Japanese Extension 2016 HSC exam pack (archive)

Characteristics of better responses:

• key words within the question were identified and these key words were used to develop an effective argument
• a point of view was clearly stated at the beginning as well as in the conclusion
• a wide range of vocabulary and sentence structures were used
• a logical, well-structured argument was presented and supported by sophisticated examples
• excellent depth of ideas was evident
• communication was confident with a high level of fluency and authentic intonation
• ideas were linked back to the question throughout the presentation
• conjunctions were used to link various points of view.

Characteristics of weaker responses:

• relevant information to fully address the topic was not included
• familiar words were recognised and an argument was constructed using those words rather than responding to the question
• the question was changed
• ideas were not presented in a logical manner
• key words in the question were mispronounced
• the point of view about the topic was often unclear
• grammatical structures were used repetitively
• ideas were repetitive
• there were inaccuracies with grammatical structures, particles and tense
• there was overuse of pre-learnt phrases that did not directly answer the question.

Characteristics of better responses:

• the quote was used in context, which was the fact that Tsuyako had some prior knowledge that Mika may have been Daigo’s wife when they both stepped into the bath house and hence was confirming this (Q1a)
• the link between Daigo-Hirata and the bathhouse was mentioned in relation to the quote (Q1b)
• appropriate adjectives were used to describe the character and evidence from the text was used to justify this (Q1c)
• the relationship was stated and examples from the scene, including from Daigo and Hirata’s conversation, were used to justify this (Q1d)
• a ‘traditional value’ was stated and its development in the extract given and in one other scene was clearly explained (Q1e)
• a clear understanding of the key words and the question itself were evident
• the question was answered succinctly using clear English expression and the response was justified with evidence from the text.

Characteristics of weaker responses:

• the quote was not mentioned in reference to Mika possibly being Daigo’s wife (Q1a)
• the salmon scene was referred to rather than Daigo possibly having met Hirata in the bathhouse as a child (Q1b)
• the link was not made that Daigo has visited the bathhouse during his childhood
• the text was simply translated and the link to character was not made
• characteristics were stated but not justified using the text (Q1c)
• a perceptive understanding of the relationship was not demonstrated, only one or two examples were mentioned to justify the response (Q1d)
• the development of a ‘tradition’ rather than a ‘traditional value’ was addressed(Q1d)
• more than one other extract was used (Q1e)
• a very lengthy response which did not answer the question was given
• film techniques which were not relevant were mentioned.

Characteristics of better responses:

• an insightful understanding of the character was demonstrated through referencing how Daigo’s perception of and attitude towards the job of a funeral celebrant has changed
• a thorough understanding of what influenced Daigo’s newly found pride in his job and/or why he has changed his view on the job was well expressed
• flair and originality were evident when referring to Daigo’s new perception of his job
• prejudice in society was mentioned and well linked to Daigo’s assertive attitude towards his job and comments regarding their child
• a great control of language was demonstrated throughout by the use of a variety of vocabulary, grammar, prescribed kanji and authentic and sophisticated expressions
• register and tense were applied appropriately and consistently to meet the requirements of the task.

Characteristics of weaker responses:

• a limited understanding of the text was demonstrated when referring to Daigo’s view of his job
• irrelevant ideas and information were included
• a lack of analysis in relation to the focal points in the excerpt was evident by focusing only on money issues or/and bullying
• many basic errors that interrupt understanding were made
• there was an inconsistent use of register.

Characteristics of better response:

• a clear introduction, individual points of view and concluding statement were presented
• breadth and depth of argument was provided
• a continuous link back to the questions was evident
• key words were acknowledged
• point of view was supported by relevant and convincing examples
• arguments were presented in logical, coherent and sequential order
• a wide range of grammatical structures, vocabulary and kanji were accurately used.

Characteristics of weaker responses:

• the question was not fully addressed
• only partial words were identified and discussed
• recognised words were chosen to produce a piece of creative writing
• ideas were often irrelevant or not linked to the question
• repetition of examples or ideas in order to reach the suggested word length was evident
• coherence between introduction, paragraphs and conclusion was lacking
• wrong choice of words from a dictionary were used
• irrelevant examples were used to support the view
• language structures were basic and there were errors related to passive form and transitive and intransitive verbs
• there was limited use of prescribed kanji
• the use of katakana was problematic
• instead of article text type, speech and letter writing were used
• the title of text was not used.