French Extension 2018 HSC exam pack (archive)

Monologue

Students should:

• use their time wisely
• make a connection to the question especially in the introductory and concluding statements
• deal with all parts of the question, that is, ‘youth, today, opportunity’
• ensure their point of view is clearly expressed
• explain their use of statistics and findings from survey companies, making clear links to the question
• clarify and explain their ideas relevant to the question
• answer all elements of the question, repeating ideas where necessary
• ensure there are no contradictions in the arguments they present, with the introduction matching the conclusion
• refer to the contemporary world rather than the personal (avoid je, and personal anecdotes) as well as avoiding reference to the film
• maintain a connection with the question and avoid using pre-prepared material (restrict responses to the topics provided)
• make clear links to the question, responding to all the key words and avoid repetition.

Question 1

In better responses, students were able to:

• present a clear standpoint in the introduction and then reiterate their point in the conclusion
• present clear arguments about how the youth of today is/is not understanding of diversity, especially the implied comparison of time-frames (d'aujourd'hui)
• approach the question in a logical and structured manner with arguments supported by relevant examples and links to the question; explaining how and why; and, including a clear introduction and conclusion
• provide evidence on how the youth of today is/is not understanding of diversity and comparing it to previously. This understanding of diversity is explained and supported with current, relevant and well-selected examples from the contemporary world, such as having a better acceptance of LGBTQI identity compared to the previous generations by demonstrating that the youth are the ones who predominantly vote for gay marriage, where as in previous generations homosexuality was illegal, (sexism, racism is also discussed)
• communicate ideas confidently and fluently, with authentic intonation and pronunciation, and with only minor inaccuracies
• demonstrate a high level of linguistic competence, with sophisticated vocabulary and sentence structures as well as a high level of accuracy, which is used to manipulate the argument concisely
• establish the crux of the argument straight away, before getting into the body of the discussion
• some students are able to use a counter argument effectively to illustrate their point.

 Question 2

In better responses, students were able to:

• present a clear standpoint in the introduction and then reiterate their point in the conclusion
• some candidates are able to use a counter argument effectively to illustrate their point (for example, going down the ladder)
• address all elements of the question, especially the opportunity to choose
• understand the difference between social class and social group
• discuss clear examples of how each individual has/doesn’t have the opportunities to choose their social class through relevant examples such as caste system in India where you cannot change class even with hard work due to lack of opportunities, or through the opportunity to gain a good and free education, and hence a well-paid job, in the western world one can change social class (other topics included Aboriginals, Women in Arabic countries, lack of opportunities due to race, religion). These are well linked to the question and explored in depth.

Areas for students to improve include:

• practising correct sentence construction and the avoidance of English syntax and Anglicism (acceptant, politiciens, fixer, inspirant, individuel, exposure, accesser)
• using correct pronunciation (gens vs jeunes, opportunity and diversity) and grammar conventions, such as verb and adjectival agreements for example, les gens qui comprend, tenses (subjunctive) and gender (le race, le diversité)
• avoiding mistakes such as:conjugation, à cause de vs grâce à, beaucoup de les instead of beaucoup de/d
• using vocabulary correctly such as use of slang (bosser, boulot, bahut, postulat).

Response to Prescribed Text – Part A

Students should:

• ensure their response actually addresses and answers the question
• identify the mark value and ensure that answers reflect that value
• avoid writing outside of the lines provided.

Areas for students to improve include:

• analysing the extracts within the parameters of the prescribed issues
• practising answering questions within a set period of time to ensure they know the prescribed text and practise the editing their responses.

Response to Prescribed Text – Part B

Students should:

• remember to include reference to and analysis of the quote
• having an empathetic perception of the events through the eyes of each character involved
• remember to mimic the tone, register and persona of the characters, staying true to each character, for example, using humour if appropriate
• structure their writing according to the type of text.

In better responses, students were able to:

• demonstrate a perceptive and sensitive understanding of the prescribed text by writing in the true voice of Marie and Sami, correctly identifying key elements of the film and the characters through their text as well as being chronologically accurate
• analyse with specific references to the extract (la douane volante, Charlie or the theft of items, the fight)
• demonstrate effectively Marie’s reaction of being angry with Sami’s violence and her intolerance of violence (reference to her father’s violence), her rejection of Sami’s apology, her wanting a justification of Sami’s action during the fight. Furthermore, demonstrate Sami’s justification and emotions on what happened during the fight, attempting to explain his actions so that Marie would forgive him and Sami explaining that he tried to use words (coming from la cité), using the bin and not his fists
• demonstrate flair and creativity when reflecting on Marie’s anger (ne me dis pas que tu t’es encore battu, donc tu t’es battu, mais non Sami pas encore!) and Sami’s distressed and frustrated reaction to Marie’s refusal of apology and justification (je ne me bas pas moi!)
• use a good range of tenses and language, including the subjunctive and imperative moods, complex structures (object pronouns) and modal verbs
• address the question fully, succinctly and to the point, without verbosity in the genre of a conversation giving each character the correct voice
• use small amount of humour as would Sami (on n’allait pas se laisser faire!).

Areas for students to improve include:

• avoiding sentences such as je suis bien or bonjour Marie, ça va, go straight into the core of the text
• checking the conjugation of verbs
• checking the accuracy of the language, as marks were lost due to the inaccuracy of language compared to the comprehension of the text
• knowing the spelling of the character’s name, ie Guillaume, Malek
• keeping to the facts and not inventing information
• really understanding the mood of each character in each of the extracts, that is, Marie being angry in this situation
• organising ideas chronologically according to the prescribed text (use quotes to help reference the timing)
• refraining from the overuse of the subjunctive or difficult structures
• using the correct slang or verlan for the correct character, egcaïds, racaille, chelou, omission of negative for Sami.

Writing in French

Students should:

• ensure their response addresses the audience (the young) and answers the question (defines social class and quality of life while constantly linking both together)
• use the correct type of text
• link relevant examples to the question
• answer the question while linking qualité de vie to classe sociale
• ensure that their response is structured clearly, using paragraphs and appropriate language.
• In better responses, students were able to:
• demonstrate knowledge of the type of text and extensive knowledge of the prescribed issues
• express themselves succinctly and authentically where appropriate
• avoid repetition of ideas and examples given in previous arguments
• organise ideas efficiently (1 paragraph = 1 idea with 2 to 3 examples)
• use a range of sophisticated language to develop their ideas and link back to the question, for example, subjunctive, conditional, relative pronouns, such as, dont, auquel
• use connectors, for example, ‘premièrement’, ‘deuxièmement’, ‘en outre’
• use only appropriate idioms
• address the key words of the question, for example, ‘Qualité de vie’ and ‘classe sociale’ while linking them together
• use correct gender, noun agreements, and plural and singular
• use correct verb endings and tenses as well as spelling
• use prepositions
• avoid the use of anglicisms and direct translation of English idioms.

Areas for students to improve include:

• practising answering questions within a set period of time to ensure that they are able to complete this kind of task in a set timeframe
• planning their response – clearly introducing their ideas and providing examples
• revising the required types of text, for example, formal letters, articles or a script of a speech
• practicing a written text, not a monologue.