Modern Greek Extension 2016 HSC exam pack

Characteristics of better responses:

• a logical and well-structured argument was formulated and presented, often including both positive and negative points
• ideas were communicated with confidence and fluency
• arguments were supported with the use of relevant information and ideas
• sophisticated vocabulary and sentence structures were used
• a consistently high level of grammatical accuracy was demonstrated.

Characteristics of weaker responses:

• ideas were presented in a disjointed manner and not part of a logical argument
• in the course of the monologue some contradictions appeared
• a range of language structures to facilitate the expression of ideas was lacking.

Response to Prescribed Text

Part A

Characteristics of better responses:

• a thorough knowledge of the prescribed issue of the search for personal identity was demonstrated
• detailed discussion of film techniques and how they were effective was provided (Q1c)
• the comparison requirement of the question was addressed (Q1d)
• reference to both dialogue and setting was made (Q1d).

Characteristics of weaker responses:

• irrelevant discussion of techniques was provided as the ‘how’ was interpreted as a prompt for discussion of film techniques (Q1b)
• different camera angles were interpreted as different types of film techniques (Q1c)
• the effectiveness of techniques in the specified scenes was not addressed (Q1c)
• irrelevant examples of film techniques were provided (Q1c)
• a limited understanding of the plot and characters of the film was demonstrated (Q1d)
• irrelevant scenes not related to the required scenes were discussed and ‘scene’ was confused with ‘extract’ (Q1d)
• dialogue and setting were not addressed and a comparison was not made (Q1d).

Part B

Question 2

Characteristics of better responses:

• authentic and creative language formulas and sophisticated vocabulary were demonstrated, for example, με έχει βοηθήσει να διαμορφώσω τον χαρακτήρα and ένα περιστατικό που δεν πρόκειται να σβηστεί ποτέ από τη μνήμη μου
• grammatical and syntactical accuracy was demonstrated, for example, Σκεφτόμουν το περιστατικό με τα σαλιγκάρια και γι’ αυτό αποφάσισα να σου γράψω and Σκεπτόμενος όλα αυτά θυμήθηκα...
• the response was justified with a rich variety of ideas, within the appropriate register, for example, Προσπαθώντας να αποφασίσω πώς να ξεκινήσω αυτό το γράμμα μου έρχονται στο μυαλό τόσες αναμνήσεις από την επίσκεψη μου στην Κρήτη.

Characteristics of weaker responses:

• the development of ideas was weak
• clarity and sophisticated language were not evident, for example, Είμαι ο ΄Αλεξ και ελπείζω να με θυμάσε ακόμα μετά απο πέντε χρόνια, and, Η εμπειρία στην Κρήτη ηταν ενημερωτική αλλά στεναχωρέθηκα πολύ
• grammatical inaccuracies and errors in language expression were evident, for example, Της δυσκόλειες (grammatical inaccuracies); Σκεφτούσα (grammatical inaccuracies); Αντιμετώπιεσα (expression errors); and, Τες δυσκολίες (grammatical inaccuracies)
• phonological errors and Anglicisms were present.

Writing in Modern Greek

Characteristics of better responses:

• language forms were authentically manipulated with sophisticated vocabulary, for example, Χωρίς διαφορετικότητα, είτε αυτή είναι πολιτισμική, εθνική ή ιδεολογική, η ζωή μέσα σε μία κοινωνία δεν θα ήταν καθόλου ενδιαφέρουσα
• grammatical and syntactical accuracy was demonstrated, for example, ...συμβάλλουν σε μία κοινωνία στην οποία η διαφορετικότητα δεν κατακρίνεται … and ...θα νιώθουν αποτυχημένοι...
• a rich variety of ideas within the appropriate context, was used to justify the response, for example, Όλο και περισσότερο ακούμε ότι στην εποχή μας οι γονείς έχουν πλέον υπερβολικές προσδοκίες απ’τα παιδιά τους … .

Characteristics of weaker responses:

• ideas were not developed adequately
• clarity and sophisticated language was not evident, for example, Κάναμε επισκόπεισει να δούμε άμμα οι κοινωνεία μας θα συμφονούσε ή θα διαφονούσε με αυτή της εκφράσει
• grammatical inaccuracies and errors in language expression were evident, for example, ...και χωρείς του καθενών διαφορετικότητα η ζωή θα έγινε ρουτίνα
• phonological errors and Anglicisms were present, for example, ...να βάλει εργασία στους σπουδές τους (Anglicism); ...να σπουδάσει την πιο κορυφαία σχολή (Anglicism); ...και οι γονείς έχουνε προσδοφίες να κάνουν τα παιδιά...και να σπουδάξουν (phonological); and, Ο ρυθμός είναι εζωφρενικός...