Japanese in Context 2016 HSC exam pack (archive)
2016 Japanese in Context HSC exam papers (archived)
Japanese in Context HSC Exam paper - transcript - audio 2016
Marking guidelines
Marking guidelines are developed with the examination paper and are used by markers to guide their marking of a student's response. The table shows each question and the criteria with each mark or mark range.
Sample answers may also be developed and included in the guidelines to make sure questions assess a student's knowledge and skills, and guide the Supervisor of Marking on the expected nature and scope of a student's response. They are not intended to be exemplary or even complete answers or responses.
Marking feedback
Select from the link(s) below to view feedback about how students performed in this year’s examination.
Use the feedback to guide preparation for future examinations. Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Feedback on practical examination
Characteristics of better responses:
- an in-depth understanding of the issue chosen for the Personal Investigation was demonstrated
- a point of view was discussed and substantiated effectively with supporting evidence and examples
- references were made to a range of texts and sources were chosen from more than one context
- candidates spoke fluently and confidently, providing a well-structured response to question
- a high level of grammatical accuracy and sophisticated vocabulary was demonstrated.
Characteristics of weaker responses
- a superficial understanding of the chosen topic was demonstrated
- use of pre-prepared responses that were not tailored to the question being asked
- limited references to the texts studied were made
- the chosen topic was not linked to a syllabus issue
- colloquial language and/or unsophisticated vocabulary and structures were used.
Feedback on written examination
Characteristics of better responses:
- the content was summarised concisely with relevant reference to the text (Q1)
- both the understanding of the text and a reflection on the friendship was demonstrated (Q2)
- all relevant details were included and the appropriate conventions of the text type was used (Q3)
- formal language was used appropriately (Q3)
- both texts were synthesised effectively (Q4)
- the message was presented logically with references from both poems (Q5)
- a clear judgement about how effectively the film maker expresses the relationship between nature and the human race was shown, with some examples of language techniques provided (Q6)
- comprehensive understanding of the text was demonstrated (Q7).
Characteristics of weaker responses:
- the length of response exceeded the required word limit (Q1)
- no reflection on the friendship was mentioned (Q2)
- some informal language was used (Q3)
- key points from the text were presented but they were not effectively linked with the requirements of the question (Q4)
- only one poem was used to identify the message (Q5)
- general ideas were referred to rather than the text (Q7).
Characteristics of better responses:
- a wide variety of vocabulary, sentence structures and prescribed kanji was used with few grammatical errors
- highly relevant ideas were structured and sequenced
- appropriate vocabulary and expressions were used to engage the audience
- valid examples and reasons were provided to support ideas and opinions.
Characteristics of weaker responses:
- weakness in spelling, kanji and grammar structures was evident
- an inappropriate language register was used
- incorrect text type conventions were used
- irrelevant ideas were included.
HSC exam resources
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Japanese in Context syllabus
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