Italian Extension 2019 HSC exam pack (archive)

Students should:

• use the seven minutes 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 for three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that links their argument to the question
• avoid solely recounting their own experiences in order to answer the question
• avoid using pre-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
• ensure that the conclusion is not a repetition of the introduction.

In better responses, students were able to:

• address all aspects of the question, specifically addressing i giovani d'oggi  in Question 1
• clarify why it is challenging for young people today to be optimistic
• address the expression non significa più ’ by providing relevant, current examples to support their argument that being different no longer means having fewer opportunities than others
• present a coherent argument with an introduction, relevant supporting points and examples and a conclusion
• provide appropriate, relevant and sophisticated examples to substantiate their argument
• use the conditional, subjunctive and the hypothetical appropriately and accurately where appropriate
• use idiomatic expressions that were clear and relevant to the question
• take a stance on the issue(s) in the question and maintain that stance throughout the monologue.

Areas for students to improve include:

• structuring an argument and giving a clear stance on the question
• using examples that are well linked and current for the issues raised in both questions, avoiding simplistic or superficial examples
• providing depth to the monologue by utilising examples which extend beyond personal experiences
• avoiding examples from the Prescribed Text to support their argument.

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 Italian 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 and write legibly
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• recall and outline the events immediately prior to the scene set for the examination
• explain thoroughly the significance and the inference of the statement indicated
• provide a thorough analysis of how imagery, both visual and auditory, was used in the set scene
• provide a thorough and perceptive explanation of how the set scene reflected Mirco’s role in effecting change at the Cassoni Institute, for example, his effect on Don Giulio, the other children, the audience and community at large, and on the educational setting and processes.

Areas for students to improve include:

• avoiding making generalisations without supporting evidence and retelling the storyline without providing analysis and elaboration
• addressing all parts of a question, for example, referring to Mirco’s instrumental role in effecting change at the Cassoni Institute including all stakeholders such as Don Giulio, the other children, the community at large and the functioning of the institute (Q1d)
• expressing the multiple use of imagery (Q1c)
• ensuring that they answer the question asked and not responding with irrelevant pre-prepared answers.

Students should:

• address all parts of the question fully
• write in the text type 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:

• write a formal letter from Don Giulio to Mirco’s parents respecting the conventions of the text type throughout the response
• maintain the formal register throughout the letter and be consistent in the use of voi
• 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 in the voice of Don Giulio.

Areas for students to improve include:

• using the correct register throughout the response
• refraining from retelling the plot of the film
• ensuring that all parts of the question are addressed, for example, recent events and Mirco’s future
• refraining from including details which naturally occur after the segment provided, for example, the protest, the end of year play or the fact that Don Giulio has taken over the running of the Istituto Cassoni
• 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:

• address all aspects of the question
• write in the relevant text type required by the question
• use 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 their response 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 correct use of grammar and syntax to meet the requirements of the task
• use the dictionary to choose appropriate word, expression or phrase for the context, purpose and audience of the question
• ensure there is enough time to edit their work.

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 in the form of a script of a speech ensuring the audience is adequately addressed throughout the text
• manipulate language, using a variety and range of vocabulary, grammar, sentence structures and  appropriate expressions
• using language which engages the audience.

Areas for students to improve include:

• avoiding repeating the question throughout the response without explanation and elaboration
• including appropriate and relevant examples which strengthen and support their opinion or point of view
• application of grammatical rules and correct structures
• ensuring that there is a coherent, organised and well-structured argument which answers the question directly, for example, whether or not young people feel the need to activate their imagination rather than write a generic essay on the power of the imagination
• proofreading the response for grammatical and lexical accuracy
• refraining from changing the question in their answer to suit a pre-prepared response.