Classical Greek Continuers 2017 HSC exam pack (archive)

Students should:

• provide translations of prescribed texts that are coherent and fluent, and not awkwardly literal
• check their translations to ensure that no words or phrases have been accidentally omitted
• make use of the assistance that is provided for the translation of the unseen extracts. This includes the extracts’ introduction, the translated section and the vocabulary. Students should also use the grammatical questions that are asked before the translation to help clarify points of grammar before attempting the translation
• pay close attention to the wording of the question to see if it requires them to respond only with reference to the extract(s) given or to other sections of the text they have studied
• look carefully at the marks allocated to a question as they indicate the depth and length of response required
• address all elements of a commentary question in a logical and cohesive manner, focusing only on relevant information
• address the specific requirements of the question; students who rely on pre-prepared responses will disadvantage themselves
• support their explanation or analysis with relevant and valid examples, explaining the link between the examples given and the aspect being analysed
• use ellipsis when quoting more than a few words from an extract, for example, καὶ ἀπίκατο... Θηβαίων, in order to avoid copying long sections of text. They should demonstrate in English their understanding of how the Greek is relevant to their argument, and not leave sections of quoted Greek text to speak for itself.

Students should expect:

• questions that require them to show their understanding of specific extracts
• questions that require them to show their knowledge of the prescribed text as a whole, particularly in the extended responses. This may include the historical, political, cultural and/or literary context of the work
• questions which require an explanation or analysis of the language used in a given extract for a specific effect.

In better responses, students were able to:

• describe how Datis was portrayed in the extract and clearly identify the elements of the portrayal that were an addition to what was already known about him(Q2 (b) (ii))
• relate what was happening in the episode and identify specific examples of humour; students set the extract in its context and explained the humour as deriving from the incongruous behaviour of Hippoclides, and also from the contrast between this behaviour and Cleisthenes’ reaction (Q2 (c))
• assess how the battle of Marathon serves as a climax to the narrative of Book VI and not just a focus. They made their assessment in terms of the key historical and political events which led to the battle of Marathon, and its political and historical significance. In so doing they cited key themes of Book VI, such as the rising supremacy of Athens, the conflict of East versus West, the triumph of democracy over tyranny, and the importance of unity (Q3)
• focus on the extract and gave a clear explanation of what it reveals about Oedipus’ destiny, avoiding general statements. They understood that the first two lines refer to the death of Laius and, therefore, that lines 828-9 suggest that he feels trapped by his circumstances, rather than just his destiny (Q5 (b))
• use the extracts as a starting point, clearly explaining the context of each and the key idea it presents. Students went on to demonstrate the implications for the unfolding of the rest of the play in terms of plot and character development, particularly the unfolding to Oedipus of the truth about himself; that is, the gradual realisation of the horror of what he had done. Students showed their awareness of the distinction between dramatic irony and dramatic tension, and explained how dramatic irony serves to help create dramatic tension (Q6).