report2009_writing


 * VCAA 2009 Assessment Report**


 * Section 3 – Writing in Italian**

Criteria - relevance, breadth and depth of content - appropriateness of structure and sequence - accuracy, range and appropriateness of vocabulary and grammar

The 15 marks for this section were divided in the following way: - five marks for content (breadth and depth) - five marks for structure and sequence (correct text type, including register and cohesive devices) - five marks for the correct use of Italian, including range and sophistication of vocabulary and grammar and correct spelling.

All topics on the examination paper were attempted. Questions 8 and 9, however, proved to be the most popular. As in past years, students continued to make careless grammatical errors, including inappropriate use of verb tenses and conjugations, incorrect agreements and poor use of prepositions. As in previous years, many careless spelling errors were evident in student writing. The range of tenses used was disappointing as many students did not extend their writing beyond the present or past tenses.

It is imperative that students read their chosen topic carefully and plan their writing to ensure that the content, purpose and audience are addressed accurately and appropriately according to the task. It is also imperative that students follow the correct format for the text type that they have chosen.

Below are some extracts from well-written responses which highlight excellent language use.

//... Prima di tutto questo scambio culturale ha migliorato le mie capacità linguistiche- sia scritto che orale ...//

//... a dire la verità non ci sono molti svantaggi oltre alla mancanze della famiglia e degli amici ...//

//... Da un punto di vista academico, non c’è dubbio che la nostra visita all’liceo ... era preciosa ... D’altra part,e senza la voglia di diminuire un viaggio favoloso, vorrei prendere quest’occasione per suggerire dei modi in cui quest’ esperienza potrebbe essere raffinata. Per quanto riguarda la logistica del viaggio, forse sarebbe stato più comodo se il viaggio fosse organizzato durante l’inverno italiano, invece di luglio quando le città sono così piene di turisti ... credo che, per ottenere il massimo vantaggio alla conoscenza della lingua, si possa includere anche una settimana dove ogni studente resta con una famiglia .//

Students had to complete an imaginative story as an entry in an annual short story competition. As this was an imaginative task, students needed to demonstrate creativity in their ideas in order to hold the attention of the reader. Most students included the correct features of the text type.
 * Question A**

Students were asked to write an informative article on an environmental issue they had been researching and felt strongly about. This question was the least commonly attempted. It required the students to outline and discuss an environmental issue and develop their argument with effective supporting evidence.
 * Question B**

Students had to write the script of a speech describing the positive and negative aspects of their experience on a school trip to Italy. Students were required to evaluate the success of the trip by presenting both positive and negative points.
 * Question C**

Students were required to write a letter to persuade their uncle to let them use his house as the venue for a friend’s birthday party. This topic proved to be very popular; however, many students did not perform well as they did not present persuasive and convincing reasons for their request. The question was often answered superficially, for example, ‘I’m your favourite’, ‘I do not have money’, etc.
 * Question D**

Question 10 required students to write a journal entry reflecting on their personal experiences when volunteering at an Italian retirement village for the elderly. In the journal entry students needed to explain and reflect on their experience in the retirement village and state how that experience impacted on them personally.
 * Question E**