1. Home
  2. HSC
  3. HSC Exams
  4. 2015 HSC Exam papers
  5. 2015 HSC Notes from the Marking Centre — Italian Extension
Print this page Reduce font size Increase font size

2015 Notes from the Marking Centre – Italian Extension

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Italian Extension course. It contains comments on candidate responses to the 2015 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.
This document should be read along with:

Oral examination

Characteristics of better responses:

  • a logical and well-structured argument was developed and presented within the time allocation, supported by a range of relevant ideas and examples which extended beyond personal experiences and referred to wider issues set for study
  • ideas were communicated confidently and fluently, with authentic intonation and pronunciation
  • sophistication of vocabulary and sentence structure was demonstrated as well as a consistently high level of grammatical accuracy
  • the point of view was quickly introduced before getting into the body of the discussion
  • the wording of the question was analysed/interpreted and key words were defined
  • examples, which were relevant and appropriate, were clearly linked back to the question to support argument
  • all elements of the question were fully addressed.

Characteristics of weaker responses:

  • arguments were not well structured
  • limited ideas were mentioned but not developed and supported
  • repetition was evident
  • pre-prepared and irrelevant material that didn’t address the question was used
  • examples were used as the argument, rather than as evidence to support the argument
  • examples were not linked back to the question
  • the question was not clearly or fully addressed, and often reference to al mondo d’oggi and to stiamo perdendo were omitted
  • vado d’accordo was used instead of sono d’accordo
  • key verbs such as immaginare, creare were misused
  • key nouns such as immaginazione and creatività were also misused.
  • agreements/articles /verb conjugations/ subjunctive/hypothetical constructions were problematic.

Written examination

Section  – Response to Prescribed Text

Part A

Characteristics of better responses:

  • the context of the question was correctly identified and the recordings made by Mirco were addressed (part a)
  • the focus was on the word almeno, with the suggestion that Don Giulio believed the Direttore to be wrong in dismissing Mirco’s recordings (part a)
  • the Direttore’s attitude towards the established rules, traditions, secure future for the boys, the safe environment and smooth running of the school was captured (part b)
  • a thorough understanding of the Direttore’s motives for his rigidity was demonstrated (part b)
  • all three uses of the word male were identified (part c)
  • the literal meaning of the quotes were given and details of the perspective of both Don Giulio and the Direttore were provided (part c)
  • a perceptive understanding of how disability is explored in the scene was demonstrated, highlighting the contrasting perspectives of Don Giulio and the Direttore (part d)
  • further perspectives on disability as explored in another scene were provided (part d)
  • a strong engagement with the issue of disability was demonstrated and the views of different characters, and the changing nature of these views , were referenced, including those of Ettore, Mirco and Achille as well as those of society at large in the 1970s (part d).

Characteristics of weaker responses:

  • the sentence was merely translated and Don Giulio’s reasoning was not fully explained (part a)
  • the recordings were mistakenly identified as being of the play and not the assignment on the seasons
  • the le was incorrectly identified as referring to the chants of the protesters outside the institute (part a)
  • quotes from the extract were used and paraphrased without explaining their meaning (part b)
  • a mere translation of the Direttore’s justification for the importance of established rules was provided (part b)
  • film techniques that were not relevant to the question were used (part b)
  • the actual meanings and differences between the three uses of male were not specific but were vague and general (part c)
  • the two scenes were not treated with the same level of depth. Some responses focused at length on the scene presented, exploring disability in detail while neglecting to provide substantial discussion of another scene (part d)

Section I Part B

Characteristics of better responses:

  • the question was understood well, and knowledge and understanding of the events of the film were demonstrated
  • the spirit of the character was captured, outlining and connecting the events of the film to Francesca’s emotional growth as a result of her relationship with Mirco
  • past events in the context of her development were reflected, and sensitive details were provided
  • an ability to manipulate language effectively was evident.

Characteristics of weaker responses:

  • unrelated events, or events without the necessary connections to the question, were recounted; for example, the character’s change of life direction
  • the level of language was not always adequate for the task or appropriate to the context and authentic voice of Francesca.

Section II – Writing

Question 3

Characteristics of better responses:

  • a variety of interesting ideas and examples that related to the question were presented
  • focus was on the concept of ‘egoismo’ as selfishness and a variety of valid examples were provided, enriching the responses
  • the language used demonstrated a good understanding of Italian sentence structure, and a range of appropriate vocabulary and expressions to convey meaning were used
  • the ability to argue or discuss a point was demonstrated using relevant examples to enhance the argument
  • each part of the question was addressed, all key words were defined and examples of how our society encourages selfishness were provided.

Characteristics of weaker responses:

  • the demands of the question were misinterpreted and the focus was merely on people being egocentric and vain, and on the role of technology
  • the standard of language was not adequate to convey ideas in an authentic manner.

Question 4

Characteristics of better responses:

  • the philosophy of life that includes learning from one’s mistakes was expressed and more global and less personal examples were provided.

Characteristics of weaker responses:

  • this question was treated superficially; mundane and only personal examples were provided, and repetition was common
  • spelling errors and poor control of grammatical structures were evident
Print this page Reduce font size Increase font size