STAGE 2 CLASSICAL STUDIES
ASSESSMENT TYPE 2: Essays
Topic 1: Conflict in Greek Plays
‘By encouraging the audience to take sides, Greek playwrights intensify the impact of
the drama.’
To what extent do you agree with this statement? Refer closely to one or two Greek
plays in your answer.
The Greek Play Antigone by the playwright Sophocles involves a conflict between
the King Creon and his niece, Antigone. Previously Antigones two brothers have
killed each other, one Polynices blamed a traitor. The traitorous brother is denied a
proper burial and thus the conflict begins. Sophocles encourages the audience to
chose a side by envoking sympathy from the reader.
Sophocles plays the two main characters against each other, encouraging readers to
side with Creon, the King and thereby the upholder of the law, or to emphathise with
Antigone, who is fighting to save her brother’s Polynices immortal soul.
Sophocles encourages readers to side with Antigone by giving her character the
traits of a great heroine. Sophocles makes Antigone strong willed and stubborn. He
makes her fight for the greater good against the evil King Creon. Sophocles makes
Antigone a woman before her time. He creates a character that envokes such great
empathy that makes the reader immediately side with the heroine and against
Creon. Sophocles also makes Antigone an intelligent and extremely quick-witted
character who is easy to like as she argues with Creon and fights for her beliefs.
Sophocles wins the heart of the readers who believe strongly in doing what is right
with these traits, persuading readers to side with his heroine, Antigone.
Sophocles also wins over the passionate readers with Antigone because she herself
shows a great amount of passion that encourage the reader to believe in her cause,
dispise Creon and pulls reader to her side. Thus creating a battle between Creon
and the reader themselves.
In making Antigone such a strong woman and such a lovable character, Sophocles
has creating a fued into a great battle between right and wrong and forced the reader
to chose their champion and fight for their cause.
Sophocles makes Antigone stand out from the other female characters by making
them seem futile in comparison to the hugely strong character that Antigone is. He
reflects the behaviour of the other females or Antigone’s thus further enhancing
Antigone’s already great appeal. This is shown by the interaction between Antigone
and her sister, Ismene. After Antigone has decided to properly bury Polynices, she
calls on his fellow sister to help her and join her cause like a general calling his
troops to battle.
But Ismene refuses to help Antigone bury their brother. Ismene tells Antigone that
she is mad to go against King Creon’s edict and that she is doing the right King by
following her King and thereby obeying the rules. Sophocles plays this perfectly by
making Ismene seem like an obedient good girl who will not do the wrong thing by
the King. This show of Ismene’s soft behaviour further enhances the reader’s view of
Antigone. Ismene’s unwillingness to save polynices’, her brother’s, immortal future
also reflects that she is unkind toward Polynices which gives Antigone another push
toward Godliness, as she fights for those whom she loves. Sophocles encourages
Page 1 of 4
Research & Analysis
(RA4)
Partial definition of a
point of view.
Communication
(C1)
Superficial argument
introduced, no
supporting points or
development of a
point of view.
Communication(C1)
Communiction
(C3)
No supporting
evidence. clear
Generally
explanation of ideas.
Communication
(C1)
Limited examples
from source material.
Knowledge &
Understanding (KU1)
Recognises and
shows some
understanding of ideas
in the play.
Research & Analysis
(RA4)
Limited development
or exploration of a
point of view.
Research & Analysis
(RA3)
Basic recognition of
relevant terms and
concepts.
Knowledge &
Understanding (KU1)
Some recognition of
ideas but limited
development.
Stage 2 Classical Studies student response
Ref:A133176 (revised January 2013)
© SACE Board of South Australia 2012
the readers of Antigone to side with Antigone through her interaction with Ismene
and through her behaviour.
Sophocles also encourages reader’s to side with Antigone as he portray’s King
Creon as an utterly dislikable character. Sophocles particulary encourages his
female readers to side against this man who treats women as inferior. Sophocles
gives King Creon Personality traits that make him a selfish and power hungary
tyrant, but in reality he is only trying to ensure there is justice. But, all of Creon’s
good traits and peoples good opinions are destroyed by some of the things Creon
says.
When Creon says things like, “We will have no of your women’s law here.” and does
an opinion of not caring whether Antigone lives or dies, his audience are immedatily
pushed further toward taking Antigone’s side. Creon is also very proud, Antigone is
also, but Creon is overly proud. He becomes hateful and offended when Antigone
goes against him. He loses all of his likeable traits when he behaves like a child who
has had his favourite toy taken away. Creon turns spiteful and becomes the
antagonist and in doing so Sophocles has again cement this great character of
Antigone as the people’s person and the great heroine that she is. Female readers
are turned away from Creon because of his sexist comments about women being
inferior, which are appropriate of the time, but are written by Sophocles to make the
readers side with Antigone. Throughout Antigone we can see that Sophocles makes
Creon the antagonist of the play and constantly encourages his audience to side with
the rebellious and good Antigone.
Communication
(C3)
Generally clear
explanation of ideas.
Knowledge &
Understanding
(KU2)
Some application of
aspects of the
classical world.
It is clear that Sophocles intended Antigone to be the lovable character that the
audience can empathis with, the strong and passionate women who fights for the
greater good and the character that he wants his readers to side with as Creon and
Antigone battle to ensure their actions were the right ones.
Research & Analysis

Basic recognition of concepts, limited use of relevant terms. Basic application of relevant skills.

Partial development a point of view.
Knowledge & Understanding

Selection and application of some factual knowledge.

Recognition and some understanding of the text.
Communication

Some generally clear explanation of ideas but limited examples.

Limited argument with attempted explanation.
Page 2 of 4
Stage 2 Classical Studies student response
Ref:A133176 (revised January 2013)
© SACE Board of South Australia 2012
Performance Standards for Stage 2 Classical Studies
A
Knowledge and Understanding
Research and Analysis
Communication
In-depth knowledge and critical
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical world.
Extensive and balanced research into
primary and secondary sources, including
literary text(s).
Clear, logical, coherent, and controlled
communication of informed argument using
appropriate examples and ideas.
Incisive critical analysis and synthesis of, and
reflection on, research.
Astute and selective integration and
acknowledgement of source material.
Selective recognition and controlled
application of relevant terms, concepts, and
skills, including skills of historical literacy.
Fluent and lucid explanation of ideas using a
range of forms.
Discerning selection and application of
factual knowledge that demonstrates
critical understanding of the civilisations of
Greece and/or Rome.
Discerning and well-informed recognition
of, and insightful reflection on, the diversity
of attitudes, beliefs, and values in the
classical world.
B
Well-considered knowledge and
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical world.
Well-considered selection and application
of factual knowledge that demonstrates
well-informed understanding of the
civilisations of Greece and/or Rome.
Well-informed recognition of, and
thoughtful reflection on, the diversity of
attitudes, beliefs, and values in the
classical world.
C
Appropriate knowledge and understanding
of selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts
of the classical world.
Competent selection and application of
factual knowledge that demonstrates
informed understanding of the civilisations
of Greece and/or Rome.
Competent recognition of, and reflection
on, the diversity of attitudes, beliefs, and
values in the classical world.
D
Recognition and some understanding of
texts, ideas, individuals, groups,
institutions, practices, events, and artefacts
of the classical world.
Selection and application of aspects of
factual knowledge that demonstrate some
understanding of the civilisations of Greece
and/or Rome.
E
Comprehensive definition and development
of a point of view.
Sound research, with breadth and balance,
into primary and secondary sources,
including literary text(s).
Clear and relevant communication of
informed argument using mostly appropriate
examples and ideas.
Well-informed critical analysis and synthesis
of, and reflection on, research.
Well-considered selection and integration
and acknowledgement of source material.
Well-informed recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Mostly clear and thoughtful explanation of
ideas using a range of forms.
Well-considered definition and development
of a point of view.
Generally sound and balanced research into
primary and secondary sources, including
literary text(s).
Generally clear and reasonably accurate
communication of informed argument using
mostly appropriate examples and ideas.
Competent critical analysis and synthesis of,
and reflection on, research.
Appropriate integration and
acknowledgement of source material.
Appropriate recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Generally clear explanation of ideas using
some different forms.
Competent definition and development of a
point of view.
Superficial research into primary and
secondary sources, including literary text(s).
Superficial argument using limited examples
and ideas.
Superficial analysis and description of
research.
Some integration of descriptions of source
material; acknowledgment of sources and
tending mostly towards description.
Basic recognition and application of relevant
terms, concepts, and skills, including skills of
historical literacy.
Attempted explanation of ideas using one or
more forms.
Some recognition, and superficial
consideration, of some attitudes, beliefs,
and values in the classical world.
Some definition, and partial development, of
a point of view.
Some awareness of aspects of one or
more texts, ideas, individuals, groups,
institutions, practices, events, or artefacts
of the classical world.
Limited research into primary and secondary
sources, including literary text(s).
Some attempts at argument using few
examples and ideas.
Limited description of research.
Attempted selection and application of
aspects of factual knowledge that
demonstrate some awareness of the
civilisations of Greece and/or Rome.
Attempted use of some relevant terms,
concepts, and skills, including skills of
historical literacy.
Limited integration of descriptions of source
material and acknowledgment of sources.
Description of one or more ideas.
Attempted development of a point of view.
Attempted description of one or more
aspects of attitudes, beliefs, and values in
the classical world.
Page 3 of 4
Stage 2 Classical Studies student response
Ref:A133176 (revised January 2013)
© SACE Board of South Australia 2012
Page 4 of 4
Stage 2 Classical Studies student response
Ref:A133176 (revised January 2013)
© SACE Board of South Australia 2012