Verse Set Text Group 3 (2025–26): Euripides, Hippolytus, lines 284–361, 391–524 — OCR A-Level Greek

Euripides' Hippolytus is a tragedy that explores the destructive power of unchecked passion and the conflict between human desires and divine will. The prescribed lines (284–361, 391–524) focus on the pivotal scene where Phaedra, tormented by her illicit love for her stepson Hippolytus, is persuaded by her Nurse to reveal her secret. This section is crucial for understanding Phaedra's psychological turmoil, the Nurse's manipulative rhetoric, and the play's central themes of shame (αἰδώς), reputation, and the consequences of suppressing desire. For OCR A-Level Greek, students must analyse the original language, including Euripides' use of imagery, rhetorical devices, and characterisation, to appreciate how the text reflects Athenian social values and gender dynamics.

This passage marks a turning point in the play: Phaedra's confession leads to the Nurse's plan to approach Hippolytus, setting in motion the tragic chain of events. Euripides masterfully contrasts Phaedra's internal struggle with the Nurse's pragmatic, worldly advice, highlighting the tension between aristocratic honour and survival. The language is rich in medical and nautical metaphors (e.g., Phaedra's 'disease' of love, the 'storm' of her emotions), which students should identify and explain in their literary analysis. Understanding this scene is essential for discussing the play's moral ambiguity—Phaedra is both victim and agent of her fate—and for evaluating Euripides' critique of traditional gender roles and the gods' capriciousness.

In the broader context of the A-Level course, this set text group (Verse Set Text Group 3) requires students to demonstrate close reading skills, including scansion, translation, and commentary on stylistic features. The Hippolytus passage is particularly valuable for exploring how Euripides uses rhetoric to manipulate audience sympathy: the Nurse's persuasive speech (391–524) is a masterpiece of emotional blackmail, while Phaedra's earlier monologue (284–361) reveals her acute awareness of social stigma. Students should be prepared to compare Euripides' treatment of these themes with other prescribed texts, such as Sophocles' Antigone or Aristophanes' Frogs, to show a synoptic understanding of Greek literature.

• →αἰδώς (shame/respect): A central concept in the passage, representing both Phaedra's sense of honour and the social constraints on women. Euripides explores its dual nature—as a virtue and as a destructive force that prevents Phaedra from seeking help.
• →The Nurse's rhetoric: Her persuasive techniques include flattery, emotional appeal, and logical argument (e.g., 'Why suffer in silence?'). Students should analyse her use of maxims (γνῶμαι) and her shift from sympathy to manipulation.
• →Medical imagery: Phaedra's love is described as a 'disease' (νόσος) that consumes her. This metaphor is sustained throughout the passage and reflects Greek medical theories about the body and emotions.
• →Gender and power: Phaedra's silence and isolation highlight the limited agency of Athenian women. The Nurse, though a slave, wields influence through speech, subverting typical power dynamics.
• →Fate and divine intervention: Although not explicitly mentioned in these lines, the background of Aphrodite's curse looms. Students should connect Phaedra's suffering to the gods' role in the play's overall structure.

• Demonstrate detailed knowledge and understanding of the set text
• Understand and appreciate the literary context through reading in English translation
• Understand and appreciate the social, cultural and historical contexts
• Identify, analyse and evaluate literary techniques, characterisation, and strength of argument
• Use appropriate technical terms in English to describe literary techniques
• Demonstrate appropriate historical and/or cultural knowledge
• Select relevant information to support arguments
• Present information in a clear, concise and coherent manner
• Demonstrate knowledge and understanding of metre

• 💡Ensure familiarity with the wider play through reading the English translation.
• 💡Be prepared to discuss characterisation and literary techniques within the specified lines.
• 💡Use appropriate technical terminology when analysing the text.
• 💡Ensure understanding of the social and cultural context of the play.
• 💡When analysing the Greek, always quote specific words or phrases and explain their literary effect. For example, note how the repeated use of νόσος (disease) creates a metaphor that evolves throughout the passage. Avoid vague references to 'imagery' without precise examples.
• 💡In essays, connect the passage to the play's wider themes and structure. Show how this scene foreshadows later events (e.g., the Nurse's betrayal of Phaedra's secret) and how Euripides uses dramatic irony (the audience knows Hippolytus' fate).
• 💡For higher marks, evaluate different interpretations. For instance, discuss whether Phaedra's suicide is an act of honour or despair, and how the Nurse's advice reflects contemporary Athenian debates about women's roles. Use scholarly perspectives (e.g., from commentaries) to support your argument.

• Misconception: Phaedra is simply a victim of Aphrodite. Correction: While the goddess causes her passion, Euripides emphasises Phaedra's active choice to resist and her shame. She is not a passive puppet; her internal conflict is central.
• Misconception: The Nurse is purely evil or malicious. Correction: The Nurse genuinely wants to help Phaedra, but her methods are misguided. She represents practical, worldly wisdom that clashes with aristocratic ideals. Her intentions are mixed, not simply villainous.
• Misconception: αἰδώς means only 'shame' in a negative sense. Correction: It also encompasses 'respect' and 'reverence' for social norms. For Phaedra, αἰδώς is both a virtue (protecting her reputation) and a burden (preventing her from speaking out).