Italian Extension 2016 HSC exam pack (archive)

Characteristics of better responses:

• an understanding of the key terms in the questions, for example, imagination, spiritual life, was displayed
• points of view were clearly articulated and the argument was efficiently and quickly presented
• the question was addressed fully and supporting ideas were linked effectively to the question throughout the argument
• a logical and well-structured argument was developed and presented within the time allocation, and supported by a range of relevant ideas and examples which extended beyond personal experiences and referred to wider issues
• ideas were communicated confidently, with overall good fluency and accurate pronunciation
• authentic syntax, vocabulary and sentence structure were used and a high level of grammatical accuracy was demonstrated.

Characteristics of weaker responses:

• arguments were not well structured
• limited ideas were mentioned but not developed and supported
• repetition was evident
• pre-prepared and irrelevant material that did not address the question was used
• examples were used as the argument, rather than as evidence to support an argument
• examples were not linked back to the question
• the question was not clearly or fully addressed, and often reference was made to the positives and negatives of technology rather than linking it to imagination
• an attempt to present both sides of the argument often resulted in incoherent arguments
• more complex structures such as the hypothetical construction and the conditional were problematic
• pronunciation and intonation were an issue, for example, distrugge, vedere
• using infinitives rather than conjugating verbs was evident.

Characteristics of better responses:

• the context of the question was correctly identified as break time in the playground and the element of surprise from Mirco in understanding that Felice was up in the tree was also identified (part a)
• various aspects of what we learn about Mirco were identified: that he is strong/not afraid/not easily intimidated/self-confident / a leader/ a fighter for justice/ refuses to be the underdog (part b)
• a clear link was shown between the given quote and Mirco’s later comment Lascia perdere, non gli dare retta in reference to Valerio (part b)
• a clear link between the various film techniques and how they enhance the impact of the dialogue was established with the use of specific supporting quotes, for example, the close-up of Mirco taking Felice’s hand and rubbing it against the bark accompanied by the words: il marrone…è come la corteccia di questo albero ( part c)
• a perceptive explanation and analysis of how the expressed idea is explored in the extract was given, highlighting the monotonous routine in the school Niente di particolare, mangiamo, studiamo e mangiamo, as well as the rigid and oppressive setting and the limited opportunities available to the pupils (part d)
• a strong engagement with how the idea is explored was evident through the careful choice and analysis of another scene (part d).

Characteristics of weaker responses:

• the sentence was translated, however, the context was not fully explained (part a)
• only one aspect of what we learn about Mirco was identified, for example, that Mirco is rebellious (part b)
• no link was provided between film techniques and the impact on the dialogue (part c)
• a list of film techniques was provided without showing any depth (part c)
• focus was on the scene presented, exploring the given idea while substantial discussion of another scene was neglected (part d)
• film techniques that were not relevant to the question were used (part d).

Characteristics of better responses:

• knowledge and understanding of the events of the film were demonstrated
• the voice of Achille was well captured, outlining and connecting the events of the film to his sense of gratitude to Don Giulio
• past events in the context of the development of both Achille and Mirco were reflected upon and sensitive details were provided
• an ability to manipulate language effectively was evident.
• the correct text-type (letter) was presented and the ‘Lei’ form was used consistently.

Characteristics of weaker responses:

• unrelated events, or events without the necessary connections to the question, were recounted
• the level of language was not always adequate for the task or appropriate to the context and authentic voice of Achille
• the correct register was not used or was not used consistently.

Question 3

Characteristics of better responses:

• that conforming to the wishes of others does not necessarily lead to success was perceptively argued
• focus was on the need to be resilient in order to actively make decisions and thereby achieve success. A variety of valid examples enriched responses
• the language used demonstrated a good understanding of Italian sentence structure
• a range of appropriate vocabulary and expressions to convey meaning were used
• all key words were defined and question was fully addressed.

Characteristics of weaker responses:

• the requirements were misinterpreted and the focus was merely on people being successful in life
• the standard of language was not adequate to convey ideas in an authentic manner.

Question 4

Characteristics of better responses:

• both parts of the question were effectively addressed and appropriate examples were used to support the argument
• conventions of the text type were adhered to and various language techniques were used to engage the audience.

Characteristics of weaker responses:

• superficial treatment was evident, with repetition and mundane and only personal examples provided
• examples were listed of why being alive today is great, without linking these to the first part of the question
• spelling errors and poor control of grammatical structures were evident.