27.04.26: Level 2 (review); Carolus et Maria [26] [ii]: reading and comprehension (2) higher level

Below are extracts from the same text, but now the questions are different, and are targeted at examination level.

Section B: Close reading and inference

Inference is often associated with “open-ended” questions i.e. ones that are not simply a one word or one phrase answer but which require more detail, analysis and reference to the text. Suggested answers and answering techniques are given at the end of the post

Question [1]

Prīma lūx est. Nōn iam est nox, sed lūx nōn est clāra. Avēs nōn iam quiētem capiunt. Omnēs excitantur. Iam arborēs ubi per tōtam noctem dormiēbant relinquunt. Nōn iam avēs silent. Undique audīrī possunt.

How does the writer convey the change from night to morning?

Question [2]

Prīmā lūce collēs Rōmae sunt obscūrī. Nunc Carolus et Maria et pater et māter in summō colle Rōmae stant. Undique circumspectant. Urbs semper nātūrā pulchra nunc etiam pulchrior est. Flūmen nōn longē abest. Ibi paucae nāvēs nāviculaeque vidērī possunt. Caelum nunc clārius vidētur.

What details suggest that Rome is especially impressive from a high place?

Question [3]

Ubi antīquās ruīnās vident, dē temporibus antīquīs putant: ōlim Rōmānī antīquī in illō flūmine natābant et corpora valida habēbant. In illō locō rēgēs tēcta sua aedificābant. Ibi mīlitēs Rōmānī bellum parābant.

What impression does the writer give of ancient Rome?

Question [4]

Diū Americānī silent ubi urbem spectant. Maestī sunt quod hōra appropinquat ubi necesse est Rōmam relinquere.

[a] What mood is created here and why?

[b] Based on your reading of the entire text, why do the Americans feel this way? What impression do they have of present-day Rome?

____________________

Section B: Close reading and inference; suggested answers; required skills

Question [1]

How does the writer convey the change from night to morning?

It’s a simple question but the way in which it is answered is more detailed and does not merely involve translation, but [i] ordering ideas [ii] Latin reference [iii] translation, and [iv] explanation; it isn’t for the reader to “second guess” your opinion.

Such an answer often begins with an overall comment, for example:

Together, repetition, contrast, and tense changes vividly convey the transition from quiet night to active morning.

Then move on to specifics and references:

[1] Repetition of nōn iam to emphasise what is no longer happening during the night time:

Nōn iam est nox │ It is no longer night.

Avēs nōn iam quiētem capiunt. │The birds are no longer resting [literally: … take rest]

Nōn iam avēs silent. │ The birds are no longer silent.

[2] The gradual change between night and morning:

Nōn iam est nox, sed lūx nōn est clāra. │ It’s no longer night, but the light is not bright.

[3] The change of activities and the beginning of morning routines; shift from imperfect tense to present tense

Iam arborēs ¦ ubi per tōtam noctem dormiēbant ¦ relinquunt. │ They (the birds) now leave the trees ¦ where they were sleeping through the whole night

Omnēs excitantur. │ Everybody is being woken up.

Undique audīrī possunt. │ They (the birds) can be heard everywhere.

[4] Contrast between sound imagery and verb usage i.e. from the absence to the presence of sound.

From (1) Nōn iam avēs silent, to (2) Undique audīrī possunt, undique emphasising the spread of sound.

Bear key words in mind if you are answering this type of question:

• How does the writer convey …?
• choice / use (of vocabulary, verbs etc.)
• contrast
• repetition
• shift (in tenses)
• text reference

Question [2]

What details suggest that Rome is especially impressive from a high place?

Note suggest i.e.it is not explicitly stated, but implied by text references:

(1) Prīmā lūce collēs Rōmae sunt obscūrī. (2) Nunc Carolus et Maria et pater et māter in summō colle Rōmae stant. Undique circumspectant.

• the darkness of the hills at dawn compared to (2) being able to look around and see everywhere / in all direction (3) from the highest / very high high hill, or: on the top of the hill

This is paraphrasing – not a translation – of the original text, but still shows understanding of meaning and highlights points to justify your answer.

(4) Urbs semper nātūrā pulchra nunc etiam pulchrior est.

• (4) An already naturally beautiful city now looks even more beautiful from this position.

(5) Flūmen nōn longē abest. Ibi paucae nāvēs nāviculaeque vidērī possunt. Caelum nunc clārius vidētur.  

• Visibility is improved: sights, such as the river and the boats – including small boats (nāviculae) – are closer and clearly seen, and the sky seems clearer.
• Use of vidērī possunt and clārius vidētur i.e. emphasis of visibility

Key words:

• What details suggest that …?
• comparison
• highlighting points
• justify
• paraphrasing

Question [3]

Ubi antīquās ruīnās vident, dē temporibus antīquīs putant: ōlim Rōmānī antīquī in illō flūmine natābant et corpora valida habēbant. In illō locō rēgēs tēcta sua aedificābant. Ibi mīlitēs Rōmānī bellum parābant.

What impression does the writer give of ancient Rome?

[1] Look for phrases that lead you to the answer:

What impression does the writer give of ancient Rome

Ubi antīquās ruīnās vident, dē temporibus antīquīs putant: ōlim Rōmānī antīquī …

[2] What impression does the writer give of ancient Rome?

Again, the text does not tell you what impression you should have. It is for you to infer.

Begin with overall comments:

The writer presents ancient Rome as a powerful, impressive, and physically strong civilisation.

Justify your answer with references to the text and either translation or, better, paraphrasing. Make sure that each point is distinct and explained. Translation and / or paraphrasing alone is not sufficient.

References are made to strength, authority, and military power.

When the characters see the ancient ruins, they think about the past (dē temporibus antīquīs putant), which immediately links Rome’s present remains with its former greatness.

The statement that ancient Romans swam in the river and had strong bodies (corpora valida habēbant) suggests physical fitness and vitality.

The mention of kings building their houses (rēgēs tēcta sua aedificābant) implies wealth, status, and political power.

That Roman soldiers prepared for war (mīlitēs Rōmānī bellum parābant) highlights Rome’s military strength and organisation.

Question [4]

Most questions of this type lead you to a specific part of the text:

Diū Americānī silent ubi urbem spectant. Maestī sunt quod hōra appropinquat ubi necesse est Rōmam relinquere.

[a] What mood is created here and why?

It is a simple example but it shows that answers may not be based solely on actions or what physically exists, but on emotions communicated through vocabulary choice and explanation of motive. If you are moving into Classical Latin literature, you will be reading not simply about what people did, but their motives and states of mind.

(1) A sad and reflective mood is created, suggested by …

(2) the Americans’ long silence (diū Americānī silent),

(3) That sadness is made explicit by maestī sunt.

(4) The departure is inevitable and fast approaching: hōra appropinquat ubi necesse est Rōmam relinquere.

[b] Based on your reading of the entire text, why do the Americans feel this way? What impression do they have of present-day Rome?

This second question, however, is more challenging:

• It is not tied to a single passage.
• It requires you to select relevant evidence from across the whole text.
• You must construct and justify an argument, not identify a single detail.

This mirrors GCSE and AS/A2 level inference questions, where success depends on overview, selection, and justification, rather than close translation alone.

Frequent references are made to the beauty of Rome.

(1) the constant and natural beauty: urbs semper nātūrā pulchra

(2) emphasis that Rome is unmatched in beauty: 

• Ubi est urbs tam pulchra quam Rōma?
• Nūlla pulchrior est in tōtā Eurōpā
• Nūlla urbs erit grātior aut pulchrior quam Rōma.

Key words:

• What mood is created here?
• emotion
• explicit
• motive
• overview

In the end, this text is not Cicero or Tacitus or Catullus; it is from a school book. However, the focus is on the way in which a text may have simple comprehension questions as in the previous post as opposed to questions at a far higher level and which require specific skills in order to be able to answer them. It is the latter question type that provides the transition from understanding Latin at a beginner / lower- intermediate level to the upper-intermediate and advanced stages.