Japanese in Context 2018 HSC exam pack (archive)

Students should:

• choose their research topic very carefully to ensure there is scope for specific research
• ensure they conduct meaningful research using relevant texts, making reference to their research during the examination
• make a clear link between the chosen topic and the syllabus issue
• manipulate language naturally and with strong fluency using a variety of relevant vocabulary and sophisticated grammar.

In better responses, students were able to:

• show an in-depth understanding of the issue chosen for the Personal Investigation
• discuss and substantiate a point of view effectively with supporting evidence and examples
• make reference to a range of texts and sources from more than one context
• speak fluently and confidently, providing well-structured responses to questions
• demonstrate a high level of grammatical accuracy and sophisticated vocabulary
• respond appropriately to the question asked, and not just deliver pre-prepared responses.

Students should expect to:

• demonstrate the capacity to effectively communicate in Japanese about their research
• show a thorough and deep understanding of their chosen topic.

Areas for students to improve include:

• avoid choosing very general topics that are too broad to allow for meaningful research, for example, ‘kimono’ or ‘food’
• listen carefully to the question that is asked and answer it articulately; students are disadvantaged by delivering pre-prepared monologues because these generally don’t answer the question that is asked.

In better responses, students were able to:

• summarise the content concisely with relevant reference to the text (Q1)
• demonstrate both understanding of the text and a reflection on the issue raised in the forum (Q2)
• include all relevant details and explain clearly what was realised regarding the plan to change Maths lessons (Q3)
• synthesise both texts effectively and include all relevant details (Q4)
• write a persuasive email using appropriate level of language (Q4)
• discuss the topic of maintaining traditional culture and developing gender equality, using Rie as the example (Q5)
• identify what can be inferred about Sakura’s personality with evidence from the text (Q6a)
• refer to relevant details from both texts in the formal email response, using an appropriate polite language (Q6b).

Areas for students to improve include:

• adhering to the required word limit in responses
• ensuring that responses are in the language stated in the question
• referring to relevant information from the text
• using appropriateness expressions
• referring to both texts where necessary.

In better responses, students were able to:

• use a wide variety of vocabulary, sentence structures and prescribed kanji was used with few grammatical errors
• include highly relevant ideas which were well-structured and sequenced
• use appropriate vocabulary and expressions to engage the audience
• provide valid examples and reasons to support ideas and opinions
• state successfully their own opinions on the topic
• express successfully opinions with reference to their own experiences as well as students with Japanese heritage growing up in Australia in general.

Areas for students to improve include:

• using accurate spelling, kanji and grammar structures
• using appropriate language register
• demonstrating a comprehensive understanding of texts by including relevant ideas and information in responses
• sequencing for a logical flow of ideas and information
• using formal language appropriately, where necessary
• successfully connect the issue raised to their own context.