English Paper 3 Questions and Answers - Mang'u Mock 2020 Exam

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ENGLISH
PAPER 3
TIME: 2 HOURS.

Instructions To Candidates

  • Answer three questions only
  • Questions one and two are compulsory.
  • In question three choose only one of the optional texts you have prepared on.
  • Each of your essays must not exceed 450 words 

ANSWER THREE QUESTIONS ONLY

  1. Imaginative composition (Compulsory) ·
    Either
    1. Write a story that ends......When I look back at what happened, I realize how lucky I was. (20 marks)
      Or
    2. Write a composition that illustrated the proposition: “Stopping corruption in our country begins with you and I." (20 marks)
  2. THE COMPULSORY SET TEXT
    A Doll's House by Henrik Ibsen (20 marks)
    With relevant examples, write an essay to explain the relevance of the title 'A Doll's House' by Henrik Ibsen
  3.    
    1. The short story; Memories we lost and other stories (20 marks)
      "Greed and Materialism can lead to grave consequences.” In reference to the story "How Much Land Does Man a Need" by Leo Toistory, write an essay to illustrate the truth of this statement. (20 marks)
    2. Drama; Inheritance by David Mulwa
      Write an essay on the relevance of the title Inheritance
    3. The novel; The Pearl by John Steinbeck. (20 marks)
      "Greed leads to evil.” Write a composition to show the truth of this statement using illustrations from John Steinbeck's The Pearl.

MARKING SCHEME

English composition is intended to test the candidates' ability to communicate in writing communication is established at different levels of intelligibility, correctness, accuracy, fluency, pleasantness and originality. Within the constraints set by each question, it is the linguistic competence shown by the candidate that should carry most of the marks

It is important to determine FIRST how an essay communicates and in which category A, B, C or D it fits.

D CLASS 01-05
The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to say. The candidate fails to fit the English words he knows into meaningful sentences. The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors "Broken English." i.e. English that doesn't communicate

D-
[01-02]
Chaotic. Little meaning whatsoever. Question paper or some words from it simply copied.

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

D+
[04-05]
Although the English is often broken and 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 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 tongues influence is felt.

C-
[07]
The candidate communicates but not very consistent clarity. His linguistic ability being very limited he cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English Links are weak, incorrect, repeated at times.

C+
[09-10]
The candidate communicates clearly but in a flat and uncertain manner. Simple concepts sentence forms are often strained. There may be an overuse of cliches. Unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses, spelling.

B CLASS
This class is characterized by greater fluency and ease of expression. The candidate demonstrates that he can use English as a normal way of expressing himself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over-ambitious. There may be items of merit of 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 case with the language. There may be a tendency to . undermark such essays. Give credit for tone.

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

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 has the ability to make us share his deep feelings, emotions, enthusiasms. He expresses himself freely and without any visible constraint. The script gives evidence of maturity, good planning 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. 

MARKING NORMAL SCRIPTS

  1. Decide on the degree of communication achieved, A-D
  2. After underlining decide on the mark category.
  3. Allocate a numerical mark to the essay

PROBLEM SCRIPTS.
All problem scripts must be marked by the examiner and then set to the Team leader with comment.

  1. IRRELEVANCY
    1. Consistent distortion of question evasion of question, writing on a totally different subject with a clumsy attempt at connecting the essay to the subject given, inclusion of memorised passages, etc.
    2. The question is given an unacceptable or questionable interpretation.
    3. Essays contain long, semi-relevant digressions or lack coherence.

      ACTION
      The examiner marks the essay, gives a linguistic mark and comments on the nature of the irrelevancy. The essay is then passed over to the team leader who judges whether the irrelevancy should be judged as a deliberate attempt to deceive or should be attributed to the candidate's poor understanding of the subject. Deduct upto 4 marks for irrelevancy in the essay. If dishonesty is suspected, the Chief Examiner should be informed. Any deduction of 3 marks or more should be referred to the Chief Examiner.

  2. CONTRAVENTION OF RUBRIC
    Since the rubrics may change from year to year, the POINTS OF INTERPRETATION that are part of this MARKING SCHEME must be consulted and adhered to faithfully. Here are some general rules that usually apply.

  3. SCRIPTS THAT DO NOT COMMUNICATE
    (Broken language)
    1. Decide on the category D+D or D
    2. Mark the errors on the first page of the essay.
    3. Read the other pages, if the essay still does not communicate, draw a diagonal line across cach page.
    4. Team leaders should look at a good number of those scripts and ensure that the mark given is fair.

  4. BREVITY
    It should be remembered that the main quality of an essay is how effectively it communicates. If an essay looks too short, the examiner should take the time to count the exact number of words.

KENYAN ENGLISH
A good number of words and expressions and understood and currently used by all Kenyans. They can be used in essays without any need for quotation marks or explanations. We can include among those:
Panga, rungu, shamba, murrain, matatu Wananchi, ugali, madarasa, harambee, matoke Maendeleo ya Wanawake, salaam aya, askari Debe, duka, Nyayo, boma, sukumawiki, goat party, manyatta, magendo

AMERICAN SPELLING
Although 'English' spelling is more common than "American' spelling in Kenya, examiners should accept both spellings and no penalty should be given for such variations. Penalize for lack of consistency in usage of either.

QUESTION 2 A Doll's House

With relevant examples, write an essay to explain the relevance of the title A Doll's House by Henrik Ibsen.

  • Ibsen's Nora is a "doll" trapped in her own house. All the actions take place in her house'a doll's house"
  • Sha is treated like a doll by her husband, Torvald Helmer. He call her sorts of pet names like "my little, lark, my squirrel, my little song bird and miss sweet tooth". She seems to accept thses names as at one point, we see her using such ters on herself.
  • She is expected to fulfill her motherly and wifely duties by Torvald and by extension the society she lives in.
  • Her "house" is not "homely" at all. She pretends to be a happy wife and mother but the scenario is that she is suffering within. She is one who appears to obey these rules at the beginning.
  • However, we discover that Nora is not as "silly as we think she has taken serious decisions in the past decisions that can only be expected to be taken by men. She has borrowed a lot of money from Krogstad and even forged her father's signature.
  • She does not remain a doll forever. She discovers that the society's laws do not value individual beliefs on what is right and wrong. It's bent on silencing the woman from airing her opinion on tipic exercising, her rights as a human being.
  • Nora is ready to break the conservative and partriachal laws that undermine the place of women in the society.

QUESTION 3 A: Memories we lost and other stories.

  • Greed and materialism can lead to grave consequences.
  • In reference to the story, How Much Land Does a Man Want by Leo Tolstoy, write an extract illustrating the truth of this statement. Introduction:
  • The introductory paragraph could either be general or contextualized. It must be an attempt at interpreting the question. Definitions or lifting the question will not score. E.g. They need to amass more and more in terms of money or property is a vice that many people have. However in the pursuit of such, one ends up losing in one way or another.
    Or
  • Pahom who had so many acres of land, and pasture still gets so interested in getting much more at a cheaper price but then had to walk to get as much land at roubles a day as possible. He exhaust himself and collapses dead in his attempt.
  • GI: Pahom's yearning to get more land yet he has 123 acres of land and pasture, a big house and five family members.
    • He thinks the land was not big enough.
    • Wanted wider and more fertile lands
    • Had the desire to farm widely and keep more livestock
    • Kept on thinking about only one thing, how he can get more land
  • Gii: the news about 13,000 acres of land all for 1000 roubles.
    • Pahom gets strongly attracted due to his greed for land
    • Wonders whether it is true
    • He says he must go and buy that land.
    • He embarked on the journey and took his servants with him. They walked for seven days to where the land was, got the people of the town and gave them presents. The people promise to do anything for him.
  • Giii: The prospects of the Pahom owning a large piece of land.
    • He is told that the price of the land is always the same: 1,000 rouble a day.
    • One had to go round on his feet and that land covered would be his, at 1,000 roubles a day.
    • One had to start at one spot, make a round and mark with a spade on the place passed.
    • Once had to make as large a circuit as one pleased, but one had to return to the place one started, otherwise all would be lost.
    • Pahom could not sleep thinking about how much land he would cover.
  • Giv: the walk 
    • Armed with his spade, he waited for the sun to rise and started off
    • He at some point takes off his outer coat and shoes.
    • He was sweating and very thirsty.
    • He was becoming tired; he ate quickly to save on time, so that he can walk a greater distance.
    • It was hot, yet he must return to the place where he started.
    • He started walking back in difficulty.
  • Giv: Regrets -
    • Pahom realizes time to sunset was almost gone and he began running back to the hillock
    • He realizes he had tried too much
    • He felt serious pain but pressed on, yet he was still far from the hillock.
    • He threw away his coat, shoes and flask and cap.
    • He kept only the spade which he used as support, his soaking shirt and trousers stuck to him, his heart beating like a hammer.
    • He was seized with terror and he died of strain.
    • He fell down and died. Because he lost his whole energy to get more land, when he got to the goal, he fell down and died.
  • Conclusion; Must be a valid paragraph, related to the requirements of the quattion.
    • In his relentless pursult for more wealth, pahom ended up dead.
    • Unrelentless pursult for materials wealth can lead to disastrous consequences
    • Marks 3:3:33; -12 marks
      Introduction 2 marks
      Conc 2 marks
      Grammar 4 marks

QUESTION 3 B: Inheritance

  • The play 'Inheritance 'revolves around a conflict between the African natives and the white settlers over the inheritance of land, its resources and leadership.
  • The British invasion in African is motivated by the desire to tap resources from Africa through their colonial rule under the guise of bringing civilization in form of education, infrastructure, and hospitals to the "primitive" Africans.
  • Once settled, the colonial masters gradually grabbed vast areas of land from the natives for agriculture, mining and settlement thereby displacing and enslaving the natives. The British Empire depended on Africa for survival, hence the desire to rule and control Africa with their resources.
  • The natives, through their King Kutula, realize he urgent need to inherit what the white settlers bave robbed them. We want to build and run our nome in our own way. This land is our mother. We want our children to live and share equally what she gives us... all that we take from her Pg 12). A countrywide uprising begins and the Whiteman's rule ends. 
  • King Kutula XV inherits the leadership from the British masters.
  • KingKutula's leadership is later inherited by his son, Lacuna Kasoo. Lacuna is manipulated and deceived by the imperialists to kill his own father. Coldstein is aware of Lacuna's insatiable greed. He promises to groom Lacuna to leadership as long as King Kutula is out of the way. His intention is to get Lacuna, who is easy to control, Prologue
  • The prologue opens in Governor Thorne Macay" s mansion, which is described as lavish and one that rents the air of power and authority
  • The Governor is seemingly angry at the natives! ineptitude and incompetence and feels disempowered by the abolition of the whip as the natives have now downed their tools. 
  • TheGovernor's attendant has kept Bishop Menninger, (brain of the empire ) Princess Sangoi, and King Kutula, who have come to see the governor, waiting for an hour because the latter is on a tea-break, and when asked why he keeps for that long replies, your orders is : Do not disturb his excellent tea- time and meditetioning hour ..."(p.34).
  • The natives nave rioted against the white settlers, destroyed their property, molested the women and children and have breached the agreement and trust made earlier"... a situation that could lead to a long bloody war...'(p. 8).
  • Bishop Menninger has documented advice for the Governor. He points out in the document that natives would never change from their confused simple nature and that they would never be like the sophisticated and civilized whites but would only remain as copycats.
  • He also points out to the governor that the imperialists would have to continue to rule and lay basic rules for the natives since left on their own; they would offer nothing of significance. 
  • King Kutula' sentry to the governor's mansion is ushered in by an attendant who regards him with awe and reverence.
  • He addresses the king as "The son of the king... from the stars and the heaven, (P86)
  • Governor Thorne Macay has never understood the 'infernal allegiance that natives have their Readers but Menningeris born from their inability to reason and think .He sees them as common animals way below the whites whom he terms as democratic and civilized.
  • Governor Thorne has summoned the king to register his disappointment about king Kutula's silence on the escalating violence in his kingdom resulting from the nationwide upraising by the natives against the white leaders.

QUESTION 3 C: The Pearl

  • Accept a relevant introduction
  • The doctor declines to treat Kino's child,Coyotito, of the scorpion sting because he has no money (has only small worthless pearls).
  • The pearl buyers are out to take advantage of Kino and his pearl. Their goal is to cheat him and ruin his plans of happiness and peace for his family.
  • The doctor comes to take advantage of Kino's ignorance by making Coyotito sick and pretending that his illness is the result of the scorpion sting. He pretends as if he does not know of Kino's pearl, yet the only reason he has comes to treat Coyotito was to try and seek out where Kino might be hiding it.
  • Kino is attacked several times as the attackerswant to rob him of the pearl of the world.
  • The pearl turns Juana and Kino against one another. At the beginning of the story, they are very close but the pearl divides them. Kino attacks and injures his wife when she wants to throw it into the sea.
  • Kino is forced to kill a man to defend himself and the pearl.
  • His hut is burned after someone searching for the pearl has ransacked it.
  • Trackers follow Kino and his family and they have to hide in the mountain. Finally, Kino's child is shot Accept a relevant conclusion.

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