Modern Greek Extension 2023 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, Συμφωνώ/Διαφωνώ με αυτή τη δήλωση και θα σας εξηγήσω το γιατί, συμφωνώ μέχρι ένα ορισμένο βαθμό
• focus on a clear line of argument with relevant ideas
• provide relevant examples and ideas to support their argument in a logical and structured manner
• demonstrate linguistic competence using sophisticated vocabulary and sentence structures, including figurative language, for example, Η γιαγιά μου είναι η ασπίδα μου, έχουν ψηφιοποιήσει πολλούς τομείς της ζωής μας
• apply correct grammar conventions such as adjectives – noun agreement for example, θαυμαστή επίτευξη, τα μέσα κοινωνικής δικτύωσης έχουν γίνει δημοφιλή
• make use of linking words to illustrate the argument such as επιπλέον, επίσης, αντίθετα
• provide a relevant conclusion, for example, συνοψίζοντας, κλείνοντας, εν κατακλείδι.

Areas for students to improve include:

• addressing the question directly when establishing their main argument
• ensuring the main points of their argument are linked to the question and remain on the topic
• acquiring an extended range of vocabulary on the issues studied in the Extension course to  support the expression of their ideas
• expressing ideas in a structured and coherent manner
• illustrating main points of an argument with relevant examples, information and ideas
• avoiding the use of English syntax and anglicisms
• avoiding 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 and the correct use of cases.

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 an explanation of the reasons for Themis’ mother being in a state of anxiety, for example, referring to Themis’ imminent life changing surgery (Q1b)
• explain the closeness between Irene and Themis’ mother. For example, Irene senses and empathises with Themis’ mother’s sadness for not being able to travel with him (Q1c)
• justify the last sentence of the extract because it reveals the depth of the friendship between Olga and Irene. For example, Irene’s love of language causes her to search for the most appropriate word to accurately describe their bond; they are soulmates (Q1d)
• identify how the use of language is used to express Irene’s emotions in this extract. For example, a rhetorical question highlights her feeling of helplessness (Q1e).

Areas for students to improve include:

• ensuring the response directly addresses the question
• ensuring they have knowledge of language techniques
• developing an understanding of the text, characters, plot and issues
• ensuring a coherent response in English is provided.

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 perspective of the prescribed text. For example, Irene engaging in a conversation with Themis, discussing the issue that has emerged after having heard Themis’ comments
• demonstrate breadth and depth by broadening the discussion to consider people with special needs. For example, psychological issues, traumatic experiences, victims of bullying, social inequality, social isolation and violence
• demonstrate originality in the response. For example, societies should ensure people with disabilities are provided with opportunities to work so they can earn money and contribute to society
• demonstrate their understanding of the situation and characters. For example, Irene suggesting in the future they will help people with disabilities
• manipulate language authentically with control of vocabulary and sentence structures, for example, manipulation of tenses, correct syntax and idioms
• communicate information and ideas clearly and accurately.

Areas for students to improve include:

• ensuring global reference to the extract and the prescribed text
• avoiding general comments and using specific examples
• providing depth and structure to the flow of ideas
• having a clear and logical progression between the paragraphs
• responding in the correct text type required by the question.

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 script form, addressing students at their school
• address the topic 'All the problems of the world today can be solved with money' (Q3)
• develop a coherent argument supported with relevant ideas, showing depth and breadth
• use language techniques to support their argument (Q4)
• use quotes to support their argument, for example, ‘A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty’ (Winston Churchill)
• write perceptively for a specific audience.

Areas for students to improve include:

• justifying opinions with several examples
• avoiding generalisations and listing of points, without development
• adhering to the development of a line of argument, using examples
• planning their response.