2011 HSC Notes from the Marking Centre – Modern Greek
Contents
Introduction
This document has been produced for the teachers and candidates of the Stage 6 courses in Modern Greek. It contains comments on candidate responses to the 2011 Higher School Certificate examinations, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with the relevant syllabuses, the 2011 Higher School Certificate examinations, the marking guidelines and other support documents developed by the Board of Studies to assist in the teaching and learning of Modern Greek.
General comments
Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.
Candidates need to be aware that the marks allocated to the question and the answer space (where this is provided on the examination paper) are guides to the length of the required response. A longer response will not in itself lead to higher marks. Writing in excess of the space allocated may reduce the time available for answering other questions.
Candidates need to be familiar with the Board’s Glossary of Key Words, which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs may be used that are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
With regard to dictionary use, candidates are reminded to contextualise the meaning from the choices given in the dictionary. When looking for an English equivalent, candidates must ensure that they choose the correct equivalent part of speech as well as the most appropriate meaning. Candidates are reminded to cross-reference words from the English–Greek dictionary with their complements in the Greek–English dictionary.
Modern Greek Beginners
Oral examination
In the best responses, candidates conversed with ease. They expressed themselves effectively using a good range of vocabulary, appropriate language structures, acceptable intonation and pronunciation, and correct syntax and grammar. These candidates also responded well to the different types of questions asked, which included open/closed, recall/informational, comparative, and those that required the expression of an opinion. Furthermore, they demonstrated excellent skills in using the correct language structures when talking about the past, present or future.
In weaker responses, it was clearly evident that candidates had simply rote-learnt specific language structures and vocabulary. They therefore could not provide authentic responses with relevant information to questions for which they had not specifically prepared. These candidates were limited in their use of vocabulary and language structures and could not manipulate the language to respond appropriately to the different types of questions asked, often resorting to mentioning pre-learnt material that was irrelevant. A number of candidates found it difficult to respond to comparative questions and to questions that required the expression of an opinion.
Some common areas of difficulty were in the use of the verbs μ’αρέσει and χρειάζομαι and in the lack of agreement between articles, adjectives and nouns. Many of these responses demonstrated a poor understanding of the past tense, the adjective πολύ, accusative verb endings and numbers.
Candidates are reminded to be aware of the different types of questions that they could be asked and to practise the vocabulary and language structures associated with their personal world, as specified in the syllabus.
Written examination
Section I – Listening
In better responses, candidates answered the questions well by identifying the required pieces of information and by demonstrating a good understanding of the texts.
In weaker responses, candidates often summarised the text without linking the information to the specific question, or they simply provided only some relevant information. Significant errors with numbers were noted in Question 5 and some candidates did not adhere to the requirement of a summary form in Question 9. In Question 8, candidates provided superfluous information concerning Kostas’s father and did not address the real issue, which was what the mother was likely to do as a result of the conversation. Similarly, in Question 10, some candidates did not discuss the actual purpose of the meeting, which concerned the school trip. Instead, they summarised information that did not directly answer the question.
Candidates are also reminded to read all questions carefully and to ensure that all necessary detail has been included in their answers. It is important to note that some translation or rephrasing of the spoken text may not answer the question. In some cases, information contained in the text may need to be interpreted in some way in a response to the question.
Candidates must ensure that all relevant information contained in the Notes column is transferred to the lined section of the examination paper if they want this information to be considered as part of their response.
Section II – Reading
Questions 11, 12, 13, 14, 15 and 16
In better responses, candidates responded to the questions by providing all the pieces of information required to demonstrate a good understanding of the texts. They gave appropriate examples to support their answers.
In weaker responses, candidates often summarised the text without actually relating their answer to the specific question asked.
Candidates need to read all questions carefully and to note that the mark value and the number of lines in the short answer questions provide candidates with an indication of the length of the required response. Questions will sometimes require the direct translation of material; other questions will ask for information to be interpreted in some way. In every case, it is essential that candidates answer the question asked and refrain from including large amounts of extraneous material.
Section III – Writing
Question 17
In better responses, candidates composed a message about a party and communicated ideas appropriate to the audience, purpose and context using correct language structures and relevant vocabulary.
In weaker responses, candidates demonstrated some knowledge of vocabulary but were not able to organise ideas. They showed only an elementary knowledge of language structures.
Question 18
In better responses, candidates responded to the demands of the question and wrote an email describing their new Greek teacher as well as their feelings towards him or her. These responses communicated relevant ideas and information and applied a variety of vocabulary structures to the task at hand.
In weaker responses, candidates demonstrated limited knowledge of vocabulary and language structures. They often omitted to address the second part of the question, which asked them to discuss how they felt about their new Greek teacher. Candidates are reminded to ensure that both parts of the question are addressed when a question has two parts.
Question 19
In better responses, candidates presented original ideas, information and/or opinions relevant to context, purpose and audience. They also demonstrated knowledge of a variety of vocabulary, language structures and features that were relevant to the topic about school life.
In weaker responses, candidates presented some relevant information and demonstrated an elementary knowledge of vocabulary, language structures and features. These responses included significant errors with agreement, such as τα άλλα μαθητές, and Anglicisms, such as να έχεις ωραίο ώρα.
Modern Greek Continuers
Oral examination
Most candidates understood the questions asked of them and answered these appropriately. The questions sampled syllabus topics as they related to the candidates’ personal world.
In better responses, candidates manipulated language with a high level of grammatical accuracy and engaged effectively and fluently in a conversation that included idiomatic expressions. They demonstrated an extensive vocabulary, enthusiasm, authenticity, sophistication and depth in their responses. These candidates responded well to the different types of questions asked, which included open/closed, recall/informational, comparative, hypothetical and reflective questions, as well as questions that required justification and the expression of an opinion. Furthermore, they demonstrated skills in using the correct language structures when talking about the past, present and future.
Although candidates maintained satisfactory communication, weaker responses were characterised by basic vocabulary and structures, grammatical inaccuracies and some repetition. Candidates did not manipulate language or use appropriate language structures and grammatical concepts, such as the correct use of tense, conditional tense and the third person. In some of these responses, candidates included rote-learnt material with varying degrees of relevance to the questions asked.
Some common areas of difficulty with language included the use of the verb μ’αρέσει and a lack of agreement between articles, adjectives and nouns. Many of these responses also demonstrated incorrect use of active and passive verbs, such as δεν χρειάζω, and impersonal verbs. Moreover, these responses were characterised by a significant use of Anglicisms.
Candidates should be aware of the different types of questions that can be asked. They are reminded not only to practise the range of vocabulary and language structures associated with their personal world, as specified in the syllabus, but also to elaborate upon their answers in order to demonstrate an in-depth understanding of the topics examined.
Written examination
Section I – Listening and Responding
In better responses, candidates demonstrated a thorough understanding of the spoken texts and deduced meaning in both the content-related questions and the evaluative questions. These candidates also provided textual evidence to support their answers, either in the form of specific words or phrases or through references from the text. This was clearly evident in Question 6, where candidates were required to draw conclusions about surveys in general based on information presented about a particular survey. Similarly, in better responses to Question 7, candidates discussed the different ways in which the speaker engaged the audience by identifying techniques employed and their effectiveness and by providing examples that demonstrated a thorough understanding of the text.
In weaker responses, candidates generally translated parts of the text without demonstrating the ability to interpret and evaluate information. Language techniques were often mentioned in answer to Question 7, even though they were irrelevant to the text. Candidates should listen to the texts carefully and only mention techniques that are relevant and applicable to the text and the question. They are advised not to list language techniques that have been rote-learnt. In some responses, for example to Question 4, candidates did not elaborate upon their answer. They stated that the drink first appeared in 1944; however, they did not indicate that this fact is one way in which the drink is promoted.
Candidates need to identify key words in a question and to ensure that their answer addresses the main element of the question. In Question 3, for example, weaker responses did not explain why Dimitris changes his attitude, even though the question specifically asked for an explanation. In the best responses, candidates correctly identified the reason, emphasising the idea of change as the main element in their answer.
In Question 5, candidates who wrote weaker responses answered the question without specifically relating their answer to the subject of smoking. In the best responses, candidates made mention of the subject and provided an evaluation of the two characters based on their conversation.
Candidates need to read all questions carefully and to note that the mark value and the number of lines in the short answer questions provide candidates with an indication of the length of the required response. Questions will sometimes require the direct translation of material; other questions will ask for information to be interpreted in some way. In every case, it is essential that candidates answer the question asked and refrain from including large amounts of extraneous material.
Candidates must ensure that all relevant information contained in the Notes column is transferred to the lined section of the examination paper if they want this information to be considered as part of their response.
Section II – Reading and Responding
Part A
Question 8
In weaker responses to part (d),candidates listed adjectives without giving any elaboration. It is important to identify distinct qualities about the character based on the text (especially when the question is worth 3 marks).
The responses to part (e) lacked insight and depth. As in part (d), candidates needed to describe traits of the character and not simply to state the same point in different ways.
Question 9
In the best responses, candidates understood the passage and responded well to both content-related and evaluative questions. These responses demonstrated a good understanding of the idiomatic expressions, whereas weaker responses found it challenging to explain the meaning of the phrases as they related to the text.
In relation to part (c), most candidates understood the purpose of the text; however, they were not able to demonstrate how the purpose was conveyed. In weaker responses, candidates tended to summarise the text instead of providing an evaluation of the techniques. These responses also lacked relevant and meaningful examples.
Part B
Question 10
In the best responses, candidates demonstrated an excellent understanding of the task’s requirements, which involved taking into account the advertisement as well as the second stimulus text (Aleko’s response to the advertisement) in order to compose the required email. Candidates addressed the five main points set out in the first stimulus: personality, friends, hobbies, heritage/cultural background and studies. They also demonstrated an excellent understanding of the second stimulus text by asking relevant questions. They asked about the food, the room, transportation, the distance from the centre of Athens, and the address and telephone number. These responses were characterised by the development of relevant information, with candidates demonstrating an ability to manipulate language authentically and creatively to meet the requirements of the task. Furthermore, candidates demonstrated extensive knowledge and understanding of vocabulary and sentence structures, as well as eloquence in expression.
In weaker responses, candidates responded to only some of the information contained in the stimulus text. Some candidates simply addressed the five points of the advertisement and displayed limited ability to include information from Aleko’s response. They demonstrated some degree of knowledge and understanding of vocabulary and sentence structures, which were predominantly simple. Some of the language weaknesses included:
- a lack of agreement between the article and the noun and the adjective and the noun
- verb endings
- confusion between active and passive verbs
- an inability to use the correct register
- confusion between some letters of the Greek alphabet.
It is possible to gain full marks within the prescribed word limit for a writing task. Nothing is gained by unnecessarily long responses, which often contain irrelevant material and are poorly structured and repetitive. Candidates are reminded of the importance of taking time to prepare and structure their written responses in Modern Greek. This is far more important than writing excessively beyond the word limit.
Section III – Writing in Modern Greek
Question 11
In better responses, candidates wrote effectively and appropriately in relation to the audience, purpose and context of the task. They wrote coherently and manipulated a range of relevant vocabulary and language structures authentically and creatively to meet the requirements of the task.
In weaker responses, candidates did not meet the general requirements of the task. These responses were characterised by simple sentence structures and a limited range of vocabulary, as well as errors in grammar and spelling. While these candidates addressed the audience and the purpose of the task, they did not elaborate on their ‘broken promise to stay home’. Common errors, such as the following, were evident in some responses:
- poor agreement between article, adjective and noun
- Anglicisms
- incorrect verb endings
- incorrect use of the dictionary
- difficulties associated with double consonants.
Candidates must write effectively in relation to purpose, audience and context and must manipulate vocabulary and language structures authentically and creatively. Candidates also must avoid using Anglicisms and must write succinctly, keeping within the 75 words required.
Questions 12 (a) and (b)
In better responses, candidates wrote effectively and appropriately for the audience, purpose and context of the task. These candidates demonstrated an authentic and creative manipulation of language structures and an ability to sequence and structure ideas coherently and effectively. Furthermore, they demonstrated an extensive knowledge and understanding of vocabulary and an ability to reflect and express feelings.
In many weaker responses, candidates met the requirements of the task and demonstrated some knowledge of vocabulary and sentence structures. These candidates, however, did not demonstrate knowledge or control of vocabulary in order to reflect on their feelings. In both questions, the weaker responses were characterised by many inaccuracies in grammar and syntax. Furthermore, these responses presented some relevant information with basic vocabulary and sentence structures, but without depth. They also contained evidence of poor dictionary use, such as θα παραιτώ instead of θα παραιτηθώ.
The best responses demonstrated the use of an appropriate register for a diary entry, such as αγαπητό ημερολόγιο rather than γαπητέ ημερολόγιε, αγαπητή ημερολόγιο or αγαπητικό ημερολόγιο.
Candidates are asked to note the following issues:
- agreement between the article, adjective and noun
- verb endings and noun endings
- double consonants, such as ψ and ξ
- the distinction between present and active voice verbs, eg ανακάλυψα μια φωτογραφία and not ανακαλύ πτηκα μια φωτογραφία.
It is possible to gain full marks within the prescribed word limit for a writing task. Nothing is gained by unnecessarily long responses, which often contain irrelevant material and are poorly structured and repetitive. It is more important that candidates taketime to prepare and structure their written responses in Modern Greek, rather than writing excessively beyond the word limit.
Modern Greek Extension
Oral examination
In the best responses, candidates presented a logical and sophisticated argument and supported it with relevant ideas and information within the time allocation. They communicated their ideas and information with confidence and fluency, with authentic intonation and pronunciation, with a sophisticated vocabulary, and with a consistently high level of grammatical accuracy. An awareness of the relationship between the question asked and the related prescribed topic characterised the best responses.
In mid-range responses, candidates formulated an argument and supported it with some relevant information and ideas; however, they lacked a degree of fluency and grammatical accuracy necessary to communicate their ideas effectively. In these responses, candidates discussed the prescribed topics but did not link these to the actual question asked.
In weaker responses, candidates attempted to present an argument. They communicated their ideas and information in comprehensible language. However, these responses contained many grammatical inaccuracies, simple vocabulary and numerous Anglicisms.
For Question 1, candidates who gave better responses discussed how the issue of refugees affects all members of society and mentioned ways that we could all help refugees. In weaker responses, candidates discussed the problems faced by migrants in general without specifically addressing the issue of refugees.
For Question 2, candidates who gave better responses presented a logical argument about the impact of religion on people’s lives. In weaker responses, candidates discussed religious customs and traditions in general, rather than the impact of religion on people’s lives. These responses were also characterised by frequent pauses, incomplete sentences and a limited vocabulary.
Candidates are reminded that they must make maximum use of the preparation time allocated to develop a well-structured argument with relevant information and examples.
Written examination
Section I – Response to Prescribed Text
Part A
Question 1
- In better responses, candidates demonstrated a good understanding of the mother as revealed by the quotation.
In weaker responses, candidates demonstrated only a basic understanding and did not support their answers with examples, such as the mother’s pride in Asia Minor cuisine and in her son having cooked the meal.
- In better responses, candidates demonstrated a perceptive understanding of the roles of the priest and the teacher and supported their answer by referring to the characters as authority figures, as mentors and as representing the prejudiced attitudes that existed at the time.
- In better responses, candidates referred to a variety of film techniques (such as absence of music, use of light, and camera angles), whereas in weaker responses they supported their answer by referring to only one film technique (such as camera angles). Candidates are advised that the identification of techniques must be linked to a discussion of purpose.
- In better responses, candidates demonstrated a perceptive understanding of how the issue of tolerance of difference is explored in both of the scenes presented (ie the non-acceptance of the Asia Minor Greeks by mainland Greeks, and the breaking down of Greek stereotypes by having a young boy cooking), as well as in one other scene of their own choosing.
In weaker responses, candidates demonstrated a sound understanding of the issue; however, they did not engage in a detailed analysis of the two scenes presented to them. Candidates must include a discussion of the stimulus text as a substantial part of their answer.
Part B
Question 2
In the best responses, candidates demonstrated a perceptive and sensitive understanding of the prescribed text using well-chosen references from the film. They identified with the character of Fanis and were able to elaborate upon his life in Greece. They were creative and original in their responses, organised information and ideas well, manipulated language authentically, and used sophisticated vocabulary.
In weaker responses, candidates recounted some details or provided some relevant information from the extract and the film as a whole without elaborating upon Fanis’s life in Greece or referring to the dance scene. These responses were also characterised by a satisfactory control but a lack of creativity in the use of vocabulary and sentence structures.
In order to demonstrate a perceptive understanding of the prescribed text in this particular question, candidates needed to display knowledge of the issues explored in the film and to provide detailed references, either directly or indirectly, to support their argument.
Section II – Writing in Modern Greek
Questions 3 and 4
In better responses, candidates presented and developed a sophisticated and coherent argument supported by relevant examples. They wrote effectively and perceptively for a specific audience, purpose and context. Candidates demonstrated breadth and depth in the treatment of relevant ideas and expressed these with a high level of grammatical accuracy and with sophistication of vocabulary and sentence structure.
In weaker responses, candidates did not develop a coherent argument. Those who attempted to develop a coherent argument did so with linguistic errors. Some candidates, due to their linguistic difficulties, addressed the topic with only some relevant information and supported it with a number of examples. Some of these candidates also demonstrated difficulty in manipulating language structures accurately and creatively, while others misused the dictionary in their attempt to express their ideas. Some examples of common errors included:
- incorrect use of the passive voice
- lack of agreement between the article, adjective and noun
- incorrect use of the subjunctive
- use of the genitive case, eg με το πέρασμα τα χρόνια
- incorrect use of verb tense.
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