Classical Greek Continuers 2019 HSC exam pack (archive)

Students should:

• use the marks allocated to a question as an indication of the depth and length of response required
• provide translations of prescribed texts that are coherent and fluent
• check their translations to ensure that words or phrases have not been 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
• provide an explanation in English of how the Greek is relevant to their argument, and not leave sections of quoted Greek text to speak for itself.

In better responses, students were able to:

• translate accurately, showing close knowledge of the text (Q1a,b)
• apply knowledge of the text to the specific question (Q2a,b,c)
• provide clear links between language and characterisation (Q2b)
• identify rhetorical devices and explain clearly how they reinforce the argument (Q2c)
• use knowledge of Lysias’ personal and political views to explain their effect on his argument (Q3).

Areas for students to improve include:

• analysing the text for a specific purpose rather than simply describing the content (Q2b,c)
• moving beyond simple identification or listing of language features and rhetorical devices to link them to a specific effect (Q2b,c)
• making clear links between stimulus extracts and the presentation of Lysias’ case (Q3).

In better responses, students were able to:

• translate accurately, showing close knowledge of the text (Q5a, b)
• identify aspects of Orestes’ character revealed in the extract (Q5a)
• explain the dramatic effect of the extract (Q5b)
• provide a sound assessment of Clytemnestra’s justification of her actions, referring to the whole extract (Q5c)
• use knowledge of the whole play to assess the significance of Aegisthus as a factor in Electra’s desire for revenge (Q6).

Areas for students to improve include:

• analysing the text for a specific purpose rather than simply describing the content (Q5b, c)
• focusing on the key words of each question in order to address its requirements, for example explanation (Q5b) and assessment (Q5c,6)
• demonstrating knowledge of the whole play in order to support their assessment of Electra’s motivation for revenge (Q6).

Students should:

• refer to all the information 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 875, 881, 884, 885 (Q7d)
• deal effectively with complex sentence structure (Q8d)
• distinguish between pronouns and verb persons (Q8d).

Areas for students to improve include:

• moving through the text systematically, taking note of key conjunctions and parallel structures (Q7d, 8d)
• focusing on the continuity of the narrative.