Italian Extension 2023 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 but that summarises the points treated in the body of the argument. Different phraseology/vocabulary should be used and a final reflection and/or quote provided
• avoid introducing a new point in the conclusion.

In better responses, students were able to:

• communicate ideas and information confidently and fluently, using authentic language features, pronunciation and intonation
• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a logical flow of ideas
• provide a concise summary of their main argument(s) in the conclusion
• provide both analysis and relevant examples in their response rather than just listing opinions and ideas, for example, giving relevant examples to support their argument
• provide different types of evidence to support their point of view, such as statistics, comparison and anecdotes
• express complex ideas with a range of sophisticated vocabulary and sentence structures, for example, ‘la pressione del gruppo e’ una delle pressioni piu’ forti che guida le decisioni degli adolescenti’, ‘… gli student in Finlandia non hanno i test standardizzati e quindi hanno piu’ tempo per concentrarsi sui valori e sulla morale’, ‘non dobbiamo conformarci all’idea che hanno gli altri di noi’, ‘senza ombra di dubbio …’, ‘magari potessimo….’, ‘ le nostre scelte rispecchiano i nostri valori morali…’.
• demonstrate a high level of grammatical accuracy
• use a variety of relevant vocabulary and expressions, collocations such as prendere unadecisione/ fare una scelta/ avere un’aspettativa/ essere sicuri di fare la cosa giusta
• use connectives such as ‘per quanto riguarda…., in primo luogo, in secondo luogo, infine …’
• use correct reflexive pronoun when using reflexive verbs, for example, concentrarsi preoccuparsi / conformarsi / deve focalizzarsi su….

Areas for students to improve include:

• structuring an argument and stating 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 with a global perspective, beyond the personal one
• 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 / nonostante / 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 the length of the response required.

In better responses, students were able to:

• correctly identify the context behind the quote ‘ci devo provare’ (Q1a)
• identify Leo’s attitude and the action of his mother to cause Leo to feel frustrated (Q1b)
• provide specific examples of language techniques which illustrated the importance of music in Leo’s life (Q1c)
• give a balanced analysis of how Leo’s developing self-awareness was evidence in both the provided extract and one other part of the novel (Q1d).

Areas for students to improve include:

• 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
• considering the entirety of the provided extract when asked to refer to language and content (Q1c)
• not restating the question in the answer.

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
• make appropriate and accurate references to the plot so far and at that point in time
• demonstrate a strong grasp of language structures, colloquialism and register appropriate to the character
• identify the key cues in the provided extract, for example, ‘fifa’, Leo winning the game with his team, shifting relationship with Niko, Niko’s new girlfriend, sadness about Beatrice’s illness.

Areas for students to improve include:

• making reference to the key cues in the provided extract
• avoiding a recount of the novel and instead providing Leo’s insights into the events and character interactions
• using authentic and accurate grammatical structures and vocabulary
• clearly showing their understanding of the voice of the main character through using his style of language and expressions in the diary entry.

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 the key words in the questions, for example, priorità (Q3), nemica (Q4)
• show understanding of the prescribed issues
• define key words, for example, persone di successo (Q3), istruzione (Q4)
• consider both sides of the argument. 

Areas for students to improve include:

• avoiding repetition and consolidating ideas for a coherent response
• providing concrete examples that illustrate the argument
• providing strong introductions and conclusions
• planning their ideas carefully
• avoiding the use of pre-prepared responses which may not suit the nuances of the question.