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INDICATIVE ANSWERS TO THE TOPICS OF THE 2022 NATIONAL EXAMINATIONS IN NEW GREEK LANGUAGE & LITERATURE

08/07/2022
INDICATIVE ANSWERS TO THE TOPICS (Download here the pdf file) OF THE NATIONAL EXAMINATIONS OF 2022 IN THE NEW GREEK LANGUAGE & LITERATURE A1.
  • People of every era need to have a direct relationship with their historical past as it essentially determines the value background, regulates modern social norms, reflects their culture.
  • Historical memory and, more generally, knowledge about the ancestors contributes to contemporaries walking safely in the present based on the foundations of the past.
  • Contact with History aims to avoid previous mistakes, to strengthen national self-awareness aiming for a prosperous future.
B1. a. Error b. False c. Correct d. Correct e. Correct B2. a. The title is in the form of a question. It gives orality, subjectivity, liveliness, immediacy, makes an imaginary dialogue with the receiver and arouses his attention and interest, making the reader want to continue reading the text, making him think about the reasons why learning is necessary of history. It conveys the central theme of the text in a short and concise manner. In addition, the first person plural verb is used, which combined with the subjunctive (“to learn”) lends a personal style and universality, emphasizing shared responsibility and mobilizing the reader. There is meaningful repetition of the title in the 1th paragraph through direct speech (“Why , sir, do we have to learn history?”) b. The insertion of direct speech at the end of the first paragraph renders the author’s words as they are, imparting liveliness, immediacy, expressiveness, intimacy, orality, stylistic variety, as it breaks the monotony making his speech more understandable and comprehensible. The author refers to the question expressed by his students about the reasons why they should learn history, since they considered it more important to look forward and not look back. This question, therefore, enables the author to develop his reflection and to emphasize in the continuation of his text the importance of studying history. B3. The speaker’s intention is to raise awareness about the role the anniversary plays in preserving memory. To make her intent clear, she uses:
  • first person verb (“to come back, to give”) to give a personal confessional tone, liveliness, immediacy, vividness
  • double dash (“they don’t want to be forgotten.. .”) to add a complementary piece of information, which is necessary, emphasizing the importance of remembering the losses so as not to repeat the same mistakes
  • unlinked figure (“Honour the heroes … unknown soldier ») to give liveliness, expressiveness, asthma, rapidity, as well as emphasis and intensity to the speech. It colors the text emotionally. Gives density. It makes the style immediate and familiar. It seeks to enumerate the ways in which the anniversary attempts to arouse feelings of patriotism.
  • repeat (“birthday, birthday, birthday”) to emphasize the memory and the beautiful memories that family photos evoke in relation to the past.
C1. The narrator of the text refers to the tagari as a kind of family heirloom, as indicated by the title “family history”. This seems to be a common point of reference in the succession of generations, evoking distinct memories and emotions in the faces. In particular, the tagari is associated with the mother’s student years. Through the austere micro-period wording, the connection of the tagari with ecological concerns is highlighted (“he expressed ecological concerns as well”) More broadly, through the direct speech, the strong emotional value that the tagari had for the grandmother, while also being part of her dowry, is articulated. Even this particular type of bag is presented as a creation of the great-grandmother at the loom. Through the description (“painted with vegetable… bright designs”), the care taken in its construction is evident. Thus, through the narrator, the connection of the tagari with the generations is aptly presented. Personally, if I were in the narrator’s place I would keep the tagari. Aware of its value as a family heirloom I would seek to have it in my personal belongings. In fact, I would find the prospect of passing down the tagari to the next generations after mine exciting. D1. Title: “History: a source of inspiration and self-knowledge” Foreword: introduction 1O Wanted : Value of historical knowledge
  • It teaches and directs man as through historical examples timeless values ​​are offered for imitation/ Rivalry between generations is cultivated.
  • The national self-awareness and distinctiveness of the people is ensured, removing the risk of cultural alienation. The broadening of intellectual horizons, the removal of prejudices and stereotypes is achieved.
  • By understanding the past it is possible to avoid mistakes that happened then, but also to identify the causes of contemporary problems.< /li>
  • The individual comes into contact with standards and ideals from which he can exemplify himself.
  • Knowledge of history and culture on a national and global level leads to scholarship and increased critical thinking.
2o Wanted : Experiential ways that can cultivate interest in the historical past
  • The school must cultivate the love of history in a more experiential and direct way.
  • School textbooks need to be modernized, sterile memorization abolished and students’ critical skills cultivated. For example, visits to monuments should be better prepared and organized, so that they do not have the character of escaping from the school classroom and do not become a pointless and awkward tour of the monuments.
  • Teachers in collaboration with the children can do a relevant preparatory work and create a good informative material that will attract the students’ interest. Upon returning to school, the visit can be discussed and become a source of activities.
  • It is important to integrate oral history sources into the educational process. It would be interesting for students to get in touch with the way everyday people experienced and narrated historical events, so that they do not stand as mere observers.
  • The family must bring the child into contact with history from an early age, either by seeking to visit archaeological sites as a pleasant family escape or bringing them into contact with historical books.
Epilogue: In conclusion, contact with the past in the formation of national identity is undeniable. It is up to us, therefore, as a new generation to mobilize and creatively approach our historical memory. After all, the future society it will shape depends on us. The columnist