Latin Continuers 2021 HSC exam pack

Prescribed Text

Question 1

In better responses, students were able to:

• recognise the infinitives esse, timeri and uideri are dependent on non est ferendum
• translate the tense of exstitit and ualuisti
• provide a translation sensitive to the author’s manipulation of word order and linguistic devices, such as repetition to give emphasis, for example, Nullum… nullum; tibi… tibi.

Areas for students to improve include:

• developing an understanding of syntax in complex sentences.

Question 2

In better responses, students were able to:

• identify the four dates in sequence and clearly outline Cicero’s version of events on each (aiii)
• demonstrate a clear understanding of the context of the extract and the events outlined (aiii)
• identify three stylistic features and clearly explain how each one emphasises the impotence of the consuls (bii).

Areas for students to improve include:

• understanding the context of an extract and the events outlined by Cicero (bii)
• focusing on the specified number of features required by the question, rather than outlining several features without a clear explanation (bii)
• ensuring that the identification of a stylistic feature is directly linked to its effect in context (bii)
• giving separate, distinct explanations linked to their effect (bii) where two similar features are identified, for example, metaphor hebescere aciem and simile tamquam in uagina reconditum.

Question 3

In better responses, students were able to:

• identify different aspects of Cicero’s portrayal of Catiline in the extracts
• clearly link Cicero’s portrayal of Catiline to his threat to the state’s stability
• select appropriate references from the extracts to support their argument
• provide a balanced response, drawing relevant examples from all the extracts given.

Areas for students to improve include:

• addressing all aspects of the question, for example, Cicero’s portrayal of Catiline and the threat that Catiline poses to the state’s stability
• moving beyond description of Catiline’s portrayal to an analysis
• ensuring points about Cicero’s language and style are used to support the response and do not become its focus.

Prescribed Text

Question 4

In better responses, students were able to:

• provide accurate and contextually appropriate translations for exercet (431), adultos (431), pecus (435), praesepibus (435), fervet (436)
• recognise that hic (427) is an adverb.

Areas for students to improve include:

• accounting for every word in their translation, avoiding careless omissions. For example, hic (427), alii (427, 428), alta (427, 429), nova (430).

Question 5

In better responses, students were able to:

• select three language devices and explain how they help to create a strong opening to the Aeneid (aiii)
• show a clear understanding of the concept of a strong opening to the Aeneid, for example, introduction of key themes, foreshadowing of plot (aiii)
• recognise elision between a word ending with –m and the next one starting with a vowel, for example occultum inspires (bi)
• identify two distinct examples of behaviour typical of the gods and link them to the content of the extract (bii).

Areas for students to improve include:

• focusing on the specified number of examples or items required by the question, rather than responding in general terms or outlining several (aiii, bii)
• correctly identifying language devices and clearly explaining the effect of each device in relation to the question (aiii)
• becoming more familiar with the scansion rules for elision and for the treatment of two vowels next to each other (bi)
• understanding the requirements of the question and analysis of language is not always the focus of the question (bii).

Question 6

In better responses, students were able to:

• identify and focus on significant elements of Virgil’s portrayal of Aeneas’ character
• interpret the subtleties of Virgil’s portrayal of Aeneas and demonstrate their understanding of his complex character
• discern the elements of Aeneas’ self-portrayal in these extracts
• make appropriate links and comparisons between the aspects of Aeneas’ character revealed in the extracts.

Areas for students to improve include:

• providing a balanced response, using examples from all extracts given
• focusing on their argument, using stylistic analysis to support their response where appropriate.

Unseen Texts

In better responses, students were able to:

• recognise habendorum as a gerundive (Q7b)
• translate quid as ‘why’ rather than ‘which/what’ in the context of the rhetorical question (Q8)
• recognise that exitus is the subject of potest (Q8)
• distinguish between the forms and meanings of words which look similar, for example, prosperas from the adjective prosperus, not the verb prospero, malim and malis from the verb malo, not the noun malus, metui the passive infinitive form, not the first person singular of the perfect tense, divis from divus, not dives, una the adverb, not the adjective (Q8, Q9)
• recognise the agreement of medium…orbem and translate appropriately (Q9)
• identify potentia as a noun and as the subject of aequavit (Q9)
• recognise forte as an adverb (Q9)
• recognise that rumpere…sacra refers to breaking off the ceremony and that Pallas is forbidding this, not performing it (Q10d).

Areas for students to improve include:

• developing effective dictionary skills (Q8, Q9)
• examining the context of a Latin word in the extract before determining its grammatical function (Q7b, Q8, Q9, Q10a, b)
• identifying words in agreement, for example, noun and adjective, noun and participle (Q8, Q9)
• identifying the correct form or part of speech of a word in context when that word can exist in multiple forms
• focusing on the continuity of the text to keep track of what is happening (Q8, Q9, Q10c).