French Extension 2022 HSC exam pack

Students should:

• use the seven minutes of preparation time to prepare points which can be used to deliver a logical and coherent monologue
• state the question to which they are responding
• speak for approximately three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using prepared material that may be irrelevant to the question
• use a variety of vocabulary, sentence structures and expressions which are suitable to the issue addressed in the question
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• establish their main argument(s) in the introduction before proceeding to the body of the discussion and unpacking all parts of the question
• provide relevant examples in a logical manner and link them back to the question
• provide a concise summary of their main argument(s) in the conclusion
• use expressions such as, à la fin de cette analyse, de prime abord, en premier lieu … en deuxième lieu, néanmoins, je ne suis pas entièrement convaincu(e) de cette thèse, après avoir fait cette enquête
• discuss how challenges in life help, or do not help, us to better understand who we are (Q1)
• use sophisticated vocabulary and expressions, such as, on construit son identité à travers les défis, tout porte à croire que les défis sont essentiels pour découvrir qui on est (Q1)
• define les défis and what it means to know who we are to better understand ourselves (Q1)
• discuss how money is, or is not, sufficient to overcome difficulties in life (Q2)
• define what type of difficulties individuals experience in life (Q2)
• use sophisticated vocabulary and expressions, such as, cet exemple affirme que les relations familiales sont plus importantes (Q2).

Areas for students to improve include:

• fully explaining ideas rather than stating facts
• making explicit links of how the examples provided answer the question
• avoiding the pronunciation of the last letters of words, such as, impact, succès
• avoidingmispronunciation of words, suchas, aident, obstacle
• ensuring agreement of adjectives, such as, une personne différente
• avoiding anglicisms such as challenge/focuser/confusé
• ensuring that the arguments are well developed and there is an equal amount of time allocated to each argument
• ensuring that there is sufficient time for a conclusion
• ensuring that the question is being answered rather than going off topic, for example, making the question about resilience rather than a discussion about what students have learned about themselves
• avoiding the use of quotes unless they are well linked to the argument
• keeping to two well-structured arguments is advised
• ensuring the correct use of nouns, for example, lesattentes rather than les expectations and l’argent rather than la monnaie
• ensuring the correct use of pronouns, for example, elle l’a aidé rather than ellelui a aidé.

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
• use the lines given as an indication of the length of response required.

In better responses, students were able to:

• respond to the question using succinct, substantial and relevant detail with clear examples
• understand that on this evening Philippe was restless and in pain so Driss takes him out for a walk (Q1a)
• translate or paraphrase the quote accurately and refer to the fact that Philippe was raised to look down on others (Q1b)
• understand that Philippe no longer believes himself superior to others because of Driss’s influence – it is not his accident or disability which has stopped him feeling superior (Q1b)
• identify and articulate the great depth of Philippe’s love for Alice and his deep grief over her death (Q1c).

Areas for students to improve include:

• answering concisely and to the point
• quoting the text in English rather than French
• using the content of the script rather than cinematographic evidence to provide examples
• avoiding repetition of content, that is, reusing information from Q1c to answer Q1d
• linking quotes to the issue of acceptance (Q1d).

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:

• select appropriate elements of the text on which to elaborate
• avoid simply recounting knowledge of facts without linking them to the task requirements
• stay true to the voice of the character by using respectful banter
• explain why the letter was written (a new job)
• show reflection on, and provide clear examples of, how Philippe has influenced Driss’s life, for example, a reference to his love of art
• use the correct address for character interaction, vous (formal ‘you’) instead of tu (informal ‘you’)
• show consistency in language manipulation.

Areas for students to improve include:

• keeping to the specified text type and observing letter conventions, such as the address, date, greeting, paragraphing and sign-off
• addressing all aspects of the question, for example, that Driss is reflecting on the conversation from a later time
• referencing the quote given from the extract in a purposeful way and following task instructions when incorporating it.

Students should:

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

In better responses, students were able to:

• address the intended audience (young people) throughout their response, for example, en tant que jeunes (as young people)
• support their arguments with examples from contemporary society outside their personal world
• make explicit links on how their arguments and the examples provided answer the question
• structure their response with a clear introduction outlining their argument and a thoughtful conclusion
• use authentic and sophisticated expressions related to the prescribed issues.

Areas for students to improve include:

• writing a title and subtitles (as the text type required was an article) and using paragraphs
• avoiding using the pronoun je (I), as this was an article and not a speech
• consistently linking the argument and examples back to the question
• avoiding personal anecdotes without clear links to how this extends to a broader truth or to young people in general
• ensuring correct grammar, conjugation, gender and prepositions
• ensuring correct spelling.