OCR – Emma Williams: Latin tutor

Time Phrases

“They always say time changes things, but you actually have to change them yourself.”

Andy Warhol.

If you regularly peruse my blog for the vague philosophical musings and/or feminist rants, this one may not be for you. For on my mind this week is a spreadsheet I’ve been creating, which logs the frequency and regularity with which individual grammatical constructions come up on the GCSE Latin language paper, both for OCR and WJEC.

Yes, I’ve had quite the rollercoaster of a week so far.

For some time, I’ve had the feeling that time phrases are under-taught in most schools. It’s an easy fix, so it’s something I have always addressed with all of my students unless they show immediate and obvious evidence of confidence with them (which is rare). Imagine the validation I felt, therefore, when my analysis of all the exam papers available to us so far (a total of eight years) revealed that time phrases are one of the constructions which occur with the highest frequency in both examination boards.

There are a grand total of 23 time phrases in OCR language papers to date, a number equalled only by the ablative absolute, which also occurs 23 times, and exceeded only by the indirect statement, which comes up a whopping 28 times in the OCR papers; the indirect statement is universally acknowledged to be a tricky construction, so most schools spend a great deal of time on it (often, as I wrote a couple of weeks ago, to the detriment of student understanding, but that’s another issue). The indirect statement occurs far less frequently in the WJEC examination (only 12 times) and its complexity is limited by the fact that students are not expected to know the range of infinitives that are required by OCR. Compare this to the fact that time phrases occur on the WJEC papers with a greater frequency than any other construction – a total of 18 appearances, with the next highest being the indirect command and the purpose clause, which both occur 13 times across the eight years.

Time phrases are not complex but they are – in my experience – something which students grasp with less ease than most teachers assume. In this blog post, I plan to explore why this is and to make the case that they should be addressed more frequently and with more care than is currently occurring in most classroom settings.

Time phrases are used in Latin to express either how long something went on for, or to specify when an event occurred; sometimes they are also used to indicate the period of time within which an event occurred, but the latter is infrequent at GCSE level. The reason that students find the construction more puzzling than their teachers perhaps assume is the nature of how these constructions translate into English.

The accusative case in Latin is used to express how long something went on for. Here are some examples:

milites duos dies pugnabant
The soldiers fought for two days

in taberna tres horas manebamus
We stayed in the pub for three hours

The use of the accusative to express length of time is perfectly logical to a subject specialist. We understand fully that the accusative is used to express passage of time and motion towards and we therefore find the translation into “for two days” or “for three hours” perfectly natural. For a novice, however, who is still wrestling with the very concept of noun cases and how to express them, the use of the word “for” in our English translation is deeply confusing. Isn’t the word “for” how the dative case is expressed? It is essential therefore to explore and unpick this potential confusion and explain to the novice that the English language is using the word “for” to express an entirely different concept here. The dative case means “for” as in “the slave prepared the meal for the master” – in other words, for the master’s benefit. This is quite different from the use of the word “for” to express how long something went on for, which is expressed by the accusative case in Latin. The use of the word “for” in our translation has to be tackled head on and explained carefully until the novice fully grasps the difference between the concept of the dative (“the slave prepared the meal for the master – i.e. for his benefit”) and the accusative (“the slave prepared the meal for three hours – i.e. that’s how long it took the slave to prepare it”). This cannot be skimmed over, otherwise a novice’s understanding is likely to be shaky – the knowledge will not stick, because it is built on shaky ground. Virtually every single student I have worked with have furnished me with evidence for this – only those carefully drilled in one or two schools with a reputation for extremely rigorous grammar teaching have not fallen prey to this misunderstanding.

The ablative case is used in Latin to express when something happened. Below are some examples:

milites prima luce oppugnaverunt
The soldiers attacked at first light

amici illa nocte advenerunt
The friends arrived on that night

milites nocte fugerunt
The soldiers fled by night

Here, students can experience some confusion due to the myriad of possibilities when it comes to rendering the ablative case in a translation. The variety with which English expresses the concept of when something happened depending on the vocabulary used can be really confusing, so once again the novice must be taught carefully. It must be thoroughly explained that “at”, “on”, “in” or “by” are all possibilities and the students must be given lots of practice in selecting the most appropriate choice. Only when students have seen multiple occurrences of these time phrases and thus practised all the different possible ways that they might be translated can they be said to have gained full confidence in this concept.

Having worked in a state comprehensive I understand better than most that classroom time is a precious and finite resource. Yet having performed my analysis of exam papers I feel I have a strong case that teachers should be devoting more of their chalkface time to this concept. All students can grasp it and they all stand to make tangible gains in the examination with the full understanding that more thorough teaching will afford them.

This beautiful photo is by Aron Visuals on Unsplash. I have used it before and I absolutely love it.

Last-minute help?

This is the first of two remarkably busy weeks working with a very large number of Year 11s during their school holidays, preparing for the forthcoming GCSE examinations. Many of these students have approached me in just the last few weeks seeking help, and it is remarkable how much can be achieved in a short time prior to the final exams.

Many clients are surprised by the assurance that help can be worthwhile at this late stage. Many contact me in a state of panic or near despair, convinced that the situation is unsalvageable and unsure why they’re even asking for my advice. Yet within a few weeks it is possible to have an impact on a student’s confidence and their attainment, so long as you know what to focus on.

First and foremost, it is essential to assess the particular areas with which a student is struggling. This in itself can be a challenge, since many students (and certainly their parents) can struggle to identify where the problems lie. Students often present with nothing more than the fact that they need help with “the grammar”, so I rely largely on my own detective work to get to the bottom of what can be done to improve the situation. At a late stage of intervention this may well not mean delving into complex material, nor indeed trying to ask them to learn basic fundamentals. At this stage, it’s about identifying and selecting some concrete things to address that will gain them a win.

One thing that can be tackled head-on is their performance in the grammar questions, which make up 10% of their language mark. The examiner is remarkably repetitive and we are now in possession of enough past papers to prove this concept. Showing students every single past paper in quick succession, focusing entirely on the grammar questions and demystifying what it is that the examiner is looking for in their answer can be a real game-changer. In just one session it is usually possible to help get most students to the point where they can achieve 8 or 9 out of 10 in that section. To achieve full marks, students require a whistlestop tour of the uses of the subjunctive, which is a question the examiner has asked every single year, and that can take up another session or two. The uses of the subjunctive are another relatively easy win because most exam papers contain at least 5-10 sentences containing one of these constructions, so an understanding of how to translate those clauses gains them a significant margin.

There are further gains to be had if we have time to look at several practice papers as they can be coached on the types of phrasing that come up on a regular basis. I have identified a collection of common phrases that appear on exam papers with striking regularity, and a student who is perhaps overwhelmed with vocabulary learning can benefit from focusing their revision on these phrases. In addition, I have a list of high-frequency words that come up time and again on exam papers. Focusing on the high-frequency words will not gain a student a top grade in the exam (you need all the vocabulary for that!) but it can be a real game-changer for students who are struggling at the pass-mark.

Some students come to me for help with the literature and the majority of the time it is because they are completely overwhelmed by how to go about committing the texts to memory. I have written before on the fact that too many teachers tend to assume that students have the knowledge, experience and skills to rote-learn vast quantities of material without support, but in my experience, this really is not the case. My grades went up significantly when I started to assume that students did not have this knowledge and I taught them explicitly how to go about the process. Likewise, my grades went up when I took the risk of allowing them short bursts of class time to make a start on the process – this afforded me the opportunity to model the process and then monitor them using it. Many students are resistant to advice when it comes to study skills, so it’s important to ensure that they do give effective methodologies a chance so that they can be converted to the process. If left to their own devices, many students will ignore the suggestions made by their teachers, attempt to do it their own way and fail.

I am finding the work that I am doing immensely rewarding. Just this week I had a particularly heartening message from a client saying that her son is really seeing a difference. “He’s just said to me “ a few weeks ago I wouldn’t have had a clue and now I am getting them all right”. So grateful.” This particular student has been through exactly the process I have outlined above – I took him on a whistlestop tour of the uses of the subjunctive, we reviewed all the grammar questions on past papers and now we’re onto as many practice papers as we have time for, tackling some further easy wins such as time phrases along the way. Once the student is on board with the notion that it is never too late to turn their performance around, it’s quite remarkable what can be achieved.

Post-mock post-mortem?

No matter how many years I spent at the chalkface, I remained unconvinced as to the value of dissecting children’s Mock papers in class. While there was always an urge to pore over mistakes and demonstrate to students exactly what they should have written, I never felt that the process added as much value as I would have liked. Now that I am separated from the classroom, it is perhaps easier to reflect on why that might be.

Even if students have already received their overall grades (my old school used to dish them out in enevelopes to give them the “full experience” of receiving their results), the class in which students first gain sight of their papers in the one where they see how they performed in the separate papers of each exam. In most schools, they may also have just been told their overall grade by the teacher. This, to me, is the problem. Ever since Black and Wiliam first published their seminal work on assessment for learning (a concept they now wish they had named “responsive teaching”), the authors observed that students take significantly less notice of feedback if there is a grade attached to it, rendering the process of feedback close to pointless. This should not surprise us greatly: it is a natural response to be fixated on how you performed overall rather than the minutiae of why that result has come to pass, especially when the overall performance grade is high-stakes. It is very difficult for students to let go of their emotional response to their grade (whether it be good or bad) and concentrate on the feedback offered. This goes especially for students who are shocked and/or upset by their result, and thus calls into question the wisdom of the entire process.

It is difficult for classroom teachers to know what to do for the best. Every instinct drives any good teacher to provide detailed feedback to individual students and to the class, but to do this effectively can be close to impossible for a variety of reasons. Imagine a class in which some students have performed superbly, others have truly bombed. The inevitable emotional response from students to their performance will make the class in which feedback takes place highly-charged and potentially difficult to manage. Moreover, students who perform most poorly will probably benefit the least from the process, which leads me to conclude that there is little point in doing it at all. To not do so, on the other hand, can feel like letting those students down and failing to explain to them where they went wrong. It would take an immense amount of self-belief and confidence.

Yet let us consider the point of feedback. If students are not shown explicitly how they can improve their grade next time round, it is inherently pointless. This may well mean that the traditional “going through the paper” is close to irrelavant to those students who performed badly in it, since they will gain little to nothing from the process of being shown the correct answers. With my own tutees I am giving them headline information about their performance by telling them the areas they need to focus on and/or the types of questions we need to practise. We will then practise other questions of the same type. This is much more effective than smoking over the smouldering embers of their cataclysmic performance under pressure – a process which is simply too threatening and disheartening to be of value.

I am more and more coming to the conclusion that Mock exams should be there to inform the teacher what the students don’t know, affording them the opportunity to focus their teaching time on those particular areas in the remaining weeks of the academic year. Mocks are not something which most students can successfully analyse or diagnose their own problems. The pressure on teachers to “go through” the Mocks at a granular level is huge, but really the process has limited – if any – value to students. We need to trust teachers to provide and guide the learning curve that students should go through, based on how they performed.

Is it really too easy?

One of the many joys of tutoring is the time and space it affords you to check out whether a student understands basic concepts. This does not only mean basic academic concepts, such as the differnce between the subject and the object; it also means looking at some of the ostensibly simplest sorts of questions on the exam papers and making sure that they know how to go about them.

Teachers of Latin GCSE are under enormous pressure to get through the syllabus content in the time they have available. Latin classes – certainly in state schools – often start from a position of disadvantage, having already had a limited number of teaching hours at Key Stage 3; some GCSE classes even start ab initio. The exam board then demands that a huge amount of complex material is covered, including a ludicrous amount of real Latin literature. The reality of this means that class minutes are at a premium, and teachers will move rapidly over basic concepts and may even assume that simple questions are understood and do not require practice. Often, as a direct result of this, key marks are lost due to small misconceptions or a lack of clarity in a student’s mind when it comes to how to approach such questions.

This week I finally got around to reading the Examiners’ Report from 2023 and their comment on the derivatives question really leapt out at me. It said, “this question is designed to be accessible to candidates of all abilities, and most scored at least 2 marks.” Personally, I find this utterly delusional on the part of the examiners. How, pray tell, is a question accessible to all candidates when it relies on a breadth of literacy and general knowledge not covered in the syllabus itself? And how is a score by many of 50% on this question indicative that it was indeed accessible? The comment is simply astonishing and I’m afraid it betrays yet again how out of touch the world of Classics is with reality. I have worked with a variety of students who have been scuppered by the derivatives question and their struggle is due to one or more of the following reasons:

Students do not know their Latin vocabulary well enough to be able to access the question. You can’t come up with a viable derivative if you don’t know what the Latin word means. This is more complex than it perhaps sounds, as the word is often presented in a form that is different from the one they have learnt e.g. dabat from the verb do), meaning that candidates who find the subject challenging will probably struggle to recognise it.
Students are EAL (English as an Acquired Language) and lack the breadth of English necessary to succeed in this question. They may be performing outstandingly well in the subject, but they have not yet come across the word regal or sedentary.
Students do have English as their first language but are not widely read, meaning that they struggle to come up with derivatives; they might recognise one when it’s pointed out to them, but they find it difficult to reach for one. This means that students for whom reading is modelled and encouraged at home are at a huge advantage, which is one of the main reasons why the examiners’ assertion that this question is “accessible” really grinds my gears.
Students have simply not been taught how to approach this question, or if they have been shown how they have not practised it at length. Teachers rarely spend a significant amount of time doing so because they assume (like the examiners do) that the question is easy. Plus, as I mentioned earlier, it may be time they do not have. In my experience to date, the best schools practise deivations from the very beginning of Key Stage 3, and this is certainly the best way to embed the knowledge for GCSE.

Some students really do have no problem with the derivatives question, and when that’s the case I leave them to it. These students are always highly literate and usually well-read. Unlike them, many students need to be shown multiple examples of derivatives and time needs to be invested in guiding them through the vocabulary list looking for such derivatives – the examiners even recommend this in their notes, yet still cling to the delusion that this question is highly accessible. Believe me, any question that cannot be done without detailed, explicit, one-to-one guidance from an expert is not accessible; teachers do not have time on the curriculum to prep for this question adequately.

Another question that many teachers lack the time to focus on and tend to assume the students will cope with just fine is the 10-marker in the literature papers. Because the question is open-ended and requires no knowledge of the Latin, this question really is accessible in the sense that even students who have struggled with the material should be able to do it; I say “should” because once again there is some guidance required. Students tend to apply what they have been taught about answering other types of questions (even in other subjects) to the 10-marker and this can lead them down the wrong path; answers need to be full of quotations/references but not to the Latin, to the text in translation. There is also no requirement for detailed analysis. I have written about this in more detail here. The 10-mark question makes up 20% of each literature exam: that means it makes up 10% of a student’s entire result – way more than the difference between two grades. It’s definitely worth spending some time on!

It’s a real joy as a tutor to be able to dive into the basics and make sure that students are well-prepared for what they face when it comes to exam time. Questions that the examiners and teachers assume are easy usually are so once you know how to approach them, but it’s that assumed knowledge that I’m interested in. Once a student has been gifted with said knowledge, that’s when they can start to fly.

What’s wrong with GCSE Latin?

Sometimes you have to step off the treadmill to reflect on what is wrong with the system. After 21 years of preparing cohorts of students for Latin at GCSE level, it has taken me a year or so off the hamster wheel to reflect upon what is wrong with it and how the examination at GCSE level is fundamentally flawed.

To understand how the Latin GCSE fails our students, we first of all need to reflect upon what the purpose is of studying Latin – without this, the decisions made by the exam boards will seem even more incomprehensible than they actually are. First and foremost, forgetting any wild claims to promote excellence, increase vocabulary or whatever else we tell ourselves about our subject, the purpose of studying Latin is to train students to be able to read real Roman texts. This is the end goal and everything else is broadly irrelevant. This inescapable reality is – I believe – why both exam boards and QCA are so irrevocably wedded to the notion that students must study a substantial proportion of “real” Latin texts in order to gain a basic qualification in the subject.

Let us reflect for a moment on what this actually means. Unless a child has attended prep school and studied Latin from Year 5 or 6 onwards, students will have started Latin as a beginners’ subject in Year 7 and will be unlikely to have had more than one hour’s tuition per week in the subject. This may increase margially in Years 8-9, but not by much. Within that space of time, the exam boards are expecting a student entering Year 10 to be prepared to study real Latin texts, a frankly laughable notion. Imagine expecting a student of French to read and understand Voltaire or Maupassant during their GCSE course, when they are still wrestling with the fundamentals of the language.

The argument is often trotted out that modern language students have more to contend with, because they have to work on a wider variety of skills: Latin – being a dead language – does not require students to be tested on speaking or listening. Agreed, these skills take up a huge amount of teaching time for modern linguists that we do not have to dedicate when it comes to an ancient language. Believe me, however, this is more than made up for by the linguistic content required. My first Head of Department once quipped, when I mentioned to him that one of my Year 10 students had suddenly asked when we would learn to tell the time in Latin, that I should have replied “when you have learnt the pluperfect passive subjunctive.” He had a point. (He was right, by the way: the pluperfect passive subjunctive is required at GCSE). Rod, who had only ever taught French and German, had seen the list of grammatical constructions required for GCSE Latin and it never failed to astonish him.

Now that I am on the outside of the school system, working with a large number of GCSE candidates from a variety of schools, I am being exposed to a broad range of approaches from each school. Most of them do what I did and plough through as much of the GCSE language content as they can during the first two terms of Year 10, then start tackling the literature texts in the final term of Year 10 and throughout Year 11. This is the best we can do. I have come across one school that takes longer over the language then expects students to have gained enough linguistic knowledge to tackle the set texts very quickly due to their broader knowledge-base; this is frankly nonsense, given that the language required for the texts goes way, way beyond that required at GCSE for the language paper. Some schools start the texts immediately and encourage students to work on them from the very beginning, but this is rare.

For the unintiated, let us be clear: GCSE candidates do not have anything like the linguistic knowledge required to study the real Latin texts that are prescribed for the GCSE. The only way they can cope with and even borderline understand the texts is to learn the English translation off by heart, a simply mammoth rote-learning task. This is what I spend much of my time supporting students with as many are not given the tools and the skill-set to do this on their own.

This year I had something of an epiphany when working with a handful of independent students. Why do we do it? The requirements for Latin GCSE are so unrealistic that I would go so far as to say that the qualification is wildly inappropriate. My belief that this is the case means that I no longer encourage students to take the qualification as a supplementary subject: it simply is way too much to cope with on top of their regular studies. I do not say this lightly, not least because it will mean I miss out on a significant amount of potential tutoring work. But the truth must be told, and parents of students who have a desire to study Latin independently need to think very long and hard about the reality of what that means and whether they are prepared for the sheer slog that it will entail.

So long as the texts required for GCSE go far beyond the students’ linguistic skills, the only way to prepare for the examination will continue to be to learn the texts off by heart. I shudder to think the number of wasted hours that has been spent on this. One of my skills as a tutor is in helping students with this process, because there are indeed ways in which it can be made less arduous and more manageable. I shall continue to do this, to assist students in their quest to attain top marks in the qualification for which they have been entered. But really – what are we doing it for? Is it really the best way to prepare students for a future in the subject? I do wish QCA and the examination boards would take a long, hard and realisitc look at what they are demanding from 16-year-olds and face up to the reality that their examination in its current form is not really fit for purpose.

Can Chat GPT write in Latin?

I’m always a little bit behind the curve when it comes to technology. If you’re looking for future predictions, I am definitely not the person to come to. You’re looking at the woman who said that texting would never take off and who confidently remarked in 1998 that the internet “didn’t sound particularly useful.”

Fast-forward to the end of 1999 and I was surfing like a Californian, thanks to a fellow student on my PGCE course. He sat down next to me one day and issued a statement which – on honest reflection – may have had more impact on my life than anything I read in my 8 years at university. “I’ve discovered a great new Search Engine,” he said. “It’s called Google.”

Now I didn’t know what a Search Engine was and my knowledge of computers to date had extended to word-processing (remember WordPerfect?) and the use of a CD Rom. I had been given an email address, which one accessed by logging into Telnet and navigating a series of processes so tedious and clunky that I really couldn’t imagine why anyone would wish to make use of it. Then Matthew introduced me to Google and the rest, as they say, is history.

So this week – around 6 months after it was launched, I took a look at Chat GPT for the first time. For the uninitiated, Chat GPT is a free chatbot which utilises artificial intelligence. It was developed by a company called Open AI and launched into the world at the end of November 2022. In summary, you can ask it questions and it will answer them for you, drawing on the internet for information. So what’s different for the user from using a super-clever search engine such as Google, you may ask? (I certainly did). Well, Chat GPT will generate a lengthy response to your question, written in whatever style-register you ask it to mimic.

Chat GPT’s ability to produce complex and extended verbal responses in a particular vocal register has caused a great deal of consternation in education, with teachers realising just how easy it now is for students to ask their computer to produce an alarmingly convincing response to an essay question. A student can simply type their essay question into the system (“what were the causes of the First World War?”) and Chat GPT will generate an essay-style response. The more information you give the system, the better and more useful it will be to you. For example, you can give it a word limit and you can ask it to pitch its response at a particular kind of audience. The system has also caused some wry consternation and a bit of self-reflection amongst journalists, following the news that The Irish Post was forced to withdraw an Op Ed arguing that fake tan is racist; the article turned out to be AI-generated and was submitted as genuine by someone in an undeniably successful bid to make the editors at the publication look foolish. The article was titled Irish women’s obsession with fake tan is problematic and its opening line read “Dear Irish women, we need to talk about fake tan.” Well played, chatbot. Well played.

As so often, I do find myself being thankful that this kind of technology was not available to me when I was younger and learning how to construct an argument or write persuasively “the hard way” – by actually doing it myself. Where Chat GPT will take us in terms of the future of essay, speech and Op Ed writing as a skill and as a means of testing knowledge I have no idea. I’m jolly glad it’s not my problem. It’s all a little overwhelming and makes me want to lie down in a darkened room for a while. Perhaps I shall do so, and Chat GPT can finish the rest of this blog post for me.

Given the inescapable fact that Chat GPT and its ilk are here to stay, I dived in with some consternation but with also a little glimmer of excitement that I might be at the point of reliving my Google moment in 1999. Could Chat GPT be as life-changing as that discovery was? Well, I am here to tell you that the answer is potentially yes.

Given the truly abysmal state of Google Translate, I was highly dubious at the notion that Chat GPT could generate accurate Latin. Well, it can and it does. Moreover, you can give it perameters, which makes it fantastically useful as a teacher-tool. You can ask it to write you a passage of Latin based on a particular story and instruct it to make the passage suitable for GCSE candidates: for example, “I need a passage of Latin, around 100 words, suitable for GCSE students, based on the story of Claudius Pulcher”. It can do that! You can ask it to generate a series of sentences to practise a particular grammatical construction: for example, “write me 20 Latin sentences using the ablative absolute, suitable for GCSE students”. It can do that too!

One thing that I have not yet fully established is how to force it to use only the GCSE vocabulary, and this brings me to the biggest complaint that I (and others) have about Chat GPT in its current form: it presents incomplete, dubious or frankly false information with the confident swagger of a scruffy blond Etonian. It doesn’t tell you what it doesn’t know, and this – given the open availability of the system – is somewhat alarming. For example, when I asked it to create a passage suitable for GCSE candidates using only the OCR GCSE vocabulary list, it claimed to have done so. I pointed out that a particular word was not on the GCSE list. “Apologies!” it said. “Here is the passage again, with that corrected.” It then produced the passage again, with that word replaced by another one that was not on the GCSE list. I pointed this out also, and again the system responded in a manner that suggested it was fixing the error. I then pointed out several other words that were not on the list and eventually it admitted that it was not able to consult “outside sources” such as the OCR GCSE list. Hmmmm. By the way, before anyway thinks that I’ve lost it, I am fully aware that yes, I was having a conversation with a computer-generated entity: the weirdness of that does not escape me.

I discovered through colleagues on the Twitter hivemind that it was possible to put links into Chat GPT, so I gave it a link to the OCR GCSE list. I also tried experimenting with pasting the whole list into the the chat box and asking it to use only that vocabulary. The latter seems to generate the best results and – in terms of creating a series of practice sentences – pretty much solves the problem if you work within tight perameters; for example, ask it to generate some GCSE-level sentences practising adjectival agreement, and give it the adjectives on the GCSE vocabulary list. It still utlises a wide range of vocabulary when creating an extended passage, so a teacher would still require a knowledge of (or the patience to check) all of the words listed by OCR, or whatever other examination body you are working to.

As for the accuracy of the Latin? It is extraordinarily good. Given that I work with beginning students and candidates up to GCSE level, I grant you that I am not asking it to do anything overly complex, but this is still a giant leap from anything else we have seen in my lifetime. Some sentences I felt were a little unnatural and would wish to tweak, but grammatical errors are minimal. This is borderline miraculous given that up until now the best we have had has been Google Translate. Nothing prior to Chat GPT has been even bordering on accurate and therefore useful in any way.

So, can Chat GPT write in Latin? The answer is that it can. In the hands of an expert teacher it is going to be a genuinely brilliant tool that will save infinite amounts of time and will assist in the production of high-quality resources. Chat GPT will produce the bare bones of a worksheet in seconds, leaving the expert teacher free to develop, tweak, personalise and perfect their new resource. This is a genuine godsend. It has the potential to mean that every new resource a teacher writes will be better, for it will already have been through much of the fine-tuning process which normally relies on students acting as guinea pigs. In terms of the hours it will save us, I am still slightly in shock.

Critiquing literary criticism

As we approach the second and final GCSE literature exam and as I continue to work with a huge number of Year 11s preparing for the verse paper, I cannot help but feel a little depressed about how difficult students seem to find the process of stylistic analysis. There is no other area in which I have observed even the most brilliant of scholars to be floundering so badly. So what are we getting wrong when it comes to the teaching, or is this aspect of the exam just insurmountably difficult?

Before I make my observations I wish to say that I include myself and my own teaching in what I have to say. Throughout my career I have watched students struggle with this aspect of the examination, so my observations of my tutees who are now wrestling with this are in no way meant to imply that I think I was “getting it right” when I was at the chalkface – indeed what follows is definitely a criticism of myself and my own approaches. How I have tackled the teaching of literary criticism evolved and improved over the years and my focus now with tutees is different from how I might have approached the problem 20 years ago, but students in my class struggled just as much as I see my clients struggling now. I believe this is something that all of us in Classics education need to do better and the more I think about it the more I believe we are woefully lacking in ideas when it comes to what to do.

Below are a couple of key observations of what seems to happen in Latin classes (including my own in the past) and which I think might be compouding the difficulties that students have with this particularly challenging element of the syllabus.

First of all, many schools massively over-teach technical/rhetorical terms. This mistake is encouraged by the resources published by ZigZag, used in Classics departments across the country, which start the process of literary criticism with a baffling list of rhetorical devices which (it is implied) students must have a grasp of before they even embark on the process of responding to the literature.

A ZigZag resource I was sent for review started with 16 pages of explanation of various terms from anaphora to polyptoton, each with an accompanying activity. Students are expected to learn the meaning of all of these devices and then learn to spot them in the Latin. Full disclosure: I used to do this. Why? I have absolutely no idea. It was stupid. I probably did it partly because everybody else was doing it. Also, like many other Classics teachers, I rather like literary devices and personally gain quite a lot of geek-filled pleasure from spotting them in everyday language and popular music. He watches afternoon repeats and the food he eats is a zeugma in a song by Blur from the 1990s; you held your breath and the door for me is another great one in a song by Alanis Morisette. But do students need to know any of these stylistic terms to gain full marks in the literature questions? No, they don’t. A brief look at any mark scheme makes it clear that technical terms offer little advantage other than time-saving; if a student calls something an anaphora rather than just “repetition at the start of a line/clause” it won’t gain them any more marks. Furthermore, the mark scheme’s expectation is that students answer the question with a plausible response as to why the author did what he did, rather than simply play a game of spot-the-device. The examiner doesn’t want to see “there is anaphora in these lines”. What he wants to see is something like, “the repetition of ter … ter (three times … three times) at the start of these two lines highlights Aeneas’s desperation to embrace his father, which he tries to do in vain”. No technical terms are required – students must simply consider why Virgil chose to repeat the word ter at the start of the line. In my experience, teaching students to spot the technical devices is counter-productive: it makes them think they have made a valid point when they haven’t because they have used a clever word.

The second thing I think we get wrong is to give students too much complex information. Many of my tutees have admitted that their notes are so jumbled and full of information (and technical terms) that they can’t make any sense of them. To ask a 15-year-old to take clear, decipherable notes on such a complex topic which they will then be able to learn and apply in an examination situation is asking rather too much in my opinion. Allied to this is my belief that “learning the style notes” is simply not possible. There is way too much literature to make this a viable approach. Students instead must learn to respond to a section of the literature and say some sensible things about it under pressure.

In recent years I have tried to teach students to look for really basic techniques and encourage them to think about the author’s craft using a simple acronym: MRSVP

Meaning
Repetition
Sound
Vivid (= historic) present
Position

Meaning is at the top because students must always be able to tell the examiner what the word means (and therefore why the author has chosen to repeat it or promote it or whatever). However it is the other four points that students need to be using to be talking about style. They are things which are relatively easy to spot – is a word repeated? Has it been put at the start of a line or next to another word for a reason? Is there a sound repeated for a reason? These are the basic fundamentals of the kind of literary criticism that the examiner wants to see.

I am confident in my use of this method as a few years ago I shared it at a training day which was being run by an OCR examiner. Not only did he describe it as “brilliant” but he started using it himself – indeed, it was included in his materials at the next training session I attended. However, in my experience it is no silver bullet. I have taught the acronym to every cohort of students in my final years at the chalkface and they still found the process incredibly difficult. Now I have had time away from the chalkface to reflect, I think what I was getting wrong is not being explicit enough in training them in the process of “seeing” these things in a text. If I had my time again I would dedicate a part of a lesson to each individual device and give students multiple sections from the text and ask them to spot it – “which words are repeated in this passage?” or “find the historic present verbs in this passage.” I would then use that task – spotting one of the basic stylistic methods in a familiar passage – as a regular Do Now at the start of every lesson. Until they were frankly sick of it.

I think it was this lack of very explicit training that was the mistake on my part – finding examples seems such a simple task to a subject expert and we must remember that it is not: children need to practise how to do it. One of the most interesting things about teaching is the process of constant reflection and asking yourself how you could do something better; it is somewhat frustrating that these thoughts are coming to me with perhaps even greater ease now I have had some time away from the chalkface to reflect. I hope perhaps that others will read this and consider applying my ideas.

The use of the historic present in Echo & Narcissus: OCR GCSE set text

This week my blog continues to be inspired by a random question which was sent to me via WhatsApp by a student:

Hi! I’m doing my Latin GCSE next week, and I was wondering … how to recognize the historic present, as I’ve tried to simply learn the words … however thats not quite working and I was wondering if there were any specific sign posts to signify that it is the use of the historic present. Thank you!!

A fortnight ago I examined the prose texts currently being studied in the overwhelming majority of schools and last week I covered the Virgil text. Here I shall take a look at Echo & Narcissus, the longest text in the alternative verse selections for 2023 and 2024. For details on the historic present in general and why I believe that students find it trickier than we might imagine, please refer to my original blog post on the prose texts.

Examples of the historic present in Echo & Narcissus

The set texts opens with a historic present verb, although it is important to remember that this is not the beginning of Virgil’s narrative – the GCSE set text is an extract from a very long work called The Metamorphoses. Still, the very first word of our text is not only in the historic present but is a promoted verb: aspicit hunc trepidos agitantem in retia cervos: she catches sight of this man, driving frightened stags into his nets.
The next occurence of the historic present, when Ovid jumps out of his past narrative for effect is here: sequitur vestigia furtim: she follows his footsteps stealthily. The same verb is repeated in the same form in the line below – repetition occurs throughout the text and is part of the game that Ovid is playing with the idea of echo and reflection throughout the text.
The next clear example is when Narcissus first responds to Echo: hic stupet: he is amazed. His reaction continues in the historic present for this entire section, with dimittit, clamat, vocat, respicit and perstat all in the historic present, making vivid the young man’s bewliderment as he hears his words repeated back to him.
Echo’s joyful response to Narcissus also uses the historic present, when she acts out the words she is able to repeat (let us come together): et verbis favet ipsa suis: and she herself follows her own words.
When it comes to Echo’s response to her rejection, the entire passage which describes her feeling rejected, hiding in the woods, covering her face with leaves and wasting away into a non-corporeal entitry is all written in the present tense.
The poem slides back into the past tense briefly to describe Narcissus tiring from the heat and hunting, before jumping back into the present tense to describe him quenching his thirst at the spring and his second thirst (for his own reflection) coming upon him: dumque sitim sedare cupit: while he wishes to quench his thirst is the first example, then dum bibit (while he is drinking) and spem sine corpore amat (he falls in love with hope without substance). The present tense verbs then continue for the enstire description of Narcissus’s love for himself; many of them are repeated in different forms as Ovid plays around with the idea of reflection throughout this section. Ovid does not return to the past tense narrative until his exclammation irrita fallaci quotiens dedit oscula fonti: oh how often he gave kisses to the deceitful spring. He then returns immediately to the present tense when he returns to his game of reflection: quid videat nescit, sed quod videt: he does not know what he is seeing, but what he is seeing … and oculos idem qui decipit incitat error: the same delusion which deceives his eyes provokes them.