2009 HSC Notes from the Marking Centre – Modern Greek
Contents
- Introduction
- Beginners
- Continuers
- Extension
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 2009 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 2009 Higher School Certificate examinations, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Modern Greek.
Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.
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 a guide 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 may be used which are not included in the glossary, such as ‘design’, ‘translate’ or ‘list’.
Beginners
Oral examination
Most candidates understood the questions asked of them. However, in the best responses, candidates demonstrated depth, confidence and fluency. These responses were quite developed in their content and in the language structures used. They also demonstrated very good use of the conditional, present, simple past and future tenses and the vocabulary used was sophisticated.
In the weaker responses, candidates demonstrated a satisfactory knowledge of vocabulary but did not effectively manipulate language structures. These responses were also characterised by incorrect use of agreement. Some examples included δύο μπάνιες, ο μπαμπά μου, μεγάλη σχολείο. Furthermore, candidates did not use the verb μ’αρέσει correctly and struggled with basic language structures.
Candidates are reminded to practise the vocabulary and language structures associated with the theme ‘personal world’ as specified in the syllabus.
Writing skills examination
Listening skills
Question 6
In the best responses, candidates clearly identified or summarised the main points in the speech. They mentioned the necessary details regarding council’s lack of action. In the weaker responses, candidates did not refer to the council or other important details.
Question 7
In the best responses, candidates clearly outlined Elli’s frustration with Petro and the reasons she decided to end the relationship. In the weaker responses, candidates simply gave examples of their outings and did not identify the reasons for her unhappiness.
Question 8
In the best responses, candidates provided a perceptive understanding of Martha’s surprise with Stafano’s new plans. Most candidates identified Stefano’s plans of going to Greece, building a youth centre, going to the army and marrying Katerina.
Question 9
Most candidates correctly identified Vasili’s choice of hobby. In the best responses, candidates justified their answer by mentioning the reasons Vasili is taking up drama classes, ie it is free of charge, he is available in the evenings and it is an opportunity to meet a girl. In the weaker responses, candidates did not mention the necessary details.
Question 11
In the best responses, candidates demonstrated a perceptive understanding of the challenges faced by both speakers, ie that the female speaker would take a long time to complete her studies and, as a result, she would continue to live at home and to work at the supermarket. The male speaker wanted to pursue music and learn the bouzouki. This was a challenge for him as his parents objected; they thought it was difficult to succeed in this area. They also objected to his going to live in Greece.
Candidates are reminded to use dictionaries carefully during the examination and to read all questions carefully. It is also 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.
Section I – Reading skills
Question 13
- In the weaker responses, candidates did not evaluate the influence Mrs Christou had on George but only stated what she did for him.
Question 14
- Most candidates demonstrated a perceptive understanding of the change in Aliki’s tone and supported their answer with close references to the text. In the weaker responses, candidates did not demonstrate an understanding of the concept of tone.
Question 15
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In the weaker responses, candidates listed adjectives to describe Alex’s personality without providing supporting evidence from the text.
Candidates are reminded of the need to answer the question and not simply translate from the text.
- In the weaker responses, candidates showed some understanding of what Anna was likely to gain from the experience but with only limited reference to the text.
Section II – Writing skills
Question 16
In the weaker responses, candidates demonstrated some knowledge of relevant vocabulary. However, they did not address the purpose of the task.
Question 17
In the best responses, candidates organised information and ideas coherently and demonstrated a sound knowledge of vocabulary and language structures. In the weaker responses, candidates demonstrated some understanding of the requirements of the task and a limited knowledge of vocabulary and language structures.
Part B
Question 18
In the best responses, candidates presented and developed original ideas and information on the topic. They organised information and ideas coherently and manipulated vocabulary and language structures. In the weaker responses, candidates developed limited ideas, information and opinions relevant to the context and purpose of the task. They organised information with limited coherence and showed elementary knowledge of vocabulary and language structures.
Continuers
Oral examination
In the best responses, candidates demonstrated confidence, depth and fluency as well as sophistication in both content and language. Furthermore, they displayed a comprehensive treatment of the topics and accurately used appropriate vocabulary and correct syntax and grammar to convey their perspective. Candidates also demonstrated enthusiasm and authenticity in their responses and communicated in a natural conversational style. In the best responses, candidates generally demonstrated their grasp of relevant vocabulary and Greek grammar.
In the weaker responses, candidates responses lacked appropriate vocabulary and were unable to elaborate beyond simplistic ideas and set language structures. Many responses included grammatical and syntactical errors. For example, for articles (definite and indefinite), the gender, number and case were used incorrectly. Often there was no agreement between nouns and articles or nouns and adjectives, and the comparative degree was used inappropriately. There was also some confusion with regard to the use of the adverb πολύ.
Errors in relation to verbs ranged from difficulty in achieving agreement between the noun and the person of the verb to determining the appropriate tense, mood and sense of a verb. In addition, English words were often used or candidates simply translated from English into Greek.
It is also worth noting that some candidates did not know the vocabulary associated with school subjects and their personal profile.
Candidates are advised to familiarise themselves with a range of vocabulary and language structures relating to the topics set out in the syllabus and to elaborate on their ideas during the examination where appropriate. Candidates are strongly advised in their preparation not to rely on rote-learned responses to a set of questions as the questions asked in any examination will vary.
Written examination
Section I – Listening and responding
Question 1
In the best responses, candidates provided all the relevant details, including the fact that the information night was going to be about the dangers of the internet.
Question 2
The best responses demonstrated a perceptive understanding of who is likely to benefit from this announcement, ie those travelling on the Athens to Thessaloniki highway. The weaker responses simply listed the facilities provided and stated that the announcement would benefit travellers in general.
Question 4
In the best responses, candidates identified traits of the two speakers and provided evidence from the text. For example, the female speaker is accusatory, responsible and unforgiving while the male speaker is honest, humble and irresponsible. In the weaker responses, candidates simply retold the story.
Candidates are reminded that they must relate the information in the text to the question asked and not simply translate what they have understood of the text.
Question 5
In the best responses, candidates understood that they were required to respond in Greek and did so very well. They identified Eleni’s rebelliousness and Kosta’s frustration, supplying most of the information needed. In the weaker responses, candidates wrote a comprehensible postcard but omitted relevant information and/or ignored the real issues raised in the conversation.
Question 6
In the best responses, candidates demonstrated a thorough understanding of how Irini persuades the students to vote for her by providing detailed examples from the text, eg promising to change teaching methods. They also identified relevant techniques she used in her speech such as the imperative (θυμηθείτε, φανταστείτε), the use of rhetorical questions to emphasise that she was the best candidate and the juxtaposition of the positives and negatives. They also identified her strong characteristics. In the weaker responses, candidates simply translated elements of the speech but did not explain any specific language techniques.
Question 7
In the best responses, candidates demonstrated a thorough understanding of the attitude of the speakers towards each other, with detailed evidence of the change. Some responses, however, did not discuss the change in attitude from being calm and mutually respectful to becoming sarcastic and offensive. In the weaker responses, candidates retold the dialogue but did not identify the use of irony or sarcasm.
Candidates are reminded to use dictionaries with care during the examination and to read the questions carefully. In addition, it is worth noting that simple translation or paraphrasing of the spoken text may not answer the question. In some cases, information contained in the text may need to be interpreted in a response to the question.
Section II – Reading and responding
Part A
Question 8
- In the weaker responses, candidates did not mention Victoria’s fall from grace.
- In the weaker responses, candidates identified only the fact that she will use her experience to educate and inform young athletes and did not mention that her admission of responsibility will encourage other athletes to own up to their own use of illegal substances.
- In the best responses, candidates clearly and perceptively demonstrated how the title reflects the point of view of the editor. These candidates also provided a linguistic analysis in relation to the above points. In the weaker responses, candidates did not discuss how the title reflects the point of view of the editor and merely paraphrased largely irrelevant information from the text.
Question 9
- In the best responses, candidates identified the tone of the letter and supported their answer with reference to specific language techniques. In the weaker responses, candidates identified the tone without providing supporting evidence from the text.
- In the best responses, candidates evaluated Aristides’ personality from his letter and could make detailed references from the text to support their answer. In the weaker responses, candidates merely listed adjectives without any evidence from the text and/or translated the text without evaluating Aristides’ personality.
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In the best responses, candidates distinguished the contrasting opinions presented in letters 1 and 2. They supported the premise that Victoria was responsible for her own downfall. In the weaker responses, candidates distinguished the contrasting opinions, but made only limited reference to the text.
In relation to the Reading and Responding, Part A, candidates are reminded to use dictionaries with care during the examination and to read the questions carefully. Candidates must support their answers with reference to the text as this constitutes a thorough and perceptive understanding. In the evaluative questions, candidates are required to justify their answers. Candidates should refrain from direct translation and/or retelling the story unless specifically asked to do so.
Part B
Question 10
In the best responses, candidates displayed sophistication and provided depth in the treatment of the task by addressing the main points raised in the stimulus text, ie commenting on the present situation, reflecting on past experiences and making plans for the future. These responses were characterised by the development of relevant information, ideas and opinions expressed in a coherent and well-structured manner. They demonstrated extensive knowledge and understanding of vocabulary and sentence structures, and displayed eloquence in expression.
In the weaker responses, although candidates demonstrated a general understanding of the text, they did not respond to all the main points. These responses were also characterised by weaknesses in language, vocabulary and sentence structure.
The weakness included:
- the inability to use correct register – Γεια σου Οδυσσέας, Ο φίλος Κώστα
- non-agreement of article and noun and adjective and noun
- incorrect use of the accusative case for the direct object
- incorrect use of impersonal verbs
- confusion with some letters of the Greek alphabet.
Question 11 (a) and (b)
In the best responses, candidates wrote effectively and appropriately in relation to the audience, purpose and context of the task. They displayed coherence in syntax and demonstrated a range of vocabulary and language structures. In the weaker responses, candidates failed to meet the general requirements of the task. However, these responses were characterised by simple sentence structures and a limited range of vocabulary as well as errors in grammar and spelling.
Some examples included:
- incorrect of verb endings
- incorrect use of register
- inability to use passive voice verbs correctly
- inability to spell names correctly
- lack of agreement between noun and adjective and between article and noun
- incorrect use of tense.
Section III – Writing in Modern Greek
Questions 12(a) and (b)
In the best responses, candidates wrote effectively and appropriately for the audience, purpose and context of the task. These responses also demonstrated extensive knowledge and understanding of vocabulary and manipulated language structures with flair and authenticity. They used correct register and were persuasive, evaluative or reflective as required by the task.
In the weaker responses, candidates met the general requirements of the task and demonstrated a satisfactory knowledge of vocabulary and sentence structures. These candidates however, did not demonstrate knowledge or control of a lexis to persuade in Question 12(a) or reflect/evaluate in Question 12(b). In Question 12(b), they also used incorrect register to address the audience. In both questions, the weaker responses were characterised by many inaccuracies in language and grammar.
Some examples included:
- confusion of consonant sounds
- lack of agreement between article and noun and between adjective and noun
- lack of agreement between subject, verb and object
- incorrect use of grammatical endings
- incorrect use of passive and active voice
- incorrect use of tense
- incorrect use of case.
Extension
Oral examination
In the best responses, candidates demonstrated breadth and depth in the treatment of relevant ideas and communicated confidently and fluently, using a high level of grammatical accuracy. They developed and presented a sophisticated and coherent argument, using examples to support their point of view.
In the mid-range responses, candidates attempted to present a coherent argument. However, these responses generally lacked structure and fluency. They were characterised by repetitive phrases and linguistic inaccuracies. Some of these responses elaborated well on the prescribed themes, but did not link this discussion to the specific question asked.
In the weaker responses, candidates used short, simple sentences, limited vocabulary, long pauses, and anglicisms. It was apparent that some candidates repeated information or rephrased the questions in order to fill up time.
Question 1
In the best responses, candidates explained their point of view in detail. They structured their argument and provided examples on the role of the mass media and how it should encourage diversity. In the weaker responses, candidates included some relevant information but did not present a convincing argument.
Question 2
In the weaker responses, there was little evidence of a well-developed and sustained argument. These responses tended to refer to general points relating to Greek customs and traditions, eg Easter and Name Days, rather than presenting and supporting a point of view in relation to the question.
Question 3
In the best responses, there was evidence of a sophisticated argument on how our cultural heritage shapes our identity. In the weaker responses, candidates relied on a discussion of the prescribed film rather than the presentation of a discussion and formulation of an argument on the issue.
Written examination
Section I – Response to the prescribed text
Part A
Question 1
- In the best responses, candidates identified specific film techniques and discussed how these techniques conveyed the feelings of the characters. In the weaker responses, candidates identified film techniques but did not link these techniques to the feelings of the characters.
- In the best responses, candidates demonstrated a good understanding of the issue ‘Tolerance of Difference’ and how it is explored in this scene and one other. In the weaker responses, candidates showed some understanding of the issue but there was little discussion and only limited reference to the film.
Part B
Question 2
In the best responses, candidates made close reference to the text and identified Fanis’s feelings for his grandfather. They expressed their ideas in a creative and original way using the text type of a diary entry. They demonstrated the ability to manipulate language authentically and use sophisticated vocabulary.
In the weaker responses, candidates recounted details from the extract without any reference to the film as a whole. They did not explore the various dimensions of Fanis’s relationship with his grandfather.
Candidates are reminded that in order to demonstrate a perceptive understanding of the prescribed text in this particular question, they will need to demonstrate knowledge of the issues explored in the film and provide detailed references, either directly or indirectly, to support their argument.
Section II – Writing in Modern Greek
Questions 3 and 4
In the best responses, candidates demonstrated the ability to develop and present a sophisticated, coherent argument supported with relevant examples. They also displayed a clear understanding of audience, showed depth in the development of the response, a high level of language skills and grammatical accuracy, as well as sophistication of vocabulary and sentence structures.
In the weaker responses, although candidates showed an understanding of the task, linguistically they did not develop and present a coherent argument with depth of treatment. These responses were characterised by repetitions in their arguments and weaknesses in language structures, lack of sophistication of vocabulary and inaccuracies in grammar and spelling.
Some examples of these included:
- incorrect use of the passive voice
- lack of agreement between subject and verb
- incorrect use of the subjunctive
- lack of agreement between article and noun and between adjective and noun
- incorrect use of verb tense.
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