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2012 HSC Notes from the Marking Centre – Classical Hebrew

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Classical Hebrew. It contains comments on candidate responses to the 2012 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 2012 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 Classical Hebrew.

Continuers

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 far beyond the indicated space 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 that are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Most candidates were well prepared for this examination and their responses reflected a sound understanding of the material covered. Candidates are always to be reminded that this is a language paper, and the examination will test their knowledge of grammar, syntax and vocabulary.

Section I – Prescribed text – Tanakh

Part A – Torah

Question 3

  1. In better responses, candidates explained the vocalisation in all three cases.

Question 4

  1. i. and ii.

    In better responses, candidates correctly parsed, giving meaning, root, binyan and tense/aspect. These candidates used the full terminology, not abbreviations.
  1. In better responses, candidates described the event that resulted in the altar receiving its name and made references to both the extract and commentary.

Question 5

In better responses, candidates provided a thorough explanation of the events leading to the proclamation of Abimelech as king, referring to both extract and commentary.

Question 7

In better responses, candidates demonstrated a good understanding of the extract and provided detailed information about what Haman was referring to in verse 13.

Question 8

In better responses, candidates demonstrated a thorough understanding of the extract and were able to provide detailed information from the text. These candidates included relevant information on the King of Persia, his court and courtiers, with references to both extract and commentary.

Part B

Question 9

In better responses, candidates demonstrated a thorough understanding of how Biblical literature makes use of historical events to convey religious messages. These responses were well structured and logical. In weaker responses, candidates did not refer to all the extracts provided while in other responses, candidates used the extracts but did not refer to the texts as a whole.

Section II – Prescribed text – Mishna

Question 10

  1. In better responses, candidates presented a thorough comparison and contrast between Rabbi Yehuda’s response and other relevant comments on the subject, with appropriate references to both the extract and commentary.

Question 11

  1. In better responses, candidates provided a thorough explanation of the actions of Hameage with detailed and appropriate references to tanuray pesachim, eaven hatoeem and the disapproval of Shimon ben Shatach.

Question 12

In better responses, candidates provided a thorough explanation of why the commentaries are essential to the study of Mishna. In some responses, candidates answered the question as if it was referring only to the extract provided in the question, whereas the question referred to the study of Mishna as a whole.

Section III – Unseen text – Tanakh

In this section, candidates should refer only to the content of the text provided and not rely on previous or general knowledge.

Candidates are required to answer questions in English in the Unseen section and to translate all names into English.

When parsing, all required aspects, except the root should be written in English, ie the tense/aspect and the binyan.

Question 13

  1. In better responses, candidates demonstrated a good understanding of the common factors regarding the location of the cities of refuge, including that the cities were to the east of Jericho.
  2. In some responses, candidates responded that the locative he referred to location rather than direction.

Question 14

  1. In better responses, candidates identified Qere Ketib in the extract and also demonstrated understanding of the use of the Qere Ketib.
  2. In better responses, candidates identified three ways in which the verb nafal is used to convey different meanings.

Extension

Question 1

    1. In better responses, candidates addressed the two different usages of the word ki that appeared in the extract. In this question the key words ‘account for the use of’ were a guide that candidates needed to make an assessment instead of attempting to explain the meaning of the verse.
  2. In better responses, candidates presented the two different views of war as described in the extract.
  3. In better responses, candidates described the literary, linguistic and historical features found in the extract. In these responses, candidates demonstrated their knowledge by presenting their descriptions in a logical and organised way.

Question 2

  1. In better responses, candidates provided detailed responses and fully explained the complexity of Talmudic debate.

Question 3

In the better responses, candidates used the extract to support their analysis of the purpose, methodology and language of Talmudic debate. In weaker responses, candidates made references to the extract that were not wholly relevant.

Question 4

  1. In better responses, candidates explained the use of the verb ‘to be’ in Hebrew, that is how it is implied in the context. In some responses, candidates made reference to the use of the lamed.

Question 5

    1. In better responses, candidates correctly identified the binyan as pa’al.

Question 6

In the better responses, candidates demonstrated a thorough understanding of the extent to which parallelism, conciseness and imagery are used in the extract. Responses were presented in a logical and organised manner.

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