1 NCEA Level 2 – Demonstrate knowledge of familiar literary Latin passages on a given theme by at least two authors 2009 Examples of student work

2 Excellence

3 Excellence (low) Two aspects, setting and literary devices, have been chosen for two authors. The section on setting fulfils all the conditions for Excellence. The answers are complete and accurate on most occasions, nearly all the supporting detail is given and a thorough knowledge of the passages is shown. e.g.See Page 1, Lines 1-18 about the dangers of living in an insula. (Comments on the mice’s characters in Task 3 are not for assessment.) The section on literary devices is at Merit (high). In Task 4, alliteration is correctly identified but needs more explanation, as does the example of hyperbole. In Task 5 the personification is correctly identified but the explanation needs expansion.

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15 Merit

16 Merit (high) Two aspects, setting and literary devices, have been chosen for two authors. The section on setting fulfils the requirements for Merit overall. Task 2 (Horace in the city) has insufficient detail to gain Merit but answers to Tasks 1 and 3 are detailed, complete and accurate on most occasions. In the section on literary devices, in Task 4 there is repetition of a device since emotive words and imagery are essentially the same thing. In Task 5 the first point is not well expressed although credit can be given for the effect. There is enough accuracy and detail to gain Merit overall. Holistically this work just gets to a Merit (high). To achieve at the next level the student would have to add more detail to Task 2, identify accurately at least one more literary device and write about most of them with nearly all the supporting detail.

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24 Merit (low) The section dealing with the qualities of a matrona exemplified by Lucretia and literary devices used by Ovid is at Achieved (high) level. The section on characterisation shows detailed knowledge, the one on literary devices is erratic and too short. E.g. the ellipse is well-explained but there is confusion between oxymoron and paronomasia. The section on the characterisation of Lesbia and Catullus and the section on Catullus’ use of literary devices is at Merit level overall. A few answers e.g. Catullus’ shyness, are comprehensive. More examples of literary devices needed to be explained. Holistically this work just achieves the criteria for Merit.

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35 Achieved

36 Achieved (high) Two aspects, setting and literary devices, have been chosen for two authors. The section on setting is at Merit overall. Supporting detail is given and answers are complete and accurate on several occasions. Task 2 lacks detail but combined with Tasks 1 and 3 it is at Merit (low). In the section on literary devices there is not sufficient detail to reach Merit e.g. the answers on emotive language need to focus on individual words, personification needs more explanation. Overall this is an Achieved (high). To reach the next level of achievement the student would need to provide accurate examples of literary devices and describe several in detail

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47 Achieved (low) Characterisation of Catullus and Lesbia is at Achieved level. There is doubling up e.g. stubborn/persistent, physical description e.g. red eyes, misunderstanding (afraid). Literary terms are identified but the comments are generalised at best. The section on the characterisation of Lucretia is repetitious and some answers about literary devices are difficult to understand. Some literary terms have been identified using the notes on the text but have not been explained sufficiently. More examples were needed in both sections. Holistically this is at Achieved level.

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