Latin Continuers 2017 HSC exam pack (archive)
2017 Latin Continuers HSC exam papers (archived)
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.
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
Students should:
- provide translations of prescribed texts that are coherent and fluent, and not awkwardly literal
- check their translations to avoid the accidental omission of words or phrases
- look carefully at the marks allocated to a question as they indicate the depth and length of response required; better responses for short answer questions are succinct
- 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, nonne… eripuisse) in order to avoid copying long sections of text
- demonstrate in English their understanding of how the Latin is relevant to their argument, and not leave sections of quoted Latin text to speak for itself.
In better responses, students were able to:
- draw from the entirety of the extract given to explain the author’s use of language and rhetorical features (Q2 (c) and Q5 (c) (i))
- support their discussion on whether the Pro Roscio Amerino was an attack on Sulla by referring to both what Cicero said explicitly about Sulla, and what he implied through tone, use of language and historical allusions (Q3)
- recognise that Hector’s words to Aeneas represent a major turning point for the latter’s understanding of his destiny and the hardships he would have to face in order to fulfil it (Q5 (b))
- clearly articulate from the outset what Aeneas knew about later events, and how this influenced him to portray Sinon as the epitome of Greek treachery. They identified the use of treachery as a motif in the extracts, as well as how each extract illustrates specific aspects of Sinon’s treachery. They also commented on the Trojans’ helplessness in the face of Sinon’s treachery as a measure of his cunning skill (Q6)
- demonstrate their understanding of the periodic sentence by translating miratur me… descendere as an indirect statement, and by recognising the link between is in the fourth line and si quis vestrum in the first. Students also recognised the technical/legal use of the term actorem (lawyer, one who pleads) (Q7)
- recognise the tricolon of indirect questions dependent on hortamur in lines 608-9 and translated accordingly (Q10).
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Latin Continuers syllabus
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