Latin Continuers 2024 HSC exam pack

Prescribed Text

Question 1

In better responses, students were able to:

• account for every Latin word in their translation, avoiding the omission of words and phrases, for example, nuper, etiam, in hac ciuitate, omnes
• translate accurately uitiorum (vices), not confusing it with a form of vita (life)
• translate verb tenses accurately, for example, the pluperfect uacuefecisses, the future senties.

Areas for students to improve include:

• identifying the correct meaning of words which look similar
• distinguishing between tenses in their translation
• developing a more precise understanding of syntax in complex sentences
• writing a fluent and coherent English translation.

Question 2

In better responses, students were able to:

• focus on word choice, as required by the question, and not on linguistic features (aiii)
• clearly link word choice to two distinct aspects of Catiline’s character (aiii)
• identify the temple of Iuppiter Stator as the place where Cicero was delivering his speech against Catiline (bi)
• clearly identify three rhetorical devices and explain thoroughly how Cicero uses them to encourage Catiline to leave the city (bii)
• show overall understanding of the extracts (aiii, bii)
• clearly explain the meaning of any Latin being referred to (aiii, bii).

Areas for students to improve include:

• focusing on the specified number of items required by the question, for example, devices or aspects of character (aiii, bii)
• explaining responses succinctly without going into unnecessary detail (aiii, bi, bii)
• developing a more thorough understanding of the context, content and purpose of the extracts (aiii, bi, bii).

Question 3

In better responses, students were able to:

• demonstrate an understanding of Cicero’s rhetorical strategies, moving beyond the mere listing of linguistic and/or rhetorical devices
• link Cicero’s rhetorical strategies to the portrayal of Catiline’s different experiences of isolation
• support points with detailed references to the extracts
• provide a balanced response, drawing relevant examples from both extracts.

Areas for students to improve include:

• ensuring that any points about Cicero’s language and style are used to support the response and do not become its focus
• developing a more precise understanding of rhetorical strategies.

Prescribed Text

Question 4

In better responses, students were able to:

• account for every Latin word in their translation, avoiding the omission of words and phrases, for example, novo, decorum,alii
• provide a contextually appropriate translation for aequatis … velis
• recognise the function of ut primum in its clause
• recognise that flaventis is accusative plural agreeing with comas
• recognise the variety of verb tenses used by the author, for example, spargebat, vidit, sensit, expedient, and translate them appropriately
• provide a fluent translation of the passive participles with retained accusative pectus percussa and abscissa comas.

Areas for students to improve include:

• distinguishing between tenses in their translation
• writing a fluent and coherent English translation.

Question 5

In better responses, students were able to:

• draw the comparison between the deer’s suffering and Dido’s frenzied love for Aeneas (aii)
• recognise the elision between nemora and inter (aiii)
• recognise the diphthong au in incautam and scan it as one long syllable (aiii)
• explain the contribution that the reference to Coeus and Enceladus makes to Virgil’s description of Fama(bii)
• identify and explain elements of Virgil’s powerful description of Fama, such as her looming size, her grotesque image, her speed, her association with primal, vengeful beings (bii)
• clearly explain the meaning of any Latin being referred to (bii).

Areas for students to improve include:

• focusing on the specified number of items required by the question (bii)
• ensuring that any reference to linguistic devices is clearly linked to the question (bii)
• explaining responses succinctly without going into unnecessary detail (aii, bii)
• developing an understanding of cultural and literary references in the text and their contribution to the author’s purpose (bii).

Question 6

In better responses, students were able to:

• demonstrate their understanding of the complexities of Aeneas’ characterisation
• demonstrate their understanding of the context of each extract
• demonstrate their understanding of the progression and/or contrast in Aeneas’ characterisation between the two extracts
• demonstrate perceptive understanding of the text by analysing how Virgil characterises Aeneas rather than describing Aeneas’ character in general terms.

Areas for students to improve include:

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

Unseen Texts

In better responses, students were able to:

• identify the different meanings of words which look similar, for example, prosecuti/persecuti, verbis/verberare, ponto/pons (Q7, Q9)
• recognise that audacia is ablative (Q7)
• identify the object of present participles and translate them correctly, for example, scelus anhelantem, pestem … molientem, exspirantem … flammas (Q7, Q9)
• recognise that iaculata isdeponent (Q9)
• quote only the nouns or phrases required by the question and not the whole sentence in which they occur (Q8d, Q10d).

Areas for students to improve include:

• developing their knowledge of parts of speech (Q8b)
• developing a more precise understanding of syntax in complex sentences (Q7, Q9)
• paying attention to the descriptive title which precedes each text (Q7, Q9)
• making effective use of the vocabulary listed under each text (Q7, Q9)
• developing effective dictionary skills (Q7, Q9)
• identifying words in agreement, for example, noun and adjective, noun and participle (Q7, Q9)
• examining carefully the context of a Latin word in the extract before determining its grammatical function (Q7, Q8d, Q9, Q10b)
• distinguishing between words which look similar (Q7, Q9).