Italian Extension 2024 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:

• 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 correctly referenced statistics and comparisons
• express complex ideas using a range of sophisticated vocabulary and sentence structures, for example, ‘prendiamo l'esempio’ (let's take the example), ‘dimostra’ (demonstrates), and ‘la misura in cui i social media plasmano l’identità di un individuo dipende da vari fattori’ (the extent to which social media shapes an individual's identity depends on various factors)
• demonstrate a high level of grammatical accuracy throughout their responses
• use a variety of relevant vocabulary and expressions, such as prendere una decisione (make a decision), fare una scelta (make a choice), avere un’aspettativa (have an expectation), and essere sicuri di fare la cosa giusta (be sure to do the right thing)
• employ connectives effectively, such as per quanto riguarda (regarding ...), in primo luogo (firstly), in secondo luogo (secondly), and infine (finally)
• use the correct reflexive pronoun when employing reflexive verbs, for example, concentrarsi (to focus), preoccuparsi (to worry), conformarsi (to conform), and deve focalizzarsi su (must focus on ...).

Areas for students to improve include:

• structuring an argument clearly and stating a clear stance in response to the question at the start of the monologue
• exploring more than one relevant idea to provide a well-rounded response
• using clear examples that are well linked to the question and the issues studied to strengthen their arguments
• providing depth in their responses by discussing issues from a global perspective, beyond the personal viewpoint
• incorporating examples from other related texts to support their argument effectively
• using a range of expressions to introduce, elaborate, or link ideas, such as per rendere convincente il mio discorso (to make my argument convincing), per sostenere la mia tesi farò riferimento a (to support my thesis, I will refer to ...), per dare validità al mio discorso (to validate my argument), detto questo (that said), per chiarire (to clarify), d’altronde (on the other hand), nonostante (despite), tuttavia (however), malgrado (despite), riepilogando (to summarise), and per concludere (to conclude)
• using ideas and examples that are relevant to the questions to ensure clarity
• having a clear understanding of all the keywords in the question, such as increasingly
• providing contemporary examples to support their arguments and make them relatable.

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 providing a translation
• 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:

• correctly identify the context behind the quote ‘i prof sono come i boa’ (Q1a)
• correctly identify the impact of the phrase ‘non lo sa’, making reference to the language technique and the provided extract (Q1b)
• provide specific examples of language techniques that illustrated Leo’s intense emotions (Q1c)
• give a balanced analysis of how Leo’s need for support from other people in navigating significant life events was evidenced 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 their ideas
• considering the entirety of the provided extract when asked to refer to language and content (Q1c)
• avoiding restating the question in their answers to maintain originality and clarity.

Part B

Students should:

• read the question carefully and address all parts in their response
• write in the type of text as specified in the question
• address the specified context, purpose, and audience of the question
• write from a particular perspective as required by the question
• demonstrate 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 in the response and not words taken directly from the text.

In better responses, students were able to:

• demonstrate a perceptive and sensitive understanding of the mother’s character at this point in the novel
• focus on adopting the mother’s authentic voice throughout their responses
• make suitable, appropriate, and accurate references to the plot up to that point in time
• demonstrate a strong grasp of language structures, colloquialisms, and register appropriate to the character
• identify the key cues in the provided extract, such as ‘ferito’ (hurt), ‘amare è un’azione’ (to love is an action), and the strengthening relationship between Leo and his mother, as well as Leo becoming more mature.

Areas for students to improve include:

• making reference to the key cues in the provided extract to enhance their analysis
• avoiding a recount of the novel and instead providing the mother’s insights into the events and character interactions
• making use of authentic and accurate grammatical structures and vocabulary to enhance clarity and effectiveness in their writing.

Students should:

• address all aspects of the question
• write in the relevant text type as specified in the question
• use appropriate register consistently throughout the response
• ensure that the content of the response is relevant to the question
• plan and sequence the response to ensure it 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 the appropriate word, expression, or phrase for the context, purpose, and audience of the question
• ensure enough time to proofread and edit work.

In better responses, students were able to:

• use the key words in the questions, such as esigenze (needs), gruppo (group), individuo (individual) (Q3), and scelte difficili (difficult choices), risultati positivi (positive outcomes) (Q4)
• demonstrate an understanding of the prescribed issues set for study
• provide examples that showcase the prescribed issues and support the question effectively
• consider both sides of the argument to present a balanced view
• adhere to the requirements of the text type (speech) throughout their response
• use grammatical structures pertinent to the Extension course, such as hypothetical constructions.

Areas for students to improve include:

• avoiding repetition and consolidating ideas for a coherent response
• avoiding personal perspective examples to illustrate the argument, focusing instead on objective analysis
• providing strong introductions and conclusions to frame their arguments effectively
• planning their ideas carefully to ensure clarity and logical progression
• avoiding the use of pre-prepared responses that may not suit the nuances of the question.