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2014 Notes from the Marking Centre – Classical Greek Continuers

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Classical Greek Continuers course. It contains comments on candidate responses to the 2014 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:

Section I – Prescribed Text – Plato, Crito

Characteristics of better responses:

  • translations of the texts were in idiomatic English but accurately represented the Greek extracts, and Greek expressions with the English equivalents were dealt with well. Moreover, where necessary, an understanding of the aorist tense when it had no real temporal significance was demonstrated (Qs.1a and b)
  • an understanding of the questions was demonstrated by including appropriate references to the question in their answers, for example by identifying
    • ‘the impression… of Socrates’ state of mind’. (Q.2ai)
    • the ways in which Socrates is said to be different (Q.2cii)
  • quotations from the extracts were included in answers, demonstrating that the Classical Greek was understood
  • analysis of the arguments and explanation of the way the various points of the argument attempt to persuade Socrates demonstrated both a thorough knowledge of the extract itself and the contemporary values upon which it is based (Q.2b)
  • candidates presented an analysis about what Plato was able to achieve by using the dialogue form (Q.3) and not just a description of the content.

Characteristics of weaker responses:

  • not every word in the extract was accounted for in the translations (Qs.1a and b)
  • a thorough understanding of the grammar was not demonstrated, for example, the genitive in line 2 of the first extract is genitive of time not a genitive of comparison  
  • in relation to questions based on extracts, information loosely relevant to the question was included, rather than focusing on what the extract actually meant
  • candidates described the content of the dialogue, rather than explaining what Plato achieves by using the dialogue form (Q.3).

Section II – Prescribed Text – Euripides, Medea

Characteristics of better responses:

  • translations demonstrated understanding of not just what the speakers were saying, but also what they meant by what they said. For example, in line 819, Medea means that all talk between now and when she will carry out her plans is superfluous (Qs.4a and b)
  • a thorough understanding of the question and extract was demonstrated (Qs.5aii, 5b and 5c)
  • where appropriate, quotations from the extracts were included
  • a high degree of analysis of the extract was demonstrated (Q.5a)
  • assessments of the extent to which the male characters are responsible in a way that indicated a thorough knowledge of the three extracts and the whole play (Q.6).

Characteristics of weaker responses:

  • Classical Greek idioms were often not understood, for example, line 331 where Creon is saying that passions are a great evil depending on the circumstances
  • there was a lack of focus on exactly what the question was asking
  • the part played by male characters was discussed in a very general sense with no specific reference to the three extracts or assessment was made (Q.6).

Section III – Unseen Texts

Characteristics of better responses:

  • translations of the Hippolytus indicated an understanding of all the grammatical constructions, for example the purpose clause in line 629 and the optative of desire in lines 640–41 (Q.7d)
  • the correct meaning of individual words capable of multiple meanings was given, for example ‘ prosperity’ rather than ‘happiness’ (line 633)
  • the complex clauses in the Plato extract were translated well and demonstrated understanding of conditional clauses (lines 6–9) (Q.8).

Characteristics of weaker responses:

  • translations were characterised by grammatical errors such as not recognising that the dowry was the direct object of ‘after settling’ and not ‘he banished’ (lines 628-9)
  • candidates had difficulty with particular vocabulary in the Plato translations for example, ‘to make a speech in defence’ (lines 2 and 5) (Q.8)
  • the relationship between the clauses, especially the subordinate clauses to the main clause caused difficulty (Q.8).
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