Classical Greek Continuers 2018 HSC exam pack (archive)

Students should:

• use the marks allocated to a question as an indication of the depth and length of response required
• address the specific requirements of the question
• 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
• 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
• address all elements of a commentary question in a logical and cohesive manner, focusing only on relevant information
• 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, Ἐρατοσθένει … εἴργασται in order to avoid copying long sections of text
• 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.

Question 2

In better responses, students were able to:

• provide succinct responses to short-answer questions
• briefly explain the context of the extract (Q2 a, b i, c)
• move systematically through the text, identifying relevant language and content features (Q2 a, c)
• identify pathos as a key feature of the account (Q2 a)
• link specific features of the text to the development of a dramatic account (Q2 a)
• link specific language features to the overall rhetorical effect of the extract (Q2 c).

Areas for students to improve include:

• analysing the text for a specific purpose rather than just describing or paraphrasing the content (Q2 a)
• moving beyond simple identification or listing of language features to link them to a specific effect (Q2 a, c).

Question 3

In better responses, students were able to:

• clearly explain the strategy
• use the extracts effectively to support their response
• show their knowledge of the whole text, referring to other relevant sections
• make an assessment of the effectiveness of the strategy.

Areas for students to improve include:

• familiarising themselves with the entire text
• identifying key words in the question
• remaining focused on the requirements of the question.

Question 5

In better responses, students were able to:

• analyse the words of Oedipus in order to draw implications about his character (Q5 a)
• refer to the entire extract to explain the dramatic irony (Q5 b ii)
• explain what information the messenger had given prior to the extract, not the information contained in the extract (Q5 c i)
• link specific features of the text to the building of dramatic tension (Q5 c ii)
• explain the role of the interplay between the characters in the building of dramatic tension (Q5 c ii).

Areas for students to improve include:

• analysing the text for a specific purpose rather than just describing or paraphrasing the content (Q5 a, c ii)
• examining the entire extract before writing the response (Q5 a, b ii, c ii)
• ensuring that relevant details from the entire extract, not just part of it, are included (Q5 a, b ii, c ii).

Question 6

In better responses, students were able to:

• describe Oedipus’ reputation for cleverness
• clearly link this reputation to his actions throughout the play
• make an assessment of the significance of his reputation
• use the extracts effectively to support their response
• show their knowledge of the whole play, referring to other relevant sections.

Areas for students to improve include:

• familiarising themselves with the entire play
• identifying key words in the question
• remaining focused on the requirements of the question.

Students should:

• make use of all the assistance that is provided for the translation of the unseen extracts (the introduction, the translated section and the vocabulary)
• use the grammatical questions as pointers, designed to draw attention to those points of grammar necessary for an accurate translation.

In better responses, students were able to:

• interpret accurately the syntax of lines 1050, 1051 and 1056 (Q7 d)
• deal effectively with the many examples of parallel syntactical structures (Q8 d)
• note the difference between indicatives and imperatives (Q8 d).

Areas for students to improve include:

• developing a sound knowledge of the vocabulary of the prescribed texts (Q7, Q8)
• moving through the extract systematically, taking special note of key conjunctions and parallel structures (Q7, Q8)
• maintaining focus on the continuity of the narrative (Q7, Q8).