Italian Continuers 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:

• make notes in the Candidate’s Notescolumn on the right-hand side of the page
• read the question carefully and respond to all parts of the question
• support their responses with relevant evidence from the text
• transcribe their response on to the lines, using the space allocated beneath the question
• use the number of lines as an indication of the required length of the response
• support their responses with reference to relevant content and language, using their own words
• avoid translating the text as part of their response.

In better responses, students were able to:

• identify the tone of the speakers
• include all relevant details
• capture all the key points, for example, why Catia tries to convince Leo to order home delivery (Q4)
• identify the reasons why Angelo is annoyed, other than her spending time on her phone and perceiving that she doesn’t value meeting face to face nor the friendship (Q3)
• realise that Catia wanted to get takeaway/home delivery, not go to a restaurant (Q4)
• summarise succinctly the main details (Q5)
• identify/isolate relevant details demonstrating global comprehension of motivations behind speaker’s state of being/mind/relationship with the other speaker (Q1, Q2, Q3 and Q4) Non vedo l’ora (Q1) Non per niente (Q4)
• provide more perceptive responses
• answer questions more directly by summarising key points rather than just translating relevant sections
• express ideas and main points clearly and articulate the finer details of the text
• link the use of language to references in the text, for example, assolutamente necessario, indispensabile, con un click (Q7)
• identify a variety of emotions and link these to references from the conversation and identify the main topic of conversation, that is, technology (Q7) and climate change protest (Q8)
• use synonyms to describe the son’s feeling, rather than repeating the same one previously mentioned, for example, angry, frustrated (Q8)
• locate the key points in the text that logically lead to the appropriate choice of response (Q6)
• clearly identify the required detail in the text that supported and justified the effectiveness of language (Q7), and how feelings were conveyed (Q8).

Areas for students to improve include:

• avoiding repeating the same idea/point to fill the space
• using the space provided as a guide of the elements required for a comprehensive answer
• being more concise with answers (Q1 and Q2)
• practising the skill of summarising (Q5)
• including all relevant details and look at the mark value
• listening for key words to ensure that all information is included
• including only key ideas for summarising a question and avoiding being penalised for excessive detail (Q5)
• avoiding rewriting the text by looking at what the question is asking and use references from the text to make conclusions related to the question to ensure that all aspects are covered
• understanding the meaning of referencing to text, in particular, aspects of language (Q7) that is demonstrating how Professor Bronzi contributes to ongoing debate about social media by referencing language and content from interview eg sono indubbiamente essenziali,contribuiscono favorevolmente al benessere
• avoid using linguistic terms borrowed from English to analyse language features, for example, high modality, cumulative listing, repetition, and ‘click’ as onomatopoeia (Q7).
• identifying how the son is feeling with reference to tone and language (Q8).

Part A

Students should:

• read the title, questions, and the whole text before responding
• use only the lines or space beneath the question for the response
• support their responses with reference to content and language, using their own words
• be succinct in their responses, addressing the relevant details required by the question and avoiding repetition
• focus on key words in the question, for example, ‘how’, ‘why’, ‘explain’, ‘justify’ and respond in relation to the context of the text
• read the whole text to demonstrate understanding of relevant information and ideas
• identify the key issue(s) and provide examples to substantiate their response when asked to analyse or evaluate information
• draw a conclusion or justify a point of view using their own words
• provide a succinct response of main points or ideas when asked to summarise
• avoid providing a literal translation of text
• use the dictionary appropriately to find the correct meaning of the word(s) or expressions in context.

In better responses, students were able to:

• clearly paraphrase and identify opinions relevant to responses
• provide a comprehensive response providing a detailed explanation of the quote not just a straight translation
• answer the question linking the developing passion idea and guiding tourists, using examples to formulate a cohesive response (9b)
• isolate information from the text that was relevant to the question and formulate succinct and comprehensive responses
• translate accurately compound terms and specific vocabulary, for example, aziende di produzione alimentare (Q9d)
• produce a perceptive response in the interpretation of text in the comparison question (Q10c)
• provide references to the text in response to justify arguments and/or opinions.

Areas for students to improve include:

• explaining or paraphrasing Italian quotes rather than just including them in their response
• reading questions carefully to ensure that all aspects are covered
• interpreting the text rather than translating it when formulating their response
• providing or including language features to support their response (10b)
• providing a comprehensive explanation of the difference between the two opinions by including Francesco’s and Cosima’s opinion regarding Italian dialects (Q10c)
• including information that is directly relevant to the question
• reading over their response to confirm that information is not repeated across several answers
• developing their analysis of language and how it is used by the author for effect (Q10b)
• practising the use of the dictionary to ensure the correct translation is chosen, for example, of problematic translations diventare, firmerò, legge (Q10d)
• commenting on the quote le dobbiamo tutelare and expanding (Q10d).

Part B

Students should:

• respond to the question asked in relation to the text
• read the entire text in order to respond fully to the question
• use the conventions of the type of text required by the question
• demonstrate understanding of the whole text in their response and not just respond to questions asked in the text
• focus on all relevant information and key points raised in the text in order to respond to comments made, requests for advice, issues discussed, and observations made
• use the appropriate register throughout the response
• provide a creative and authentic response in relation to the text and question
• use a variety of vocabulary and expressions and a range of grammatical structures
• edit their work to ensure clarity of the response.

In better responses, students were able to:

• meet the required word length and respond to all cues creatively and in depth
• refer to recollections of the exchange, missing friends, the differences in how young people spend their free time, Adri’s dream course and his need to work and be independent
• respond to whether they still play sport
• comment on Christmas, the sister’s good news and her intention to travel to Italy
• ask to see Adri’s apartment
• conclude the email with an appropriate salutation and wish Adri Merry Christmas to demonstrate understanding of the time sequencing as shown by the dates of the emails
• understand references to ci manchi and solo ieri parlavamo and responded accordingly
• sustain a high level of grammatical accuracy throughout their response, commencing and concluding appropriately
• interweave all the cues and link them together cohesively with a good range of structures and linkers in order to sustain flow of ideas form the first and third email, for example, inoltre, per di più, per dir la verità, da una parte…dall’altra, ovviamente
• organise their ideas into paragraphs
• manipulate a range of structures creatively and authentically
• use idioms appropriately
• respond with the appropriate tone, for example, satire, humour, complimentary, informative or emotive, and comprehend subtlety non mi parlare proprio di indipendenza!
• elaborate on cues, especially the direct cues, for example, Diverso dall’Australia, vero?, E tu continui a fare sempre tanto sport?

Areas for students to improve include:

• avoid copying phrases directly from the text, but rather paraphrase the stimulus given
• giving equal importance to cues
• revising dictionary skills so as to choose the appropriate word to suit the sentence, for example, neve, nevicare, memoria, ricordo, scambio, scambiare
• organising ideas into paragraphs
• avoid transliterating from English into Italian
• avoid overusing idiomatic expressions and the subjunctive in the wrong context
• proofreading and editing their work
• reading the text carefully and addressing all parts
• avoiding inclusion of irrelevant content
• using a variety of tenses, phrases and structures appropriate to the requirements of the question
• understanding the difference between passato prossimo and imperfetto as many students misunderstood the passeggiata as a single event, not a repeated action in the past
• using the verb mancare correctly
• revising idioms with avere, for example, avere ragione, not essere giusto
• using correct articles, noun adjective agreements and pronoun combinations
• conjugating verbs correctly
• proofreading and editing their work 
• writing to the suggested word length
• not considering cues as a simple check list to agree/disagree but must develop the points raised with information of their own.

5 mark question

Students should:

• address all parts of the question
• use the appropriate register and conventions of the type of text
• commence and conclude appropriately
• use the correct tense for the requirements of the question
• sequence their response logically for maximum effect
• use the dictionary effectively by selecting vocabulary to suit the context
• proof read and edit work
• adhere to the suggested word length.

In better responses, students were able to:

• write authentically and creatively
• develop ideas with a range of structures and tenses
• respond to all parts of the question, in particularreschedulingas other verbs could have been used to indicate this such as cambiare, rimandare, disdire
• adhere to the requirements of the text type, an email
• demonstrate knowledge of a variety of tenses
• maintain a high level of accuracy
• use correct register-writing to a friend.

Areas for students to improve include:

• avoiding English syntax
• learning how to use a dictionary
• structuring and sequencing ideas appropriately
• consolidating basic grammar such as reflexive verbs, articulated prepositions and the placement of pronouns.

10 mark question

Students should:

• read the question carefully and address all parts of the question
• plan their response to ensure a clear structure and sequence
• use the appropriate register and conventions of the type of text required
• commence and conclude appropriately
• manipulate the language to suit the requirements of the task
• use a variety of tenses, phrases and structures appropriate to the requirements of the question
• proofread and edit their work
• adhere to the suggested word length.

In better responses, students were able to:

• explain the activity and reflect on the experience at a local aged care facility (Q13 b) and persuade the principal to implement your new initiative (Q13 a)
• manipulate a range of tenses accurately and effectively
• present the ideas with authenticity
• use key words correctly, for example, Preside, not Principale
• commence and conclude appropriately la casa di riposo, not facilità, piani or piante
• address the text type of a letter
• provide reflection on the experience at the local aged care facility rather than description (Q13b)
• persuasive language used to implement a new initiative (Q13a)
• engage the reader using a variety of techniques such as rhetorical questions and authentic expressions, for example, Per queste ragioni…..Cosa ne pensa?
• demonstrate the ability to use a variety of tenses accurately and effectively.

Areas for students to improve include:

• reflecting on the experience in the local aged care facility and not just recount or list a range of activities that were conducted (Q13b)
• avoiding repetition and include a greater range of vocabulary
• using a clear sequence/structure to better convey meaning
• avoiding the overuse of idiomatic expressions and not linking them in context
• ensuring they understand the features required of different text types
• using correct sentence and paragraph structures
• ensuring they use the dictionary correctly
• adhering to word length
• avoiding errors in syntax, grammar and incorrect noun and verb agreements
• avoid using pre-learnt information on the elderly that is not relevant to the question (Q13b).