Classical Greek Extension 2016 HSC exam pack
2016 Classical Greek Extension HSC paper
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
HSC marking feedback
Select from the link(s) below to view feedback about how students performed in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on written examination
Characteristics of better responses:
- a thorough understanding of the many Homeric forms and the selection of vocabulary most appropriate for the context (Q1)
- a thorough knowledge of the Greek text and the ability to identify and explain specific instances of language to illustrate the main issues of Iliad I (Q2a)
- an appreciation of the way the extracts are indicative of the role of the gods in advancing the action by taking sides and having a personal interest in the affairs of individual mortals (Q2b)
- a thorough knowledge of Iliad I and IX, demonstrated through a range of examples given to support the response (Q3)
- a discussion of both the words and actions of the characters, and the awareness that actions are as revealing as words and that words can reveal the motivation behind actions (Q3).
Characteristics of weaker responses:
- mistranslations in the set extract: for example, it was not always understood that Achilles will take back home other/more booty, which he has been apportioned (Q1)
- not providing enough direct reference to the extracts, nor sufficient detail (Q2)
- misunderstanding the question: for example, instead of explaining how the language illustrates the main issues, discussing the rhetorical devices Nestor uses to create a persuasive argument around the main issues (Q2a)
- not explaining how the role played by each god in the two extracts played out later in the book (Q2b)
- focusing primarily upon Book I with very little indication of familiarity with Book IX (Q3).
Characteristics of better responses:
- accounting for every word in the Greek text and demonstrating an excellent knowledge of both the vocabulary and the Homeric forms (Q4).
Characteristics of weaker responses:
- basic grammatical and vocabulary errors: for example, not recognising para + genitive, ‘from Zeus’, and not knowing that the Greek verb for ‘take’ takes a double accusative (Q4).
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Classical Greek Extension syllabus
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