KJSEA English Composition Practice: Three Original Writing Tasks

Updated: 19 October 2026

Build a complete piece of writing from a clear plan rather than memorising a composition. These three original Grade 9 practice tasks develop narrative, descriptive and persuasive writing. They are KCSEREVISION practice material, not official KNEC questions or a prediction of the examination.

On this page: original practice, explained answers and 20 short FAQs. Complete the tasks before reading the answers.

Task A: The decision at the bus stop

Write a story that begins: “When the driver called my name, I knew I had to speak.” Set the events around an ordinary journey. Give your narrator a difficult choice, show the consequences and finish with a believable change. Plan who is travelling, what the narrator knows, why speaking is difficult and what happens after the decision.

Model opening and why it works

“When the driver called my name, I knew I had to speak. The blue bag beside his seat was mine, but the envelope inside it belonged to someone else. Behind me, passengers shuffled forward, impatient to leave.” The opening creates a specific problem. Continue with your own events; copying this extract will not develop an independent story.

Task B: A place before and after rain

Describe a familiar market before and after a heavy shower. Organise details by place or by the change in conditions. Select sounds, movement and one or two sensory details that help the reader picture the scene. Avoid turning the whole response into a list of adjectives.

Task C: Persuading the school community

Write a speech asking your school community to reduce food waste. Identify two practical actions, explain how learners can take part and acknowledge one difficulty. Your audience includes pupils and teachers, so use a respectful, specific call to action.

A revision routine that improves the draft

Read the prompt again after drafting. Underline where you fulfil its central instruction. Replace a vague verb, repair an unclear sentence and check that each paragraph has a purpose. A focused rewrite is more useful than adding unrelated events simply to make the composition longer.

Practice questions and explained answers

1. What is the central conflict in the model opening?

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The narrator recognises that an envelope in their bag belongs to somebody else and must decide whether to speak. A strong continuation develops that ethical choice.

2. Improve: “The market was very nice and very busy.”

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One possible revision is: “Traders called across narrow aisles as shoppers lifted baskets away from the muddy ground.” Specific actions replace vague description.

3. Give a practical opening request for the food-waste speech.

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“Please serve a portion you can finish, and return for more if food remains.” It gives the audience a realistic action rather than only a slogan.

4. How can a narrative ending show change?

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Show the narrator making a later honest choice without being forced. This demonstrates learning through action instead of adding a disconnected moral.

5. What should a partner review first?

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Check whether the response answers the exact prompt. Language corrections cannot rescue a composition that ignores the task.

Frequently asked questions

Must every story contain an accident?

No. A small but meaningful decision can create convincing tension.

Should I copy the model opening?

Use it to study technique; write your own details and continuation.

How many paragraphs are required?

Use paragraphs for changes in idea, time, speaker or focus; follow the task rather than a fixed number.

Can I use dialogue?

Yes, when it develops events or character and is punctuated clearly.

Is a speech the same as a story?

No. A speech addresses an audience and develops a purpose through organised points.

How do I avoid memorised writing?

Plan from the actual instruction and choose details that fit it.

What makes description clear?

A consistent viewpoint, concrete nouns and carefully chosen sensory details.

Can a model have several acceptable versions?

Yes. Open writing tasks allow different successful responses.

Should I invent official marks?

No. Use teacher feedback or the supplied practice criteria.

What should I correct in the final minute?

Check missing words, sentence endings, names and whether the required instruction is fulfilled.

How do I plan the bus-stop story?

Choose the ownership problem, the narrator’s response and one consequence before drafting.

What is a viewpoint?

It is the position from which the reader experiences the scene or events.

How can I avoid an abrupt ending?

Resolve the central decision and show its consequence rather than introducing another crisis.

Should descriptive details all use sight?

No. Select relevant sound, movement, texture or smell without overloading the scene.

What makes a speech persuasive?

A clear request, reasons that fit the audience and feasible action.

How can I acknowledge a difficulty?

Explain a likely obstacle, such as serving portions fairly, and suggest a workable response.

What is paragraph unity?

The sentences in a paragraph develop one main idea or stage of the response.

When should I revise a sentence?

Revise when its meaning, reference or connection to the task is unclear.

Does difficult vocabulary guarantee quality?

No. Precise, correctly used language is more useful than unfamiliar words used incorrectly.

How can I use partner feedback?

Ask the partner to identify one effective detail and one unclear point, then revise deliberately.

Related revision resources

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For official assessment notices and examination instructions, consult KNEC. These practice answers are not official scoring guides.