Classical Greek Continuers 2021 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, οἴμοι… πόσιν, 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 drama (Q2c)
• use detailed knowledge of the prescribed text to provide an overall analysis of the factors in Thucydides’ account which he suggests are responsible for the outcome at Pylos (Q3).

Areas for students to improve include:

• engaging with the detail of the extracts to show understanding (Q2a, b)
• reading the question carefully to see if it requires them to respond with reference to a specific extract or to other sections of the text (Q2bi)
• drawing on the whole extract to explain how the language enhances the drama (Q2c)
• moving beyond the stimulus extract and displaying knowledge of the range of factors in the prescribed text which Thucydides suggests are responsible for the outcome at Pylos (Q3).

In better responses, students were able to:

• translate accurately, showing close knowledge of the text (Q4a, b)
• demonstrate an understanding of the context of the stimulus extract (Q5aiii, b)
• explain clearly how the language reveals the speaker’s state of mind (Q5aiii)
• give a clear explanation of the nature of the criticisms being hurled by the poets at each other (Q5b)
• provide a clear assessment of the appropriateness of the ending to Dionysus’ quest and supporting arguments (Q5c)
• use knowledge of the whole play to assess the range of humour in the stimulus extract, supporting the assessment with examples of humour found elsewhere in the prescribed text (Q6).

Areas for students to improve include:

• moving beyond description and paraphrase to explain how language reveals the speaker’s state of mind (Q5aiii)
• providing a balanced response, addressing the criticisms of both poets (Q5b)
• making a clear judgement and using appropriate evidence to support it (Q5c)
• demonstrating familiarity with the whole play (Q6)
• focusing on the key words of each question in order to address its requirements, for example, explanation and assessment (Q5, Q6).

Students should:

• refer to all the information provided for the translation of the unseen extracts, such as 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 584-585, 587-588 (Q7e)
• deal effectively with complex sentence structure (Q8d)
• identify accurately the voice and person of verbs (Q8d).

Areas for students to improve include:

• interpreting accurately the subject and object in indirect statement (Q7e)
• identifying accurately the voice and person of verb forms (Q7e, Q8d)
• distinguishing between singular and plural nouns (Q8d)
• recognising vocabulary encountered in the prescribed text (Q8d).