! Just a swift, cold shock as she fell into the water and then there would be peace. Yes, peace all over, from her father, from Oloisudori and from the fact that she had failed to get admission to Egerton University. As the idea floated in her mind, she felt a tap on her shoulder. Shocker, she turned around. It was Olarinkoi.

    “What are you doing here at the river side”? he asked with little interest.

    “Nothing,” Resian said nonchalantly. “I am just relaxing.”

    “Don’t be foolish, little girl,” Olarinkoi said seriously. “You may not want to tell me what is happening, but Iam not foolish and I can put one and one together. Oloisudori’s men are now looking for you everywhere. They have instructions to seize you and take you to Nakuru to be his wife.

    “Just leave me,” Resian said angrily, “Go tell them to come and find me here.”

    “Listen, you stupid girl,” Olarinkoi said in his caustic language. “If you do not want to marry Oloisudori, I can rescue you the way I rescued you from those vagabonds who had accosted you and your sister. I know where Minik ene Enkoitoi the Emakererei lives and where she keeps girls rescued from the situation you are now in. There is no need to despair in life. There is always another chance.”

    That could be something to consider, Resian thought, new hope rising in her heart. Yes, it would be wonderful to be received by Emakererei. And who knows, there could still be a chance to enrol at the Egerton University, through Emakererei.

    “How could we ever get there?” asked Resian a flicker of hope lighting her heart. “I hear it is very very far from here.”

    “Yes it is far,” confirmed Olarinkoi. “But where there is hope things always work out. The Maa people say home is never far for one who is still alive.”
    1. Place this excerpt in its immediate context. (4 Marks)
    2. Describe the incident that Olarinkoi claims to have rescued Taiyo and her sister. (2Marks)
    3. Discuss a thematic concern found in the excerpt. (2 marks)
    4. What does the author imply when he says, “could the answer to her woes be in that river?” (2 marks)
    5. Explain the irony in the excerpt. (2 marks)
    6. Apart from irony, comment on any other two aspects of style that the writer has used in the excerpt. (4 marks)
    7. From elsewhere in the novel, state the prophecy that Olarinkoi is trying to fulfill when he plans to rescue Resian. (3 marks)
    8. Comment on the character of Olarinkoi later in the novel. (2 marks)
    9. What is the attitude of Resian towards Oloisudori’s proposal? (2 marks)
    10. Give the meaning of the following words. (2 marks)
      1. Nonchalantly ..
      2. Put one and one together ..

  3. Read the poem below and answer the questions that follow 20 marks

    NATURALLY

    I fear the workers: they writhe in bristling grass
    And wormy mud: out with dawn, back with dusk
    Depart with seed and return with fat-bursting fruit
    And I eat the fruit

    And still they toil: at boiling point
    In head-splitting noise and threatening saws
    They suck their energy from slimy cassava
    And age-rusty taps: till they make a Benz

    And I ride in the Benz: festooned
    With striped rags and python copper coiling monsters
    While the workers clap their blistered hands
    And I overrun their kids

    They build their hives: often out
    Of the broken bones of their mates:
    And I drone in them – ‘state-house’
    Them, ‘collegize’ them, ‘officialize’ them

    And I . . . I whore their daughters
    Raised in litter-rotting hovels
    And desiring a quickquick highhigh life
    To break the bond

    And I tell the workers to unite
    Knowing well they can’t see hear or understand:
    What with sweat and grime sealing their ears
    And eyes already blasted with wielding sparks
    And me speaking a colourless tongue

    But one day a rainstorm shall flood
    The litter-rotten hovels
    And wash the workers’ eyes clean
    Refresh the tattered muscles for a long-delayed
    Blow

    (By Austin Bukenya in An Introduction to East African poetry)
    1. Who is the persona in the above poem? (2 marks)
    2. What is the poem about? (3 marks)
    3. Identify and comment on any two stylistic devices used in this poem. (4 marks)
    4. Describe the tone of the poem. (2 marks)
    5. Identify one character trait of the persona as shown in the poem. (2 marks)
    6. Explain the meaning of the following lines as used in the poem. (4 marks)
      1. Depart with seed and return with fat-bursting fruit
        And I eat the fruit

      2. But one day a rainstorm shall flood
        The litter-rotten hovel
        And wash the workers’ eyes clean
        Refresh the tattered muscles for a long-delayed
        Blow

    7. Identify two instances in the poem which describe the workers living in deplorable conditions. (2 marks)
    8. Comment on the use of coordinating conjunction “And” in this poem. (1 mark)
  4. GRAMMAR
    1. Rewrite the following sentences according to the instructions given without changing the meaning. (3 marks)
      1. Maria said the young men had stolen her sweet potatoes. (Rewrite beginning with: Maria accused)
      2. It required a lot of planning and great courage to introduce free primary education in Kenya. (Begin: The)
      3. The judges declared that Cheptoo had won. (Finish: winner)
    2. Rewrite the following sentences using participle phrases (3marks)
      1. Some people who are afraid of technology believe that technology will take over their lives.
      2. He knew nothing about the area so he decided to look for a house at a different place.
      3. The teacher repeated his favourite joke as he was encouraged by the applause of the students.
    3. Use the correct form of the word in brackets in each of the sentences below (3 marks)
      1. Your performance was.. (theatre)
      2. Maimuna is an girl. (adventure)
      3. Do you think the seats will fit in the space? (avail)
    4. Complete the following sentences with a phrasal verb that begins with the word in brackets. (2 marks)
      1. The athlete .. his competitors in the 800 metres race. (drop)
      2. Despite the court order, the governor organizing the county meeting. (go)
    5. Correct the underlined idiomatic expressions. (2 marks)
      1. After the thorough beating by the crowd, the thief was living a borrowed life.
      2. The young man was asked to clean up his state by the counselor.
    6. Explain two different meanings of the following sentence. (2 marks)
      1. The chicken is ready to eat.


MARKING SCHEME PAPER 2

  1. Passage 20 MARKS
    1. They allow you to communicate your message with clarity and ease to a far larger audience than through face to face or telephone answers. 3marks.
    2. Creates poor first impressions and immediate negative reaction if they spot a spelling or grammatical mistake.
    3. Summary of the steps involved in good writing
      • check for poor writing and spelling mistakes
      • re-read all written communications
      • do not assume that spelling and grammar checkers will identify all mistakes
      • even if you know spelling and grammar rules, double-check your work
      • or have it proof-read by somebody else as many incorrect words can indeed be spelt correctly
    4. Irony

      Today in the 21st century it is expected that literacy levels have risen and people know how to write well. Instead more and more examples of poor writing skills both in print and on the web are seen.
    5. Writing is a skill which can be learned like any other, this is the good news.
    6. Audience
      • The medium
      • Formal/informal style
      • Structure
    7. Meanings of words
      • Counterfeit products – fake materials
      • Decipher – make out
      • Phishing – hacking
      • Typographical errors – typing mistakes
  2. EXCERPT (BLOSSOMS OF THE SAVANNAH 25 MARKS
    1. Place this excerpt in its immediate context. (4 Mks)
      • Before
        • – at the shop-Resian is told by her father of Oloisudori’s intention to marry her
        • She refuses, shouts cries and screams and accuses her father of betrayal
        • her father slaps her twice but still refuses
        • she insists that she will not marry Oloisudori and must go to university
        • She turns and walks to the door and leaves the shop
        • walks towards Nasila River
      • After
        • Olarinkoi promises to take her to a family in Nasila to spend the night
        • He organizes transport so that they leave early the following day
        • Early the following day, Resian is woken up by the kind-hearted old woman who accommodated her, with hot porridge
        • A pick-up hoots outside the old woman’s house
        • Olarinkoi tells Resian to climb onto the back of the pick-up and they leave
    2. Describe the incident that Olarinkoi claims to have rescued Taiyo and her sister. (4Mks)
      • The two sisters were walking back home from the shop late in the afternoon (3 oclock). Two men appeared and blocked the road. One tried to Drag Taiyo into the bush while the other wrestled Resian. Suddenly a stranger appeared (Olarinkoi) appeared and fought the two men thereby becoming the hero of the day.
    3. Discuss a thematic concern found in the excerpt. (2 mks)
      • Determination – Resian is determined not to be married to Oloisudori, hence decides to run away.
      • Hope – “ who knows there could still be a chance to join Egerton university.”
      • Education - “ who knows there could still be a chance to join Egerton university.”
        Any other relevant with illustration)
    4. What does the author imply when he says, “ could the answer to her woes be in that river?” (2 Mks)
      • Means that Resian is thinking of ending her life by drowning in river Nasila.
    5. Explain two styles that the writer has used in the excerpt. (4 Mks)
      • Dialogue- …illustration…- indicates the urgency of Resian’s problem and possible solution/breaks monotony of narration
      • Description- river Nasila is described…cool, smooth, silent swirled quietly – to symbolize the peace that can be found by the river side
      • Historical allusion – Egerton university- makes the story real/believable
      • Local words/dialect- Emakererei, maa- shows origin of the story/setting
      • Proverb – home is never far from one who is still alive. – brings to view the rich heritage in language/ points to Resian’s start of a new home.
    6. Explain the irony in the excerpt. (3 Mks)
      • Olarinkoi claiming to take Resian to safety while in the real sense he is forcefully taking her to be his wife.
      • From elsewhere in the novel, state the prophecy that Olarinkoi is trying to fulfil when he plans to rescue Resian. (3 Mks)
      • Olarinkoi’s mother had prophesied that Ole Kaelo would relocate to Nasila, and bring along with him his intoiyie nemengalana, her son Olarinkoi would move to that home, live with the Kaelo’s for some time and eventually bring one of his daughters to be circumcised and be given to him as his wife.
    7. Comment on the character of Olarinkoi later in the novel. (3 Mks)
      • Unreliable/traitorous/untrustworthy/pretentious/inhumane/insensitive/brutal/inconsiderate etc
    8. What is the attitude of Resian towards Oloisudori’s proposal? (2 Mks)
      • Contemptuous/hateful
    9. Give the meaning of the following words. (2 Mks)
      • Nonchalantly – casually, relaxedly, calmly, in a calm manner, half-heartedly, disinterestedly
      • Put one and one together - Guess the truth about the situation from what you have seen or heard/ understand something by using situation you have
  3. POETRY 20 marks
    1. Who is the persona in the above poem?    (2 marks)

      The persona is a trade union leader, a government official or an employer who exploits his or subjects but benefit from their sweat. “Depart with seed and return with fat-bursting fruit/And I eat the fruit.”

    2. What is the poem about?    (3 marks)

      The poem is about the exploitation of workers by their employers or their leaders. The leader does not work with the labourers but benefit from their sweat. He or she does not care about them as he overruns their children and whores their daughters. Finally, he does not make effort to communicate at their level of understanding.

    3. Identify and comment on any two stylistic devices used in this poem.    (4 marks)

      There is use of metaphor, “seed” has been used metaphorically for the input, work or the efforts of the labourers while “fruit” meaning product or the result of the workers efforts. This depicts the hard working nature of the workers and how they are subjected to exploitation by their leaders.

      There is use of Irony. It is ironical for the leader to benefit from the fruit of the workers’ labour yet he was not involved in the process. “They suck their energy from slimy cassava/ And age-rusty taps: till they make a Benz/And I ride in the Benz”

    4. Describe the tone of the poem.    (2 marks)

      The tone is hypocritical. If the persona truly “feared” the workers, he wouldn’t engage in such forms of exploitation. He also asks the workers to unite yet he does not communicate to them at their level of understanding. “And I tell the workers to unite/ Knowing well they can’t see, hear or understand.”

    5. The character  trait of the persona as shown in the poem   (2 marks)
      • Exploitative – “…collegize them officialize them” “And I…I whore their daughters”
      • Opportunistic - “And I eat the fruits” “And I ride in the Benz”
      • Hypocritical – “And I tell the workers to unite”
      • Inhuman/Cruel/Insensitive – “I overrun their kids” (Any one well illustrated trait)

        The dominant theme in the poem is exploitation of workers. This is because the leaders subject the workers to harsh conditions at work and instead of the workers benefiting, it is the leaders who enjoy what they did not work for. “Depart with seed and return with fat-bursting fruit/ And I eat the fruit.”

    6. Explain the meaning of the following lines as used in the poem.    (4 marks)
      1. Depart with seed and return with fat-bursting fruit
        And I eat the fruit

        It explains the efforts of the labourers and the result of their hard work which later benefits the leaders who did not take part in the process of realizing the result. This emphasizes the extent of exploitation meted at the workers.

      2. But one day a rainstorm shall flood
        The litter-rotten hovels
        And wash the workers’ eyes clean
        Refresh the tattered muscles for a long-delayed
        Blow
        It speaks of hope; the workers will rise up and change their condition
    7. Identify two instances in the poem which describe the workers living in deplorable conditions. (2 marks)
      • They work in scorching sun “And still they toil: at boiling point”,
      • There is noise pollution “In head-splitting noise”
      • Death “threatening saws”
      • they do not feed well “They suck their energy from slimy cassava”
      • They drink dirty water “And age-rusty taps” (Any two)
    8. Comment on the use of coordinating conjunction “And” in this poem.     (1 mark)

      It gives additional details of the suffering/ exploitation of the workers.

  4. GRAMMAR
    1.  
      1. Maria accused the young men of stealing her sweet potatoes.
      2. The introduction of free primary education in Kenya required a lot of planning and great courage.
      3. The judges declared Cheptoo the winner.
    2.  
      1. Believing that technology will take over their lives, some people are afraid of it.
      2. Knowing nothing about the area, he decided to look for a house at a different place.
      3. Encouraged by the applause of the students, the teacher repeated his favourite joke.
    3.  
      1. Theatrical
      2. Adventurous
      3. Available
    4.  
      1. Dropped behind
      2. Went about
    5.  
      1. After the thorough beating by the crowd the thief was living on borrowed time.
      2. The young man was asked to clean up his act by the counselor.
    6.  
      1. The chicken is cooked and can be eaten
      2. The chicken can be fed.

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