Latin Continuers 2023 HSC exam pack

Prescribed Text

Question 1

In better responses, students were able to:

• provide a contextually appropriate translation for in dies singulos and omnes boni
• translate correctly the infinitives comprehendi and interfici
• recognise that the participle molientem agrees with imperatorem and ducem.

Areas for students to improve include:

• developing a more precise understanding of syntax in complex sentences.

Question 2

In better responses, students were able to:

• identify the two historical examples mentioned in the extract and how Cicero uses these examples to reinforce his argument (aiii)
• clearly identify THREE rhetorical devices and explain thoroughly how Cicero uses each one to enhance his argument (biii)
• show clear overall understanding of the extracts (aiii, biii).

Areas for students to improve include:

• focusing on the content of the examples mentioned in the extract and not adding unnecessary information (aiii)
• clearly linking the content of the examples to Cicero’s argument (aiii)
• focusing on the specified number of techniques required by the question, rather than outlining several features without a clear explanation (biii)
• ensuring that the identification of a rhetorical device is directly linked to Cicero’s argument (biii)
• developing a more thorough understanding of the context, content, and purpose of the extracts (aiii, biii).

Question 3

In better responses, students were able to:

• identify different aspects of Catiline’s portrayal
• link Catiline’s portrayal to Cicero’s purpose in the speech
• acknowledge the contrast that Cicero establishes between his own successful efforts to protect the State and Catiline’s depravity and seditious plans
• make reference to language and rhetorical techniques only when these are relevant to their argument
• provide a balanced response, drawing relevant examples from the THREE extracts.

Areas for students to improve include:

• moving beyond mere description of Catiline to an analysis of his character and actions
• ensuring that any 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 a contextually appropriate translation of numen and pactos hymenaeos
• recognise the function and meaning of quo
• provide an idiomatic English translation of suspectas habuisse and the final line dotalesque tuae Tyrios permittere dextrae.

Areas for students to improve include:

• selecting contextually appropriate translations of words or phrases which carry cultural connotations.

Question 5

In better responses, students were able to:

• show a clear understanding of data dextera (aiii) and gentis honos (bi)
• recognise elision between a word ending in -am and the next one starting with a vowel (bii)
• clearly identify three language devices and explain thoroughly how each one describes Dido’s emotional state (biii)
• clearly explain the meaning of any Latin being referred to (biii)
• show clear overall understanding of the extract (biii).

Areas for students to improve include:

• explaining responses succinctly without going into unnecessary detail (aiii, bi)
• becoming more familiar with the scansion rules for elision and for the treatment of two vowels next to each other (biii)
• selecting appropriate examples of language and linking them to the question rather than only commenting on the content of the extract (biii)
• focusing on the specified number of language devices required by the question, rather than outlining several features without a clear explanation (biii).

Question 6

In better responses, students were able to:

• identify significant aspects of Dido’s character, actions and situation and link them to her portrayal as a tragic heroine
• interpret the subtleties of Virgil’s presentation through the use of direct speech
• demonstrate their understanding of the complexity of Dido’s portrayal
• identify key stages in the development of Dido as a tragic heroine.

Areas for students to improve include:

• providing a balanced response, drawing on examples from all the extracts given
• focusing on the question, only using stylistic analysis when it is necessary to support their response.

Unseen Texts

In better responses, students were able to:

• provide a contextually appropriate translation for the technical term legatus (Q7) and agmine longo (Q9)
• identify the different meanings of verbs which look similar, for example, profectus est, praefecisset, profecisset, praefuit (Q7)
• distinguish between purpose and result clauses and translate accordingly (Q7)
• recognise that integritas and fides are nominative singular (Q7)
• recognise the subject change from Aeneas to the snake, ille… serpens (Q9)
• translate correctly hoc magis (Q9)
• recognise the accusative plurals bidentis and nigrantis
• translate correctly pateris (line 98) and not confuse it with pater.

Areas for students to improve include:

• developing effective dictionary skills (Q7, Q9)
• carefully examining the context of a Latin word in the extract before determining its grammatical function (Q7, Q8a, Q9)
• identifying words in agreement, for example, noun and adjective, noun and participle (Q8, Q9)
• developing a more thorough understanding of the use of result and purpose clauses (Q7, Q8d)
• distinguishing between words which look similar (Q7, Q9)
• focusing on the continuity of the text to keep track of what is happening (Q7, Q8c, Q9).