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AQA A-level BIBLICAL HEBREW 7677/3 PAPER 3 Poetry Mark scheme

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AQA A-level BIBLICAL HEBREW 7677/3 PAPER 3 Poetry Mark scheme Qu Accept Mark Notes 01.4 ה Compensatory lengthening of the vowel on the first letter due to missing root letter / The root ךלהlargely follows the style of the פּ י "roots and this will account for the tsere under the ת)1) (Lengthening of vowel under second letter due to) pausal form (1) 2 Qu Accept Mark Notes 01.5 הטנ)1) hifil (1) 2 Qu Accept Mark Notes 01.6 ִ֣֤ללאַ ימ ְתוֹנ ְוּ ָמ ֣֣֙ח ֵי לוִַֹ֣בּמה םי ֣בּ ֵתא ֨ל י ִֶ֣֣֥ה ָע ם ֵ֣֣֛ א־ל ַבּבּ ם֣֖ח ָשׁ רוּבֵּ֣֣֣דֹּבּבַּ֣דּ ֽצבּה ָָ֣֑ר ֳיה םִבּפַּ֣֣֤ ִל בּת ְע י ִֶ֣ל ָָ֣הי ֨ ֙ ָ֣וּאֽז ֵֶ֣֣֥רְבּבּ םמ ְז ִֶ֣֖רְבּבּ הַ֣שׁשְׁע ֵֽ֣֣֣ר ֲ ה יָ֣֑א ָר שׁ ץ ֶכבַּ֣֣֤ ִל בְּת א י ִבּבַּ֣ ִדּ ֨ בּת ְי ִא ֙ע־ת ֶ בּמִ֣ ַי מדּבּ ִר ַכ ְֶ֣֖הי ֵ ָ֣ שׁ־אוֹל ם׃וּבּבּ ָֽ֣עצֽ־וּבּמ ְ בּפּת ִא ְִֹ֣֣֖ ע ם בּוּבֶּ֣ריהֽל ָ׃תוֹּֽ Assess against criteria in the 5-mark set text translation grid (see above). Suggested translation: I will winnow/toss them with a pitchfork in the gates of the land; I will make (them) bereft (of children); I will destroy my people (because) they have not repented from their (evil) ways. (The number of) widows will have increased because of Me, more than the sand of the sea, I have brought (this) upon them, upon the mother(s) of young men, as a plunderer at noon; I have caused destruction and terror to fall upon them/it suddenly. AO2 5 Acceptable alternatives: not have who מדּבּ ִר ַכ ְֶ֣֖הי ֵ ָ֣וּ שׁ־אוֹל םבּבּ ֽ repented their evil ways Minor errors: them upon come have I ה֣בּ ֵתא ֨ל י ִֶ֣֣֥ה ָם their increase will Iָ֣עצֽל־וּבִּ֣֤מ ְ לאַ ימ ְתוֹנ ְוָּ ֙ widows Major errors: עריִ֣֖city - incorrect in context בּמםיִַ֣לוֹ י ֵ ח֣֣מ from the sand of the sea not recognized מ comparative– mother chosen aֵ֛֣֣אםבּבּ֣֖ח ָרוּבּ ִ תיְבּ לַ֣֣֤ ִהבּפּ I have fallen – hiphil not recognised [15 marks] 8 MARK SCHEME – A-LEVEL BIBLICAL HEBREW – PAPER 3 – SPECIMEN Qu Accept Mark Notes 01.7 This is a message from G-d No other nation has acted like this (the behaviour of the Israelites is so debased that it is astonishing) • Rhetorical question ‘Who has heard of anything like this?’ • Challenges the Israelites to discover this for themselves – imperative ֲ בּל ֽשׁוּאַ֣ Israel has acted disgracefully • Metaphor – ‘the virgin of Israel’ • Dramatic contrast – the ‘virgin of Israel’ – virgin being synonymous with ַ֣שׁע ֽר ֲר ֻ֣֙ת ִ abominably acts, purity Israel has rejected G-d and worshiped idols • Cites examples from nature – areas such as Mt Hermon (Daath Mikra) that the Israelites would have seen and known about. • Metaphorical examples from nature give the impression that the Israelites’ behaviour is defying nature – eg ‘rocks of the field’, ‘cold flowing water’ • Use of parallel rhetorical questioning – interrogative he followed by םא • Sound patterning – sibilance in first hemistich and repeated םי endings in second hemistich of v.2 • Metaphor compares the Israelites’ rejecting G-d to a thirsty person rejecting pure, clear water (Rashi) • Alternatively, the verse contrasts the purity of water flowing through rocks with the (not so clean) water from the Lebanon snow, and parallels it with a comparison of ‘cold flowing water’ to ‘strange’ water. The image is of someone rejecting pure, clear water for dirty water, and is likened to the Israelites’ actions of rejecting G-d in favour of idol worship. • Contrast between the constancy of nature with the volatility of the Israelites’ actions – dropping the Divine service in favour of whichever idol is in vogue. • Image of the pure, cold water flowing constantly from melted snow on Mt. Hermon in contrast with the unnatural, impure behaviour of the Israelites. AO3 15 Some responses may focus heavily on the content of the passage, ignoring the language element of the question, or vice versa. This will limit the level at which this work can be rewarded at, and should not normally be given a level higher than 3 (7-9 marks). 9 MARK SCHEME – A-LEVEL BIBLICAL HEBREW – PAPER 3 – SPECIMEN • Israelites are described as ‘G-d’s people’ • Idols are described as ‘nothingness’ • Metaphorical contrast between the ‘eternal pathways’ that the Israelites have rejected in favour of ‘unpaved paths’. • Alternatively, the Israelites are described as having ‘stumbled in the paths of the world’ i.e. they have fallen into the trap of worshipping (nature and) the heavenly beings, forgetting about the Source Who created/controls them (Metzudas David). Their land will be destroyed • Description of the punishment as an inevitable consequence; introduced by ‘lamed’ prefix, implying that the Israelites’ folly will continue to the point that their land will become desolate (Da’ath Mikra). Others will see their downfall • Alliteration/onomatopoeia in the description of the onlookers of the י֣֖שׁשׁבִֹּ֣ם) , punishment ( ל֣֥שׁשָׂםוּבּ, לשׁשְׁ בּמָ֣֖ ַה ,שׁר ְ֣֣קי ִֹ֣ת , Their enemies will defeat them • The natural world itself, previously used to portray purity and constancy, now being used in a simile to punish: “an eastern wind” • The nations which would have considered the Israelites’ behaviour as abominable and foolish now ‘hiss and shriek’ with amusement at the punishment. G-d will not save them [Rashi] ֣

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SPECIMEN MATERIAL




A-level
BIBLICAL HEBREW
7677/3
PAPER 3 Poetry

Mark scheme


V1.0

, MARK SCHEME – A-LEVEL BIBLICAL HEBREW – PAPER 3 – SPECIMEN



Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
made at the standardisation events which all associates participate in and is the scheme which
was used by them in this examination. The standardisation process ensures that the mark
scheme covers the students’ responses to questions and that every associate understands and
applies it in the same correct way. As preparation for standardisation each associate analyses a
number of students’ scripts. Alternative answers not already covered by the mark scheme are
discussed and legislated for. If, after the standardisation process, associates encounter unusual
answers which have not been raised they are required to refer these to the Lead Assessment
Writer.

It must be stressed that a mark scheme is a working document, in many cases further developed
and expanded on the basis of students’ reactions to a particular paper. Assumptions about future
mark schemes on the basis of one year’s document should be avoided; whilst the guiding
principles of assessment remain constant, details will change, depending on the content of a
particular examination paper.


Further copies of this mark scheme are available from aqa.org.uk




General Guidance

A high level of accuracy in written English is required at this level, and accurate spelling and
punctuation are important.

All answers must be written in English, with the following exceptions, which may be written in
Biblical Hebrew where relevant:
- roots
- individual Hebrew letters
- words or short phrases from the text, if the Hebrew is necessary for a complete illustration
of the answer
Answers in Biblical Hebrew must be written using the ‘block’ system.
Transliteration of Biblical Hebrew words is only acceptable for proper nouns – all other words

, MARK SCHEME – A-LEVEL BIBLICAL HEBREW – PAPER 3 – SPECIMEN



Level of response marking instructions

Level of response mark schemes are broken down into levels, each of which has a descriptor.
The descriptor for the level shows the average performance for the level. There are marks in
each level.

Before you apply the mark scheme to a student’s answer read through the answer and annotate
it (as instructed) to show the qualities that are being looked for. You can then apply the mark
scheme.

Step 1 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer
meets the descriptor for that level. The descriptor for the level indicates the different qualities that
might be seen in the student’s answer for that level. If it meets the lowest level then go to the
next one and decide if it meets this level, and so on, until you have a match between the level
descriptor and the answer. With practice and familiarity you will find that for better answers you
will be able to quickly skip through the lower levels of the mark scheme.

When assigning a level you should look at the overall quality of the answer and not look to pick
holes in small and specific parts of the answer where the student has not performed quite as well
as the rest. If the answer covers different aspects of different levels of the mark scheme you
should use a best fit approach for defining the level and then use the variability of the response to
help decide the mark within the level, ie if the response is predominantly level 3 with a small
amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the
level because of the level 4 content.

Step 2 Determine a mark

Once you have assigned a level you need to decide on the mark. The descriptors on how to
allocate marks can help with this. The exemplar materials used during standardisation will help.
There will be an answer in the standardising materials which will correspond with each level of
the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can
compare the student’s answer with the example to determine if it is the same standard, better or
worse than the example. You can then use this to allocate a mark for the answer based on the
Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify
points and assure yourself that the level and the mark are appropriate.

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