FORM 4 ENGLISH\u00a0 <\/strong><\/p>\n Paper 3 <\/strong><\/p>\n (Creative compositions and essays based on set texts)<\/strong><\/p>\n Time: 2 \u00bd Hours<\/strong><\/p>\n MWAKICAN JOINT EXAMINATIONS<\/strong><\/p>\n ENGLISH <\/strong><\/p>\n Paper 3 <\/strong><\/p>\n 2 \u00bd Hours <\/strong><\/p>\n Instructions to candidates<\/u><\/strong><\/p>\n \u00a0<\/u><\/strong><\/p>\n From that day, I\u00a0 learnt never to trust anybody.<\/p>\n <\/p>\n O<\/strong>R<\/p>\n <\/p>\n Pride comes before a fall.<\/p>\n <\/p>\n \u00a0<\/strong><\/p>\n Our greatest enemies are those close to us; support this statement with illustrations from the text.<\/p>\n \u00a0<\/strong><\/p>\n EITHER<\/strong><\/p>\n \u00a0<\/strong><\/p>\n <\/p>\n Using adequate illustrations from the story \u2018Almost Home\u2019 by Barvy Mc kinley, write an essay with the title \u2018The Challenges of illegal Immigration,\u2019<\/p>\n <\/p>\n OR<\/strong><\/p>\n \u00a0<\/strong><\/p>\n <\/p>\n \u2018Great expectations make frustrated men\u2019. Using illustrations from the novel, write an essay supporting this statement.<\/p>\n Q1 a.\u00a0 Deduct 4 marks AD if the candidate does not end with the given words.<\/p>\n TABLE OF CATEGORIZATION<\/u><\/strong><\/p>\n D\u00a0 CLASS (01-05)<\/strong><\/p>\n 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 communicate. The candidate fails to fit English words he knows into meaningful sentences.<\/p>\n The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors are \u201cBroken English.\u201d.<\/p>\n <\/p>\n D- (01-01) Chaotic.\u00a0 <\/strong>Little meaning whatsoever. Question paper or some words from it simply copied.<\/p>\n D (03)<\/strong> Flow of thought almost impossible to follow. The errors are continuous.<\/p>\n D+(04-05) <\/strong>Although English is often broken and the essay is full of errors of all types one can at least guess what the candidate wants to communicate.<\/p>\n C CLASS (06-10) –<\/strong> Generally, there is difficulty in communication.<\/p>\n The candidate communicates understandably but only more or less clearly. He\/she is not confident with their language. The language is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow is jerky. There is no economy of language mother tongue influence is felt in spelling; there is direct translation.<\/p>\n C- (06-07)-<\/strong> The candidate obviously finds it difficult to communicate his ideas. He is seriously hampered by his very limited knowledge of the language structure and vocabulary.\u00a0 This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.<\/p>\n C 08<\/strong> The candidate communicates but not with consistent clarity. His linguistic abilities being very limited, he cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English. Links are weak, incorrect and at times repeated.<\/p>\n C+ (09-10)<\/strong> The candidates communicates clearly but in the flat and uncertain manner. Simple concepts and sentences are often strained. There may be an overuse of clinches or unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.<\/p>\n B CLASS (11-15)<\/strong> Generally, there is fluency in communications<\/p>\n This class is characterized by greater fluency and\u00a0 ease of expression. The candidate demonstrates that he\/she can use English as a normal way expressing himself. Sentences are varied and usually well constructed. Some candidates become ambitious and even over ambitious i.e the candidate may use too much vocabulary in an effort to impress. There may be items of merit of the one word or one\u2019s expression types. Many essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language.<\/p>\n B(11-12)<\/strong> The candidates communicates fairly and with some fluency. There may be little variety in sentence structure gross errors are occasional.<\/p>\n B 13<\/strong> The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Some items or merit, economy of language. The\u00a0 candidate seems to express themselves naturally and effortlessly.<\/p>\n B+ (14-15)<\/strong> The candidate communicates his ideas pleasantly and without strain. There are few errors and slips. Tenses, spellings and punctuations are quite good. A number of merit of\u00a0 \u201cwhole sentence<\/strong>\u201d or the \u201cwhole expression\u201d<\/strong> type are evident.<\/p>\n A\u00a0 CLASS (16-20) Communication is efficient<\/strong><\/p>\n The candidate communicates not only fluently, but attractively, with originality and efficiency. He has the ability to make the reader share his deep feelings, emotions, enthusiasm. He expresses himself freely and without any visible constraint. The script gives evidence of maturity, good planning and a tinge of humour. Many items of merit which indicate that the candidate has\u00a0 complete command of the language. There is no strain, just pleasantness, clever arrangement and felicity of expressions.<\/p>\n A-(16-17)<\/strong> The candidates shows competence and fluency in using language. He may lack imagination or originality which usually provides the \u201cspark\u201d in such essays. Vocabulary, idioms, sentence structure, links and variety are impressive. Gross errors are very rare.<\/p>\n A18 Positive Ability.<\/strong><\/p>\n 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.<\/p>\n A+(19-20)<\/strong> The candidates communicates\u00a0 not only information and meaning, but also and especially the candidate\u2019s whole self, his feelings, taste, points of\u00a0 view, youth and culture, this ability to communicate his deep self may express itself in many ways: wide range effective vocabulary, original approach, vivid and sustained account in case of a narrative, well developed and ordered argument in case of a debate or discussion. A very definite spark.<\/p>\n Q 2. Blossoms of the Savannah.<\/strong><\/p>\n \u221a<\/strong> Ole Kaelo. as a father he is close to his daughters and should therefore advocate for their best interest. He however betrays them. He does not support their bisg dream of joining Egerton university. He marries Resian off to Oloisudori. He denies Taito a chance to go to Mombasa for a Music extravaganza. He loved which is ironical.<\/p>\n \u221a Olarinkoi. pretends to be a guardian angel when he rescues Taiyo and Resian from the vagabonds. However he betrays Reslains trust when he attempts to rape her after kidnapping her. He also wants to marry her against her wish.<\/p>\n \u221a Mama Milanoi. A mother is supposed to nurture and protect her children. Mama Milanoi does the opposite when she assists the Enkamuratani get access to Taiyo. She sides with the Ole kaelo\u2019s idea of having to Oloisudori.<\/p>\n \u221a Ole supeyo. He is a close friend and mentor to Ole kaelo. When Ole kaelo goes for his help to evade Oloisudori\u2019s demands, Ole supeyo declines to buy the stocks and contracts that had imprisoned Ole kaelo to Oloisudori \u201c\u2026\u2026..But Ole supeyo had declined the offer effectively throwing him back to the hyena.\u201d<\/p>\n \u221aOloisudori. He is a close business associate to Ole Kaelo. He visits Ole Kaero\u2019s home after their contract. His eyeing Ole Keiro daughter Resian and his opportunism to wanting to forcefully marry Resian is enough betrayal to Ole Kaelo. He also blackmails Ole Kaelo by demanding for his two daughters; one to go with his friend.<\/p>\n <\/p>\n Introduction \u2013 2MKS<\/p>\n Body – 3\u00d7paragraphs= 12MKS<\/p>\n Conclusion \u2013 2MKS<\/p>\n Language \u2013 4 MKS<\/p>\n <\/p>\n \u00a0<\/strong><\/p>\n Individual who unlawfully move to a foreign county are bound to suffer certain challenges. By moving to Ireland illegally, Ali Mah fouz experiences a multitude of challenges.<\/p>\n Any other relevant introduction<\/p>\n Ali is hit by Tarrant – \u2026.. and ran straight into Tarrant\u2019s fist, a wall made of bone and skin. Ali licked his laps and tasted blood.<\/p>\n Although the \u201cfelt \u2026. cut the Mediterranean like scissors through close, Ah, or remembering what awaits him back home himself \u2018and now three years in jail ahead of him \u2026. He swallowed a mouthful and then he swallowed some more\u2026..\u201d<\/p>\n <\/p>\n Those who illegally move to foreign countries experience a number of challenges.<\/p>\n Mark 3.3.3.3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 introduction \u2013 2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 conclusion.\u00a0 2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 grammar 4<\/p>\n \u00a03 b)THE PEARL<\/u><\/strong><\/p>\n When Coyotito is stung by the scorpion, Kino and Juana rush him to the doctor. Although Kina is aware that the doctor was not of his people, and could kill the doctor more easily than talk to him. (pg 26) Later when the doctor learns Kino had found the pearl of the world, he has great expectations of benefiting from the pearl. He even goes to treat Coyotito at home. The doctor frustrates them by not treating the boy. Kino hits the gate with frustration.<\/p>\n When the father heard that Kino had found great fortune, a great pearl, he goes to Kino\u2019s home and tells him that he hoped \u201cthey will remember to give thanks, my son, to him who has given them this treasure\u2026.\u201d Pg48. Expectations were that if the pearl was not bought, it could have been given to the church. (pg 42,63,68)<\/p>\n When grapevine reaches beggars about the pearl of the world, they have great expectations for \u201cthey knew that there is no alms give in the world like a poor man who is suddenly lucky\u201d pg 42, Every man suddenly became related to kino\u2019s pearl and kino\u2019s pearl went into the dreams, the speculations, the schemes, the plans, the future, the wishes, there heeds, the lusts, the hungers\u2026.\u201d\u00a0\u00a0 Pg 43<\/p>\n Attempts are made by thieves to make away with Kino\u2019s pearl. The night before he goes to sell his pearl, a thief comes to steal it but both Kino and the thief are hurt. (pg 59-61) The thieves also pursue Kino and his family as they go to sell the pearl.<\/p>\n Before he leaves the house, he is attacked and searched. When Juana tries tothrow the pearl away, Kino attack her. He is as well attacked by an assailant whom he kills.\u00a0 (pg 86-89)<\/p>\n He is further pursued to the mountains where he kills his assailants and his son Coyotito is killed.\u00a0 (pg 115-116)<\/p>\n Kino and his family have great expectations from the pearl. In the pearl he saw Juana and Coyotito and himself standing and kneeling at the high alter\u2026. being married, \u2026how they were dressed.\u00a0 Juana in a shawl stiff with newness\u2026\u201d Then to come with little things Kino wanted \u2026\u2026 pg 44-45 . He knew the pearl would see Coyotito join school.<\/p>\n The pearl buyers had great expectations on Kino\u2019s pearl. \u201cThey got out papers so that \u2026\u2026.. they put their pearls in the desks for it is not good to let an inferior pearl be seen beside a beauty\u201d pg 69 When they negotiate, \u2018the dealers hand had become a personality.\u201d\u00a0 pg 71 when Kino grabs the pearl from them, the dealers \u201cknew they had played too hard they knew they would be disciplined for their failure \u2026\u201d\u00a0\u00a0 pg 75<\/p>\n When our expectations are high, so are our frustrations when they are not met.<\/p>\n Mark 3.3.3.3<\/p>\n","protected":false},"excerpt":{"rendered":" 101\/3 FORM 4 ENGLISH\u00a0 Paper 3 (Creative compositions and essays based on set texts) Time: 2 \u00bd Hours MWAKICAN JOINT EXAMINATIONS ENGLISH Paper 3 2 \u00bd Hours Instructions to candidates \u00a0 Answer three questions only on the answer sheets provided question one and two are compulsory In question three, choose only one of the optional […]<\/p>\n","protected":false},"author":18389,"featured_media":75622,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"tdm_status":"","tdm_grid_status":"","footnotes":""},"categories":[1583],"tags":[],"class_list":["post-27952","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teachers-resources"],"amp_enabled":true,"_links":{"self":[{"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/posts\/27952","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/users\/18389"}],"replies":[{"embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/comments?post=27952"}],"version-history":[{"count":0,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/posts\/27952\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/media\/75622"}],"wp:attachment":[{"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/media?parent=27952"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/categories?post=27952"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/newsblaze.co.ke\/wp-json\/wp\/v2\/tags?post=27952"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n
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\nMWAKICAN JOINT EXAMINATIONS MARKING SCHEME<\/u><\/strong><\/h2>\n
PAPER 3 FORM 4 ENGLISH<\/u><\/strong><\/h2>\n
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