Paper 101/3 is intended to test the candidate's ability to communicate in writing. This communication is established at
different levels of intelligibility, correctness, accuracy, fluency, pleasantness and originality. Within the constraints set by each question, it is the linguistic competence shown by the candidate that should carry most of the marks.
NB: Examiners should not hesitate to use the full range of marks for each essay. Read through each candidates essay and determine under which category it falls out of the following categories and then read again and give the correct mark.
D Class
(01 - 05) The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to say. The candidate fails to fit the English words he/she knows into meaningful sentences. Subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors “broken English.” D - 01 - 02. Chaotic, little meaning whatsoever. Question paper or some words from it simply copied D 03. Flow of thought almost impossible to follow. The errors are continuous.
D + 04 - 05. Although the English is often broken and essay is full of errors of all types, we can at least guess what the candidate wants to say.
C Class.
(06 - 10) The candidate communicates understandably but only more or less clearly. He/she is not confident with his/her language. The subject is often underdeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky. There is no economy of language; mother tongue influence is felt.
C - 06 - 07
The candidate obviously finds it difficult to communicate his/her ideas. He/she is hampered by his/her very limited
knowledge of structure and vocabulary. This results in many gross errors of agreement, spelling, misuse of prepositions, tenses, verb agreement and sentence construction.
C 08
The candidate communicates but not with consistent clarity. His/her linguistic abilities being very limited he/she cannot avoid frequent errors in sentence structure. There is little variety or originality. Very bookish English, links are weak, incorrect, repeated at times.
C + 09 - 10
The candidate communicates clearly but in a flat and uncertain manner. Simple concepts/sentence forms are often strained. There may be an over use of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is jerky. There are some errors of agreement, tenses and spelling.
B Class 11 - 15
This class is characterized by greater fluency and ease of expression. The candidate demonstrates that she/he can use English as a normal way of expressing himself/herself. Sentences are varied and usually well constructed. There may be items of merit of the one word or one expression type. Give credit for tone.
B- 11 - 12
The candidate communicates fairly with some fluency. There may be little variety in sentence structure. Gross errors are still found occasionally, but this must not be over punished by the examiner.
B 13.
Sentences are varied but rather simple and straight forward. The candidate does not strain himself/herself in an effort to impress. There is a fair range of vocabulary and idiom. Natural and effortless, some items of merit, economy of language.
B + 14 - 15
The candidate communicates his/her ideas pleasantly and without strain. There are errors and slips. Tenses, spelling and punctuation are quite good. A number of items of merit of the “whole sentence” or the “whole expression” type.
A Class (16 - 20)
The candidate communicates not only fluently, but attractively, with originality and efficiency. He/she has ability to make us share his/her deep feelings emotions, enthusiasm. He/she expresses himself/herself freely and without any visible constraint. The script gives evidence of maturity, good planning and often humour. Many items of merit which indicate that the candidate has competence of language. There is no strain, just pleasantness, clear arrangement felicity of expression.
A - 16 - 17.
The candidate shows competence and fluency in using the language. He may lack imagination or originality which usually provide the 'spark' in such essay. Vocabulary, idiom, sentence structure, link, variety are impressive. Gross errors are very rare.
A 18
Positive ability. A few errors that are felt to be slips. The story or argument has a definite impact. No grammar problem. Variety of structures. A definite spark many margin ticks.
A + 19 - 20
The candidate communicates not only information and meaning but also the candidates whole self: her/his feelings, tastes, points of view, youth, culture. This ability to communicate may express itself in many ways: wide range of effective vocabulary, original approach, vivid and sustained account in the case of the narrative, well developed and ordered argument in the case of a debate or discussion. Errors and slips should not deprive the candidate of the full marks he/she deserves. A very definite spark.
NB: If any essay is exceeding 450 words, deduct 2 marks AD. Examiners should accept both “British English and American” spelling. However, where either of the two is not used consistently, penalty should be given.
Gross errors
a) Almost any error of agreement.
b) Serious tense error
c) Error of elementary vocabulary, spelling misuse.
d) Punctuation errors or missing punctuation which causes serious lack of communication.
e) Elementary errors of sentence construction.
f) Ridiculous use of idiom that affects communication.
g) Misuse of common prepositions.
h) Misuse of capital letters
NB: The following words/expressions should be considered as currently used by all Kenyans and can be used without any quotation marks.
Panga, rungu, shamba, murram, matatu, wananchi, ugali, madarasa, harambee, matoke, maendeleo ya wanawake, salaam, ayah, askari, duka, debe, nyayo, boma, sukumawiki, goat party, manyatta, magendo, etc.
Marking symbols
* ASTERISK - to indicate an item or sentence that the rubrics indicated should be used ? A tick - either above a word/expression or in the margin of the whole sentence
Marking symbols
* ASTERISK - to indicate an item or sentence that the rubrics indicated should be used ? A tick - either above a word/expression or in the margin of the whole sentence = Gross error (double underline) Gross omission
|| Major construction error in margin
- Single underline - minor
Minor omission
! Minor construction error in margin
Minor possible error
Minor possible error affecting more than one line
||| Illogical (in margin)
Vag - vague/obscure (in margin)
R - Repetition (in margin)
Br - Broken English - Br in margin
1. Imaginative composition
a) Points of interpretation
- Must be a story. If not deduct up to 4 marks (Automatic deduction)
- The story must begin with the given statement. If not deduct 2 marks (AD)
- Must be told in the first person.
- Must present a credible scenario emanating from the sentences given.
Can either present a scenario depicting a pleasant surprise, a good fortune before him because of some major
achievement.
b) - Must be a story. If not deduct up to 4 marks (AD)
- The story must be illustrative of the saying. If not deduct 4 marks (AD)
- The candidate should make no attempt of defining the saying. If it happens deduct 2 marks (AD) for
digression.
- The candidate should create and sustain a scenario about someone valuing the things they have more
than what they hope to get
marto answered the question on April 4, 2019 at 05:48