Italian Continuers 2016 HSC exam pack

Characteristics of better responses:

• communication was fluent and authentic with in-depth responses to a range of questions
• effective engagement across a range of syllabus topics was demonstrated
• ideas were expressed clearly and opinions justified consistently
• tenses were manipulated effectively
• responses were reflective, not just descriptive
• language was manipulated deftly and spontaneously
• a broad range of sophisticated vocabulary and a variety of complex structures were used
• authentic vocabulary and expressions were used
• authentic pronunciation and intonation were demonstrated
• linkers and fillers were used effectively and appropriately
• idiomatic expressions were used authentically.

Characteristics of weaker responses:

• simple structures and vocabulary were used
• minimal responses to a limited range of syllabus topics were provided
• language was manipulated using a small range of expressions, often with frequent pauses and errors
• grammatical mistakes included: incorrect use of tenses, poor use of pronouns, incorrect agreements, misuse of articles, errors in using superlatives, incorrect verb and verb conjugations, for example la famiglia sono, io amare la matematica, ending a sentence with a preposition, confusing imparare and insegnare, educazione and istruzione, misuse of piacere, omission of verbs, use of infinitives
• listing and repetition were evident
• structures such as da quanto tempo were misunderstood
• a reliance on English syntax and Anglicisms were evident
• basic words, were mispronounced, for example, morto instead of molto
• misunderstanding or difficulty when answering questions in the 3^rd person was evident.

Characteristics of the better responses:

• appropriate and relevant details were provided
• explicit explanations of the attitudes were provided (Q5 and Q8)
• supporting examples from the texts were provided
• candidate’s notes column was used consistently and effectively.

Characteristics of the weaker responses:

• information was incorrectly inferred from the text
• some ideas in the notes column were not transferred to answer the question
• the speakers were confused (Q2, Q5, Q7 and Q8)
• some vocabulary was misunderstood, for example: volante,segreti, portafoglio, stampa
• some aspects of the questions were not addressed, such as: place of purchase / what gift (Q1); saw him driving without licence (Q2); genre (Q4); ‘whether Linda’s reaction is justified (Q7).
• some relevant examples were not included (Q8).

Part A

Characteristics of the better responses:

• required details were provided
• a link was made to the issues raised in the text
• key words such as inoltre were used (Q10c)
• all points of agreement were provided (Q10c)
• the given quote was addressed and explained, with details provided (Q10d)
• a global response was provided with detailed reference to the text (Q10e).

Characteristics of the weaker responses:

• the title was misunderstood as ‘parents should give their son less pay’ (Q9b)
• understanding of the link between the title and the article was not evident (Q9c)
• datele was translated as ‘data’ or ‘dates’ (Q9b)
• the point that those who use English have a mediocre knowledge of Italian was missed (Q10c)
• details were provided but with the incorrect context
• the expression nonpuò essere che sì was misinterpreted to mean it can’t be yes (Q10d)
• limited understanding of the statement was evident and the connotations implied in the text were not explained (Q10e).

Part B

Question 11

Characteristics of better responses:

• all necessary cues in the text were addressed and points were elaborated, demonstrating the ability to both comprehend and respond effectively to the text
• a variety of language structures were used correctly
• expressions and vocabulary were authentic and sophisticated
• writing as a female, correct gender and agreements were used
• ideas were linked effectively and authentically and were developed, elaborated upon and structured well
• the tone, humour and sarcasm of the text were addressed, for example, responses to mammone, scioccato, prendermi in giro
• paragraphs were clearly linked and sequencing of ideas was logical
• appropriate greeting and sign-off were provided
• hypothetical phrases were used competently and efficiently, and there was an appropriate use of idiomatic expressions.

Characteristics of weaker responses:

• heavy reliance on reporting parts of the text was evident
• use of Anglicisms was evident
• grammatical constructions were incorrect, verbs were incorrectly conjugated and tenses were confused
• responding in great depth to some cues, for example, regarding the future, whilst glossing over other cues, or not addressing them at all
• unrelated content was included
• the task was treated as a creative writing task rather than one requiring both comprehension and for specific cues to be addressed
• ideas were poorly linked or unstructured
• verb tenses were mixed and spelling and agreements were poor
• the tone and gist of text were misunderstood
• the masculine form was used re Paola
• the text was misunderstood, for example that Massimo had been to Australia
• scripts were underdeveloped and shorter than required.

Question 12

Characteristics of better responses:

• the requirements of the text type and the audience, purpose and context were appropriately addressed
• an authentic message was provided
• the emotion of disappointment was successfully conveyed
• language was manipulated well and complex grammatical structures were included.

Characteristics of weaker responses:

• verb conjugations were incorrect or simply left in the infinitive form, particularly in reference to the verbs mancare and venire
• dictionaries were not used effectively, for example, anellomi (ring me) and fermo triste (still sad)
• spelling and agreements of nouns and adjectives were inconsistent
• emotion of anger or sadness was conveyed, rather than of disappointment.

Question 13

Characteristics of better responses:

• language was authentically and successfully manipulated (part a)
• the context, text type, audience and purpose were addressed, as required by the question (part a)
• a wide variety of structures were demonstrated and the content provided was relevant to the task (part a)
• language was successfully manipulated (part b)
• authentic Italian traditions and their value were addressed (part b)
• the appropriate text type and audience were addressed (part b).

Characteristics of weaker responses:

• a recount of the experience was provided rather than an evaluation
• irrelevant information was included (part a)
• poor application of the correct grammatical structures, specifically regarding the perfect tense, was evident (part a)
• structure was lacking or the sequencing and repetition of ideas and opinions was provided (part a)
• irrelevant information was included (part b)
• reflection was lacking (part b)
• the use of a variety of tenses was not demonstrated (part b).