THE PAPER THEEE MARKING SCHEME.

KCSE ENGLISH MARKING SCHEME ANALYSIS AND BRIEF INTERPRETATION.

Freely access KCSE marking scheme analysis, relevant English revision materials, up-to-date questions and well outlined answers and excellent analysis of all current set books. This blog is of use to all teachers of English and students intending to excel in KCSE.

EVERY time, English Paper 101/3 is intended to test the candidate’s ability to communicate in writing. Communication is established at different levels of eloquence, correctness, accuracy, fluency, pleasantness and inability. The main focus in this paper is LINGUISTIC COMPETENCE (how a candidate passes across the message in writing).

BELOW IS A SUMMARY OF THE TABLE OF GRADES AND MARKS AWARDED.

A	A+       19-20 A         18 A-  16-17
B	B+         14-15 B            13 B-   11-12
C	C+         09-10 C           08 C-   06-07
D	D+         04-05 D            03 D-  01-02

 

 

 

 

 

 

 

 

 

 

 

 

The above summary covers the marking of question 1a and b. The way a candidate communicates will determine the class. A good composition should therefore strive to ape the uttermost requirements in order to score full marks. It is possible to score full marks in composition if all the class requirements are adhered to. These requirements are detailed below

 

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 word into meaningful sentences. The subject is glanced at or distorted. Practically no valid punctuation. All kind of errors “Broken English”.
	Chaotic, little meaning whatsoever. Question paper or some words from it simply copied.
	Flow of thought almost impossible to follow. The errors are continuous
	Although the English is often broken and the 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 is not confident with his language. The subject is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky. The 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 seriously hampered by his/her limited knowledge of structure and vocabulary. This results in many errors of agreement, spelling, and misuse of prepositions, tense, 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 overuse of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling.

 

 

 

 

 

 

B  CLASS	This class is characterized by greater fluency and ease of expression. The candidate demonstrates that he/she can use English as a normal way of expressing himself/herself. Sentences are varied and usually well-constructed. Some candidates become ambitious and even over-ambitious. There may be items of merit of the one word or one expression type. May essays in this category may be just clean and unassuming but they still show that the candidate is at ease with the language. There may be a tendency to under mark such essays. Give credit for tone
B- 11-12	The candidate communicates fairly and with some fluency. There may be little variety in sentence structure. Gross errors are still found occasionally, but this must not be over punished by the examiner.
B 13	The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is a fair range of vocabulary and idiom. Natural and effortless. Some items of merit, economy of language
B+ 14-15	The candidate communicates his ideas pleasantly and without strain. There are errors and slips. Tenses, spelling and punctuation are quite good. A number of items of merit of the whole sentence or the whole expression type
A CLASS (16-20)	The candidate communicates not only fluently, but attractively with originality and efficiency. He/she has the ability to make us share his deep feelings, emotions, enthusiasms. He/she expresses himself 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 complete command of the language. There is no strain just pleasantness, clever arrangement, felicity of expression.
A-16-17	The candidate shows competence and fluency in using the language. He may lack imagination or originality which usually provide the “spark” in such essays. Vocabulary idiom, sentence structure, links, 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 communicated not only information and meaning but also and especially the candidate’s whole self: his /her feelings, tastes, points of view, youth, and culture. This ability to communicate is deep self may express itself in many ways, wide range of effectiveness vocabulary, original approach, vivid and sustained account in the case of narrative, well developed  in the case of a debate or discussion. Errors and slips should not deprive the candidate the full marks he deserves. A very definite spark.

 

 

 

This therefore shows that every candidate can choose a grade then align with its requirements and the mark will definitely be in line with the linguistic mark. The manner of communication is therefore important, especially in the first and last paragraph; since many compositions are thus judged. Even still, effort must be put to impressively intertwine the remaining body of the composition because the whole of it is used in awarding the deserved mark. The above table is followed because it diligently places awards learners according to the way they communicate ideas.

Teachers should assist learners to put most effort in mastering their linguistic abilities by often writing compositions and grading themselves. By knowing what each grade requires, it is easy to work towards the best (A+). Work on a wide range of vocabulary, original approach, vivid and sustained account in the case of narrative and communicating the whole self. The following can also be done based on the marking scheme’s focus:

 

 

 

 

 

 

CLASS	COMMENT	MARK
A	CAPTIVATING	16 – 20
B	FLUENT	11 – 15
C	UNDERSTANDABLE	06 – 10
D	MINIMAL COMMUNICATION	01 - 05

 

 

 

 

 

 

 

The following will make compositions attractive and will predispose them to earn full marks when used appropriately:

1.      Humor

2.      Appropriate direct speech usage

3.      Suspense

4.      Unexpected twists and turns

5.      Irony

6.      Flashback

 

AVOID THE FOLLOWING.

1. Stories that begin with the words once upon a time.
2. Over-used clichés like as happy as a king, obvious.

3.      Routines like, i woke up, went to the kitchen and made a meal, As the birds were singing melodious songs.

4.      Gross errors, which include:

i)        Almost any error of agreement (subject verb agreement).

ii)      Serious tense error (mixing of tenses).

iii)    Error of elementary vocabulary, spelling and misuse.

iv)    Punctuation errors or missing punctuation which causes a breakdown in communication.

v)      Errors of sentence construction.

vi)    Ridiculous used of idioms.

vii)  Misuse of common propositions.

viii)   Misuse of capital letters.

5.      . Avoid errors that bring automatic deduction like

-failing to write a story in question 1a.

-failing to begin or end with the specified words (rubrics).

-being irrelevant.

6.  Do not give inappropriate details of sexual encounters, scenarios where the evil or wicked triumph. Composition writing also tests on morality.

7. NEVER COLLECTING THE PAPER WITHOUT RE-READING YOUR WORK.

8. PRACTICE A LOT.