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Notes · LatinUK · A-Levels

Prose composition or comprehension

Component 02 is the only place in A-Level Latin where the candidate makes a choice, and it is a real one. The paper lasts an hour and a quarter and carries 50 marks, 17 per cent of the qualification, and it offers two routes to the same total. Section A sets translation, comprehension and questions on accidence and syntax on an unseen passage of Latin prose - a passage whose author, the specification guarantees, will not be one of the authors prescribed in Group 1 or Group 2 for examination that year. Section B sets a passage of at least a hundred words of continuous English to be turned into Latin. You answer one or the other, not both. The two need quite different preparation: Section A rewards accurate analytical description of Latin that somebody else has written, and Section B rewards the ability to produce correct Latin yourself, which is a harder and rarer skill and the only place in the qualification where Latin is written rather than read. These notes take the choice first, then the comprehension route, then composition proper - the decisions, the sequence of tenses, the word order and the idiom - and finally the method for writing a composition in the examination.

6 sections·~51 min reading time·3 competencies·Level Standard 3 · Advanced 3

T·0555 / 10
Exam profile
AO1 · Demonstrate knowledge and understanding of the Latin language, both receptively in comprehension and productively in compositionAO2 · Demonstrate knowledge and understanding of literature by reading unadapted prose from an author outside the prescribed set-text groupsAO3 · Critically analyse and evaluate: justify each grammatical choice made in turning English into Latin
Operators:translate into Latintranslate into Englishanswer in Englishexplain the casename the constructionjustify the choice

basic level

The AS Level paper offers the same choice within a narrower grammatical range and a Defined Vocabulary List. An AS candidate preparing composition needs the standard declensions and conjugations, agreement, the ordinary case usages, indirect statement, purpose, result, indirect command and the ablative absolute, and needs them productively rather than only receptively.

higher level

At A-Level the whole of Appendix 5d is live. A composition may require any of the subordinate clause types, sequence of tenses in both directions, the gerundive of obligation with a dative of agent, quōminus and quīn after verbs of preventing and doubting, and the idiomatic phrases that a Latin writer would use instead of a word-for-word rendering. A comprehension may require any construction Latin possesses, described in correct technical English.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 6 sections▾
  1. Prose composition or comprehension
    • 01The choice: what each route actually demands◐
    • 02Section A: the comprehension route and its question types◐
    • 03Composition: the decisions to make before writing a word●
    • 04Syntax drill: sequence of tenses and the reported constructions●
    • 05Writing Latin that sounds like Latin: word order, connectives and idiom●
    • 06Exam technique: writing the composition under time◐
§ 01

The choice: what each route actually demands#

●●○StandardLPOCR H443 Component 02 - 1 hour 15 minutes, 50 marks, 17 per cent of the A-Level, AO1 onlyLPOCR H443 Component 02 Section A - translation, comprehension and questions on syntax and accidence on an unseen prose passageLPOCR H443 Component 02 Section B - translation of at least 100 words of English into Latin

Key points

The structural facts first, because they settle several arguments. Component 02 is one paper of one hour fifteen minutes carrying fifty marks, seventeen per cent of the A-Level, and testing AO1 alone. It contains two sections and the candidate answers either Section A or Section B, never both. The two are worth the same fifty marks, so there is no arithmetical advantage in either direction. Section A is a Latin passage with questions on it: a portion to translate into English, comprehension questions answered in English, and questions on accidence and syntax. Section B is an English passage of at least a hundred continuous words to be turned into Latin. One further fact is worth knowing because it removes a worry: the specification guarantees that the author of the Section A unseen will not overlap with the authors prescribed in Group 1 or Group 2 for examination in that year, so a candidate cannot be set a passage of a text they have been studying as literature.
What Section A demands is precision about Latin somebody else wrote. The translation portion needs the same skills as Component 01, on a shorter scale. The comprehension questions need something different: the ability to find the answer to a specific question inside a passage and state it, in English, at the length the mark allocation implies - which is a reading and answering skill rather than a translating one, and which is quite possible to be bad at while being an excellent translator. The accidence and syntax questions need the technical vocabulary of grammar, in English, deployed exactly; that skill is treated in full in the accidence and syntax topic and is not repeated here. The whole route rewards breadth of reading and analytical precision, and it punishes vagueness.
What Section B demands is the production of correct Latin, and that is a different order of difficulty. In translating from Latin you can often be right about a sentence while being wrong about a word; in writing Latin, every ending must be chosen, every construction must be selected, every tense must be sequenced, and there is nothing to recognise - only things to produce. That makes composition unforgiving of gaps: a candidate who is hazy about the sequence of tenses can read past the difficulty in an unseen and cannot write past it in a composition. It also makes composition unusually teachable, because the syllabus for it is finite and published. Appendix 5d lists what is required, the required list is short enough to be mastered, and a candidate who has mastered it is writing Latin that is correct by construction rather than by luck.
So who should choose which? There is no general answer and the decision belongs to you and your teacher, but the considerations are clear enough to reason about. Composition suits a candidate who enjoys grammar as a system, who can hold an entire construction in mind before writing a word, who is accurate in small things, and who has the time and the appetite for weekly written practice over two years - because that, and not talent, is what makes a composer. Comprehension suits a candidate who reads widely and quickly, who is comfortable writing precise short answers in English, and whose grammatical knowledge is strong receptively but has never been drilled productively. Neither route is a soft option and neither is a mark of seriousness; they are different tasks.
Whichever route is chosen, choose early and then commit. The two need different weekly practice - a composition a week for one, a comprehension a week for the other - and a candidate who is still hedging in the second term is doing neither properly. Two consolations follow. First, the foundation is shared: every hour spent on Appendix 5d serves both routes, and the grammar work of the first year is identical whichever way you go. Second, the choice is not made in the examination room under pressure; it is made a long time before, and by the time you open the paper you should be turning straight to your section without reading the other. Candidates who read both and then decide lose ten minutes of a seventy-five-minute paper for no benefit at all.
Worked example

The same grammar seen from both sides

Constructed illustrative sentence (not a quotation): cōnsul mīlitibus imperāvit ut pontem dēlērent. Set out what Section A could ask about this sentence and what Section B would require you to do with the same grammar, and say what is different about the two demands.

  1. 01What Section A might ask

    Three kinds of question are available on this one sentence. A comprehension question: 'What did the consul order?' - answered in English, in one line: 'that the bridge should be destroyed', or 'his soldiers to destroy the bridge'. An accidence question: 'Parse dēlērent' - third person plural imperfect subjunctive active of dēleō. A syntax question: 'In what case is mīlitibus, and why?' - dative plural, because imperō governs a dative of the person commanded. All three test recognition of something already on the page.

  2. 02What Section B would require

    Given the English 'the consul ordered his soldiers to destroy the bridge', you must produce the Latin. That means choosing imperō rather than iubeō, and therefore the dative mīlitibus rather than the accusative mīlitēs; choosing ut with the subjunctive rather than an infinitive; recognising that imperāvit is a historic tense and so selecting the imperfect subjunctive dēlērent rather than the present dēleant; getting pontem into the accusative as the object of the subordinate verb; and putting the words in a Latin order, with the verb at the end of its clause. Five decisions, all of which had to be made before a word was written.

  3. 03The asymmetry

    In Section A the sentence tells you that imperō took a dative. In Section B nothing tells you: you must know it, and if you do not, you will write iussit mīlitēs pontem dēlēre, which is also correct Latin but for the wrong verb, or imperāvit mīlitēs ut ..., which is simply wrong. Recognition is a weaker form of knowledge than production, and every candidate has a large zone in which they can recognise what they cannot produce. Composition shrinks that zone; comprehension works comfortably inside it.

  4. 04The tense decision in detail

    The English 'ordered' is a past tense, so the main verb is imperāvit, a perfect with past force and therefore a historic tense. Historic sequence requires the imperfect subjunctive for an action contemporaneous with or subsequent to the main verb, and the destroying of the bridge is subsequent to the ordering. Hence dēlērent. Had the English been 'the consul orders his soldiers to destroy the bridge', the main verb would be the present imperat, the sequence would be primary, and the subordinate verb would be the present subjunctive dēleant. That single substitution is the whole of the sequence of tenses in miniature.

  5. 05What both routes share

    Both required knowing that imperō governs a dative and ut with the subjunctive, that dēleō is second conjugation, and that Latin sequences its subjunctives. The knowledge is identical; only the direction of travel differs. This is why the first year of the course is the same whichever route you take, and why the choice can safely be deferred to the end of it - but not beyond.

Result: Section A asks you to describe the sentence: dative because imperō governs it, imperfect subjunctive in historic sequence, an indirect command. Section B asks you to build it from the English, making five separate decisions in the right order. The grammatical content is the same; the demand is not, and the difference is the whole basis of the choice.

Exam focus

  • Sections A and B are worth the same 50 marks; the choice carries no arithmetical advantage and should be made on the basis of which skill you can make reliable (AO1).
  • The Section A unseen will not be by an author prescribed in Group 1 or Group 2 for that year, so it is genuinely unseen (AO1).

Typical mistakes

  • Deciding between the two routes late, and so arriving at the examination with neither properly practised.
  • Reading both sections in the examination before choosing, which costs several minutes of a short paper.

Active revision

Do one of each, properly, in the first term of the course: a full timed comprehension and a full hundred-word composition, both marked strictly. Then write half a page on which of the two you would rather do fifty more times, and why. That half page, and not a guess about which is easier, is the basis for the decision. Once made, write the choice down and do not revisit it after the end of the first year.

Active recall

Recall the key points — then reveal.

Sources: OCR A Level in Latin (H443) specification (Cambridge OCR) · GCE AS and A level subject content for ancient languages (Department for Education)

§ 02

Section A: the comprehension route and its question types#

●●○StandardLPOCR H443 Component 02 Section A - translation, comprehension and questions on syntax and accidence on an unseen passage of Latin prose (50 marks)LPOCR H443 Component 02 - no overlap between the author of the Section A unseen and the authors prescribed in Groups 1 and 2 for that yearLPOCR H443 Assessment objective AO1 - demonstrate knowledge and understanding of the language

Key points

Section A puts an unseen prose passage in front of you and asks three kinds of question about it. A portion of the passage is set for translation into English, exactly as in Component 01 but shorter. Comprehension questions ask, in English, about the content of the rest of the passage, and are answered in English. Accidence and syntax questions ask you to describe named forms and constructions, and are also answered in English. The three kinds have different techniques and are best practised separately. The grammar questions are covered in full in the accidence and syntax topic; the translation is covered in the unseen prose topic; what remains, and what this section treats, is the comprehension.
The governing rule of comprehension answering is that the mark allocation is the instruction. A question worth one mark wants one piece of information and will not be improved by three; a question worth two marks wants two distinct pieces, and a candidate who gives one of them at length gets one mark. Before writing anything, read the number in the margin and decide how many separate things you are about to say. Then separate them visibly - two clauses, two sentences, or two bullet points - so that a marker can see both. This sounds mechanical, and it is: comprehension marks are lost far more often to a well-written answer that contains one point where two were wanted than to a misunderstanding of the Latin.
The second rule is to answer the question asked, and only that. A comprehension question is not an invitation to translate the sentence it is drawn from. If the question is 'why did the consul refuse to fight?', the answer is 'because he had only a few soldiers', not a rendering of the whole sentence in which that clause sits. Translating instead of answering wastes time you do not have and, worse, buries the answer inside material the marker has to search. Two related disciplines follow. Answer in English, always - a Latin phrase quoted without translation is not an answer. And answer from the passage - a comprehension question can never be answered from general knowledge of Roman history, and an answer that goes outside the passage is at best unmarkable.
Certain question shapes recur and each has a matching answer shape. 'What did X do?' wants a verb phrase. 'Why did X do it?' wants a reason, and the reason is almost always in a causal clause, an ablative, a participle or a purpose clause somewhere near - so identify the grammar and the answer follows. 'Give two details about ...' wants exactly two, each concrete. 'What impression does the writer give of X?' is a small step towards literary comment and wants a characterisation plus the evidence for it. 'How does the writer emphasise ...?' wants a technique, named, plus the Latin that shows it plus what the effect is. Notice that the last two are AO1 questions about an unseen and not the AO3 questions of the literature papers; keep the answer short and evidenced rather than expansive.
Finally, use the Latin actively while answering. Line references in the question tell you where to look, and the first thing to do is find the words the question is pointing at. Then read the whole sentence they belong to, because Latin subordination means the answer to 'why' is often two clauses away from the verb it explains. Then answer. If a question asks you to refer to the Latin, quote the minimum that makes the point and translate it, because an untranslated quotation does not show that you understood it. And if you cannot find the answer, give the most defensible thing the passage does say rather than nothing - an unmarked blank is the only guaranteed zero on the paper.
Worked example

Nine comprehension marks on one short passage

Constructed illustrative passage (not a quotation): dux hostium, postquam in Ītaliam pervēnit, nūllam urbem oppugnāre cōnstituit, sed agrōs sociōrum vāstāvit, ut Rōmānōs ad pugnam ēliceret. cōnsul autem, cui paucī mīlitēs erant, in castrīs manēre mālēbat quam tantum perīculum subīre. mīlitēs tamen, quod nihil agēbant, eum timidum vocābant; quibus ille respondit sē nōn timōre sed cōnsiliō morārī. Answer the six questions below in the style of Component 02 Section A.

  1. 01What did the enemy leader decide not to do after reaching Italy? (1)

    Answer: he decided not to attack any city. One mark, one point, one line. The Latin is nūllam urbem oppugnāre cōnstituit, and note that nūllam attaches to urbem, so the decision is against attacking any city at all rather than against attacking one particular city - a distinction that a careless answer loses.

  2. 02What did he do instead, and for what purpose? (2)

    Answer: he laid waste the fields of the allies (one mark), in order to lure the Romans out to battle (one mark). Two marks, two visibly separate points. The purpose is carried by the ut-clause with the imperfect subjunctive ēliceret, which is where a candidate who has identified the grammar will look first. Writing only 'he ravaged the allies' fields' answers half the question and earns half the marks, however well it is phrased.

  3. 03Why was the consul reluctant to fight? (1)

    Answer: because he had only a few soldiers. The Latin is cui paucī mīlitēs erant, a dative of possession inside a relative clause - literally 'to whom there were few soldiers'. This is a good example of the answer being carried by a construction rather than by a word: a candidate who does not recognise the dative of possession may read cui as an indirect object and miss the point entirely.

  4. 04What did the consul prefer, and to what? (2)

    Answer: he preferred to stay in camp (one mark) rather than run so great a risk (one mark). The Latin is in castrīs manēre mālēbat quam tantum perīculum subīre - mālō with two infinitives and quam between them. Both halves of the comparison are needed, because the question says 'and to what'; the mark allocation confirms it.

  5. 05What did the soldiers call the consul, and why? (2)

    Answer: they called him a coward, or cowardly (one mark), because they were doing nothing (one mark). The Latin has a double accusative with vocō - eum timidum vocābant - and a causal quod-clause with the indicative agēbant, which gives the reason in the writer's own voice rather than as an alleged reason. If the Latin had had a subjunctive there, the answer would have had to be 'on the grounds that they were doing nothing', and the difference is examinable.

  6. 06How did the consul answer them? (1)

    Answer: he replied that he was delaying not out of fear but as a matter of deliberate policy. The Latin is sē nōn timōre sed cōnsiliō morārī: an indirect statement with the reflexive sē as its accusative subject, referring back to the consul as the speaker, and two ablatives of cause in antithesis. Note quibus at the head of the clause, a connecting relative in the dative after respondit - 'to whom he replied', that is, 'he replied to them'. Total for the six questions: nine marks, and not one of the answers is longer than a line.

Result: Nine marks in six answers, each one sentence long, each in English, each drawn from a construction identified in the Latin: a negative object phrase, a purpose clause, a dative of possession, a comparison with mālō and quam, a double accusative with a causal quod-clause, and an indirect statement with a reflexive subject. The grammar is not incidental to the comprehension - it is where the answers live.

Exam focus

  • The mark allocation tells you how many separate points to make; two marks means two distinct, visibly separated pieces of information (AO1).
  • Comprehension answers must be in English and must come from the passage, never from outside knowledge of Roman history (AO1).

Typical mistakes

  • Translating the whole sentence instead of answering the question, which buries the answer and wastes time.
  • Giving one well-expressed point where the mark allocation asked for two.

Active revision

Take any passage of Latin prose with an English translation and write your own comprehension paper on it: ten questions totalling fifteen marks, with the mark allocation marked in the margin. Then write the mark scheme - the exact points that earn each mark. Leave both for a week, answer your own paper under time, and mark it against your own scheme without mercy. Writing the scheme is the part that teaches, because it forces you to decide what counts as a point.

Active recall

Recall the key points — then reveal.

Sources: OCR A Level in Latin (H443) specification (PDF) (Cambridge OCR)

§ 03

Composition: the decisions to make before writing a word#

●●●AdvancedLPOCR H443 Component 02 Section B - translation of a passage of at least 100 words of English into Latin (50 marks)LPOCR H443 Appendix 5d - the accidence and syntax required for Components 01 and 02LPDfE GCE AS and A level subject content for ancient languages

From an English sentence to a Latin sentence

The composition methodGraph, English sentence → 1 Find the main clause, 1 Find the main clause → 2 Choose the construction, 2 Choose the construction → 3 Fix case, number, gender, 3 Fix case, number, gender → 4 Fix tense, mood, sequence, 4 Fix tense, mood, sequence → 5 Order the words, 5 Order the words → 6 Read it back as Latin, 6 Read it back as Latin → Latin sentenceEnglish sentence1 Find the mainclause2 Choose theconstruction3 Fix case,number, gender4 Fix tense,mood, sequence5 Order thewords6 Read it backas LatinLatin sentence
Fig. 1The order is the method. The emphasised node is where an English-shaped sentence becomes a Latin-shaped one: until the construction is chosen, no ending can be decided, and candidates who start writing before this step is complete are the ones whose sentences run out of grammar halfway through.

Key points

Composition goes wrong at the beginning, not at the end. The characteristic bad composition is one in which the candidate started writing at the first English word and made each decision as it arrived, so that by the middle of the sentence the construction chosen at the start no longer fits. The remedy is a fixed order of operations, exactly parallel to the order used for reading a period but running the other way. Read the whole English sentence. Find its main clause. Decide what Latin construction each subordinate idea will take. Decide the case, number and gender of every noun and adjective. Decide the tense and mood of every verb, and sequence the subjunctives. Then write, in Latin word order, with the verb of each clause at its end. Then read it back as Latin and check the agreements. Six steps, always in that order.
The step that matters most is the second - choosing the construction - because it is the step where the English shape has to be abandoned. English expresses subordination with conjunctions and finite verbs; Latin very often does not. 'When the city had been captured' can be an ablative absolute or a cum-clause, and the ablative absolute is usually better Latin. 'He said that the king was coming' cannot be a conjunction and a finite verb at all: it must be an accusative and infinitive. 'In order to capture the city' can be ut with the subjunctive, a relative clause of purpose, or ad with a gerundive - and the gerundive is the most idiomatic. 'By fighting bravely' is an ablative of the gerund, or a participle. Make this decision consciously, for every clause, and write the chosen construction in the margin before writing the Latin.
The third step, agreement, is where most marks are actually lost, and it is entirely mechanical. Every adjective and participle must match its noun in case, number and gender; every relative pronoun must take number and gender from its antecedent and case from its own clause; every verb must agree with its subject in person and number; every predicate noun after sum must be nominative. None of this is difficult, and all of it must be checked, because a composition is marked on accuracy and an agreement error is as visible as any other. The practical discipline is to write the noun first and the adjective second, even though Latin will often print them in the other order, so that the adjective is formed from a noun already fixed.
Case usage is the fourth step and the one where English interference is worst, because English marks so few relationships on the word. Work from a checklist. Direct object: accusative. Indirect object and the person concerned: dative - and remember the verbs that take a dative where English has a direct object, which include pāreō, persuādeō, imperō, crēdō, faveō, noceō, parcō, resistō, studeō and cōnfīdō. Agent with a passive verb: ā or ab with the ablative for a person, plain ablative for a thing. Agent with a gerundive of obligation: dative. Instrument: plain ablative. Place to which: accusative with ad or in, but bare accusative for towns and small islands and for domus and rūs. Place where: ablative with in, but locative for towns, small islands, domus and rūs. Time when: plain ablative. Time how long: accusative. Comparison: quam with a matching case, or the bare ablative.
Two habits protect the whole exercise. First, prefer the construction you are sure of to the one you think is more elegant. A composition is marked for correctness, and a correct cum-clause scores where a mangled ablative absolute does not. If you cannot remember whether a verb takes ut or an infinitive, rephrase the English into something you can render securely, provided the sense is preserved. Second, never write a Latin word whose form you cannot justify. If you find yourself putting an ending on a noun because it looks right, stop and identify the case and the reason. Every ending in a composition should be traceable to a rule, and in a well-prepared candidate almost every one is.
Worked example

One English sentence, every decision justified

Turn into Latin: 'The consul, who had been sent to Gaul by the senate, ordered his soldiers to build a camp near the river.' Show every decision in order.

  1. 01Step 1: the main clause

    'The consul ordered his soldiers to build a camp' is the main clause; 'who had been sent to Gaul by the senate' is a relative clause modifying the subject, and 'near the river' is a prepositional phrase attached to the building. So the frame is subject plus verb plus an indirect command, with a relative clause inserted.

  2. 02Step 2: choose the constructions

    'Ordered somebody to do something' is an indirect command. Two Latin constructions are available and they are not interchangeable: iubeō takes an accusative and an infinitive, imperō takes a dative of the person and ut with the subjunctive. Either would be correct here; imperō with ut is chosen because the sequence of tenses can then be demonstrated. The relative clause is a plain statement of fact, so it takes the indicative. 'To build a camp' is idiomatically castra pōnere, to pitch camp - a Latin writer would not say aedificāre.

  3. 03Step 3: case, number and gender

    cōnsul, nominative singular, the subject. quī, nominative singular masculine - number and gender from cōnsul, case from its own clause, where it is the subject of the passive missus erat. ā senātū, ablative of the agent with ā because the senate is here treated as a personal agent; senātus is fourth declension, so senātū. in Galliam, accusative after in because the sense is motion towards. mīlitibus, dative plural, governed by imperō. castra, neuter accusative plural, the object of pōnerent, and note that castra is plural in form and singular in sense. flūmen, accusative after prope.

  4. 04Step 4: tense, mood and sequence

    missus erat: pluperfect passive indicative, because the sending is prior to the ordering and the clause states a fact. imperāvit: perfect indicative, the main verb. pōnerent: the sequence decision. imperāvit is a perfect with past force, so the sequence is historic, and the pitching of the camp is subsequent to the order, so the imperfect subjunctive is required. Third person plural, because the soldiers are the ones pitching it: pōnerent.

  5. 05Step 5: word order

    Latin puts the subject early and the verb of each clause at its end. The relative clause is inserted immediately after its antecedent. Prepositional phrases stand before the verb they modify. That gives: cōnsul, quī ā senātū in Galliam missus erat, mīlitibus imperāvit ut castra prope flūmen pōnerent. Note that the main verb imperāvit is not at the very end of the sentence, because the ut-clause follows it; the verb-final rule applies within each clause, not to the sentence as a whole.

  6. 06Step 6: read it back

    Check the agreements one at a time. quī masculine singular nominative with cōnsul - yes. missus masculine singular nominative agreeing with quī - yes. erat singular agreeing with quī - yes. imperāvit singular agreeing with cōnsul - yes. mīlitibus dative because imperō requires it - yes. pōnerent plural because its subject is the soldiers - yes, and imperfect subjunctive because the sequence is historic - yes. castra accusative plural neuter as the object of pōnerent - yes. Nothing is unjustified.

Result: cōnsul, quī ā senātū in Galliam missus erat, mīlitibus imperāvit ut castra prope flūmen pōnerent. Decisions: indirect command with imperō plus the dative and ut rather than iubeō plus the accusative and infinitive; the idiom castra pōnere for 'build a camp'; ā with the ablative for a personal agent; in with the accusative for motion; the indicative in a factual relative clause; and the imperfect subjunctive in historic sequence.

Exam focus

  • Choosing the Latin construction before writing is the step that determines whether the sentence can be finished; make it consciously for every clause (AO1).
  • Verbs that govern the dative where English has a direct object - pāreō, persuādeō, imperō, crēdō, parcō, resistō - are a standard composition trap (AO1).

Typical mistakes

  • Beginning to write at the first English word and discovering mid-sentence that the construction chosen will not carry the rest.
  • Rendering 'he persuaded the soldiers' with an accusative, when persuādeō governs the dative.

Active revision

Take a paragraph of English and do only the first two steps: mark the main clause of every sentence, and write in the margin the Latin construction you would use for every subordinate idea - ablative absolute, indirect statement, purpose clause, gerundive, participle, cum-clause. Do not write any Latin. Then compare your margin notes with a teacher's or a key. Doing the planning without the writing, ten sentences at a time, trains the step that composition actually depends on.

Active recall

Recall the key points — then reveal.

Sources: OCR A Level in Latin (H443) specification (PDF) (Cambridge OCR)

§ 04

Syntax drill: sequence of tenses and the reported constructions#

●●●AdvancedLPOCR H443 Appendix 5d Syntax - subordinate clauses: indirect statement, question, command and prohibition; purpose; result; fearing; preventionLPOCR H443 Appendix 5d Accidence - verbs in all moods, voices and tenses, including the four subjunctive tensesLPOCR H443 Component 02 - both sections require the sequence of tenses, receptively or productively

Sequence of tenses in the subjunctive

Main verb, sequence, and the subjunctive it requiresTable with 5 columns and 8 rows, Data: Main verb · Sequence · Same time or later · Earlier · Future reference; Present - dīcit · primary · present: dīcat · perfect: dīxerit · -ūrus sit; Future - dīcet · primary · present: dīcat · perfect: dīxerit · -ūrus sit; Future perfect - dīxerit · primary · present: dīcat · perfect: dīxerit · -ūrus sit; Perfect with present force - dīxit, he has said · primary · present: dīcat · perfect: dīxerit · -ūrus sit; Imperfect - dīcēbat · historic · imperfect: dīceret · pluperfect: dīxisset · -ūrus esset; Perfect with past force - dīxit, he said · historic · imperfect: dīceret · pluperfect: dīxisset · -ūrus esset; Pluperfect - dīxerat · historic · imperfect: dīceret · pluperfect: dīxisset · -ūrus esset; Historic present - dīcit in narrative · either · present or imperfect · perfect or pluperfect · -ūrus sit or esset, highlighted cell: imperfect: dīceretMAIN VERBSEQUENCESAME TIME OR LATEREARLIERFUTURE REFERENCEPRESENT − DĪCITprimarypresent: dīcatperfect: dīxerit-ūrus sitFUTURE − DĪCETprimarypresent: dīcatperfect: dīxerit-ūrus sitFUTURE PERFECT -DĪXERITprimarypresent: dīcatperfect: dīxerit-ūrus sitPERFECT WITHPRESENT FORCE -DĪXIT, HE HAS SAIDprimarypresent: dīcatperfect: dīxerit-ūrus sitIMPERFECT −DĪCĒBAThistoricimperfect: dīceretpluperfect: dīxisset-ūrus essetPERFECT WITH PASTFORCE −DĪXIT, HESAIDhistoricimperfect: dīceretpluperfect: dīxisset-ūrus essetPLUPERFECT -DĪXERAThistoricimperfect: dīceretpluperfect: dīxisset-ūrus essetHISTORIC PRESENT -DĪCIT IN NARRATIVEeitherpresent or imperfectperfect or pluperfect-ūrus sit or esset
Fig. 2Four cells decide every subjunctive in the language: two sequences by two time relations. The emphasised cell is the one that carries most of Latin prose - a past main verb with a contemporaneous or subsequent subordinate action, giving the imperfect subjunctive.

Key points

The sequence of tenses is the rule that decides which subjunctive goes into a subordinate clause, and it is the single most examinable piece of syntax in Component 02. It has two halves and they are easy to state. If the main verb is a primary tense - present, future, future perfect, or a perfect with present force ('has done') - the sequence is primary, and the subordinate subjunctive is present for an action contemporaneous with or subsequent to the main verb, and perfect for an action prior to it. If the main verb is a historic tense - imperfect, perfect with past force ('did'), or pluperfect - the sequence is historic, and the subordinate subjunctive is imperfect for contemporaneous or subsequent action, and pluperfect for prior action. That is the whole rule; the table sets it out in a grid.
Two details make it work in practice. The first is that the Latin perfect does double duty: dīxit can mean 'he said' (a past event, historic sequence) or 'he has said' (a present state resulting from a past event, primary sequence), and which it is decides which subjunctive follows. English usually makes the distinction visible, so in composition the English tells you which to use; in reading, the subjunctive that follows tells you which the perfect was. The second detail is the historic present, which is formally primary and narratively historic, and which may take either sequence - Latin authors use both, sometimes in the same sentence.
Future reference inside a subjunctive clause needs its own machinery, because the subjunctive has no future tense. Latin builds one periphrastically from the future active participle and the subjunctive of sum: -ūrus sim in primary sequence, -ūrus essem in historic. So 'he asks what the enemy will do' is quaerit quid hostēs factūrī sint, and 'he asked what the enemy would do' is quaesīvit quid hostēs factūrī essent. This construction is confined to indirect questions and a few related clauses; purpose and result clauses do not use it, because purpose is inherently future and result is inherently subsequent, so the ordinary sequence suffices. Learn the periphrastic forms as a fixed pair and they will never trouble you again.
The reported constructions each have their own shape and it is worth listing them in one place, because a composition will almost certainly require two or three of them. Indirect statement: accusative and infinitive, with the tense of the infinitive relative to the main verb - present for contemporaneous, perfect for prior, future for subsequent - and no sequence of tenses involved at all, which is the commonest confusion. Indirect question: an interrogative word plus the subjunctive, in sequence. Indirect command: ut or nē with the subjunctive, in sequence, after verbs like imperō, persuādeō, ōrō, moneō and hortor, but accusative and infinitive after iubeō and vetō. Purpose: ut or nē with the subjunctive, in sequence, and only ever present or imperfect, since a purpose cannot be prior to the verb it serves. Result: ut with the subjunctive, in sequence, but with the licence to use a perfect subjunctive in historic sequence when the writer wants to stress that the result actually happened.
Fearing, preventing and doubting complete the list and each inverts something. Verbs of fearing take nē for what is feared will happen and ut, or nē nōn, for what is feared will not: timeō nē veniat is 'I am afraid he will come' and timeō ut veniat is 'I am afraid he will not come'. Verbs of preventing and hindering take nē or quōminus after a positive main verb and quīn after a negative one. Verbs of doubting take quīn when negatived: nōn dubitō quīn vēnerit, 'I do not doubt that he has come'. All three families take the subjunctive and all three obey the ordinary sequence. In composition they are worth rehearsing until automatic, because the English gives no clue at all to the Latin shape, and a candidate who has to reason it out will get the negative the wrong way round.
Worked example

Eight sentences that differ only in sequence

Turn each pair into Latin and say which cell of the sequence grid it occupies: (a) He asks why the soldiers have fled. / He asked why the soldiers had fled. (b) He asks what the enemy will do. / He asked what the enemy would do. (c) He orders them to build a bridge. / He ordered them to build a bridge. (d) So great is the fear that no one dares to remain. / So great was the fear that no one dared to remain.

  1. 01(a) primary and historic, prior action

    quaerit cūr mīlitēs fūgerint. quaesīvit cūr mīlitēs fūgissent. Both are indirect questions, so both take the subjunctive. The fleeing is prior to the asking in both. In the first, quaerit is present, so primary sequence, so the perfect subjunctive fūgerint. In the second, quaesīvit is a perfect with past force, so historic sequence, so the pluperfect subjunctive fūgissent. Note that the English marks the same distinction with 'have fled' and 'had fled'.

  2. 02(b) primary and historic, future reference

    quaerit quid hostēs factūrī sint. quaesīvit quid hostēs factūrī essent. There is no future subjunctive, so the periphrasis is required: the future active participle factūrī, nominative plural masculine agreeing with hostēs, plus the subjunctive of sum in the appropriate sequence. sint in primary, essent in historic. A candidate who writes quid hostēs faciant for the first has said 'what the enemy are doing', which is a different question.

  3. 03(c) primary and historic, subsequent action

    eīs imperat ut pontem faciant. eīs imperāvit ut pontem facerent. Indirect command with imperō, which governs the dative eīs and ut with the subjunctive. The building is subsequent to the ordering, which for sequence purposes is treated the same as contemporaneous. Primary gives the present subjunctive faciant; historic gives the imperfect facerent. Had the verb been iubeō, the construction would have been eōs iussit pontem facere, with an accusative and an infinitive and no sequence question at all.

  4. 04(d) result clauses in both sequences

    tantus est timor ut nēmō manēre audeat. tantus erat timor ut nēmō manēre audēret. A result clause, announced by tantus and introduced by ut. Primary gives the present subjunctive audeat; historic gives the imperfect audēret. Note that audeō is semi-deponent, so its present system is active in form, and the subjunctives here are ordinary active forms; the deponent perfect ausus sim would only appear if the result were being reported as an accomplished fact, which is the licence result clauses have.

  5. 05The one that does not follow the grid

    Add a ninth: 'He says that the soldiers have fled' and 'He said that the soldiers had fled'. These are dīcit mīlitēs fūgisse and dīxit mīlitēs fūgisse - the same Latin both times. Indirect statement does not use the sequence of tenses; it uses a perfect infinitive for any action prior to the main verb, and the English tense follows from the main verb rather than from the infinitive. This is the distinction candidates most often collapse, and it is worth writing out on its own card.

  6. 06Checking the grid

    Four cells were used: primary with a prior action (perfect subjunctive), historic with a prior action (pluperfect subjunctive), primary with a subsequent action (present subjunctive), historic with a subsequent action (imperfect subjunctive), plus the two periphrastic futures. That is the entire system. Everything else - purpose, result, indirect command, indirect question, fearing, preventing, doubting - is a matter of which conjunction introduces the clause; the tense of the subjunctive is always decided by these same four cells.

Result: (a) quaerit cūr mīlitēs fūgerint / quaesīvit cūr mīlitēs fūgissent. (b) quaerit quid hostēs factūrī sint / quaesīvit quid hostēs factūrī essent. (c) eīs imperat ut pontem faciant / eīs imperāvit ut pontem facerent. (d) tantus est timor ut nēmō manēre audeat / tantus erat timor ut nēmō manēre audēret. And the ninth pair, dīcit and dīxit mīlitēs fūgisse, which is identical in both sequences because indirect statement obeys a different rule.

Exam focus

  • Sequence is decided by the tense of the main verb and the time relation of the subordinate action: four cells, and every subjunctive clause falls into one of them (AO1).
  • Indirect statement does not obey the sequence of tenses at all - the infinitive's tense is relative to the main verb, which is a different rule (AO1).

Typical mistakes

  • Applying the sequence of tenses to an accusative and infinitive, and writing a present infinitive where a perfect one is needed.
  • Inverting the negative in a fearing clause: timeō nē veniat means 'I am afraid he will come', not 'that he will not come'.

Active revision

Write out twelve English sentences - three indirect statements, three indirect questions, three indirect commands and three purpose or result clauses - each in two versions, one with a present main verb and one with a past one. Translate all twenty-four into Latin. The exercise takes forty minutes and it drills every cell of the sequence grid twice. Repeat it a month later with different verbs, and note which cells you got wrong both times; those are the two you actually have to learn.

Active recall

Recall the key points — then reveal.

Sources: OCR A Level in Latin (H443) specification (PDF) (Cambridge OCR)

§ 05

Writing Latin that sounds like Latin: word order, connectives and idiom#

●●●AdvancedLPOCR H443 Component 02 Section B - translation of continuous English prose into LatinLPOCR H443 Appendix 5d Syntax - standard patterns of case usage; negation; direct statement, question and commandLPDfE GCE AS and A level subject content for ancient languages

Key points

A composition can be grammatically correct and still be bad Latin, and the difference is worth marks. The commonest fault is English-shaped Latin: correct endings on words arranged in an English sequence, joined by English-style coordination, using English-style phrases translated word for word. Latin prose has its own habits, and reproducing them is a learnable discipline. The default order of a simple Latin clause is subject, then everything else, then the verb - the verb at the end of its own clause, not necessarily at the end of the sentence. A word moved out of its default position is emphatic, so the first and last positions of a clause carry weight and should be used deliberately rather than accidentally.
Within that frame, several smaller conventions are worth following. An adjective in a plain descriptive use normally follows its noun - vir fortis, a brave man - and precedes it when it is emphatic or contrastive; but adjectives of quantity, size and number regularly precede, so magnus exercitus and multī mīlitēs and omnēs cīvēs are the normal orders. A genitive normally follows the noun it depends on, but a genitive of the possessor may precede for emphasis. A prepositional phrase stands before the verb it modifies. A demonstrative or possessive adjective normally precedes its noun. And Latin habitually places a subordinate clause before the main clause where English would place it after, so 'he sent envoys when the city had been captured' becomes urbe captā lēgātōs mīsit.
Connectives are the second area where English interference shows. Latin joins its sentences: a Latin paragraph in which several sentences begin without a connecting word looks wrong, whereas English does it constantly. So supply the connective - nam or enim for a reason, itaque or igitur for a consequence, autem for a mild contrast or a change of subject, tamen for a concession, praetereā to add. Remember which of them are postpositive and cannot stand first in their clause: autem, enim, igitur, quidem and vērō all stand second, and tamen commonly does. Remember too the connecting relative, which is thoroughly idiomatic and is worth using deliberately: quibus rēbus cognitīs, 'and when he had learned of this', is better Latin than et cum haec cognōvisset.
Idiom is the third area, and it is learned as a list because it cannot be derived. Latin says certiōrem facere aliquem, to inform somebody, literally to make him more certain; iter facere, to march; castra pōnere and castra movēre, to pitch and to strike camp; proelium committere, to join battle; bellum gerere, to wage war; cōnsilium capere or inīre, to form a plan; in animō habēre, to intend; grātiās agere, to thank; poenās dare, to pay the penalty; sē recipere, to retreat; opus est with the ablative, there is need of. It says nihil est quod timeās for 'there is no reason for you to be afraid', and quid tibi vīs? for 'what do you mean?'. A composition that reaches for these where they fit reads like Latin; one that translates 'he informed the consul' as nūntiāvit cōnsulī reads like a translation.
Finally, a short list of English habits that have no Latin equivalent and must be re-expressed. English continuous tenses do not exist in Latin: 'he was building' is aedificābat, the imperfect, not a compound. English 'there is' and 'there are' are simply est and sunt, usually first in the clause. English possessive adjectives are usually omitted in Latin where ownership is obvious - patrem vīdit is 'he saw his father' - and suus is used only reflexively, of the subject of its own clause, with eius for anyone else. English gerunds after prepositions become an ablative of the gerund or a participle: 'by fighting bravely they won' is fortiter pugnandō vīcērunt. English 'the fact that' becomes quod with the indicative, or an accusative and infinitive. And the English habit of coordinating with 'and' where Latin subordinates should be resisted: 'he was tired and so he stopped' is better as, cum dēfessus esset, cōnstitit.
Worked example

The same passage in English-shaped and Latin-shaped versions

Turn into Latin: 'The soldiers, who were very tired, wanted to rest. But the general, because he knew that the enemy were near, ordered them to march on. They obeyed him, although they were angry.' Write a poor version first and then a good one, and identify every fault.

  1. 01The poor version

    mīlitēs, quī erant valdē fessī, volēbant requiēscere. sed dux, quia sciēbat quod hostēs erant prope, imperāvit eōs prōgredī. pāruērunt eī, quamquam erant īrātī. Every clause is intelligible and several are actually correct, but the passage is English wearing Latin endings.

  2. 02Fault one: verb position

    quī erant valdē fessī puts the verb before its complement, and volēbant requiēscere puts the finite verb before the infinitive it governs, both on the English pattern. Latin puts the verb at the end of its clause: quī valdē fessī erant, and requiēscere volēbant. The same applies to pāruērunt eī, which should be eī pāruērunt, and to erant īrātī, which should be īrātī erant.

  3. 03Fault two: an indirect statement rendered with quod

    sciēbat quod hostēs erant prope translates the English 'knew that' word for word, using quod and a finite verb. Classical Latin does not do this after a verb of knowing or saying: the construction is an accusative and infinitive, hostēs prope adesse. This is the single most damaging error available in a composition, because it announces that the candidate has not internalised the central construction of Latin prose.

  4. 04Fault three: the wrong indirect command

    imperāvit eōs prōgredī uses imperō with an accusative and an infinitive, which is the construction of iubeō. imperō takes a dative of the person and ut with the subjunctive: eīs imperāvit ut prōgrederentur. Either eōs iussit prōgredī or eīs imperāvit ut prōgrederentur would be right; the hybrid is not.

  5. 05Fault four: coordination where Latin subordinates, and a missing connective

    sed dux ... is acceptable but flat; Latin would more naturally use the postpositive tamen in second position, dux tamen. And 'because he knew' is better as a causal cum-clause with the subjunctive than as quia with the indicative, because Latin prefers to subordinate a circumstance of this kind: cum ... scīret. Similarly the last sentence reads better with the concessive clause first, which is the Latin habit: quamquam īrātī erant, ducī pāruērunt.

  6. 06The good version

    mīlitēs, dēfessī, requiēscere cupiēbant. dux tamen, cum hostēs prope adesse scīret, eīs imperāvit ut prōgrederentur. quamquam īrātī erant, ducī pāruērunt. Note the further improvements: dēfessī, a single strong adjective, replaces valdē fessī, since Latin prefers an intensified word to an adverb plus a weak one; cupiēbant is a stronger and commoner verb than volēbant here; and ducī replaces the pronoun eī in the last clause, which is clearer and avoids two pronouns in three words. pāreō governs the dative, so ducī is right and ducem would be wrong.

Result: mīlitēs, dēfessī, requiēscere cupiēbant. dux tamen, cum hostēs prope adesse scīret, eīs imperāvit ut prōgrederentur. quamquam īrātī erant, ducī pāruērunt. Faults corrected: verb position in four clauses, quod with a finite verb replaced by an accusative and infinitive, imperō given its proper dative and ut-clause, sed replaced by the postpositive tamen, a causal clause subordinated with cum and the subjunctive, and pāreō given its dative.

Exam focus

  • Latin word order is not free in composition: the verb goes at the end of its clause and displacement from the default position must be deliberate (AO1).
  • Latin joins its sentences with connectives far more consistently than English; supply them, and remember which are postpositive (AO1).

Typical mistakes

  • Using suus for a possessor who is not the subject of the clause, where Latin requires eius or eorum.
  • Rendering an English 'that'-clause after a verb of saying with quod and a finite verb instead of an accusative and infinitive.

Active revision

Take a composition you have already written and rewrite it without changing a single grammatical decision - only the word order, the connectives and the idiom. Move every verb to the end of its clause, supply a connective at the head of every sentence that lacks one, and replace three literal phrases with Latin idioms. Then read the two versions aloud one after the other. The second should sound noticeably less like English, and that difference is what the marks for style are for.

Active recall

Recall the key points — then reveal.

Sources: OCR A Level in Latin (H443) specification (Cambridge OCR)

§ 06

Exam technique: writing the composition under time#

●●○StandardLPOCR H443 Component 02 - 1 hour 15 minutes, 50 marksLPOCR H443 Component 02 Section B - at least 100 words of English into LatinLPOCR H443 Assessment objective AO1 - demonstrate knowledge and understanding of the language

Key points

Seventy-five minutes for at least a hundred words of English is generous by the standards of the other papers, and the generosity should be spent in a particular way: on planning at the start and on checking at the end, not on writing more slowly in the middle. A workable division is ten minutes reading and planning, forty-five minutes writing, and twenty minutes checking - and the twenty minutes of checking is not a luxury. A composition is marked on accuracy, and accuracy errors are found by reading, not by writing. Candidates who write for seventy minutes and check for five routinely leave three or four correctable mistakes on the page, each of which was visible.
The planning ten minutes have a specific agenda. Read the whole English passage through, twice. Establish who the characters are and keep their genders and numbers straight, because a masculine plural subject in the second sentence will need masculine plural participles in the fourth. Mark the main clause of every English sentence. Then go through again and write, above each subordinate idea, the Latin construction you will use - abl. abs., ind. st., ind. com., purpose, result, cum, gerundive, participle. Finally, note in the margin any word whose Latin you are unsure of, and decide now how you will get round it, because deciding under time in the middle of a sentence is where compositions collapse.
While writing, work sentence by sentence and finish each one before starting the next. Leave a blank line between sentences so that a correction has somewhere to go; leave a wide margin for the same reason. Write the whole of a construction before elaborating it: put down cum hostēs vīdisset before you decide how to render the adverbial phrase inside it, so that the frame is on the page and cannot be forgotten. When a word will not come, do not stop: use a simpler word that means nearly the same thing and move on, because a composition that is complete and slightly plain will score better than one that is elegant for sixty words and unfinished. If you genuinely cannot render an idea, render the nearest idea you can render correctly; a small loss of sense costs less than a broken construction.
Two positive habits earn marks rather than merely protecting them. First, use the constructions the specification lists, where the English invites them. An ablative absolute, a gerundive of purpose, an indirect statement with a correctly sequenced infinitive, a cum-clause with the subjunctive - each of these demonstrates control of something on the required list, and a composition that uses them where they fit is showing more than one that renders everything with finite verbs and conjunctions. Second, use idiom where it fits. Writing castra posuit rather than aedificāvit castra, or certiōrem fēcit rather than nūntiāvit, costs nothing and shows that the Latin has been read as well as learned. Do not force either; a strained ablative absolute is worse than a plain clause.
The twenty minutes of checking should follow a fixed list, in this order, because a general re-read finds much less. One: every verb - person, number, tense, mood. Check the mood of every subordinate verb against the construction you marked in the plan, and the tense against the sequence. Two: every noun and adjective - case, number, gender - and every agreement, taken pair by pair rather than by reading. Three: the constructions - go back to your margin notes and confirm that each planned construction is actually on the page and complete. Four: the small things - connectives present at the head of each sentence, postpositives in second position, verbs at the ends of their clauses, no stray English word order. Five: read it aloud in your head as Latin. Errors of sense that survived the first four checks usually surface at this one.
Worked example

A composition worked through with its plan and its check

Turn into Latin, showing the plan, the writing and the check. English (shorter than the examination minimum of a hundred words, for reasons of space): 'After the city had been captured, the general sent envoys to Rome to announce the victory. The senate, which had long been afraid, was so delighted that it decreed a thanksgiving of three days. But the general himself did not return at once; for he knew that many enemies still remained in the mountains, and he was unwilling to leave the province before everything was safe.'

  1. 01The plan

    Four sentences. Sentence one: main clause 'the general sent envoys'; 'after the city had been captured' - abl. abs.; 'to announce the victory' - relative clause of purpose or ad with a gerundive. Sentence two: main clause 'the senate was so delighted'; 'which had long been afraid' - relative clause, indicative; 'that it decreed ...' - result clause. Sentence three: main clause 'the general did not return'. Sentence four: 'for he knew' - main clause with enim; 'that many enemies remained' - indirect statement; 'he was unwilling to leave' - nolo plus infinitive, or a negatived volo; 'before everything was safe' - priusquam with the subjunctive, anticipation. Characters: dux masculine singular throughout; senātus masculine singular; hostēs masculine plural.

  2. 02Sentence one

    urbe captā, dux lēgātōs Rōmam mīsit quī victōriam nūntiārent. The ablative absolute urbe captā carries 'after the city had been captured'. Rōmam is a bare accusative, because Rome is a town and towns take no preposition for motion towards. quī ... nūntiārent is a relative clause of purpose, imperfect subjunctive in historic sequence after mīsit - and it is more idiomatic than ut with the subjunctive when the purpose attaches to a person who has been sent.

  3. 03Sentence two

    senātus, quī diū timuerat, tantō gaudiō affectus est ut trium diērum supplicātiōnem dēcerneret. The relative clause states a fact, so the indicative timuerat, pluperfect because the fear preceded the delight. tantō signposts the result clause, exactly as tam and adeō do. affectus est, perfect passive of afficiō with an ablative - the Latin idiom is to be 'affected with' an emotion. trium diērum is a genitive of description with supplicātiōnem; trium is the genitive of trēs and diērum the genitive plural of diēs. dēcerneret is imperfect subjunctive, historic sequence.

  4. 04Sentences three and four

    dux tamen ipse nōn statim rediit; sciēbat enim multōs hostēs adhūc in montibus manēre, neque prōvinciam relinquere volēbat priusquam omnia tūta essent. tamen and enim are both postpositive and stand second in their clauses. The indirect statement after sciēbat is an accusative and infinitive with the present infinitive manēre, because the remaining is contemporaneous with the knowing - not the imperfect subjunctive, and this is the trap the sequence grid does not cover. neque means 'and not' and is the normal Latin for a negatived coordinate clause. priusquam with the imperfect subjunctive essent expresses anticipation.

  5. 05The check, passes one and two

    Verbs: mīsit, third singular perfect, subject dux - correct. nūntiārent, third plural imperfect subjunctive, subject the envoys - correct in person and in sequence. timuerat, third singular pluperfect indicative, subject quī referring to senātus - correct. affectus est, third singular perfect passive, and affectus is nominative singular masculine agreeing with senātus - correct. dēcerneret, third singular, subject senātus - correct. rediit, sciēbat and volēbat are all third singular with dux as their subject - correct. essent, third plural, subject omnia, neuter plural - correct. Nouns and agreements: captā feminine singular ablative with urbe - correct; multōs hostēs accusative plural masculine - correct; tūta neuter plural nominative with omnia - correct; trium diērum both genitive plural - correct.

  6. 06The check, passes three, four and five

    Constructions against the plan: ablative absolute - present; relative purpose clause - present; factual relative with indicative - present; result clause with tantō and ut - present; indirect statement with an accusative and infinitive - present; priusquam with the subjunctive - present. All six planned constructions are on the page and complete. Small things: tamen and enim are both second in their clauses; every clause has its verb at the end except where a subordinate clause follows the main verb, which is correct; the sentences are joined by tamen, enim and neque. Reading it aloud: the passage runs as Latin prose, with no clause whose sense has to be reconstructed.

Result: urbe captā, dux lēgātōs Rōmam mīsit quī victōriam nūntiārent. senātus, quī diū timuerat, tantō gaudiō affectus est ut trium diērum supplicātiōnem dēcerneret. dux tamen ipse nōn statim rediit; sciēbat enim multōs hostēs adhūc in montibus manēre, neque prōvinciam relinquere volēbat priusquam omnia tūta essent. Six required constructions demonstrated, two postpositive connectives correctly placed, one bare accusative of motion towards a town, and one idiom (afficī with an ablative of the emotion) used where the English invited it.

Exam focus

  • Twenty minutes of structured checking recovers more marks than twenty minutes of additional writing; accuracy is what the composition is marked on (AO1).
  • Using the required constructions where the English invites them demonstrates control of Appendix 5d rather than merely avoiding error (AO1).

Typical mistakes

  • Stopping mid-composition to search for one word, and running out of time on the last two sentences.
  • Checking by re-reading the whole passage once, which finds far fewer errors than four targeted passes.

Active revision

Write one composition a week, always timed at seventy-five minutes, always with ten minutes of planning and twenty of checking. Keep every one, and keep a single sheet listing every error you made, classified as agreement, case, tense, mood, construction, idiom or word order. After eight weeks the sheet will show a clear pattern - almost every candidate has two or three recurring error types and no others - and the last month of preparation should attack those two or three and nothing else.

Active recall

Recall the key points — then reveal.

Sources: OCR A Level Latin (H443) - specification at a glance (Cambridge OCR)

Contents

Section -- / 06

    • 01The choice: what each route actually demands◐
    • 02Section A: the comprehension route and its question types◐
    • 03Composition: the decisions to make before writing a word●
    • 04Syntax drill: sequence of tenses and the reported constructions●
    • 05Writing Latin that sounds like Latin: word order, connectives and idiom●
    • 06Exam technique: writing the composition under time◐

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Prose composition or comprehension

Reinforce this topic with matching tasks from the question bank.

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3
Competencies
Practise

References & sources

Sources

Cambridge OCR

  • OCR A Level in Latin (H443) specification
  • OCR A Level in Latin (H443) specification (PDF)
  • OCR A Level Latin (H443) - specification at a glance

Department for Education

  • GCE AS and A level subject content for ancient languages

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