Modern Greek Extension 2022 HSC exam pack

Monologue

General feedback

Students should:

• use the seven minutes preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to: 

• establish their main argument(s) in the introduction before proceeding to the body of the discussion
• provide relevant examples in a logical and structured manner
• demonstrate a sound level of linguistic competence.
• focus on a clear line of argument articulated with relevant ideas.

Areas for students to improve include:

• acquiring an extended range of vocabulary on the issues studied in the Extension course to facilitate and enhance the expression of ideas
• expressing ideas in a structured and coherent manner
• illustrating main points of an argument with relevant examples
• avoiding the use of English syntax and anglicisms
• avoiding the repetition of the same ideas
• maintaining the use of the same person when providing examples to support their argument
• applying correct grammar conventions, such as, adjective – noun agreement, correct use of cases
• ensuring the question is being answered and not deviating from the topic.

Question 1

In better responses, students were able to: 

• address all parts of the question, Η φτώχεια δεν είναι εμπόδιο στην επιτυχία
• define the key words of the question, φτώχεια είναι ... επιτυχία σημαίνει...
• present a clear standpoint in the introduction, Συμφωνώ/Διαφωνώ με αυτή τη δήλωση και θα σας εξηγήσω το γιατί
• present and develop a logical and well-structured argument, supported with ideas, information and relevant examples, Η φτώχεια μπορεί να είναι και κίνητρο για να πετύχει κάποιος στη ζωή
• use sophisticated vocabulary and expressions, εναντίον του οικονομικού συστήματος που επιτρέπει τόση φτώχεια - με δημόσια δαπάνη - τα βασικά υλικά αγαθά
• make use of literary character(s) to support the argument, ο Αλέξης Ζορμπάς
• demonstrate a high level of grammatical accuracy, από τα μέσα μαζικής δικτύωσης και ενημέρωσης.

Question 2

In better responses, students were able to:

• provide reasons and examples to support their argument that violence no longer shocks society
• explain the various types of violence, ψυχολογική, σωματική, λεκτική ενδοσχολική βία
• communicate ideas confidently and fluently with only minor inaccuracies
• use consistently sophisticated vocabulary and grammatical structures, η βία έχει ενσωματωθεί στην κουλτούρα μας - η κουλτούρα της τοξικής αρρενωπότητας
• make good use of conjunctions to illustrate the argument, δηλαδή, επειδή, επίσης
• provide a conclusion, συνοψίζοντας, εν κατακλείδι.

Response to Prescribed Text

Part A

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in Modern Greek and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• use the lines given as an indication of length of response required.

In better responses students were able to:

• provide relevant information to address the questions in a succinct way
• demonstrate a sound understanding of the relationship between the members of the 'inseparable triad' by explaining the relationship between each of the members; making references to their closeness as a group, for example, Irini and Olga are best friends; the three were very supportive and protective of each other;  a love relationship develops between Themis and Irini (Q1a)
• demonstrate a comprehensive understanding of Grigori's purpose in the novel, as evident in this extract; namely to introduce the issue of bullying; to inform the characters of various events and to act as a symbol of the possible transformation from victim to role model (Q1c)
• provide a perceptive analysis of how socio-political issues are illustrated in this extract by discussing them in depth, making references to these issues, for example, the emergence of Neo-Nazi movements in Greece and bullying (Q1d).

Areas for students to improve include:

• avoiding writing irrelevant or inaccurate information or simply retelling the story
• ensuring that supporting evidence is drawn from the provided text
• developing a thorough understanding of the text, characters, plot and its issues.
• ensuring a logical progression between paragraphs.

Part B

Students should:

• address all parts of the question fully
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses students were able to:

• write from a particular perspective of the prescribed text, for example, Themi finding the love note from Irini in his pocket as he was travelling to Canada
• demonstrate breadth and depth in their creative response by reflecting on both the relationship between Themi and Irini and on future plans
• demonstrate a perceptive and sensitive understanding of where the chosen extract fits in the prescribed text
• demonstrate knowledge of the prescribed text as a whole
• demonstrate flair and originality in the approach taken
• demonstrate an insightful understanding of the situation and characters
• manipulate language authentically and demonstrate an excellent control of vocabulary and sentence structures
• communicate information and ideas clearly and accurately.

Areas for students to improve include:

• demonstrating a clear understanding of the question
• ensuring reference to the extract as well as to the prescribed text globally
• avoiding general comments and instead use specific examples
• providing depth and structure to the flow of ideas
• ensuring a clear and logical progression between the paragraphs.

Writing in Modern Greek

Students should:

• address all aspects of the question
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of their response is relevant to the question
• plan and sequence their response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support their argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

In better responses students were able to:

• develop their ideas and present a point of view in the form of a script of a talk addressing students at their school
• develop and present a sophisticated and coherent argument supported with relevant ideas, showing depth and breadth
• use language techniques such as rhetorical questions and idiomatic expressions to assist putting forward their argument.

Areas for students to improve include:

• justifying opinions with a number of examples
• ensuring that the argument is organised logically to meet the requirements of the task
• avoiding the inclusion of irrelevant information and ideas
• avoiding repetition
• ensuring that they adhere to the development of a line of argument and then use examples in support of that argument.