Modern Greek Extension 2024 HSC exam pack

Monologue

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:

• demonstrate an ability to develop clear and well-structured arguments supported with logical reasoning and relevant examples. For example, on the topic of technology the role of health/medicine, education, communications, transport, employment and unemployment was presented
• demonstrate control over complex grammatical structures using broad and varied vocabulary to express arguments with precision and clarity including figurative language, for example, αμυοτροφική πλευρική σκλήρυνση, η τεχνολογία έχει εξελιχθεί με ραγδαίους ρυθμούς, η πολλή χρήση της δημιουργεί εθισμό και επιφέρει κοινωνική απομόνωση, κυβερνοεκφοβισμός
• introduce the core argument(s) in the introduction outlining the main points
• make use of linking words to illustrate the argument, for example, επιπλέον, επίσης, αντίθετα, επιπροσθέτως, τα υπέρ
• 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 the 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 ideas
• expressing ideas in a structured and coherent manner, illustrating main points with relevant examples, information and ideas
• avoiding repetition of the same ideas
• applying correct grammar conventions such as adjective, noun agreement and the correct use of cases
• avoiding the use of English syntax and anglicism
• applying correct grammar conventions such as adjective, noun, personal pronoun, verb agreement and the correct use of the 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 the response
• explain the quotes given in Modern Greek and their significance in the relevant context, rather than providing a translation
• demonstrate knowledge of all 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:

• demonstrate an understanding of how Themis uses literature to express his feelings of love for Irene, for example, using poetry of Tasos Livaditis to highlight how special every minute he spends with Irene is (a)
• demonstrate an understanding of Irene's comments «Τώρα καταλάβαινα πέρα για πέρα πόσο αλήθεια είναι», for example, her realisation of loving somebody is to place their happiness above her own by referring to Themis finding perceived happiness with Olga on the two-day skiing trip (b)
• demonstrate an understanding of Irene misinterpreting the painting of ‘Hector and Andromache’ as a tragic portrayal, instead of seeing the two figures representing herself and Themis. Irene also recalls the image of Themis standing in his room upright, tall and strong reminding her of the heroic Hector in the painting and wanting to run to him to hug him and kiss him (c)
• provide an explanation of the irony in Irene’s question «Ε, για καινούριο μου το λες, βρε Γρηγόρη», by referring to Irene’s sarcastic response to Grigoris that Themis is in love is not news to her, referring to the love she thinks he has for Olga. Irene is angered because everyone knows about Themis’ love, ironically because she is oblivious to the fact that Themis is in love with her
• demonstrate an understanding of the content and use of language in the last paragraph, for example, imagery, metaphors and ellipsis are used to reveal Irene’s feelings of turmoil, self-doubt, anxiety and fear of Themis slipping away from her (e).

Areas for students to improve include:

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

Part B

Students should:

• read the question and the specific extract carefully
• 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
• organise information and ideas effectively to meet the requirements of the task.

In better responses, students were able to:

• write from a particular perspective of the prescribed text, for example, Themis writing a diary entry after his conversation with Irene, reflecting on his dreams and concerns about the future
• demonstrate a sensitive and perceptive understanding of the prescribed text, for example, wondering about the possible repercussions his operation might have on Irene’s life
• write with flair and originality in the approach taken, for example, Skype would never substitute the personal contact between Themis and Irene
• demonstrate an understanding of the situation and characters, for example, Themis dreaming of studying to become a lawyer, helping and supporting people with disabilities and having a life with Irene
• manipulate language authentically and creatively with a control of vocabulary and sentence structures, for example, manipulation of tenses, correct syntax and idioms
• organise and communicate information and ideas clearly and accurately.

Areas for students to improve include:

• ensuring reference to the extract as well as the prescribed text globally
• avoiding general comments and using specific examples
• avoiding copying phrases/sentences from the extract given in the question
• 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:

• write in the relevant text type as specified by the question
• use appropriate register consistently throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure it is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support the 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 the appropriate word, expression or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• develop ideas and present a point of view in the form of an article for an online youth magazine
• address the topic, for example, in today’s society, people living with a disability can succeed
• develop and present a sophisticated and coherent argument supported by relevant ideas, showing breadth and depth
• illustrate the argument with quotes, for example, ‘nothing is impossible if you truly believe that you can do it’
• write effectively and perceptively for a specific audience.

Areas for students to improve include:

• planning the response and justifying opinions with several examples
• developing the argument with substantial points and support arguments with relevant examples
• ensuring the argument is organised logically to meet the requirements of the task
• avoiding generalisations and listing of points without development
• adhering to the development of a line of argument and then use examples in support of that argument.