Italian Extension 2018 HSC exam pack (archive)

Students should:

• respond to the questions by adhering closely to the allocated time of three minutes
• state clearly which question they are attempting in their introduction and address the question fully
• use more than one argument to support their point of view/stance to be convincing
• link clearly the argument to the question and ensure that the conclusion is not simply a repetition of the introduction
• not use pre-prepared material that may be irrelevant to the question or rely solely on their own experiences in order to answer the question.

In better responses, students were able to:

• understand the key ideas in the questions
• express some relevant ideas and information about the issues prescribed for study efficiently, fluently and consistently throughout the monologue
• clearly structure and present a discussion within the time allocation supported by a range of relevant ideas and examples confidently communicate ideas, with overall good fluency and accurate pronunciation
• use authentic syntax, vocabulary and sentence structure with a high level of grammatical accuracy
• use hypothetical and conditional constructions competently
• explore (in Question 1) the idea of what constituted a challenge, and how it was overcome, explaining what being a hero entailed with concrete examples to support the argument
• make (in Question 2) a comparison between the two modes of learning and focus on the advantages of learning through games.

Areas for students to improve include:

• avoiding the use of tu
• distinguishing between the different use of the verbs imparare and insegnare
• avoiding colloquialisms such as non gliene frega
• addressing all parts of the question
• providing examples to support the argument which extend beyond personal experiences and refer to wider issues.

Students should:

• demonstrate a knowledge of the extract(s) in the question and  its place in the whole prescribed text
• have knowledge of the whole prescribed text as well as the extracts set for study  
• read the questions carefully and address all aspects in response
• demonstrate understanding of the Italian quotes by using own words or paraphrasing and not simply retelling the story.

In better responses, students were able to:

• provide a detailed description of the nature of Mirco’s relationship with both his father and his mother
• identify and explain the social and political context of the era and how they were evident in both Scenes 2 and 3 (Q1(c))
• analyse Mirco’s growth as a person throughout the whole prescribed text.
• choose appropriate scene(s) to demonstrate Mirco’s resilience and maturity and support their response with evidence from the text using their own words (Q1(d)).

Areas for students to improve include:

• addressing all parts of a question, for example referring to Mirco’s relationship with both his father and mother (Q1b)
• understanding of the social and political context of the setting of the prescribed text
• choosing appropriate scene(s) to support response and ensuring links to the question asked (Q1(d))
• answering the question asked and responding with irrelevant pre-prepared answers.

Students should:

• write from the perspective of the character(s)
• read the task carefully and address all aspects fully
• write in the type of text as specified in the question
• show their knowledge of the chosen extract and other relevant parts of the prescribed text when responding to question
• support their response with evidence from the text.

In better responses, students were able to:

• write a formal letter from Ettore’s point of view to the Principal, respecting the conventions of the type of text throughout the response
• maintain the formal register throughout the letter
• demonstrate knowledge of the extract given in the question, other prescribed extracts and the prescribed text as a whole
• support their response with relevant references to the appropriate extracts set for study and the whole text.

Areas for students to improve include:

• using the correct register throughout the response
• refraining from retelling the plot of the film
• demonstrating knowledge of the extracts set for study and the whole text
• being creative whilst keeping within the confines of the requirements of the question.

Students should:

• read the question carefully and address all aspects required
• adhere to the conventions of the type of text  required
• use appropriate language structures and expressions for a book of essays for young people
• ensure that the content of their response is relevant to the question
• plan and sequence their response coherently.

In better responses, students were able to:

• support their response with appropriate examples
• structure their response in a coherent and logical way using paragraphs and the conventions of language
• develop their ideas and present a point of view
• use a range and a variety vocabulary, grammar, sentence structures and  appropriate expressions.

Areas for students to improve include:

• avoid repeating the question throughout the response
• including appropriate  examples which strengthen and support their opinion or point of view
• revising grammatical rules and structures
• ensuring that there is a coherent, organised and well-structured argument
• proofreading the response for grammatical and lexical accuracy.