Italian Extension 2020 HSC exam pack

Monologue

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 three minutes
• address all parts of the question
• adopt a point of view or stance and provide appropriate examples that link 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
• provide a conclusion that is not a repetition of the introduction.

In better responses, students were able to:

• clearly agree or disagree with the statement
• present a coherent argument with an introduction, two relevant supporting points and a concluding statement
• provide appropriate, relevant and sophisticated examples to substantiate the argument
• give evidence and report on findings which demonstrated their wider reading   
• use the conditional, subjunctive and the hypothetical appropriately and accurately
• use rhetorical questions to emphasise their point of view and make their speech effective
• focus on the key words of the question, for example, semplicemente and esami
• define what cambiare entails (Q1)
• address dobbiamo, which implies the necessity to embrace a situation or not (Q1)
• identify what quello may refer to, ie it may have been interpreted as any kind of challenge or adversity (Q1)
• respond to the verb dovrebbe, demonstrating that they understood the intent of the question to elicit the use of the conditional (Q2).

Areas for students to improve include:

• structuring an argument and giving a clear stance to the question
• exploring more than one relevant idea
• using clear examples that are well linked to the question  
• providing depth in their response beyond a personal perspective
• avoiding examples from the Prescribed Text as supporting points in presenting their argument
• learning a range of expressions to introduce, elaborate or link ideas, for example, Per rendere convincente il mio discorso/ per sostenere la mia tesi farò riferimento a…/ Per dare validità al mio discorso…/ Detto questo/ Per chiarire/ D’altronde/ Tuttavia/ Malgrado/ Riepilogando/ Per concludere….

Part A

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
• use the lines given as an indication of length of response required.

In better responses, students were able to:

• demonstrate an in-depth awareness of Leo’s change in feelings (Q1a)
• locate the three distinct times that silenzio was used and identify the different way it was used each time (Q1b)
• illustrate how different language features aided in showing Leo’s evolving character, specifically the metaphor of the caveman and the allusion of coming out of the distant ‘dark’ stone age to the more evolved and progressive bronze age (Q1c)
• locate the list of negative adjectives that were used to describe the Leo of the past, nascosto, ferito e bisognoso and compare them to questo nuovo qualcuno with skin which is trasparente, forte ,elastica (Q1c)
• respond appropriately to the word “analyse” (Q1d).

Areas for students to improve include:

• making the link between a language device and how it is used to enhance character development and growth
• ensuring that the question is addressed directly
• exploring more broadly the nature of education and not just the school/teacher context (Q1d)
• explore how learning can and does take place outside of the school environment, such as when Leo’s father skipped school one day and yet he learned more that day than on any other day spent at school.

Part B

Students should:

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

• adopt Silvia’s voice authentically showing a range of emotions
• reference other parts of the novel (up until the stimulus) to demonstrate a thorough understanding of the entire text
• use a variety of tenses and correct sentence structures.

Areas for students to improve include:

• having a better understanding of Silvia’s personality and ‘voice’
• having a deeper knowledge of the entire novel
• the use of more authentic grammatical structures and vocabulary.

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:

• clearly define libertà di espressione and provide a coherent argument with relevant and appropriate examples (Q3)
• specify which circumstances influence the nature of one’s relationship with others and in what way (Q4)
• effectively adhere to the requirements of the text-type and be mindful of the target audience
• demonstrate grammatical accuracy and depth and breadth of ideas.

Areas for students to improve include:

• using the features of the stipulated text-type, that is, an article, including a relevant title
• formulating a substantiated argument with relevant supporting material and examples
• using the dictionary at their disposal when unsure of relevant vocabulary
• avoiding writing too much over the stipulated word length
• proofreading their scripts and ensuring adequate legibility.