Italian Extension 2022 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 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, relevant supporting points and a concluding statement
• focus on the key words of the question, for example, l’istruzione scolastica, prepara and sfide future (Q1) and un vero amico, ti perdonerà sempre (Q2)
• provide appropriate examples, such as, la formazione dell’individuo, sviluppo di tutte le abilità, la preparazione accademica, to substantiate their argument
• give evidence and report on findings which demonstrate their wider reading
• use a variety of verb tenses, such as the conditional, subjunctive and the hypothetical construction, appropriately and accurately
• use the hypothetical structure to sustain an effective monologue, for example, se..…non avesse dato il suo sostegno a..…lui non avrebbe mai vissuto una crescita personale
• address all parts of the question equally
• provide examples of situations of conflict which were resolved through the act of forgiveness (Q2).

Areas for students to improve include:

• structuring an argument and giving a clear stance in response to the question at the start of the monologue
• exploring more than one relevant idea
• using clear examples that are well linked to the question and the issues studied
• providing depth in their response by discussing issues beyond the personal perspective
• avoiding examples from the Prescribed Text that are not relevant to the question
• using examples from other related texts to support 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 printed section of the extract carefully 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 clear 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 knowledge and understanding of the shift in the nature of the relationship between Leo and his parents as well as his newfound need for solitude away from his usual distractions (Q1a)
• respond appropriately to the significance of Leo’s inability to open the letter by acknowledging his sentiments towards Silvia’s betrayal whilst recognising that he still loved her, yet he was not ready to confront his true feelings (Q1b)
• clearly articulate Leo’s state of mind which include relevant references to his need for clarity and peace and his growing awareness of basic needs and their importance, providing examples of his feelings for Silvia with reference to appropriate language analysis (Q1c)
• demonstrate a perceptive understanding of how Leo’s concept/understanding of love evolves throughout the novel by referring not only to the printed section of the extract, but the extract as a whole; they were also able to provide detailed examples of this evolution from the extract and another part of the novel (Q1d).

Areas for students to improve include:

• ensuring that they demonstrate an overall understanding of the events of the entire novel, rather than just the set extracts
• avoiding vague references to the text and providing concrete examples to support their point of view
• explaining the meaning behind the text and using a clear, well-structured paragraph to articulate ideas (Q1d)
• ensuring that they are dealing with the broader concepts in the novel that is, the evolution of Leo’s understanding of love, as opposed to just describing the change in ‘who’ he loves (Q1d).

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:

• demonstrate a perceptive and sensitive understanding of Leo’s character at this point in the novel
• focus on adopting Leo’s authentic voice, using Erika as a vehicle for representing Leo’s character
• demonstrate a perceptive and sensitive understanding of Leo at this point in the novel, for example, being dismissive of Erika, rather than divulging his innermost reflections, (especially regarding Beatrice)
• make suitable/appropriate references to the plot so far and at that point in time
• demonstrate a strong grasp of language structures, colloquialisms and register appropriate to the character.

Areas for students to improve include:

• referencing the details of the extract to support the analysis of ideas
• demonstrating a clear understanding of the chronology of the text for example, not referencing parts of the novel which have not yet happened
• clearly showing their understanding of the voice of the main character through using his style of language and expressions
• making use of authentic and accurate grammatical structures and vocabulary.

Students should:

• outline the main points of the argument in the introduction
• 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 examples
• 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
• link their ideas back to the question with every point.

In better responses, students were able to:

• use a range of verb forms and a variety of tenses and moods
• consistently apply language specific to audience, purpose and context
• respect the conventions of the text type, for example, inclusion of a title and formal language for an article
• ensure that all aspects of the question were addressed, for example, “sempre” (Q3) and “di tutte le età” (Q4)
• provide relevant, insightful and well-elaborated examples to strengthen their argument
• engage the audience through thought-provoking ideas and link these ideas back to the question consistently.

Areas for students to improve include:

• avoiding the use of colloquial language for a formal text type (article) and referring to the audience subtly rather than directly
• maintaining the correct register throughout the article
• writing with the purpose of directly addressing the question, rather than using prepared ideas as evidence for points which are not well-linked to the question
• avoiding story telling when providing supporting examples
• referring to all parts of the question
• planning their ideas carefully.