French Extension 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

Students should:

• read the whole extract before attempting to answer the questions
• read the questions carefully and address all aspects in their response
• explain the quotes given in French and their significance in the relevant context rather than just translating them
• demonstrate knowledge of all the extracts for study and the whole prescribed text where required
• respond in English using their own words
• address all parts of the question
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• translate or paraphrase quotes accurately
• organise responses coherently
• demonstrate an understanding of the extract, the characters and their names
• give two clear reasons for Philippe’s suggestion that they end their ‘arrangement’ (Q1b)
• give three clear reasons for Philippe’s comment, including the idea that it was only a temporary arrangement with an eventual time limit (Q1c)
• focus on the issue of ‘identity’ with relevant examples, providing details (Q1d).

Areas for students to improve include:

• translating quotes accurately, for example, prévenir in the context of (Q1a) meant warn
• answering the question succinctly (Q1c)
• understanding the distinction between identity and characterisation (Q1d)
• avoiding repetition of content, that is, reusing information from (Q1c) to answer (Q1d)
• understanding the key words analyse, explain, and describe
• analysing the prescribed issues deeply
• referring to the appropriate extract(s) only
• quoting the text in English rather than French
• linking quotes to the issue of identity (Q1d)
• showing an accurate understanding of the characters (Q1d), for example, comments about Philippe mocking Driss’ social class through this quote is out of character.

Students should:

• address all parts of the question
• write in the type of text as specified in the question
• address the specified purpose, context and audience of the question
• write from a particular perspective as required by the question
• demonstrate their knowledge of the chosen extract and other relevant parts of the text when responding to the question
• support their response with evidence from the text
• use their own words and avoid translating the text as part of their response.

In better responses, students were able to:

• refer to other details in the film that highlighted the nature of the relationship between Philippe and Magalie, for example, ‘vous voulez completer la lettre à Eléonore ?’
• refer discreetly to Driss’ background with Philippe’s voice
• recount events in the prescribed text and provide reflections on these
• reproduce the voice of Philippe and Magalie
• write using grammatically correct French
• write using the appropriate register consistently
• identify that Magalie is an employee who would not lead the conversation.

Areas for students to improve include:

• referencing the details of the extract to support the analysis of ideas
• demonstrating a command of French grammar, for example, verb conjugations, the order of object pronouns and tenses
• demonstrating a clear understanding of the chronology of the text, that is, not referencing parts of the film which have not happened yet
• using the imparfait
• avoiding repetition
• reflecting on the content of the text rather than simply recounting events
• demonstrating knowledge of more specific details relevant to the quote and incorporating these ideas into their reflection
• using the correct grammatical format of reported speech
• identifying that Philippe would not give a monologue in the context of this conversation.

Students should:

• start with a statement
• address all aspects of the question
• outline the main points of the argument in the introduction
• write in the relevant text type required by the question
• use appropriate register throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure that their response is coherent
• demonstrate knowledge of vocabulary, expressions and where relevant, idiomatic language related to the issues prescribed for study
• support the argument, point of view or opinion with relevant ideas and information
• manipulate the language authentically and creatively with correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work
• link back to the question with every point.

In better responses, students were able to:

• use a range of verb forms including a variety of tenses and moods, for example, subjunctive, gerundive, for example, en parlant, conditional
• use a range of expressions, for example, tempêtes de la vie
• use pronouns accurately, for example, direct object, indirect object, relative pronouns
• rephrase the question in their response rather than simply repeat it
• consistently apply language specific to the audience, purpose, and context
• address the ‘positive temperament’
• develop each idea giving the ‘why’ and the ‘how’
• write spontaneously, without relying on pre-learnt material
• show a wide range of sophisticated vocabulary
• explain what a positive temperament was
• define ‘tempêtes de la vie’.

Areas for students to improve include:

• spelling, for example, cependant not ‘cependent
• agreeing articles with nouns, for example, les souvenirs not les souvenir
• agreeing adjectives with nouns, for example, les droits fondamentaux not ‘fondamentales’
• using prepositions accurately, for example, après avoir not ‘après d’avoir’, j’espère faire not ‘j’espère de faire
• avoiding starting sentences with direct object pronouns
• avoiding starting sentences with aussi
• linking the argument to the question
• referring to all parts of the question
• agreeing/disagreeing with a negative statement
• avoiding repetition of vocabulary
• using a range of examples to demonstrate the point
• identifying the relevance of ‘ la société actuelle’ (current society) in (Q4), and therefore, linking to the past
• identifying the relevance of the word ‘behaviour’ in (Q4)
• explaining how not accepting a behaviour could help to maintain the peace (Q4)
• explaining the relationship between cultural differences and behaviour (Q4).