english essay 1 question answer

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How to Write a Good Answer to Exam Essay Questions

Last Updated: March 17, 2024 Fact Checked

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 644,755 times.

Answering essay questions on an exam can be difficult and stressful, which can make it hard to provide a good answer. However, you can improve your ability to answer essay questions by learning how to understand the questions, form an answer, and stay focused. Developing your ability to give excellent answers on essay exams will take time and effort, but you can learn some good essay question practices and start improving your answers.

Understanding the Question

• Analyze: Explain the what, where, who, when, why, and how. Include pros and cons, strengths and weaknesses, etc.
• Compare: Discuss the similarities and differences between two or more things. Don't forget to explain why the comparison is useful.
• Contrast: Discuss how two or more things are different or distinguish between them. Don't forget to explain why the contrast is useful.
• Define: State what something means, does, achieves, etc.
• Describe: List characteristics or traits of something. You may also need to summarize something, such as an essay prompt that asks "Describe the major events that led to the American Revolution."
• Discuss: This is more analytical. You usually begin by describing something and then present arguments for or against it. You may need to analyze the advantages or disadvantages of your subject.
• Evaluate: Offer the pros and cons, positives and negatives for a subject. You may be asked to evaluate a statement for logical support, or evaluate an argument for weaknesses.
• Explain: Explain why or how something happened, or justify your position on something.
• Prove: Usually reserved for more scientific or objective essays. You may be asked to include evidence and research to build a case for a specific position or set of hypotheses.
• Summarize: Usually, this means to list the major ideas or themes of a subject. It could also ask you to present the main ideas in order to then fully discuss them. Most essay questions will not ask for pure summary without anything else.

• Raise your hand and wait for your teacher to come over to you or approach your teacher’s desk to ask your question. This way you will be less likely to disrupt other test takers.

Forming Your Response

• Take a moment to consider your organization before you start writing your answer. What information should come first, second, third, etc.?
• In many cases, the traditional 5-paragraph essay structure works well. Start with an introductory paragraph, use 3 paragraphs in the body of the article to explain different points, and finish with a concluding paragraph.
• It can also be really helpful to draft a quick outline of your essay before you start writing.

• You may want to make a list of facts and figures that you want to include in your essay answer. That way you can refer to this list as you write your answer.
• It's best to write down all the important key topics or ideas before you get started composing your answer. That way, you can check back to make sure you haven't missed anything.

• For example, imagine that your essay question asks: "Should the FIFA World Cup be awarded to countries with human rights violations? Explain and support your answer."
• You might restate this as "Countries with human rights violations should not be awarded the FIFA World Cup because this rewards a nation's poor treatment of its citizens." This will be the thesis that you support with examples and explanation.

• For example, whether you argue that the FIFA World Cup should or should not be awarded to countries with human rights violations, you will want to address the opposing side's argument. However, it needs to be clear where your essay stands about the matter.
• Often, essay questions end up saying things along the lines of "There are many similarities and differences between X and Y." This does not offer a clear position and can result in a bad grade.

• If you are required to write your answer by hand, then take care to make your writing legible and neat. Some professors may deduct points if they cannot read what you have written.

Staying Calm and Focused

• If you get to a point during the exam where you feel too anxious to focus, put down your pencil (or take your hands off of the keyboard), close your eyes, and take a deep breath. Stretch your arms and imagine that you are somewhere pleasant for a few moments. When you have completed this brief exercise, open up your eyes and resume the exam.

• For example, if the exam period is one hour long and you have to answer three questions in that time frame, then you should plan to spend no more than 20 minutes on each question.
• Look at the weight of the questions, if applicable. For example, if there are five 10-point short-answers and a 50-point essay, plan to spend more time on the essay because it is worth significantly more. Don't get stuck spending so much time on the short-answers that you don't have time to develop a complex essay.

• This strategy is even more important if the exam has multiple essay questions. If you take too much time on the first question, then you may not have enough time to answer the other questions on the exam.

• If you feel like you are straying away from the question, reread the question and review any notes that you made to help guide you. After you get refocused, then continue writing your answer.
• Try to allow yourself enough time to go back and tighten up connections between your points. A few well-placed transitions can really bump up your grade.

Community Q&A

• If you are worried about running out of time, put your watch in front of you where you can see it. Just try not to focus on it too much. Thanks Helpful 0 Not Helpful 0
• If you need more practice, make up your own questions or even look at some practice questions online! Thanks Helpful 0 Not Helpful 0

Tips from our Readers

• Look up relevant quotes if your exam is open notes. Use references from books or class to back up your answers.
• Make sure your sentences flow together and that you don't repeat the same thing twice!

You Might Also Like

• ↑ https://www.linnbenton.edu/student-services/library-tutoring-testing/learning-center/academic-coaching/documents/Strategies%20For%20Answering%20Essay%20Questions.pdf
• ↑ https://www.ius.edu/writing-center/files/answering-essay-questions.pdf
• ↑ https://success.uark.edu/get-help/student-resources/short-answer-essays.php

About This Article

To write a good answer to an exam essay question, read the question carefully to find what it's asking, and follow the instructions for the essay closely. Begin your essay by rephrasing the question into a statement with your answer in the statement. Include supplemental facts and figures if necessary, or do textual analysis from a provided piece to support your argument. Make sure your writing is clear and to the point, and don't include extra information unless it supports your argument. For tips from our academic reviewer on understanding essay questions and dealing with testing nerves, read on! Did this summary help you? Yes No

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• Focus and Precision: How to Write Essays that Answer the Question

About the Author Stephanie Allen read Classics and English at St Hugh’s College, Oxford, and is currently researching a PhD in Early Modern Academic Drama at the University of Fribourg.

We’ve all been there. You’ve handed in an essay and you think it’s pretty great: it shows off all your best ideas, and contains points you’re sure no one else will have thought of.

You’re not totally convinced that what you’ve written is relevant to the title you were given – but it’s inventive, original and good. In fact, it might be better than anything that would have responded to the question. But your essay isn’t met with the lavish praise you expected. When it’s tossed back onto your desk, there are huge chunks scored through with red pen, crawling with annotations like little red fire ants: ‘IRRELEVANT’; ‘A bit of a tangent!’; ‘???’; and, right next to your best, most impressive killer point: ‘Right… so?’. The grade your teacher has scrawled at the end is nowhere near what your essay deserves. In fact, it’s pretty average. And the comment at the bottom reads something like, ‘Some good ideas, but you didn’t answer the question!’.

If this has ever happened to you (and it has happened to me, a lot), you’ll know how deeply frustrating it is – and how unfair it can seem. This might just be me, but the exhausting process of researching, having ideas, planning, writing and re-reading makes me steadily more attached to the ideas I have, and the things I’ve managed to put on the page. Each time I scroll back through what I’ve written, or planned, so far, I become steadily more convinced of its brilliance. What started off as a scribbled note in the margin, something extra to think about or to pop in if it could be made to fit the argument, sometimes comes to be backbone of a whole essay – so, when a tutor tells me my inspired paragraph about Ted Hughes’s interpretation of mythology isn’t relevant to my essay on Keats, I fail to see why. Or even if I can see why, the thought of taking it out is wrenching. Who cares if it’s a bit off-topic? It should make my essay stand out, if anything! And an examiner would probably be happy not to read yet another answer that makes exactly the same points. If you recognise yourself in the above, there are two crucial things to realise. The first is that something has to change: because doing well in high school exam or coursework essays is almost totally dependent on being able to pin down and organise lots of ideas so that an examiner can see that they convincingly answer a question. And it’s a real shame to work hard on something, have good ideas, and not get the marks you deserve. Writing a top essay is a very particular and actually quite simple challenge. It’s not actually that important how original you are, how compelling your writing is, how many ideas you get down, or how beautifully you can express yourself (though of course, all these things do have their rightful place). What you’re doing, essentially, is using a limited amount of time and knowledge to really answer a question. It sounds obvious, but a good essay should have the title or question as its focus the whole way through . It should answer it ten times over – in every single paragraph, with every fact or figure. Treat your reader (whether it’s your class teacher or an external examiner) like a child who can’t do any interpretive work of their own; imagine yourself leading them through your essay by the hand, pointing out that you’ve answered the question here , and here , and here. Now, this is all very well, I imagine you objecting, and much easier said than done. But never fear! Structuring an essay that knocks a question on the head is something you can learn to do in a couple of easy steps. In the next few hundred words, I’m going to share with you what I’ve learned through endless, mindless crossings-out, rewordings, rewritings and rethinkings.

Top tips and golden rules

I’ve lost count of the number of times I’ve been told to ‘write the question at the top of every new page’- but for some reason, that trick simply doesn’t work for me. If it doesn’t work for you either, use this three-part process to allow the question to structure your essay:

1)     Work out exactly what you’re being asked

It sounds really obvious, but lots of students have trouble answering questions because they don’t take time to figure out exactly what they’re expected to do – instead, they skim-read and then write the essay they want to write. Sussing out a question is a two-part process, and the first part is easy. It means looking at the directions the question provides as to what sort of essay you’re going to write. I call these ‘command phrases’ and will go into more detail about what they mean below. The second part involves identifying key words and phrases.

2)     Be as explicit as possible

Use forceful, persuasive language to show how the points you’ve made do answer the question. My main focus so far has been on tangential or irrelevant material – but many students lose marks even though they make great points, because they don’t quite impress how relevant those points are. Again, I’ll talk about how you can do this below.

3)     Be brutally honest with yourself about whether a point is relevant before you write it.

It doesn’t matter how impressive, original or interesting it is. It doesn’t matter if you’re panicking, and you can’t think of any points that do answer the question. If a point isn’t relevant, don’t bother with it. It’s a waste of time, and might actually work against you- if you put tangential material in an essay, your reader will struggle to follow the thread of your argument, and lose focus on your really good points.

Put it into action: Step One

Let’s imagine you’re writing an English essay about the role and importance of the three witches in Macbeth . You’re thinking about the different ways in which Shakespeare imagines and presents the witches, how they influence the action of the tragedy, and perhaps the extent to which we’re supposed to believe in them (stay with me – you don’t have to know a single thing about Shakespeare or Macbeth to understand this bit!). Now, you’ll probably have a few good ideas on this topic – and whatever essay you write, you’ll most likely use much of the same material. However, the detail of the phrasing of the question will significantly affect the way you write your essay. You would draw on similar material to address the following questions: Discuss Shakespeare’s representation of the three witches in Macbeth . How does Shakespeare figure the supernatural in Macbeth ?   To what extent are the three witches responsible for Macbeth’s tragic downfall? Evaluate the importance of the three witches in bringing about Macbeth’s ruin. Are we supposed to believe in the three witches in Macbeth ? “Within Macbeth ’s representation of the witches, there is profound ambiguity about the actual significance and power of their malevolent intervention” (Stephen Greenblatt). Discuss.   I’ve organised the examples into three groups, exemplifying the different types of questions you might have to answer in an exam. The first group are pretty open-ended: ‘discuss’- and ‘how’-questions leave you room to set the scope of the essay. You can decide what the focus should be. Beware, though – this doesn’t mean you don’t need a sturdy structure, or a clear argument, both of which should always be present in an essay. The second group are asking you to evaluate, constructing an argument that decides whether, and how far something is true. Good examples of hypotheses (which your essay would set out to prove) for these questions are:

• The witches are the most important cause of tragic action in Macbeth.
• The witches are partially, but not entirely responsible for Macbeth’s downfall, alongside Macbeth’s unbridled ambition, and that of his wife.
• We are not supposed to believe the witches: they are a product of Macbeth’s psyche, and his downfall is his own doing.
• The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is shaky – finally, their ambiguity is part of an uncertain tragic universe and the great illusion of the theatre. (N.B. It’s fine to conclude that a question can’t be answered in black and white, certain terms – as long as you have a firm structure, and keep referring back to it throughout the essay).

The final question asks you to respond to a quotation. Students tend to find these sorts of questions the most difficult to answer, but once you’ve got the hang of them I think the title does most of the work for you – often implicitly providing you with a structure for your essay. The first step is breaking down the quotation into its constituent parts- the different things it says. I use brackets: ( Within Macbeth ’s representation of the witches, ) ( there is profound ambiguity ) about the ( actual significance ) ( and power ) of ( their malevolent intervention ) Examiners have a nasty habit of picking the most bewildering and terrifying-sounding quotations: but once you break them down, they’re often asking for something very simple. This quotation, for example, is asking exactly the same thing as the other questions. The trick here is making sure you respond to all the different parts. You want to make sure you discuss the following:

• Do you agree that the status of the witches’ ‘malevolent intervention’ is ambiguous?
• What is its significance?
• How powerful is it?

Step Two: Plan

Having worked out exactly what the question is asking, write out a plan (which should be very detailed in a coursework essay, but doesn’t have to be more than a few lines long in an exam context) of the material you’ll use in each paragraph. Make sure your plan contains a sentence at the end of each point about how that point will answer the question. A point from my plan for one of the topics above might look something like this:

To what extent are we supposed to believe in the three witches in Macbeth ?  Hypothesis: The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is uncertain – finally, they’re part of an uncertain tragic universe and the great illusion of the theatre. Para.1: Context At the time Shakespeare wrote Macbeth , there were many examples of people being burned or drowned as witches There were also people who claimed to be able to exorcise evil demons from people who were ‘possessed’. Catholic Christianity leaves much room for the supernatural to exist This suggests that Shakespeare’s contemporary audience might, more readily than a modern one, have believed that witches were a real phenomenon and did exist.

My final sentence (highlighted in red) shows how the material discussed in the paragraph answers the question. Writing this out at the planning stage, in addition to clarifying your ideas, is a great test of whether a point is relevant: if you struggle to write the sentence, and make the connection to the question and larger argument, you might have gone off-topic.

Step Three: Paragraph beginnings and endings

The final step to making sure you pick up all the possible marks for ‘answering the question’ in an essay is ensuring that you make it explicit how your material does so. This bit relies upon getting the beginnings and endings of paragraphs just right. To reiterate what I said above, treat your reader like a child: tell them what you’re going to say; tell them how it answers the question; say it, and then tell them how you’ve answered the question. This need not feel clumsy, awkward or repetitive. The first sentence of each new paragraph or point should, without giving too much of your conclusion away, establish what you’re going to discuss, and how it answers the question. The opening sentence from the paragraph I planned above might go something like this:

Early modern political and religious contexts suggest that Shakespeare’s contemporary audience might more readily have believed in witches than his modern readers.

The sentence establishes that I’m going to discuss Jacobean religion and witch-burnings, and also what I’m going to use those contexts to show. I’d then slot in all my facts and examples in the middle of the paragraph. The final sentence (or few sentences) should be strong and decisive, making a clear connection to the question you’ve been asked:

  Contemporary suspicion that witches did exist, testified to by witch-hunts and exorcisms, is crucial to our understanding of the witches in Macbeth.  To the early modern consciousness, witches were a distinctly real and dangerous possibility – and the witches in the play would have seemed all-the-more potent and terrifying as a result.

Step Four: Practice makes perfect

The best way to get really good at making sure you always ‘answer the question’ is to write essay plans rather than whole pieces. Set aside a few hours, choose a couple of essay questions from past papers, and for each:

• Write a hypothesis
• Write a rough plan of what each paragraph will contain
• Write out the first and last sentence of each paragraph

You can get your teacher, or a friend, to look through your plans and give you feedback . If you follow this advice, fingers crossed, next time you hand in an essay, it’ll be free from red-inked comments about irrelevance, and instead showered with praise for the precision with which you handled the topic, and how intently you focused on answering the question. It can seem depressing when your perfect question is just a minor tangent from the question you were actually asked, but trust me – high praise and good marks are all found in answering the question in front of you, not the one you would have liked to see. Teachers do choose the questions they set you with some care, after all; chances are the question you were set is the more illuminating and rewarding one as well.

Image credits: banner ; Keats ; Macbeth ; James I ; witches .

Comments are closed.

Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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The Writing Guide

• The First Thing
• Step 1: Understanding the essay question

Identify task, content & limiting words in the essay question

Words, words, words..., academic writing webinar part 1.

• Step 2: Critical note-taking
• Step 3: Planning your assignment
• Step 4a: Effective writing
• Step 4b: Summarizing & paraphrasing
• Step 4c: Academic language
• Step 5: Editing and reviewing
• Getting started with research
• Working with keywords
• Evaluating sources
• Research file
• Reading Smarter
• Sample Essay
• What, why, where, when, who?
• Referencing styles
• Writing Resources
• Exams and Essay Questions

Essay topics contain key words that explain what information is required and how it is to be presented.  Using the essay question below indentify task content & limiting words.  Regardless of your topic or discipline, if you can identify these words in your essay topic, you can begin to consider what you will need to do to answer the question.

Task words : These are words that tell you what to do, for example “compare”, “discuss”, “critically evaluate”, “explain” etc.

Content words : These words in the essay topic will tell you which ideas and concepts should form the knowledge base of the assignment. Refer to subject specific dictionary or glossary.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

Before you scroll down to the next box, what can you unpack from this topic? What are you actually going to look for in a search tool like One Search? What are you supposed to do?

• Content Words
• Limiting Words
• Context Words

Task words are usually verbs and they tell you what to do to complete your assignment.

You need to identify these words, because you will need to follow these instructions to pass the assignment.  As you research and write your assignment, check these words occasionally to make sure you are still doing what you have been asked to do.

Here are some definitions of different academic task words.  Make sure you know exactly what you need to do for your assignment.

Don't try to use them in your research - they aren't things to find, only things to do.

The task words from our sample question are:

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays. Discuss the process of writing academic essays and critically examine the importance of structure and content.

• Discuss means to "consider and offer an interpretation or evaluation of something; or give a judgment on the value of arguments for and against something"
• Examine means to inspect something in detail and investigate the implications

So, you would need to give a short description of what essay writing is all about, and then offer an evaluation of the essay structure and the way it presents content.

• Task Words Here are some definitions of different academic task words. Make sure you know exactly what you need to do for your assignment.

The content words are the "meat" of the question - these are things you can research.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content .

You will often be asked to talk about "the role" something plays or "processes", "importance", "methods" or "implementations" - but you can't really research these things just by looking for those words.

You need to find the keywords - the most concrete concepts - and search for those.  The information you find about the concrete terms will tell you about the "roles" and "methods", the "process" or the "importance", but they probably won't use those words exactly.

One of the core skills of academic research is learning to extrapolate :  to find the connections in the information you can find that will help you answer the questions which don't have clear, cut-and-dry answers in the books and articles.

So, the core keywords/concepts to research are:

• "academic writing"
• "higher education"
• structure and content

Limiting words keep you focused on a particular area, and stop you from trying to research everything in the history of mankind.

They could limit you by:

• Time (you may be asked to focus on the last 5 years, or the late 20th Century, for example)
• Place (you may be asked to focus on Australia, or Queensland, or South-East Asia)
• People groups (such as "women over the age of 50" or "people from low socio-economic backgrounds" or "Australians of Asian descent")
• Extent (you are only to look at a particular area, or the details you believe are most relevant or appropriate).

In this example, you have two limits:

• "higher education" is the industry focus. This could be expanded to include the tertiary or university sector.
• Essays - we are concentrating on essay writing as the aspect of communication.  Note that this is also a content word. There can be (and usually is) some crossover.

Sometimes it can help to add your own limits .  With health sciences, you almost always limit your research to the last five or six years. Social sciences  are not as strict with the date range but it's still a good idea to keep it recent.  You could specifically look at the Australian context.  You may decide to focus on the private sector within that industry.

With the question above you could limit yourself to only looking at first year university students.

Sometimes an assignment task will give you phrases or sentences that aren't part of the task at all:  they exist to give you some context .

These can be ignored when you do your research, but you should read over them occasionally as you are writing your assignment.  They help you know what the lecturer was thinking about (and wanted you to think about) when they set that task.

Effective communication is considered a core skill in higher education and is usually conveyed through the medium of academic papers and essays . Discuss the process of writing academic essays and critically examine the importance of structure and content.

You don't have to do anything with the first sentence of this question - but it does get you to think specifically about the "using essays to communicate knoweldge" - something that isn't mentioned in the task itself.

Obviously, whoever wrote the task wants you to think about the assignments as a form of writing and communication.

It is easy to get distracted and go off on tangents when doing your research .  Use the context words to  help you keep your focus where it should be.

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• Last Updated: Apr 26, 2024 9:33 AM
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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing Essays for Exams

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

AQA GCSE Nov 2021 English Language Past Paper 1 Questions and Answers

Creative Writing Tasks with Answers

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KCSE ENGLISH PAPER 1 PREDICTION QUESTIONS & ANSWERS

This English Revision questions and marking schemes pamphlet is a compilation of 2021 KCSE English Paper one examinations from across the Country.

The development of this booklet has taken time and hardwork on the side of the Department of Languages members. It is hoped that this pamphlet will help our 2021 KCSE candidates acquaint themselves with the KSCE English paper one setting and the necessary techniques of answering questions in the same paper.

I take this opportunity to wish our students all the best as they prepare for their final high school examinations. Please put your best foot forward.

Best wishes,

KAAGA GIRLS HIGH SCHOOL KCSE TRIAL AND PRACTICE EXAM 2021

Kenya Certificate of Secondary Education

(FUNCTION SKILLS)

Download more free unlimited English resources here: Educationnewshub.co.ke

Free English notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

SCHEMES OF WORK FORM TWO ENGLISH TERM 1-3

FORM TWO ENGLISH NOTES FREE

Kiswahili Fasihi, English Literature Notes, Guides, Revision Questions (Kigogo, Chozi La Heri, Blossoms, Tumbo, A Doll’s House, Inheritance)

ENGLISH GRAMMAR AND POETRY NOTES

English free lesson plans for all topics (Form one to four)

ENGLISH GRAMMAR NOTES FOR F1-4: SIMPLIFIED

ENGLISH GRAMMAR FORM 4 ASSIGNMENTS

ENGLISH FORM ONE NOTES FREE

FORM ONE ENGLISH LESSON PLANS FREE

ENGLISH FORM 2 LESSON PLANS

English Functional Skills writing notes, exams, revision questions and samples

Free Set book notes, guides, English Literature notes, Poetry notes and Many More: A Doll’s House, Blossoms, The Pearl…

Free updated Secondary Lesson Plans for all subjects

• FUNCTIONAL WRITING (20MKS)

“You have read the novel “The Blossoms of The savannah” and really enjoyed and are now ready to tackle it in K.C.S.E. You overheard some of your friends in form three complaining that it should not been included as one of the texts to be done in K.C.S.E

Write a book review encouraging them to read since it will be examined in their year.

• CLOZE TEST (10 MARKS)

      Fill in the blank space with the most appropriate words.

A new research title “Underage Drinking in Kenya” has (1) _______________   that nearly one third of form four students aged below 18 years take alcohol (2) _________________. As our society ponders this sad (3) __________________, the urgent message to children who are taking alcohol

(4) ______________, do not drink another sip. Advice to those children is to strongly say “no.”

(5) _________________ irresponsible behavior to alcoholism, there are many (6) _____________                  effects of alcohol. It is wrong and illegal for children to drink alcohol.

The report also states that 46 percent of the children receive (7) ________________    first pint from friends and (8) _________________    .Do you offer alcohol to child? As a parent or guardian, do you nurture (9) _______________    ? How much time do you spend with them? Notably, (10)  __________                 of guidance and supervision are stimuli to underage drinking.

• 3. ORAL SKILLS

( a)  Read the following poem and answer the questions that follow.

Ah, Are you digging on my grave?

“Ah, are you digging on my grave,

My loved one?- planting rue?”

“No ; yesterday ‘he went  to wed ‘

One of the brightest wealth has bred.

‘It cannot hurt her now,” he said,

“ That I should not be true.

“Then who is digging on my grave?

My nearest dearest kin?”

“Ah, no: they sit and think, ‘what us!

What good will planting flowers produce?

No tendance of her mound can loose

Her spirit from Deaths gin;”

Questions  

(a)  (i)    Supposing you were to perform this poem to your class how would you prepare?                                                                                                                         (3marks)

(ii)   How would you say line two stanza 1 and why?                                                                                                                                                                              (2marks)

(iii)  Identify an instance of alliteration in stanza 1                                                                                                                                                                                  (1mark)

(iv)  Describe the rhyme scheme of stanza 2                                                                                                                                                                                           (2marks)

• b) For each of the following words, provide another word with similar pronunciation            (4marks)

(ii)  bread

• c) You recently attended an interview which you failed. Mention some of the reasons that could have contributed to your failure.                                           (4 marks)
• d) Mutiso recently brokered a deal for your school with a contractor which other teachers given the responsibility before had failed to negotiate. What skills could have given Mr. Mutiso an upper hand over teachers in negotiating the deal.                                                                                                                                  (5marks)
• e) Study the following genre and answer the questions that follow.

Hurry hurry has no blessing

(i)   Identify the genre                                                                                                                                                                                                                       (1mark)

(ii)  Identify and name two parts of the above genre                                                                   (2marks)

(iii) Identify and illustrate any two aspects of style employed in the above genre                         (4marks)

• f) For each of the following words, construct two sentences to convey two different meaning as indicated

(i)    early (as an adverb and as an adjective)

(ii)   Surprise (as a noun and as a verb)

KAAGA GIRLS HIGH SCHOOL  KCSE TRIAL AND PRACTICE EXAM 2021

ENGLISHPAPER 1

(FUNCTIONAL SKILLS)

MARKING SCHEMES

• Must have a layout of a review.

(i)   Format :

Heading – Book Review                  (1mk)

Title                                               (1mk)

Author                                           (1mk)

Publisher                                        (1mk)

Year of publication                   (1mk)

Reviewer                                        (1mk)

(ii)  Body :

• The candidate should be able to at least capture the main character(s) – as he /she brings out the plot and thematic concern(s) in the novel.                                       (3mks)
• The candidate should bring out some styles used in the poem                  (2 mks)
• The candidate should show the strength and weaknesses of the work of art                         (2 mks)
• The candidate should conclude by encouraging the form threes to read the novel since it is one of the examinable text.                         (1mk)

(ii) Language                                                                                                                                             (5 mks)

•      CLOZE TEST.
• ORAL SKILLS
• read the poem to myself to understand it.
• recite the poem in front of a mirror
• As my classmates to observe as I rehearse my performance.
• Decide on the intonation I would use at what point.
• Decide on when and where to use gestures.
• Ask myself and decide on the pace of delivery                                                                        (any 3 x1=4 mks)
• ii) With a rising intonation – it is a yes / no question

iii)  W ent to w ed

• iv) a, bcccb – irregular rhyme
• b) i)    gate – gait
• ii) bread – bred

iii)  you – ewe

• iv) rest – wrest
• Lack of etiquette
• Improper dressing
• Poor research / preparedness
• Lack of confidence / obvious show of nervousness
• Good listening skills
• ability to quickly and accurately grasp the issues at stake
• ability to comprehend the conflicting views of a matter
• Capacity to assimilate, interpret and use figures and facts in a manner to support a given view.
• determining the bottom line beyond which he couldn’t go
• Exercise patience and restraint
• Ability to extract information without being offensive
• Maintain confidentiality       (5 x 1 =5 mks)
• e) i)    proverb                                                                                                                   (1 mk)
• ii) hurry hurry has no blessings,                                                                            (2 mks)

Proposition    competition

• Repetition – hurry hurry
• Alliteration h urry hurry h as
• f) i)  We went home early. (adverb)

The early bird catches the worm. (adjective)                                                                  (2 mks)

• ii) It was a surprise that he came to my wedding. (noun)

I will surprise you one of these days, (verb)                                                                   (2 mks)

KAALKA (KAMOLO-KAKAPEL) JOINT EXAMINATIONS.

September 2021.                                                                                                                           

ENGLISH – Form 4

(Functional Skills)

      FUNCTIONAL WRITING    (20MKS)

You are the manager of Quick Safaris Transport Company. Of late you’ve realized that the workers, mainly drivers and conductors have lost discipline, and this has made the company incur a lot of loss.

• Write an internal memo to them, warning them of dire consequences if they do not change their behaviour and attitude.

Some of the areas you wish to address are:

• Punctuality
• Foul language
• Lack of courtesy
• Policy bribery
• Any other relevant area from your observation
• Design a Card inviting the workers to a motivational talk with an aim of changing their behaviour and attitude. (7 marks)
• Close text.                                                      (10marks)

Read the passage below and fill in each blank space with an appropriate word.

Poaching is increasing (1)   ____________________ a menace, not just in Kenya, (2) _______________ also in other parts of the continent, (3) _________________ a grave danger to the survival of various animal species particularly the elephant. Whereas, there have been (4) ___________________   to raise awareness about the danger posed by the menance, not enough has been done to (5)______________ it out and punish offenders.

As it is, poaching is becoming a crisis, threatening species like elephants, which are hunted (6) ____________ for their ivory, rhinos which are targeted because of their horns and other game like lions.

The Kenya Wildlife Service has been doing well to combat (7) _____________   but it appears that more is needed if the criminals (8) _______________ to be stopped. If the killers have more sophisticated weaponry, then KWS must (9) _____________ its game or call (10) _________________ the military to assist.

• Oral Skills (30 marks)
• a)  Read the following oral narrative and answer the questions that follow.                                  (10mks)

One day, the chameleon and the donkey were arguing as to who could run faster than the other. The donkey said, “ You chameleon, you are very old and tired. You can’t compete with a man like me in a race.”  The chameleon replied,” Don’t blow your own trumpet. I am not going to praise myself, but you know you can’t defeat me in a race. We shall be equal.”

The race began and without donkey’s knowledge, the chameleon jumped on the donkey’s tail. They ran and ran, until the donkey was so tired until he stopped to rest. As soon as the donkey stopped, the chameleon jumped from the donkey’s tail and said, “Now my friend, are you any faster than I?”

“No, now I know that you are a man,” answered the poor donkey.

• What would you do in order to capture the attention of the audience before you begin to tell the story?                                                                                                   (2 marks)
• How would you make the narration of the line indicated in bold effective?    (4marks)
• If you are part of the audience for this story, explain two things you would do to show that you are participating in the performance. Identify the intonation that would be present in the following sentences                                                                                          (4mks)
• What idea did the three work on? …………………………………………………………………………………
• Did you see the students? ………………………………………………………………………………..
• I have donated more blood …………………………………………………………………………………
• The tapper taps much, doesn’t he?       …………………………………………………………………………………
• Put the words below in the correct column according to the pronunciation of the vowel sound (Night, school, floor, write, you, oar)                                                 (3mks)
• Give a word with a similar pronunciation (4 marks)
• Muscle ………………………………………..
• Owe …………………………………………..
• Rain ……………………………………………
• Which …………………………………………..
• Scent ……………………………………………

A boy went home after a street fight and narrated what happened to his father.

“Didn’t I warn you against fighting? See you have now lost two front teeth!”Barked the angry man.

To this, the boy retorted, “I didn’t lose my teeth Dad. Both are in my pocket.”

• Classify the item above.                                   (1 marks)
• What kind of audience is best for this type of item? (1 mark)
• How would the audience respond to this item (1 mark)
• Identify one function of this sub-genre in society. (1 mark)
• The following is a conversation between a father and his daughter. Identify six shortcomings in the father’s listening skills. (6mks)

DAUGHTER: (Shortly after having arrived home from school) Good afternoon, Daddy.

FATHER:        (Sitting complacently in the sofa, reading a newspaper. Looking up……..)

Good afternoon .(Resumes reading).

DAUGHTER: (Holding out her school report form) Daddy, I’m excited. My classteacher said

I was the best improved.  I was…

FATHER:        Oh, you were? Me, I used to be number one. I was absolutely unbeatable.

DAUGHTER:  Chemistry has been a particular headache ( now looking at the report form which she

                         thought her father would wan see), but this time…

FATHER:        (Stretching his arms, looking preoccupied)

Chemistry for me was particularly easy.

I never scored anything less than 90%.

DAUGHTER: Dad, I was going to tell you that this time…

FATHER:        (Absent-mindedly) By the way, where is your mum?

DAUGHTER: Mum is in the garden picking vegetables. But Dad, you are not listening to my story.

I was   telling you about Chemistry.

FATHER:        You mean you have a story about Chemistry? Chemistry is not about stories. It is hard

DAUGHTER: It’s about my improvement…

FATHER:        ( Laughing) Me, it wasn’t a matter of improvement. I was always at the top of the class.

DAUGHTER: Daddy, I give up. You are not listening.

FATHER:        (looking surprised) Listening? I heard you: you were talking about improvement in

Chemistry, weren’t  you?

DAUGHTER:  Anyway, Dad. Thank you for paying attention. Enjoy your newspaper.

FATHER:       Oh, yes  I’m reading an interesting story about politics.

KAALKA JOINT EXAMINATIONS.

• Internal Memo.. POINTS OF INTERPRETATION            (12 MKS)

Sample Memo

Format         F = 4

Content        C =5

Language      = 3

• Sample Card

Format    F = 2

Content   C =3

Tone       T  =1

Borders  B = 1

2.. Cloze test                                       (10 Marks)

• attempts/efforts
• a. Narrative      (8 marks)
• What would you do in order to capture the attention of the audience before you begin to tell this story?                                                                                                                                     (2 marks)

Ask a relevant question to audience- who is faster between a donkey and a chameleon.

Sing an appropriate/ related song.

Give an appropriate proverb, riddle or puzzle.

Clap to attract attention

Clear your voice

Call the name of one of the people in the audience etc.

• Explain the verbal and non-verbal cues you would use to make a narration of the line indicated in bold effective. (4 marks)
• Tonal variation – use an authoritative arrogant tone to show the donkey’s confidence.
• Voice projection- raise your voice towards the end of the sentence.
• Gestures – Donkey can point at the chameleon threateningly
• Facial expressions – Show a bright face of confidence arrogance etc.(Accept 2 verbal and 2 non-verbal appropriately illustrated)
• If you were part of the audience for this story, explain two things you would do to show that you are participating in the performance. (2 marks)
• Maintain eye contact
• Nod In agreement
• Answer any question regarding the story by the narrator during narration
• Laugh at funny instances
• Respond to narrator’s use of tonal variation, gestures, facial expressions etc.
• Ask questions at the end
• (i)   Falling                        (4 marks)

(ii)  Rising

(iii) Falling

(iv) Rising

• /ai/ /u:/                   /Э:/                  (3 marks)

Night               School              Floor

Write                You                  Oar

• similar sounding words. (5 marks)
• muscle – mussel
• Rain- reign
• which- witch
• Scent- sent
• Joke     (1mk)
• Children (1 mark)

iii.. laugh at the joke    (1 mark)

iv.. Entertainment/ Creativity   (1 mark)

• The father does not prepare to listen, i.e does not adopt a listening posture.
• He interrupts severally i.e does not adhere to the turn-taking rule.
• He is not emphathetic – he does not put himself in the shoes of his daughter in order appreciate where she is coming from.
• He is full of self-importance / self-praise. This prevents him from reaching out to his daughter.
• He is absent-minded – he changes the topic abruptly thus interrupting the flow of the conversation.
• He has pre-conceived ideas about Chemistry. He doesn’t give the daughter a chance to explain herself.
• He is unwilling to see his own shortcomings as far as listening skills are concernrd.

e.g he says, “I heard you” – he believes he was listening.

• He is insensitive – he does not realize he has hurt his daughter by not listening to her.

       (Any 6 points ×1=6pnts)

SAMETA BOYS SECONDARY SCHOOL

101/1  ENGLISH  Paper 1

September 2021

• FUNCTIONAL WRITING.                                                                                           (20 marks)
• Your brother who has been studying abroad is coming home and the family has organised a party. Write an e-mail inviting two of your friends; Sabina and Kioko and copy your brother who is organising. (10 Marks)

(b) Your friend Sabina is flying into the country from Addis Ababa Airport-Ethiopia. Write clear

directions on how she can come to your home.                                                                    (10 marks)

• CLOZE TEST       (10 marks)

      Fill in the blanks with the most suitable word .

The purchasing of a motor vehicle or (1) _________________ a driving licence is a satisfying achievement for most Kenyans.  Few, however, (2) _______________ that their achievement can, and (3) __________________ does, amount to a passport to prison.  A driver in prison?   Yes, an individual can be (4) __________________ to jail even when he is not driving.

To curb the increasing (5) ______________________ of accidents in the country, the courts are taking a very (6) _________________view and as a result sentences are being (7) __________________   including imprisonment.

Under the (8) _________________________ Act, any person who causes the death of another, be it a passenger in the driver’s car or a( 9) _________________ crossing the road, or another motorist, by reckless driving or speeding or even leaving any vehicle on a road in such a position as to be dangerous can be (10 ) ______________________ for the offence of causing death.

• ORAL SKILLS (30 marks)

One day, the chameleon and the donkey were arguing as to who could run faster than the other. The donkey said, “ You chameleon, you are very old and tired. You can’t compete with a man like me in a race.”

The chameleon replied,” Don’t blow your own trumpet. I am not going to praise myself, but you know you can’t defeat me in a race. We shall be equal.”

• What would you do in order to capture the attention of the audience before you begin to tell the story?                                                                                                                                      (2 marks)
• If you are part of the audience for this story, explain two things you would do to show that you are

participating in the performance.                                                                                                                                                  (4marks)

• b) For each of the following words write another that is pronounced the same.                                                                                          (3 marks)
• Quay ………………………………………………………………………..……………………………………….
• Seed   …………………………………………………………………………………………………………………

iii.    Not ……………………………………………………………………………….…………………………………..

• c)   There is need to light a night light on a light night like tonight.
• i)         Identify the above genre.                                                                                         (1 Mark)
• ii) Give two functions of the genre.                                                                             (2 Marks)
• d) For each of the following words, write two sentences to bring out two different meanings.       (4 Marks)
• i)    Polish
• ii) Intimate
• e) Imagine you have passed your K.C.S.E exams well and you are being interviewed for a scholarship abroad. Write four ways in which you would ensure you succeed in the interview. (4 Marks)
• f) Complete the following conversation appropriately

Delphine:         (Telephone rings), Hello, …………………………………………………………

Trevor ………………………………………………………………………………………              (1 mark)

Delphine:         I’m sorry. Ms Oketch is in a conference out of town. Could you kindly leave a

message for her?

Trevor:                ………………………..…………………………………………………………… (1 mark)

Delphine:         Sorry, I didn’t get the last two digits of the number.

Trevor:             ……………………………………………………………………………………..   (1 mark)

Delphine:             …………………………………………………………………………………….. (1 mark)

Trevor:             Correct.

Delphine             ………………………………………………………………………..…………… (1 mark)

Trevor:             Yes, let him know I’ll be expecting his call.

Delphine:         Okay, goodbye.

Trevor:             ……………………….…………………………………………………………….   (1 mark)

101/1 ENGLISH Paper 1

Marking Scheme

• Functional Writing
• a) Must be an email.

Format should include the following:

• From: sender’s email address ( 1 / 2 )
• To: recipients email address ( 1 /2 *2)
• Date: relevant dates( 1 / 2 )
• Subject: (relevant subject related to invitation) (1)
• Closing tag: name – not full names ( 1 /2 )

Total 4 marks

• Polite invitation (1 mark)
• Occasion (1 mark)
• Date, time, venue (2 marks)
• Appropriate /correct language use.
• Appropriate tone Total 2 marks
• b) Award a mark for each of the following:
• The heading-Directions to the venue
• Mention airport of origin
• Mention the destination airport
• Mention mode of transport (accept any mode of transport). E.g. by Kenya Airways bound for JKIA and Matatu Number 6 plying the Jogoo road route.
• distance/duration
• Permanent landmarks. Eg Bus stops or buildings. Don’t award temporal landmarks.
• Turnings-turn right or left

Language                                                                           (3 marks)

• Award for clear and precise instructions
• Award for appropriate register eg. Board a plane etc.
• Award for logical flow of directions
• What would you do in order to capture the attention of the audience before you begin to tell this story?                                     (2 marks)
• If you were part of the audience for this story, explain two things you would do to show that you are participating in the performance. (4 marks)
• For each of the following words write another that is pronounced the same. ( 3 marks)

quay                 key

seed                  cede

not                   knot

• There is need to light a night light on a light night like tonight.
• Identify the above genre. (1 Mark)

Tongue twister

• Give two functions of the genre. (2 Marks)
• Entertainment – cause humour and amusement because they are spoken rapidly
• Used to teach good pronunciation
• Trains in memory skills/develops one ability to recite
• Trains language skills i.e fluency as it requires a speaker to utter without hesitation or faltering the sentences provided

v )         Educates on the society in question as images and items used reflect a particular community

(any 2 points 1 mark each)

• For each of the following words, write two sentences to bring out two different meanings             (4 Marks)
• The soldier was ordered to polish his boots.
• He used the wrong colour of polish because he had no otherwise. /She is Polish .(Adjective)
• Jara has become an intimate friend
• Intimate to him that the guests will arrive early (1 mark each)
• Imagine you have passed your K.C.S.E exams well and you are being interviewed for a scholarship abroad. Write four ways in which you would ensure your success in the interview. (4 Marks)

Consider 2 points before and during the interview

• be punctual
• be modestly/appropriately dressed
• be courteous
• answer politely even to rude questions/uncomfortable questions
• avoid exaggeration of courteous statements
• avoid pleading
• do not show tension (4 points 1 mark each)
• f) Complete the following conversation

            Trevor :            Could I speak to Mr. Oketch, please?

            Trevor :            Tell him Delphine called in regard to ………….. (leave a number)

Trevor :            The number is ……………..(give number again)

Delphine :         You mean ………..(repeat number)

Delphine :         Anything else?

Trevor :            Goodbye

MWINGI CENTRAL SUB COUNTY JOINT EXAMINATIONS

101/I ENGLISH  PAPER I

• FUNCTIONAL SKILLS (20 MARKS)

Imagine that you are the Organizing Secretary of Virginia Mwende’s Graduation Party. Mwende has graduated with a First Class Honours Degree from the University of Nairobi.

• Design an invitation card to be sent to the guests                   (12mks)
• Write a congratulatory note to Mwende to be presented on that day       (8mks)

Read the passage below and fill in each blank space with an appropriate word                                        

Alcohol impacts people and societies in different (1)__________________ and is determined by the (2) _________________ of alcohol consumed, the pattern of drinking, and, on rare occasions, the quality of alcohol (3)_________________.  Alcohol is a psychoactive substance and its harmful use is known (4) _________________________ have dependence – producing properties and cause (5) ____________________ than 200 diseases among drinkers as well as devastating effects to innocent victims such as unborn children.

Drinking alcohol (6)_______________________ pregnancy can lead to miscarriage, preterm birth, still birth, spontaneous abortion, and contribute to a range of disabilities known  (7) ____________________ foetal alcohol spectrum disorders (FASD). FASD is an umbrella term (8) _______________________ to an array of conditions involving impairments of the growth and development of the central  (9)______________________ system caused by (10) ________________ intake during pregnancy.

(Adapted from DN2 – The Daily Nation 19 th May 2021)

Read the poem and answer the questions that follow.

I SEE HIS BLOOD UPON THE ROSE by Joseph Plunkett

I see his blood upon the rose,

And in the stars the glory of his eyes,

His body gleams amid eternal snows,

His tears fall from the skies.

I see his face in every flower;

The thunder and the singing of the birds

Are but his voice – and carven by his power

Rocks are his written words

All pathways by his feet are worn,

His strong heart stirs the ever beating sea

His crown of thorns is twined with every thorn,

His cross is every tree.

• Describe the rhyme scheme of the poem                         (2mks)
• Which words would you stress in the last two lines of the last stanza and why?             (2mks)
• Apart from rhyme, identify and illustrate one sound device in this poem                         (2mks)
• Give two effects of the above sound pattern             (2mks)
• How would you say the last line of the poem             (2mks)
• b) For each of the following words, underline the silent letters
• Island (3mks)
• c) Identify the intonation that would be present in the following sentences       (4mks)
• What deal did the two agree on?
• Did you see the summary?
• I have donated more blood
• The farmer harvests much, doesn’t he?
• d) Give the meaning of the following sentences when the underlined words are stressed.
• James was humbled by the experience

e).  Put the words below in the correct column according to the pronunciation of the vowed sound (Night, school, floor, write, you, oar)                                                                                                                 (3mks)

• Your former primary school has invited you to give a talk on how to improve performance. You decide to focus your talk on the value of listening skills. Write down three points on how you would ensure the listening is effective                                                                                                                                (3mks)
• There were two candidates for an interview. One was successful while the other one was not.  State and explain his/her conducts during the interview that could have made him or her to be successful.              (4mks)

MWINGI CENTRAL SUB COUNTY JOINT EXAM 2021

101/1 ENGLISH

MARKING SCHEME

• Invitation Card
• Format 2mks
• Letterhead 1mk
• Title ( 1 / 2 mk) and space for recipient’s name ( 1 / 2 mk) 1mk
• Sader’s address (R.S.V.P)         1mk
• Tone – must be formal 1mk
• Content 3mks
• Chief guest 1mk

A – Script                                 4mks

B – Script                                 3mks

C – Script                                 2mks

D – Script                                 1mk

• Congratulatory note
• Salutation 1mk
• Must be informal
• Congratulation / or related word mentioned
• Reasons for congratulation
• Compliment remarks
• (i) Rhyme scheme – ababcdcdefef – The rhyme scheme is regular

(ii)  Line 1 crown thorns twined thorn Line 2 cross tree – They are content words

(iii) Alliteration:                  Stanza 2 Line 1 f ace f lower

Stanza 3 Line 2 s trong s tirs s ea

Assurance:                    Stanza 1 Line 8 his written (i)

Consonance:                 Stanza 1 Line 8 Rock s …hi s …word s

Stanza 2 Line 3 Crow n … thor n

Identification  – 1 mk

Illustration – 1mk

• Creation of rhythm / musicality
• Memorability
• Makes the poem enjoyable
• Creates mood (2 points = 2 mks)
• With a falling intonation use a gesture 1 point every tree
• (i)         i

(ii)        n

(iii)       s

• (i)         Falling

(ii)        Rising

(iii)       Falling

(iv)       Rising

• (i)         Not anyone else, but the subject mentioned (James)

(ii)        Not made arrogant but humbled

(iii)       It was the experience not any other thing

• /ai/                   /u:/                   /Э:/
• Involve  the audience fully by asking them questions
• Vary the tone of voice
• Be properly groomed
• Use language that is of the level of the listeners
• Use gestures to emphasize on some points
• Be audible (Any 3 points x 1 = 3mks)
• The successful candidate must have done the following:
• Prepared adequately before coming for the interview
• Read something about the place or institution that he/she was being interviewed
• Was properly dressed/groomed
• Arrived in time for the interview
• Carried all the required documents
• Had documents that were genuine
• Demonstrated etiquette to the interviewers (Any 4 points x 1 = 4mks)

KIMILILI BOYS HIGH SCHOOL EXAMINATION

FUNCTIONAL WRITING                                                                                                      (20MKS )

You are the secretary of Debating Club in your school, recently the club held a meeting and the following issues were discussed;

• Election of officials
• Income generating activities in the club
• Preparation for the great debate.

In the meeting, 8 members were present, 3 including the vice chairperson sent apologies and the whereabouts of 2 members were unknown. The club patron also attended the meeting. Apart from the main issues, members raised some issues from the previous meeting. Write down the minutes of the meeting.

CLOZE TEST                                                                                                                         10 MARKS

There is this bizarre preoccupation with  1…………………………   class among us such

2…………………………. what happened at Langa’ta was bound to happen. Our greed 3……………………… wealth and standing considers nothing sacred, nothing immoral, nothing offensive to everyone, which is why some people were wondering why the children were protesting 4……………………… they were supposed to be in class! Our preoccupation with private academies for our children is partly what made the “private developer” target public school 5…………………….., only that for the “developer’”, the police who came to secure the interests of one against many used tear gas on children.

If most of us decided to 6………………………. our children to public schools and worked collectively to make them better, chances are this particular “private developer” and many 7………………………..  would avoid school land for fear of reaction. But many of us have 8………………………. to this mess by avoiding public facilities— schools, hospitals 9………………………. even parks — because using them does not speak 10……………………..of our social standing.

ORAL SKILLS                                            30 MARKS

a). Read the following poem and then answer the questions that follow.      (8marks)

The  Bride.

Why do you wear that dress so white?

Why do you wear that veil so light?

Why do your young eyes shine so bright?

Is it your wedding?

I wear dress and veil to show

That gladly to my love I go

My young eyes shine because I know

It is my wedding.

(i)      Identify the rhyme scheme of this poem?                                                                            (2 marks)

(ii)     Using illustrations show how rhythm has been achieved in the poem.                                  (3 marks)

(iii)    Would you use the rising or the falling intonation in reading line 3 in stanza one in this poem? Give reason.                                                                                                                                     (1 mark)

(iv)    How would you say the last line of the second stanza?                                                                     (2 marks)

b). Identify the silent letters in the following words                                                                       (6 marks)

• Practically

c). Underline the stressed syllables in the following words.                                                             (3marks)

• Rejuvenation

d). Underline the stressed syllable of the following words when used as verbs.                                 (2marks)

e). You are going to attend an interview for your first job in a bank. You want to look presentable to create a good

impression. What would you do before and during the occasion to achieve this?                         (4marks)

f).   Complete the telephone conversation below between a parent and a student acting as a receptionist at her school.

Mrs. Wanjau: ………………………………………………………………………………               1mark

Joan: Hallo. Yes, this is Makutano High School. How can I help you?

Mrs. Wanjau: ………………………………………………………………………………….…… ………………………………………………………………………………………………              2marks

Joan: I am sorry the Principal is not in at the moment. Can you leave a message?

Mrs. Wanjau:………………………………………………………………………………                1mark

Joan: I am Joan, a form 4 student stepping in for the receptionist who has gone out shortly.

Joan: Yes once in a while students of office practice and typing are allowed to step in for the receptionist as part of their practice.

Mrs. Wanjau: ……………………………………………………………………………………… ………………………………………………………………………………………………              2marks

Joan: Thank you very much. I will let the Principal know that you will call tomorrow.

KIMILILI BOYS HIGH SCHOOL EXAM 2021

ENGLISH 101/1   

• FUNCTIONAL WRITING

FORMART                              8marks

Heading: Minutes of Debating Club… must have purpose, venue, date and time @ ½ mk (2mks)

List of attendance; Present ½ mk

Apologies ½ mk

Absent ½ mk

In attendance ½ mk

Preliminaries          1mk

Matters arising        1mk

A.O.B                   ½ mk

Adjournment          ½ mk

Signing off (the secretary and chairperson- must be left blank)         1mk

CONTENT                                                              8marks

Matters arising- should mention 2 @1mk –(2mks)

Election –must have a list of officials     2mks

Income generating activities- at least 2 @1mk  (2mks)

The great debate    2mks

LANGUAGE                    4mks

• contributed

a). (i)    the rhyme scheme is aa ab cc cb

It is regular and the next pattern is predictable.

(ii)   Through use of

• Repetition of words/lines eg “ why do you”
• rhyme eg whi te lig h t brig ht
• alliteration eg w hy w ear w hite
• assonance eg sh i ne br i ght
• Any three: Identification ½ mk; illustration ½ mk

(iii) Falling intonation. It is a why- question

(iv) With a falling intonation to show finality (repeat a no verbal cue which should also be centralized or linked to the line) 1mk eg appropriate facial expression, body movement, use of gestures, tone variation etc

b). Identify the silent letters in the following words

• Practic a lly

c). Underline the stressed syllables in the following words.  (3marks)

• Rejuve na tion

d). Underline the stressed syllable of the following words when used as verbs.  (2marks)

impression. What would you do before and during the occasion to achieve this? 4mks

• Ensure all documents are in order
• Proper grooming
• Keep time- arrive in time
• Do a research on the institution
• Appropriate dressing
• Maintain meaningful eye contact
• Maintain an upright sitting posture

Use polite formal language

(Mark 2 points before and 2 points during)

Mrs. Wanjau: Hallo. Is that Makutano High School?

Mrs. Wanjau: I am Mrs. Wanjau. Can I speak with the Principal?

Mrs. Wanjau: Who am I speaking with?

Mrs. Wanjau: You mean students are allowed to step in for the receptionist?

Mrs. Wanjau: That is good for you. When the Principal comes tell him I will call tomorrow.

   NANDI NORTH SUB-COUNTY EXAMINATIONS 2017

• FUNCTIONAL WRITING                                                                   (20mks)

Your school is organizing the staging of The River and the Source by Margaret Ogola.  As the Secretary of Drama Club:

• Write an internal memo to club officials inviting them to a meeting to plan for the function.(8mks)
• Write synopsis of the adapted play from Margaret Ogola’s The River and The Source paying particular attention to events that affect the character of Akoko, Chief Owuor Kembo and Otieno Kembo. (12mks)
• CLOZE TEST       (10mks)

Read the passage below and fill in the gaps using the most appropriate words.

The classification (1) _________ any material refers to (2) _________ division of such materials into specific classes according to established (3) _____. The categories developed should (4) ____ be able to accommodate all manner of material considered.  We can then talk of literary classification as a  (5) __________ of categorizing, characterizing, describing, typifying, labeling etc.  In literature (6) _________, classification is done according to the content or (7) ________ of the material.  Content refers to the subjects, ideas, people, objects and situations presented in the work.  The latter refers to the how, the shapes, patterns, appearances, dimensions and textures.  Written literature comes to us in the form of novels, short stories, poems (8) __________ plays.  They are in a graphic form.  But oral literature comes (9) __________ the form of narratives, poetry, riddles and proverbs.  They are transmitted by (10) ___________ of mouth and therefore have an oral form.

• Read the Oral Narrative below and answer the questions that follow.

In a town called Irandunwo, lived a loose talker called “Elenuobere” – “sharp mouth.” One day it was rumored that a man had seduced the Oba’s wife.  He went and said he had designed the plan by which that act was accomplished.  He was taken to court and convicted of talking rubbish hence fined one pound and five shillings.  He had no money and so went to prison.

But a kind farmer agreed to bail him out if he would work on his farm for five days.  The next day on the way to the farm, they heard a sound in the bush.  Elenuobere burst out, “surely that is a horse grazing, and its left eye is blind.” The farmer betted with him that if that was true he would strike off five shillings from the debt.  If not, the debtor would give one extra day of work. When they reached the animal, Elenuobere was proved right and so his debt was reduced.

Soon afterwards, they came across a wet spot and he claimed it was the piss of a pregnant woman.  Once again, he was right and the debt was reduced.  At the farm when they sat to eat, the farmer sighed three times and each time Elenuobere claimed he knew what was in his thoughts.  The argument that ensued led them to the king’s court for a settlement.  The farmer all the time was confident that he could deny whatever Elenuobere would say.

Before the royal assembly, Elenuobere then stated: “The first thought was: May God Almighty give long life to the king.  Your second thought was: may this royal family continue to rule long in our town. And your third thought was: May God grant the king’s heir who will rule after him.”  The whole gathering, including the farmer, affirmed saying “Amen.” The could not deny lest he annoyed the king.

Elenuobere got his acquittal and relief from the labour. “The mouth that commits an offence must talk itself out of punishment.” The story illustrates the quoted final adage.

• State three things that the narrator must do in order to capture the audience’s attention before beginning to tell the story.                                                 (3mks)
• The narrator mid-way of the story telling session notices signs of inattentiveness among the audience. What are the signs of inattentiveness?                                                                                                     (3mks)
• How do you say Eleneuobere’s words, “surely, that is a horse grazing, and its left eye is blind.” (2mks)
• Give an example of a proverb that can be used to describe Eleneuobere’s behaviour.             (2mks)
• Read the poem below and answer questions that follow.

The sweetest thing by Ibid.

There is in this world something

That surpasses all other things

In sweetness.

It is sweeter than honey

It is sweeter than salt

It is sweeter than sugar

It is sweeter than all

Existing things.

This thing is sleep

When you are conquered by sleep

Nothing can prevent you

Nothing can stop you from sleeping

And numerous millions arrive

Millions will find you asleep

• Identify and illustrate two sound patterns used in the poem.             (4mks)
• Write down words from the poems that have the following sounds;             (3mks)

/ i: / …………………………………………

/ S / …………………………………………

/ D / ………………………………………..

• Identify silent letters in the following words:
• Badge:………………………………………………..
• Sleigh:……………………………………………….
• Consider the following dialogue and describe the shortcomings of Orgon’s listening skills.       (8mks)

ORGON:              Ah, good morning, brother.

CLEANTE:          I was just going.  I’m glad to see you back again.  There isn’t much life in the

countryside just now.

ORGON:              Dorine – (to Cleante) a moment brother, please – excuse me if I ask the news of

the family first and set my mind at rest. (To Dorine).

Has everything gone well the few days I’ve been away? What have you been doing? How is everyone?

DORINE:             The day before yesterday, the mistress was feverish all day.  She had a dreadful

ORGON:              And Tartuffe?

DORINE:             Tartuffe? He’s very well: hale and hearty: in the pink.

ORGON:              Poor fellow!

DORINE:             In the evening she felt faint and couldn’t touch anything, her headache was so

DORINE:             He supped with her.  She ate nothing but he very devoutly devoured a couple of

partridges and half a hashed leg of mutton.

DORINE:             Feeling pleasantly drowsy he went straight to his room, jumped into a nice warm

bed, and slept like a top until morning.

DORINE:             Eventually she yielded to our persuasions, allowed herself to be bled, and soon felt

much relieved?

DORINE:             He dutifully kept up his spirits and took three or four good swigs of wine at

breakfast to fortify himself against the worst that might happen and to make up for the blood the mistress had lost.

DORINE:             They are both well again now so I’ll go ahead and tell the mistress how glad you

are to hear that she’s better.

(From the Misanthrope and other Plays by Moliere)

NANDI NORTH SUB-COUNTY JOINT 2017

ENGLISH PAPER 1

FUNCTIONAL SKILLS

• (a) Internal Memo √1
• Letterhead√1
• Signature, name√1
• Information about meeting√½ and reasons. √½

F =       06 marks

C =       02 marks

The first conflict.

• Akoko’s low rate of reproduction attracts attention of her√1 mother-in-law and Otieno Kembo who demand to know why and accuse her of bewitching her son. √½

Attempts to resolve this conflict.

• Akoko goes to her maternal home. √1
• Chief Owuor Kembo assembles the council of Jodongo who resolve the issue. √1

The second conflict

• Chief Owuor Kembo dies and as tradition demands, Otieno Kembo takes over leadership since heir to the seat is still young. √1
• Otieno Kembo uses his position as a chief to oppress Akoko and even attempts to grab her wealth.√1

Attempts to resolve the conflict.

• Akoko sets for an epic journey to Kisuma to seek justice from the Provincial administration. √½
• The provincial administration in liaison with the council of Jodongo confiscates stool of leadership√1 from Otieno Kembo.

Language accuracy (4 marks)

A – 04 marks

B – 03 marks

C – 02 marks

D – 01 marks

• Conflicts (c) –           04 marks
• Attempts to resolve conflicts –           04 marks
• Language and Tone –           04 marks

Total                                              –           12 marks

Use the acronym                 C          –           04 marks

A         –           04 marks

L          –           04 marks

T          –           12 marks

• word Penalize for – punctuation / spelling by awarding zero (0) mark.
• (a) (i)    clear his / her throat.

(ii)   clap his / her hands.

(iii)  sing a relevant song.

(iv)  Use an appropriate proverb.            (consider any three relevant illustrations)                      (1 x 3 each)

• Looking out through the window.
• Looking at their watches.
• Exchanging notes.
• Day-dreaming.
• Lack of eye contact. (consider any three illustrations)                                   (1 x 3 each)
• You say them with appropriate facial expression, hand gesture accompanies by a falling intonation to indicate surety.
• Ulimi hauna mfupa (Kiswahili)

A tongue has no bone (English)

Consider any relevant proverb.                                                              (1 x 2 = 2mks)

• (i)       Assonance

There is i n th i s word noth i ng.

Alliteration

• It is s weeter than s
• T here is in t his world
• suggested by repetition of; “it is sweeter than.”

Consider any two illustrations.                                            (2 x 2 = 4mks)

• / i : / sweeter, sleep

/ s /- Sugar

/ D / Conquered

Nu merous                                            penalize for wrong syllable boundaries.

• Shortcomings of Orgon’s listening skills.

Expect the following:-

• Orgon is a poor listener; √2 he wants to know only of Tartuffe. √2
• He has misplaced√1 sympathy – he does not feel sympathy for √2 his daughters.

Expect full illustrations.

Kakamega High School 2021

PAPER 1:  FUNCTIONAL SKILLS

• Imagine you had some guests from Sweden who visited you to celebrate your birthday. They enjoyed the special meal that you had prepared for them. One of them has requested for the recipe.  Send it by e-mail.                                                                                                                                      (20mks)

The broadened freedom of speech bestowed upon  people ————————— the rise of social media  platforms does have its merits, as many now ————————–a platform where they can ——————— their concerns about injustices within the society. ———–, everything has its good things and bad things as  ———————-.  The freedom on social media has also rendered these avenues ————————grounds for hate ——————–.  Many use it to promote their bigoted ideology.  They encourage hatred ———————— warring individuals or parties simply because they are ———————– to the views, beliefs, or behavior that differ from —————————.

Read the oral  poem below and respond to the questions that follow.

A BAREFOOT BOY

A barefoot boy!  I mark him at his play…

For May is here once more, and so is he,…

His dusty trousers, rolled half to the knee,

And his bare ankles grimy, too, as they:

Cross- hatchings of the nettle, in array

Of feverish stripes, hint vividly to me

Of woody pathways winding endlessly

Along the creek, where even yesterday

He plunged his shrinking body – gasped and shook

Yet called the water ‘warm’ with never lack

Of joy.  And so, half enviously I look

Upon this graceless barefoot and his track,…

His toe stubbed…, his big toe-nail knocked back

Like unto the clasp of an old pocketbook.

• Identify and illustrate two devices that make the poem musical.             (2mks)
• How would you effectively recite line 13 of this poem?             (2mks)
• Which word would you stress in line 12? Give a reason.                                                                        (2mks)
• b) One of the features in listening skills is maintaining a meaningful eye-contact with the speaker. Why do you think it is important to do so?                                                                                                        (3mks)
• c) Consider the following oral literature item.

Mi moet moet a moita (There is a wound in a calf’s stomach)

• Classify the above genre             (1mk)
• Identify and illustrate two features of sound in the above genre.             (2mks)
• Explain what is lost if the item above is translated from its original language.             (2mks)
• Give one role of the above item             (1mk)
• d) Underline the silent letter(s) in the following words       (3mks)
• i) sword iv)  bouquet
• ii) debris v) victual

iv)grandmother                         vi)corps

• e) Which is the odd one out in the following groups of words based on the underlined sounds? (3mks)
• a) b ee r b are                               b ear                                           p air
• b) tou gh gira ffe dou gh                                        photogra ph
• c) h onest h onour h eifer                                       h eir
• f) For each below, provide another that is identical in pronunciation.       (4mks)
• i) clue iii) board
• ii) sole iv) tear
• e) Imagine you are the leader of a discussion group in your class. How would you ensure that the discussion is fruitful.                                                                                                                                        (5mks)
• i) by vi)        breeding
• ii) social vii)       speech

iiii) voice / air                                 viii)      between

• iv) however ix)        intolerant
• vi) well x)         theirs
• i) Alliteration ‘…. w ater ‘ w arm’ w ith ‘ /w/

‘ …. b arefoot b oy ….’   /b/

‘ …. W oody …. W inding …. ‘   / w /

Rhyme                   –     The following rhyming words contribute to the musicality of the poem.

• Play / array / they / yesterday
• He / knee/ me
• Shook / lack / look / track / back / pocketbook

Any one + illustration = 2 marks

• ii) I would use the appropriate gestures/would use my index finger to point my toe; the injured finger.

I would use an appropriate facial expression by frowning my face to show the pain suffered by the barefoot boy after stubbing.

I would stress the following content words: toe, stubbed, big, knocked.

Any one + illustration –  2 marks

iii) I would stress the words, ‘ graceless ,’  ‘ barefoot ’ and track.  They are content Öwords.

Any one stressed word  +7 reasons   – 2 marks

• It enables one to assess the concentration of the audience
• It influences their mood
• It gives the audience a positive impression about you. 3 points x 1    = 3 marks
• c) i) It is a tongue twister                                                                                                      1mk
• ii) Alliteration – ‘mi moet moet a moita ‘ /m/

Repetition – ‘…. Moet moet ..’ The phrase

‘ moet’ is repeated                                         2 features/ illustration   =  2 marks

• The sound features ( repetition and alliteration) are lost
• Originality/authenticity
• Local flavour 2 x 1  =  2 marks
• It is used for speech therapy
• It is used for entertainment
• It tests reading speed 1 x 1 = 1 mark
• i) S w ord iv)        bouque t
• ii) debri s v)         vi c tual

iii) gran d mother                                         vi)        cor ps                 ½ x 6 = 3

               N/B The candidate must underline the silent letter

heifer                                                                                                                     1 x 3  = 3 marks

• f) i) clew                                                                   iii)          bored
• ii) soul iv)          tier                        1×4 = 4 marks
• g) I would:
• be a good listener
• allow everyone to have his / her say
• allow members to take turns in speaking
• interrupt politely
• acknowledge other people’s points even if you don’t agree with them 1 x 5 = 5 marks

MARANDA SCHOOL 2021

(Functional writing, cloze test and oral skills)

• Having completed the Kenya Certificate of Secondary Education successfully, you are invited to speak at the annual county education day in your county. Unfortunately, you are to attend an interview for a scholarship to an international university the same day. Fax the speech to your former class teacher who will read it on your behalf at the event.                                                                                                       (20mks).
• Cloze Test.

Read the passage below and fill in the blanks with the most appropriate word.

The country  (1)……………benefitted greatly from reduced fuel prices in the past year (2)……………………… from favourable international market dynamics. (3)…………………. is a major production cost and when the prices go (4)..……………………, commodity prices stabilize, which is good for the economy.(5)……………………………, something untoward has been happening lately. Fuel (6)…………………………has become erratic, causing distress to motorists. According (7)…………… the Petroleum Institute of East Africa, which is the industry lobby, the intermittent supply is artificial. Some industry players are (8)………………………oil for speculation, hoping to (9)………………………………shortage and, in turn, influence the regulator, the Energy Regulatory Commission, to raise the (10)……………………………..

• Oral Skills

a). For each of the following words, write another that is pronounced the same as the one given.         (4mks).

i).   Miner         ……………………………

ii).  Suite          ……………………………

iii). Throws       ……………………………

iv).  Flew          ……………………………

b). Identify the silent letters in each of the following words.                                                                 (3mks).

            i).Soften           …………………….

ii).  Corps         …………………….

iii). Exhaust      ……………………..

c). Indicate the correct intonation for the following sentences.                                                        (3mks).

            i).    Can I take you home?

ii).   How did she travel to Nairobi?

iii). I have been working very hard for the coming examination.

d). Pick the odd one out in the pronunciation of the following words in each group, with reference to the letters in bold.                                                                                                                                      (4mks).

• i) mo tio n, vi su al, pa ssi on, ma ch ete                …………………………..

ii).  H oo k, f oo d, w ou ld, t oo                                ………………………….

iii). a x e, x enon, ta x , ma x imum              ………………………….

iv). Ch arade , ch urch, ch auffeur, ch asis  ………………………….

e).  (i)    A local television station is holding interviews for the position of a news anchor. You are invited to attend

the interview. Explain three things you would do to ensure you are well prepared for the interview.                                                                                                                                                               (3mks).

(ii). Unfortunately, you fail to secure the job. What could you have done wrong during the interview that led    to this failure?                                                                                                        (3mks).

e). Read the genre below and answer the questions that follow.

‘Slipperiness knows no king.’

i).    Classify the above genre                                                                                              (1mk).

ii).   What is the most appropriate audience for the above genre.                                                      (1mk).

iii).  What would be lost if the above genre is translated into another language.                    (1mk).

f).   Read the telephone conversation below and answer the questions that follow.

Francis :     Hello, is that Chileka International Airport?

Edith :        (Picking the phone) The mushrooms are 500 kwacha per kilogram.

Hello, is anybody on this line?

Francis :     Hello, is that Chileka International airport?

Edith :        What do you want?

Francis :     Please confirm for me whether I called the right place, Chileka International Airport?

Edith :        (Frowning) Which other airport shares a similar phone number as this?

Francis :     May I then speak to the Managing Director?

Edith:         I don’t mind a baby…. (on phone), what did you say ?Oh, the Managing Director can’t talk to you.

Francis :     Can I then leave a message which you can pass to him?

Edith:         Why can’t you call him on his personal line… (away from the receiver) serve me a cup, tea tastes better when hot.

Francis:      (Surprised) Hello, excuse me madam, I am Francis Chumachamara and am requesting to talk to the Managing Director over an important matter concerning one of your employees…

Edith:         I told you the Managing Director is not in (hangs up).

i).   Explain four things that make Edith an ineffective communicator.                                 (4mks).

ii). Explain three things that one should observe if they are to communicate effectively over the phone.

MARANDA HIGH SCHOOL

Paper 1 Marking Scheme.

(functional writing, cloze test and oral skills).

Sample format of the fax.

To: Elimu High School   (1mk)

Fax No : 254-037335                 (1mk)

Number of pages : 2                  (1/2 mk)

Attention : Mr. Otieno Otieno (1mk)

From : Mwangi Matu                 (1mk)

Date: 25 th March, 2021. (1/2 mk)

Subject/Title: A speech on … (1mk)

Introduction           2mks.

Introduction must list the names of the guests present at the event in order of seniority.

A catchy/interesting  remark in the introduction e.g an anecdote.

Body                      6mks

Points presented in a logical manner

Statistics could be given

Conclusion 2mks

Must be a strong conclusion

Language and Tone 4mks

a). For each of the following words, write another that is pronounced the same as the one given. (4mks).

i).  Miner          minor

ii). Suite           sweet

iii). Throws       throes

iv). Flew           flu/flue

b). Identify the silent letters in each of the following words.                                   (3mks).

            i).Sof t en

ii).  Cor p s

iii). Ex h aust

c). Indicate the correct intonation for the following sentences.                    (3mks).

            i).         Can I take you home?

Rising intonation

ii).        How did she travel to Nairobi?

Falling intonation

iii).       I have been working very hard for the coming examination.

d).                                                                                      (4mks).

• i) mo tio n, vi su al, pa ssi on, ma ch ete           Visual

ii).        H oo k, f oo d, w ou ld, t oo                          would

iii).       a x e, x enon, ta x , ma x imum                    xenon

iv).       Ch arade , ch urch, ch auffeur, ch asis        Church

e). (i)    You should do some research on the television station; this will give you an idea of what to expect at the interview.

• Role play the interview with a friend.
• Ensure that you carry all your documents.
• Prepare some questions that you may ask the panel in case you are given an opportunity.
• Take care of your appearance and grooming.
• Arrive at the venue of the interview in good time.
• Switch off your mobile phone and any other gadget that may cause distractions .

(ii). Unfortunately, you fail to make it for the job. What could you have done wrong during the interview that

led to this failure?                                                                                                               (3mks).

• You may have failed to maintain appropriate eye contact with the interviewer(s).
• You may have sat before being ushered to do so.
• You may have argued with the interviewer(s).
• You may have taken a posture that indicated overconfidence or arrogance making you appear proud and rebellious
• You may have answered questions without really thinking about what you were required to do.

i). Classify the above genre (1mk).

Political proverb.

ii). What is the most appropriate audience for the above genre. (1mk).

People in positions of leadership.

iii). What would be lost if the above genre is translated into another language. (1mk).

The sound pattern such as alliteration

i).   Explain four things that make Edith an ineffective communicator.(4mks).

• Edith is rude, she asks ‘what do you want’
• She is not a keen listener, picks up the phone but goes on talking with someone else.
• She is impatient, hangs up before Francis finishes talking.
• She does not introduce herself or even the organization she works for.

Any other relevant answer. 4×1= 4mks

ii). Explain three things that one should observe if they are to communicate effectively over the phone. (3mks).

• Use polite language.
• One should introduce his/herself
• Greetings, help in creating rapport
• Be keen so as to get the details of the message by the other person. Any other relevant 3×1=3mks

GATUNDU SOUTH FORM 4 EVALUATION EXAMINATION 2021

(Functional skills)

• The day Governor Abashwili was beheaded.
• The day you arrived at your brother’s place, Lavrenti, in the Northern Mountain.
• The day your fiancé, Simon Shashava, came in search of you once the war is over.

Email the journal to one of the late Governor’s servants known as Maro; with whom you would  like to share your experiences. Copy the email to the cook who later decides to attend your trial in Nuka. You have nicknamed her Maisha.                                                                                                                                         (20 marks)

• As Kenya celebrates two years f devolution, today is a moment of serious __1_____________ and of sharing information on the achievement reached in the __2___________________ of county policies, the challenges _3_______________________ National values and principles of governance. Kenya is _4________________ with the implementation of constitution that has been __5_______________ globally as one of the most __6_____________________ constitutions in Africa.

However, we have witnessed attempts to __7_________________ back the cloth through enactment of National legislation __8________________ tends to recentralize and claw back some devolved functions going __9________________ the spin of constitution. The _10_____________________ for devolution was all about devolving exercise of state power and resources.

• (a) Read the following oral poem and answer the questions that follow.

She was gone by and by

The lights sprang up again

The wind whirled in full sight

Of the fantastic fairy palace over the arches

near – little felt amid the jarring

of the machinery and scarcely heard

above its crash and rattle

silver and gold she searched.

• How is rhythm achieved in the oral poem?       (3 marks)
• How would you say the idiophone in the poem?       (3 marks)

(b) Provide another word that is identical in pronunciation as the words in boldface in the sentences below.                                                                                                                                                           (6 marks)

• Why did the idlebrida l party groan ?
• The beercaught the whale

( c)             Underline the syllable you would stress in the words in bold face in the following sentences.

• Did the suspect suspect the policemen had been bribed?
• Why did the workers refuse to collect the refuse ?
• The government has invented new means of transport to transport
• The government is not content with the content of the letter.
• Are you fit to contest for the marathon contest ?

(d) You are invited by a neighbouring school to debate on the motion ‘Gender balance in the parliament is paramount’. As the secretary of the Debating club in your school you are elected with a few other members to represent the club.

Explain what you would do to make your presentation successful.                                             (6 marks)

(e)             Read the following conversation and answer the questions that follow.

A dormitory captain reports a theft case to the dormitory master. The captain is accompanied by the suspect to the office.

• Cite incidents of lack of etiquette in the above conversation.                   (3 marks)
• How should have Morris interrupted politely?                   (2 marks)

GATUNDU SOUTH FORM 4 2014 EVALUATION  2021

101/1 ENGLISH  PAPER I

I would like to share my most memorable experiences especially about that horrifying day of a coup.

I reminiscence the gloomy day of the execution of our Governor Abashwili. A day of fantastic and horrific memories. Simon Shashava my love betrothed me; he hang a beautiful chin around my neck. Reluctantly we parted. Simon promised to come to me after the war.

Oh! Horrible memories I nurse; Georgi beheaded. The egocentric wife and mother Natella Ambaswili abandoned her innocent child Michael. The brute is only concerned about her clothes and boots to match. She escaped to save her dear life. Overwhelmed by humane, feeling I had to guard little Michael. With much persuasion did my fellow servants urge me to escape. The fat prince with drunken ironshirts did carry Georgi’s head on a lance; with a nail the soldier fastened the head on the wall by its hair. The sight was horrific. In dilemma I stood still, torn between my love for Michael and for my life. I heard or I thought the child called to me. Full of compassion, I sat down waiting, watching hoping someone should come for the child.  At the break of dawn, I picked the child as stolen goods and I crept away.

Seven days I trudged with Michael a sweet load on my back across the glacier in the Northern Mountain. Exhausted, I arrived at my brother’s house, Lavrenti Vashnadze I hoped he would arise and embrace me. How disillusioned I became. A cold reception I received, what a mean, eccentric wife Aniko is! The puritanical, insensitive sister-in-law viewed me like I had the plague. Scared I had scarlet fever, worse still a contagious disease. Tuberculosis superciliously calling out to a servant to mind the cake. Like a police officer she interrogated me. Concerning my husband. The henpecked Laverenti fearful, lied to her that my husband is coming to a farm after the war. I was going to wait for him I longed to sit and eat but this was an illusion. I placed Michael in Lavrenti’s hand. Oh! Brother, only promised a bed after supper. My goodness! I collapsed.

As I sat by the stream washing linen long after Lavrenti forcefully married me off to Jussup. Almost forgetting my frustrations I laughed as Michael and other kids enacted the Head-off Game. He, like his father, Georgi, outwits other kids. I am elated to see Simon, he is thrilled. What a reunion. Sadly, I explained I had changed my name: Simon could not understand that nothing stood between us, yet there was something. He saw the cap on the grass and wondered whether I got a baby. Hastily, he concluded, the wife need not say no more.  Frustrated, he demanded his cross. Angrily he said “Better still throw it in the stream,: I pleaded desperately, passionately, the child is not mine,” What a day, I stood aghast. Two ironshirts had abducted Michael. In a moment call Simon. My! He is gone.

Determined to fight for the child, I had adopted and brought up and nurtured, I risked my life. I boldly followed the ironshirts to the city. What a day!

Love                         ( ½ mark)

Grusha                      ( ½ mark)

Format                   (5 marks)

Introduction:          (1 mark)

Body/content          (3 x 3 = 9 marks)

Language               (01 – 05 marks)

NB/ Consistency of punctuation in the e-mail should be maintained.

• implementation
• grappling, struggling
• progressive
• a) How is rhythm achieved in the oral poem?                      (3 marks)
• Punctuation: Use of commas and hyphen (1 mark)
• Assonance: Sprang, again   (1 mark)
• Consonance: Wind, whirled (1 mark)
• Alliteration: Whirled, whale (1 mark)                                  (Any 3 pnts)

(ii)   How would you say the ideophone in the poem?

With a falling intonation.                                                          (1 mark)

Enunciate the carefully and deliberately stress on crash and rattle because they are content words. (1 mark)

Use appropriate gestures, for example, bringing the hands together to demonstrate the words crash,and rattle.

(b) (i)         idol

wail, wale                                                                                           (6 marks)

(c)  (i)    Did the sus pect sus pect that the policemen had been bribed?

(ii)   Why did the workers re fuse to collect the re fuse?

(iii)  The government has invented new means of trans port to trans port the goods.

(iv)  The governor is not con tent with the con tent of the letter council members.

(v)   Are you physically fit to con test for a gold medal in the next marathon con test?

(d)  (i)   Preparation

• a) Thorough research:
• I would research on all the information and facts about the motion.
• Find out points/facts about the opponents side in anticipation of their argument.
• Prepare a comprehensive outline as a point of reference during my presentation.
• b) Mastery of content:

I would take full command of the presentation by mastering the points in order to enhance confidence,

credibility and be trustworthiness.

I would rehearse in front of a mirror or before a   friend to ensure I correct any noticeable errors.

I would do some physical exercises before the debate to release nervousness.

(ii) Delivery: During the delivery of my points, I would use both verbal and non verbal cues.

• Tonal variation to avoid boring monotone.
• Voice perfection/audibility to ensure everyone captures my argument
• Appropriate facial expressions
• Apply pregnant pauses stressing emphatically on new information and pause after every utterance to make the debate exciting to listen to.
• Employ proper enunciation of every word.
• Proper grooming: be smart/presentable.
• Adopt appropriate body posture i.e. relaxed and natural body posture.
• Establish eye contact with individual members especially those on the opponent side.
• Employ appropriate gesture.
• Conviction/passion

I will present my points with passion or conviction to demonstrate that I sincerely believe in my

• Time management: ensure I manage the time allocated efficiently.
• Be courteous

Ensure I appeal to participants and my opponents by using polite language.

Avoid offensive argument or bias against any gender.

• Making concessions

I will recognize points of merit firm my opponents’ side and make concessions but still holding onto my points of argument intelligently.

(e) (i)  Cite incidents of lack of etiquette.                            (2 marks)

• i)  Morris interrupts rudely when John is explaining himself to the teacher.
• ii)  Morris refuses to pay attention and sneers

iii) Morris shouts and bangs at the teacher’s table.

• iv) Morris fails to use courteous language: He tells John to shut up.
• v) Morris glares at the teacher (any 3 points)
• ii) How should have Morris interrupted politely? (2 marks)
• i) Morris should have excused himself: “Excuse me”
• ii) He should have signaled John by smiling at him.

iii) He should have allowed John to complete his statement instead of shouting and banging the

teacher’s table.                                                                                           (Any 2 points)

KIRINYAGA CENTRAL SUB-COUNTY JOINT EXAMINATION – 2021

Kenya Certificate of Secondary Education                                                    

101/1                                                                                             

(FUNCTIONAL SKILLS)                                                

JULY/AUGUST, 2021      

• FUNCTIONAL WRITING :
• The performance of the Business Studies as a subject has been declining in the KCSE examination, in your district for last four years.  Imagine you are the patron of the Commerce and Business Studies club in your school and is concerned about the decline in the performance.  Design a questionnaire that you would use to gather the information you require to tackle the problem.                                                                                 (12 marks)
• Your club has come up with a school magazine that is designed to help boost students’ performance in the above subject. Advertise the magazine.                                                                                           (8 marks)
• CLOZE TEST :

Fill in each of the blank spaces in the passage below with the most appropriate word.               (10 marks)

We all have certain goals in life.  Goals vary among people.  For someone, a goal would be to get (1)______________ of debt, while for another person it would be to (2) ________________ a house, while for someone else; it could be a (3) ______________ in an exotic location. (4) ______________ , a bad goal can sap your energy and distract you ( 5) _________________ making progress.  A good goal, on the other hand, can provide the clarity and motivation you need to (6) _____________ your dreams. (7) ______________ , people confuse a goal (8) _______________ a wish.  A goal is (9) ______________ from a wish.  For example, you may want to be a rich person; this is a wish and not a goal.  A goal has to be realistic, measurable and has to be (10) ________________ within a specific time frame.

• (a) Read the poem below and then answer the questions that follow .

DOES IT MATTER?

Does it matter? Losing your legs? ……………..

For people will always be kind,

And you need not show that you mind

When the others come in after hunting

To gobble their muffins and eggs.

Does it matter? – losing your sight? …………..

There is such splendid work for the blind;

And people will always be kind,

And sit on the terrace remembering

And turning your face to the light.

Does it matter? – those dreams from the pit? ………..

You can drink and forget and be glad,

And people won’t say that you are mad,

For they will know you’ve fought for your country.

And no one will worry a bit.

(i)   Write the rhyme scheme of the poem.                                                                                 (2 marks)

(ii)  How has rhythm been achieved in the poem?                                                                      (3 marks)

• Which lines would you stress most if you were to say this poem aloud and why? (3 marks)

(b)  In the following sets of words identify the underlined speech sound that is odd.                   (4 marks)

(i)         G ene, J udge, J une, G ore                       __________________________________

(ii)        Ex hort, Ex ist, Ex ile, Ex hibit      _________________________________

(iii)       J oy, J ust, G aoler, G ate              __________________________________

(iv)       A mbush, A mass, A moeba, A maze ________________________________

• You are chosen by your school to represent them in inter-schools public speaking. Explain how you will prepare to win their confidence in you and bring home a winning trophy for the school.                    (6 marks)
• If you went out to research without an audio-visual device, what aspects of performance might you miss when collecting an oral literature material?                                                 (4 marks)
• Read the following telephone conversation between Pato and the secretary, and then answer the questions that come after it.

PATO:              I am and want to speak with the manager.

SECRETARY: Why? What do you want with him?

PATO:              That is none of your business.  I want to speak with the manager now.

SECRETARY: He is not in.  Say what you wanted and I will tell him.

PATO:              Why are you wasting my time? Tell him to call me.

SECRETARY: How will he reach you? What is your telephone……..

(phone is disconnected).

(i)   Identify any four instances of lack of telephone conversation etiquette.                                (4 marks)

• Observing proper telephone etiquette. Rewrite the telephone conversation between Pato and the secretary.                                                                                                                                              (4 marks)

KIRINYAGA CENTRAL SUB-COUNTY JOINT EXAMINATIONS 2021

• (a) Heading e.g. QUESTIONNAIRE ON THE PERFORMANCE OF BUSINESS STUDIES IN ABC DISTRICT     (1mk)

Introduction

e.g. In the last four years, the performance of Business Studies has been declining in the KCSE examination

in ABC district. This questionnaire seeks information that will help establish the causes of the decline.  The information collected will be treated with confidentiality and will be used in the efforts to try and boost the performance of Business Studies in the District or county at large.

• Name …………………………………………………………………………………………………..(optional)
• Gender……………………………………………. Class…………………………………………………
• What category is your school? (Tick as appropriate)
• Extra-county
• District Boarding
• District Mixed Day
• Others: Specify:__________________
• What was your rank in class last term? (Tick as appropriate)
• Between 11 – 30
• Between 31 – 50
• What was your grade in Business Studies last term? (Tick as appropriate)
• Are you satisfied with the grade in (2) above?

Yes                        No

• If your answer to question (3) above is yes, what do you attribute your achievement to?
• Own initiative and hardwork
• Encouragement from your teachers
• Encouragement from your parents.
• Encouragement from guest speakers.
• If your answer to question (3) above is no, explain why you are not satisfied with your grade.

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..………….

• Does your school motivate you?

Very much                         Not quite                      Not at all

• If your school motivates you, indicate how it does by ticking the appropriate box or boxes.
• It has enough teachers for this subject.
• It invites national examiners for the subject to talk to the students.
• It provides sufficient teaching / learning materials.
• It rewards good performance.
• Any other: Specify:_____________________________________________________________
• What do you think could be done to motivate you further?

………………………………………………………………………………………………………………

THANK YOU VERY MUCH.

NB: A student must have items seeking information as to why the performance has been declining and other  seeking possible solutions to the problem.              Award 4 marks for items

3 marks for solutions                            (2 marks)

For language and presentation                                                                                                               (TOTAL – 12 MARKS)

(b)  Advertisement   (1mk)

Look out for:-

• Catchy word(s)      (1mk)
• Selling points of the product – points to counter competition from similar products. (2mks)
• Use of pictures. NB: There must be a balance between the pictures and the words.      (2mks)
• Grammar and presentation.                  (1mk)
• Border lines.      (1mk)

TOTAL – 8 MARKS

• own / build
• However (NB: must be capitalized)
• attain / achieve / realize
• Often (NB: Must be capitalized)
• achieved (attained/realized)

(i)   Rhyme pattern  ab bc a db bc d ef fg e.                                                                                (1mk)

Rhyme scheme regular rhyme scheme since it is not possible to predict where the

rhyming words would occur.                                                                                               (1mk)

(ii)  Rhythm has been achieved through:

• Repetition of phrases e.g. Does it matter?       (1mk)
• Use of sound patterns e.g. consonance

You can drink an d forget and be gla d

D oes it matter? – those d reams from the pit? ………………

Kind           legs                  sight

Mind          eggs                 light                                                                                   (1mk)

• Use of lines of equal length.                   (1mk)

(iii)  1 st line of every stanza.

Reasons:- every 1 st line has the content / idea / the point of discussion in the stanza.

– 1 st line would also be stressed to show the beginning of a new stanza e.g.

– Indicate what is being emphasized e.g.

Stanza 1 – losing your leg.

Stanza 2 – losing your sight.

Stanza 3 – the dreams from the pit.                                                                                          (3mks)

(b) (i)         Gore

(ii)        Exile

(iii)       Gate

(iv)       Ambush                                                                                                                       (4mks)

• Prior preparation to remove fear and anxiety.
• This enhances mastery of techniques, gaining confidence.
• Consult an expert (teacher) to confirm what you have done is correct.
• Use conventional formula of attracting attention e.g. clearing throat, creating rapport, smiling etc.
• Costume (school uniform) must be clean and ironed for neatness.(3 well explained points x 2 = 6 marks)
• Gestures / gesticulations.
• Use of pause and rhythm.
• Facial expressions.
• Tonal variation.
• Involvement of the audience. (any 4×1 = 4mks)
• When the Secretary asks – who is this?
• When Pato says – I want to speak …
• When the secretary asks why? What do you want with him …
• When the secretary says – say what you wanted …
• When Pato rudely disconnects the phone.             (4mks)

(ii)        SECRETARY: Hallo! This is …………..x…… company / institution, whom am I speaking to?

PATO:              I am Pato may I speak with the manager please.

SECRETARY:  Is the issue official or personal?

PATO:              It is personal.  May I speak with him now please?

SECRETARY:  I am sorry he is not in at the moment.  Will you leave a message?

PATO:              Please tell him to call me when he arrives.

SECRETARY:  How will he reach you? Please give me your telephone / cell number.

PATO:              My cell phone number is (0123456789)                                     (4mks)

KAHURO /KIHARU DISTRICT JOINT EXAMINATION – 2021

• FUNCTIONAL WRITING                                                                   (20 marks)

You are the Dean of Studies in your school.  The Principal reminds you about the bench-marking visit to Masomo Bora National School by some students and teachers.  The Principal writes you a reminder.  The bench-marking is expected to take three days.

• Write the reminder that the Principal might have written to you.                        (12 marks)
• Prepare a diary for the three days.                        (8 marks)

      Fill in the blank spaces, with the most appropriate word .

Poaching is increasingly (1) __________________ a menace, not just in Kenya, (2) ____________  also in other parts of the continent, (3) _____________  a grave danger to the survival of various animals species, particularly the elephant. Whereas there have been (4) _______________ to raise awareness about the danger posed by the menace, not enough has been done to (5) ____________ it out and punish offenders.As it is, poaching is becoming a crisis, threatening species like elephants, which are hunted (6) _______________ their ivory, rhinos which are targeted because of their horns and other game like lions.The Kenya Wildlife Service has been doing well to combat (7) _______________ but it appears that more is needed if the criminals (8) _________________ to be stopped. If the killers have more sophisticated weaponry, then KWS must (9) _______________  its game or call (10) _______________ the military to assist.

• Read the poem below and answer the questions that follow.

The Seed Shop

HERE in a quiet and dusty room they lie,

Faded a scrumbled stone or shifting sand,

Forlorn as ashes, shrivelled, scentless, dry–

Meadows and gardens running through my hand.

In this brown husk a dale of hawthorn dreams,

A cedar in this narrow cell is thrust

That will drink deeply of a century’s streams,

These lilies shall make summer on my dust.

Here in their safe and simple house of death,

Sealed in their shells, a million roses leap;

Here I can blow a garden with my breath,

And in my hand a forest lies asleep.

(i)   Describe the rhyme scheme of this poem.                                                                     (2 marks)

(ii)  What is the effect of rhyme in the poem?                                                                     (1 mark)

• Giving one example, show how else the poet has achieved the effect in (ii) above?        (2 marks)

(iv) Which word would you stress in the last line of stanza one and why?                                        (2 marks)

• A flea and a fly flew up in a flue.

Said the flea, “Let us fly!”

Said the fly, “Let us flee.”

So they flew through a flaw in the flue.

• Identify the genre above.                         (1 mark)
• Identify and illustrate the dominant sound pattern in the genre above.             (2 marks)
• Two friends, Mutunga and Mutiso, have a debate. Mutunga strongly feels that a man should marry more than one wife.  Mutiso, on the other hand, argues that a man should only marry one wife.  Advise them on five things they should do in order to disagree in an agreeable manner so that their conversation does not degenerate into a quarrel.                                                                                                  (5 marks)

(d) For each of these two words, make two sentences of each to bring out the difference in their meaning .                                                                                                                                                  (4 marks)

(e) Provide a word that is pronounced the same way for each of the words below.                            (5 marks)

(i)   Bean: _______________________________________________________

• Lichen:______________________________________________________
• Kernel:______________________________________________________
• Mere:_______________________________________________________
• Cue:________________________________________________________

(f)  You are invited as a motivational speaker to give a talk to a group of people.

• State three factors about the audience that you must consider before giving the speech. (3 marks)
• State three factors the listener ought to observe in order to gain from the speech.       (3 marks)

KAHURO/KIHARU DISTRICT JOINT EXAMINATION – 2021

 ENGLISH PAPER 1

 MARKING SCHEME

(a)  Reminder

HEKIMA HIGH SCHOOLü1

TO: ü½                  THE DEANü½ OF STUDIES

FROM: ü½                        THE PRINCIPALü½

DATE: ü½             25 TH MARCH 2021ü½

SUBJECT: ü½       BENCH MARKINGü½

Please remember about our bench-markingü½ visit to Masomoü½ Bora High School starting on 1 st April 2021 to 3 rd April, 2021. ü½  kindly inform the teachersü½ and the students involved.

(Signature) ü½

Msomi Halisiü½

Principal. ü½

Tuesday, 1 st April, 2021

8.00a.m. – Departure (At least one entry – 1mk)

10.00a.m. – Arrival

10.15a.m. – 4.00 Attending lessons in classes

Wednesday, 2 nd April, 2021

8.00a.m. – 4.00p.m. – Attending lessons

4.00p.m. – 5.00p.m. – Games (at least one entry – 1mk)

Thursday, 3 rd April, 2021

8.00a.m. – 12.30pm – Lessons

2.00p.m. – 3.00p.m. – Meeting in the Assembly Hall

4.00p.m. – Departure (At least one entry)

• CLOZE TEST .
• attempts / efforts
• poachers / poaching
• in NB :       If the words are misspelled, do not award.

If the words begin with capital letter, do not award.

If there are two alternatives in a black space and one is wrong, do not award

• (a) (i)         a b a b c d c d ef ef
• Creates rhythm / good flow / musicality.
• Repetition – here

Alliteration – d rink, d eeply.

–  s afe, s imple

Sibilance – stone shifting sand.

• – meadows, ü½  gardens, ü½  running, ü½  hardü½

–  content words.

• (i) Tongue-twister

Alliteration.

(ii)  fl ea, fl y, fl ew up in a fl u. (fl)

NB: The fl sound must be underlined.

• They should respect each other’s opinion.
• Focus on win-win.
• Should observe polite language.
• Should avoid shouting at each other / calling each other names.
• Should interrupt politely. (any five)
• I will beat (verb)
• The beat of the song is rhythmical (Noun)

(ii) Produce

• The produce was adequate (Noun)
• Produce the books I gave you. (verb)

NB: Form of word should not change.

• (i)    (i)         The age group

(ii)        Gender

• Education background.

(ii)    I.          Observe eye contact with the speaker.

• Avoid distractions.
• Sit in an upright posture.
• Take brief notes.
• Observe non-verbal cues. (any three)

CENTRAL KENYA NATIONAL SCHOOLS JOINT MOCK – 2021

Kenya Certificate of Secondary Education (K.C.S.E.)

JULY/AUGUST, 2021                             

• FUNCTIONAL SKILLS.                                                                                           (20mks)

Imagine that you have just celebrated your 17 th birthday together with friends.  You served them fried rice with chicken.

(a)  Design the telephone message left to your brother on your behalf.                                       (8mks)

(b)  Write the recipe for fried rice you sent to your friend.                                                          (12mks)

• CLOZE TEST                                                                                                                   (10mks)

Fill in the blank spaces, with the most appropriate word.

Sister Stefani (1) _______________ sent to serve with other nuns at Gikondi Parish as a nurse.  She (2) ______________herself to caring for the sick.  It is said by  (3) ___________ of her contemporaries that many were the  (4) _____________ that she spent entire days (5) ________________ eating so as to serve her many patients.  Because of this loving service (6) ____________ dedication, the people  of that  (7) _____________ nicknamed her as “Nyaatha” which means “a merciful person.”

According to the document that missionaries kept in Gikondi Parish, there was an (8) ______________ of plague and Sister Stefani  (9) ________________the disease as she was treating one of her patients.  Other nuns had requested her  not to attend to the patient to avoid being (10) ______________.

• Read the poem below and then answer the questions that follow.

Thou art indeed just, Lord, if I contend

With thee; but, sir, so what I plead is just.

Why do sinners way prosper? and why must

Disappointment all I endeavour end?

Wert thou my enemy O thou my friend

How wouldst thou worse, I wonder, than thou dost

Defeat, thwart me? Oh, the sots and thralls of lust

Do spare hours more thrive than, that spend,

Sir, life upon thy cause. See, banks and breaks

Now, leavèd how thick! lacèd they are again

With fretty cherril, look, and fresh wind shakes

Them; birds build – but not I build; no, but strain,

Time’s enough, and not breed one work that wakes.

Mine, O thou lord of life, send my roots rain.

• Identify four examples of assonance in the poem.          (2mks)
• Write out and describe the rhyme scheme of the poem.                      (2mks)
• How would you perform the last line of the poem?          (2mks)
• Indicate whether the following lines in the poem would be said with a falling or rising intonation.
• Why do sinners way prosper?
• Disappointment all I endeavor end?
• Complete the following sentences by giving another word pronounced in the same way as the word underlined .                         (5mks)

Around this place you are not allowed to play the music (i) _______________.  The (ii) ___________ caused havoc to the house of our aunts .  We could not bar the children to touch the bear with (iii) ____ hands.  By six o’clock, the men who (iv) ___________ bread had not said bye to their colleagues.  The (v) ___________

is full of nonsensical statements.  They dry (vi)_________ was pounded to fine floor .

• State any three points of procedure you would follow before the actual negotiations.             (3mks)
• Explain any three negotiation skills that you would employ to ensure successful negotiations. (3mks)
• (i) Underline the stressed syllable in the words below.                                                         (3mks)

(ii)   List three non-verbal cues of communication.                                                               (3mks)

• You attend a public lecture on how to prevent cheating in exams on a very hot afternoon.

How would you ensure you pay attention despite the heat and congestion?                                (3mks)

• Underline the odd one out in each set of words according to the pronunciation of the underlined letter. (2mks)

(i)   Ch ange, ch ic, ch auvinist

(ii)  St ir , w or d, st ar

• (a) Relevant costumes.

(b)  Attractive and relevant décor

(c) Appropriate make-up e.g. facial point.

(d)  Use of drum.

• area / place / region
• abba abba     cdcdcd – Regular
• I would kneel and raise my eyes, use a low, prayerful tone to capture the essence of

prayer.                                                  (Any other appropriate verbal + non verbal cue).

• flower            (5mks)
• (i)    (i)  Book an appointment – by visiting or calling the other party – set up a meeting.

(ii) Be clear on what you want to get out of the deal by:

• Setting your minimum demands
• Your actual demands
• Your optimistic demands

(iii) Know your subject well and the order in which you present your arguments.

(ii)    (i)         Do not always take no for an answer.

(ii)        Be enthusiastic and positively believing in your product.

(iii)       Be flexible – be ready to compromise.

(iv)       Speak simply – avoid jargon.

(v)        Keep cool – observe turn-taking, no irritation etc.

(vi)       Maintain good relations – politeness and goodwill.

• (i)    Sin cere

(ii)    Bowing and curtsying

Good grooming

• Use of gestures

Facial expressions

Eye contact

Body postures                                                                                               (any 3)

• – Dress lightly.

– Sit near a window (fresh air coming in).

– Sit at the front (to avoid distractions from the back and to hear the speaker clearly).

(Any other logical answer)                                                        (3mks)

• (i) Change.

(ii)        Star

KENYA HIGH SCHOOL  INTERNAL EXAM

Kenya Certificate of Secondary Education.

OCTOBER 2021

• FUNCTIONAL COMPOSITION .(20 marks)

You are chairperson of your school’s Drama Club.  Your group has participated in the just concluded  National Drama Competition in Nakuru.

Write a report to the patron about the trip.  In your report indicate what you accomplished, the problem you experienced and what cautionary measures you would take during such trips.

• CLOZE TEST.

Read the following passage and fill in each blank space with the most appropriate word.

Moi High School Kabarak produced a superhuman performance with close to half their students getting As in KCSE 2014.  More (1) __________________ 90 per cent of their 274 students got either an A or A-, a performance which ought to be (2) ___________________ by all.

It is easy to hothouse a small group of students, but to (3) ________________ top performance across board for such a large and diverse group is beyond excellence.

I was shocked by Alliance’s performance last year, even (4) _______________ I still thought it could be equaled.  Well Kabarak, bettered the result, and they (5) ____________________ so with a large group.  Congratulations to the school, the students and the management.

It also has not (6) _____________________ my eye that Kabarak is co-educational.

How serendipitous (7) ______________________ so soon after my article on why we need co-educational schools one such institution tops the nation!

The logic (8) ______________________ the decision to segregate schools has always been spurious.  It always claims that single-sex schools perform better than co-educational facilities.  This (9) _____________ is not only wholly wrong, but also ends up hurting girls (10) _____________________ there are more national schools reserved for boys.                                           Adapted by daily nation 9th March, 2021

• (a) Read the poem below and answer the questions that follow; –

When my love swears that she is made of truth,

I do believe her, though I know she lies.

That she might think me some untutored youth,

Unlearned in the world’s false subleties.

Thus vainly thinking that she thinks me young,

Although she knows my days are past the best.

Simply I credit her false speaking tongue

On both sides thus is simple truth suppressed.

But wherefore says shes not unjust?

And wherefore says not I that I am old?

O love’s best habit is seeming trust,

And age in love loves not to have years told.

Therefore I lie with her, and she with me,

And in our faults by lies we flattered be.

(i)  Identify and illustrate the sound patterns in the poem.                                                               (6 marks)

(ii)  Explain and illustrate the rhyme scheme in the poem.                                                               (2 marks)

(ii)  “Therefore i lie with her, and she with me.  And in our faults by lies we flattered be.”  Identify and explain the pun.                                                                                                                                         (2 marks)

(b)  In the following groups of words one of the bolded sounds is different from the rest, underline theword.                                                                                                                                                           (5 marks)

• co mfort                        co mmunion                  co mpare                       co nfess
• s a w                  s or t                              h o t                               c au ght
• f ai r                   h e re                              app ea r                          b ee r
• p oo l                  p oo r                             ins u re                           p u re
• en si gn              a ssi gn                           con si gn                         re si gn (c)  When you are having a conversation with a friend, how would you know that it is your turn to speak?  (3 marks)

(d)  You are attending an English symposium for all students in your sub-county.  When a student from your school takes the pondium, you notice that she/he is afraid.  Give three indicators of ear that would be

exhibited by that student and suggest how those could be overcomed.                                                    (6 marks)

Oral skills

(e)  The following conversation is between you and the manager of the company to which you have applied for employment.  Fill the missing blanks with the appropriate responses.                                                (6 marks)

MANAGER:           Ah good morning, Mrs. Matiang’i.

YOU:                     __________________________________________________________          (1 mark)

MANAGER:           Of course you’ve applied for a position in the company.  Do sit down and please tell me about

your education.

YOU:                     ___________________________________________________________  (1 mark)

MANAGER:           How did you perform in college in academic and extra curricular activities?

YOU:                     ___________________________________________________________ (1 mark)

MANAGER:           I see.  Why did you not advance your academic further?

MANAGER:           Did you have any particular reason for applying to us?

MANAGER:           Okey, that will be enough for now.  We will contact you.

YOU:                     ____________________________________________________________      (1 mark)

KENYA HIGH SCHOOL  INTERNAL EXAM

FORM FOUR MARKING SCHEME

• Functional Skills.

Point of interpretation .

Functional composition marked out of 20 mks.

Must be report.

Report layout. 2 mks

Report tone of language (formal, passive voice) 2 mks

Grammar (Tenses, punctuation, agreement) 2 mks

The report must address the following;

Introduction : Purpose and preparation of visit /

reason for writing a report. 2 mks

Body : Activities you participated in  and your

experiences.

Achievement of the trip.

Problems encountered

Precautions to be put in place

Conclusion : Recommendations.

Signing off 1 mk

• Cloze test.

(i)   Alliteration: Thus, Thinking, That   – line 5

Rhythm: Created by the regular beat.

Monosyllabic and bisyllabic wards.

Monosyllabic : Thus that she-   line 6

Bisyllabic : Vainly, thinking   –  Line 5                          any three illustrated points – 6 mks

(ii)  Regular scheme – ab ab cd cd ag dg hh

(iii) Lie to sleep.

Lie to cheat

(b) 1. comfort

• When a speaker asks a question.
• When the friend/speaker pauses.
• When the speaker uses a rising / falling intonation to indicate they have finished talking.
• When the friend uses fillers such as: You know… You see.
• When the speaker hits that you may add something to his suggestions 3 mks
• Trembling hands.
• Beads of sweat of the forehead.
• Stammering and trembling lips.
• Avoiding eye contact with audience.
• Shaky paper or the reading material he/she is holding. 6 mks

(II)       How to overcome.

• Taking a deep breath before presentation.
• Mastering the content.
• Organising the presentation / points in a logical manner.
• Looking over the audience instead of looking at them directly.
• Reheasing well before the presentation with a friend or in front of a mirror.
• You: Give name and state the job applied for.
• You: Education levels in primary and secondary grades.
• You: College area of study and attained (grades)
• You: Reason for not proceeding. e.g need to practice skill acquired before furthering etc.
• You: e.g vacancy seen in an advert and was in line with your studies, etc
• You: Thanks for the time given.  Leave contact address with the secretary.

KIRINYAGA WEST SUB-COUNTY EFFECTIVE ‘40’  examination. Form 4 exam -2021

kenya certificate of secondary education

(F unctional skills)

 JULY / AUGUST 2021

• FUNCTIONAL WRITING                                                                               (20 mks)
• Your elder sister who lives in Mombasa is organizing a get together and has invited you to stay in her house for four days. She is required to prepare a dish for six guests.

(a)  Email her a recipe of your favourite dish.                                                                             (14 mks)

(b)  Prepare a packing list of the personal items you will need for the vist.                                  (6 mks)

• CLOZE TEST                                                                                                                   (10 mks)

Fill in each of the blank spaces in the passage below with the most appropriate word

Samuel Wanjiru, the (1) ________________ olympic champion, could not have died from falling  (2) _____________ the balcony, a pathologist has (3) ________________.

(4) ________________ in a court inquest into the (5) ________________ of the former athlete, former chief pathologist Dr. Moses Njue said he was told that the (6) ________________ Wanjiru would occasionally jump off the same (7) ______________,  and that he could not have died from the same.

Dr. Njue told the court that Wanjiru died from an “Independent” hit at the back (8) _______________ his head.

Njue referred to a postmortern he conducted on May 27, 2011 (9) _________________ with Government Pathologist Dr. Johannesen Oduor, Dr. Emily Rogena for Wanjiru’s mother and Dr. Peter Ndegwa who was representing  Wanjiru’s (10) ________________ Trizah Njeri.

He told the court that Wanjiru, being an athlete, fell over the balcony “like a cat” facing foward.

(a)  Read the poem below and then answer the questions that follow

He clasps the crag, with crooked hands,

close to the sun in lonely hands

Rung’d with the azure world, he stands.

The wrinkled sea beneath him crawls,

He watches from his mountain walls

And like a thunderbolt he falls

(i)   Identify and illustrate two mnemonic effects (sound devices) in the poem                            (4 mks)

(ii) What has the poet achieved by use of the patterns above                                                                  (1 mk)

(iii) Which words would you stress in the last line and why?                                                                  (2 mks)

(iv) What gesture would you use while reciting line 1 of the poem?                                           (1 mk)

(v) Imagine you are perfoming this poem to learners who are visually impaired (blind). Explain two ways                      in which you would ensure that they get the message effectively.                                  (2 mks)

(b)  Classify the words below according to the sounds indicated below                                              (4 mks)

seal , mirage, key s, portion, ratio, axe, pleasure, daze

/s/               /z/              /  /                      /   /

(c)  For each of the following letters, provide a word in which the letter is silent                                           (3 mks)

(i)         r ___________________________________________________________________

(ii)        h __________________________________________________________________

(iii)       t __________________________________________________________________

(d)  Study the genre below and answer the questions that follows:

A counsellor wanted to teach her students about self esteem, so she asked anyone who thought they were stupid to stand up. One student  stood up and the counsellor was suprised. She didn’t think anyone would stand up so she asked him, “why did you stand up?”

He answered, “I didn’t want to leave you standing up alone”

(i)   Classify the genre above                                                                                                      (1mk)

(ii) State two functions of the genre above                                                                                (2 mks)

(iii) State and illustrate two characteristics of the genre                                                              (2 mks)

(e)  You are giving a talk on the dangers of HIV/AIDs pandemic to a group of young people. Your talk centres around loss of relatives and friends, orphaned children and the general impoverishment of  your village. Describe any two possible ways of ending the talk and explain the advantages of each one of them                         (2 mks)

(f)  Read the conversation below between two students from Masomo Mazuri High School and then answer the question that follows:

WAKONYO:    (Shortly after attending an English symposium)

Good morning, Kebu. How are you fairing on with your academic work?

KEBU :            Good morning. I don’t even wish to talk about my performance. I didn’t get the score                                                I had promised.

WAKONYO:    Come on, Kebu, you are taking your failure too much to heat. I know it is a great                                                        disapointment to score a grade below what you expected in the pre-mocks and I                                                      sympathise with you but you must not allow it to make you so unhappy.

KEBU:             (Looks sullen) It is all very well for a lucky lass like you, Wakonyo. You have                                                           passed and you would not feel cheerful if you were in my place.

WAKONYO:    (Leaning forward) I know, but you must pull yourself together, and wake your                                                           mind up. you will pass next time. Remember the old saying, “If you dont suceed,  try, try, try

KEBU:             I think the other version of the saying has more sense to it. “ If at first you don’t succeed, quit,

quit, quit at once!

WAKONYO:    (Nodding her head encouragingly) Mm……………….

KEBU:             I should just give up

WAKONYO:    Oh nonsense! You’ll never do anything if you don’t persevere. Now why do you        think you

KEBU:             Last term had been very challenging for me. I was down with malaria for three weeks and I

could not prepare properly.

WAKONYO:    Well, you did have bad luck, I am sorry. But I am sure you  will do well in the mocks and

National Exams, so you must make your mind to win through

KEBU:             I wish I had your will power. Still, I will take your advice and put more effort.

WAKONYO:  That’s the way forward! And Iam sure you will register a better grade next time.

(i)        Identify and explain three strengths in Wakonyo’s speaking and listening skills   (6mks)

KIRINYAGA WEST SUB-COUNTY EFFECTIVE ‘40’ examination           

JULY/ AUGUST 2021

101/1ENGLISH                

marking scheme

• a) Functional Writing
• A recipe sent through an e-mail
• Expect the format of an e-mail
• The student should use subject for the title of the body instead of RE/REF
• Must have the subheadings:
• ingredients (1 mk)
• The e-mail must have the address of the sender ( 1mk)
• Must have the address of the receiver (1 mk)
• Must have a date (1 mk)
• Must have a subject (1 mk)
• The email must be from the writer (you) and to your sister             (1mk)
• It must be a dish not a snack (1 mk)
• The dish must be for five people (1 mk)
• The steps in the method must be written in point form and numbered (1 mk)
• Must use imperative language (1 mk)

Total = 10 mks

– No capitals

– No spacing in the e-mail address otherwise, don’t award

Signing off:

Language = 4 mks

Total = 14 mks

• b) Packing list
• A heading – A PACKING LIST FOR ……………        ( 1 mk)
• At least 6 items                                                        @ 1/2 mk (1/2 X 6)   =  (3 mks)
• Quantity indicated for number                                 (1 mk)
• Description (i.e clothing beddings, toiletries)                        (1 mk)

Total = (6mks)

NB: Can be tabulated e.g

A PACKING LIST FOR……………………………….

No.             Item     Quantity           Description

• CLOZE TEST (10mks)

NB : All the answers except number 4 must begin in the lower case

• wrong spelling = 0 mark
• should only be one word, if not award 0

(a)  (i)         Alliteration – c lasps c rag c rooked

onamatopoea – thunderbolt

rhyme – hands -stands

– clawls – walls

(ii)        Gives musicality of the poem, making it memorable and enjoyable

(iii)       Thunderbolt – This is because it captures the  meaning of the line and vividly captures the strength of

(iv)       I would fold my hand into a fist to vividly show how     the eagle flies

(v)        Being audible/voice protection

• Pronounciation/ Articulation of words correctly
• stress important words

(b)  /S/        /Z/        /  /                   /  /

seal      keys     ratio                 mirage

axe       daze     portion             pleasure

(c)  r – cart

h – white

t – depot

(d) (i)         It is a joke

(ii)        Functions         socialization

Entertainment

Learning/educational

• It is humorons
• It is funny
• It is entertaining
• It is hilarious

(e)  When ending the speech, ensure that you leave the       audience either laughing and applauding or quiet and

thoughtful. This can be achieved through:

• A short but touching story – Refer to the introduction. You can complete a story or anecdote you used to  introduce the speech.
• End with a quotation
• End with a proverb. Proverbs are sayings whose wisdom has stood the test of the time. Ending with a proverb is quiete effective
• End with a dramatic statement. This might take the form of a sensational revelation about HIV/AIDS
• If you started with a startling statistic, you could conclude with yet another startling statistic to complement the first one
• Listens attentively to Kebu without interupting
• Puts herself in Kebu’s shoes and tries to understand his position
• Tries to lessen the tension by lowering Kebu’s anger
• Uses polite language……… “ I am sorry ………”
• Emphathizes with Kebu …….. “ Iam sorry …….”
• Assures her all will be well ……… Iam sure you will register a better grade next time”.

KURIA EAST SUB-COUNTY JOINT EXAMINATION COUNCIL 2021

(FUNCTIONAL SKILLS. CLOSE TEST, ORAL SKILLS)

JULY/AUGUST 2021

Imagine that you are the chairperson of the student’s council in your school. Your school is holding a fund raising dinner in aid of a school hall. The class is given the invitation cards to give to their parents during the midterm break. You inform your parents/ guardian but forgot to give them the card.                                     (20 mks)

• i) Write a reminder to your parents on the upcoming fund raise.                   (10 mks)
• ii) Attach the invitation card that you forgot to give them       (10 mks)

Read the passage below and complete each blank space with an appropriate word                       (10 mks)

Citizen used to  1 ____________________ that political leaders would observe the principles of good governance simply 2_______________________  they were expected to.  3_______________________

it appears most leaders on the continent have replaced integrity with reckless impunity that has

4___________________________ Africa in chaos. 5__________________________ Office are also supposed  to be 6___________________________ to the people that entrusted them with them the

7________________________________ of leading them. 8__________________________, the political elite in the continent see people as a means to an end. In many countries these days, Kenya included, politics has become the easiest way to make money. Electioneering is seen as an 9____________________ with extremely lucrative returns when campaign loyalties are 10____________________________ with appointments in the government of the day.

• Oral Skills       (30 mks)

Read the following poem then answer the question that follow.

A song in springs

O little buds all burgeoning with spring

You hold my winter in forgetfulness

Without my window lilac branches swing

Within my gate I hear a robin sing

O little laughing blooms that lift and bless!

So blow the breezes in a soft caress

Blowing my dreams upon swallow’s wing;

O little merry buds in dappled dress

You fill my heart with very wantonness-

Oh little buds all burgeoning with spring

By Thomas S. Jones Jr.

• a) Explain what makes this an oral poem       (4 mks)
• b) How has rhythm been achieved in this poem.       (3 mks)
• c) How would you perform the last two lines in this poem       (4 mks)
• d) Give another word pronounced as the following       (3 mks)
• i) Gate            __________________________________________________________________________
• ii) You __________________________________________________________________________

iii) Here ________________________________________________________________________

• e) Imagine you are performing this poem to learners who are visually impaired. Explain four ways in which you would ensure that they get the message effectively                               (3 mks)
• f) Indicate where you would place the stress mark in the following words by (/) to make them either Nouns or Verbs as shown in the brackets.                                           (5 mks)
• i) Import (Nouns)
• ii) Export (Verb)

iii) Transport                (Noun)

• iv) Object (Verb)
• v) Produce (Noun)
• g) In the following sentences, the speaker made errors, rewrite the sentences correctly replacing the under-

lined words and expressions with appropriate ones to communicate the intended meaning.         (5 mks)

• a) I am sorry to say, Sir Anthony, that my affluence over my niece is very small
• b) An usher will sew you to your sheet .
• c) He is very pineapple of eloquence.
• d) It will take a lot of public fund to bring back the abnormal .
• e) Kabito is a green grass in a green snake.
• h) You speak to a group of form ones about an issue of concern and you notice during the talk that many of them are dozing, yawning, fidgeting and silting carelessly. What would this mean to you? (3 mks)

KURIA EAST DISTRICT JOINT EXAMINATION COUNCIL

QUESTION 1 Functional skills

      (i) Write a reminder to your parents on the upcoming fund raiser                         (10 mks)

           MASOMO SECONDARY SCHOOL

           REMINDER

      TO                         : All parents of Masomo Secondary School.

      FROM                   : The Chairperson of Masomo Secondary School Students Council,

      DATE                    : 16 th July 2021

      SUBJECT              : Fund raising

Please remember that the school will be holding a fund raising dinner in aid of a school hall on Saturday 4 th September 2021 starting at 6.00pm. Kindly attend the aforementioned function to support the school in its programmes as it endeavors to provide quality education.

(signature)

Kali Richardson

Chairperson of Student’s Council

• ii) Attach the invitation card that you forgot to give the. (10 mks)

THE STEERING COMMITTEE, BOARD OF MANAGEMENT, PARENTS, TEACHERS AND STUDENTS OF MASOMO SECONDARY SCHOOL

CORDIALLY INVITE

Prof/ Dr/ Rev/ Mr/ Mrs/ Ms…………………………………………………………………

To a fundraising dinner that will be held on Saturday, 4 th September 2021

from 6.00 p.m in the school dinning hall

The guest of honor will be

Rev. Jeremiah Victor

Only photographers accredited by the management of the school are allowed to take photographs

The Board of Management

Masomo Secondary School

Tel : 072300000

Question 2 cloze test

• unfortunately
• accountable
• privilege / responsibility

(a) The presence of direct address Ö 1 such as you had my winter in forgetfulness.Ö 1

– Repetition Ö 1 the line “ O little buds all burgeoning with spring” Ö 1

(b)        – rhythm has been achieved through rhyme; Ö 1 – spring/ swing Ö 1

            – Alliteration of sounds /1/ Ö 1 in little laughing Ö 1

– Assonance of sounds / U / in buds….burgeoning

(c)- Tonal variation Ö 1 for instance I would have raised my tone on reciting the second last line but lower it on reciting the last line. Ö 1

– Use gestures. Ö 1 I could have touched my left hand side of the chest with my hand when reciting the lines. Ö 1                            (Award any other performance aspect with appropriate example)

(d)        i) gait

ii)ewe/ yew

• e) – I will vary my tone of reciting the various lines appropriately Ö 1

– I will involve the learners in recitation of some lines. Ö 1

– I will recite the poem more than once. Ö 1

– I will ensure my voice projection is good. Ö1

• f) i) ‘Import (noun) Ö 1
• ii) Ex’port (verb) Ö 1

iii)’Transport                (noun) Ö 1

• iv) Ob’ject (verb) Ö 1

v)’Produce                    (noun) Ö 1

• g) i) I am sorry to say sir Anthony, that my influence over my niece is very small Ö 1
• ii) An usher will show you your seat. Ö 1

iii) He is the very pinnacle of eloquence Ö 1

• iv) It will take a lot of public fund to bring back the abnormality. Ö 1
• v) Kabito is a green snake in a green grass. Ö 1
• h) The students are: bored Ö 1

That shows they are tired Ö 1

Your voice projection is poor.

THARAKA SOUTH SUB-COUNTY EVALUATION

      Kenya Certificate of Secondary Education (K.C.S.E)

      101/1

      ENGLISH

      (FUNCTIONAL SKILLS)

      PAPER 1  

• Imagine you are the Principal of Bahati Secondary School. Mr David Kamau, an alumini of the school has recently been recruited as a clerk in Coca- Cola Kenya Ltd and the management has requested you to give them a
• CLOZE TEST (10 marks)

Read the passage below and fill each blank spaces with the most appropriate word.

When you hear a gunshot you (1) _______ actually thank God; a bullet (2) _______ faster than the speed of sound (3) ________ chances are you would not hear a kill shot. In the middle (4) _______ untold danger the gravest enemy is not the (5) _______, but the panic that naturally grips us. Overcoming this hysteria is (6) ______ first battle. At the ring of a gunshot, lie flat on the ground and then (7) _______ listen to ascertain the (8) ______ of the shots. Looking around or even (9) ________ running and screaming makes you an easy (10) ________. Lie low as you quickly find a cover position behind a bullet – resistant surface.

• ORAL SKILLS (30 MARKS)

Horizons by Kalungi Kabuye

As I meditate

And levitate

In human state

No one can see

How the internal sea

Wells up with hope

But lets hope

Life so dear

With love so near

And closeness so close

Will bring home

The thing that we hope

Means to transform

Even the simplest digit

Into a magnified seed

Of a mustard tree

• Which words would you stress in line (i) of the poem and why?       (2 marks)
• How has rhythm been achieved in this poem?       (4 marks)
• What tone of voice would be appropriate in recitation of this poem?       (2 marks)
• How would you say the last line of this poem?       (1 mark)
• Provide a word which sounds the same as each of the following:       (4 marks)
• Indicate whether the following have a rising or falling intonation.       (3 marks)
• What a wonderful watch you have!
• Hand in your answer sheets now.
• Can I assist you?
• You are expected to address an assembly of noisy students. How would you ensure that they listen to you?                               (4 marks)
• Read the following telephone conservation and answer the questions that follow:

RECEPTIONIST:    Good morning, this is Chase Construction Company. What can I do for you?

CALLER:               What is your name and who are you in that company?

RECEPTIONIST:    I am Agnes and I am the receptionist. May I ……..

CALLER:               If so, you may not be of any help. I want to speak to the boss.

RECEPTIONIST:    Excuse me, who specifically do you want to speak to yet you have not told me your name?

CALLER:               They call me DJ Karos or Man P, the king of……

RECEPTIONIST:    Sorry for interruption DJ, you have not given the name of the officer you want to speak to.

CALLER:               Oh! It is the man who issues works.

RECEPTIONIST:    I do not understand you.

CALLER:               Come on! Do not tell me you do not know the human officer.

RECEPTIONIST:    Do you mind holding on as I put you through to the Human Resource   Officer?

CALLER:               You guys advertised works in the papers which I realized I can manage but…….

OFFICER:              Sorry sir, have you applied for the job?

CALLER:               How did you expect me to know that? Am I an angel?

OFFICER:              Sorry for inconvenience.

CALLER:               You are not sorry; give me this work right away.

• Identify ways in which telephone etiquette has been flouted in this conservation.                   (6 marks)
• How has the receptionist demonstrated effective conversational skills?       (4 marks)

THARAKA SOUTH EXAMINATION

• Should be a confidential report
• Two addresses; principal’s √ ½ and cocacola’s √ ½
• Dates after the first address √ 1
• Salutation: Dear sir/ madam √ 1
• Reference √ ½ should have the name and subject and position in question.√ ½
• First paragraph should confirm that the principals knows the subject
• Second paragraph to describe the subject dwelling mainly on the strength of the subject√ ½
• Should have a less consequential mention of one of the subject’s weaknesses.√ ½
• Should have signed off valediction
• Body ( 10 marks)
• Grammar ( 4 marks)
• assailant/ attacker
• a) I √ ½  & meditate √ ½ – they are content√ words and emphases the seriousness of thoughts going on in the

persona’s mind

• Through the use of rhyme √ 1 e.g. mediate/ levitate√ 1

-alliteration√ 1 w ells√ 1 w ith, c lose, c loseness√ 1

-Assonance √1 – s im plest d i git, √ 1

– mus t ard t ree, clo s enes s s o

            1mark for identification

            1 mark for illustration

            Mark any two 2X 2= 4 marks

• Optimstic tone√- the persona hopes that with love and closeness, the simplest digit can be transformed into a

magnified seed√ of a mustard tree                                                                                 1 x 2= 2  marks

• Falling intonation- for finality
• Slowly and deliberately√
• Use appropriate facial expressions
• Stress the content words

            Mark one verbal and one non- vebal award ½ mark each

            Total = 1 mark

• Profit√ 4 x 1

      May use arrow          rising         falling

–     start by greeting them

–     Clap or ring the bell

–      clear the throat

–      use anecdote or a joke

–      make use of appropriate gestures

–      use appropriate facial expressions

Any other relevant answer                                                                                           4 x 1= 4 marks

• -The caller does not identify/ introduce himself and when he does, he uses nicknames- “I an Dj Karos, Man P”
• The caller does not use polite language, he is rude- “how did you expect me to know that, I am an angel?”
• Proud/ bossy/ patronizing- “they call me, you may not be of any help”
• Interrupts impolitely/ rudely
• Uses a slang in a formal conversational eg works, DJ Karos
• Any relevant answer

Mark any three and should be illustrated

1 mark for identification 1 mark for illustration

No mark for identification without illustration and vice versa                                     3 x 2= 6 marks

• Identifies herself
• Use polite expression- “what can I do for you, do you mind.”
• Interrupts politely
• Exercises self control when the caller says you may not be of any help
• Connects the caller to the human resources officer
• Seeks clarification- “I do not understand you.”             4 x 1= 4 marks

LONDIANI SUB – COUNTY JOINT EXAMIANTION -2021

      101/1 ENGLISH

      (FUNCTIONAL SKILLS, CLOZE TEST AND ORAL SKILLS)

• You are the Public Health Officer of Londiani Sub-county Hospital. There is an outbreak of cholera in the sub-county. The county cabinet secretary of health has requested you together with the members of the Hospital’s public Health Committee, to carry out an investigation and present a report to her. Write a report you would present.                                                                   (20mks)
• Read the passage below and fill in each blank space with an appropriate word. (10 mks)

To rank or not rank? This is the(1)___________________that greeted the(2)____________on ranking of schools and students based on their performance in national examinations.(3)________________and cons on the decision by the government.

(4)__________________been put forth with education officials giving varied (5) __________________

(6)__________________the debate on the issue is gradually being relegated to the periphery, it is (7) _________________from being conducive. It is (8) _______________that scholars and education experts,(9)_____________should be the guiding lights  by providing enlightened(10)_____________have been conspicuous in their silence on this burning issue.                              (Saturday Nation Newspaper 4/4/2021)

• (a)Read the poem below and answer the questions that follow.

The sun spun like

a tossed coin

it whirled on the azure sky,

it clattered into the horizon,

it clicked in the slot,

and neon lights popped,

and blinked ‘time expired’

as on a parking meter.

(Oswald Mbusiyeni: mtshaki)

• Describe the rhyme scheme of the poem                   (2 marks)
• How would you say the last line of this poem       (2 marks)
• State any two onomatopoeic words in the poem.                   (2 marks)
• Identify any other sound pattern used in the poem.       (1 mark)
• State and illustrate three non-verbal cues that you would use to make the recitation of the above poem interesting.                                     (3 marks)
• You are a radio presenter with Classic FM and you are scheduled to interview the Deputy President about terrorism and piracy in Kenya.
• What preparations would you carry out before the interview.             (3 marks)
• What strategies would you employ during the interview?                                     (3 marks)

(c)  Study the proverb below.

“Haraka haraka haina Baraka.”

• Translate the proverb into English.       (1 mark)
• Comment on the various sound dynamics in the proverb.                   (2 marks)
• Explain the meaning of the proverb.       (2 marks)
• Give an example of a proverb that is similar in meaning to the one above                   (1 mark)
• Give two characteristic of proverbs.       (2 marks)
• The underlining indicates the stressed word in the sentences below. Briefly explain what each sentence means.                               (3 marks)
• Tony hit Sue today
• Tony hit sue today.
• Tony hit sue today
• In each of the following groups of words, one of the underlined is different from the rest. Identify the word with the different sound.                   (3 marks)
• C hasm C hic C hoir
• E xercise E quity E
• G igolo G enre G

LONDIANI SUB COUNTY JOINT EXAMINATION

FUNCTIONAL SKILLS 101/1

• Must be in report format. If not deduct 2AD

Format – 7 marks

Heading or title 1 mark (capitalized and underlined)

Terms of reference or introduction√ 1

Procedure √1

Findings √1

Conclusion √ 1

Recommendations √ 1

Signing off √1

Content 8 marks

• Terms of reference/ introduction

Show the pourpose of the report (1 mk)

• Procedure (2 mks)

Candidate to show how they collected the information e.g. interviewing, observation, visits, questionnaires etc

• Findings (2 mks)
• Conclusion (1 mk)

The candidate should deduce from the findings or date collected. It should not be new information.

• Recommendations (2 mks)
• The candidate should give at least two recommendations
• Should be in point form
• Language accuracy 4 marks
• Ability to communicate accurately
• Proficient use of language structures
• Appropriate punctuation
• Penalize for poor grammar (tenses, punctuations. S.V.A)
• Penalize for sentence construction, spelling mistakes etc
• Tone – must be formal
• Use of passive language (if not deduct 1AD)

–     Expect only one word per blank space

–     Alternatives where one is wrong award 0

–     Misuse of capital letters award 0

–     If spelling is wrong award 0

• Irregular rhyme scheme 1 mk                               abcdefgh √1 mk
• The line would be said slowly and softly- end of the day. √ 1 mk                                           with a falling intonation- to show finality √ 1 mk
• Popped, blinked, whirled, clattered, clicked (2 mks)
• Alliteration – sun spun

Assonance – sun spun

(any 1 x1= 1 mk)(the sound must be underlined)

Tonal variation

Dramatization

(they must illustrate where and when)                                                               Any three 1x 3 = 3 mks

• Make an appointment with the interviewee

Set the time for the interview

Inform the interviewee and listeners about the interview

Set specific objectives for the interviewee

Read and understand more on terrorism and piracy

Set the interview questions in a systematic clear manner                             (any 3x 1= 3 mks)

• Begin the interview with introduction eg personal details

Make the topic of the interview clear

Allocate appropriate time to each event that would take place

Ask specific questions of the interview

Manage the time allocated                                                                          (any 3x 1= 3 mks)

• Hurry hurry has no blessings √ 1 mk
• Alliteration haraka haina Baraka √ 1 mk

Assonance haraka haina Baraka √ 1 mk

(½ mark identification, ½ mark illustration)

• Things done in haste have little benefit

It is used in advising people against rushing into doing things without stopping to think.√ 2 mks

Used sound pattern

Have two parts- proposition and the completion

Have word images

Draws its objects and imagery fro the community or environment around that community

(any 2x 1= 2 mks)

• Tony and not anyone else hit sue
• Tony only hit sue and did nothing else to her
• Tony did not hit sue on any other day but today. (1 mark each)

MERU SUB – COUNTY FORM FOUR JOINT EXAMINATIONS -2021

      (FUNCTIONAL SKILLS, CLOZE TEST AND ORAL SKILLS) 

• FUNCTIONAL WRITING                                                                                                    (20 marks)

You are the secretary of a committee that is planning for a fundraiser for the construction of science laboratory. During the meeting two members are absent and nobody knows where they are. The meeting is also attended by the class teacher and a parent’s representative. The following issues are discussed in the meeting. Guest of honour , ways of raising funds and the students participation.

Write the minutes of the meeting.

Find each of the blanks spaces below with the most appropriate word.

In the past couple of months ,Kenya has(1)______________to deal with a swarm of security(2)_________.The knee jerk reaction of the political class as well as citizens and netizens has been to play(3)____________games. And while we are quick to apportion blame, we adopt the speed(4)___________a sloth to offer solutions.

We have become (5)____________the mediaval kingdoms(6)_________________solutions was to put someone’s head  on a platter(8)_____________it is unlikely that many people will remain with their heads intact because as a country we face myriad challenges and may will be with (9)________for years to come.

But for now, let us keep our focus on the issue of national security(10)_____________problems in this sector are structural, not individual.

• (a)ORAL SKILLS (30 marks)

Read the song below and then answer the questions that follow.

One hand cannot manage work

A threshing stick cannot thresh millet with one hand

Some hands breed hatred at eating time

Nobody hates being assisted

Let the millet be threshed.

Let it be threshed, let it be threshed.

Cut a threshing stick for me

A lazy wife

Is taken back to her parents

When the rain fails

It blames the wind

And lazy woman

Blames the threshing stick

Cut a threshing stick for me…ii

My co-wife cut me a threshing stick

You woman, owner of the occasion

Remember that work is the stomach

Take care not to starve us

The threshing sticks are resounding

Let the millet leave the threshing grounds.

• a) (i) Identify and illustrate any two sound patterns in the above song.                                                     (4 marks)

(ii)  How would you say lines 17-19 in the above song.                                                               (2 marks)

(b)  You are performing a solo verse during the country music festival .What could you do to sustain maximum attention of your audience?                                                                                                               (4 marks)

(c)  Underline the silent sounds in the following words.                                                                   (5 marks)

(d)  The chairperson of the Uwezo Fund in your sub-county has invited you to his office in connection to a loan application you had made for your local youth group. As the secretary give convincing reasons why you deserve the loan.                                                                                                                                       (6 marks)

(e)  Write two sentences using each of the given words given words to bring out the difference in meaning.(4 marks)

(f)  Rewrite the following passage changing all gender specific nouns to neutral ones.                      (5 marks)

Yesterday I took a taxi to the interview venue. On reaching the gate, I found a watchman who directed me to the room where the panel was sitting .I found several young men and women waiting to go in. A beautiful lady came and called me. In the interview room, I found the chairman and other members of the panel seated. They were all friendly except one man who kept asking me very difficult questions.

MERU FORM 4 JOINT EVALUATION 2021

• Functional writing

Must be minutes of class meeting. If not deduct 2 mks A

(i)   Format

Attendance – Present

– Absent

– In attendance

Preliminaries

Reading and confirmation of previous minutes

Business of the day

– Guest of Honour

– Ways of raising funds

– Student participation

Adjournment/closing                                                                                              Total = 8 mks

(ii) Content/body

Candidates must capture clearly the three items agenda for the day. Award 2 marks for each individual item of the agenda.                                                                                                                           2 x 3 = 6 mks

(iii) Language         4. Excellent

(iv) Tone – Formal = 2 mks

• challenges/problems
• (a) Sound patterns

(i)   Alliteration – hand – hatred

Repetition – let millet be threased

Idiophone – me – ii

Assonance – rain fails

(ii) I would use a rising intonation accompanied by a finger pointing at an imaginary woman and a

commanding voice to remind her to realize that work cannot be done with an empty stomach which will end with a falling intonation.

(b) – Maintain eye contact

– Be audible enough

– Use appropriate facial expression

– Very your tone appropriately

– Upright posture

– Be confident

– Be humorous

– Make dramatic pauses

– Use apt gestures                                                                                             Any 4, 1 mk each

(c)  – Funds will empower the your financially will discourage idleness among youth.

– Reduce drug abuse and crime.

– Bring goods and services closer to the local community.

– Spur/trigger/bring development to local community.

Any 6, 1 mk each

(d) – The form of the word must be retained, if not no score.

– The sentence must be grammatically correct if not award ½ mk

– The difference in meaning must be well brought out.

(i)  The con vict was released from prison yesterday.

The judge con vict your for handling stolen.

(ii) Chuka Municipal Council has brought a new re fuse collector.

I re fuse to compromise my principles.

(f) (i)  Security officer/guard/personnel

(ii)  Interviewees/people/ladies and gentlemen

(iii) Receptionist

(iv) Chairperson/chair/coordinate

(v)  Person/panelist/individual

KAJIADO COUNTY JOINT EXAMINATION -2021

• a)Your study group has been assigned to write a review of the play, The Caucasian Chalk Circle, for presentation to the class in two week’s time.

Write the book review.                                                                                                        (12 marks)

• b) Similarly, your subject teacher writes a reminder to the group on the importance of completing this

assignment in time. Write the reminder the group received.                                                 (8 marks)

      Read the passage below and fill in the blank spaces with the most appropriate word

Some students know so (1)________ that they are unable to understand and do the tasks that the examiner requires of them. This is also, (2) ________ often the result of lack of proper preparation on their part (3) _______ the teacher’s (4) _______to teach them. Rarely is this (5) ____ due to lack of teaching and access to books. Another aspect is the unfortunate desire (6) _____ many student’s part to try to impress. The desire often leads to (7) ______ use of vocabulary that distorts communication completely. Students are advised to use vocabulary that they are (9) ______ with and understand their meaning if not, the examiner is more likely to find out the fault with your diction than be impressed (10) ________ it.

• a) Read the poem below and then answer the questions that follow.

There are words like freedom

Sweet and wonderful to say

On my heartstrings freedom sings

All day everyday

There are words like liberty

That almost makes me cry

If you had known what I know

You would know why.

( Langston Hughes)

• Describe the rhyme scheme of the poem.                   (2 marks)
• How would you perform line 6 of the poem.       (2 marks)
• Give two pairs of rhyming words in the poem.       (2 marks)
• Why do you think the words freedom and liberty are in italics.       (2 marks)
• Provide homophones for the following words used in the poem.       (3 marks)
• Utaala nya rukana baba yata vuza zing’ombe (luhya)

(Whoever did not see his/ her mother when she was still young and beautiful imagines that her/ his father just gave away his cows.

• Explain a situation where this genre is applicable.             (2 marks)
• What role does the genre play in the situation you have described in (ii)                         (2 marks)
• Identify and explain three different situations in which it will be courteous for you to maintain a respectable distance as you interact with people.                               (6 marks)
• Study the following conservation then answer the questions that follow:

Michael:     Hey, you! What is it?

Paul :         Two fifteen. Can’t you buy your own watch?

Michael:     Ah! Don’t ask me funny questions. Is there a bus stop here?

Paul :         Yeah that way, towards the market. You don’t know where to board a bus? Some people are

Michael:     Don’t you see I’m a stranger? Where did you say the bus stop is? Near which market?

Paul :         Ah! I told you that way! Don’t you have ears? The bus stop is that way, towards the market!

Michael:     Don’t shout at me! Don’t shout! I don’t know what’s wrong with some people. I just don’t

Paul:           Go away. I don’t know what’s wrong with you either.

• What is the setting of this conservation?                         (2 marks)
• Identify instances of breach etiquette committed by the two.             (4 marks)
• What should Paul have done in order to improve on his giving direction?                         (2 marks)

KAJIADO COUNTY JOINT EVALUATION

• BOOK REVIEW (12 MARKS)
• Format ( 1 / 2 mk per item=total 3 mks)

i.e Must have

• Heading-Book review (1/2mk)
• Title (1/2mk)
• Author (1/2mk)
• Publisher (1/2mk)
• Year of publication (1/2mk)
• Reviewer/reviewed by (1/2mk)
• Language (2mks)
• Characters and theme-The candidate to capture the main characters as he/she brings out the plot and the main thematics concerns in the novel
• Style- Candidates to explore some unique styles employed. Remember to highlight the weakness and strength of the work of art.
• Conclusion-Must conclude by encouraging their classmates to reread the text again.
• Reminder (8 marks)

Format-i) Formal letter format or memo format

• 2 Address-(1mk)

Date (1/2mk)

Salutation (1/2mk)

RE: REMINDER- (1/2mk)

Signing off-Closing tag/complimentary

Close-yours faithfully

Name (1/2mk)

Total=3mks (format)

      Content

• Remind the group/steudents of the assignment

      Body (6mks)

• Early competition/prompt will enhance
• Good presentation
• Class control
• Confidence and ability to answer questions exhaustively

      Conclusion : I look forward to a good presentation from you

      Language : (2mks)

• Memo format (1/2mk)

Senders address (1/2mk)

Date  (1/2mk)

From: (1/2mk)

To: (1/2mk)

RE: Reminder (1/2mk)

Signing off: yours

      CLOZE TEST (10 MARKS)

• Conversant/familiar
• i) The rhyme scheme is a b c b d e f eP1

It has an irregular rhyme schemeP1

• How would you perform line 6 of the poem
• I would use facial express-I will flex my facial muscles/twist my face/frown/knit eyebrows/portray a mournful

face to show sadness/anguish/pain/ suffering as a result of oppression (lack of freedom)P

• I would use a falling intonation to show sadness/nostalgia for freedom.P
• Sets of rhyming words (2 marks)
• Freedom and liberty are italicized

They are key words that communicate the persona’s yearning for freedom that is beyond his reach.

• Words pronounced the same. (3 marks)
• There-their
• Sweet-suite
• b) i) The above genre is a proverb (1 mark)

Application: in a situation where a child despises the mother for not measuring up to his/her expectations. (2 mks)

The role is to caution and advice against looking down on somebody without understanding where they’ve come from.                           (2 marks)

• Identify and explain 3 different situations in which it will be courteous for you to maintain a respectable distance as you interact with people.
• When queuing for service; in a bank; while voting, for an elevator, for food.
• While sharing public facilities like transport, urinals and lifts.
• When interacting with strangers
• While interacting with elders; VIPs, leaders etc.
• When other people are being served in an office, when in consultation with a doctor.
• While interacting with people whose culture demands it. E,g. no shaking of hands.
• While talking on phone.

(any 3 situations=3×1=3mks)

      Importance of respecting personal space

• Makes other people comfortable around you.
• Reduces suspicion of pick pocketing.
• Is a mark of respect of other people and culture.
• Prevents misinterpretation of signals.
• Helps maintain order and enhances efficiency. (any 3 situations and corresponding reasons (3×1=3mks)
• At bus stopP1

2.15pmP1 (2mks)

Abusive language

Inattentiveness

Impatience (any 4 clearly, illustrated 4×1=4mks)

• Listen carefully first, before answering Kalonzo
• Give accurate answers e.g. names of buildings, streets.
• Repeat the instructions/directions

(any 2.2 x1=2mks)

WESTLANDS DISTRICT JOINT EXAMIANTION -2021

      FUNCTIONAL WRITING

• You are student of Bidii High School. Your class has just finished reading The Caucasian Chalk Circle by Bertolt Bretch.  They would like to perform the play at the local cultural centre.
• Write a book review of the play. (12 marks)
• Write an E-mail to the director of the cultural centre seeking permission to stage the performance. (8 marks)
• Read the passage below and fill in each blank space with the most appropriate word.

As a student who does well in Science and Maths, I always wonder why English is taught as a _______________ (1) subject in high school.  We were taught spelling and punctuation from Primary school.  But this fizzles out once we _ _____________ (2)  to high school.  Now, I can understand the teaching of English if it involved things such as ________________ (3) to write a thesis paper or how to write a proposal.  But we are taught to analyse _____________ (4) and what they mean to us.  We are made to   ____________ (5) lengthy essays on a weekly basis explaining things such as “How women have played a significant role in the development of their society,” and we have to include examples and quotes from different texts.  The _________________ (6) work is then marked according to how well they _______________ (7) and are generally not marked _________________ (8) because of things such as ____________ (9) and punctuation.  I believe that what we learn in primary school should be a  ________________ (10) of what to expect in secondary school.

      FROM THE DARK TOWER

We shall not always plant while others reap

The golden increment of bursting fruit,

Not always countenance, abject and mute,

That lesser men should hold their brothers chap;

Not everlasting while others sleep

Shall we beguile their limbs with mellow flute,

Not always bend to some more subtle brute;

We were not made to eternally weep,

The night whose sable breast relieves the stark,

White stars is no less lovely being dark,

And there are buds that cannot bloom at all

In light, but crumple, piteous, and fall;

So in the dark we hide the heart that bleeds,

And wait, and tend our agonizing seeds.

By Countee Cullen

• Describe the rhyme scheme in the poem above.       (6 marks)
• Apart from rhyme, identify any other way in which the poet has achieved rhythm.       (2 marks)
• Which words would you stress in the line: “We were not made to eternally weep”?       (2  marks)
• How would you say the last line of this poem.       (2 marks)

(b)  Provide another word that is pronounced the same as the ones given above.                      (2 marks)

(c) You are student leader and have just come from a student leadership conference.  Your school principal has

asked you to present a brief oral presentation to the other students during assembly.

• i) Explain three important things you would do to ensure your presentation will be               (3 marks)
• ii) During the presentation how would you tell that the audience is listening?                          (3 marks)

(d) Against each of the following sentences, indicate whether you would end with a rising or falling intonation.                                                                                                                                             (2 marks)

• i) What a beautiful day it is!
• ii) He is a good leader, isn’t he?

iii)  We walked to the library.

• iv) What is your name?

Read the following conversation between Paul and the principal and then answer the question that

Principal:                Welcome Paul, please have a seat.

Paul:                      (After sitting down) Sir, why did you call me?

Principal:                I would like us to have a chat about ………..

Paul:                      I have not done anything wrong; you can even ask Elijah, the class prefect I was with him the

whole day yesterday.

Principal:                Actually the reason why I called you is because……

Paul                       Speaker louder, I can’t hear you.

Principal:                (In a louder voice).  The reason why I sent for you is because I have just received news

from …………….

Paul:                      (shouting!) David! I knew that fool could not be trusted with a secret.  Okay, it’s true that

Elijah and I sneaked out of school yesterday but we were hungry, really hungry.  All we did was buy a loaf of bread and then sneaked back to school.

Principal:                Paul, I wish you could listen to me.  The reason I called you here is because I have received

news that you have won an award in the creating writing contest that you entered last year.  I have a cheque here for you; however, you have raised a matter that I would like to attend to without further delay.  Please go and call Elijah.  By the time you get back I will have decided on the best punishment for you two.

Focus on English book 4.

• How does Paul demonstrate lack of etiquette in his speech.       (4 marks)
• What should Paul do to improve his listening skills?       (4 marks)

       WESTLANDS DISTRICT JOINT EXAMIANTION -2021

      Marking scheme

      Functional Writing

      Book review

Title:                      The Caucasian chalk circle        ½

Author:                  The Betolt Berch                      ½

Year:                      2012                                         ½

Price:                      Ksh500                                     ½

Reviewed by:          Student                                    ½

Publisher:               Target Publication Limited        ½

Total 3 marks

• Brief summary of the text.
• Highlight main themes – Nepotism, 1 Abuse of power, class struggles, motherhood e.t.c.
• Describe the core/key conflict/general problem. 1
• Give reactions to the text based on the:
• How you find the book – interesting, 1
• Do you agree with the author’s opinion: 1
• The student should end with an overall view of the book, offer opinion/advice to the potential reader. 1

Weakness and Stress                       1

Format                                           (3 marks)

Content                                          (7 marks)

Language and tone                         (2 marks)

From:         Another “yahoo.coom/Email     ½

Date:          ½

To:             mkubwa”yahoo.com

CC:            (Optional)

Subject:      Permission to stage a performance ½

Content:                 Introduction                             1

Request to perform                                                 1

Give reasons why it is important to perform                        1

Conclusion                                                                         1

Signing off:  Names ½ (left side of page)

Question 3 (a)

• Rhyme pattern abba abba ceddee – regular
• b end b rute

s ome s ubtle

s able s tark

h ide h art

Repetition  – Not always

• “We were not made to eternally weep”

Not weep eternally – to emphasize that they were not to suffer forever.

• And wait, and tend to our organizing seeds
• Sad but determined tone
• Appropriate face/hand gesture

3    b)   oar

• Going through the notes they made during the conference to refresh their memory.

Prepare presentation notes/highlight key points practice the presentation/rehearse.

Good grooming/ensure you are presentable to boost confidence.

• Maintaining eye contact with the speaker.

Nodding in affirmation/responding appropriately by smiling, clapping e.t.c.

Sitting upright/or standing attentively.

Asking relevant questions during/after the presentation.

• d) Rising intonation
• i) He rudely interrupts/cuts into the principal’s utterances.

He shouts at the principal.

He does not listen.

He uses abusive language.

(Expect all four)

• ii) He should be attentive.

He should be patient.

He should be polite/respectful.

He should be open-minded.

He should wait for his turn to contribute/an appropriate moment to have his say and avoid interrupting the principal.

(Any four points)

KERICHO WEST JOINT EXAMIANTION -2021

        Kenya Certificate of Secondary Education (K.C.S.E)

        101/1

        ENGLISH

        (FUNCTIONAL SKILLS)

        PAPER 1     

The University of Nairobi offers undergraduate scholarships of 1000 dollars or more to outstanding students in any any sport and have attained a minimum, of KCSE and grade B+.The scholarship can be taken at Nairobi University main campus and the application deadline is 31 st May 2021.All students are eligible and their website is https//ww.naoirobiuni.co.org.online application.

• Write an advertisement in the local dailies for this.       (10 marks)
• Inform two friends online about the above scholarship.                   (10 marks)

      Read the passage below and fill in each blank space with an appropriate word.                      (10 marks)

The much anticipated parliamentary report(1)_____________the September 21 Westgate mall(2)___________in Nairobi appears to have opted for the middle ground in its attempt to make sense of one of the Kenya’s (3)______________terror attacks.

(4)____________hard questions have been (5)______________in the aftermath of the four day(6)__________(7)______________,there have been few convincing answers.

Some legislators (8)______________include the failure(9)________________act on intelligence, endemic corruption and the looting of business premises by(10)________________soldiers.

      Read the following items and answer the questions that follow.

      Item 1

Step 1: Tongooch: A challenge

Step 2: Choo: Let it come

Step 3: Kootuiyen kwandayun koibei kootiek

(I met my father carrying arrows) step 4:Chesweret:porcupine.

      Item 2

• i) Classify each of the two items above.       (2 marks)
• ii) What is the role of step 1 in the presentation of item 1?       (1 mark)

iii)  (a)What kind of audience is best for these two types of items?                                             (1 mark)

(b)Varied responses are expected from the audience to the items. Briefly explain how they would respond to:

(iv) Identify one similar function of the sub-genres in any society.                                             (1 mark)

(b)  The following words have two forms of pronunciation leading to a difference in meaning. For each of them construct two sentences to bring out this difference.                                                                                 (3 marks)

• c) (i) Identify two words from the following sentences with different spelling but similar pronunciation.        (3 marks)
• What seems to ail the couple as they walk down the aisle is an aisle church?
• After being told which side of the country he sired the child, he sighed heavily.
• The ideal idol looks idle.

(ii)  Place the following words in their appropriate columns depending on the pronunciation of the highlighted part

of the word.

(Look, groom, took, boot, hook, boom, soot, noon)

/u/                                                                    /u: /

(d)  You are set to present a poem in music festival as a representative of your school. How are you going to deal with fear and panic?                                                                                                                                 (4 marks)

(e)  (i)You are out on a field trip to gather oral song and without audio-visual equipment. Mention any four vital aspects you will be unable to refer to in future.                                                                                                     (4 marks)

(ii)  During the conversation with the resource person at the field trip, how do you know it is your turn to speak?                                                                                                                                                                   (4 marks)

KERICHO WEST JOINT EXAMINATION

      Question 1 (a) Functional Writing

      Points of interpretation

Must be an advertisement. If not deduct.                                                                       2mks (AD)

–     Name of institution                                                                                                      1mk

–     Frame/borders                                                                                                                     ½ mk

–     Eye catching                                                                                                                       ½ mk

–     Qualification –KCSE B+                                                                                                     ½ mk

Sports                                                                                                                                 ½ mk

–     Deadline     31 st May, 2021                                                                                                  ½ mk

–     Collection point for the forms-        UON                                                                            ½ mk

Address –Website –https:// www.Nairobi uni.co.orge.online

–     Invitation message                                                                                                        2mks

–     Language                                                                                                                     3mks

• b) Online application (10mks)

email.To:                                                                                                                      1mk

From:                                                                                                                           1mk

Cc:                                                                                                                               1mk

Subject                                                                                                                               ½ mk

Content                                                                                                                        3mks

Close                                                                                                                                  ½ mk

Tone                                                                                                                            1mk

NB: Content must mention the information on the advertisement i.e about the scholarship

-Qualifications

-Nasme of institution

      Question 2

      Cloze test

• unfortunately, however

Question 3.Oral skills

• a) i) a)Riddle                                                                                                1mk

b)Joke                                                                                                  1mk

• ii) Captures listeners attention

Set them in a riddling mood (accept any plausible answer from the candidate)

iii)  a)Children

b)Item1:answer unruffled the riddle (decipher)                                       1mk

item 2:laugh at the joke                                                                                    1mk

• iv) Entertainment                                                                                      1mk
• b) i) Award marks depending on the kind of sentence given by the candidate to bring the meaning.

Ie   –minute: Period of time/small

-Row :Propel a boat /line of objects e.g seats/line of entries.

-Dove –type of bird /past tense of dive.

• c) i) a)         aisle/ail/                                                                                                ½ mk

aisle/ail/                                                                                                ½ mk

• b) side /said                                                                                              ½ mk

sighed/said                                                                                            ½ mk

• c) Idol/idl                                                                                                 ½ mk

Idle/idl                                                                                                  ½ mk

• ii) /u)                                                        /u:/

look /luk/ü ½                           groom/gru:m/ü ½

took /tukü½                             boot/bu:t/ü½

nook/nuk/ü½                           boom/bu:m/ü½

soot/sut/ü½                              noon/nu:n/ü½

• d) breath in and out 1mk

psyche yourself that you can do it                                                                           1mk

Rehearse thoroughly                                                                                               1mk

Be in appropriate dressing.                                                                                      1mk

GEM SUB – COUNTY JOINT EVALUATION EXAMS -2021

You are the principla of Boresha Secondary school. Your former student has indicated you as his referee in his application for a job at Utumishi organization to be employed as a clerk. Write a reference letter to the Human Resource manager about the suitability of the applicant.                                                            (20 marks)

• CLOZE TEST       (10marks)

Read the passage below and fill in each of the blank spaces with an appropriate word.

Corruption (1)_______________one of the country,s(2) _____________serious governance issues. In November 2014,through one of its quarterly survey,IPSOS polled Kenyans(3)_____________various socio-economic, cultural and political issues.(4)____________________them was an evaluation of the Jubilee government on 13 policy areas  compared  to be(5)____________________coalition government’s  performance. It (6)_____________that whereas more than half of Kenyans(7)____________that the current government is doing better in (8)______________of health services and education 59 per cent thought it is(9)________________in(10)______________________.

• (a) ORAL SKILLS

Read the following poem and answer the questions that follow in the spaces provided.

MY TRAIN JOURNEY TO MOMBASA

Kurukuru kakara kukuru kakara,

The train moves

Roaring and racing on the ridge.

Kukuru kakara kukuru kakara,

Crawling,criss-crossing beautiful plains

I sit staring at scenic scenes

Observing the wild animals.

I feel the heat

I see the Swahili houses

Thriving thatched homestead.

I see the bright ocean.

The train grinds to a hault.

I am in Mombasa.

By Egara Kabaji

• Describe the rhyme scheme of this poem.             (2 marks)
• Describe how rhythm has been achieved in this poem.             (4 marks)
• How would you make this poem interesting if you were to recite it to audience.             (3 marks)
• If the words ‘kukuru kakara kukuru kakara ‘are translated into English, what would happen? (1 mark)

(b)  Your school has invited a bank manager to come and address form four students on banking as a career. During the discussion the students on banking as a career. During the discussion the students seemed not to be concerning. Suggest what could be the manager’s shortcomings.                                                       (6 marks)

(c)  In these sentences the stressed word is underlined. Explain their meanings.                                (4 marks)

• Is Mary going to Nairobi?
• Are you happy with him ?
• Are you happy with him?

(d)  Identify the odd one out of the following.                                                                                  (4 marks)

• One walk                             work
• Send ten                               weak
• Debt Debut                           prompt
• Rock mock                            cost

(e)  In the telephone conservation below, Mercy calls Toyota Kenya Limited Company to book an appointment with the managing director. Complete their conversation.                                                                          (6 marks)

Mercy: __________________________________________________________________________     (1 mark)

Telephone operator: Yes,it is .How can I help you ?

Telephone: Please hold on as I put you through the managing director’s secretary.

Secretary: ________________________________________________________________________        (2 marks)

Mercy: I am Mercy Mapendo.I would like to book an appointment with managing Director on Wednesday at 2pm.

Secretary:                                                                                                                                 (2 marks)

Mercy: Friday, 12:45 p.m. is fine with me.

Secretary: That’s fine thank you for calling and keep time.

Mercy:                                                                                                                                      (1 mark)

Secretary: You’re welcome.

Format                               6mks

Content                              8 mks

Language                           4 mks

Tone                                  2mks

Total                                  20 mks

• Addresses (sender’s) 1mk
• Date ½ mark
• Recipient’s address 1 mark
• Salutation ½ mark
• Subject must be REF 1 mk
• Signing off

Yours faithfully            1mk

Sign                             1mk

Name/ designation

• Should acknowledge the identity of the student
• Should mention positive attributes I the following
• Conduct/ displine
• Academic performance
• Leadership position held in school
• Participation in co- curriculum at least 3 attributes
• Should recommend the student to HRM

It must be a confidential report if not 2 mks AD

Mixed format deduct upto 1AD

10.. handling

• Abcadefaghiaejk

identify and illustrate

irregular rhyme scheme

• – through repetition kukuru kakara

–     idiophone- kukuru kakara

–     onomatopoeia- roaring , racing

criss –crossing, halt

–     rhyme- wriggling rumbling

–     alliteration- thriving, thatch

• I would use- tonal variation

Dramatization and body movement

Facial expression

      Any well identified word

• Lose the musicality

Lose the meaning

Lose the originality and  authenticity

• Must be about the manager
• Did not do thorough research
• Could be misleading the students
• Poorly groomed
• Being inaudible
• The pace slow/ fast speaker
• Poor articulation/ fluency
• Poor eye con tact

            @1 mk= 6 mks

• The speaker is asking if mary and not somebody else was going to Nairobi
• The focus is on the destination and the question is to find a clarification of the destination which is Nairobi.
• The focus is on the object (him) not anybody else
• The focus is on feelings of the addresses not any other feeling
• e) Mercy: Hello, is this Toyota Kenya Ltd.

Mercy: may I speak to MD Toyota Kenya please

Secretary: hello, this is Toyota Kenya ltd. Who am I speaking to and may I help you

Secretary: sorry the manager wont be in on Wednesday, until Friday 12:45 pm, will that be fine with you?

Mercy: thank you for your time. Goodbye

GUCHA SOUTH  EVALUATION EXAMS -2021 (GSET)

Your school is organizing for an Annual General Meeting (AGM) to be held soon. Five prominent guests have been invited. The Head teacher has assigned you the responsibility of preparing the meals for the guests.

• Prepare a shopping list of the items you need to buy. (4 Marks)
• Provide the school head cook with a recipe for the dish. (16 Marks)

Read the passage below and fill in each blank space with the most appropriate word

What is good governance? This is a (1)……………… discussed very often. It refers to the (2)……….. management of affairs of a village, town or country. Where there is (3) …………………. governance, people live (4) …………… harmony, ways of reducing poverty are sought and people (5) ………… ownership of the process of developing their communities. (5)………………… ownership of the process of developing their communities. Although the government is expected to create a (6) ……….. political and legal environment, it cannot succeed if ordinary citizens do not co-operate and play their role. Everyone craves for the maintenance of the (7)……………. of law, but if we do not obey that same law, we will know no peace. We accuse certain sectors of corruption but give (8) …………. in order to induce others to give us preferential (9) …………. If we really desire to have positive changes in our society, we must change our attitudes and join hands in building a society we can be (10)……….

• Study the following song and answer the questions that follow.

Soloist  : Greetings to you comrade warriors.

Others : Greetings!

Soloist : Do you know or you do not know me?

Others  : We do not know you?

Soloist  :  I know you know me not?

For I am he who is known as Ole Pare who wears a loose ring

And who owns stout steers and a healthy herd.

That bears in the months of plenty.

That are over-weight by fat.

Others  : Yes it is him indeed!

Soloist  :  He that owns heifers with large stomachs.

For whom the meadow is insufficient but who gets stuffed at the valleys.

Where cow bells are removed 1

As they are grazed together with those of the king’s

Others : It is him!

Soloist :  I have the blue one with the horn.

Whose beauty resists branding.

Who leads the large herd of Kilapa 2

Whose numbers pose difficulty when moving homes.

From Naom Kipury, Oral literature of the Maasai

Notes:  1. To prevent them from being discovered.

• Name of a cow.

(i)   In which category would you place this song?                                                                     (1 Mark)

(ii)  Identify two features characteristics of an oral song.                                                                        (2 Marks)

(iii)  Mention three ways in which you would expect the audience to react during the presentation of

this song.                                                                                                                  (3 Marks)

(iv) How would say the following line to make it interesting?                                                    (1 Mark)

‘He that owns heifers with large stomachs’.

(v) What has the artist done to involve the audience in the performance of this song?                (3 Marks)

• ‘Hurry hurry has no blessing.’

(i)   To which genre of oral literature does the above statement belong?                                      (1 Mark)

(ii)  Classify the genre in (i) above                                                                                             (1 Mark)

(iii) State any three functions of the genre.                                                                                (3 Marks)

(iv) Write one example from the same genre that has an opposite meaning to the one above.

• Suppose you are attending a talk on ‘The power of entrepreneurship’, what non-verbal skills will you employ to benefit from the talk?                                                 (5 Marks)
• A group of from three students were asked by their literature teacher to hold a discussion on the traits of a certain character in their set text. List any three things they must do if their discussion is goingto be successful.                                                             (3 Marks)
• Read the conversation below and answer the questions that follow.

The patient is entering the office, where the doctor is writing something.

Doctor  : (Stop writing) Good morning Eunice, sit down.

Patient : Good morning doctor, thank you.

Doctor  : What is your problem?

Patient : I get very upset sometimes, (doctor putting the book and pen aside) lately by the

Doctor : What, what is there about the children that upsets you?

Patient : Uh, before I moved in where I stay now, I used to …… they used to listen to me and all

that. Now, they ……….

Doctor : Go on, they …………

Patient : They disobey and disrespect me and upsets me.

Doctor : Why do you think they disobey you?

Patient : I think it is because their father is away most of the time.

Doctor : (Smiling) That is a simple problem. Once your husband comes, bring him along. We will

sort it out.

Patient : Thank you Doctor, I believe you will assist me.

(i)  Identify features of turn-taking in the conversation above.                                                    (5 Marks)

(ii) Identify two features of etiquette used in the conversation.                                                   (2 Marks)

GUCHA SOUTH EVALUATION TEST (GSET)

ANNUAL GENERAL MEETING SHOPPING LIST

• B Layout/Format

Title           –          1 mark

Introduction –         2 marks

Ingredients             –           2 marks

Serving 1 mark

(How the meal is to be served)

Language ability one presentation.

A   –           4

B    –           3

C    –           2

D   –           1

• Question/subject/issue
• Responsible

(i)  Praise song

(ii) (i) Direct address

(ii) Repetition

(iii) Its simplicity

Call – response/refrain by audience

(iii) Nodding

Clapping/applauding

Responding to body movement

(iv) Use appropriate gestures e.g. demonstrate size of stomach by use of hands.

(v)  He has included refrain; he is posing questions that need answers.

Creates rapport by greeting

(b)  (i)   Proverb

(ii)  Cautionary proverbs

(iii) Gives advice

– Cautions

– Leaders

(iv) Slow but sure wins the race.

(c)  To benefit from the talk, I would do the following:-

–     Maintaining eye contact.

–     Avoid distracters.

–     Take down short notes on key points.

–     Listen attentively to the talk.

–     Sit in a position from which I would hear the speaker clearly.

–     Maintaining appropriate sitting posture/upright.

–     Read relevant texts to ensure familiarity with the content.

(d) Choose chairperson and secretary

–     Set all members participate.

–     Introduce a agenda of the meeting.

–     Keep within true limit.

–     Be polite.

(e) (i) Features of turn taking in the conversation above.

–     Both doctor and patient take their turn to respond to questions.

–     Both are listening attentively since they give relevant response to the questions asked.

–     Doctor stops writing puts writing material away to attend fully to the patient.

–     When the patient trails off, the doctor encourages her to continue, ‘Go on ….they’ realizing it is not yet his

turn to talk.

• Doctors greets the patient, to make her realize that the doctor is friendly, helping her to talk in a relaxed
• Doctor’s non-verbal response. (smile) comforts the patients by demystifying the problem.(Any 5 x 1 = 5)

(ii) Two features of etiquette used in the conversation.

–     Greeting, Good morning

–     Thank you.

MUSINGU HIGH  EVALUATION TEST

Paper – 101/1

July/August 2021

Time: 2 hours

• You are the principal of your school. The local area M.P has invited you and the school captain to a luncheon at a top class hotel in your nearest town: The Royal Hotel. This is to celebrate your school’s good performance in the KCSE exams. You are unable to attend and would like the deputy principal to represent you. Write a memo to the deputy principal informing him of the same and include directions to the venue. (20 marks)
• Fill in the blanks in the passage below with the most appropriate word       (10 marks )

      I did not know whether to take him 1 ………………………………………………  his word. It is true that Daniel was 2 ……………………………………………… honourable man and many people 3 ………………………………………………up to him. This time round 4 ……………………………………………… , I chose to take his story with a 5 ………………………………………………  of salt. The man claimed that it was about to be announced 6 ………………………………………………  radio that his 7 …………………………………………..  the ambassador had died of a short illness bravely 8 ……………………………………………. . Many people in our small town of Hampshire found 9 ………………………………………………particular news unbelievable. The good ambassador had been in town weeks earlier looking  10 ……………………………………………… and hearty.

• a) Read the poem below and answer the questions that follow.

How doeth the little busy bee

Improve each shining hour

And gather honey all the day

From every opening flower.

How skilfully she builds her cell!

How neat she spreads the wax!

And labours hard to store it well

With the sweet food she makes.

In works of labour or of skill

I would be busy too.

For Satan finds some mischief still

For idle hands to do

In books or work or healthful play

Let my first years be past,

That I may give for every day

Some good account at last.

• i) Identify four pairs of rhyming words in the poem?       (4 marks)
• ii) Besides rhyme, identify and illustrate two other ways though which rhythm has been achieved in this poem                                           (4 marks)

iii)  Imagine you are listening to a live presentation of this poem. What four things would you do to benefit most from the listening experience?                                                                                                       (4 marks)

• b) For each of the words below, provide another that is pronounced the same.       (5 marks)
• v) aren’t
• c) For each of the words below, underline the silent letter.       (3 marks)
• d) You have been invited to speak to an audience you have never encountered before. You decide to find out in advance what kind of audience it is. What four things would you ask for?                               (4 marks)
• e) Indicate whether the following would be said with a falling or rising       (3 marks)
• i) Where is my mother ?
• ii) Is it hot ?

iii)  She will come tomorrow, won’t she ?

• f) Study the conversation below and give three instances of shortcomings in it.                   (3 marks)

Peter:                     (Dial a number) Hello, hello, hello! (almost shouting)

Grace:                    Hello.  This is Dr. Kameno’s office. . . .

Peter:                     (Shouting) Who is that ? Eee, who . . .?

Grace :                   Dr. Kameno’s office, can I help you?

Peter:                     I want to talk to the doctor. Is he in?

Grace:                    Sorry, he is not in. Can I take a . . .

Peter:                     Tell him to call me back, okay?

Grace:                    Yes, but whom am I speaking to?

Peter:                     I will call back later. (Hangs up on her)

MUSINGU HIGH EVALUATION TEST

        Question 1

        MEMO FORMAT

Letterhead  ü½

Internal memoü½

Reference numberü½

Signatureü½

Postü½ (5 marks)

(Any interchanged items i.e wrongly placed, do not award the mark)

        CONTENT

        Invitation – the deputy principalü½

and school captainü½

Good performance in K.C.S.E ü1

Principal cannot attendü1

At Royal Hotelü1

*     Nearest pointü1

Approximate distanceü1

Landmarks e.g buildings, billboards etc.ü1

Compass directionsü1

Time or duration to cover distanceü1

Direction in terms of left or rightü1

Names of streets or avenuesü1

(Any 4 aspects to give direction)

        * Nearest point must be mentioned and any other 3.

        LANGUAGE – ( 4MKS

        Note

        Directions outside the memo deduct 2 from the total mark

Direction in point form ignore

QUESTION 2: CLOZE TEST

• however/though

        QUESTION 3: ORAL SKILLS

• a) i) hour – flower, cell-well, wax-makes, skill-still, too-do, day-play, past-last.

( Any 2 1 mark each)

        * pairing with slashes or commas o

• ii) Alliteration

f rom ……. f lower

b usy…….. b ee

h ow …… h er

b e …….. b usy

f or …. f inds

s atan ….. s ome….. s till

Assonance – m i schief …. st i ll

b e ….. b u sy

iii)   I would maintain eye contact with the presenter.

I would sit upright (slightly leaning forward)

I would take note of the presenter’s verbal and non-verbal uses.

I would avoid distractions.

iii)   peek

• v) aunt       (Two alternatives one wrong o
• c) i) sof t en
• ii) su b tle

iii)   co m b

• d) The age of the audience

The ethnic or racial composition

The educational background

Their religious affiliation

Their political affiliation

The economic status

The language they are most comfortable with

(Note: mark the first 4 x 1 = 4mks – ignore the rest)

falling and rising

• f) Peter shouts at Grace.

Peter keeps interrupting Grace before she finishes speaking.

Peter does not identify himself.

Peter is impolite/rude/Peter demands to talk to the doctor.

Peter hangs up on Grace.

(Note: mark the first three; ignore the rest)

        MURANG’A SOUTH SUB-COUNTY MULTILATERAL EXAMINATION 2021

101/1 ENGLISH PAPER 1

OCTOBER  2021

• Functional writing.

Your best friend has lost his father who succumbed to injuries after a grisly road accident.

Your friend is grief-stricken by this loss and clearly requires a lot of support from you.

The hospital bill resulting from the deceased’s long stay in hospital has made it necessary to      hold a fund-raising, after which there will be a requiem mass, then burial.

(a) Write a condolence note to your friend about this loss.                                                              (8 marks)

(b) Write an e-mail to his close friends informing them about this situation.                                    (12 marks)

• CLOZE TEST.       (10 marks)

      Fill in each blank space in the passage below with the most appropriate word.

A student in Mandera county (1) ______________ history after scoring an A in last year’s Form Four examination.

Ibrahim Abdi Ali, a former student at Sheikh Ali Secondary School  (2) ______________ the troubled Rhamu Sub-county, (3) _________ 81 points.  No Mandera student had (4) ______________ scored an A.

Speaking at Tawfiq Secondary School where  (5) _________________ has been a volunteer teacher, Ibrahim said it was by God’s (6) ___________ that he broke the record in the hardship (7) _______________

“I challenge students to keep the fire (8) _____________________ since it has taken me much perseverance to achieve this,”  he said.

Ibrahim said he  (9) _____________ out of school in Form Two due to lack of fees, (10) __________ the principal of Sheikh Ali came to his rescue.              

• ORAL SKILLS. (30 marks)

(a)  Read the song below and then answer the questions that follow.

There is no needle without piercing point

There is no razor without trenchant blade

Death comes to us in many forms

with our feet we walk the goats earth

with our hands we touch God’s sky

Some future day in the heat of noon,

I shall be carried shoulder high

Through the village of the dead

When I die, don’t bury me under forest trees,

I fear their thorns

Bury me under the great shade trees in the market,

I want to hear the drums beating,

I want to feel the dancer’s feet.

• If you were to perform the above song, how would you involve the audience in the performance? (2 marks)
• How would you make lines 4 – 12 more effective as you perform the song to an audience?       (2 marks)
• Mention three ways in which you would expect the audience to react during the presentation of this song.                                           (3 marks)
• Identify a pair of rhyming words in the song.                   (1 mark)
• Identify an example of alliteration in the poem.       (1 mark)
• Provide homophones for:       (2 marks)

(b) Complete the list below by getting another word pronounced in the same way as the ones given .  (5 marks)

(i)   pair, pear, _______________________

(ii) there, ________________, their

(iii)             write, _________________, right

(iv) raze, raise, ________________

(c)  Identify onomatopoeia in the following poem.                                                                          (2 marks)

A SUDDEN STORM

The wind howls, the trees sway,

The loose house-top sheets clatter and clang,

The open window shuts with a bang

And the sky makes light of day.

(d)  You were left home alone to take care of the house.  Your parents went on a journey to Mombasa for the

December holidays.  By bad luck thieves break into your house and made away with valuables from

the house.  You decided to go to the police station to record a statement.  State five things you will

have to mention in your report.                                                                                                 (5 marks)

(e)  Below is an excerpt from a discussion.

      Read it carefully and answer the questions that follow.                 

CHAIRPERSON:    Manzee, the teacher of English left us this question.  Let’s hurry over it and go on

with other things.  The question is “What role does Wandia play in The River and

the Source?  Evans, what do you think?

TEDDY:                 Excuse me.  We have not chosen a secretary.  How can we go on without one?

CHAIRPERSON:    Everybody chill.  Let everybody take down their notes.  So, we do not need a

EVANS:                 What about the report we have to make.  A secretary is necessary for a discussion

of this nature.

CHAIRPERSON:    (Furiously) You can’t over-rule us here, Evans.  You’d better shut up.  Wandia is

Aoro’s wife who offers assistance in raising their family.

FLORA:                 (Loudly) Noo! But Wandia abandons the family and goes for further studies                                                        abroad.  She is ….

DAVE:                   We are not talking about ….

CHAIRPERSON:    Eeh! Stop it! Wandia develops the plot in the story.  She agrees to raise Becky’s

children when the latter dies of AIDs.  Let’s stop there, discussion over ………..

ELIZA:                   (Amid pandemonium)  But we haven’t finished the assign ….

CHAIRPERSON:    I said over.  Next time.

Based on your knowledge of group discussion, identify seven weaknesses in the discussion. (7 marks)

MURANG’A SOUTH SUB-COUNTY MULTILATERAL EXAMINATION 2021

• Functional Writing.

(a)     Condolence note, 8 mks

Format :         Address               ½   mk

Date                      ½   mk

Salutation            ½   mk

Ending                  ½   mk

Total                     2 mks

– Express sorrow; mention something  positive about the deceased. 1 mk

– Console your friend                                                                                          1 mk

– Offer assistance                                                                                  1 mk

Total                                                                                                3 mks

Language = 3 mks

(b)        Email   12 mks

From:            –              ½   mk

To:  –                             ½   mk

CC: –                             ½   mk

Date              –              ½   mk

Subject –                      ½   mk

Closure –

Name             –

Total      3 mks

–      Introduction                                                                            1 mk

–      Information about the accident and death.         1 mk

–      Hospital bill                                                             1 mk

–      Requiem mass                                                         1 mk

–      Burial                                                                        1 mk

–      Conclusion                                                              1 mk

Total                                                                         6 mks

Language – 3 mks

• Cloze Test . (10 mks
• made 6. grace
• in 7. county / area
• scored 8. burning
• ever 9. dropped
• Oral skills (30 mks)

(a)   1.   – I would include a refrain where the  audience would join in.

– Pose questions for the audience to respond      for

– Ask the audience to join in the performance. any 2 x 1 = 2 mks

•    – Use of appropriate gestures e.g raised hands asI perform line 7 – I shall be carried shoulderhigh.

-Use of tonal variations e.g a frightened tone  of voice in “I fear their thorns” and a raised, confident tone in “Iwant to

hear the drums beating”

NB: Answers should include a verbal and a   nonverbal point; 1/2 mk for identification,     1/2 mk for illustration.

• – Joining in the song

– Show interest by nodding.

– Applauding

– Clapping.

NB/ Mark the first  any three, 3 x 1 = 3

• Line 1: n o n eedle /n/ p iercing p oint /p/ wi th/ w alk f eel / f eet or any other correct answer

No mark if sound not shown.

6     (i)   berry      (ii) here

(b)         (i)           pare

(ii)  they’re

(c)   howls, clatter, clang, bang     a ny 2 x 1 = 2 mks

(d)  –      Date    When the incident happened. 1 mk

–      Time

–      What was stolen. 1 mk

–      Value of the loss in monetary terms. 1 mk

–      Distinctive features of the thieves e.g size complexion, face, hair, etc 1 mk

–      How they escaped.

–      If they used a car; number plate of the car, its colour – 1 mk

–      Approximately how long they took before  escaping  1 mk

–      What you did as a reaction to the break – in  e.g scream, shout etc. 1 mk

any 5 x 1 = 5 mks

(e)   –      The chairperson is authoritarian ; he doesn’t   take note of members’ contributions. He  over-rules everybody.

–      Members interrupt one another at will. This makes the discussion disorderly and chaotic   e.g Dave interrupts Flora, the

chairperson  interrupts Flora.

–      The chairperson lacks control, causing  pandemonium in fact no discussion goes on.

–      The chairperson loses temper and tries to   make others shut up.

–      The chairperson cuts the discussion. – “I  said over.  Next time.”

–      In an attempt to bring control, the  chairperson takes it upon himself to make  his contribution, then stops the discussion        altogether.

–      Members’ suggestions are ignored e.g Teddy  suggests the need for a secretary but he is   ignored.

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IELTS Preparation with Liz: Free IELTS Tips and Lessons, 2024

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• Writing Task 1
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100 IELTS Essay Questions

Below are practice IELTS essay questions and topics for writing task 2. The 100 essay questions have been used many times over the years. The questions are organised under common topics and essay types. IELTS often use the similar topics for their essays but change the wording of the essay question.

In order to prepare well for writing task 2, you should prepare ideas for common topics and then practise applying them to the tasks given (to the essay questions). Also see model essays and tips  for writing task 2.

Below you will find:

• Essay Questions By Topic
• Essay Questions by Essay Type

Please also note that my new Grammar E-book is now available in my store along with my Ideas for Essay Topics E-book and Advanced Writing Lessons. To visit store, click here: Liz’s Store

1) Common IELTS Essay Questions

IELTS practice essay questions divided by topic. These topics have been reported by IELTS students in their tests. Essay questions have been recreated as accurately as possible.

• Art   (5 essay questions)
• Business & Money   (17 essay questions)
• Communication & Personality   (20 essay questions)
• Crime & Punishment   (12 essay questions)
• Education   (17 essay questions)
• Environment   (12 essay questions)
• Family & Children   (8 essay questions)
• Food & Diet (13 essay questions)
• Government (6 essay questions)
• Health   (9 essay questions)
• Housing, Buildings & Urban Planning (8 essay questions)
• Language (6 essay questions)
• Leisure (1 essay question)
• Media & Advertising   (12 essay questions)
• Reading  (5 essay questions)
• Society   (10 essay questions)
• Space Exploration (3 questions)
• Sport & Exercise   (6 essay questions)
• Technology  (6 essay questions)
• Tourism and Travel   (11 essay questions)
• Transport  (7 essay questions)
• Work (17 essay questions)

2) IELTS Essay Questions by Essay Type 

There are 5 main types of essay questions in IELTS writing task 2 (opinion essays, discussion essay, advantage/disadvantage essays, solution essay and direct question essays). Click on the links below to see some sample essay questions for each type.

• Opinion Essay Questions
• Discussion Essay Questions
• Solution Essay Questions
• Direct Questions Essay Titles 
• Advantage / Disadvantage Essay Questions

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Paper 1 Marked Answers

Looking at examples of marked answers is a great way to help you understand the skills you need to show for each question and the level of detail you need to include. on each answer you'll see annotations from the examiner in the margin. these show where the student has included a skill and at what level. at the end you'll see the final mark., these are example answers from the june 2019 paper 1. .

Oxford Revise | AQA English Language | Paper 1 answers

Back to Oxford Revise AQA GCSE English Answers

Quick links to answers:

• Paper 1 Question 1
• Paper 1 Question 2
• Paper 1 Question 3
• Paper 1 Question 4
• Paper 1 Question 5

Paper 1: Question 1

Marking guidance for question 1.

• This question tests A01: Identify explicit information.
• Responses must be drawn only from the specific lines cited in the question.
• Responses may quote or paraphrase.

Example answer: Source 1 Dawn at Woolacombe Sands by Jez Neumann

This example answer is referred to on pages 68–69 of the revision guide.

Award 1 mark up to a maximum of 4 for any of the following:

• a narrow sandy path
• tall dune grasses
• something on the path
• the open grey sky
• a faint sun.

Practice 1: Source 2 Millie by Katherine Mansfield

You can find these practice questions on pages 70–71 of the revision guide.

• went back into the kitchen
• put some ashes on the stove
• sprinkled them with water
• cleared away dinner
• went to the bedroom
• stared at herself
• thought about her feelings (may be phrased in various ways).

Practice 2: Source 3 Facing the Light by Adele Geras

• the white curtains
• the trees/their shadows
• silvery water
• weeping willow leaves

Practice 3: Source 4 The Bees by Laline Paull

Award 1 mark up to a maximum of 4 for any of the following:  

• the hot air
• her joints/body burning
• her head being pressed into her chest
• the weakness of the wall.

Paper 1: Question 2

Marking guidance for question 2.

• This question tests A02: Explain, comment on, and analyse how writers use language to achieve effects and influence readers, using relevant subject terminology.
• This question is level-marked as per the grid below.
• Suggested content suggests some things that might be written about, but is not exhaustive.

The answer given below is a full, Level 4 answer. It is the complete answer of which an extract is given on page 75 of the revision guide.

The writer presents Woolacombe Sands as an enigmatic place. The setting is personified as one that seems friendly, as it is shown as ‘smiling’ which suggests that it is amiable and the type of place that visitors may feel at home in. Yet the adverb ‘emptily’ placed directly after ‘smiling’ undercuts things and makes the beach a little ominous, as if there’s something absent or slightly sinister about – as if it’s alive but also dead. The overall effect of this phrase is to present the beach as a mysterious place which appears superficially welcoming but also unknowable.

The further use of figurative language to describe the strange allure of the beach in ‘embraces you like a reluctant friend’ also presents the scene in a double-edged way. The association of ‘embrace’ with a warm gesture of love has implications of care and security, as if the beach is a welcoming place. Yet this is immediately undermined with the simile which suggests the accompanying feeling of reluctance, as if the embrace is not given willingly or sincerely. Taken together, the effect is disconcerting. It implies that the superficial charm of the beach can’t be trusted or that there’s something more troubling below the surface of what appears to be a scene of beauty.

Suggested content has been given for each Exam Practice question. You can find these practice questions on pages 77–79 of the revision guide.

• The ominous description of the clock, the visual images of dark and light, its horror movie references.
• The figurative description of Millie’s fear as a spreading disease or sensation.
• The personification of the bulging, breathing furniture and its implication of threat/absurdity/Millie’s mental anguish.
• The dramatic verb choices – knocked, trembling, tiptoed, ducked, cried, darted – and their suggestion of movement, fear, and tension.
• The simile comparing her heart to a banging drum – its connotation of drama, volume, fear, and danger.

Practice 2: Source 2 Facing the Light by Adele Geras

• The visual images of darkness suggesting threat and danger.
• The adjective ‘twisted’ to describe the trees with suggestions of the corruption of nature, the horror film hallucinatory quality.
• The personification of the ‘thick stillness’, its threatening mysteriousness, the extending of this comparison.
• The personification of the paintings, the aural references to their screaming, the implied mental turmoil inspired by the setting.
• The verb choices suggesting the threat generated by the setting; e.g., flee, scream, jump.

Practice 3: Source 3 The Bees by Laline Paull

• The initial verb choices suggesting a terrifying, violent, and unusual experience; e.g., dragged, fell, roared.
• The figurative comparison of the static to a fierce animal, suggesting its power and control over Flora.
• The dramatic adjectival choices to imply the terrifying, consuming experience she undergoes; e.g., thunderous, thousand.
• The later verb choices to show the change in her experience to a more relaxed one; e.g., unlocked, calm.
• The various aural and olfactory images to suggest the extent and nature of her experience; e.g., roared, vibration, scents.

Paper 1: Question 3

Marking guidance for question 3.

• This question tests A02: Explain, comment on and analyse how writers use structural features to achieve effects and influence readers, using relevant subject terminology.

The answer given below is a full, Level 4 answer. It is the complete answer of which an extract is given on page 85 of the revision guide.

At the beginning of the story the writer briefly introduces character and setting, providing the reader with indirect clues as to the couple’s relationship which make more sense by the end of the story. For instance, in the opening paragraph we learn of Amir’s ‘vague anticipation’ which alerts readers to potential conflict further into the narrative and along with other details, such as the lonely sky, introduces and unsettling note. It becomes clearer as the story develops that there is something wrong with their relationship.

The first real sign of this occurs in the middle section where the writer uses dialogue to show Jane’s displeasure at Amir, at which point the reader’s impression of Jane becomes less sympathetic – the writer re-positions the characters at this point to paint Amir as a kind of victim figure. This creates some tension as the reader begins to sense that trouble may lie ahead, something which is confirmed by the devastating line placed at the very end of the story which acts as a terrible climax.

In the middle section of the story, the writer directs our focus to the internal thoughts of Amir. In choosing to present the story in this way, we are encouraged to side with Amir or at least develop some level of understanding towards the way he sees things. Here we learn of his prosaic view of the world and his desire to please Jane. By structuring the text in this way, the middle section colours our view of both characters, leaving us more likely to see Amir as a put-upon character who seems in mild fear of his wife. Therefore, by the end of the story, the effect of her cruel words is heightened because we have been allowed to see in the preceding part of the structure that Amir is a sympathetic figure. It also paints Jane and her words in a thoughtless light and manipulates the way we see her role as a villain figure in the narrative.

Suggested content has been given for each Exam Practice question. You can find these practice questions on pages 87–91 of the revision guide.

• The opening section sets up Millie as a character who seems ill at ease, provoking the reader’s anticipation of a situation where something bad may happen to the character.
• The introduction of the main problem in paragraph 2 – the heightening of the drama and threat towards Millie; the introduction of the second mysterious and threatening character.
• The climax in the centre of the story where Millie confronts the intruder, the emergence of her as a brave, violent character immediately followed by her horror at the situation.
• The ending section where Millie’s maternal qualities emerge and the depiction of the intruder as a victim figure – the manipulation of both characters’ roles by the end of the story.
• The opening section which establishes character and setting – the increasingly mysterious quality which leads the reader to anticipate an otherworldly narrative.
• The middle section where Rilla flees, which adds tension to the narrative and changes the tone to one of horror; the speed of the events, which add to the hallucinatory qualities.
• The section which moves the setting outdoors and its sense of pace, which increases the excitement; the focus on Rilla’s sensory feelings, which heightens an understanding of her predicament and experience.
• The final section with the horrific discovery and Rilla’s reaction to it, which acts as a climax in the narrative; the withholding of precisely what she has discovered as a way to create intrigue.
• The dramatic opening with its violent actions as a way to engage the reader via an in media res establishment or situation; the following calmer feelings that release the tension and help orient the reader to a degree.
• The explanatory passages in the middle of the narrative that give a better picture of character and situation, helping further orient the reader.
• The introduction of other characters in the middle section of the sequence and the brief conflict; the establishment of villain figures that sets up potential further conflict.
• The ending which ends the growing conflict and introduces Sister Sage as a saviour figure; Flora’s final, unanswered question that creates a cliffhanger effect.

Paper 1: Question 4

Marking guidance for question 4.

• This question tests A04: Evaluate texts and support views with textual references.

The answer given below is a full, Level 4 answer. It is the complete answer of which an extract is given on page 97 of the revision guide.

Although the story is written in third person, the writer allows us to see Amir’s point of view more clearly than Jane’s. As we are allowed access to his thoughts rather than Jane’s, we are likely to sympathise more with Amir because we can see that he doesn’t feel ‘part of the scene’ and learn that he wants to ‘make their marriage work properly’. Jane does have a different reaction to the beach, but I don’t feel much sympathy for her. The writer presents her as dismissive and self-interested, using verb choices such as ‘hissed’ to describe the way she talks to Amir, suggesting animalistic, aggressive qualities that make her appear unlikeable. The climactic part where she bluntly says to Amir that she ‘wants out’ makes any sympathy for her vanish. Although they do have different reactions, it seems to me that our sympathy lies more with Amir than Jane, and yet the writer does, in some ways, problematise our reaction to both characters: we are allowed to glimpse how Amir’s prosaic reaction to the location seems a little odd. In doing so, the writer invites the reader to see how faltering relationships are rarely one partner’s fault, and that the miscommunication is not just Jane’s problem.

The use of dialogue helps the reader understand the different reactions of the couple. The imperative used by Jane – ‘Don’t talk’ – show both her need for quiet to experience the beauty of the beach, but also her attitude towards her partner. Rather than increasing our sympathy, however, this abrupt instruction casts Jane in an unlikeable light, portraying her as domineering. Her subsequent interrogatives reinforce this impression, and the reader sees them less as genuine attempts to elicit Amir’s view and more as an attempt to belittle him. When Jane finally explains her reaction to the sands, the writer presents her as pretentious, making pronouncements about nature, time, and humanity that sound grandiose but ironically counterpoint her cruel manner, showing the reader that she is not only prissy but a hypocrite too.

Suggested content has been given for each Exam Practice question. You can find these practice questions on pages 99–103 of the revision guide.

• Millie’s superficial aggressiveness gives way to a maternal care for the boy; the verb choice ‘stammered’ suggests her anxiety and worry at the situation.
• Her actions towards the injured boy suggest genuine desire to help, the verb choice to describe her fingers that ‘trembled’ reinforce the feeling of worry for him.
• The figurative reference to the strange feeling and its natural imagery suggests Millie’s deep-seated maternal qualities.
• The dialogue between Millie and the boy points to her reassuring manner.
• The view that Millie is foolish to assume the boy isn’t a threat; the speed with which she overlooks the previously threatening situation.
• The view that Millie is brave and kind rather than foolish – her ability to care for a previously dangerous boy and her natural maternal qualities are admirable rather than foolish.
• The description of the darkness and mystery of object, which creates a creepy effect; the personification of the ‘skinny-finger leaves’ implies a dead human.
• The small details and references to human body parts create a feeling of horror; the tactile references create and sustain the creepy atmosphere.
• The adjectival choices, which draw attention to the horrific nature of the body – the ‘glassy’ eyes and paleish green skin’ create an otherworldly effect.
• The aural and tactile references describing Rilla’s experience form a climactic moment of horror.
• The view that the horrific features of the face are the most alarming part – the climactic reveal is the moment that causes Rilla to flee.
• The view that the aftermath to the reveal of the face is the most alarming given the utter subsequent terror and implied long-term effects on Rilla it evokes.
• The number of harsh imperatives used towards the female bee suggests control and dominance; the society seems hierarchical and based on unfeeling authority.
• The aggressive dialogue reveals the power dynamic at the heart of bee society; the cruel exchange and accusatory words reveal the cruelty of the police.
• The violent actions of the police shown in the way they treat the female bee; the use of adjectives such as ‘sharp’ and ‘limp’ reveal the aggressiveness of their behaviour.
• The judgemental actions of the police; their measurement of Flora and the fearsome description of their appearance.
• The view that Sister Sage has the authority to dismiss the police suggests she is most powerful.
• Sister Sage’s inability and lack of willingness to intervene in the treatment of the female bee suggests limits to her power.

Paper 1: Question 5

Marking guidance for question 5.

• This question tests A05: Communicating clearly and imaginatively; organising and structuring writing in a coherent way.
• It also tests A06: Using a range of vocabulary and sentence structures; accurate spelling and punctuation.

Question 5: Example answers

The answers given below are full, Level 4 answers. They are the complete answers of which extracts are given on page 111 and page 113 of the revision guide.

Descriptive option

In flickering light, my eyes traced the cracks on the ceiling. I was helplessly falling into sleep after a long day’s travel. Somewhere downstairs, a monotonous clock, like a mother’s gentle lullaby, was beckoning me to sleep. I’d soon surrender.

The wind outside played a melancholy air, the tune whistling through the ivy that adorned the front of the hotel. There was music in the night: the mewl of a fox somewhere in the hills; the rhythmic crunch of gravel (probably the night porter); the hushed tenor of a late-night arrival.

Those hypnotic ceiling cracks drew me in.

Earlier today, the sunlight had peered over the hills and touched the face of the hotel. It looked imperious, but the lush greenery softened its forbidding glare and once inside, I felt home. Day turned into evening and sleep awaited.

The music of the night was drawing to a close: the gentle swish of curtains next door; the soft closing of a lock; the fading hum of air-conditioning.

Tomorrow, I’d travel onwards. But for now, I was safe. Cocooned in my highland hotel, caressed by cotton bedsheets, my limbs weary and my mind floating off into those hills that nestled on the horizon.

In flickering light, my eyes traced the cracks on the ceiling. I was helplessly falling into sleep.

I surrendered.

Narrative option

Amina and me on a crisp autumn day. Me driving and her in the back seat, smiling nervously. The low sunlight. I’ll never forget that journey. In one sense, we knew where we were going. Hospital. In another sense, we had no idea how the journey would end.

By the time December arrived, I’d made the same journey every day for three long weeks. The features of the road had become totems; familiar things I’d acknowledge each time in a kind of superstitious hope that my daughter would live. Those totems will live long in my mind: the dilapidated garage on the bend; the mansion shrouded by increasingly bare trees; the sudden dip in the road just before the hospital entrance.

And the journeys down that long hospital corridor were tedious in their familiarity. Walking down them, I felt like I was in an airlock, suspended somewhere in space in an alternate reality where none of this was happening to the real me. The institutional smells of hospital food and medical concoctions would bring me back to reality. At the end of the corridor was the ward where Amina lay. Sometimes, I didn’t want to enter it.

The worst thing was, as always, the waiting. And then one day, it was here. That day. The one where we’d find out what Amina’s future held.

I was always good at play-acting; trying to be the strong parental figure holding the family together, but as I caught sight of the medical team at the bottom end of the ward, I felt the mask start to crumble. In the next hour, we’d know the shape of things to come. I could see Amina’s consultant at the other end of the ward. She looked across but neither smiled nor acknowledged us. It seemed to me that time was slowing down, and the nurses all knew something.

Our last carefree summer holiday was now a distant memory: the blinding sunlight on the beach; the red-hot pavements; the melancholy of the final evening. It was magical. And now here we were, in a warm, claustrophobic room.

As the consultant sat down, I tried to read her body language. She perched uncomfortably on the edge of the bed. I couldn’t focus on what she was saying. I felt like I was viewing her from the wrong end of the telescope.

And then she broke the news.

Amina and me on a crisp winter’s day. Me driving and her in the back seat, smiling happily. The low sunlight. I’ll never forget that journey.

We were going home.

Practices 1–3

These practice questions can be found on pages 115–117 of the revision guide.

Answers will vary.

Breakout English

Advanced (CAE) Essay Questions and Sample Answers

The Cambridge C1 Advanced (CAE) essay is a formal, academic writing. You’ll find it in Part 1 of the CAE writing exam and, just like at other levels, Part 1 is mandatory. That means whether you like it or not, you’ll be writing an essay for your C1 Cambridge exam. Considering that, it’s probably a good idea to practise. The good news is, the CAE essay can be quite formulaic. Once you’ve done it a few times, you’ll notice the structure and style are always pretty similar. Before you know it, you’ll be writing them in your sleep! In this post, you’ll find some useful CAE writing tips and three essay questions with sample answers.

If you’re looking for a complete overview of the CAE writing exam, with CAE writing tips and much more, check out Advanced Writing Plus , our complete self-study course.

Topics for Advanced (CAE) essay questions

At C1 level, you are expected to be able to write about pretty much any topic you can imagine. However, CAE essay topics are generally going to be quite formal. You’re not going to be asked about your plans for the weekend!

These are some of the topics which are most likely to come up in an Advanced essay question:

• Environmental issues
• Public projects
• Science and nature
• Global issues

Make sure you’ve looked into these topics and studied relevant vocabulary. You can also read different articles and listen to radio broadcasts (or podcasts) related to the topics. Don’t forget to note down important vocabulary so you can remember it for your writings!

C1 Advanced (CAE) Essay Tips

You’ve probably got plenty of experience writing in English if you’ve reached a C1 level. Students who prepare for this exam often need their skills focused in the right way rather than being taught brand new ideas.

Here are my top tips for preparing the CAE essay task.

• Don’t do anything too strange – The essay question is likely to be on quite an interesting topic. It could even be on something you feel strongly about or specialise in. But be careful! When essays start to ramble too much or go too far, they lose their strength. This essay isn’t going to change the world, so don’t go overboard!
• Use advanced language – Remember that to get top points, you must use advanced structures in your writing. Take some time to practise inversion, cleft sentences and participle clauses, then use them in your essay.
• Don’t be stingy with linking words – Linking words (and expressions) are the glue of a writing. Without them, everything falls apart. This doesn’t mean you have to use ridiculous uncommon linking words, but you should use them frequently, probably more than you expect. Take a look at our post about linking words for some ideas.
• Be stylish! – An essay needs to read like an essay, just like a report needs to read like a report. This means it is a formal, academic text. Formal means no contractions, few phrasal verbs, complex sentences and an impersonal style. The essay needs to include your opinion, so you need to express that opinion through style and substance, supported by facts.
• Focus on argument and coherence – To score high in the CAE essay, it’s important to have a clear argument and structure. Plan your essay and stick to the plan, making sure each paragraph has a clear purpose. Ensure that your points are logically connected and that your writing is coherent.
• Use a variety of sentence types – Varying sentence types and lengths keep the reader engaged and demonstrate your writing skills. Mix simple and complex sentences to add interest to your writing.
• Check your writing! – Proofreading is critical for writing a top-scoring CAE essay. Check for grammatical and spelling errors and make sure the writing flows well. Also, don’t forget to check your writing style and tone to make sure you sound professional and academic.
• Practice, practice, practice – Finally, practise writing essays under timed conditions. This will help you to improve your time management and build confidence for the actual exam.

The materials

Here are three Advanced (CAE) essay questions. They each use different CAE essay topics. Use them to practise and improve in preparation for the Cambridge C1 Advanced exam. After completing your own essay, check the example answer and compare.

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Home » za » questions » ENG 2A Assignment Two: Welcome to Our Hillbrow Answers

Essay question 1 “If you were still alive, Refent˘se, child of Tiragalong,you would be glad that Bafana Bafana lost to Francein the 1998 Soccer World Cup fiasco. Of courseyou supported the squad. But at least now, you wouldexperience no hardships walking to your flat throughthe streets of Hillbrow – that locality of just over onesquare kilometre,according to official records; andaccording to its inhabitants, at least twice as big andteeming with countless people. You would rememberthe last occasion in 1995, when Bafana Bafana wonagainst Ivory Coast and, in their jubilation, people inHillbrow hurled bottles of all sorts from their flatbalconies. A few bold souls, boasting a range of drivingskills, swung and spun their cars in the streets, makingU-turns and circles all over the road. You would recallthe child, possibly seven years old or so, who got hit bya car. Her mid-air screams still ring in your memory.When she hit the concrete pavements of Hillbrow, herscreams died with her.” (Mpe, P. 2001. Welcome to Our Hillbrow. South Africa: University of Natal Press) Write an essay in which you explore the portrayal of Hillbrow in the novel, Welcome to Our Hillbrow, using the above extract. Formulate an argument specifically focusing on a) the socio-economic space of Hillbrow (as presented by Mpe), b) the depiction of trauma and tragedy, and c) how the narrative techniques contribute to the depiction of the Hillbrow. Provide textual evidence (short quotes) to substantiate your argument. You may refer to textual evidence from other areas in the novel, but the majority of your essay (50-60%) must provide a close reading of the extract. A failure to do so will severely impact your mark. Essay question 2 “It’s nothing – just a movie I’ve been watching onTV. It’s a sad story about a man and his woman whohave fallen prey to AIDS. They are sharing the fatalinfection with each other. When they go back to theirrespective villages and the people there learn that theyare suffering from AIDS, they say:Indeed! Is it not known what the fruit of sin is?Refilwe had come to our Jude the Obscure and lovedit, despite the sorrow it woke in her. She loved it theway she loved Hillbrow and Tiragalong, the way sheloved life. If Refent˘se were still alive, he might havewritten a poem for her, calledFor Refilwe Who is No More … It would have been her eulogy.” (Mpe, P. 2001. Welcome to Our Hillbrow. South Africa: University of Natal Press) Write an essay in which you explore trauma and tragedy in Welcome to Our Hillbrow, using the above extract. Formulate an argument about the depictions of trauma and tragedy in the novel, providing textual evidence (short quotes) to substantiate your argument. You may refer to textual evidence from other areas in the novel, but the majority of your essay (50-60%) must provide a close reading of the extract. A failure to do so will severely impact your mark.

Answers to Above Questions on English

Answer 1: An analysis of the welcome to our Hillbrow indicates that the portrayal of Hillbro is multifaceted, as it indicates socio economic complexities, trauma and tragedy and a depiction of narrative techniques. The socio economic space of Hillbrow is identified as highly challenging.

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