Spanish 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:

• structure the monologue with clear introduction, points, and conclusion
• provide meaningful examples referring to the specifics of the question asked not the general topic, for example, specific to racism not just to general discrimination
• speak clearly and use intonation effectively.

Areas for students to improve include:

• planning their response, sequencing their points clearly prior to starting to speak
• using examples from the film only if they are relevant to the question using global rather than personal examples
• reading aloud and enunciating key words during their preparation time, for example, many students mispronounced desigualdad as desigual-i-dad.

Response to Prescribed Text – 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 Spanish 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:

• organise responses coherently
• demonstrate an understanding of the extract and characters
• refer to other extracts accurately
• identify the importance of the fight for water and the role media has played in attracting interest to the issue (Q1a)
• identify and refer to the contemporary hardships faced by Bolivia’s indigenous population occurring from centuries of exploitation faced by Latin America’s original inhabitants and their descendants (Q1b)
• identify the symbolic value the ‘gift of water’ ‘Yaku’ has for both characters with relevant references to the text (Q1c)
• focus on the issue of ‘personal values’ with relevant examples, providing details and referring to another extract (Q1d).

Areas for students to improve include:

• going beyond a description of the extract (Q1a)
• avoiding superficial descriptions of the struggles (Q1b)
• avoiding a retelling of what occurred in the extract (Q1c)
• answering question succinctly (Q1c)
• linking quotes to issue of personal values (Q1d)
• showing an accurate understanding of the issue of personal values and not only feelings (Q1d).

Response to Prescribed Text – Part B

Students should:

• address all parts of the question
• 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.

In better responses, students were able to:

• convey some of Maria’s personality traits and values in the content, tone and language used in the letter
• express a certain level of resentment from Maria about what happened
• reflect on the changes Costa had in his level of empathy and understanding of the situation
• accurately recount events and reflect on Maria’s feelings of anger towards Costa and his decision at the time
• refer, directly or indirectly, to the content of the extract and the ‘lost opportunity’ and how it could have helped the indigenous people.

Areas for students to improve include:

• reflecting on the conversation provided and how Maria felt rather than the future possibilities to create the documentary
• documenting aspects such as the title of the movie, the extract or the country where the film [within the film] took place
• demonstrating knowledge of more specific details relevant to the quote and incorporating these ideas into the reflection.

Writing in Spanish

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 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:

• include key features of an essay
• apply language specific to audience, purpose and context
• include features such as rhetorical questions, quotes and examples to which a young audience would relate
• use a variety of examples to support arguments
• show a wide range of sophisticated vocabulary.

Areas for students to improve include:

• avoiding the inclusion of irrelevant information and ideas
• needing to clearly link examples to their argument
• referring to all parts of the question
• being mindful of spelling mistakes for common words
• revising language usage, for example, word forms and word order in Spanish.