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The commentary evaluates candidates’ performance across questions, emphasizing completeness, precision, and the ability to identify the correct type of person or the correct stylistic/discourse features with adequate detail and substantiation from quotations. 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There was a noticeable pattern of incomplete responses, when candidates, answered by simply writing simply Νέοι instead of explaining which category of young people in specific, Νέοι που αντιμετώπιζαν οικονομικά ή/και κοινωνικά προβλήματα. ​\nQuestion 2\nExample 1\n​\nThe candidate fails to pinpoint clearly, unambiguously and in good Greek the required detail. The substantiation is correct.\nExample 2\nThe appropriate details are missing.\nQuestion 3\nExample 1\nThe first detail that the candidate offers is unclear. The second provided detail is correct.\nThe candidate’s language skills do not allow them to express meaning clearly. The attempt to describe the ways in which Athens has changed because of graffiti is not expressed in a clear and unambiguous way. The examiner cannot select the correct detail out of an array of information that contains irrelevance.\nThe substantiation is correct.\nQuestion 4\nExample 1\n​\n​\nThis response merited 6 marks. The overall response is clear with some areas of ambiguity and omissions.​\n​\nIn the first part of this response the candidate attempts to identify stylistic features in a way that relies on generic observations that lack persuasion and adequate substantiation. Any argument regarding the use of grammatical person needs to be firmly rooted in appropriate examples, as “person” is not always a stylistic choice but a communicative necessity. ​\n​\nThe third person plural, as cited here, is not necessarily a device that gives validity and gravitas to the text, it may simply be the articulation of a specific meaning that requires this grammatical structure: a third person in order to show the relationship between a verb and a subject. Although the use of the Present tense may add a diachronic quality to the meaning expressed, unless properly explained and substantiated, it may simply be the tense that describes something happening right now or a habit. The examiner’s report may give you more information regarding the citing of stylistic features and modes of persuasion without adequate explanation.​\n​\nWhat we have here so far is a tentative attempt to an argument, which does not convince or provide the required precision. We have the making of points, but we cannot talk of “full points”.​\n​\nThe candidate fares better in the second part of the response, by identifying a discourse feature (appeal to reason), the technique employed (examples), the purpose (to showcase the negative aspects of graffiti) and the substantiation, in the form of a quotation from the text. The conclusive remark also has the makings of a point but finishes rather abruptly, without explaining fully the impact of these emotionally charged words; which is mainly to highlight the challenges that the residents face on account of graffiti and the intensity of their feelings, therefore evoking feelings of empathy from the readers.\nExample 2\nThe response offers an underdeveloped explanation with two points that identify the correct means of persuasion and are accompanied by the relevant substantiation. In both of these cases the explanation is superficial and contains some wrong use of words.\nQuestion 5\nExample 1\nThe use of the wrong punctuation and the placement of graffiti between commas make this sentence hard to decipher. Had the candidate used an object pronoun in a strategic place (e.g. δεν το θεωρούσαν τέχνη, το γκράφιτι), the mark could have perhaps been salvaged. It is not enough to communicate a message; the message must be grammatically correct, and this includes the conventions of punctuation, when they are essential for clarity.\nQuestion 6\nExample 1\nThe appropriate detail and substantiation are m","cbCaitxbbUWzZ4sz","https://ap.wps.com/l/cbCaitxbbUWzZ4sz","docx",3373707,16,"English","# Question 1\n# Question 2\n# Question 3\n# Question 4\n# Question 5\n# Question 6\n# Question 7\n# Question 8","[{\"question\":\"What common issues affect marks in Questions 4, 5, and 7?\",\"answer\":\"Question 4 highlights generic stylistic observations with insufficient persuasion and substantiation. Question 5 points to wrong punctuation and unclear placement affecting decipherability. Question 7 emphasizes exam technique: providing extra details beyond what is required and counting only the first two details.\"}]","Feedback for Centres - International GCSE Greek (First Language) (9-1) Paper 1: Reading, Summary & Grammar - 4GK1_01 | DOCX",1792473046]