Latin Extension 2019 HSC exam pack
2019 Latin Extension HSC exam papers
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
Prescribed text
Students should:
- provide translations of prescribed texts that are coherent and fluent, and make sense in English
- check their translations to ensure that no words or phrases have been accidentally omitted
- address all elements of a commentary question in a logical and cohesive manner, focusing only on relevant information
- support their explanation or analysis with relevant and specific 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, nostris … uertunt in order to avoid copying long sections of text
- demonstrate their understanding of how the Latin is relevant to their argument in their English response, and not leave sections of quoted Latin text to speak for itself.
In better responses, students were able to:
- outline succinctly four examples of language use and link them to dramatic effect (Q2b)
- focus on Camillus’ qualities as a military commander, rather than describing his character in general terms (Q2c)
- demonstrate an awareness of the context, purpose and audience of each author, recognising that the two historians are presenting different views through speeches (Q3)
- deal with both extracts effectively and evenly (Q3)
- make comparisons between the extracts, drawing out implications (Q3).
Areas for students to improve include:
- adhering to the requirements of the question: for example, selecting four appropriate and specific uses of language rather than making general statements(Q2b)
- addressing the question and not becoming distracted by extensive stylistic analysis, irrelevant background information or reference to secondary sources (Q3)
- demonstrating understanding of literary technical terms and using them only if relevant (Q2b, Q3).
Non-prescribed text
In better responses, students were able to:
- recognise the generic subjunctive qui… adaequarent and translate accordingly (Q4a)
- translate utrumque correctly(Q4a)
- provide contextually appropriate translations for genus, egressum, certis liberis (Q4a) and informis, quid mirum (Q5a)
- recognise the function of ut in ut mihi informis (Q5a)
- focus on the content of the extract, rather than stylistic features (Q4c).
Areas for students to improve include:
- demonstrating effective dictionary skills, differentiating between words which look similar (Q4a, Q5a)
- selecting contextually appropriate meanings (Q4a, Q5a)
- recognising parallelism and using it to interpret the syntax, for example, ut mihi informis, sic tibi magnifica est (Q5a).
HSC exam resources
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Latin Extension Syllabus
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