Spanish 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 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:

• deliver their responses fluently and with good intonation, in an engaging manner
• address the question with concrete examples, linking these back to the question
• has more than one point and example to develop the argument. For example, two distinct points to support one side or examples for both
• use a range of connectives, adverbs of frequency and contrasting connectors to help sequence their ideas. For example, en segundo lugar, en consecuencia, por eso, en conclusión
• develop logical and well-structured arguments with a clear introduction and conclusion, maintaining a logical flow of ideas
• avoid citing pre-prepared examples that do not relate to the question
• include authentic expressions or rhetorical questions
• provide a conclusion that relates directly to the question
• provide different types of evidence to support their point of view, such as statistics, current affairs or comparisons
• display a range of tenses and vocabulary, including the use of sophisticated vocabulary
• express ideas with a high level of grammatical accuracy allowing ideas to flow.

Areas for students to improve include:

• finding alternative ways to express an idea to avoid repetition. For example, avoiding the  repetition of riqueza too many times,  instead using synonyms like dinero, plata or poder adquisitivo
• planning their argument and justifying it with examples
• thinking of a second point or other ideas or perspectives during planning to avoid having only one example, making the argument repetitive
• ensuring their conclusion links back to the question and their opening statement.

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:

• demonstrate an understanding of extract and characters
• respond with relevant details to address the entire question
• identify the importance of not knowing Quechua and not understanding what was happening (Q1a)
• identify the importance of Daniel’s role as a mediator, leader, interpreter, link between the film crew and local people (Q1b)
• identify ways in which the film techniques are used to convey the abuse of power, supporting their arguments with explanations of how each technique is used for this purpose (Q1d)
• effectively use comparatives such as on the other hand, in contrast, opposite to, whereas, whilst, to emphasize the comparison between the character’s attitudes (Q1c)
• identify Costa’s growth and Sebastian’s desperation, selfish attitudes in the scene and idea of change (Q1c)
• provide a perceptive analysis of how the issues were explored in the extract.

Areas for students to improve include:

• avoiding the translation of large segments of the extract as part of their response
• ensuring that supporting evidence is drawn from the provided text.

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:

• write from the perspectives of Anton and Maria
• maintain correct register throughout the response
• demonstrate an in-depth understanding of the characters, scene and plot
• write with consistent grammatical accuracy, a range of vocabulary and a variety of sentence structures and expressions
• demonstrate an understanding of the topics and themes within the prescribed text.

Areas for students to improve include:

• writing from the perspective of the character in the question
• demonstrating knowledge of the extract in the question and the whole short story
• familiarising themselves with the whole text as well as the prescribed themes and issues
• using a wide range of vocabulary and expressions appropriate to task
• sequencing their response in a coherent and logical way
• being creative while keeping within the confines of the requirements of the question.

Writing in Spanish

Questions 3 and 4

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 article such as a title, an introduction, and a conclusion
• address the correct audience
• include features such as rhetorical questions, quotes, and examples to which a young audience would relate
• use sophisticated vocabulary such as rasgos inconscientes, lucha por la justicia, gran consciencia global
• include relevant people as a support of the article such as Mahatma Gandhi, Nelson Mandela, Malala
• demonstrate excellent knowledge of current issues
• develop a logical argument supported with relevant ideas and examples
• write with a high level of grammatical accuracy and a range of sophisticated vocabulary and language structures appropriate to the requirements of the task
• write applying the conventions of the type of text of an article for a youth publication
• link back to the key point of the question
• differentiate between ‘personal interest and ‘personal values’ (Q3).

Areas for students to improve include:

• avoiding the inclusion of irrelevant information and ideas
• linking examples to their argument
• revising language usage, for example, spelling, grammar, word forms and word order
• avoiding the repetition of the same ideas and vocabulary
• avoiding the retelling of the key events of the scene.