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HOW TO EARN 19-20 MARKS IN A KCSE IMAGINATIVE COMPOSITION

WRITING THE BEST IMAGINATIVE ESSAYS

KCSE ENGLISH IMAGINATIVE COMPOSITION

Have you ever read or written a composition that has the following expressions?

“In two shakes of a lamb’s tail, I dashed to the frog’s kingdom to accuse the dirt …”

“His face was a supermarket/network of pimples” “Two gigantic men kidnapped me …”

“One chilly morning when the birds were chirping and the frogs were croaking …”

Well, as much as some of these expressions may not be grammatically wrong per se, they are clichés that show lack of imagination/creativity and thus will hinder you from scoring a quality mark in KCSE English 101/3 imaginative composition.

This question simply tests your ability to communicate.

Creative writing

According to Wikipedia Creative writing is any writing that goes outside the bounds of normal professional, journalistic , academic , or technical forms of literature, typically identified by an emphasis on narrative craft, character development, and the use of literary tropes or with various traditions of poetry and poetics .

The question tests the candidates’ creativity, originality and ability to communicate in writing.

You should ensure that these objectives are met by the end of the course before your learners attempt English 101/3 tests.

By the end of the course, the learner should be able to:

writelegiblyandneatly;
aplyspelingrulesandspelwordscorectly;
usepunctuationmarkscorectly;
writeclearandcorectsentences,andorganizeideasinalogical sequence;
communicateeffectivelyinwriting,usingavarietyofsentence structures;
developparagraphsusingdifferentdevices;
usefigurativelanguagecorectlyandapropriately;
usecohesivedevicesindevelopingparagraphs;
usepunctuationmarksapropriately,competentlyandcreatively;
demonstratecompetenceinwritingdifferentypesofesays;
presentinformationinavarietyofways;
demonstratecompetenceinusingawiderangeofsentencestructures andvocabularytocreatethedesiredeffect.

Therefore, apart from teaching creative writing (imaginative compositions) which is taught in form 3, teachers should ensure the learners acquire other writing skills as well. These include;

Handwriting-legibilityandtidines
Commonlymispeltwords— spelingandspelingrules

c) Sentencebuildingskillsandparagraphing

i. Writingclearandcorectsentences
Structureoftheparagraph:topicsentences,suportingsentences, clinchersentences,sequencingofideas,unityinparagraphs.
Sentencevariety;usingsimple,compoundandcomplexsentences Devicesofdevelopingparagraphs:givingreasons/examples, comparing

andcontrasting,usingidiomaticexpresions,using facts/statisticsand usingrhetoricalquestions.

C o h e s i o n i n p a r ag r a ph s UsingtransitionalwordsandphrasesChoiceofwordsrecurentwords (differentwordsthatrefertothesameideaintheparagraph)tocreate emphasisParaphrasing.
P un c t u a t i o n : Capitalization,final/terminalpunctuationmarks, commas,quotationmarks,apostrophe,hyphen,colon,Semi-colon,dash, parenthesis,devicesforpresentingtitlesofpublications,quotationsand headings.
S t ud y W r i t i n g : Descriptiveesays,Argumentativeesays,Expository writing,

To help your learners perform well in KCSE imaginative composition, you should teach different types of writing and provide them with ample practice. You should also impress upon them that expository composition is concerned with linguistic ability as it is not concerned with the points.

WRITING A+ KCSE IMAGINATIVE COMPOSITIONS

The best KCSE imaginative compositions score between 19-20 marks. Your composition must possess the following in order to fall under this category.

Intelligibility-able to be understood (comprehensible)
Correctness
Accuracy (devoid of errors)
Fluency (communicates easily/very well/smoothly)
Pleasantness
Originality (new and different in a good and appealing way)

NOTE: Linguistic competence carries the most marks in imaginative compositions.

CATEGORIES OF KCSE IMAGINATIVE COMPOSITIONS

The category your essay falls under depends on the degree of communication . Other factors discussed below will determine the specific numerical mark you earn.

D CLASS: (1-5 MARKS) Guesswork-No communication at all
C CLASS: (6-10 MARKS) Flat-Weak communication because of strain (lacks fluency)
B CLASS: (11-15MARKS) Fluent-Ease of communication due to greater fluency
A CLASS: (16-20MARKS) Pleasant-Captivating, creative, has command of language

HOW TO WRITE AN A-CLASS IMAGINATIVE COMPOSITION

We all want to write pleasant compositions that fall in A CLASS in order to score high marks.

To achieve that, we MUST write compositions that possess the following qualities.

A-CLASS KCSE IMAGINATIVE COMPOSITIONS

Write fluently and attractively
Must have originality (new and different)/efficiency
Make us feel your deep feelings (senses), emotions (strong feelings g. love, fear, anger, bitterness, relief, joy etc), and enthusiasm (strong interest, desires, excitement)
Should be attractive (pleasant/appealing/interesting)

This falls in the general category of a pleasant composition that score between 16- 20 marks.

This article, however, is meant to help you write a KCSE imaginative composition that will earn between 19-20 marks

In order to achieve this, you must;

Express yourself freely
Exhibit no visible constraint
Exhibit maturity(avoid obscene, suggestive, steamy or graphic description of sexual innuendos or other forms of immorality), good planning, humour (comical/funny)
Have many items of merit ( correct vocabulary (or jargon-informal language does not score), phrasal verbs, idioms, proverbs, aspects of literary techniques g.

irony, suspense, imagery etc , correct, appealing felicity of expression in whole sentences or paragraphs)

Show clever arrangement (e.g. flashbacks creating suspense)
Have felicity of expression (well chosen features in writing/communication)

⚠ ERRORS ERRORS

Avoid the following errors;

Faulty paragraphing
Repetition/redundancies (using a word phrase etc that repeats something else and is therefore unnecessary-e.g. bow down, reverse back, colleague teachers, repeat again )
Illegibility (impossible or hard to read or decipher because of poor handwriting)
Vagueness (thoughts that are not stated or expressed clearly; in a general and not specific way) Obscurity (unclear, difficult to understand)
Wrong word order/illogical (lacking sense or clear sound reasoning)or contradictory (inconsistent) statements
Broken English (e.g. his business has caught down instead of his business is thriving , hunger is biting me, etc)
Contracted forms (e.g. didn’t instead of did not; NB they may be used in direct speech )

GROSS ERRORS contribute to a lower score and learners whose compositions have the following errors more often than not fail to score over 15 marks in their compositions. Gross errors include;

Errors of subject-verb agreement
Serious tense error
Errors of elementary vocabulary, misuse of vocabulary, wrong spellings of vocabularies (avoid clichés e.g. I ran as fast as my feeble legs could carry me, I took my breakfast in a blink of an eye )
Punctuation errors e.g. missing punctuation marks (missing final punctuation marks g. full stop is penalized heavily)
Errors of sentence construction
Ridiculous use of idioms thus affecting communication
Misuse of common prepositions
Misuse of capital letters

TYPES OF KCSE IMAGINATIVE ESSAYS

English 101/3 tests three types of essays;

Narrative essays: Simply tell a
Descriptive essays: Paint a picture with
Expository essays: Just give the facts as per the

Examples of PAST KCSE IMAGINATIVE COMPOSITIONS

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2018

For composition 1(a) you should write a narrative; 1(b) write a descriptive essay.

KCSE IMAGINATIVE COMPOSITION 2018

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2017

For composition 1(a) you should write a narrative; 1(b) write an expository essay.

KCSE IMAGINATIVE COMPOSITION 2017

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2016

KCSE IMAGINATIVE COMPOSITION 2016

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2015

For composition:

1(a) you should write a narrative; compose a story to illustrate the saying;

1(b) write an expository essay. Simply give facts about what you think should be done to reduce indiscipline in schools (Do not write a story)

KCSE IMAGINATIVE COMPOSITION 2015

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2014

Your essay should not exceed 450 words (about 3 pages of your KCSE answer booklet). Otherwise you risk losing 2 marks.

However, the quality of an essay depends solely on how effectively it communicates.

AMERICAN SPELLING

American spelling e.g. color, labor, center, meter etc is not penalised. It’s only penalised if there is lack of consistency.

OTHER HELPFUL TIPS

Narrative essays

Understand the setting of the composition in line with the rubric. If the composition is about a crime scene that informs you about the physical setting of

your story. You do not have to start your story on a chilly morning with chirping birds or taking breakfast. Take us to the scene and give us the events that happen before and possibly after the crime.

Have a simple, clear storyline with an introduction, climax and
Have a clear, consistent point of
Be a character in the Use the first person pronoun “I”
Use direct speech to give your story ‘life’.
Develop your characters fully (describe them and make it easy for readers to infer their character traits). Have relateable, realistic
Evoke emotions in the Create an air of poignancy-painfully affecting the feelings (evoke feelings of sadness, joy, sympathy, anger, bitterness, nostalgia etc). Share your deep feelings.
Uphold morals and avoid praising
Tell an original story-new and interesting
It helps to start your story with direct speech, a poem, a song etc if (only if you have not been instructed to begin with certain words)
Titles are not necessary since they do not add any value to your However, they may make you lose marks if they contain any errors.
Build suspense
Avoid oral narratives ( Once upon a time … or fantasies with ogres in the forest- unless you have ever encountered one or know someone who has). Your essay

SHOULD be creative but realistic.

Must be a If not you risk losing 4 marks! You DO NOT want to lose four hard earned marks, do you?
Begin or end with the words provided or else you will lose 2 valuable
Avoid any errors
Write legibly and clearly

In brief, simply write a story. Tell a story the way you would when talking to your grandma or your buddies.

There is no fixed format so do not copy story lines from books (e.g. the Bible) and movies- this may expose your lack of creativity. Express yourself freely.

Do not cram a composition and cross your fingers hoping that you get a similar one in KCSE.

Expository essays

For expository compositions, we are not concerned with the points, only the linguistic ability.

Introduce your essay on the first paragraph, write at least four points in at least four separate paragraphs, and conclude or sum up your essay in the last
Develop cohesive paragraphs for a smooth flowing Use transitional words to link your paragraphs and sentences.
A paragraph must introduce the main idea in the topic sentence (the first sentence of each paragraph). The next two or three sentences should add information to support this main Sum up the paragraph with a clincher-a statement which

summarises the paragraph before you introduce a new point.

Descriptive essays

Thedescriptiveessayisagenreofessaythatasksthestudento describesomething—objectperson,place,experience,emotion, situation,etc.Thegoalofwhichistopaintanimagethatisvivid andmovinginthemindofthereader.Thereadershouldclearly formanimpressionofthethingyouaredescribing.

Brainstorm on the features of the person or thing and write them
Use simple, clear language
Use vivid language g. ox instead of cow, tempestuous instead of violent , stallion not horse, bungalow not house
Appeal to the senses of touch, smell, sight, hearing and Explain how something looks, tastes, smells etc
Create a clear impression in the reader’s Describe someone or something until I see it.
Be organised
Write neatly/legibly
Avoid errors

SAMPLE KCSE IMAGINATIVE COMPOSITIONS

KCSE IMAGINATIVE COMPOSITION

Mwalimu Wafula Wekati

Writer at: www.wekati.blogspot.com [email protected]

1 thought on “HOW TO EARN 19-20 MARKS IN A KCSE IMAGINATIVE COMPOSITION”

this was helpful I hope you can upload examples of the essays

English Paper 3 Questions And Answers - KCSE 2020 Past Papers

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THE KENYA NATIONAL EXAMINATIONS COUNCIL Kenya Certificate of Secondary Education 101/3 ENGLISH Paper 3 (Creative Composition and Essays Based on Set Texts)

Instructions to candidates

Write your name and index number in the spaces provided above.
Sign and write the date of examination in the spaces provided above.

Answer three questions only

Questions 1 and 2 are compulsory.
In question 3 choose only one of the optional set texts you have prepared on.
Where a candidate presents work on more than one optional set text, only the first one to appear will be marked.
Each of your essays must not exceed 450 words.
All your answers must be written in the spaces provided in this question paper.
This paper consists of 16 printed pages. j Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.
Candidates must answer the questions in English.
Write a story ending: That is when I realised that a genuine friend is one who walks in when the rest walk out on you. Or
Write a composition explaining how we can conserve our forests.
The Compulsory Set Text (20 marks) Henrik Ibsen, A Doll 's House Sometimes quitting a relationship may be the only option but it hurts loved ones. Using relevant illustrations from Henrik Ibsen's A Doll 's House, write an essay in support of this statement.
The Short Story Chris Wanjala (Ed.), Memories We Lost and Other Stories Children growing up in urban slums today face many challenges. Using illustrations from NoViolet Bulawayo's "Hitting Budapest", write an essay to illustrate the truth of this statement.
Drama David Mulwa, Inheritance Many African problems are caused by ineffective leadership. With reference to David Mulwa's Inheritance, write an essay to illustrate the truth of this statement.
The Novel John Steinbeck, The Pearl Good families are built on love and teamwork. With reference to Kino and Juana in John Steinbeck's The Pearl, write an essay in support of this statement.

MARKING SCHEME (Confidential)

GENERAL INSTRUCTIONS

Co-ordination Procedure

The Question Paper will be discussed together with the Points of Interpretation.
After studying the Marking Scheme the examiners will mark selected photocopied scripts of the Paper with their Team Leaders.
The examiners will mark on their own a set of photocopied scripts and hand those marked Scripts to their TLs. (Dummies)
The photocopied scripts marked by the examiners will be analyzed and points of interpretation and relevance discussed.
More photocopies will then be marked and discussed.

Marking Procedure

As soon as an examiner receives a set of scripts to be marked, he (or she) must enter his name, number and the number of his team on the envelope. He must make sure the number of scripts in the envelope corresponds to the number of scripts indicated by the supervisor. Any discrepancy must be reported immediately to the team leader. Any script sent to the TL or CE must be clearly identified as coming from such an examiner. Each examiner must keep a clear record of any script that passes through their hands.
Team Leaders should keep very clear records of all scripts allocated to the team as a whole and each examiner individually.
The examiners underline each mistake according to the instructions given on page 6-8 of this booklet. This must be done carefully as both over underlining or underlining can give a wrong impression of the value of a script.
Examiners underline candidates' mistakes in red. Team Leaders co-ordinate in green, ACE in black and CE in black blue
The mark given for the essay must appear at the end of the essay itself and carried to the special grid on the first page of booklet.
For problem scripts, deductions should be clearly shown together with a short explanation of the reason for this at the end of the question. - Immorality attracts a penalty eg glorifying a crime

Coordination by Team Leaders

Team Leaders will co-ordinate approximately 10% of the scripts from each packet. The scripts selected for co-ordination must cover a variety of marks. Highest and border marks should be coordinated.
If there are several deviations of 2 marks or more, an additional number of scripts is coordinated and the packet returned for remarking.
If an examiner or a team leader is uncertain about any script, he/she is invited to consult other examiners, TLs or CEs.
Team Leaders must return scripts for remarking where the underlining is not satisfactory.

MARKING SCHEME

Paper 101/3 is intended to test the candidates' ability to communicate in writing. Communication is established at different levels of intelligibility, correctness, accuracy, fluency. pleasantness and originality. Within the constraints set by each question, it is the linguistic competence shown by the candidate that should carry most of the marks.

Examiners should not hesitate to use the full range of marks for each essay.

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

(The marks indicated below are for question one.) D CLASS (01-05) (Minimal/ no communication)

The candidate either does not communicate at all or his language ability is so minimal that the examiner practically has to guess what the candidate wants to say, The candidate fails to fit the English words he knows into meaningful sentences. The subject is glanced at or distorted. Practically no valid punctuation. All kinds of errors. ("Broken English")

D- (01-02) - Chaotic, little meaning whatsoever. Question paper or some words from it simply copied.

D03 - Flow of thought almost impossible to follow. The errors are continuous.

D+ (04-05) At least/guess. 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) (communicates but with difficulty)

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 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 seriously 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 overuse of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreement, tenses and spelling eg: 2 Birds of the same feathers flock together, all over sudden etc

B CLASS (11-15) (Greater fluency/ fluent - Ambition/ over-ambition)

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. Many essays in this category may be just clean and unassuming but they still show that the candidate is at case with the language. There may be a tendency to 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 - ( variety/ some items of merit/ economy of language) 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) ( Complete command of the language)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 and 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 and felicity of expression

A- (16-17) - ( No spark)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 - ( Definite spark) 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) - ( exceptional/ very definite spark)The candidate communicates not only information and meaning, but also the candidate's whole self: his/her feelings, tastes, points of view, youth, culture. This ability to communicate deeply may express itself in a wide range of effective vocabulary, original approach, vivid and sustained account in the case of a 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 deserves. A very definite spark

TABLE OF CATEGORIES

MARKING SYMBOLS

FAULTY PARAGRAPHING - //P
REPETITION - (of words) a circle around the word
R - (of ideas) usually in the margin
ILLEGIBILITY (ILL) - (of ideas) usually in the margin (If it affects more than one line)
VAGUENESS (V) - Vague (in the margin)
WRONG WORD ORDER (WO) - Underline once and write W.O. in the margin
ILLOGICAL or CONTRADICTORY (ILL) - (in the margin)
BROKEN ENGLISH (BR) - when the candidate fails to communicate BR in margin. FOR PURPOSES OF IDENTIFICATION
COW (done by the TL.) to indicate that a candidate has cancelled his/her work.
BRACKETS [ ] indicate a part of a D script that communicates.
Use an asterisk to indicate an item or a sentence that the rubrics indicate should be used.
TO INDICATE AN ITEM OF MERIT use a tick (√) either above a word or in the margin for the whole sentence. or for a whole paragraph

GROSS ERRORS

Almost any error of agreement
Serious tense error
Errors of elementary vocabulary: spelling and misuse
Punctuation errors or missing punctuation which causes serious lack of communication.
Elementary errors of sentence construction.
Ridiculous use of idiom that affects communication.
Misuse of common prepositions
Contracted forms
Misuse of capital letters - Use CAPS. Underline the first page and use CAPS on subsequent pages where the mistake persists.

MARKING NORMAL SCRIPTS

Read and decide on the degree of communication achieved. A-D
After underlining decide on the mark category
Allocate a numerical mark to the essay.

PROBLEM SCRIPTS - All problem scripts must be marked by the examiner and then sent to the Team Leader with comments.

Consistent distortion of question, evasion of question, writing on a totally different subject with a clumsy attempt at connecting the essay to the subject given, inclusion of memorized passages, etc.
The question is given an unacceptable or questionable interpretation
Essays contain long, semi-irrelevant digressions or lack coherence ACTION The examiner marks the essay, gives a linguistic mark and comments on the nature of the irrelevancy. The essay is then passed over to the team leader who judges whether the irrelevancy should be judged as a deliberate attempt to deceive or should be attributed to the candidate's poor understanding of the subject. Deduct up to 4 marks for irrelevancy in the essay. If dishonesty is suspected, the Chief Examiner should be informed. Any deduction of 3 marks or more should be referred to the Team Leader
CONTRAVENTION OF RUBRIC Since the rubrics may change from year to year, the POINTS OF INTEPRETATION that are part of this MARKING SCHEME must be consulted and adhered to faithfully. Here are some general rules that usually apply.
Read and decide on the category D+, D or D-.
Mark the errors on all the pages of the essay.
Team leaders should look at a good number of those scripts and ensure that the mark given is fair.
BREVITY It should be remembered that the main quality of an essay is how effectively it communicates. If an essay looks-too short, the examiner should take the time to count the exact number of words. The essay should not exceed 450 words. If it does, deduct 2 for length.

KENYAN ENGLISH A good number of words and expressions are understood and currently used by all Kenyans. They can be used in essays without any need for quotation marks or explanations. We can include among those: panga, rungu, shamba, murram, matatu wananchi, ugali, madarasa, harambee, matoke maendeleo ya wanawake, salaam, ayah, askari debe, duka, Nyayo, boma, sukumawiki, goat party, manyatta, magendo AMERICAN SPELLING Although "English" spelling is more common than "American" spelling in Kenya, examiners should accept both spellings and no penalty should be given for such variations. Penalize for lack of consistency in usage of either.

The story must end with the given statement( if not deduct 2 AD from rubric) That is when I realized that a genuine friend is one who walks in when the rest walk out on you. (point was interpretation) The story must bring out a situation where someone is abandoned by all his or her friends but one. Or
The composition must be based on the topic given. It should be an expository writing explaining how we can conserve our forests.(10 points)
Established relationship
Situation that cause quitting .
How loved ones, not person quitting, are hurt
Quitting & hurt must be given to be full.
Paraphrase can do.
Nora, Helmer's wife, decides to quit her marriage. She feels that she is unappreciated and unprotected. She feels bitter that Helmer cannot defend her, although she is his wife. It is because of her love for Helmer that she took a loan from a bank to pay for Helmer's treatment in Italy. She says, "I have loved you above everything else in the world." (P.103). Helmer is rather unforgiving. He tells Nora that he "must sink to such miserable depths because of a thoughtless woman." (P.104). Eventually Nora tells him that, "when I am out of the way, you will be free." (P.104). Even though Helmer forgives her (P.107), she does not change her mind. She leaves behind three children who still need her care and a disturbed husband. 192-8, 90, 11-3, 17-23, 35-42, 43, 44, Details 45, 52-54, 56-62, 68, 72-77, 78-9, 80, 84, 91-6, 98
Mrs. Linde abandons her lover, Nils Krogstad and gets married to a rich businessman. She does this in order to take care of her bedridden mother and her siblings. She says, "My mother was alive then, and was bedridden and helpless, and I had to provide for my two younger brothers, so I did not think I was justified in refusing his offer." (P.14). In walking out on her lover, Nils Krogstad, and getting married to a rich man, surely, to Krogstad what could be more painful? Milo, 14-5,24 78, 85-90
Heimer on realizing that Nora had gone against expectation. Helmer by burrowing money & forging her father's signature, quits the relationship and declares that Nora is unfit to care for the children & also strips her of her wifely duties. Nora is hurt by how ungrateful he is when she realises that she's been living with a man who does not appreciate her contribution to the marriage. 22-8, 9-10 11-13 17 23, 35-42, 43, 44, 52, 53-4 56-62, 68, 72-78 So 91-6, 98, 10-22
Ann, Nora's nurse, also walks out on her relationship with her daughter's father. It is revealed that she got a child out of wedlock and left her with the father. Nora wonders, "How could you have the heart to put your own child out among strangers?" (P.50). Anne says that "that wicked man didn't do a single thing for me." (P.50). For this reason, she abandons her child at a very tender age in order to find a good place." (P.50). 1949-51
Nora, abandons her three little children with the father. She says that she will only think of Helmer, the children and the house. "I know I shall often think of you, the children, and this house." (P.119). She adds that she does not want any communication between her and Helmer. When Helmer asks her whether he could write to her, she retorts, "No-never. You must not do that ..... Nothing-nothing." (P.119). Nothing could be more painful than cutting links with your own children never to return. 89 417, 11, 30-2, 41-2/,46-8, 49-51, 73, 102-10), 13, 114, 115, 117-8, 119. -2, 14, 245, 2627, as 29, 3, 62-70, S3, ag 7
Conclusion Separation of lovers often brings about feelings of bitterness, desperation and emotional pain. It may also directly or indirectly affect other family members. This is what we see in Henrik Ibsen's A Doll's House. (Accept any other relevant conclusion)
Introduction Many children growing up in urban slums today undergo unimaginable crises which include:poor sanitation, overcrowding, violence, unwanted pregnancies, lack of education opportunities, poor infrastructure among others. In "Hitting Budapest" by NoViolet Bulawayo, the narrator, a young girl of nine years takes us through the finer details of the myriad challenges that befall children in Paradise slum.12 (Any other relevant introduction mark out of 2)
(Food)The first challenge is lack of sufficient and quality food. The narrator tells us that she and her friends have to steal guavas to survive. She indicates that they have eaten up all the guavas from Chipo's uncle's tree, and now they have moved to strangers' guava trees in Budapest, a high cost urban residential area. She reveals that she would die for guavas or anything because "her stomach feels like somebody just took a shovel and dug everything out.” This is an indication of severe hunger. In further details, she says that they have never seen anyone throw away food - this is a comment on Mello who throws away what is left from the thing she is eating. Sadly, the narrator says, "the woman's twisted mouth finishes chewing. I swallow with her." (P.100). When the narrator and her friends arrive home, she says that they will drink water for the night, "listen to the mother of Bones tell us a story and go to sleep." (P.104). 97,98 100, 101, 102, 103,104
(Clothing)Children in slums do not have proper clothing. In most cases, their clothes are torn and they are partially naked. For instance, the narrator describes how Basta hit one of the younger children who is naked to stop him from following the group to Budapest. "Godknows' pair of shorts are torn at the back and his pitch-black back peeping like strange eyes through the dirty white fabric." Even Basta's black tracksuit is dirty because he never takes it off. His orange shirt is also faded. 97 to 102 103
(Squalor)The children described in the story live in squalid conditions. The sanitation described is pathetic. The narrator affirms this by contrasting Paradise slum with Budapest. She says that Budapest is strangely quiet with no burning of things, no smell of something rotting. The air is plain and clean. When she sees the feet of Mello, the white woman, she is surprised at how clean and pretty they are. She adds, "I don't remember my own feet ever looking like that, maybe when I was born." (P.100). She also indicates that if she were living in Budapest she would "wash her whole body every day and comb her hair nicely to show she was a real person living in a real place." 98, 101, 102
(School)Lack of schooling is a common phenomenon in Paradise. The narrator indicates that children do not go to school in Paradise slum. Even though Chipo says that her teacher, Mr. Gono said they need education to make money, this is not practicable since they are not going to school. The narrator says that she would go to live in America with her aunt. In this case, education may not be her priority. 97, 103, 104-5
Unwanted pregnancies are common experiences in slum dwellings. For example, Chipo, who is only 10 years old, is expectant. It is claimed that her grandfather is responsible for her situation. The grandfather is later arrested and detained, but Chipo must just bear the burden of carrying the pregnancy for nine months. From the details in the story, Chipo seems resigned to her fate. When asked by Basta when she would have her baby, she resignedly answers, “I'll have it one day." (P.97). 88, 97
Poor parenting contributes to the challenges in urban slums. The narrator says that getting out of Paradise is not so hard since their mothers are busy with hair and talk. She says, "They just glance at us when we file past and then look away." (P.97). They do not care about the whereabouts of their children, what they cat and do. Similarly, fathers are busy the whole day playing draughts under jacaranda tree. The narrator says, "their eyes never lift from draughts" (P.100). She adds that nobody smiles at them in Paradise.
There is a lot of violence in slums as depicted in the story. The narrator points out that Basta who is the oldest among them, 11 years is known for beating them up. Basta enjoys bullying everybody. For instance, when Sbho tells his friends that he will one day own a particular big blue house in Budapest, Basta, the bully, throws a ripe guava at Sbho's dream house. The guava explodes on the wall and stains it. He throws another guava but it misses the wall but hits the gate. Basta thrives in bullying and violence. (14)
Conclusion Children who grow up in urban slums go through a lot of dehumanizing experiences which if not well checked will create a vicious circle of the same conditions or worse. (Accept ant other relevant conclusion ) (Expect any 4 well explained points) Mark: 3:3 3:3 = 12
Introduction A good leader inspires his or her subjects to success not failure. On the other hand, ineffective leaders bring disillusionment and do not inspire confidence among their people. In the world today, scandals have tainted reputation of many people, and leaders worthy of trust are more in demand than ever. David Mulwa's Inheritance depicts an example of an ineffective leadership meted out on the people who eventually lose respect for their leader.
Judah Zen Melo's thatched hut speaks of abject poverty. That hut has hanging sacks as its doors. In this state, there is no privacy given that Lulu, Judah's daughter, is a grown up. At the centre, an old table and old wooden folding chairs make the furniture in the hut. Judah, who was once a member of Lacuna Kasoo's ruling party fell out with the powers that be. Judah's problems began when he declined to kill Bengo, his brother. As a result, Judah is asked to vacate government house and he ceases to be a party member. At the beginning of the play, Judah is out somewhere wandering from one town to another in search of elusive jobs with hordes of young people. Judah is jobless and he has to make ends meet.
Tamina, Judah's wife, informs Bengo about the scarcity of water. Water is hard to come by. The main water catchment area is destroyed and all the streams from the mountain are diverted to a dam at the foot of the mountain denying the locals their only source of water. Tamina laments that people have to walk 15 kilometres to get water – in fact, they walk from sunrise to mid-day. This is an example of poor planning blamed on ineffective leadership. It is interesting to note that the water crisis is as a result of a conspiracy between the local member of parliament and the national government.
Lacuna Kasoo's government does not tolerate any politics of opposition. For instance, when Bengo becomes the voice of the oppressed, Kasoo persuades Judah to eliminate him. He says that Bengo is a thorn in his flesh. When Judah refuses to accomplish the ill mission, he is fired from the party, beaten badly and his mangled body is dumped at the government house doorstep. (P.23).
Lacuna Kasoo rules his country with an iron fist. His reign blossoms on dictatorship, intimidation and greed. Tamina says that people labour and sweat pours into Lacuna Kasoo's porous pockets and the rest to his bank accounts abroad. (P.24).
When Judah falls out with Lacuna Kasoo, he is immediately deprived of all government privileges and even his own investments. Judah once a respected party official, becomes a pauper overnight. Tamina, Judah's wife blames the government for their current predicament. She asks: "where are the cars I used to drive? The government house I used to live in? My coffee farm in Bukelenge Mountains? All gone. Now I must pick coffee for Chipande on the farm that he had me sell to him for peanuts."
The government imposes fees without reason. Lulu tells her mother to pay one thousand for games, two thousand for a second perimeter fence, and another one thousand for paper and ink for officials who will mark their exams. These levies are not intended for the said projects but for the pockets of Lacuna Kasoo.
Conclusion Ineffective leadership breeds corruption, abuse and misuse of authority, arrests, detention among others. It also fails to ignite public confidence. In many African countries poor political leadership is the main cause of underdevelopment. This is what we witness in David Mulwa's Inheritance
Introduction A great family springs from mutual respect, a healthy dose of understanding, teamwork and love. However, sometimes these important pillars of a family are difficult to attain. In John Steinbeck's, The Pearl, Kino and Juana invest on love and teamwork as they confront their challenges. (Accept any other relevant introduction, mark out of 2)
(Scorpion)The first demonstration of teamwork is when Coyotito, their only son is stung by a scorpion. Coyolito is in imminent danger of dying if no medication is administered immediately. The couple, Kino and Juana, decide to take the baby to the doctor. The doctor refuses to attend to Coyotito and declines Kino's payment of eight small mis-shapen seed pearls. It is said that to avoid shame and embarrassment, the neighbours melted away and beggars went back to the church steps leaving only Kino and Juana standing in front of the gate. "Kino stood in front of the gate with Juana beside him." (P.29). 20-2426-24 32-33, 34-35
(pearl fishing)Having been disappointed by the doctor who refuses to treat their son, Kino and Juana decide to try their luck at the sea. Juana asks for God's intervention to enable them get a pearl with value with which to hire a doctor. At the sea, Kino is not alone. His wife Juana is beside him. Both of them get hold of the canoe and slides it down the beach to the water. Later, Kino pushed the stem (back) and waded beside it until it floated. It is indicated that the moment the bow (front) of the canoe floated, Juana was the first to climb in. Both of them paddled the canoe in coordination, into the sea. What an amazing demonstration of love and teamwork! 32, 33, 3 5, 36-30
(second attack)When Kino is attacked for the second time, Juana was inside the house with the baby. Juana later, upon hearing a little rush, grunting struggle and blow, she only froze with terror for a moment. She decides to lend support to the husband against the intruder. She puts Coyotito down on the ground and seizes a stone from the fireplace and rushes outside but it is rather late. She finds Kino lying on the ground, unconscious with fresh blood oozing from a long deep cut. She helps him to his feet and wipes the blood from Kino's would with her skirt. She even brings him a płuque (alcoholic drink). Once again the Kinos have demonstrated love and teamwork. 75-80
Kino kills his third attacker and feels that it is in self-defense. However, Juana feels that they are not safe and suggests that they must escape as fast as possible. She does not leave Kino to flee alone. She is determined to remain by his side. She says. "You have killed a man. We must go away. They will come for us... We must be gone before the daylight comes." (P.86). Both Kino and Juana leave for the cities in the north after spending a night at Juan Tomas; Kino's brother. It is said that Kino and Juana gathered their clothing tighter about them and covered their noses and went out into the world. It is also indicated that, "the two walked carefully and they avoided the centre of the town ..." (P.95). (Add any other relevant point.) - 83-84, 85-86, 87-8, 89, 90, 92)
(The trackers)While on the flight to the north, as they are escaping for killing a man, they're confronted by a threat (The trackers). In an attempt to tackle the trackers, Kino suggests that he goes alone so as to move faster. Juana refuses to seperate from Kino to ensure the safety 2 the family.(92, 107, 108, 110-11, 113-115.)
(The Return) When Coyotito is killed, Kino & Juana decided to go back to La Paz. The remain united and walk side by side in solidarity past the village to to sea. He tells Juana to throw the pearl back to the sea but Juana tells him to throw it himself. A moment of realization by Kino that Juana was all along right about the pearl. 19 113-118 C
Conclusion Teamwork as demonstrated by Kino and Juana is source of strength, it builds love, loyalty and satisfaction. When family members work together, they help balance strengths and weaknesses. This is what is depicted by John Steinbeck in his novel, The Pearl. (Accept any other valid conclusion)

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23 Examples of Imaginative Compositions-KCSE Questions

Read also Functional Writings Tips and Example of Each

1.ImaginativeComposition(Compulsory)

a)Write a compositiontoillustratethesaying,”Whenthedealistoogood,thinktwice.

b)Writeacompositionbeginningwiththefollowingwords,”Iknewitwasgoingtobea promisingdaywhen…”

2. ImaginativeComposition(Compulsory)

a)Writeacompositiontoillustratethesaying,”Honestyisthebestpolicy.

b)WriteacompositionexplaininghowyoungKenyanscanovercomecorruption.

3. ImaginativeComposition(Compulsory)

a)Writeacompositionillustratingthesaying,”Asyousowsoyoushallreap.

b)Writeacompositionendingwiththefollowingwords,”Asprisonwardersledmeoutofcourt, Icursedmyself

silently.”

ImaginativeComposition(Compulsory)

Writeastoryillustratingthesaying,”Whenthedealistoogood,thinktwice.

WriteacompositionexplaininghowyoungKenyanscanhelperadicatepoverty.

5. ImaginativeComposition(Compulsory)

a)Writeastoryillustratingthesaying,”Allthatglittersarenotgold.”

b)Writeacompositionwiththetitle,”Amiserablejourney.”

6. ImaginativeComposition(Compulsory)

a)writeastorytoillustratetheproverb,”Hurryhasnoblessing.

b)Writeastorybeginning,”Screamsofsirensrentedtheair…

7. IMAGINATIVECOMPOSITION (20MKS)

a)Writeacompositionendingwiththefollowingstatement.

……afinallookathermademerealizethatchoiceshaveconsequences.

b)Writeacompositiontoillustratetheproverb,“oncebeatentwiceshy”.

8. ImaginativeComposition

a)Writeacompositionthathasthefollowing:explosion,crowd,sirenandhospital

b)Writeacompositiononthefollowingstatement:“Technologicaladvancementhasimpacted negativelyonthesociety,especiallytheyouth.”

Creativecomposition

(a)Writeacompositionbeginningwith:(20marks)

Visitingachildren’shomewasnotmyideaofspendingmybirthday,butIwasdeterminedto makethedayinteresting.

(b)Writeastorytoillustratetheproverb:Abirdinhandisworthtwointhebush.(20marks)

Creativecomposition(Compulsory)

(a)Writeacompositionbeginningwiththefollowing:(20marks)

AsIgotclosertomyhomethatnight,IrealizedthatthecommotionandnoiseIhadheardon gettingoffthebuscamefrommyelderbrother’shouse.

(b)Writeacompositiontoillustratethesaying:Loveisblind.

(a)Writeacompositionending:ItwasbythegraceofGodthatIsurvived.

(b)Writeacompositiontoillustratethesaying:Everydoghasitsday.

12. Creativecomposition

(a)Writeacompositionwiththeending:Thisexperiencetaughtmethattogiveismoreblessed thantoreceive.

(b)Writeanargumentativecompositioninsupportofherbalmedicine.

(a)writeacompositiontoillustratethesaying:’Patiencepays.

(b)Writeanexpositorycompositionexplainingtheroleofstudentleadersinasecondaryschool,

.Creativecomposition

(a)Writeacompositionendingorstartingwiththefollowingsentence:’Noonewilleverknow whokilledhimandwhy.’

(b)Writeacompositionexpressingthevalidityofthesaying:’Thinktwicewhenthedealistoo good.’

(a)Writeacompositionendingwiththefollowingsentence:ThatiswhenIrealizedthatthe chickenshadcomehometoroost.

(b)Writeastorystartingwiththefollowingstatement:Thereisnothingasbadasbeingadrug addict.

Writeacompositionbeginningwith:Wesetoffthatafternoon,lookingforwardtoagreattime…

Writeacompositiontoillustratethesaying:Oncebitten,twiceshy.

1.imaginativecomposition either

Writeacompositiontoillustratetheproverb:Alliswellthatendswell. or

(b)Writeacompositiononthetopic:StudentsinKenyacanplayakeyroleinenvironmental awareness.

1.imaginativecomposition

Writeacompositionendinginthewords:WhenIlookback,Ialwayscountmyselfamongthe luckyfew. or

Writeacompositiononthetopic:Genderdiscriminationcontributestounderdevelopment.

.Imaginativecomposition(Compulsory). (20mks)

a)Writeastoryendingwiththewords…

“Iturnedround,facedhimandrealizedthatlifewillneverbethesameagain”

b)Writeanessayshowingyourviewsonhowdestructionorconstructioncanbetheresult ofthedevolvedgovernments.

.IMAGINATIVECOMPOSITION

a)Writeastoryendingwith:

……………………….whentearsbegantowellupinhereyes,Iturnedandwalkedaway.

b)“Technologicaladvancementhasimpactednegativelyonthesociety,especiallytheyouth.” Discuss.

Imaginativecomposition.(Compulsory)(20marks)

(a)Writeastoryendinginthefollowing:

Lookingattheirgratefulfaces,IrealizedthatallthetroubleIhadgonethroughwasworthit.

(b)Writeacompositionontheimpactoftribalismonournationandexplainhowtheyouth canhelpovercomeit.

22. Imaginativecomposition

a)Writeastorybeginningwiththewords:IhadnotthoughtitwasabigproblemuntilIgot involved

b)DiscussthemeasuresyouwouldtaketocurbfloodinginourKenyanurbanareas.

An Artist of the Floating World Essay Questions

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Using Creative Words and Phrases for Composition Writing & Essays

Primary School Composition Writing

Using Creative Words and Phrases for Composition Writing & Essays

How to use creative words and phrases for composition writing & essays.

This blog post will teach you how to use creative and inspired phrases for composition writing. It will also give you examples and ideas of Idioms, Similes, Metaphors or Personification that you can use in your compositions.

But first, here’s a Free Ebook – 80 Awesome Phrases to Wow your Teacher !

(Tip: You can print out the free ebook for your child to read.)

Do You Really Need Good Phrases for Composition Writing?

No, you don’t. Your child should not use good phrases just for the sake of impressing the reader. Your child should concentrate on using the RIGHT PHRASE for the RIGHT SITUATION . (In fact, our collection of Model Compositions for Primary School Students does not contain pompous, bombastic words or phrases.)

And to do so, your child needs to have a broad knowledge of a variety of phrases. That way, he will be well-equipped with an arsenal of words to express himself fluently and smoothly.

Many parents misunderstand the use of good vocabulary words for essays. They force their child to memorise bombastic words and phrases. This should not be the case as memorisation does not equal application. Students tend to memorise the phrases and then use them in the wrong context when writing. This causes the students’ writing to become stilted and mechanical. Some may even become addicted to the use of bombastic vocabulary and end up writing overly-complicated sentences or phrases to look smart.

Now which is smarter – expressing yourself in a short and sweet manner, or, writing a whole bunch of fancy and pompous words just to narrate a simple thought?

Instead of “good phrases”, focus on using – EFFECTIVE PHRASES.

It’s okay to use simple phrases! Keep your sentences short, concise, and straight to the point. Use the right words at the right time. Express your ideas fluently.

Remember – You are writing to let the reader read for the sake of enjoyment. You are not writing to IMPRESS the reader.

Bonus Video – How To Use Good Expressions in Composition Writing:

Here’s an online lesson I conducted some time back on how to use Good Expressions in your compositions. It is very similar to what I address in the article later on How to Write Good Phrases.

It’s about 1 hour long so you may want to set aside some time to watch it. (You can also fast forward to 6:09 to skip straight to the introduction and then the lesson.)

Types of Descriptive Phrases

“Good Phrases” can be broken down into:

Personification

An idiom is an expression of words whose meaning is not predictable from the usual meanings of its constituent elements. (Definition taken from dictionary.com )

In other words, an idiom is a quirky series of words combined to form a special meaning.

Idioms should be used sparingly in a composition. Do not overuse them as it may make your overall composition sound very cheesy or old-fashioned. Some idioms are also not commonly used in our everyday speech. Hence, over-usage of the less well-known idioms might make reading awkward.

Some Useful Idioms

1. An arm and a leg – Very expensive or costly.

E.g: Dining at this high-class restaurant cost me an arm and a leg ! I will never return here again.

2. Blessing in disguise – something good that was not recognized at first.

E.g: Missing that field trip turned out to be a blessing in disguise as the school bus met with an accident.

3. Piece of cake – used to describe something that is very easy to do.

E.g: This assignment was a piece of cake . I completed in less that fifteen minutes

4. Not to make head or tail of something – unable to decipher or understand the meaning

E.g: The teacher was talking so fast that I could not make head or tail of what he was saying.

5. See eye to eye – to agree with someone

E.g: Jack and Diane kept on quarreling as they could not see eye to eye with each other.

For more useful idioms, you check out our LIST of 88 AWESOME IDIOMS that you can learn and apply immediately. Boost your language marks for compo writing and WOW your teacher!

Click the button below to download this free ebook for your child!

Simple & Easy-to-use
Minimal Memory Work
Examples provided
Learn the meaning of these idioms!

It is a figure of speech where one thing is compared with another thing of a different kind.

It is used to make a description more vivid or to draw out a particular quality of the subject being mentioned.

Similes are used with the words “like” or “as…as”.

Similes are best used when they are original, creative, relevant and logical. A simile which has been used too many times – “as fast as a cheetah” or “as fast as lightning” – will not score you extra points.

Chattering like monkeys - how to use good phrases

Some Useful Similes

1.The students were chattering like monkeys .

2. The winner of the race paraded around the track like a peacock .

3. We tried to carry him but he was as heavy as an elephant .

4. The signboards were as bright as daylight .

5. When she heard someone call her name in the dark, she turned as pale as a sheet .

6. Filled with rage, the bully charged towards me like a bull .

7. The boys were laughing like hyenas when they pulled off the prank.

8. Don’t worry about her. She can handle it herself. She is as tough as nails !

9. When the exams commenced, the classroom became as silent as a grave .

10. On the last day of school, Jimmy dashed out of the school gates feeling as free as a bird .

A metaphor is a figure of speech in which a term or phrase is applied to something that is not literally applicable to suggest a resemblance. (definition taken from dictionary.com ).

In other words, it is almost like a simile, except you are not using the words ‘like’ or ‘as…as’.

as angry as a bull - how to use good phrases for composition writing

Simile: He was as angry as a bull.

Metaphor: He was an angry bull.

Metaphors are slightly more difficult to use than similes. But when they are used right, they can give an extremely vivid portrayal of a character or a situation in the story.

A metaphor applied correctly can be a very powerful tool in writing.

Some Useful Metaphors

1. She felt a whirlwind of emotions passed through her. ( overwhelmed by emotions)

2. Don’t believe that fortune-teller. He is selling you snake oil . (metaphorical idiom, fake promises, products or services that fail to live up to expectations, something fraudulent)

3. Mr Tan is a teacher with a heart of gold . ( very kind or generous)

4. Stay away from him. He is a loaded gun . (dangerous)

5. When the basketball team got off the bus, we could smell the stench of defeat on them. ( they acted in such a way that it was easy to deduce that they have lost)

6. After failing her exams, Shirley wallowed in a sea of self-pity . ( metaphorical idiom, overwhelmed by self-pity)

7. He was so sad that he was crying rivers . (a lot of tears)

8. Sean’s stomach was a bottomless pit . ( extremely hungry, describe someone who cannot stop eating.)

9. Completing this assignment was a breeze . ( very easy to complete)

10. Hearing her laughter was music to my ears . (a pleasant sound)

Personification is done by attributing human characteristics to something non-human.

This is used to give a clearer picture of whatever that’s being described. It enables the reader visualise and see the imagery in their minds.

Personification can be done by simple usage of verbs or action words.

Just like metaphors, personification can count as good vocabulary words for essay writing.

personification -sun - how to use good phrases for composition writing -edited

Some Useful Ideas for Personification

1. The thunderstorm raged on outside my window.

2. The soft, cool sand caressed my feet.

3. The sun peeked out from behind the clouds.

4. I could hear the faint wail of the ambulance in a distance.

5. The moment I stepped out into the streets, I was greeted by the strong diesel fumes.

6. The trees shadowed the soldiers as they trekked through the forest.

7. The sports car roared with ferocity as it zoomed past the spectators.

8. The road was treacherous and unforgiving .

9. The expensive handbag seemed to call out to her. “Buy me!”

10. By the time the firemen arrived, the flames were already dancing on the roof.

How to come up with your own phrases?

The best descriptions are often ones that you come up with on the spot, that can fit the scenario or context that you are describing perfectly.

Coming up with good phrases for composition writing is not that hard. All you need is an inquisitive mind that is able to draw comparisons between 2 unrelated objects.

You need to be creative – a trait that is inherent in most children.

You need to be able to come up with fresh ideas and fresh perspectives.

Some questions to ask yourself when coming up with good vocabulary words for essays:

How can I better depict this character/scene/object by comparing it with something else?
What’s a better verb I can use to personify this object?
How can I make this phrase or sentence more interesting for the reader?
How can I better convey my point across to the reader?
How can I help the reader to visualise better?

How to write a good essay in English?

DON’T be so preoccupied with employing gargantuan words in your expositions that your sentence ends up reading like this. See what I did there?

Often students pepper their essays with “smart-sounding” words to impress their examiners. This has the opposite effect; readers are left scratching their heads, wondering what message the student is trying to convey.

The best way to resist this impulse is to replace bombastic words with effective ones. “Bombastic”, according to Oxford Languages, means “high-sounding but with little meaning”. When you use bombastic words, you may just end up using words in the wrong context . You also tend to make errors of repetition by force-fitting all the words you know into your compo.

Consider this sentence: “The enraptured onlookers were jolted and entranced by the spine-tingling sight of the sunset.”

Did you spot the errors?

1. “Enraptured” and “entranced” mean the same thing. (Repetition)

2. “Jolted” means “shocked”. (Wrong context. This is a sunset, not a horror movie!)

3. “Spine-tinging” means “scary”. (Again, wrong context.)

Here’s the revised sentence: “The onlookers were left mesmerised by the breathtaking sunset.”

By replacing bombastic words with effective ones, you’re well on your way to writing a good essay in English.

Good vocabulary words for essays

vector image showing girl studying on good vocabulary for writing good phrases

Good vocabulary forms the bedrock of an essay, so it is important to use vocabulary that is appropriate, yet not overused and therefore, cliched. Let’s begin with the introduction.

Introduction

The introduction is where you set the scene for your reader. Use descriptive phrases that vividly describes the setting. Word of caution: do not overdo the setting descriptions, especially when the setting plays no role in your story plot.

Use vivid vocabulary instead of vague adjectives :

For instance, replace vague adjectives like “beautiful” with more precise vocabulary. If you’re describing places like a quiet beach or park, “ serene ” and “tranquil ” can be used instead.

If you’re describing greenery, “verdant” is more appropriate and paints a more vivid picture in your reader’s mind:

e,g, “My parents and I were at the Bukit Timah Nature Reserve, enjoying a peaceful afternoon amidst the verdant expanse of lush trees and vibrant flower beds, blissfully unaware that things would soon take an unexpected turn.”

Use creative phrases instead of cliches :

It’s high time we ditch cliched phrases about how “fluffy clouds dotted the azure sky”. This does not impress your reader!

Consider this other cliched phrase: “The smell of buttery popcorn wafted into my nostrils.”

What a yawn! Let’s improve by rewriting it as follows: “The smell of buttery popcorn beckoned to me, tantalising my senses.” You have effectively personified the smell of the popcorn and in doing so, you convey just how tempted you were by it!

Rising Action

Things are heating up here and if you want to keep your readers on their toes, use suspenseful language to plant clues. This is especially useful if your story is about an unfortunate event or something unexpected.

When something seems a little amiss, hint at the impending problem using phrases such as:

1. Something gnawed at the back of my mind, but I brushed it off.

2. I could not shake the feeling of…

3. I could feel it in my bones; something was not right.

4. I felt a tug of apprehension in my gut, subtle but persistent.

5. The birdsong abruptly ceased, as if nature itself were holding its breath.

This is where the main conflict or action occurs and where vocabulary should be impactful . Once again, stand out from the crowd by using high-intensity words (and avoid using “very”) to create excitement!

Use impactful, highly charged vocabulary instead of dull phrases :
Use “show, not tell” instead of stating the facts :

This means showing, not telling , the reader what your character is thinking and feeling. In doing so, you engage the reader and make your writing a whole lot more immersive! When the reader can picture your character, you evoke a deeper emotional response.

Consider these two descriptions:

Jane was devastated but determinedly continued on.
Hastily wiping her tears away, Jane bit her lip and marched ahead.

Ask yourself: which one is more impactful? Which description draws you in and allows you to feel Jane’s pain?

Falling Action

Here’s the part where the dust settles. Common emotions experienced by characters include relief (usually after negative events) and happiness (for positive outcomes).

Use body language to convey emotions like relief or joy

Your characters don’t always have to ‘heave/ breathe a sigh of relief”. There are plenty of other “show, not tell” or body language phrases we can use to convey relief:

1. Unclenching my fists, I…

2. Marcus slumped in his chair in relief .

3. She let out a long breath , thankful for the brief reprieve.

4. A soft smile played on her lips as worry washed away.

5. He wiped his brow as anxiety finally ebbed away

Explore using new idioms and metaphors to convey emotions

While “jumped for joy” and “over the moon” do show happiness, it’s time to retire these and adopt some new lingo! Try these instead:

1. Benjamin was walking on air after winning the championship.

2. The blushing bride graced us with a smile that could light up a room .

3. I was tickled pink after being personally invited to Taylor Swift’s birthday bash.

Belle walked up on stage with a spring in her step .

Capture complexity of emotions to create round (not flat) characters

More advanced writers might want to play around with describing more nuanced feelings because human emotions are complex! We often experience bittersweet emotions like joy tinged with melancholy.

Consider descriptions that capture this complexity. For instance, if describing a graduation, you can try: “The valedictorian gave the graduating class a wistful smile as he prepared to throw up his mortarboard for the final hurrah.”

This lends more depth to your characters; this makes your characters three-dimensional, rounded … and real.

vector image of 6 different characters - good vocabulary characters

Leave the reader with a thought-provoking statement as you wrap up your final scene. You do your essay no favours by ending with crutch phrases about how “this memory will always be etched in his mind”.

Use reflective vocabulary and words that convey closure:

1. Mulling over the day’s events, she…

2. Sandra was lost in a pleasant reverie as the jubilant cheers of her teammates faded into the backdrop.

3. Cristopher kept turning things over in his mind until he finally concluded that…

Use vivid descriptions to end with imagery:

1. Rain pattered against the window, washing away the dust of the day.

2. I stared at my reflection in the gleaming medal and saw, for the first time, a champion.

Remember, the best conclusions should leave the reader satisfied, bring closure, and create a lasting impression. And that’s how you end with a bang.

See other related articles on Writing Samurai:

Proverbs are Phrases Commonly Used in Compositions
6 Tips On How to Write a Good Composition For Primary School Students
Great Phrases To Use For Composition Writing & Essays
Situational Writing For Primary School Students

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KCSE SET BOOKS ESSAY QUESTIONS and ANSWERS

Enjoy free KCSE revision materials on imaginative compositions, essay questions and answers and comprehensive analysis (episodic approach) of the set books including Fathers of Nations by Paul B. Vitta, The Samaritan by John Lara, A Silent Song, An Artist of the Floating World by Kazuo Ishiguro and Parliament of Owls by Adipo Sidang'. This blog is useful to Kenyan students preparing for KCSE; and their teachers.

Tuesday 29 October 2019

How to earn 19-20 marks in a kcse imaginative composition, writing the best essays.

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· Intelligibility-able to be understood (comprehensible) · Correctness · Accuracy (devoid of errors) · Fluency (communicates easily/very well/smoothly) · Pleasantness · Originality (new and different in a good and appealing way)

CATEGORIES OF KCSE IMAGINATIVE COMPOSITIONS

· D CLASS: (1-5 MARKS) Chaotic-No communication at all · C CLASS: (6-10 MARKS) Strained Communication-Weak communication because of strain (lacks fluency) · B CLASS: (11-15MARKS) Fluent-Ease of communication due to greater fluency · A CLASS: (16-20MARKS) Effective/efficient communication-Captivating, creative, has command of language

HOW TO WRITE AN A-CLASS IMAGINATIVE COMPOSITION

A-class kcse imaginative compositions.

· Write fluently and attractively · Must have originality (new and different)/efficiency · Make us feel your deep feelings (senses), emotions (strong feelings e.g. love, fear, anger, bitterness, relief, joy etc), and enthusiasm (strong interest, desires, excitement) · Should be attractive (pleasant/appealing/interesting)

· Express yourself freely · Exhibit no visible constraint · Exhibit maturity(avoid obscene, suggestive, steamy or graphic description of sexual innuendos or other forms of immorality), good planning, humour (comical/funny) · Have many items of merit ( correct vocabulary (or jargon-informal language does not score), phrasal verbs, idioms, proverbs, aspects of literary techniques e.g. irony, suspense, imagery etc , correct, appealing felicity of expression in whole sentences or paragraphs) · Show clever arrangement (e.g. flashbacks creating suspense) · Have felicity of expression (well chosen features in writing/communication)

a) Faulty paragraphing b) Repetition/redundancies (using a word phrase etc that repeats something else and is therefore unnecessary-e.g. bow down, reverse back, colleague teachers, repeat again ) c) Illegibility ( impossible or hard to read or decipher because of poor handwriting ) d) Vagueness (thoughts that are not stated or expressed clearly; in a general and not specific way) Obscurity (unclear, difficult to understand) e) Wrong word order/illogical (lacking sense or clear sound reasoning)or contradictory (inconsistent) statements f) Broken English (e.g. his business has caught down instead of his business is thriving , hunger is biting me, etc) g) Contracted forms (e.g. didn’t instead of did not; NB they may be used in direct speech )

a) Errors of subject-verb agreement b) Serious tense error c) Errors of elementary vocabulary, misuse of vocabulary, wrong spellings of vocabularies (avoid clichés e.g. I ran as fast as my feeble legs could carry me, I took my breakfast in a blink of an eye ) d) Punctuation errors e.g. missing punctuation marks (missing final punctuation marks e.g. full stop is penalized heavily) e) Errors of sentence construction f) Ridiculous use of idioms thus affecting communication g) Misuse of common prepositions h) Misuse of capital letters

TYPES OF KCSE IMAGINATIVE ESSAYS

Examples of PAST KCSE IMAGINATIVE COMPOSITIONS

Kcse english 101/3 imaginative composition 2018, kcse english 101/3 imaginative composition 2017, kcse english 101/3 imaginative composition 2016, kcse english 101/3 imaginative composition 2015, kcse english 101/3 imaginative composition 2014.

Narrative essays

· Understand the setting of the composition in line with the rubric. If the composition is about a crime scene that informs you about the physical setting of your story. You do not have to start your story on a chilly morning with chirping birds or taking breakfast. Take us to the scene and give us the events that happen before and possibly after the crime. · Have a simple, clear story line with an introduction, climax and conclusion. · Have a clear, consistent point of view. · Be a character in the story. Use the first person pronoun “I” · Use direct speech to give your story ‘life’. · Develop your characters fully (describe them and make it easy for readers to infer their character traits). Have relatable, realistic characters. · Evoke emotions in the readers. Create an air of poignancy-painfully affecting the feelings (evoke feelings of sadness, joy, sympathy, anger, bitterness, nostalgia etc). Share your deep feelings. · Uphold morals and avoid praising vices. · Tell an original story-new and interesting · It helps to start your story with direct speech, a poem, a song etc if possible. (only if you have not been instructed to begin with certain words) · Titles are not necessary since they do not add any value to your essay. However, they may make you lose marks if they contain any errors. · Build suspense · Avoid oral narratives ( Once upon a time … or fantasies with ogres in the forest-unless you have ever encountered one or know someone who has). Your essay SHOULD be creative but realistic. · Must be a story. If not you risk losing 4 marks! You DO NOT want to lose four hard earned marks, do you? · Begin or end with the words provided or else you will lose 2 valuable marks. · Avoid any errors · Write legibly and clearly In brief, simply write a story. Tell a story the way you would when talking to your grandma or your buddies. There is no fixed format so do not copy story lines from books (e.g. the Bible) and movies- this may expose your lack of creativity. Express yourself freely. Do not cram a composition and cross your fingers hoping that you get a similar one in KCSE.

Expository essays

For expository compositions, we are not concerned with the points, only the linguistic ability. · Introduce your essay on the first paragraph, write at least four points in at least four separate paragraphs, and conclude or sum up your essay in the last paragraph. · Develop cohesive paragraphs for a smooth flowing essay. Use transitional words to link your paragraphs and sentences. · A paragraph must introduce the main idea in the topic sentence (the first sentence of each paragraph). The next two or three sentences should add information to support this main idea. Sum up the paragraph with a clincher-a statement which summarises the paragraph before you introduce a new point. · Write legibly. · Avoid any errors.

Descriptive essays

· Brainstorm on the features of the person or thing and write them down. · Use simple, clear language · Use vivid language e.g. ox instead of cow, tempestuous instead of violent , stallion not horse, bungalow not house · Appeal to the senses of touch, smell, sight, hearing and taste. Explain how something looks, tastes, smells etc · Create a clear impression in the reader’s mind. Describe someone or something until I see it. · Be organised · Write neatly/legibly · Avoid errors

SAMPLE KCSE IMAGINATIVE COMPOSITIONS

(click on image to see full size).

31 comments:

We welcome your feedback.

Good insights

Thanks for the feedback.

Hey,sir wekati , I am a student currently in form 4 and I think your website offers the best training for composition skills.I honestly would like to get in touch with you so that I can better my skills too...if that is possible.

Thanks for the feedback. Please contact me through [email protected]

hello sir...indeed it's splendid work!i'm a candidate form four this year and i would also love to be exposed to different types of compositions in order to get different ideas and to improve my skills on how to tackle them.

do you have some composition

Yes, thank you.

Is there a way I can download this sir?

Sir,i have really liked those compositions,perhaps i would wish to contact you to get better ideas on how to write compositions too

Thanks for the feedback. Provide your contacts via email [email protected]

I really like all you are doing in giving well descriptive ideas of tackling essays and also writing imaginative compositions but sir how long should your paragraph be and how do you earn marks from them?

Thanks for the feedback. You essays should not be more than 3 pages of the KCSE booklet. There's no specified length for a paragraph. Just make sure your ideas flow smoothly and you transition seamlessly into the next paragraph. Cheers.

I have appreciated your service

Thanks for this very detailed and practically educative piece of writing. As Teachers of English, I find the advice of discouraging candidates from writing tiles a little bit too suppressive to their expression of creativity. Let's engage more through email. The correctness of a candidate's title will be consistent with their general linguist ability. Therefore a candida of 19-20 is still capable of writing an equally effective, accurate and grammatically error free title. Let them be ambitious and impressive! Thanks Wekati for this great effort.

Thanks for the cognisance Bw. Mureithi.

Very interesting but i think you shoukd add more essays so as we can also benefitted more.....through expansion of our minds....to unlimited ideas

Thanks for your contribution. I will post more sample essays soon.

Very helpful...thank you so much

Thank you for the feedback

Write a composition starting with,'' it was hard to believe that a mere phone call on that day could change my life"

Thanks.It was very helpful.Please post more samples of your compositions

Thanks for the suggestion. I will work on those.

You work is inspiring. Keep up

I value your feedback.

This is truly a work of art which has not only enhanced my skills in writing but also inspired me to be a critical thinker and think to logically.Feel appreciated

I truly appreciate your feedback.

Tell Wekati something

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HOW TO WRITE A HIGH SCORING KCSE COMPOSITION-IDIOMATIC EXPRESSIONS AND PHRASES

IDIOMATIC EXPRESSIONS AND PHRASES

The following are some of expressions which a candidate can use in writing compositions under the following:-

1.The express sadness, confusion or terrifying moments.

-Scared half to death……….

-That was the time hell broke loose…….. -A cry of horror escaped me at the sight of ………

-Anger blocked my throat……….

-A chill ran down my spine……….

-Eyes were as red as berries……….

-Fight tooth and nail……

2.THE EXPRESS JOY.

-The joy I had knew no bounds………

-Build castles in the air………..

-Tears of joy rolled down my cheeks……….

-I jumped in ecstasy………….

-The vibrant smile on the face expressed incredulous joy………

-Crowd applauded thunderously………….

-I walked tall……….

-Ripped of joy filled my heart………..

-Wild cheers rent the air.

-Everyone was dressed to kill and looked gorgeous

-Smiled broadly exposing their egg – shell white teeth.

-The bride and the bridegroom exchanged vows as the congregation cheered thunderously.

-The maids and the flower girls were beautifully dressed and they looked spick and span.

-The bride swayed her lips left to right, her beautiful dress sweeping the floor.

-My teeth rattled as my feet buckled at the sight of ……… -Felt a strong grip on my neck followed by a smack.

-They were armed to the teeth like soldier in a battle field.

-Victims were frog – marched to the police car and driven away at a terrific speed.

-The man had a protuberant stomach, thick mustache and eyes as red as berries.

-My heart palpitated as I waited anxiously -The thieves were apprehended by the police.

-I heaved a sigh of relief.

-We helplessly fought the raging fire without success.

-The charred remains were taken to the morgue.

-Thousands of sparks nose making the sky look like a huge glistering city.

-Tongues of fire roared like an angry monster.

-The buildings were reduced to ashes. Scores of fire victims lay groaning in pain and agony.

-The fierce fire spread rapidly.

-Thick smoke billowed from the burning house.

-Thick clouds of smoke formed up in the sky.

6.ACCIDENTS

-The injured writhed and groaned in pain and agony.

-The vehicle was reduced to nothing but a mangled wreck.

-Heard a screeching of breaks……..

-Searing pain stubbed their nerves.

-Sombre mood engulfed the onlookers.

-Some flying debris got lodged into my………

-Glass shattered and few pieces found their way into my eyes.

-The blast lifted the bus off the ground, sending passengers flying in all directions.

-Bled profusely at the rate of a leaking pot……..

-To lose heart

-To throw dust in the eye.

-To live from hand to mouth

-To show a white flag

-Thick in the head

-A red letter day

-To take a French leave

-Make a mountain out of an anthill

-To smell a rat

-To turn tables

-To bury the hatchet -To sweep the board

-The lion’s share

-Golden voice

-To make both ends meet

-As ugly as a scarecrow

-As honest as a mirror

-As heavy as lead

-As stupid as a pot

-As harsh as truth

-As humble as a worm

It should be noted that it would be very difficult to use all the given vocabularies in one composition. Never the less, learners should aim at using as many vocabularies as possible. A leaner could be asked to write a second composition on the same theme after some time but this time instructed to use different vocabularies from the ones used in the first composition. This would encourage creativity as there are different ways carrying out a task, composition writing being one of them.

CHOICE OF COMPOSITION THEME

These are some of the themes one can write on when given an open composition. It is however important to make sure that whatever you write on is smoothly connected with the beginning of a composition given. For example

The day I had been waiting for finally arrived. I woke up excited looking forward to the interesting day ahead that was to be spent in a game park ……………..(one then writes on a visit to the game park)

The day I had been waiting for finally arrived. I woke up excited almost not believing that I was going to be involved in my cousin’s wedding…………( then one writes about a wedding ceremony)

The day I had been waiting for finally arrived. I woke up excited and prepared myself quickly so as not be left by the school bus that was to take us to Nakuru Agricultural show………….( then one writes about a visit to the agricultural show)

The day I had been waiting for finally arrived. I woke up excited . I was eager to accompany my parents to the supermarket to purchase goods to take to my grandmother…….( then one writes on a visit to the supermarket or shopping)

The day I had been waiting for finally arrived. I woke up excited, little did I know that I was to witness one of the most serious accidents in our area………….( Then one writes about an accident)

It should be noted that even for guided composition a candidate can still choose to write on a different topic so long as it is smoothly changed at the beginning. A candidate could for instance decide to approach the composition as follows

We lined up on both sides of the road from the school gate ready to welcome a Member of Parliament (MP). It was a school prize giving day ……. However little did we know that the occasion was never to be. We had waited for two hours when suddenly it begun to rain heavily………………………………….( Thenone can write about an accident during the rains, adventure of going home late after the rains, going shopping after the MP failed to come among many other themes one can think about.

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The history of photography, more than of the city, is traced through 34 monochrome works by photographers who lived and worked in Moscow from the 1920s to the present. These photographs are from the collection of the Cultural Center Dom, Moscow, and were exhibited at Columbia University April through June 2003. An essay, interview, and biographies are included.

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How to Earn 19-20 Marks in A Kcse Imaginative Composition
The best KCSE imaginative compositions score between 19-20 marks. Your composition must possess the following in order to fall under this category. Intelligibility-able to be understood (comprehensible) Correctness. Accuracy (devoid of errors) Fluency (communicates easily/very well/smoothly) Pleasantness.
English Paper 3 Questions And Answers
Answer three questions only. Questions 1 and 2 are compulsory. In question 3 choose only one of the optional set texts you have prepared on. Where a candidate presents work on more than one optional set text, only the first one to appear will be marked. Each of your essays must not exceed 450 words.
PDF WRITING THE BEST IMAGINATIVE ESSAYS
Question 1 (a) and (b) in KCSE English 101/3 under creative writing tests on imaginative compositions. The question tests the candidates' creativity, originality and ability to communicate in writing. Objectives You should ensure that these objectives are met by the end of the course before your learners attempt English 101/3 tests.
23 Examples of Imaginative Compositions-KCSE Questions
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PDF How to Write a High Scoring Kcpe Composition
in writing. Many parents have been asking me for model KCPE compositions. However I would like to point out that different people including well seasoned writers have their own way of writing that distinguishes them from others. Trying to copy somebody else style of writing goes against the grain of creative writing and is highly discouraged.
English kcse setbooks for kenyan secondary schools
Marking Scheme. (a) Points of interpretation. - Must be a story, if not deduct. (4 Marks) - Must begin with the given words, if not deduct. (2 Marks) (b) Points of interpretation. - Must be a creative composition, if not deduct (4 Marks) - Must show relevance to the saying. - Must not explain the meaning of the proverb.
Kcse English Imaginative Writing: Best Way to Improve Grades
In KCSE English paper 3, question 1 tests imaginative compositions under creative writing .The question tests the candidate's creativity, originality and ability to communicate in writing.
PDF Kcse Revision Samples Essays and Imaginative Composition
KCSE REVISION SAMPLE 9 1. Creative composition Either (a) Write a composition beginning with: (20 marks) Visiting a children's home was not my idea of spending my birthday, but I was determined to make the day interesting. Or (b) Write a story to illustrate the proverb: A bird in hand is worth two in the bush. (20 marks) 2.
Amazing Imaginative Essays for Kcse•Proven Tips•Part 1•
https://youtu.be/AwNCaCc7hNEHOW TO EARN 19-20 MARKS IN A KCSE IMAGINATIVE COMPOSITIONA-CLASS KCSE IMAGINATIVE COMPOSITIONSWrite fluently and attractivelyMust...
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3. "Spine-tinging" means "scary". (Again, wrong context.) Here's the revised sentence: "The onlookers were left mesmerised by the breathtaking sunset.". By replacing bombastic words with effective ones, you're well on your way to writing a good essay in English.
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According to Wikipedia Creative writing is any writing that goes outside the bounds of normal professional, journalistic, academic, or technical forms of literature, ... WRITING A+ KCSE IMAGINATIVE COMPOSITIONS . The best KCSE imaginative compositions score between 19-20 marks. Your composition must possess the following in order to fall under ...
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Writing KCSE Essay Body Paragraphs. KCSE essays should have four to five body paragraphs. Each paragraph should start with a topic sentence that introduces the point you want to discuss. Provide relevant evidence from the text and explanation after the topic sentence. Names of characters should be accurate to avoid losing points for textual errors.
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Writing skills - creative and narrative writing. Part of English Writing skills. Imaginative or creative writing absorbs readers in an entertaining way. To succeed with this kind of writing you ...
How to Write a High Scoring Kcse Composition-idiomatic Expressions and
A leaner could be asked to write a second composition on the same theme after some time but this time instructed to use different vocabularies from the ones used in the first composition. This would encourage creativity as there are different ways carrying out a task, composition writing being one of them. CHOICE OF COMPOSITION THEME
PDF 101/3 ENGLISH Paper 3 (Creative Composition and Essays Based on Set
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CREATIVE COMPOSITIONS AND ESSAYS BASED ON SET TEXTS MODEL-7132020616. 13/7/2020. 0 Comments. Imaginative composition (Compulsory) (20 marks) Either. (a) Write a composition ending with the following sentence: " ----------- a final look at her made me realize that choices have consequences." (20 Marks) Or. (b) Write a story to illustrate the ...
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KCSE REVISION SAMPLE 1 1. Imaginative Composition (Compulsory) Either a) Write a composition to illustrate the saying, "When the deal is too good, think twice. Or b) Write a composition beginning with the following words, "I knew it was going to be a promising day when..." 2.The Compulsory Set Text (20 marks) Using illustrations from the play, A Doll's House by Henrik Ibsen, show how lies and ...
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This booklet is to support your creative writing practice in preparation for your GCSE Language exam. There are two papers: Paper 1 and Paper 2. In Paper 1, the last ques-tion is 40 marks. It will ask you to write either a description as suggested from a picture, or a short story. 24 of these marks are for the ideas you put on the page. 16 of these
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Moscow Essay
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As the Head of Creative Department at Mobio, a technology-based end-to-end digital marketing agency, I oversee the production and quality of creative solutions for mobile app promotion. I have more than 15 years of experience in various areas of the advertising industry, ranging from 3D animation to writing global creative concepts. My mission is to help the creative team to develop their ...
Miriam and Ira D. Wallach Art Gallery
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21 Things to Know Before You Go to Moscow
1: Off-kilter genius at Delicatessen: Brain pâté with kefir butter and young radishes served mezze-style, and the caviar and tartare pizza. Head for Food City. You might think that calling Food City (Фуд Сити), an agriculture depot on the outskirts of Moscow, a "city" would be some kind of hyperbole. It is not.

HOW TO EARN 19-20 MARKS IN A KCSE IMAGINATIVE COMPOSITION

Creative writing

By the end of the course, the learner should be able to:

c) Sentencebuildingskillsandparagraphing

WRITING A+ KCSE IMAGINATIVE COMPOSITIONS

CATEGORIES OF KCSE IMAGINATIVE COMPOSITIONS

HOW TO WRITE AN A-CLASS IMAGINATIVE COMPOSITION

A-CLASS KCSE IMAGINATIVE COMPOSITIONS

TYPES OF KCSE IMAGINATIVE ESSAYS

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2018

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2017

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2016

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2015

KCSE ENGLISH 101/3 IMAGINATIVE COMPOSITION 2014

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Expository essays

Descriptive essays

SAMPLE KCSE IMAGINATIVE COMPOSITIONS

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Tuesday 29 October 2019

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CATEGORIES OF KCSE IMAGINATIVE COMPOSITIONS

HOW TO WRITE AN A-CLASS IMAGINATIVE COMPOSITION

TYPES OF KCSE IMAGINATIVE ESSAYS

Examples of PAST KCSE IMAGINATIVE COMPOSITIONS

Narrative essays

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SAMPLE KCSE IMAGINATIVE COMPOSITIONS

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HOW TO WRITE A HIGH SCORING KCSE COMPOSITION-IDIOMATIC EXPRESSIONS AND PHRASES

6.ACCIDENTS

CHOICE OF COMPOSITION THEME

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