1. Examples of student work
NCEA Level 3 – Analyse familiar literary Latin passages on a given theme by at least two authors 2009
Examples of student work

2. Excellence

3. Excellence (low)
The student has analysed comprehensively two aspects, characterisation and literary devices, with reference to two authors in each case. A thorough knowledge of the passages is shown and statements have been supported by quotations from them.
The analysis of Evander’s character is comprehensive. The section on Pliny contains some generalisations and is not quite comprehensive.
The analysis of literary details is comprehensive overall. The point on ambiguity is wrong and the example of rhetorical question was given as a guide so cannot be given credit.

9. Merit

10. Merit (high)
The student has analysed in detail two aspects, characterisation and literary devices, with reference to two authors in each case. A thorough knowledge of the passages is shown and statements have been supported by quotations from them.
The analysis of Pliny’s character is comprehensive, that of Evander’s detailed, but not comprehensive.
The analysis of some literary devices (epic language rhetorical question and allusion) is comprehensive, but an understanding of irony is not shown and the student means contrast rather than juxtaposition.
The next level of achievement would have been reached if more comprehensive points had been made about Evander and another literary device had been analysed comprehensively.

15. Achieved

16. Achieved
In Part One the student has analysed in detail with reference to two authors, the context/setting. Three examples of literary device have been analysed but not all in detail. In Part Two the student has not achieved the standard because the section on Ovid deals more with the attributes of the perfect wife than the concept of love and the section on Catullus does not provide sufficient relevant material. Literary devices are not analysed at the required level.

23. Not Achieved
In Part One the student has analysed some literary devices for two authors, but has not provided accurate information on the context/setting. In Part Two insufficient information was presented on both aspects, but additional examples of literary devices are given.
To reach Achievement the student would be expected to comment accurately on the context/setting or author’s intention and/or attitude.