CLASSICAL GREEK. H044/02 Literature: Thucydides. Summer 2017 examination series AS LEVEL. Exemplar Candidate Work. H044 For first teaching in 2016

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1 Qualification Accredited AS LEVEL CLASSICAL GREEK H044 For first teaching in 2016 H044/02 Literature: Thucydides Summer 2017 examination series Version 1

2 Contents Introduction 3 Question 1(d) 4 Exemplar 1 4 out of 8 marks 4 Exemplar 2 8 out of 8 marks 8 Question 1(f) 10 Exemplar 3 3 out of 6 marks 10 Exemplar 4 6 out of 6 marks 12 Question 1(h) 13 Exemplar 5 4 out of 10 marks 13 Exemplar 6 8 out of 10 marks 16 Exemplar 7 10 out of 10 marks 19 2

3 Introduction These exemplar answers have been chosen from the summer 2017 examination series. OCR is open to a wide variety of approaches and all answers are considered on their merits. These exemplars, therefore, should not be seen as the only way to answer questions but do illustrate how the mark scheme has been applied. Please always refer to the specification ( org.uk/qualifications/as-a-level-gce-classical-greek-h044- h444-from-2016/) for full details of the assessment for this qualification. These exemplar answers should also be read in conjunction with the sample assessment materials and the June 2017 Examiners Report to Centres available on the OCR website The question paper, mark scheme and any resource booklet(s) will be available on the OCR website from summer Until then, they are available on OCR Interchange (school exams officers will have a login for this). It is important to note that approaches to question setting and marking will remain consistent. At the same time OCR reviews all its qualifications annually and may make small adjustments to improve the performance of its assessments. We will let you know of any substantive changes. 3

4 Question 1(d) 1 Read the following passages and answer the questions. αὖθις δὲ ὁ Νικίας ἐκέλευε καὶ ἐξίστατο τῆς ἐπὶ Πύλῳ ἀρχῆς καὶ μάρτυρας τοὺς Ἀθηναίους ἐποιεῖτο. οἱ δέ, οἷον ὄχλος φιλεῖ ποιεῖν, ὅσῳ μᾶλλον ὁ Κλέων ὑπέφευγε τὸν πλοῦν καὶ ἐξανεχώρει τὰ εἰρημένα, τόσῳ ἐπεκελεύοντο τῷ Νικίᾳ παραδιδόναι τὴν ἀρχὴν καὶ ἐκείνῳ ἐπεβόων πλεῖν. ὥστε οὐκ ἔχων ὅπως τῶν εἰρημένων ἔτι ἐξαπαλλαγῇ, ὑφίσταται τὸν πλοῦν, καὶ παρελθὼν οὔτε φοβεῖσθαι ἔφη Λακεδαιμονίους πλεύσεσθαί τε λαβὼν ἐκ μὲν τῆς πόλεως οὐδένα, Λημνίους δὲ καὶ Ἰμβρίους τοὺς παρόντας καὶ πελταστὰς οἳ ἦσαν ἔκ τε Αἴνου βεβοηθηκότες καὶ ἄλλοθεν τοξότας τετρακοσίους. Thucydides, Histories IV (d) αὖθις δὲ τετρακοσίους (lines 8 17): how does Thucydides convey the excitement of the debate in these lines? Make four points and support your answer with reference to the Greek text. [8] Exemplar 1 4 out of 8 marks 4

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7 Examiner commentary This candidate has chosen to double space their answer which aids legibility. The response is also divided into paragraphs, which helps identify where the four different elements required to answer this question are. There is scope to tighten up expression; for example, in the first paragraph the phrase chiasmus of meaning is both unclear in itself and not obviously related to the Greek text quoted. However there is enough meat in the answer to merit 2 marks. In the third paragraph, the error in citation of the Greek suggests a weakness in the understanding of the passage, though there is still enough for 1 mark. There is a similar problem in the final paragraph, where error in translation undermines the confidence of the examiner, as it suggests the candidate is not entirely clear what point is being made here. The second paragraph is less satisfactory, because although the candidate rightly identifies the importance of the word crowd, the discussion is rather imprecisely linked to the passage and the relevant behaviour of the assembly is not described in detail. 7

8 Exemplar 2 8 out of 8 marks 8

9 Examiner commentary Here the candidate has set out the answer clearly, marking the transition from one point to the next explicitly ( then, finally ). Each point selected is clearly expressed and supported with accurate citation of the Greek text (though there are a few missing breathings). In the final point the minor misrepresentation of the text ( fewer ) did not affect the main point made. In general, the translation of the Greek text was very well judged and supported the point being made. One minor improvement here would be to separate each point out into a separate paragraph for clarity. 9

10 Question 1(f) 1 Read the following passages and answer the questions. Κλέων δὲ ἐνταῦθα δὴ πολὺς ἐνέκειτο, λέγων γιγνώσκειν μὲν καὶ πρότερον οὐδὲν ἐν νῷ ἔχοντας δίκαιον αὐτούς, σαφὲς δ εἶναι καὶ νῦν, οἵτινες τῷ μὲν πλήθει οὐδὲν ἐθέλουσιν εἰπεῖν, ὀλίγοις δὲ ἀνδράσι ξύνεδροι βούλονται γίγνεσθαι ἀλλὰ εἴ τι ὑγιὲς διανοοῦνται, λέγειν ἐκέλευσεν ἅπασιν. Thucydides, Histories IV.22 5 (f) Κλέων δὲ ἅπασιν (lines 3 8): how does Thucydides convey the vigour of Cleon s challenge to the Spartans here? Make three points and support your answer with reference to the Greek text. [6] Exemplar 3 3 out of 6 marks 10

11 Examiner commentary Weaknesses in the understanding of the Greek text demonstrated by partial or incorrect translation again bring down the mark for this question. In the first paragraph, the Greek adjective (πολὺς) is misunderstood, though the point being made is a good one. As a rule candidates are better advised not to focus on individual words unless there is clearly a point that can be made about word selection, but rather on phrases in context, so that it is clear that the candidate understands the material being used. The second paragraph follows the same pattern: there is a decent point underlying what is written, but the Greek text is not used effectively to support it, showing a limited grasp of the meaning of key terms such as πλήθει and ὀλίγοις. The same thing arises in the final paragraph, where the Greek text is not translated as clearly as it could be and this weakens the discussion. 11

12 Exemplar 4 6 out of 6 marks Examiner commentary This response mirrors the 1(d) answer in its organisation and clear use of the Greek text to support the argument. The final point is perhaps open to challenge but is put together very coherently; arguably a better point could be made about the Athenian democracy (τῷ μὲν πλήθει) as set out in the mark scheme, but this was judged acceptable for two marks. 12

13 Question 1(h) Thucydides makes his account of the confrontation over Pylos dramatic and entertaining. Do you agree with this view? In your response you are expected, where relevant, to make use of material that you have studied in English translation, as well as those parts you have read in Greek. [10] Exemplar 5 4 out of 10 marks 13

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15 Examiner commentary This is a relatively long essay, but has attracted a rather low mark. The opening paragraph makes reference to the two key terms in the question ( dramatic and entertaining ), but the selection of frequent participles and lists does not give confidence that the candidate is going to address the question. In the conclusion, the candidate shows some uncertainty about how they are approaching the question. It is certainly possible to argue in the negative here, but this does need to be explained clearly with reference to the examples cited. The second paragraph (as does the third) certainly deals with the relevant section of the set text, though there is little attempt to relate the detail to the key terms identified in the opening paragraph. The next paragraph starts to deal with sentence length and the use of participles, something which is difficult to deal with effectively without clear reference to the Greek text. In this point and the next there is little attempt to relate the incidents to the key terms in the question, and that is what rather undermines this as an exam answer to the questions set. 15

16 Exemplar 6 8 out of 10 marks 16

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18 Examiner commentary This essay contains a good selection of detail from the set text, and it was good to see supporting use of material from outside the set text as well. There are certainly enough examples for Level 4; what holds it back from Level 5 is the descriptive nature of some sections of the answer and the uncertainty over the precise significance of some of the cited material. One way to improve this would be to make greater use of the key terms in the question ( dramatic and entertaining ) in the discussion. 18

19 Exemplar 7 10 out of 10 marks 19

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22 Examiner commentary This essay demonstrates a very good understanding of what happens in the set text, and keeps making clear relevant points throughout about a range of different incidents. There is good use of the word dramatic from the question; some reason the candidate substitutes exciting for entertaining. It was also good to see some references to material beyond the set text, though there was arguably scope to make more of the dramatic confrontation in the Athenian assembly. However this was judged to be a very effective essay within the time allowed. In some circumstances this can undermine the effectiveness response, but in this case the clarity of the discussion suggested to the examiners a very high mark. There is a very good sense of context in the discussion, and relevant details used very effectively to support the points made. There is an excellent discussion of the paradoxical situation saw the Athenians fighting from land and the Spartans from the sea. The candidate also made very good use of the assault involving Brasidas; examiners were surprised that this did not feature to a greater extent in many essays. 22

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