Lately, the Kenya National Examinations Council (KNEC) has departed from the generic KCSE extract questions. This is very commendable as it discourages students from just cramming typical KCSE questions for the sake of just passing exams. The new approach forces students to think of application, synthesis and evaluation skills.
That is a very timely point. KNEC has in recent years adjusted the way it frames questions on extracts from the compulsory set book in Paper 2. While the traditional expectations remain; context, themes, characterization, style and language—there is now a marked shift towards more application-oriented and analytical questions rather than mere identification. This change demands that candidates read keenly and interpret the passage instead of memorizing notes. A good essay should therefore guide students not only on the standard approach but also on these new twists.
The extract still begins with the requirement of placing it in its immediate context, and that remains fundamental because it distinguishes those who have read the play from those who have not. Candidates should always state what happens immediately before and after the passage. However, the second part of the question increasingly takes diverse forms. Instead of simply asking for “themes in the extract,” the paper might phrase it as “what issues or concerns are raised in this passage?” Candidates must understand that “issues” or “concerns” is another way of asking for themes, and they should respond in the same analytical style: by identifying the concern, illustrating it with evidence from the passage, and explaining its relevance in the broader text.
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Another emerging style is to focus directly on characterization through the roles of certain figures. For instance, the paper may ask, “What is the role of the students, Alvita and Montano, in this extract?” or “What do we learn about Tumbo in this passage?” Such questions go beyond labelling a character with adjectives. They require the candidate to explain function: how the students expose corruption, how they symbolize youthful resistance, or how their defiance moves the plot forward. Thus, when faced with such phrasing, candidates must think in terms of contribution to the story and to Lara’s social message, not just personal traits.
KNEC also tests themes in more focused ways. Instead of a broad “identify themes,” the question might be narrowed to “How is the theme of corruption brought out in this extract?” or “How is oppression of the ordinary citizen evident here?” This demands detailed and specific answers. The candidate must identify the precise line, action, or tone in the extract that illustrates corruption, then explain why this is corruption, and finally connect it to the general rot in society as exposed in the play. Precision and close reading are key here.
Conflict is another angle gaining emphasis. The question might ask, “How does the conflict in this extract advance the plot?” or “What form of conflict is revealed here?” Candidates must be alert to interpersonal, ideological or internal conflicts. For instance, a clash between Mayor Mossi and teacher Norine highlights the larger struggle between citizens and oppressive leadership. The candidate should show how such conflict is not only a dramatic technique but also a driver of the plot that leads to climax and resolution. This demands deeper thought than merely saying “there is a quarrel.”
A further twist comes through reference questions. The paper often points to a pronoun or phrase in the extract and asks, “Who or what is being referred to here?” These questions test comprehension and attentiveness to detail. If a line reads, “They will not silence us,” the candidate must identify exactly who “they” are in that moment. It is simple, but missing it can cost easy marks, so students should practice carefully.
The examiners have also introduced application questions that test interpretation beyond the surface. For example: “What does this incident reveal about leadership in the society of the play?” or “What lessons can be drawn from the extract?” In such cases, the candidate is expected to link the immediate scene to the wider world of the text and even to contemporary realities. This moves the exam beyond rote learning and towards critical thinking, which is the spirit of the Competency Based Curriculum feeding into secondary assessment.
Stylistic analysis has not been left behind. Instead of a generic “identify and explain stylistic devices,” the question may now be framed as “What is the dramatic effect of the satire used in this passage?” or “Comment on the playwright’s use of repetition here.” This means candidates must go beyond naming the device and discuss its function. They must be able to say that satire ridicules the leaders’ greed or that repetition emphasizes hollow promises. The shift is from naming to explaining, from superficial spotting to deep reading.
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Mastery of language and coherence of argument still matter because five marks or so are often reserved for the quality of expression. Candidates who provide well-structured paragraphs, logical flow, correct grammar and apt vocabulary stand out. Importantly, the answers must be tied to the extract itself. KNEC no longer rewards candidates who wander into general discussions of the entire play; the focus must remain anchored in the given passage while still making relevant references to the wider text.
Therefore, the best strategy is to approach each extract with patience and attentiveness. Read carefully, identify the situation, understand who is speaking, and note the key dramatic or thematic aspects. When answering, adjust to the wording of the question. If the question asks about issues or concerns, think “themes.” If it asks about conflict, discuss the clash and its impact on plot. If it asks about role, explain what contribution that character makes to the story or message. If it points to a pronoun, track it back to its referent in the extract. And if it asks about style, identify the device and show its effect.
In conclusion, KNEC’s evolving approach to extract questions in The Samaritan is aimed at rewarding comprehension, analysis, and application. Candidates who master these new angles; role of characters, thematic focus, conflict, reference questions, and interpretive application will not be caught off guard. The extract question remains worth twenty-five marks, and those marks are within reach for any candidate who reads the play closely, thinks critically, and expresses insights in clear, fluent English.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub County and serves as Dean of Studies.
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